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And..... going down, again
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<blockquote data-quote="buddy" data-source="post: 496321" data-attributes="member: 12886"><p>I can really relate to this because when we are off school lately, the stress lowers and Q's blurts and behaviors go WAY down. I too think that at school he is not kept busy...not that he is gifted or anything, bored...no.... but it is that the emphasis now is all on behavior and that is stressing the bananas out of Q and the behaviors increase. One admin said at teh beginning of the year that no one should hug Q anymore because he was hugging everyone. But I can see the developmental issues, it was the one thing that reassured him things would be ok etc. Now that they have removed all good touch he is looking for touch on his own. </p><p></p><p>So, the question is, how to put that so that they dont just get defensive and shut down any discussion of changing. It is not that I care about their feelings it is that when you suggest a problem is at the school level they dont want to hear it. If the emphasis was on what he could be doing... as you are saying with the tasks at home, etc.... then there would not be as much of an issue.</p><p></p><p>Other consideration of course is the types of tasks... School tasks are not so hands on and engaging as the kinds of things they can do at home. How can they make his learning more multi-modal?? Sounds like hands on activity is a good thing for V. Does he have a harder time , maybe, with paper pen work? Not to mention the level of social demand in a school.... FAR more peer negotiation and cooperation. That is also very different than home. So, could parts of it be that he has the skills to do better at home versus the deficits while at school? I do think that is a part of it for us too. </p><p></p><p>No easy answer for this. I am searching my heart big time because Q will be devastated if not allowed to go to school. He even said something like , do you think I can ride a skateboard to high school, even though I know I will probably never go to highschool...IF I did do you think it is too far to ride a skateboard to. The question popped up because of a ripstick his grandpa and grandma gave him but in the middle of that fun thought..... the depth of his real worry popped out... These poor kids have way more stress than any of us had to live with during their school years. How to make that better for them???? I wish I had the magic answer. I agree, hubby is on to something. It is usually a complex solution but you know V and if increasing meaniungful learning activities helps, they need to provide that some how.</p></blockquote><p></p>
[QUOTE="buddy, post: 496321, member: 12886"] I can really relate to this because when we are off school lately, the stress lowers and Q's blurts and behaviors go WAY down. I too think that at school he is not kept busy...not that he is gifted or anything, bored...no.... but it is that the emphasis now is all on behavior and that is stressing the bananas out of Q and the behaviors increase. One admin said at teh beginning of the year that no one should hug Q anymore because he was hugging everyone. But I can see the developmental issues, it was the one thing that reassured him things would be ok etc. Now that they have removed all good touch he is looking for touch on his own. So, the question is, how to put that so that they dont just get defensive and shut down any discussion of changing. It is not that I care about their feelings it is that when you suggest a problem is at the school level they dont want to hear it. If the emphasis was on what he could be doing... as you are saying with the tasks at home, etc.... then there would not be as much of an issue. Other consideration of course is the types of tasks... School tasks are not so hands on and engaging as the kinds of things they can do at home. How can they make his learning more multi-modal?? Sounds like hands on activity is a good thing for V. Does he have a harder time , maybe, with paper pen work? Not to mention the level of social demand in a school.... FAR more peer negotiation and cooperation. That is also very different than home. So, could parts of it be that he has the skills to do better at home versus the deficits while at school? I do think that is a part of it for us too. No easy answer for this. I am searching my heart big time because Q will be devastated if not allowed to go to school. He even said something like , do you think I can ride a skateboard to high school, even though I know I will probably never go to highschool...IF I did do you think it is too far to ride a skateboard to. The question popped up because of a ripstick his grandpa and grandma gave him but in the middle of that fun thought..... the depth of his real worry popped out... These poor kids have way more stress than any of us had to live with during their school years. How to make that better for them???? I wish I had the magic answer. I agree, hubby is on to something. It is usually a complex solution but you know V and if increasing meaniungful learning activities helps, they need to provide that some how. [/QUOTE]
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