with in the best possible way.  Sod the rest of them -- theirs, that day, will be the most important. Physios will want the children doing more exercise, the Occupational Therapists will be looking at posture and fine motor skills, the Speech and Language team (if they'd see us like they say they need to but don't have the funding for) would want more focus on that.  Each speciality believes that if we up their particular requirements the children will 'do' better at school. But how do I know what they would be doing if they didn't have their conditions?  Would they be achieving more, enjoy school more, be happier? Both of them are sitting in the realms of 'normal' and therefore there are no issues that require immediate flagging.  At the moment we need to wait until they start to struggle/fall behind before interventions will be made.  We can't consider that their conditions mean there is a probability that they will struggle and make sure they don't fall behind.  We don't have the evidence for that. They have a condition that varies from person to person -- there isn't a check-list or a 'what to expect with a child in your class that has Ehlers-Danlos Syndrome' file.  If they were correct for one child they'd be completely wrong for another. The one person trying to process all the information from all the professionals is me.  Trying to link up what they're each saying and report, accurately to the others