Author: Tiz Me
Date: 07-06-12 11:00
OK I am at a bit of a loss .... what exactly is it that teachers and principals etc find so difficult to understand about children with special abilities "compensating"?
Year 0 C was able to do so very well - and was well above standard at the end of the school year - finishing up at a satisfactory standard for year 1 in most areas. But this year is barely making the standard ..... sort of.
Verbal ability 98th percentile .... Cognitive efficiency 36th percentile
difficulty with numbers reversed, visual matching and incomplete words.
"Presents" in class as being unfocused and "distractable" ... well gee at 6 years old his thinking level is at an 8.5 year to 9.2 year old level but the ability to show that in "academic" form is below his chronological age.
Now I do appreciate that they have kids 1, 2 or more years behind to prioritise but my response to that was "fine ..... theres only so much funding to go around - so if I fund extra support that addresses that" - my argument being that a bit of extra support NOW can ensure that he doesnt miss the fundamental "building blocks" and with his areas of strength a little could go a VERY long way.
"But you are taking him out of school one day a week" ..... yep thats right I am .... because he isnt getting appropriate challenges in his areas of strength .... and its not like he is actually missing out on the classroom learning because at the moment he isnt learning much of anything in the classroom anyway!" So WHAT is he missing out on anyway?
This kid is hitting the sack at 6pm - that's how tired he is from being at school ..... so he really is doing his best.