DS1 (5.5yrs) currently undergoing ASD assessment, but almost certainly HFA (Aspergers as was) is in Y1 at an MS primary school. He currently has a number of reasonable adjustments, including his own desk and toys in a break-out room, weekly play therapy, social skills sessions (I think) and a (pretty much) f/t 1:. As a result he seems to be doing much better than at the start of Y1, when a new class, new classroom, new (awful) teacher and new demands of the curriculum led to 3 f/t exclusions in the space of half a term.
This came as a complete shock after what we had believed to be a totally fine YR. The truth turned out to be somewhat different. Now he has a daily behaviour chart which goes from 1-10 and he gets a (sea-creature themed) certificate when he reaches 10. Some weeks he does this 2-3 times, others only once or not at all. Once he did it four days in a row. On the days he does get there he's delighted and really proud of himself. On the days he doesn't, he's unhappy and disappointed and I feel deflated and like we're not making progress.
I have no idea what the numbers really correspond to and whether a 10 is a really good day or just what most children are capable of every day. As such I don't know whether he and we should be expecting/aiming for him to eventually get a 10 every day, and if so are we talking months or years? Or is this simply unrealistic and I should be revising my expectations downwards so that I'm not constantly feeling disappointed.
What I suppose I am asking is what does school success look (and feel) like to you? When people talk about their ASD kids doing well at school, what does that actually mean in practice? No anxiety? Reduced anxiety? No meltdowns, only once a week/month/term? Is the goal to eventually eliminate additional support, or is this a recipe for disaster?
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School - Am I expecting too much?
12 replies
rosalux · 29/04/2017 10:55
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zzzzz ·
29/04/2017 18:30
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