Receptive and Expressive Language Delay

I wrote here back in the fall that Lily's kindergarten teacher believed that she had something called a receptive and expressive language delay. I agreed with that assessment and was happy to have a name for what I had noticed about Lily. I feel that I have a similar way of perceiving the world and that I completely understand. My perception is that for Lily and sometimes for me the world of language is difficult. For example depending on your skills I would ask, Have you ever listened to a poem and known every word spoken individually but had no idea what was said? But, listened a few more times took some time to concentrate and finally started to understand what the poem was saying. Or the same can be asked about an algebra problem or geometry. Right we have all been in situations where we had to really focus to understand the concepts being told. Where any noise in the room or stray thought could distract us and make the comprehension diminish. This is how Lily feels all the time. While she is capable of hearing and understanding every word spoken to her is difficult to get into her brain, it takes a lot of effort on her part.

The plan was for Lily's teacher to have the speech therapist evaluate Lily. Which happened and the speech therapist said she completely agreed with the teacher because Lily was asked questions and her answers did not match what was being asked. Like she would be asked what she was doing and she would answer about the weather. The teacher said that this would be passed on to the lead teacher who would schedule an appointment for the teacher, parent, speech therapist, and lead teacher to get together and map out a plan.

I never heard back. Finally when I got the first report card after half the year was over I scheduled a conference with the teacher. Meanwhile, Lily was doing great in school and on the standardized tests. I talked to the teacher and she said that Lily is not eligible to meet with the speech therapist or head teacher or to get a plan because her receptive language delay is not interfering with her academically. She then went on to tell me all kinds of things that have happened that indicate to her that Lily is still having the same difficulties in class.

I was upset to say the least. I feel like my kid is being punished because I am an involved parent who works with her at home. I feel that she should be allowed to have the highly paid, highly educated experts take a look at her situation and give us some guidance. I am doing my best but some expertise might make a huge difference in Lily's development. I am not asking for her to be pulled out of class on a daily basis and privately tutored, I am asking for a meeting, for some input. But, no at Lily's school you have to be failing to be eligible for help. Even if you have a learning disability and there are people in the building specially trained in this stuff they wont even speak to me unless she is failing. Am I the only one who thinks this is a bunch of crap?

Lily's teacher is great, most of the time. She tells me when Lily is struggling with something and I work with her at home. She often times doesn't understand the instructions and I have to explain it at home. I guess I am finding a way to get into her head because so far I have been able to help her understand things that she fails to understand at school. One time her teacher pulled her ear and told her to use her ears and listen. Which upsets me because that seems unfair when it is so much harder for Lily to listen than it is for the other children. I called her and spoke to her about the ear thing, Lily says her ear was pulled the teacher said it was touched, either way I didn't like it. I didn't say that but having made the phone call meant it didn't happen again.

Lily's school work often comes home with the words, follow directions or listen to your directions written on the paper. Lily asked me one time if it was ok if she tears up those papers and throws them away. I said yes. We go over the directions and recreate the page and she does it the way the teacher wanted but the paper with the mean words Lily tears it up. She then wads it up and then we take turns stomping on the paper and throw it away. Lily likes that. She hates being corrected. She gets corrected all the time because she mostly doesn't hear the instructions. So, I let her take out her frustrations at home.

So, why is Lily doing so well academically and on the standardized tests if she has a receptive and expressive language delay? Because she is brilliant? Just kidding. She really has a strong desire to do well. She is very motivated. I am not really sure that I instilled that motivation in her. I encourage that motivation and reward that motivation with a lot of praise but she has that in her. IF a child doesn't have the internal motivation to want to do well in school I don't know how you would put it there.

Working with her I try to be there for her, to encourage and to explain things in non-verbal ways as much as possible. I let her explain it back to me. I take the time to listen to her. I think that hearing how her mind is working helps me to be able to fit the missing pieces into her head in a way that she can understand. I have her draw me pictures of the classroom or playground when she is trying to explain things to me.

The number one most important piece of advice I can give is to focus on the strengths. If a child loves something and is interested in something focus almost all the attention on that and just do enough to get by on the areas where they are struggling. I know that sounds exactly the opposite but it facilitates the love of learning and their interests change. It also helps to not build up a hate or frustration.

Any receptive and expressive language advice out there?