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June 10, 2005
Schooling Decisions
This weekend is a long weekend (thanks Betty), and one of the issues we are going to thrash out as a family is about pulling OJ out of school. As regular readers would know, OJ has Asperger's syndrome* and this has caused a lot of problems at school. The problems are two-fold. Firstly OJ fails to met the schools expectations when it comes to behaviour - especially when he is either bored or over-stimulated (e.g. in the playground). Secondly, these situations escalate unless the teacher (or some other adult) is aware of the condition and knows how to deal appropriately with the problem.
Note that this does not, in any way, excuse the original anti-social behaviour. It just says that the standard adult response to such behaviour may not work in the way you would normally expect. In fact, it is generally disastrous and leads to a rapid escalation which results in all out warfare.
There are two teachers in particular who have worked hard to respond appropriately and this shows in his "communication book". The phrasing will be along the lines of "OJ did [insert something inappropriate] but after a discussion with [insert discerning teacher] he settled down and did [insert activity here]". The "punishment" may have been to miss out on an activity in which he was interested in but the point was that it was dealt with effectively. Most of the other teachers will end up with something like: "OJ did [insert something inappropriate] and refused to [insert some area of non-compliance or non-coopertion]. He then [insert escalation] and was rude to [insert some third party]. [Another adult] had to get involved and OJ [resisted arrest, caused a riot, etc]". The fundamental problem was the same but the results were different.
At the end of last year (Australian schools follow the calendar year) we seriously considered moving to another school but the principal asked us to "give the school another chance". The problem is recursive - OJ needs extension material (Asperger's children have very high IQs) but this is being withheld because of his behaviour. His behaviour is deteriorating because he is not getting extension material. Multiple meetings with the head-mistress and his class teachers have not been effective. Lots of promises are made but very little work appears to be done. We have tried to get outside help and assessment but by and large the headmistress feels that this is unnecessary. We have even offered to help pay for inservice training for the teachers (who are trying to help).
The last two weeks have been the worst in recorded OJ history. The problem is spiralling out of control and we need to find a solution immediately. We have investigated a number of other schools - one appears to be ideal but it would require moving some 60 km away, changing jobs and separation from DF's family. After much consideration it has been dropped as an option. Another nearby primary school has the resources and the skills but no vacancy.
Where does that leave us? Well, firstly DFJ needs to be enrolled now - she will almost certainly not be attending the school that has failed OJ. Secondly, we are probably going to apply to home school OJ for the rest of this year. The only other option is to place him in the public system and then demand the government resources he needs. In the Catholic system, we have asked but not demanded.
Anyway, your prayers over the weekend would be appreciated as we work through the problem and the probable changes in our routines.
[* Two classic illustrations of Asperger's:
1. DF told OJ at the swimming pool to "run and take your clothes off". He did. He ran and simultaneous took his clothes off. Very entertaining but not from his perspective.
2. (From the Wikipedia link above) When a teacher asks a child with Asperger's, "Did the dog eat your homework?", the child with Asperger's will remain silent if they don't understand the expression, trying to figure out if they need to explain to the teacher that they don't have a dog and also that dogs don't generally like paper. The child doesn't understand what the teacher is asking, cannot deduce the teacher's meaning, or the fact that there is a non-literal meaning, from the tone of voice, posture or facial expression, and is faced with a question which makes as much sense to him as "Did the glacier in the library bounce today?". The teacher may walk away from the experience frustrated and thinking the child is arrogant, spiteful, and insubordinate. The child sits there mutely, feeling frustrated and wronged. ]
Posted by Ozguru at June 10, 2005 10:00 PM
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Posted by: Old Horsetail Snake at June 11, 2005 05:28 AM
