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Parents Are Worried: And teachers may be quite right to worry about certain parents pushing their children too hard, or otherwise putting some emotional strain on them (see chapter 5). Parents for their part, as we have seen, are just as likely to be worried about not knowing the 'correct' modern methods to use when they help their children. They would welcome advice from teachers, but are not always confident enough to ask for it.
No appointments are needed to see me, especially if parents are worried. Parents of five to seven-year-olds want immediate answers, comfort, sympathy and reassurance. If I am out, the school is organized to provide cover so that my deputy or the class teacher can be available. Appointments are only made if a lengthy discussion is anticipated. This is to prevent 'double booking' and disappointment. As the head I aim to be available at the most crucial parts of the school day - when the children come to school and at home time.
1. Think of a child you have observed whom you suspect has developmental co-ordination disorder. On reflection, what were the child's i) individual needs; ii) exceptional needs; iii) common needs? How were the different needs addressed?
2. At 10 months old, Ben's mum began to feel a little worried abor* his development. He did not seem to have progressed anywhere near as quickly as his older sister. During his years in nursery school, Ben's difficulties became more apparent - he found balancing hard and often bumped into other children. He also did not find it easy to play with either large or small toys. A physiotherapist attended each week and ran an 'exercise session' involving Ben, a lively, talkative little boy and his friends. She also gave advice to staff and to Ben's parents.
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