Huge cognitive IQ increase in a child that had a delay? Is this possible with  AN IEP?
923514
There are many factors involved here, and you have had some very good answers.  IQ tests tend to not be very accurate with young children for a whole variety of reasons, and it can be expected that tests given later will produce different scores. It also depends for example, on the particular test used.  \n\nDid you daughter have lots of special programming and attention after the first test?  If so, that teaching may have helped her make some significant gains in her skills.  Does she seem to be progressing very well?  If so, her delays may have been developmental, and she may  "catch up" quite a bit, given lots of good programming.\n\nWith all of that said, it is really impossible for any of us to give you an absolute answer to your question, because we don't know your daughter, which test was used, etc. but anything is possible.  However, the difference you describe is quite a big one, and as you said, it is hard to believe that there could be that much improvement so quickly.  \n\nPay particular attention to your daughter and her development over the next months.  Stimulate her learning as much as you can.  Ask her teacher what you can do at home to help her progress even more than she has, but don't overwhelm her with too much work and practice.  Most likely she will be tested again  in a year or so, and then you may have a better answer.   \n\nBest of luck to you and your daughter.
1120940
Why in the world is your district running full diagnostics for every 3-year?\n\nAlso, THE NEW AUTHORIZATION (2004) STATES THAT DISCREPANCY BETWEEN IQ AND ACHIEVEMENT IS NOT THE PRIMARY MEASURE....\n\nRESPONSE TO RESEARCH-BASED SLD INTERVENTIONS IS!!!!!\n\nIF THE CHILD MADE SIGNIFICANT PROGRESS IN YOUR PROGRAM, THAT IS PROOF THAT HE/SHE HAS AN SLD, AND SHOULD CONTINUE SERVICES!\n\nPL 108-446(2004) SEC 614(b)2(B) states that no single measure shall be used in determining qualification, or exit. \n\nPL 108-446(2004) SEC 614(b)6 states that the IQ/Achievement discrepancy method is now considered invalid, and student reevaluation for continuing designation of SLD should be based on student responsiveness to research-based SLD instructional methods.\n\nSee this link, page 60: http://www.cec.sped.org/Content/NavigationMenu/PolicyAdvocacy/IDEAResources/PublicLaw108-446.pdf\n\nThe LAW states that the committe is required to look at information already available about the child, and to request further testing ONLY IF IT IS NEEDED.\n\nIf these kids are being given formal diagnostics when it is not needed, then the district is out of compliance with the law.\n\nThe correct procedure for review of student data includes looking at the last diagnostic set of tests. The committee must review the last set carefully, and discuss whether or not the data still appears correct for the student. If the student's needs and strengths are still accurately reflected by the old data, combined with responsiveness to research-based SLD instruction, then a new test does not need to be done. The IEP committee places a statement in the reevaluation minutes that the old testing remains accurate and current as of that date due to documented teacher observations, parent input, and student products, and the date of the IEP becomes the most recent date of evaluation.\n\nThe only reason to run formal diagnostics is when the old data appears to be inaccurate for the student's current performance and needs.\n\n\nIf your district (or G-d forbid...entire state) is doing a full diagnostic on every sped kid, and disqualifying kids based solely on those tests, regardless of the child's real needs, then a lawsuit will eventually rear its ugly head when a smart parent, who wants to have his/her child remain in program, gets wise to the practice. The law's language regarding ALL reevaluation, including the 3-year formal, is to protect kids from being exited without adequate documentation, not to force them out before they are ready to fly on their own.\n\nCall this information to your sped central office administrator NOW, and demand that your district's IEP formats be updated to meet the 2004 reauthorization... G-d knows what other horrid and damaging mistakes your district is making.
136839
dear tia-alld,  The blame is to be put any where. You son may have a disability such as ADD, ADHD or most likely Dyslexia.  Dyslexia as many forms, and just recently a co-worker and I came across the same thing. Out of all the dyslexia cases on file, only one out of every two to three thousand people end up with this condition.  In the school setting ask the teachers to try using different color chalks, or putting homework on color paper.  The condition is referred to as "black on white". and there are several sites on the internet that talk about absents of color in learning.  Another great tool are color overlays.  You can get these any where and all they are, are colored clear platic sheets a student would place over their work to change the back ground of the paper. \nEither way talk to your son any try to learn if when he looks a the chalk board does the writting look funny or strange.  A very good first sign.  If so have him checked by your local doctor and explain what you know and ask for special testing.  None of this type testing is advasive to a child, in fact it seem rather fun. (seminar experience).  Either way don't give up.  By the way I failed to mention I Have been working with children and young adults with special needs, disabilities for over four years now.  P.S. please forgive my spelling errors and grammer, some days are very long.  Hope I hepled.
3491
A couple of places to look that are listed below. Many of the references deal with research aimed at children and adults with learning disabilities, although not all do. \n\nA neat summary of intelligence and learning, by Robert Sternberg, a scholar about intelligence, can be read at: http://teachpsych.lemoyne.edu/teachpsych/faces/text/Ch06.htm
51366
Gifted has to do with the child's actual IQ. I can't recall the number but at that point you are labeled "gifted".
76681
I assume you are asking about what education is available for children with the disorder in Alabama. I am not familiar with Alabama's resources but as a parent of a profoundly mentally challenged child, I will tell you what I do know. \nThe best place to start is ask your pediatrician about resources. The mental health facility is a very good place to start. Depending on the child's age, your area may have something available like First Steps, which is an early intervention service for children with developmental delays available for children up to 3 years old. First Steps was wonderful for my daughter. \nAfter she turned 3, we were referred to a state-run facility that basically gave us a case manager and helped to identify the special needs for our child but after 3 years with them, we still have not been able to actually RECEIVE services because the waiting list is so long, then they go through freezes. I hope your state is not as backed up as ours is. \nAs far as education, public schools are required to provide an education to special needs children, per the Americans with Disabilities Act. The special needs child is given an IEP (individualed education plan) so that the child is taught what is appropriate for his/her abilities. The parent's involvement and input in the IEP is very important. If you do not agree with the IEP, you can change it. \n\nIndividuals with Disabilities Education Act:\n\nThe Individuals with Disabilities Education Act (IDEA) (formerly called P.L. 94-142 or the Education for all Handicapped Children Act of 1975) requires public schools to make available to all eligible children with disabilities a free appropriate public education in the least restrictive environment appropriate to their individual needs.\n\nIDEA requires public school systems to develop appropriate Individualized Education Programs (IEP's) for each child. The specific special education and related services outlined in each IEP reflect the individualized needs of each student.\n\nIDEA also mandates that particular procedures be followed in the development of the IEP. Each student's IEP must be developed by a team of knowledgeable persons and must be at least reviewed annually. The team includes the child's teacher; the parents, subject to certain limited exceptions; the child, if determined appropriate; an agency representative who is qualified to provide or supervise the provision of special education; and other individuals at the parents' or agency's discretion.\n\nIf parents disagree with the proposed IEP, they can request a due process hearing and a review from the State educational agency if applicable in that state. They also can appeal the State agency's decision to State or Federal court. For more information, contact:\n\nOffice of Special Education Programs\nOffice of Special Education and Rehabilitative Services\nU.S. Department of Education\n400 Maryland Avenue, S.W.\nWashington, D.C. 20202-7100\n\n\nI hope this helps. I know how hard it is with a special needs child and I wish you the best. If you have any other questions, feel free to email me at jude31@yahoo.com.
806638
God bless you, I hope that the org that you start reaches many disabled children and their families. \n\nI am really impressed with IEP, I am in constant contact with my daughter's teachers. I think if I could change anything, it would be that more schools put disabled children into regular classrooms during extra activity more often. My daughter (in her first couple of years of school) picked up some bad habits. She is autistic, and she does a lot of parroting. They put her in art and music outside of her SPED class and she really flourished. She is talking more, she doesn't have some of the bad habits.
896336
The first answerer is good.  My son was the same way. It took several years of speech therapy before his speech included all the sounds.  He eventually was diagnosed with an auditory processing disorder.  He could not distinguish between similar sounds like b and p in his brain.\nThis made it very hard for him to learn to read.  Since he could not distinguish sounds, breaking the sounds of a word into letter sounds was just impossible for him.  We found a speech therapist who could do a program called Fast Forword, to train the brain to distinguish sounds.  That gave him the ability to start to learn to read.  I would recommend it if you find that this is the root of his problem, as soon as possible.
200562
That's not the right question. A learning disability is a discrepancy between expected achievement (IQ) and measured achivement (scores on a standardized achivement test). This discrepancy can show up in one area, such as reading, or many areas. It's thought to be the result of diffilculties processing different types of information but that's debateable.\n\nIt's not the result of low general intellectual functioning (mental retardation) or other types of disabilities. It's also not the result of cultural or socio-economic influencees. What seems to be clear, is that the student (person) was exposed to the same material and teaching techniques as others, but, for some reason, it didn't "take".\n\nThe implciation is that the student requires "special" education or instruction. There's nothing magical about what's needed. Most often, this translates into breaking the learning down in to smaller chunks, more indivualized instruction, and simply, more "academic engaged time."\n\nNotions like, "learning style" sound great but they are largely the fabrication of "pop psychology". If you want a term to pursue, try "direct instruction." It's derived from effective teaching research. Again, no magic.\n\nIf you really want to understand, don't waste too much time with lables like, Dyslexia, Minimal Brain Dysfuction, etc. Those terms change over time and just coming up with a label does nothing to explain or predict. Those terms have precisely zero relevance for intervention, i.e. instruction.\n\nBy the by, if you can read and understand what I've written, you don't have it. ;-)
384778
If your daughter is delayed with her eye-hand coordination, did not qualify for special education services, but her handwriting and coordination interfere with her ability to perform well in class, then she DOES qualify for a Section 504. This is under the Americans with Disabilities Act, in which accomodations must be made to allow a child (or adult worker) accessibility to the work area, materials, etc. so that he/she can effectively do his/her work (for the child, the work is learning).\n\nSchools tend to want to avoid 504 plans, as they cost money without bringing in any extra funding. However, if they don't provide her with one, they are out of compliance and can lose what funding they already have. Get your private Visual or Occupational Therapist's diagnostic information and reports on impact for your daughter's performance in school, march on down to the principal, and say the magic words, "I have documentation for my child's ADA SECTION 504 needs. So, when can the committee meet during this upcomming month?" Under 504, assignments can be modified, specialized pencil grips or keyboarding can be provided, etc. \n\nI would also recommend contact your state's or local parent advocacy group. This is made up of parents with kids with special needs who have "been there and done that" already. They can help you with your particular state's processes, making sure meetings happen and in a timely manner, etc.\n\nhttp://www.wrightslaw.com/info/sec504.index.htm\nhttp://www.children-special-needs.org/vision_therapy/optometric_vision_therapy.html\nhttp://www.visiontherapystories.org/eye_tracking_disorders.html
118218
I do this for a living, and could give you a dreadfully long answer.  Some considerations are-  Did the school evaluate him/do an IEP?  Has he received a diagnosis from a child psychiatrist?  If so, this may afford some protection as a "special needs" child, which changes the rules for the school.  Even though they may seem autonomous, they aren't.  I would search under special education law, and there may be a public law project in your state that might take the case free of charge.  The same holds true for your daughter.  If she has needed professional help due to school issues, it changes the rules.  Also, inquire of local mental health providers in your state about "wraparound" services, which could send an adult to school with your child each day.  This is how it is in my state, but not in all states.  Good luck.
574684
In what context?\n\nIf you are asking about skill transfer and generalization for special needs students, specifically in the area of language, then what aspect are you asking about?\n\nSpoken and auditory receptiveness would best be answered by a speech-language pathologist.\n\nFor reading and writing, student motivation to learn and interest in the skills being taught greatly increases the rate of transfer to other subjects and environments.
53744
My son was diagnosed with D. in the third grade. Does your school have a class designed to tutor you? My son had to have assignments and tests read to him, and he was allowed to answer verbally. He taped the classes. Some assignments were altered. Not made easier, but if it required alot of writing, he was able to use a computer. We even homeschooled for 5 years.  We found a curriculum that was alot of hands on experiences.  It is hard. Hang in there, you're an inspiration to someone watching you.
1150684
old wives tale - eat lots of eggs while pregnant. Get a book on Signing with Baby where you teach your baby sign language.  IT's suppose to develop the language neurons at an early age which will boost IQ later.  There is a theory about listening to Mozart's music too.
667196
Gifted children often do have an obsessive, perfectionistic element to their giftedness. Some do have full-blown OCD. Your daughter is not alone in her current difficulties, and neither are you. This is not a reflection on your parenting... the fact that you are asking for more information and want to help her, and have been trying to help her, shows what a wonderful parent you are. \n\nYour child needs counseling, and you need to connect with other parents of gifted and of OCD and/or Anxiety kids to have regular support for both stress relief (nothing like hearing "yeah, me too" to make you feel better) and to get parenting ideas.\n\nIf she is having difficulty concentrating, and it just started recently, she may be also experiencing Generalized Anxiety, which given her obsessive streak may be a more likely cause for distractibility than ADHD (which doesn't really "pop out of nowhere"). A quick test is to give her a little caffiene (1/2 cup medium-strength coffee, or a can of Mountain Dew). Does she get agitated? Then she does not have ADHD. If she calms completely down and suddenly "finds her focus," she has ADHD. In any case, you should see your doctor and get a referral to a pediatric psychiatrist. This is NOT an automatic "lets go get meds," but the tapping of a specialist to help coordinate your counseling care and to monitor her symptoms. But don't close the door on the idea of meds, either. OCD and Generalized Anxiety are chemical imbalances, not a matter of willpower. Medication is a tool to help alleviate symptoms so that she can learn adequate coping skills. You wouldn't deny her insulin for diabetes, would you? The difference is that, IF the doctors suggest medicine, it often does not have to be a lifelong committment. As she builds coping skills, she may be able to go off them, too. If they do not suggest medication right away, they certainly will be able to provide you with specialized guidance in helping your daughter overcome her stress and find her productivity again.\n\nDoes your state have funding for gifted programming?  In my state, New Mexico, Gifted children are served under Special Education. This means that we also have excellent programs for children who are gifted who are also experiencing challenges ("twice exceptional" or 2x). \n\nThere are some professors at the University of New Mexico who are leaders in the field of gifted education, and 2x programs (I was lucky enough to have some instruction from them at the last education conference I attended).\n\nYour daughter should be receiving extra services of some kind. Is she or has she been in a gifted program? Is she currently receiving counseling, either privately and/or through the schools?
300103
Since she has an IEP, the reasons for why she is considered Emotionally Disturbed are already clearly outlined. That is not the place to begin.\n\nFirst of all, is DVHS her neighborhood school?  If it is, they cannot refuse her attendance, unless an IEP has been written to provide her with full services in another environment (specialized program elsewhere, or homebound). If they are refusing her enrollment, you are within your rights to start due process.\n\n1. Get a parent advocate for your state. While this site is about parenting autism, they may be able to link you up to an advocate who can help with E/BD cases:  http://www.lccare.org/\nSome other good organizations to contact to start looking for an advocate include: http://www.pde.state.pa.us/special_edu/cwp/view.asp?A=177&Q=61680\nhttp://www.slc.sevier.org/parents.htm\n\n2. Bring a COPY of every IEP you've had this past year with you wherever you go on this, as well as progress reports, etc. That way you can quickly reference them if there are questions or objections by any of the officials you will meet with.\n\n3. I am assuming you have already met with the principal at DVHS. If not (if you have only met with Assistant Principals, counselors, etc.), walk in and refuse to leave until you have spoken with the principal (if he/she truly is out of the building for the day, get a specific time they expect him/her back, and come back then). Explain your situation, and state that either the district follows the IEPs, meets to write a new one to provide adequate and correct services and education to your daughter, or you will go to central office.\n\nIf the principal says that a new IEP will need to be held, point out that the school is held by the current IEP until the new meeting, and he/she must admit your daughter. \n\nHopefully, at this point, your daughter is enrolled, and a new IEP meeting is scheduled. When you walk into the IEP meeting, refuse to leave until you are certain that your daughter will receive complete instruction every school day in all the core subjects (English/Language Arts, Math, Science, Social Studies), psychological counseling (since her behavior impacts her education, she qualifies for counseling), and placement in the best environment for her educational need (whether homebound or in a behavioral-focus self-contained on-campus program). The parent advocate you round up from Step 1 (above) will be an essential support in surviving the meeting and ensuring a good program for your child.\n\n4. If the principal absolutely refuses to admit your daughter, the next step is to go to the central office and speak with the Director of Special Education and the Superintendent. Explain your situation, tell them you have already spoken with the DVHS principal. and state that either the district follows the IEPs, meets to write a new one to provide adequate and correct services and education to your daughter, or you will submit a request for a due process mediator.\n\nIf they listen and get your daughter enrolled, follow the same thing as for if the principal had listened in Step 3, but now it is at the district level.\n\n5. If they also refuse, submit a written request for a state mediator, and a due process hearing. Send one copy to the principal, one to the superintendent's office, and one to the state department of education. Once again, your parent advocate can help you with this. At this point, if you have not already located one, it is extremely important that you bring in someone as an advocate. Check with other experienced special ed parents in your area, ask local law offices about who handles education law in your area, etc.\n\n6. Hopefully, the mediation process produces a decent program plan for your daughter. If not, the next step is filing a lawsuit against the district in court. For that, you will need a lawyer's advice.\n\nRemember to keep copies of every piece of correspondence between you and the schools, and keep a phone and vi
354340
How old is your child???\n\nI recommend something that will enhance their creativity, I've seen toys like that but I don't know what they're called. Try getting your child to paint or draw, you don't really need expensive toys to enhance his/her intelligence.\n\nYes! reading works! It would be great if your child was around 1 or 2 years old, coz they absorb everything! \n\nI remember as a child being read to, so as I grew up I read more and more, and became faster at it and became good in english.\n\nDon't let your child stay in front of the TV for a long time ^___^