What gives?

Paperwork after school is a must when your child does not speak.  Funny thing is, the paperwork never matches what the teacher says to me when I pick my son up from school.  Why is that?

Why is it that the form that is filled out throughout the day never indicates anything good or bad that the teacher mentions to me?  Which is correct, the teacher or the paper?  It's the aide that writes the paper each day, and when I ask about the activities that the aide did with my son for the day the teacher says "I don't really work with him for that", or "the aide usually handles that part".  So what gives?  Which is the one I should pay attention to considering the information conflicts.

I've confronted this issue before in case you are wondering why I haven't just asked "why does this information conflict?"  I was met with so much defensiveness, discomfort and stuttering that I felt I'd asked a politician about a scandal.

Next paperwork issue brings more confusion.  My son, if you're not familiar with my book or my posts, is blind, developmentally disabled, and severely autistic.  He does a lot of pre-braille activities with his V.I. specialist, a lot of mobility exercises with O&M, and regular classroom activities suited to him.  So why is it when I open his back pack I occasionally run across coloring pages on flat pieces of paper with no braille on them at all?  I'm trying hard to be understanding, and I get the idea of inclusion, but this classroom is where my son is because he is unable to be mainstreamed.  He is unable to participate or WANT to participate in other rooms.

So........this brings me to my point.  I am trying to imagine what benefit my son got while being forced to hold a crayon in his hand while someone else manipulated his hand and pressed it against a piece of paper with a drawing on it that he cannot see, with a color that he doesn't understand.  This is an often enough occurrence to warrant attention.  Honestly, I don't see the point in torturing him to do this one time, much less multiple times throughout each semester of school.  Isn't he in the "special needs" room where things are supposed to be adapted to suit his learning abilities?  Why did my son not deserve an activity that he could learn something from other than "hey lady quit sqeezing my hand" or "why do people think  this is fun?". 

Every time I think that I am too harsh or too hard on the people that work with my son I am shown just one more reason why I can never stop being harsh.  I've set up a meeting at the school with the teacher and aides to discuss some other "more beneficial" activities for my son to take part in while the other children are coloring.  If no one hears from me for a while, I'll be back as soon as I post bail for ranting and raving on school premises about incompetence and ignorance ........possibly laziness as well.

This has been yet another rant from the author of "Autism and Assholes"  Not the typical autism book.