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General Parenting
Wee seems to have flipped his switch again. And the advocate...
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<blockquote data-quote="Marguerite" data-source="post: 356296" data-attributes="member: 1991"><p>Candiecotton is right - YOU see the perfect child right now, but how long will it last? Also, you are used to the problems and so it is easy for you to see good progress at school as a model child. An outside independent expert, especially one who talks to you and the teachers, will see a lot more.</p><p></p><p>We've had people (friends and family, not experts) who say to us, "Isn't difficult child 3 doing well! He is so normal these days!" </p><p>Yesterday we went in to the school and arrived just on morning tea time. Since it is a school with no formal resident students, difficult child 3 was the only student there at morning tea (the staff have one formal morning tea a week on Thursdays). There was another student in that day - a classmate of GFG3s who we know; the lad has cerebral palsy but in no way is a difficult child, he's actually a model student. However, he needs a lot more face to face teaching and is using what he can get as a resource - very wise). He stayed working through morning tea then his teacher took him back a plate of food. </p><p></p><p>My point - difficult child 3 met with a lot of staff who don't know him, who haven't taught him. The general consensus from some of them who talk to me whenever I'm in there - "Wow! He's growing up! He's great!"</p><p></p><p>Then difficult child 3 had a lesson for several hours with his computing studies teacher who has never worked with him before. She had certain expectations of achievement for the session which were not met. However, they got a lot of work done. difficult child 3 is motivated. HE was keen to work. But he is hard work because of his extreme sensitivity and his distractibility. I'm used to this so I often don't see the source of the problems, I just see the lack of output at times.</p><p></p><p>We all left on a happy note, the teacher still happy with achievements. difficult child 3 mentally exhausted (good). But the teacher said to me, "I can see where we've been running aground - I need to make the instructions for him much more specific and not so much free choice."</p><p></p><p>I should have thought of that for her, but I didn't because I couldn't see the wood for the trees.</p><p></p><p>difficult child 3 is these days a really good kid. But we still use whatever assessments we can get, whatever support and counselling we can get, because there is a lot of overlay and a lot of other stuff now more apparent with the other problems currently in hiding.</p><p></p><p>So I would keep the appointment. Make it clear when they are there that he gets these periods of really good application. Then go back through your own notes and find out how many years back this same thing has happened, at what time of the year and see if you can find other links that could indicate a connection. There could be a component of Seasonal Affect Disorder, for example.</p><p></p><p>Marg</p></blockquote><p></p>
[QUOTE="Marguerite, post: 356296, member: 1991"] Candiecotton is right - YOU see the perfect child right now, but how long will it last? Also, you are used to the problems and so it is easy for you to see good progress at school as a model child. An outside independent expert, especially one who talks to you and the teachers, will see a lot more. We've had people (friends and family, not experts) who say to us, "Isn't difficult child 3 doing well! He is so normal these days!" Yesterday we went in to the school and arrived just on morning tea time. Since it is a school with no formal resident students, difficult child 3 was the only student there at morning tea (the staff have one formal morning tea a week on Thursdays). There was another student in that day - a classmate of GFG3s who we know; the lad has cerebral palsy but in no way is a difficult child, he's actually a model student. However, he needs a lot more face to face teaching and is using what he can get as a resource - very wise). He stayed working through morning tea then his teacher took him back a plate of food. My point - difficult child 3 met with a lot of staff who don't know him, who haven't taught him. The general consensus from some of them who talk to me whenever I'm in there - "Wow! He's growing up! He's great!" Then difficult child 3 had a lesson for several hours with his computing studies teacher who has never worked with him before. She had certain expectations of achievement for the session which were not met. However, they got a lot of work done. difficult child 3 is motivated. HE was keen to work. But he is hard work because of his extreme sensitivity and his distractibility. I'm used to this so I often don't see the source of the problems, I just see the lack of output at times. We all left on a happy note, the teacher still happy with achievements. difficult child 3 mentally exhausted (good). But the teacher said to me, "I can see where we've been running aground - I need to make the instructions for him much more specific and not so much free choice." I should have thought of that for her, but I didn't because I couldn't see the wood for the trees. difficult child 3 is these days a really good kid. But we still use whatever assessments we can get, whatever support and counselling we can get, because there is a lot of overlay and a lot of other stuff now more apparent with the other problems currently in hiding. So I would keep the appointment. Make it clear when they are there that he gets these periods of really good application. Then go back through your own notes and find out how many years back this same thing has happened, at what time of the year and see if you can find other links that could indicate a connection. There could be a component of Seasonal Affect Disorder, for example. Marg [/QUOTE]
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