Carrie it’s very hard to understand. On paper it’s seems quite simple. Highest level would need most support, lowest level would need least support. I thinks it’s just a guide, remember it’s a spectrum and on different days they will be different levels!
Ds is now somewhere in the middle on paper, (was significant when 3/4, not as severe now he’s older) very verbal as you know and can communicate most things, he’s quite switched on with a lot, but in his class of 8, he’s the one who needs the most overall support, 3 of the children are non verbal and communicate via iPad / makaton. Full time nappies etc. (I say ‘overall’ support, as it’s obvious the other children need more support with speech language and communication than ds)
I always thought the more able child would need the least support, but in ds case he’s the one who needs the most. Bizarre isn’t it. For instance, there isn’t another child in ds school that has 1-1, ds is still on 1-1 two years later.
Each teacher he has had at his SS school tells me the same, that he needs the most support, But then In a way I do understand it to a degree, what I mean is - some of ds class friends are completely oblivious to the world around them, as an example of something that happened, ds was balancing books on one of the children’s heads once and the child was completely unaware ds was doing it, his teacher told me at the time that he made ds take all the books back to the book shelf and told him not to do it, he turned his back and ds had done it again but with more books, the child he was doing it to was sitting completely oblivious to what was going on around him (or above him!)
With ds, he is very aware of the world around him, but doesn’t understand it, and I think that’s the point, it’s exhausting trying to make him learn / understand. He’s very aware but very unaware at the same time and it’s trying to get him to that point of awareness. What’s the point in knowing about the world around him but not knowing what to do in the world around him?
He totally understands cause and affect, and he’s wanting the affect from whatever he causes but then doesn’t quite understand the affects of his causes 😂
I know exactly what I’m trying to say, and I don’t think I’m making it sound like it sounds in my head, in fact I know it’s not sounding like that 🤣 I’ve read it back 3 times and told myself to STFU.
I hope you kind of understand what I’m saying.
Short answer - depends on the child, what kind of day they are having, ds could go to an appointment on a Monday they’d think he was middle of the road, he could go to an appointment on a Friday and he severe, all depends how he presents at that moment in time.