Oh my word, I am so cross for you and for her! I really, really am.
The more I look at the pieces of evidence here, the more I feel that language processing is going to be a big part of the picture.
I will give you an idea of what I am thinking, but please do remember that I have never met your daughter and though I have knowledge in this area, what you need is an appropriate team of professionals who have met and assessed your daughter to work through these issues with you. I am just giving you an idea so that you can be an informed consumer and so that you are no longer feeling as in the dark about her difficulties and can ask questions of your providers.
From the results of assessments you have given, she is quite severely language impaired. You have evidence for this. Working out why is a different story. Perhaps her language difficulties are primary e.g. they are causing all the difficulties she experiences. They may be secondary e.g. arising from another difficulty. There may be a number of things going on at once.
You have described four subtests of a specific test - two of these relate to nonverbal intelligence and two are very closely associated with verbal intelligence. To those of us who work with Specific Language Impairment low verbal + working memory difficulties combined with high perceptual reasoning/block design and/or processing speed scores would strongly indicate a severe and specific language disorder. However, lots of things need to be ruled out before this would stand as a diagnosis so I am flagging it up as a possibility, not telling you this is the case.
The difficulties that you describe with sequential information - days of the week, time, organising herself etc - fit this profile.
Difficulties dealing with mechanical objects e.g. switching channels are not really clearly associated with this profile. Usually, children with good scores in things like perceptual reasoning tend to be quite good at doing things that don't have any language e.g. working out where a dvd goes etc, building items with lego, drawing etc.
However sometimes, there are more entrenched difficulties with sequencing information and organising the muscles to carry out sequenced actions. You may sometimes see people on this board talk about "dyspraxia" or "developmental co-ordination disorder". These difficulties need to be looked at in relation to your daughter as they may explain some of the areas that don't "fit" with the language processing issues. These might also account for difficulties with self-care and dressing and certainly need to be investigated. Poor handwriting and drawing abilities can be related to these types of difficulties.
It is not unusual to have difficulties with co-ordination and language disorder combined. The fact that your daughter has speech difficulties fits both profiles potentially.
Explaining poor hazard perception is more difficult. This is something that might suggest that your daughter has a poor sense of herself in her environment, which might fit with some of the difficulties above. However, there would need to be a careful assessment undertaken to establish if she truly has no awareness of danger and if she doesn't understand consequences or if she just doesn't know how to move her body out of the way. It sounds from what you are saying that her attention and impulse control are quite poor. These things might lead a team to consider more profound and pervasive challenges to her learning e.g. autism spectrum conditions, some types of learning disability etc.
The immediate things that a team will probably look at are:
- any underlying medical conditions that might not have been diagnosed e.g. chromosonal and genetic issues, epilepsy
- Language Impairment, Dyspraxia/Developmental Co-Ordination Disorder and Autism.
There is considerable overlap between many of these disorders and it is very difficult to know without a full multidisciplinary what is going on.
I would strongly suggest that language impairment is taken into consideration as a primary factor, however. It may well be ruled out but the combination of the scores you describe on the WISC, the functional difficulties she is experiencing and the speech and phonic difficulties all suggest that this is something that really needs to be seriously considered.
Again, I am not telling you this is going to be a final diagnosis as there are many, many factors to rule out. However, I would request that whoever assesses your daughter has a specialism in this area. If I were you would ask the EP to forward the referral to the SALT team and I would contact them myself to ask if you can submit information to the referral to help them allocate your daughter's case to someone who is appropriately qualified (many trusts have newer members of staff as the first point of call and it might be unusual for them to have met a child of your daughter's age with your daughter's profile).
Please also contact Afasic and ICAN and discuss what you have discussed here. They may have further helpful information to share.
I hope this has been of some help! Again, I am so so sorry that you are in this position and I hope you get answers soon.
Any questions, please keep them coming and I will do my best to answer (as long as you promise to bear in mind that I am not able to give you anything other than general advice as I don't know your daughter and she needs a full professional assessment etc).