I'm with Elizabeth - pair down in this season of life (I also agree with the concerns about math on the computer - although I wonder about the math one by Reading Eggs?). Let everyone adjust and begin to focus on the big picture - bring all these kids together and forming positive, loving attachments to one another - a family. Yes, the kids have some issues, but trust me, it'll all work out in the end but the most important part is the relationships - learning, gaining knowledge - we do that our whole lives. Your dd is VSL/RB - awesome. That is a giftedness and a challenge. What curriculum were you looking at that you feel is very teacher intensive? I've got a VSL/RB and he's the easiest to work with and teach. And keep in mind that RB/VSL comes in two forms - visual print/visual picture. I've seen many parents that figure out their child is RB and immediately think everything needs to be on the computer and in the end, big fail. They didn't focus on part two - how does the child best learn. Reading books? Hands-on projects? Presentations? The VSL kiddo does take creativity but focus on the strengths - they are very artistic so rather worksheets they might do better with notebooking and just the freedom to write what they learn about the subject. Just thinking out loud here. I've homeschooled 4 - two are now in college. My oldest is severely hearing impaired/dyslexic and APD. My next child has vision type dyslexia (the words floating). The next child has severe dyslexia/dysgraphia and well, the last was a blessing - he only deals with VSL/RB giftedness and being smart but highly emotional. There were days, oh there were days..... I learned to focus on the child that needed the most help at that time - remediating phonics/reading (at 15 when the Docs. finally figured out he couldn't hear!) and writing instruction. While all this ws going on, the other kids covered the basics but we just read history books or science books or somedays just really great read alouds. I had a year of helping the oldest make that transition into the CC life and was basically his study partner to get him up to speed (learning in a loud, lecture environment was a struggle) so again, resorted back to some creative schooling that year. Did a bit of that again this year as my DD adjusted but she's much stronger and a take charge gal so I'm back down to teaching two. It's all a season, which sadly, comes to end all too soon. I know it seems exhausting while you are in it, but there will be many days of success along with days of struggle, but in the end it'll all be worth it. (And I suppose we'll have earned that gray hair honestly!) Oh, and to answer your question -- by grace, one day at a time, some days one minute at a time.

Well, I didn't do the dissecting part and we didn't watch it either. After reviewing the public high school catalog and their course offerings I noted that they either no longer required dissections or the students watched the teachers. They offered optional assignments in lieu of dissecting something. My first two were not STEM candidates nor were they future Physicians or Nurses sooooo they didn't miss much and frankly they've had no problems doing college-level science. Now the kid who passes out during a blood draw had absoloutely no problems with dissection when he did a science coop and the youngest - hmmm, not sure. But I do know he's leaning towards the medical field so I may have to cross on to the "ewwww" side and do those labs. I though ACE had labs on video but they are expensive? And i thought that the Apologia just had a new entry into some type of video lessons for Biology? I know the books are probably going to be overwhelming so perhaps not an option but just thinking out loud here as I, too, have to design a BIO credit next year.

OneStep is right - PS is not necessarily going to find an issue, and if they do, they won't necessarily help with the issue. Ask me how I know this to be true? I've got my own stories. I have to wonder, perhaps ADD, but I have to wonder about her being a Right Brained/Visual Spatial learner. They never do well with a timed test - they want it to be just right and that isn't possible under a time constraint. I'm not a fan of a timed test but I guess that is what is assigned in CLE math? I see from your siggy that there is no reading/phonics instruction - is this child reading well? What does she enjoy reading? What does she enjoy doing on her own? Does she have any food allergies or sensitivities? I know this is just year two and you are working on finding what fits your family and your learners. This task comes with a big learning curve. It takes some time and more than a whole lot of patience! I think many long-time homeschool moms would also attest to this being a hard time of the year - cold, dreary, winter blahs and we get anxious and so do the kids. This is usually about the time that many of us, especially those with kids that don't come "standard issue," wonder about the possibilities if we were just to put them on that little yellow school bus.

You've probably found the videos by now but if not, go under the science tab and you'll see lots of options. My ds is working through the health one for his HS health credit and watching the Chemistry ones and the Art 101. He's visual/audio and anything I can find that helps add in more pieces beyond reading is key for him.

I have not seen DIVE in person but over the years I had considered but can't remember why I never took the plunge with my two older kiddos. Have you looked at the videos on Khan Academy? They have many options for Biology - both my Khan himself and then ones by CrashCourse that cover biology and ecology - perhaps a combination of those options might work?

The IOWA is LOOOOOONNNNGGGGG even for kids wired correctly. My state requires some type of evidence of progress. I do the SETON testing. I sit with each child and for those who are dyslexic I read through each question and answer options - monotone so I don't show preference to an answer. Said child fills in bubble. I don't set a timer. We just work through each section over a few days. If they were to have accomodations written up fancy by the school it would state - extra time, reader help, notetaker, etc. I don't have any more money for fancy paper (I've got two in college!) Yeah, I know norms, blah blah, but the bottomline is the state just wants you to show proof of progress. The state is not going to help the struggling child get the services they need. There is an option to have a portfolio done but it costs way more and a year or so ago the state was giving people a run around on what was acceptable in presenting progress. I know very well where the weaknesses are, what the strengths are, what is mastered or not. I don't need a test to tell me and the state could care less. They just need to check the box that I'm actually teaching kids at home. Now, mind you, I was concerned because we were using MUS and they didn't cover fractions or decimals at the grade level my ds was testing that year but he did just fine - a got 2 or 3 wrong and we moved on. I just refuse to teach to the test - save that for the experts.

Take a look at Spelling U See. Be sure to take the placement tests. I've got two kiddos with issues - both hate to write and I've tried the AAS but it was just too many rules and too much pressure. I switched to Spelling U See last spring when it came out and boy have we've had a wonderful time with the program. It is easy to do. Short and sweet. It doesn't look like much on its face but when all the other programs don't work this one fits the bill. I have made one minor adjustment for my dysgraphic (and very dyslexic) ds and on dictation day I have him type in the dictation and that has been a great tool. I find that when he has to erase with a pencil and start over with the forming the letters it just causes too much lag in his brain but when the computer begins to light up red when he begins to misspell, he is quick to use his skills to fix without losing brain power. His favorite day of the week is no rules day where they can either write sentences related to the topic for the week or their own stories. I've seen the transfer of skills into their other writing assignments but without the melt downs I was getting with all the rule memorizing, etc. I appreciate that the words are in context and not just a list of words.

After reading about his favorite year ever I'd suggest Truthquest, also. There is not a fluency to the readings in the Bigger year. I found myself going - "when was this described." It skips around. My youngest in Right Brain/Visual spatial and loves reading books like If You Lived and there is another set of books for the older set (only a few so far, though) called Nathan Hale's Hazardous Tales. I know you are most likely looking for something that is all put together/ready to go but many times those kids with LDs and other challenges just don't fit well within those programs. I don't have any great suggestions. I wonder if he's doing well with reading (most of us with LD kids find that skill a big challenge) then you might give Sonlight a look.

How old is your ds? I'm guessing that you've looked at the placement chart on HOD's website? That is so key in proper placement versus studying a particular time period. I've used HOD in various forms over the years for some of my kids. I love it because it is all planned out, but, alas, when you have a child with LDs, it can be a little challenging but doable. In the Bigger guide Mom is still the reader versus the child (the child doing much of the reading begins to happen in the later half of the Preparing guide). There is narration but it is not written in the Bigger level - at least not until later on in the year. it is a 5 day week and I can't remember off hand if there is reading for history on the 5th day. There are assignments of recreating maps from books (something my one son does not enjoy) and usually some type of weekly "craft" for the week. The biggest challenge to Bigger's program is whether or not the child will sit and listen to the Eggleston book. There are no drawings, the wording is shall we say "old fashioned." It is short and to the point. There are no questions to ask the child as compared to a SOTW guide. I would have to say that the Bigger level is probably the least visual of the guides. There is also a scheduled read-aloud time that correlates with the history. As for reading, HOD uses the DITHOR program that they developed/designed. I like it because it doesn't require a set book but rather you pick a book from the particular genre. HOD does sell a book set that you can use but you still have a lot of flexibility. There are flow charts, maybe a book cover activity (depending on the level) but the child really works through the assignment using the book. I've not used it for a younger child but I did have a 7th grader work through the 7/8 book and it was a great experience. DITHOR can be used totally separate from the HOD programs. Again, placement is so key with success using HOD. The child's writing ability is key. In your case, the challenge of the Eggleston books is something to consider. I've got a visual/RB learner and the books just didn't hold his interest. He couldn't make a connection with it. I wonder if Beautiful Feet might be a better fit?

Don't panic. You are not running out of time. Kids with disabilities, struggles, you name it - take time, a lot of time. There is no magic fix. It is so unfortunate that the resource teacher had no idea how to help your dd. That has got to be frustrating and disappointing. You have stated that she has been tested - by whom? The Charter school? What types of testing did they offer? It seems that if they tested, found issues and provided IEP but then didn't fully provide what was needed to help your child make true progress. You also state that your dd's hearing was tested? How? In a sound-proof booth or the simple "raise your hand when you hear the sound" type testing in the Peds. office? Helping these kids make progress and find success is a long marathon. It is filled with many things worked along with things that failed. One that that comes to my mind when I read your post is perhaps trying to many different kinds of things to help make progress and hence causing the brain to really become miswired. Kwim? I could be totally off base here as I'm not an expert but it was the first thing that came to mind. How best does your dd learn? I see you are using a lot of visual (computer screen) tools and flash cards but this may not actually be making the connections needed in her brain. (This is what is so frightening about our society's push to put all kids in front of a screen for learning). Just a few initial, early morning rambling thoughts. I know, without a doubt, that other ladies will have much more valuable wisdom to share as the day progresses.

Check out the Write Foundation - totally different approach and has worked wonders with my struggling but creative writers. Some kids just don't work well outlining and rewriting. Great organizational skills but sometimes you just have to move on to Plan B.

Before you go the slow processing route I've got a few questions - she is 8, right? When you say she is slow in math - what does she do that makes you think she is slow? Is she slow in finding the answer? Does she appear to be searching in her head for the answer? I'm surprised that you would be using All About Spelling before finishing up the All About Reading - but that is just me. Have you done some research on a Right Brain/Visual Spatial learner? Would you say she is very empathetic to others (more so than what we teach our kids to be)? Very emotional and when she failed at something it becomes a big issue? I wouldn't be quick to jump ship on math just yet - although I'm intrigued by your comment at Beast Academy and comic book style. Does your dd enjoy books that are written in the comic book style? This is a VSL trait. If you find that your dd really has a lot of the VSL traits you'll find that she is very creative and inquisitive (I know, what young child isn't?) but they think in pictures. I'd let your dd look through the lesson for Singapore in the textbook - you could read along side and just summarize and see what happens. I have found with my VSL that too much instruction causes him to just shut down. Short, engaging lesson with minimal examples. At once he's seen the material, interacted with the material then he has pretty much mastered the material and no need to overdo. I will say that he got bogged down in multiplication and division but we worked through the key foundation, practiced a little and moved on. He knows exactly how to do it but he's not going to win a medal on doing it fast but over time he's getting much quicker because his brain has made pictures and has begun to make the connections. The biggest thing about a VSL/RB learner is that they mature a wee bit later (probably more age 10) and then look out because you can't stop them when their minds begin to take off.

Nancy Larson science - experiments at each lesson, scripted so you can open the teacher book and go so no planning involved. The science kit comes with everything you need and works for all learning styles. Easy to implement. Many bulk at the cost but it is all there - no searching for something, no last minute trips to the super store, and you don't have to come up with the lessons, the information, the questions, just all written right before you. Open and go.

Does your ds have a plan after graduation? If it is college have you looked at the science requirements? Does your state have specific graduation requirements for credit? My ds struggled with science and I tried lots of things. I wouldn't necessarily worry about the level on the outside of the book (unless, of course, your child is going STEM, applying to a school that has some requirement that they want a list of books used, etc.) I think it is more important to have some exposure but, like you are thinking, there are more important things to be working on as you prepare him for the next step in life. Does your ds have a preferred learning style? Does he enjoy lectures on video? or perhaps science DVDs that cover topics indepth? I haven't looked at Khan to check out their science (or maybe I did and didn't see any video option) but you could look there. My ds is working through the Health videos for a Health/PE credit. Exposure, exposure, exposure - learning to listen (skill needed for college lectures) and I save writing skills for writing/LA course work time. Biology 101 DVD is an option. It has a scheduled course that you print out and work through. It offers video along with using books at more readable levels. You might look at Guesthollow's science as an option, too. I know many people get very concerned about the requirements of labs but I think this goes into looking ahead at what they plan at doing at college (or not). There are plenty of video options where kids can watch labs and you can work through the skills of writing up a lab using that tool. My oldest ds, in college, needed a science but he's not STEM. He took an Environmental science course. Yes, they had labs but the labs were extremely easy, no fancy equipment and a lot of it was spent going outside for nature study. Go figure. I didn't stress labs with him (he's dyslexic and hearing impaired) but he's been just fine. The biggest part of learning for this class was some type of online learning environment that looked like a video game and the student had to visit multiple places to gather/collect pieces of information that all fit together and learning what fit and what doesn't. Another option might be NOEO, which is CM in nature. I happened to be looking at Heart of Dakota's science of their high school guide and I see they are using PACE's Bio with a lab DVD option. Expensive option but perhaps. I really wish there was more video/lecture options that worked with a textbook that wasn't so over the LD student's head. I've used the Walch books but there is no color - a git er done type of course, which obviously is another option. If you have a video/visual learner check out some of the courses on the homeschoolbuyers coop which might have something your student would enjoy. My dd used the Pearson stuff last year - big fail! Didn't learn anything but the your teacher science (I think that is what they are called) which has a professor lecturing with the smart board type visual presentation might be an option. Oldest DS worked through the economics course and enjoyed that one and learned a lot.

My ds is in college. I checked their website and found the required paperwork which I took to my ds's provider (he's severely hearing impaired) and she wrote up what was needed to be submitted. She didn't retest him. She wrote out a long list of accommodations and basically explained to ds that it was a lot easier to have more on the list of accommodations because you don't have to use them all if you don't need them. As for letting the professors know - the school writes up an Memorandum of Accommodations and the student just hands this to the instructor. No questions asked and nobody's business. The Disability counselor did say that accommodations were more friendlier at the community college and smaller colleges and that the big colleges can be difficult to get the services needed. Yes, they are required to follow ADA (I actually helped draft the ADA many many moons ago) but the big colleges don't go out of their way to really do much to accommodate. Now I've heard that the SAT/ACT is more strict about showing a history of disability from elementary age and onward because they seemed to have an issue with people perhaps scamming the system. I did not have ds take the SAT because he is a horrible test taker and that would have been his demise. He's worked hard the CC earning a high grade point average which was much more indicative of his abilities.

I am guessing that if you are comfortable with the first professional you have used that it might be best to keep a working relationship going. Now, obviously, if it wasn't a great experience than perhaps it is time to find a new provider. It might be helpful to have original provided do testing so that there could be a comparison of results - improvements or not and what accommodations have worked/failed; a continuity of care. As for documenting as you go along - just keep in mind that once they get to the college level you'll need fresh documentation - nothing more than a year old, if that. I know that the SAT people are getting pretty sticky about accommodations and people are seeking them earlier and making a trail to document the need but I'm not sure that I'd be do a bunch of repeated testing unless it were really necessary.

I am a mom to a now 21 year old that has a severe hearing impairment - he is unable to hear the high-pitched sounds. For some reason, over the years, he passed the screening tests in the Peds office during well visits (we now know that he was lip reading and was excellent on picking up on social cues). They failed to dx until he was 15 but now we know that this loss was present from birth. We have watched old family videos and now see the evidence. I'm not sure why the continued loss in your child but it may come to a stop. We've learned that it is genetic (MRI ruled out any other issues) and at any given day/time - he could lose more hearing with absolutely no rhyme or reason. It is important to protect the hearing that the child currently retains. My ds has done well with hearing aides and I wish that he could have had them so much sooner because it caused his development/mental maturity to pause somewhere along the line and only recently has just about caught up to where he should be. It is interesting to study how kid's minds seem to go dormant or pause as the disability progresses until it is found and you work up from there. With my ds's case it obviously was years of "it's just his behavior and he needs to take more care, time, _______" (insert whatever behavior in the blank). This is hard and there is a grieving process to this dx not only for the child but for the parents. One step at a time, one day at a time. On the bright side, my ds has been attending the local CC for the past 2 years and doing really well but it sure hasn't been an easy road.

If you are going to use AAR then get the readers. The little worksheet with all the lists of words to practice prior to reading is a great warmup but it is just a list of words. There is usually a picture of something that is found in the story that you discuss and sometimes it is something unique and a child might not have been exposed to in the past. We read a story today and the picture was of a Tuna and we talked about the size of one, etc. The first part of the list are the words on the green cards to review. Also, when doing AAR they do suggest that you have the student read aloud and you stop along the way to work on comprehension and other literature skills. This allows for you to catch mistakes quickly before they are saved into "memory" as I like to say. I spend one lesson period going over the phonics taught for the day and the following day we'll read from the reader. I also require that they spend 30 minutes per day reading for fun and pleasure.

I don't see anyone suggesting that perhaps you do a little research on right brained/visual spatial learner. While there may be some traits towards the dyslexia realm and the familial connection, I'm seeing a different picture here being described. When I see "not fast on responding to math facts" or describing the approach to answering a math question a little different than the average bear, I think visual spatial. I see a child that comes up with the answers in a different way. I see a child that doesn't meet the time table for learning to read - which tends to be a wee bit later. I also read that you had to take some time away from phonics instruction to care for your family so perhaps there is a delay in getting through the lessons - which is okay. How is her handwriting? Does she enjoy writing or is this a chore, too? When she is doing math do you find that she seems to "roll" her eyeballs upwards as if searching for something, and then comes out with the answer? is she seem to have more empathy for others? or very heart broken when others offend her? Is she sensitive to things like scratchy socks, seams in clothing? Lots of great ideas have been given thus far and perhaps an evaluation is required. Dyslexia comes in many forms (I know this firsthand with 3 of my 4 all with different types) but I have a visual spatial kiddo and while some of the traits of dyslexia match those of a VSL, there are different ones and they, too, need some different approaches to learning. I do use All About Reading and it is similar to AAS but not quite. You do use the tiles/cards but not the in the repetitive way as in AAS. I love AAR - not overly scripted - gentle but gets the job done. I'm using it as a review to be sure we've covered all the reading/phonic skills.

You might take a look at the book A Giggly Guide to Grammar (and sometimes when you look on Amazon other suggestions will come up that are similar). It sounds like your ds is making great progress. I'm assuming he has a hearing aide for the one ear? My ds has severe hearing loss in both ears and it was a struggle to help him learn the grammar/punctuation and at 21, he still struggles. He struggles at times because there are sounds that he will never hear - even with the aids and so it can become impossible for the student to make the connections. The loss of hearing is so brain-connected and people struggle to understand that. They think/see the hearing aide and assume it works like a pair of glasses - instant total correction but nope, not the case. Now that my ds has accomplished 2 years of CC and my dd (dyslexic) followed behind I see that the biggest skill they needed for grammar was punctuation but also being able to recognize when the sentence is written poorly or incorrectly. The best way I've found to accomplish this goal was sentence editing- think Fix It or even the Giggly Guide as they edit sentences and begin to make the connections - and with the older student it is presented in a non-kiddy way. Just a few rambling thoughts.

She still seems on the young side and I'd be interested, too, in whether you have a firm diagnosis or just seeing signs. It seems odd that out of 7 kids only one with dyslexia? Do you or your spouse have dyslexia? I've got 4 kiddos - 3 have dyslexia of all varying labels and a dh with it, too. Sometimes kids just need a little longer to make the brain connections to read fluently and 8 is still kind of young - especially if she might have some visual spatial traits (check those out). Also, be wary of all the research you find on the internet. Everyone has a product and they are convinced theirs is the best and will fix all your child's learning problems. You've been given a great review of Barton (not something I chose to use) but if you are seeing progress with the less expensive options be slow to switch. Dyslexics take some time to make progress and don't fit the normal timeline as other kids do. I find the biggest help in any curriculum, but especially in teaching a key subject, is teaching to your child's learning strength. if they are tactile then hands-on/interactive, visual then something visual, etc. What approaches have you used that you notice your dd really responding to (may not be during reading instruction)? This could be helpful, too.

You have been given some great advice, encouragement and resources thus far. I'm a mom of a hearing impaired child - although he's 21 now. He was not diagnosed until he was 15 (long story but the loss was severe and present from birth - all the experts just ignored/missed it). I began homeschooling him because he was struggling in school and he always struggled in school. We started when he was half way through 4th grade (before I even knew what I was dealing with). it is true about the grieving process but there is a grieving process for the child, too. How long did she go without hearing aids? This is so key in their development. Kids stop maturing (something we saw with our ds but only through the value of hindsight) at a certain point. The brain just shuts down and progression into adulthood stalls. Once the issue is corrected, in this case hearing aides, it takes a long time for the brain to catch up. Add in the dx of ADHD which also is indicative of delayed maturity and you really have some serious issues to deal with. Please take things one day at time. Don't give up and think the worst. Don't believe that she won't be able to attend college. She's going to need a lot of help, encouragement and patience but she just might surprise you with her skills. Over time her brain development may just catch up more than any expert will have told you. My ds is now 21, worked super hard these 3 years at CC, taking just 12 credits. It takes a lot of out of them to get through the lectures and the work. What worked best for him were classes with hands on type assignments (computer coursework). People assume with hearing aides that everything is all fixed and they can hear and process just like the next person (like eye glasses correct vision) but there is so much more going on in that brain with regards to hearing. Slow and steady. One day at a time. I still struggle when I think about my ds' dreams that were crushed with his dx (he wanted to join the military or law enforcement) but somehow over the years he's found new goals.

You might just try reading the wall calendar every day and as he gets stronger you do it less and less. There are great math books at the library - I think they are Math Starts (or smarts) and they have color levels. I'd just do a search on your library system with what ever concept you want to learn and work up from there. I've finally found MUS to work for my VSL learner. Oh he gets frustrated at times but there aren't a million problems on a lesson (we've been doing division and some days I tend to get a wee bit grayer) but we can move forward at his pace. If he gets it ASAP we just move on. I've also used a bit of Life of Fred as a respite but the best thing so far has been Hands on Equations (homeschoolbuyers coop will run sales). He can do the advanced math concepts and this was a wonderful way in bringing that skill to the forefront and growing his confidence. We joke that he can do algebra but division, yeah, not so much. I don't think the math games have to be complicated. I'm going to start in the next year using the Simply Charlotte Mason math supplement where they own their business. It practices all the skills because you have to balance the books of your business (pet store, book, or sport). I have found that I need to teach in units versus working through a math book from start to finish. When he gets overwhelmed with a skill we take a break and work on a different "unit." Some kids just don't fit in the standard one-size-fits-all box but some days it sure would be nice if they did!

Have you done any research and looked at the traits of a visual spatial learner? These kiddos read a bit later but are strong readers once the pieces all fit together but boy, math is a challenge. These kids don't do well with memorization of facts - certainly not in the more black & white traditional way. They do well with pictures (for ex. Times Tales). They need little "brain pegs" to work from (which your ds has the start of when multiplying). These kiddos take some time maturing and you have to switch things around often or they get bored and tune out. They are capable of doing the math process but it takes a lot of practice but not the kind of practice where you do 50 problems a day. Oh no, you have to approach it from many angles - math story books can be a great friend. Playing math games and using math in context makes much more sense to them. They need to make some visual connections to the skills for mastery but once they've got it, they don't need reminded. They are gentle, emotional souls that get discouraged easily. They are very kind to others - extreme empathy but they definitely have different gifts and talents than the average bear. Just a rambling thought - from a mom of a VSL kiddo.

Nope, no more knowledge needed. They are two different programs and have two different styles in approach - very different. I've both positive and negative success with both programs for LD kiddos - just depends on their needs, style of learning and luck of the draw.