School-Week 2

No pictures, sorry!

Day 2 (and beyond) was actually better than day 1, though it had a rocky start. We did find out that he spent a lot of Day 1 on teacher's (sped teacher in his classroom) lap, bestowing upon her many hugs and kisses. Before you say "ahhh....", know he fully realizes how cute he is and does this to get his way. We generally warn his teachers about it. Not at all an emotionless robot!

We got to school and took Monster down to his class. However, he really wanted to play on the playground. Parents were no longer allowed on the playground (that was just the first day) and anyway, the whistle blew and it was time for class. He was really working himself into a nice tantrum, when we got to the classroom. Standing outside was the principal, et. al., and she suggested we have our meeting outside so Monster could play while we spoke.

At our IEPs back in Fog City, it was very difficult to find a date/time that would allow everyone to attend. Budget cuts increased work loads and the number of meetings required for each professional. So color me surprised when our little informal meeting was attended by Monster's sped teacher, the sped teacher for second grade, the OT, the SLP, the principal, the Sped director, the social worker and a, drumroll please, a 1:1 aide that the principal called that morning for Monster. All arranged in less than 24 hrs.

The Sped director was very sweet, asking if we minded if Zach had a personal aide (without a lawsuit, even). They hadn't put together a system for him, but we went through what we thought would work, such as allowing him to go to a quiet room for individualized instruction, including him in group activities and more structured times, OT interventions, how he does things, setting up a PECS system and the like.

He made it through the entire day that second day, as well as all the days since. They put together a nice little schedule for him, including sensory breaks (did I mention they have a squeeze machine? basically rollers that provide deep input while he crawls through it), 1:1 time with the sped teacher, etc. They are still figuring out what he can do, and I think they aren't setting the bar too high right now, that will come, I'm sure. He does spend a majority of his day in individual instruction, but it's early yet; I would imagine it will take a while for him to get comfortable.

However, by all of our key parameters, he loves being in school. He has always enjoyed school, and now is no different. His sleep is ok; he has a difficulty winding down sometimes (Epsom salts are really helping, nights he doesn't have them in his bath-because we ran out and there aren't any nearby stores-he's more wired), but he is being chatty (mostly) during those times. We don't understand him, but a lot of the time, there are words. Mr. thinks Monster is going over things he saw and is processing things, and he's likely right. He willingly gets ready for school, and easily goes out to the car for class. He will say he's happy (when asked if he is happy or sad). The only downside so far, is increased hand biting.

Monster's language is doing great. He continues to be fairly adamant in trying to control all of us, but I don't mind too much. His latest is saying "I love you" when he wants to play on the computer and I want him to answer questions. OK, it sounds like "I yuy oo", but I know what he means-"I'm cute, so let me have my way".

I know we have a lot of work ahead of us. As we challenge him, things will get rockier. But for the first time since we started down this road, I finally feel like he has a chance to really reach however high he will. In some ways, it's scary. It's time to walk the walk that my mouth has been talking over the last few years.

Time to see if I was right.