|Neuropsychological Evaluation||Functional EEG|
|What does the test measure?||Performance on Various Tasks. ie., How does the|
brain's functioning impact life.
|What is the brain doing that causes the impact on life's skills|
|Are the Tests Covered by Insurance?||No||In most cases, at least 1/2 is covered by insurance
|Length of Time to Administer||6 hours||2 hours|
|Are the Tests Validated||Yes||Yes|
|Are the Results Reviewed |
by a Neurologist
Suggestions for School modifications
- Provide the student with a copy of class notes
- Use audio texts (free internet software can copy and paste a .pdf and read it out loud
- Use voice to text
- Use of graphic organizers. Ask the teacher to scaffold content, using a ven diagram. This can be given to all students so it is not stigmatizing
- Provide set up time to allow for “switching gears”
- Allow unlimited breaks throughout the day
- Do not use recess as a time to make up missed work
- Allow Fidget toys
- Stimulate a processing session before introducing new content (great for kids with processing disorders)
- Give extended time before a test, rather than after.
Individualized Education Program (IEP)
An IEP is a written plan for the provision of services for the education of students who are disabled or gifted. To qualify for an IEP, the school has to observe an issues, such as not being able to maintain average grades (this could occur in only one class to qualify).
Two criteria exist for an IEP, both of which must be met:
- The student must meet one of the 13 disability categories defined by the Individuals with Disabilities Education Act, 2004 (IDEA (Opens In A New Window)).
- The student must need special education; that is, the child requires specifically designed instruction to receive educational benefits
A functional EEG evaluation will assess the extent of:
- Emotional Disturbance
- Traumatic Brain Injury
Emotional disturbance is defined at 34 CFR § 300.8(c)(4) as:
- An inability to learn that cannot be explained by intellectual, sensory, or health factors.
- An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
- Inappropriate types of behavior or feelings under normal circumstances.
- A general pervasive mood of unhappiness or depression.
- A tendency to develop physical symptoms or fears associated with personal or school problems.
If your results show disabilities in any of these areas, we will be able to help you work with your child’s school to get proper services and accommodations.
According to 34 CFR § 300.8 (related to a Child with a disability)Opens In A New Window, the categories other areas of disability are:
- Mental retardation ( pending language (Opens In A New Window) change to “intellectual disability (Opens In A New Window)“)
- Hearing impairment
- Speech or language impairment,
- Visual impairment (including blindness)
- Orthopedic impairment
- Other health impairment
- Specific learning disability
- Multiple disabilities
504 Service Agreement
A student that does not qualify for special education services under IDEA (an educational law) still may qualify for services under Section 504 (a civil rights law) if the disability is shown to substantially limit his or her educational performance. In Pennsylvania, anyone with a diagnosis of ADHD or ASD qualifies for additional services under the “Loop Hole Law“.
A child with a disability is one who has a physical or mental impairment that substantially limits major life activities, such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. Accommodations often refer to building accessibility, classroom adjustments and curriculum modifications and may be updated or revised as the need changes.
Examples of disabilities under Section 504 include:
- Student breaks their arm in 5 places and cannot write; the district provides someone to take notes or write the homework
- Student is deaf and plays sports. The district provides an interpreter for the classroom and any school sports activities they are involved in
- Student has cancer, diabetes, epilepsy, migraines, allergies or asthma; the student is allowed to obtain treatment or medication, as needed
- Student uses a wheelchair; student is permitted to leave classes early to avoid hall traffic
- Student is under a doctor’s care for depression or anxiety, frequent behavioral problems, ADHD; the student is given additional time for completing assignments and allowed to sit in the front of the classroom.