Gifted Issues Discussion homepage Forums Twice Exceptional new diagnostic info, finally

There is a whole lot of "teacher data" in the report. Both narrative and results of BRIEF and BASC, maybe some other things--I'm kind of fried and don't remember it all. I don't think any reasonable person could look at what the teachers reported and claim his disability isn't having an effect on his education.

Also, this evaluation was done on recommendation of both program coordinator and program counselor, using a person they recommend. That should help, I think.

I know they have to do something, but the two previous times I asked for evaluation it was turned down based on "record review." As far as I can tell, that just means the process coordinator looked at his grades and test scores and said NO. Maybe I'm missing something.

Both times I asked were in response to teachers telling me there were concerns about DS and both times they already had some outside evidence (psych eval and multiple DSM diagnoses, from two different sources).

I do think having had hell year last year should help. Before, DS seemed to be pretty well-received and the behaviors were all ADHD type things but not seriously problematic, well controlled with medication. He always performed well before and everyone seemed to like him.

I would call a parent advocate if you have a group in your state, and review the history of advocating you've been through so far. I'd also submit your written request for an IEP eligibility evaluation. They *can* turn your request down, but the school district should have some type of appeal process in place. Advice from a local advocate was beyond invaluable for us when we were advocating for an IEP. We found our group by looking through the yellowpages at wrightslaw.org

Best wishes,

polarbear

I have an advocate through local non-profit. I met with her today and then dragged her to the meeting (that wasn't scheduled). She is really helpful already and didn't even mind my epic scheduling fail. She said when you have a kid like hers (ha!), you learn to take a broader perspective on things like little schedule mess-ups.

I am still kind of in an OMG-did-I-really-do-that space. My brain isn't running on full throttle, evidently.

Splorf!!

At least you arrived too early, instead of too late. Good luck on Monday.

Eco, oh, my. Love to you and DS, the tree and the apple that didn't fall too far.

Yay! More time to digest the report! Fabulous.



Silver linings and all that.

OK, since you now have a bit more time with the data and report, contemplate the following exercise.

Write down each difficulty you see your DS having. Try and make it as concise as possible, like "Difficulty interpreting written directions."
Next to it, list all the evidence you have for that difficulty. Start with testing, go to teacher data, direct quotes from the neuropsych report, and finish with anecdotal comments starting with teachers then yours (include dates and direct quotes). Move to the next difficulty, and repeat the process.

When I have anecdotal evidence in my list from emails, I keep a printout of the email
in a separate stack with the date and sender highlighted, organized in date order, so that I can find each one in turn.

I did this to get a math goal in an IEP for a child whose WJ math scores are the highest scores in all of the IQ and WJ testing.

The minimum retest interval is 2 years for cognitive and some neuropsych instruments, and 6 months for achievement and most other assessments, except those specifically designed for progress monitoring.

Believe me, most assessment professionals in the schools are not looking to duplicate outside testing, if they can avoid it. We have enough to do already! 😀

Thank you, and I agree! I am never late anywhere but this may have been a little overboard.
<3

Yes, there is little possibility of a switched-at-birth scenario...
This was my thought process, absolutely. I wasn't ready for the meeting, still a little hijacked by the new dx. Even though I expected it, it's going to take a little time to process. The advocate was having me practice what I'll say and I was doing a lot of stammering--so this extension is a bonus.
I am going to do this, exactly. One thing I'm still mulling over is whether or not I should bring up some things that aren't exactly my son's struggles, but are about perceptions of/reactions to his more off-putting behaviors. Related to his difficulties but not his per se. I think his teachers were professional in their demeanor toward him last year, with one rather notable exception--that was out of control and abusive. I don't think that will ever happen again, but it's well-documented and I think it makes a good case for having a behavior plan in place.

As an aside: DS told me today that he thinks my email to one of his teachers "backfired" because she spent a good deal of time in class "showing him how to put a piece of paper in a folder." LOL! I told him I think that's great--it sounds like she is trying to support him and that he historically has not demonstrated this ability.

He is NOT amused. He told me it was entirely "patronizing." I asked him what he did--he just sat there saying, okay, okay, okay. I asked if he was embarrassed--nope. But he said that even his buddy agreed with him that it was "patronizing."

This is going to be a long road.

I am really trying to see the humor in some of this situation. My sister and I were reading through the NP report today and literally LOL'ing at some of his oddball statements during testing. Or, rather, at what the NP thought were good examples of oddball statements. For us, they all seemed pretty normal, par for the course in our experience (and in our family at-large).