Provence Plan in Towson Village by Taylor Morrison, Peachtree City, GA 30269

I had two children who were bullied when they went through the pre-k program. The teachers didn't tell me and I had to rely on my student to communicate the information. The second child had speech apraxia and wasn't able to communicate what was going on until he saw the parent of the child who was picking on him and ran over to tell them directly. I especially had issues with my second child - who had speech apraxia and was being mainstreamed for the first time. About 3 weeks into attending the school, he started regressing with potty training and withdrawing from social interactions with peers. When I messaged this to his teacher she ignored my concerns and told me how much the students in his class liked him. She invalidated my issues by not addressing them. These issues escalated until he was on a behavior plan. I never felt like the teachers respected my experiences with him as a parent -- and instead assumed they knew better and that the only valid experiences were the ones they were seeing firsthand in the classroom. I felt like the issues that I had with both sons were never adequately addressed. I met with the principal and when I told him that my pediatrician recommended a therapist for my son's bathroom regression -- the principal responded saying, "Well, therapy never worked for me." I would say this is a environment where issues of mental health are pushed to the side and ignored. I didn't feel like my special education child received the support that he deserved. And as a parent I didn't receive sufficient communication about what was going on in the classroom.