Reply to very low normal/possible very slight MR

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Writing and reading are hard, but she has made good progress with tutoring.  She never had trouble with math facts, but word problems and prealgebra are hard. She has been excused from foreign language class per recommendation of slp.  Very concrete.  [b]Appears to have trouble remembering things (e.g., tutor keeps reteaching procedures for math), but neuropsych did not reveal significant memory issues. [/b] No attention issues.
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OP, the testing you did sounds incomplete.  I think your DD does have some undiagnosed LDs,

"A [i]short-term memory disability[/i] can occur with information learned through what one sees – visual short-term memory disability – or with information learned through what one hears – auditory short-term memory disability. Often the two are combined...[b]a teacher may go over a math concept in class until your daughter understands it – she's concentrating on it. Yet when she comes home that night and does her homework, she has completely forgotten how to do the problems[/b].

It's from the link I posted earlier:  http://www.ldonline.org/article/What_Are_Learning_Disabilities%3F[/quote]

Learning disabilities are diagnosed when an individual has uneven skills, and when their academic performance isn't in keeping with their measured potential.

In this case, it sounds like the OP's daughter's performance is more uneven.  She has difficulties with processing, and memory, that result in difficulty in reading, writing, and math.  However,[b] these difficulties are in proportion to her overall intellectual disabilities.[/b]  So, she doesn't meet criteria as a student with learning disabilities, because her IQ is too low, but also doesn't meet criteria as a student with intellectual disabilities, because her IQ is too high.  She's caught in the middle and therefore doesn't qualify for the services she needs to succeed.  Luckily, her parents seem to have stepped up and provided her with an appropriate school, and a range of supportive services, as evidenced by the fact that she's happy and making academic progress.  Ironically, however, the high quality of education and services that she has received have probably increased her IQ, and reduced the gap between her "potential" and "ability", making it even more likely that she won't qualify for services in a public school setting.

This is, in my opinion, a gaping hole in IDEA.  [/quote]

Your description of LDs doesn't make sense:
http://nichcy.org/disability/specific/ld

Learning difficulties don't have to be in proportion to your overall intellectual abilities.[/quote]

Learning disabilities are only diagnosed when a child's learning isn't in keeping with their intellectual capacity.  So, a child with a low IQ, who has equally low academic skills may have "learning difficulties" but won't meet the IDEA definition of Specific Learning Disabilities.  That's the situation with the OP's child.  Her skills are low, and she benefits from support, but because she's "living up to her potential" so to speak, she doesn't meet the criteria for SLD, and although her abilities are low they are not low enough to meet the criteria for an intellectual disability.[/quote]

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