The warmest of welcomes to you as you face what sounds so incredibly challenging and confronting. It's definitely tough when not only struggling in a certain environment (like school) but also with other people's observations of you in that environment.
It sounds like the school wants your parents to help you work out why you're struggling, so that you can make better sense of it while also finding strategic ways to mange those struggles. If the person who wrote the report doesn't know you outside of the exam or school environment, they're not necessarily going to see your strengths or abilities, they're only observing your struggles. A more balanced observation might sound a little like...
'While challenged by certain pitches and frequencies, this person has a heightened sense of sound. In this case, sound can be felt and it can be felt to the point of upset. Has an exceptional ear for music and other sounds based activities and interests. Has the ability to pick up on sounds most people fail to pick up on.
While being challenged to perform in an under-stimulating (boring) environment, focus can be an issue to the point of complete distraction. If the task being performed is not easy to relate to and is not fascinating, frustration can also play out. Such frustration can be observed as hyperactivity in the form of ____ . On the other hand, this person is truly gifted in the way of an outstanding imagination, while also holding the ability to pay incredible attention to detail with things that fascinate them'.
I imagine you have a naturally brilliant mind that leads you to struggle under certain circumstances. Those previous 2 paragraphs actually describe a part of my son's nature and they also describe some of his struggles with school. He completed year 12 last year. While he gained the clinical assessment he wanted (so as to work out why he was struggling in a number of ways), he also acknowledges how he naturally ticks. He'd be the first to tell you 'If the Australian education system taught students through their imagination and they only taught fascinating things or taught in fascinating ways, most students wouldn't struggle'. In other words, it's not the student that's 'broken', it's the system the student's in.
