Last weekend of the summer. School begins Wednesday morning. Julia’s schedule appears to be set—the elusive second art class has been added and it is ceramics. She will have ceramics in the morning and her last class of the day will be computer illustration. In between, she will have Earth Science, English, Choir, pre-Algebra and a guided study hall.
This getting of classes was an abbreviated battle this year and my advocacy pattern was pretty transparent. I send very polite and patient emails. A healthy understanding of budgets and shortfalls. I am answered with a ‘no.’ I pose an alternative with the same response. No, she was closed out of that class, no, meetings are too hard to schedule before school opens, no, change is not possible. I snap . . . ok, I don’t snap; I step back. I consult with my cabal of special ed moms. Wait a few days. And write another email. “Julia needs a second art class. How do we get it?” I don’t quite see the change in tone but the response comes quickly. Classes are moved around a bit. Her Earth Science section is changed (there is no special ed resource person is either section) and she is placed in the ceramics class. Why that wasn’t offered when I first asked, I do not ask. I take a deep, cleansing breath and send a thank you note. Continue reading