Mind has gone blank, suggestions please?

[MiladyDeScorchio]

Ds is back at MS pre-school tomorrow and a specialist teacher from the LEA is due to visit at home to discuss areas he might work on with his 1:1.

Unfortunately dd had a horrible accident yesterday evening and we have had to get bleeding under control, see gynae, have treatment etc. She's fine now (took the opportunity while she'd had a shot of blood-clotting cells to lose that tooth I've been worrying about. It has a lovely clot )

Anyway, I have been cleaning like a demon as you do but I can't remember what I should be asking about.

Ds is just three, (ASC) can't wait for any length of time, take turns, move from one activity to another, communicate with people he doesn't know well or deal with large groups - especially the dreaded song / story time.

I think they're the basics but I'm worried I should be taking this opportunity to set proper targets. Does anyone have any specific measurable ones I might be able to steal / adapt? I would be so grateful

You could try picking two or three at most of your areas and suggest working on these only at first. Splitting the areas down into small tasks might help -- so, for example with taking turns, you could have as a target that his 1-to-1 will work on taking one turn each (1-to-1 first) at his favourite activity but will work up to it by having his turn first.

or you could ask them to work on 'first-then' again with favourite activites for a really short period of time (eg first puzzle then computer or whatever)

If there is something that you are particularly working on at home at the moment that can be something useful to set targets around to reinforce the learning. We did 'my rules, your rules' once at home and at school (parent/TA decided on rules for the first game, DS1 decided on rules for second game, aim was to practice for playing with other children and learning not to dominate).

I'm sure there others out there who have more (and probably better) suggestions.

That's great niminy, actually I do have a first and then board which the specialist nursery nurse did for me and which I am going to send in.

The cards are a bit general though: outside / story / snack / home - just one for "toys" when it could be broken down into specifically, "trains" then "sand" - that's a brilliant idea as I can also get pre-school to tell me what they have that he likes and get cards made up. Fantastic, thanks!

Nothing in particular at home at the moment because he is making such leaps on his own in terms of his speech and imagination. To be honest, I don't get enough time to just "be" with him thanks to all the forms emails appointments courses letters support

Update, it was all fine, just an initial opportunity to meet us and talk about areas of difficulty.

niminy your suggestion wrt to now and next met with a great response and it will be the first thing we'll work on together at home and school. Thank you

I'm so glad it went well Milady!

Glad it went well - DS1's Specialist Teacher has been so supportive in so many ways. She's sorted out preschool problems, wrote the most detailed report for statementing, has had meetings with our school of choice to set them straight on things, given us visual aids for using at home.....the list is endless really! I shall really miss her when DS1 starts school in September.

Hope you have a similiar experience as we've had.

That is really nice to hear SmellyBill, thanks