Just received a telephone call from my 2nd graders school. They would like to set up an appointment to review the special testing she received. Briefly, she struggles in her reading and writing, she cannot remember long term. She will study hard one day and then the next day the teachers are starting out at stage one. She loves math and does very well with it. So it was very confusing why she can learn and retain one subject but not another. This has been a two year battle. They didn't go over what the diagnosis was over the phone, only that she will be granted special education services next year. Plan on signing a ton of paperwork. I am assuming she will have a IEP.
What do I need to be prepared for?
What should I be sure to ask?
How has this effected your kiddo?
FYI:
This isn't a surprise. She is our last child and she struggled the most.
So we went to the appointment today. She has been diagnosed with characteristics of dyslexia. So she will be able to have a IEP to help with the rest of her education. Thank you to the mom who suggested taking a fold for all the paperwork. WOW that was a 2 and half hour visit explaining all the different tests the different specialist ran.
I would ask for the written report prior to your meeting. That way you have time to digest the info and come up with any questions you may have without being put on the spot during the meeting. It may be a lot of new info to take in. I would also probably not sign her IEP until you had time to think about their recommendations.
I agree with the recommendation to ask for the report in advance. I don't think they have to provide it in advance and might not have it ready, but it can't hurt to ask. In any case, the only things you'll sign at the meeting are things like a "notice of procedural safeguards," acknowledgment that they provided you with certain documents required by law, and an attendance sheet that confirms you were there.
Bring a notebook or note pad, a folder to store all of the papers you receive, and a pen. Take lots of notes, ask lots of questions to make sure that you understand the reports.
They probably did some assessments of various intelligence measures as well as subject-level aptitude tests. The most common general intelligence test is known as the WISC (probably version five although some are still using version 4). Version 4 measures verbal reasoning, perceptual reasoning, working memory and processing speed while version 5 breaks one of those out into two separate sections. Each of those areas will have sub-tests. Each test will have a raw score and a scaled score. A score of 100 is average and they will explain the ranges of each score. What they're looking for is overall "IQ" (an average of all of the 4 or 5 areas) and more importantly, variances across each test. These variances can help shed some light on various learning disabilities or challenges. For example, my 6th grader was just tested and everything except processing speed was in a high average or higher range while processing speed was very, very low. This is a sign of specific learning patterns, prompted other testing, and indicates what types of support will help him. The subject tests will tell you at what grade level your child is performing in one area vs another, so you can see and quantify relatives strengths and weaknesses and build on those strengths and support the weaknesses.
The testing may also have included some basic measures of attentiveness, visual processing, markers of anxiety or mood issues and other measures. Some common tests for these are the Conner's scales (you may have been asked to fill out a booklet of questions) and a test called the Bender Gestalt.
These meetings usually start with an update from the classroom teacher on your child's performance and his or her observations about your child. Then the psychologist usually goes through a report that contains the testing results. This part can be confusing and overwhelming, even if you're familiar with the tests. Sometimes seeing your child's struggles laid out in black and white on a page can be emotional. Low scores are good because they confirm the struggle and give your child access to the supports that they need, but it can be hard to have your suspicions confirmed so don't be embarrassed or surprised if you tear up a bit when you first read the report. It's totally normal and the folks in the room with you will understand. They will then go through what they recommend for accommodations, if any, and perhaps will recommend that you seek further testing outside of school. If a disability is confirmed by testing and they put together an accommodation plan, they will go over their suggestions with you. You can make any comments or corrections right there that they will incorporate into a version that they mail to you. You then have a certain period of time to accept the plan as-is, reject all or parts of it, or ask for additional accommodations or measures to be recorded. If you have a friend who has experience in this area, it can be helpful to run this by someone else you know and trust to see if they have any other suggestions. Then you sign it and send it back and any accommodations or services will begin.
Hopefully this was helpful to you - it's great to have the testing done and be able to move forward with a plan to help your child!
You don't have to sign anything at the meeting, and you don't have to agree to anything. In fact, if you do agree and want them to implement it right away (and we have done this), you actually have to sign a form saying you waive your right to the 10 day (not sure about the time) waiting period.
So, my advise ...
Ask questions. Do not be afraid to ask questions. Make sure you understand what they are saying and what they are recommending. Sometimes those on the Special Ed committees will slip in to using their lingo. If you don't know what they are talking about, tell them. They will slow down and explain better.
Even if you do sign off, it's ok to ask questions days or even weeks later. Don't be afraid to do that.
Sooner rather than later, I'd have her tested independently. We haven't had a good experience with our school district so I chose to have a psychoeducational evaluation done so I would know exactly what was going on. This testing will be your "ammunition" to get her the services she needs and will help you gauge progress in the future. For us, it was a real eye opener. It is extremely thorough so you will have no questions when it's over. Now is a great time too so she can have everything in place starting in the Fall. Good luck.
You said "She loves math and does very well with it. So it was very confusing why she can learn and retain one subject but not another." and to me that's not surprising at all. As a teacher I have lost count of the number of ARDs I have sat through and what I learned very quickly is that if a student is low across the board in everything that (usually) indicates a low IQ and not a learning difficulty. But if a student is high/average in one area and struggles in another that is an indicator of a learning difficulty. So that will actually be a good thing for your daughter. I have had several students with an extremely low IQ (a point or two away from being considered MR) and they qualify for very few services because a low IQ is not considered a disability.
Wait until you get there. See what the recommendations are and go from there. You can't really plan what to ask until you have needed info.
