Remediation is NOT dependent on diagnosis.
Rather, it is dependent on "academic and functional skills"-- if the child does not have the skills to function well within the school context (includes things like zipping coat as well as things like reading) the school should be working to build those skills.
The testing process should culminate in a meeting where the team assesses the academic and functional needs, looking at strengths and weaknesses. It is important that the document that comes out of that meeting make clear exactly what is not working, including EF issues. Make sure every problem is documented, preferably with data and work samples. (Quotes from teacher email can also be useful here.)
Then the next step is to determine what services or supports are needed, based on the list of needs. It is the needs, NOT the diagnosis, that determines the services/supports.
HTH
DeeDee
ITA with DeeDee, also ITA re seeking the advice of a local advocate.
One thing I'd do in prep for the meeting is to think through as much as *you* can, what accommodations and remediation does your ds need in the classroom to be successful? Don't focus on his diagnoses, focus on his educational needs. Make a list of the accommodations/remediation you think he needs, try to double-check it against what seems reasonable (i.e., you might find a list of typical accommodations under your school district's SPED policy, or your state department of ed website, or by looking on the web for lists that go with specific types of disabilities and challenges). Find examples from your ds' school history (classwork, behavior reports, whatever) that document the challenge, and have a suggestion for how to deal with it.
They've already said he will qualify for an IEP under SLD. That doesn't mean they can't slip in an accommodation for an EF issue - and you might find that simply asking for something that is typical will be a lot easier than slogging through what he really needs for the writing issues if it's something atypical that you're asking for. I think you might also find that a lot of accommodations for EF issues are very very typical accommodations (at least they are in our school district!).
And absolutely, if you have a local parents advocate group - use them! Having advice from an advocate who not only understands the law as well as local school district policy, but also most likely knows ins and outs specific to personalities in your school district, will be very *very* helpful.
Best wishes,
polarbear
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