A message from the editor:
This is the start of our small organization's fourth year. We will be continuing our series on finding out what you can do for your child who appears bright or gifted, but is having difficulties, especially in school. It would be helpful for you to read Volume 1, Bulletins 1 through 6, prior to reading this bulletin.
In deciding to write this next series of bulletins about the identification process, we had thought we would find information along the way that would give us references regarding the parents', as well as the professionals' perspective during the identification process. However, to our current knowledge, there does not exist any studies, surveys, or any other verifiable body of knowledge about this topic. One of the resources we did find was from the The Learning Disabilities Council, Inc.. In particular, the council in Richmond, Virginia's edition of "Understanding Learning Disabilities - A Parent Guide and Workbook". Whether you are trying discover if your child may have either exceptionality, (giftedness or learning disabilites) or both, you will find this information on the identification process of value. Therefore we started with breaking this experience into steps. In this case we are discussing a formal identification process in a public school setting.
Is the person who is having difficulty gifted and learning disabled? The only definitive way to discover if a person is both gifted and learning disabled to have that person tested. This is due to the complex interaction between the weaknesses and the strengths in each person. Prior to requesting testing the person should be observed and this information shared either with the school or the parents depending on who is doing the observations. Strategies based on these observations should be implemented to see if they correct these problems. If after the strategies you have discussed have been in use and there are still concerns on either the school's, home's, or student's part, the following are steps to be pursued.
The first step in the identification process, as we write this in Virginia, is the referral process. The student who is having difficulties in achieving, potentially due to some disability, can be referred to the principal, or a guidance counselor, or a special education coordinator. The referral can be made by a parent, a teacher, a counselor, other school personnel, or even the older student can make the referral.
Once the referral is made, within 10 administrative working days, a group must meet to review the referral. In Virginia this meeting is called a Child Study Committee Meeting. It is called other names or titles in other states. The composition of the committee may vary according to localities. This committee meets to decide if a formal evaluation is needed. The committee studies:
"After reviewing all this information, the committee may recommend further consultation with a specialist, the classroom teachers, or persons outside of the school systems who may be working with your child. The committee may recommend that the classroom teacher try some strategies that haven't been used before; sometimes this can eliminate the necessity for comprehensive testing or moving your youngster into special education. Or the committee may recommend a formal evaluation. Sometimes other evaluations may be requested to determine needs in areas such as audiology, physical therapy, occupational therapy, or speech and language. You as a parent may request, in writing, a report of the outcome of the Child Study Committee's deliberations (Learning Disabilites Council, Inc., 1989)."
The results of the committee must be made known within five administrative working days. If the committee decides to refer the child for a formal evaluation, the parent(s) may decline to have their child tested and end the process there. Conversely, if the "committee decides not to refer the child for formal evaluation, it must provide a date on which to review the results of the alternative recommendations it has made (Learning Disabilities Council, Inc., 1989)."
These guidelines may change since the Federal Public Law is being rewritten as PL105-12. Some of it became effective 7/1/97, and the rest goes into effect 7/1/98. The states have yet to update their guidelines and laws. They will probably do so sometime in 1999 to be in compliance with federal law and give their state's interpretation of the law to support it on a state level. Localities within each state will then redefine their procedures further.
It is at this point that we would like to quote sources about the possible turmoil that the child, parents and family may be feeling. Unfortunately, as stated previously, we have yet to find any. While we continue to search for such sources, we recommend that you seek more than one other family who has recently gone through this process. You may be able to share each other's experiences and find support. There may be support groups that you can contact in your area. Please remember that you are not alone in this type of situation.
In the next bulletin we will discuss other possible evaluations, besides academic, that need to be taken into consideration. Also, how you need to evaluate these recommendations to see if any contain quackery.