Schools, IEPs and Assessments

When Melyssa was 3 her therapy ended with the Regional Center and was taken over by the Los Angeles Unified School District. We had to make some tough choices. I was very determined that she be in a main-stream class, though it became apparent immediately that this would not be to her benefit. I started visiting schools and classes, all the while interviewing at various jobs to re-enter the work force. It was very stressful. The first time I went to Lokrantz School I went home in tears. I could not imagine my child belonged there. The amount of equipment in the restrooms so that the kids could go to the bathroom was startling. The restraints on the chairs and desks to hold kids upright so they could do schoolwork was daunting. The kids were clearly very happpy and the teachers were amazing. We decided to give it a try. The first class Melyssa was in had twenty kids, most without any disablities or delays. She was completely overwhelmed and would latch on to me and cry every morning. I would leave in tears. After a week or so we decided to try a much smaller classroom, only five students all with some issues. Melyssa thrived. We met and loved Melyssa's teacher Priscilla. She really got us on the right path, and helped Melyssa to love school. Through all of this we learned the process of assesment and the language and format of an IEP (Individual Eduction Plan). We learned to fight for more therapy for our kiddo, or argue for goals to be included. We also learned how to digest words and language that was unpallatable. Words like retarded, disabled, and slow. These are just words. Still not easy, but just words. The people that matter know better.