What help should school provide following psychologists report??

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I have been posting on the special needs forum previously rather than here as my son aged 6 had been referred for an assessment for possible Aspergers by a multi disciplinary team. Their IQ results state verbal and non reasoning in the very superior range, top 1% of the population and they feel he is not displaying the characteristics of Aspergers in his behaviours although they did not actually conduct the test for this.

He has been at school since Sept 09, currently in year one, and it has not been a success. He loves learning at home and reads non stop but appears to achieve very little at school, is often fighting and struggles with all social interaction with peers and has been labelled ?naughty? by all the other parents. He has toileting accidents and scarcely writes. He is in an ?outstanding?, mainstream, state school.

The report and IQ results will be given to the school followed by a multi professional meeting without us (the parents) present. The report suggest that his behavioural issues may be due to boredom and frustration and his social issues may be in part due to his difference to his peers and his obsessions (currently space). The report recommends that school support him academically but I do not think that this will be followed up by the multi disciplinary team.

Therefore what should I be asking for or expecting from school?? Should there be an IEP or other document? What are the resource issues with this? As you can imagine our main focus is for him to be happy and as he wants friends I see the only way to achieve this is to prevent the fighting and toileting incidents. How can the school support his interest at school whilst he can hardly form his letters and his working memory is at the bottom of the average range?

All advice welcome.

Hi. Just been to look at your son's test results on the special needs section.

He does have a large scatter doesn't he? I would be asking for an IEP.

my ds was diagnosed with ASD but after testing they just decided profoundly gifted. He had lots of scatter as well. His wm was bottom 2%(2) Most of his other scores were scored using extended scoring, so huge difference.

Usually though with asd comprehension is lowest score(your sons is highest) and block design highest.

Take a look at this site

www.uniquelygifted.org/

DS (5) has some very similar issues. He's weeing everywhere still and picking arguments/ discussions with anyone, v poor social skills esp when dealing with peers. Talks incessantly about his obsessions - the last one was space, but it's currently Thunderbirds. In the bottom group for literacy doesn't seem to be learning anything and at SA+ for demanding constant attention, biting teachers and other kids. Being investigated (at snail's pace) for poss. ASD.

I asked the school to test DS's ability level as I felt sure that was part of the picture and he's just shocked everyone by maxing out the tests - so his cognitive abilities appear to be somewhere 8+ but no detailed picture yet.

The weeing in DS's case seem to be linked to lots of senses that are a bit hyper- or hypo-. He doesn't notice the signal that he needs to go in anything other than very calm, relaxed circumstances. I'm working on the basis that it's a sensory processing problem (or overexcitabilities in G&T terms?) so the next thing I was going to do was try to get him some OT for it. He's also hyper sensitve to noises, smells and lights and hypo- to pain.