Very clever DS, 6, underachieving at school!(7 Posts)
School did suggest referral to the EP they have attached to the school (I don't know if this is normal but she does 60 hours a year at the school). Presumably as they have the relationship with her. I think it would be up to us to pursue a medical opinion if EP suggested was necessary.
out of curiosity did your school refer to EP? my DD has been referred to community paed first - she has no problems with social skills so there really can't be any ASD as far as we can see but the school want to rule that out. I am assuming that when Dr says nothing medical they would then look at EP? I hope so anyway as I think that is where our information will come from.
We are in a v similar situation. Dd (reception, but went to nursery at the school last year which wasn't a great experience) was assessed today by an educational psychologist, the undertone of all conversations leading up to it that some kind of ASD was suspected. EP was amazing and very robust. Said she was exceptionally bright (similar stats) would, at this stage, only do what she was interested in and school should back off making her rotate activities. Her view was that when she was older, and she meant year 3 or 4, she would realise of her own accord what things needed to be done but until then not to worry about her lack of interest in writing etc. she said it would probably be useful to teach her to type so she could get faster results as writing was too slow for her at this stage.
Social skills were also of concern, and she said she doesn't interact with other children as she doesn't need to yet as her imagination is enough by itself. But that she clearly did have social skills as she interacted well with adults and that in time this would balance out.
The school have been told that she needs to do structured activities geared towards her at least twice a week and that as she goes through school provision should be made for her. I guess the results of your son's assessment should mean that the school will have to take note of his abilities. To echo kitchen diner our EP also said that kids like these often only come into their own at secondary and until then we shouldn't try to crush their spirit! Potential Plus are useful, I had one of their telephone consultations whichever as reasonably good.
I think we were lucky with our EP and the fact that our SENCO really respects her.
Try doing a google on Twice Exceptional, Dual Exceptional or 2E. I could be wrong but do not expect your SENCO or G&T co-ordinator to be on the ball with this. SENCO action may only kick in if DS is behind rather than average and G&T co-ordinator may only be interested in high achievement (SATS levels etc). This has been my experience of a similar DS.
The day he started secondary was the day things changed and the SENCO, G&T co-ordinator and "some" subject teachers got the plot within seconds.
Potential Plus are also worth speaking to - they have lots of info on their website.
I was going to suggest dyslexia or something along those lines. a spld as well as very high ability would make him dual exception which is harder to recognise and cope with from what I gather. It looks likely one of my daughters is the same. Might be worth finding out if the G&T coordinator is the same person as the SENCO as he will quite possibly come in both categories. We don't have G&T at our school so it all comes under SENCO/inclusion.
It sounds like dyslexia or dyspraxia, rather than aspergers? Was he assessed for those as well? If not, maybe ask your senco to consider those.
My son was sent by his school to be assessed for Aspergers, which I didn't believe he had. The results confirmed that he's not Aspergers but he scored top 1% Verbal and top 2% non-verbal in a general ability test. The problem is that school is not working out for him, he tends to day-dream or draw when he's not supposed to, his writing is scarce, spelling is atrocious and he won't write his working out for maths. His levels are average to low average, and teachers are a bit lost as to what to do with him. He is not beyond his peers because he doesn't think or learn linearly, he instead finds parallels between different concepts and subjects, and asks questions that I don't know how to answer - I try by researching together, so I try. He has a real thirst for knowledge for most things but school bores him, so he switches off. I am waiting for a meeting with the schools g&t coordinator, but I am not sure what to request. He would be happy as a scientist's helper, would never switch off then, but that's not on the cards! Any advice would be very helpful, especially if you have been in a similar situation, thanks!
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