We have a very bright 10 year old DS (the school/CAT testing puts him in top 1-5% of children his age and gives him a reading age of 16+).
Since he started Y5, which is on a middle school system of changing teachers for each subject, school say he's finding it hard to cope. They say he chooses not to participate in some lessons, especially if he doesn't see the point (e.g. as an atheist he says he doesn't want to do RE - since we've told him he has to he has been better with this). They also say that he e.g. argued with the headteacher about why he had to do a piece of work he thought was pointless. He's also choosing to help teachers or read at lunch/break instead of socialising.
Ds is always positive/neutral about school, saying its 'fine'. Although he doesn't like the (huge) amount of homework he gets, he generally does it without a fuss.
School are now insisting that he is ASD. They've done a GARS assessment on him, which shows him as 'requiring substantial support' - he currently has no support, but apparently is still doing academically. We wouldn't agree with how they've scored many points - and when we scored him (trying to be objective/negative) his score was less than half of the schools).
From our point of view he is a funny and lovely little boy, but possibly 'quirky'. As he's always had a great vocabulary we've spoken to him 'as an adult' - which possibly explains why he is happy to argue with the head, as he doesn't see himself as less important? He gets on fine with people he knows well. He has 5 year old sister and they get on really well, playing random made-up games of 'let's pretend...' although he does occasionally annoy her by 'pulling rank' and telling her what to do, he also explains stuff really patiently and helps her. He enjoys a range of stuff - video games, reading, thunderbirds, Lego Nexo knights, drama classes, skiiing etc.
He's never had any sensory issues, is pretty well behaved (he was an angelic toddler - no tantrums after 1, as a 2 year old, when he looked round to check what reaction he was getting and got up again when there wasn't one), although he is strong willed, so will argue if he doesn't agree with us.
He finds it harder than most to make friends - if they're doing something he doesn't like then he'd rather be by himself than join in - but is fine with people he knows well and is confident to speak to people - e.g. in shops/asking directions. He has a friend from an old school, who he sees as a true friend, although they rarely get to meet up, but get on well when they do.
I'm sorry this is such a massive post - I'm trying to include anything that could be relevant - but can anyone suggest what 'could' be wrong. Does it sound like ASD to everyone? Or could it just be that he is clever, doesn't see the hierarchy as important/isn't suited to the school environment? I've posted this in SNs too - as I'm not sure whether its more a G&T or SN question.
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Can a child be advanced/precocious/G&T without being ASD?
46 replies
ReallyHadEnoughOfThisNow · 04/02/2019 12:43
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