A child I have supported has used all of these coping strategies! They are off sick repeatedly. The child asks the others in their group what they are to be doing after thorough and repeated explanation. The parent can be heard continually scolding about lost items and has been called in by the teacher regarding lost homework. The parent brought in a third replacement spelling book which they had found in the playground. The child will look ponderous about an idea they are about to write down but the words rarely reach the page. I become encouraged and excited to see the pencil fall to the paper, only to read the words are the same as the person next to them.
On a recent school trip a group was being supported in literacy. I was there to support behaviour, etc. They were given their own backpacks with notepads and pens to jot ideas for a story. We were in an awesome historical building which all he children loved. After much encouragement, video-ing, talking and discussing the ideas flowed and ebbed but the child had scribbled two words. They were the only one to rip the page out to start again..which never happened.
They come across as fun and particularly enjoy acting out scenarios in class. They do , however, have a very aggressive side..I see this will be covered in the next section.
I am still quite new to the school role and don`t have the confidence to start labelling a child to the teacher. I assumed all teachers would have had some sort of dyslexia training. I tried to drop a few nuggets from what I have learned so far but the only person interested is the special needs lady who can do screening. I will have further words with them about how to approach the class teacher.
I feel I have let the child down although I didn`t have this new found knowledge. I have been warned off instant labelling with this new found knowledge and the excitement of a new course!
Wish me luck and confidence and diplomacy!