Learners and Parents

Obtaining Support Services

There are many reasons that may prompt parents to obtain special accommodations for their child in the classroom. Because the diagnosis of Turner Syndrome may entail cognitive, physiological, and emotional components, sharing the diagnosis of TS is a personal matter and is not essential to obtaining classroom support. However, a specific diagnosis that emerges from an evaluation and one that is accepted by educational professionals may be needed to obtain services. Depending upon the findings of an evaluation, the child study team or special education staff in the school will help determine what supports and services are needed and available to best address the student’s needs.

Understanding Diagnoses and Obtaining Accommodations for Your Child’s Unique Needs

Some school districts do not recognize nonverbal learning disability (NVLD) as a diagnosis that requires accommodation; however there are other related disabilities that could be used to obtain services for your child.

  • LD-NOS (Learning Disability – Not Otherwise Specified): This is listed in the Diagnostic Statistical Manual (DSM) which is used by psychology, counseling and other professions.
  • Developmental Coordination Disorder (DCD): This is a motor skills disorder in which the child exhibits marked clumsiness; it affects five to six percent of all school-aged children. It is listed in the DSM.
  • Semantic Pragmatic Disorder:  This is a recognized communication disorder which would result in the student being classified as communication-disabled.
  • PDD-NOS (Pervasive Developmental Disability – Not Otherwise Specified): This diagnosis is used when there are symptoms displayed that are similar to autism but symptoms do not meet the full criteria for autism or other pervasive developmental disorders.
  • Neurologically impaired or encephalopathy (brain damage of unknown origin)
  • Asperger Syndrome:  This is specifically listed in the DSM under the category of Pervasive Developmental Disorders Disability.
  • Other Health Impaired (OHI):  This is not a diagnosis from the DSM, but it is an educational classification used in schools. This classification indicates that the student has some kind of health condition, either acute or chronic, which adversely affects educational performance.

Empowering Students: Navigating Educational Support and Services

The child study team within the school together with teachers and administrators will identify services that are available.

Possible accommodations and services include individualized help in a “resource room” environment or enrollment in classes with fewer students for help in specific subjects where academic difficulties have been identified, allowing extended time on tests or administering tests in different room to minimize distractions, time management training, social skill training and speech therapy. 

Girls with TS may have speech problems that have the potential to interfere with success in school. A speech therapist, formally known as a Speech Language Pathologist (SLP), will assist in determining the problem, the cause, and the best treatment options with the goal to build important speech skills. Speech therapy may be offered during the school day or as an after-school activity.

Educating the Educator

Advocating for in-house teacher workshops and education programs will help inform teachers about the issues that may be seen in the classroom.

Learners and Parents

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