CPSE stands for the Committee for Preschool Special Education, and CSE stands for the Committee for Special Education, which encompasses the next 12-16 years of school. These meetings are held annually to discuss student progress, and next steps. They can be intimidating and emotional.
The meeting was headed by the assistant director of pupil personnel services. She was joined by a special education teacher from the school district, a regular education teacher from the school district, my son's teacher, me, a school psychologist, and another person from the preschool, whose position I can not remember.
There were three parts to the meeting. The first part was the annual CPSE meeting, which would discuss whether or not my son would be eligible for the Summer Program. The second part was the preschool summary meeting, which would evaluate how much progress my son has made during his two years in preschool. The third part was the CSE meeting, which would discuss my son's classification, and where he would be placed now that he was entering the public school system.
The CPSE meeting reviewed my son's progress over the past year, and that he has started to eat some fruit, drink from a straw, take off his coat, and talk, although most of his speech still sounds like babbling. Because of his severe delays and his tendency to regress when he's absent from school, it was decided that he was indeed eligible for the Summer program. That was good.
Then part two of the meeting evaluated how he had progressed throughout his preschool "career". It was a little like the Newlywed Game. The teacher and I had to pick a number from 1-7 to describe how well my son was able to do something, 1 being not at all, 3 being an emerging skill, and 7 being a mastered skill. Then the meeting leader would tell us what my son's score was during his initial evaluation before beginning preschool. All of the scores remained exactly the same except for self help, since he can finally tell me if he's hungry and request a bottle, some water, or some fruit. This was the only area where there was improvement, where my son went from a 1 to a 4. This was disconcerting, upsetting, and sad. Then it was on to part three.
The third part of the meeting was the CSE meeting. The first order of business was to discuss how my son would be classified. Because he is on the autism spectrum, and also has dyspraxia, growth hormone deficiency, and other muscular and neurological issues, as well as very little ability for self-care, he has been classified as a child with multiple disabilities. Because he is so very delayed and needs so much assistance to do absolutely anything, he can not go to a regular school, not even a special education class in a regular school. The best ratio in a school is 15:1, and this is not good enough for my son. So, it was suggested that he be placed in a BOCES (Board of Continuing Education Services) school program for children on the autism spectrum. The ratio there is 6:1:2...six students, one teacher, and 2 assistants. He will be able to continue to receive speech therapy, feeding therapy, occupational therapy, and physical therapy in addition to behavioral and psychological services. His case will continue to be reviewed annually, and depending upon his progress he will either be moved to a regular school, or he may remain in this program until he graduates high school, which he has until he is 21 to do. Should he remain in this program, he will not be required to take state exams or regents, and will graduate with an IEP diploma. IEP is Individualized Education Plan, and is a course of action used to evaluate the requirements and progress of special education students. An IEP diploma is not the same as a regular diploma or even a GED. It's basically a certificate of completion only. The program does provide counselling and job training and placement, however, so that he would be able to work in whatever capacity he was able.
He will be in a school with other children like himself, and will have every opportunity to succeed at the best of his capabilities.
The school is 1/2 hour away, and he would be on a special bus with a matron, and would receive door to door service. Because he's little, he will also be getting a car seat. These are also very good things.
It was upsetting and gratifying at the same time. I know what his issues and problems are. I couldn't imagine him going to a regular school and riding the bus with all the other "normal" kids who could be very mean, and without a bus matron to supervise him. I couldn't imagine him going to a regular public school, even with a special education class, and then mixed in with other classes. I didn't know about the BOCES school, and I was so happy to hear of a place that I think would be just perfect for him...a place where he would be with other kids just like himself, getting all the services, help, and supervision he needs. I was also a little sad, because it's always difficult to have to focus on your child's problems, and to have a qualitative record of his lack of progress. There's always a bit of a period for me when I mourn my son's struggles, and imagine the future, and think how are we going to get through all this?
Then I see his smiling face, and remember to take everything one day at a time, one hug at a time, and know that love and faith will get us all through.
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