That's the plan right now...to just hang on and get through the rest of this year. And no, I don't believe his behavior is that disruptive for the very reason that she hasn't initiated contact about it. I just would hate for it to get to the point that it is, kwim?
No, I haven't directly asked why he can't do his HW in class and there's really no reason other than I'm not totally comfortable doing so. It's my issue, really. I've been a bit spoiled, I guess - all of his previous teachers have been very proactive in recognizing and accomodating his 'needs'. If they saw lack of focus or distractedness, they gave him something to focus on. Depending on the grade, it could have been a classroom chore, a more challenging worksheet, different work, or subject acceleration. This is the first year that a teacher has commented on these things pretty consistently - any other time it's been mentioned (very rarely), it was followed by "He already knows XYZ, so we're going to..." or "I think it's time he did...". His teacher last year said it best when she said she didn't think she could be in a completely non-stimulating environment all day, either. I mentioned to her once that DS said he doodled on his whiteboard during math because he already knew what they were doing, she said she already knew. She saw it and let him be because he DID already know those concepts (and he was 'occupied') and she was working on a plan to send him to the 4th grade class for math.
Soo, I'm new to this side of things and am not quite sure what the best approach would be. I don't want to overstep and alienate her or the parent/teacher partnership. This would be so much easier (for me) if she'd just read my mind and do all these things, LOL
. Perhaps I should ask his teacher what her ideal solution would be, so I'd know what her expectation is?? Or attend a class - How to Advocate 101...
