As the end of Sebastian’s freshman year of high school approached, a decision I’d made and suppressed months earlier resurfaced from my gut.
Early in the school year, one of Sebastian’s general education teachers refused to comply with his IEP (Individualized Education Program) – the legal document created by his school team which details his strengths, weakness, goals, modifications and accommodations. Sebastian’s case manager spoke to this teacher several times in an effort to rectify the situation but the refusal continued.
I took this as an opportunity to teach Sebastian more about his IEP and explained that it’s an instruction manual of sorts for his teachers. We read his modifications together and I made it clear that his teacher was failing to do what was expected. We discussed self-advocacy and how there’s a time to fight hard and a time to walk away.
His case manager offered a few options and Sebastian decided to drop the class. I supported his decision, even though I wasn’t happy. I worried that by leaving the class, we were reinforcing this teacher’s inappropriate behavior. I feared we’d taught, even just one student in the class, that Sebastian didn’t belong there.