The "language specialist" (a.k.a. young guy with bed head hair wearing sandals on this blustery 30 degree day) sat down and immediately pulled out an article that shows the parallels of lack of language skills and learning disabilities. It basically concludes that until a child has been in the country speaking for 2-3 years he is not articulate enough to assess for a learning disability. I can agree with this-somewhat. I'm not really thinking Alex has a learning disability-a speech disorder? Perhaps. Regardless can't he qualify for more one on one help during school?
(Hum? Grr....)
(Grrr...frustration)
While walking with the special ed teacher to her room to get said materials I asked her how much time I could reasonably expect out of Alex outside of school for studying and she told me forty minutes to and hour......hum....we're already doing that and sometimes more!
We don't have this.
But as it stands, no testing or assessments until he's been here for at least two years-which will be just a month shy of getting out of elementary.
(More Grrr..)
Later, I emailed everyone this article about language and the older internationally adopted child.
http://pages.towson.edu/sglennen/Olderchildrenandlanguage.htm
One line in this article cries out to me and certainly applies to our situation- and is why I pushed for the meeting in the first place!
Parents need to advocate for their children and remind professionals that
the internationally adopted child’s first language, and only language, is
now English. If the child is not proficient in English, the child is not
proficient in any language and therefore at significant academic risk.
Am I done? Heck no! I fortunately have a fabulous friend who just happens to be a speech therapist and she's agreed to test him as a favor to me. It won't be official but it will be something. My hopes are that he'll test well and whatever speech disorder he has doesn't manifest its self in the English language. (I was told by our adoption facilitator that the sound he struggles with is not a sound needed in English?) Then I can relax a little and know "in two to three years" he will be articulate. If not I can at least take my results back to the school for round two in the ring.
Tuesday night I asked a certain older sister to help Alex with the worksheets as I had church commitments. When I got home-late-everything was done incorrectly. Big sis DID give him the assignments but apparently little or no instruction. The next morning before school I sat down with him and we went back over and erased and re-did. I realized that each morning Alex-who is a morning person-gets up, gets ready and has 30-40 minutes of unstructured time that is usually spent playing on the piano or petting the cat or dog. This morning I got him working on his worksheets. He did AMAZING. One worksheet had words grouped together like vanilla, chocolate, strawberry and then a list of words that described the group of words (flavor being the answer) and he did great! Mornings are defiantly the time to work on this.
Standing beside him as he sat at the bar, I told him how awesome he did and reflected.
Me: Alex, where were you last year at this time?
Alex: In Ukraine.
Me: Yes, and look at you now. Less than a year later. In America. Doing English worksheets so very, very well. You should be so proud of yourself. You are amazing. Are you proud of yourself?
Alex: (Beaming with a big grin nodded and wrapped his arm around my waist and leaned in to hug me) I proud of you Mom, teach me English.
Me: I'm proud of me too!
Later, I clarified that if we do our worksheets in the morning then we won't have to do them at night, freeing up some time and craziness at night. He was relieved to learn my new morning study session idea was not in ADDITION to what we were already doing after school and at night. As he finished up the last worksheet he said:
"I'm good with that!"
Like he'd been speaking English forever....









