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Comment on DoulaLC's post
He just started school in September. I figured I would talk to the children psychologist & see what he has to say from there. I'm also looking to "shadowing" him at school. I know that he may act a little different but overall I can at least see.
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I don't know exactly what is going on with your son, but I can't say stongly enough, do not go on the word of one, or even more teachers, if it is against your gut feeling, and do not be afraid to keep banging away until you understand the situation fully and have the right support for him, whatever that is. I spent four years being told by my sons teachers that he wasn't very talkative and was a slow learner and would struggle throughout school. I absolutely knew that they were misreading him but I could not get them to listen to my perspective. Eventually I insisted on him sitting certain tests at the age of 8, where he outperformed the 11 year olds, at the top of the school, for whom the tests were designed. The school eventually acknowleged he was in fact a gifted child who was simply switching off due to boredom. Even then, actually getting any appropriate work or help for him was an uphill struggle. Because he was not mentally engaged he was also not very sociable at school at that time. At secondary school, we had our first parents evening after he had been there 2 weeks and I was greeted by his maths teacher telling me my son was.' the best mathematician this school has ever seen.' This man gave my son all the challenges and enouragement he needed. This one teacher will always have my gratitude. My son finally started enjoying school more and making more friends. He went on to college and university and now has a very nice job and is one of the most outgoing people with lots of friends. It saddens me that despite my best attempts it took forever to get the schools on track, but once that happened he flourished. I don't know exactly what your son needs but whatever it is keep at it until he gets it. You really have my best wishes for this. |
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