Hello,

I'm new here. My son (age 11)has lyme, which affects his working memory and processing speed. among other things.

VCI 126
PRI 141
WMI 102
PSI 91
FSIQ 123

Coding subtest 7 (16th percentile)
digit span 10 (50th percentile)

His math and written fluency are in the 7th percentile.

Currently the school is working on providing accomodatons. He is also having behavioural/friend issues (i.e. no one likes me. I'm stupid)

I would like to set up a 504. I met with school lasst week for SST evaluation. That's their first step, and where the list of accomodations was developed. Having been through a lot of this with my older son (also with lyme) I know how frustrating it is for the child to start each year with no one knowing what's going on and labeling them as lazy.

I am hoping a 504 would at least get the ball rolling earlier in the year, have some continuity year to year, and carry over to higher ed.

Any thoughts or helpful suggestions are much appreciated.

Anne

Welcome Anne!

I'm giving you a bump for those who've completed 504 plans. Do you mean lyme disease or something else? Forgive my ignorance.

The 504 provides access to the curriculum, but not any remedial services. If the math and written expression need pullout remediation (as in with a special ed teacher or other specialist) these are likely available only through an IEP.

DeeDee

I just won a lyme case a few months ago.

I'm not sure that helps unless you want to get on Child SSI.

What type of suggestions are you looking for? Are you happy with the list of accommodations that was developed? Are you looking for suggestions for accommodations?

Our ds has large spread in processing speed vs PRI/VCI. I'm curious how Lyme impacts the low scores for your ds in processing speed and working memory? I'm not really even sure what to ask re how it impacts them.... our ds' processing speed score is low due to a disability impacting his fine motor skills - so we know he will never be able to use handwriting efficiently. When we look at his achievement tests, any timed tests that depend on handwriting for an answer have noticably low scores - these are typically the tests labelled "fluency".

Then there's a second layer to that analysis - we know to expect lower scores on timed fluency tests if ds is using handwriting to answer (his are similar to your ds' fluency scores, btw). BUT then there is a question - is that *all* that's impacting the score, or is there more to why the scores are low? Has the material not been learned? If not, why - lack of exposure, or a challenge such as an LD that makes learning that skill difficult? In our ds' case, he's really good at understanding math concepts, so the only thing his low math fluency scores really mean are that he is slow at handwriting. His low writing fluency score, however, is related to an expressive language disorder in addition to slow handwriting. Having that level of detail helps decide what to ask for in accommodations and remediation.

Best wishes,

polarbear