Speak to the Year Head and ask him or her to get some information about your concerns from all teachers. See if you can spot a pattern that validates your concern.
If you become more concerned then you have a right to ask for an assessment. Sometimes the special education teacher, with your permission, can perform some individually administered tests to discover if the child is seriously behind in reading or math achievement age.
It is possible to discover if there are significant written language deficits in some cases. If this assessment leads to more significant concerns then you should request a psychological assessment.
These can be provided free by the National Educational Psychological Service (NEPS) but be mindful that a lengthy waiting list may be in place.
The most important thing is to be persistent and to talk to the right people. Begin with teachers, speak to Year Head, go to Principal if necessary and don’t forget the Special Education Needs Organiser (SENO).
If an assessment is carried out there will be a team meeting to discuss the results and to begin the process of writing an IEP.
Be sure that the plan covers all the areas of concern that have been discovered in the assessment process. Plans for children with social and behavioural difficulties that address only academic issues are useless and doomed to fail.
Special education planning is a thoughtful and time-consuming process when it is done correctly. Don’t feel rushed into accepting a plan you don’t think will work.
Take it away and ask if you can return in a week to revise it with the team. This may not make you the most popular parent in the school but it is responsible parenting.
Source: David Carey Psychologist, Visit Davids Website