The_Face_of_Boo wrote:
AngelRho wrote:
hmmm…
non-exclusive dating, check…
special ed major, check…
Dude, did it ever occur to you that maybe she's already figured it out?
She's becoming a special education teacher for aspies.
Not a diagnosis specialist.
Doesn't matter. I was an instrumental music education major and was required to take probably 2/3 of the psychology courses offered to undergrads. The ones I didn't take were, like, abnormal psych and exceptional child psych, and all the upper level courses that were really prep for master's degree programs for counseling, therapists, and the like. Educational psych covers all the bases of exceptional and abnormal psych, so you know it when you see it EVEN IF you aren't extremely well-versed in psychology. In a nutshell, ANY teacher can do it.
We're not dealing with an everyday music ed. major HERE, though. We're dealing with someone who not only has my psychology background, but actually SPECIALIZES in special needs children. She's going to have a LOT more coursework and be a lot more qualified than I'll ever be in understanding special needs children. In short, she's not "just a teacher," whereas my training is a bit closer to your average American teacher.
No, she's not "qualified" to make diagnoses, and I agree that's not her job. But that doesn't mean she's not going to recognize the signs. She's seen enough to know. And in this case, I'm betting she probably already knows. She's probably mentally making a diagnosis right now.
In fact, most teachers know just enough to be dangerous. If I were dealing with an undiagnosed student who I suspected had a learning disability, I'd be within my capacity as a mere music teacher to ask a school counselor to speak with the child and advise me on how best to proceed. The school counselor might also make a recommendation to the parents to have the child meet with a specialist for a "real" diagnosis. Actual protocol is going to depend on the school district of course, but ALL teachers are supposed to have at least a minimal working knowledge of special needs kids before entering the classroom.