About Michelle Fattig Expertise I can answer questions about educational testing, autism, Asperger's Syndrome, ADD/ADHD, Special Education, IEP, Learning Disabilities, Sensory Processing, Parent Advocacy, Response to Intervention, living and parenting with disabilities, parent rights in special education, school psychology, and more. I cannot provide a medical diagnosis.
Experience I am a school psychologist, medical technologist, author of the Annie Books series: Experience Aspeger's Syndrome and Attention Deficits Through the Eyes of a Child, RTI facilitator, ILCD facilitator, parent advocate, presenter, and researcher. My children and I have Asperger's, ADD/ADHD, and learning disabilities.
Organizations National Association of School Pyschologists, American Medical Technologists, Learning Disabilities Association of Nebraska
Education/Credentials Ed.S. in School Psychology, doctoral studies in SPED Law, SPED Systems Enhancement Leadership, and doctoral candidate Education Leadership. MT(AMT) and MLT(ASCP)
Question QUESTION: When my son was born he would completely tune out the world in public, be up all night and startled very easily. He slept all day but had a great disposition other than some sensory issues like objecting to certain fabrics. By 1 year he was a very easy baby but was beginning obsessions. He was very verbal but nothing was unique. It was all a repeat of something he had heard - mostly TV dialog. He had amazing recall and could name the objects in the Solar System (in order) by 17 months. His sister was born when he was 21 months and his tantrums were off the charts. He did not acknowledge her existence for 8 months when they started fighting over toys. His social skills were pretty much nonexistent but he was dazzling with his intellect. The talk and repetition was nonstop. By 4 years old (and a year long battle with potty training) he started preschool. His teachers told me that he needed "play dates" but I could hardly get him out of the house because his OCD was so bad. After a diagnosis of PDD we started OT, PT and counseling. there was an enormous improvement. He is now in 3rd grade and does not qualify for an IEP or 504 because his PDD doesn't interfere with his ability to participate in the "general education curriculum." He has all A's except for writing, organization and gym. He struggles with anything that requires gross or fine motor skills. When he has a creative writing assignment he just becomes completely unglued. He is angry about what is difficult and all the school wants to talk about is his high test scores. There seems to be a trade off, in that, as he gets better, he loses some of his uniqueness. I would rather him have life skills than be a trivia machine but it's still hard. He just learned to tie his shoes but still cannot button his pants (he wears elastic to school.) He cannot ride a bike. He cannot be alone at all in any room. His anxiety is still really bad. After years of fighting, he is very close to his sister. Unfortunately they have developed quite a dysfunctional relationship. He is the "thinker" and she is the "doer." He had developed "a school wife," as I called her, but they are no longer in the same class. I know I should be grateful that he was that social but it can seem so manipulative sometimes. He has been denied every service at school based on his lack of IEP/504 but he is in gifted reading. Based on his hyperlexia I'm not sure this is such a good idea. I know that he can benefit from the comprehension aspect but it seems ridiculous to be ignoring his deficits. What do you think? The gifted teacher was not even made aware of his diagnosis. She did tell me that she caught on to his "unique" speech pattern (and I'm sure the vacant look was hard to miss.) At this point I'm not sure he is on track to ever live independently (which is something I only recently had to consider because my therapist asked me.) I have read the Ohio revised code and don't think I am missing anything. I would appreciate any feed back. He has been labeled more combinations of letters (PDD, NLD, ODD, OCD)by professionals than I knew were out there. I've been told how high functioning he is by the schools but learned of conditions I'd never heard of(dysgraphia, dyspraxia, etc.) His OT explained propreoception to me after he has terrible episodes of falling. I've been told to embrace him as he is but there are plenty of others that seem awfully judgemental (you know it's always the mothers fault.) I apologize for the lack of editing and appreciate your time.
ANSWER: Hello. What you are most probably describing is Asperger's Syndrome. At the highest end of the Autism Spectrum with "symptoms" including what you have generally described. What schools have failed to do is "keep up" with the letter and the intent of IDEA (special Education law) which now allows for not just academic performance, but also social, emotional, daily living skills, and more. The law is to encompass all areas of need rather than the previous interpretation focused solely on academic need. What you may want to request is direct social skills instruction, circle of friends group, and sensory integration through the school's occupational therapy as well as pragmatic language or social language services through the school's speech pathologist. Some good information can be found at:
Please let me know if there is anything else that I can be of help with. If you let me know what state you are from, I can research the specific state interpretation for school related madates for Autism Spectrum Disorders higher functioning.
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QUESTION: Yes, I knew about the Asperger's. We are in Ohio. Our schools do not have social skills groups. I can't get the 504, so how do I get the OT? What about the gifted reading? Help or harm for hyperlexic?
Answer Is your child in special education? If so, the school can make appropriate services available through his Individualized Education Program/Plan (IEP), if not Ohio has a scholarship program for parents to choose schools for appropriate supports:
I believe gifted programs, when done right, are the best intervention for children with hyperlexia and ASD. They can allow him to converse with and academically challenge/be challenged by "mental age peers." My son participated in the gifted program in Kansas and it was the only time he felt "normal."
I am curious as to why you can't get a 504 for your son? The American Disabilities Act of 1973/4 dictates that any "otherwise qualified individual" is eligible for a 504 if with "reasonable accommodations so as not to change the curriculum to be unrecognizable" can be successful. If you would like more specifics about any of these topics, please let me know. I can help personally if you want to email me through our www.anniebooks.com website. Also, you may want to ask about support from:
