Appointments
So I took the daughter unit to Bowman Educational Services today.
I hope with this visit we have reached a turning point in the whole school thing. A point where action will come into the picture instead of the incessant meetings and discussions that have marked our journey up until now.
I have to admit the summer has actually been sort of enlightening. I took her in for another round of neurobehavioral testing on 24-25 June. (This was last done six years ago when she was still in elementary school.)
The longer I am around and observe ADHD, the more amazed I am with its various faces and nuances. Most of the docs I've spoken to agree that inconsistency is the main hallmark of ADHD rather than a lack of attention. ADD/ADHD isn't a "deficit" in attention so much as the inability to choose what one focuses on. The result is usually wide discrepancies in the completion and quality of assignments. It drives teachers (and parents) crazy because they have visible proof that the kid can produce when the focus is on. It's hard to get them to understand that the kid isn't just lazy or unmotivated the rest of the time, when the focus is off.
Six years ago we identified the combined type ADHD (inattentive and hyperactive/impulsive), congratulated each other and went home. This time, since she was older and able to complete more complex tests, they zeroed in on some problem areas that I found most illuminating: executive functioning, processing speed, and phonological awareness. In layman's terms she has poor time management and organizational skills, it takes her a little longer than average to pull up the right answer even when she knows it, and even though her hearing is fine, she doesn't catch and process everything that's said to and around her.
Anyone see how this could be a problem in the classroom?
I think I have the necessary ammunition I need to get her back on an IEP. She was actually doing pretty good back when she was on her IEP from 3rd to 5th grade. They downgraded her to a 504 plan at the end of her 5th grade year which is supposed to be equivalent to an IEP, but trust me, it isn't. 504's in my experience aren't taken as seriously as IEPs even though they're supposed to have the same legal weight.
My daughter's been kind of down because all the feedback she's gotten is "doesn't work up to potential", "inconsistent work", and "doesn't complete assignments" so I was sweating during Ms. Bowman assessment. She warned me some kids have to get any anxiety/depression issues under control first because it does no good to coach or tutor a kid who isn't ready to take that step. Luckily, I think she decided the daughter unit wasn't too emotionally fragile to begin, and agreed to assign her an academic coach to help with her weak areas. With any luck we'll have a few strategies in place before school starts.
I just finished typing up the letter stating I have new test data and requesting reinstatement of the IEP. Because they didn't give her any support for the first two quarters last year I may have a little legal leverage if I need it. Hopefully it won't come to that.
Truthfully I can't say for sure whether I think these issues are attentional, a result of the convergence insufficiency or perhaps a combination of the two. (Oh, good Lord, I just remembered Vision Therapy was supposed to be tonight and we missed it...) *facepalm* The buyer for nightwolfwriter's truck backed out so we're donating it to one of the local charities instead. We got interested in trying to remove the two very rusty screws from the rear license plate and forgot completely... *headdesk*
Yeah. Been one of those days.
I hope with this visit we have reached a turning point in the whole school thing. A point where action will come into the picture instead of the incessant meetings and discussions that have marked our journey up until now.
I have to admit the summer has actually been sort of enlightening. I took her in for another round of neurobehavioral testing on 24-25 June. (This was last done six years ago when she was still in elementary school.)
The longer I am around and observe ADHD, the more amazed I am with its various faces and nuances. Most of the docs I've spoken to agree that inconsistency is the main hallmark of ADHD rather than a lack of attention. ADD/ADHD isn't a "deficit" in attention so much as the inability to choose what one focuses on. The result is usually wide discrepancies in the completion and quality of assignments. It drives teachers (and parents) crazy because they have visible proof that the kid can produce when the focus is on. It's hard to get them to understand that the kid isn't just lazy or unmotivated the rest of the time, when the focus is off.
Six years ago we identified the combined type ADHD (inattentive and hyperactive/impulsive), congratulated each other and went home. This time, since she was older and able to complete more complex tests, they zeroed in on some problem areas that I found most illuminating: executive functioning, processing speed, and phonological awareness. In layman's terms she has poor time management and organizational skills, it takes her a little longer than average to pull up the right answer even when she knows it, and even though her hearing is fine, she doesn't catch and process everything that's said to and around her.
Anyone see how this could be a problem in the classroom?
I think I have the necessary ammunition I need to get her back on an IEP. She was actually doing pretty good back when she was on her IEP from 3rd to 5th grade. They downgraded her to a 504 plan at the end of her 5th grade year which is supposed to be equivalent to an IEP, but trust me, it isn't. 504's in my experience aren't taken as seriously as IEPs even though they're supposed to have the same legal weight.
My daughter's been kind of down because all the feedback she's gotten is "doesn't work up to potential", "inconsistent work", and "doesn't complete assignments" so I was sweating during Ms. Bowman assessment. She warned me some kids have to get any anxiety/depression issues under control first because it does no good to coach or tutor a kid who isn't ready to take that step. Luckily, I think she decided the daughter unit wasn't too emotionally fragile to begin, and agreed to assign her an academic coach to help with her weak areas. With any luck we'll have a few strategies in place before school starts.
I just finished typing up the letter stating I have new test data and requesting reinstatement of the IEP. Because they didn't give her any support for the first two quarters last year I may have a little legal leverage if I need it. Hopefully it won't come to that.
Truthfully I can't say for sure whether I think these issues are attentional, a result of the convergence insufficiency or perhaps a combination of the two. (Oh, good Lord, I just remembered Vision Therapy was supposed to be tonight and we missed it...) *facepalm* The buyer for nightwolfwriter's truck backed out so we're donating it to one of the local charities instead. We got interested in trying to remove the two very rusty screws from the rear license plate and forgot completely... *headdesk*
Yeah. Been one of those days.