Someone asked me: do I worry my daughter will be "labeled" by getting an IEP(Individualized Education Plan) and switching to theCTT (Collaborative Team Teaching) classroom? That's a good question, and if I had been asked years ago, hypothetically, I would have said yes. But right now, my answer is absolutely not.

I did most of my worrying in the days when everyone told us not to worry about Night Owl, yet we fretted because she struggled in the realms of word retrieval and spatial organization (puzzles, blocks, letters), among other little clues. It was my husband's and my persistence that led us to more in-depth evaluations, and finally, the documentation we needed to get her services at school. Right now, if the label of a learning disability is what it takes to get the right kind of help for her, that's a positive thing.<!--more-->

Since we have a clearer picture of her difficulties, I also understand her better. Now, when she collapses in a heap when faced with cleaning her room or getting dressed, I know not to be frustrated or take it as defiance. Instead, I stick to my rules but remind her to break down the task into smaller steps. Now, it makes perfect sense why forming letters was, until recently, painful for her-and why math will require extra work.

I also have a greater appreciation for how much energy it takes her, and others like her, to process all that's going on around them, let alone settle into learning the lessons at hand.

I have not spent enough time inside the classroom to see all the differences from her old room. Curriculum-wise, the kids are learning exactly the same things as those in the other kindergarten classes. When I see the group in the cafeteria, or on the playground, or on Families as Learning Partners mornings, the kids seem like those in any of the other classes–and the same level of cooperation is expected of them.

There are more teachers to go around, of course, to help those who need it. And there's a vibe I can't put my finger on, a greater sense of calm and nurturing in the classroom. I felt it the other day when I had to pick up Night Owl early, and the children were contentedly absorbed in a writing exercise. Classical music played in the background, but that was the only sound in the room.

Most importantly, Night Owl is happy and making new friends. Since all the kindergarten classes have recess together, she gets to see her friends from the old classroom, and we still have play dates with them. She loves her new teachers, who are amazing and check in regularly-already, they seem to "get" her.

When I picked up Night Owl from school last week, I asked one of them how things were going.

"Really great," he answered, assuredly. "This is definitely the right place for her."

I would be curious to hear from other parents with children in CTT settings–does your child's classroom seem to work? Not work? Has the environment been beneficial to your child?

If you're  concerned that their child might not be in the "right place",  you might want to consult with your pediatrician or teacher, or arrange for a meeting with the school psychologist for an evaluation. Arise Coalition offers information on special education resources in New York City.