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4KookieKids

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Posts posted by 4KookieKids


  1. 9 hours ago, ElizabethB said:

    Their little chalkboard and starting at the smiley face is helpful for reversals.

    Also, they have a thing called, "wet, dry, try." You use a wet small sponge on the chalkboard to write the letters or numbers, then the dry sponge, then the chalk.  The chalkboard also has them writing the letters in a nice big size. My kids thought the little chalkboards and sponges and tiny chalk pieces were fun.  The little chalk pieces are just the right size for little stuffies to do school with.  

    If you google "Handwriting Without Tears Wet Dry Try" on YouTube, you get some videos so you can see.  Their books are not anything special IMO but you might want to get the chalkboard, chalk, and sponges and use them with the writing you are currently doing to get in more fun practice.

     

    This is easy enough - we already have small chalkboards, sponges, and small chalk. lol. Thanks!
     

    7 hours ago, dmmetler said:

    The big benefit of HWOT is that it isn’t really a handwriting program as much as a fine motor development program that also teaches handwriting. The PK and K teacher’s guides and the methods and skills used are awesome. Once you get to about 1st grade, and even more to 3rd, it is a lot less unique and beneficial. I’ve done the teacher training twice and DD has done it once, and honestly, I think it’s a program that would be very, very hard to implement correctly without the training, because the workbook is the smallest and least important piece when it comes to fine motor development, and that is where HWOT shines. And I think the teacher training is actually a really good deal for a homeschooler because you get a set of ALL of the materials, which is all you need for one child at a time to go through the program (and you would only need an additional workbook for a second child). 


    Also good information! Thanks! It kind of reinforces my suspicion from looking at it that most of the stuff that I could buy from the store wouldn't be much more than I already do - but I will definitely give the training a look!

    • Like 2

  2. 16 hours ago, Lecka said:

    I don’t think it is magical for dysgraphia.  I don’t think anything is magical.  What you are doing sounds good to me.  

    That's good to know. I didn't want to skip it if it's the ONE thing that really would make a difference. But I also don't want to waste money if we're already (most likely) doing as good as we can!

    • Like 1

  3. Has anyone here had success using CBD with their children with adhd, anxiety, asd, or depression? DH wants to consider it. He is also ASD with adhd/anxiety/depression, and has been feeling better with it, though he doesn't find it improves his attention significantly. But he's only been using it for two weeks. Just curious to hear what others have tried or think. It's too easy to find websites saying anything I search for ("Changed my life!" right next to "No evidence for it!") I'm at the point of wanting to medicate for adhd and anxiety in two of my children, one of whom is also showing signs of depression. I've heard so much about medicine being a complete game-changer. We've already addressed diet and supplements and exercise. I wondered if CBD would help without having quite as many side effects as standard adhd/anxiety/depression medicine.


  4. On 12/19/2019 at 10:23 AM, Lawyer&Mom said:

    “Diagnosis later than 6 years of age was reported in one-third to half of children. Later age at diagnosis was associated with reported mild presentation.”

    I saw red flags at three, we didn’t successfully get a diagnosis until six.  It makes me feel better than a huge chunk of kids aren’t getting diagnosed until after six.  I’m not alone on my boat!

    An earlier diagnosis would have been nice, but my kid has a mild presentation with deficits that just weren’t quantifiable at an earlier age.  What can you do?

     

    We had red flags with all three of my autistics by age 2. I take a little bit of an issue with the claim in the article that later diagnosis were associated with mild presentations. Our presentations were NOT mild -- they just didn't fit the boxes nicely and weren't easily seen for what they were at that age. I didn't know what I was looking for or understand what I was looking at. Come ages 7 and 8, I'm taking an 8 pages single-spaced document to everyone we see, outlining all of the struggles/flags we've seen since age 2. Finally, with my oldest dd, it dawns on me that it might be autism, so I went and wrote out categories for social interactions, rigidity, and repetitive patterns, and when through my 8 page document to sort things into categories, and realized that *every single* issue in those 8 pages fit into one of those three categories -- I just didn't see the pattern when I wrote out the document as a linear thing based on time/age. I was dumbfounded and quite upset that I'd not made the connections before. For a kid who was almost given anti-psychotics because nobody could figure out what was wrong with her, I would definitely argue that her presentation was anything *but* mild. But she's a girl, and a smart one at that, and her presentation was not "typical." I'm not bashing the professionals; even I answered "no" to the question of her lining things like cars up -- only to realize the day after that she rearranges and lines up her books on her shelf and the clothes in her dresser on a daily basis. The questions themselves led me to look for a certain presentation, I feel in hindsight. Once I focused exclusively on the diagnostic criteria, she was clearly met it. 

    • Like 2

  5. On 12/19/2019 at 8:15 AM, PeterPan said:

    Oh dear. So you're saying my ds' score on the ADOS would have been *higher* if we had gotten it done before the social skills groups, the year and a half of ABA, etc. etc. Oh my. That could explain a lot.

    I think about this a lot with my three autistics. My ds wasn't diagnosed until age 7, but the professionals we saw at that point said we had been doing all the right kinds of "early interventions" that they would've suggested anyway (explicit social skills teaching, visual schedules, clear routine, etc.) - we just didn't know they were a "thing," and were making things up as we went along. By the time we had three more kids and suspected two of them were autistic, they'd been in speech and OT and had similar social skills teaching for years (we do lots of social thinking stuff in our "free time"), just because it's what we *did* at home. ADOS scores were near cut-off for both (one just over, one just under), but I strongly suspect those scores were impacted by all the interventions/teaching we'd already been doing.


  6. I wanted to write this update, just because I was laughing so much. So here's my child (from the original post) making "hopscotch" games to try to learn her skip counting (her own idea) because she still can't skip count easily from memory after practicing for over a year. Yes, I read the Ronnit stuff, and we're back at using C-rods and dice and cards and playing games a lot. So we've been happier and I'm not stressed or anything. 🙂 

    1933058916_IMG_1162(1).jpg.bca136450cbf4d8813a35770149adc7e.jpg

    And here's what the same child brought me when I told her it was math time, recently. "Oh, I already did my math," she says to me nonchalantly. I hadn't taught her this (see above comment about focusing more on C-rods, Ronnit and games...) She couldn't tell me how she got any of her answers, but *every single one* was correct. She just said her brain told her what the answers were. 🤦‍♀️

    1417396121_IMG_1055(1).jpg.8efc55c9f843ab6b9b7c967d080f41dc.jpg

     

    • Like 1

  7. I've spent some decent time reading past threads about HWOT and dysgraphia. I've spent some time looking on the HWOT website. I get that everyone raves about how it works - but can anyone tell me why? I'm not suggesting it's not worth the $, but I'd like to understand what I'll really be getting for my $ before spending it at least (and be assured that it really would offer something new/better). 🙂

    Currently, my dysgraphic kiddos practice their handwriting/letter formation the way taught in Spalding (clock letters begin at the 2 o'clock, with enough space to make the clock shape, line letters start near, always from the top, slight slant, etc., lots of details about how they should sit and hold the paper with the one hand, pencil grip, etc.) We do air-writing and multi-sensory stuff like kinetic sand or cloud dough or rice or tracing letters on various body parts. We practice a lot, highlight the bottom half of space to remind them where their "short" letters belong, etc. They do have low muscle tone and some core strength issues that we are addressing, but the fact remains that my kids aren't making the progress I'd like, and I'm not sure if it's because we really need HWOT and whatever it has that we don't already do, or if progress is difficult just because they're actually dysgraphic. (duh. lol)  [ FWIW: We have seen three OT's in the past who had no constructive advice for us, and we are not able to pursue another OT right now, so I need to figure this out myself.]


  8. I'm so bad at big picture goals that I usually just skip these threads! But I'll try this time, just because it'll be interesting to compare it with what we actually get done after the fact!! lol. I've really enjoyed our push to read more books together as a family this year. My oldest two have read the first five Harry Potter books and the Hobbit with me (takes so much longer than reading independently!! lol), and our entire family has read the first four Little House books together, as well as a few other classics a la Wizard of Oz, King of the Golden River, Pirate's Promise, and Reddy Fox. I'd love to see us continue this trend, and get into some deeper books (not just fun fantasy type stuff).

    DS10: Finish Barton, tackle IEW, work towards independence (though I'm not sure exactly what that means yet). He's flying through materials on Alcumus and has completed 2.5 years of middle school science material on uzinggo in the last 8ish weeks (low-output, I know, but golly he knows his stuff when I question him!), but I feel like the kid still can't independently feed and groom himself adequately, let alone remember to use his fork...

    DD8: Find something she loves doing and excels at. We just moved 1000 miles and she had to give up her one passion (there are no ballet schools within a 90 minute drive of us). She had made her peace with that at the time (though there's still been a grieving period), but now we're really noticing a dramatic decrease in confidence. While the little bugger is surely bright, she's very much 2E and the truth is that right now, almost *everything* is hard for her (academically, emotionally, socially, etc.) Nobody wants to be bad at everything. 😞 It does not help that she is currently refusing to do other things that she's really good at (she's a very gifted musician and has often used it to soothe herself, but has decided in the last year that she hates piano and violin, and so is refusing to play/practice). 

    DD6: Get reading fluent, learn lots of board and card games, and try hitting HWOT to address dysgraphia. She could easily be more accelerated than she is, but prefers to be climbing trees and wading in the creek, so her academics are extremely slight.

    DD5: ?? Until oldest finishes Barton, I'm not sure I have it in me to start teaching another kid to read... Biggest goal for her would be to wean her off of the ABCmouse that gets more of her time than I'd like when I'm busy with the older three... 

    All: Revive minority language (all but abandoned the last eight months as we prepare to move, and more and more difficult to maintain now that children out-number me and just use English with each other). Start learning Spanish. 1 hr of outside time each day, regardless of weather, on average (I'm setting a tracker that will keep a running average for me, and we bought good rain gear!). Try our hand at nature journaling.

    • Like 1

  9. Are there Spanish programs for kids that are completely audio/video based with no reading/writing involved? I know there are audio programs for adults (CDs to listen to in the car, podcasts, etc.) Just looking for similar programs for kids!

    We looked at Muzzy, which seems to have a preschool program with no reading/writing, but I can't tell if the upper levels include reading/writing, and I also can't tell if the app supports multiple child profiles (I sent them a message to ask, but haven't heard back yet.) We're doing the salsa videos, but ULAT looks a bit boring to my elem aged kiddos.


  10. 8 hours ago, square_25 said:

    For me, this stuff ties into all sorts of unsavory societal stuff about gender roles, but I think it's hard to talk about productively. 

     

    I feel like so much of our issues with my tricky dd tie into gender roles. lol. Even as their mom, it is relatively irritating that my ds gets so much more praise for his smarts than my dd's. I live with them. I don't care what the IQ tests show - she is at least as smart as he is. Even our pediatrician, at our well-check appointments, would brag to his student interns about how my ds is fluent in German -- without even mentioning that, duh, my girls are as well because we're a bilingual family... I have a girl (not my super tricky girl) who was scoring 170 in certain verbal areas of her dyslexia testing, but I'll be darned if folks don't like to focus on my son. It just feels so ridiculous at times, but I also don't feel like I can correct it without sounding... something. Not sure what exactly I'd sound like, but I know it would be uncomfortable. lol.

    • Like 2

  11. 8 hours ago, square_25 said:

     

    Mom of one what? 🙂

    Yeah, to be fair, when people do know what she can do, it also becomes a party trick. So that's not optimal either! I don't want her to think of her as a prodigy but I also don't want them to discount her intelligence because she's "normal." It's hard to describe what it is exactly I want. Just for them to see her as a whole person, I guess, and to neither be awed by her intelligence nor to play it down. To believe that a smart kid can look like my daughter. I think the problem is that she doesn't match people's stereotypes... 

    I'd like her to speak up for herself, but I can barely get her to, like, ask for paper when she's out of paper! She can be bossy with other kids but she clams up with adults. We do practice, but she has a long way to go. In kindergarten, she didn't tell her teacher she could already add or read, and her teacher had the mistaken impression she was learning things for 6 months, even though it was all stuff she'd done a year before. I did tell the teacher eventually when I realized, but I'm not even sure she believed me. "Oh, but she does her work so happily and doesn't want to add bigger numbers like I offer to the stronger kids!" (Yeah, that's because she can do those easily, too, and it's not more fun to do 7 + 9 than 2+3 when you already know both.) She's a compliant and rule-bound kiddo...

    I'm in a bad mood today (I've had a medically annoying fall and now have a wicked cough), so this was basically inchoate complaining. But I think it just made me sound like I was bragging. 

     

    I didn't catch the original post before it got edited, but I can commiserate. One of mine excels at tricking adults into thinking she's normal. Even trained, professional psychologists and psychiatrists. When asked why she answered a certain thing a certain way last year, she actually said, "Well, talking about ((insert real issue here)) is just weird and uncomfortable. So I just told ((the psych)) what I knew would make her happy." I have to actually document every issue/concern that pops up (good and bad!) and go seek out a specialist if I want to get anywhere. She must have pulled a really good one on the neuropsych, who actually wrote in his report, "The patient was pleasant and cooperative. Mood was dysphoric, restricted and tense." Our pediatrician couldn't stop scratching his head as to how she could come across pleasant and cooperative and also dysphoric and tense, and how this didn't ring any bells... 

    Funny story: When she was in preschool, she came home one day and told me her teacher had been teaching them to add, but that she hadn't told her teacher she already knew how. I asked her why, and she responded, "Because then she'll know my secret identity!!" And that's the only answer she ever gave... lol.

     

    • Like 3

  12. 2 hours ago, Lecka said:

    Something else to keep in mind — with multiple choice, you don’t know how kids do on coming up with their own sentence.  This can go two ways.  One, do they know how to form the sentence.  Two, can they come up with the answer when it’s not provided to them in some way — can they independently come up with the answer.  That can be different from selecting it, or being helped.  

    It can be good to check up on this because it is something that gets obfuscated by multiple choice tests and then shows up in a big way in writing.  This is a common kind of thing to happen with autism.  

    It’s a big can of worms, but kids who are not so natural at comprehension do not make the same gains from reading or listening on their own, as kids who are more natural.  It’s an area to look at doing instruction or intervention.  Or — it might not get a lot better.  This isn’t dyslexia where kids are often expected to have comprehension strengths.  It’s not kids who naturally pick things up by listening or reading on their own.  

    There are a lot of options and discussing and explaining are also great.  

    Mindwings is great!  

     

    I will check out mindwings. We had planned to try to start IEW with him after Christmas. We were waiting just to see if dd8 could get through Level 4 of Barton and potentially join him in doing it. Would that address some of these things, since you're talking about writing?


  13. 6 hours ago, PeterPan said:

    It means you need to work on inferences, and yes it's due to the autism. Can you go back to the SLP or are you wanting to do it yourself?

    We have since moved, and don't have access to a good SLP any longer, so I'm needing to do it myself.

    5 hours ago, Lecka said:

    I would say you need to work on comprehension with inferences as one category.  

    But she might have missed the questions from decoding issues and not comprehension issues, depending on how the testing was done.  She could have gotten the explicit questions correct from finding the answer even without reading very well. It’s hard to say because low scores ok comprehension can come from low decoding or low fluency.  

    She had the same discrepancy (100% of explicit, 0% of implicit) when the stories were read aloud to her, so I totally get what you're saying - but I think it's definitely more than decoding / fluency.

    5 hours ago, Lecka said:

    One kind of inference gets called social inferences.  On your other post where she is misunderstanding some social situations in real life, she might misunderstand similar ones in a book.  

    Some easy, non-social inferences can be things like:  Sam went inside and put on his raincoat.  Why?  (It started raining.). I am round, I can bounce, and children play with me.  What am I (a ball).  

    Those kinds of things are a lot easier than “why was someone mad at me?” But they are still things where the answer is not directly stated.  

     

    These are great thoughts. I'll definitely think more on this. I feel like this is one area where I don't even know how to make up good examples to talk about and need something scripted! lol. 


  14. 4 hours ago, arliemaria said:

    I think just reading widely and listening to audiobooks at a higher level than reading ability  can't help but improve scores.

     

    I’ve never heard of readtheory.org How does that site work?

    He listens to a lot, but I wonder if it's not his autism that hinders him from answering the questions correctly, because he doesn't get nuances and has a hard time seeing the forest for the trees, you know?

    Readtheory is basically like a test: you read a passage and then answer multiple choice questions about it. It explains why the wrong answers are wrong and why the right one is right after you answer them. It automatically adjusts the reading level of your passages based on how well you answered the questions on the previous passage (i.e., good answer -> higher reading level, more wrong -> lower reading level passage). It's pretty straight-forward. 🙂


  15. 1 hour ago, Lawyer&Mom said:

    So an update of sorts:  my second neuropsych said the first neuropsych actually did a really good report, but that my daughter’s social difficulties were too nuanced to show up on the toddler version of the ADOS.  They did show up on the elementary kid version.  So yay!  I wasn’t crazy. And yay!  The ADOS can work, sometimes!  But it would have been really nice if someone had told me the toddler test had limitations, and encouraged me to retest my kid when she was older.  Which I did do, but only because I insisted, and after overcoming a lot of spousal resistance.  The whole process still needs major improvement. 

    I agree it needs improvement. My dd8 got the dx even though she fell a point short of the threshold on the ADOS. I appreciated our examiner really listening to us when she made the final decision. In particular, she fell short of the threshold, despite being able to articulate things like:
    It's hard to understand people. In public, in a group, I'll say stuff like, "Yeah, yeah, totally!" But I'll walk away from the group thinking, "What just happened? I don't understand what's going." When I get in trouble for being mean, I don't understand how or why I got in trouble and I'm sad that people don't understand. I'm having a good day and all of a sudden I'm in trouble, but I feel so left out because I don't understand what I did or why they're so upset. It's hard because my brain just doesn't understand things. I feel left out because my brain doesn't understand things that other people understand. And even the things I do understand, I can't do in public because my brain gets so confused around people. 
    She's smart enough to have learned how to avoid a lot of social mishaps by withdrawing and it passes for "shy," and some other things she's learned just because we've taught social rules explicitly since she was 2 because my older child and husband are also autistic. And the older she gets, the more obvious the signs are - but it took me a lot to actually see them. (E.g., I answered "No" to the question about if she likes to line things up, like toys, cars, etc., and never once thought about how often she re-folds and organizes the clothes in her dresser -- several times a week -- nor did I consider how often she rearranges her books on her bookshelf so that they are in some kind of order.) Even the *examples* they give (cars, trucks, trains) lead you towards a particular profile, it seems, and caused me to not see what was so obviously in front of me. 

    • Like 3

  16. DS10 is 2e (dyslexia, dysgraphia, ADHD, and autism) and taking the PSAT 8/9 this year through Numats. He really wants to improve his language score this year over last year, but I'm not actually sure how to help him. I will not put him in one of those actual "improve your score" classes at this point. He's in level 6 of Barton and is reading voraciously, though I don't really test him on what he's reading, so I have no way of knowing how much is being skipped or missed. That aside, when he does sit down to practice a bit on readtheory.org (please, no judgement! It's all his idea...), he'll call me over for wrong answers, and the answers are just SO obviously wrong that I'm almost embarrassed for him. lol. So I walk him through the question and why the right answer is right and the others are each wrong, but he just makes the same mistake again next time. He makes all the classic mistakes (like choosing an answer because they use the same wording as the passage, or focusing on a detail but missing the big picture) but doesn't write down any notes or keywords or anything because of the dysgraphia thing making writing hard. Does it make me a bad parent to say that I want to figure out something he can do on his own to learn what he needs to learn? I'm quite busy with other kids whose needs are more pressing than improving a score on a talent search test, you know? He's motivated to learn it, but I don't really know where to start on something like this, quite honestly. 


  17. One thing that came up on dd8's most recent SLP eval was that she scored 100% on explicit comprehension questions on a story, but 0% on implicit comprehension questions. So one of the recommendations is to target implicit and inferential comprehension and question answering. I would've asked at the SLP about it, but at the time I was more focused on the dyslexia aspect of things. Since we've moved since then and don't see that SLP any longer, I thought I'd just ask here first if anyone knows what that actually means and what it means I should be doing? I do recall the SLP saying that it *could* be due to her dyslexia, but it's more likely due to her autism. I'm just not sure what that means for me -- just keep reading stories and talking about what's going on and what folks are feeling and why they're making the decisions they are? I confess that I don't really understand what "implicit comprehension" even IS.


  18. 1 hour ago, PeterPan said:

    Does she gain anything by saying that? Behaviors usually have a function, a motivation. If she isn't gaining anything, then I don't see a reason to doubt her.

    Only my attention and confusion. She has been known to say that it's fun to be sassy or rude because when you're sassy or rude, you get more attention. And she's open about doing things for attention on a regular basis. 
    So, yes... it's confusing. lol. I may try a different day. Or take those top 3 and try all different variations of those and see what happens.


  19. 8 hours ago, Lecka said:

    The overlays really work for some kids.  Both my sons have tried them, but it didn’t make a difference for them.  But it is worth trying!  An OT my older son saw, told me she didn’t see it help too often, but when it did, it made a really big difference.  And it is easy to try.  

    Ok, so can somebody tell me if she's pulling my leg, or if this sounds at all legit? We got our overlays and I was just laying two at a time on two of the Barton stories and asking her which one looks easier to read . One color makes the words look "fuzzy," another makes them look "moving," and yet another makes them look like they're "jumping," she says. A few made the words stand still. With yellow on the left and pink on the right, she says they're about equal, but with yellow on the right and pink on the left, she says pink is fuzzy. She says her left eye just likes yellow more and her right eye likes pink best. I said that sounded ridiculous and asked her what words looked like without an overlay, and she said the letters just look like they're turning into a different letter all the time.  I paired them 16 different ways, so not exhaustively, but each one was in 4 pairs, twice on the right and twice on the left. If I group them by wins, 3 colors count 11 wins total, and the other 5 colors won for a total of 5 times, so there's a clear preference for three of the colors. So if I start trying them, what kind of difference am I looking for? Immediate? Long term? Actual improvement reading, or more attention with focus? I can't quite shake the feeling she's pulling my leg a little. lol. 

    I didn't tell her anything before hand except that we were going to make reading more fun with pretty colors and then asked her which she liked best.


  20. 15 hours ago, kbutton said:

    I think it's kind of rare, but some people need colored filters for visual work. https://irlen.com/what-is-irlen-syndrome/   It's probably somewhere between woo and a fancy name for a specific kind of hypersensitivity, but I thought it might be worth mentioning since you said something about color preference with the pages. 

    We just ordered a set of colored overlays that are coming in the mail today and we're going to experiment and just see what kind of preferences my kids have. 🙂

    • Like 2

  21. 1 hour ago, PeterPan said:

    The visual closure is visual processing, a side effect of the ornery developmental vision problems. 

    Yeah, I did just pull out her actual score sheet, and other things that were extremely low were Picture memory, Verbal learning, and Verbal learning recognition (~ 9th %ile, no idea how those two are different, even after googling it, lol. ) Picture span was around the 30th %ile, and her stroop scores were 99th for words, 75th for color, and 13th %Ile for color-word, lol. She's a complex kiddo for sure, and I wish the VT weren't so hard on her so that we could get some of this stuff figured out. She does like reading on the blue student pages in Barton a lot more than the white and says it makes her eyes feel better. Oh well. I suppose it'll all come together at some point! Or not. But we'll keep moving in the right direction. 😄 (hopefully!!)

    • Like 1

  22. On 9/29/2019 at 6:59 AM, Lecka said:

    I think too about her scores, when you say it’s lower than other scores, the actual score matters.  If her actual score is about 100 — that is really different than if her actual score is about 85.  2e is broader than this, but there are things written about 2e where a spread is like —100 to 130 — and that is different than if the lower number in the spread is getting a lot lower than 90-100. 

    I don’t think you can go “too” much off of test scores, but it is something.

    Also, I am pretty sure working memory is one where all kids improve with age, but stay within their percentile.  Sometimes you can look and see what average expectations are for working memory for an age, and then look at percentiles, and adjust to the age expectations that go to a percentile.  

    A lot of times you can adjust a teaching method to be more supportive of working memory, while curriculum expects an average child with average working memory.  So then you can add in working memory supports.  

    It also means things get easier with age 🙂

     

    I don't recall actual scores, but we had a range of high scores (processing speed > 99.7th%ile, certain verbal areas > 95th%ile, verbal comprehension and story memory > 95th %ile- I think, though I'm not pulling the report out now to look at it) with a wide range of low scores (phonological awareness < 9th %ile, visual closure < 1st %ile, working memory around 40th %ile, etc.) and not too terribly much in the average range except actual reading, which was right around the 60th %ile (so naturally, the neuropsych who refused to test phonological awareness or even give an actual ctopp told me my concerns about dyslexia were ridiculous.).

    17 hours ago, Lawyer&Mom said:

    I’m Autistic and in the “can do Calculus but not arithmetic” camp.  Please please don’t make arithmetic your hill to die on.  Keep practicing it, sure, but hand the kid a calculator and keep moving forward.  I loved fractions, ratios, geometry, statistics, algebra... Still struggle with math facts.  

    Google “Protractor Art.”  Maybe my favorite math thing ever.  Frank Stella makes my heart sing. 

     

    I'll check it out!!  It sounds pretty fun! At this point, even if she HAS to learn some of these things, I'm fine moving on to something more interesting and more fun that she can actually DO. There's too much that's hard for her right now. Barton is cause for tears at least once awake. She just finished having to completely re-do an entire level and her morale is down. That doesn't even factor in that we just moved across the country and she's missing her friends, etc. So if there's fun math she can do that's just nonlinear and not in the normal progression, I want to do. I'm even able to do it myself and have created much material for math clubs I've taught. It's just that *I* am also stretched pretty thin right now and would rather have something simple to implement and follow for my *own* ease right now. lol. 🙂

    • Like 1
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