a gift

All our kids are gifts. I think most of us don't stop to put it into words though. I remember when we were going through the trauma that was finding a 'good' school for the twins one of my dearest friends kept saying that Hannah would be a wonderful asset tot he whole school community (wherever she went), a gift in fact. Well two years into the mainstream journey I can absolutely see her point. And here is one simple story about that.... Hannah has a 'wonky walk' as I describe it - she can unbalance and trip a bit more easy than her regular peers. Year 1 classroom was upstairs and so 2 middle school girls were asked to help out by taking her up in the lift - in the morning and the recess/lunch breaks and then at the end of the day. ANy additional trips downstairs are usually only with her class and so she manages the stairs. These girls have been awesome.

They have developed such a lovely relationship with hannah. They are patient with her when she is reluctant to go to class, they sometimes seek her out to play with before school and they bring her little gifts sometimes too. So it is no wonder that she adores them. When we were on holidays O/S she would often say she wanted to come back to Paris with her buddies. (they are of course very beautiful young women too - so please forgive my crude attempt to capture their personalities while protecting their identity. The last day of school arrived a week ago on Friday. We'd got the school report, sung carols int he church, given Christmas gifts and cards... this day was movies and picnics to end the year. It was mufti so Hannah had chosen her own ensemble. While on the playground waiting for the morning assembly I noticed that her shoes were on the wrong feet. I told her and she sat down to change them over. As part of the giving her greater space and independence I moved away where I could watch her - I was hoping to see that after she had fixed her shoes she would hear the music call to line up and go line up with her class without prompting. One of her buddies noticed her sitting on the ground and came straight over. She helped Hannah change her shoes then they raced back tot he line up for the assembly. During the assembly Hannah sat encircled in her buddies arms and sitting on her lap...now that interaction was a lot more about Hannah's buddy, leaving the primary school where she has thrived to head off to High School with all the excitement and fear that that entails. And I am glad that for those brief moments Hannah was able to give her comfort and peace. I know she will do great at High School but Hannah is going to miss her and her friend very much...

We have survived

The title says it all really. It has not been a great year of inclusion for Hannah. Enough said. Maybe this is what to expect every year. God I hope not. In her 'Maths' book - there are 3 worksheets - incomplete at that. That's it. A whole year of work...it is better than her spelling book. It is blank - except for a /5 written in red on the first page which never ever got used. I know that Hannah has done a lot of work. I am actually pleasantly surprised by how well her maths is coming along - but all those measures are in the Resource room they are not in the class room. You know who next years great hope is? I already had a meeting with her earlier in the year when she was acting principal - and I was so very stressed and frustrated at what was not happening in the classroom - and I just went blllllllllllllllllluuuuuuuuuuuuuuuuuuuuuuuuueeeeeeeehhhhhhhhhhhhhhhhhhh! Barely drawing breath with strategies that I would love to have seen tried but that never were. Anyway we have her next year At least she knows what to expect from me. She is a lovely calm and organised person. Understated but definitely not to be underestimated. She also LISTENS. Fingers crossed. What has been happening well is the continued acceptance of Hannah as Hannah by the other children in the class. She recently did the school swimming program which she loved. Her reading is progressing - slowly but surely. Her communication and confidence are improving also. I am hoping to do a few bits of work with her over the holiday to keep her reading level from falling. In an unusual decision I asked that the twins be kept in the same class next year. I had many reasons for this. Mostly I remember how hard it was earleir in the year when Kit could tell how unhappy and worried we were but was unable to help at all because he wasn't in the room - that is one of the key things having a child with communication difficulties. Her communication book is still the first thing I go to each afternoon even though her class teacher barely writes in it. There are other benefits though. I am hoping that it might encourage a bit more ongoing play between them at home - keeping some common experiences for them that might be good in developing their relationship at home. They have a lovely relationship but there are increasing differences due to gender and developmental levels. Not a problem but I think it would be nice to foster some common interests between them where I can. I definitely do not want Kit feeling responsible for her - even though he is!! I am vowing that I will not ask him directly how Hannah is for at least the first 5 weeks of term. Unfortunaltely just yesterday when they found out who their teacher and classmates would be one wonderful boy came racing up to me on the playground and said "You won't have to worry about Hannah next year because Kit is in the same class". Her best friend (a lovely young boy - Z) is in a different class - so apparently on the way home this first young boy was telling his mum that Zs turn was over and it was his turn to help look after Hannah next year. So yes we survived but it wasn't alone. There was an enormous amount of work put in by the support staff, the principal, Hannah's buddies, the other kids in the class and even the class teacher (I hope! and think) tried her best. Still I really would like to set up an INCLUSIVE class experience for Hannah next year...Here's hoping...and preparing...

It's been a while

Well things are tootling along in the world of Year 1. Some changes at school have been implemented and I can see that Hannah's little aid time is being used more effectively. Basically one of her aids goes into the classroom in the morning with the goal of settling her to work at her desk with the other students... with varying degrees of success. Last week I was outside the room helping with one of the reading programs (as a parent volunteer) but it was almost recess when I went into make sure Hannah went to the toilet that I found her at the side of the class refusing to do any desk work. I quickly and as quietly as possible got her to the loo and then settled her back in the room - this time at her desk with some simple work. I wished they'd let me know at the start of the morning....FFWD to today. I am outside the room doing my volly thing when Hannah's teacher comes and asks me to help the aid as Hannah is lying at the back of the room rolled up in a ball, refusing to cooperate. I went in and knelt down near her. I asked her to sit up, then look at me... and tell me what was going on. She soon managed to regroup enough to tell me that her aid had 'hurt her feelings'. I got her to stand up and talk to the aid about this which she did. From the aid and Hannah's tears (crocodile ones!) I was able to ascertain that after warnings to turn off the ipad until later the aid had leaned over and turned it off herself. The key issue had been the volume of the ipad as the teacher tried to have her whole class time. It didn't take long for us to chat about that and for Hannah to go to her place and start work. She even voluntarily put the ipad aside.

Later on in the afternoons another aid spends some time with her specifically on the ipad - and using some of its apps. I bet hannah loves that.

While I was there I got the chance to chat with the aid a bit more - before I left - she was basically asking for strategies... said that she had watched me but found copying my technique (I think she meant my 'Mum means business' voice :-)) difficult. She wanted to discuss how to handle the mornings incident differently. So we chatted about that - she had done what I would have done anyway - warnings and count down...so really I said perhaps the only thing left is to head it off at the pass, ie make sure the little bugger doesn't get to sit down with the temptation of the ipad straight away. She did say that for a while threatening to call me worked quite well but at one point Hannah started to say "No, ring Daddy". We then quickly talked about Hannah's multilit lists - Yes Hannah has started on the multilit program. She is stalled on List 2 - they, that and with. Having (undiagnosed) dyspraxia does NOT help with reading - I can almost see the misdirections happening from what she is seeing, thinking to saying. Anyway as part of that discussion the aid showed me how she gets Hannah to write out the words she is having difficulty with - and how the last list - her writing went from quite small to larger and larger - because Hannah knows once she reaches the end of the writing page the aid lets her stop that activity. If only she could harness that sort of intelligence to consistently recognise and say they, that and with!!! Still the aid and I are impressed with her guile.

Nothing much else has been happening. Last week I arrived at school in the middle of lunch to take the twins to an appointment. When I went to the playground to collect them - Hannah was sitting with a boy from middle school (who Kit tells me is one of the vice captains) He was quietly interacting with her while she collected bark in a glad bag. I love watching how gentle the other kids are with her. Also this week I saw one of her friends AS smiling and obliging her in a game of duck duck goose - even though there was only the 2 of them playing. He looked so sweet deliberately 'running' slowly so that Hannah could catch him.
Today as I left school Hannah's class was working in smaller groups. Her class teacher came and got her because she had a couple of year 3 boys there and she thought one of them could work with Hannah for the last 15 minutes before recess.
On Monday when I picked the kids up from after school care one of the carers was telling me how she enjoyed playing with Hannah. She had been playing ball. The week before she said they had been running. She basically said that noone could get her to run but Hannah's innocence as she asked her to run 'together' was irresistable and so she had run with my daughter. A little piece of Hannah magic as people see the gifts she has to offer... not that I think she is 'innocent' in the way the carer seemed to mean but she sure can bring out a lot of good in the people she interacts with.

Homework

Yes she dressed herself - note the tie - perfect for going to 'work'. Here are the blocks that I am loving - I give Han the letters and she unjumbles them to spell the sight words she will need for the reading activity. It is working a treat at the moment.
Using the blocks to help complete a reader accurately.
Check out her drawing and her colouring in - I think it's very good!
Gluing the words from one of her readers into a logical sentence.
Lots of teddies for a great effort!
Hannah had some homework sent home by her spec ed teacher. Being the first week back I hadn't really done much reading work with her so on Sunday we sat down and did about 45 minutes of literacy and writing activities. I was so pleased with how she did. She read her level 2 reader well. I got her to spell out key words with the blocks first as that seems to really help. Sometimes if she is looking at the printed word and not sure all I do is point to the blocks and she gets it right. She drew a lovely house based upon the level 1 reader I had been doing with her - all in pencil and then she insisted on colouring it in. Her colouring was fantastic (I though) - she kept in the lines for most of the picture and then had a reasonable go at writing her name on it.

I love the ipad and at the moment there is an app called Teach Me Grade 1 which I particularly like for her because it has some numeracy and literacy. Each activity has a ? at the top so she can ask for help if needed for example if the activity is to write 1 she doesn't need help but for 5 she can touch the ? and a faint 5 appears for her to trace. Anyways while I love the technology it was also good to see her concentrate and work without any technology just pens and papers blocks and motivators. The motivators are counting teddies and each small task completed gets a bear.... I'll attach a pic above.

So I am still unhappy with her class teacher. I just don't think she has the interest or the passion I would like to see and that is needed to really make inclusive ed work. I can't do anything about that but keep meeting with the principal and voicing my concerns... but I am so glad that Hannah is still progressing very well given the circumstances.

Reading

Today Hannah went back to school. She was happy to go and obviously looking forward to seeing her friends. I hope she has a good term.

I have been doing some reading with her over the break. Her spec ed teacher said in our last meeting that level 3 of the PM readers are the ones she is using with Hannah - they are more challenging for her. I have some level 1 ones that I was using over the holidays. I have videoed her reading - will try and upload one later.

Hannah loves books - always has. Her reading though seems idiosyncratic to me - The level 1 readers are very repetitive - eg Every page in the book we have just done has "Look at the ..." and the child uses the picture to decide on the last word. When I started with Hannah I had to prompt her every single time for the word look. It was starting to drive me crazy. I tried a couple of things to try and help her recognise the word more automatically and in a variety of contexts. The most successful was the blocks from Make a Word. I haven't got her to write it out yet but that is probably what I will try next time the opportunity arises. She has almost conquered that one so I have begun the new book which has "Look at the ... said the pencil" in it. This time I began using the blocks for support.

There is a sight word app on her ipad that I like - she is going quite well with it although 10 is her prime, 15 on a good day and by 20 she is over it - I try to work with her until she gets 10 right first go. Her error rate is usually between 5%-33% depending on how hard the settings are. At the moment I have it on preschool and Kindy words with a min choice from 3 and a max choice from 4 words. It has been interesting to then test her vocab with the flash cards from the Make a Word set - I simply ask "What word?"

Sometimes she is clearly looking at the holistic shape of the word - so bag often gets confused for dog.At other times I think she sees the last letter and then guesses at the word. Too often if in doubt she says 'down' so I have also started to go over that one using the blocks although I think I might just avoid it for a while until she is stronger on the ones in her books. I have also been impressed with her letter recognition skills and her knowledge of phonics although she needs help to 'put the sounds together' in a 3 letter word she can do it fairly easily. She finds cued artic and signed english helpful so in the video (when I find out how to upload it) you can see her sign 'the'. We are also using these to help prompt her sentence structure and length of utterance in speech...

I worry that there are so many gaps in her ability to 'read' yet I know her understanding and comprehension are quite good. It must be very frustrating for the little girl - it sure is for me!

In the video you can see her referring to the blocks and using signed english as well. The last page is bird but she often just looks at the 'b..' and says 'bat'. She was worried her father was going to go out without her so is a little preoccupied in this clip - but you get the idea....

The Follow Up

Well we had our meeting - so long ago now I'll have to think back.... We walked out feeling good. The principal is a great listener. He also supported his teacher - both positions that I am satisfied with. We got to say why we were concerned/unhappy and I think got it across that our main concern was with the class teacher without sounding vindictive about her. He agreed that she was struggling but reiterated his belief in her best intentions. He is pinning a lot on the new furnishings that are arriving over the break - he is really tackling the whole school environment having put up a whole heap of pictures through the building.

We discussed a bit further Hannah's so called 'behavioural issues' and I think that point came across ok.
Sorry - obviously the break has been good cos the rest of it has gone - we were there for about 30 minutes and he allowed us to voice our concerns. I asked about moving classes - and he stated very clearly that he had already thought about that - but then gave me the reasons on why that wasn't his preferred option at this stage.

So back to school next week - brand new setting - plus the teacher has been to visit another local school with a student with DS in the mainstream...we'll have to wait and see if any epiphanies have happened over the break...
Hannah obviously really likes this teacher - she has been chatting about having her own house - where she wants to live with her Grandpa, her two best friends from school - and you guessed it - her class teacher. I hope that that teacher realises how privileged she is to have Hannah's devotion. Hannah's ST is back on thank goodness (she agrees with me about the teacher - in fact she commented that in discussions with the spec ed teacher it looked like they were exploring the idea of her working at the school for a whole day regularly (to help with other kids) however she said - 'it isn't a bad idea but I don't want to have to work with people like..' yep you guessed it - Hannah's teacher. The teacher just isn't a great listener and she isn't really available or approachable although she makes all the right noises. I am thinking of asking for the teacher who is nervous about having Hannah (and not afraid to admit it) for next year - I think that might work better...

Holding pattern

Walkathon was last week - I was worried about how Hannah would go - last year I'd organised for my MIL to be around so that she could pick the twins up from the picnic point. This year she was busy and unlike last year - this year the sun was shining and the walk went ahead. No one at school had reassured me that they had planned for her. I crossed my fingers I rang the one Mum I know who has 4 kids, is comfortable with Hannah and could fit 2 more kids in her car - but her youngest was sick with an infectious virus - she reassured me that one of the teachers took a car and that if need be they would drive Hannah back to school. It was on my mind at school all day. When I finally got to pick the kids up from school int he afternoon one of my friends who organises the event commented on how well Hannah had gone. The principal had discussed with her a strategy for if Hannah needed a lift back. SHe hadn't. the note from Hannah's class teacher told me that the spec ed teacher had been with her 'the whole day'. Hannah told me that she walked with her best friend Z. SHe was asleep before we got home - and readily agreed to a nana nap with me once I unloaded the car.

We got Hannah's report today. It was as expected - written by the spec ed teacher and goal focussed - she is actually doing very well - but there was no fanfare...only an occasional glimpse of the individual who is my remarkable daughter. These are my first kids - maybe I just don't get the whole primary school grading thing - maybe it is her teacher's style. The spec ed teacher made a reference to her wonderful sense of humour but that was pretty much it ... the general comment was pretty standard.

I am wondering whether we should bother with the follow meeting we are having with the principal. Hannah has wonderful supports int hat school - so I am not happy with the class teacher - Adelaide you said it so well - it isn't only Hannah that flounders - and as a parent - who am I to start bagging out a classroom teacher who seems to be quite adequate and rather popular in some circles - just cos I think she is appalling at differentiating curriculum and seeing my child as an individual - she probably looks at me and sees psychomum extraordinaire - and she may have a point.

I am thinking of asking the principal to at least consider moving Hannah into the other class. I can't possibly be privy to the fall out/implications of such an action but I also think I'd be letting Hannah down if I didn't at least ask the question.

Just this morning at assembly - the sports teacher is looking after the other year 1 class for a short time. Both year 1 teachers are out at assembly - it is this teacher who looks around at the parent huddle and calls me over - she thinks Hannah has had a wee accident -there appears to be a 'puddle' near her bag and she is crouching down with head hanging low - all this is done quite discretely. I chat briefly with her and then get Hannah and take her out to the back of the assembly area. I ask if she has done a wee - 'no' she replies. I check for wetness and then as she clearly hasn't had an accident return her to the line up and let the teacher know that all is ok. Now as she is the sports teacher she asks me about Hannah's atlatioaxial instability (which is described as 'mild'). SHe has been chatting to the gymnastics team that come into the school - to remind them that Hannah can't do somersaults - she must have asked the teacher if Hannah ever would be able to - and was told that no - if she did and fell awkwardly she could break her spine. I chatted with her about our decisions re her physical activity - cos she LOVES being active - adores dance and gym and swimming and running and jumping etc - and so the teacher mentioned with great enthusiasm the special needs category at the interschool competition for swimming - if I was interested and gave permission she'd love to enter Hannah when she was older (and eligible). See what I mean - sure her class teacher was not 'in tune' to Hannah - but so many others are...So while I feel frustrated with the roadblock we have run into this year I know that there is so much going right for Hannah.
In the afternoon, Hannah came out with her older school buddies (they take her in the lift) - unlike all the other kids she was not clutching a white envelope. Her best friend was obviously worried - Did Hannah have her report? he asked. I reassured him that she would get a report - and that it as probably in her bag. I looked but it wasn't there. I was hesitating, thinking I'd have to beard the lioness to ask about it, when Kit arrived - holding two report envelopes.
And those are just a few of the stories of how Hannah is cared for and belongs to that school...so how much do I rock the boat? This principal is on our side - I feel that. I think things have improved for Hannah - but while the teacher sits and tells me that there has been no improvement as far as she is concerned in the past 6 months - I feel the pressure to protect my child from this erroneous attitude. Upon reflection (and let's face it I have been awake in the wee small hours of each night worrying about this for the past week) the only thing I am unhappy with is the classroom teacher - maybe I need to give up on this idea I have that the classroom teacher is pivotal...
Adelaide - Hannah's ST proves a great example of the outside voice you refer to - unfortunately she has been unwell and so has not met the principal yet but she generally emails the teacher, aids and spec ed teacher after each session and the spec ed teacher clearly tries to incorporate her ST goals into Hannah's support program - as I said I sometimes wonder if I am expecting too much...there are LOTS of good things happening...

Meetings and Sadness

Well we had our meeting today - principal, Spec ed teacher, both aids, class teacher and regional officer.... and upon reflection what bothers me most is that there wasn't an enthusiasm there for how to help teach a remarkable little girl...

The teacher's body language was pretty passive/aggressive. When I asked if Hannah's compliance had improved this year at all - the answer was pretty much 'no'. Unless there is one on one support it's a no go - and even then her preference seems to be in withdrawing Hannah. I see NO self reflection on how she can incorporate/manage her classroom to better facilitate inclusion... no recognition that Hannah is a fantastic little girl with SO MUCH that she can do...It breaks my heart if I dwell on it.

The regional officer seemed to resent the parents being there. I think she sees her role as supporting the school and not having much to do with the individual child/family. She had clearly sussed out somethings and all she said was that she would develop a behaviour management plan for Hannah around safety issues to be implemented next term. There was talk of her going up the classroom by herself at lunch today, hiding under a desk or stairwell...'safety' issues. How this plan was going to look was not clear so that I felt the need to state that whatever this 'plan' was that it needed to be positive - that is emphasising the desirable behaviour rather than listing all the no-go areas!! She seemed quite short in her reassurance that that would 'of course' be the case (like I was an idiot for doubting them - yet I sat in that meeting where the classroom teacher had NOTHING positive to say about my daughter).

The principal and the spec needs teacher and aids were the most enthusiastic but with the black cloud of the classroom teacher I was underwhelmed by their ability to stick up for my daughter. The teacher did not actually say anything much - except when I directly asked her if there had been an improvement inHannah's 'compliance' in class this year. She also suggested another IQ assessment be done (it's now been 2 years since the last one) Yes I gather she'd like to blame that on her inability to teach my daughter...yet again it is all Hannah's responsibility - NO evidence of self reflection at all. At least the principal was happy to read my cue of 'no' on that one and moved the meeting on...

So Phil and I got to make a couple of gibes (we were very understated - it was as I have said a subdued meeting):
The rows of desks are intimidating
Hannah engages in all sorts of outside activities and NONE say compliance is an issue
Do NOT underestimate her
She would benefit from structured group work
She wants to be seen like the other children - she realises if she is not being included as a peer by the teachers
She is a 'self starter' despite what that teacher says

The principal moved his chair closer to Phil and I early in the meeting - it really gave me the feel that he was on our team but that some of the other staff (namely the class teacher and perhaps the liaison officer) were not... disgusting really - how could any teacher worth their salt not at least try and experiment with ways to make their class work for all children?? AND then the *** has the audacity to again imply that in her class the work is now much harder and ALL the children can sit and do the work AND she has 24 (!!!!!!!!!!) children to cater for yadayadayada... it wouldn't be so bad if the implication wasn't that it was only Hannah wjo wasn't coping. I felt like letting her know - I'm not an idiot - I know other parents have been having 'chats' with the principal cos their child isn't doing so great - and I know that the parents are quite divided - and there are a whole bunch of us who think she is all talk and no action or responsibility for even trying to help our kids learn....

Anyhow that is enough vitriol. We are thinking of ringing the principal tomorrow just to say that we are upon reflection not very happy with what the next 6 months looks like holding for our daughter.... It may be time to start planning for better things next year...

Projects and Presentations

The twins had their first school project this term - on Bugs. Hannah chose Butterflies (lucky we have a simple book about them that the grandparents bought for the twins ages ago) and Kit did stick insects. The day they got it Kit was obsessed - every minute was spent googling or drawing stick insects. Then the obsession moved onto something else. For Hannah she wasn't interested in googling but I had helped her choose butterflies after she surprised me with a very lovely drawing of a butterfly. (She had drawn some small circles to form it's 'body' and then 2 paris of wings too...

While at the post office to apply for our passports (Yay Europe - here we come!) I saw and bought some butterfly stickers. I also downloaded a couple of life cycle of a butterfly diagrams and printed them off - Hannah chose which one she wanted to use and then cut out each stage and numbered it 1-4. Everyone was very happy with her efforts - here is the note from her teacher: "Thank you so much for all the work and preparation you did for Hannah's fantastic Butterfly project. She was really great at presenting it and knew just so much! We were all really proud of her. It was a really fabulous moment and the class gave her a standing ovation. Well done to Hannah's family. "

Kit had run out of steam but we managed to coax him over the line without having to do too much of the work for him (!). He made a stick insect with lego and we got him to make an old shoe box into its habitat. He is meant to present today but as his teacher has just started 6 weeks leave and there is a substitute in there I am not sure whether it will happen or not. I don't know what it is with these teachers and the rows of desks but Kit's room is now reorganised into rows (not quite so long and awkward as in Hannah's room but still..). We have a meeting at the school next week about Hannah The regional support officer will be there. It will be interesting to see what the Principal and she think - there has been small improvements but overall there is still a lot more adjustments needing to be made to promote better inclusion.

The Campaign Plan « everyaustraliancounts.com.au

The Campaign Plan « everyaustraliancounts.com.au

projects

The class teacher has been absent for the last two days - and I am rather happy with the little I have seen of the substitute teacher. I don't recognise her from previous occasions - perhaps she is someone the principal knows? Anyhow I was impressed with the following small stories:

Tues - I discussed with Hannah that she could take her beyblade to school but they were NOT for int eh classroom - recess and lunch ONLY. I went up tot eh classroom to organise a couple of things with her bag then went into the classroom to let her know what I had done. She wasn't expecting me ... obviously. THe teacher was at the front of the room with the children sitting at her feet - except Hannah who was hidden in an opposite corner playing with her beyblade. I went in and took it off her. I reminded her of the rules we had discussed. Then I tried to get her to stand up and join her peers. She squatted and I was just trying to think through the quickest strategy to try and get her up there with the rest of the class when the teacher called her name and very ably diffused the situation. She said she needed a helper because she had a special job that she needed help with - well little brat was up at her side in a shot. And I left the room smiling.

Then I went and picked her up after school. She chatted about her day (her speaking is really improving!). Then as we were leaving we passed the principal. A quick word with him revealed that she had received a principals award sticker today - for completing a cloze passage on her own.

Today I help with a literacy program outside the classroom (I help kids from higher grades than Year 1). When I am done I usually pop my head in on Hannah and check to see if she needs to be taken to the toilet. Today when I went in she was sitting at her desk working away alongside her peers - on a slightly modified activity. The teacher had just been about to ask her to describe her work. I explained my presence there and the teacher then quickly showed me the work Hannah got a sticker for yesterday - and commented on what a good effort it had been. WOW. Now that is all it takes to make me happy... I am not wishing any harm on Hannah's regular teacher (cos Hannah loves her) but should she need more time off work... if they have this sub teacher again - well I would be very pleased.

Then because Hannah's ST is recovering from surgery I went and masqueraded as a speechie. Little brat did very well. I think she is having a great day.

I also had a chat with one of her aids - she was telling me what a great time Hannah had had on the school picnic the week previously - and how good the middle school buddy was with her. She also told me that she had been at a fundraiser with another school (a HS) - to raise money so a young girl with Down Syndrome in Thailand could go to school to be educated. It reminded me how very lucky Hannah is - even though sometimes it seems like we have chosen a hard road with this mainstreaming gig - I am so very glad that we get to make that choice. It is a basic human right and I hope and pray that we can improve things here so that we become leaders for others to follow - because there are children around the world with disabilities who deserve so much more than they are currently getting.

onwards

Things have been continuing to show signs of improvement. Last week we kept Hannah home on Monday as she was a little off colour. On wed at school I helped with multilit as I do and then because Hannah's ST has had to go for surgery unexpectedly I 'did' (or tried to) her speech session with her myself. It seemed a good way to maintain routine and to keep the focus on her speech a bit. The principal said it would be ok. I showed her aid how to record her voice saying encouraging things on a sightword app that I really like. Hannah tends to get 5 wrong first go compared with 10 correct first go - so I am working on that with her. I like the app because you can simplify it to a choice of 2- 4 or later when her accuracy rate improves I can change it to a choice of 6-8 (I think).
She also came home one day very proud of herself because she had obviously shown her teacher what was on the ipad - I think it is the first time that the teacher has actively looked at what educational apps are on it - so that was a huge leap forwards - one of our goals from our last meeting was to make the use of the ipad more focussed and educational rather than babysitting. I know they did this because Hannah came over and showed me where my murder mystery books were on it!

Then on the weekend I was at a party and one of the mums there was saying that she has had a meeting with the principal and has another this week - her son is in Hannah's class - with no 'special needs'. She said that the principal mentioned the need to reconfigure the room so that the teacher could set up activity stations and group work etc - this is the model that I prefer for the twins cos I think it provides better differentiation of work to suit the individual needs of the children (and child centred learning) rather than the ridiculous rows of desks that are in the room now - that sit at odds with every other kindy-year2 classroom int he school.
This week is the school athletics carnival and I am a bit nervous - last year's was such a blast - I wonder how Hannah will go this year?

One week in

One week in and I am not sure what it is - but Hannah had Monday off school (she had a febrile seizure on the way) and then Tues, Wed, Thurs and Fri - was bubbly and happier than usual at the end of the school day. On one of those days she told me with great joy and pride that she had done work on the board for her teacher. I know we have a long way to go but I feel reassured that the principal is providing support to his teachers and that Hannah is already experiencing small benefits... let's hope the benefits keep growing!

Meeting

Well we had our meeting with the new principal today. It went for just over an hour - so I can't say he isn't interested in hearing what we have to say and in making adjustments for Hannah - he wanted to talk about what a mainstream school could deliver... He has a logical approach - took notes and at the end ran through the things that he was going to follow up on. Whilst being supportive of the classroom teacher he has clearly recognised that she is floundering - and has said that he will work with her on this area. He also made it clear that it won't happen overnight.

Things that were discussed:

Physical environment. The classroom is small and the furniture mismatched etc - new furniture will be bought that hopefully will create a more functional environment. (One where the ridiculous rows of desks goes I hope and sets of group activity stations will be set up instead)
The use of a peer buddy will be investigated a bit further. - I gather that means he will find out how she is being used at the moment and see if that is the best model.
Strategies for the teacher - he will be discussing being more firm with her - she is too lenient at the moment. Also involving Hannah more in the class activities - eg pointing to pictures or words in the story book, using the 'green mat' etc. Using rewards system for compliance (we did stress that Hannah is actually a very compliant little girl - for a 6 year old!lol)
He has worked a lot with kids with autism and schools with satellite classes etc and has a really positive attitude towards disability. He is going to look at helping the teacher use visuals similar to what he is used to with the kids with ASD - pics as palmcards.
He is concerned about Hannah's timetable in the afternoons where there is no aid time and she is given a lot of free (and sometimes unsupervised) playtime. Will discuss with librarian ways of getting her included in the library wordprocessing sessions. I mentioned the colourful stickers we could trial on the keyboard to allow her to log in - and maybe then let her go to a website where she can work self sufficiently or modify what the others are doing so she can be included.
We discussed using the ipad as a tool - that is being more directive in HOW and WHEN she can use it. I showed him a couple of the 'best apps' and mentioned how they could be used to facilitate group sessions.
The communication book - the teacher is going to be reminded to make use of this - and he will be looking at it to see the history from kindy through to the present time.
I reiterated that my preference was for aid time to be used IN the class alongside her typical peers.
He asked our attitude about the twins being separated - to which we made it clear that we did not think they needed to be specifically separated.
He also said that the special needs teacher at the HS they are a feeder for is very good... nice to hear! I hope she stays. He also mentioned that he is planning to be there when Hannah has finished year 6 so hopefully he will be able to continue to see her about. So he is planning to be there for the long term which is great.
So lots of food for thought. I think we are on the same page - and now it is about building up that partnership and getting results for Hannah and by default some of the other weaker kids in that class...

Homeschooling

A friend of a young man has journeyed int he mainstream as far as she is able for the moment - her blog http://educatingandyb.blogspot.com/ might be of interest to some of you - I love reading about how she is learning to homeschool - and also I get to pick up ideas and strategies to try in a simpler form for little brat. I am not ready to homeschool at present but should the teenage years get too tricky - if it is necessary (ie in Hannah's best interests) and we can afford it - then I would not say no to the idea.... Good on ya Narelle and ANdy - you are both inspirational.

On the other front - DH went to the P&F meet and greet with the new principal last week. He said that he emphasised his Spec ed credentials - to quote Phil - he 'said it was his 'thing'" - lol I am not sure exactly what that means but am holding on to a glimmer of hope for our meeting with him this week - ostensibly it is to discuss the school ipad - I am hoping we can help give Hannah something closer to the inclusive experience we signed up for and that was going so well last year rather than this parallel universe we find ourselves in this year...

Same old Same

Well it's week 2 and I am already having ranting conversations in my head - so I guess it is time to offload. Again.

School open day was this morning. I have to somehow come to accept that this is just not going to be Hannah's year for great strides. I wish I had a crystal ball to make sure that next year would be better.

It started yesterday. I spoke with Kit's teacher - and watched her interact with hannah. Then Hannah's old kindy teacher was there. I witnessed very clearly the sort of interactions that I think hannah needs. I haven't seen that with her Year 1 teacher yet. I'm still waiting. Hoping like a fool. I console myself with the knowledge that Hannah likes her. That she spontaneously says her name and wants to give her presents etc.

I watch Kit's teacher provide a classroom setting that flows smoothly on from last year's mode. Group work, student focus balanced with whole class instruction. In Hannah's room the model is more traditional. Whole class instruction followed by individual work. The kids I know who have difficulties sit quietly. The others get called upon to 'read' aloud or write on the board. There is a high expectation that these kids will learn by looking, listening and osmosis. They don't seem to mind - they feel safe there. Hannah at first refuses to even sit with the group. When she does she rolls about at the front. Plays with cushions and a teddy bear. Safe knowing that she wont' be expected to even point to a word in the large story book. The teacher had a few small copies of the Big Book that she was reading - they went to the more able students. the above average. Why on earth not my daughter??? You know - the one who finds it hard to focus for long lengths of time? The one with poor eyesight??

So yeah I am pissed off too. The new principal 'observed' her yesterday afternoon. I am sure she was at her best (NOT). Can't wait to have that meeting - I bet he got the full low down on what she couldn't do from her teacher.

I guess I just have to remember to breathe. To take one step at a time and protect Hannah as best I can and hope that things don't get worse. Mainstream really and truly sucks sometimes.

As a side bug - in kindy the rooms are organised in groups. They are in all other Year 1 and 2 classes - except for Hannah's. Now I know as a teacher we all have our styles and things that work for us but for Hannah this one year switch must just be confusing and alienating. It reflects a classroom philosophy that I am not nearly as happy with. Opportunities for Hannah to work in a small group of peers are virtually nonexistent....what a waste of all the wonderful work done last year to involve all the class in Hannah's (and each others) learning... I am sure it works for some kids but I don't believe it works for a significant number of them. Time to count up the weeks left I guess...and BREATHE.

As we approach the school holidays

Progress

Well it seems an amazing relief but I think I can see definite progress being made from a few weeks ago. I think it is due to the good will at Hannah's school and to the efforts of a bunch of teachers there too.

So what is 'progress'?

I have my communication book - and it has come in handy already - if I see Hannah come home in one of the old faded 'spare' uniforms it usually means she has wet her pants - not a good thing. When it happened last week - I checked the book - to find out that one of her best friends had accidentally spilled chocolate milk all over her!! (when I went to put the uniform in the was - my he really did - it was everywhere!). I also got to use it to let the teacher know that Hannah wold be away later in the week for an opthamologist appointment - something I think is good for the school to know so they can anticipate using the aid time elsewhere.

When I went into the classroom yesterday - Hannah was in the resource room. I want greater inclusion - however the teacher let me know that they had had difficulty getting Hannah to sit in her place - so they had taken her there for some quiet work. I let her know that that was fine - after all - we can only try. It is the trying that I want to see - because there will be days (increasing in frequency I hope) where Hannah just goes and sits at her desk with the other kids from the get-go.

I went and did my reading groups (they are a delicious bunch of kids). When I was done I returned to the classroom - Hannah was sitting in her seat next to her best friend (of the chocolate milk fame) and another bright little girl - who told me with pride that she 'helps' Hannah with her words and sounds. So yes another recommendation put into action.

In our meeting with the teacher and acting principal - they had just had a meeting with the regional support person and the spec ed teacher of the school - and had clarified aid times - something the teacher really wanted - so now I have a copy and I know when Hannah will have additional help in the busy school day.

Meanwhile Hannah is excited to go to school. Yesterday she was all gee-ed up to give her teacher a present - a plastic watch she got in a lollybag at a party this weekend. She clearly has developed a more confident relationship with the teacher - and while I think they still have a ways to go on their journey together (she still needs to be careful not to underestimate little brat). I feel that they have crossed a milestone - and from here it is (hopefully) onwards and upwards. We hear about the new principal this week too - let's hope they are on the same page!

Today she is home with me - because of the opthamology appointment - and 2 of her friends were genuinely disappointed that she wouldn't be at school today. Lovely.

Meeting

Meeting went well (I think!) although I did tend to do the talking - must remember to let DH do some more of that!! Basically the P said that they had seen that I was in last week - was everything ok or did I have some concerns. I had debriefed with a very logical maths teaching friend yesterday so felt able to go through the list I had compiled of my concerns. I mentioned everything but 1 point on my list. I think and hope I made it clear that the teacher has many strengths but that more stategies are needed to make Hannah's placement in that class work.

SO my bullet point list read as follows:
Day book
Last years kindy teacher to at as mentor
Teacher to assert herself as 'boss'
Better/more use of Hannah's resource box that was sent up from Kindy
Less exclusion and more inclusion
Win Win advice for the inclusive classroom (this is the one I forgot to mention) is a great practical book worth reading... and in the resource box...
Adjusted worksheets
Timer and visuals

So the day book was No 1 because on Monday Hannah came home with a well done sticker on her uniform and a stamp on her hand and told me she had done good work at school. Her teacher told me the next morning in class that Hannah had been particularly uncooperative the day before!! I need to know what is going on if I am to help reinforce/address stuff with Hannah. It doesn't have to be every day but 2-3 times a week would be great - especially at the moment when the gaping cracks are on show...
I mentioned greater use of last years teacher - as by the second half o the year she had really got a good barometer for what Hannah could and couldn't do...and she enjoyed it
We discussed specific examples like the bag outside the room and the 'overuse' of the ipad...and the need for the teacher to be the one who sets the rules and decide when hannah can use the ipad or play in a quiet corner.
I discussed the importance of Hannah sitting with the class for at least the morning period and mentioned that she was doing this pretty well last year so that this is a regression...I suggested pairing her with one of the 'brighter' students in the class.
I also commented that the resource box be set up so that Hannah could go and get various activities to work on independently - freeing up the teacher to work with others and perhaps using a timer or visual system to keep Hannah on track for this.
I offered to do any admin work that might help out the teacher - eg organising a 'box' or laminating visuals etc...

I think it was positive. The 'old' principal and the current one plus the classroom teacher had obviously had discussions about things after I was at the school on Thursday. The other Year 1 teacher had also offered to help Hannah's teacher in organising her classroom to be more 'effective' in terms of bags and lunches etc (Hannah may have found it confusing because her brother's class is set up more like kindy and the year 2 classes in groups and the kids take their lunch in like in kindy) whereas Hannah's class is set up in long rows, some free floor space near the smart board and the kids leave their lunch outside the class in their schoolbags.

I did mention that her teacher seemed to be emphasising what Hannah couldn't do at the moment and that given that Hannah isn't going to get 1 on 1 aid time for longer than her current level - it is not satisfactory to say she can't do the work without 1 on 1 support - especially as I think with modifications and stretching out the length of time gradually I can't see why she can't sit with her peers for most of the day. That is why I suggested when the teachers aids are there that instead of withdrawing Hannah they stay in the room and work with her unlike when the spec ed teacher sees her - so she does get some work done in a quiet space but she is also is seen and sees herself as working hard alongside her peers sitting in the rows of desks like the others...I also tried to make it clear that Hannah's teacher had done a good job in making Hannah feel at home in Year 1. She is a very approachable teacher which is great - but I think she is obviously feeling a bit overwhelmed at the moment. I've been there - and it usually passes....
The action plan from the meeting was
my role as helper has been clarified (yesterday with the class teacher - presumably after her discussions with the principals) so I will go in one morning a week to help with reading - to help a range of kids 9as I did last year - and other mothers do too)
Hannah's teacher will attend the DSA workshop tomorrow and the follow up will be between her, last year's teacher and the principal - as to how some of those ideas can be implemented this year.
DH and I will attend a meeting at the school with the principal and Hannah's teacher next week.

SO that sounds good. A lot of hassle but hopefully it will work out. FIngers crossed!!

Stuck

Well I am feeling a lot less positive today. I don't know where to start or what to say really. I want to grab Hannah and run away somewhere where she doesn't have to be under so much pressure to perform all the time. I just want to be with her. To let her be as she is. I wish I had a magic wand to make the world an easier place - more adaptable, better resourced. But I don't and I don't know what to do at the moment to help either. I am lost.
We have a meeting with the acting principal tomorrow.
I want so much for Hannah. But most of all I just want her to be loved and to be happy and to be learning...I want her to be respected. I want her to have moments full of joy at school and not just outside of it. I don't know what I can do next...

She- Me

Adelaide - as usual you nailed it - I am very gratefull for your comments - they are insightful and helpful. All day I have been writing this post in my head - I think it answers one of your questions:

Hannah's teacher says something like "I'll be honest with you, without someone there right by her side to help her she can't do the work." Later on she says that Thurs yes after a sleepless night I decided to get started on dealing with this so I sat in on the class instead of going to work...I was sick with a cold anyways so it seemed a reasonable thing to do) We are chatting - and she says that this is the first time that Hannah has sat at her desk with her peers for morning instruction - and that she did so because I was in the room! Mind you - that desk was in the back row with the boy next to Hannah swinging on his chair and Hannah who wouldn't have been able to see a thing anyway playing with the pencil case of thick pencils I packed as part of my plan to get her sitting in the one spot. I suggested that she put Hannah up the front as there was no way that other spot was going to work. She then said but the smart board is at the other side of the room and the 'back row' becomes the front row when she does maths on it. I responded that perhaps Hannah could sit on the floor on her green mat for maths - much closer to the board too!

The teacher went over the kids 5 spelling words. They sounded them out and spelt them. Then the teacher chose volunteers to write one of the words on the whiteboard. Hannah was oblivious. No wonder - the teacher did nothing to include her - so when I had a chance I suggested that she give Hannah a chance - let her have a go at writing an easy word on the whiteboard sometimes too. Add help if she needed it and praise her for trying. I didn't mention it then but if it is too hard perhaps she could get another child to model it on the whiteboard and then get Hannah to copy underneath - the other kids would love to 'help' I am sure.

Beforehand I chatted to brightspark Cs mum - she was happy with my idea and so even though I didn't get to mention it (didn't want to be too over the top and pushy!) I will try and mention it in the coming weeks. Cs Mum actually said how she had a friend whose bright girl was coupled with a student with learning difficulties and it worked very well - because yes it means the brightspark keeps interested and motivated instead of being bored.

So what is my conclusion? I need this teacher to take responsibility for Hannah. It is her with the deficit not Hannah's deficits that are the issue at the moment. She hasn't taught a child like Han before and is still getting her head around the 'cute little redhead' and the smart little bugger that I know my daughter is. Too much handholding not enough laying down the options.
For example- Hannah's bag - I asked her int he morning about why it wasn't outside the room like everyone else. I told her I want her to leave it outside the same as the other children - and that I would be up to check on it later that morning. When I got to the room - her bag was outside. Her lunch was on a table near it. I mentioned this tot he teacher who said that she had put the lunch back in Hannah's bag but that Hannah insisted on it being out...I felt like pulling out my hair and yelling SHE'S SIX!!!!!! but I didn't I said that in kindy lunch went inside the room so we just needed to let her know that in Year 1 lunch stays in our bag. When I asked Hannah what grade she was in she said 'kindy' - this is very unusual as she is so proud of being in Year 1. I wonder if she is worried she will go back to kindy - she has perhaps noticed that she is being let sit at the back far too often and overlooked in the 'work' of the class. Anyways lunchboxes now stay in her bag and I know we will get there...or bust.

The teacher is attending a NSW DSA inservice so I am praying that Jill and Judy do their usual magic.

Downtime

Well glitches are being exposed in this journey now - I have had a chance to get into Hannah's classroom a few times now - just briefly each go. What I see is a little girl doing whatever she wants mostly watching movies on her ipad. Her teacher feels that when there isn't someone else in the room to help or withdraw Hannah that she just can't do the work. Not good enough for me - I have been stressing about it all day and night. Hence the early morning post - I wish I cold go in today but unfortunately I have to work myself and tomorrow I may have to miss work as Hannah has an ear infection - again - the other ear this time...

So my plan and hopes - the teacher is approachable and reasonably flexible.

Hannah to leave her school bag outside the room - like all the other kids (I have NO idea why she doesn't do that now!!) She puts the ipad on the teachers desk first thing in the morning and only gets to go get it as a reward after some independent work. (and yes her father will be taking the movies off it - she has an ipod touch for fun and the movies will go to it).

Hannah needs a dedicated desk (they are in long rows facing the whiteboard) - second from the end FRONT row - slope board and pencils there ready to go. I will take in a pencil case for her to put her 'fat' pencils in.

Hannah needs to be expected to sit with her peers and try and focus on teacher direct instruction. Her teacher is engaging and vivacious so I can't see why this won't happen if the expectation is there.

Hannah needs to attempt some aspect of the work EG: copying out a phrase or a word from the text being studied. Then drawing pictures to go with it. I don't think it matters if there are some errors - the teacher can correct them with red pen the same as she would the other kids - it is the trying that counts in this instance - and if the chosen words are quite simple to copy she can do this already at home). The drawing will be a bit scribbly - a great chance (sometimes) to get Hannah to use her words in describing it. Hannah could also use the prompts and models of her peers - I'll be lobbying for a social brightspark I know to sit next to her regularly - C finishes her work quickly and efficiently - in fact she can get bored too easily so this may keep her engaged for longer.

Once Hannah has a had a fair go at attempting the work - and this may be only 10 minutes at the start. She can go to her giant tub of resources - and get something appropriate out or a worksheet may be ready for her - a simple worksheet with lots of tracing so that she can do it unassisted or a picture book to 'read' etc.

Then if she has been working well perhaps a game or play on the ipad.

That takes her to recess - she seems to get some extra help between recess and lunch for varying times - so maybe some computer play as a reward after this intensive session. Mathletics might be a good start. She can independently occupy herself on Daniel Cook too...

After lunch she'll be buggered - no doubt easier activities are organised for the others - get Hannah involved with a group - the kids can baby her/mother her through the activities whatever they may be. Friday afternoon craft - let her rip!!

I don't think that sounds impossible. It isn't enough to just get her working when help is available - she needs to learn to work independently (and I know she can do this!). There just isn't sufficient funding support for her - and I can't see that changing - more creativity and responsibility needs to be taken. Wish me luck - I am hoping to raise some of these things with her teacher next Tuesday at the latest - and just to be a pest I am going to 'forget' the ipad for the rest of this week...

I should also mention the positives here - Hannah feels well and truly part of the Year 1 group. She likes going and wants to fit in. Her teacher is approachable. Still I feel a bit sick in the stomach --- I wish this was easier. Wish me luck!

IAP

We had our meeting today. There is a much more 'routine' feel around these now which is nice. Present were myself and Phil, the spec ed teacher (who had rearranged the days she works in order to be present), The class teacher and the principal. Generally everyone is pleased with her settling in to Year 1. Some adjustments still need to be made - eg a new slope board for writing on. Her draft plan had numbers 0-8 that has been adjusted to 0-10. We are going to use Fitzroy readers and not only the PM ones as the principal felt that the FRs had more predictable text - to increase Hannah's sight word reading. Social cues such as making eye contact still need to be directed as she tends to look down. The first and then strategy works well for her behaviour/compliance management. Her class teacher saw no problems in using the ipad whereas the spec ed teacher said she had started to use it as a reward - first xy then ipad. which sounds good to me.

I tinkered with her letter of introduction from last year - the one that went to the whole school so that it can go out to the new kindys this year. We also added in 'shapes' for her Maths goal. Writing still focuses on writing her name - frankly she is improving on that one and often prefers to write other things (who wouldn't be bored with writing their own name as a goal for over 12 months?) but I think I will suggest changing that objective next time. I have already mentioned to her aid that if she refuses to write her own name - try getting her to write Mum and Dad and Kit because there is a lot of motivation for her to do that and generally she can she needs a little help with the direction of the d and how to write the k but otherwise can do those ones.

The follow the class routines seem a bit basic - sit with small and whole group for 10-15 minutes. I think that these are there because in the early days when she was getting used to the new environment she took longer to 'explore' - I can't see that staying as a goal past this semester. I'd like to see a gaol next time for her working independently within a small group for 5-10 minutes - will push for that next time as I think the teacher doesn't really expect she can do it without help and therefore lets her do other play based activities. It might be worth considering encouraging her to do the same sequencing or matching activities as her peers - and not worrying so much about whether she got it right. Not sure but that is one I think we can talk about later. The gap between her and her peers (the weaker ones) is not as great yet but it will continue to grow so I want some sound principles in place this year so that our hopes of her continuing in that setting (which she will do so long as it is in her best interests socially and academically) remain realistic.

And once again I feel compelled to comment on how much I respect and am thankful for the principal's leadership, the spec ed teachers expertise and the classroom teacher's professionalism and openness. Let's hope the year continues to go well.

new iep

tomorrow is our next iep meeting. The first for the year. fingers crossed it is a good one!

ongoing

Hannah's sleep is still very disrupted. We are happy if we can get 1 night in 3/4 where she sleeps well. One positive is that she hasn't had any wee accidents at school now for a week so I am hopeful that we have crushed that pattern. I do get tired of constantly reminding her about her ipad - she often forgets to bring it home which is a pain because I like to use it with her too. Then last week the little bugger took out her orthotics and they still haven't been found - at $130 a pop and having only had them for a week I am unimpressed. All these things are so useful for her but she is only 6 and so this sort of thing is bound to happen - it is hard to come up with a system that works well.

We have her IEP meeting next week. Will see if there are any unforeseen issues occurring then....

Anxiety

Trying to sleep last night I have been thinking about Hannah's progress this term. So far in most ways she is going great. Her friendships are growing and she is developing a positive relationship with her new teacher. So why is she having wee accidents when she hasn't had them the whole time she was on holidays? And why does she say she wants to sleep in our bed with me - and even when we get her to sleep in hers she will wake up at around midnight and rarely are we able to get her back to sleep in her own bed. She is persistent in fighting sleep until we give in worried that with so little rest she will not be able to cope at school... it is a vicious circle. See even now as I type she has just run through the room in her undies - on the way to the toilet before she plays dress ups - no prompting required. She does have some sleep apnoea but had her tonsils and adenoids out for that last year and I don't think that is the cause of her sleeplessness because she breaths steadily and quietly when asleep now. I think she is worried, anxious, overwhelmed - can't settle her mind - whatever - about the big leap forwards that Year 1 is. I think this because I can see how Kit is finding it an adjustment 'upwards' in terms of maturity and focus - reading and writing and spelling (yes training for Naplan) are emphasised here - and while Kit is loving it he is still settling in. Hannah is the same I think only she isn't able to express that to me herself so that is why I am 'guessing'.
Phil and I don't know what to do to help her. Will time take care of it? After all she has had a good transition programme. She likes going. She wants to be in Year 1. We have good supports in that I am at the school 2 mornings a week and her Nan one morning a week. Her teacher seems keen and on the ball. But you know - on Friday she was buggered. She'd done a wee in her pants at school - and the usual penalty for that is no tv. That worked quite well early last year. But on Friday nights we have 'movie night' as a treat - it is a night the kids love with popcorn where we all sit down and watch a show together. How could I 'punish' her? Then we have to go over the whole 'stay in your bed' routine. I had tried bribery - is she stayed in her own bed 3 nights in a row then her father would take her to the shops for a toy. It sort of worked the first night in that she let me put her back to sleep in her own bed and then she stayed there but not the next two. This morning when she woke up she asked to go to the toy shop with Dad. I had to say 'no' because she didn't sleep in her own bed all night for 3 nights in a row. So feeling pretty mean and not sure how to change these behaviours.
I am also concerned because I want to keep her self image positive and strong - she is an amazing little girl and I don't want to 'crush her spirit' in modifying her behaviours. Phil must have agreed that the tenor of interactions was veering too far to the negativity because when I cuddled her while I watched the movie I told her that she was 'smart and funny and kind' and when she didn't really respond to that he was very quick to reinforce that message. Anyways - if anyone has a magic idea - I'd love to hear it....

Sh

Nearly had a heart attack when Hannah's teacher said she had put Hannah's ipad in her bag on Friday and that it wasn't on her desk...luckily it must have turned up during the day because it was in her bag this afternoon. Also in her and Kit's bags this afternoon was their first lot of Year 1 homework...I chatted briefly with Hannah's teacher about this last week. At the parent information night they had basically said that homework included 2 readers, about 5 sightwords (at this stage) and a couple of other activities. Hannah's teacher caught up with e around the school - she said that she would give me alternative work for Hannah. It was a short discussion but I made it clear that I would prefer to get the same homework as the other kids plus any specific worksheets or 'extras' that she thought would benefit Hannah. I let her know that I am happy to adapt the homework to suit Hannah - or at least give her a go to see what she can do. It is what we did last year and it worked quite well.

So today the folders are there. The twins are both very excited about it all. They come home Monday and go back Thursday - so not as much time as we had last year for homework. They were both really tired but Kit got straight into a chapter of his reader. He then got a dictionary to look up some other sh words. He did the copy and cover style of writing 2 of his sh spelling words and drew a sh picture. Not bad given how late it was when we got home.

Hannah got home and ran to the musical instruments. She got into some concert attire and was obviously not interested in her homework. I wanted to try a few techniques though - to see how she and I might work some of it out. I chose a 'shaker' and she selected another instrument and brought them out to the bench where homework is done. She did fantastically!! I put the necessary letters of the 5 spelling words on blank squares of paper and to test the waters I got her to spell ship and shop. After some guidance as to what to expect and some musical accompaniment she quickly got the hang of it all and we did some very poor rapping to our sh words. Then I got her to copy shop into her workbook - with the slips of paper spelling it beside her - she did a great job! She was however very tired so after a bath and a couple of errands she and I looked at her first reader - Icecream together. Then we played with words ending in s on articpix then I let her be. Still I think that given the timeframe is tight I will try and get a bit done each morning and each afternoon - if we can get 5-10 minutes a go then I can see her managing that - I hope so anyhow - she takes in so much more than she is able to verbalise. I am glad her teacher was quite happy to try this way no doubt we'll have our planning meeting soon. She may not be able to do all 5 words in that timeframe but I think she could get 1-3 done.
On another note she also asked me if it was ok for the school to update Hannah's original letter of introduction to the whole school community and send it out to Year 1 parents - a great idea - especially as Year 1 and Kindy share a playground.

News

Things are settling in well at school. I am very happy with how Hannah's teacher is handling things. Biggest issue is getting her ipad home each night - she didn't bring it home Thurs or Fri so I couldn't do any of the speech app with her over the weekend. Will try and chat about that with the teacher... Hannah was totally wrecked the first week back. I sent her away on a Dads and kids weekend and was sure that this would spell disaster for the next week too but it seems to have been fine. She was much less tired and managed to still go to her swimming lesson after school one day as well. SHe had her first dance lesson of the year on Sat and is back in the disability swimprogram too so just about full steam ahead - except for her sleeping patterns - they are still a bit dreadful... she must have been up for about 2 hours all up in the middle of thee night last night...fingers crossed some routine and consistency will sort it out reasonably soon - for our sanity as well as hers.
Kit was thrilled to be elected for the SRC - he received his badge at the school mass on Friday. Unfortunatley I couldn't be there but he grandparents were and took some lovely photoes - if they email them through I'll try and post one. One of the other mums said he was so proud that afterwards he kept looking down at his badge - she was worried because he wasn't looking where he was going! I am a bit worried - I don't want him becoming a politician and yet he does like to 'work the room'...
Anyways here's to another week. We also found out last week that our principal is leaving .. so uncertain times ahead I fear.

Information Night

Went to the meet and greet last night. Hannah's teacher seems fantastic!!! I am sure she's gong to have a good year. She also was a lot less tired yesterday which is a good sign that she is settling in a bit more. She sits at a table with 2 of her friends and told me that she played with them at school. She has been using her ipad although we still have a bit of organising to do with it - I downloaded a First then Visual app - but for the life of me can't work out how to upload our own pics...

At the moment Kit is more of concern to me. He is happy and likes his teacher and is enjoying Year 1. Two things about him are on my mind though. There is a boy who he has a love hate relationship with (personally I'd prefer that it was mostly the latter with some of the things Kit tells me about his 'friend' but that is another story) Anyway - Kit has been getting upset because this boy has been hissing and poking Kit - in class and in the playground when they line up. From what I can tell it isn't bullying yet but potentially...So I bit the bullet and mentioned to the teacher that Kit had told me she was going to rearrange the kids desks - could she please separate these 2 boys? I asked. Sure she said. And she did - but she put Z behind Kit - on different tables but within reach - hence the poking and hissing. Hmm. We'll see - hopefully she'll quash that sort of thing very quickly. Other reasons I am uncomfortable about this 'friendship' developing is that this boy puts Kit down. When he went in the talent show he was told he was terrible. That sort of comment has been made by this boy about a few things. Then he also tells Kit he doesn't like a particular country - or anything to do with it - including the people. Now I know he is only 6 and that that sort of attitude is learned - but there is no way that Kit is learning that one and I was very blunt with him about it. Then there was the googling twin towers on the dsi and watching cartoons about it - why?? I wondered and after watching Kit say that Z had told him about these cartoons - I had to tell him that I was very uncomfortable with him just looking up these flip notes as if they were fun because I couldn't see anything 'fun' in what really happened with the twin towers I elaborated a little bit more and he has not looked at them again. SO this boy is just a bit too worldly an influence for mine - and not the sort of worldliness that I think is appropriate for 6 year olds. DH and I have discussed with Kit who friends are there to make you feel happy not sad. That he doesn't need to be friends with everyone - he has to be polite and respectful but if someone is making him feel bad then they aren't really a friend are they? etc. We'll see - as I said occasionally these 2 boys actually play nicely together but mostly - not.
The other concern is about the work in Year 1. It is only early days but I am watching to see how quickly the teacher starts to give Kit work that is appropriate and challenging - cos that hasn't happened yet. As I said it is early days though. Still at the end of kindy he and 2 other children were working on a 'contract' system of individual work which he loved. Kit is self-motivated, independent and focussed - and I think he really benefitted from this system of work. He also attended an enrichment group once a week which was mixed ages and he loved that because he is quite drawn to older kids. Anyways I'll wait a little while - not sure how long (?!) and then I'll ask his teacher about it. Just like with Hannah - I want to build a positive partnership not come across as pushy, still I am a bit anxious to see how the new teacher will address his needs because his kindy teacher gave it a good go.

At the moment he is loving the Snugglepot and Culddlepie stories (he borrowed it from the school library yesterday) - who'd have thought but he was retelling me the events of one of the tales his father read him last night, just this morning. HE actually read a page of it without error too but it is quite a long story and he definitely prefers to share the reading of it with another person rather than read it all by himself.

Day 2 Year 1

The twins were excited to go back to school yesterday. I printed off a couple of holiday pics tohelp Hannah communicate what she had been up to - she chose them so they were all pretty much of her at the beach! I wrote a note in the Day Book for her new teacher, packed their bags and hats. Just as we were leaving Hannah got her ipad to take. Now it wasn't my idea to take it on the very first day as I know how hectic that day is but I didn't want to disappoint her especially when she'd been told that it was for school - so into the bag it went. Unfortunately her teacher was really sick and had to go home early but reports from the spec ed teacher were that she had a good day and was siting copying from the board without assistance when she went in to help. Her old Kindy teacher chatted with her while she was on playground duty. When i picked her up the first thing she said as 'want to lie down' so she was clearly buggered. She settled in front of the tv and was sleep by 8pm.
Kit had had a good day catching up with the to her kids and getting to know his knew teacher.
Neither slept well last night - I think that their minds were probably racing with everything and it was stinking hot which doens't help. Phi was reading to Kit int he middle of the night to help him get back to sleep and Hannah ended up in my bed. At one stage I felt her and couldn't tell whether she had a fever or if it was just because it was so hot. I moved her closer to the fan. She seemed ok temperature wise this morning. She didn't want to go to school though. We were clearly told that she wanted to stay home.
Once we were at school she cried and kept looking down. Her friend Zachary tried to help her but she wasn't responsive. Then her friend Genevieve tried to help her and again Hannah wasn't giving much away. She was clutching her Maggie doll (stuffed Maggie of the Simpsons) and I'm pretty sure she was wishing she was back in kindy. She wasn't the only one there was a fair bit of chaos on the Year 1 line this morning and at least 4 kids crying... Her teacher was back on deck and looking great so fingers crossed she has a better day. I have to pick her up a bit early for a podiatry appointment anyhow - I have neglected her orthotics dreadfully the last 2 years and am hoping to do better this year by changing to a place that is nearer the school.

Hannah's Day Book

Reading Dan Drinker's Communication Book convinced me that I needed a book - a dialogue between myself and Hannah's teacher - to help make our journey in the mainstream successful. I didn't expect her teacher to write in it every day but every afternoon it was one of the first things I looked at - as I stowed the kids school bags in the boot of the car and before getting behind the wheel to drive them home - I'd check the Day Book. As I helped in the school 2 mornings a week - and hence got updates from Han's teachers then her teacher generally used the book a couple of times a week - and less as the year went on - still at least once a week would be an entry. tonight I have continued in the book with a note to Hannah's new teacher. We haven't formally discussed the idea so perhaps unlike Hannah's kindy teacher she may end up choosing to use email or the Notes app on Hannah's new ipad... but for now the Day book is our record. Our story lies therein...

Monday 15 Feb 2010

Bullet points:
Hannah had a great morning she participated well in the guided reading group (with teacher) she recognised letters: a, m, s, t

She responded well in the writing lab she stayed seated in her chair during the instructional lesson.

After lunch during lineup a child in Middleschool tried to assist Hannah to lines from the library

Hannah did not follow instructions (from child) and attempted to bite her, but Hannah did scratch the other child several times therefore got a sad face (insert pic of said 'sad face'.

[Well - there it is - her first entry - and BOY what an entry!!!!! I was in tears. Quite irrational really but I felt that Hannah had let us all down - and especially let herself down. I felt that the school had worried about this sort of thing happening - and here it was - barely 2 weeks in. Boy I went on and on at the poor girl. I was so confused - the description was not behaviour I'd ever seen of Hannah. It perplexed me. In hindsight now I can see that she modelled some Ben 10 superhero play with other children and I hadn't clipped her nails - and that explains the scratches - the biting I still don't get but don't really believe that that was what Hannah was trying to do - it certainly may have looked like it - but she has never really been a biter.]

I am very glad Hannah did so well in the reading and writing. I am appalled at her behaviour later in the day - she has promised her father and I that there will be no sad faces today - so let's hope that is the case. I also trimmed her fingernails so they are shorter now.

Hannah has had a ??? day. She worked well in the writing lab - holding pencil, doing circular patterns and staying in her seat for more than 10 minutes.

In the classroom today we had a green mat (big enough to sit on) that Hannah went to all day when we asked her and she stayed seated on it.

Hannah had lots of * (stars) on her chart a few stickers for great listening today (happy face)

Ms G and G also came in and assisted Hannah in her writing and maths activities today.

17/2/10
That's great!

Hannah had a good day. She xxxtt on the whiteboard all by herself and started to use her visuals more to communicate.

I spoke to P @L (EI) She mentioned about making a 'first and then' board to help Hannah move throughout her day. She also mentioned about giving Hannah teacher roles to help involve her more in group sessions.

Any other suggestions welcome.
L & V

Sunday 21st Feb
I have enclosed Hannah's "Exit Report" from L (EI) which summarises where Hannah is at in various developmental areas. SA the OT has included an additional list of 'Activities for School and Home' (this is due to Hannah not having private OT at the moment)

S is happy for you to call her and possibly arrange a visit to the school if you think that would be helpful.

I did the 'favourite toy' booklet to try and help Hannah talk about her 'baby'. (Kit got an A4 sheet - so that he didn't feel left out)

I put in a couple of 'fist then' cards in case they are helpful.

Many thanks for all the information ...apologies that we ran out of time to do Hannah's toy ..but will definitely do it tomorrow.

Thankyou also for the 'first, then' cards. They really helped today.

Hannah has had a good day. She really loves baby. It was beautiful to see!!

I will try and contact S over the coming week to touch base with her.
L

22 Feb
You're welcome!

Tues 23rd Feb
Hannah has had a great day. The suggestions from the reports were great. We have started using their suggestions.

G (sp ed teacher) called S today to talk about her suggestions. I will give her a call back to organise a visit. She was really lovely. We were also wanting to know if you had any short thick pencils? or where do you suggest we get some from
L
signed - by me.

Hannah enjoyed sharing...her sentence and all the other ... she got really excited.

She also found it challenging to focus today eg writing, working on sounds. She preferred computer and dress ups. But overall a good day.
L

24/2 This week's reader was perfect for Hannah.
She was able to say and follow with her finger "come to" saying 'the' was too hard but she did approximate it and then the place names were generally ok too.
She knows all the letters but had trouble with them (maybe size of print - so I'll keep playing with those at home too)
She loves monkeys - how did you know?
Shelley

25/2
That's great!! She also had a great day. I rang S (OT) and she mentioned P (EI) and her will organise a time to come out.

Hannah focused better today and even took herself and sat all the time in Italian (40 mins).
L

25/2 Shelley
PS H her speech therapist is due to visit the school for a 30 mins speech session - do I need to let her know any specific information? Will she use the little room near the front office? Does she go tot he classroom to collect Hannah?

No specific info is needed. I can touch base with her.
Yes she will need to collect her from the classroom. The office staff will show her. She will probably use the staffroom.
Hannah has had a good day.
L (EI) is coming to visit Thursday week between 10 -12 pm to make suggestions or give advice in anyway.

That's great L. I think that you and V are doing a great job transitioning her. The way you have had conversations with her peers about difference means that a number of children come up to her when we are out around the school this is so motivating for her speech because she loves it and wants to build friendships. In fact her speech at home is markedly improving. On the weekend I suggested she go sit with a group of children who we were with at a local park - and she did! all by herself! I am sure she could not have done that last year.
NSW Down Syndrome Association has 2 seminars coming up which may be of interest to you .... details are given blah blah blah...

Shelley thanks for all the info I .... into it.
Great to hear Hannah is transitioning well. It was nice to get your feedback.
SHe has had a great day. Hannah didn't really want to do anything this morning but after recess we got her using the playdoh, geoboards and Duplo. She loved the duplo.
Hannah was with G (teacher's aid) and they made a house for 'baby'. Hannah then drew it with some help and talked about it.
L

Lovely to see the photoes and Hannah's work. Shelley

3/3
Thank you for the books. I will make good use of them
Hannah was good today. She did trip over at lunch time. But you may want to check. She hit her head on the ground. She seemed to bounce back okay after some tears and ice.

You're welcome. Hannah was absolutely exhausted last night - not that she slept well - she had obviously had a bsy day. It was lovely to hear from Miss J that she sat with the group for the whole music lesson.
Shelley

4/3
Hannah was tired again today But she worked well Ms M (teacher's aid) did lots of fine motor activities with her this morning and she had her speech teacher come after recess for about 30 minutes.
She fell over a lot today. losing her balance.
L

thanks L
I think that she is getting particularly tired - and will probably continue to for a while because she is absorbing more. I hope you all have a good day.
Shelley
PS Lack of balance was no doubt due to an ear infection (sad face) I gave Hannah some panadol this morning and will take her to the dr at 11.30 today.

8/3
Hannah has had a great day. She brought herself into class this morning and sat on the green mat throughout roll call and discussion about hte day.
She worked well in the writing lab - using putty, crayons to do O O O patterns
In maths she sat with the group again.
The photo is lovely. Great to see her practising her letters.
L
8/3 Shelley
PS You're welcome to keep the photo.
[said photo was of Hannah giving her doll Sally a 'lesson' - for all the world she was so obviously copying her teacher Ms L!]

Hannah has had a good day. P and C (EI) came in from 10 -12pm. They gave lots of suggestions and advice I'll share with them with you, when I get a chance to write them down.
In regards to our meeting M (Principal) has had to change the date to the 30th @ xxam. Is this okay with you? Hannah's speech teacher did not come today. - my note: - she arrived while you were meeting with PandC, saw Hannah in the classroom.


I hope you found P and Cs visit helpful - I am very impressed with how well you have been able to accommodate Hannah already. I think you and everyone else there is doing a great job.
Shelley

11/3
Thanks Shelley. their visit was helpful. They have loaned a few items to us eg handwriting without tears, doodle board, book, dvds which is great. The girls also mentioned trying to get us a slope board for Hannah when writing.
lots of suggestions were made. for example: Having Hannah doing correct actions in photoes (sitting on green mat, sitting at her seat) How to guide her when she may not want to do something, extending from 1 first to 2 firsts and then her reward, the teachers having an extension band like Hannah does on her pocket to point things out, having the finished picture (image drawn of checks) picture on equipment to encourage her to pack away and not just walk away.

22/3
Hannah had a good weekend and should be fine for school today - please call home if not - Kit was sick (vomiting) yesterday so he is having a rest day today. I hope Hannah isn't too out of routine and that she copes without Kit. She has after school care this afternoon.
Thanks
Shelley
PS I'll try and give you the slope board and scissors today.

[can you tell how nervous I was about sending Hannah to school without Kit? I'd never done it before - not at preschool or LDC - if he stayed home so did she - I just knew she wouldn't cope..and neither would I! lol.]

22/3
Hannah has had a really good day. She worked extremely well in small groups this morning, sitting and participating with the group and interacting as well.
Thank you for the slope board and scissors. We used them today and I think they will really help.
L

23/3
That's great to hear.. She had a good sleep but is a bit grumpy this morning! Kit is still unwell with a bad cough.
SP

24/3
Hannah has had a really good day. M (teachers aid) was in with Hannah this morning and she worked well in her small groups, waiting, sharing and interacting in the group.
A little tired towards the end of the day but lots of stamps up her arm!!
L

../3
Hannah has been extremely tired today. She really didn't want to be involved in any groups today. She even rested her head on the table in writing lab.
She also had a rest in book corner after recess, just looking at books.
L

Yes she was quite cuddly in the morning so that doesn't surprise me.
Shelley

29/3
Hannah has had a good day. She was very restless first thing this morning and didn't want to participate in any whole class or small group activities.
She did have an accident in wetting herself. After that she seemed more settled.
Hannah worked well with G this morning - reading fine motor activities and listening. She also worked well with Ms G doing writing and an easter craft.
L
30/3 Shelley
1/4
I hope that you have a lovely Easter. Thank you very much for all the work and time and care you provide the children - especially Hannah; she loves Miss L. I have put some little eggs in her bag - for her classmates - Kit said that it was ok - I hope he is right! No after school care for the twins today.
Happy holidays. Shelley

And there you have it. One term, the first term of Kindy - done. To be continued....

Holiday Playdates

Getting ready for next week.... yesterday the twins had a playdate with 2 other kids from kindy - one will be in Kit's Year 1 class and the other in Hannahs. I confess it was a bit like a double date cos Hannah insists that Z is her 'boyfriend' and I is one of Kit's girlfriends...there were also an older and a younger sibling there. The kids had a blast (and so did I! - unfortunately I didn't take any photoes but one of the Mums did...so maybe later I can add one in).
School uniforms for Kit have been purchased, Hannah's will still do this year. I need to get runners for Hannah and some lunchboxes and snacks but otherwise we are well on the road to being ready. I have been listening to Kit read his Zac Power Test Drive books this week and Hannah has continued to do a great job of reading her PM readers each day.
Yes we are on the road to being ready....