Learning Disabilities

Do you have a child with a learning disability or with autism that is

not making academic progress, even though they are getting special

education services? Would you like to know what educational and

related services your child needs in order to learn how to read, or do

other academics? This article will discuss what an Independent

Educational Evaluation (IEE) is, and how you can use one to benefit

your child with a disability.

The definition of an Independent Education Evaluation (IEE) is:

An independent educational evaluation is an evaluation conducted by a

qualified person, who does not work for the school district. Parents

of children with a disability often get IEE’s so that they understand

what educational needs their child has and what services they require.

Most independent evaluations are parent initiated and paid for by the

parent.

Once you have decided to get an IEE, there are several things to

consider about the evaluator:

a. Make sure that they are qualified to perform the educational

evaluation. For Example: a registered Occupational Therapist could

conduct an Occupational Therapy evaluation. If sensory processing

disorder (used to be called sensory integration disorder) is an issue,

make sure that you find a registered Occupational Therapist who is

SIPT certified. If your child has autism, make sure the evaluator

specializes in educational evaluations for children with all types of

autism.

b. Whether this person is now, or ever has been an employee of

your school district. Talk to the person, and make sure that they do

not have a relationship with your school district. Be careful, even if

they used to work for another school district, make sure they are

truly independent, and willing to make recommendations for what your

child needs.

c. Make sure that the evaluator is willing to write a detailed

report, to include recommendations for related and educational

services. Ask the evaluator if they are willing to recommend specific

amount of minutes of service and specific methodology for educational

and related services. If they are not, consider going to a different

evaluator.

Once you have answered these questions, make an appointment and take

your child. Bring up any concerns that you have, and make sure that

you understand what tests will be conducted on your child. When the

report is finished, have the evaluator mail a copy to you. If you have

concerns about what is written, you may contact the evaluator and tell

them your concerns. Make sure recommendations are specific for

minutes, #of times per week, goals, methodology, etc.

Call the school district and set up an IEP meeting to discuss the

results of the IEE. If they request a copy up front, you can give it

to them. If possible, set up with the evaluator, a time that she or he

can participate in the IEP meeting by telephone. By having the

evaluator participate, special education personnel will have a harder

time not including the evaluators recommendations.

At the IEP meeting, if the school personnel will not put the

recommendations in your child’s IEP, they must give you prior written

notice (PWN), as to why they are not willing to accept, the evaluators

recommendations. This notice must include the reason that they are not

accepting the recommendations, and what evaluations they are using to

refuse. If at the IEP meeting the school personnel do include the

recommendations, ask for reimbursement of the independent educational

evaluation.

An independent educational evaluation can be invaluable to your child.

By understanding what your child’s educational and related needs are,

you may be a more effective advocate, for needed educational and

related services. If your child does not receive an appropriate

education their future may be in jeopardy!

JoAnn Collins is the parent of two adults with disabilities, has been an educational advocate for over 15 years, an author, as well as a speaker. JoAnn’s recently released book: Disability Deception; Lies Disability Educators Tell and How Parents Can Beat Them at Their Own Game helps parents develop skills to be an assertive and persistent advocate for their child. For more free articles, press release, upcoming speaking engagements, go to http://www.disabilitydeception.com Can be reached at Phone Number 815-932-9263

You are welcome to publish this article in its entirety, electronically or in print, free of charge, as long as you include my full signature file, and my Web site address in hyperlink for other sites. Please send a courtesy E-mail to JoAnn@disabilitydeception.com.

JoAnn Collins Copyright 2008

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Our children are under enormous pressure to perform in school based on predetermined benchmarks or goals. The comparison of a child with the majority of his or her peers seems a necessary evil in the school system – to determine success or failure. Students are considered successful when their grades and performance are on the same level or above that of their contemporaries. It would be wonderful if there was more wiggle room and children could work at their own pace, some slower and some faster, but in most school settings this is seldom possible. Teachers must give grade students based on majority performance. Those who fall short of these established guidelines are labeled slow learners or learning disabled. Thousands of parents each year are told their child has a learning problem or disability; although, the majority of these children will test normal or above normal on IQ tests.

Many children with problems are receiving extra help through tutoring or have been placed in special education classes, as well as, being placed on medication. Often, these remedies are not producing the permanent results that parents and teachers had expected. Time is enemy for these children who are struggling and discouraged. Each day millions of parents are told their child has a learning disability. Learning disabilities usually consist of two or more of the following problems:

lack of attention and concentration
makes careless mistakes
slow finishing work
slow processing speed
long and short-term memory problems
works extra hard to keep up with everyone else
shows signs of depression, discouragement and lack of self-esteem
seem disinterested in school
will not try anymore.
shows signs of Dyslexia, ADD or ADHD

These are only a few of the debilitating problems of a child with a learning disability. The questions about this subject are haunting parents and teachers alike. Why are some children performing below their potential? Why does one child, with the same IQ and background as another, read and comprehend material faster than another; or why does one child make good grades on tests and finishes with time to spare, while another child knows the answers but fails because he or she cannot finish the test within the time limit? Inevitably, these problems get worse with time; with confidence and self-esteem issues mounting with each academic failure.

To be successful in school, a child must be able to learn information swiftly and accurately, and be able to retain and recall the information. In short, a child must process information fast and efficiently. Fully developed cognitive skills are at the core of this ability to process information. Cognitive abilities determine how well we can perform mental, visual, and physical tasks. For example, the amount of time it takes for our eye to scan a line of print in a book, how fast and accurately we comprehend the information we read, how well we can recall information for taking a test, or how well we can follow instructions, are all cognitive related functions. A student may know all the words in a book, but to read fast and comprehend the information requires good cognitive ability. Slow processing can cause a child to fail an assignment even though he or she knows the answers because there is a time limit. Some children lean on good cognitive skills to compensate for poor ones, such as taking copious notes because memory or visualization skills are poor. The ability to follow steps and directions in sequence, problem solving, as well as logic and reasoning skills are all cognitive related skills and abilities.

Much like a weight lifter increases in strength and muscle capacity through weight training; cognitive training increases the brain’s ability and capacity to learn through intense training, in a short period of time. As more and more information is relegated or forced to the subconscious or automatic level of learning through intense training: a child’s learning capacity expands and the ability to absorb information quickly and accurately increases. Visual and mental processing, long and short term memory, visualization and visual memory, concentration, simultaneous and sequential processing, as well as logic and reasoning skills are enhanced and developed through cognitive training.

One-on-one individualized cognitive training yields dramatic and permanent results in a short period of time. Children are able to work at their own pace and the nature of the program produces self-motivation. The competition for the child is in the race to exceed the goal accomplished in the last session. Confidence grows as each session brings a measure of success. Cognitive training is beneficial for any student; but, the results are especially dramatic for children who have a learning disability. Most children will exceed the standard grade norm 2 years or more after training. With faster visual and mental processing speed, enhanced memory and visualization skills, and the other cognitive related skills working at optimum speed; a child can tackle any academic subject and succeed!

Anne Sentell – President of Progressive Learning Solutions and Author of the Left Behind Survival Kit We welcome you to learn more at our website. E-mail us with any questions you may have about cognitive training at – asentell@live.com
http://www.leftbehindsurvivalkit.com

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Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation First to review, but I’m not a shill — merely an involved parent.

This is an exceptionally valuable reference for professionals, academics and invested laypersons. This is not a casual read. The book is wonderfully concise — no fluff here.

For professionals and academics, it contains a wealth of references — of the ~300+ pages, ~250 are text, 10 are index, and a full 55 pages are references to other texts and journal articles. The book is worth purchasing for the references alone.

Professor Gregg documents ADHD & LD research, offers her own cogent analysis & insights, and provides practical recommendations for navigating the relevant legislative and therapeutic frameworks.

The only noteworthy omission is that the book, probably by design, contains virtually no discussion of medication. One must look for that discussion elsewhere.

The net result is that this book has helped & continues to help me to intelligently, knowledgeably and helpfully engage the professionals I work with to assist my son in leveraging his strengths and manage his deficits.

Very highly recommended. :

Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation

• Diagnosing Learning Disorders, Second Edition: A Neuropsychological Framework
• Adult Learning Disabilities and ADHD: Research-Informed Assessment (Oxford Workshop Series : American Academy of Clinical Neuropsychology)
• Essentials of WAIS-IV Assessment (Essentials of Psychological Assessment)
• Learning Disabilities: From Identification to Intervention
• Executive Function in Education: From Theory to Practice

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