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<blockquote data-quote="Malika" data-source="post: 570026" data-attributes="member: 11227"><p>Thanks MWM and TeDo. Of course the trouble with conventional schooling is that it judges by a kind of general standard, not seeing the child in himself or herself so much. In his own terms, J has made amazing progress - in September, it seemed like he couldn't learn some of the letters of the alphabet, couldn't begin to read syllables, etc. Now he does all that, relatively fluidly. He still seems to get mixed up with b and d... and has problems recognising what he actually knows, with him often being unable to decode a longer word without help; often takes him a long time to get there and though he reads syllables that he has worked on, he seems far from being able to read a piece of text he has never seen. I realise all this points to some Learning Disability (LD)... worse luck <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /> </p><p>He should be getting an evaluation from a speech therapist but they are all booked up far into the horizon... he should be seeing one once a week by now. I will start working with him a bit every day, though that is likely to be a fight... he doesn't want to work with me. There is a way of getting children with a diagnosis a one to one aide in school for some hours every week but it is long and complicated... masses of paperwork, I think. </p><p>It raises the old chestnut for me... would J be better off in an alternative school. I don't see this getting better. The primary school system here - sorry, elementary <img src="data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7" class="smilie smilie--sprite smilie--sprite1" alt=":)" title="Smile :)" loading="lazy" data-shortname=":)" /> - is really dry and unappealing to the child's imagination and creativity. Mostly French grammar and maths. I can't see J being able to engage his interest and concentration well. At the same time, he needs to be able to learn to read and write properly...</p></blockquote><p></p>
[QUOTE="Malika, post: 570026, member: 11227"] Thanks MWM and TeDo. Of course the trouble with conventional schooling is that it judges by a kind of general standard, not seeing the child in himself or herself so much. In his own terms, J has made amazing progress - in September, it seemed like he couldn't learn some of the letters of the alphabet, couldn't begin to read syllables, etc. Now he does all that, relatively fluidly. He still seems to get mixed up with b and d... and has problems recognising what he actually knows, with him often being unable to decode a longer word without help; often takes him a long time to get there and though he reads syllables that he has worked on, he seems far from being able to read a piece of text he has never seen. I realise all this points to some Learning Disability (LD)... worse luck :) He should be getting an evaluation from a speech therapist but they are all booked up far into the horizon... he should be seeing one once a week by now. I will start working with him a bit every day, though that is likely to be a fight... he doesn't want to work with me. There is a way of getting children with a diagnosis a one to one aide in school for some hours every week but it is long and complicated... masses of paperwork, I think. It raises the old chestnut for me... would J be better off in an alternative school. I don't see this getting better. The primary school system here - sorry, elementary :) - is really dry and unappealing to the child's imagination and creativity. Mostly French grammar and maths. I can't see J being able to engage his interest and concentration well. At the same time, he needs to be able to learn to read and write properly... [/QUOTE]
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