I mentioned on my blog before that we have (for like 4 years) had concerns about some of my son’s learning. He is a really, really bright kid but can not spell – not even simple words, and struggles with tracking and missing small words while reading. There is much more than that, but those were the major things.
So finally I get some balls (I know, physically impossible) and tell the school last year that I want my son tested for a learning disability. We felt sure that he would not qualify for special education, that was not our goal – but when our above average thinking kid is only working at the low to below grade level because he can’t do basic writing or spelling – something needs to be done.
So, testing happened this summer. After each test we heard how wonderful, bright and delightful our son is. Facts we already know. We also got the ‘even if he doesn’t qualify . . . ‘ After all this you would think I would go into the meeting with lower expectations. The meeting was supposed to be just to determine if he qualified. I knew in my heart he would not, but was really hoping some of the testing would finally confirm what his father and I have been trying to say for the last 3 -4 years – something isn’t processing correctly.
Instead we heard that our son’s oral language testing scored superior, and only 1 point away from very superior. They acknowledged that his writing was ‘immature’ and his spelling was ‘poor.’ Here are verbatim quotes from both an educational psychologist and the special education teacher that tested him:
“There’s nothing wrong with being average.”
“He’s just a weak speller.”
“With everything being done on computers nowadays he should work on his typing and use spell check.”
“But when does he really have to be able to read aloud?”
“Lots of kids are very strong in one area and weak in another, wouldn’t you rather have his strong skills be in verbal which he will use all the time?”
So they said he doesn’t qualify and recommended all the things that we have already been doing to try to bring him up to speed. And they said work with his teacher this year to bring him up to speed. You know, like we have been doing for the last 3 years of school. But here’s the rub, when I go through and read the report from the psychologist and the special ed teacher, this is the official report says:
“His spelling achievement falls within the below average range . . .He was able to spell some sight words but made errors on other words from the first grade Dolche list. ” (E is entering 4th grade this year.)
“When spelling, capitalization, and punctuation were not penalized, E was able to write complete sentences on topic.” (Thus she scored him in the average range for writing samples and writing fluency. )
Let me ask you this – will his teacher and standardized test score his spelling, capitalization and punctuation? It’s no big deal that my 4th grader writes like a 1st grader because he thinks like a 6th grader – right?!!
In another area the psychologist reported that his ability to copy developmental sequence of geometric forms with pencil and paper is that of a 6 year old. In this case he told me that he was sure my son rushed through this section. His teacher then asked – was that at the end? No, said the psychologist. Hmm, he didn’t rush through any other section of the testing, this was not at the beginning or end of the testing process, but when his score is not one but 3 years below average the tester is certain that it was just him rushing!
So, frustrated beyond belief and unsure of what to do next we are left hoping and praying he has a really good teacher this year that recognizes that these things are not ok, and although my son is delightful, loves to learn, is exceptionally bright in some areas and isn’t disruptive in class it is not acceptable that he writes and spells and in some areas reads like a 1st grader.