Last night I shared a family story with the @DRC_AU about a relative and her autistic son.
2018 was his first year of high school. A short transition had occurred.
His NEP was not updated during this time even though it was a major transition (ie. perfect time).
Remember: autistic teen, beginning to get his head around a major school change. His behaviours are predominantly stuff like work refusal.
I get asked to help advocate for my relative and her son.
They know the right alternative program, that they reckon is the "best place" for him. theconversation.com/are-flexible-l…
Yes, they're removing him from school to prevent him from being removed from school.🥺
I see on the forum of the FLO @ConversationEDU article I just linked, that some people are afraid of the RC because it's "negative". What some students and families are experiencing is simply OUTRAGEOUS.
When unions suggest teachers are "at capacity", remember that time is used, as in this case 👆: (1) gatekeeping, (2) using OUTDATED practices which are inefficient and poorly informed.
But my relative's son is still disengaged. His connection to school is broken.
They certainly did in this case. 👆
These educational "options" or parental "choices" often pull children with disabilities, traumatised, from out of the river.
"There comes a point where we need to stop just pulling people out of the river. We need to go upstream and find out why they're falling in".
I am not afraid of the RC. I'm thankful that they're looking upstream.