It's hard for a special ed teacher to know about all disabilities where they can manage an IEP (and the SDI needed to reach goals) for every student. Deaf & HOH are rare. Schools should be open to consulting to better understand rare disabilities. Consultants will often come with a price tag & teachers are spread thin with what they need to do (if they want to do their own research) so I see this as a lack of time & money with being able to provide FAPE for these students. Without strong parent advocacy, I see students like this slipping through the cracks.

When I was teaching a couple of years ago, math was often the biggest challenge during the day for my students who were previously homeschooled. Gaps in learning stand out and learning a new curriculum can be really anxiety-causing in students who are already getting used to being in a larger classroom environment. (This is especially true if the curriculum being used is Bridges Math, or something similar because they do not focus on the algorithm until toward the end of the school year. Everything up until that point is focused on why math works the way it does, and strategies for solving that are not the standard algorithm.) Writing is another area because classroom teachers often try to combine writing standards with things like social studies and literature. These assignments are dense (even in 3rd and 4th grade)! The end of my meanderings is this: you know your kiddo better than anyone. Ask your grandson what he wants to do. If you have concerns about social skills, you might consider partial homeschool enrollment for PE and specials (like art and music). I wish you both well!

Hi Janis!!! This is very interesting. My son no longer has a writing goal. It included autocorrect and teacher conferencing, so was not reflective of independent work. He only has a self-ad goal right now that is not helpful. Our school psych did include my son's Towl-4 essay in his original school eval which is super helpful as you can see his writing skills right there in the report. When I asked to have essays from TOWL 4 and KTEA 3 included in later reports, I was told no, because they are copyrighted. However, I also was not given an explanation about why his essay was in the first report if it is copyrighted. I have been very clear that I did not want the prompt included, only his actual writing. Since the private evaluator put the TOWL 4 essay in the report, I suggest calling them and asking their opinion on the school telling you the essay is copyrighted. I'm going to try to find this out through a private evaluator, too. Have you explored auditory processing at all? I am finding that my son's phonological deficits and difficulty in background noise are related/due to auditory processing and there is likely expressive/receptive language involved as he difficulty forming complex sentence both orally and in writing. I don't know if this helps you or not, but these are all things I've been slowly piecing together. I am in the middle of responding to a PTRE and will check back later to see if you have any new info. I'm trying to get reading and writing SDI added for next year. I also suggest contacting the PEAL center. They have associates to help answer questions and guide you. I have someone helping me with the PTRE.

If school anxiety was the issue, homeschooling sounds like the solution. With every school year, students who are accessing their education should advance by one year academically. Given that it seems he didn't advance, the question is: why? These are some issues & solutions: (1) There was general anxiety and it wasn't treated so he didn't have full access to his homeschool education because the anxiety got in the way. (2) The real reason for school refusal was anxiety because the subject matter was too hard to access due to a disability. In most states, the public school will evaluate homeschool students for learning as well as other disabilities. (3) Not sure what homeschool curriculum was used. Homeschools should be covering the same state standards that public school cover especially if you are looking to bring the student back into public school. (My school district allows parents to borrow textbooks from the school so they can cover the same things in a homeschool situation.) (4) The student feels they can't learn so they aren't trying to learn. If a student doesn't have a growth mindset, they will not put in the work to make the progress they should be making. It's hard to say what the solution is without knowing the root cause of the issue. You need to meet your child where they are but if they aren't progressing at the same rate as other kids, you need to figure out why so whatever is going on can be addressed. Most homeschools can cover the same material as a public school does in less than the 6.5 hours that is a typical public school day. This allows time to bring their child up to where their classmates are if they're behind. Temple Grandin describes this as putting things just out of reach of a child where they do need to struggle a little but growth is attainable.

When a child’s anxiety is high and their emotions are all over the place, that’s usually a nervous system issue first and an academic issue second. If he’s feeling overwhelmed and lost, pushing forward academically often backfires. It can reinforce the “I can’t do this” feeling rather than build skills. Going back to easier basics is not the same as “holding him back.” It can be strategic. If he’s missing foundational pieces, filling those gaps can actually accelerate progress later. Confidence and competence build on each other. The bigger question isn’t whether he’s putting his “all” into it. It’s whether the work is at the right instructional level and whether he feels safe and capable while doing it. A regulated child can learn. A dysregulated child usually can’t access what they know. You might consider: – Identifying exactly where the breakdown happened (specific skills, not just grade level) – Temporarily reducing volume while increasing success – Adding predictable structure so he knows what to expect each day – Separating “he won’t try” from “this feels too hard” Advancement doesn’t always look like moving ahead in the curriculum. Sometimes it looks like rebuilding stamina, confidence, and skill depth.