175 Longleaf Road, Southern Pines, NC 28387

Before moving to Moore County I researched every school district having EC students in differing grades. We decided to move to district III, despite one review because of the disability testing scores upon meeting friendly staff, community members, and students. It was great under previous leadership. When floating administration had been relocated from the middle school, to the high school, and now made the principal at McDeed’s, it seems many EC students and families are finding difficulties with their IEP/504 plans.In our experience, no matter how much growth our student presented in their standardized assessments (beginning of year to middle of year: 8% growth; the most growth for their entire class), instructors would ostracize “how” could the score be so high, rather than congratulate the achievement. Creating a challenge for inclusive education in the least restrictive environment (general education) and discrimination of disability. I asked for the minimum support with implementation of the IEP and supported my position with the board’s policy as I am a thorough advocate for inclusion and accountability; the principal noted my behavior as threatening.I felt like a parent advocating for their inclusive child, feeling excluded. In our experience, I explained to administrators, upon multiple occasions, I was high functioning and my thought process may not be the same as theirs. To help understand where the barriers were for the IEP, I requested to view my student’s educational record per MCS policy 4700 (C) (1). Specifically subsection d, was an allegation of neglect to DHHS, with knowledge that I am in social work that screaming can be heard from outside of my home (my student is a bi-lateral hearing aid wearer, without hearing aids he is moderate to severe hearing impaired). We both have auditory processing delay and echolalia. The social worker that assessed and closed the case encouraged me to employ my own skills. If considering McDeed’s for EC/blended education environment because of recommendations under prior administration; they were solid and still have potential for success. They could benefit from active listening with resilience training incorporated into a cultural humility program specifically tailored for inclusion to challenge ableism. Otherwise: Apply for ESA+ program grant instead Feb 1st and go with the private schools.