lørdag den 5. november 2011

How do we misdiagnose children?


How do we misdiagnose children? Easy as pie since parents do not speak the same language as therapists! Sounds horrible but it's true ...

Once my kid loved puzzles. I was elated that the remedial teacher wanted to use puzzles to help him function better. Some weeks later she was at her wits end 'cos he would not sit still nor concentrate ... actually it took more time to get him to do the puzzle play activity than the actual activity.

One day my son stood with us. He stood with a puzzle in his hand and showed her he had buildt it. Actually he was showing me something too. I just did not understand.

Although I did notice something ... Only years later it struck me what I noticed. Why did I not notice that day? Why did I not advocate for him? Would she have heard me? I doubt it, or maybe that would have been the breakthrough? I will never know.

See I knew he was building 200 piece puzzles at home by himself and helping me on 2500 piece puzzles ... So what was the problem? The remedial teacher had puzzles for him. He was 5 or so years old then, she even found topics that interrested him.

It was very simple: Her puzzles had only 10 pieces! She was wasting his time 'cos he was not interrested in her form of play - he had other things on his mind. Being so young, he did not have the "right" language to explain himself and I did not know "how" to notice.


Today he does not build puzzles anymore. Actually he stopped then. I never thought about it ... only once in a while he'd touch one. Like the other day at the doctors office. He is starting again, the trauma of it all has slowly begun to ebb out of his memories. I am lucky, I now notice alot more.

It took time to learn and great teachers to teach me to see. Hopefully I can give a bit of what I have learned to his new teachers so they too will take a deep breath and notice him.

Twice Exceptional Denmark

Twice Exceptional Denmark er lavet for dobbelt exceptionelle børn dvs. børn med særlige forudsætninger som samtidig har indlæringsvanskeligheder. Disse børn kan have opmærksomheds-, koncentrations- og kontakt- vanskeligheder som oftest er pga. Ordblindhed/ Dyslexi, ADHD, AS, PDD NOS, OCD, Tourette osv.

Det ofte set at Børn med særlige forudsætninger er af natur Asynkron Udviklet dvs. det halter med at deres emotionelle og sociale udvikling følger med det som ses ved jævnaldrende, samtidig med at de lærer lynhurtigt det emner de er motiveret for og ender således ofte foran jævnaldrende i disse oråder, uden sparringspartner. Børnene ender ofte meget ”misforstået” og en tværfagligindsats er nødvendig hvis sådan en situation skal kunne vendes.

Tværfaglighed bør bestå af en BMSF konsulent/psykolog og derudover specialister jvf. barnets specifikke diagnoser og andre problemer hver gang handleplaner udarbejdes, barnets evalueres osv. Men der er langt vej endnu, da BMSF ikke anerkendes i Kommunerne, og dermed overses det at barnet har behov for en ”særlig” forståelse og indsigt for at børnene kan få den rette hjælp jvf. Socialloven og Inklusion.

Men desværre ses disse børn i AKT forløb, heldagsskoler og kan ende i Udsatte grupper:

De unge, som kommer til opholdsstederne, har været vanskelige at placere i de kommunale tilbud, hvor hverken de unge, som kommer til opholdstederne eller de elever, der går i de kommunale tilbud, vil profitere af at være sammen.