Chapter 32

It is mid-may and Torey is now going to be involved in the decision-making process for placing the students that have come to her class. Claudia will go back to her school once the baby is born, that was the easiest decision. Torey knows that what Claudia needs is NOT more isolation but to be with her peers and live as normal of a life as she can with a new baby. Torey thinks Tomaso is ready for fifth grade in a normal classroom the next year, as his temper has been quite subdued, and he has learned to handle situations in a more controlled manner. Boo will be going to a private school where they still allow separate instruction of those with autism. With the mainstreaming law, it has been hard to find a place for Boo to get the attention he needs within the public schools. Lori was the one that Torey had heard nothing about. She was sure that Lori could fit in in a second grade classroom the next year. When she talked to the principal he told her that it had already been decided. They basically did not ask Torey to meet because they knew she would disagree: they would be holding Lori back. Torey was furious and told him that no matter what they did she was not going to learn to read like the other students, and that she can do everything else so why punish her for having a disability? When the principal tells Torey that they cannot put that kind of a burden on the second grade teachers, Torey says, "And we can lay it on Lori? We've half killed this girl already with our stupid ideas. She's already failed one grade; how is it going to be failing another? The child has a physical disability. You could keep her in first grade until she is a gray-haired grandmother and she may never learn to read." (pg. 308).

The principal told Torey that the decision had already been made and that Lori's father had already agreed. When Torey was in the classroom the next day, she helped Lori read a book. Of course, the book only contained two words total and Torey told Lori what they were, but Lori WAS able to distinguish a difference between the two words in the story. After many repetitions, Lori had memorized the story and was so excited about being 'able to read'. Torey knew that Lori was not really reading, but she also knew that with this kind of technique Lori would be able to cope with necessary reading (signs, etc.) with practice.

I felt very sad when the principal, Lori's general education teacher (who has really had it out for Lori since the beginning), and Lori's father decided that retaining her would be the best idea. It is clear that with her disability reading is never REALLY going to come to her, she will simply have to look at shapes of words and use other means of communication. Her speech is totally normal and other subject areas can have modifications made for her to do them. I really hope that they will change their mind about retaining Lori, especially because her twin sister will be moving on to the next grade, and Lori does not NEED to stay in first grade.