Question:

My son is 10 years old. He has had difficulty qualifying for services in the past. He has received services for 3 years for a receptive and expressive language disorder, reading and math help. He remains in the regular classroom and is pulled out for services. We had him evaluated at  North Bay Regional Center in Napa, Calif. and he did not qualify for services but was labeled with OCD, ADHD and Autistic-like tendencies.

He has taken medication since he was 5, which we are now eliminating. We now believe he still may have ADHD combined with a combined IQ of 76. He struggles with school and homework now that he is in 4th grade. The school continues to move him forward a grade while he has failed the exit tests for two years now. What other programs or schools are available for him? What can the school do for him? What kind of support is out there for us? He has low self esteem, very few genuine friends, talks of suicide and has acid reflux disease. Please help us! 

Christine

Answer:

Dear Christine;

Thank you for sharing your parenting experience. Your son is in a vulnerable position. From the information you have given, he seems to have “borderline intellectual functioning.” Children with this diagnosis often fall through the cracks when their families seek services for them.

Psychologists use the term “borderline intellectual functioning” to describe the cognitive ability of people whose tested intellectual quotient (IQ) ranges between 71 and 84. People are diagnosed with mental retardation when their ability tests below this level and they demonstrate equally delayed daily living or “adaptive” skills. The standard deviation of 5 points is considered when a child is diagnosed. This is intended to prevent a rigid cut-off at 70 to qualify for having mental retardation.

You describe your son as likely to have ADHD and “autistic characteristics.” Children who have borderline intellectual functioning can certainly have either or both of these. When ADHD is assessed, the child’s developmental level in the area of attention should be compared with his overall developmental level. If a child is ten years old and functioning intellectually in some ways like an eight year old, the expectation is that his level of attention should be like that of an eight year old. When the child’s attention span and ability to focus is below that of a typical seven year old, he may qualify as having ADHD.

The catch is that no child with an intellectual challenge actually functions like the typical child at the same developmental level. Children with intellectual challenges learn more slowly and continue to learn more slowly throughout their lives. Their intellectual ability never “catches up” to their chronological age. Children with borderline ability are often aware of their differences and experience frequent set-backs to their self-esteem. In addition, the differences between the child with intellectual challenge and the typical child often seem to increase as the child reaches his teens.

You expressed concern that your son’s test scores do not demonstrate mastery of the state standards, yet he is passed from one grade to the next. Retention does not generally benefit children with intellectual challenges. Even if they could “catch up” to their grade level by repeating a grade, the following year, when exposed to new material, they will often fall behind again. Retention is a blow to most children’s self-esteem and does not give them the opportunity to acquire age-appropriate social skills.

If I understand you correctly, your son is receiving resource specialist services through a pull-out program to address his academic needs. In addition to mandating standardized testing, the federal No Child Left Behind Act of 2001 (NCLB) mandates that students who perform below the standards are eligible for extra help. This may be another avenue for you to pursue with the school district.

If your child has an IEP, you might also want to explore your school district’s grading policy for children in special education. Some districts allow children enrolled in special education to be graded on progress toward meeting their IEP goals rather than on their achievement in relation to their classmates. Also, if your son has an IEP, he is may be eligible for accommodations such as shorter assignments and extended time. Because of possible emotional overlay, you may want to check with the school district about possible eligibility for mental health counseling through AB 26.5. This service provides free mental health counseling, sometimes at the school site through your county mental health agency.

As your child reaches adolescence and young adulthood, you may want to have him re-evaluated by Regional Center. Sometimes, children who do not qualify when young eventually qualify for services. Finally, if your child continues to have difficulty with attention, you could re-consider medication. Remember that medication would only serve to allow him to learn at his own pace and in his own way.

As a parent, you can do a lot to bolster your son’s confidence. Find an activity beside academic study that your son truly enjoys and in which he can shine. This could be something as simple as his willingness to help around the house.

Be sure to tell him how much you appreciate his strengths and talents.

Resources:

Shaw, Steven R. The Devolution of Interest in Slow Learners: Can We Continue to Ignore? NASP Communique, vol 8 #23. Available online at: http://www.nasponline.org/publications/cq283slowlearn.html