possible dismissal from OT--socks???

If he qualified for OT, you must have had him tested at some point. Is he LD? I’d be curious to see his nonverbal scores, particularly his Coding score.

At this point, it sounds like the OT is a waste of time. Why pull him from the classroom for something that is no longer needed?

IMHO, I think you would be better off obtaining accommodations for him.

My son, who shared similar problems to your son when he was 8, never qualified for OT, but he did qualify for accommodations. Starting in 4th grade, he was allowed to use an AlphaSmart. The AlphaSmart did not do much good, though, until I taught him how to keyboard. You could try to get keyboarding lessons for him through the school.

Also, homework assignments that involved a lot of writing, were shortened for him, as were classwork assignments. (Especially useful for long division in math and some spelling assignments—write each word 3x rather than 5x times—write 5 sentences instead of 10, etc. His IEP specified that he was to receive extra time for tests and should be tested in a small group. However, the only time this was followed was on standardized tests, when it was in their best interests for him to do his best on the tests.

LJ

LJ,

His performance IQ is lower than his verbal, fairly substantially (but less so than when he was younger). I think coding was 8 but wouldn’t swear to it. He entered K classified as speech impaired (had been in sp. ed because of speech as a preschooler). In K he was classified as having a visual-motor integration LD. After we did vision therapy, he tested as low normal last fall. I actually was somewhat surprised that continuation of OT was recommended last year. In first grade, he was classified as having a specific language disability (he has CAPD) and that is his present classification.

I agree that modifications would help him more at this point. I guess I am just confused about the process. Does he need a diagnosis of dysgraphia? What type of documentation did you have to have to qualify for accomodations? I have handled things pretty informally—this year very successfuly but in previous years not so successfully. Some things aren’t an issue now but may be later.

Beth

hmm,just because 30 minutes a week isn’t doing it,they want to dismiss? Do you think more time spent in OT would help?

You have many different options. It depends on what you think he needs.

If they actually gave him OT,would this be of educational benefit? If so,then I would sure as heck make them prove he doesn’t need OT. How do you do this? Evaluation,and then after their eval,request an independnet evaluation. Bring in writing samples,ask them if they feel his writing has improved? Of course you MUST tape this meeting. If they have done evals,did they request your consent? Did you have the opportunity to give your input in how or what evals they do?

Now,if you feel he doesn’t need the OT,but you don’t want to drop the OT altogether,because he might need it in the future you can request that he have OT,on a consultant basis. Keep the IEP,with 0 hours. But KEEP the IEP.

Make them show you on paper that he doesn’t need the OT.

Consider requesting an assitive technology evaluation. The OT could be working on training him with keyboarding skills,during the 30 minutes per week.

a few options. Good Luck,basicly the big thing. Documentation,hard data,and needs assessment is your priority.

My son did not have a dysgraphia diagnosis, just language-based learning disabilities. His coding score was either a 7 or an 8.

First, you can try calling a review meeting and asking for accommodations and see what happens. You’ll need documentation to back up what you’re asking for. Sample school work, for example. Tell them about the problems he has with writing (show incomplete work) and ask for modified assignments. You have to show that the visual motor problems are interfering with his progress in school. If you have achievement scores, do his achievement scores match the IQ scores. For instance, if he has an above average IQ, is he doing above average work in school? If he is not, then he needs accommodations.

If this does not work, don’t give up. Get more evidence in the form of testing documentation. Hire an advocate or an expert to speak on your son’s behalf at the meeting. My district tends to ignore parents, but it caves in to experts.

When was your son last given a complete diagnostic evaluation that includes IQ and achievement testing? (Not just an evaluation from the optometrist who did the vision therapy) If you don’t have this, you need to get it done.

I prefer private testing because you will get a very thorough assessment and an evaluation that gives a label, if appropriate, and recommendations. The school testing my son had did not provide a label, even though his scores were solidly in the GT/LD range. The report tended to highlight his strengths and minimize his weak areas. It did not mention special placement into a district program. The private testing I later had done backed up the GT/LD scores of the district and went a step further. It recommended placement into the GT/LD program. It also outlined accommodations he should receive.

This is what worked for us.

LJ

I spoke to the director of exceptional education. She told me one day he was doing OT in their conference room and she was at the desk (big, overcrowded school). She said what he was doing looked wonderful. My guess is that he has mastered what the OT is doing but a lot of his problem is stamina. He can do everything for awhile.

I told her about the tears about writing. She said to bring it up at the meeting.

I honestly don’t think they can do much more with him. I think he has mastered the tasks they know how to do.

So–-should I keep the IEP with O hours. I suspect he has met his goals for OT. Does that play into our ability to keep the IEP open?

I can bring papers where I have ended up writing.

We had a private OT evaluation done last year. The school basically told me that those needs were medical and they weren’t required to meet them. The report cited sensory integration issues.

He is only in third grade. Is he young for assistive technology?

Beth

We had testing mainly through the school done last year. They did IQ testing, academic, and speech and language. I had a private OT evaluation,CAPD, academic testing done. His IQ was average (99) but reading was well below. His math was above average. As a K, he had tested with a border line IQ (combination of visual and auditory processing problems) so I was happy to get that 99.

I have thought of having a private evaluation done by a psychologist but haven’t done it. The school psychologist who tested my son last year was clearly clueless. She concluded he had long term memory problems, which he doesn’t. The test she was using was visual in nature. I told her that was the problem. I later found on the web that the particular test involves visual closure, just like I thought.

Right,I would request 0 hours then. This will keep the IEP open.

The SI is a medical model. BUT the handwriting is not. And if the Si issues are impacting his education they must provide this too. The reason they don’t is they do not have the equipment,and it would have to be do on the outside. This would be a fight,but you could aquire this,possibly. Depends on how much you want to fight.
If he is doing well for only period of time then they need to change what they are doing?

I do not believe that 3rd grade is too young. My youngest started with AT in third grade. In retrospect I wish I had started it sooner. And if there are any fine motor difficulties the OT would have to address this,for keyboarding skills.

Beth,

It is not clear from me if your son was receiving any services other then OT on an IEP. If he was the IEP will remain open. If the IEP will remain open then accomodations for his visual-motor problems need to be addressed in the IEP. If he is not to be on an IEP ask for a 504 Plan to address accommodations he needs to be successful in the classroom.

He is not too young for a AT evaluation. If the physical act of writting is a long-term problem then he needs to develop keyboarding skills and be provided with a keyboard.

Helen

Was 99 the full scale IQ? If so, what was the verbal IQ and what was the performance IQ?

BTW—this year my son is getting after school keyboarding practice with an OT. Perhaps you should request that the OT offer keyboarding for your son.

LJ

My son receives speech 3 X a week and resource room for 1 hour a day for lreading/language arts. Does that help?

OK. I pulled the test out. Overall, was 99. He had verbal IQ of 108 with similarities being 8 and other scores all 12 or 13. He has CAPD and I understand it affects that score. His performance IQ was 90 (it had been in the 70’s two years earlier). I was wrong about coding. It was 10, as was picture arrangement. Block design was 9. The two very low scores were object assembly at 7 and picture completion at 6.

Does this give any useful information?

Socks,

He has an IEP for speech and reading already. They would be open anyway. Does that matter? I guess I am still a bit confused about whether I should try to specifically keep OT with 0 hours or if you were concerned about me not having an IEP at all for him.

This is what I was thinking. I was going to bring handwriting samples in, including the skipping letters in his agenda book, when copying from the board. I was going to also show them how wonderful his handwriting can be. I honestly think it is a combination of motor skills and the stress of trying to figure out what to say and how to spell it when he has almost nonexistent spelling skills.

My nonLD daughter had problems with handwriting until about 5th grade when they seemed to resolve themselves. She still doesn’t hold a pencil correctly (or does most of my family—which I never realized since I do) but now seems to have enough stamina, although she prefers her hunt and peck typing to writing. So, I have seen maturity helping some too.

I was thinking of taking the approach that if they can’t offer any remediation that will deal with his remaining problems, then we need to talk about accomodations and keyboarding. Perhaps accomodations should be there regardless of whether we continue with OT services. His present teacher is very flexible so having accomodations in his IEP hasn’t been necessary but who knows about next year (although I gave them so much trouble last year that they basically let me pick his teacher).

I have privately done Neuronet therapy which has done more for his sensory integration issues than the school could ever hope to. It is also working on his small motor skills–and handwriting in particular. We’re not there yet and having read this board for 1 1/2 years I know that handwriting issues are very difficult to truly remedy. That is why I want to make sure I don’t handle this in a way that makes it more difficult to get accomodations and technology support later.

Is IM helping your boys? I’ve looked into doing it too.

Thanks for all your help. I always appreciate your knowledge of the law.

Beth