<p>^^I agree cf and missy–I would not give those forms to profs…I remember when my d had her updated neuropsych testing done, I only gave the forms to high school teachers I knew would be willing to answer…even at that point, there were teachers who just didn’t believe in ADD and I felt by them just seeing the forms they’d start treating my d differenly, clearly not in a good way. didn’t want their negative views impacting her, so we just left them out. even the gc at the hs admitted that getting the teachers to even show up for a 504 meeting would be a challenge. at that point I told the gc it was required for them to participate and for that I got the principal involved–that worked. </p>
<p>Missy–perhaps if you can talk to a psychologist there and discuss the current concerns they might be flexible on some of the required things. often the person you speak with is following the rules, but I know from being in the field they can often customize the testing process to address the student’s real needs…</p>
<p>D2 only wants to go somewhere warm. mostly NC but likes Vanderbilt although doesnt want an urban campus hmmmm. should be interesting, she is finishing her sophmore year, we have time.
My kids always traveled well I just had lots of things to do and new things so they were more interested.
I would not remember those things either it would be hard.</p>
<p>I am terrible at those medical questions. I have tried to write down big things like broken bones and hospitalizations because if I don’t I don’t have a clue even what year something happened. When H was getting tested for Huntington’s, I sat in on the interview and was thinking I couldn’t answer 90% of these questions. Those were things like counting backward by nine from 100. I’m sure I would test positively for dementia based on what doctors think a person should be able to remember, but I don’t think I actually am demented.</p>
<p>The things from childhood that they *should *really want to know are burned in my brain:</p>
<p>Did not learn to pedal a tricycle until after his younger sister did.</p>
<p>Could not and cannot hit a ball with a bat to save his life.</p>
<p>Wore velcro shoes until 3rd grade, at which time we bribed him to learn to tie his shoes with Pokemon cards.</p>
<p>The school questionnaires were always ridiculous. I remember one set that was sent out, right after his initial diagnosis. Of course, all teachers thought everything was fine because he was well behaved. They didn’t see that it was all he could do to hold it together at school and would have melt-downs as soon as he got home.</p>
<p>My son did that as well when he was younger Missy. We’d go into conferences and show son’s picture to ask if this was the same kid they were talking about. But he was (and still is to some extent) a perfectionist. He’d crumple up his paper and start all over if it wasn’t ‘just right,’ which is hard when you’re taking a spelling test. His third grade teacher did a great job of working with him on that and his fifth grade teacher used to comment that he drew/doodled a lot, but whenever she’d try to catch him “off task” by asking him a question about what was being discussed, she soon learned that not only was he paying attention, he was probably doing it more so than some of the kids looking directly at her. But to this day, son saves many of his frustrations for when he walks thru the door. Everyone tells me it’s because it’s where he feels safest enough to fully express himself. A little less expression sometimes would have been welcome. </p>
<p>The point is that every kid might have trouble with tying their shoe or saving meltdowns for when they got home, etc, but when you have a lot of these things presenting together, it helps make a difference for a diagnosis.</p>
<p>So true. When we were there in 2001, we filled out so many forms, and answered so many written and oral questions. (We realized that other parents had it much worse off than us when one of the questions on one form was whether he smeared feces on the wall.)</p>
<p>I’d love to compare my answers about his babyhood now and back in 2001. Somehow I think I remembered things better then. (Picturing psychologist bursting into the room with the two sets of answers: “Aha, were you lying then or are you lying now?!”)</p>
<p>Gee I wonder what the diagnosis would be for a kid who did use feces to draw on the walls. Why you ask? Because I did as a small toddler. Mom left me to “nap”. I didn’t want to nap so found something to draw with on the wall – of that’s what I was told. I always did like to be busy and still don’t like to fit in with other peoples time frames. I like to do what I want when I want. I was a “difficult” child. Maybe why I’m an "only’ child.</p>
<p>Missypie–they should have your S’s past intake and history on file and these types of childhood questions don’t need to be asked a second time. Yes, ask to speak to someone else if the intake person insists and if your S worked with someone who is still there then ask for that person. Finding a new person who deals with adults is a good idea, too.</p>
<p>CF, S is at a Jesuit school and is a confirmed athiest. He’s had virtually NO issues. The Jesuits seem to be very tolerant, and son is being tolerant of the Theology courses. Don’t know anything about their disability offices.</p>
<p>interesting cpeltz as I almost suggested that the Jesuit Univerisities seem to be very reponsive to students needs and would be a good thing to check out even if not Catholic.</p>
<p>TheAnalyst - congratulations on West Virginia’s trip to the Final Four! I was rooting for them for you, just as I was hoping St. Mary’s would advance for HistoryMom. Go Mountaineers!</p>