This is written in response to the messages below:
Joan makes a real important point. When asking for an evaluation don't be
too specific on the particular disability that you want the examiner to
find. It is much more important to describe well the difficulties that the
person is experiencing. The primary reason that I make this point is that
special education language does not always match up well with clinical
language. Here in Michigan most of our special education terminology hasn't
chnaged in over 20 years. We are still bound by rules to refer to things by
their identifying language in our special ed rules (where terms like
dyslexia are not used). This may seem like a small thing but these
terminology differences result in lots of extra discussion before we can
even start an evaluation.
Bill Davis
bdavis@maisd.k12.mi.us
on 4/11/00 3:27 PM, spk2wrt@phoenix.edc.org at spk2wrt@phoenix.edc.org
wrote:
> When you ask for an initial evaluation from a school, ask for an eval to
> see if the child qualifies for special education services, rather than
for a
> specific disability (e.g. dysgraphia). This will help the school staff
look
> at the child more holistically and hopefully cover a broader base of
> potential needs. Good luck.
> Joan Breslin Larson
> Joan.Breslin-Larson@state.mn.us <Joan.Breslin-Larson@state.mn.us>
----Original Message-----
> Sent: Tuesday, April 11, 2000 1:25 PM
> Subject: Re: %20Disgraphia%20Info
> A Learning Disability website may be helpful for you:
> ldonline.org
>
> Go to his school and formally request
> evaluation/intervention for his
> dysgraphia.
>
> Good Luck!
> -----Original Message-----
> Sent: Friday, April 07, 2000 2:00 PM
> Subject: Re:%20Disgraphia%20Info
> can you give me any information on disgraphia. i have
> a grandson who has been diagnosed with this. never heard of it. he is
> almost 11 years old. his IQ when he was tested last month is 119. he
rated
> out on the 8th grade level. he is in 5th grade.
>
> thanks, madeline
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