I've missed what the school is thinking about doing for your son. Are they open to providing him with either grade acceleration or a gifted program?
We had the WPPSI done when it became apparent that the A word would not be discussed without some serious pressure being applied by us. We'd been thinking of asking for a mid-year bump to Gr 1, but then decided not to as he seemed to be enjoying school - right thing/wrong thing - why doesn't life come with labels? I've asked the Principal about a multi-age 1/2 class for next year (with the idea of telescoping), and she was supportive about his being in that class, but non-committal about the acceleration. I need to follow up, but will give it at least a couple of weeks from my recent pestering. Theoretically the Dept of Ed has policies, but even the GT policy officer I spoke to wasn't very optimistic about schools actually
doing anything.
Do what you can to confirm what you see with your son
I've been gently (I hope?) probing, but find that
so hard to do without feeling as though I might be planting suggestions. I have this terrible vision of my boy in years to come lying on the therapist's bed (does that really happen?) revealing how he was perfectly happy until his neurotic mother sowed the seeds of discontent. And then there's other terrible vision of the scarred child forced to struggle on through a harsh school world by the mother who didn't care enough. A couple of people have assured me that he needs to learn how to cope with school difficulties and shouldn't be mollycoddled. Well yes, I can see the point, but shouldn't they be a little older before you send them out into the world to develop a stiff upper lip?
Hmm, I seem to be getting a little over-dramatic. We had another outbreak today, which doesn't help, and have just had our first request that he not have to go to school tomorrow. I do just sometimes have a teensy tendency to panic and overreact, so will work hard on calmly observing/supporting.
But clearly the labels would be the really useful thing.
