Every three years students in special education are re-evaluated to ensure they still qualify to receive this type of school-based services.
This is called their “tri-annual” review.
During Jazz’s initial qualifying testing period, we were introduced to the practice of
neuropsychology, which is a combination of the study of neuroscience and psychology.
Typically in neuroscience, there is an emphasis on the physical nature and matter of the brain; whereas psychology is made up of the mind.
Neuropsychology combines these ideas and creates a truly unique area of specialization that allows for access of mapping the brain and how it functions.
In MRI scans, Jazz’s brain looks intact.
In psychological assessments, Jazz looks slightly mentally disturbed.
In neuro-psychological assessments, evaluations, and mapping Jazz’s brains look likes Swiss cheese and is a textbook case of TBI.
The initial neuropsych report we received was a huge help and resource to everyone who works with Jazz. And so, we once again requested that the same person, Christina Aguirre, complete the testing since we have come once again to her tri-annual review year.
The first time it took Jazz about 2 months to do the testing and it was never completely finished. She would see Christina once a week for this. This time, we could not do this same arrangement, so we had to set it up for an entire weekend, beginning on a Friday afternoon and finishing on a Sunday afternoon.
After an incredible start on Friday afternoon, Jazz asked me as we drove home, “Sissy, am I expelled?” I was stunned. I had no idea that she was still holding onto so much pain from leaving school after the last incident of her being abused and hurt at school. She actually thought it was her fault as to why she has not been back to school. I proceeded to explain to her that it doesn’t matter what is going on in the moment, adults never get to hurt children and that children with serious pneumonia don’t go to school. I also explained that the grown ups in her life were finally listening to her. She had been crying everyday before school and begging us to not make her go back to school. It makes me sick and sad that we never understood the reason for this amount of distress regarding school.
She did not say much, but the results of our conversation spoke for themselves the next day as she attacked the tests, which she thought were a punishment for her and part of being expelled. She finished every single last test in an 8-hour day. When offered breaks or the ability to be done for the day, she would say, “No, I can do this.” This child was accused of the inability to work with educators, focus for extended periods of time, and generally being difficult to work with. Well, if I was seen that way and was being abused by the adults I am stuck in a room with for 6 hours a day, I too would probably seem like I was a difficult person to teach. However, when empowered and directed properly, as Christina has always done, she was able to accomplish more in 8 hours than most people do in a 40-hour workweek.
Never be afraid to listen to and trust your child, especially a special needs one. It can mean the difference between a life of happiness or a life of despair for them. I wish I had listened to Jazz sooner about how unhappy she was at school and trusted her stories, despite the broken and exaggerated nature of them. When Jazz completed her extensive testing with Christina it was as of she had said, “Take that brain injury and all you doubters of my abilities in the world!” We are truly proud of her.
Much Love!
