Spectrum kids, IQ's, absences and assessment reports....

[Peachy]

DS1 had his statement review Thursday, p[retty much OK except that school are disputing both the Ed Psych and SALT reports. Now, I am no stranger to disputing a report (aka picky old moo), but I'm really not convinced on this.

The ed psych report places ds1 in the above average range for IQ, the SALt report places him in the well above average range. This equates with what we have always beleived, and at Nursery (a highly structured Montessori one) they wanted (ore-DX) him to be assessed for scholarship to a very good oprivate school as he seemed so able.

School are now saying he in fact functions at well below average levels fro both IQ and speech. Theya re going to ask for a re-assessment next year which is the earliest permitted.

I have discussed this with ds1 and he is descriing the school day as one long absence- it's noted that he can 'behave' in class but not in non-structured environments such as playtime which is when he is a big issue for him. But from what ds1 says, he's not 'behaving', he's in overload.

Anye xperience or ideas about how we can address this? Is ti possible he is genuinely losing abilities?

He might not be losing abilities, but he might not have the sort of abilities that are needed to do well in school. Doing well academically in school isn't necessarily going to be reflected in an IQ test iyswim. They need different skills.

I wouldn't worry too much about the academics. You need to try and get the social & sensory side sorted. Does he have any support in class?

He has 10 hurs support but they've been playing about with it- he shares a LSA with some other kids but there's been a student teacher in so she's been taken away temporatrily, and the class teacher has been working with him instead. I did think about asking where the money was going but on the whole they're trying so don't want to upset anyone.

There seem to be 3 kids in the class with this one LSA (I think their statements each contribute 1/3 of her hours iyswim), but tehy're all incredibly different- one speaks only Thai, one is ADHD and then there's ds1.

I'm thinking the isue might be anxiety, if he's feeling really anxious (and he does also have signs of depression and agoraphobia) that could well be mimicking this couldn't it?

my son has a very high IQ but that doesnt equate to well with doing well in school in fact he is very middle of the road in all things but maths but has a higher than average language skill he has ASD or high functioning autism

I think the school needs to find something he is good at and confident and work that into his other lessons so if he likes art he can draw and do maths etc

James last school let him write his english in comic book form as he would get much more work done that way

Its very frustrating when one single person cant give you a final diagnosis

He's had a dx of AS/ HFA for 2 years in July (I know the date, coz the DLA forms are in ). The dx also lists significant SPD and learning disabilities.

He's very keen on art and excels at non-team sports, but his writing is so poor (also has a DX of dyslexia given recently) that at eight he can't spell his first or surnames, unless first name in abbreviated (3 letter) format. He's 8, and in year 3.

Is the school saying that they feel his IQ is lower than average or that his levels of attainment are below average? It would be unlikely for him to "loose" IQ points to any great degree. Also, the school would have no way of assessing this unless another IQ test was performed. If they are saying that his level of attainment in reading, spelling, writing and maths is below average, they need to be encouraged to think about how they can help an obviously bright child access the curriculum. Do they have access to an advisory teacher for autism who could give some advice about how to make it easier for him to learn? Maybe the teacher could have a chat with the Ed Psych to discuss strategies that could be used in the classroom. I think it might be helpful to get them to commit to some kind of definite plan of action. It sounds like they need to think hard about how they are going to teach him basic literacy skills.

Is the school saying that they feel his IQ is lower than average or that his levels of attainment are below average? It would be unlikely for him to "loose" IQ points to any great degree. Also, the school would have no way of assessing this unless another IQ test was performed. If they are saying that his level of attainment in reading, spelling, writing and maths is below average, they need to be encouraged to think about how they can help an obviously bright child access the curriculum. Do they have access to an advisory teacher for autism who could give some advice about how to make it easier for him to learn? Maybe the teacher could have a chat with the Ed Psych to discuss strategies that could be used in the classroom. I think it might be helpful to get them to commit to some kind of definite plan of action. It sounds like they need to think hard about how they are going to teach him basic literacy skills.

we are struggling to get MS to recognise DSs ability. The PRU he is currently in are saying he is G&T and performing well above average and his teacher at PRU is astounded by his ability across the board (maths, eniglish etc). His MS school are actually saying that due to his behaviour they cannot assess him but believe he is average not G&T. Could this be a way of keeping cots down witht he school??? If they only address behaviour and not G&T????? Keep pushing and go with your heart. I doubt your DS is losing his ability he may need more support to enable him to access the curriculum and develop his ability though.

Peachy-my DS3 has AS, dyspraxia and dyscalculia. When he was assessed by the ed psych. (he was 10 at the time) she said it was not possible to accurately measure his IQ. This was because he had such a "spiky profile"-in some areas he performed extremely well and was way above the expected range, but in others he was below. Perhaps that is the case with your DS?

I've heard similar things to Tiggiwinkle. Usually with IQ tests a child will have particular areas of strength and some weaker areas. With ASD there can be huge differences in scores in different areas of the test. When you try to add the very high scores to the low ones it doesn't average out very well. I know when ds2 did some testing with the Ed.Psych he was scoring off the charts for the visual stuff but found the language areas very difficult.