When you contacted the schools and requested an evaluation, how did the school respond? Did you feel that the school responded appropriately? Were the evaluations handled well? How hard was it to get your child's "educationally necessary" services in place?
For us, the biggest hurdle was the home visit. The child psychologist and speech therapist came to our home, where Jack is most comfortable. He acted so normal! By the end of the visit, the psychologist said she'd never seen a child with Jack's diagnosis act so social. The speech therapist said she could see some minor problems but nothing major. They wanted to return to our house the following week for more formal testing. I insisted they needed to see Jack at school instead. By law, one of the two visits must take place at school, so they didn't argue with me. But I just knew they were shaking their heads in disbelieve.
The school visit could not have gone any better, however. Jack completely shut down and became absolutely unresponsive to their best efforts to engage him. The psychologist said she'd never seen such a dramatic change of behavior, and the speech therapist told me that Jack had played her like a violin at our house, masking major receptive language problems by being totally in control. At school, where he was clearly not in control, he revealed significant language issues. She was proud of him for fooling her! We got maximum speech therapy, reasonable occupational therapy, and placement in the developmental preschool program.