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General Parenting
Do your spectrum kiddos exhibit a similar pattern?
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<blockquote data-quote="Marguerite" data-source="post: 387314" data-attributes="member: 1991"><p>The variability can be weird, to people who don't understand. difficult child 3's English teacher two years ago was convinced difficult child 3 was just being lazy, because he clearly has a university-level vocabulary (the "little professor"syndrome, they sound like a talking thesaurus) so why did he not understand questions like, "In this text, what was Jane thinking about what John knew?" After all, words like "thinking" and "knew" are easy to understand...</p><p></p><p>And again this year - difficult child 3's English teacher (a different person this time) was convinced that because difficult child 3's responses to her in study of shakespeare were monosyllabic, that he was therefore unable to function at a normal academic level in any other aspect of English, especially self-expression. But his writing tasks that he had to do were all things he could make relevant to himself and his own interests, plus he had unlimited time (for the ones he scored well in). I was accused of writing it for him. </p><p></p><p>So while I hate it when they don't understand when the work needs to be adapted and he needs support, I also hate it when they don't expect enough from him, and instead don't give him the work he needs.</p><p></p><p>As the Special Education teacher said this year to the English teacher, "It's called SPLINTER skills for a reason!"</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 387314, member: 1991"] The variability can be weird, to people who don't understand. difficult child 3's English teacher two years ago was convinced difficult child 3 was just being lazy, because he clearly has a university-level vocabulary (the "little professor"syndrome, they sound like a talking thesaurus) so why did he not understand questions like, "In this text, what was Jane thinking about what John knew?" After all, words like "thinking" and "knew" are easy to understand... And again this year - difficult child 3's English teacher (a different person this time) was convinced that because difficult child 3's responses to her in study of shakespeare were monosyllabic, that he was therefore unable to function at a normal academic level in any other aspect of English, especially self-expression. But his writing tasks that he had to do were all things he could make relevant to himself and his own interests, plus he had unlimited time (for the ones he scored well in). I was accused of writing it for him. So while I hate it when they don't understand when the work needs to be adapted and he needs support, I also hate it when they don't expect enough from him, and instead don't give him the work he needs. As the Special Education teacher said this year to the English teacher, "It's called SPLINTER skills for a reason!" Marg [/QUOTE]
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