We are embarking on yet another adventure with Leo. In September 2014, we pulled him from public school and started at home ABA therapy. He needed a stronger foundation, he needed clearer words, we needed to fine tune his dealings with sensory overload. In September I sat on my living room floor with the program manager that suggested this course of action because his class wasn’t what he was needing. We set a goal that fall 2015 he would head back to public school hopefully into an inclusion class.
It’s March, and not only are we headed back to public school on April 7th, but we are working on going into mainstream, regular public preschool through the school district. 5 months ahead of where we had hoped and prayed, faster than I had imagined. (when we pulled him from school my heart was heavy, it was such a forward and backward “progression” I wasn’t sure when or if we’d get there, and that was okay as long as he was learning).
Here’s how all of this works: (to the best of my dealings…)
Our school district has multiple levels of early education: Early Headstart (for kiddos starting at age 3, that have special needs), preschool, transitional kinder (they take the first half of a kindergarten year and stretch it across a whole year to get them ready for kinder) and then kinder.
Okay, here’s what has to happen for us- because Leo is registered as a special ed kiddo.
He is re-enrolled and starts back in a special ed classroom.
We have an I.E.P. (individual educational plan) with his teacher (who thank the Lord Almighty is the teacher he originally started with and knows him so well, AND will see his growth), school staff, his ABA tutors and us to talk about transitioning him to being a general ed kid.
Then the decision about where to place him is made.
He is moved to the appropriate classroom and we finish the school year in said classroom and start the fall in the appropriate class.
It’s a process, it took about 50 phone calls. But we are here, and in motion and that is awesome! So I started looking at the criteria for kinder. What they learn, the goals they have to meet or exceed. Um, woah. (for reference http://www.cde.ca.gov/re/cc/documents/alookatkthrugrade6.pdf )
Leo is smart. Very smart. He has trouble with things, like writing. Or rather holding a writing instrument. My mom bought us some books and things to make it fun, but that is probably his biggest struggle at the moment, and a big part of kinder. So we will be working like gang busters on it.
My hope (at the moment, or rather until he totally exceeds my wildest dreams- because he does every time) is that we start the fall in a mainstream preschool, next year he has transitional kinder and we move to kinder when he is 6. This is where I’ve set my goals for him, knowing that there will forever be things we are working on, and factoring in some set backs, but knowing that he is so very capable and has a want to learn that is something kinda fantastic.
We have the resources available to us and people that want him to soar and I couldn’t have asked for anything more for this guy.
Max is making progress with his words, but we are still behind. His advocate is going to ask for ABA services for him, and she thinks if she can get this approved and we start asap that by age 3 everything will be smooth for him. And that makes me so excited. Hopefully we will find out in the next week or so where we are at on school for him.