First grader with possible dyslexia and I am lost
Is this evaluation going to include a thorough vision exam? Most of the clients at the clinic I go to are young kids, definitely elementary school age. Their stories sound similar - vision deficits of one type or another are sometimes mistaken for learning disabilities.
You will get through this but it will likely take many months to get your child an IEP. The school district has a group called Special Education Parent Advisory Committee (SEPAC) and each school has a liaison. Reach out to yours and they can help guide you through the process. Have your teacher put the wheels in motion for an IEP...she/he is the one who needs to write a referral. Good luck!
Start here:
http://www.somsd.k12.nj.us/cms/lib7/NJ01001050/Centricity/Domain/32/A_Guide_to_Special_Ed_-_All_in_one_(2011).pdf
http://www.somsd.k12.nj.us/cms/lib7/NJ01001050/Centricity/Domain/32/A_Guide_to_Special_Ed_-_All_in_one_(2011).pdf
I see that that link does not work. Try this:
http://www.somsd.k12.nj.us/Page/208
http://www.somsd.k12.nj.us/Page/208
@bikefixed - Kid has had vision checked recently and doesn't need glasses and everything looked fine. (Dr. Kathryn Klein / Advocare Pediatric Eye Physicians in Morristown).
My dyslexic son was given an IEP in 1st grade - the Child Study Team will need to do an eval. Note - they do NOT diagnose and will only look for discrepancies. They give an IQ test and then give a written and an oral test. If there is more than a 30 point difference between the IQ and the performance on the test, then a learning disability is determined and an IEP is put in place to try and bring the deficiency up to what it should be.
We've never done an outside eval, so my son's IEP just says "learning disability" but with a more than 30 point difference between his written and oral tests, it was obvious (it also runs in my family, so we were kind of expecting it). However, now that his reading level has improved and it's been three years, he is supposed to be retested this year, and we will see how that goes. I'm anticipating having to get the outside eval with a specific dyslexia diagnosis to continue with his accommodations, so I would love to get any recommendations!
Also - note that your teacher needs to have an intervention and then do the referral to the Child Study Team. Without the teacher's assistance, it is VERY difficult to move ahead and get any accommodations.
We've never done an outside eval, so my son's IEP just says "learning disability" but with a more than 30 point difference between his written and oral tests, it was obvious (it also runs in my family, so we were kind of expecting it). However, now that his reading level has improved and it's been three years, he is supposed to be retested this year, and we will see how that goes. I'm anticipating having to get the outside eval with a specific dyslexia diagnosis to continue with his accommodations, so I would love to get any recommendations!
Also - note that your teacher needs to have an intervention and then do the referral to the Child Study Team. Without the teacher's assistance, it is VERY difficult to move ahead and get any accommodations.
@Algebra - no, but she was evalated by the speech therapist in school to see if speech was part of the problem (and the therapist concluded it was not after meeting with kid)
Next step is at school is that the teacher is requesting an "evaluation".
Feb 27, 2015 at 8:20am Edited
oakland2 said:
I am looking for some info on the process and what I need to ask for from the school (and the words I need to use to make sure we are getting what we need). I've spoken with the teacher and we are on the same page. I will get an independent evaluation from Linda Auld (based on recs in other MOL posts) (or is there someone else I should see instead who is as good and cheaper or better?). What else do I need to do? What kind of timeline am I looking at realistically? The teacher and I have been talking for months about and although there has been movement, the progress has been slow while the school year is proceeding fast. If kid is dyslexic, what then? What's the big and little picture as far as her education/school involvement is concerned? Does she get an IEP? How does that happen? I feel like a fish out of water...
My friend's kid was badly dyslexic and it wasn't not really dealt with enough by the school district. They ended up sending kid to private school for one year. It was, as the district people had warned, an academically less challenging school. BUT, it helped the kid a lot in terms of gaining confidence with reading and writing. They put kid back in SOMSD middle school and all is going well.
kraines said:
I'm anticipating having to get the outside eval with a specific dyslexia diagnosis to continue with his accommodations, so I would love to get any recommendations!
My son was evaluated at Center for Child and Family Development in Morristown. Not cheap. But very comprehensive
http://www.ccfdnj.com/services/
You don't give much detail about why you think your daughter has dyslexia (understandable on a public forum). Some children do take longer to learn how to read. My son wanted nothing to do with it until late in first grade and then he learned in what seemed like a few days and caught up to grade level by the end of the year. I was a complete basket case and when I look back, my anxiety was probably contributing to the problem. The only intervention my son received was my reading with him and finding the books at the right level for him to feel successful. Meeting children's needs with with material that makes them feel successful is at the heart of reading programs that work, even if on the face of it they seem 180 degrees opposed philosophically.
Since my son's experience I've learned a lot about reading instruction (and the politics of reading instruction) and I feel bad for you as a parent because I know it's confusing and scary. I would recommend (in addition to following through with the school district IEP process and other evaluations), taking a deep breath and trying not to (if you are) passing on your concern to your child. Children who don't read when everyone else can often shut down and have great feelings of failure that make it even harder for them to begin reading.
You should feel reassured that most kids of normal intelligence and reasonable focus learn how to read, especially if they don't have speech or other issues. This includes children who are thought to be dyslexic. I worked with such children and they almost all improved with good instruction, the help of a few reading programs and lots and lots of real reading. There were a few children who, despite massive interventions, still struggled greatly. But that is probably not where you are headed.
So, just cross your fingers and keep that in mind. And keep reading to your kid if she will let you. You can read her books at or above grade level and discuss them. In this way, she will continue to acquire essential vocabulary and knowledge of reading strategies so she will keep up better with her peers when she finally catches on to basic reading skills.
Since my son's experience I've learned a lot about reading instruction (and the politics of reading instruction) and I feel bad for you as a parent because I know it's confusing and scary. I would recommend (in addition to following through with the school district IEP process and other evaluations), taking a deep breath and trying not to (if you are) passing on your concern to your child. Children who don't read when everyone else can often shut down and have great feelings of failure that make it even harder for them to begin reading.
You should feel reassured that most kids of normal intelligence and reasonable focus learn how to read, especially if they don't have speech or other issues. This includes children who are thought to be dyslexic. I worked with such children and they almost all improved with good instruction, the help of a few reading programs and lots and lots of real reading. There were a few children who, despite massive interventions, still struggled greatly. But that is probably not where you are headed.
So, just cross your fingers and keep that in mind. And keep reading to your kid if she will let you. You can read her books at or above grade level and discuss them. In this way, she will continue to acquire essential vocabulary and knowledge of reading strategies so she will keep up better with her peers when she finally catches on to basic reading skills.
I have two dyslexia kids, one also ADHD. I'd be happy to chat if you want to PM me.
Mar 2, 2015 at 2:24am Edited
Hate to say it, but the district is effing impossible to deal with unless your kid is utterly drowning - and the district seems aggressively against offering help. My child is on the dyslexic spectrum with problems leaning toward dysgraphia. He tested with a 96% percentile difference between math & written abilities (yes, 96% Difference) and our lovely district has provided NOTHING in 6 years of asking and being referred by teachers in almost every grade. Needless to say, we are now paying for out of district. In my opinion, get a lawyer to advocate for you NOW.
@free2b - where/how did you get him tested? And given his scoring, do you have an IEP?
Mar 2, 2015 at 2:33am Edited
We had him tested MANY times, as we tried to get an IEP in 1st, 2nd, 4th & 5th grades. Initially tested at Goyreb in Morristown. Later used several independent evaluators all over NJ (happy to refer).
Depending on which school you are in (and the principal) they will, or won't, accept outside evals. (I've experienced both, and think it depends on the mood & level of professionalism of the individual AP or Principal)
No IEP. In my opinion, the district is aggressively hostile to anyone asking for one.
If you'd like to chat about the specifics, PM me.
Depending on which school you are in (and the principal) they will, or won't, accept outside evals. (I've experienced both, and think it depends on the mood & level of professionalism of the individual AP or Principal)
No IEP. In my opinion, the district is aggressively hostile to anyone asking for one.
If you'd like to chat about the specifics, PM me.
Also happy to discuss the process in detail, online, by PM, over coffee...whatever works. My expertise is not dyslexia, but other learning issues. I never expected that life would take me in this direction, but kids with various special needs have given me a lot of exposure to the system and processes (and many opportunities to develop the zen side of my personality!).
The district can be tough to deal with -- my biggest piece of advice is to push hard and get the IEP (if needed, of course) young. I think our early elementary CSTs are (on the average) more focused on helping children rather than keeping them off the special education list. By middle school, there is a huge resistance to classifying anyone who isn't either failing academically or seen as a risk to others (even when teachers agree with the need for services). In addition, it is much easier to get effective classroom support when you are dealing with one or two teachers rather than many.
Teachers may not always give you their frank opinion on what is needed, because they can get in trouble for telling parents that special services are needed. So listen both to what they say, and to what they may be hinting.
Advice number two...the classification process is formal. Whatever your teacher may be doing, put in your own letter officially requesting evaluation for an IEP. On paper, with a copy, ideally hand delivered to Academy Street so that you have proof of delivery on a certain date. Track dates of each communication, as the District has legally mandated response times. Build a binder, starting with a picture of your child, as well as every evaluation, important emails, every scheduling mail, report cards, work samples, etc. Bring it to meetings for ready reference (and to show how organized you are!)
Advice number three...you need to go in with a perspective on what your child needs, unfortunately. Otherwise you just get what the school has convenient and ready to give, even if it isn't a great fit. That is so hard, when you are new to the world of learning disabilities, so make sure to get recommendations from your outside evaluator. If your child isn't in the inclusion classroom, with a second teacher (special-ed expert), you may want to push for that either immediately or for second grade.
No time to say more now, but best of luck, and stay relaxed. You have time, and this is a distance race rather than a sprint. Best of luck!
The district can be tough to deal with -- my biggest piece of advice is to push hard and get the IEP (if needed, of course) young. I think our early elementary CSTs are (on the average) more focused on helping children rather than keeping them off the special education list. By middle school, there is a huge resistance to classifying anyone who isn't either failing academically or seen as a risk to others (even when teachers agree with the need for services). In addition, it is much easier to get effective classroom support when you are dealing with one or two teachers rather than many.
Teachers may not always give you their frank opinion on what is needed, because they can get in trouble for telling parents that special services are needed. So listen both to what they say, and to what they may be hinting.
Advice number two...the classification process is formal. Whatever your teacher may be doing, put in your own letter officially requesting evaluation for an IEP. On paper, with a copy, ideally hand delivered to Academy Street so that you have proof of delivery on a certain date. Track dates of each communication, as the District has legally mandated response times. Build a binder, starting with a picture of your child, as well as every evaluation, important emails, every scheduling mail, report cards, work samples, etc. Bring it to meetings for ready reference (and to show how organized you are!)
Advice number three...you need to go in with a perspective on what your child needs, unfortunately. Otherwise you just get what the school has convenient and ready to give, even if it isn't a great fit. That is so hard, when you are new to the world of learning disabilities, so make sure to get recommendations from your outside evaluator. If your child isn't in the inclusion classroom, with a second teacher (special-ed expert), you may want to push for that either immediately or for second grade.
No time to say more now, but best of luck, and stay relaxed. You have time, and this is a distance race rather than a sprint. Best of luck!
@Oakland2, if you haven't already, please read Sally Shaywitz' book called Overcoming Dyslexia. Knowledge will help alliviate that overwhelmed feeling and then allow you figure out a path. It may take awhile but you will figure one out and your daughter will be fine. I am an adult with dyslexia and have a 3rd grader with it as well. FWIW, school is being very helpful now. No IEP, just a 504.
+1 for Overcoming dyslexia, I also found it very helpful.
I don't know if it is still around, but we found the Children's learning center in Scotch Plains really helpful-- it is where my kids learned to read-- they use the Orton Gillingham method . Good luck.
I don't know if it is still around, but we found the Children's learning center in Scotch Plains really helpful-- it is where my kids learned to read-- they use the Orton Gillingham method . Good luck.
Mar 2, 2015 at 4:00pm Edited
Was going to recommend Overcoming Dylexia as well. Please check out
www.understood.org
for lots of information for parents of children with learning and attention issues. Plenty of information on dyslexia.
www.understood.org
for lots of information for parents of children with learning and attention issues. Plenty of information on dyslexia.
The school has provided OG and we have hired OG instruction privately. I think remediation is a balance of private and school help. There are lots of great accommodations. Also, I second www.understood.org as a great resource.
Feel free to pm me if you would like. My son is now a teen and was diagnosed with learning disabilities that caused dyslexia when he was 6 years old. He is in college now. It is like having a part time job for parents in terms of ensuring the right people are doing the right things for your child. It is well worth the dedication of time and some money to see the growth that happens when kids get targeted instruction and good accommodations.
Good luck.
Good luck.
@Haha - why a 504 and not IEP? Thought I'd come back to report we had her independently tested and she was diagnosed dyslexic. Served that report on school. In response we are now scheduled to meet with the Child Study Team this month to discuss the evaluation and next steps. I'm not sure what to expect going forward... Guesses are welcome...Has anyone had a smooth process with SOMA schools or is it always a fight to get an IEP?
We've had a few bumps in the road but for the most part we've had good luck getting the services we've needed with the district. You should try to arm yourself with as much knowledge in advance, both with respect to your child's diagnosis and your legal rights. I recommend reaching out to the Special Ed liaison at your school - he or she will be listed on the PTA website for your school and at http://somsepac.org/, and he/shee can talk you through the process in greater detail. Also go to www.wrightslaw.com. While not specific to NJ, you can learn a great deal about your basic legal rights there.
susan1014 said:
Also happy to discuss the process in detail, online, by PM, over coffee...whatever works. My expertise is not dyslexia, but other learning issues. I never expected that life would take me in this direction, but kids with various special needs have given me a lot of exposure to the system and processes (and many opportunities to develop the zen side of my personality!).
The district can be tough to deal with -- my biggest piece of advice is to push hard and get the IEP (if needed, of course) young. I think our early elementary CSTs are (on the average) more focused on helping children rather than keeping them off the special education list. By middle school, there is a huge resistance to classifying anyone who isn't either failing academically or seen as a risk to others (even when teachers agree with the need for services). In addition, it is much easier to get effective classroom support when you are dealing with one or two teachers rather than many.
Teachers may not always give you their frank opinion on what is needed, because they can get in trouble for telling parents that special services are needed. So listen both to what they say, and to what they may be hinting.
Advice number two...the classification process is formal. Whatever your teacher may be doing, put in your own letter officially requesting evaluation for an IEP. On paper, with a copy, ideally hand delivered to Academy Street so that you have proof of delivery on a certain date. Track dates of each communication, as the District has legally mandated response times. Build a binder, starting with a picture of your child, as well as every evaluation, important emails, every scheduling mail, report cards, work samples, etc. Bring it to meetings for ready reference (and to show how organized you are!)
Advice number three...you need to go in with a perspective on what your child needs, unfortunately. Otherwise you just get what the school has convenient and ready to give, even if it isn't a great fit. That is so hard, when you are new to the world of learning disabilities, so make sure to get recommendations from your outside evaluator. If your child isn't in the inclusion classroom, with a second teacher (special-ed expert), you may want to push for that either immediately or for second grade.
No time to say more now, but best of luck, and stay relaxed. You have time, and this is a distance race rather than a sprint. Best of luck!
A lot of good advice here.
Also feel free to PM me if you'd like. I posted earlier. Also not sure I mentioned, check out Yale's Center for Dyslexia and Giftedness.
https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyslexia
May 11, 2015 at 9:24pm Edited
for someone just starting this process....or stuck in limbo
1st look on www.dys-add.com they can send you a referral list for evaluators in the area.
You need to formally requested a special ed eval IN WRITING...not just let the teacher refer..... Do you have the "PARENTAL RIGHTS IN SPECIAL ED" booklet? If not you can find in online.
To start special education evals you must SEND A WRITTEN REQUEST to the head of the special ed department..I would send it certified.
Simply state, I would like my child evaluated for special education and related services based on a concern that she may have a specific learning disability in reading.
Special Ed law is IDEA. In NJ, the must complete the evaluations and placement in 90 calendar days (or if 90 days is in the summer...signed within 90 days to start 1st day of school in Sept) if special ed is warranted
at the same time, they can try a RESPONSE TO INTERVENTION type program...THEY CANNOT DELAY SPECIAL ED EVALS FOR THIS--by law.
Note that schools only diagnose 'eligibility for special ed based on specific learning disability' they do not actually diagnose dyslexia.
There are other reading disabilities such as Irlens.
If special ed services are warranted---they can range from accommodations in the regular class all day..to regular class most of the day..and a special ed class for part of the day..to all day special ed...even placement in another public or private special ed school (this is rarely advised for dyslexia)
Orton Gillingham based reading programs such as Wilson Reading System are recommended for dyslexia.
The good news is that this is the perfect age to catch it...children younger than 1st grade often just aren't developmentally ready to read...so its hard to assess for a learning disability...by the end of 1st grade is often recommended by dyslexia specialists.
THE TEACHER DOES NOT NEED TO BE INVOLVED>>THEY CANNOT BLOW YOU OFF IF SHE ISN"T--THAT WOULD BE ILLEGAL.
also note, that if a student with dyslexia doesn't need special ed, they are still eligible for a 504 plan if they need accommodations like extra time or copies of notes...some people with dyslexia find colored paper easier to read.
BY LAW< THEY MUST CONSIDER INDPENDENT EVALS...YOU CAN EVEN REQUEST THAT THE DISTRICT PROVIDE ONE AT THEIR EXPENSE...its in the 'parental rights in special ed booklet'
there is an additional timeline --i'd have to look it up..something about 10 or 20 days to respond to your request for special ed eval..
http://www.nj.gov/education/specialed/info/process.pdf
20 calendar days to meet after request
90 days after consent is signed to have placement
http://www.nj.gov/education/specialed/form/prise/prise.pdf
online page 12 (booklet page 8 is about independent evals)
the school does not have to accept an independent eval without doing their own..but they must consider it in addition to their own
20 calendar days to meet after request
90 days after consent is signed to have placement
http://www.nj.gov/education/specialed/form/prise/prise.pdf
online page 12 (booklet page 8 is about independent evals)
the school does not have to accept an independent eval without doing their own..but they must consider it in addition to their own
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oakland2