Gifted Issues Discussion homepage Forums Twice Exceptional Assistive Technology Evaluation

Okay, so AT eval is on. the principal said he thought it would be a good idea. I am trying not to get my hopes up but do feel hopeful. Principal said that for years and years never got a request for an AT eval... and, now, this winter he has gotten three requests! So, apparently, it will take some time to get done. I just hope and pray it's a decent eval, that it is in fact helpful and does not cause problems.

It sounds good Irena! Keep us posted with how it works out

polarbear

Thanks Polarbear I will!

By the way , someone finally figured out panther math paper DS. Sothat's good . They had him do his last math test with it, too. He was disgruntled a bit by that though because he says it takes him longer to finish his test b/c he "transfers from math paper to his test?" I like that he is using but concerned about the extra time it is taking to go back and forth... Hopefully the AT eval will be helpful with things like that.

Otherwise I think his getting accustomed to using math paper is great and really beneficial!

Yay - that's great that they worked with him to figure out the Panther paper. Do you think the "transfer" issue is that he has to copy problems, or the time it takes him to look from one piece of paper to another? I can see the second thing being annoying to a young child, particularly at first when he's getting used to using Panther. If he's having to copy problems though - I'd request that stop! Just let him write what he needs to for the answer. No way should he have to copy a problem over. That would drive my ds nuts!

polarbear

It sounds like the problem is laid out on the test like this for example:

135
-167

with boxes for carrying and answer.

DS has to retype the problem on panther to then solve it obviously. Not sure there is a way around tha - you do the same on scrap paper, right? But then he writes the answer on the test. which I think is odd. Can't he just leave it on math paper and send it to teacher when done. I have hopes that the AT evaluator will help with sort of thing - this streamlining the process a little better.

Let us know how the AT eval and the panther math paper go. That's good that they are at least trying to make it work. DS's first grade teacher (who is actually giving correct level work) is sending home problems like 720 minutes =__________hours with graph paper attached for him to show his work. She doesn't like how he does everything in his head because he makes too many errors. But he is unable to line up numbers. I'm not sure what she was expecting him to write on the graph paper though. Long division? It was completely obvious to DS that the answer would be 12 because 12X6 is 72. I emailed her and asked if she wants me to teach him long division on graph paper, because he knows how to do it but I taught him to do it in his head and just note remainders in the original problem. I know they are trying really hard to teach him to write. Maybe a compromise would be that he does 3 long division problems on the graph paper and then does the rest on the ipad. I mentioned it to her--just said that it's an option if writing doesn't work out.

I agree with the advice provided, and would like to add (and have repeated a few that are VERY important)

1. Request the written ATS evaluation, request a response within 10 days
2. If the school's ATS evaluation is not realistic, then "disagree" in writing, and request an Independent Education Evaluation at public expense. The school will pay for an outside evaluation. Don't provide reasons why you disagree - so they can't work around it.
3. Identify your son's needs - you know him better than anyone - and write it out. Bring the list (typed/signed/dated) to the IEP (if not mailed earlier) that identifies his needs.
4. Let the school explain why he DOES NOT NEED IT (you are putting them in a different position. Rather than you having to prove it to them, they have to prove why it is not.) They will have to explain in a PRIOR WRITTEN NOTICE the reasons why they will not do it. In many cases, they will not want that in writing.
5. When making your list, identify some needs that are specific to his needs (and yours - as you are helping him at home).

For example, for our son w/ ADD/ADHD and an extremely bad case of executive function dysfunction (OMgoodness), we wrote that he NEEDED something that would synchronize with the home computer (Mac). We were able to get a non-profit to "sponsor" an iPad and we bought the $4.99 AudioNote App because it synchronizes the audio with the notes (typed, handwritten via stylus, or photo of bulletin board or ppt), in addition to synchronizing the iPad notes with the home computer --- in case he "FORGOT" it at school!

We are also asking for behavioral support to establish a reward system at school to "check and reward" his device & it's location, so he doesn't leave it somewhere.

6. It hasn't been easy - but find the rules & regulations for your school district - so you know what the requirements are to do XYZ. Then, make it hard for them to say no.

Good luck and best wishes - MissyC