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lizlatorre

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About lizlatorre

  • Rank
    Hive Mind Level 2 Worker: Nurse Bee
  • Birthday 08/20/1974

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  • Gender
    Female
  • Location
    Lancaster, OH

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  • Biography
    Mom to four: dd15, ds13, dd9, dd1
  • Location
    Lancaster, OH
  • Occupation
    Director of Music Ministry

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84 profile views
  1. Let me answer your question with a question: Is there a benefit to his being diagnosed? I have a background working with kids with a variety of difficulties in addition to my ds with a profound language disorder. Both as a professional and a parent, I usually focus on addressing the needs in front of me and only getting hung-up on diagnosis if there was a specific benefit. For example, getting the diagnosis of Childhood Apraxia of Speech for my son at age 2.5 was essential, because that was necessary for my medical insurance to cover speech therapy. There have been numerous other times with him and with other children I worked with where there were tendencies, or shades, of a disorder, but as a diagnosis was not necessary for the needed interventions to take place I have not stressed over having the right label, because regardless of the specific causality, it was clear what intervention was necessary.
  2. lizlatorre

    Middle/High School SN Board?

    I hope they are able to get the issues resolved soon. I miss that group!!
  3. Definitely go for live labs. I thought the digital labs were terrible and my daughter hated them.
  4. I would suggest testing by a neuropsych. It is pricey, but well worth it, in my experience (had to do it with 2/4 kids). If that is not possible, depending on your state laws, you may be able to have testing done by the school district. Usually not as comprehensive as the neuropsych, but still may be beneficial (and is free). Understanding the full picture of strengths and weaknesses will help with curriculum planning.
  5. We have had similiar issues with my son, who struggles across the academic spectrum, but excels in practical life: all aspects of house and yardwork, directions, problem solving in real life situations, excellent work ethic, etc. We make a point of pointing out things that he does well with "in the moment". We also help him see how things he does well with can connect to future life occupations and how personality traits he has are attractive to future employers. It doesn't mean he is less frustrated by his academic work, but we have noticed that he doesn't talk negatively about himself as much as he used to, and is more willing to make a second attempt on a academic task that didn't go well the first time. It is a work in a progress.
  6. lizlatorre

    WWS 1 2-yr Schedule

    When I did it, I didn't write out the schedule, I just had dd start working in at beginning of 5th grade, roughly 3 hours a week, and we finished it up about 2/3 of the way through 6th grade.
  7. DD16 took her first AP this year (sophomore). She got a 3 on English Language/Comp - we are very pleased, as testing is very, very difficult for her!
  8. SWB has a talk available at WTM press in MP3 formatabout Writing forthe Highschool years, where she goes into what to do in a very clear fashion in terms of the sequence. You might check that out.
  9. I'm not sure how to advise you, as I have not had to make this transition, but I have two thoughts. First, I would try to tackle a crashcourse in Grammar. Maybe Analytical Grammar at an accelerated pace? I have heard good things about AG for kids that have holes in grammar and I am trying it with my 8th grade ds this coming year. Also, maybe check out SWB's talk about high school writing and her talk about literary analysis. They are available at the WTM press website. I recall them giving very practical suggestions for things to try to implement. Best of luck!
  10. lizlatorre

    (hold my hand) help with 9th grade plan?

    I would suggest starting a foreign language. I think it is nice to get that out of the way early.
  11. My ds (14) has a history of apraxia. Most kids with apraxia have additional learning difficulties in addition to the apraxia, but often they don't become apparent until the apraxia has been treated. His initial tests done when he was small had Childhood Apraxia of Speech as the primary dx and brain encephalothpy nos as a secondary dx. We had new testing done at ages seven and ten, when it seemed that his learning had hit a plateau. He received updated dx of mixed expressive/receptive language disorder as primary dx, while CAS and brain encephalothopy nos were secondary at age 7. At age 10 we saw a neurodevelopmental psychologist for testing - this did not produce a change in dx, but offered a lot of info on how he needs information presented and what his strengths and weaknesses are. This info enabled me to discern how to restructure our home learning to better meet his needs. It also led us to a new speech tx with expertise in mixed experessive/receptive. She has been a wonderful partner. Ds is not working at grade level - he is about 2-3 years behind, but we make slow steady progress. I would encourage looking at new evals - a neuro-development psychologist is well equipped to do the testing you need and as well as provide you with some good strategies to address whatever learning needs are uncovered. As far as a new science curriculum, you might check out Pacemaker. They have most of the sciences with content needed for 7-12 grade, but at a 3-6 grade reading level. The text is vey concise and is allowing ds to progress through the text without spending days wading through dense text (he can read outloud at grade level).
  12. I give homework equal weight with tests, because I have found that my dd can do work that is classwork/homework perfectly 5 days in a row and then freeze on a test and pull a C. But then if I give a second test with same type of questions, it will be back up to an A. Maybe I'm too soft ☺ï¸. She did an online class last year that was 70% tests and finals, and 30% everything else, but the teacher also graded on a curve, so she managed an A there too, even though almost none of her tests were true As, just an A on the curve. I agree with Attolia - be consistent, but don't stress too much about the method.
  13. lizlatorre

    Us again (IEP necessary?)

    If the IEP will not help you obtain related services at home, then I don't see any value to going through the process. My state scholarship provides $$ for a student when the parent has rejected FAPE in favor of a private or homebased education, so for us there is tremendous value. But, we did not have an IEP for him in the first years of homeschooling before the scholarship was not available, as it would have served no purpose.
  14. WWE is Writing With Ease by SWB. Also, if your daughter is having trouble with restating on nonfiction learning, but able to tell back a story, she be having trouble "visualizing" the words and concepts in the nonfiction, my son struggles with this alot. We try to use a lot of visual images of concepts to help with this and we also take lots of time to review words in the text. Some history and science texts contain a lot of words that he doesn't understand.
  15. I second the suggestion to look into whether or not your state has a disability scholarship. It has been the best possible scenario for us!
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