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About Mainer

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    Hive Mind Queen Bee

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  1. Sorry you're frustrated. The whole process is confusing. At my school, we have a "step one" meeting if a child is referred to special ed. At that meeting, we look at report cards, test scores, teacher reports, etc. and decide if there is enough of an issue to proceed with more specific testing (psych, academic, OT, etc). I was just at a meeting where a kid was definitely a slow reader, had some decoding glitches, etc., but he scored in the above average range on all standardized testing, and was doing fine in class. So, we decided not to proceed with testing. The main criteria for deciding on further investigation is: Does the child have enough of an issue that it is impacting his academics? His friendships? Impacting something else? There has to be a definite problem happening. I don't particularly like "the system." I know there are plenty of dyslexic kids, for example, who are smart enough to do well on standardized testing, but then start to falter in middle school with the increased workload, etc. For them, we'd reconvene a meeting if they started to show a decline in academics. I don't like that, because it's like.... we can see a potential problem, but we're not going to do anything about it preventatively... It's the "waiting to fail" model vs. a proactive model. Anyway, that sounds like the meeting you described - a meeting to determine whether further evaluation was needed.
  2. Sorry you're feeling blue. I bet there are ways to raise your serotonin level...? In any case, I hope you start feeling better ASAP! Some favs: Kim's Convenience (Netflix) Corner Gas (Netflix), a Canadian sitcom The IT Crowd (classic British comedy) Father Ted (Irish comedy), Amazon Prime
  3. Something to keep in mind is that if he's not used to persevering, he doesn't have much experience with that great feeling of accomplishing something after a lot of hard work. He may really not know that he CAN struggle, fail, struggle, and ultimately overcome. At my school, they teach the kindergarten and first graders the word "persevere," and the teachers use it in conversation ALL the time. We have a school motto that includes the word perseverance - the motto is called "habits of success" or something like that All the K-8 students refer to perseverance all the time. Being able to put a name to an emotion/action seems to really help the kids here. And, once they succeed after persevering, they realize that they can apply that perseverance in other contexts. Maybe you could pick something you know he'll struggle with a little bit, and then help him to him finish it. Then, you can increase the difficulty gradually, all the while praising his perseverance rather than his innate skills. Those picture books you got sound wonderful, too 🙂
  4. Better watch out, you'll get hooked! I'm to the point where I don't even want to wear any other brands. 😍 I'm thinner on top with larger hips and lower half. I think the dresses are less form-fitting than a lot of other brands. I always read the reviews, and usually people say whether things fit small or large, and if I'm lucky they say their height, weight and what size fit best. Have fun!!!! 🙂
  5. Boden is my favorite for dresses 🙂
  6. A dear friend of ours had horrible reflux, to the point where he would have to sit upright all night, or throw up, and it was horrible. It seemed like he couldn't eat anything. A doctor basically forced him to go gluten and dairy free (very hard for him, a picky eater!!), and after about 6 months to a year, he added both back in. He hasn't had a problem with reflux since. He doesn't even have to take any medication anymore. I hear you on making diet changes, though. It's really difficult. But it sounds like it's needed! Hugs.
  7. ADDitude has awesome podcasts!!! Most are about ADHD but a lot have related things as well, like ADHD + reading problems, etc. I think many of them would relate to CAPD.
  8. I had a mystery, very itchy rash a few years ago. I put apple cider vinegar on it, and it stopped the itching like a miracle potion! The rash went away after a few days of that, so I suspected it was something fungal, or maybe staph? I hope your dad feels better soon.
  9. This is so interesting, and awesome that he's starting to use that language in real life! At my last school, the middle school ELA teacher did a TON of work (like all year) on FANBOYS (for, and, nor, but, or, yet, so) and AAAWWUBBIS (after, although, as, when, while, until, because, before, if, since). The latter was much harder, but both were challenging. The middle/high school kids didn't tend to use words like while, since, until, etc. in their writing. I didn't actually notice if they used it in speech - rats. I wish I could go back and observe with this in mind.
  10. Church #1 sounds by far the best, from your description. Smaller, friendlier, language-friendly, quiet... all awesome! And you said yourself that he could probably do great there, so he'd be getting positive feedback from going there, which would lead to wanting to go more, and so on. That church with the sensory rooms, buddies, etc. sounds really overwhelming to me, and I'm a neurotypical adult! It's also so big, how can there be any community? You don't want to be anonymous. Socially, does he enjoy being around a crowd of kids? Some kids just don't need a bunch of other kids around. When I was a kid, I really didn't enjoy having a whole bunch of peers around me. I much preferred (and still do) having a few close friends. I've never been one for a party or a crowd. I think being around nice people who will talk to your DS and engage with him, in a low-stress environment, would be wonderful.
  11. That Panther Block sounds awesome. At my last school for kids with learning disabilities, they had 2 hours of ELA each day and 1 hour of math. For most kids, having a lot more ELA was necessary, but for some kids, the opposite probably would have been better.
  12. I'm sure that's true. He wouldn't offer to spend 20 minutes reading aloud if he wasn't getting some kind of enjoyment from it. I'd actually say he's probably enjoying it quite a bit to work for that long. Maybe he's understanding/enjoying more than he can express verbally. Lots of my students go straight to "I don't know," but when I ask them specific questions, they do have some answers, they just can't generate those answers out of thin air. They need the questions to be able to answer. Maybe that's what's going on with your DS 🙂
  13. That is super cool! Not smoking, but still, the idea is pretty awesome 😄
  14. Megawords book 1 is great. There are different sections, with many pages of practice for each section. The first part covers compound words (sunshine), the second does CVC/CVC (gossip, coffee), and goes on from there. You can also look up the 6 syllable types, and practice words from each type. Has he learned the rules where to divide syllables, about open and closed syllables, etc? For example, in a CVC/CVC word (ex., gossip), you divide between the two consonants. In a word like mo/tel, you can't divide between two consonants, so you have to choose where to split it - either mot/el, or mo/tel. There are the kind of things he'd learn in Megawords. I use this multi-syllable word list all the time. It's great: Also, practicing common prefixes and suffixes helps, too. I like to write words on index cards and cut them into syllables, and have kids try to unscramble them into a real word. You can then discuss whether a syllable is open or closed, if the vowel sound is long or short, which syllable is a suffix, etc. Plus, it's a "game." Multi-syllable words are going to be really challenging for him if he's not really clear on long and short vowel sounds. My dyslexic students find this very challenging.
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