There are times, as an adopter, that I feel as though I am conducting an investigation or trying to solve a mystery. Whilst I’m not an actual Detective I am constantly looking for clues, analysing and weighing up evidence. I suspect a lot of adopters are at it – we could probably form our own (highly efficient) private investigators.
I’m pretty good at collecting the evidence and coming up with possible theories but solving the mystery often eludes me.
I’m particularly hampered by Little Bear’s highly unreliable witness accounts. A simple question like, “Where did you do P.E today?” can lead to fanciful tales like “on the roof”. When I enquire casually about how the class has been behaving, Little Bear will usually regale me with an elaborate story of how he punched someone in the face and got a red card. When I ask his teacher later, I’ll find out that no such thing happened and he hasn’t in fact had a card every single day as he has made out. I will doubtless also find out that some other misbehaviour did occur that he has ‘forgotten’ to tell me about. There are a lot of smoke and mirrors in my investigations.
I can’t rely on asking Little Bear to find out how he is. I have to rely on my instincts and observation skills. I look for clues. The take-home book seems a good place to start.
Last week I learned the following:
Monday: Bad day. Disruptive in class and downright refusal to do any work.
I got called in that day so I was able to ask a few more probing questions. The evidence was fairly inconclusive. Little Bear could have been feeling unwell (we have ANOTHER virus lurking about the house); he could have been struggling with the transition from the weekend to the school week; it could have been an aftershock of me having been away for the weekend (a very unusual occurrence); it could have been because he is still putting his TA through her paces because this is a new relationship and that’s pretty scary; or maybe it was just a bad day. Everybody has bad days.
We’d have to see how the rest of the week went in order to figure it out.
Wednesday: New TA came with us to Speech and Language Therapy appointment. It went OK. I’m not sure they have properly bonded yet as Little Bear did ignore her quite a lot and I wasn’t sure she had adjusted her expectations of him enough but its early days.
Thursday: Disruptive again and some refusal to join in.
There wasn’t any information about when in the school day this had happened, what lesson or any other possible precipitating factors. Although this was more evidence to suggest an unsettled Little Bear, it also gave more questions than answers. I now felt as though there was a mystery to solve but the evidence was all over the place.
Friday: The book said that Little Bear had been upset in school and missed home. He had been hitting himself in the head and had not allowed his TA to stop him.
Grizzly and I were (unusually) out on Friday evening so my parents had picked the boys up from school and put them to bed and consequently I didn’t see the message until we got home. In the meantime Little Bear had not been especially compliant for my parents and had bitten my Dad.
I was surprised to read he had been upset in school. That is certainly out of character. It was also distressing to read he had been hitting himself but with no indication of what could have triggered it. Again, this is no longer Little Bear’s typical behaviour.
I discussed the week’s evidence with my fellow Detective, Grizzly. There wasn’t enough information we concurred – we would need to further question school on Monday. We also had the obligatory long, hard look at ourselves and our parenting – had we done something to cause his distress? Had we missed something critical? Could it be my fault because I went away at the weekend AND out on Friday night? As I’m usually always here like a piece of the furniture, disappearing twice in a week was kind of unfortunate. What was even more unfortunate was that next weekend is our 10 year wedding anniversary and we were planning to go away for the night. What daft planning! All the going away in one 3 week period! Perhaps we oughtn’t to go? Perhaps he needs us here.
On Saturday, Little Bear went to his swimming lesson. On his return he changed into his pyjamas, got his dummy and comfort blanket, wrapped himself in a cocoon on the sofa and silently stared at the TV for 3 hours, which I felt told us everything we needed to know about how he was feeling.
We reduced all the demands and gave him all the love.
By Sunday, Little Bear was back to his usual energetic self.
On Monday I asked his teacher how he was. “Fine” she said, looking confused.
“It’s just he seemed to have an unsettled week last week”, I explained. “Did he?” she said, still looking confused. “Err yeah, I thought so, that was the impression I got from the take-home book”. “Oh! The book! I haven’t seen it”, she said, “Mrs. C writes in it. Is it extremely negative?” The last part seemed odd, was something going on behind the scenes?
We talked some more, though I knew she was busy and I can’t help feeling sorry every time that I’m adding to her load. The thing is I have a nagging doubt. It is about the TA, Mrs C. I’ve had the doubt since she was first appointed. I wish the school had involved us in the recruitment process so I could at least have some influence over who was going to be responsible for making or breaking my child’s education but alas, they did not. Hard though it is, I am trying to keep an open mind and remember that this must be a steep learning curve for her. I get the feeling from the teacher that she too has some doubts. We agreed to arrange a meeting – we need to ensure that everyone is approaching Little Bear and his challenges in the same way, otherwise we risk him feeling unsafe and his behaviour escalating. Could this already be happening?
I read the take home book on my return. His day had been OK. Apparently he frequently chooses a baked potato for lunch though, perhaps I could speak with him about other options?
Perhaps we could consider our priorities I wondered.
I then glanced at his spelling book. Anyone who has followed our journey will know what a big deal it is that Little Bear even has a spelling book. When I first saw it I nearly had a fit – how on earth were we going to manage to learn spellings on top of reading and phonics and sight words? Were they bonkers? Yet here we were only 3 weeks later and you could have knocked me down with a feather because my read of the spelling book revealed that not only had Little Bear co-operated with the test but he had achieved full marks! The book should have been releasing fireworks and shooting confetti everywhere! Little Bear should have been plastered in stickers and weighed down by the amount of Numicon he had been awarded for his efforts.
The comment in the book actually read “remember to make your handwriting neater”.
What is going on here? I haven’t solved the mystery but I do have all sorts of concerns about the expectations placed on Little Bear at school. Are they realistic? Are they taking into account his starting point? Do we care if he is forming his numbers in the traditional fashion when actually it’s a miracle that he’s putting pen to paper?
I’m worried that all the positives and achievements and successes are getting lost amongst the ‘he was disruptive’s and the ‘he wouldn’t co-operate’s. Is he being praised? Is he being made to feel that he’s succeeding? Or that he is failing?
I keep writing things in the take-home book that I can imagine make the TA’s eyes roll when she reads them. I’m sure she thinks I’m making excuses for him when I point out that school takes all of his energy and that he’s exhausted afterwards and that the ‘even 10 minutes’ of work each night that she has prescribed is actually really hard for him to manage or when I say that he might well be disruptive in singing because singing is extraordinarily difficult when you have DLD and you can’t process the words when they are all mixed in so fast and hidden in the music.
I am getting a little neurotic about it all which is probably why my eyes are so peeled for clues and evidence. I am all too aware that this needs to go well. Little Bear’s experiences this year could literally make or break his education. He has so much to catch up on that time cannot be wasted getting it wrong. If we want his trauma to heal and him to progress, he needs the right support and handling. Now.
I found a fabulous document yesterday on the Beacon House website (www.beaconhouse.org.uk) called What Survival Looks Like in School. I have printed it and taken it to the TA. I cannot get stuck thinking that she is the wrong person. Maybe she could be the right person with a bit more knowledge.
This week has been fairly unremarkable compared to last but this morning Little Bear was not coping well. He was resistant to pretty much every demand and was tipped over the edge by me saying that we did have to drop his brother off first (because Little Bear gets to go first most days). Consequently he was angry and upset at drop off and resistant to my attempts to repair things before I left him. The TA was pretty sensitive and gave us some space before coming to distract him. He let her stroke his cheek yesterday so he must like her quite a bit.
Little Bear has not had a good day at all at home today so I still feel something is afoot. I don’t know what though. Perhaps the meeting with school next week will reveal all. As usual I have all my theories but no clear solution (though better communication with school would certainly help).