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Really? Idiot Savant? Really?
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<blockquote data-quote="emotionallybankrupt" data-source="post: 324517" data-attributes="member: 8226"><p>Marg, I love your post. This is exactly the fight I've had to fight for my younger child, earlier on. Of course, there is a very specific, rigid process--and extensive testing--done in order for any child to qualify for special services. My severely language impaired child naturally scored in the dismal range on every one of them, gross motor, fine motor, cognitive--you name it. Her IQ was so low (according to them) that I don't even remember the score, because I immediately dismissed it in my head. I kept telling them that if they gave me a test in Japanese, I would score just as low, and that was exactly what they were doing to her. Even the motor tests are language based, because they depend on following directions. To complicate it all, she can also be a stubborn child. If she didn't want to do what they were asking, it wasn't going to happen. She was 3 at the time of this testing.</p><p> </p><p>I was especially adamant that they were not going to code her with a cognitive delay, and my letters explaining why, are in the file alongside that ridiculous IQ test. They coded her as motor delayed, both gross and fine motor, and language delayed. Interestingly, the physical therapist quickly dismissed her from therapy, and told me that she'd figured out that easy child simply didn't WANT to catch the ball. She instead had fun knocking it the other direction and laughing as she gave the therapist no choice but to run after it. This doesn't sound like a cognitive delay to me. Sounds like easy child was having a blast at the expense of the therapist.</p><p> </p><p>The fine motor delay was legitimate, and we had Occupational Therapist (OT) for that, which was discontinued after two years. The language therapy continues. So far, I've been able to deny consent for any further IQ testing with her still receiving the needed services. As long as that works, I'll continue to deny consent. </p><p> </p><p>Her academic gains have stunned every person who has ever worked with her, and I respect and appreciate that they have, one by one, admitted they were wrong about her, and stated she sure did look worse "on paper" than was the truth. So many judge solely on the test results in that file, which is exactly why I keep trying to minimize the testing. My daughter continues to educate the educators (including myself). </p><p> </p><p>Meanwhile, it's critical for you to advocate for your child, but, as you stated Audrey, to do it in the least confrontational way to try to keep everybody on the same team. It complicates everything if you allow yourself to become one of those parents that teachers dread to see come in the building. It doesn't do your child any favors. When that happens, teachers then take the path of least resistance and turn the focus toward keeping you happy. They'll minimize communication with you, doing what is required but no more. They stay professional, but they don't go the "extra mile," because they really don't want the headaches involved if they happen to ruffle you. That's the way I handle it, and every teacher I know takes the same approach--with the possible exception of the brand-new teacher who has a lot more energy than I do.</p></blockquote><p></p>
[QUOTE="emotionallybankrupt, post: 324517, member: 8226"] Marg, I love your post. This is exactly the fight I've had to fight for my younger child, earlier on. Of course, there is a very specific, rigid process--and extensive testing--done in order for any child to qualify for special services. My severely language impaired child naturally scored in the dismal range on every one of them, gross motor, fine motor, cognitive--you name it. Her IQ was so low (according to them) that I don't even remember the score, because I immediately dismissed it in my head. I kept telling them that if they gave me a test in Japanese, I would score just as low, and that was exactly what they were doing to her. Even the motor tests are language based, because they depend on following directions. To complicate it all, she can also be a stubborn child. If she didn't want to do what they were asking, it wasn't going to happen. She was 3 at the time of this testing. I was especially adamant that they were not going to code her with a cognitive delay, and my letters explaining why, are in the file alongside that ridiculous IQ test. They coded her as motor delayed, both gross and fine motor, and language delayed. Interestingly, the physical therapist quickly dismissed her from therapy, and told me that she'd figured out that easy child simply didn't WANT to catch the ball. She instead had fun knocking it the other direction and laughing as she gave the therapist no choice but to run after it. This doesn't sound like a cognitive delay to me. Sounds like easy child was having a blast at the expense of the therapist. The fine motor delay was legitimate, and we had Occupational Therapist (OT) for that, which was discontinued after two years. The language therapy continues. So far, I've been able to deny consent for any further IQ testing with her still receiving the needed services. As long as that works, I'll continue to deny consent. Her academic gains have stunned every person who has ever worked with her, and I respect and appreciate that they have, one by one, admitted they were wrong about her, and stated she sure did look worse "on paper" than was the truth. So many judge solely on the test results in that file, which is exactly why I keep trying to minimize the testing. My daughter continues to educate the educators (including myself). Meanwhile, it's critical for you to advocate for your child, but, as you stated Audrey, to do it in the least confrontational way to try to keep everybody on the same team. It complicates everything if you allow yourself to become one of those parents that teachers dread to see come in the building. It doesn't do your child any favors. When that happens, teachers then take the path of least resistance and turn the focus toward keeping you happy. They'll minimize communication with you, doing what is required but no more. They stay professional, but they don't go the "extra mile," because they really don't want the headaches involved if they happen to ruffle you. That's the way I handle it, and every teacher I know takes the same approach--with the possible exception of the brand-new teacher who has a lot more energy than I do. [/QUOTE]
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