and the results

[crazymama30]

Well first of all I was a little disappointed. I thought I was going to get neuropsychs written report,but I won' t get that for another 2 weeks.

difficult child will now have a label of Learning Disability (LD) not otherwise specified, with NonVerbal Learning Disorder (NVLD) traits and some sort of auditory processing disorder that her testing could not identify, so she recomended we see a speech therapist for further testing. He now officially has dysgraphia, and a few other things I have forgotten.

I am glad that maybe now we can help him more, but it is hard as he is even more impaired on paper than he is in reality.

 

[Steely]

But this will open him up to more services at school, right?

It is odd that he has an auditory processing disorder and NonVerbal Learning Disorder (NVLD) traits - that is sorta contradictory. Maybe what she means is that when he hears something he cannot put it on paper? Which is more NonVerbal Learning Disorder (NVLD). Usually the NonVerbal Learning Disorder (NVLD) kiddo can hear and process things in his brain - it is just when it comes to performing or implementing the task that their wires get crossed. Or I could be wrong....it has been awhile since I have researched this

Matt has every "dys" there is - dycalculia, dysgraphia, and dyslexia - I finally gave up trying to even label all the things - it was just obvious school was VERY hard. Because of his NonVerbal Learning Disorder (NVLD) he had Special Education for math and reading comprehension.

 

[timer lady]

I hope this report will help your difficult child get help ~ especially in school

 

[crazymama30]

many of the results Cody had were contradictory. He would do horrible at a simple piece of a test, and as it got harder, he did better for awhile. She did say he has NonVerbal Learning Disorder (NVLD) traits with definately something auditory going on. It should open up more services for him, as now his IEP is all behavior based and this will give more guidance for learning accomodations. I am going to request an IEP meeting at the beginning of the school year to go over this info, and to be sure that we start out on the right foot. I don't expect any problems from this school, have never had any in the past, but will be prepared to stand my ground.

 

[DDD]

The complete test results may give you more clues on how to help him. Meanwhile, you have some important clues on how to proceed. Glad your school system isn't a problem. DDD

 

[InsaneCdn]

but it is hard as he is even more impaired on paper than he is in reality.

In reality... be thankful.
Because - unless you can get specialists to document this stuff, difficult child won't get the help needed - and the problems will multiply even more. (been there done that)

Remember I'm just another parent... but reading between the lines on what you reported so far... even the specialist isn't really sure what's going on, but has recommended or implied the need for further testing - for a minimum:
- Speech Language Pathologist (SLP) - a good place to start with language and/or auditory issues, usually a gateway to audiology specialists which would be the next step if auditory processing problems do exist. There are multiple auditory processing problems... some (more common) affect language processing, some affect auditory focus or auditory filtering (related issues - the ability to pull one sound to the foreground or to push background noise into the background), and there may be others I'm not aware of. If the problem is filtering, the kid may be fine with language skills but do terrible in a classroom setting because they can't follow what the teacher is saying. The earlier these problems are caught, the better...

- Learning Disability (LD) not otherwise specified - probably an indication that the schools need to be on the look-out for and/or testing for learning disabilities. Specialist already labelled dysgraphia - one of the lds. Maybe try exploring this with the school?

Hang in there... it will be interesting to see what other details come out in the formal report.