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<blockquote data-quote="hearts and roses" data-source="post: 90442" data-attributes="member: 2211"><p>I was always pretty forthcoming with information only because I thought it would help difficult child in the long run. I was wrong on a few occasions as it actually hurt difficult child because some of her teachers were determined to 'prove' that she was simply lazy. On the outside, no one could tell that difficult child had Tourette's Syndrome, ADHD, Obsessive Compulsive Disorder (OCD), because she became very adept at hiding her tics, anxiety, etc. When I would share her behavior at home, I could see the look of shock on some educators' faces, but I pressed on. She was fortunate to have a few teachers who really gave thier all and did thier best for difficult child along the way. As she entered her HS years her disorders made themselves more apparent and then, due to lack of assistance and better performance on difficult child's behalf, we moved her to a new school. She didn't do much better academically, but she improved in other ways which were more important to me.</p><p></p><p>I think you have to guage the situation, who you're telling what to, how much telling or not telling will benefit or harm your difficult child. Not all teachers are trained in dealing with children who have special needs - even though mainstreaming is prevalent across the board in public school districts. Only a very small, almost minute percentage of the teachers in our district have had any special education training. In fact, I even set up a seminar from the CT Tourette Association to come teach our teachers about all the common misconceptions of the disorder. I can't tell you how many teachers thanked me - it was very illuminating for them.</p></blockquote><p></p>
[QUOTE="hearts and roses, post: 90442, member: 2211"] I was always pretty forthcoming with information only because I thought it would help difficult child in the long run. I was wrong on a few occasions as it actually hurt difficult child because some of her teachers were determined to 'prove' that she was simply lazy. On the outside, no one could tell that difficult child had Tourette's Syndrome, ADHD, Obsessive Compulsive Disorder (OCD), because she became very adept at hiding her tics, anxiety, etc. When I would share her behavior at home, I could see the look of shock on some educators' faces, but I pressed on. She was fortunate to have a few teachers who really gave thier all and did thier best for difficult child along the way. As she entered her HS years her disorders made themselves more apparent and then, due to lack of assistance and better performance on difficult child's behalf, we moved her to a new school. She didn't do much better academically, but she improved in other ways which were more important to me. I think you have to guage the situation, who you're telling what to, how much telling or not telling will benefit or harm your difficult child. Not all teachers are trained in dealing with children who have special needs - even though mainstreaming is prevalent across the board in public school districts. Only a very small, almost minute percentage of the teachers in our district have had any special education training. In fact, I even set up a seminar from the CT Tourette Association to come teach our teachers about all the common misconceptions of the disorder. I can't tell you how many teachers thanked me - it was very illuminating for them. [/QUOTE]
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