Better to find out the reason for poor handwriting. Wrong or poor grip? Tense muscles - back, shoulder, arms, fingers, etc? Eye-hand co-ordination? Poor posture?


Once you tackle the root cause, it’ll be easier to improve, and less frustrating for the child as well.

…

Mychildren:

If the screening test is to identify those (who need special help in studies) & to provide help to them, its all right for me.


There are cases of students who are super hyper active, really cannot sit down in class. I've encountered a mother who had brought her girl out of school, because the teacher usually need to stop lesson & went out of class to find her girl. Her girl just wandered off to other places in school during school hours.

There are also weaker students who are asked to go back for some buddy reading programmes too.

If the programme is to assist the children in their development, why need to complain about it???

:goodpost:

My sentiments, exactly!

I agree with what the other parents have written here. My own daughter, now 15 yo, also acted out on me in the past. Besides talking to her and trying to find out what is bothering her, you may also want to work with the school. It is difficult for you if your child is supposed to spend half her day at school, and yet is not there. You’d need someone from the school to help.


Have the teacher/s help you monitor her, and to inform you immediately when things are not right. No need to wait for the formal letter from school. For any change or any request, the school must first check with you. So, have them change back the contact number to your phone, and only you can make further changes.

Hope everything will turn out okay!

It is so sad that people have to resort to suicides in a bid to \"end\" their troubles. Surely there must be more we can do to help them ... :sad:

I am not sure what happens in the other schools. In my DS school, the children were not streamed into their \"ability\" classes. They remained in the same class throughout. The so-called \"identified\" ones were \"monitored\". A small percentage were selected for extra help from the LSP co-ordinators, with their parents' consent. Some \"identified\" ones were later \"dropped\" as they were able to cope and move along with the rest of the class.


Perhaps I am seen as naive here, but I see it as it is in my DS school. Maybe there was more to it, like a conspiracy theory. But I have seen how some of the children have benefited from this exercise. The children themselves are not affected until adults start declaring its evil intent. Most of us do not see the \"intervention\" aspect of it purely because we have played our part in ensuring our children are developmentally ready for school, and our children do not have learning difficulties that would require \"intervention\".

Just to share my thoughts here.

I am not sure if there were labels attached. As I understand from the LSP teachers at my DS school, the ‘tests’ were administered to identify developmentally weak students. That is, the so-called "late bloomers" who are in fact "very late bloomers". These children were identified and monitored closely in term 1 for learning difficulties. If they appear to be struggling, the could be placed in the LSP programme, though not all are - some, managed to catch up with their peers.


Testing patterns and copying patterns is not just seen in IQ tests. Developmental tests also use patterns and copying of patterns, so as not to discriminate against poor or non-readers.

One reason i can think of for not informing parents could be the fact that some parents may over-react and start ‘preparing’ their child for the ‘test’. If so, it would defeat the purpose of the test, and could even mask a developmental learning difficulty which will not be identified or addressed until it is too late! For this, I am grateful that my DS school conducted the test discreetly.

How old are your kids? Older kids can try robotics. You can check out courses for kids at your Community Clubs. Some craft projects can also be quite fun too!

My DS is now 15, and still as laid back as ever! I told her, if she were any more laid back, people would think she’s dead! And she can laugh!


Tried carrots, sticks, bribes, everything - pep talk, sweet talk, even threats. Now, i just don’t look. Today, just spent 30 mins reading some notes, and she announces she’s done with her revision for the day! OMG! And she spent the whole of yesterday at USS with her friends!

Sometimes, i try to look on the bright side. Well, she’s not stressed like most other kids, right? Dark side: I’m the one so stressed! Sigh!

The trouble is, I know she is able to do well if she tries, but she thinks it’s too much hard work. I’ve seen her do very well, only to fail miserably in the next exam.

I can only brace myself for what is to come next.

JWL:

Hi I am also staying around Bt Batok and scouting for one which can support my boy. He is currently in K1 and gg P1 2014. Pathlight seems very difficult to go in so now looking for alternatives for him.

If your boy has mild ASD, you may want to consider mainstream schools for him. Every primary school has an allied educator (learning and behaviour support). Try approaching the school and speak to them regarding special needs support and see how they respond. Some schools are warm and welcoming, others, not so. You can sense it from the way they talk about their own special needs support. If the school starts by giving you lots or excuses why you should not place your child there, it's time to look for another one! Good luck!