Well, the local school system is, in fact, more enriching and reasonable in its methods than it seemed to me before, when I was reading information letters for parents.
Frankly, some of the methods of teaching letters Claudia's teacher was introducing made me think of scientists trying to communicate with apes: the symbols of abstraction used by the scientists for the apes were a level higher than those used by the teacher for the human kids. Luckily, those methods are marginal to what the class generally do.
Not to mention the teacher's unexpected visit to our place when Klavka and I were both sick. The teacher brought a big get-well card, but she could call in advance to let us know, couldn't she?
All that made me quite, hm, assertive. On Friday I spent some time in a classroom and felt relief after seeing what and how they do there. Perhaps the teacher was also satisfied with what she has seen in our "hospital at home" that day, so she gave me a positive feedback about Claudiuccia's development and even didn't write about My Treasure's weak points.
The Early Words (the speach specialists) had closed the file of my faultless child. We had a long conversation over the phone, I was told that Claudia grows out of the iligible age for receiving their services. I was asked what did I expect from them (I said: "Evaluate her speach and give me some clues how to improve her English; my opinion could be biased, because I'm her closest relative, I may concern about something that is not as important, but it may happen that I don't notice something that is really important."). Then they told me: "We work with the younger children who don't speak any language or speak it badly, so in your case you have a big advantage because she speaks two language." Speaking two languages badly is better than speaking one language badly or be mute. I was also told that "it was a pleasure to speak with an intellectual woman like you"