Hi Miriam,
Thanks for your reply.  I am a psychologist, and while I'm not going to change fields, it does offer its advantages in both learning about and understanding how to help my son.  My biggest frustration is that because he is not functioning "below grade level," it is more difficult to get him the help he needs.  There also seems little known in this school system about reading comprehension/processing versus a decoding problem.  I get so frustrated with some of the administration sometimes, although there are many teachers who seem willing to help (unfortunately, the most important one, the special ed. teacher is the one who says, "there are no accommodations" to help my son.  This forum has been helpful and inspiring as is your story about your son and your own achievements that he led you to accomplish.  Good for him and for you!!
My question: how did you get him to read?  My son has NO interest whatsoever, and we're working on books on tape so he can listen to them.  Fortunately, he is a good writer, but he's not very capable at editing his work so reading surely would come in handy!
Thanks and Best of Luck,
Maureen
  ----- Original Message ----- 
  From: Miriam Rees 
  To: 'The Learning Disabilities Discussion List' 
  Sent: Saturday, November 11, 2006 7:31 PM
  Subject: [LearningDisabilities 765] A future for students with LearningDisabilities


  Hi Maureen
  This is also my first posting. My son had similar learning difficulties. At age 12 he was diagnosed with Developmental Dyspraxia. He has organisational problems, visual /spatial /auditory problems, reading processing and phonological awareness problems. He had an above average IQ (has not been tested since) and his expressive language was above average.(His friends would tell him not to use such big words)  He did not read until he was 13 and the first book he read was Lord of The Rings. It took a year and he must have made up all the names. He hasn't stopped reading since. He still can not spell but has attempted to write his own novel using his laptop and assistive technology. (Dragon Naturally Speaking).  He still spends all his money on Science fiction books. 

  It was my frustration in getting schools to recognise and help him that lead me to study towards a Teaching Degree. Here in New Zealand, between 1998 to 2000, Learning Difficulties was not covered as part of the Degree study. I then completed a Diploma in Specific Learning Disabilities and Certificate in Adult Teaching, these gave me the tools to support him. 

  He is now 21 and works as a Commis Chef. He has had to learn strategies to deal with his issues. Working as a Chef is not the ideal profession for someone with organisational problems, He has had some disastrous jobs, In his first job, after he completed his studies, the business closed after 6 weeks. He then worked in a small restaurant  where he was expected to run the kitchen at times, he would make a lot of errors and it was suggested he should write the order of instructions. He was too embarassed to let them know he could not write enough to follow his own instructions. He resigned and then worked in a large Tourist resort ( 8 hours drive from home) for a summer season as breakfast chef, this job was monotonous but gave him his confidence again. He now works in another tourist resort (4 hours drive from home) he has regained his confidence and runs his own section. He still makes mistakes, forgets the order sometimes, but is learning strategies to deal with this. He still does not want to learn to drive, he says he has enough to worry about without the extra stress. We still support him and travel to see him regularly, I do worry about him. How is he coping? Is he organised enough to ensure he has enough clean uniforms? I have helped him set routines in place for these tasks. As it is when he works in the kitchen it is the routines that help set the brain patterns to help him remember.  I also often remind him that he is doing well and we are proud of him. 

  It is an advantage if you can be an advocate for your own children. Here in New Zealand schools are now better equipped to deal with children with Learning Disabilities. There are still many adults who have never had that support.

  The skills I had to learn to help him, have helped me in my career where I now work as an Academic Manager in an Adult Learning Centre. We focus on teaching literacy and second chance education to adults. We help many adults with leaning disabilities. I am also on the Executive of the Adult Literacy Practitioners' Association here in New Zealand.

  thanks

  Miriam
    -----Original Message-----
    From: postmaster at rees.com [mailto:postmaster at rees.com]On Behalf Of maureen
    Sent: Thursday, 2 November 2006 1:49 p.m.
    To: The Learning Disabilities Discussion List
    Subject: [LearningDisabilities 751] Re: new member


    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



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