Results...F'ing school system

My Son Off-roading on "the ATB(V)", he takes it into the landscaping island and jumps it off the curbs, then does 360's on it while going downhill. He says driving it in the snow is the best.



So Brady had some tests done in October for Speech and Fine Motor Skills. These tests were performed by specialists that work with a large spectrum of children and work at The CNP (Children's Neurodevelopmental Program) at the hospital. His test results were as follows (he was 60 months at the time of testing):
Grasping: 55months Visual-Motor Integration: 43 months Fine Motor: 85 (80-89 were considered below average) Receptive language: 49 months Expressive Language: 50 months GFTA-2 test (articulation, I think): 31 months. I know, boring stuff, and he's not that bad off, but when it's your kid you want the best, or at least give them the tools to achieve all that they are capable of, right?

So today we went to the local elementary school (since his scores at the hospital warranted services). But the school likes to re-screen the students, because apparently the therapists that work at the hospital need to be "double checked" or something. Oh, and we've done all this when Brady turned 3 too by the way, and we had the same results. For some reason I thought it would be different since he is 5 and will be starting Kindergarten in the fall. HA!
Here are the school results: Technical: 16 (range 13-27), Concept grasping: 17 (range 16-27), Language: 15 (range 15-27)

So I've been told this, and basically told once again by the school that he will not receive extra help. So because my son is clinging to "range" he has to continually struggle and make school more difficult for him. But if he could get some tools and additional help, maybe school would remain fun instead of a daunting difficult task for him everyday. Don't you think he would learn more if he was confident in his abilities? Don't you do a better job at work when you enjoy what you're doing and successful at it? It's like they (the school) do all they can to NOT qualify the students. Because (and I truly don't mean any harm in this statement, because I respect the mothers and children that have much greater challenges than the minor ones that my son faces, I really appreciate all that my son CAN do) but when I walk into the classroom at the school, the only students receiving special education there are children with SIGNIFICANT delays. Most of the students don't posses verbal skill yet. And Brady would not thrive in that particular classroom since he needs to be around kids with verbal skills. But why is EVERY student like that? Why aren't the students being mixed with a healthy variety of abilities? Is the system so strapped that this is the only solution? So the kids that are in the "middle" have to sink or swim? Obviously these other children need these services more than my own, but why does that mean that he gets none?

Makes me want to pay the $5500 for B to go to St. Paul's again next year. Just to spite the system.