Ds/ed psychologist help.

[Ticktock80]

My ds is 6. He got through his first year of school with no problems. He started having little issues on the next year and his teacher and I met once to discuss it and had a phone conversation twice. His behaviour improved and nothing else was said. He started his third year at primary school 3 months ago. Nothing heard of since either behaviour wise.

His initial issues were his teacher said he wasn't listening or looked like he wasn't. As when she asked him an answer he did know it, so was listening, just not looking.

At a parents evening recently his new teacher asked if he had issues with eye contact at home. I said no, because he doesn't. He speaks and looks you I'm the eye, always has done. He doesn't make much eye contact in school apparently. I said he is very shy, like me! I don't like eye contact in big groups either.

Day after the parent teacher evening, the head calls me just as I am running it collect ds from school and says an education psychologist is going in on Monday and would I mind if they observed ds. As I was in a rush, I agreed. She stated it is nothing to worry about they just want to see what the EP says. Fair enough.

But why was there no communication before this? Is this standard? His teacher assured me they are not worried about him academically. He socialises with other children the same way they socialise with him.

It seems out of the blue to me. Their communication has been poor. No one has said anything to us in 6 months about his behaviour. This has obviously been on their radar for some time. Does anyone know what happens next??

She will observe your ds and write down each and every thing she sees which is ok. If she observe anything 'not ok', she will verbally hand that over to the teacher with a common-sense suggestion for how to handle it. Quite often, especially if the problem is minor, this will be helpful, and the new strategy might well sort the issue out.

Then she will go, and you'll probably never hear from her again. Even (especially?) if future problems emerge. Unless, of course, you then make a fuss and ask for help, in which case she'll reappear (once) to support the case that your ds doesn't need any.

In fairness to your school,they've probably just heard that this EP is going in to see a classmate properly, and will be in the class for a while. So they're trying to get a few tips for your DS while the opportunity arises, in a buy-one-get-one-free sort of way.

Wouldn't hurt to get the teachers concerns written down very clearly now though. May sit gathering dust (hopefully). But a written record can come in handy later; if the issues cause any future difficulties, you'll find these previous concerns get 'airbrushed' from his past.

Sadly, Maria is right. This isn't anything to be alarmed about. In fact, you may be pleased. Children with quite significant issues often wait years to see an EP, triggered only because they've put their foot down and demanded a Statutory Assessment.

The EP will generally observe not only your DS, but his interactions with others and the environment of the classroom. As the EP is only doing a 'tag along' visit, if there are no significant concerns, that will be that.

IF the EP feels there is a concern, they may return to do some more formal assessments of processing, working memory, etc., but you'd be asked permission for that.

Thanks all, that's really helpful.