My son has a learning disability. The numerous tests done on him at school concluded that he has language, cognition, and comprehension problems. My dilemma is that his school won’t continue giving him special education because his recent achievement scores were high on the tests, yet his IQ score was low.
They told me there is no category to place him in; therefore, they have to deny continuing his special education services. I told them that his achievement scores are high because of the special education services he had been receiving. I thought having a learning disability was a reason to receive special education services. What additional information do I need so that my student can continue to receive special education services?
I share your frustration. Some school systems use a discrepancy model for defining a learning disability. The child must be a certain percentile behind what is expected for his or her IQ to meet the criteria for LD. Thus, as a child benefits from help and progresses, he or she might no longer be “far enough behind” to continue to meet the criteria for being coded as having LD. I suggest that you seek the advice of a special education counselor so that you can develop the best strategy for approaching your school.
Topic
Special Education