Slow processing speed- a 'thing' to worry about or not?

[LovelyBath]

I've just found out at parent's evening that DS is being given extra time in the yr 6 SATS due to his slowness in writing. I didn't realise he was that slow! It seems he is very bright, and often answers half a practice paper well but the other half is blank due to the time he takes.

I asked whether I should speak to someone about it and they mentioned the SENCO if i wanted to but not sure. I guess he's moving to secondary now so might as well wait and say what they say.

Mrz, so it's to do with OT not the Ed psych? For OT do we need to be referred by GP? My ds has so many small issues everywhere, but not so obvious. Rather than pestering teachers and school, I would like to see them privately if we need to, so we can figure out if there's any underlying problem with him. But I haven't got a clue where to start. One thing I can say is that I don't think he has fine motor problem. He can play fine with lego(even nano ones), and he was able to use scissors perfectly since 2/3 years old.

If a child has undiagnosed physical issues an OT can identify the problems and provide a plan. They can also identify issues that may need to be referred to a paediatricuan for further investigation and an Ed Psych may become involved in the process.
It isn't clear from the OP where the problem lies

We've worked extensively with www.treetopsoccupationaltherapy.co.uk which obviously isn't accessible ...I know they were talking about setting up a parent support group on Facebook

Sorry mrz, I was asking about my own child. OP, I didn't mean to hijack, sorry. Maybe I should start my own thread.

Labeling can be a great thing. If your child had poor eyesight, would you deny him glasses in case he got labeled as having bad eyes. Slow processing is the same thing. Your child needs accommodations to allow for his slow processing. Many years ago the world moved at a much slower pace, so slow processing wasn't as noticeable. Now it's crucial for success (and the mental health of children) to have slow processing or other learning differences identified AND accommodated. My ds has slow processing and a genius IQ and was tortured by his teachers until we got his slow processing identified and accommodated. Dd has a different learning difference which impeded her in math and she just kept falling farther and farther behind until I finally got it identified and accommodated and now she's the kid in class that all the other kids go to for help!!!!
Here in the USA, being identified is even more helpful once the kids get to University because many are set up to support the kids where needed and let them excel (and hopefully result in the parents getting a break!!!!!).

About the labelling thing. It isn't me who is prejudiced. I am fine with it. I have seen a friend of mine who is dyslexic get support and do very well at university. I have also seen her applying for a job and them not being very understanding about her dyslexia. So it is others I am concerned about.

I think that's the problem. Parents saying they are fine, but worry about others. But if the child benefit from it, why deny it just because he/she may get prejudice from others? I think if you are really fine with it, you wouldn't worry about what other people says.

I don't understand why you would want to keep him in small shoes rather than get him measured for bigger ones so that he can run as fast as he can and reach his full potential, just because of a "label"

If when he is measured by a professional he is found to not need bigger shoes then fine but if he does need them then also fine

If he is 10 or 11 years old now, don't worry what happens when he leaves University in 10 years time about getting a job, let him reach his full potential during his school life rather than struggle

If you are worried about what "people" will say now then don't tell them about getting him assessed, DS had his assessment day with Ed psych in the school holiday

If he doesn't have slow processing then the ed psych will tell you but if he does then they will tell you what adjustments can be used to help him

Well, I'm not 'denying' it. What I'm doing is posting to get some support and help around doing the same for my DS. I'm trying to think through what will be best for him in the future. I am also quite new to this. I am feeling quite sensitive at the moment and concerned about him, so would appreciate support rather than criticism. Many thanks for understanding.

Thank you for the helpful comments.

It would be lovely to live in a perfect world where everyone was understanding, but sadly that isn't the case. I guess we could think of it as if we meet anyone who doesn't understand us is unwilling to, then why would we wish to work with or for such a person.

I suppose I feel unexperienced, both of special needs, and of how others accommodate them. It is probably around 20 years since my friend had an issue with her dyslexia in an interview for a government body. She got the job though, and it still there in a more responsible role.

I am very sorry for coming over so strong

I was forgetting how it was when I was going through this with my DS and how confusing and new everything was

I am really sorry, reading back through the thread it does come across as though we are not understanding your pov and the fact that you have just been given some news that has sent your mind into a spin

Hopefully your child's senco will be able to help you and point you in direction of a good ed pysch next week

Good luck and sorry once again

I completely understand the worry of wondering what a label might mean. I am sorry if I spoke so strongly about it as well. I remember being worried about the label when my ds first got it 8 years ago. I had been through it with my step children already and had not realized quite how much things had changed. My experience is that things have changed significantly over the last 20 years and although 20 years ago it was not socially acceptable to be labeled with a learning difference, today it is. My ds also has bipolar and I have noticed a significant difference in the social stigma even in the 3 years since he was diagnosed. I wish you lots of luck and encouragement with helping your child. It really will be worth it!

Ah, don't worry. I know it can probably arise strong emotions as we all feel the same at the end of the day about how things should be.

Best of luck with all the DCs and their futures. We can do this rollercoaster ride of parenthood!

PS I also have a MH condition. Maybe why I am concerned about the labelling thing.

I hope things are changing in the UK regarding MH. It was pretty awful when I lived there. Here in the USA it's really gotten sooo much better. All sorts of major stars (young and old) are coming out with with their mental health issues AND talking about how empowering getting treatment is and it's really inspiring the public.

I am sorry too.

You see I have been told by others not to label my children for the very reasons you say so no criticism from me. My answer though is that with or without the label your child has the condition, presuming your child has a condition, and with the label comes the support so for me every time it is worth persuing.

Yes, I do think it is important we are honest and open about how we feel. I did think it may cause a reaction when I mentioned labelling and I put "I probably don't need to be" (worried). I could have just not mentioned this worry instead, but that wouldn't have helped me either.

I just feel there's a lot I don't know. Maybe when I do it will be easier. I guess I need to find out- what is it he has got, where to go from here and if there is a diagnosis how this will affect him.

A couple of things you might be able to help me with.

I read an article online from an ed pysch about the slow processing and it says it isn't a diagnosis or condition in itself. So, if he has it and this only, does that mean he does or does not have a diagnosis of it?

If a child has such a diagnosis does this then go on their medical records as a condition they have? Would I have to speak to the GP and inform them?

Many thanks.

Hi irvin we went through Dyslexia Action. We went for an initial consultation after DD did 5 online dyslexia assessments and it came out with very strong likelihood of dyslexia. ( Irlens is often mistaken for dyslexia)

The Teacher of Dyslexia we spoke to at the centre agreed and said that even if it wasn't dyslexia there was definitely something not right. The assessment cost around £550 but we paid a bit extra for the EP to fill in the form 8 which requests the extra time for her AS and A level exams.

We have also been told that she would be in line for all sorts of extra support at uni.

The good news is, that if it is Irlens, it is very easily dealt with. Coloured overlays make a big difference to DD as does the use of a laptop. She has tried something called a live pen ( sort of dictaphone which also transcribes notes into text on a tablet) but thought it was too fiddly. The laptop has made the most difference to her.

Thank you for your help, PurpleAlerts. It's good to hear that your dd can get all the help and support she needs. I think it's no point wondering, so I will try to sort out assessment for my ds.

Good luck irvin wish I had done it sooner for DD. She was very successful at GCSE( 7As and 5 Bs) but she was predicted a grade higher on all of them. The best thing about the whole assessment is that she now feels so much better emotionally about her difficulties.

Before the diagnosis one of her teachers got very frustrated with her apparent slowness which made DD feel like crap as she was trying her best. The teacher realised very soon after that there was a problem, apologised profusely and has actually been so helpful since. Her school have been brilliant and put so much In place for her in a very short space of time.

Ed psych's and md's etc. like official diagnoses as listed in the DSM (or whatever it's called in the UK). My ds has mitochondrial disease which is how everyone refers to it, but it's not on the official list of diagnoses yet (will be in the next year or two), so his official diagnosis goes down as cyclical vomiting syndrome which is actually only one of the many symptoms that he has.

When my ds was "diagnosed" with slow processing speed it wasn't officially on anything medical, but I gave a copy of the report to anyone who was involved with him academically. Some paid attention and some didn't. I eventually sent him to private school because the battle was too much. Ironically, now that he's back in public school he doesn't have the diagnosis on his IEP because he gets all the same accommodations because of his health issues and it's much easier to get them for the latter (at least here).
Going back to your question of how it will affect him....I think that depends on the child. My ds doesn't tell people about his slow processing speed and it doesn't really stress him out when they have inappropriate expectations of him. My dd has a type of number dyslexia (with no official name) and she is absolutely adamant about telling everyone (students and teachers alike) and gets very irritated with them if they don't make appropriate accommodations (I feel sorry for her teachers sometimes).

I'm sorry, I think I was a bit stressed yesterday; when I look over this today with a clear hear I can see you have all been very helpful. I myself have been doing some CBT and one of the things I can do is take things personally. So maybe it is something I need to work on too.

I'm sorry to hear about the mito (mitochondrial disease). I know it is a rare but difficult condition. Thank you for giving your kind rely when you (and others) have so much to do deal with yourselves.

PS I do know about the DSM, as I know MH conditions are listed under there too.

Does anyone know if the slow processing speed is a DSM diagnosis or not? Or would it possibly be part of a diagnosis?

Many thanks.

Just a thought but requesting additional time in SATs dos not need to be based upon an official report from an Ed Psych or OT but on answers by the class teacher to questions on the application form.

2016 additional time application form: questions
These questions are taken from the application form to apply for additional time for the 2016 key stage 2 national curriculum tests. The form must be completed by schools on the NCA tools website at ncatools.education.gov.uk/Home.aspx.
Teachers should consider each of the questions carefully before responding. You should focus your responses on how a pupil’s abilities affect their performance in a test situation, and what is normal classroom practice.
All 7 questions must be answered before the application form is submitted.
Whether additional time is allowed in the tests for a pupil is determined only on the responses to the application questions. We do not need any other information or reports about the pupil.
Question 1
Can the pupil respond appropriately to a simple request or instruction given in English without being prompted or aided by an interpreter or translator?
Question 2
Does the pupil have a hearing impairment which prevents them from being able to respond appropriately to a simple question or instruction given in English without being prompted or aided by a communicator or sign language interpreter or having to lip read?
Question 3
Does the pupil need Braille and/or enlarged text in order to read and understand text?
Question 4
Can the pupil focus on a task, which requires them to work independently and without interruption, for at least 15 minutes without being prompted to stay on task?
Question 5
Does the pupil have a physical, motor skill or learning disability which prevents them from being able to write independently in their first language at a speed of more than 10 words per minute?
Question 6
Can the pupil read age appropriate texts aloud and fluently, at a speed of 90 words per minute, with no/very few errors (ie less than five errors per 20 words)?
Question 7
Does the pupil have difficulties processing information which prevent them from being able to answer questions on practice key stage 2 tests, even when allowed to refer back to the questions?

The answer doesn't need to be yes to ALL of these questions!

I have had a couple of children receive additional time because of difficulties with Q6 and Q7. As long as the teacher can say that additional time is part of normal classroom practice AND say yes to some of the above, then a child can be granted additional time ( usually 10 mins or so) . Children with EHCP are allowed 25% automatically.