Guest guest Posted August 28, 2006 Report Share Posted August 28, 2006 I had my computer crash and lost many file. I have a letter that had been posted on the in the past year of a letter to teacher introducing the child and apraxia. Does any one have a copy of this letter. Thanks in advance for your help Lauric Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 28, 2006 Report Share Posted August 28, 2006 sometimes I like the new search aspect of -right now isn't one of them. I can't find it but think I recall it. I'm curious if Kathy suggested how to write the letter since she is a teacher and an active mom in this group. Then again like me I believe she just brings a Late Talker book to the new teacher and that kind of sums it up (except she signs my name inside the book so they will know how great friends we are)...Kathy you there to comment? So far this is what I found on letters (from Kathy and a few others) Altoonakenton@... Great Letter! Don't you think if teachers acted as teachers that most of the problems we have would be solved or at least not as bad? I am a teacher so I feel I can comment....and I am not talking about all teachers--just the ones that should be working in front of a computer not with children!! The whole point of being a teacher is supposed to be to teach and get the child to " get " the material...so without having to have an IQ of 200, it only makes sense that to have a child succeed you must teach in a way that he/she will learn...DUH !!!!!!!!!! It infuriates me when I read stories like yours!!! ...and before any teacher replies to my post that if they don't listen to administration they will not be rehired, then look for another career! When your classroom door closes there are plenty of ways to help a child, even if administration says otherwise and plenty of ways to let the parents know what the laws are like calling them and suggesting books to purchase or borrow like 's Law and even if parents cannot read or write, then writing a letter for them and simply putting it in an envelope works!!! OK...I'll stop now....and go and take my ulcer meds....AAHH kathy nj...I should start writing under a different name LOL > > I could write a book on this topic myself. We use to live in Alaska and for 5 years I struggled to get the school district to address my son's vision impairment. My son is legally blind, has nystagmus and has albinism (albino) and I had Teachers of the VI telling me that she is not providing accommodations to my son because he does not trip over students or desks. DUH!!!! I wanted to laugh at her but I realized that she was serious. Another thing that tops my charts was when the Director of Special Education told me and I will quote, " A teacher does not have to provide everything listed in an IEP only what they feel is necessary. " I asked her if she had lost her mind and then went on to quote parts of the IDEA. They really had no clue what they were up against until I got angry because a teacher wrote on my son's report card, " Zackary's main problem is that he needs to complete his homework and overcome his vision impairment. " Can you believe that in writing for the world to > see. Have any of you seen that comedy show with the guy that wants to pass out the signs that say " stupid " LOL > In the end I realized that if I was going to win I had to play their game so I began to play. Here is an example of a a letter that I sent to everyone at the IEP meeting the day after the meeting. See below this note. > I would also like to say that everyone should buy a copy of the book slaw to Special Education and go through it and highlight the area's that address your child's situation. I also used sticky tabs to mark places that I thought that I might need during an IEP so that I could flip to it and quote. > One more thing that I heard over and over and over that was dumb was " That's your interpretation of the law. " LOL Sheri (see below) > > > Subject: Zackary Brown's IEP Meeting > Date: 05-08-2002 > In Physical Attendance: Mrs. JB…, Principal > Mr. P…, Regular Education Teacher > Mrs. A…, Academic Resource > Sheri B Mother of Zackary B > B Father of Zackary B > > In Attendance via Teleconference: Ms. M…Special Education District Office > Mrs. L…,Guided Independent Study > Mrs. B…, Vision Specialist > > This meeting was called to address the issues concerning the implementation of Zackary Brown's IEP from 09-99 - present. > 1. Ms. M stated that according to Zackary's IEP, Zackary has been receiving S.P.E.D. services, with resource students that he was not entitled to receive. She stated that testing would be necessary to evaluate Zackary for such services. However the district would continue to provide those services because they are listed in his IEP. > After careful review of the laws governing this I determined that Zackary is eligible for continued services as outlined in his I.E.P. due to his disability. > " Special Education " is defined in Section 300.26(a)(1) " As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability ... " > Within the federal IDEA regulations services can not remain exclusive to only certain types of disabilities, but must be individual to the needs of the child, regardless of the disability in Section 300.347(a)(3) which states that the IEP must contain any services, aids, modifications that are necessary for the child to make adequate progress. Sec. 300.541((1) Criteria for determining the team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily of—A visual, hearing or motor impairment. > We propose that appropriate cognitive testing be done as well as academic testing to determine both the cognitive abilities and the academic level of Zackary. We will approve the cognitive test called WISC 3. The administrator of this testing will use interpretation of sub-test that require tracking skills. We require specific information regarding the length of sessions and a detailed breakdown of how the sub-testing will be presented to Zackary. Final approval from both parents is required after we have received an explanation of testing procedures. > According to Section 300.532(e) " Tests are selected and administered so as best to ensure that if a tests is administered to a child with impaired sensory, manual, or speaking skills, the test will accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). Section 300.532(h) " In evaluating each child with a disability under Sections 300.531-300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. " > 2. Ms. M stated that proper testing that involved reading and writing was required to accurately assess Zackary's educational needs for placement into such programs. And if parental approval was not provided for such testing services could discontinue. (Section 300.531) Each public agency shall conduct a full and individual education; in accordance with Sec. 300.532 and Sec. 300.533, before the initial provision of special education and related services related to a child with a disability under Part B of the act. (20 U.S.C. 1414(a) (1)) > > Sheri and B stated that they didn't feel this was an accurate assessment of Zackary's cognitive abilities. They will consent to testing that would access Zackary's visual function. However, it is inappropriate to test him on his reading abilities and it is not necessary to determine if Zackary is qualified to receive these services due to his visual disability. > > I understood this to mean that that district is requesting to assess Zackary's cognitive development through reading and written material, more accurately accessing the districts inability to provide the services outlined specifically in Zackary's IEP. > > We propose that cognitive testing be done as well as academic testing to determine both the ability level and the academic level of Zackary. Providing the information to make the best placement for Zackary's individual needs. Section 300.532 (e) " Tests are selected and administered so as best to ensure that if a tests is administered to a child with impaired sensory, manual, or speaking skills, the test will accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). " And Section 300.532(h) " In evaluating each child with a disability under Sections 300.531- 300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been > classified. > > 3. Ms. M asked Mr. P if in his opinion, and appropriate materials were provided, would Zackary be able to accomplish the assignments provided to him. > > Mr. P replied that he had trouble answering that because there were times that Zackary was able to accomplish the assignment when it was provided to him in large enough font, and there were times that Zackary was provided with a comparably sized font and yet acted as though he couldn't see to read the materials that were provided. Mr. P is not qualified to make this determination he has not been provided with the training that is legally entitled to him. This training should have been provided as directed in accordance with 20 U.S.C.1453 © (3) (D)(i) Improvement strategies – Each state improvement plan shall-describe the strategies the state will use to address the needs identified under subsection ( including – how the state will address the identified needs for in-service and pre – service preparation to ensure that all personnel who work with children with disabilities (professional and paraprofessional who provide special education, general education, related services, or > early intervention services)have the skills and knowledge necessary to meet the needs of children with disabilities. Including a description of how – The state will prepare general and special education personnel with content and knowledge and collaborative skills needed to meet the needs of children with disabilities, including how the state will work with other states on common certification criteria. > > Sheri Brown stated that Zackary B is legally blind. And individuals with legal blindness see better sometimes than others depending on changes in lighting, fatigue, and complexity of the task are some of the factors involved. What Mr. P described is part of his disability. > > We understood this to be Ms. M attempting to justify not providing services outlined in the IEP, and her asking for Mr. P to provide a " judgment " of Zackary's academic competencies. Which would not be a fair assessment of Zackary's abilities since he was not provided the tools necessary that would allow him the opportunity to be educated in a free and appropriate manner, according to federal mandate (Public Law 102-119, known as the Individuals with Disabilities Education Act, Part B (34 CFR Parts 300 and 301 and Appendix C) that all disabled children receive a free appropriate public education, a school district must provide special education and related services at no cost to the child or her/his parents. > > 4. Mrs. B stated that she did not have a copy of Zackary's Functional Vision Evaluation dated 9-29-98 this evaluation was current through 9-29-02. > Sheri Brown asked what she used to determine services that were provided. > Mrs B stated that she had only information in her file as provided by the previous vision specialist. Ms. F. > > The district prior to the reevaluation date on this evatuation employed Ms. F and Mrs. B therefore this information should have been part of Zackary's file. We understand this to mean the P F did not find the information to be necessary in determination of services because it was not part of his existing file. And that Ms. F determined this information not to be of importance to the next Vision Specialist. And that Mrs. B determined services that were necessary for Zackary's educational success without evaluating the formal assessment. An assessment that Ms. M stated was necessary to evaluate and provide appropriate action. Additionally, Mrs. B was not aware of all aspects of Zackary's disability she was only provided with the plan of action. Professionally she did not evaluate the information necessary make her own determination as to the specific needs of this child. Mrs. B did not obtain a copy of this report to better serve Zackary's visual needs and make adequate > assessment of the individuals needs. Resulting in the needs acknowledged in the Functional Vision Evaluation not being addressed even though specific action is provided in the IEP that Mrs. B did have a copy of but did not properly execute the provisions outlined in Zack's IEP. 20 U.S.C. 1414 ( c ) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS. Review existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under this section, the IEP Team described in subsection (d) (1) ( and other qualified professionals, as appropriate shall – review existing evaluation data on the child including existing evaluation data and information provided by the parents.… this is also provided for under (1)Sec. 300.533(a) (1) Determination of needed evaluation data. - Review existing evaluation data on the child. > > 5. Mr. P stated that he felt that he was accurately providing the proper size font. As best as he could determine according to the font sample provided by Ms. B. > > We understand this to mean that the proper training was not provided to the regular education teacher to enable him to accurately provide services to our son. This is a direct violation of the " New " Individuals with Disabilities Act, Personal Development for Staff and Parents of Students with Visual Impairments Position Statement III, as part of IDEA's " reauthorization, " enacted on June 04, 1997. Copy provided upon request. > > > Sheri Brown asked Mrs. B if she checked with Mr. P to determine if he had any questions or to see if assistance was needed to modify materials. > > Mrs. B stated that she " assumed " that he didn't need assistance or have questions because he didn't call her. > > We understand this to mean that Mrs. B does not feel that it was necessary to determine if accurate implementation of the IEP was being provided to Zackary. And it was not necessary to determine if Zackary had needs that were not being addressed. > Sec. 300.555(a) ( Technical assistance and training activities Each SEA shall carry out activities to ensure the teachers and administrators in all public agencies – Are fully informed about their responsibilities for implementing Sec 300.550; and are provided with technical assistance and training necessary to assist them in this efforts (Authority: 20 U.S.C. 1412(a)(5)) > > This meeting was set to continue on 05-16, 2002 at the District Office at 9:00 am. > > Thank You, > Brown > Sheri Brown > > Cc: Mrs. JB, Mr. P, Mrs. A, Ms. M, Mrs. L, Mrs.B, Mr. M, > > > > --------------------------------- > Brings words and photos together (easily) with > PhotoMail - it's free and works with . > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 sometimes I like the new search aspect of -right now isn't one of them. I can't find it but think I recall it. I'm curious if Kathy suggested how to write the letter since she is a teacher and an active mom in this group. Then again like me I believe she just brings a Late Talker book to the new teacher and that kind of sums it up (except she signs my name inside the book so they will know how great friends we are)...Kathy you there to comment? So far this is what I found on letters (from Kathy and a few others) Altoonakenton@... Great Letter! Don't you think if teachers acted as teachers that most of the problems we have would be solved or at least not as bad? I am a teacher so I feel I can comment....and I am not talking about all teachers--just the ones that should be working in front of a computer not with children!! The whole point of being a teacher is supposed to be to teach and get the child to " get " the material...so without having to have an IQ of 200, it only makes sense that to have a child succeed you must teach in a way that he/she will learn...DUH !!!!!!!!!! It infuriates me when I read stories like yours!!! ...and before any teacher replies to my post that if they don't listen to administration they will not be rehired, then look for another career! When your classroom door closes there are plenty of ways to help a child, even if administration says otherwise and plenty of ways to let the parents know what the laws are like calling them and suggesting books to purchase or borrow like 's Law and even if parents cannot read or write, then writing a letter for them and simply putting it in an envelope works!!! OK...I'll stop now....and go and take my ulcer meds....AAHH kathy nj...I should start writing under a different name LOL > > I could write a book on this topic myself. We use to live in Alaska and for 5 years I struggled to get the school district to address my son's vision impairment. My son is legally blind, has nystagmus and has albinism (albino) and I had Teachers of the VI telling me that she is not providing accommodations to my son because he does not trip over students or desks. DUH!!!! I wanted to laugh at her but I realized that she was serious. Another thing that tops my charts was when the Director of Special Education told me and I will quote, " A teacher does not have to provide everything listed in an IEP only what they feel is necessary. " I asked her if she had lost her mind and then went on to quote parts of the IDEA. They really had no clue what they were up against until I got angry because a teacher wrote on my son's report card, " Zackary's main problem is that he needs to complete his homework and overcome his vision impairment. " Can you believe that in writing for the world to > see. Have any of you seen that comedy show with the guy that wants to pass out the signs that say " stupid " LOL > In the end I realized that if I was going to win I had to play their game so I began to play. Here is an example of a a letter that I sent to everyone at the IEP meeting the day after the meeting. See below this note. > I would also like to say that everyone should buy a copy of the book slaw to Special Education and go through it and highlight the area's that address your child's situation. I also used sticky tabs to mark places that I thought that I might need during an IEP so that I could flip to it and quote. > One more thing that I heard over and over and over that was dumb was " That's your interpretation of the law. " LOL Sheri (see below) > > > Subject: Zackary Brown's IEP Meeting > Date: 05-08-2002 > In Physical Attendance: Mrs. JB…, Principal > Mr. P…, Regular Education Teacher > Mrs. A…, Academic Resource > Sheri B Mother of Zackary B > B Father of Zackary B > > In Attendance via Teleconference: Ms. M…Special Education District Office > Mrs. L…,Guided Independent Study > Mrs. B…, Vision Specialist > > This meeting was called to address the issues concerning the implementation of Zackary Brown's IEP from 09-99 - present. > 1. Ms. M stated that according to Zackary's IEP, Zackary has been receiving S.P.E.D. services, with resource students that he was not entitled to receive. She stated that testing would be necessary to evaluate Zackary for such services. However the district would continue to provide those services because they are listed in his IEP. > After careful review of the laws governing this I determined that Zackary is eligible for continued services as outlined in his I.E.P. due to his disability. > " Special Education " is defined in Section 300.26(a)(1) " As used in this part, the term special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability ... " > Within the federal IDEA regulations services can not remain exclusive to only certain types of disabilities, but must be individual to the needs of the child, regardless of the disability in Section 300.347(a)(3) which states that the IEP must contain any services, aids, modifications that are necessary for the child to make adequate progress. Sec. 300.541((1) Criteria for determining the team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily of—A visual, hearing or motor impairment. > We propose that appropriate cognitive testing be done as well as academic testing to determine both the cognitive abilities and the academic level of Zackary. We will approve the cognitive test called WISC 3. The administrator of this testing will use interpretation of sub-test that require tracking skills. We require specific information regarding the length of sessions and a detailed breakdown of how the sub-testing will be presented to Zackary. Final approval from both parents is required after we have received an explanation of testing procedures. > According to Section 300.532(e) " Tests are selected and administered so as best to ensure that if a tests is administered to a child with impaired sensory, manual, or speaking skills, the test will accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). Section 300.532(h) " In evaluating each child with a disability under Sections 300.531-300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. " > 2. Ms. M stated that proper testing that involved reading and writing was required to accurately assess Zackary's educational needs for placement into such programs. And if parental approval was not provided for such testing services could discontinue. (Section 300.531) Each public agency shall conduct a full and individual education; in accordance with Sec. 300.532 and Sec. 300.533, before the initial provision of special education and related services related to a child with a disability under Part B of the act. (20 U.S.C. 1414(a) (1)) > > Sheri and B stated that they didn't feel this was an accurate assessment of Zackary's cognitive abilities. They will consent to testing that would access Zackary's visual function. However, it is inappropriate to test him on his reading abilities and it is not necessary to determine if Zackary is qualified to receive these services due to his visual disability. > > I understood this to mean that that district is requesting to assess Zackary's cognitive development through reading and written material, more accurately accessing the districts inability to provide the services outlined specifically in Zackary's IEP. > > We propose that cognitive testing be done as well as academic testing to determine both the ability level and the academic level of Zackary. Providing the information to make the best placement for Zackary's individual needs. Section 300.532 (e) " Tests are selected and administered so as best to ensure that if a tests is administered to a child with impaired sensory, manual, or speaking skills, the test will accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those skills are the factors that the test purports to measure). " And Section 300.532(h) " In evaluating each child with a disability under Sections 300.531- 300.536, the evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been > classified. > > 3. Ms. M asked Mr. P if in his opinion, and appropriate materials were provided, would Zackary be able to accomplish the assignments provided to him. > > Mr. P replied that he had trouble answering that because there were times that Zackary was able to accomplish the assignment when it was provided to him in large enough font, and there were times that Zackary was provided with a comparably sized font and yet acted as though he couldn't see to read the materials that were provided. Mr. P is not qualified to make this determination he has not been provided with the training that is legally entitled to him. This training should have been provided as directed in accordance with 20 U.S.C.1453 © (3) (D)(i) Improvement strategies – Each state improvement plan shall-describe the strategies the state will use to address the needs identified under subsection ( including – how the state will address the identified needs for in-service and pre – service preparation to ensure that all personnel who work with children with disabilities (professional and paraprofessional who provide special education, general education, related services, or > early intervention services)have the skills and knowledge necessary to meet the needs of children with disabilities. Including a description of how – The state will prepare general and special education personnel with content and knowledge and collaborative skills needed to meet the needs of children with disabilities, including how the state will work with other states on common certification criteria. > > Sheri Brown stated that Zackary B is legally blind. And individuals with legal blindness see better sometimes than others depending on changes in lighting, fatigue, and complexity of the task are some of the factors involved. What Mr. P described is part of his disability. > > We understood this to be Ms. M attempting to justify not providing services outlined in the IEP, and her asking for Mr. P to provide a " judgment " of Zackary's academic competencies. Which would not be a fair assessment of Zackary's abilities since he was not provided the tools necessary that would allow him the opportunity to be educated in a free and appropriate manner, according to federal mandate (Public Law 102-119, known as the Individuals with Disabilities Education Act, Part B (34 CFR Parts 300 and 301 and Appendix C) that all disabled children receive a free appropriate public education, a school district must provide special education and related services at no cost to the child or her/his parents. > > 4. Mrs. B stated that she did not have a copy of Zackary's Functional Vision Evaluation dated 9-29-98 this evaluation was current through 9-29-02. > Sheri Brown asked what she used to determine services that were provided. > Mrs B stated that she had only information in her file as provided by the previous vision specialist. Ms. F. > > The district prior to the reevaluation date on this evatuation employed Ms. F and Mrs. B therefore this information should have been part of Zackary's file. We understand this to mean the P F did not find the information to be necessary in determination of services because it was not part of his existing file. And that Ms. F determined this information not to be of importance to the next Vision Specialist. And that Mrs. B determined services that were necessary for Zackary's educational success without evaluating the formal assessment. An assessment that Ms. M stated was necessary to evaluate and provide appropriate action. Additionally, Mrs. B was not aware of all aspects of Zackary's disability she was only provided with the plan of action. Professionally she did not evaluate the information necessary make her own determination as to the specific needs of this child. Mrs. B did not obtain a copy of this report to better serve Zackary's visual needs and make adequate > assessment of the individuals needs. Resulting in the needs acknowledged in the Functional Vision Evaluation not being addressed even though specific action is provided in the IEP that Mrs. B did have a copy of but did not properly execute the provisions outlined in Zack's IEP. 20 U.S.C. 1414 ( c ) ADDITIONAL REQUIREMENTS FOR EVALUATION AND REEVALUATIONS. Review existing evaluation data. As part of an initial evaluation (if appropriate) and as part of any reevaluation under this section, the IEP Team described in subsection (d) (1) ( and other qualified professionals, as appropriate shall – review existing evaluation data on the child including existing evaluation data and information provided by the parents.… this is also provided for under (1)Sec. 300.533(a) (1) Determination of needed evaluation data. - Review existing evaluation data on the child. > > 5. Mr. P stated that he felt that he was accurately providing the proper size font. As best as he could determine according to the font sample provided by Ms. B. > > We understand this to mean that the proper training was not provided to the regular education teacher to enable him to accurately provide services to our son. This is a direct violation of the " New " Individuals with Disabilities Act, Personal Development for Staff and Parents of Students with Visual Impairments Position Statement III, as part of IDEA's " reauthorization, " enacted on June 04, 1997. Copy provided upon request. > > > Sheri Brown asked Mrs. B if she checked with Mr. P to determine if he had any questions or to see if assistance was needed to modify materials. > > Mrs. B stated that she " assumed " that he didn't need assistance or have questions because he didn't call her. > > We understand this to mean that Mrs. B does not feel that it was necessary to determine if accurate implementation of the IEP was being provided to Zackary. And it was not necessary to determine if Zackary had needs that were not being addressed. > Sec. 300.555(a) ( Technical assistance and training activities Each SEA shall carry out activities to ensure the teachers and administrators in all public agencies – Are fully informed about their responsibilities for implementing Sec 300.550; and are provided with technical assistance and training necessary to assist them in this efforts (Authority: 20 U.S.C. 1412(a)(5)) > > This meeting was set to continue on 05-16, 2002 at the District Office at 9:00 am. > > Thank You, > Brown > Sheri Brown > > Cc: Mrs. JB, Mr. P, Mrs. A, Ms. M, Mrs. L, Mrs.B, Mr. M, > > > > --------------------------------- > Brings words and photos together (easily) with > PhotoMail - it's free and works with . > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 > i googled and found this is it what you were talking about? Dear teacher, This year you'll be having my very special child in your class. When you look at my child, you will see eyes that light up and are full of life. He or she looks like the other children in your classroom. But my child has lived with a lot of silence and a great struggle to communicate. My child has Apraxia of Speech. Childhood Apraxia of Speech is a speech disorder that is both difficult to diagnose and challenging to treat. Children with apraxia know what they want to say the words are in their heads but often the child is not able to produce the words clearly. For unknown reasons, children with apraxia have great difficulty planning and producing the precise, highly refined and specific series of movements of the tongue, lips, jaw and palate that are necessary for intelligible speech. As one expert has said, The problem occurs when the brain tries to tell the muscles what to do -- somehow that message gets scrambled. It's like trying to watch cable TV stations without the right descrambler. There is nothing wrong with the TV station, and nothing wrong with your set. It's just that your set can't read the signal that the station is sending out. The child's language-learning task is to figure out how to somehow unscramble the mixed message her/his brain is sending to her/his muscles.1 Children with apraxia, however, do understand language and speech. These children are smart! However, others might mistake and misjudge their unclear speech or quietness as a lack of intelligence. Many children with apraxia experience a great sense of failure and frustration in their attempts to communicate. Some children grow even quieter; others may act out their frustration. Children with apraxia need the support of teachers and parents. What you can do A speech-language pathologist (SLP) needs to help my child learn to speak with more ease and clarity. It will help my child if you communicate frequently with the SLP and determine if there are things that you can do in the classroom to help my child communicate and practice speech. Try to create a tension-free and interesting " communication environment " for my child. Encourage but do not insist he/she try to speak. Praise his/her attempts at speech, if only for effort. Please know that sometimes my child might not respond or might respond " I don't know " as a way to help themselves get out of a difficult communication challenge. Be patient. Sometimes the fast pace of others can leave my child out of the experience although he/she may be able to successfully communicate if others just offer a bit more time and patience. Watch for and even create opportunities to help my child make friends. It can be difficult for a child with apraxia to " break into " social communication and situations. A supportive and nurturing teacher can surely help. No child should be lonely and all children need a friend. Intervene immediately in any situations that involve bullying or teasing. Reassure my child that you are his/her supporter and advocate and that no teasing is acceptable. Be aware that sometimes children with apraxia are also physically uncoordinated, making competitive sports or even drawing, cutting, and other motor tasks difficult. If you notice something, please do bring it to my attention so we can work together to help my child. Keep alert for any other signs of learning difficulty. Sometimes children with apraxia have difficulty learning to read, write, spell or do math. Be open to alternative ways my child may need to communicate. Often sign language, augmentative devices, or pictures can help my child as a bridge to clear speech, helping us gain insight into his or her thoughts. Include me as your partner. I want very much to help my child and to do everything possible to help him or her. I hope we will always reach out to communicate and share information with each other for the benefit of my child. with appreciation, > > I had my computer crash and lost many file. I have a letter that had been > posted on the in the past year of a letter to teacher introducing the child and > apraxia. Does any one have a copy of this letter. > > Thanks in advance for your help > > Lauric Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 Thanks I don't know if this was the one lost or not -but if it is may have been a blessing (or a sign) if it was! Please don't anyone call it childhood apraxia of speech in writing which is also what CAS stands for in a letter that possibly goes into your child's permanent file. This is serious. I've been saying this for years and my son Tanner is now 10 and it horrifies me that this ridiculous name is still being used. Many of you will remember my words or warning years from now....when your child is no longer preschool age and still has some subtle speech impairment ten years from now or longer. You do NOT want " childhood apraxia of speech " or CAS on your child's school records or anywhere! Just say NO! Childhood apraxia of speech is OK for a 3 or even 5 year old child when the parents are so overwhelmed it's actually a comforting name because it implies that apraxia is a preschool or just able to be starting kindergarten age type condition they'll outgrow. But using the name " childhood apraxia of speech " even with a 7 year old if he's anything like my son Tanner http://www.cherab.org/information/familiesrelate/letter.html you're already starting to push it-and forget it by the time they are 9...and saying it's " childhood apraxia of speech " is absolutely an insult for anyone in the tweenie years -10-12, and not at all appropriate and possibly a destructive name for those in their teens or older...In this group we know there are teens and older with apraxia -like http://www.cherab.org/news/.html and Khalid http://www.cherab.org/information/familiesrelate/success.html -so just call it what it is -apraxia. And is childhood apraxia of speech ever a good name -even for a preschool child?! Isn't it ironic that apraxia is a condition where the longer the utterance the more difficult to articulate -and yet some genius decides that giving children with apraxia the Guinness book of world records longest name ever is a good idea! Hello! Perhaps they are thinking " once the child can say their diagnosis...they are cured! " Speech therapy for apraxia consists of teaching the name " childhood apraxia of speech " starting with the " ch " sound! I say verbal or oral apraxia here or when talking to therapists -but when I talk to people like new teachers or neighbors or strangers who have not a clue what apraxia is anyway -I kept/keep it simple and just said " apraxia -it's a speech impairment " It's fine if you want to specify by saying " of speech " after, or " verbal " and/or " oral " before, but keep in mind most of the kids today with apraxia 'don't' just have an impairment of speech, most also have sensory issues, low tone, some motor deficits in the body.... so unless you want to open a can of worms and write down every diagnosis your child has and freak the new teacher out -just call it apraxia and hand them a copy of The Late Talker saying " this may help you better understand what ny has " . They'll not only read it and learn from it -but they will thank you and pass it to other teachers to read. Hurray for your child and hurray for all the other children from the awareness. So don't say CAS -say KIS and Keep It Simple!!! For the sake of the children and their future. If one didn't want to take the easy and in my opinion better road of just handing over a copy of The Late Talker book and wanted to write a letter -childhood apraxia of speech wouldn't be the only thing I'd take out Is this person kidding with the " Keep alert for any other signs of learning difficulty. Sometimes children with apraxia have difficulty learning to read, write, spell or do math " Ahhhhhh!!!! Talk about setting up a child for failure even before s/he starts! Tells me right there that letter wasn't written by someone in this group -in this group we are aware that children with apraxia can be superior students due to their awesome memories. And I'd take out the " very special child " right up top too for obvious reasons -very special child reads " very special needs child " As far as some of the other suggestions the good ones have come up in this group as suggestions but again I too recall a specific letter to new teachers. Perhaps CHERAB VP Cheryl http://www.cherab.org/about/cheryl.html helped write it....she is an award winning teacher. (and a quiet member of this group -but Cheryl let me know!) ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 I had this sample letter in my favorites and thought maybe it would give you some ideas. This one is a sample letter for ADHD, so you will have to change some things to fit the apraxia, SID or Hypotonia symptoms of your child. Tina A Letter To My Child's Teacher... To those who may teach my child: My child has been diagnosed as having Attention Deficit Hyperactivity Disorder. As a parent, I expect my child to behave in an acceptable manner at school and anywhere else. However, I have had to recognize that certain behaviors are characteristic of ADHD. I have had to realize that while some of these behaviors may be inconvenient or unexpected, they are not unacceptable or " bad " . They are simply different. Please keep these differences in mind as you teach my child. Correct when you must, and please accommodate -or tolerate- when you can. Please contact me if there are any questions or problems. Thank you. Because my child has ADHD, you may expect to see these: Physical Behaviors Fidgeting, squirming, or otherwise being in " constant motion " . Clumsiness May fall down a lot Bumping into other students or objects in the classroom Classroom Behaviors May not listen to instructions Will begin work without waiting to hear or read instructions Trouble staying on task Poor penmanship Will lose or misplace papers, pencils and other materials Will have to be reminded to clean up any work areas that may be used Will probably be at your desk more often than most students Will often ask questions which may or may not relate to what you are discussing Will give unexpected responses to questions May well turn in class work, tests, etc. before other children, but with lower quality than possible Will occasionally " Hyper focus " on a topic to the point of fixation. Social Behaviors Tends to be " bossy " with other children Tends to object strongly to what is perceived as " unfair " . Interrupts other's conversations Intrudes on other's games or activities Trouble waiting in line May ignore others or simply walk away during a conversation Emotional Behaviors Sudden and sometimes drastic mood swings Has feelings hurt easily Easily frustrated Tends to overreact to correction or criticism Appearances May appear disheveled-- even five minutes after being bathed and dressed. (We TRY, honest!) Often lost in thought May " self-talk " with silent lip movements > > I had my computer crash and lost many file. I have a letter that had been > posted on the in the past year of a letter to teacher introducing the child and > apraxia. Does any one have a copy of this letter. > > Thanks in advance for your help > > Lauric > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 I wanted to add also that in the past has mentioned a communication book. Landon has aproximately 50+ words, but not all of them you can understand when out of context and some sound very similiar. Landon will be starting a church program 2 days a week in September. His teacher isn't always going to know what he is trying to say so I plan on writing his words and what they sound like in a tablet as a reference guide for her. Tina > > > > > I had my computer crash and lost many file. I have a letter that > had been > > posted on the in the past year of a letter to teacher introducing > the child and > > apraxia. Does any one have a copy of this letter. > > > > Thanks in advance for your help > > > > Lauric > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 > i googled and found this is it what you were talking about? Dear teacher, This year you'll be having my very special child in your class. When you look at my child, you will see eyes that light up and are full of life. He or she looks like the other children in your classroom. But my child has lived with a lot of silence and a great struggle to communicate. My child has Apraxia of Speech. Childhood Apraxia of Speech is a speech disorder that is both difficult to diagnose and challenging to treat. Children with apraxia know what they want to say the words are in their heads but often the child is not able to produce the words clearly. For unknown reasons, children with apraxia have great difficulty planning and producing the precise, highly refined and specific series of movements of the tongue, lips, jaw and palate that are necessary for intelligible speech. As one expert has said, The problem occurs when the brain tries to tell the muscles what to do -- somehow that message gets scrambled. It's like trying to watch cable TV stations without the right descrambler. There is nothing wrong with the TV station, and nothing wrong with your set. It's just that your set can't read the signal that the station is sending out. The child's language-learning task is to figure out how to somehow unscramble the mixed message her/his brain is sending to her/his muscles.1 Children with apraxia, however, do understand language and speech. These children are smart! However, others might mistake and misjudge their unclear speech or quietness as a lack of intelligence. Many children with apraxia experience a great sense of failure and frustration in their attempts to communicate. Some children grow even quieter; others may act out their frustration. Children with apraxia need the support of teachers and parents. What you can do A speech-language pathologist (SLP) needs to help my child learn to speak with more ease and clarity. It will help my child if you communicate frequently with the SLP and determine if there are things that you can do in the classroom to help my child communicate and practice speech. Try to create a tension-free and interesting " communication environment " for my child. Encourage but do not insist he/she try to speak. Praise his/her attempts at speech, if only for effort. Please know that sometimes my child might not respond or might respond " I don't know " as a way to help themselves get out of a difficult communication challenge. Be patient. Sometimes the fast pace of others can leave my child out of the experience although he/she may be able to successfully communicate if others just offer a bit more time and patience. Watch for and even create opportunities to help my child make friends. It can be difficult for a child with apraxia to " break into " social communication and situations. A supportive and nurturing teacher can surely help. No child should be lonely and all children need a friend. Intervene immediately in any situations that involve bullying or teasing. Reassure my child that you are his/her supporter and advocate and that no teasing is acceptable. Be aware that sometimes children with apraxia are also physically uncoordinated, making competitive sports or even drawing, cutting, and other motor tasks difficult. If you notice something, please do bring it to my attention so we can work together to help my child. Keep alert for any other signs of learning difficulty. Sometimes children with apraxia have difficulty learning to read, write, spell or do math. Be open to alternative ways my child may need to communicate. Often sign language, augmentative devices, or pictures can help my child as a bridge to clear speech, helping us gain insight into his or her thoughts. Include me as your partner. I want very much to help my child and to do everything possible to help him or her. I hope we will always reach out to communicate and share information with each other for the benefit of my child. with appreciation, > > I had my computer crash and lost many file. I have a letter that had been > posted on the in the past year of a letter to teacher introducing the child and > apraxia. Does any one have a copy of this letter. > > Thanks in advance for your help > > Lauric Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 Thanks I don't know if this was the one lost or not -but if it is may have been a blessing (or a sign) if it was! Please don't anyone call it childhood apraxia of speech in writing which is also what CAS stands for in a letter that possibly goes into your child's permanent file. This is serious. I've been saying this for years and my son Tanner is now 10 and it horrifies me that this ridiculous name is still being used. Many of you will remember my words or warning years from now....when your child is no longer preschool age and still has some subtle speech impairment ten years from now or longer. You do NOT want " childhood apraxia of speech " or CAS on your child's school records or anywhere! Just say NO! Childhood apraxia of speech is OK for a 3 or even 5 year old child when the parents are so overwhelmed it's actually a comforting name because it implies that apraxia is a preschool or just able to be starting kindergarten age type condition they'll outgrow. But using the name " childhood apraxia of speech " even with a 7 year old if he's anything like my son Tanner http://www.cherab.org/information/familiesrelate/letter.html you're already starting to push it-and forget it by the time they are 9...and saying it's " childhood apraxia of speech " is absolutely an insult for anyone in the tweenie years -10-12, and not at all appropriate and possibly a destructive name for those in their teens or older...In this group we know there are teens and older with apraxia -like http://www.cherab.org/news/.html and Khalid http://www.cherab.org/information/familiesrelate/success.html -so just call it what it is -apraxia. And is childhood apraxia of speech ever a good name -even for a preschool child?! Isn't it ironic that apraxia is a condition where the longer the utterance the more difficult to articulate -and yet some genius decides that giving children with apraxia the Guinness book of world records longest name ever is a good idea! Hello! Perhaps they are thinking " once the child can say their diagnosis...they are cured! " Speech therapy for apraxia consists of teaching the name " childhood apraxia of speech " starting with the " ch " sound! I say verbal or oral apraxia here or when talking to therapists -but when I talk to people like new teachers or neighbors or strangers who have not a clue what apraxia is anyway -I kept/keep it simple and just said " apraxia -it's a speech impairment " It's fine if you want to specify by saying " of speech " after, or " verbal " and/or " oral " before, but keep in mind most of the kids today with apraxia 'don't' just have an impairment of speech, most also have sensory issues, low tone, some motor deficits in the body.... so unless you want to open a can of worms and write down every diagnosis your child has and freak the new teacher out -just call it apraxia and hand them a copy of The Late Talker saying " this may help you better understand what ny has " . They'll not only read it and learn from it -but they will thank you and pass it to other teachers to read. Hurray for your child and hurray for all the other children from the awareness. So don't say CAS -say KIS and Keep It Simple!!! For the sake of the children and their future. If one didn't want to take the easy and in my opinion better road of just handing over a copy of The Late Talker book and wanted to write a letter -childhood apraxia of speech wouldn't be the only thing I'd take out Is this person kidding with the " Keep alert for any other signs of learning difficulty. Sometimes children with apraxia have difficulty learning to read, write, spell or do math " Ahhhhhh!!!! Talk about setting up a child for failure even before s/he starts! Tells me right there that letter wasn't written by someone in this group -in this group we are aware that children with apraxia can be superior students due to their awesome memories. And I'd take out the " very special child " right up top too for obvious reasons -very special child reads " very special needs child " As far as some of the other suggestions the good ones have come up in this group as suggestions but again I too recall a specific letter to new teachers. Perhaps CHERAB VP Cheryl http://www.cherab.org/about/cheryl.html helped write it....she is an award winning teacher. (and a quiet member of this group -but Cheryl let me know!) ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 I had this sample letter in my favorites and thought maybe it would give you some ideas. This one is a sample letter for ADHD, so you will have to change some things to fit the apraxia, SID or Hypotonia symptoms of your child. Tina A Letter To My Child's Teacher... To those who may teach my child: My child has been diagnosed as having Attention Deficit Hyperactivity Disorder. As a parent, I expect my child to behave in an acceptable manner at school and anywhere else. However, I have had to recognize that certain behaviors are characteristic of ADHD. I have had to realize that while some of these behaviors may be inconvenient or unexpected, they are not unacceptable or " bad " . They are simply different. Please keep these differences in mind as you teach my child. Correct when you must, and please accommodate -or tolerate- when you can. Please contact me if there are any questions or problems. Thank you. Because my child has ADHD, you may expect to see these: Physical Behaviors Fidgeting, squirming, or otherwise being in " constant motion " . Clumsiness May fall down a lot Bumping into other students or objects in the classroom Classroom Behaviors May not listen to instructions Will begin work without waiting to hear or read instructions Trouble staying on task Poor penmanship Will lose or misplace papers, pencils and other materials Will have to be reminded to clean up any work areas that may be used Will probably be at your desk more often than most students Will often ask questions which may or may not relate to what you are discussing Will give unexpected responses to questions May well turn in class work, tests, etc. before other children, but with lower quality than possible Will occasionally " Hyper focus " on a topic to the point of fixation. Social Behaviors Tends to be " bossy " with other children Tends to object strongly to what is perceived as " unfair " . Interrupts other's conversations Intrudes on other's games or activities Trouble waiting in line May ignore others or simply walk away during a conversation Emotional Behaviors Sudden and sometimes drastic mood swings Has feelings hurt easily Easily frustrated Tends to overreact to correction or criticism Appearances May appear disheveled-- even five minutes after being bathed and dressed. (We TRY, honest!) Often lost in thought May " self-talk " with silent lip movements > > I had my computer crash and lost many file. I have a letter that had been > posted on the in the past year of a letter to teacher introducing the child and > apraxia. Does any one have a copy of this letter. > > Thanks in advance for your help > > Lauric > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 I wanted to add also that in the past has mentioned a communication book. Landon has aproximately 50+ words, but not all of them you can understand when out of context and some sound very similiar. Landon will be starting a church program 2 days a week in September. His teacher isn't always going to know what he is trying to say so I plan on writing his words and what they sound like in a tablet as a reference guide for her. Tina > > > > > I had my computer crash and lost many file. I have a letter that > had been > > posted on the in the past year of a letter to teacher introducing > the child and > > apraxia. Does any one have a copy of this letter. > > > > Thanks in advance for your help > > > > Lauric > > > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 29, 2006 Report Share Posted August 29, 2006 Hi- I believe it is a great idea to write a letter to the teacher at the beginning of the school year. By all means, write your own. And use whatever name you believe is most appropropriate - personally, I always refer to " apraxia, which is a motor speech disorder " when I am talking to those that are uniformed. If you use CAS or DAS, at least you will be using a phrase that is google-able and they can find journal artilces with those terms. I think handing a teacher The Late Talker or some other book would possibly be appropriate later in the school year, but never right at the beginning. A short descriptive letter of your child and whatever difficulties they have regarding speech or any other learning disabilities would be something they could much more easily handle right now. In reality, there will be some in this group who bring their child on the first day of school only to find out that the teacher has not yet even seen their IEP...sad, but true. So while I have had many teachers who do " extra " reading on apraxia, certainly many, if not most, do not. So a letter like this could help to " fill in the blanks " and make them take another (or a first) look at the IEP. In my " perfect world " , I'm always hoping that my teachers and therapists have been attending conferences and reading cutting edge journals all summer. But most have been going to the swimming pool and chasing kids around for three months just like we have. And honestly, I would most definitely ask them to watch for other learning problems that may arise, because like it or not, many children with apraxia do have other issues, particularly with reading and spelling. Of course, NOT ALL do, but many. Mine does. It is not wrong to inform the teacher of this risk factor, but it is your choice. Not addressing it in your letter will not make the risk go away, but you do run the risk of having the teacher " look " at your child differently when armed with that knowlege. Each of our children are so different, and we must make sure that the teachers understand that. Some are very intelligent. Some have co-exisiting ASD or other disabilities. Some have health issues. Some, but very few it seems, have stand-alone apraxia. Your letter will need to address the uniqueness of your child. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2006 Report Share Posted August 30, 2006 Here's one of the archives Tina: Re: - communication book , all those who work with (private and school based) or care for your child should be included in writing into the " Communication Book " so that all can be on the same page and for all the reasons given below. If your children's teachers are not writing into your child's communication book and it's just a one way street, it's apparent that you need to add " daily correspondence to be written in a communication book by (fill in professionals names here) and all those that work with ____(child's name) " as part of your child's IEP. You've probably already read The Late Talker book -but it's apparent that the professionals at your child's school have not. So I pulled the following quote about the communication book from our book The Late Talker for you to share with the school professionals when you request this added to the IEP: " As it is so difficult for your late-talking child to communicate, it's up to all of the adults in his life to keep in touch with each other and let each other know about the part of his day that they have shared. One of the best ways of keeping everyone in the loop is through a " communication book. " It's the child's diary, except that there may be half a dozen different contributors. For instance, the highlight of your child's evening may have been a party at which he was given a new truck. But his delight easily turns to frustration the next morning when he cannot share this event with his teacher. By writing the details in his communication book you provide the teacher with the information she needs to open a dialogue with him. Record other activities in the book: new words he might have produced, an explanation of why he has been happy or sad. Correspondingly, the school teacher could write a brief message explaining why he has that stamp of a puppy on his hand, or providing the words of a song they've been learning. Your child's babysitter or daycare provider can write down what he had for lunch, or what games he played. Perhaps there is sensitive information that they don't want to discuss in front of him and prefer to put in writing? If you have a private therapist as well as a school-based therapist this is a way for them to pool their knowledge, coordinate what words they are working on, what strategies they are employing, and what progress he has made. The net result is that everyone who cares for your child, and who cares about your child, can have a more informed conversation with him. They will be able to prompt him because of their inside knowledge. It will make him feel more comfortable and relieve his frustration. Inside the communication book you can also keep a " dictionary " to translate your child's language or actions. As he increases his vocabulary, add each new word to his own personal dictionary. LISA'S LIST (Design note: Separate panel) Here is a list of things that wrote in Tanner's communication book when he was three years old. Sound Translation " Ju Pee " Juice please (he'd also sign for drink) " Die die die " Either tight or side " High high high " He wants a lot or it's very big (both hands up in air) " Tee Tee Tee Tee " Little bit, tiny " Ma ma mommy " or " da da daddy " Where is mommy or daddy? " Bobo " His brother, Dakota " Doo Doo " His Aunt " Doo Doo Doodie " I want a cookie " Eeee " eat Hungry (he'd also sign for eat) " Doe " Go " Me, me, me? No? " Can I? " Tee tee tee tee me? " Is it OK for me to have a tiny bit? " Bow " (He can say " ball " but sometimes it comes out like this) " Na na know " I don't know " Eah " Egg " Tay " OK " Die die die die " I go outside? " Di di dis " Look at this (Design Note: End Separate Panel) " any other questions about it just let me know! ===== Quote Link to comment Share on other sites More sharing options...
Guest guest Posted August 30, 2006 Report Share Posted August 30, 2006 If you use CAS or DAS, at > least you will be using a phrase that is google-able and they can > find journal artilces with those terms. , I'd rather my son Tanner's teachers didn't google DAS or CAS because they wouldn't get information I'd want to share. I just checked and the letter to teachers (below) was written by one of the founders of apraxia-kids. (Not the co founder of apraxia kids I work with through Speechville.com, Mikel -the other one) Apraxia is neither a childhood condition nor a developmental one, although it may cause some developmental delays which may be misconstrued as learning disabilities by the misinformed -or those that follow old information. You may be aware that I've spoken to Dr. Rosenthal http://www.facultydirectory.ucr.edu/cgi-bin/pub/public_individual.pl?faculty=534 about our children " The issue of using verbal based cognitive or receptive testing on verbal disabled children? http://www.cherab.org/news/verbaldisabledtest.html Just like in the story behind the movie " Stand and Deliver " -I love the quote " students will rise to the level of expectations " http://www.kcbx.net/~jbunin/files/reviews/teachers.html which is most likely based in proof by the research of Dr. Rosenthal. http://www.pineforge.com/newman4study/resources/rosenthal1.htm I've spoken to Dr. Rosenthal about the current testing problem our society and school systems are placing on verbal disabled children, how this is discriminatory - and the damaging impact of using this type of testing based on what his research proves. Dr. Rosenthal is shocked to say the least -and agrees with my views on this -he believes this should be studied as well. " Now after knowing his research -read quotes from this CAS letter: " It can be difficult for a child with apraxia to " break into " social communication and situations....Intervene immediately in any situations that involve bullying or teasing...Be aware that sometimes children with apraxia are also physically uncoordinated, making competitive sports or even drawing, cutting,and other motor tasks difficult....Keep alert for any other signs of learning difficulty. Sometimes children with apraxia have difficulty learning to read, write,spell or do math. " If I'm going to try self fulfilling prophecy on either side -it's going to be on the side that my boys will be great students. (but I knew about Dr. Rosenthal's study from when I was little through my PhD aunt) Truth is, it would have been horrible if I gave a letter like this to any of my son Tanner's teachers before he even started school. The warnings above don't apply to him at all. Actually -how would any new parent of any child know, apraxic or not, even before school started? Why would you want to warn a teacher about something that may never happen? My son Tanner blends in with the norm and has tons of friends, is never teased today and in his entire school history was only teased once or twice which is probably still in the range of normal -and has none of the issues warned about above -is a great student that teachers love to have in class. In fact he excels in math and spelling like most speech impaired children would because of the amazing memory thing. (Well there is one warning left out that I'd keep in- apraxia is not just a childhood condition- Tanner is still 2 deviations below on expressive speech and he is 10. Kids like Tanner who are very bright may test well and read well and write well -but can't answer questions verbally well -in fact Tanner may sound immature to his peers. School starts -what do I do for both my boys? I 'talk' to the new teachers each year at the open house before school starts -and for my apraxic son Tanner -during that talk I let them know how bright he is -and what a great kid he is, and up till second grade " if you want to know what he has mainly overcome -this is a book about it " and handed them a copy of The Late Talker. That's it and they all thanked me and amazingly they all understand Tanner. This past year Tanner had a college prep type situation with 3 main teachers and 3 other teachers and I didn't give out The Late Talker book. Last year -the first year I didn't give The Late Talker book out -this is what happened...ignorance! Check the archives -the proof is in the pudding as they say. " The way I still see apraxia present today in my son Tanner is that he talks in a way that is motor comfortable for him and that makes him sound immature for his age, and not bright -like he is. Tanner's receptive and cognitive ability in both clinical testing and in the classroom in written tests, in some areas such as creative writing and math are way above average. He reads better than he talks. He is able to blend...and some may not know there is an impairment there -but the discrimination presents in ways that I posted such as his one teacher's comment (in front of Tanner) last year in 3rd grade " No matter how much time I give Tanner to answer a question when he raises his hand, it's not clear he understands the work. The only reason we know he understands it is because he tests so well " As a parent I should not be faced with such hurtful ignorance from an educational professional. Thank goodness that Tanner continued to raise his hand to answer questions...that his belief in himself is still high...but that's probably because I talked to Tanner, his teachers -spent around a thousand dollars on private testing from various professionals. If Tanner was deaf I wouldn't have had to do this. So to be more direct -some may say Tanner himself is " cured " of apraxia...I see the impairment present in a more sophisticated way -and I see that Tanner has learned how to overcome it most of the time. Get your child in a mainstream science and social studies class if they are apraxic and have them answer questions using the sophisticated words...and you let me know if he blends then. Problem changes -but tired or stressed or put into a situation with complex and sophisticated thoughts that need to be communicated...and that's where you'll see apraxia pop up again. As Earl once said about his stuttering... " Once a stutterer, always a stutterer " Yet most people don't know he and many others are stutterers. Read this list and be amazed who is on it http://www.stutteringhelp.org/Default.aspx?tabid=128 Stuttering some may not know, like apraxia, is a motor planning impairment of speech. 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