Writing disability?

[teacherabc]

I am the teacher who is periodically on here.

I have a student, a tenth grader, who does NOT have an IEP. I don't know him from last year because he transferred from a parochial school. He is failing most of his classes pretty badly and I am the SPED teacher in his English and History classes. He obviously knows what's going on, and understands everything. This is pretty clear from his oral participation, which is spot on. However, he wasn't turning in written work. He started coming to me after school and he began getting some of the shorter written work done. I noticed that even then, even though he would have the right answers, he used the fewest words possible. In English, he hasn't turned in an essay in all semester long. In Global (although I didn't see it), he turned in something. I spoke to him at length one day and he said that he did part of the essay but couldn't finish it in the time allotted. He said that he doesn't know what to right when he sits down to write. He said that in 9th grade in his parochial school, he only had to write one or two essays each semester and was never able to finish any of them. After this, I got him to turn in something on an English essay but it was still incomplete.

Today, he had to write an in class essay. It was torture watching him write, and I suspect it was even more torture for him to write. First, he sat there looking at the paper for 20 minutes. Literally. He then wrote one sentence and then stopped again. He started again 5 minutes later. This process continued. At the end of 54 minutes, he came out with two paragraphs, with lots of cross outs. At some point I spoke to him and he said he didn't know what to write. Now, this is a kid who knows the book he was writing about. But the writing process is pure torture. Later this week, this will happen again. He has to continue this essay tomorrow in class. In Global, there is an in class essay on Thursday. He is on the border of passing both classes but since my coteacher in Global will not allow kids without an IEP to use more than one class period, I suspect that he will get a failing grade on the essay.

I spoke to his dad this evening. We spoke about the fact that if his son cannot write an essay in a certain amount of time, that he may have trouble on the Regents exam. Dad asked if there was any way of getting him extra time. So then I explained the process of an IEP.

Normally, the process of getting an IEP in our school is first bringing him up at our meeting. I kind of circumvented that, partially because dad asked and partially because do it that way is guaranteed to slow up things--the focus is always on current students with IEPs, not ones who might become ones. In addition, the student is thought of by many (including our Principal) as lazy. I also don't know, honestly, if he will qualify for an IEP; certainly, he has significant problems in writing. He is a little, but not abnormally, slow in reading. But whether he will be at the standard to qualify for an IEP, I am not sure. Perhaps a 504 would be more likely. Any feedback?

[bros]

He sounds like he has a disorder of written expression - he might qualify for services, depending on test results. It would be best to get an OT evaluation just to make sure there is no motor component.

[teacherabc]

That is not going to happen, unless the dad gets his own. His handwriting isn't great but Certainly motor issues are not the main problem here.

[bros]

Dec 8, 2014 23:31:42 GMT -5 teacherabc said:

That is not going to happen, unless the dad gets his own. His handwriting isn't great but Certainly motor issues are not the main problem here.

OT can help with organization and writing support, which may be needed for a short period of time. It might be worth suggesting that the kid get an OT assessment because the suspected disability involves writing, so there could be a motor component, however minor. Best for the school to get the district OT to spend 45 minutes with the kid evaluating them and discover nothing than not evaluate and miss something.

[teacherabc]

Typically, parents of our kids don't have those kinds of resources and in the ten years I have been here, I have seen the DOE give Occupational Therapy exactly twice. And with those two kids, the physical handwriting was much worse. Even when they did give it, the kids did not actually have it most of the time because there is an extreme shortage of OT's in the NYC school system. I have enough battles without fighting ones that will likely be fruitless.

[michellea]

Hi teacherabc -
Glad to see you back!! Hope all is well with your family and extended family.

I think you hit it spot-on - he sounds like he has a written expression disorder and he needs an evaluation and most likely an IEP. In addition to looking at actual writing (including writing of essay's , combining sentences, written mechanics/grammar/syntax, spelling - I would also look at executive functioning. The difficulty beginning could point to snags in the organization and initiation realms. He may need some very concrete instruction on how to unpack the assignment (what is it asking me, what info do I need to include, how do I know i've covered it all) as well as tools for brainstorming and organizing. People with written expression disabilities often also have reading disabilities - I would check this area too.

Given his age, technology may be a HUGE resource for him and more helpful than OT at this point. While he may benefit from OT, the reality is that the bar is set very low for what is considered functional OT or handwriting skills. It is VERY difficult to get OT services in HS - and the amount of effort it takes to yield any improvement is extensive. I'd be concerned about the trade off of pulling him out of class for OT and the small benefits that may result. Keyboarding / dictation software may give quicker relief - time is of the essence since he is late 9th grade already.

My heart goes out to this students as I imagine the stress and shame his poor writing must cause him. Thank you for noticing, Teacherabc. You are making the world better one student at a time.

[teacherabc]

My sense is that his reading is fairly good, insofar as comprehension but a little slow. I think it is more his executive functioning. Fortunately, his father is really attentive and involved.

[empeg1]

I completely concur with Michellea. Technology is an important tool, especially with a high school student, who is demonstrating difficulty with written language. It will be important to do an evaluation to determine where he is having difficulty. Handwriting is not the same issue it used to be. This young man can have an accommodation to write on a computer or other device, with a 504 of IEP, but a disability must be identified first. Then too, there is other software, such as Inspiration, if this young man is struggling with organization in putting thoughts to paper. There are also programs such as Co-Writer, a word prediction software, which will complete sentences for a student, voice to text software, such as Dragon Dictate. One thing to try during the evaluation process, is to see if using a tape recorder, for the student to dictate his essay first, is of assistance for this young man. If the above works, a dictation software program might be the thing. Finally, does this young man type? My daughter had a lot of difficulty learning to type, due to motor planning difficulty. The commercial typing programs did not hep, but she was taught successfully to type at a center for accessible technology. One clue, does this student text? Finally, are there spelling issues. Sometimes, the worry over spelling can grind the ability to put thoughts into words on paper to a halt. Can this student spell check?
Finally, this father can simply write to the school district formally requesting an evaluation for an IEP in written language. The school then cannot delay the parent request for evaluation with SST meetings, etc. OSEP has been clear on this issue. But, the request for testing and consideration for special education must be in writing.
Peg

[teacherabc]

I spent over an hour with him and another student after school (interesting--neither have IEPs). Both are typing two more paragraphs of their essay tonight. I know that he is doing it right now, according to dad. He has the technology as he is doing it on google drive.

After school, one of my seniors was there, in the room and typing a presentation. The kid I am talking about was begging me to let hi do a presentation, saying he could do one so much more easily. I told him I had no doubt he could do a presentation well (he can talk a blue streak in class) and when he gets to 12th grade and passes the Regents, we'll talk...

[tootallmom]

teacherbc

Your description was spot on with what my son demonstrated and continues to struggle with. We could only get him a 504 in school for slow processing as the state would not accept Written Expression/dyslexia diagnoses. I have not kept up with the latest technology for this so will defer to everyone else's expertise. Just wanted to let you know how much I sympathize and empathize with this boy and his family....

Deb

[empeg1]

Not Dyslexia, as schools typically do not recognize the above, which is not one of the federal eligibility categories. However, specific learning disability is an eligibility category for an IEP, which CAN be in written language, per IDEA (which being federal strumps state law). The person who evaluated your son, whom I assume you saw privately, should have known how to write the evaluation report for a school district. My daughter qualified in the 5th grade under specific learning disability, under written language (with a 75 point discrepancy) and processing difficulties in several areas. Your school district sold you a bill of goods and your private evaluation did not know how to write a report for eligibility for school services. How long ago was that assessment done?

[michellea]

When qualifying for an IEP, one must demonstrate more than the presence of a disability. One must also demonstrate a failure to make progress because of the presence of a disability and the need for remediation. As Empeg says, this is why evaluation reports must be carefully written to include not only the identification of the disability but the lack of progress and specific recommendations for accommodations, and specialized instruction. Practitioners unfamiliar with the eligibility process may neglect to provide explicit information in these areas, leaving the door open for district's to interpret the reports as they wish. Tootallmom, you school must have at least recognized the presence of the disability and that it impeded your son's access to the curriculum since they gave you a 504. For some reason, they must have determined that accommodations would be sufficient and instruction or modifications were not needed. If he continues to struggle with the 504, you may consider going back and trying again for an IEP. Also, even with a 504, he can get AT for accommodations. You would have to ask for this and demonstrate why it is necessary. It seems you could point to his ongoing struggles as evidence. You also have the right to request an evaluation. If you do that, I would include an AT evaluation in the request.

[teacherabc]

I am not sure about this boy yet...today he was writing an essay with not as much difficulty. Haven't looked at it for content.