The thing is, he already mastered functional handwriting in first grade. He was writing on the lines, it was legible, and if anyone had seen it and compared it to the other kids it probably would have been in the lowest third of the class but no obvious disability. But he was getting OT at that time which worked on practicing the letters and writing fluency. Since he's not doing that anymore, I think he is forgetting the motor sequences involved in writing. At age 4 he learned how to skip. But I don't think he could do it anymore, or it would look awkward, because he doesn't do it regularly.
I found this article, which I will share w/ them. Talks about student needing remediation and practice, not just accommodations.
http://www.ldonline.org/article/5890/What they did, is they taught him the skill but as soon as he learned it, they dropped it. Then he forgot it.
He had DCD before the brain injury but I suspect the brain injury caused a regression. For instance at age 2 he could hang from a bar. But since the TBI he has not been able to do that. At age 4 or 5 he could do sit ups. They are still working on that in DAPE. It is hard to say what exactly the regression was because he was tested on two different tests before and after. But he had been exited from private PT before the TBI because he was testing in the average range. When he qualified as PI a year later, he was, I think, below the 2nd percentile for gross and fine motor. Fine motor, as in putting pegs into a board, was horrific, like .0001 percentile. I don't think he could do it at all. That was 5 months after the TBI.
He is Ok with buttons but the shoes are never tied quite right.
When he holds a pencil, he is not holding it near the tip. He is holding it about 2 inches above the lead. Not exactly conducive to good penmanship, IMO. I have tried to address this with them. I have asked about 10 times for them to give him short pencils and have offered to saw pencils in half and bring them in. They are simply not going to give him these pencils or make sure he uses them. In his IEP it is always "he will have access to modified pencils" (however if I asked DS where these pencils are, he would have no idea what I'm talking about).
i don't know if i mentioned in my messages that i arranged for the conciliation conference to be just me, Dh the case manager (special ed teacher) and principal. I am going to tell them what I know, tell them that one way or another he is going to need services from someone who knows what they are doing, and see what their response is.
The SLP seems very resistant to the fact that we want to drop social skills group so I'm guessing it's not an across the board "get kids off services" but it's quite possible the OT has too many kids on her caseload or they are worried about staffing next year.