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[quote=Anonymous][quote=Anonymous]OP here. I am not dismissive of anything. We are obtaining independent testing and suspect adhd or dyslexia or both. DC reads slowly but comprehends everything. Anything timed gives a poor explanation and anything untimed is a different child.

Slow processing speed with academic strength is the twice exceptionality that we know about (we suspect the others and that’s why we are seeking testing). The iPad apps are the school’s apps - all of them apparently rely on speed, which our child doesn’t have. How have you advocated for a child with very slow processing speed but the ability to cope with higher level thinking?[/quote]

You need to ask for a 504 or IEP plan - both can have accommodations attached.  The accommodations you need to ask for are: 1) extra time and 2) use of a calculator.  For slow reading, you can ask for extra time, use text to speech and you can ask to be qualified for Bookshare so DC will have free access to books on tape (you qualify if you have a reading disorder but ADHD is not qualifying.)

I am a big unclear what the iPad app is for - if it is for testing, then there should be either settings for extra time and an included calculator function OR the teacher is administering time and providing calculator.  If your kid is using an iPad app to practice-acquire math facts, then your school-district should be using apps that are compliant with disability access - if not then that is a problem for the school district - they are “out of compliance”.  Ask the teacher and/or the 504 team to come up with some ways to adapt the method of math fact learning (and any awards) to your kids needs. Maybe there is a different exercise (that doesn’t feel punitive) like copying math facts or audio-recording and listening to math facts or simply asking that the timing element be taken out - i.e. record not how many were done in a minute but how many minutes a student worked on the app (regardless of #right/wrong) or focus on improving personal best correct total, not speediest.

Even if you don’t have a 504 or IEP plan, write the teacher and say you suspect slow processing and is she willing to make informal accommodations to adjust for time. A good teacher will do it because the point is to get the kid to learn the facts and not necessarily the time.  But, there are always those (PITA) teachers who insist that accommodations would “break the rules” or “be unfair”.   Whether the teacher is or isn’t willing to accommodate informally, either way it will help you when you finally get to the IEP/504 table - if the accoms help, then you are adversely impacted by the disorder and qualify, if the teacher refuses to give accomms and DC is struggling then you have the poor marks to prove adverse impact. [/quote]

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