The Homeschooling Handbook_ From Preschool to High School - Mary Griffith [98]
If your child does exhibit learning problems, it’s important to determine whether they are symptoms of a serious problem or simply the effects of a learning “difference” that may eventually disappear on its own or be worked around. Do not rely on a diagnosis made only by a teacher; although teachers can recognize symptoms and behavior and point out the need for an appraisal, they are not qualified to make diagnoses themselves. You should make sure any diagnosis comes from a qualified professional. Don’t hesitate to ask for further information or get a second opinion if you have any doubts. Be aware that, even if you are homeschooling, you may still be entitled to special education services through your school district. Check with your local and state homeschool groups for advice about what programs are available to your family.
Although they often present challenges similar to those of learning disabilities, physical problems at least have the advantage of being relatively concrete and identifiable. You may be entitled to (and need) services from your school district, but as homeschoolers you will also have considerably more flexibility tailoring a program to your child’s needs.
Rosalie was nine months old and twelve pounds when we adopted her from Korea. She has had thirteen surgeries to correct numerous birth defects including a cleft lip and palate and severe eye problems. We learned in 1994 that she has a rare syndrome called Rapp-Hodgkin form of ectodermal dysplasia. She can’t sweat and is therefore very heat-intolerant. She has had more than sixty-five severe middle-ear infections, often leading to temporary deafness. Seven of her surgeries were for ear tubes. She has corneal scarring due to extremely dry eyes, no blink reflex, and no sensation in her corneas. The hearing, speech, and vision problems caused by all this have led to a merry-go-round of specialists.
Our first two speech therapists were through the hospital system. Once Rosalie turned three, we were referred to the school district. Our two district speech therapists have both been great to work with. Even though we have an interdistrict transfer for Rosie’s ISP [independent study program], we are still using our home district’s special education services. This is because of Maureen, Rosie’s speech therapist for the last three years, who is a tireless advocate for children and an all-around great human being. Maureen is funny, patient, and has been in the district for twenty-five years. She is fearless and can work the system on our behalf like no one else I’ve seen. Maureen helps Rosalie speak intelligibly—no small feat with a huge mouthful of constantly changing orthodontic appliances, abnormal anatomy, and teeth coming and going.
Maureen knows the whole special education system and was able to help us get referrals to the vision and hearing specialists. The reason Rosie is so challenging is that none of her physical problems stay static. Her hearing varies with the weather, allergies, and infections. Her vision with bifocals is 20/70 corrected, on a good day, and worse if it’s hot, dry, or windy. Her teeth are very abnormal because of the cleft palate: two top central incisors are missing, and the remaining teeth are completely sideways and out of position. Her lower jaw is ahead of her upper by a centimeter. At age nine and a half, she is losing teeth and only replacing some of them. Eventually she will be getting dental implants for her central incisors, probably at age fifteen or so, after a surgery to bring her whole midface forward. Her story is one of hundreds of medical appointments, procedures, specialists, surgeries, and well over $200,000 so