|
re:昨天又带小火炉去麦当劳了。去之前,小火炉...
昨天又带小火炉去麦当劳了。去之前,小火炉就满怀热情地说,要跟别的小朋友玩,要chase。去了之后没一会儿,里面的两个小朋友就走了,小火炉出来后还问我,“Where are the other kids?”
后来又来了几个小朋友,小火炉社交的毛病就显露无疑了。那几个小朋友都聚在一起,一起快乐的爬进爬出tunnel,而小火炉一看他们离自己近了,立马爬地远远的,一边嘴里自己叨叨,一边自己玩。我有心去辅助一下,可小火炉躲在tunnel里面,我也没办法。小朋友有时候会经常假设个假想敌人,有那么几次,那几个小朋友一看小火炉要出来了或者往一个方向爬,他们就尖叫“Oh, he is over there.”,然后立马往另外一个方向跑。看得我心里好难过。等我们要走的时候,那几个玩捉迷藏,小火炉看见他们玩,也好高兴,还说什么:“They are hidding over there.”然后,跑过去偷偷看人家,说:“I find you.”只可惜的是,人家压根儿就没跟他玩。
虽然我能预见小火炉自由环境下的社交表现,可每次看他不好的时候,还是会很心酸。在结构化的环境中,小火炉会好很多,可在自由环境下,却又那么差。就当作“明知山有虎,偏向虎山行”吧。越差,就越要啃这骨头。
我跟特殊学校老师提出想给小火炉换到程度更好的特殊班里,希望能有更多小朋友。老师回信说:“Regarding the other classroom, we have been spending time with them and we will continue to do so more frequently with 小火炉 to further monitor areas of need. In addition, 2 days a week we take 小火炉 to the Pre-K classroom downstairs (这是完全NT的小朋友班).” 既然如此,我也就没啥抱怨的。
关于kindergarten,老师说:“We will meet before the IEP in the spring to discuss options for next year. If he were not to enter Kindergarten, he would do another year of an ECSE classroom (现在的班). However, we do feel 小火炉 is academically ready for Kindergarten. What we will need to focus on are what supports he will need to continue to be successful and to make progress.”
老师说,他们要去NT幼儿园观察小火炉的表现,并全面观察一下小火炉在正常小朋友间的表现。---题外话:我很感激老师所说的一切,我也没啥要求了。能让老师去正常幼儿园观察一下小火炉,能从另一个方面得到反馈,真的是我所需要的。 |
|