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Old teacher called today
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<blockquote data-quote="Marguerite" data-source="post: 68359" data-attributes="member: 1991"><p>I do feel a teacher should be free to say something like, "I'm concerned for your child, I'm wondering if you've ever had him assessed fro X."</p><p></p><p>I do know that with difficult child 3, his teachers were VERY free in sharing with me their own concerns and recommendations for this or that. They were clear that they could not diagnoses, but they did ask me to consider having it checked out.</p><p></p><p>When difficult child 3 was in Year 5 and diagnosed initially with anxiety, his teacher insisted the problem was physical and was angry with doctors who wouldn't consider such a possibility. So for six months we searched and talked to doctors until finally one said, "We've ruled out every possible physical cause. NOW will you accept that anxiety can be this bad?" Mind you, that teacher was a major factor in difficult child 3's anxiety and would never accept that she was handling him the wrong way. her way of dealing with 'professionals' who came into HER classroom and told her what to do, was to ban all future professionals. While parents could go over her head to the District Office, most were afraid to because they didn't want their child victimised as a result of their insistence.</p><p></p><p>We did have a situation where a child was refused support funding, going from primary school to high school. He had an IEP in primary but it was refused for high school. The primary school could sympathise but were not permitted to do anything more. They were not even permitted to advise the mother that she could appeal the decision, and she was the kind of person thoroughly browbeaten by the system. So one of the teachers came to me, OFF the record, and asked me to talk to her and support her through an appeal.</p><p>I helped this mother draft her appeal letter, kept reassuring her that it was OK for her to do this and the end result - his funding was continued.</p><p></p><p>The education funding department had tried to bluff where they could, to cut their overall district expenditure where they could get away with it. I had long suspected that the only reason we had as much funding as we did for difficult child 3 was because I was perceived as too likely to make trouble if they didn't. Meanwhile difficult child 3's friend, also autistic, has no support funding in mainstream. The speech pathologist was forbidden to observe him in the classroom, even by prior arrangement. So was the psychologist - only the school counsellor was allowed in. The parents may help in some areas with the permission of the teacher, but nobody can just drop in. If you're scheduled to support the reading class at 9.30 am, you must wait out of sight and out of earshot until 9.30 am, and then leave as soon as the teacher dismisses you.</p><p></p><p>But the other big thing - a lot of teachers don't realise while they're actually teaching the child, it often comes later, as they see other children, read a bit more, see a bit more and think back. "I wonder..." That's maybe what it was with your child's old teacher.</p><p></p><p>difficult child 3 was still in pre-school when we were considering autism. In fact, it was a pre-school teacher who said, "What do you know about Asperger's Syndrome?" </p><p>I didn't know how to spell it but even with incorrect spelling I found enough info online to begin to wonder myself. From there I got a referral to the pediatrician (that's who diagnoses it, down under) and we were told, "It's more than just Asperger's."</p><p></p><p>So for us, teachers have helped guide us to a professional diagnosis, still within their professional parameters.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 68359, member: 1991"] I do feel a teacher should be free to say something like, "I'm concerned for your child, I'm wondering if you've ever had him assessed fro X." I do know that with difficult child 3, his teachers were VERY free in sharing with me their own concerns and recommendations for this or that. They were clear that they could not diagnoses, but they did ask me to consider having it checked out. When difficult child 3 was in Year 5 and diagnosed initially with anxiety, his teacher insisted the problem was physical and was angry with doctors who wouldn't consider such a possibility. So for six months we searched and talked to doctors until finally one said, "We've ruled out every possible physical cause. NOW will you accept that anxiety can be this bad?" Mind you, that teacher was a major factor in difficult child 3's anxiety and would never accept that she was handling him the wrong way. her way of dealing with 'professionals' who came into HER classroom and told her what to do, was to ban all future professionals. While parents could go over her head to the District Office, most were afraid to because they didn't want their child victimised as a result of their insistence. We did have a situation where a child was refused support funding, going from primary school to high school. He had an IEP in primary but it was refused for high school. The primary school could sympathise but were not permitted to do anything more. They were not even permitted to advise the mother that she could appeal the decision, and she was the kind of person thoroughly browbeaten by the system. So one of the teachers came to me, OFF the record, and asked me to talk to her and support her through an appeal. I helped this mother draft her appeal letter, kept reassuring her that it was OK for her to do this and the end result - his funding was continued. The education funding department had tried to bluff where they could, to cut their overall district expenditure where they could get away with it. I had long suspected that the only reason we had as much funding as we did for difficult child 3 was because I was perceived as too likely to make trouble if they didn't. Meanwhile difficult child 3's friend, also autistic, has no support funding in mainstream. The speech pathologist was forbidden to observe him in the classroom, even by prior arrangement. So was the psychologist - only the school counsellor was allowed in. The parents may help in some areas with the permission of the teacher, but nobody can just drop in. If you're scheduled to support the reading class at 9.30 am, you must wait out of sight and out of earshot until 9.30 am, and then leave as soon as the teacher dismisses you. But the other big thing - a lot of teachers don't realise while they're actually teaching the child, it often comes later, as they see other children, read a bit more, see a bit more and think back. "I wonder..." That's maybe what it was with your child's old teacher. difficult child 3 was still in pre-school when we were considering autism. In fact, it was a pre-school teacher who said, "What do you know about Asperger's Syndrome?" I didn't know how to spell it but even with incorrect spelling I found enough info online to begin to wonder myself. From there I got a referral to the pediatrician (that's who diagnoses it, down under) and we were told, "It's more than just Asperger's." So for us, teachers have helped guide us to a professional diagnosis, still within their professional parameters. Marg [/QUOTE]
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