Reply to MCPS IEP when kid turns 8

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]If MCPS believes that attention is affecting academic performance, you should use the OHI code, then you can also have academic goals and services. It will become very difficult to justify academic goals with an SLI code---this is very rare for good reason.[/quote]

I don't think its very rare.  We got one.  First year on an IEP.  Speech can impact reading as they expect kids to read out loud for reading level checks.  My child's teacher rates him much lower due to articulation and fluency even though he's a very strong reader.  It also impacts answering questions quickly and smoothly as he may need extra time to form his answers.   So, technically for school academic purposes it is impacted, but when we work at home it doesn't seem to be as much as they claim it does.[/quote]

Language also has a huge impact on reading.  Good readers, at least good young readers, don't memorize or sound out every word.  Instead, they do lots of problem solving where they integrate syntactical/semantic cues with phonetic ones.  A child with an expressive language disability who has poor syntax and semantics will almost certainly struggle with that.  Similarly, a child who has a receptive language disability, and has difficulty understanding spoken language, will almost have the same difficulty understanding written language.

Often kids for whom language is the number one issue in elementary school, and who get an SLI coding, will be switched to an SLD coding at some point, but not always.  Sometimes, especially if there are other speech and language issues, SLI continues to be the best description. [/quote]

You are right for some kids but not mine.  Mine was reading/decoding new words before he was talking.  Reading came much easier than talking (I think partly to speech therapy where everything was visual).  He learned mainly from memorization, some sound it out.  Later he learned phonics at preschool but he rarely used it as he was reading well when that happened.  He also understood words written over hearing them.  If he is given directions, he has a much easier time if they are written down than if he hears them.  Teachers supposedly give him a list of tasks of example in writing as a checklist vs. just telling him.  He had severe receptive and expressive language issues.  I think due to the strong reading, he has progressed as well as he has.  Logically what you are saying makes sense but that isn't how my child is wired.  I'm assuming in the next year or two we will lose the IEP.

School refuses to recognize receptive language issues.  Its clearly partly impacting him but he's found strategies to work around it.  
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