Just to refresh my memory, I re-read your original posts about your ds from last fall. I agree with fwtxmom that it sounds like possible dysgraphia, as well as possibly a reading issue (I'm not sure about the reading - would need more clarification on what's up with reading).
I think that you're for the most part stuck in a bit of a tough place at the moment. You have a new teacher noticing the same things the previous tester noted (high comprehension, ability to express knowledge verbally, lower ability to express knowledge in writing) - so the consistency of seeing the same patterns among different observers and in different settings (testing vs classroom) are indicators that there may be a 2e issue. The flip side of that is your ds is still very young (I think he's 6 and in first grade?); the previous test results could be inconsistencies just due to immaturity or test-taking environment, and in the classroom it's possible he just hasn't hit his stride yet re written output and that will come with time. OTOH, as the parent of a child with severe dysgraphia, I can tell you that we had the same situation going on for the first few years of school - an inconsistent result in testing that no one thought was significant (ds was tested for a gifted program), and our ds appeared to be very gifted when he spoke but his written output was way below his other abilities. He had teachers that he got along well with and he did well in school the first few years, and they pushed aside concerns about written output as lack of maturity, lack of understanding it mattered, perfectionism, etc. Eventually that morphed into a teacher who wasn't so pleased with him and was convinced he had ADHD, and that's when we returned to a neuropsych for full-blown testing. I wish we'd had the neuropsych results earlier, so there's a part of me that would tell you - look into private testing now, you have enough indicators between classroom performance, teacher comments, and previous testing. There's another part of me, however, that thinks that perhaps the best thing to do at the moment is to seek more input from his teacher, try a few accommodations in the classroom at home to see how they work, read up as much as *you* can on this type of challenge, and plan to test (either privately or through the school) either in the spring or next fall. It's just a gut feeling on my part, but I think gathering a little data now combined with giving your ds 6 months to 1 year more maturing will perhaps give you a clearer idea once the new testing is completed, as well as giving you an opportunity to defend the new testing if a disability is uncovered and you need to advocate for services.
I would also consider sharing the results of the previous testing with his current teacher, and share any concerns you've had at home (I'm guessing you've noticed the same difference in verbal vs written output - have you noticed any other things, reluctance to do homework, fatigue, frustration over school, anything). Ask the teacher if there is something you can do together to help pinpoint what is going on. It won't hurt to ask if the school can evaluate him if you want to - I'm guessing his teacher may feel it's worth looking into. In that case, you'll need to think through for yourself, are you ready for the school to go through their eligibility for services process now or do you want another round of private testing first? There are good reasons to do both - nothing is ever simple with 2e kids!
Good luck and keep us posted - also, if you have time, could you tell us a little bit more about what's going on with reading? Is he just having a tough time responding to what he's written or do you think there is a reading challenge? We are still trying to figure that out with our 2e dysgraphic ds - even though he's 12 years old and we've known about his dysgraphia and expressive language disorder for years! He's always read way ahead of grade level, but struggles with summarizing what he's read. The thing that often happens with 2e kiddos is that there are many layers to their challenges, and you have to slowly peel off one layer and get through that before the next challenge becomes obvious.
polarbear
ps - I'll add one last thing - when ds was in early elementary and first showing signs of dysgraphia, we *often* heard - "Oh, it's developmental. He's a boy. Boys are slower to mature" etc. Be sure to ignore anyone who says "He's a boy!". ARGH. I still am annoyed about that one lol!
