Very good teacher...But old-school & thinks ADHD/asd/sen doesn't exist.

[mariagoretti]

Ok, advice needed:
DS age nearly 7, year 2 mainstream. ADHD definite, meds help. ASD probable. Some sensory issues mostly sound & tactile. Emotionally sensitive. Too smart for own good. Academically keeping up. Great at 'rules'

School problems: compulsive talking, can't read situations well, acts up if minor change occurs, constant movement, impulsively bothering other kids & sometimes hits if frustrated. Busts a gut holding it together all day, then freaks at home. Pretends he doesn't care about tellings off, sending to head, but it clearly bothers him +++

Teacher: very experienced, extremely strict but seems kind hearted under it, soft spot for some types of quirky kids. Keeps a quiet, calm, disciplined classroom with clear rules and boundaries. Pushes/ stretches kids academically. So could be great in a lot of ways.

Previous parents and senco have got nowhere with changing her views about diagnoses, and she doesn't have much truck with the usual SEN modifications. But I think she could be good for ds... only problem is how to convince her he's not 'naughty' due to run of the mill factors eg poor upbringing when his behaviour clearly suggests otherwise.

Forgot to say doesn't listen & some minor hearing issue. Probably receptive language issue? Social and communication about 2-2.5 years behind IMHO.

I don't really see how she's a good teacher if she won't accept that autism exists!

I think she needs retraining.

I would be intersted to know if her views are 'its all due to upbringing' OR 'all kids are different so you teach all kids as individuals so why do we need the label'

The first would be pretty much unworkable where as the second one could be good

Thanks ladies. I think she's 'kids are individuals' at least I hope so. She's been ace with another dc with no diagnosis but clearly at very edges of the NT range.

I think (speculation?) she does believe in classic autism but has issues with as/hfa labels and thinks ADHD is wiggliness you grow out of.

I suppose my main issue is how I can communicate & work together without my much more medical model alienating her. And I'm scared of teachers especially when I'm worried they may take a dislike to my ds!

Is it that she is sceptical about the labels or that she doesn't believe environment and developmental differences can affect a child's behaviour?

It is one thing to focus on the individual child and their particular problems (which is what a good teacher would do), regardless of what category they have been put into -it's quite another to refuse to accept, for instance, that a child finds the sensory demands of the playground too much to cope with.

cross posted.

I think people can go too far the other way - they hear a label, throw loads of visual timetables and social stories at a child, and refuse to see the individual, and then don't understand why things aren't working because they did everything they were told on the training course.

If she thinks 'wiggliness' means that children develop at different rates, and this should be taken into account, that isn't a bad thing.

If she thinks 'wiggliness' is something that a child could control if only they would think about being good, then you have a problem. I would also be concerned if she refused to communicate with other professionals, and if she refuses modifications that your son is entitled to.

Ta merrymouse, you make a lot of sense. I'm slightly thrown by her approach tbh, and can't decide what to make of her. I found the v sen-aware Y1 lot helpful ++ compared to reception's 'he just needs to behave' which made things a lot worse. So I'm having trouble deciding whether to gear myself up for a fight or trust her till half term & see how it goes.