And they may never own a goat....My friend is driving back and forth a lot while mothering 4 young children. She’s likely going to think I’m nuts when I ask her about possibly owning livestock.

The property is not a working farm and is used by the family wanting to own property and get back to nature with the kids. The tractor is used to manage the land. I like the look of the following book: https://www.amazon.com/Home-Creamery-Products-Recipes-Fraiche/dp/1603420312/ref=sr_1_2?keywords=How+to+make+butter&qid=1561814998&s=gateway&sr=8-2 I also like the look of the following apron: https://felicitysewingpatterns.blog/2017/03/18/free-pattern-cross-back-apron-for-mothers-and-daugthers/amp/ Maybe I’ll stitch an apron and give her the book or chicken gift. When this family bought the property and moved out, the subject of butter churning started to come up jokingly. I could see them possibly keeping a goat or two. I’ll ask when I see her.

At the moment, they do not keep cows or goats.

I’m so clueless. What do I need to purchase to make churning butter easy as possible? Are the grooved, wooden butter paddles necessary? Product links would be appreciated. This is a gift for a friend who bought a ton of land and moved out into the country with her DH. The couple have 4 children, chickens, and a tractor. A functional butter churn seems like a fun and appropriate house warming gift. Thanks in advance...

To answer your questions, my DS does not struggle with understanding social norms and is extremely funny. My DS is diagnosed ADHD inattentive, and I don't agree with that diagnosis; however, I roll with it because his processing speed and working memory scores are low. My DS presently serves on his uni's SGA and is an officer in his fraternity. He's an extrovert, so I don't see setbacks from 8-10 years ago to be a current problem. The one thing that I regret is not taking him to a really good ped PT sooner. ETA: I also regret not working with a CBT for EF issues sooner. Pulling DS from the classroom so that I could accommodate him without the stress of the classroom was the best thing we could have done in our situation. By pulling DS from the classroom, he was able to meet with the therapists that he needed during the day. DH and I worked hard to ensure that he maintained relationships with peers outside the home. As DS hit high school, he was able to attend co-op classes following a university model. Lastly, outside of voting in every federal election, I have done nothing political to draw attention to SLDs. I seriously doubt DS would have ever wanted to attend a camp for kiddos with DCD.

-My DS turns 20 yo in November. He was in the 10th grade when we found a ped PT that seemed to really understand motor based issues and their affects on behavior. DS was diagnosed with multiple SLDs as an 8 yo, but some of what we were seeing felt off, like we were missing a vital piece. The ped PT seemed surprised that DS was not diagnosed with DCD. And so that you know, my DH's family has a history of bi-polar disorder, SPD, and dyspraxia while DS was diagnosed with dysgraphia. As a young student sitting in a classroom, son bounced around and was unable to sit correctly in a chair. He was highly uncoordinated. Though he loves sports, DS was never picked to be on a team during recess. Peer rejection became a secondary issue. It was annoying and hurtful, but we managed it. Probably the best things that we did for DS were threefold: accommodation, therapy work, and service. DS was accommodated by coming home to homeschool where he typed or I scribed his school work, assignments were modified/shortened, and his subjects were taught in a way that suited his learning style. Over time, he became functional and was able to successfully complete his school work alone. I tomato staked him for years. Therapy work included meeting with a writing tutor for 2 years plus working with the ped PT for motor and a CBT for EF issues. Son still periodically meets with the CBT. While working with the ped PT, DS completed weight training, balance, and exercises that involved bilateral coordination, and the results have been life changing because he now sits properly and knows how to swim. Lastly and from an early age, DH and I reduced his focus on himself by fully including DS with work around the house and assuming service responsibilities at our church and within our community. DH and I both served on son's cub scout steering committee. DH coached son's Upward soccer and flag football teams. DH and DS have a very good relationship. My son is a valued and respected member of our church's ministry and has ample opportunity to deal with loving adults that are not his parents. Son also enjoys a healthy friend group. Ironically, his peers are the same young children that used to exclude him from participation in recess games. As a young adult, my DS is extroverted and doesn't suffer from any obvious social issues. Looking back, I suffered a ton of angst over my son's SLDs and motor based issues. With appropriate supports, he has been able to do well so far. ETA: I have been reflecting on this more. DH and I nurtured son's hobbies and interests.

The TM lesson recs are insane. I only homeschool 180 days. I’m not even sure public schools teach more than 180 full days, but whatever... I used the CPO Life Science text with my son when he was in the 7th grade. It was his first year of homeschooling, and he came home not loving science. I never had the teacher manual, just the classroom text. Anyhoo... As I recall, we spent time learning to text map and read/use a text book. I taught him to mindmap and outline using the text. For the life science content, the CPO text worked as a spine which I supported with trade/science type books. Son watched documentaries, performed Janice Van Cleave biology and growth experiments, and used a microscope for creating and looking at slides. We also used a basic Holt Life Science text to support teaching outlining. I recall DS creating and presenting a mitosis presentation to DH. For the human body, DS used an online Fusion Science unit that I purchased on sale, but he didn’t enjoy it that much. I think he worked on life science 3-4 days per week. Lab experiments took time but I never clocked it. Does this answer your question?

No, but they look great!

You are correct. That example is wrong as blazes.

Have you looked at Developmental Math?

We used the OT and NT survey by Starr Meade and well as the resources from Ligonier Ministries. Some of the Ligonier classes are free; however, we wound up purchasing a yearly subscription. DS read the Sovereignty of God by Sproul, used a Reformation Study Bible, and kept a Manners and Customs of the Bible nearby. Packer's Knowing God would be excellent.

Well, my neighbor had a golf cart and they must have been related in some way to a family living near the front of the subdivision because for a time, 2-3 girls were constantly driving between the houses. One day, the kids and I were headed out in our car. About 100 yards in front of us, the driver of the golf cart was acting foolish by jerking the wheel and swerving back and forth. One of the occupants fell off the back. The driver never noticed her friend fall off and cruised off leaving her occupant wounded and bleeding in the street. DS and I stopped to help her. We placed her in our car and drove her home. The girl was crying and in bad shape. Son walked her to her front door...Anyhoo...We didn’t notice many golf cart rides after that. The girls looked to be about 14-15 years old. Maybe, call the police and discover whether it’s legal. We don’t have an hoa.

A friend of mine used it with her DD, so I’ll need to ask her how she purchased it. I do know that she bought the entire program. https://www.mheducation.com/search.html?searchQuery=Sra corrective reading and comprehension&page=1&sortby=relevance&order=desc&bu=seg

I’d like to say that we had our act together 8+ years ago, but that would be untrue. DS initially used LA with text books because he was sitting in a classroom and required to answer questions for history and science. Immersion tech with Amazon Kindle and Voice Dream technology was developed after DS was already using audio with text books. I don’t know whether using text with audio was lower stress. We were simply doing the best with what we had. Ultimately, I suggest you play around and do what is best for your situation.

We built up to immersion reading. In 5th grade, DS was listening to LA and holding an actual book and reading along with the audio. After that step and around 7th, DS used to enable the TTS function for his kindle ebooks with his Kindle Touch. The VoiceDream app usage started in high school when I applied for the free Bookshare account and quit paying $120 a year for Learning Ally subscription.

You may want to look at the SRA Corrective Reading Comprehension materials for inferences, nuances, sentence structure, and overall comprehension.

My son didn't use his academic planner either, so I'm seizing it for next year with DD. However, I also found 2 red solo cups filled with folded 3x5 cards in them. The cards were dated and contained assignments with checked boxes beside them, so he's using some sort of system. It's driving me batty.

You should probably speak to the uni’s DSS office. My son will be applying for those waivers soon. He receives academic scholarship, and the uni admitted him with ACT scores and a completed high school transcript. DS submitted his np report and was told to make the request through his selected college’s dept head. We were told it would not be a problem with the appropriate testing documentation.

Thank-you..I'll correct.

I don't know why you'd be angry for the boys. What was the goal? This is a perfect example of why schools are failing if during teacher training you were working on read alouds (and I'm assuming the goal was fluency) with a group of older dyslexics/non-readers. It is very unpleasant for unremediated non-readers to read aloud in a group. Were you trained using Slingerland? Did these students have access to audio books and devices while in the classroom? These boys would have been better served by working one on one with an OG trained reading specialist and having free access to audio books.

My local dyslexia school used to have their new students complete a brain study/poster board type project so that they could understand plasticity and how the brain works. Students presented the info to their parents. I learned this while interviewing the school for possible placement. Anyhoo... Knowledge of brain plasticity, synaptic pruning, and the brain’s ability to form new neural networks with multi-sensory teaching is helpful information, and I used that knowledge to assure DS constantly that he could and would learn. My son was not always motivated, but then most children lack motivation at one time or another. Lack of motivation is perfectly normal. I used rewards for efforts and told DS on a regular basis that dyslexia, dysgraphia, and dyscalculia all SUCK. Yes, I used that word. I affirmed that learning for DS was difficult....I just don’t see the point in tip toeing around that fact, and I emphasized that irregardless of how either of us felt, work would need to be done to overcome his issues. Remediation for reading ended by 7th grade. Honestly, DS considers dyslexia to be a non-issue. We never discuss it except for when he spells in front of peers on a white board. He’s funny and upfront about poor spelling. My DS has always known his SLDs and only learned of the specific numbers about 13 months ago when he was tested for uni accommodations. That was also the first time he sat with a tester to review scores. He advocates for himself well and has never complained once about not knowing his numbers. DS is not motivated by numbers at all except for keeping his gpa high enough to not lose scholarship. Overall, I think using numbers as a motivation tool is a very bad idea. If students are provided their numbers, they need to understand brain plasticity and be affirmed when learning gets especially hard.

DS took the following to uni: 6 cup Brita water pitcher that fit inside the mini fridge, velvet clothing hangers, shoe rack, bedding, smallish laundry basket and laundry bag, toilet paper, laundry pods, paper towels, bleach wipes, Ikea cart (stored dry foods, plastic cups, and disposable plates/eating utensils), storage box containing office supplies, 2 surge protectors, gel mattress pad, metal over-the-door hanger, laptop, printer, $15 stick vac (this sucker was actually used), BHG 4-cubbied bookcase (he used it for organizing text books and class binders), tool kit (which he stored in his truck), painters tape, 3 towels/wash cloths/hand towels, and personal care items. Bathroom was en suite. Next year, DS will need cheap shower shoes.

Ugh, no...Current level with an early elementary student who is diagnosed dyslexic is of no importance when they are receiving systematic and explicit multi sensory reading instruction with a committed teacher. They catch up. I accommodated with audIo books and scribed/taught typing until son's "eye reading" caught up and exceeded his grade level. Son could always comprehend when he heard story and information.

Through the Apple Education Store, my DD’s iPad cost $409 plus tax. A basic Lenova Chromebook will cost less than $300. Apps are much better on the iPad and there’s no fussing with a microphone. My DD uses Siri for speech to text, Inspiration, Audible, Scratch Jr. Programming, DragonBox, and types Google documents using a bluetooth keyboard. Strangely enough, we have not used Pages. DS started on a PC using Word and slowly converted to all Mac products by college. Mac works much better for accommodations and the Microsoft Surface products cost about the same as a Mac. For the OP’s situation, I’d use either an old, stripped down PC or a Chromebook for typing. Maybe, save and purchase a Mom iPad later.

We discussed the language substitution with DSS last year, and they indicated that it would not be a problem. He’s been consistently diagnosed dyslexic since late 1st grade. If the university chooses to perform an about face, we’ll reevaluate son’s presence at that campus.