Sorry to hear the meeting did not go well.
It appears that being advanced in math and having difficulty with written expression are the two major issues discussed at this meeting, and each issue may not have been addressed individually?
Hopefully you've read and studied the contents of previously posted advocacy links. For now, I'll dive into the topic of dysgraphia. Please do not feel obliged to answer these questions on the forum, they are only meant to help guide/organize, not to have you share information publicly.
- What evidence do you have of dysgraphia?
- Is your evidence documented?
- Have you had an independent evaluation for dysgraphia? Have you received the results?
- Has the school conducted an evaluation for dysgraphia? A functional assessment? Have you received the results?
- Have you researched online, including UNDERSTOOD DYSGRAPHIA (
https://www.understood.org/en/learn...ties/dysgraphia/understanding-dysgraphia), WRIGHTSLAW DYSGRAPHIA (
https://www.wrightslaw.com/info/read.dysgraphia.facts.htm,
https://www.wrightslaw.com/blog/dysgraphia-504-or-iep-for-dysgraphia/, etc) and other websites designed to present information to the population at large?
- Do you see your child exhibit signs listed in this checklist article, or other dysgraphia articles online? Have you asked the school which of these items they observe?
1. Cramped grip, which may lead to a sore hand
2. Difficulty spacing things out on paper or within margins (poor spatial planning)
3. Frequent erasing
4. Inconsistency in letter and word spacing
5. Poor spelling, including unfinished words
6. Missing words or letters
7. Unusual wrist, body, or paper position while writing
8. Difficulty with creative writing
... Children with dysgraphia may be able to contribute fantastic ideas verbally or in a group conversation scenario, only to find themselves challenged when it comes to the actual writing task. This is not uncommon in children with dysgraphia and is proof that just because they can’t necessarily always get the ideas out onto the paper, that they are not poor thinkers or that they lack ideas.
While this may seem a painstakingly slow and arduous task, taking this type of step wise approach based on facts may help identify some area of agreement with the school. Agreeing on the identification of the problem(s) is necessary in order to come to agreement on potential solution(s).
ETA: Did your
advocate attend the meeting? What is your advocate's thoughts/advice on what transpired and next steps to take?
