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<blockquote data-quote="Marguerite" data-source="post: 399983" data-attributes="member: 1991"><p>The professional assessments will help a lot. But meanwhile, start the book if you can. It may still help and you can also refer back to your earlier entries, when you get the expected results from the assessments. Let them know, in writing in the book, h the assessments have been requested because ODD is not generally a stand-alone diagnosis and it would help a great deal to have a better understanding. And you can also ask in the book, "How is this working for you? Because I'm getting X result at home using my methods, I wish you could try them too, because it would make your lives so much easier and also engage him more successfully in learning."</p><p></p><p>When they have to put it in writing, even as informally as I encouraged with our use of the Communication Book, it gives them pause and they can begin to think, </p><p>"Maybe I should give it a try before I condemn it out of hand. If I try and it fails, I have then made my point anyway."</p><p></p><p>Lack of an aide - here, we have to prove a need above and beyond a diagnosis. We didn't get the Asperger's diagnosis for difficult child 1 until he was 14 at which time our application for support was refused, because "he's come tis far through the schooling system without it." I appealed, and he got the support. For what it was worth.</p><p></p><p>Multiple teachers would make the Communication Book more of a problem. An alternative - emails. It's easier to ensure each teacher gets a copy, and to also receive responses. Keep them simple, brief and friendly. Always 'sell' your idea as something to help the teacher. Use this to "keep the staff informed and in the loop". But until there is a more formal diagnosis, they will be inclined to stick with what they know and what has been declared appropriate.</p><p></p><p>When difficult child 3 was given his ODD label (by a teacher at school) I got a copy of "The explosive Child" and summarised it. I then sent copies of my summary to each teacher at is school. I said, "This is working for us. It can work for you too." Then left it up to them, because whoever does NOT use the book when others are, is the one who becomes the focus for a lot more hostility.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 399983, member: 1991"] The professional assessments will help a lot. But meanwhile, start the book if you can. It may still help and you can also refer back to your earlier entries, when you get the expected results from the assessments. Let them know, in writing in the book, h the assessments have been requested because ODD is not generally a stand-alone diagnosis and it would help a great deal to have a better understanding. And you can also ask in the book, "How is this working for you? Because I'm getting X result at home using my methods, I wish you could try them too, because it would make your lives so much easier and also engage him more successfully in learning." When they have to put it in writing, even as informally as I encouraged with our use of the Communication Book, it gives them pause and they can begin to think, "Maybe I should give it a try before I condemn it out of hand. If I try and it fails, I have then made my point anyway." Lack of an aide - here, we have to prove a need above and beyond a diagnosis. We didn't get the Asperger's diagnosis for difficult child 1 until he was 14 at which time our application for support was refused, because "he's come tis far through the schooling system without it." I appealed, and he got the support. For what it was worth. Multiple teachers would make the Communication Book more of a problem. An alternative - emails. It's easier to ensure each teacher gets a copy, and to also receive responses. Keep them simple, brief and friendly. Always 'sell' your idea as something to help the teacher. Use this to "keep the staff informed and in the loop". But until there is a more formal diagnosis, they will be inclined to stick with what they know and what has been declared appropriate. When difficult child 3 was given his ODD label (by a teacher at school) I got a copy of "The explosive Child" and summarised it. I then sent copies of my summary to each teacher at is school. I said, "This is working for us. It can work for you too." Then left it up to them, because whoever does NOT use the book when others are, is the one who becomes the focus for a lot more hostility. Marg [/QUOTE]
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