I apologize for the length of this post. This is a safe site where others have an understanding of 2e, and I need to vent.

I come here often to read and learn as I am a mother of a twice exceptional son who is 18 and a high school senior. I have not posted for almost four years because we have been navigating the high school years with mostly minor difficulty. DS's diagnosis is ADHD inattentive, mild; Learning Disability, NOS, process slowing. He has been privately evaluated every three years since third grade and has had a 504 plan in place since eighth grade. During the past two years he has also participated in counseling to address some anxiety issues, along with minor OCD symptoms for which he has been able to maintain good control.

DS has never given us any behavioral problems. He has always been level headed, creative, has many friends and engages in many activities.

We made sure we had a strong paper trail and DS received extended time on both ACT and SAT tests.

DS applied to a well regarded engineering university and was accepted based on his test scores and the strength of his artistic portfolio. DS is very passionate about creating music and sound and is not seeking a traditional engineering degree.

The processing speed issues have become more troublesome as classes have become more difficult. Last year he enrolled in Precalculus online because he felt he would have more processing time. Often times he would sit at the computer for hours. Many times he would devote 12 hours at a crack to get through a chapter.

This year he enrolled in AP Calc in the traditional classroom. This was partly due to my encouragement for him to try the classroom again as it was painful to watch him struggle alone online. (He did earn an A and B in precalc) DS was given the option of taking AP Calc as an audited class, but he declined to do that as he felt there would be no motivation for him to work hard and then gain nothing. DS was never able to get on board with AP Calc even with extended time accommodations and assignment modifications. He would go in and try to get help from the instructor, but he just was not successful. It was clear there was no way to avoid failing. He still would not quit until it was having an adverse affect on his emotional health. The principal would not let him drop the class without a withdrawal failure as he did not drop within the first five days which was a new school policy. We ended up getting him a medical release from the class from his doctor. The principal's position was that DS knew the class would be difficult and this is what he deserved. All the while, the principal was letting other students drop classes without a failure with teacher recommendation. Yes, really. He would not allow this for DS even though he knew it would have an affect on his college acceptance and scholarships. In addition, with a F as a grade, he would not be allowed to participate in sports or other extra-curricular activities. The superintendent was also spineless. We had to hire an attorney to have the matter put on the school board agenda. I know my way around legal matters fairly well as I work in the court system, but had no other option than hire legal counsel.

Doesn't this sound crazy? A good student is punished for trying to challenge himself even though he has well documented learning differences? There was no way I was going to let that principal wreck DS's senior year, or have an impact on his future. He picked the wrong mother to tangle with. He picked the wrong mother because I have spent the last 12 years reading everything I could get my hands on so I could understand how to help my child. Incidentally, it never cost the school district a dime for any testing or for any accommodations that DS received.

All you 2e parents out there know how hard it can be to try to explain to others that your child can have these amazing strengths and at the same time these great challenges.

We had two school board meetings. At the first meeting the principal was able to address the board alone while we waited outside. At the next meeting we came armed with teachers, a guidance counselor and letters from DS's medical professionals. Not one teacher hesitated to say they would be there when asked to attend. It was like the last scene of a feel-good movie. They all gave heart felt speeches in favor of the F being dropped from DS's transcript based on their experiences with DS as a student. They were in great contrast to the principal who sat there with his head down who has never had a conversation with DS. One of the board members had heard enough and was really disgusted that this matter had to come to this point. School board voted unanimously in our favor. YAY!!!

We never thought we would be defending our son from a bully at this stage. We thought we had done our best to manage our son's learning situation.

With that ugly scenario now behind us, and our triumphant win, I would like to post DS's testing results to gain some feedback for college. I have posted most of his previous three evaluation scores four years ago, but there are some new fluency scores that are kind of alarming. Described as "an atypical learning disability".

WAIS IV

SI 9
VC 16
IN 13
VCI COMPOSITE 114

BD 18
MR 12
VP 16
PRI COMPOSITE 131

DS 9
AR 12
WM COMPOSITE 102

CD 5
SS 8
PSI COMPOSITE 81

WRAT 4
Word Reading 113 81st
Sentence Comp 121 92nd
Reading Composite 118 88th
Spelling 107 68th
Math Computation 117 87th

Woodcock Johnson
Reading Fluency 88
Math Fluency 78
Writing Fluency 95

COWAT FAS TEST 40

TRAILS A 25th percentile
TRAILS B 20th percentile

REY OSTERRIETH: Good visual spatial analytical skills as well as good ability to remember information presented in a visual manner.

ACT READING 31
ACT MATH 29


Thanks for the opportunity to vent to those who "get it". I have learned so much from this website.