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Auditory processing delay--long

734 views 6 replies 2 participants last post by  peaceful_mama 
#1 ·
Please help. (ETA: If you know anything at all about a 504 versus an IEP, can you tell me if that would be an option for my son? I was told in May he no longer qualified for an IEP--had one in preschool-- based on the testing they did, but from what his K teacher said awhile back it sounds like they could re-test him if they saw a need for it.)

DS is almost 6, just started kindergarten.

He was on an IEP in preschool, he went from age 3 years 2 months through last year. He never had therapy services, just an IEP in the preschool classroom.

The reason I brought him for initial testing was that he didn't seem to understand simple questions. For example, asking him, at the age of almost 3/3 "Do you want a red popsicle or a blue popsicle?" would get you a blank look. It seemed from my past experience with daycare kids that he should be able to answer a question like this. My friends told me that their kids were making choices like that. So, in we went, and he qualified.

Fast forward to last May. He had the same teacher in preschool for pretty much 2 full school years (minus a few weeks, we moved about a month after the school year started right before he turned 4, and he got a new school and teacher.)

Preschool teacher was amazed with his progress. He completed the pre-kindergarten testing (with another tester, from what I was told, and some with the school psychologist, an IQ test and I don't know exactly what else)
After this testing, I was called in for a final IEP meeting and informed that he no longer qualified to be on an IEP.

I had already spoken to his future kindergarten teacher, and what *I* wanted was for him to be sent with something "transitional". Even just ONE goal, so that we could see how the transition went and then either add to it and make a full IEP again, or get rid of it entirely.
I was told that based on his test scores, this was not an option.

Maybe this was my first mistake, I don't know, but I did go ahead and sign off on getting rid of the IEP, even though I was not fully confident it was the right move.

Now...does anyone know if that's fully true or not? If it is, I have a feeling my child is not the first to be put through a lot of testing that could have been avoided by changing this rule.
Does his school program have some kind of incentive to NOT send children to kindergarten with IEP's?? (it's standard federal mandated preschool services for kids with special needs)

So...now we are in kindergarten. And as I expected, the standards are higher, and DS is starting to struggle. He can DO the work, that's not the problem at all. He reads--to the point that if he were here right now, he'd be nosing over my shoulder reading this post near-perfectly. He can write, again, it's readable, the spelling is near perfect.

The difficulty for him is that he processes the directions given verbally much more slowly than the other children. He CAN follow the directions, he *understands* the work. It takes him longer than the other children to process what's been said and start doing it.

And the setting, the expectations, all of it has changed dramatically. The biggest change I've seen, and probably why we are noticing difficulty that the preschool teacher did not see is:

The sit-down table work in preschool was done with the adult (teacher or assitant) and less than 10 children sitting at the table and working.

The sit-down work in kindergarten is the whole class at tables of 6-7 children listening to the teacher give directions and then they are supposed to work while the teacher and parent volunteers go around and help as needed. (Parent volunteering is mandatory one half day a week at his school. I've been there to see exactly how table work goes.)

The morning 'centers' I have not seen in action but I'm envisioning something a little more like preschool with the kids in smaller groups with an adult since she assigns each of the 3 parents a group and takes a group herself, and they rotate so they do all the 'stations.'

I have noticed that he's taking longer to complete the table worksheets, and from what I can see, it is because it's taking him longer to understand the directions and get started. He KNOWS what to do. It's not that. It's processing.

I emailed the teacher about this, and she said pretty much that she sees the same thing. She also said that she had him in the higher reading group but has moved him down a level because he is not able to follow the directions and turn to the right page in the book and stuff---he is slowing down the group with this.

So I sent back an email basically explaining that *I* did not want him off his IEP, that I *wanted* to do what she said and have something transition with him, but that the preschool said he didn't qualify for that.
I even went as far as to say that I didn't know who needed to hear my 'complaint" (not my exact terms, but close) but I'm sure my son is not the only one who has been in this situation and it seems like basically a waste of time and extra stress on the child to repeat all this testing rather than have a way to send a child from preschool to kindergarten with an IEP that can be added to if needed, or taken away if not...when we know how different the setting is, and how that could bring out difficulties the child might not show in preschool.

And I said in no uncertain terms that I did NOT want him kept from working to his full potential because of what I believe to be a disability. I believe he has special needs that require accomodation, and that is what I expect. I asked her to please either send me whatever I need to sign so that they can retest him, or to put me in touch with the person I needed to talk to in order to have him retested.

I'm outright PO'ed that I even have to do this. I *tried* to talk with the preschool and get him sent with *something* so that we would not have to start from square one. I just had a gut feeling that the change in setting might bring out difficulties that his preschool teacher no longer saw with him. Yes, while it's fabulous for children to no longer need special services, I don't think it does anybody any favors when a child ends up in a situation like we are in right now...I'm seeing him struggle, he's in a lower reading group than he SHOULD be, and if he had an IEP, it would be a matter of simply writing in how we are going to accomodate his different learning need into the reading group that he BELONGS IN.

And no, I'm not at all exaggerating. The child could honestly sit here right now and read this post and say "Mom, what's 'exaggerating?' Reading "repetitive text" books (I'm thinking "Brown Bear Brown Bear" or similar, even shorter, books) is NOT meeting him at his reading level and giving him a little challenge beyond his current ability, which is what I think would be the POINT.

If you've made it this far, thanks. I hope I don't sound like one of THOSE parents, who thinks her kid is way more advanced than he actually is...I'm not. If you knew my child and saw his ability, you'd totally understand where my frustration is coming from.
(even better.....he gets it directly from ME. *I* prefer written directions to oral any day. I *demanded* a switch in English teachers in middle school because the one I got insisted that no pens move while he was talking. I'm an avid note-taker, I process what I'm hearing while I'm writing or I guess as I *see* it, it just did not work AT ALL for me. what's even more amazing to me now as an adult is that they actually moved me based on MY complaint, not my parents.)
 
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#2 ·
I'm so sorry you are going through this. Your frustration comes through.

First, has he had a hearing check with an audiologist? How long ago? A minor hearing problem could explain why he tested OK one on one, but has problems in groups.

Quote:

Originally Posted by peaceful_mama View Post
He completed the pre-kindergarten testing (with another tester, from what I was told, and some with the school psychologist, an IQ test and I don't know exactly what else)
I'm curious what would happen if you requested a copy of the records of this eval. I'd try making the request directly to the principal in writing (a real letter, with a date and a signature). It seems like it would be helpful to know exactly what they tested and exactly how he did.

How long ago was the testing?

Quote:
Now...does anyone know if that's fully true or not?
no idea, but I think it's water under the bridge. You are where you are right now, so the question is really how the heck do you move forward.


Quote:
The difficulty for him is that he processes the directions given verbally much more slowly than the other children. He CAN follow the directions, he *understands* the work. It takes him longer than the other children to process what's been said and start doing it.
Do you guys have decent insurance? Is getting a private eval an option? It can take forever (like a year) but I think that it *might* provide more information for *some* kids. A neuro-psychologist is the kind of specialist who dx's auditory processing disorders.

A real dx is necessary for accommodations.

Quote:
I have noticed that he's taking longer to complete the table worksheets, and from what I can see, it is because it's taking him longer to understand the directions and get started. He KNOWS what to do. It's not that. It's processing.
Is he frustrated? Is he able to complete the work in the time allotted?

Quote:
I emailed the teacher about this, and she said pretty much that she sees the same thing. She also said that she had him in the higher reading group but has moved him down a level because he is not able to follow the directions and turn to the right page in the book and stuff---he is slowing down the group with this.
...
And I said in no uncertain terms that I did NOT want him kept from working to his full potential because of what I believe to be a disability. I believe he has special needs that require accomodation, and that is what I expect. I asked her to please either send me whatever I need to sign so that they can retest him, or to put me in touch with the person I needed to talk to in order to have him retested.
How does he feel about the reading groups? If he reads so well, it really doesn't matter which group he's in because he's reading above what the high group is doing anyway, so I really think it's more important that's he's where he is happy and comfortable.


Could the teacher not just show the page to the group? For such a small change, an IEP seems overkill. If you really feel he'll be happier in the higher group, then I would focus on working with the teacher to make it happen, because that *should* be a shorter path than a new eval.

Quote:
I hope I don't sound like one of THOSE parents, who thinks her kid is way more advanced than he actually is...I'm not. If you knew my child and saw his ability, you'd totally understand where my frustration is coming from.


He sounds like he might be 2E, and it makes it very difficult to figure out what will work.

I don't know anything about auditory processing disorder when there are no other issues, so I don't know what sort of therapies might help or what accommodations are common.

I'd request the records from the last eval and check into getting a private eval. I think that getting a real dx could take a while, and that nothing official can happen until he has one, so I'd try advocating with the teacher to make Kindergarten work him.
 
#3 ·
Quote:

Originally Posted by Linda on the move View Post
I'm so sorry you are going through this. Your frustration comes through.

First, has he had a hearing check with an audiologist? How long ago? A minor hearing problem could explain why he tested OK one on one, but has problems in groups.
Yes, last school year, don't remember the exact month, at the school for the deaf here in town. He tested fine.

Quote:

Originally Posted by Linda on the move View Post
I'm curious what would happen if you requested a copy of the records of this eval. I'd try making the request directly to the principal in writing (a real letter, with a date and a signature). It seems like it would be helpful to know exactly what they tested and exactly how he did.
I have copies, somewhere, and I gave a set to his teacher. He didn't test "borderline" on anything that I recall, and it seemed pretty comprehensive. IQ, a couple of developmental tests, I don't know what all else I guess, point is, he did well....

Quote:

Originally Posted by Linda on the move View Post
How long ago was the testing?
End of the school year, April, 2010. I met with them I think it was beginning of May, school got out May 13 or 14....

Quote:

Originally Posted by Linda on the move View Post
no idea, but I think it's water under the bridge. You are where you are right now, so the question is really how the heck do you move forward.


Quote:

Originally Posted by Linda on the move View Post
Do you guys have decent insurance? Is getting a private eval an option? It can take forever (like a year) but I think that it *might* provide more information for *some* kids. A neuro-psychologist is the kind of specialist who dx's auditory processing disorders.

A real dx is necessary for accommodations.
I have no idea if it would be covered. We have private insurance and Medicaid for him. I know I would have to get a referral, so I guess his ped would be the way to go.

Quote:

Originally Posted by Linda on the move View Post
Is he frustrated? Is he able to complete the work in the time allotted?
NO he doesn't seem frustrated at this point.

Sometimes he is able to complete the work in the time allotted, sometimes not. I have personally seen one day where he completed some work during rest time (along with many of the other kids) and missed a few minutes of recess (along with several other students.) So far, he's not the only one who takes longer.

Quote:

Originally Posted by Linda on the move View Post
How does he feel about the reading groups? If he reads so well, it really doesn't matter which group he's in because he's reading above what the high group is doing anyway, so I really think it's more important that's he's where he is happy and comfortable.

I see some truth to that, but at least in the higher group there's *some* chance he'd be challenged a bit...the point is to meet him where he is and challenge him to the next level...they're NOT doing that now.

Quote:

Originally Posted by Linda on the move View Post
Could the teacher not just show the page to the group? For such a small change, an IEP seems overkill. If you really feel he'll be happier in the higher group, then I would focus on working with the teacher to make it happen, because that *should* be a shorter path than a new eval.
It's not just the reading group, it's verbal directions in general. And it seems I'm going to have to get his needs documented and fight a little if I don't want him simply put in groups where he's not challenged at all, and *eventually* I think it may come to a point where he's not able to keep up with the pace. At that time, I want something to back me up stopping things like taking away all recess and fun activities.
He LIKES school now, and I want it to stay that way.



Quote:

Originally Posted by Linda on the move View Post
He sounds like he might be 2E, and it makes it very difficult to figure out what will work.
what's 2E?

Quote:

Originally Posted by Linda on the move View Post
I don't know anything about auditory processing disorder when there are no other issues, so I don't know what sort of therapies might help or what accommodations are common.

I'd request the records from the last eval and check into getting a private eval. I think that getting a real dx could take a while, and that nothing official can happen until he has one, so I'd try advocating with the teacher to make Kindergarten work him.
 
#4 ·
2E means twice exceptional, both gifted and special needs, all wrapped in one kid who doesn't fit anywhere!


Quote:

Originally Posted by peaceful_mama View Post
I have copies, somewhere, and I gave a set to his teacher. He didn't test "borderline" on anything that I recall, and it seemed pretty comprehensive. IQ, a couple of developmental tests, I don't know what all else I guess, point is, he did well....
there are a lot of different ways to test kids. My *just* gifted DD's IQ was tested at school in 3 different areas. It was a short screening test, not a complete IQ test, but it was good enough to get her into the gifted program. It took something like 2 hours.

My 2E DD's IQ was tested in 6 areas as part of a complete neuro psychology evaluation through a private doctor. The doctor was more interested in the pattern of highs and lows that the actual numbers. She had 2 full days of testing, not just IQ, but the whole cha cha.

[QUOTEI have no idea if it would be covered. We have private insurance and Medicaid for him. I know I would have to get a referral, so I guess his ped would be the way to go. [/QUOTE]

I'd start the process with the ped.


Quote:
NO he doesn't seem frustrated at this point.
that's good! I think you are doing the right thing by being proactive, because these things tend to take time.


Quote:
It's not just the reading group, it's verbal directions in general.
I understand, but accommodations have to be specific. If the higher reading group is the right place for him, helping to figure what what needs to happen for it to work for him is *part* of the way to get him there.

Quote:
And it seems I'm going to have to get his needs documented and fight a little if I don't want him simply put in groups where he's not challenged at all, and *eventually* I think it may come to a point where he's not able to keep up with the pace.
I understand and I think its the right thing to do, but I'd recommend a two pronged approach.

Getting a solid dx for my DD took over a year. Start the process. It's important, but don't want for the dx to brainstorm with the teacher about how to make this year work, because if you wait until you have a solid dx, this entire school year could pass.


I'd focus conversations with the doctor with the big picture (he doesn't seem to understand what he hears) and conversations with the teacher on specifics (asking her to show things or provide written directions, rather than telling).
 
#5 ·
My DD has some auditory processing issues that are really minor compared to her other stuff. I've been trying think since last night what accommodations she has at school that help.

*One thing you could work on with your son, is looking at the other kids to see what they are doing. Following along helps.

*When DD was in public school, she had one period a day in special education and could bring in work from her regular classes. The SE teacher would help her understand assignments and help communicate with her regular teachers.
 
#6 ·
that period with the spec. ed teacher might be appropriate when he is older. I've seen other children (2E kid I'm thinking of in particular) in 4th/5th grade when I was an EA that basically did that, it was an extra time for him to work on projects and homework. They quit sending homework *home* because it *never* came back, even though he was perfectly capable of getting it done in probably 10 minutes' time. (organization was a *huge* challenge, not the work itself.)
 
#7 ·
And if I needed further "evidence"

Today was my day to volunteer in his classroom. I saw two "table time" structured/teacher-led activities.

One was handwriting time, following an intro of the letters for the day with many hands-on activities at the circle. (writing on the board, letters with sticks, there's a song, etc.)

The directions were pretty much "go get your pencil box and your handwriting book. Do page 18 and 19 with the 'H' and the "K"

This wasn't the first page they'd done, they're all pretty similar. He was able to go get his stuff, sit down, and do the work very well, within the time given.

You see, he'd done it before, and the book is pretty straightforward. They can *see* what they need to do and do it.

The second activity was a worksheet dealing with patterns. He had to follow verbal directions to cut out the shapes at the bottom of the sheet, color all the same shapes the same color, and then complete the patterns by cutting out and gluing the shape that was supposed to be next.

He KNOWS patterns. He's been pointing out patterns, coloring in patterns, telling what's next in a pattern for shows like Sesame Street, etc. etc. etc. for YEARS.

He could not do this worksheet, with *simple* circle-triangle-circle-triangle type patterns, without direct assistance.

They were specifically told to color all the squares blue--EXCEPT--and she pointed this out and showed them--the dotted-line ones where they were supposed to glue in the picture.
He colored those.

He was randomly gluing on shapes ignoring the pattern. He did it just fine once I made him stop and look at the patterns. (his teacher started it and then called me over so that I could see how he was struggling, since we've been emailing about this)

What I noticed today though was this: It looks to me like it is taking him longer to get started...so when she goes on to the next direction, he is still focused on completing the first thing. He's not looking up or acting at all like he realizes there's a new direction being given. So...he's missing things obviously like "Don't color these squares here with the dotted lines. Only color THESE over here"

I asked if it was possible to have a parent help him get started if he needs it and watch when a new direction is being given and draw his attention to it, if needed, to see if that helps him out.

We'll see what she says. I'm not asking for someone to stand right over him babysitting, just could she ask one person who has his side of the room to keep a little bit of a special eye out on what he is doing when she is giving directions, and when they start.
*maybe* once his attention is drawn to this, he'll start realizing what is going on and following along a little better...we'll see....it's something easy to start with in my mind.
 
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