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School not providing for my ADHD/ODD son
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<blockquote data-quote="Marguerite" data-source="post: 231218" data-attributes="member: 1991"><p>Devil's Advocate here - the elementary school (ours are called pemary schools) here that my older three went to, brought in what tey called "rotating classes" which meant that the kids went to the teacher, rather than the teacher to the class. They all would change as a group, so the risk of a student gonig astray was nil. In some ways it made the transition easier because in picking up your pencil case and changing rooms, it made the transition from, say, Maths to Music, much more obvious. It also meant that the Music class happened in a room dedicated to it, with all the musicla instruments, charts etc there.</p><p></p><p>It was an experiement, they DID bring it in at the BEGINNING of the school year, but it worked. Not all the classes did this - there were two classes that stayed with the same teacher (and room) throughout the day. One was the straight K, the other was a class for Aboriginal kids only, pre-primary, because of ANOTHER experiment they were doing, a theory that the Aboriginal kids needed a different teaching method in their earlier years, based on more traditionally cultural lines.</p><p></p><p>I transferred difficult child 1 into this system. They had brought it in at the beginning of the school year that I enrolled easy child 2/difficult child 2 (she went into K/1 so she got a timetable! so ecxited) and easy child, transferring/enrolling late due to paperwork problems with the department. difficult child 1 didn't transfer for another year. So hewent into this after it was well established.</p><p></p><p>I was surprised - it worked. It worked well. difficult child 1's really severe ADHD (Asperger's was not known then) could have been a big problem, but I think it helped him transition. With everyone changing rooms together, he managed well. </p><p></p><p>The biggest, most huge advantage - when he had to change from primary to high school, he was already well accustomed to this system. THAT is where it really bore fruit.</p><p></p><p>However, I do strongly agree that if you KNOW your child won't cope, then the school must take this into consideration and not force thischange onto him.</p><p></p><p>But do you already know this? Is it already causing big problems? In which case, it is a school-caused problem which the school needs to address. They may not need to address it by providing a special non-transitioning class, there could be another solution (such as an aide to help him transition) but they DO need to take your concerns on board.</p><p></p><p>Anyway, I just thought I'd share my experience of something similar. IF it IS similar...</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 231218, member: 1991"] Devil's Advocate here - the elementary school (ours are called pemary schools) here that my older three went to, brought in what tey called "rotating classes" which meant that the kids went to the teacher, rather than the teacher to the class. They all would change as a group, so the risk of a student gonig astray was nil. In some ways it made the transition easier because in picking up your pencil case and changing rooms, it made the transition from, say, Maths to Music, much more obvious. It also meant that the Music class happened in a room dedicated to it, with all the musicla instruments, charts etc there. It was an experiement, they DID bring it in at the BEGINNING of the school year, but it worked. Not all the classes did this - there were two classes that stayed with the same teacher (and room) throughout the day. One was the straight K, the other was a class for Aboriginal kids only, pre-primary, because of ANOTHER experiment they were doing, a theory that the Aboriginal kids needed a different teaching method in their earlier years, based on more traditionally cultural lines. I transferred difficult child 1 into this system. They had brought it in at the beginning of the school year that I enrolled easy child 2/difficult child 2 (she went into K/1 so she got a timetable! so ecxited) and easy child, transferring/enrolling late due to paperwork problems with the department. difficult child 1 didn't transfer for another year. So hewent into this after it was well established. I was surprised - it worked. It worked well. difficult child 1's really severe ADHD (Asperger's was not known then) could have been a big problem, but I think it helped him transition. With everyone changing rooms together, he managed well. The biggest, most huge advantage - when he had to change from primary to high school, he was already well accustomed to this system. THAT is where it really bore fruit. However, I do strongly agree that if you KNOW your child won't cope, then the school must take this into consideration and not force thischange onto him. But do you already know this? Is it already causing big problems? In which case, it is a school-caused problem which the school needs to address. They may not need to address it by providing a special non-transitioning class, there could be another solution (such as an aide to help him transition) but they DO need to take your concerns on board. Anyway, I just thought I'd share my experience of something similar. IF it IS similar... Marg [/QUOTE]
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