Well, we are officially changing Andrew's speech schedule for school.
He currently gets 90 minutes per week of private therapy after school hours.
Still attends school four days per week for 2.5 hours.
But now instead of me bringing him in on Fridays (his day off of school) for his 90 minute session, he will go right from class on Thursdays for his 45 minute session.
This is actually good news since our previous Friday schedule involved him manipulating me into staying in the room for the speech session and then whimpering when I left and only getting about 20 minutes of true work time.
So yes, this is good news.
As for the bad news....I received this email response from his teacher yesterday:
"...As for his speech in the classroom, I don’t hear him talk with the other kids but he will come up and say things to the teachers. Usually what he says are 1-3 word utterances like “Hi” , “Mommy”, “Snack”, “Motor Time” or “Time for______”. I’d like to talk with Miss C more to see what her thoughts are regarding his speech and how it’s effecting him in the classroom. One of my concerns is Andrew’s difficulty attending to a task, book, toys, etc. He seems very distracted by the environment with little interest in books or table toys (i.e. puzzles). I’m wondering how much his language delays are impacting that..."
My thinking is:
- That he is still adjusting to this new school environment.
- He is a quiet boy in public.
- He doesn't always run to people and strike up conversations.
- He is one of those quiet watchers/learners.
So, we will see how the next six weeks go.
Because in six weeks, we have Parent-Teacher Conferences.