In the meantime my son started in a new school and he did extremely well there. Everything was fine till seventh standard. The school was very nice to him—they encouraged him in sports level, drama, etc and he was happy with friends. At this stage he had problem learning new words and remembering them. We started giving him pictorial clues and he was able to recall well. We also got language exemption and and things started looking fine.
In this manner, my son finished school and then got into the university for his graduation course. He took visual communication and got through with flying colours. The three year course was like a roller coaster ride for him as well as for me. There were a lot of hiccups along the way like running around for the exemption, being ridiculed by his peers, not finding a good friend, plus the pressures of college life, etc. The list can go on and on.
We sailed the stormy oceans and one fine day he graduated and got into a job with one of the best companis in
I asked for this narrative even though the writer's son doesn't have any mental health issues...to highlight the fact that any child with a disability can have periods of extreme stress because of how the community responds to his/he need. School officials and teachers should be aware of the needs of the specific disabilities and also the social/emotional needs of all the students. Many children develop coping skills and adapt to their learning needs; but having good friends and supportive peers go a long way in developing positive self image. Parents can look for various resources to supplement intevrention but where do children send most of their awakening hours? At school! Our schools have to address this need deliberately.