Be careful about bumping up with fictoin reading unless you preread it all and are aware of her sensitivities. Many gifted kids have certain emotional sensitivities. THere are longer text picture books that can take her a half hour to read. Fables and folklore from around the world are common ones. Some of the harder picture books like Patricia Polacco also are excellent and worth reading. Read aloud's on higher level vocabulary books read by you. Or if you are too busy or voice gets hoarse, borrow audio books from library or do audible.com. Let her listen while she plays, drawing, painting, building with blocks, organizing her dollhouse or whatever. Someone already said about Five in a Row. ENgaging her in the book and the art in the book not just flying through the text. Perhaps some issue is with boring curriculum and workbooks? Avoid them! Critical Conditioning by Kathryn Stout tells how to use any book and turn it into reading comprehension and critical thinking skills. Also pick curriculums where they can move along at their level. Like SPelling Power for spelling. I am so happy we switched to that. Do you have opportunities for outside classes? Experiential nature classes? Museum run classes? Stuff like that? Yes to Charlotte Mason method. And immerse her in art making, Artistic Pursuits curriculum is great. And 'process not product' arts and crafts. And maybe teach her to knit (five is not too young). And for more reading have her reading nonfiction to herself. Some of the 1960s books on science and history that are more detailed and longer text are great. Check older libraries that have older books in circulaton. Such as the Robert McClung science books. To find best books read "Honey for a Child's Heart", it is worth buying. Hope something here helps.

I found a lot of information in the SENG book A Parent's Guide to Gifted Children by James Webb. It is not out of print you can get it from the SENG site. I am sure you will find many ideas and also a breath of fresh air from all the great stuff in that book. I also was helped greatly by attending a SENG parents group. Of lesser help but very interesting was another book by Webb et al "Misdiagnosis and DUal Diagnosis of Gifted Children and Adults". I realized I know a number of gifted adults that I thought were just intense, difficult people to be around. I see them in a new light now, a better light. HTH.

A general idea. Any child with any learning disability suffers from inconsistent learning. They can forget what yesterday they knew down pat. They have off days. I wonder if there is some LD of some kind and on top of it other things are happening that are due to inconsistent memory recall. Also if you notice she can learn better when she reads it but harder time when listening to the spoken nearly same thing, maybe it is an auditory processing problem. I have just finished reading Richard Lavoie's latest book "The Motivation Breakthrough" which is about all kids and includes special info for kids with LDs. It is 400 pages and a very useful book. Some things about LDs in general with kids and behavior, school and home life both, I learned for the first time. MOre info, I reviewed it on my blog here... http://thethinkingmother.blogspot.com/2009/02/motivation-breakthrough-book-review-by.html Lastly any teacher saying a child should stay back a year should have a face to face meeting. If she doesn't give you a meeting ASAP I'd call the principal for a meeting. That is ridiculous to get you upset with saying that and then fail to follow-through. Very unprofessional.

I saw a tutorial on YouTube doing a demo of it, a mom with a child. I would say to seek a consult with an OT about this. But for anyone curious about what it is about and the 'right way' to do the brushing check youtube.

Regarding the developmental optometrist, I have heard the phrase (and our doctor is a) behavioral optometrist, to check for eye tracking problems---that exam is NOT done by anyone but a specially trained person and so even an opthalmologist can say 'has 20/20 vision no problem' but that is NOT what Rod and I are talking about. My son has been helped with a reading plateau he hit and did indeed have an eye tracking problem. I know of about eight HS kids near me who were struggling to read and when heard my son's story went to get checked and sure enough have eye tracking problems (various ones). All are thriving under proper treatment and their moms can't believe the changes in reading progress and self-esteem. I can't believe after that eval you were not referred for therapies. OT in the least can help some of the coordination issues. You also mentioned sensory issues that often are helped with OT like someone else said to check the book "out of sync child" to learn more. I also wanted to say I'm almost done reading Richare Lavoie's book "THe Motivation Breakthrough" and for me it is the first time I'm learning some things about why LD kids wind up with low self-esteem and lack motivation to learn even when the adults in their lives are not the cause of them feeling like they are a failure (like HSed kids living in a loving home with gentle learning). Hope something here helps. Please get the eyes checked for a 'tracking problem' with the right doctor (behavioral optometrist or developmental optometrist). Oh one more thing, if your child is mixed eye dominant there may be some clumsiness issues related to that. You can do an easy check at home to determine eye dominance and see if his hand dominance is opposite his eye, if so he is mixed-dominant. That will explain some things. OT can help with that. Or Dianne Craft's plan for home OT using her 'brain integration manual'

Hmm the link didn't go through. Here is a link to one CT HS experiential nature school program if you want to see what kinds of things go on there. There are different classes with different focuses for kids from age 4 to 17. If you go back through to the beginning (sept 2008) you will see logs for the fall classes with photos. http://greathollow.wordpress.com/

I'm not familiar with the curriculum text you are using but I am going to assume it is the style of "him read it to himself and answer questions at the back of the chapter". And are you testing him? If that is the case it could have 3 or 4 root issues: a. maybe the text is totally boring b. maybe he hates to read then have to answer questions c. is his fear of being tested not letting him LEARN content d. maybe the issue is him not wanting to read it to himself (due to LDs?) Have you tried reading aloud to him from really interesting books instead? Or ditch the textbook and have him use a living books based experience where he reads to himself from good, interesting books Or have readings not associated with 'questions at the end' or tests? Narration is one option for checking comprehension and a better option for some kids to learn is--- EXPERENTIAL LEARNING, that is, at least for nature and habitats, to take an experiental nature science class where he is outdoors all day and learning by immersing in nature? We have two different wilderness schools near me (CT) for HSed kids. These must be happening in other states as well. A lighter version of these are also offered all over my state at Audubon Centers, where they run classes from 1-2 hours in length instead of all day programs. Sometimes all it takes is one change and to have learning happen through different channels to open doors to other subjects. **I am also reading The Motivation Breakthrough by Richard Lavoie right now, a book for parents and school teachers about kids with LDs, their attitudes toward learning, why they feel the way they do, how we can help them. While the book is not geared toward HS parents you can see what he says for parents to do can help us as parents, what he says are problems in schools can be avoided by the fact that we HS and then take some of the teachers advice and put it to practice in our homeschool. It is out in hardback and paperback and a DVD version comes out in Feb 2009. I've learned a lot that I'd not heard in various other readings I've done. HTH.

Yes we used the blocks. Over time my kids weaned themselves off them entirely for lessons and everything. I used MUS for grades K-5 with older son and age 4-through gamma level with younger son. I am a firm believer in the concrete to abstract school of thought and again for all lessons they wean themselves off needing them as time goes on. I liked the Ruth Beechick book about arithmetic in which she cautioned to build a solid foundation with teaching concretely and moving slowly to abstract thinking. Not sure if you read that, it was part of "The Three R's" which is really good solid advice for teaching kids from basically birth through end of grade 3. I also don't recommend doing anything that would cause the child to feel anxiety especially on the topic of learning math or on the topic of test taking. It is hard to un-teach anxiety over test taking or to get rid of math anxiety.

I am using TT with my son age 11 who has dysgraphia. He is doing a lot of the math in his head then he answers the solution into the computer to see if it is right. There is good space on the page to write out operations or you can use scrap paper. Son loves this independent type learning this year which makes me happy. I had used MUS since K grade and I do love that program but DS got bored with the format after 6 years. I am happy to have him learn directly from the lectures on the computer. A friend of mine with a 12 year old switched to VideoText this year and her DS likes it.

You would need to have her evaluated by a Behavioral Optometrist who can check for visual processing disorders like eye tracking problems. Those symptoms are on lists for different eye tracking LD diagnoses although they are symptoms of other things also. According to a book I read published last year a number of kids on the Autism spectrum (incl. Aspergers) do suffer also from visual processing disorders. My older son was diagnosed with one called convergence insufficiency. He had light therapy instead of 'eye exercise vision therapy' and also a prism lens in eyeglasses. His reading has taken off. This is after me missing symptoms that I thought were just laziness or lack of motivation to read. If you want more of our personal story and to read links that I blogged go here. http://thethinkingmother.blogspot.com/2008/04/ive-been-learning-about-convergence.html here is my long link list http://thethinkingmother.blogspot.com/2008/09/eye-tracking-problem-links.html Hope this helps.

Please consider reading Right Brained Children in a Left Brained World by Jeffrey Freed. He says 95% of ADD labeled kids are right brained learners. ABeka is very left brained geared learning. I worry that your new curriculum is a wrong fit. Most school teaching is left brained with left brained teachers who have no tolerance for right brained learners *according to the book author*. I myself have a very right brained learner who I HS that is 11 years old but he does not have an ADD label. However if perhaps he were ever enrolled in school he might have gotten the label. I was teaching using some materials recommended in TWTM and the learning was not 'sticking'. After changing some methods to 'right brained learning techniques' there is a huge improvement, it is amazing. The book can be previewed free on Google books and it sells for under $12 new on Amazon. Not a big investment, if your public library doesn't have it to borrow. I also learned from lectures of Dianne Craft, check her website. Here is one article comparing left vs right brained learners. http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm Note some use the term 'visual spatial' learners and some say 'right brained learners'. Try google searches by those key words too. HTH.

Have you looked at Real Science 4 Kids yet? Here is the publisher's site. They sell chemistry, physics and biology. My friend used it last year and said a unit can be done (a subject) in two months, it is not a full year program for Level 1. http://www.gravitaspublications.com/about/ You can read the PDF of the book online and see for yourself what you think. Due to the way it is laid out and the focus right in line with Trivium WTM I will be surprised if Jessie Wise and Susan Wise Bauer don't start recommending it. I have Level 1 (grades 4-6) and plan to do with my 6th grader this year. He had an eye tracking problem that hindered his ability to do a lot of self-teaching by reading but now I think he is at a place where doing the science with Real Science 4 Kids will be do-able. Their Level 2 is for Grades 7-8. Not sure which is right for your kids. My kids also do an experiential science class for HSers that is all outdoors and hiking etc for 6 hours. That is super perfect for ADD kids. I wonder if you have something like that in your area? We are blessed to have two different wilderness schools running programs like that in my state (CT). You wouldn't believe all the kids learn by being out in the real world, seeing and doing stuff and having zero book learning involved, it is great. My other friend's son did Rainbow Science, self-taught in grade 7 and he liked it as he likes a lot of experiments and hands on. But he also was reading at age 4 and a total bookworm (no reading issues) and he had always been a self-teaching type learner using curriculums and textbooks. Kids are so different that sometimes finding a perfect fit can be challenging.

I am not giving medical advice. I will share that when I was having trouble sleeping my NP told me to take a powdered form of cal/mag, put it in water and drink about 30 minutes before bed. I was told that way of taking it absorbs better than a pill form and is better for helping with sleep. My understanding is if a person is mag-DEPRIVED they will have sleeplessness so adding mag to a mag-deficient person will fix it and 'make them normal' that means they will sleep normally. In other words if a person is not mag-deprived then taking mag will NOT make them sleep more. I hope I'm explaining that so it makes sense. All supplements should be taken and dosed by a health care provider due to the overdosing concerns... What time is your child going to bed? Are you having a too-early bedtime? I find that parents I know who complain about this are forcing their kids to bed what I call very early (7pm, 7:30, 8pm). If you prefer a later sleeping situation you have to trade it off for letting the child stay up later at night. We have never had a bedtime here earlier than 9:30pm for our kids (we have always homeschooled so this has been possible for us). My friend used to put her DD to bed at 7pm then get mad she was up at 5:30am and I said, well, she slept 10.5 hours how much more do you expect her to sleep? Also other friends of mine have bedtime battles mostly resulting form forcing a not tired kid to falll asleep early (before 8pm) even on days when it is still sunlight out they don't get it when their kid is wide awake. How much physical activity does the child have? Enough? A child without enough exercise will not sleep as deeply and will not need as much sleep. Lastly have you considered that your child just doesn't need a lot of sleep? Some people are totally normal to need only 4, 5 or 6 hours per night and be completely rested up. If your child has allergies or sensitivities of various kinds (food, chemical, etc.) then that may be waking her up. Also is the bedroom cool enough? Enough fresh air? Blankets not too heavy? We all sleep better here in colder rooms, windows open when possible and heavier covers than when the room air is hot and the covers are lighter. I don't know your child's situation but I have been reading about giftedness and was surprised to learn that either requiring very little sleep or requiring a lot more sleep are two factors present in gifted kids and gifted adults too. Very interesting....

Echoing that testing will not tell you what curriculum to use or what level within each curriculum. Remember curriculum shoots to the middle just like schools do. So we should not be surprised when some children can speed through it and 'get it' when they have 1:1 teaching in a peaceful home environment. Think about it, mom teaching, no classroom distractions, fixing errors when they happen, it all leads to faster learning. I also use Spelling Power which has each child working at their ability level not just picking a general list of words by a grade number and forcing the kids to work though those lists. I have been helped also by doing learning styles tests (Discover Your Child's Learning Style) and realizing one of my kids is "visual-spatial" aka "right-brained learner". Now I have tweaked some teaching methods with my RB learner who was not learning well with left brained methods. The spelling has zoomed ahead and learning is faster and easier now. If you want to read more about right brained and left brained check the RB article by Dianne Craft here http://www.diannecraft.org/article-002.htm and the visual-spatial articles on Linda Silverman's site http://www.gifteddevelopment.com/Visual_Spatial_Learner/vsl.htm Much curriculum is written and geared for left-brained learners. If you want more info on LB check google. and this article might help http://frank.mtsu.edu/~studskl/hd/learn.html The other info in the test within the book "Discover Your Child's Learning Style" did help me a bit figure out which types of curriculum to stay away from and which methods to use or stay away from with my kids. It also helped me realize MY preferences and needs versus theirs and how we really need to be sure we are not just pushing our best way of learning onto our unique children who are NOT us. LOL. HTH.

If you have read the Bob book to him he may have memorized the word as a sight word. At 18 months my older son had memorized the look of the word pizza. We were driving through a town that we are not usually in and he pointed to a pizza restaurant sign and said "pizza"! There were NO images of pizza anywhere, just the restaurant name which was an Italian person's last name with Pizza after it. (That child was not an early reader, I taught him phonics at age 5 in K grade and finished up in beginning of 1st grade when he was 6.) It is none of my business but I will say this too as I'm really curious. Why is your 2 year old seeing a Bob book? It is not a book to read aloud from, it is intended JUST for reading practice when teaching reading. They are not even good stories so IMO are not worthy to ever read aloud to any child, even to a one or two year old. I would say to put away all phonics readers and easy reader leveled books until the child is learning to read. Instead read aloud to the child from real, normal, good picture books. (I hope the Bob book was lying around due to an older sib using it to learn to read.)

I am finding the most helpful info in books by James Webb MD. Read the SENG site. Consider joining a SENG group. I use a lot of active listening and acknowledgement of feelings in my talking with my kids. The model I refer to is talked about in "How to talk so your child will listen and how to listen so your child will talk". Also letting them tantrum and get the rage out rather than trying to squash them from feeling their emotion is important. My early parenting advice from the books by Dr. William Sears put me on the right path... I watch what they eat and drink because certain foods make moods worse than they usually are and have set off some horrid moods and fits. I also notice when my kids skip meals (after refusing to eat what is presented to them and asking only for junk food or something like that)---when they skip meals real problems happen. I also notice when we're too busy and don't have enough down time or fun time, when we rush to too many appointments and then try to cram the homescooling things get really out of whack and the kids can snap easily and be intense. The intensities are very hard to deal with. I know what you are dealing with. Hang in there. I feel like it is a constant balancing and juggling act and don't have simple solutions, it is a contant work in progress.

The other thing I hate is when someone says you are doing harm by having your child do work above grade level when they are gifted because what they should be doing is other/different work geared for gifted kids.

It sounds like BJU is not a perfect fit. However since you have it already you might as well use it. I would suggest teaching the concept in the lesson and keeping the lesson time to whatever is working for your child, i.e. does he burn out after 20 minutes, 30? Stick to the lesson time by the minutes and stop when the time is up rather than focus on the lesson. In other words don't burn your son out by doing the lesson if it takes too long and is too much repetition. I hope I am making sense... Then when he is getting all perfect work and gets the concept, just go forward however many pages you have to skip to get to the next new concept. Then pick it up from there. There is this thing that is so funny when I see it in other people but I am still guilty of it. It is when we feel our children should do every single problem or every single page in a workbook or text. If they get it, move on, especially with a topic like math. You can't exactly skip forward on history or science, right? KWIM? I had just changed from my much loved MUS to Singapore for my 3rd grader and am finding Singapore way too easy for him. I am having him fly through the text and not do the workbook for the extra practice. We should be done with the entire A (half year book) in less than a week. That would mean it took my son 4 weeks to do what is supposed to be a half year curriculum. I had used the placement test but IMO it put him back too far. Groan. Money wasted. Oh well. The reason I'm sticking it out and not just chucking the entire book is that it is covering two topic that MUS had not taught him yet, metric system and fractions. So I'm considering this review for now and he is just learning two new concepts out of the whole book. Then we'll move on....

I am happy to hear that news. My son did well with light therapy. That ended in June. My next challenge was finding books that were laid out with font that was read-able as a transition. He was 10.5 then (turned 11 in August). He was on Andrew Clements books and otherwise comics and magazines. However he has jumped from the intentionally laid out books by Max Elliot Anderson and then to My Name is America (like Dear America but for boys) and then (gasp) in the end of July and August he read Eragon and Eldest. So I know how you feel!! I blogged some transition books if you want to read my blog post on it. http://thethinkingmother.blogspot.com/2008/08/transition-books-for-children-with-eye.html For more on the topic click on the label for eye tracking problems below that post. I am so happy your DD is making progress with her reading!

Regarding what Sandy said: Wow that got me angry to hear about! That incident justifies IMO a conversation with that mother about what she did being totally out of line. I don't know if she is a mother you will ever see again or will see on a regular basis. I'd give her a polite but firm piece of my mind if I were you. My older son (11) has two LDs which are pretty minor in the scheme of things but they are still hard to deal with as I have the same challenges with what other HSers say, worrying that he's not keeping up with the Joneses and more importantly am I doing enough or the right things for him. I have a non-verbal nephew with autism so I see what it is like with a more rough road on the special needs arena. My heart goes out to all the moms dealing with all the various LDs and trying to homeschool them too. (hugs to all)

My son was suspected to have an eye tracking problem. I sought advice from a mom whose child has Tourette's plus has eye tracking problems directly tied to that. Based on her advice we went to see her Behavioral Optometrist who uses primarily only light therapy. She said and I agreed the whole idea sounds a bit kooky but she said it worked. My son was tested and indeed he had a mild to moderate convergence insufficiency plus needed prescription glasses for reading. His treatment was passive treatment with a prism lens in the prescription eyeglasses plus 21 days of the light therapy, done at home with the doctor's unit. They trained me to use it. While not all kids, they said, do well with just one round (21 days), it was enough for my son. I was not interested in going to a HCP that was going to make us come in for office staff administered VT at high costs. (One person I know locally is spending $3K on that alone and that HCP does not take med ins.) I am mentioning this as maybe you could investigate doing the light therapy instead of VT, by changing HCPs. As a cost comparison, my son's initial consult and testing was paid for by my med insurance with just one office copay. He has had just one follow-up visit also paid by ins. with my normal office copay. The rental of the unit normal cost is $60 for 6 weeks rental. Training on how to do it was free. That $60 was not covered by my med ins. So even thought I thought the idea of the light therapy was weird it worked. Follow-up testing showed significant improvement in 'opening up the fields'. My son (age was 10.5, went from begging to just read Andrew Clements type books and begging to not read anything like history or science to now having finished reading Eragon and Eldest. He has upped his reading from my mandated 45 mins a day for HS lesson reading practice to reading all summer up to 3-4 hours a day all on his own. I am jumping for joy to say the least. If you wanted to research on this light therapy I'm speaking of the tecnical term is syntonic phototherapy. One more thing our HCP says he used to do only VT then tried VT combined with light therapy then finally tried just the light therapy and says for many patients the light alone works just fine and so he'd rather avoid the VT which is time consuming and expensive or frustrates the kids. Good luck.

You don't need a curriculum for preschool. Have fun, go places, play and explore. Cook and bake, make "process not product" arts and crafts. Read picture books aloud, read aloud and more reading aloud. For book ideas, check the book "Honey for a Child's Heart" which is heavy on books for preschoolers (some others start at older aged kid books). "Before Five in a Row" is great, as is, when the time is right, "Five in a Row". Check their website if you have not explored it yet. A great book for art "process not product" information is "Young at Art". If you are feeling craft challenged go to the library and borrow books about preschool aged kid crafts. There are a zillion books on the market (secular) written for preschool teachers to use (and parents). You can use those. A great HSing book (secular) that really stresses the very young years to start (and also goes up through high school) is "Fundamentals of Homeschooling" by Anne Lahrson Fischer. HAVE FUN and enjoy this stage!:001_smile:

My DS also loves LEGOs and building. When he was 9 we started the online homeschool electronics class Quick Study Labs, the Edison Project Electronics I. Between age 9 and 10 he did 4 levels of that course. Each course is 8 weeks. They use a snap circuit kit available from Radio Shack to do the experiments. There is a weekly quiz. If they don't score 100% they retake it over and over right then and there until they get a perfect score. There is a more normal a midterm and final test where they do the test online once and submit it for grading later and they don't re-do it. My DS hated the tests but I made him do them anyway. He loved the experiments. The course has always taken him about 90 minutes a week plus a little extra study time for the 2 big tests. Through this course he learned more about electronics then even my DH knew. A couple of times my DH had to help him and he would read the lesson and then could help him. This is the type of thing that I have NO DESIRE to teach my children so this course was great. They are registering now. Check it out. http://www.quickstudylabs.com/ (The father is Christian but the content is not religious per se except for once in a while when the instructor saying "God Bless You" or similar things.) Hope this helps.

For preschool grades I did simple letters, period. I used the program again when my son was bored with the Italic handwriting workbooks and I took quotes from a DK book about Star Wars as that was his high interest topic. You can use poetry or whatever you want that is on grade level for her reading. Have fun. I don't use Start Write for everything because it is more expensive to print off the sheets (11 cents for one sheet on our computer printer). It is cheaper to rely more on the Italic handwriting workbooks.

In March my DS was diagnosed with an eye tracking problem and needing prescription eyeglasses for a mild farsightedness. He had light therapy for the convergence insufficiency and it is working GREAT! In April I heard Dianne Craft speak. I had no clue who she was when I went into the lecture hall. When she spoke of dysgraphia I recognized nearly all symptoms in my son (age 10.5). My son had been tested with a verbal aptitude on IQ test of age 17. Yet his writing composition was below grade level. He also had terrible penmanship. His oral narrations were fantastic and his vocabulary was great but his written anything was horrendous. Also right then in his math work with multiple digit multiplication he was making errors due to sloppy writing, not being able to read his own writing and misaligning columns. Bottom line, I think he has dysgraphia. That son also had numerous 'food sensitvities" starting at age 2 with positive allergy blood tests back then. I thought he grew out of them. When I heard Craft speak about yeast overgrowth he has the symptoms. Some of the issues happening I thought were testosterone surges due to the start of puberty. This son is also a right-brained learner. Lastly that son is right handed for some things but left handed for others (eating, batting) but is left eye dominant. He is clumsy and has the issues Craft speaks about with mixed eye dominance issues. In May I began the nutritional plan of Craft's for yeast AND essential fatty acids. It was a nightmare. I kept it up for about four weeks then it all fell apart. I had a really hard time doing 4x per day supplements (one that needs refrigeration) with all the running around we do including meals away from home. Although I saw good results I was frustrated. I am going to retry it. I feel confused about expectations for writing composition. Also my son has had years of grammar including FLL1-2 and half of FLL3. Yet he does not put into real life use the info he knew (another symptom of dysgraphia). I called Craft for a consult in July and was told there is a 15 month wait. I keep crossing voice mails with Pam (her scheduler). I am now entertaining a private consult with someone else who is available sooner. I feel I need help not just with a verification of the diagnosis but the right-brained learner thing and someone who is homeschooling friendly who can help with curriculum picking, setting ed goals and such. I fear that expensive local regular testers cannot help with curriculum picking and ed goals as they punt that off to the public school's special ed staff. For example yesterday I was reading TWTM for 6th grade and added the hours of their proposed schedule and it came to 40 hours of instruction. Are you kidding me? And that is not including more work in penmanship, more work in writing composition, and yet more review of grammar. And no time for the OT at home either. Oh and I was planning to implement the brain integration therapy in September. I tried it in June and had HUGE cooperation resistance from my DS who found the figure 8 exercise very hard (no matter how simple it seems to me). Anyhow I wanted to say I've tried some of Craft's suggestions and have hope in some ways but it is hard to do it all and also I still feel I need guidance. I don't really feel supported but since our family is new to the LD label I have not yet sought out HS support from others with LD children.