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<blockquote data-quote="Malika" data-source="post: 458938" data-attributes="member: 11227"><p>Thank you all for your very supportive comments. It's a funny thing... I was thinking last night that wheareas once upon a time I was really uncomfortable with the idea of a label for J, now I think I would welcome it if it leads to people adapting their behaviour towards him. As with everything, accepting a child's difference is a process. I feel personally I have come quite a long way in the last year or so in coming to some understanding of J's behaviour and difficulties and learning or discovering better ways of dealing with him. When I read profiles of ADHD children, they often talk about them as being highly sensitive and very affectionate. J is certaintly both of those, and extremely responsive to affection and encouragement. These work with him FAR better than punishment and anger - that is all I want to convey to the teacher. Even if doesn't have some label or official difficulty, surely it is more sensible to use what works with a child than what doesn't work...? </p><p>As for the IQ test, we have a neuro-psychological test scheduled in a couple of week's time. I don't know whether she would administer an IQ test? This teacher is very focused on the academic aspect of things, which I am really not very concerned with at this stage - or at least I am not concerned with notions of judgement and performance. I would like J's real intelligence and curiosity to be stimulated and engaged, however. These things are going to happen more in an alternative school than a conventional one. I would like to stay out the year here, partly because of sporting activities. I have just signed him up for tennis, gym and roller skating! He had a trial tennis lesson yesterday and it seemed to go well - he was fully concentrated hitting a big foam ball back and forth (well, he was mostly missing it of course) for about 20 minutes. I think tennis is probably very good for ADHD kids, teaching focus and fine co-ordination. Next year, when he is five, he can start rugby and martial arts. These activities are going to be important for him, I think. </p><p>Will report on how it goes with the teacher tonight <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /></p></blockquote><p></p>
[QUOTE="Malika, post: 458938, member: 11227"] Thank you all for your very supportive comments. It's a funny thing... I was thinking last night that wheareas once upon a time I was really uncomfortable with the idea of a label for J, now I think I would welcome it if it leads to people adapting their behaviour towards him. As with everything, accepting a child's difference is a process. I feel personally I have come quite a long way in the last year or so in coming to some understanding of J's behaviour and difficulties and learning or discovering better ways of dealing with him. When I read profiles of ADHD children, they often talk about them as being highly sensitive and very affectionate. J is certaintly both of those, and extremely responsive to affection and encouragement. These work with him FAR better than punishment and anger - that is all I want to convey to the teacher. Even if doesn't have some label or official difficulty, surely it is more sensible to use what works with a child than what doesn't work...? As for the IQ test, we have a neuro-psychological test scheduled in a couple of week's time. I don't know whether she would administer an IQ test? This teacher is very focused on the academic aspect of things, which I am really not very concerned with at this stage - or at least I am not concerned with notions of judgement and performance. I would like J's real intelligence and curiosity to be stimulated and engaged, however. These things are going to happen more in an alternative school than a conventional one. I would like to stay out the year here, partly because of sporting activities. I have just signed him up for tennis, gym and roller skating! He had a trial tennis lesson yesterday and it seemed to go well - he was fully concentrated hitting a big foam ball back and forth (well, he was mostly missing it of course) for about 20 minutes. I think tennis is probably very good for ADHD kids, teaching focus and fine co-ordination. Next year, when he is five, he can start rugby and martial arts. These activities are going to be important for him, I think. Will report on how it goes with the teacher tonight :) [/QUOTE]
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