Some readers with whom I’ve been invisible friends for some time know that my son, the Togster, has Asperger’s Syndrome, and thus has special educational needs. Like many Aspies, he is fairly high IQ and quite accomplished with maths/science/tech subjects, but has problems with socialisation and subjects requiring more abstraction and generalising/synthesis skills. There are certain classroom tactics and strategies which can ensure that his learning difficulties are minimised, so that his education can be as rounded and mainstreamed as possible, but they require a fair amount of cooperation between the school admin, the teachers, and the parents.
A few weeks ago I was feeling especially positive because the counsellor rang and said that she had organised for E, the neuropsychologist who’s been working with Togster for years, to come to the school and talk to the teachers, and that she’d like me to be there to help answer teachers’ questions about him. I was most willing, and eagerly awaited the counsellor letting me know about the date once it was finalised.