Post by rachelannfoster on Nov 6, 2009 9:41:12 GMT -5
I'm sorry if this has been answered elsewhere, but I am somewhat agitated and in full fight-for-my-daughter mode.
My daughter almost certainly has dyscalculia. However, the school system absolutely refuses because, to quote the response I received,
"After reviewing the information and discussing your daughter's situation with the school principal and school psychologist, it was apparent that your daughter is not experiencing a significant learning problem which has affected her educational process at this point in time. Therefore, we will not be conducting an special education evaluation on your daughter. At this time your daughter is progressing very well in her educational progress, she is not failing her classes, nor shows any reading or math learning problems. If you have any further questions feel free to call."
This, even though I submitted the following information when I made the request.
Date: 10-13-2009
I have requested my daughter be tested for dyscalculia and receive appropriate assistance. As you know, per the U.S. Department of Education, Office of Civil Rights, schools receiving federal moneys, are required by law to
• Undertake annually to identify and locate all unserved handicapped children;
• Provide a"free appropriate public education" to each student with handicaps, regardless of the nature or severity of the handicap. This means providing regular or special education and related aids and services designed to meet the individual educational needs of handicapped persons as adequately as the needs of nonhandicapped persons are met;
• Ensure that each student with handicaps is educated with nonhandicapped students to the maximum extent appropriate to the needs of the handicapped person;
• Establish nondiscriminatory evaluation and placement procedures to avoid the inappropriate education that may result from the misclassification or misplacement of students;
• Establish procedural safeguards to enable parents and guardians to participate meaningfully in decisions regarding the evaluation and placement of their children; and
• Afford handicapped children an equal opportunity to participate in nonacademic and extracurricular services and activities.
(Emphases mine.)
These handicaps include dyscalculia. As per the OCR, “Hidden disabilities are physical or mental impairments that are not readily apparent to others. They include such conditions and diseases as specific learning disabilities, diabetes, epilepsy, and allergy.” Again, emphases mine.
I have requested my daughter, a fourth grader at [Local] Elementary, be tested. The school psychologist, Mr. [School Psychologist], quite correctly noted that she is doing well and she also does well on math assignments. He also noted that she is not struggling academically.
However, this does not negate the fact that she shows distinct signs of dyscalculia. While she is not struggling, she is not performing at the level to which she is capable. E is obviously gifted. After finishing the first grade, she read aloud E.B. White’s Charlotte’s Web. She shows her intellectual giftedness in other areas as well. In fact, her intelligence is so strikingly obvious, it is puzzling why her math performance is not consistent with this exceptional achievement. As you know (Hart, Petrill, Thompson, & Plonin, 2009), math and reading abilities are generally correlated. She may well be performing better than most of her classmates, but her verbal performance has consistently been approximately three grade levels higher than her age.
It is often the case that gifted children learn to compensate for learning disabilities. In fact, they are able to hide the disability by virtue of their superior intellect. This seems to be true of E.
The symptoms of dysgraphia include (as per the Dyscalculia Forum, consistent with other sources as well):
Normal or accelerated language acquisition: verbal, reading, writing. Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring higher math skills is reached), geometry (figures with logic not formulas), and creative arts.
(Note: This describes E.)
Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.
(Note: E is, at age 9, unable to tell time. She also has other difficulties described here.)
Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. . . . May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc.
(Note: E struggles with this also.)
When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
(Note: I have seen E do this.)
Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.
(Note: I have been puzzled by this particularly. I will explain a concept to E. At times she is completely unable to grasp simple concepts. At other times, she will understand but have no understanding at all of the same concept the next day.)
May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.
(Note: As mentioned, E cannot tell time.)
Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. (Remember the absent minded professor?)
May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.
(Note: E is gifted musically. However, she cannot read music unless presented note by note.)
May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.
(Note: E seems athletically average or better; however, she struggles in dance classes.)
Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.
(Note: This describes E. She does play chess but poorly.)
It is also the case that learning disabilities have a strong genetic link ( von Aster, M. G., Shaleve, R. S. (2007). Her father has dyslexia and shows clear signs of dyscalculia. Furthermore, learning disabilities often manifest comorbid with ADHD. (Borkowska, 2006). E is diagnosed ADHD and on medication. Her father and brother also suffer from ADD/ADHD.
E’s noted above average performance in class is due to her superior intellect in spite of learning disabilities. She is clearly gifted. That giftedness should not invalidate her right to be tested and treated for a learning disability.
I submit that there is more than enough evidence of symptomatology to warrant testing for a learning disability, specifically, dyscalculia.
References
Borkowska, A., 2008. Externalizing and internalizing psychopathology in children with ADHD combined type versus ADHD inattention type. Acta Neuropsychol, 6, 311-324
Hart, S. A., Petrill, S. A. Thompson, L.A., & Plonin, R. 2009). The ABCs of Math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. Journal of Educational Psychology, 101, pp 388-402.
Von Aster, M. G., Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine and Child Neurology, 49, 868-873.
Can anyone help me with ideas on how to advocate for my child? I'm considering a civil rights grievance, addressing the school board, and writing the editor of the local paper.
Thank you,
RAF
My daughter almost certainly has dyscalculia. However, the school system absolutely refuses because, to quote the response I received,
"After reviewing the information and discussing your daughter's situation with the school principal and school psychologist, it was apparent that your daughter is not experiencing a significant learning problem which has affected her educational process at this point in time. Therefore, we will not be conducting an special education evaluation on your daughter. At this time your daughter is progressing very well in her educational progress, she is not failing her classes, nor shows any reading or math learning problems. If you have any further questions feel free to call."
This, even though I submitted the following information when I made the request.
Date: 10-13-2009
I have requested my daughter be tested for dyscalculia and receive appropriate assistance. As you know, per the U.S. Department of Education, Office of Civil Rights, schools receiving federal moneys, are required by law to
• Undertake annually to identify and locate all unserved handicapped children;
• Provide a"free appropriate public education" to each student with handicaps, regardless of the nature or severity of the handicap. This means providing regular or special education and related aids and services designed to meet the individual educational needs of handicapped persons as adequately as the needs of nonhandicapped persons are met;
• Ensure that each student with handicaps is educated with nonhandicapped students to the maximum extent appropriate to the needs of the handicapped person;
• Establish nondiscriminatory evaluation and placement procedures to avoid the inappropriate education that may result from the misclassification or misplacement of students;
• Establish procedural safeguards to enable parents and guardians to participate meaningfully in decisions regarding the evaluation and placement of their children; and
• Afford handicapped children an equal opportunity to participate in nonacademic and extracurricular services and activities.
(Emphases mine.)
These handicaps include dyscalculia. As per the OCR, “Hidden disabilities are physical or mental impairments that are not readily apparent to others. They include such conditions and diseases as specific learning disabilities, diabetes, epilepsy, and allergy.” Again, emphases mine.
I have requested my daughter, a fourth grader at [Local] Elementary, be tested. The school psychologist, Mr. [School Psychologist], quite correctly noted that she is doing well and she also does well on math assignments. He also noted that she is not struggling academically.
However, this does not negate the fact that she shows distinct signs of dyscalculia. While she is not struggling, she is not performing at the level to which she is capable. E is obviously gifted. After finishing the first grade, she read aloud E.B. White’s Charlotte’s Web. She shows her intellectual giftedness in other areas as well. In fact, her intelligence is so strikingly obvious, it is puzzling why her math performance is not consistent with this exceptional achievement. As you know (Hart, Petrill, Thompson, & Plonin, 2009), math and reading abilities are generally correlated. She may well be performing better than most of her classmates, but her verbal performance has consistently been approximately three grade levels higher than her age.
It is often the case that gifted children learn to compensate for learning disabilities. In fact, they are able to hide the disability by virtue of their superior intellect. This seems to be true of E.
The symptoms of dysgraphia include (as per the Dyscalculia Forum, consistent with other sources as well):
Normal or accelerated language acquisition: verbal, reading, writing. Poetic ability. Good visual memory for the printed word. Good in the areas of science (until a level requiring higher math skills is reached), geometry (figures with logic not formulas), and creative arts.
(Note: This describes E.)
Mistaken recollection of names. Poor name/face retrieval. Substitute names beginning with same letter.
Difficulty with the abstract concepts of time and direction. Inability to recall schedules, and sequences of past or future events. Unable to keep track of time. May be chronically late.
(Note: E is, at age 9, unable to tell time. She also has other difficulties described here.)
Inconsistent results in addition, subtraction, multiplication and division. Poor mental math ability. . . . May be unable to mentally figure change due back, the amounts to pay for tips, taxes, etc.
(Note: E struggles with this also.)
When writing, reading and recalling numbers, these common mistakes are made: number additions, substitutions, transpositions, omissions, and reversals.
(Note: I have seen E do this.)
Inability to grasp and remember math concepts, rules, formulas, sequence (order of operations), and basic addition, subtraction, multiplication and division facts. Poor long term memory (retention & retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next! May be able to do book work but fails all tests and quizzes.
(Note: I have been puzzled by this particularly. I will explain a concept to E. At times she is completely unable to grasp simple concepts. At other times, she will understand but have no understanding at all of the same concept the next day.)
May be unable to comprehend or "picture" mechanical processes. Lack "big picture/ whole picture" thinking. Poor ability to "visualize or picture" the location of the numbers on the face of a clock, the geographical locations of states, countries, oceans, streets, etc.
(Note: As mentioned, E cannot tell time.)
Poor memory for the "layout" of things. Gets lost or disoriented easily. May have a poor sense of direction, loose things often, and seem absent minded. (Remember the absent minded professor?)
May have difficulty grasping concepts of formal music education. Difficulty sight-reading music, learning fingering to play an instrument, etc.
(Note: E is gifted musically. However, she cannot read music unless presented note by note.)
May have poor athletic coordination, difficulty keeping up with rapidly changing physical directions like in aerobic, dance, and exercise classes. Difficulty remembering dance step sequences, rules for playing sports.
(Note: E seems athletically average or better; however, she struggles in dance classes.)
Difficulty keeping score during games, or difficulty remembering how to keep score in games, like bowling, etc. Often looses track of whose turn it is during games, like cards and board games. Limited strategic planning ability for games, like chess.
(Note: This describes E. She does play chess but poorly.)
It is also the case that learning disabilities have a strong genetic link ( von Aster, M. G., Shaleve, R. S. (2007). Her father has dyslexia and shows clear signs of dyscalculia. Furthermore, learning disabilities often manifest comorbid with ADHD. (Borkowska, 2006). E is diagnosed ADHD and on medication. Her father and brother also suffer from ADD/ADHD.
E’s noted above average performance in class is due to her superior intellect in spite of learning disabilities. She is clearly gifted. That giftedness should not invalidate her right to be tested and treated for a learning disability.
I submit that there is more than enough evidence of symptomatology to warrant testing for a learning disability, specifically, dyscalculia.
References
Borkowska, A., 2008. Externalizing and internalizing psychopathology in children with ADHD combined type versus ADHD inattention type. Acta Neuropsychol, 6, 311-324
Hart, S. A., Petrill, S. A. Thompson, L.A., & Plonin, R. 2009). The ABCs of Math: A genetic analysis of mathematics and its links with reading ability and general cognitive ability. Journal of Educational Psychology, 101, pp 388-402.
Von Aster, M. G., Shalev, R. S. (2007). Number development and developmental dyscalculia. Developmental Medicine and Child Neurology, 49, 868-873.
Can anyone help me with ideas on how to advocate for my child? I'm considering a civil rights grievance, addressing the school board, and writing the editor of the local paper.
Thank you,
RAF
I was about to conquer the world but then I got distracted by something shiny.
