Sunday, 17 December 2006
1 = Eyes Open (Visual, somatosensory and Vestibular altogether)
2 = Eyes Closed (Somatosensory and Vestibular)
3 = Eyes Open + Screen Moves (this confuses the eyes) Not done
4 = Eyes Open + Platform moves (this makes the feet unstable) (visual and vestibular - somtosensory removed by moving floor)
5 = Eyes Closed + Platform Moves (vestibular only as visual and somatosensory removed)
6 = Eyes Open + Platform and Screen Moves. Not done
From this the sensory data is calculated (by some equation) to give the readings of each of the 3 balance senses separately and compositely. Matthew vestibular balance for the first visit was zero as he shows -1 on the equilibrium score this is in fact 19 this time.The red bars indicates not within normal ranges, as they move out of the pink the red bar will turn green indicateing normal. I think Dore likes to see these normals really high before finishing treatment or at least 3 test within normal(not quite sure about that).Hope that makes sense.
Saturday, 16 December 2006
Friday, 15 December 2006
4 + 5.) Test 4 was eyes open, platform moving, and the final one was eyes shut, platform moving, thats the one with no score.
The sensory analysis results are calculated values for the 3 balance senses and a composite value, as each test on posturograph is a mixture of the 2/3 balance senses.
Smooth Persuit (Eye Tracking) - Significant Difficulty was found
Saccades (Random Eye Movements) - Outside normal limits
Matthew's raw score for the Dyslexia Screening test was 2.89 on a scale of 0-3.0.
0-1, no/low risk
1-2, moderate risk
2-3, significant risk
On the report it just stated that Matthew had a risk factor of >1.0 and was at significant risk (age adjusted score).
The things that Matthew wanted to improve were
- Copying off the whiteboard
- Listening skills
After this we saw the Doctor who tests for primitive reflexes and talks you through the test results. She then recommended that should have the therapy as they could help Matthew because he had very definite signs of Cerebellar Development Disorder. (I agree)
Friday, 1 December 2006
Thursday, 30 November 2006
I start again on Toe by Toe and keep at for 6 months.
We receive the forms and fill them in.
An assistant Ed Psych is sent out to assess as she speaks English and Welsh. I ask if she is going to assess him within the classroom environment-no. Ask her to look at his books -she doesn't.
Result of assessment- average IQ (in spite of very poor verbal IQ).
Told he isn't dyslexic after being asked several times, he can read (Dyslexics can't read this well) (-16months) or spell (-16months) different testing regime to Neale, no reference to fluency, accuracy and comprehension. The only thing that they respond to is the Speech and Language difficulties.
Refer on to Speech and Language Coordinator, who came out to assess this area. Word finding problems are highlighted and fidgetyness. Mmmm word finding difficulties, haven't I seen that as a Dyslexic trait somewhere?
Put to panel, success we have 2 x 30mins sessions /week.
We believe we have a diagnosis and support put in place for September 2006.
I nervously believe that things will improve now he has help.
Autumn term starts, a new Languge Support Teacher begins with Matthew, 1 hr a week group support. She doesn't start until Oct. After doing her own assessment, she takes a visit to the class teacher to ask "How are coping with Matthew, he's severely dyspraxic (fine motor)?" the reply is "I'm not". This comes out in the parents evening late Oct., together with the fact that Matthew's progress has platauxed again. He has no concentration, cannot get more than a few lines of work down on a page. The Ed Psych is called out to assess him again urgently.
We meet with the Language Support Teacher a highly dedicated lady on the verge of retirement (No!!!!) she loves her "children" and totally understands their needs. She confesses to us that in her opinion Matthew is like a Venn diagram with Dyslexia, Dyspraxia and ADD and he is plum in the middle. She also tells us that many children recieving specialist Dyslexia help currently are not as half as bad as Matthew, she would like to see him with more help but observes that he already has speech and language and probably won't get any more help although he needs it.
Nov 2006. Urgent reassess requested.
Ed Psych reports that Matthew has Specific Learning difficulties (which could be a mix of Dyslexia and Dyspraxia) and his reading is +12months(1 word reading test) spelling -24 months. Due to the spelling he would like to refer Matthew to the Dyslexia Panel in Feb, but will reassess his reading/spelling closer to the panel date. His Language Support Teacher conducts a reading age test in Dec. -the Neale test for accuracy, fluency and comprehension he is ( -12 months) in reading??!!.
The school also agree to apply for 1:1 support in Nov 2006, but don't apply for it until 20/12/06.
Example of Matthew's Work Dec 2006 (8yrs 7months)
Wednesday, 1 November 2006
Moving on to May 2005, barely 7 years old, his infant teacher asked us to consider if Matthew could be Dyslexic, she would watch him closely. After this I read as much as I could about Dyslexia, his reading was slow and painful, he read words on 1 page and then seemed to not know them on the next, he lost words guessed words and read then end to start, his short term memory was poor, he could not remember instructions. From all this I could see he was most probably Dyslexic. I returned to the same teacher in July for some advice and some reading books for the summer. The teacher said no she did not think he was Dyslexic.
Sept 2005 Matthew starts juniors with 2 job share teachers, I wait to see what they think, nobody contacts me with any worries, so I stop worrying. Reading support has stopped. Mid Nov 2005, Parents evening:- the 2 teachers talk to half the class each. The teacher we see says that Matthew is immature, but is OK and hands us some targets and asks "any worries?". We launch into all our concerns, the teacher is concerned and says she will consult with her job share partner (shouldn't she have done this already?). I phone the school in the next week to speak to the other teacher, amazingly the other teacher has grave concerns about Matthew. He has made little progress since Sept. They are going to give him reading support again, the reading support teacher will test his reading age and we will go from there. The first teacher pulls me aside at the Chrismas Fayre as tells me "you must push for an assessment but don't mention my name!!" I consult the SENCO (also the Headmistress) asking for an assessment. She says we will sort it out in the new year.