Yeah, I know what you mean, Linda. Perhaps we're all jumping the gun a bit, and pathologizing stuff that doesn't really mean anything by itself, or even added together.
But with his brother being autistic, I guess we're erring on the side of caution. Or something. So far, this is going to be (as I understand it) fairly informal, to see whether or not a more formalized assessment is needed.
[QUOTE=Evie]He's doing some other things that could be construed as either a problem, or as typical. Mirror writing letters and numbers, confusing the sounds at times, and really atrocious penmanship.
[/QUOTE]
Letter reversals are pretty normal up to 3rd grade I think people have posted ... T was actually writing entire WORDS R to L! But ... over the summer it seems she has STOPPED. Her teachers are working VERY intensively on letter and number reversals too.
I think they are taking two symptoms and adding them up ... but two is not enough to make a syndrome! And both are pretty normal for age.
Thank you, guys. I'm trying really hard not to blubber like a little baby, and try to maintain some chin-uppedness. Deep breaths and all that. Thank you, thank you, thank you. You guys give me courage, you really do.
Fred, she didn't mention specifcally this time, but last time it pertained to things like failing to understand things like "over", "under", "top", "bottom", stuff like that. Right now, he's also freezing when asked a question. He does that at home too, any time he feels like he's "on the spot". He really struggles expressing himself, and he's got some articulation problems. Yesterday, he mangled the word "pilot" so badly I can't even explain to you what it was that he actually said. It was that far off.
ETA: Something else that she said that struck me: "He listens to the other children like they are his parents." In other words, I think, he's very easily led, and will do whatever the other kids tell him to do. Needless to say this is (as Hermoine might say): potentially problematic.
OK, I finally took the first step getting my oldest son evaluated. This is his third week of school, and yesterday there was an incident involving him at school. He wasn't the instigator, or anything, but it really threw some of the problems he's having into rather sharp relief.
Anyway, when I was speaking to his teacher about it, she mentioned that she feels that his social difficulties are due in part to a language problem. This isn't the first time she mentioned it, but. Well, I don't really know how to end that sentence. Did I ignore that information? No, I filed it away under a "to be watched" file, I guess.
So, I called the services coordinator at our school, and asked if there is a way to have him evaluated to see if he NEEDS to be evaluated, kwim? She said, yes, absolutely, and he will be observed in the classroom on either Friday or Tuesday, and we'll see what the SLP has to say.
OK, so I'm really kind of scared about this, and I know that it's stupid. I've sort of had my concerns about him simmering. I've posted about it before, but I really hesitated to do anything, because I didn't want to make him feel like there is something wrong with him, or something. But clearly, he's got stuff going on that is impacting him both educationally and socially, so I'm biting the bullet and having this done.
I feel really awful!
I too am going through some problems with Mason at school...I know how hard it is...hang in there and hopefully you will get to the problem quickly...good luck and keep us posted on how things go.
Evie, what sort of language problem?Evie - Kudos to you for taking the necessary steps to help your son!
Most of us, at one time or another, postponed doing something about defining our children's special needs. It doesn't matter that you "coulda/shoulda/woulda" done it sooner, what matters is that you've done so now. Remember:
Courage is not the absence of fear, but the
judgement that there is something
more important than fear.
I'd say you figured out what was more important, so don't dwell on what you didn't do, take a look at what you did and can do from here and move forward.
Hmmm... well, I hope your fears are unfounded. You know I go throw this with my seven year old, too - it's a roller coaster, for sure. Is he in second grade or first?[QUOTE=fred]Hmmm... well, I hope your fears are unfounded. You know I go throw this with my seven year old, too - it's a roller coaster, for sure. Is he in second grade or first?[/QUOTE]
He's in the first grade, fred. He's doing some other things that could be construed as either a problem, or as typical. Mirror writing letters and numbers, confusing the sounds at times, and really atrocious penmanship.
It is tough, isn't it? With Jason, it was so clear-cut that I really didn't question my process too much. With Bran, it's a different kettle of fish. And it's tough to know what is paranoia, and what isn't, isn't it?
If you don't mind me asking...does your boy have language issues, too, or is it "quirks"?
Evie, programs such as fast forward and lindemund bell(sp?) will targetThanks, Kathy. If they say he needs some help, I'll be sure to ask them about those programs.
Fingers crossed!
My son seems age appropriate with language, though I've probably lost track of what's normal at this point. He's fully conversational, good articulation, etc. He sometimes has trouble expressing himself when he feels 'on the spot', which I think is normal. He perseverates and sometimes talks too much about his interests, but it's hard to tell how socially adept a seven year old *should* be (I know adults who perseverate and talk on and on about their interests, too). His first grade teacher called him "very sensitive", though she had no real concerns and her overall assessment was that he was strong student and a "lovely child" (I liked that one) he did well in first grade and is, so far, enjoying second as well. He has mild sensory issues that are improving with age.
If I had to guess, I think that my son is simply more sensitive emotionally and sensorily than is typical - which is how is mother is, too (she hates the cold, gags easy, restricted pallette, etc. etc.).
I think reversing letters is appropriate for first graders and even a little older and lots of kids that age have bad penmanship.