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To Read or Not To Read ........
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<blockquote data-quote="flutterby" data-source="post: 313878" data-attributes="member: 7083"><p>Andy, I don't know what the psychiatrist is going to do exactly, but neuropsychologist testing would show if there is a discrepancy between verbal and non-verbal ability. If that number is big enough, the school can't ignore it.</p><p></p><p>difficult child's number wasn't big enough, but I don't let them ignore it. Even though that number wasn't big enough she has all of the characteristics. She was 13 before she could clean her room on her own. I didn't do it for her, but would sit in her room and tell her what to, then what to do next, and on. She also doesn't recognize sarcasm or joking (although she seems to be getting better) and I always used an exaggerated tone or expression so she would understand. Things like that.</p><p></p><p>Let's see...what else....she cannot take once concept and apply it to another without considerable guidance. She can take information in and regurgitate it back to you, but if you ask her to take that information and apply it another way, she's lost. There's a lot more, but I'm about brain dead. I'm sure you get the idea.</p><p></p><p>It's not uncommon for NonVerbal Learning Disorder (NVLD) to not be diagnosed until 5th grade or up because the issues don't become really apparent until school work becomes more complex, and students are expected to be more independent with their work.</p><p></p><p>ETA: difficult child does very well on the proficiency tests, but her classroom grades don't reflect it at all. Not even close. That's really another flag.</p></blockquote><p></p>
[QUOTE="flutterby, post: 313878, member: 7083"] Andy, I don't know what the psychiatrist is going to do exactly, but neuropsychologist testing would show if there is a discrepancy between verbal and non-verbal ability. If that number is big enough, the school can't ignore it. difficult child's number wasn't big enough, but I don't let them ignore it. Even though that number wasn't big enough she has all of the characteristics. She was 13 before she could clean her room on her own. I didn't do it for her, but would sit in her room and tell her what to, then what to do next, and on. She also doesn't recognize sarcasm or joking (although she seems to be getting better) and I always used an exaggerated tone or expression so she would understand. Things like that. Let's see...what else....she cannot take once concept and apply it to another without considerable guidance. She can take information in and regurgitate it back to you, but if you ask her to take that information and apply it another way, she's lost. There's a lot more, but I'm about brain dead. I'm sure you get the idea. It's not uncommon for NonVerbal Learning Disorder (NVLD) to not be diagnosed until 5th grade or up because the issues don't become really apparent until school work becomes more complex, and students are expected to be more independent with their work. ETA: difficult child does very well on the proficiency tests, but her classroom grades don't reflect it at all. Not even close. That's really another flag. [/QUOTE]
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