The stroop animal activity. Supposed to read the name and say the name. My kid can't read yet. How to proceed?

I purchase the Equipping Minds manual with flash drive video training. Based on the descriptions, this is all you would need too implement the program. However, after watching all the videos, reading the manual, and starting the program with my kids, there are gaps in the training. I am guessing at how to do specifics. During the training videos, she refers to the ROSES program several times. Is ROSES the only way to get complete training? I'm tired of trying to piece it together. I like the program and want to implement, but not excited about spending another $1000. Any suggestions? Am I missing something? Thanks Marcy in NC

yes, this is very interesting. My sister is the lead scientist at Boys Town working on Developmental Language Delay. One of the issues they are dealing with is the tendency of over diagnosis of high functioning autism when DLD is the real underlying issue. Severe DLD looks a lot like high functioning autism and local providers are more familiar with autism, so they jump to that dx without addressing language issues. Here is a link to the launch page for DLD at Boys Town https://www.boystownhospital.org/research/speech-language/word-learning

While we will continue to work of math facts memory, it is time to buy my 10 year old with dyscalculia a calculator so we can move forward on more advanced problem solving. Do you have suggestions of a specific model that will be dependable and not frustrating? Thanks Marcy in NC

Do you know of anyone who offers Writing and Rhetoric (the curriculum by CAP) classes online other than Schole Academy? (Nothing against Schole, just making sure I know all the options) Thanks Marcy in NC

I am looking at writing programs to use with dyslexic kiddos who use Barton. I know Susan Barton suggests IEW after Level 4. What are your thoughts on IEW as compared to Mindwing or The Writing Revolution? Any others that I should look at? Thanks Marcy in NC

No, its a lady and she uses card from other games like Snap, Set, Uno etc and has the kids do sequencing activities that build executive function.And I watched some of her stuff on youtube for free. I want to say that I learned about it through the Pyramid of Potential site, but then I couldn't find it there when I looked. Ring any bells?

......that uses all kinds of card games in different ways? Thanks! Marcy Hoggard in NC

I want to use Equipping Minds and Pyramid of Potential with my 9 year old with expressive language disorder and dyslexia. The 2 programs seem to complement each other and even recommend each other. I am listening to Carol Brown's free training sessions on youtube. What else should I order to quickstart as economically as possible? TIA Marcy in NC

not yet. Wondering how much a fight it will be, and if whatever I would get out of it would be worth the fight. I know the services available in some states would certainly be worth the effort, in NC I'm not so sure. 😞

Hello, I decided to contact the local school system to see if my 8 yearold dd might use speech services as visiting student (we are in NC). I have up-to-date evals that indicate language deficit, probably dyslexia. I have been advised that she needs speech therapy for language/narrative/expressive/auditory memory/ etc. The system SLP says that her evals indicate that her issues are with reading and would need to be addressed with the reading resource teacher (which is not available to homeschoolers). Also, she would need to be evaluated through RTI (which can't happen as a homeschooler). A friend has advised that Federal law upholds the right of a parent to request an eval INSTEAD of the response to intervention procedure and I could fight for my right to request an eval in lieu of RTI and that this is especially important given that my child is home-schooled and, thus, there is no opportunity to observe her response to intervention within the classroom. I am wondering if it is worth the fight? Any thoughts? Pros, cons, experiences? Thanks the following exerpt is from link: http://www.decodingdyslexianc.org/?page_id=1152. Another regulation addressing initial evaluations in all situations also serves to emphasize that “either a parent or a public agency may initiate a request for an initial evaluation to determine if the child is a child with a disability” (see IDEA 2004, 34 C.F.R. § 300.301(b)). The United States Department of Education (ED) commentary accompanying the regulation indicates that the same timelines and procedures applicable to all initial evaluations would apply to evaluations involving students with potential LDs (see IDEA 2004 Consent for Initial Evaluations, 2006). The only exception to the regular timelines to complete evaluations is in situations where the school staff and parents mutually agree in writing to extend the timeline, ostensibly to allow additional time for interventions to proceed. The USED commentary also reminds us that interventions can be provided during the weeks while the evaluation is conducted, a point made in response to concerns that parents, by requesting evaluation, could “short-circuit” or opt out of the intervention process (and in the commentary, ED stated that “if parents request an evaluation and provide consent, the timeframe for evaluation begins and the information required in §300.309(b) must be collected (if it does not already exist) before the end of that period”; IDEA 2004 Consent for Initial Evaluations, 2006). In sum, however, the referral scheme under IDEA’s federal regulations respects the parent’s right to request an evaluation with no specialized exception for circumstances where the school is attempting high-quality research-based interventions.Indeed, the current legal framework makes little concession to the expanding universe of regular education interventions available in an increasing number of public schools. Although schools can, technically, refuse to refer the student, they must then provide parents with written notice of refusal and notice of IDEA procedural safeguards (since parents must be informed that they can challenge the school’s refusal to evaluate the student). This course of action also creates the possibility that the school will face a failure-to-identify legal action challenging the refusal to evaluate. If the parents can prove that there are reasonable grounds to suspect disability and the need for special education services (admittedly not a high threshold), then the school will lose the case, will be ordered to evaluate the student, and will likely be liable for the parents’ attorneys’ fees.Against this backdrop, one would think schools would be treading quite cautiously in addressing referral questions, particularly when faced with parents’ requests for evaluation. The emerging court cases, however, demonstrate otherwise. Unfortunately, some persistent and inaccurate notions may be at work in how schools observe child-find under IDEA in the modern RtI era. Common RtI/Child-Find Misconceptions The advent of RtI, together with the modernization of the SLD evaluation process, has given rise to some common notions and confusion spots that can lead schools awry in complying with child-find while also implementing RtI programs. Some of these misconceptions include the following: · RtI interventions are a mandatory prerequisite to LD evaluation · Intervention programs must be implemented for the entire period of instruction · In tiered intervention models, all tiers must be completed prior to referral · Data from RtI intervention programs is a mandatory part of an LD evaluation The most entrenched misconception involves the need for RtI data as part of SLD evaluations. Although individual states may, if they wish, make the use of RtI data mandatory, the federal statute or regulations do not. Rather, the 2006 regulation allows for part of the evaluation to include a determination of whether a child responded to high-quality research-based interventions, but it does not require it (see IDEA 2004, 34 C.F.R. § 300.309(a)(2)(i); see also Memorandum to State Directors of Special Education, 2011; Alexandria Comm. Sch. Corp., 2010; and Meridian Sch. Dist., 2010. Indeed, from a practical standpoint, the regulation could not have possibly required such a determination, since many schools would have been unprepared to fully implement such intervention programs at that time. This is why the regulation also contains an option for an assessment-based determination based on patterns of strengths and weaknesses in assessment scores instead of the RtI determination option (see IDEA 2004, 34 C.F.R. §300.309(a)(2)(ii)).

I would love specific brand of oven and names of cookbooks. This sounds a lot like my girl ❤️

So this is for my dd9 with dyslexia, language delays, and resulting anxiety. She has always been homeschooled. My tendency has been to just keep moving forward (albeit extremely slowly) and act like everything is as it should be. I have never verbalized (to her) that she is behind or struggling. This may be a mistake and in part a source of some of the anxiety. So HOW do I acknowledge her struggles, validate her issues, explain the delays, and encourage her? (Not on spectrum) Thanks Marcy on NC

Just heard from a friend that she has all the level of Barton and is ready to sell. Only thing is they are probably 10+/- years old. Have they been revised? Do you think I will have trouble because of being out of date?

This is so helpful. Exactly the experience I needed to hear