hi
My son has a visual perceptual organizational problem. My question is he had a three year re-test last year which showed improvement on most of his test scores. This confuses me because when he was first diagnosed as needing services we were told the problem was the “wiring” in his brain. I must say the school he is in works in teams of teachers and in addition to his resourse room visits three times a week they are very good. They also have a program called HPR Homework Policy Review for anyone in the school who does not have a complete homework assignment and if there is a problem they stay after school to complete. They also have a PASS program if your school grade is C- or below you go to a five week (Each subject below the C- means you stay one afternoon) daily program after school . My son the 3rd quarter had to do this ifor each subject but it really seemed to help. WE are very confused because the school feels like with the testing done and the imporovement he does not need special services. In fact they thought that last year but we compromised on one more year to finish his 8th grade. Our fear is high school is next year and he will definitely struggle without the support he has been receiving. I am meeting again with the school phsycologist who did not attend the team meeting a few weeks ago so we are meeting this week. I need to ask her why testing done on my son did not include all the original tests involved.
My question to everyone is do you find this typical? and also we are thinking of requesting an outside evaluation be done - is this a good idea?
Alsodo these test score deviate so much to elimate something we told was the “wiring”and he is cured? Any help is appreciated. Thanks!!!
The real question is whether the support he has been getting has been support that also taught him the skills to succeed without it. What has the support provided? If it has provided assistance in getting things done — but that’s why he’s gotten it done — then the big question to ask ‘em is: where will that support come, next year, if they don’t provide it?
It could be that there are ways to get that support that come under different umbrellas — or, unfortunately, could be there’s just no such support so they’re saying “see? he’s succeeding! he doesn’t need it!”
He could still be wired with the same challenges — but has developed skills & habits so that these wiring differences no longer cause a handicapping condition.
Yes, I’ve seen kids’ test scores improve even though I know the kiddo in my room is the same uniquely wired person. (Sometimes it’s more a question of confidence — of being willing to tackle these weird questions instead of getting confused and frustrating and assuming you’re not going to do well anyway… same brain, same wiring, much better score.) What was missing in this eval?