In terms of operational definition, how is moderate learning disbility distinguished from severe? My third grader is in a regular class with RSP in the classroom 2 hrs a day for language arts. An aide works with him during math. His formal LD label is for calculation and reading due to visual perception issues, but he can’t spell, and can barely write an intelligible sentence. He also has oral expression difficulties and sensory integration issues (ADHD too). His comprehension seems pretty good, but since his reading skills are way behind, comprehension is often a function of how much he can retain from hearing something once. His working memory ain’t great. So, it seems to me he is severly diabled. But no one says that. Thanks
LD severity
I know what you mean about paper services. This was the first year the school had a resource teacher who knew what she was doing - she left to hae a baby in April. They hired a former h.s. resource teacher, very nice, but he’s doing nothing with my son. I feel we’re losing 2 mo. But, on paper, they have hired a certified RSP.
Re: Severity of LD
Unfortunately, those situations don’t fix themselves — you will regret it if you don’t grab the ol’ bull by the horns (especially if your son would be willing or even happy to work with you or someone else so that he could be learning, for real — and especially if you *did* establish that because you value his real learning, that as long has he’s working hard at home he doen’st have to do… name that chore, especially inappropriate homework from school.) And, again, it could come down to bringing him to school late three times a week so you have time to work with him (or getting him early) — sometimes you can do this for half the year before the school even notices (especially if the teacher is ‘cool’ with it). It really pays to find an ally you can negotiate with. They may be just sure that you’re full of beans and are just humoring you (and then, when the kiddo actually does learn some skills they’ll assume it was their fine educational services) — but it’s more important to educate your son than to educate them. (And when you’re thinking how unfair this is… that’s what to remind yourself. There isn’t a Superintendent From The Sky going to come in, blow the whistle, and provide what’s right.)
It’s strictly semantics.
You bet it feels severe when it’s happening, and sometimes the person writing will put “moderate” on the report if strong intelligence ameliorates some pretty severe LDs.
The adjective they use to describe it is much less important than the actual numbers and the services they provide. It sounds like they are providing services to help him limp through the day… but aren’t actually remediating his skills. You can try to force them to — which a: may be impossible and b: if you get ‘em to do it on paper, then you still might not have a teacher & setting where it actually happens…. or you can tackle that part on your own. Sometimes this means telling the school sorry, you’re not doing homework with him for the next quarter because you’re working on his reading & math skills instead — hey, elementary school grades don’t count towards graduation adn these skillsa re a whole lot more important. Some parents have even kept the kiddo home for part or all fo teh day while doing intensive remediation.