UPDATE to 8.29.17 post
Aleczander, age 7, had been getting speech therapy for his entire first grade school year when this May 2016 language sample was done pro bono by a wonderful speech therapist who used to, but no longer, works for Aleczander’s local school district. A word of caution, it’s a difficult movie to watch, but if you want to see what happens to kids when their public schools treat them as if they are manufacturing their severe learning disabilities for attention, this video sort of says it all. If you want more details on how this
Six months before Geneva did this speech language sample, I did a pro bono baby MIGDAS assessment of Aleczander; Aleczander wasn’t stuttering at all. At that point he still had wonderful spontaneous smiles and facial expressions. (see post of March 2, 2017)
Noelle, the therapist who had been seeing Aleczander in a small group for 30 minutes a week and 1-1 for 15 minutes a week toward the end of the school year, continued to reassure parents that Aleczander was making excellent progress. “He has all the sounds he needs,” Noelle trumpeted loud and long. “He can talk just fine when he slows down and uses his words.” The fact that Aleczander never displayed this skill to parents at home or to others in the community appeared completely irrelevant to school staff. The fact that he’d started stuttering was concerning to no one but family and friends.
It isn’t as if parents had been sitting at home twiddling their thumbs. During Aleczander’s first grade year, they requested additional evaluations in the areas of specific learning disabilities (including dyslexia), autism, gross and fine motor functioning, and speech and language development. Aleczander’s public school completed a Full Individual Evaluation (with speech, OT, PT, and Autism assessments thrown in). The ISDs assessment report stated that Aleczander had no cognitive processing weaknesses, severe academic deficiencies in all areas assessed, and severe behavior problems caused by attention deficit disorder. Per the school system, he didn’t have a learning disability or autism, and his speech skills were those of a child less than three years of age, but the district felt he should have no problem completing first grade work with one group therapy speech session per week, and special educators popping in and out of the first grade classroom to help Aleczander focus and attend to regular curriculum. Parents knew the ADHD thing wasn’t right, but had no idea what was wrong! Continue reading