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DS3 and teacher having issues

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#51 kadoodle

Posted 06 August 2019 - 05:33 PM

Well, DS3 behaved for speech therapy, really enjoyed OT and had a blast at music therapy this afternoon. He’s also tired out, and is lying on the couch with the cat instead of bouncing off the walls like he usually does. I’m calling it for the win.

#52 CrankyM

Posted 06 August 2019 - 05:43 PM

That’s great news Kaboodle!

#53 kadoodle

Posted 06 August 2019 - 06:04 PM

It was going to be just piano lessons, but a music therapy place came up, and ombuchure is helpful for speech, and little kids like sousaphones.

#54 Tokra

Posted 06 August 2019 - 06:06 PM

So really if you think about it, the pain in the butt art teaching kicking up a stink has actually helped haha.

#55 Paddlepop

Posted 06 August 2019 - 06:34 PM

Great update.

Did the art teacher ring yet to ask where DS3 was?

#56 kadoodle

Posted 06 August 2019 - 06:55 PM

She hasn’t; but the deputy has had words with her.

#57 Lees75

Posted 06 August 2019 - 07:04 PM

View Postkadoodle, on 30 July 2019 - 08:19 PM, said:

Assarrrgggghhhhhh!!!!!  He had a supply teacher today, who sent him to art. I got called about him misbehaving (him and another boy poking each other and not listening) and asked to come and collect him. By the time I got there (muddy and in work boots) the bell was five minutes away, and she just kept complaining.

As of now, he’s home on Tuesday afternoon. I’m sick of this.

Great update, today!  Glad he had a good afternoon

Going back to last week, as per your post above, was it the art teacher ringing you to come and pick him up for poking?!  Surely the art teacher can't make that decision? Why was he not in the front office with someone from leadership? Or if he was, why did no-one realise that he was not in the library as previously arranged?

#58 123Tree

Posted 06 August 2019 - 09:25 PM

I have come to this thread late but I just thought I would point out what is probably obvious. Art classes smell like paint and the sensory overload my DS has from that environment makes it a very difficult activity before a difficult teacher is in the mix.

#59 kadoodle

Posted 06 August 2019 - 09:48 PM

The art teacher was ringing to collect him for being disruptive.

I’m pretty sure that the echoing room and painty smell is a factor in him not liking art.

#60 Expelliarmus

Posted 06 August 2019 - 10:30 PM

View Postkadoodle, on 06 August 2019 - 09:48 PM, said:

The art teacher was ringing to collect him for being disruptive.

I’m pretty sure that the echoing room and painty smell is a factor in him not liking art.
If I ever made that decision as a classroom or specialist teacher my guts would be garters! That needs to go through the appropriate behaviour steps on whatever behaviour plan the child is on  whether that is the standard school one or a personal negotiated one. Only leadership should be making the call for a take home/pick up. I'd be very annoyed indeed.

#61 kadoodle

Posted 07 August 2019 - 07:23 AM

It seems so odd; he’s the fifth child I’ve had at this school, and I’ve never come across a teacher calling me directly for an issue or collection. It’s always been the office or the deputy.

#62 SplashingRainbows

Posted 07 August 2019 - 09:45 AM

I’m sure the leadership have factored all that into your feedback about what’s happening right now....

#63 atthebeach

Posted 07 August 2019 - 11:57 AM

Op i hope you will consider putting it into writing to the school leadership. They promised you last week that she wouldn't contact you again, yet she did. If you read back through this thread and the timeline of events, that is appalling treatment of your child. Putting it in writing might make it more obvious to the leadership the failures that have occurred.
If you are in Vic, then consider that maybe the art teacher has bullied your child out of the class? Surely she has breached the Disability Standards, the Vic Child Safe Code of Conduct, the School's bullying policy, and the Inclusion and Diversity Policy.

Also if you are in Vic the Dept of Education is currently doing a survey for parents of Autistic students in government schools.

#64 kadoodle

Posted 07 August 2019 - 12:28 PM

Thank you, Atthebeach, that’s very helpful.

#65 atthebeach

Posted 07 August 2019 - 12:50 PM

oh and the NCCD website is a great resource for info about reasonable adjustments, the disability standards, and case study examples

#66 kadoodle

Posted 07 August 2019 - 01:31 PM

That’s fantastic, thank you again 💖

#67 EsmeLennox

Posted 07 August 2019 - 03:04 PM

View Postkadoodle, on 07 August 2019 - 07:23 AM, said:

It seems so odd; he’s the fifth child I’ve had at this school, and I’ve never come across a teacher calling me directly for an issue or collection. It’s always been the office or the deputy.

This teacher is so ****ing far out of line it's hard to comprehend.

Any leadership worth their salt would be starting a formal process of performance appraisal.

#68 Jingleflea

Posted 07 August 2019 - 04:06 PM

I had someone try to tell me bad teachers are bad because of lack of resources and that we should be kind to all the teachers we come across.
No, some teachers shouldn't be teaching. It has nothing to do with lack of resources sometimes.

#69 atthebeach

Posted 08 August 2019 - 08:22 AM

Yes, i think it's essential that you put this all in writing.
Also contact some organisations to get advice:
- the victorian institute of teaching
- an advocacy organisation such as Amaze
- the Australian Human Rights Commission

Consider too that for a school to fulfil their duty of care to a student, then they need to be aware of their legal obligations, have processes in place to prevent bullying, and in victoria schools must uphold the 7 child safe standards.
If they don't know their legal obligations then how do they prevent harrassment, victimisation and discrimination from happening.

#70 Holidayromp

Posted 08 August 2019 - 10:30 AM

Atthebeach - because it is already happening.

#71 atthebeach

Posted 08 August 2019 - 12:25 PM

Holidayromp the money and resources that have already been thrown at this issue in Victoria are huge. It should never have happened.

Example: In term 3 of 2018 all vic govt schools were given $4,800 (in total $7 million) to ensure staff were trained in the e-learning modules of the Disability STandards in education. As well as for implemention of a policy that included Inclusion and Diversity.
Example 2: The NCCD - nationally consistent collection of data on school students with disability - the Vic Dept of Education has very clear instructions to schools on how to roll that out (and data date was ironically the 2nd august). i've copied some of the instructions below.
Example 3: In Victoria a student in the Program for Students with Disabilities should have a student support group.

Under the NCCD model, teachers and school staff use their professional, informed judgement, based on evidence, to determine the level of adjustment students with disability receive, in both the classroom and whole of school context, as well as the broad category of disability that relates to the adjustments.

The NCCD model is based on mandatory obligations to students under the national Disability Discrimination Act 1992 (DDA) and Disability Standards for Education 2005(DSE). Understanding these legal obligations and the NCCD model is essential knowledge for principals and teachers.

The NCCD is used by the Australian Government to calculate the students with disability loading in recurrent funding for schools provided by the Commonwealth to states and territories. The quality and reliability of information gathered for the NCCD is critical.

School principals are responsible for verifying the accuracy of their school's NCCD data and validating that there is evidence at the school to support the inclusion of a student in the NCCD. This is a key responsibility given that the NCCD data will be used to inform funding provided by the Australian Government to Victoria and may be the subject of audits or compliance activities.

The reference date for the NCCD is Friday, 2 August 2019.
Term 1: 29 January to 5 April
Preparation may continue into term 2.

Identify the staff in the school responsible for implementation of the NCCD (school team).
Staff implementing the NCCD must complete professional learning on the Disability Discrimination Act 1992 (DDA) and requirements under the Disability Standards for Education 2005 (DSE).
Term 2: 23 April to 28 June
Application of the NCCD model (may continue into term 3)
Schools are to apply the NCCD Model to determine which students will be included in the collection.
School team leads professional discussions to confirm that decision making has been applied consistently (meetings with teachers at the school/with other schools). Discussions and moderation meetings should reference the latest national professional learning material as the primary source.
Term 3: 15 July to 20 September
Monitoring and checking data
School team enters data into CASES21 at any time before Friday 2 August 2019 if criteria are met.
School principal verifies and confirms NCCD data, backed by evidence held in the school, prior to submission.
Term 4: 7 October to 20 December
Process review and reflection
School team evaluates the application of the NCCD model and how school practices and processes could be improved to facilitate next year's NCCD. School teams can refer to the Reflection Tool.

#72 Holidayromp

Posted 08 August 2019 - 07:11 PM

atthebeach - thank you for that very detailed response but I meant to the OPs son! :)

#73 kadoodle

Posted 08 August 2019 - 07:52 PM

He got a lunchtime detention today. Apparently an older boy took his football, so he punched him in the groin to make him give it back. Then refused to apologise and gave the older boy and mediating teacher a two fingered salute. Over it.

#74 FeralRebelWClaws

Posted 08 August 2019 - 08:15 PM

er so they expect a non-verbal child to apologise? Do they understand what non-verbal means?

As for the art teacher... I'm confused about why her not being able to do *her* job is your responsibility. Has she tried to engage him in other ways? Has she asked about any sensory issues he might have so that she can avoid them or alter tasks for him? Don't worry, I know the answer is no... because if she had, she probably wouldn't be having the trouble she is. Funny how it tends to be inflexible adults that have behaviour manage issues with children.

#75 kadoodle

Posted 08 August 2019 - 08:47 PM

He can sign “sorry”. He wasn’t sorry, and felt justified in his reaction and umbrage at being asked to apologise for standing up for himself. I can’t say I blame him, but two wrongs don’t make a right.

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