I didn't reply immediately, but have been looking into a few things since and calling people too.
Rose, I did think long and hard before saying what I said, but felt I had to any way.
If I deleted all my posts then where would we be, all positive comments? No, maybe others aren't as gobby as me, but comments that are negative would still have been posted. I don't believe that any one can tell anyone else that it will always be fine, because it was for them, and it isn't as if any of actually expect problems to occur,especially with babies/toddlers/children that seem to be developing well and happily and intelligently enough. And this isn't as if we are talking about which flour to buy or creme, it is about children's educations and futures too.
RRE, maybe you thought I hadn't read what you had written, or not read it properly. I had. Things done quicker these days. Well they were for me too, being a pushy maman, and realising that there was a problem, I wanted help fixing them. And I will add, much to the surprise of the teachers who were used to parents who don't want to know, or hear that their kid has a problem. So maybe they are done quicker, but you didn't tell me what was being done, other than the children being moved on, away from the teachers to other professionals. Please tell me that they all work together, that things are put in place whereby the orthophonist and/or psychologist works directly with the teacher in primary and ALL the profs at college and to help children move forward in their education, AND I have to add, without being forced into this.
As I said, I have been looking into quite a few things and parents are now getting a bit more militant by the looks of it and demanding that things are done. The teachers, well, that appears to be a bit of another story altogether. The system is there to instruct, and very basically that means that lessons are given and the children will learn (or not) and then have to spew all this out when they are tested. This rigourous system works, until it doesn't and the teachers even now are not trained how to deal with 'problems'.Hence they like the children to be moved to people who can 'cure' them, or other organisations, people, have to be contacted to help. Apparently, there are still too many teachers who do not know what things like dyslexia, well all the dys's are, even now and they do not like well informed parents telling them. The 'class' system in France says that lower beings are not allowed to inform teachers of anything really.
RRE, please tell me that the Vendee is the most enlightened dept, (I have also been told that some depts are better than others incidentally and why shouldn't it be yours) where everything is in place, there are children with scribes in class, with their ordi, with special set ups for extra time or when being tested having fewer questions to answer, which is the way some are making up for the lack of extra time being given. I would have been overjoyed if you had told me all that little lot to start with.
None of this would have helped us incidentally, at all. Even the new stuff, but that is us and we had an extreme case on our hands and still do.
Re moving children to France, well, if they are just normal kids and then all the normal things come into play like their intelligence, their ability with languages, as some are better than others. Remember lessons at school make no allowances for stragglers/strugglers french or 'other'. Due to budget cuts I would think that many schools would be hard pushed to have people to help with foreigners learning french. And the program is as it is, it moves on relentlessly and re-sitting common. Strugglers/stragglers can have as many problems as children with other difficulties. And may be packed off the the SEGPA, which in itself is a good idea, but is a convenient place to put children that the system cannot, but should be able to cope with.