This is just my two cents: I agree that he needs to work mostly on social skills and classroom skills at this point. I have a son in special ed preschool for intellectual disability and he has many kids like yours in the class. What I find is that the parents are hyper focused on how smart the child is and getting him to learn, yet are unaware of how poorly they actually interact with their environment. Many parents are not aware that their kids language and speech and inability to empathize are big concerns and need remediation and intervention early on. They seem to be too afraid that their kids will be labeled intellectually disabled like my son. It is a really big disservice to their kids. My experience is that these teachers are masters at helping kids on the spectrum, but parents often interfere too much and don't let them do the interventions needed focusing rather on academic stuff. I feel for the kids (and the parents too of course.)
I have no issues with the label at all. I'm the one who pushed for the evaluations and diagnosis in the first place because at that point it was the only way for us to get help. But the class is pretty much all kids with speech issues and some with some cognitive delays. So we can't blame him for not connecting with his peers when they have very little in common. It used to be partially due to his social awkwardness but we're not really seeing that anymore. Whenever we go somewhere, he tends to mingle in with the older kids rather than being with kids his age or younger. ... All this seems to be a pretty common theme on this board.
Don't take me wrong, I'm happy the school is working on his weaknesses ... but why can't they at the same time build on his strength? That's what I don't understand!
