Review seems to be the key point. Where you could have it written into the IEP. That the teachers emails you with what is being worked on. So that you can review this with him. Where the question is whether to review it before or after it is covered in class? Or perhaps both? Where it would be better to recieve it ahead of the lessons, rather than after.

You could rather frame it in terms of tests to understand their Learning Differences? Where given that they are quite competitive, they are no doubt well aware of this difference. But not really understand it? So that they might be quite interested in doing some tests, to understand their different ways of learning? Where the idea of one way being 'wrong', doesn't come into it. Just a different way, that might not work as well with some things, but better with others?

I would suggest that an auditory processing test would be a good starting point. As if their are issues with this, then it would help to understand the potential 'over-lapping'? For example, the compounding effect on speech. Though you also noted that you a diagnosis of a 'medical disability', as opposed to a 'learning disability'. Where it could be well worth looking into the differences between them? A crucial factor is that a medical disability can have recognition as a 'long term' disability. While learning disabilities, don't generally have 'long term' recognition. As they are viewed as 'developmental delays', which may later develop? So that evaluations need to be regularly updated, to confirm that accommodations are still required. But with a long term medical disability, accommodations are also viewed more as long term. With the neuropsych evaluations, and getting an NP that understands CP? Their evaluations test the ability to demonstrate cognitive abilities. Where the NP needs to understand how CP will effect his ability to 'demonstrate' his cognition. So that he is provided with suitable ways to demonstrate his cognition. His phrase of "I don't know how to say this..." Could be looked at in terms of the motor planning involved, with a word that he has rarely or never said before? Which involves a sequence of motor movements, to pronounce. With the sequence being the key factor.

You should tell the psychologist what you just wrote, so that they have a clear idea of why you want the testing, and what you want in the report.

Pastel, your mention of his difficulty with flutter kick when swimming, not moving his arms when walking fast and switching hand direction when writing? Provides a greater insight. While we have bi-lateral using our left and right sides. We also have quad-lateral and octo-lateral ? While bi-lateral is left and right. We also have upper and lower left and right, So that from 2 points, we now have 4 points. But then we also front and back. So that lower left, has in front and behind added to it. So that we now have 8 opposing points and octo-lateral. When you wrote that he switches direction with large 8's I'm thinking that these are the side-ways 8's ? So that the switching, would be with starting with an up or down stroke? Which suggests that up and down aren't clearly located as opposing points? With his inability to do the 'flutter kick'? I would speculate that if he sat at the edge of the pool. That he could do the flutter kick movement with his legs and feet? Where his difficulty when swimming, is with coordinating the upper movement of his arms , with lower movement of his legs? This would also explain why he doesn't move his arms at all, when walking fast? When walking slower, this would provide time to be switching attention back and forth, from the arms to the legs when walking. But their isn't enough for this, when walking fast. So that I wonder if his upper/ lower connection needs to be further developed? Perhaps you could a simple test with him? Ask him to place his hands on the table in front of him, with his palms facing down. Then ask him to close his eyes. Then to tell you which way his hands are facing? Where I would be interested to know if he says that they are facing 'up'? Also when he ties his shoe laces. Does he lean down to do it, or bring his foot up?

Pastel, I would be interested to know what your son's left/right coordination are like? As this is fundamental to spatial processing. The brain uses these opposing sides to concieve of beginning and end points. Where the beginning is concieved of on the left side. We use these opposing sides to concieve of greater/smaller, yesterday/tomorrow, etc. It is also how we concieve of quantities and numbers. But a crucial element that locating beginning and end points provide? Is that these opposing points create a space in between them. Where this mental space, can be used to order 'things' between them. From beginning to end. Also most importantly, a sense of where each 'thing' is located in this order, and how they relate to each other. In the same way that you would have a sense of where 4 and 7 are located, between 1 and 10. Where we also use this to organize our thoughts. So that we can concieve of how our thoughts fit together and support each other, to arrive at a conclusion. With verbal and written expression, we begin at conclusion and then order the thoughts we will use to arrive at it. Then begin with the first word. So that when you say that he has a very difficult time organizing his thoughts? This could provide an explanation?

Pastel, with Perceptual Reasoning it is a test of the combined use of Visual and Spatial thinking. Where from your outline of your son's difficulties, it is more likely that he has a Spatial processing difficulty, which limits what he can do with his Visual processing? Visual processing is the ability to form a mental image. Spatial processing enables the manipulation of the image, and the ability to rearrange elements within it, and to add new elements. While we can represent concepts with words and images. It is Spatial processing that orders them. I would suggest that very likely he is able to form mental images. But that he is unable to do things like rotate the image in his mind? Or navigate the mental image? Also to rearrange elements within a mental image ? Spatial processing is also fundamental to fine and gross motor control, as the guidance system. So that it is important to look at Visual and Spatial processing separately, to understand what his difficulty actually is?

I noted that the Opto said: ' Because we can teach the eye.... .' Which suggests that the difficulty with focusing, could just be with one eye? Where a vision difficulty with one eye, typical shifts reliance onto the good eye for vision. Which would effect eye teaming, as both eyes aren't being used as a team. This would also have an effect on eye tracking, if only one eye is being used ? With a reduced 'field of vision'. Though a reduced field of vision, would also have an effect on visual memory. Spatial perception with vision, relies on both eyes to form a 3D image. With one eye, we see in 2D. So that if the focus issue is with one eye? Then providing that eye with equal vision, would enable these concerns to be addressed. Though in regard to reading glasses fixing the issues? The eyes need to learn a new way to work together. Where the list of concerns, could provide a guide things to focus on developing.

I would ask if he has a difficulty with Spatial thinking/ processing? Spatial thinking is what we use to order thoughts in our mind. Then as we work through something, we know where we are up to, and what comes next. But when spatial thinking can't be used to order thinking? The order has to memorized verbally, as in memorizing a sentence. So to find where one is up to, it involves recalling the sentence from the beginning, to find where one is up to. But their is no real sense of where one is up to. So that when you say that he 'loses track'? It could be that he has no sense of where he is up to, as he works through a math problem?

One thing that I would ask. Is when she does mental math. Does she visualize the numbers as she does the calculation? Or just hold the numbers in her mind verbally? When a number is visualized, we can instantly see it as a whole: 145. But verbally it's: one hundred and forty five. Where given that she is solid on basic arithmetic, perhaps she isn't seeing the numbers in her mind, as she does the calculation.

Though their are 2 opposite ways of thinking? One way, is to think through something from the beginning to end conclusion. The other way, is to start at the end conclusion, and then look back at how we arrived there? Where the steps used, can also be seen as 'variables'. They provide different ways to adjust to changes. Where the first way involves starting all over again. While with the second way, we can look back to where the change occurred, and see how it effects the conclusion. Though this is also called Pattern Thinking, where we can't see a pattern through a step by step process. We need to see it as a whole.

The fact that he 'literally isn't interested in anything'? Makes me wonder whether he has a major Attention difficulty, ADD ? Where this doesn't just effect attention when doing schoolwork. But effects the ability to focus attention on any activity. Which could get in the way of him developing any interest, if he can't stay focused? Though the dysgraphia and related difficulties would have a compounding effect. With the clockwork Monday and Thursday meltdowns? Perhaps some sort of physical activity could be planned for those days, so that he can let off steam. Before he melts down?

The basic difference between and an educational psych and a neuro-psych? Is that with educ psych training, their is a greater focus on how 'disorders' will effect learning in an academic environment. While with neuro-psychs, the training has a greater focus on the brain processes that result in 'disorders'. So that they can look a little deeper, into the underlying causes. But they are no way limited to traumatic brain injury. So that with your daughter, an educ psych might have a better understanding of how your daughters learning will be effected . With limited understanding of the underlying cause. While a neuro-psych may have a better understanding of the underlying cause, with a lesser understanding of its effect on learning, and learning different subjects. But a crucial point, is that you said that she is 'much more unwilling to read than to do some other things'. Where a functional disorder that effects the ability to regulate and control mood, has a global effect. It doesn't just effect some things, and not others. So that this raises the possibility that her mood issues may be a 'symptom'? It also raises the question of whether she may have some over-lapping issues? Where it confusing enough to have to cope with one issue. But a combination of issues could become overwhelming? So that a neuro-psych could be more helpful than an educ-psych, to gain a clearer understanding?

Though you shouldn't give too much concern with the label Dysgraphia. As it could equally be defined as a Written Expression Disorder. Given that the school is resistant to accommodations. What you could highlight, is that it effects his ability to demonstrate his cognitive abilities. So that what you want, is for them to enable your son to use more appropriate ways to demonstrate his cognitive abilities. Though the school quite likely has no idea what sort of accommodations they could make? So that you will probably need to explain what accommodations to be used. In regard to a diagnosis? As it seems that he has already been diagnosed with vision processing and general fine motor difficulties? These are the 2 major causes of Dysgraphia. Where the effect that these have on handwriting are a symptom. So that a new diagnosis, would just add another symptom, resulting from his previously defined fine motor and vision processing issues.

You could check your phone book for a local Autism support group. But if the nearest one is in city? Most city groups are happy to help people with setting up and operating new groups in their towns. Where if you think of it terms of a social skills group for your son, you don't that many participants. The city group can also help with applying for any funding? Also with how to conduct a social skills group. Where they might be able to find someone to lead it. Also to get funding to pay the person. Though rather than suggesting that you could setup a local support group? What I'm thinking of, is that you give your son the job of setting it and running it. With your support. Where he could begin with creating a facebook page for the group. As he explores how to promote the group. Maybe letting people at your church know about it. Where he has practice with explaining and discussing the group with people. He would also need to form a committee for the Group. Which would involve having regular meetings with the committee. Also no doubt, often having to contact people by phone. As well as learning how to fill out and submit applications for funding. Where he would also learn 'advocacy skills'. So that he would develop a range of social skills from the setting up and running a local support group. An important difference with doing work with a support group, is that as people aren't being paid. So that they aren't expected to be an expert, and are allowed to learn on the job. Which greatly reduces the pressure and anxiety. The skills that he would develop through this, would provide a valuable addition to his CV, when applying for jobs in the future. So it seems that I'm hoping that you don't have a Local Autism Support Group ?

Though memorizing the position of the keys is just the foundation. Where what needs to be developed, is a motor memory of the movement between keys. Practicing typing phonemes can helpful, so they can be typed as an automatic movement pattern. So that the movement patterns rather occur as motor reflex actions.

It is quite possible that you have a local Autism support group? Which you could contact, as most of them have regular social skills training groups.

Something that you could also try, is to do the same writing exercises, but to do them with her eyes closed? Where this will develop a stronger motor memory of letter formation.

Cogmed is really helpful to develop the ability to organize thinking. Where if you look at each of his difficulties that you noted, and consider how a difficulty with organizing his thinking would relate to each of them? Where paying attention to the sermon, and comprehension. Involves taking in information and then organizing it our mind. With math, you might consider the difference between doing an arithmetic problem, and doing a math word problem? Where the major difference, is that the math word problem involves organizing the problem in our mind, and then applying arithmetic to it. But in regard to testing him for auditory problems, because he has trouble with expressing himself when speaking and while writing? You might consider how important organizing our thoughts are, to speaking and writing? Where as we prepare to make a statement. We aren't just thinking of the first sentence? But also thinking of the conclusion, and all of the points that will lead up to it, and what order they will come in. Along with how all of the points relate and support each other? Though Cogmed is very effective in developing organizational thinking. So that it is very possible that it will have an effect on all of his current difficulties. Which you can also use as a measure of its effectiveness.

The teenager as a sloth, is an age old question? Perhaps with 'preparing to challenge her appropriately'? This might be rephrased as 'preparing her to take up the challenge'? Then the other side of this, is: 'pursue meaningful projects'. Though the teenage years are very much about discovering what has meaning to us? Where time is needed to explore many different things, to find what has meaning. So that when you say 'pursue meaningful projects'. I might rather turn this around to time to explore different projects, to find a project that has real meaning. Having explored a range of projects on the journey, it will provide more certainty. Where this can possibly feed back into academic studies? So that basically what I'm suggesting ? is that it would be good to give her time to explore different projects, to find one that 'sparks a fire in her butt'. A fire that she found and started herself.

You wrote that the Child has at least five retained reflexes. While a single retained reflex can have a considerable effect. The complex effect of five or more retained reflexes, is confusing to even contemplate? But importantly it raises the question of the potential benefit from having these retained addressed and inhibited?

The transfer might not occur until that person logs in to the group?

I would ask if your child has been tested for Retained Primitive Reflexes, as their is a growing body of research that has identified this as an issue with CP. While motor planning uses Spatial processing. Spatial processing also works in combination with Auditory and Visual Processing. Where it orders and organizes Auditory and Visual thinking. So that this needs to be considered in relation to Auditory and Visual Processing disorders.

It could be a hyper-sensitivity to a specific frequency range? Where her description of feeling like a 1,000 knives, suggests that it is with higher frequency range? Does the FF kit have what's called an Equalizer, which has separate volume controls, for the different frequency ranges? Though it's something that you should really discuss with Fastforward, as it really needs to be sorted out, if the program is be effective.

I was thinking about your statement that: 'want to be open minded and not allow my emotions to cloud my judgement.' Which suggests that you want to make an objective judgement? But how to make an objective judgement? What I'm thinking of, is that perhaps we could collectively develop a tool for making an objective judgement? Which could be pinned as a thread here. Where it would basically be made up of List of relevant questions, that one could consider. Having considered all of the questions, one can then come to a well considered objective answer. An important side of this, is that it would give confidence in their decision. Also when questioned about their decision, they could detail it. But the questions need to neutral, and not be biased to homeschooling. As a special education class might be the best option. Where the aim is to help one arrive at the best decision for them. Though perhaps a separate thread could be also be created for each question? So that when one isn't sure about their answer to it, or wants to discuss it and find more information about it? Then they can go to a thread for that question. Also the List of Questions could be provided as a downloadable Word file. So that one can write their answers to each question, and print it out. Then when they go to a neuropsych. They can show them why they arrived at their decision. As well as to anyone else, who questions their decision to homeschool. But perhaps some Resource threads could also be developed ? For example, one option is part time at a school. But what is the process to organize this? Where a thread that explained it would be helpful. As well as a thread that explains how to access 'services' from a school, without attending it? Though another important Resource that needs to be developed? Is a sort of Wrights Law for home-schoolers. Yet this would possibly be a major project? But the legal rights and entitlements of homeschooling, needs to be made clear and accessible.