Just wanted to chime in and say, my 9.5yo isn't reading. We don't have a great success story. We are still working it out but he's improving rapidly and ready for starting an O-G curriculum YAY! I am hoping to do apples and pears if his dysgraphia improves that he's able to write more than a word or two at a sitting. Just wanted to make sure you know you aren't alone. I needed to read this thread tonight. I joined this forum because I really feel alone and am floundering. I only know a very small handful of people homeschooling special needs kids and it is a very lonely road. I thought homeschooling was lonely . . . it's nothing compared to hsing a child with special needs :grouphug:

What is TTS? I was just thinking about how to get ds following along with a book while it was reading in audio. I am unsure how to start doing this and need some help here. . . just their normal readers? I'd love advice on this! As far as the OP, we have lightened up considerably. From what I've read about dyslexia, until they are really doing well, one of the most important things is to GO SLOW. I do believe in encouraging reading but LD are different from a child who is slow to read. That said, we are still in the very beginning stages of treating our son's dyslexia and other LDs. By backing off and making it fun has given him a WAY healthier opinion about reading and about all his work and therapy. For the past 5 months, we've done nothing but memorize sight words using pictographs, phonological awareness and games. I am just now starting to offer him books to read and he can say no - it's not required. I think Susan Barton recommends no reading until they are in her 3rd level. In the dummies guide to dyslexia (not sure that's the exact title), they talk about never giving too much info or they won't remember it! Funny thing, my ds is starting to move a lot faster now. We've done REALLY little and I am starting to realize it's like making the base of a snowman. Start tiny and keep making it and before you realize it, you'll be moving a LOT larger of a boulder. Just my two cents. I fully realize every child is different :)

My head is turning around on my shoulders right now from this thread. . . . . . . first can we define executive functioning.. . . . Our neuropsych and SLP define it similarly - the SLP calls it "thinking about thinking". She said she uses my ds' mistake on a standardized test as an example for her students (she is a teacher at a renowned university. Seem our DS is dyslexic and has other issues, he is solidly average, maybe a hair above average in executive function. The example is - choose the 2 things that are alike. Answers: a, c, 3 He chose C and 3 very quickly and confidently. Beacuse he was showing a pattern in this area, they asked for an explanation. He answered "because C is the 3rd letter of the alphabet". This is how she defines "executive brain function" I will admit that my ds is an odd case to even discuss. . . he has had a brain injury and also neurological injury. The majority of his issues seem to come from the neurological injury although none we diagnosed until he sustained a severe concussion (brain injury) last fall. To make things more confusing, I recently stumbled across an article about brain injuries "causing" dyslexia. Shocking to me because I thought it was genetic. It hit me hard when I read that. I truly think that dyslexia will be redefined in the next 50 years. . . or they will just rename it because there are SO many different language issues that are lumped under "dyslexia". As it is, we were told our ds is "phonologically dyslexic" and "visually dyslexic". I am not sure if that is "cutting edge" IRT diagnosis or just the way the neuropsych wanted us to understand that ds needs significant phonological and visual work! To make things more confusing, this was all just verbal. Because our ds referral was made for medical purposes, we can't get an official diagnosis of dyslexia without starting over. . . AND our neuropsych thinks that a lot of children get such great remedial treatment that their disability is "covered up" and they get a false "negative" when being screened for dyslexia. So if someone really did a great job helping their child deal with their dyslexia, it wouldn't show up on testing. Because of this, our neuropsych thinks we need to fall back on our ds' main diagnosis which is OHI (other health impairment). This will allow him the accommodations he will need for testing and any schooling he pursues! I hope I didn't muddle all these things further :tongue_smilie: It is really fascinating to read all these things. I need to ponder it all!

Thanks -- I made my own tiles and plan on buying Recipe for Reading! I may add in Apples and Pears for spelling in the future BUT I looked much closer and kind of doubt my ds could even get through 1/2 of a lesson at a time! ANYTHING with writing is a HUGE difficulty for him and the entire program of Apples and Pears seems to be writing based. While his dysgraphia is improving, he feels VERY frustrated when asked to write ANYTHING and our OT has recommended that we ditch anything with writing. Today he cried after having to write one word because he had already finished his OT and was exhausted! I do definitely agree that spelling should lag behind so I feel confident waiting on apples and pears for now! I did decide that I'd start using click n kids and I am considering starting typing instruction soon. The only thing holding me back is his therapy load is heavy right now and I am not sure we can start something "non essential" right now. Typing will be essential in the future but right now he needs other things more. I am waiting to hear from our SLP but she was the one that recommended we start an O-G program ASAP even though she's hoping to do Linda MoodBell with him starting this fall!

We are looking into Brainware Safari and I have heard that it helps improve executive function.

What is SWR and WRTR? :) :iagree: I was going to say that it's not uncommon for kids to be diagnosed with dyslexia between 8 and 11 so give yourself a break. I was kicking myself, banging myself on the wall, etc. I think it's a natural reaction :grouphug:

WOW - those are awesome. We are just starting to use the iPods more for special needs issues so I am really excited to see this post!

I have 2 seeker/avoiders. They both seek touch stimuli and chew a lot - they both have chewelry and chew A LOT OF GUM. One seeks touch and wants to be touched all the time. one doesn't like being touched. Both struggle with sound noise (especially chewing noises). We also do "touch therapy" which means they must have something like a stress ball, playdo or silly putty and use it for at least 15 minutes a day. For the chewing, we try to seat them across the table from the loud chewer in the family and we work to reduce loud noises or allow them to find a quiet place. What has helped us the most is coming up with a very STRONG sensory diet w/the help of an O.T. - we do ball therapy, weight therapy, touch therapy and chew therapy all at once for between 5 and 25 minutes. I also require about 15 minutes a day of jumping on the trampoline. Before we did, we had bloody fingers and bruised bodies from chewing, tearing cuticles, picking on things, etc.

I like the look of Apples and Pears but my ds also has dysgraphia and wouldn't be able to do that much writing. That is why I am actually considering making my own tiles to go with Recipe for Reading -- or buying tiles from AAS to use with Recipe for reading . . . if anyone has both, I'd love to hear if they think this is possible. I think the REcipe for Reading *could* work for him even the workbook. He may not be able to do all the writing though but I could do it for him. He does OT/HWT and Writing 8 (brain int therapy) and I don't want to overwhelm him. That is why I want tiles so he can word build without writing . . I am hoping to get a consultation with a VT. I am uncertain about VT because he has neurological damage to the right side of his body which causes some of his visual motor integration/coordination issues. PT/ST hasn't really helped him overcome his other right side body issues (i.e. limp and his mouth droops when he says certain sounds). The SLP is actually surprised that it's taking so long to correct his lateralization. OT has only been going on for 5 months so we have yet to see if it will work or not on his upper right side.

We are using HWT with our son who has significant fine and gross motor issues, dyslexia, dysgraphia, visual and auditory processing issues and a few more things ;) He LOVES it. Because he's a very sensory kid (also has SPD) and is sensory seeking, the chalkboard and the sponge are AWESOME for him. We use the workbook also but it's the chalkboard that he just LOVES and could spend a long time doing. He is 9. We are doing 2nd grade handwriting so we don't have experience with cursive. It also REALLY helps him to have the 2 lined paper. That alone has been WELL worth it for us. The way they have the paper spaced has helped him deal with his visual spatial issues IRT writing!

OK. . . your dd sounds a lot like my ds - he has auditory and visual issues as well. We are prayerfully considering VT. I have The Saywitz book from the library. And the Rosner book is on the way :)

I was thinking AAS over Barton because we don't need the thoroughness as much as we need the repetition and as you said longer time per step. My logic. . . and am happy to see another perspective. I am still so overwhelmed with all of this that it's hard to know if my logic makes sense :tongue_smilie: I'd love to hear how you are remediating your son's memory. We are working on it as well but I feel like we are slugging through it. . . I have been reading through the posts here about working memory. . *phew* it's a lot to take in! I forgot to mention that the neuropsych called my son "visually and phonologically dyslexic" so we definitely need to work heavy on the phonemic awareness! He didn't list that in the report but verbally because ds is considerably more impaired phonologically than visually. However, his SLP is going to be starting LindaMoodBells program with him :thumbup: I will definitely look into Apples and Pears. I hadn't heard of it :) Thanks!

I have been reading on the forum and am trying to compile all the info so I can make an informed decision about what we will use to teach him. I was taking notes so I am sure I missed a bunch of things. These are the things I am still considering. Orton Gillingham based Orton Gillingham's . . . although I am not sure which I'd prefer (Sensational or Go Phonics) Barton All about Spelling Spell to Read and WRite Recipe for Reading I am most seriously considering All About Spelling or Recipe for Reading My son's working memory is significantly impaired so anything we get will more than likely need to be "tailored" to him. He is currently working through Picture Me Reading which goes to about 3rd grade level. He does VERY well with black and white pictographs so we will probably need to "tailor" everything to pictographs :) Thankfully my dh is artistic ;) I am most serious about all about spelling because the tiles are VERY appealing to me :) and I want to do less rather than more work :) I have almost dismissed Barton because his dyslexia is moderate and his memory issues severe, KWIM? I'd love thoughts in case my logic is flawed or I am not understanding these systems. I only know what I have read here or in online reviews. . . and I have read SO much recently that I could be remembering things incorrectly :) THANKS!

Thank you -- I already realized that there was a link explaining COVT :) I missed it during my first read of this post ;)

Ooh, thanks for this info - I didn't know there were untimed tests out there :thumbup:

I was about to ask what PACE is. . . and what does COVT stand for?

My son has crazy fears. . however, he is a cancer survivor so for awhile he was afraid of his own shadow. He has been diagnosed with Sensory Processing Disorder, Anxiety Disorder and Depressive disorder. Rather than medicate, we have taken him to a classical homeopath. I was VERY skeptical about it but watched a friend's child improve so dramatically that I decided it was worth attempting to avoid medication. We have also done OT and he is on a therapeutic sensory diet. For our ds, it seems that when he has a very extensive sensory diet, his anxiety and depression is under control. As an adult with sensory issues, anxiety and depression, I find this to ring true for me. I also have a dd with sensory issues and ADHD. She doesn't have irrational fears (except of bugs which I find fairly normal) but reacts wildly to spiders.. . . I am getting much more into weighted items (vest/blanket) for processing the fear. I think the weighted items make both of them feel safer somehow. It doesn't cause the irrational fear to go away but for them to be able to process it. That said, my 2 dc with sensory issues are not aspies so I am unsure how much this will apply to your situation??

I couldn't stop thinking about this thread! I joined this forum because of that lonely lack of support feeling! I definitely understand that part! It is tough hsing a s/n child :hug:

I think if it is for your records you are okay. . . you want to know what he knows not how well he tests. We have a list of accommodations the neuropsych recommends specifically for our son and those are some of the ones they have listed :) .

I have mixed feelings. We held our son back this year and then got his neuropsych eval back. I regretted tremendously holding him back :( First, since I am brand new, I should briefly tell you our journey and his issues. My ds is 9.5 now. He is a cancer survivor and on chemo from 3.5 to 6. He either got nerve damage or had a neurological event while on chemo. He has (learning issues, there are other things he has) CAPD, Visual Motor Processing Disorder, Visual SPatial DIsorder, Visual Perception problems, dyslexia (SEVERE phonological issues), dysgraphia, dyspraxia, midline problems, and SEVERE impairment in his working memory. The reason I regret holding him back is that even in the current grade he's in, he is WAY WAY WAY behind :(. The only place we "use" grade level is church and it's caused massive meltdowns. Even with those issues along with depressive and anxiety disorders, our son is VERY mature and sweet. SUnday school teachers saw an older child, mature and began calling on him to answer a lot of questions. If it was about something that just happened fine but anything with reading writing or requiring him to remember something from 5 minutes before. . . disaster. We have worked it out by talking to his sunday school teachers and telling him we have no clue what grade he'll be in come fall. We switched to our saturday night service which is by age not grade ;) Thankfully, all his extra curricular activities are by age :) My new theory will be that in our home a child progresses at their own rate through materials they need and we call them grade level according to birthday. We will discuss special needs with anyone in our lives (extra curricular teachers). HOWEVER, once they hit high school, they will be in high school until they are ready to be in college or move on to something else. A disclaimer. . . I think it's okay for a child to be doing 3rd grade work and be called a 4th grader ;) AFA the other things in your thread, Brain Gym caught my eye. We have been using a combination of brain gym and Dianne Craft's Brain Integration therapy (which have huge similarities). We have seen phenomenal improvement in all his issues. He can now skip and do jumping jacks as well :woohoo Brain Gym is definitely something you can do at home - there are great resources if you want info I can post more. AFA the rest of the therapy he does, it's a constant growing entity in our home and I am gleaning tons from this forum ;) I definitely recommend a neuropsych eval. If there is a processing issue, you can figure out how to help him overcome it or make accommodations for it. WHen I do testing with my son, I will get special accommodations made. Most states require by law that testing services give accomodations (like more time, verbal instructions, etc). We have a diagnosis of OHI (other health impairment) so I have testing recommendations from ds' neuropsychologist. I want to know what he knows not that he is able to overcome his difficulties to test well, KWIM? Plus, the neuropsych keeps telling me that there are colleges that will make accommodations for special needs.

Thank you :)

I am not a classical homeschooler; however, I registered because I am finding your forum to always be coming up when I google about homeschooling my special needs dyslexic son. I finally registered because I am searching for more support information on his needs! Is it okay for me to be posting here? I will be respectful to others opinions. I actually enjoy the classical books we use in our HS but we are very relaxed, eclectic schoolers :) Thank you Jodi