I mean, for example, I have a checklist which i gave to the teachers (on their request) which lists 'symptoms' of dyslexia, which include:
''Is the standard of his work erratic'' (oh yes!)
Does the standard of reading and/or written work fall below expectations of ability {Oh yes - not reading but writing!!)
Is he unable to remember a list of instructions (yes, yes yes)
Does he spell same word in a variety of ways (ditto)
Does he have difficulty in copying from baord
Is he clumsy n some respects but very good in others (ie manipulating things like lego? (this is my child!
IUs he the classsroom clown
Is his concentration poor
Then, i get the teachers complaining to me 'he can do it perfectly well if he tries. ''he needs to concetrate more' 'he needs to stop clowning' ''he's careless' 'he just needs to focus'' ''he doesn't look carefully' 'his work is a disgrace, it's so messy'.blah blah blah.
And I think ''crapola! Who needs the help in reading round here teacher?''
Then they say ''do you think he's ADAH? (er no, he may have attention problems but in no way i hyperactive)
I say ''do you mean ADD?''
They say ''whatever''
Point is, see how many of these symnptoms might equally apply to ADD or dyspraxia or anything else?
But I don't understand why they can't see all his problems fall under the dyslexia umbrella.
Sorry for the rambling rant - I guess i'm trying to reassure myself that they seem unwilling to accept that the dyslexia dx is correct and they want, for some reason, to dismiss his problems as 'behavioural'. Presumably so they can dismiss it as bad parenting in some way rather than accept their responsibility to find a way of teaching that he can relate to.