Thanks so much for your input. I do suspect 2e, and am unsure whether it's an auditory or language thing. This is all so new to me that I feel clueless, really. If we casually read her the school lunch menu in the morning to see if she wants to pack or buy her lunch that day, she'll grab her head and cry "I didn't hear you! Say it again!" When offering any choices or options I have always had to keep it limited to just a few options and present them slowly and clearly or she will melt down.
Her teacher says she functions well at school, but focuses so intensely on her writing that she sometimes requires extra time. She has had the ability to read for years, but still resists reading when it is suggested, so we have just never pushed it. I guess we have always just thought "oh, she's smart enough... the pieces will come together eventually." Now I am just concerned that if we don't get answers and look into possible help now, we may miss an important window and do her a real injustice.
The school has given us a Gifted Written Report and we are scheduled to have a GIEP meeting tomorrow afternoon. They began differentiation in the classroom the day after the RIAS was done, and plan to put her in the pull-out program once a week beginning next year. If they claim they have the scores and information they need, how would I even request further testing through the school at this point?
