School requesting neurological exam

We had a neurological exam done, but at the pediatrician’s request not the schools. He was interested in ruling out Asberger’s before diagnosing ADD. Never heard of a school requesting this before though.

Beth

Did they request a neurological exam, or a neuroPSYCHOLOGICAL exam, which are two different things. The latter, done by clinical psychologists, are standard for identyifying a lot of LD issues, particularly some of the quirky things like executive function disorder, NLD and Aspergers, etc.

If this is what they want, it could be very useful (I don’t know anything about your situation, but it was key to identifying my daughter’s NLD); and if they want to pay for it, great. Just make sure you have a highly qualified and regarded and experienced person doing the evaluating!

They have requested a neurological exam - to be completed by their pediatric neurologist. The caseworker seemed a bit miffed that they had received my son’s ADHD-inattentive type diagnosis written simply on a prescription pad page. But that’s what another social worker who was a 12 month employee asked for (just a diagnosis on the psychiatrist’s stationery). My psychiatrist told me if they wanted a 3 or 4 page report, then they would have to send my son to their psychiatrist and foot the bill.

I’ve included some info about my son in my previous post. Thanks for your help. The advice on this site is great! I am getting a real education!!

My first question would be - what is it you are asking them for in terms of accomodations? I assume their interest in going to this step is because something has been asked of them and they are reluctant to do it. (forgive me my suspicions)

I cannot quite believe that their unhappiness with a diagnosis written on a prescrition pad would necessitate their willingness to send him to their pediatric neurologist.

And my fear would be that their pediatric neurologist - working for them, paid by them - will give a diagnosis friendly to the district, not to you or your son (forgive me my suspicions again)

I’d press them for examples of what they mean when they say “rule out anything that would impede learning”. Is this pediatric neurologist known to you?

Does your son see his psychologist and psychiatrist regularly? Even if he does not, your psychiatrist should be willing to write up a report and not be paid for it. That’s his job. His contention that he has to be paid by anyone to do that makes no sense. If they ever examined your son and if either of them proscribe meds for him, they can write up their diagnostic findings and current treatment.

Good luck.

I spoke with the Child study team supervisor for my county yesterday. She said it was unusual that they would ask for a neurological consultation for a 14 year old. She thought that since ADHD was not diagnosed since high school that the local school wants to make sure it’s “covered”. She questioned me about alcohol and drug abuse and I told her that they were not a factor. I explained that he would be receiving counseling for social anxiety disorder, with possible medication in the future.

I spoke with the child study team supervisor for my county yesterday. She said it was unusual that they would ask for a neurological consultation for a 14 year old. She thought that since ADHD was not diagnosed until high school that the local school wants to make sure it’s “covered”. I spoke to the neurologist and asked him to explain the exam to me and give me some idea of what he was looking for. His response was developmental delays. (I have had neurological exams in the past for Lyme disease complications and I always came away with the impression that the exam was not particularly useful). (I think I will call the LD specialist on the team and quiz him about what they are specifically looking for)

Neither the psychologist nor psychiatrist knew the neurologist. The neurologist is affiliated with 2 local medical centers. He is not listed in the local yellow pages.

I spoke with the Guidance Department Supervisor this morning. I explained that the county supervisor had suggested that my psychologist’s recommendations could be implemented during the interim period while we wait to hear if my son has been accepted or denied. The Guidance Department Supervisor told me to bring a copy for each teacher and she would come to the teacher meetings scheduled for Thursday. She thinks that the teachers will cooperate. If not the county child study team supervisor said to implement a 504 plan. The school has until October 24 to give us their decision. The state then allows 30 days for the implementation of the IEP. - looking at holidays, we are looking at the end of November.

Do you have any ideas of how much information should be shared with the teachers?

The following were recommended

 The student would benefit from specific memory strategies and which strategy may be more useful in a variety of situations. Examples include using verbal rehearsal, chunking, visual images or items that need to be remembered, and creating mnemonics

 When presented with new information the student would benefit from having the information presented visually and with graphic organizers. This will enable him to picture how the ideas and concepts ate interrelated and will also allow him to store and retrieve information easily.

 The student would benefit from becoming an active listener. He needs to observe speaker’s verbal clues

 The student should have extended time to work on all teacher made and standardized tests. He should not be required to work under time pressure.

 Emphasis should be on accuracy rather than speed.

 If necessary, the student should use a transcriber to complete written portions of tests

 He requires the use of a calculator for all teacher made and standardized tests

 He needs to have lengthy directions read and reread on teacher made or standardized tests

 He should be given directions in the written form for all classroom and independent projects

 Needs to have period audiological follow-up, which includes speech discrimination testing

 Since he exhibits difficulty with shortened processing speed he should be given ample time to complete work or have shortened assignments so that he can complete tasks in the allotted time

 The student should have the amount of independent work he is given in school reduced so that he can complete class assignments

 He should be allowed to use a computer for lengthy written assignments

 He should be allowed to take unfinished classwork home to complete

 The student should be given a study guide for tests as well as teachers notes to aid him with studying

 The student needs to lean to advocate for himself when he is unsure of what is being taught. He needs to feel comfortable letting this teachers know when he does not understand new concepts or vocabulary

 The student should seek the assistance of his teachers after school the he was unable to grasp the concept being taught that day. This immediate feedback will help him to understand and remember concepts better

The student should work with a special education tutor who can teach him compensatory strategies for handling his weaknesses as well as help him learn how best to use accommodations. Second, each teacher must know what accommodations are needed to allow him the time and opportunity to use his newly-learned compensatory strategies.

The student needs a second set of books to keep at home.

I think that the person who should order the neurological exam should be your sons pediatrician. I believe that your sons doctors have his best interest at heart. They are not motivated by political agendas that are so prevalent in today’s toxic schools.

I do believe that your son would benefit from a neuro psychological examination. This type exam/ evaluation is like an extremely thorough IQ test. The results should be taken as gospel but I believe it is one of the best ways to determine cognitive functioning. PET Scans and brain mapping can determine which parts of the brain that are involved. Unfortunately, these diagnostic options are rarely available.

Off hand I would say, don’t trust the school! their deal maybe this, maybe the received some sort of grant and they’re looking for clients/ victims to fill some slots. If the determination of board certified doctors is not enough for your school I would suggest that you contact the superintendent of schools and ask him why he has so many stupid and incompetent morons working for him. I would then take it a few steps further and I would tell the appropriate people to go to hell.

Wow. I taught special ed a until my son was diagnosed with non specific LD as well as a communication disorder. As part of the eval there were things we had to rule out such as CAPD etc. They like to rule out the physical things in order to assess the behavioral aspects. I have found it helpful to go to the “big dogs” as high as the state dept in order to ensure that what was happening with our son at the county level was both legit and beneficial. I also found it helpful to research ,thru the state level, potential special needs advocates just in case. I have found, in my experience, that professionals often need to be questioned and questioned and then pushed and pushed to make sure the child’s needs are the primary concern.. The best defense you have for your child is knowledge, and it seems that you have plenty of that. Speaking personally and professionaly..”The parent has ALL the rights. Don’t let anyone tell you otherwise.

Tess

I am very fortunate to have been introduced to a parent advocate this week. She has been battling the system for years, her kids have ADHD and other learning disabilities. I told her our tale and 5 minutes later she was dictating a letter that we sent off to the state, county, superintendent, board of education president, special services etc. I hand delivered the letter yesterday to special services the minute they opened their doors and by noon I got a call to schedule an appointment to clear up our misunderstandings. She will accompany me to the meeting next week. Perhaps I will finally get the answers I need!

I’ve been meeting with my son’s teachers this week to update them on his situation and giving them copies of the learning consultant’s recommendations and so far everything seems very positive. I’d like to thank everyone who has responded to my post. I am really learning from your experiences and your advice.

You would be amazed at the amount of information I received from my daughter’s neuropsychological exam. Although quite depressed when I received the results and Gabby’s future (until I came to this site), the evaluation was extremely thorough. Make sure you see the neuropsychologist first. Get a feel for them. I did and that helped because she got background information from me and I got a sense of who she was. I knew that she would work well with Gabby. That is important because Gabby’s testing was 5 hours two days in a row. She better like her:) I am very impressed with her help in finding me some help as well. Not just testing but also guidance. That is how I ended up here. I am in New Jersey if you need a doctor.

Be patient, I know. I have to just start this process with the IEP and I am quite worried. But THEY won’t get the best of us or you. We will get it all for our children who deserve it. How sad that they forget they were children at some point too.

All my best wishes. I’ll be thinking about you

Fabienne

My sister is a board certified neurologist, and we fund a free Orton-Gilligham summer camp here in Fort Wayne, IN for children who have difficulty reading. She always screens prospective campers for neurological disorders; and this too is done pro bono. Thus far she has identified kids with CAPD, Visual Processing Disorders, Sleep Apnea, Restless Legs Syndrome, Aspergers, and atypical seizures who had previously been misdiagnosed; usually as ADHD or ODD. None of them were refused entry incidentally; we just like to make sure that the physical problems have at least a treatment plan laid out. Followup is with the children’s pediatricians, and the local developmental optometrists and audiologists so no, we don’t benefit from this activity financially.

Do you have any ideas of how much information should be shared with the teachers?

I’m ever wary at these meetings. I’m also mindful that in meetings often people aren’t really listening. They’re wondering what time it is, when the meeting will be over… information shared goes in one ear and out the other. I’d say - pleasantly cut to the chase.

This is a long of accomodations. So long it can’t be realistically implemented even if they approve it but no matter. These are traditionally written accomodations and are very ‘student-friendly’. Go for them and then when you get them, try to make sure they’re being followed as best they can be.

What I don’t get is the ‘develomental delays’ thing. Let’s say your son has ‘developmental delays’ - whatever that is. Wouldn’t ‘developmental delays’ entitle him to the same accomodations?

Good luck.

The following were recommended

„h The student would benefit from specific memory strategies and which strategy may be more useful in a variety of situations. Examples include using verbal rehearsal, chunking, visual images or items that need to be remembered, and creating mnemonics

„h When presented with new information the student would benefit from having the information presented visually and with graphic organizers. This will enable him to picture how the ideas and concepts ate interrelated and will also allow him to store and retrieve information easily.

„h The student would benefit from becoming an active listener. He needs to observe speaker¡¦s verbal clues

„h The student should have extended time to work on all teacher made and standardized tests. He should not be required to work under time pressure.

„h Emphasis should be on accuracy rather than speed.

„h If necessary, the student should use a transcriber to complete written portions of tests

„h He requires the use of a calculator for all teacher made and standardized tests

„h He needs to have lengthy directions read and reread on teacher made or standardized tests

„h He should be given directions in the written form for all classroom and independent projects

„h Needs to have period audiological follow-up, which includes speech discrimination testing

„h Since he exhibits difficulty with shortened processing speed he should be given ample time to complete work or have shortened assignments so that he can complete tasks in the allotted time

„h The student should have the amount of independent work he is given in school reduced so that he can complete class assignments

„h He should be allowed to use a computer for lengthy written assignments

„h He should be allowed to take unfinished classwork home to complete

„h The student should be given a study guide for tests as well as teachers notes to aid him with studying

„h The student needs to lean to advocate for himself when he is unsure of what is being taught. He needs to feel comfortable letting this teachers know when he does not understand new concepts or vocabulary

„h The student should seek the assistance of his teachers after school the he was unable to grasp the concept being taught that day. This immediate feedback will help him to understand and remember concepts better

The student should work with a special education tutor who can teach him compensatory strategies for handling his weaknesses as well as help him learn how best to use accommodations. Second, each teacher must know what accommodations are needed to allow him the time and opportunity to use his newly-learned compensatory strategies.

The student needs a second set of books to keep at home.

Can you go into further detail what type of screening tests she used to make this determination? Did she use scans or look for specific symptoms? I can’t imagine that she did sleep studies for each child so I am wondering if there are other less intensive methods for screening for this.

Thanks for any help you can provide. I think it is wonderful that you both do this.

I am turfing your post to my sister Shari de Silva. Please email her at [email protected]. She is much more likely to respond in detail if YOU email her than if I ask her to do so, since right now I spend a lot of time nagging her about her internet viewing habits and the way in which they cut into family time. If you don’t get an email from her in three days, (unlikely), than email me and I’ll find the protocol.

NT