Sunday night, it happened that we drove past Charlie’s old school. Nedjelja noći, dogodilo se da smo krdo prošlosti Charlie's stare škole.
I don’t mean the elementary school he attended last year before moving up to middle school and simply loved. Ne znači osnovne škole pohađao prošle godine, prije premještanja do srednje škole i jednostavno volio. The main part of that school was an old stone building that had been added onto; the school was located on a quiet street with a bakery, convenience store, post office, hair cutting salon, and a firehouse nearby. Glavni dio da je škola stara kamena zgrada koja je dodana na, škola je smještena na mirnoj ulici s pekara, praktičnost dućan, pošta, sušilo za rezanje salonu, a firehouse u blizini. Prior to that Charlie was briefly at another, equally pleasant, elementary school in our town and, prior to that , he was at a very small private autism school, located inside a very large private day school. Prije nego što je Charlie koji je bio nakratko u drugu, jednako ugodan, osnovne škole u našem gradu, a prije toga je bio na vrlo mali privatni autizam škole, koji se nalazi unutar vrlo velike privatne dan škole. He was happy there, but the school closed after he’d been a student there for a few months. Bio je sretan postoji, ali je škola zatvorena nakon što je molim je student ima za nekoliko mjeseci.
Prior to that, Charlie attended the same public elementary school in a different town in New Jersey for two years, and that was the school was chanced to pass by Sunday night. Prije toga, Charlie prisustvovali istom javne osnovne škole u drugom gradu, u New Jersey za dvije godine, te da je u školi bio chanced da prođe nedjelja po noći. And without realizing what was going on, I found my eyes watering and a big lump in my throat as Jim drove past. I bez realizirati ono što se događalo, našao sam oči i kanta velika gruda u moje grlo kao Jim krdo prošlosti.
That school wasn’t the neighborhood school that Charlie would have attended if he hadn’t had to go to a special autism classroom, but it wasn’t far from our house at all, on the other side of the town. To je bila škola a ne da susjedstvo škola Charlie bi prisustvovali ako on nije morao ići na poseban autizam učionicu, ali ona nije daleko od naše kuće na sve, na drugoj strani grada. Charlie had the same teacher—a compassionate and kind-hearted young woman—for two years and a rotating group of aides. Charlie je imao isti učitelj-a milosrdan i ljubazan mladi žena-za dvije godine i rotirajući grupa saradnicima. The first year, he started attending music class with the kids his age and we started talking about library and art; we started talking about him potentially attending class with kids his age, with an aide. U prvoj godini, on je počeo pohađaju glazbe klase s djecom njegove dobi, a mi počeli govoriti o umjetnosti i knjižnica; smo počeli govoriti o njemu potencijalno pohađaju razred s djecom njegove dobi, s AIDE. I became a very active member of the PTA, writing the monthly newsletter, volunteering on numerous committees, and becoming the co-president in Charlie’s second year. Postao sam vrlo aktivan član od PTA, pisanje na mjesečni newsletter, volontiranja na brojnim odborima, i postaje co-predsjednik u Charlie's drugoj godini.
But on and off in the first year, and definitely by the beginning of the second year, Charlie was struggling. Ali na i isključivanje u prvoj godini, a svakako po početku druge godine, Charlie je bore. There were more meetings with the teacher, phone calls from the school nurse about “bumping” his head, me on the phone with an ABA consultant, Jim on the phone with a lawyer. Bilo je više sastanaka s nastavnikom, telefonski pozivi dojilju iz škole o "bumping" glave, meni na telefon sa ABA konzultant, Jim na telefonu s odvjetnikom. By February of 2005—after an old friend, Charlie’s first speech therapist, observed him and told us that he couldn’t stay in his classroom—we began the search for a new school for Charlie. By veljači 2005-nakon stari prijatelj, Charlie je prvi govor terapeut, i rekao mu promatranih nam da nisu mogli ostati u svom razredu-smo počeli u potrazi za novu školu za Charlie.
We began a tense back and forth with the school district about finding another school placement for Charlie. Mi započeo napet naprijed-nazad s područnih škola o pronalaženju drugog škola za plasman Charlie. For months the district said no, our setting is appropriate; after a few more months, they offered us a placement at a center and we said no, that wasn’t what Charlie needed. Jer se okružni mjeseci, rekao je ne, naša postavka je prikladno, nakon nekoliko mjeseci, oni ponudio nam plasman u centru i rekli smo ne, to nije ono što Charlie potrebi. Another placement was 45 minutes away south down the Garden State Parkway and Jim and I said no to that, too. Drugi položaj je 45 minuta južnije niz Garden State Parkway i Jim i sam rekao da ne da previše. After several more months, in November of 2005, we took Charlie out of his classroom in our old town and that was probably the last time he ever saw that school. Nakon još nekoliko mjeseci, u novembru 2005, Charlie mi je iz njegove učionice u stari grad i da je vjerojatno posljednje vrijeme on ikada vidio da škola. He went to the above-noted private school in mid December and then, after it closed in June of 2006, we moved to another town where Charlie’s been going to school ever since. On je otišao u gore napomenuo privatna škola u sredine prosinca i tada, nakon što je zatvoren u lipnju 2006, preselili smo se u drugi grad gdje je bio Charlie ide u školu jer sve.
Charlie now goes to school at the same middle school where every child in our town does. Charlie sada ide u školu u isto srednje škole u kojoj svako dijete u našem gradu radi. He rides a school bus with the other boys in his class and is on the bus for less than a half-hour. On je škola vožnje autobusom sa ostalim dječaka u njegovoj klasi je i na autobus za manje od pola sata. Many of the kids who we see when we go swimming at the YMCA are the kids he passes in the hallways. Mnogi od klinaca koji vidimo kad smo na kupanje na YMCA su djecu on prolazi u hallways. Charlie goes to school in this town, is part of the town, is close to home. Charlie ide u školu u tom gradu, je dio grada je u blizini kuće.
Bringing Special-Needs Schools Close to Home is the title of an article in the October 12th New York Times . Specijalne donosimo-Potrebe škole Close to Home je naslov članka u 12. listopad New York Times. The article focuses specifically on the creation of in-state residential schools for older students with “high-functioning autism”; many of these students had previously been sent to schools in Connecticut, North Carolina, Tennessee, and Ohio. U članku posebno usredotočuje na stvaranje drzave u stambeno-škola za starije studente sa "high-funkcioniranje autizam", mnogi od tih studenata je prethodno bio poslan školama u Connecticut, North Carolina, Tennessee, i Ohio. Westbrook Preparatory School cost $2.5 million and was “founded after intense lobbying by parents.” It can cost some $200,000 a year to pay for a student in a residential out-of-state placement. Westbrook Pripremni Škola cijena 2,5 milijuna dolara i bila je "osnovan nakon intenzivnog lobiranje od strane roditelja." Može cijene nekih $ 200.000 godišnje plaćati za učeniku u stambene out-of-stanje položaj.
The new school, to serve 24 middle and high school students with average or above-average intelligence but in need of significant emotional and social support, is part of a statewide push to bring special education students back from out-of-state private schools by creating publicly financed alternatives closer to home. The new school, to serve 24 middle and high school students with average or above-average intelligence but in need of significant emotional and social support, is part of a statewide push to bring special education students back from out-of-state private schools by stvaranje javno financira alternative bliže kući.
Since 2005, out-of-state placements by school districts and social service agencies have dropped to fewer than 650 from more than 1,200, even as the number of special education students has risen slightly to 410,000, or 12 percent of the total student population. Od 2005, out-of-stanje plasmana škole, općine i socijalne usluge agencije imaju pao je na manje od 650 do više od 1200, čak i broj specijalno obrazovanje učenika je porastao na malo 410.000, ili 12 posto od ukupne studentske populacije. Besides Westbrook Prep, a half dozen New York City schools for the disabled are planning to add residential programs in the next few years. Osim Westbrook predškolsko, pola tuceta New York City škola za invalide planira se dodati stambene programe u narednih nekoliko godina.
“New York is a great state. "New York je velik države. Why should our children have to be sent out of state for services?” said Lester Kaufman, executive vice president of Birch Family Services, a nonprofit agency that runs a network of schools for students with special needs, which is starting a residential program for 12 high school students in Flushing, Queens, next year. Zašto bi naše djece mora biti poslana iz državne službe za? ", Rekao je Lester Kaufman, izvršni Vice President of breza obitelji Usluge, neprofitna agencija koja pokreće mrežu škola za učenike s posebnim potrebama, koja je polazna rezidencijalni program za 12 srednjoškolaca u Flushing, Queens, iduće godine. “We should be able to create those services locally where the families and children live, and this is exactly what this program is about.” "Mi bi trebali biti u stanju stvoriti one usluge na lokalnoj razini, gdje je obiteljima i djeca žive, a to je upravo ono što je o ovom programu."
Definitely yes about having schools and services “locally where the families and children live.” The New York Times articles does not, though, explain precisely why the students mentioned are living in residential placements; one student is described as “commuting” to a school in Connecticut, though he only returns home on the weekends when his mother makes the trip to bring him home to Long Island. Definitivno da ima oko škole i usluga "na lokalnoj razini, gdje je obiteljima i djeci živjeti." The New York Times člancima ne, ipak, objasniti zašto su upravo studenti spominje žive u stambenim plasmani, jedan učenik je opisan kao "nazad" u školi u Connecticut, iako je on samo vraća kući na vikende kad mu majka čini putovanje dovesti ga kući na Long Islandu. The article does say that it’s hoped that, with the students attending schools in New York, they might eventually be able to attend schools with their peers. U članku ne reći da se nada da sa studentima pohađanje škole u New Yorku, da bi konačno biti u mogućnosti prisustvovati školama sa svojim vršnjacima.
Certainly I’m glad that Charlie can go to school in our town; that there’sa place for him here, and that I can tuck him into bed each note and make sure his favorite things are beside his bed, and the three fleece blankets (two of which he’s had since he was a baby) piled up just so, and carefully folded, just the way he likes. Dakako, Drago mi je da je Charlie mogu ići u školu u našem gradu, koji nalazi mjesto za njega ovdje, i da mogu ugurati ga u krevet svaki na umu i provjerite njegova omiljene stvari su pored njegove postelje, i tri deke runo (dva od kojih je on imao jer je bio beba) nagomilan se samo tako, i pažljivo omotane, samo način na koji on voli.
Tags: asd , asperger , autism , autism blog , connecticut , disabilities blog , disability , Education , Health , long island , new york , parenthood , residential school , schools , special education Tags: ASD, Ašperger, autizam, Autizam blog, Connecticut, oštećenjima blog, invalidnosti, obrazovanja, zdravstva, dugi otok, New York, roditeljstvo, stambene škola, škola, specijalno obrazovanje Share This Podijeli Ovaj
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