We are getting closer to figuring out where my son will be attending kindergarten and in what type of environment but the journey has been far from easy and has had more frustrating moments that I would have thought possible. I mean, kindergarten, how hard can that be to figure out? The answer: pretty hard. Let me explain.
At the beginning of the year we had my son's annual IEP meeting with his current preschool teachers and school therapists. As I mentioned before, my son met all his physical therapy goals for the school environment and so that therapy was removed from his IEP. So this time when we met we reviewed his speech and occupational therapy goals. We also discussed with his preschool teacher his general goals for participating more, initiating conversation, etc. with other students and teachers in the class. Standard stuff. Well, being the eager beavers that we are, my husband and I also came with a list of questions for what to expect this upcoming year - his last year in preschool and what we needed to do. I left with a very unclear view and understanding of what was to come. I knew that we would have a "transition meeting" sometime in the spring. What the meeting would encompass or review, I couldn't describe. I also knew that at some point prior to the transition meeting we would have to sign some paperwork to get the transition meeting started. When that would occur or how far in advance of the transition meeting I did not know. I understood from his preschool teacher that there would be some type of testing by the school psychologist (whom we have never met) but don't ask me what type of testing.
Additional things I did not learn was: (1) where the teacher or staff saw my son being placed (a class for kids with special needs called self contained classrooms or a normal kindergarten classroom), (2) where any self contained classrooms were located, (3) what potential schools near us our son might be placed in, (4) when we would find out any of this information that we were missing.
Our lack of information was not due (at least I thought) on our not asking questions. In fact, we asked a lot of questions, but the answers we received were just vague and not completely responsive. Perhaps we were not phrasing the questions correctly or perhaps the preschool teacher and staff were reluctant to provide direct answers to our questions because it was only at the beginning of the year. I don't know. But for whatever reason, I was left feeling just as confused as I was prior to the meeting.
My confusion did not clear up quickly. In fact, as we moved into the spring semester after the winter break, I became more anxious about what was going to happen with respect to my son's kindergarten placement and also about what I needed to do. Surely, I thought, I am not the first parent to be asking these type of questions? To want some clarity as to where their child would be? To want to know where the potential schools are located in relationship to where we live? Ultimately, it was and continues to be very frustrating. I voiced my concerns to my son's preschool teacher and she was and continues to be very understanding. Unfortunately, I do not think she is in the position to answer all my questions and although she and other preschool teachers have voiced similar concerns to the district office they have not been answered in a manner that is very helpful for them.
On my own, after searching through the district website, I learned that there were three types of self-contained classes. One type was for students who were diagnosed on the autism spectrum. Another for students with behavioral needs. And one more that allowed students to enter the mainstream student population. After learning this information, I went so far as to even email the director of the special education services but never received a response. This further added to my frustration and just really made me question why our school district makes this process so difficult. It certainly is not a surprise for them that students are transitioning to kindergarten from priority preschool - it happens every year.
One of my main questions was which schools the self-contained classrooms were located. But the lack of information or willingness to provide information was shocking. I called the district office and they essentially pawned me off to the special education office at our neighborhood school. Once I got in contact with the special education person at my home school, a twenty minute conversation ensued where I had to tell her repeatedly that I understood that the names of the schools she was about to give me were for the current school year and that there was no guarantee that they would be available next year or if they were available whether my son would be able to attend, etc. As a lawyer, I understand to a degree the need to hedge, that one cannot guarantee a specific result to a client, but this was just ridiculous. You cannot tell me that schools change every year because that is way to traumatic to students who have special needs. That logic makes no sense, but that was the logic I was dealing with. Ultimately, I learned the names of three schools near us that had self-contained classrooms but I did not find out what type of self-contained classroom was at each school. Frankly, I was so happy that I was able to get this little bit of information out of the special education person that I did not want to push my luck.
We then scheduled another meeting with my son's preschool teacher. Mostly so that she could answer the questions my husband asked because I could not. The meeting was very productive and I ended up with a contact to one of the three self-contained schools nearby. A tour of the school and classroom was the best thing at easing my nervousness and anxiety for where my son would be next year. After that, the ball really started rolling as we had our "pre-transition" meeting, which was really like another IEP meeting but this time I met the school psychologist for the first time. The result of the meeting was that my son would be re-evaluated by the current therapies (speech and OT) and he would be tested by the school psychologist. Don't ask me what kind of test, I forgot to ask. I was completely surprised by all the people present at the meeting. I simply thought I had to meet with his preschool teacher to sign some paperwork to get the transition started. Silly me. In the end, I think I was able to express my desire that we wanted my son in a self-contained class. We will see what happens next at the transition meeting. At least after that meeting we will know where my son will be attending kindergarten next year. Assuming no changes during the summer. That should be interesting.
