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6Acorns

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Posts posted by 6Acorns

    Equipping Minds manual is not enough

    in The Learning Challenges Board

    Posted

    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

    Writing programs for dyslexia

    in The Learning Challenges Board

    Posted

    17 hours ago, Lecka said:

    LLD Language Learning Disorder.  I think that 30 years ago a lot of kids with LLD might be diagnosed with autism now.  Or, with a language delay. 

    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

    • Like 1

    fighting for learning disabilities evaluation?

    in The Learning Challenges Board

    Posted

    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)).

    How to explain delays to child

    in The Learning Challenges Board

    Posted

    3 hours ago, Æthelthryth the Texan said:

    toaster oven that can bake as well (actually better!) than my built in ovens, because it's easy to operate, it's on the counter, and she can do it herself. I got kids' cookbooks that rely more on pictures than anything

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

    How to explain delays to child

    in The Learning Challenges Board

    Posted

    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

    Barton or Logic of English

    in The Learning Challenges Board

    Posted

    8 hours ago, Jentrovert said:

    the right tools for the job makes all the difference. I won't say that it's exactly easy now, but it's certainly no longer a slog and I am seeing consistent improvement, which I did not see with LOE. Both kids just hit a wall with LOE.

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

    • Like 1

    Barton or Logic of English

    in The Learning Challenges Board

    Posted

    Currently using LOE Foundations B with dyslexic dd9. Anyone here used loe and then switched to Barton who could compare the 2? I really like loe and she is making progress, but it is slow going. This is probably just because life is hard and she is dyslexic for goodness sake? Or I am not consistent enough? (I am never consistent enough). Ooooorrrr, she needs a different program? Barton? Would love to hear your experiences. I have read a lot of the other threads about Barton--great stuff. But not as much about loe. Thanks

    Neurodevelopmental Programs

    in The Learning Challenges Board

    Posted

    On 11/22/2019 at 7:45 PM, PeterPan said:

    She needs an SLP who specializes in expressive language because she needs work on vocabulary (which means way more than do I know words), syntax, narrative language, etc. Her reading comprehension and writing will be dramatically affected if you do not. That's what bit us, so that's your heads up, your warning

    Do you know specific programs that SLP uses to work on this? Does SGM cover this? Or the whole Autism package that you mentioned? Or something else. Just trying to be knowledgeable about what I want SLP to actually be doing. Or, what I might have to do myself if I can't find anyone close enough. Thanks

     

    • Like 1

    Neurodevelopmental Programs

    in The Learning Challenges Board

    Posted

    10 hours ago, PeterPan said:

    We've had whole threads on it

    If you could tag me to any of these, I would love to read them

     

    10 hours ago, PeterPan said:

    Who diagnosed the DLD and what tests did they run?

    Boys town National Research Hospital (although, just for refernce, we don't live anywhere close to there--wish we did) Test of Narrative Language (TNL) Scored 82 which is below avaerage and indicates difficulty with Oral Narration and her narrative language Ability is below average.

     

    10 hours ago, PeterPan said:

    see what has been run. That's going to tell us a lot, because then you know what hasn't been run and also a sense of maybe where she's at.

    East Carolina Universtiy--Woodcock Reading Mastery Test--Letter ID is below Average, Phonological Awaremenss is well below average

    Test of Early Reading Ablility (TERA-4) Alphabet--impaired or delayed; Conventions--borderline impaired; Meaning-borderline impaired

    Comprehensive Test of Spoken Language (CASL-2) General Language Ability Index--Average

    Jordan Left-Right Reversal Test--Ability to identify reversals is in atypical range, may be indicativve of dyslexia

     

    We recently complete ND screening with representative from Jan Bedell, but we don't have those results yet--but her dominance was very mixed and she could not army crwl for the screener

    audiology testing has indicated no problems with hearing

    10 hours ago, PeterPan said:

    So is the Ronit Bird tutor closer? I'm surprised you're driving for that, since RB is easy and joyful to implement yourself. But it's all good if they're clicking and it's convenient.

    Yes, she is very close and they have great chemistry--not messing with that one, lol

     

    10 hours ago, PeterPan said:

    Do any of the siblings have disabilities or challenges?

     

    10 hours ago, PeterPan said:

    So tell us, are the other children younger or are you being spread over a lot of grades?

    6 kids

    ds 21-ADHD, unilateral hearing loss, high IQ, lots of quirky behaviors, spent years trying to figure him out, still quirky but about to graduate college

    ds 18-severe dyslexia, can barely spell his name, started reading in 3rd grade using AAS, still doesn't know multiplication facts, gifted singer, actor and dancer, prone to anxiety and depression, working on transfer credits at community college and auditioning for 4-year Musical Theater programs

    Ds 13-adopted, possible FASD, intellectual disabilities, ODD

    DD 11-adopted no disabilities, Praise the Lord!

    dd 8-see above (also, born with traceal malacia, struggled with ear infections, reflux for years, speech therapy throughout pre-k)

    ds6-left hand dominate, no signs of learning issues

    10 hours ago, PeterPan said:

    I go back to this, but I made the suggestion that you work on integrating primitive/neonatal reflexes

    so is it worth the money to buy the package from Bedell (LittleGiant Steps)? I would still have to be the one to implement it, even after paying all that money

    10 hours ago, PeterPan said:

    The biggest use of the providers for you is getting thorough testing,

    What is the best type of provider to test Executive Function?

    10 hours ago, PeterPan said:

    Checking vision is also good

    Good idea, haven't done this yet. Just regular eye dr., or develpmental?

    Thank you for all your resource reccommendations. You have given me lots to look at.

    Marcy in NC

    Neurodevelopmental Programs

    in The Learning Challenges Board

    Posted

    "She needs an SLP who specializes in expressive language"

    Yes, this is absolutely true. However, believe it or not, there is no such thing in my area. I could drive one hour+ both ways (and I have done this in the past with some of my older kids), but I felt the return on investment was minimal considering 40 min. of therapy per week at the sacrifice of pretty much a whole school day for my family of 6 kids. How? How can I make this happen? very discouraging

    "WHY did your tutor tell you LOE is OG?"

    Clarification: we do not have a LOE tutor. I am doing that with her myself. That choice of curriculum was based on much trial and error and does seem to be a good one. LOE promotes itself as OG and other Dyslexia sites rocognize it as such. Why do you not classifiy it as such? https://homeschoolingwithdyslexia.com/comparison-orton-gillingham-reading-programs/

     

    Sorry I didn't know how to do the "quote" thingy.

    Marcy in NC

    Neurodevelopmental Programs

    in The Learning Challenges Board

    Posted

    My 9yo dd shows signs of severe dyslexia (reading on a K level), has been diagnosed with Developmental Language Disorder, and has lots of indications of disorganized executive functioning etc. (example--incapable of army crawl, short term memory will not allow her to hold info. in her brain long enough to spell 4 or 5 letter word), also dealing with anxiety and behavior issues--probably due to constant frustration.

    We are pursuing Ortaon-Gillingham based instruction (We use Logic of English). Also, Music Therapy is helping considerably.  She has a Math tutor who uses Ronit Bird materials as well as MUS, and she is making excruciatingly slow, but steady, progress.

    I am looking to add neurodevelopmental training to the mix. (Jan Bedell or Diane Craft). I know it will take more than just ND, but I think it might give her a boost.

    So here's my question. Do any of you have experience with this type program working any better than say a quality sports program? Seems to me that roller skating, swimming, even running would hit a lot of the same re-wiring as a ND, but be cheaper and a lot more fun.  

    I know I have oversimplified all aspects of this situation by putting it in this brief post, but maybe some of you have insights?

    Thank you

    Marcy in NC

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