Good morning all,
There seems to be a thin line between sinserity and fanaticism. (no one was
more sincere than the spanish inquisition) As always we have to look at our
experiences in the light of the prevailing 'organizational culture'; or why
are we doing this.
Our experiences are different but similar: in the end it did not make the
slightest difference. The organization we deal with is driven by some of the
best brains of the 19th century. The 'personalized service plan has been
around for a number of years, the documentation and names have changed, the
objectives are much the same. The reason that outcomes are miserable if at
all is that in all this time staff to consumer (almost as ugly a word as
client) ratios have not changed, and hence attention to individyual's needs
has stayed at the same low level. Staff know this and we know this and so we
mainly play games where expectations are concerned.
This does not mean that the meetings are not productive. In spite of the
organization, we have found that many of the staff are very motivated, and
do want to make a difference. One of the ground rules we have established is
that we work to our daughter's strength, not her weaknesses: she will never
be a mathematician, but she can write and spell quite adequately, and that
can be maintained and encouraged. Practically she is knowledgable and handy
around the kitchen, and that can be encouraged and developed. As for our
daughter participating, that has always been encouraged. Initially it did
not work too well, as she can spit the dummy magnificently, and with her
rich and comprehensive vocabulary she leaves no one in doubt. We then made
an 'event' out of it: morning tea, with the trimmings. That worked well
because she had an active and important role to play, and suddenly she was
no longer at the bottom of the heap but a valued participant. We now have
gone beyond this and she now sits in and actively participates. Many of
these things we have initiated, as we should. As her parents we are after
all the staff's most complete resource. What we have found encouraging is
that staff have recognized this, and act accordingly. They do things for the
right reasons, and their egos do not get in the way.
Again, it is the culture that makes the difference. On an eyeball-to
eye-ball basis with mutual respect, it can work. The moment the relationship
becomes unequal, the potential for confrontation and resentment escalates.
Have a good weekend, rgds John
----- Original Message -----
From: donam <[log in to unmask]>
To: <[log in to unmask]>
Sent: Sunday, August 01, 1999 12:16 AM
Subject: RE: IEP's
> Hi,
>
> What both Gill and Johnson say about IEPs resonates with my
> experience; but there was also an attitude that got to me, and which
> might very well be termed 'the individualization of disability.'
>
> The Scene: teachers, principal, PT, OT, and social worker, lined up
> on one side of a long conference table; facing highly intimidated
> single parent across the table, slowly slinking into a catatonic
> slump, with each 'expert's' accusation that her child is deficient, a
> 'classic' example of some 4-syllable Latinate disease, a 'textbook
> case' of desperate need of 'fix.'
>
> Yeah, these shooting squads did individualize us (my son, who was not
> invited, and myself, as parent who had failed) as having disabilities
> that needed cure. Sure, the 'experts' were 'only thinking of what is
> best for the child,' and were genuinely caring and kind as they set
> out 'goals' to be achieved in the next six months. But there was no
> getting 'round the fact that Lynn's disabilities were presented as
> *his individual deficiencies*, and that it was *his responsibility*
> (and mine and the teachers/therapists) to fix *his problem*.
>
> As much as the Dis. Movement might argue against generalizations, and
> demand that disabled persons be seen as unique individuals, here is
> an instance where I would have preferred less personal (or at least
> less damning) treatment.
>
> In some ways, it was a good thing that Lynn was not included in these
> IEP sessions. No one needs to listen to a litany of their 'problems'
> presented in such a lopsided scene of power relations.
>
>
> Dona M. Avery
> Arizona State University
> Tempe, AZ 85287-0302
> www.public.asu.edu/~donam
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
|