Hi Maureen,
I sense your frustration with this.  Your son's profile seems like one  
that would be within  the symptoms of NLD (Nonverbal Learning  
Disability), as your score discrepency between verbal and nonverbal IQ  
is nearly 40 points.  In addition, he exhibits visual spatial  
difficulties.  Often, these students decode words at a very high level,  
but lack comprehension of what they read. When given an assessment of  
reading skills, is your son's "word attack" level very much higher than  
his comprehension?  If so, you are justified in demanding that he be  
given intervention in reading comprehension skills.  The goal of  
reading, after all is comprehension!

He should be taught active reading strategies using one of a number of  
research based methodologies.  "Think Aloud" strategies,  
"Question/Answer Relationships" ( QAR) are a couple of good ones among  
many that I use with students that "look like " your son's profile.   
Another reason for poor comprehension  is the lack of visualization  
when reading.  Lindamood Bell Visualization/Vebalization is an  
excellent intervention for such a deficit.  Getting your son to learn  
to monitor his reading,  "check in and summarize what he has read ",  
every paragraph or so might also help.  You mentioned Executive  
Processing Deficits.  This is causally related to his lack of ability  
to monitor what he reads.   He should work with someone who can  
evaluate the assessment and diagnosis and determine an appropriate  
intervention.

If there is money to be spent, I would suggest looking for an  
Educational Therapist who can work with your son.  Such individuals  
have extensive training in intervention methodologies for varied  
learning disabilities: specific or global verbal, nonverbal, and  
spectrum disorders.  They can also help you advocate at school.  Curry  
College in Boston offer a Post Masters Certification in Educational  
Therapy, so that may be a resource for you.  Also, you may visit  
aetonline.org.  This is a national organization of Educational  
Therapists, and may be able to refer you to professional members  
working in your area.

I hope this helps!
Maureen Carro, MS, ET
Academic Learning Solutions
20 Alamo Oaks Lane
Alamo, CA 94507
925-820-2549


On Nov 1, 2006, at 4:49 PM, maureen wrote:


> Joshua,

> Thank you so much for your reply.  My son is maintaining grade level  

> performance because he is very bright.  His full scale IQ was  

> considered inaccurate because of the difference between his verbal and  

> performance skills (his initial testing 3 years ago had a 42 point  

> difference with verbal at 138.)  Recent testing did not even assign  

> him IQ numbers.  These results aren't just the result of the ED but  

> also due to the visual spatial LD. 

> My major concern is his inability to read and process what he is  

> reading.  He has no problem decoding; he can read as well as I can  

> (almost.)  But he has no idea what he's read about.  His IEP does not  

> address this as a goal, and there's only one or two accommodations  

> which address this problem.  Aren't public schools required to teach a  

> child to read?  Or is it OK that he's bright enough to absorb what he  

> hears to make passing grades?

> I've already requested an additional meeting.  I'm ready to partially  

> reject his IEP after the fourth draft by the school's sped. teacher;  

> they will not add reading as a second goal.  The only goal listed  

> involves the organizational problems.

> I think I will be in touch with taalliance.  Thanks so much for the  

> info. 

> By the way, I live in Mass.  My son is due to attend a very large  

> regional high school (5 towns, over 2,000 students) next year, and I'm  

> trying to do whatever I can this year to help him transition (if  

> indeed that's where he ends up.)

> Maureen

> Thanks to all of you who have responded.  I feel much less alone with  

> this!!!  I met with an advocate yesterday at the tune of $175 who  

> wants a deposit of $1,200 with an approximate total of $2,500.  She  

> wanted to review all records, observe my son without his knowing, and  

> "tighten up" his IEP.  Seems like a lot of money for what she's  

> offering (realizing this is following an over $2,000 neuropsych.  

> testing battery completed last June.)  What does anyone think of  

> that?  Is it exorbitant or not?  What does one expect from an  

> advocate?

>> ----- Original Message -----

>> From: Joshua Hayes

>> To: The Learning Disabilities Discussion List

>> Sent: Wednesday, November 01, 2006 9:41 AM

>> Subject: [LearningDisabilities 742] Re: new member

>>

>> Maureen,

>> Unfortunately, this is not an uncommon problem.  Perhaps you could  

>> describe what measures are being taken in his IEP.  Remember too that  

>> you are a member of the committee and you must consent to the plans  

>> presented in the IEP.  That is a fundamental difference between IDEA  

>> and Sec 504.  When seeking an advocate, I recommend a three step  

>> process.

>> 	1 	Give you concerns in writing to the members of the entire  

>> committee and request an additional meeting.  Ask for copies of  

>> everything and request minutes of the meeting.  Bring along other  

>> friends or family members involved with the child’s life.

>> 	2 	If that doesn’t get what you need, then notify Technical  

>> Assistance Alliance for Parent Centers at http://www.taalliance.org/.  

>>  They have resource offices in every state that do help with your  

>> problem specifically.

>> 	3 	If you still can’t get traction, notify OCR of the Dept of Ed.

>>  

>> I doubt seriously that you would need a private attorney.  By the  

>> time TAAPC gets involved, the wheels should start moving.

>> And a final concern, remember that all these things are  

>> negotiations.  The law requires that a student be educated in the  

>> least restricted environment with appropriate and reasonable  

>> accommodations.  This is not the same thing as being educated to  

>> their full potential.  If the student is making acceptable progress  

>> in the regular curriculum, most of the schools obligations are met.   

>> Your only resource beyond that would be to investigate whether your  

>> son might qualify for gifted and talented programs.  Twice  

>> exceptional children (GT & LD) are guaranteed access to those  

>> enrichment programs if they otherwise qualify.  This usually requires  

>> an IQ of 140 or above.

>> Good luck and please let us know if you have any other questions we  

>> might be able to assist you with.

>>  

>> Josh

>>  

>>

>> From: learningdisabilities-bounces at nifl.gov  

>> [mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of maureen

>> Sent: Tuesday, October 31, 2006 2:18 PM

>> To: Learning Disabilities

>> Subject: [LearningDisabilities 736] new member

>>  

>> Hi,

>> This is my first time posting a message here.  I'm not sure I'm in  

>> the right place.  I have a 13 yo boy who has executive dysfunction  

>> and a reading comprehension/processing problem.  He also has a visual  

>> spatial learning disability.  Expressive language is way above  

>> average both speaking and writing.  His school IEP is not addressing  

>> his reading difficulties.  Please if anyone knows how to access help  

>> for him, leave me a message.  I'm also looking into getting an  

>> advocate.

>> ttttttttthanks,

>> Maureen

>>

>> ----------------------------------------------------

>> National Institute for Literacy

>> Learning Disabilities mailing list

>> LearningDisabilities at nifl.gov

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>> Message sent to  

>> mlavallee at charter.net.------------------------------------------------ 

>> ----

> National Institute for Literacy

> Learning Disabilities mailing list

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> To unsubscribe or change your subscription settings, please go to  

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