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General Parenting
I want to take him out of school
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<blockquote data-quote="InsaneCdn" data-source="post: 466505" data-attributes="member: 11791"><p>No longer qualifying for services does NOT invalidate the diagnosis. It just means that the most recent round of testing <u>as done by the school</u> does not support services. BIG difference. PLUS... he's still getting accommodations for it... </p><p> </p><p>The whole "wanting to be normal" thing? NORMAL. (pardon the pun, but it's true!)</p><p>The best teachers and the best schools can often find ways of adapting the class so that everyone benefits... but specifically certain special needs can be met in non-obvious ways.</p><p></p><p>Here's an example that doesn't apply to your son (as far as we know at this point...)</p><p>If the teacher uses a soundfield mic, EVERY student in the class gets the message "loud and clear" from the teacher... including those with auditory issues (anything from hearing impairment to problems filtering background noise). But, NO student is singled out... nobody knows who gets the biggest benefit.</p><p></p><p>Another example:</p><p>Teacher can hand out outline at start of every class... to EVERY student. Write on the board while giving verbal instructions, and other related accommodations. These things benefit ADHD students, those with auditory issues, those with working memory challenges, those with motor skills challenges (anything from Developmental Coordination Disorder (DCD) to quad!) who can't keep up with the speed required for note-taking, and so on... Again... nobody knows WHO this is being done for... its being done for ALL of the students, and even the PCs in the class do well with this system.</p><p></p><p>To whatever extent possible, if you can get these kinds of accommodations, they DO work well. (but it takes an above-average teacher to deliver on these!)</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 466505, member: 11791"] No longer qualifying for services does NOT invalidate the diagnosis. It just means that the most recent round of testing [U]as done by the school[/U] does not support services. BIG difference. PLUS... he's still getting accommodations for it... The whole "wanting to be normal" thing? NORMAL. (pardon the pun, but it's true!) The best teachers and the best schools can often find ways of adapting the class so that everyone benefits... but specifically certain special needs can be met in non-obvious ways. Here's an example that doesn't apply to your son (as far as we know at this point...) If the teacher uses a soundfield mic, EVERY student in the class gets the message "loud and clear" from the teacher... including those with auditory issues (anything from hearing impairment to problems filtering background noise). But, NO student is singled out... nobody knows who gets the biggest benefit. Another example: Teacher can hand out outline at start of every class... to EVERY student. Write on the board while giving verbal instructions, and other related accommodations. These things benefit ADHD students, those with auditory issues, those with working memory challenges, those with motor skills challenges (anything from Developmental Coordination Disorder (DCD) to quad!) who can't keep up with the speed required for note-taking, and so on... Again... nobody knows WHO this is being done for... its being done for ALL of the students, and even the PCs in the class do well with this system. To whatever extent possible, if you can get these kinds of accommodations, they DO work well. (but it takes an above-average teacher to deliver on these!) [/QUOTE]
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I want to take him out of school
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