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Representing the Special Education Child: Wrightslaw A Manual for the Attorney and Lay Advocatehttp://www.wrightslaw.com/advoc/arti...ey_manual.htmlwww.autism.concepts.com/glossary.php
Another example published by the Para eLink website describes a splinter skill as:
Splinter Skill: A skill that is not an integral part of the orderly sequential development. It is a skill mastered (usually under pressure) ahead of the usual developmental sequence. OR A child with poor overall motor coordination may be able to skip rope expertly. Rope skipping is in that case a splinter skill.
Source: www.autism.concepts.com/glossary.phpDEAL v. HAMILTON COUNTY DEPARTMENT OF EDUCATION, No. 1:01-cv-295 at p5, (E.D.Tenn. 2006) Note: the language in this quote is not the holding or a ruling in the casehttp://www.law.cornell.edu/cfr/text/34/300.502Letter to Bluhm, EHLR 211:227 (OSEP 1980).
The other thing I noticed in your question is the professional told you that the only written documents [relating to the evaluation] are her contracts and legal arrangement. No other notes available.
This just does not pass the sniff test and it is beyond my experience and knowledge to give you a useable answer. My suggestion for you is to go to the sources. They are the National Association of School Psychologists and the American Psychological Association. NASPA is located on the web at http://www.nasponline.org/ You can even call them and ask whether an individual is a member in good standing. The APA is located on the web at http://www.apa.org/http://www.law.cornell.edu/cfr/text/34/99.3
Another example published by the Para eLink website describes a splinter skill as:
Splinter Skill: A skill that is not an integral part of the orderly sequential development. It is a skill mastered (usually under pressure) ahead of the usual developmental sequence. OR A child with poor overall motor coordination may be able to skip rope expertly. Rope skipping is in that case a splinter skill.
Source: www.autism.concepts.com/glossary.phpDEAL v. HAMILTON COUNTY DEPARTMENT OF EDUCATION, No. 1:01-cv-295 at p5, (E.D.Tenn. 2006) Note: the language in this quote is not the holding or a ruling in the case
"[T]hese children can be misrepresented as appearing to be achieving in a very concrete way, because they have certain aptitude and ability to be loquacious. . . . But . . . that's misrepresentative of what they're actually able to do, specifically related to academics. . . . Executive function disorder is a major impairment that besets Asberger [sic] children. So they can't utilize the information that they do know. And the information is usually splinter skills, which really don't allow them to function well in reality." Tr. at 118-19 (Test, of Dr. Edelstein) SCHOENBACH v. DISTRICT OF COLUMBIA, 02-02034 (HHK) (D.D.C. 2004).
M.A. v. VOORHEES TOWNSHIP BOARD OF EDUCATION, 202 F. Supp.2d 345, (D.N.J.)
2002)
2002)
The other thing I noticed in your question is the professional told you that the only written documents [relating to the evaluation] are her contracts and legal arrangement. No other notes available.
This just does not pass the sniff test and it is beyond my experience and knowledge to give you a useable answer. My suggestion for you is to go to the sources. They are the National Association of School Psychologists and the American Psychological Association. NASPA is located on the web at http://www.nasponline.org/ You can even call them and ask whether an individual is a member in good standing. The APA is located on the web at http://www.apa.org/http://www.law.cornell.edu/cfr/text/34/99.3
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