Parents and Teachers
“I just want her to feel like she belongs."
“Don’t worry, she’ll be placed appropriately, focusing mainly on life-skills.”
“Please, no labels, it will only serve to isolate her, the last school—”
“Good news, there’s virtually no more stigma in the school over these types of learners anymore.”
“Then why does she come home crying over mean looks from other kids every other day?”
“Listen, I know it’s been a life-long struggle raising her, and I can’t imagine being in your shoes, but—”
“She is a delight. It’s her environment making the proper accommodations—that’s my struggle!”
“She is certainly a delight, but you can’t deny her disabilities make her much more challenging for us—”
“Deny? Do you think I’m in denial over her disabilities? Never, though I know some parents who are…”
“And so where does that lead us. Would you rather place her in a contained classroom, with intensive ABA therapy, focusing on the skills she will need in the type of jobs she may qualify for in the future? Or would you rather her continue to take her chances floating through gen ed.?”
“Just don’t put a ceiling on her abilities.”
“We’re being realistic s all, by using evidence-based decisions to better your daughter’s chances for success.”
“Success to me is her making a friend, asking to go on a playdate, not putting lids on jars or sitting knee-knee with some school aid drill sergeant.”
“I’m sorry, we’ve ran over our time. The next parent is waiting in the hallway. You mind re-scheduling to finish this?”
“Re-schedule? Again?”
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