We, Jeremy and her teacher, all agree that there is something of concern with Mer. So after my two hour conference with her teacher we decided that the school psychologist should be involved.
But here is where my frustration begins. Our child does not have any diagnos of a disability or any other issue that would cause her to need services. She is a student in a school, in a small school. She is experiencing issues that could be something.
We met with her teacher and the school psychologist on Monday of this week, a long time after our decision to "evaluate" her. The school psychologist apologized for not getting back to us, but as she said, "The referral didn't come through special ed so there was no deadline. If the request/referral had come through special ed there would have been a 45 day deadline on it." And we went on with our meeting.
The meeting, in hindsight, contained no revelations, but rather confirmed what we already knew or thought. The meeting provided us with no guidance, no "next steps." Instead I inquired, "So what do we do now? Get a diagnosis?" "Yes," she replied, "and then we meet again and you decide if you need a 504 or an IEP." Um, huh? Yes, I had done my homework so I knew what "504" meant and of course, with Jeremy being a teacher, I know what IEP means.
So on Tuesday I made phone calls. On Wednesday I received phone calls. One of them was most interesting. It was from our psychologist with whom we have previously worked. When I explained the situation to her and why we were in need of her services she said, "That is all they did in terms of testing?" When I replied in the affirmative, she said, "A child could show symptoms of ADD for a myriad of reasons, before making a diagnosis she needs a full team evaluation." I was shaking. Finally, guidance for us.
Within minutes I had composed an email outlining all the evaluations and tests that she advised us to receive from the school. She now has, due to my formal written request, 45 days in which to complete the evaluation/testing. Sadly, though, there has been a lapse of time that we won't get back and we are now pushing up against the last day of school.
Tick tock. Tick tock.
This is what frustrates me: The clinical evaluations of AD/HD must be comprehensive and multidimensional in nature, so as to capture its situational variability, its associated features, and its impact on home, school, and social functioning. This comes from the National Resource Center for AD/HD website. I sure wish I found long before now...