Abstract:

Laura Reasoner Jones explains the remarkable process of testing developmentally-challenged pre-schoolers that her school system provides for free. It gives parents undivided attention to address their children's problems--2,200 tests a year, two hours each, and fourteen pieces of paperwork per child.

Jones, L.R. (2004). We are nothing if not thorough. Teacher Leaders Network diaries. Retrieved from the Teacher Leaders Network 11 Apr 2008. Link: http://www.teacherleaders.org/old_site/diaries04_05/LJ05_04_05.html

Full Text:

We Are Nothing If Not Thorough

As a Child Find/Preschool Home Resource teacher, I have three roles: screening and testing preschoolers, teaching preschoolers found eligible for special education, and consulting with local private and public preschools. Of all the roles that I have to juggle for this job that I love, testing is the one I like least.

In my school system, developmental screening of preschoolers is done by parent request. Parents make an appointment with our office and come in for an hour-and-a-half to two-hour appointment with a certified preschool special education teacher. When I step back and look at this, I realize that this is a fabulous program. I know of nowhere else where a parent can come and have the undivided attention of an education professional for this much time for free, just for the asking. My program does an exceptional job of serving preschoolers and their families. I can't imagine doing it any other way without losing the quality we provide.

We at Child Find are the first-responders. Many times we are the ones who confirm a worried parent's fears. Their pediatricians tell them to wait until age three to address language delays. Their mothers-in-law tell them that "there has never been a problem on our side of the family." The playgroup mothers stop talking when they walk in. But we at Child Find listen and observe and say, "You did the right thing by coming in." "That's what we are here for." "We can get you some help." "You are a good mother/father." "Keep doing what you are doing." It can be very rewarding.

When I first started the job, however, I hated testing. I look back now and realize that I was afraid of what might walk through the door and fearful that I would not be up to the challenge professionally. It was a control thing. I have control over most of my professional life, but I had no control over the appointments I was assigned and I thought I might say or do the wrong thing. Also at that time, my own children were young — Christie was in elementary school and Julie was a preschooler herself. These parents were bringing problems to me that I had not lived through myself and I had little confidence in myself as a parent or as a teacher.

One child = 14 forms

Now, however, children and their developmental problems rarely faze me. I hate to admit it, but I have pretty much either seen it all or lived through it with my own two children. I have tested children who were pawns in divorce cases and my report was used in the custody hearing. I tested a little neighbor boy who was diagnosed with autism, whose mother swore to me that his condition was caused by the proximity of the power lines we both live near. I have seen syndromes that were just pictures in a college textbook. I have referred families to Child Protective Services because I felt there was something very bad going on. And when I tested this summer to earn some extra money, seven different interpreters and I tested 14 non-English-speaking children in one week.

No, it's not the handicapping condition that gets to me now. I can pretty well handle the dysfunctional families, or the really needy ones who require multiple referrals to county agencies. Now it's the paperwork.

To take a child from the initial phone call requesting a screening appointment to the very first phase of Local Screening requires that I complete 14 different forms. Yes, 14! And I have to complete 14 forms on this child even if he or she does not require any further action from the school system. We are nothing if not thorough. But it is a time-consuming drag. Special education is going to collapse of its own weight someday.

Last Thursday was my first testing day for the year. I screened four children. They all came in with concerns about language or speech, which is kind of unusual. They were all native English speakers. That is almost unheard of. (In my school system, we screen about 2,200 preschoolers a year, and 35-40% of those require interpreters because they are non-native English speakers.) We have become skilled at teasing out whether the child has a true developmental delay or is just slow to talk due to two or more languages in the home.

Two of the children I tested last week will probably be referred for more speech and language testing. One child will probably be referred for the whole battery of cognitive and fine motor tests, and one child appeared to need no further testing or services at this time. I have until Tuesday's Local Screening meeting to complete the 56 forms for these four children so that the files will be complete and correct. What a way to spend a weekend!

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