Also, I do think a lot of the reason that DS is doing as well this year as the school says is because this year unlike last year, he has an IEP and strong accommodation for his vision and hypontonia.... He gets breaks, teachers and aids BELIEVE him now when he says my "eyes hurt," they help him write and scribe for him when they notice he is fatiguing, etc... They realize he is 'slow' in tasks for a reason out of his ocntrol (a physcial reason). Last year he was just pushed to do more, he was hurried (Ben, you have to keep up!) and he was treated as though he was 'just saying' his eyes hurt because he was simply trying to avoid the task (basically he was just lazy and didn't want to do his work or he was add/adhd and that's why he did this stuff)... As a result he really broke down and all the school people saw was weird behavior and him shutting down - they didn't see the actually physcial issues causing his problems... so, in their defense....
This change is good news. We've also found it hugely freeing to DD to have the IEP and accommodations in place as a means for the teachers to understand her. Before she was consistently called to the mat for being sloppy and lazy. It took a huge toll. Because the emotional piece is in place, indeed, I'd follow polarbear's advice and do the neuropsych testing after finishing with the vision protocol.
We had a series of recommendations from our neuropsych, some of which you could implement now. The most important one from our perspective has been to start listening to books on tape. He suggested listening to only "good stuff". This has helped merge DD's oral vocabularly with her reading vocabulary as well as to hear the voice of reading. Of all the academic gains DD's made this year, I suspect listening to about 100 hours of stories in the last 10 months has been a major contributor.
You could start that now without fear of upsetting anything before any diagnosis.
