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<blockquote data-quote="DDD" data-source="post: 346348" data-attributes="member: 35"><p>Goal setting is tricky...if not impossible, in my humble opinion. In the past I have requested full testing to help identify strengths and weaknesses in hopes of actually finding a suitable goal. Our difficult child is whimsical (that's a gross understatement) and the test results were like a rollercoaster. Most often the responses he gave would be suitable for Albert Einstein and had little or no relationship to his capabilities. In other words he wants "to be" a physicist but is math disabled! He</p><p>likes art but he doesn't want any art teacher telling him how to improve his skills. Yikes!</p><p> </p><p>I "think" I would use responses like "we anticipate that with full evaluations our child will be able to identify and follow through with a career goal". At least that will put the ball back in the educator's field. It's tough with special needs to</p><p>give logical responses. Sorry. DDD</p></blockquote><p></p>
[QUOTE="DDD, post: 346348, member: 35"] Goal setting is tricky...if not impossible, in my humble opinion. In the past I have requested full testing to help identify strengths and weaknesses in hopes of actually finding a suitable goal. Our difficult child is whimsical (that's a gross understatement) and the test results were like a rollercoaster. Most often the responses he gave would be suitable for Albert Einstein and had little or no relationship to his capabilities. In other words he wants "to be" a physicist but is math disabled! He likes art but he doesn't want any art teacher telling him how to improve his skills. Yikes! I "think" I would use responses like "we anticipate that with full evaluations our child will be able to identify and follow through with a career goal". At least that will put the ball back in the educator's field. It's tough with special needs to give logical responses. Sorry. DDD [/QUOTE]
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