I've had 3 different opinions on DD1 in the last week. All wildly different. I can't see the woods from the trees.
DD1 is 7 in December. Year 2.
Teacher:
DD1 doing really well at school. Targets are pronouns, using 'w' words to describe events and link (so who/what/when....), counting objects to 15, expressing feelings (sad, happy, etc.). She feels DD1 is working at P7/8 on most areas (I noticed a couple of P6s/P5s) and may well be working at Level 1 by the end of the year. Can't yet read in any sense, but can recognise 3/4 words in and out of context (Kipper, Biff, etc.)
She said that she feels that DD1 is slightly ahead of her class, and it had fleetingly crossed her mind about MS, but she feels the gap is too wide at this stage to consider it.
Paediatrician:
Pleased with her progress. Feels she presents as a 4/4½ year old now, given her language, etc.
Support Worker:
Said today that she thinks DD1 is extremely bright. She would put her at nearer 10 years old for comprehension and instruction following (?
) and almost age appropriate in other ways, except for 'knowing boundaries' but this is of course her illness.
DH and I:
Well, we have DD1 (6.10), DD2 (5.2) and DD3 (3.6). It is a bit tricky because we have identified issues with DD2 (we suspect possibly ASD but high functioning) and DD3 seems quite precocious in her development (she is very astute, very verbal, very switched-on, very socially able). However, there is no way we would put DD1 as older than DD3 in terms of development. No way on this earth.
So...I suppose what I'm asking, is where 'is she'?:
Gross Motor: Still has gait issues, but much improved. Flat footed, falls over easily, especially if not wearing Pedro Boots. Arms still held out from sides when running for balance. Running gait improving but still quite 'marionette'. Tires easily and uses buggy often when home, but manages longer distances walking at school or on trips.
Fine Motor: Immature pen grip. Faint marks on paper. Can draw some numbers now. Can draw around 6 letters independently, hand over hand or trace others. Fingers still weak. Couldn't peel an onion without it being started, for example. Can't yet do buttons, can pull a zip if it's started for her. Hands are weak.
Speech/Language: Speech sounds still unclear. Can't pronounce words with 'r', 't' at the end or beginning, 'c', 'ch', actually..the list goes on! Still uses lots of workarounds to explain what something is. Still uses other people's expressions when speaking, including intonation. Still inaccurate with pronouns.
Academically: With support is counting up to 10 objects. With support is able to recognise some letter sounds. Excellent memory though. For instance, remembered that lemon is put into water to stop apples going brown, from several months ago.
Behaviour: Still no sense of danger. Still behaves erratically at home. Very good at school, though. Still has melt-downs, including with carers. Behaves differently with different people (very clever socially in that sense). Emotionally very liable, but again, controls it better with some people rather than others.
Who is right?
I'd love the more optomistic views to be right. My worry is that superficially she is presenting as more able than she is, which will jeopardise her provision, and when we get to adulthood she'll fall through that gap that is 'provision'.