To catch a glimpse into my life, sometimes all it takes is a look at an email series.
From me to special education teacher: "Amigo left his jump drive in the computer at home again. Chuck will stop by and drop it off in the school office on his way to work. Amigo has been forgetful lately; he seems overwhelmed. I hope now that Prom is over and his IEP will be done tomorrow that he can start to relax a little."
Special Education Teacher's response: "I agree about the forgetful. Mrs. Resource has noticed, too. I think it may be Amigo’s version of senioritis. He seems to be thinking of other things. There is the six flags trip coming up, graduation ceremonies, your bathroom project, La Petite’s graduation, etc."
Mrs. Resource chimes in: "He is catching up with us, but is missing two assignments. I asked him what is going on, since not turning in work isn’t really like him this year and he doesn’t have much to say."
Me (smacking palm against forehead and wondering if anyone in this district will ever understand Asperger's and teens): "He is unlikely to answer a vague questions like 'What's going on?' This is typical of Asperger's. He knows he's not fully on his game, but he doesn't have the ability to interpret what he's feeling, much less analyze it and find a solution. In his IEP there is a provision for autism consultation and support. Please do it."
Of course, this upset Mrs. Resource, who came back with "What part of the IEP are we missing?" and a lengthy explanation of how she handled homework and how often she checked in with the vision specialist - a lengthy answer with no mention of Asperger's or autism, by the way. Chuck smoothed the waters a bit by reminding her that "...a generalized question such as 'What's going on?' won't yield a useful response from Amigo" and we both hoped the issue would stay settled until the IEP meeting: tomorrow morning.
Stay tuned; I'm sure there will be a Next Installment in the series of Educating the Educators.