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<blockquote data-quote="keista" data-source="post: 459661" data-attributes="member: 11965"><p>Is there in fact an issue at school? If it does not manifest itself as a problem, then there is no problem - at school. It's very possible the structure and the assistance of the aide, at this level, make J's issue a non- issue.</p><p></p><p>Example: When DD1 started school, I thought FOR SURE I'd be getting calls daily about her tantrums and constant lying. Not a single one! When I mentioned what I perceived as "issues" the teachers looked at me as if I was from another planet. Apparently their methods worked for her. By second grade, not so much, but her teacher then did identify them as "issues" as opposed to behavioral problems, and dealt with them in her own way and by contacting me for support. By third grade, this was not the case. Her teacher saw her issues as behavioral problems, and dealt with them as such. Ironically it was the SAME teacher she had in 1st grade. BUT teaching 3rd grade she was expecting more "maturity". Problem was that her problems were not due to maturity, but mental illness.</p><p></p><p>My point is to give it some time to see what will work and what won't." the opportunity to do it 'wrong'. And THEN when they sy that "nothing" works, "I told you so" is in order as well as, "will you try it MY way NOW????????" </p><p></p><p>The multidisciplinary team is not overkill at all. It's actually pretty standard. The more ppl that are there to give input, the better.</p></blockquote><p></p>
[QUOTE="keista, post: 459661, member: 11965"] Is there in fact an issue at school? If it does not manifest itself as a problem, then there is no problem - at school. It's very possible the structure and the assistance of the aide, at this level, make J's issue a non- issue. Example: When DD1 started school, I thought FOR SURE I'd be getting calls daily about her tantrums and constant lying. Not a single one! When I mentioned what I perceived as "issues" the teachers looked at me as if I was from another planet. Apparently their methods worked for her. By second grade, not so much, but her teacher then did identify them as "issues" as opposed to behavioral problems, and dealt with them in her own way and by contacting me for support. By third grade, this was not the case. Her teacher saw her issues as behavioral problems, and dealt with them as such. Ironically it was the SAME teacher she had in 1st grade. BUT teaching 3rd grade she was expecting more "maturity". Problem was that her problems were not due to maturity, but mental illness. My point is to give it some time to see what will work and what won't." the opportunity to do it 'wrong'. And THEN when they sy that "nothing" works, "I told you so" is in order as well as, "will you try it MY way NOW????????" The multidisciplinary team is not overkill at all. It's actually pretty standard. The more ppl that are there to give input, the better. [/QUOTE]
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