After reading more of what you shared - has his hearing been tested by an audiologist - not just the hear the beep test but a good, full work up audiological screening. My oldest (almost 21) went for years with an undiagnosed hearing loss and we treated everything else (dyslexia, spelling, reading, vision, memory - and now they have concluded that he is ADHD) only to find out that he was hearing impaired and it wasn't found until he was 15. He passed all those screening tests through well visits but he was deaf from day one but no one picked up on. Just wondering if that could be something more to the story for your ds - not that he needs another chapter.

As a mom of a dyslexic (14 year old ds) and he's reading on grade to above level and has experienced exactly what you have (once they introduced that whole silent e concept everything went downhill) and he also has slow processing issues I will tell you what I did this spring. I tried out the new Spelling U See and boy, what a change. I did the placement test rather than go by age and boy has that been a world of difference. He has grown so much since starting to use this and the pressure is off. He works hard on his own to retain the lessons and he has begun to enjoy writing. Some kids, after the reading remediation, just don't retain all those spelling and phonics rules - it just doesn't make the connections inside their brains. They need something else. They need more than a list of words that all follow the same pattern and rules. This program appeals to their visual skills (they highlight the vowel combinations for example) and they see the same lesson for the week. It has time to really solidify in their brains and make the connections. When I think about how I spell words I visualize the words. I'm not repeating the rules for when to use this vowel or that (except perhaps the i before e rule). At some point once they are reading well and strong you have to move on to Plan B to help further their progress and not continue to frustrate them or yourself.

I'm a mom to a VSL/RB learner - keep reading up on it and you'll find that these little guys are tender hearted fellows and they take a wee bit more time to mature. My ds is entering 6th and although his math and reading skills are at or above grade level, finding what works to keep him challenged is another thing all together. I found that All About Reading was a good fit - hands on, visual and you can do as much or as little as your child desires. You have to keep things moving along and always interesting - one step ahead of the game. Math is particularly challenging because they don't do well with memorizing things and doing lots and lots of problems over and over - bogs them down and gets them easily discouraged. I find when we are learning a new math skill we take a break and do something fun for awhile. I check out math story books from the library or even work through a Life of Fred book. They are able to grasp advanced math skills faster than you think (Hands on Equations with algebra) but try teaching them to divide is another story. This past spring Math U See (a good math option but go fast or slower depending on your learner) they brought a new spelling program to the market called Spelling U See. I was hesitant at first because my guy doesn't like writing and this includes copywork but boy has he done wonders with that program. Just enough visual cues (highlighting word ends/vowel combos) and he works hard on making it correct the first time through. These kiddos need only see something new once or twice and then it is in their brain for ever - no need to do constant review, review, review. You'll notice that your child will tend to look up into the sky as they are trying to recall something and this is their way of searching their brain for the picture of the item they're trying to recall. My guy doesn't enjoy reading but books that I found with accompanied audio CDs were great. He has enjoyed the Geronimo Stilton books - combination of cartoon and words and lots of comic books. Save the heavy reading for reading class and encourage enjoyment of reading. Check out the comic book section of your library - you'd be surprised. Once they get interested you can move on to more challenging books. I've had great results this year with Nancy Larsen science. Yes, cost is high but if I had just bought this program to begin with I would have saved more money by not buying all the stuff that didn't work. My ds also enjoyed SL science - a nice mix of some print on a worksheet and hands-on (the DVDs offered at SL were nice). Science Shepard has a new science out this year that offers video with it and my ds really enjoyed the sample. You might check into that, too. And remember to work on the creative side - art. They really are creative in this area so anytime they can draw or do a creative project with what they are learning you'll find retention and enjoyment. Plastic soldiers to set up and recreate battles, for example. Playmobil is a great for this and their toys are wonderful. Also, work on creative thinking - look at Timberdoodle and check out their hands-on games like Rush Hour or Equilibrio. These things go a far way in stimulating this brilliant minds!

Not to take this conversation further off course but thanks for the info on the military career pursuit. My 9th grader has dreamed of becoming a general for many, many years. I approach his schooling with that in mind - he has studied many of the great generals and what made them great. My dh served in the Marines for many years but did not pursue it as a career but he has encouraged my ds to keep in school, get a degree and go in as an officer. I've looked up VMI and they have programs in place to help with many of the LDs (my ds is severe dyslexic/dysgraphic). I thought about the ROTC at high school so he could give that a try before any major commitments but you have to be enrolled full-time but I'm not willing to do that at this time so we'll just see how things go over the next year or two. Now my oldest ds, who has a severe hearing impairment and a few other LDs - well, he had dreams of the military or law enforcement. At this point neither are possible as a direct route - but with a degree he may be able to get in with US Marshalls or as civilian working with computers. He didn't have any idea what his life goals were as a teen (and certainly not when he was 7) and when he turned 15 and was dealt the blow of hearing loss, well that really made things challenging to help him find his way. Doable but sometimes hard on the momma's heart. He's been attending CC (1 more year before transferring to a 4 yr) and after a year and half he now is much clearer in his pursuit - Computers and Accounting. Sometimes the paths to adulthood and their careers take some time to find but in the meantime we just have to encourage their interests and see where they lead them. If we focus on what they can't do well it might not be beneficial for either party. I know we have to be realistic but these kiddos can truly be amazing despite our own knowledge of possible outcomes in life with these SNs.

Just a note on the SUS set up - We read the selection each day - 5 times. All 5 days the student marks the vowel pairs, sounds, double consonants, etc. It gradually increases but slowly so the brain has time to retain the lesson versus one week we mark vowel pairs and the next week double consonants. We marked vowel pairs for a few weeks. Copywork is broken up so they are not copying the complete selection each day but by day 3 it will be completed. The copywork is above the line to write upon so they don't have to move their eyes off the page to another page; it is all right there in front of them. After they copy the selection they mark their written work to be sure they've included say the vowel pairs. Now on day 4 the student does read and mark the selection but it is no rules day and they can choose to write about the selection - for example - add their "next line(s)" to the poem or they can choose to do something entirely on their own. There is space (at least in the level we're in which is level 3) to draw a picture and write a story about it. My boys have written military stories each week and my dyslexic/dysgraphic kiddo has gotten stronger each week in the depth and amount of written story he does each week. The progress is incredible and I'm seeing it transfer to other subjects. Now I will say that this particular kiddo needs the constant repetition for the lesson to stick in his mind. He finally learned grammar using the FLL because of the repetition. I think it is so hard to figure out what works for these kids because dyslexia comes in more forms than the selection of bathing suits at Lands End. I've got 4 kids, 3 of which struggle with dyslexia and all 3 have different forms and what works for each is completely different. On a complete off-topic side note- the benefit of copywork has its merits. I worked for over 10 years as a legal secretary and most of my work included preparing documents that were pretty much the same, over and over and that is what made me much stronger in the LA skills - writing, grammar and spelling. I lived all over the world, going to schools all over the world with different approaches, curriculum, etc. so talk about educational gaps! My ds does have dysgraphia but the small amount of writing required in SUS has been manageable and good practice for his college years and beyond.

I know which new spelling program you are talking about and she does have some valid points. Some kiddos need the basic foundation in phonics but then need to move on and move forward and find other ways of achieving reading success. My ds (now 14) struggles with dyslexia (actually 3 of 4 of my kids have some form/type of dyslexia - which there is no one-size-fits-all definition of dyslexia). So some kids do well with the remedial OG phonics and some kids struggle with minimal success and you have to try something else. I've used the gamut with this particular kiddo and I regret the day we learned about old 'silent e' because forever on he adds e's to words like they are candy. But, what has worked is repeated reading each day - first at below level and now on grade to above level. We did books on tape, read alouds (still do) and even two years of BJU online reading course just to keep practicing and coming at it from different angles. I did three levels of AAS and while we had success it wasn't transferring to other subjects. Lists of words and eventually short sentences were just not making the connection. This year I tried that new spelling program and goodness, what a change. He is revived in working hard. I was hesitant at the copy work but he is enjoying it and taking pride in his work. On rule-free day (free writing with no spelling corrections) he actually works harder at making sure his words are spelled correctly. It gave him the incentive to keep moving forward despite any struggles. When all else fails, some kids that are struggling (especially with other issues beyond dyslexia -- my ds also struggles with memory issues) you need a Plan C and this is an option. It progresses nice and slow with just enough repetition without discouraging because these learners need short and sweet lessons to make the connections and make it stick in their memory banks. I don't work for the company, have no vested interest but I've got two students left at home - one with dyslexia and one with visual spatial issues and finally spelling is sticking, kids are enjoying the process of learning with the drudgery and they are able to move at their own pace.

My severely dyslexic, dysgraphic and low memory ds (finishing up 8th grade) has finally made progress using the brand new Spelling U See (yes, by the same company that does MathUSee). There comes a point when you realize that some kids don't retain all those various spelling rules (I wish I could have avoided the whole silent e lessons because now they appear on every word!) but we decided to give the new spelling program a go. It was key to do the placement test and he hated doing it but I think I made the right choice in going one lower versus the suggestion on the website to use the one according to age. It started off easy enough but it made him stop and think through the words. The colored pencils worked in pointing out the key lesson for the week. What was most key to success has been my involvement. I think this program lends itself easily to mom going over said lesson on Monday and then the child working through it each day until Friday's dictation day. I've seen a big difference in doing it that way versus me reviewing those lessons each day. He is working hard in spelling the words correctly but the lessons are short and sweet so he doesn't get bogged down and discouraged. I love Thursdays because it is no-rule day and encourages them to free write a story and you don't correct the spelling. He is now more concerned about how to spell things. He has taken note of places he has seen words spelled correctly and brings that into his stories. Overall, I'm shocked that this is working so well - far better than anything I've ever tried. No more breakdowns, disappearing into the room under the bed moments. I've got no stake in the company for sure and I don't blog so I don't get any kickbacks but I think this spelling program is a very welcomed addition to the homeschooling community. Not all kiddos succeed with a rules-based, test on Fridays kind of program. This program has been working wonders in my struggling ds along with his visual spatial little brother, too!

I've tried to read through all of this and man, all the suggestions are overwhelming but one question/thought continues to come to mind (I'm a mom of a severely hearing impaired child and one with APD/dyslexia/dysgraphia issues) - has your dd had a full hearing screening? Something beyond the "raise your hand when you hear the beep" screening? Yes, there are special audiologists that do the APD screening but perhaps start with a screening in a booth for just the basics of what sounds your dd is actually hearing before you go purchasing curriculum and more. My ds (now 20) was always just a wee bit under the screening for any type of help - until he failed the standard hearing test in the doc's office and was referred to an audiologist and we found his hearing impairment. He was 15. This hearing impairment was present all along from birth but no one picked it up and they just made various excuses over the years. I think you have to be sure that there is no hearing impairment before you begin working on the APD. It sounds like your dd is able to see verbal skills using her visual skills but when her back is turned (going up the stairs) she can't read those and has no idea what you are saying. Kids compensate very early one until they run out of brain power (memory storage space I like to call it) and can do no more and then you see the lack of progression. Much of what you have described I saw with my ds over the years (I see the signs now through watching old home videos) - the value of hindsight.

She's just 8 right? That is still young for writing. Does she have any visual spatial tendencies? My now 10 year old really began writing this year because he wanted to and no amount of pressure was going to bring out the skills any sooner. He also has done wonderfully on learning to type and does copy work typing versus writing by hand. Now my 14 year old severely dyslexic started getting interested in writing when he had to type messages while playing an online game. He was very creative when he was younger and I wrote out what he scribed but until it became of importance to him no amount of technology was going to make it happen. He is slow but he works hard and is proud of the accomplishment. I don't give big assignments and we take breaks. I save most of the writing for his English lessons and answer history questions orally. I've seen a big improvement in his handwriting over the past year and even in coloring and staying in the lines. It now looks like it should versus something done by a 6 year old. Very subtly I've done lots of lego and small motor coordination - building those muscles so that the brain wasn't over compensating to not only make the hands move but form the letters. I've recently stumbled upon a writing program at the Write Foundation and my goodness what an improvement. He is able to be creative and get it down on paper. Just takes time. Now my oldest, a sophomore in college, who has a severe hearing impairment/memory issues/dyslexia/dysgraphia - tried all the fancy gadgets (Dragon Speak - which we sent back) and found that the freebee on Word worked just as well (still a lot of technology to be developed) but that the ability to type was key in keeping up with his thoughts.

You might give the samples at the Write Foundation a look. You can actually try 2 weeks worth for free. I'm currently using the sentence level one and it has been excellent and provides the repetition that struggling learners need. It also provides some visual help in having them highlight words and creativity. I think this is a little gem that not many know is available in the homeschool world. This is the first writing program (with some grammar included and poetry) that is actually getting done without tears. They also encourage the kids to use the computer to write their assignments and with kids that struggle this is definitely a plus.

I would have him set up an appointment with the Disability Counselor versus the "guidance" counselor at the college. They have a wealth of information and can, perhaps, point him in the right direction and get him the help he needs. He really needs an advocate to speak for him and lead him towards the right paths to get the help he needs - but, in our society these days they call that helicoptering - be it from mom/dad or a sister. I am a mom of a college sophomore who is hearing impaired and his first year was a major, big transition. He went to the local CC and that first semester was so key in setting success for the future. Even though I had home schooled him, blah blah, he knew how to study, etc. he still needed that support until he found his feet, confidence and voice to get strong and take the lead in his life as he stepped into adulthood. I wouldn't focus on the bad GPA - what is done is done - all of you need to move forward and focus on his future goals - whatever they may be. Discussions about what he'd like to do in the future - how is he going to get there? etc. He needs someone who cares and is an advocate - don't worry about hovering at this point - you'll know when to back off and let him fly solo.

Well if you go the school route - I'd definitely do the FM system and that is something they should provide - it really does make a difference. It cuts down on the brain processing speed needed to interpret the language.

Okay - so what has been put in place for a treatment plan to deal with the APD? Does he use an FM system to cut down on background noise? Does he have any hearing loss? hearing aids? It just seems as though everyone is focusing on the learning to read but I think the glitch is in the APD and until you figure out that magic key the rest may be futile. Something in the groundwork in helping him begin to move forward is missing but I can't put my finger on it.

I've read through of all this topic, and I'm not an expert on any means but way back at the beginning of this thread you state that he is being treated for APD, right? Was he tested by an audiologist? If so, I can see where she is suggesting sight words - there is a block between the sounds he's hearing and his brain making those connections. There is no magic treatment for kids with APD - a lot of try this then try that. I know this is hard and you just want some progress - forward not in a hold pattern and not two steps back. If you did, indeed, have an audiologist make the diagnosis of APD, then I'd be more inclined pressing more on that end for help versus more of what you've already been doing and it doesn't seem to be working as well as you had hoped. Personally, I think there is more that could be done working on those issues to make forward progress - not mention that some kids, LD or not, especially boys, that don't make these reading connections until they are older no matter what you do.

12 is a rough age - big time of transitions and then the "horror"mones begin to churn and things can get really challenging. I will share that I've done lots of research since my son's diagnosis and when we've had days I'd read lots of discussions between young adults and older, so I could keep things in perspective and really try to understand the emotional side of this disability. Hearing a key sense and when we learn that we've lost it, or a part of it, it is like dealing with death - there is a grieving emotion that goes with this and when they hit up against something that is holding them back (for my ds that would be his dreams of being a cop or a soldier) the grieving comes back until they work through the disappointment. It is so easy for us, with more life experience shall we say, to bounce back from a disappointment but not so easy for the younger crowd. I'm not sure that I'd call what your dd does as faking in the classroom. This behavior is more of fitting in and not wanting to seem different from anyone else. They don't want the other students to think they're receiving some type of special treatment. And then there are the teachers (and most of the population) that think all is well - you've got those aids and so you hear everything and can keep pace. Kind of like someone expecting grown up mature behavior from a 12 year old because he's almost 6 ft tall so he must be older, right? I have found that these particular kids run more on the moody side because they are always one step away from exhaustion from their brains working over time to process so much all the time - something we take for granted. If they don't wear their aids all the time they get moody. They get moody if there is just too much stimulation. It is very hard to find balance some days. I'll pray that all smooths out for today -

Unfortunately hearing aids don't work like eye glasses - you don't get that perfect fix and hearing is totally normal. There are sounds that a person will never ever hear no matter the hearing aids - it is what it is and that is what can be so hard for people to understand when dealing with someone with hearing aids. There are FM systems that a teacher wears somewhere on their body and the hearing aids filter it through the hearing aids - but, alas, it has its downfalls. They then hear everything - even the stomach of the speaker gurgling which then impacts the hearing processes going on in the brain and taking up power energy because the brain has to figure out the noise, identify its source to the brain and then work on other sounds. As you know, we are able to tune out sounds that might be happening in the background but the hearing impaired - some can, some can't and even when they can it can be a very long long time until they get that strong. This is so much a brain issue - more sound that the sense of sight. My ds lip read for years - even though he obviously he heard sounds - this wasn't something that just turned off one day. The brain becomes hardwired from a young age and it takes a lot of time to re-wire the brain with the aids - a very exhausting process and sometimes it just isn't worth it to the child. They make do. What is key if asking the child - what helps you when you are in the classroom? When do you understand the teacher best? Is it where you sit in the room? (front and center although my ds finds front on off to one side because he picks up too much noise from behind (see, filtering issue). If you work on group projects in the classroom is there somewhere that the group can work that doesn't bring in all other voices (which is what the hearing aid is suppposed to pick up) - a separate room. This really becomes a dialogue not just between educators and parents but the child herself. She may need her aids adjusted so that they pick up voices louder and tone out the background noises - it may take a few visits to get that set just right (it is all computerized - but not something you can do at home). Also, when you see the audiologist find out what sounds she can not hear - with or without the aids - that is key for someone that would be teaching her reading (or spelling). Many people, unless you have a child with a hearing impairment, have no idea how the aids work or how to help. These types of hearing losses are a lot different than helping a child who is completely deaf - just not the same.

Just checked my email and saw that this post has revived. I'm not sure about the hearing therapist stuff but what the tests that you have in hand serve as documentation as you make this journey with her. Should she decide to go to college these tests and Dr. tests, etc. provide the paper trail needed to get the required accommodations she'll need to succeed. I'm not going to advise you on whether to keep her home or not - that is a family decision and a family commitment. I know what worked for my ds but that is just one child. I will say this though, you shared that she was indifferent about school - whether PS, private or at home -- does she believe and is confident that someone in one of these settings believes in her and she trusts to help her accomplish her goals? I would not focus or emphasize on the IQ testing stuff as this leads to comparisons. It is a human thing; we all do it. Remember when I wrote about her maturity, which includes intelligence, stalls and even stops, until hearing aids and then it is a slow, slow process. My ds could hardly read half way through 4th grade (before we even had a diagnosis) and he managed to memorize as many words as possible and had just run out of storage space, so to speak. I did phonics with him, at home, one on one, and that began to work. Key was finding which way the student learns best. You're going to be doing the learn to read program for a while and it takes time for results. They process this stuff so much slower than the average kid, really they do. As for math keep working on the basics. There is so much available to practice the skills via internet, paper and pencil, video games -- in a perfect world it would be great for everyone to make the connections between addition and subtraction or multiplication and division but sometimes, just like spelling a word, you just need to know how to solve the equation and not how to explain how you got there. Please don't discount college as an option down the road. Set big goals, set little goals - just because she's hearing impaired, dyslexic and dysgraphic doesn't mean her path has to be down a short path. I was worried that my ds would not succeed in CC. He barely placed in the remedial English class but he worked his heart out and passed and then went on this past semester to finally achieve his first of 2 English grades needed for a degree (in computers) with a B. He earned that grade every step of the way and it has made him stronger because he can see his successes. Your little girl can succeed to - it just takes much more time and patience and understanding and grace than most other parents might have to deal with and understand. Someone (you) has to become her advocate and help her and eventually she'll make that transition and it will all be worth it. Just wanted to add a comment in response to Harriet's response - sometimes (many times) there is no answer as to why there is a hearing loss or how it was caused. We have no idea why my ds' has a severe hearing loss - and the only thing ruled out was hearing loss caused by loud music - it has a lot to do with what sounds they do/don't hear. They attribute it to genetics and unless you test your family tree you just don't know but it doesn't make a difference because there isn't a cure to make the full hearing capabilities come back - even cochlear has its drawbacks.

These kids are smart kids despite their disability(ies). They are people watchers and take in the scene around them and are most often quick to either jump in or react. I'm sure your dd will accomplish things in her life that are amazing and awesome and she'll own those accomplishments because she'll have worked extra hard to get them. She's got great support in her family now. Just keep fighting forward and trust your instinct and educate her teachers about what is best for her. If you need anything please feel free to PM me. I went this route alone, followed my instinct but it sure would have been nice to have had some support from someone that had done this before me.

I am late in chiming in here but wanted to just put a few things into the back of your mind - not so much to do with curriculum but with hearing impairment because I didn't see much response in that regard. I am a mom to a 20 year old ds who was diagnosed with a severe hearing impairment (also dyslexic - another inherited genetic snafu) when he was 14 years old (long story, late diagnosis). He actually started having reading problems in 4th grade which is what prompted us to begin homeschooling but I had no idea what I was really dealing with at that time other than a kid that needed my undivided one-on-one attention. Here is a big important thing I learned - hearing aids are not like glasses. You don't just put them on and they hear everything sound, word, noise, etc. Nope - doesn't make a 20/20 hearing correction (so to speak). This is so much a brain thing - the sound goes in the aids, reaches the brain, has to be interpreted by the brain and then processed and then the child can respond. It is a tiring process - even for a young adult. It takes a gazillion amount of patience, grace and understanding. Hearing aids are awesome but it is still so much a brain-involved process. There are things that the school can do to help your dd - placement in the classroom, special device the teacher wears that feeds sound directly through the hearing aids (helps with processing) are just two things off the top of my head. These are covered under ADA. They help and they do make a difference. You need to know what sounds does your child NOT hear - and whether she will ever hear them with the hearing aids - this is key because no matter what phonics you use (or spelling) if they will never hear the sounds they can't make that connection that they are missing anything. Also, it is important to keep in mind that her development (maturity, educational) was pretty much on hold until she started wearing those hearing aids. These kids go into a protective mode and only take in what they can and when it all becomes too much they just shut down. Benchmarks that you see in development stop until the correction is made. There is a period that the body and mind grieves this loss and it is hard on kids. We are wiser and know that things will most likely be okay but they don't have the benefit of that knowledge - especially when your little girl has already undergone so much already. Now, once that takes place (hearing aides) then it becomes a very slow process forward (think toddler - three steps forward, two back). It is slow but trust me, it happens all in due time - just not necessarily on what our society deems that time to be. What really helped my ds over the years were small amounts of lesson time - it is very hard on their brains. He did so much better when there were no noise distractions (hard in a classroom) but as he got older his brain has gotten stronger and he doesn't get so tired anymore. He is finishing up the first half of his sophomore year at college and boy, what a difference. His freshman year was an upward battle but I was with him every step of the way and now he's flying on his own. I can't tell you what the best thing (home school or public/private) as that is a family decision. What is right for one isn't always the best option for the other. But if you need anything please feel free to PM me and I'll do my best to help you anyway I can. I didn't have a support system and no one around me understood what we were going through - they just figured it was like wearing glasses - once you get a pair you see great and all is well. Hope this helps just a bit.

It sounds like you have a visual spatial/right brained thinker on your hands - I have a dreamer, too and he's VSL all the way. Very creative, loving, sweet and math manipulatives can quickly change into a great story at any given moment. They don't like drill work - hence the melt down with all those problems. I bet you'll find that after a few brief lessons in math there is no need to drill - they just know it and she'll fall apart every time you give her something that is repetitive in nature. Forget paper - use some apps or a leapster - something that seems like a game but gets the job done. TimesTales works great, too because they look for pictures in their brains to make the connections but don't make that the end all and don't expect quick answers to the multiplication problems - not until they get into higher maths and then they just seem to know the answer but can't always write it out to show their work, Work to her strengths - her creativeness and you'll find great success.

Long shot - but something like this exist? I've heard she might write a curriculum for history like her science but I'm looking for something like this now, as in yesterday. I really like the short, scripted lessons. The walk-through lessons with the review - perfect for my dyslexic child with low working memory. He needs this type of lesson with the review because then he retains it. Any ideas?

What you might try is something like BJU - and use the online version - I'd use at a grade level below - even though your ds is almost grade level. I've used the BJU online for 3 years with my dyslexic/dysgraphic child (entering 8th this year) and it really helped him with more reading skills, including vocabulary than anything I could have done. The teachers are wonderful at those levels. My older ds, now a sophomore in college, used the 7th and 8th grade levels and he was working on vocab, a bit of essay writing (which you don't have to do) and just thinking more deeply about the literature. Best part was the full production play of Shakespeare - explained fully and enjoyably. I know, not the popular norm (versus Rewards/Int. and Barton) but we found it a great tool here.

Delaney is right - it was on the news this week. WVU is rated #3 for being the best party school. My dh noted that it has the highest rate of substance/pill abuse in the country.

I am a mom to a 10 year ds that is VSL/RB - I have found, thus far, that these kiddos are on their own time frame for development. They don't fit in the academic box so to speak so it can be more challenging on finding what works for them. My ds could read when he was in 2/3rd grades but really was overwhelmed with chapter books. I backed off for the most part requiring only that he read for enjoyment 30 mins a day - books of his choice. He selected all sorts of books from the library - military, police nonfiction books, and a lot of comic style books. I didn't stress over the choices being too easy as I wanted him to enjoy reading, not find it a chore. I didn't require much in writing other than a day's assignment from a reason for handwriting workbook and called it a day. This past year I stepped it up a wee bit by working through LLATL yellow. Yes, a grade below but it worked great without overwhelming him. He started working on copywork - slow and steady. He's a natural speller so the spelling lessons were just what he needed (had been using AAS but it was too broken down and slow for him). There were days in which I didn't require him to do all the copywork as it was just too much for him. The result - I found him writing letters to his big brother who is working away at camp this summer, notes left on the door to dad, and other little notes found around the house - embellished with art, of course. VSL/RB kids are so creative and if your dd is loving the music go with it. I have also found that when working on history (we used MFW CTG last year) that he stayed tuned in if, while I was reading, he had something to either look at (picture Bible) or a coloring page. I've also played music in the background while he works on his LA, handwriting or math sheet. I've had a horrible time finding a science curriculum because he wants to do lots and lots of experiments but I decided on a whim to try reading the Burgess Bird book to him and that sent us into a long rabbit trail of bird study - books from the library, binoculars, bird books, coloring sheets, nationwide backyard bird count - he just learned and learned and learned - all this on his own. You just never know what will inspire them. We were recently in an arts and crafts store and he was totally enamored with all the arts and crafts kits and I could just see the wheels turning in his brain - I've got to work on more art this year. This summer we read through the animal one and checked out lots of books on each animal - great book and cheap to do. I just wouldn't stress so much - they really do read on their own time. I think you'll find that during periods of what seem like the doldrums of summer and you being to worry that something must be wrong because they are showing little to no progress and then all at once your little one exhibits some big skills and they all seem to present at once -- just in time.

I've used the AOP BSIS in the past and it wasn't that great - does anyone have any recommendations for some type of course (scheduled or at least some type of format to follow along) that would teach the basics in word processing, power point and whatever else a college student might need?