Welcome!
Overall, she has very nice skills across the board, other than fine motor tasks, with most academic skills reasonably within the range predicted by best estimates of her cognition. A few exceptions are noted below, in response to your questions. In addition, she also has some discrepant working memory results, with performance ranging from solidly average to the upper extreme. Curiously, repeating lists of numbers was very strong, while repeating lists of word-like nonsense syllables was only average. I wonder if this is related to the early mild speech issues, as nonsense syllables are more like learning new words, while repeating numbers uses familiar, automatic language. It appears her actual memory is at least high average if not above on all other memory-related tasks.
Now let's get to your specific questions:
1. Typically, I do see VS and PS to be much lower than VC and FR. WM doesn't always track one way or the other, as it is motor-free (other than the physical act of speaking). I am a bit intrigued by the strength of her BD score, which aligns much better with her (again motor-free) GL assessment (I assume this was the CAT4, much like the CogAT, for NA readers) than her VP score does. However, to your EP's comment, VS -is- significantly lower than VC, and PS is lower still, so it's not all that atypical for DCD. The main atypicality is that she did as well as she did on BD, and no better on VP, which I think supports further discussion in response to your question #3.
2. Yes, most likely. Or at least, for easy writing, yes. More on this in #4. You should be able to see some evidentiary support for this hypothesis by comparing her speech-to-text compositions to her written or typed compositions, or by comparing her oral responses to her written responses.
3. I had wondered about the average reading rate, given her excellent decoding and word calling skills. This is probably also mildly depressing her reading comprehension performance. Notice how much better she did on the TOWRE with word calling efficiency (speed) than on the YARC. One of the big differences is that the TOWRE consists of columns of single words, so there is very little tracking involved (and it's in a different direction). The YARC is more naturalistic passage reading, so horizontal tracking issues would impact it more. I'm not an expert in convergence insufficiency, but everything you've reported about her vision, in combination with the testing profile, would certainly suggest that that is a direction there may be value in investigating further. Others in this community have found convergence/divergence/visual tracking to be a significant factor in academic performance and skill development. And there are interventions for it, if it turns out to be relevant to your child. You will want to look carefully for the appropriate developmental optometrist, though, and do due diligence with checking their credentials and references.
4. OTs are good for a lot of things, within their practice area, but aren't necessarily the right fit for most EF interventions outside of motor. Planning and execution for motor skills likely won't address the needs of someone with the cognitive profile of your child. I would suggest a higher-level EF approach, from a more academic perspective, rather than functional/medical. I like HOPS, which is a school-oriented EF curriculum designed to be coached/instructed by a teacher or counselor, but which can also be used by parents:
https://www.nasponline.org/books-and-products/products/books/titles/hops-for-parentsBut it might be a bit to ship from NA. Or you can take a look at this classic on developing EF skills:
https://www.amazon.co.uk/Smart-but-Scattered-Teens-Executive-ebook/dp/B00AYI838E/Of course, she has to be willing to engage in the process, which I would suspect would be closely related to her personal investment in the IB diploma. It sounds like she is able to keep up with the work, outside of the medical difficulties she had. How does she feel about it? If she's willing to give it a try, and her health is more stabilized now, there isn't necessarily any harm in letting her do so.
Now to my delayed comment on writing: EF weaknesses can affect writing not only at the pure motor planning and coordination level (which would be what the OT would be best equipped to remediate), but also at the language organization level. In a short, simple writing exercise such as comprises most writing fluency tasks, negligible organization is needed. Essays and research papers are a different question altogether. If switching to AT for written expression resolves deficits in brief written products (one or two sentences, less than a paragraph), but does not fully resolve written expression gaps in extended writing (multi-paragraph or multi-page), then that suggests that there may be impacts from EF on the actual organization of complex language products. You report that she is making high marks in an academically demanding program, which suggests that this is not a concern for her, and that the EF impacts are more at the task level (e.g., initiation and completion).
5. Hard to say from your eval data. She's also at an age where the focus generally shifts to AT and functional adaptations, rather than basic skill remediation. This is likely why she found the last OT condescending. Their remediation strategies are usually used in young children. If you can get a good AT specialist (who may be an OT, SLP/ST, or other), that might be a direction to consider.
6. My experience with STT vs scribe vs extra time for STEM exams is that scribe is better than STT (some students experience the technologies as awkward and nonintuitive, particularly for math), and that extra time depends a lot on the extent to which hand pain and test fatigue may inhibit her from expressing her thinking to its fullest extent, vs the challenges of vocalizing her mathematical thinking to another person instead of thinking on paper. If she has STEM interests, long-term she should start exploring different math AT, and try to find one that she feels comfortable with. (Note: the STEM field as a whole is slowly shifting toward electronic lab notebooks, so this may very well be just standard by the time she reaches post-secondary. I am waiting for the day that AT is not a specialized accommodation for anyone past grade three.)
BTW, if she by any chance finds lengthy passage reading fatiguing, you might consider letting her try audiobooks, to maintain access to high-level text. Practically everything you might need is available on Audible or similar.
