A whirlwind Functional Behavior Assessment and Behavior Intervention Plan process followed and, less than a month later, the IEP team has determined that he will be transitioned to a more restrictive setting immediately after Thanksgiving break.
The change in setting is right for him. He will be in a behavior support program with a lower ratio, access to a full-time behavior specialist, and a more structured daily schedule. I met the staff, spoke at length with the behavior specialist, and think this is the right outcome for this student.
My colleagues, my friends and family, and his parents are all relieved at the outcome. A part of me is relieved, too. I know it has taken a toll on me and I know it has had an impact on my other students. I’m looking forward to being able to do my job the way it is meant to be done.
It will be nice to bring back the play kitchen and reinsert the structured play time that we’ve had to cut back on in order to support this student. My younger students really need that. I’m glad that my students won’t have to witness what they’ve been witnessing and that they can feel safe in their classroom the way all students should. My frustration with my assistant will dramatically decrease when her not following directions will no longer mean that I get injured. I’m looking forward to a return to the way my classroom used to be.
This outcome is best for everyone, but I will miss him. I’m disappointed that we couldn’t make it work. I have found that the kids who have had the most impact on me—the ones who take up residence closest to my heart—have been the most difficult ones. Their success is hard-fought and more satisfying as a result.