Making huge decisions in times of trauma is never an ideal situation. Alternatively, finding the time to be prepared with potential options and solutions for children struggling within the confines of their current educational setting isn’t always the easiest thing to do either.
Many of you know the tell tale signs that your child’s needs are not being met in their current educational environment. Whether they are in a least restrictive setting or a most supportive setting either within the classroom, often times what is demonstrated is a more rageful, dysregulated child at home when, at school, it takes them more and more effort to keep it together. Perhaps the school tells you things are fine in your IEP meetings and that you need more family therapy but you know in your gut that your child’s needs are being placed second to the underlying financial woes of your district.
If your child is especially disruptive in class, the district may place them in a “behavioral intervention” setting when the origin of your child’s behavior might actually be organic and not premeditated or purposely oppositional. In that setting, the academics come secondary to the behavioral management and so the child often falls behind the learning curve of their skill abilities.
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