Thanks so much for the thoughtful responses.
"She's a distraction." How? When? It sounds like she is physically separated from the class in her special desk wearing headphones. Is she only a distraction during group things like circle time? Is she singing on her headphones during her work time?
She has a tendency to roam the classroom, both when she's finished her work and when she hasn't. Often she is trying to help a friend or is generally trying to find out what they are doing if it is different from her. The interfering with them completing their work themselves is probably what we hear about the most. We continue to try things for her (challenge work if she gets done early, masking tape on the floor defining each childs space when they are working, etc.)
Her sensory seeking also means she generally likes to touch people and things, smeel them sometimes. We've worked a lot on asking before she gives hugs and not petting friends, etc. There has been great progress on this in her classroom but when she gets stressed, this is still a comfort mechanism for her. I notice for example when they do little singing concerts she will often stand touching the child next to her or holding their hand, etc. I am not sure she is even aware she is doing it.
And that also is another issue, some poor spatial awareness. She doesn't always know where she is in space (although OT has been helping a lot with this) but at circle time she would end up on someone else, or she would fall out of her chair. But she's made great strides in this area and her how-da-hug chair helps a lot. The teacher commented that she needed one for every kid in the room it works so well.
You also mentioned she is extremely social. How does she feel being separated from the others? How are the kids responding to her differences? At home, I am sure she is accepted as is, but are the kids making her aware (or maybe herself) of being different than everyone else, so she's acting up? Does she feel she is overall fitting in?
The fitting in question is a good one and I probably need to think about that more. Thats a great point. All of these modifications could be causing more awareness. She asked after the holiday break to be moved to a table with other kids. They tried it for a few days. Then she said she and her teacher agreed she needed to be moved back to her own space (her teacher emailed us as well). But I do think that probably hurt her feelings a bit as well. She acts like a pretty tough kid, but I suspect underneath she is starting to be more aware of the differences. And I think the toughness is part of her coping mechanism (I have that tendency as well, so I can relate.) That will certainly not get easier as she gets older.
On the vision questions, her handwriting and artwork is very good, her vision has been tested and I don't have any reason to think this is an issue for her, but I have never really thought about it since the vision test. Maybe I need to pay closer attention to that. Auditory processing is also a work in progress. Her hearing levels are normal (and maybe a little over sensitive). But background noise and loud noise are a big problem for her. I now believe that when there is enough background noise she literally cannot hear any instruction bening given. She isn't ignoring it, she just isn't hearing it in the first place. Using touch with instruction and other things have been helping. And with classwork the heaphones have sometimes made a difference, but its a fine line between shutting out the background noise and overwhelming her with the music. We haven't yet tried just white noise, which is something we are going to try. But it just seems like some days some things work and some days they don't. I sure for the teacher this is exhausing and I keep waiting for the phone call that its just too much work.
He anxiety levels seem to be low (I compare this to my other daughter who has higher anxiety). I think all the sports my younger one does (particularly swimming) are great for this. If she's had a rough day I put her in the pool and she comes out a happier kid. But she likes a routine and surprises can be tricky for her and so we're trying to balance trying things in the classroom with not disrupting the routine too much.
I met with the head of the school yesterday and she said she has a perfect placement for first grade in mind for her. But I'm still just wondering if a "normal" classroom is even going to work for her or if we should be trying something much different.
Sending dd through a course of listening therapy when she was in kindergarten helped her deal with the distraction of background noises in the classroom, which made a huge difference in her ability to sit still and focus at school and at home when she had homework or was reading.
Who performs this kind of therapy? I am going to look into this for sure. And you are right, there are so many varying sensory issues that its a slow process tackling them.
Also, polarbear and Portia, how did you end up diagnosing the vision issues?
Its also helpful to know that the dietary changes may make a difference. Thanks again for all the thoughtful works, this gives me some new things to look into and its helpful just hearing other say that this bumpy journey doesn't have easy answers.
