DS8 is dysgraphic and his PSI lags well behind his other index scores. This year we have him in a specialized class within his wider school that is supposed to teach him independence with keyboarding and dictation, while also providing appropriate challenge in his areas of strength. It's a program designed for dyslexic students that is theoretically being tailored for him. The other students are all dyslexic. I looked into stealth dyslexia to cover all bases and feel confident (as is his psychologist) saying no form of dyslexia is in play for DS.

The teachers in the class are dyslexia specialists. So far the 'tailoring' has been negligible and a new cause for concern arises almost daily. Rather than continuing to address the problems piecemeal, I'm wondering if I should tackle the situation more holistically as a 'wrong LD filter' problem. To that end, how do I educate teachers who believe themselves to be generally trained in special ed about my child's specific LD without getting thrown out of the room? I've been getting "trust us" a lot, already, but I'm not the trusting kind, especially after the last two years.

I should add that the teachers are resistant to addressing the gifted E, preferring to focus on whatever they think the other E is (did I mention how poorly the 'tailoring' is going?!). I haven't made great headway on any front. I have had a lot of meetings, though. The school seems to consider them an excellent substitute for action.

Does he have data-driven, measurable goals? DD's dyslexia goals were things like "be able to decode nonsense words with 98% accuracy," etc, and intervention was tuned to meet that goal. Those goals, and therefore the instruction, would be inappropriate for a non-dyslexic child.