Forums
New posts
Search forums
What's new
New posts
New profile posts
Latest activity
Internet Search
Members
Current visitors
New profile posts
Search profile posts
Log in
Register
What's new
Search
Search
Search titles only
By:
New posts
Search forums
Menu
Log in
Register
Install the app
Install
Forums
Parent Support Forums
Special Ed 101
Introduction and Would Love a Sounding Board
JavaScript is disabled. For a better experience, please enable JavaScript in your browser before proceeding.
You are using an out of date browser. It may not display this or other websites correctly.
You should upgrade or use an
alternative browser
.
Reply to thread
Message
<blockquote data-quote="TheBoyHasArrived" data-source="post: 537605" data-attributes="member: 14829"><p>Hi buddy,</p><p></p><p> Good to hear from someone in a very similar situation. I guess I just never imagined having so much trouble with a school district after working in the one I'm in...we don't have open enrollment in this area, unfortunately, but we're considering moving into the better district. I want to have the setting recommendation as close to what we want as possible before moving so that he is able to start the year wherever he will (hopefully) stay. </p><p></p><p> I'm hoping that they will be willing to work with us if they see that we're prepared to fight back, but we will see at the next meeting. I definitely learned my lesson to put everything in writing. We did have a private neuropsychologist evaluation, but they were mostly looking at whether or not the Autism Spectrum Disorders (ASD) diagnosis was correct. Results: Meets the diagnostic criteria but they weren't willing to say if it was institutional or not; clinically significant in almost every subtest of the general evaluation including ADHD (we are 99% sure he would test ADHD but will not use stimulant medications right now due to incredibly small size so are holding off on the diagnosis); mild intellectual disability, but the test was administered in English 3 weeks after we arrived home using materials he had never seen before and the psychiatric admitted it was not accurate and he will probably be borderline. So, our private evaluation did not really show an "outside the box" thinking either on paper--although all of the professionals verbally indicated the results were probably skewed.</p><p></p><p> We have an appointment with neurology to order an MRI and will meet with the genetics specialist if neurology isn't able to refer us to the FASD clinic. The adoption clinic didn't have a specialist and wouldn't say one way or the other. He has some facial features, but not all. He does generalize well and learns at an incredible rate when we can get him to focus--he's the type of kid that has a great visual memory (learns signs after 1 model, can work anything mechanical if he observes you using it, etc.) but then there are gaps in his ability to problem solve really basic things at other times. So, I won't be surprised at all if he is diagnosed with a FASD but I won't be surprised if his issues aren't 90% neglect either. </p><p></p><p> We do have limited info on his history, but nothing incredibly relevant. He was in the orphanage since birth, was assumed to be cognitively impaired at birth but had no birth trauma (which we guess that they assumed because bio mom had cognitive impairment or because he is a minority that is typically assumed to be "deficient"), met all milestones late, was the highest functioning in his group so had no positive models, has a history of explosive tantrums, etc. Having seen his interactions with the staff, we feel like the negative behaviors were heavily reinforced. The bigger the tantrum, the more quickly he was given attention and whatever else he wanted. </p><p></p><p> We also know that he was assumed to be basically nonverbal (lots of noises but said to have 10-15 words in his native language) but 5 months later he is starting to put 2-3 words together (still TONS of vocal stims like car noises, etc). Now that he is "talking" more--even though it's not incredibly functional language, mostly commenting on things ("Jake big whale?" to ask for episode of Jake and the Neverland Pirates)--I am seeing significant signs of apraxia. But it's still so early, I don't know...he doesn't have oral motor awareness at all, but that could be because he was only given purees....he can't sequence syllables at all but he can produce multi-syllabic words independently, etc. His speech is probably 10% intelligible to unfamiliar listeners, but he is "code switching" and will try to use words that we know at home and then different words at school. </p><p></p><p> Anyway, it was very helpful to get some feedback--if only to hear that there is someone else from "the other side of the table" that has been there done that. I just feel so horrible being "that parent," but I know it's going to have to happen if The Boy is to be in an appropriate placement. Like your son, I don't doubt that the gap will get wider and it may be impossible to maintain him in the general curriculum when the academics are more challenging. That is why it is SO, SO important to me that he is able to have the exposure to peers NOW in K and possibly 1st grade.</p><p></p><p> I am going to see if the book that you suggested is on the Kindle right now--Thank you again!</p></blockquote><p></p>
[QUOTE="TheBoyHasArrived, post: 537605, member: 14829"] Hi buddy, Good to hear from someone in a very similar situation. I guess I just never imagined having so much trouble with a school district after working in the one I'm in...we don't have open enrollment in this area, unfortunately, but we're considering moving into the better district. I want to have the setting recommendation as close to what we want as possible before moving so that he is able to start the year wherever he will (hopefully) stay. I'm hoping that they will be willing to work with us if they see that we're prepared to fight back, but we will see at the next meeting. I definitely learned my lesson to put everything in writing. We did have a private neuropsychologist evaluation, but they were mostly looking at whether or not the Autism Spectrum Disorders (ASD) diagnosis was correct. Results: Meets the diagnostic criteria but they weren't willing to say if it was institutional or not; clinically significant in almost every subtest of the general evaluation including ADHD (we are 99% sure he would test ADHD but will not use stimulant medications right now due to incredibly small size so are holding off on the diagnosis); mild intellectual disability, but the test was administered in English 3 weeks after we arrived home using materials he had never seen before and the psychiatric admitted it was not accurate and he will probably be borderline. So, our private evaluation did not really show an "outside the box" thinking either on paper--although all of the professionals verbally indicated the results were probably skewed. We have an appointment with neurology to order an MRI and will meet with the genetics specialist if neurology isn't able to refer us to the FASD clinic. The adoption clinic didn't have a specialist and wouldn't say one way or the other. He has some facial features, but not all. He does generalize well and learns at an incredible rate when we can get him to focus--he's the type of kid that has a great visual memory (learns signs after 1 model, can work anything mechanical if he observes you using it, etc.) but then there are gaps in his ability to problem solve really basic things at other times. So, I won't be surprised at all if he is diagnosed with a FASD but I won't be surprised if his issues aren't 90% neglect either. We do have limited info on his history, but nothing incredibly relevant. He was in the orphanage since birth, was assumed to be cognitively impaired at birth but had no birth trauma (which we guess that they assumed because bio mom had cognitive impairment or because he is a minority that is typically assumed to be "deficient"), met all milestones late, was the highest functioning in his group so had no positive models, has a history of explosive tantrums, etc. Having seen his interactions with the staff, we feel like the negative behaviors were heavily reinforced. The bigger the tantrum, the more quickly he was given attention and whatever else he wanted. We also know that he was assumed to be basically nonverbal (lots of noises but said to have 10-15 words in his native language) but 5 months later he is starting to put 2-3 words together (still TONS of vocal stims like car noises, etc). Now that he is "talking" more--even though it's not incredibly functional language, mostly commenting on things ("Jake big whale?" to ask for episode of Jake and the Neverland Pirates)--I am seeing significant signs of apraxia. But it's still so early, I don't know...he doesn't have oral motor awareness at all, but that could be because he was only given purees....he can't sequence syllables at all but he can produce multi-syllabic words independently, etc. His speech is probably 10% intelligible to unfamiliar listeners, but he is "code switching" and will try to use words that we know at home and then different words at school. Anyway, it was very helpful to get some feedback--if only to hear that there is someone else from "the other side of the table" that has been there done that. I just feel so horrible being "that parent," but I know it's going to have to happen if The Boy is to be in an appropriate placement. Like your son, I don't doubt that the gap will get wider and it may be impossible to maintain him in the general curriculum when the academics are more challenging. That is why it is SO, SO important to me that he is able to have the exposure to peers NOW in K and possibly 1st grade. I am going to see if the book that you suggested is on the Kindle right now--Thank you again! [/QUOTE]
Insert quotes…
Verification
Post reply
Forums
Parent Support Forums
Special Ed 101
Introduction and Would Love a Sounding Board
Top