Grinity,
I work in a mental health residential facility with kids ages K-8. Most of the children live in cottages behind the school b/c they are in county custody awaiting adoptive homes, foster homes or reunification with their parents (occasionally). The majority of the kids have been severely neglected and/or abused and removed from parental custody. I work for a large public school district which supplies the teachers and materials for the school on the facility campus. All of my kids are special ed. with varying disability eligibility (mostly emotional disturbance, some learning disabled, cognitive delay and other health impairment). I do get the occasional gifted child with a disability. They are by far the most difficult to teach! My classroom grade levels range from 4-8; achievement levels range from K-8. I'm required to teach each child 5 subjects at his/her individual achievement level.
Are you a psychiatrist? You really seem to know your stuff! After reading your response yesterday about my DD5 I began to realize what was right in front of me all this time. She has always been sensory-seeking. I can't use sticky tack to hang things on the wall because she picks it off to hold in her hands and hides it under her pillow (along with cotton balls, play-doh, clay, etc.); when she's upset the only thing that calms her is massage; she feeds into chaos and excitement in large groups of kids; and she's just begun punching and biting herself in the past two months and telling me she doesn't know why she feels like she has to do that. (We came up with an alternative behavior for that immediately and she asks for a tight hug instead). After reading your posting, I called an OT that I've worked with for years and she brought some assessments by for me to use on her. I also called Dr. Rimm's ofc. to get an apt. to see if she thinks she needs a neuro-psych. eval. But in the meantime, the OT will score everything for me and give me some strategies to use while we schedule everything else (which could take months!) I had her teacher conference last night. She has the lowest score in the class in the DIBELS assessment they use. She has an excellent teacher and reading specialist. They are not putting her on the possible retention list because they know I can help get her up to par and they know that being in the same grade as her little sister would crush her self-esteem. They seem to be working very hard to help her. We've all seen the same thing - she can identify beginning, middle and ending sounds verbally; but when she goes to put it on paper she can't visualize the letter (for ex. she'll say dog begins with "d", but when asked to write it, she'll write another letter.) The OT also gave me some visual perception assessments.
As for DD4, I spoke to the principal at the Catholic school today. They want me to observe the K class and they will consider early entrance. She seemed very reluctant but agreed to withhold judgment until I observe and they meet her. She mentioned a "probationary trial" where, if it doesn't work out she can move into the preschool room. I told her that sounds like a great idea. The principal was telling me that the K teacher really expects a lot from the kids and does more science and SS than she's ever seen in a K classroom. She was trying to deter me but I was secretly thrilled to hear that because my daughter would love the challenge!
The art class sounds good, but money is an issue. I don't think I can afford a tutor. DD5 already does ballet (since she was 3) and Irish dancing but she'll have a break over the summer so maybe I'll look into some art related day camps or classes. DD4 just began ballet last month and is loving it.
Again, thank you, thank you, thank you!
Therah
