Oh, sorry. I hadn't thought about going on to Australia. That is unusual. What a shame she has so much time and can't go anywhere. The international terminal has all the usual overpriced food and shops. Sorry I couldn't be more helpful.

I presume she is travelling on to another NZ location on a domestic flight. The information above is about travelling on another international flight (therefore not having permission to stay in NZ). The normal procedure if you are travelling on to another domestic location is to clear customs at the international terminal and then transfer to the domestic terminal to check in for the next flight. You will want to check whether her luggage is checked all the way to the final destination, or whether she has to retrieve it in Auckland and recheck it for the onward flight. I am not sure about what she can do during that time. I guess it will depend what time of day and day of the week the layover is too. I am 90 minutes south of Auckland and am happy to answer any more questions. PM me if you don't want too much info out there.

Did you realise that Mystery of History has audio?

Yes please

The Dunedin Study. They are now 45 years old.

I have watched all of these for free on youtube. They may get taken down for a while but seem to reappear regularly.

Agreeing with a lot of things that have already been said. We cleaned up his diet fairly early on and it helped, but not enough. He was about age 12 when I heard the advice (from some lovely ladies on these forums) to work on relationship. Once he realised that I was on his team, we were able to work together to solve issues. Previously, he had felt it was him against the world. The biggest change for us came with ADHD meds at age 15 and my only regret is that we didn't do it sooner. We also saw the effect of a fresh start (change of location) not long after that. Recently we have added anxiety meds to the mix and have seen another leap forward from that. I could not have imagined, when he was 12, the son I now have (age 20). Not only do I like him, but other people enjoy his company too. He is doing very well at university, is repected by his peers and is even holding down a part time job in the field he wants to work in. It is not easy. But I wanted to let you know that there is hope.

Logan has chosen no writer with 50% extra time. Occassinally that has meant taking a B when he should have had an A, but he is comfortable with that. If he were limited to 10% extra time (or if there was a chance of failing) he would definitely take the writer for non-maths exams. At least you have some time to work through the options and let him decide what he wants to do.

Yeah, a writer doesn't really work for stem subjects, especially since they are unlikely to have the subject knowledge to understand how to write advanced maths or science notation. Is he taking maths classes at Vic? I would contact Canterbury to see what they will do. Also, feel free to let Vic know what Waikato does. I am happy to pass on contact details for Accessability at Waikato if Vic wants to talk to them.

Wow, I am surprised they are saying 10% max. Good thing he is not planning on continuing at Vic. Hopefully Canterbury will be more helpful. We just keep getting asked "what do you need to be successful" and my problem was I didn't know what was possible. We ended up getting approved for things that he has not ended up needing (writer, notetaker) but it was nice to know they were there if needed.

I think it is time for you to talk to the University directly. You will want the Accessability office (used to be Disability). My understanding is that all NZ universities follow the same system. Our experience with Waikato is that you cannot use Latex, only Word. Logan gets a paper test and a digital test in Word and can complete whichever parts he wants in either format. He generally does some on each as writing and typing (for him) use different parts of the brain so it helps with fatigue. But you also shouldn't be limited to just 10% extra time. Yes, that is the default, but it is very easy to get that to 50% with the paperwork that you already have. Some people get 100% but that takes a lot more hoop jumping to get the extra funding for supervision. I have worked at Waikato as a test supervisor so I got to see what accommodations were being used. We found Accessabilty very helpful, and their goal was to provide you with what you need to make sure that your test results show what you know. It does take time to get the accommodations in place at uni, so it would be good to contact them this year so that you know exactly what is possible.

We had a similar situation. No Dyslexia, but everything else you listed, plus Autism. Beast Academy didn't exist at that time, so we used other things and jumped into AOPS at Algebra. Online courses were not an option for us due to budget constraints and time zone issues. We just used the books and that was perfect because he could go at his own pace. There is no need for you to teach it as it is written to the student. You have the benefit of time because of the age of the student so I would not worry about completing a book each year, just take it at her pace. With the benefit of hindsight the one thing I would do differently is to look at medicating the ADD earlier. We didn't do meds until age 15 and I wish we had started them at around age 9. It would have made a huge difference. At the time I was concerned about labelling my kid, yet he had already been labelled by others as naughty for not paying attention. I was concerned about the meds changing his personality or making him a zombie, but his conclusion was "they help me be a better me'. So my recommendation would be to look at diagnosis and treatment of the ADD and work at her own pace through the AOPS books

Can I have an invite too please?

I haven't read that book, but I am familiar with intermittent fasting and lower carb/higher fat eating. First, I assume you meant hyperglycemia (high blood sugar) rather than hypoglycemia (low blood sugar). The increasing salt comment will be to do with a lower carb diet. Refined carbs hold onto salt in your body. When you reduce the carbs you need to increase salt so that you don't get electrolyte imbalance (sometimes known as keto flu). The hours given for intermittent fasting refer to the time from your last food one day to your first food the next day. So if I eat only between 1pm and 7pm (which is my current norm) I have 6 eating hours and 18 fasting hours (often referred to as 18:6). Sorry I can't comment on this book specifically, but hopefully that has explained a few things for you.

We are moving to level 1 as of Midnight tonight.

Off topic, but I want to thank 8 for sharing these stories about her DS over the years. I remember having the same type of reaction initially, but am so glad that I have been able to learn from 8's experience with her DS and work on employability with my DS. We are not there yet, but I am seeing light at the end of the tunnel, and his chosen area of study seems to have employers who are Aspie friendly.

This was our experience too with an ASD, ADHD, gifted kid (currently studying Electronics Engineering). Play with the rods, explore the relationships between them, don't even introduce written work until you know he gets the concept.

Forgot to say that ds gets computer use as well as extra time. I'm not sure about NCEA, but uni only allows Word for the computer use so it is useless for maths. Make sure you ask for extra time as well as computer use, maybe even a writer for maths if that would help him. My ds prefers to do it himself but needs the extra time even if using the computer. If fatigue is an issue, another thing you can ask for is only morning exams (or only afternoon exams - whatever suits best) then you are guaranteed only one exam a day. We do only mornings, and it has been really helpful for uni tests scheduled 7-9pm. He just sits it the following morning.

We did this test through Te Kura three years ago - not the typing part, just the handwriting. It is really basic. They just looked at words per minute. You can see the actual instructions here, including the cut off for extra time (under 12 wpm for year 11 - my ds tested at 6 wpm and gets time and a half for exams at uni). It is not meant to be something you prepare for beforehand. Just think of a topic and start writing. It is not judging quality, just quantity. So, yeah, take your time.

Sorry, I can't help with lining them up, but I have just finished "reading" the unabridged (audio) through librivox. I don't have time to sit down with the book but can listen while getting other things done. Maybe something like this would help.

I'm not sure that the mosquitoes are any worse here than anywhere else. Maybe once or twice a year I will hear one while I am trying to get to sleep, but that is all. If you are out camping or hiking it can be more of an issue but we have no bears, lions, snakes, poisonous spiders or ticks, so its not a bad place to be.

No, it is not normal, but that is no normal house. That's 3500 sq ft of house on a huge chunk of land within commuting distance of Auckland city. If it had a price on in it would be in the Millions so I guess they are just trying to see what someone will offer. I had a look at what other properties in the area were selling for. An empty lot, 1/20th the size of theirs is close to half a million. So, yeah, nothing normal about that house.

If he is allowed a writer in high school then he will be allowed one at Uni as well. My ds does not use a writer at Uni as he would rather type, but he is entitled to one if he wanted it. He does get 50% extra time on all his tests and exams because of his slow writing and has found that a huge help. The other thing we have done, that most people don't seem to consider as an option, is to take Uni at a slower pace. Ds is currently taking a half workload (straight A s) and we are hoping to get him to 3/4 but not sure how long that will take. We are also dealing with Autism and ADHD as well as the working slowly, so I would rather see him take it slowly and experience success than to attempt full time and crash and burn.

I totally agree with this. There is no way, at age 11, that we could have predicted where DS would be (either academically or socially) at age 17. Keep your options open. Play it by ear. The right path will become clear when it is time.

I have used level 4 through to Algebra, in three different situations. 1. For my gifted DS (who was doing Algebra at age 8) - I did reduce some of the repetition for him. 2. For a fifth grader who was way behind - he was caught up to grade level in just over a year. 3. Level 4 with a group of remedial 4th and 5th graders - they finally got what math was all about and made huge progress. I found it worked really well in all these situations. I haven't used the earlier levels because my DS started with Miquon.