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OMG it's been Sensory Integration Disorder (SID) all along!
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<blockquote data-quote="Marguerite" data-source="post: 89919" data-attributes="member: 1991"><p>Punishments only make the child more fearful which makes it all a lot worse. Rewards work much better but won't work if the child has little/no control over it. In difficult child 3's case, I had a hard job convincing the school to not punish what he couldn't control, but to adapt themselves rather than force him. With time and patience, and a brain slowly maturing, he has learnt some control but some things just can't be changed until the child is ready. </p><p></p><p>The headphones are a good idea - another variation on this is for the child to listen to music or some other sounds (such as nature sounds, white noise or classical music) to drown out the classroom sounds. You do t his when the teacher has assigned book work and if she needs to speak to the class and difficult child needs to hear also, she can get his attention by some agreed signal (touching his shoulder, for example).</p><p></p><p>Indianmom, please be aware you still only have part of the answer - Sensory Integration Disorder (SID) is not generally a stand-alone issue. It CAN be, but it's often found alongside (as a symptom of) other disorders. But for you, it IS a start to get some more appropriate management in place.</p><p></p><p>It's really difficult because the child can't tell you how he is different - what is "different"? As difficult child 1 often says, "I thought EVERYBODY was like this!" We were watching a TV program on visual memory and the way some people hear or see certain things when they visualise numbers. I was watching this and saying, "So? Doesn't everybody?" Because I always have done this too. I think for me it's a facet of what was in my environment at the time I was learning about numbers, because I can recognise certain images from my childhood - the garden gate (which stands at No 10), the turn in the road (which I was not permitted to go beyond until about the time I grasped the number 20, which is where it stands in my mind when I visualise '20'). And I thought this was normal - of course, other people would have a different visual sequence when they perceived numbers, but the degree of detail - normal, surely? Nope. As my kids said, "Mum, you're a freak."</p><p>"In a household of freaks," I reminded them.</p><p></p><p>We are the combined product of not only our environments but also the way our brain is wired. brain wiring does change and adapt as we develop but if what we start with is too different, we need to adapt a great deal and find our own way of learning, before we can really properly use this wonderful machine we call a brain.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 89919, member: 1991"] Punishments only make the child more fearful which makes it all a lot worse. Rewards work much better but won't work if the child has little/no control over it. In difficult child 3's case, I had a hard job convincing the school to not punish what he couldn't control, but to adapt themselves rather than force him. With time and patience, and a brain slowly maturing, he has learnt some control but some things just can't be changed until the child is ready. The headphones are a good idea - another variation on this is for the child to listen to music or some other sounds (such as nature sounds, white noise or classical music) to drown out the classroom sounds. You do t his when the teacher has assigned book work and if she needs to speak to the class and difficult child needs to hear also, she can get his attention by some agreed signal (touching his shoulder, for example). Indianmom, please be aware you still only have part of the answer - Sensory Integration Disorder (SID) is not generally a stand-alone issue. It CAN be, but it's often found alongside (as a symptom of) other disorders. But for you, it IS a start to get some more appropriate management in place. It's really difficult because the child can't tell you how he is different - what is "different"? As difficult child 1 often says, "I thought EVERYBODY was like this!" We were watching a TV program on visual memory and the way some people hear or see certain things when they visualise numbers. I was watching this and saying, "So? Doesn't everybody?" Because I always have done this too. I think for me it's a facet of what was in my environment at the time I was learning about numbers, because I can recognise certain images from my childhood - the garden gate (which stands at No 10), the turn in the road (which I was not permitted to go beyond until about the time I grasped the number 20, which is where it stands in my mind when I visualise '20'). And I thought this was normal - of course, other people would have a different visual sequence when they perceived numbers, but the degree of detail - normal, surely? Nope. As my kids said, "Mum, you're a freak." "In a household of freaks," I reminded them. We are the combined product of not only our environments but also the way our brain is wired. brain wiring does change and adapt as we develop but if what we start with is too different, we need to adapt a great deal and find our own way of learning, before we can really properly use this wonderful machine we call a brain. Marg [/QUOTE]
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