What Every Parent Should Know About Assessment

by Peggy Schmidt

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Schwab Foundation for Learning

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Peggy Schmidt, a writer and book producer, is the mother of two children. Her ten-year-old son attended a school which specialized in teaching children with dyslexia for two years and has successfully transitioned to a regular classroom. Assessment data received during their quest to find help for Ted was critical in making educational choices.

My son was first tested by an occupational therapist at the suggestion of his kindergarten teacher. He had difficulty doing almost any task that required fine motor skills and showed signs of visual perception problems. I'll never forget the meeting with his teacher who showed us paintings the class had recently done. Every child's painting looked like a snowman except for Ted's; his was a blizzard of blue and white.

Seven months later, the special education consultant at Ted's private school urged us to get a complete battery of psycho-educational tests. The wide swings in Ted's scores, coupled with the disparity between his ability and his achievement qualified him for assistance 30 minutes a day with the public school's Resource Specialist.

Even with help, Ted continued to fall behind in second grade. My husband and I were still not clear about what exactly Ted's problems were, so we made an appointment with one of the Foundations's Resource Consultants. We were grateful to learn that the tests indicated Ted had a language disorder or dyslexia. We hired a tutor whose method of teaching was better suited to Ted's needs.

When Ted finished the second grade, we had a clinical psychologist do a neuropsychological evaluation so we could decide whether Ted needed more help. Her recommendation of a small, structured classroom with specific teaching interventions helped us through the process of placing Ted in such a school.

Here are some guidelines if you're thinking about having your child assessed:

• Don't delay. If your child is having a problem that affects him academically, socially, or emotionally, take action --even if others tell you that it's just a stage or that his performance will improve on its own.

• Request testing through your local public school district. Contact the director of special education or the school principal in writing. If you feel you cannot wait or you need an assessment from a health care or mental health care professional, rather than an educational professional, pursue private testing.

• Be honest with your child about the reason for the testing, and explain what he or she will be asked to do. Answer questions your child has and be positive. You might say, "We want to find out why you're having difficulty following directions so both your teacher and I will know how to help you."

• Try to schedule testing for a time of day that is best for your child. Make sure she is well rested and has had a good breakfast.

• Make sure you understand what the tests measure and the implications of the test scores. In the meeting that follows the testing, don't hesitate to ask questions. If you leave the meeting unsure of what your child's problem is or whether the proposed help will be effective, schedule a follow-up meeting or get a second opinion about the implications of the test results.

• Have your child reassessed periodically to determine whether the help he is getting is making a difference.

From LD Matters Summer 1998