Math, Visual Spatial Problems or ADHD

[lillian]

Check with your state department of education. Call them and ask to speak to someone in the Special Education Department. Ask what the state requirements are for qualification for an OHI. See if the state requires a severe discrepancy between IQ and achievement. I've never heard of this for an OHI, and it's becoming less and less heard of with LD's since 2004.

For ANY Special Education services, there MUST be an academic need, regardless of the child's disability. A child can have three, four, five severe discrepancies between IQ and achievement and not qualify, if there isn't an academic need. A child can have ADD, PDD-NOS, and CAPD, and the child won't qualify, if there is not an academic need. Disabilities in and of themselves are not what make a child eligible for services. It's disabilities that are so severe they cause an academic need for modified instruction and/or modifications to the curriculum that makes a child eligible for Special Education services. Proving academic need is MUCH more important than proving a discrepancy, particularly after IDEA 2004. If your daughter is failing and has a dxed disability, then you have very good grounds for requesting Special Education services because her failing grades are proving academic need. She can not keep up with grade-level work. She must have modifications to the curriculum and/or to the instruction to succeed academically.

[deebee]

Received dd's OT test results. I'm trying to get everything together for IEP meeting this Wednesday.



OT Evaluation, March 2008

Test of Visual Perceptual Skills
Visual Closure, SS 11, 68%
Visual Spatial Relations, SS 11, 58%
Visual Discrimination, SS 9, 32%
Visual Form Constancy, SS 4, 2%
Visual Memory, SS 2, 1%
Visual Figure Ground, SS 1, 1%
Median Perceptual age of 8 yrs, 9 months/ at present age of 11 yrs 4 mos.

Beery Test of Visual Motor Integration, SS 6, 6%, perceptual age 7yrs 1 mos
Motor test indicates difficulty with Visual Closure, Visual Memory, and Figure Ground

Normal Range of motion of both upper and lower extremities. Hypermobility of the elbows, knees, and MCP joints which will affect writing distally as well as some large motor coordination skills.

Gross Motor: Difficulty in crossing the midline. Lacks rotational components for gross motor mobility and coordination.

Fine Motor
Directional issues, two handed coordination skills are below average. Inability to cross midline successfully. Bilateral skills seem adequate. Difficulty with speed and agility.

*****************

We have been trying the tutor provided by school during homework club, but it doesn't seem like much progress is being made.

For example she had 2 2 sided worksheets to work solely on reducing fractions. The first page she did alone, and had about 75% wrong, the teacher showed her what she was doing wrong and then she redid them. On this page she still missed 10 out of 40. 3 of those still need to be reduced further, and 7 of them were reduced incorrectly. For example 5/15 was reduced to 2/7.
The next page she missed 24 out of 40 problems. The last page she missed 40/40. On this page the numerator was greater than the denominator and she did not make any of them into mixed fractions. She also started to invert any of the fractions that could be reduced to one in the denominator. For example 4/2 she had 1/2. 9/3 became 1/3. 10/2 became 1/5.

Since starting homework club, her grades have remained D's and F's on all assignments.

I have met with the teacher and suggested he try to target specific skills that she is having problems with.

This is the listing I sent him:
1. Time addition and subtraction (especially if there
is regrouping involved)

2. Exponentials. She has no clue what cubed or
squared are. She also struggles with problems also
dealing with concepts such as cubed, and finding the
volume of a cube, or story problems involving three
dimensions (see lesson 74 #1)

3. Fractional parts. She is sometimes starting to
get how to find say 1/3 of 12. However in lesson 82
#11, she didn't get how to find 2/3 of 12.

4. Reducing fractions. She rarely sees on her own
that a fraction needs to be reduced.

5. Equivalent fractions. Finding a common
denominator to add fractions.

6. Converting fractions to percents or decimals.
I put together a chart for her and put it in her
binder. The problem is her knowing when to use it.
She had a problem that asked for an equivalent DECIMAL
for 2.5. she looked up 2/5ths on the chart, saw that
it equaled .40 so that was her answer.

7. Equivalent decimals.

8. Subtraction with regrouping. She uses methods
that sometimes results in correct answers, but other
times it doesn't. One problem is that she tries to do
all her borrowing in one step. I just recently
noticed that when you have a number like 300-190 that
she will borrow in the ones column, even though it is
0-0. See Lesson 79 #12

9. Measurement metric conversions. She gets
centimeters and meters, it's all the rest she
struggles with. Same with US system. She gets feet,
inches, yards, tons, lbs, but not other amounts.
I put together a metric conversion chart which is in
her binder.

There are several problems related to being able to
analzye visual information.
She struggles with reading rulers, angle measurement,
hundreds square, interpreting graphs.

SHe took the state testing and her score increased in math from 202 (just barely basic) to 216 to proficient. Her class teacher stated it proved dd is smart and her problems in math are mostly behavioral. I don't agree.

My question is if the school is willing to give 504, what types of accommodations should I seek?

[charliegirl]

I'm not very good at reading those but it looks to me like she will qualify for an IEP.