We are finalizing an IEP for second-grader DS8 based on ADHD. We had questioned whether it was the primary issue but not the diagnosis itself - even his very conservative neurologist is now saying he will benefit from medication down the road.
DS has also been diagnosed with anxiety, sensory issues, DCD, and (the latest) convergence insufficiency, accommodative insufficiency, and tracking issues. He is doing well in OT for the sensory piece as well as twice-weekly vision therapy. His handwriting has really taken off in the past two months as they have begun cursive.
WISC GAI at age 6 was 148. The school administered Woodcock-Johnson achievement testing last month - brief achievement 97th percentile, broad reading 97th, broad math 96th, brief writing 76th, grade equivalents about half a year ahead of where he was when privately tested in September. Both school and private testing sessions had trouble getting DS to focus. A little more spectacular in the private testing (leaping from the tester's desk to her couch, surfing on her office chair) but even the school tester took over three hours to get through the hourlong test, including breaks for DS to lie on the floor and look up geckos and griffins on her computer. She was pretty clear that he lowered his scores by preferring not to follow directions, eg reading passages aloud instead of silently. She also administered the GORP and got up to the tenth-grade passage before DS balked.
DS has been bored and intermittently unhappy at school for two years, and is currently driving the best teacher in the school crazy in a host of tiny ways. Interrupting lessons to blurt things out (sometimes relevant, sometimes ancillary - but he was right that octopi have beaks, and neither he nor the teacher would back down). Not completing seatwork. Responding verrrry slowly to directions. Clowning/distracting the other kids. And easy tears when redirected or frustrated. They're pulling him into the principal's office once or twice a week to chill out. When we showed up for the IEP meeting, in fact, the principal was typing standing up in the main office, because DS was using his space. I had a hard time not laughing.
The district brought in a pediatric ADHD/anxiety specialist who really seemed to get DS. He said that while he generally sees ADHD kids engaged 50% of the time in the classroom, DS was more like 10%. (He also strongly confirmed DS's giftedness, at which point we saw a remarkable change in the school's willingness to accept our private testing results.)
It has taken a lot of meetings, but I finally feel like we're all talking about the same kid. The school is offering a rewards-based behavioral plan; his own laptop for next year if we teach him to type this summer; and an aide for reading/writing to make accommodations on the fly, offer movement breaks, and redirect. Plus "academic counseling" with the special ed coordinator. She is the one who administered the Woodcock-Johnson - DS likes her, I like her, and as far as I can tell she will be combining enrichment with an attempt to convince DS that he needs to do the work. She's also given him a free pass to hang out in her office, which will at least give the principal his space back.
As we finalize the IEP, I have the chance to make additional comments/recommendations and don't want to miss the opportunity. My DH says I've been pushing the school for so long I'm not comfortable relaxing, and there's some truth to that. But, I cannot think what else to ask for. I'm kind of shocked by the aide, honestly. Any thoughts?
