	Together or apart?
	Achievement and Progress
		National surveys- ACER (Australia ) and PIPS (UK)
		Why problems may arise and who is at risk?
		Why this is different for multiples?
		Preparing multiples for assessment
		Recognising what differences may mean
		Stereotyping and its implications in the family and at school
	Multiples at secondary School
	Best practice and school Policy
	What would you do?
	Meeting Educational Needs
	References

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Recognising what differences may mean

Issues here concern differences of multiple(s) from other children and differences among the multiples.

Dim other children and differences among the multiples.

Differences in results may:

(i) Confirm problems such as reading disability which parents have been aware of but hoping would eventually disappear- the "Don?t worry-they?ll grow out of it " comment discussed in the Preschool section. Alternatively, many parents may say, "At last", when the school takes seriously what the parents have been saying to them for some time. The Special Needs section deals with coming to terms with disability in one or more multiples.

(ii) Confirm differences between the multiples. When the exam is for such things as entry to a selective school or the award of a scholarship or other prize, then differences between multiples become very public. It is important to discuss with the children beforehand just what the consequences of differences in performance may be. Some parents consider not taking-up the place or award if only one of the multiples is successful. This is not fair on the one who does achieve. It is equally unfair on the other multiple(s) as it puts them under pressure - the brother or sister who they undoubtedly know is scholastically better will not be able to take advantage of this opportunity unless they too do extremely well. Such exams are usually later in the primary school years and the multiples are old enough to be able to understand the consequences if not all succeed.

Sometimes it is worth discussing the situation with the school in advance what their attitude would be if one multiple just scraped into a place and the other(s) just missed out. Of course the school must also be fair to the other children who just missed out as well. If the school is quite definite in saying there would be no preferential treatment, then the family can consider their options before, not after the assessment.

Disclaimer:
Information on this site is based on extensive studies of multiples in schools. However it may not apply to the specific circumstances of an individual family and the authors accept no liability for the way in which the information is used.

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