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Special Ed 101
Just diagnosis'd; need advice on first steps
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<blockquote data-quote="Rannveig" data-source="post: 666933" data-attributes="member: 5689"><p>Thanks so much, Insane and Feeling, this is hugely helpful. Just to clarify, I haven't approached the school at all yet. I did tell my son's guidance counselor that were we getting a neuropsychologist evaluation and that I would get back to him when I got the results. (Seemed like a good way to save time, if not money.) I just got the oral feedback yesterday and am expecting the written report by the end of the holiday weekend. And then, on Tuesday, I gather that while continuing to work full-time -- in an office 40 miles from Odin's school -- I will have to start to advocate full-time for my son. X will be no help, though he will expect to be kept fully informed of my efforts. I had looked forward to turning over the neuropsychologist report to the school and saying okay, now do something about this, but I gather it won't be that simple(!!!). I definitely can't afford an advocate. I haven't even paid for the neuropsychologist exam; it's just hanging out on my credit card. </p><p></p><p>I think that untimed exams and reduced volume for practice work are going to be the key accommodations for Odin. I'm interested in the idea of allowances for non-neurotypical thinking. I don't know if it's related to this, but Odin frequently gets in trouble with math teachers for not showing his work or not using conventional algorithms, even though he comes up with the right answers. So, for example, last year he got a final grade of C in his math class but the highest possible score on the state's standardized test (which was untimed, incidentally) in the same subject. The math teachers claim that they are justified in marking him down for not showing his work or not solving problems in the way they've shown the class because "in industry" you have to be able to show other people how you have come up with a solution and because "even if he can figure things out in his head now, he won't be able to do so as the math gets harder." I'm not sure how hard I'm justified in fighting back against this philosophy. It saddens me that his grades could keep my gifted son from being able to pursue the engineering career for which I know he has the aptitude as well as the desire. I do want to be polite and respectful at all times. I know teachers have a really hard job, and my son's deficits do tend to look a lot like laziness and a sense of entitlement, as might my advocacy for him.</p><p></p><p>Ugh, I am definitely feeling in over my head -- but, again, really glad to have everyone's observations and suggestions. Thanks so much for helping me through this long weekend as I adjust to the diagnosis and its ramifications.</p></blockquote><p></p>
[QUOTE="Rannveig, post: 666933, member: 5689"] Thanks so much, Insane and Feeling, this is hugely helpful. Just to clarify, I haven't approached the school at all yet. I did tell my son's guidance counselor that were we getting a neuropsychologist evaluation and that I would get back to him when I got the results. (Seemed like a good way to save time, if not money.) I just got the oral feedback yesterday and am expecting the written report by the end of the holiday weekend. And then, on Tuesday, I gather that while continuing to work full-time -- in an office 40 miles from Odin's school -- I will have to start to advocate full-time for my son. X will be no help, though he will expect to be kept fully informed of my efforts. I had looked forward to turning over the neuropsychologist report to the school and saying okay, now do something about this, but I gather it won't be that simple(!!!). I definitely can't afford an advocate. I haven't even paid for the neuropsychologist exam; it's just hanging out on my credit card. I think that untimed exams and reduced volume for practice work are going to be the key accommodations for Odin. I'm interested in the idea of allowances for non-neurotypical thinking. I don't know if it's related to this, but Odin frequently gets in trouble with math teachers for not showing his work or not using conventional algorithms, even though he comes up with the right answers. So, for example, last year he got a final grade of C in his math class but the highest possible score on the state's standardized test (which was untimed, incidentally) in the same subject. The math teachers claim that they are justified in marking him down for not showing his work or not solving problems in the way they've shown the class because "in industry" you have to be able to show other people how you have come up with a solution and because "even if he can figure things out in his head now, he won't be able to do so as the math gets harder." I'm not sure how hard I'm justified in fighting back against this philosophy. It saddens me that his grades could keep my gifted son from being able to pursue the engineering career for which I know he has the aptitude as well as the desire. I do want to be polite and respectful at all times. I know teachers have a really hard job, and my son's deficits do tend to look a lot like laziness and a sense of entitlement, as might my advocacy for him. Ugh, I am definitely feeling in over my head -- but, again, really glad to have everyone's observations and suggestions. Thanks so much for helping me through this long weekend as I adjust to the diagnosis and its ramifications. [/QUOTE]
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Just diagnosis'd; need advice on first steps
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