Length of Masking

NAS96052 said:

I masked all day at school and then I masked on 12 hours work shifts

Oh yes, I definitely recognise what you have written there.  In my experience, you are not being stupid.  In any event, both you and your older Daughter have relevant lived experience. 

It shouldn't all be about niches, textbook diagnostic profiles, and labels - rather the focus of the School should be around recognising your Daughter's competencies and capabilities, and then considering the techniques to address and support closing the gap with respect to her individual Neurodivergent needs.

Sometimes the clue to those teaching styles which best suit a student can be determined by asking the young person to describe: which subjects / lessons they enjoy (as they don't find them so tiring / confusing and where they find it easy to participate well).  To work towards closing the gap in other subjects and helping her to further thrive is applicable to all students.  Why does another lesson work well, and what tweaks would it take to feel and perform to an improved level in the more challenging subject area?

I remember one Math teacher; who attended some extra classroom techniques training over the Summer - ready for welcoming a dyslexic student to the class in the Autumn.  Unexpectedly, several other students in the class also experienced improved grades / marks / learning and retention of that new knowledge - just because the Maths teacher had over Summer learnt some techniques better suited to visual / imagery learners, instead of relying on just text reading and learning by rote without "a story" against which to pin or give extra context. 

Adapted learning styles to better suit a student ...can extend the learning experiences of other students along the way too.

The object of time in School is to explore learning techniques which support and stand in good stead the student for both the current knowledge acquisition / development of creative problem solving skills / exam conditions and environment etc., but more to the point: upon which they can draw experience to redeploy in their adult years ahead.

As far as I am aware, there is no prize on offer for "most excellent masking" and as many of us acknowledge: increased social, relationship, medical, or stress demands of future years will be prone to exposing the inability to mask under extra duress.  All the more reason to help young adults to explore, develop and adopt new healthy habits and techniques upon which to exercise and reinforce in later life.

I wish you well for your continued lobbying with the School (who, after all, only see proportion of your Daughter's 24 hours) ...you are the adult informant / expert by experience best placed to share with the School an essence of the remainder of your young person's day.

NAS96052 said:

I masked all day at school and then I masked on 12 hours work shifts

Oh yes, I definitely recognise what you have written there.  In my experience, you are not being stupid.  In any event, both you and your older Daughter have relevant lived experience. 

It shouldn't all be about niches, textbook diagnostic profiles, and labels - rather the focus of the School should be around recognising your Daughter's competencies and capabilities, and then considering the techniques to address and support closing the gap with respect to her individual Neurodivergent needs.

Sometimes the clue to those teaching styles which best suit a student can be determined by asking the young person to describe: which subjects / lessons they enjoy (as they don't find them so tiring / confusing and where they find it easy to participate well).  To work towards closing the gap in other subjects and helping her to further thrive is applicable to all students.  Why does another lesson work well, and what tweaks would it take to feel and perform to an improved level in the more challenging subject area?

I remember one Math teacher; who attended some extra classroom techniques training over the Summer - ready for welcoming a dyslexic student to the class in the Autumn.  Unexpectedly, several other students in the class also experienced improved grades / marks / learning and retention of that new knowledge - just because the Maths teacher had over Summer learnt some techniques better suited to visual / imagery learners, instead of relying on just text reading and learning by rote without "a story" against which to pin or give extra context. 

Adapted learning styles to better suit a student ...can extend the learning experiences of other students along the way too.

The object of time in School is to explore learning techniques which support and stand in good stead the student for both the current knowledge acquisition / development of creative problem solving skills / exam conditions and environment etc., but more to the point: upon which they can draw experience to redeploy in their adult years ahead.

As far as I am aware, there is no prize on offer for "most excellent masking" and as many of us acknowledge: increased social, relationship, medical, or stress demands of future years will be prone to exposing the inability to mask under extra duress.  All the more reason to help young adults to explore, develop and adopt new healthy habits and techniques upon which to exercise and reinforce in later life.

I wish you well for your continued lobbying with the School (who, after all, only see proportion of your Daughter's 24 hours) ...you are the adult informant / expert by experience best placed to share with the School an essence of the remainder of your young person's day.