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Special Ed 101
first school evaluation
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<blockquote data-quote="Ktllc" data-source="post: 454401" data-attributes="member: 11847"><p>Well, we took difficult child to the school evaluation this morning.</p><p>In all, we were over there about 1.5 hour. </p><p>We talked to the Special Education director quite a bit. She seemed to really listen to us. We mentioned Central Auditory Processing Disorder (CAPD) as we ended out a copy of the speech evaluation previously done by the hospital. We talked about the fact that difficult child might not be behind enough for services. She explained that the guide lines require at least 30% delay in one area. </p><p>She also said that we (parents and team of Special Education) will make sure he does not fall through the cracks even if does not qualify this time around. She understood our concerns and said that a Learning Disability (LD) would likely be picked up when he is older. She went on to say that at that age, some kids can fly under the radar but as they grow older the gap becomes bigger, mor obvious and then she can intervein according to the guide lines.</p><p>She also smiled and said that we don't seem to be the kind of parents who will accept for our son to fall through the cracks. If he tests "too good" now, then she wants to see him every 6 months and monitor him by retesting.</p><p>We spoke with the psychologist and she thing his has excellent cognitive skills. That did not surprise us. So no problem on that end.</p><p>The SLT saw a few language concepts issue but nothing real bad. She also noted that transitionning was hard for him and that he was very visual. She does not believe he has Central Auditory Processing Disorder (CAPD). She thinks he understand the questions (therefor "hears" fine) but don't necessarly grasp the whole concept. She gave a few example: "when do you see the stars? When it is dark" "where is the bear? in the back of you" -instead of behind. The environment was quite noisy and his answers although not 100% accurate were never off. She also noted the need to repeat instructions quite a bit. But once he heard it a few times, he could proceed with what was asked.</p><p>We will have the meeting next week with the results. </p><p>I am not sure what to think of all that... I guess we'll see next week.</p><p>The only thing they did not see first hand: how withdrawn he can be around his peers. He is quite a social little fellow with grown ups. The Special Education director agreed that the withdrawn attitude is really not age appropriate.</p><p>In all, I felt they were caring and not dismissing anything. Once they understood we were serious, they were ready to do their job. Nothing like a good old certified letter!</p></blockquote><p></p>
[QUOTE="Ktllc, post: 454401, member: 11847"] Well, we took difficult child to the school evaluation this morning. In all, we were over there about 1.5 hour. We talked to the Special Education director quite a bit. She seemed to really listen to us. We mentioned Central Auditory Processing Disorder (CAPD) as we ended out a copy of the speech evaluation previously done by the hospital. We talked about the fact that difficult child might not be behind enough for services. She explained that the guide lines require at least 30% delay in one area. She also said that we (parents and team of Special Education) will make sure he does not fall through the cracks even if does not qualify this time around. She understood our concerns and said that a Learning Disability (LD) would likely be picked up when he is older. She went on to say that at that age, some kids can fly under the radar but as they grow older the gap becomes bigger, mor obvious and then she can intervein according to the guide lines. She also smiled and said that we don't seem to be the kind of parents who will accept for our son to fall through the cracks. If he tests "too good" now, then she wants to see him every 6 months and monitor him by retesting. We spoke with the psychologist and she thing his has excellent cognitive skills. That did not surprise us. So no problem on that end. The SLT saw a few language concepts issue but nothing real bad. She also noted that transitionning was hard for him and that he was very visual. She does not believe he has Central Auditory Processing Disorder (CAPD). She thinks he understand the questions (therefor "hears" fine) but don't necessarly grasp the whole concept. She gave a few example: "when do you see the stars? When it is dark" "where is the bear? in the back of you" -instead of behind. The environment was quite noisy and his answers although not 100% accurate were never off. She also noted the need to repeat instructions quite a bit. But once he heard it a few times, he could proceed with what was asked. We will have the meeting next week with the results. I am not sure what to think of all that... I guess we'll see next week. The only thing they did not see first hand: how withdrawn he can be around his peers. He is quite a social little fellow with grown ups. The Special Education director agreed that the withdrawn attitude is really not age appropriate. In all, I felt they were caring and not dismissing anything. Once they understood we were serious, they were ready to do their job. Nothing like a good old certified letter! [/QUOTE]
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