I made the sad realization (though I should have known, of course) that Charlie, being in middle school, no longer has recess. At his elementary school, they did a nice job having non-classified kids come to Charlie’s room to play games, scooters, and the like. His new teacher wants to have activities with peers set up, but apparently the middle schoolers have such tightly scheduled schooldays that it’s hard to get a free period—she’s working on it.

I didn’t expect this as they did a buddy system I suggested last year based on Jed Baker’s books/lectures I attended. It worked well, he made some “friends” and no more problems at recess. He was “adopted” by a few little girls in his class, who then watched out for him the rest of the year. With new classerooms, they aren’t all in his class this year, so I think he is falling between the cracks.

Why they balked at doing it this year is beyond me. Our case worker from case management was really surprised, too. She tried to help me advocate, but the “temp” in the room turned ice cold when I asked if we could consider doing this type of program again, and I was told, “NO!” very vehemently. I have always had a good working relationship, this is uncharacteristic, so I just backed off, because after being told twice, and because it would be too hard to get permission from the other NT kids’ parents to participate.

We had some extreme problems the first 3 weeks of school with homework and modifications for him causing some very difficult behavior, and we worked them out, as well as a different reporting form to send home so I knew what his day was like, and that was like pulling teeth (”the aides need to help him, not write too much”). But everything else they said okay and also started to teach him keyboarding this year, which is great.

All the other goals and issues were addressed and I was satisfied. They didn’t even mention this request and refusal in the minutes of the IEP, which is wrong, and I am going to make them correct the documentation or add in my own documentation to the IEP. I want this all on paper.

I will definitely read up on your Circle of Friends. You don’t need to plug your blog, I know it is great, I love reading it! And Liz gave me some very helpful info on homework I used, and now it is very manageable!

TH has had the same experience with the structured part of his recess. The kids just LOVE what he “gets” to do during his “tiny” (structured) recess–they line up to participate. And I really think that kids should have some kind of structure offered on the playground. The aimlessness has invariably led to trouble at our school (not just for TH).