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Wishes

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Everything posted by Wishes

  1. So sorry Tap. Your daughter had so many challenges. Like SKL said, I hope she can access some services that will assist her path to early adulthood and beyond. Gentle hugs.
  2. Academically his strength is his long term memory. In a general sense: he has a great sense of humor, he is cheerful, an extrovert (kids at his outdoor school love him), kind, curious about everything, physically adroit, loves nature, and loves taking things apart. We had an OT assessment (which confirmed the dysgraphia) and he recommended a vision assessment. I have it scheduled. He also noticed a couple of things with primitive reflexes. I will admit that I don’t know enough about either of these areas to be highly enthusiastic. I would imagine there would be some improvement, but to what degree especially as to the cost. as to your last point, I don’t think so.
  3. He would recognize two versus three cookies, yes. Good point. He has funny gaps. We were doing a RS halving lesson. I piled 30 tiles and he separated them into 15 each w/o counting. And, he didn’t have the same pattern for each of us. But he did it. It makes me think the 3/4 thing is just processing speed, except it happens often.
  4. Thank you for all the replies. Sorry I’m slow in responding. Thank you @Rosie_0801 I did see that you recommended them in several Dyscalculia threads. I am going through it. Thanks @Drama Llama. My hope for a diagnosis is two-fold. One, I was hoping for more understanding about how my son could score so high (by far one of his highest scores) in the visual puzzles subtest and not be able to recognize the difference between two and three consistently. I mean, he recognizes two, but he will often name three as two or four. Even when I try to get him to stop, breathe, and not go with his impulse answer. Patterning has been difficult for him too. I do feel like if it were processing speed/working memory, I would stick with RS and just move more slowly. Practice until he has a better grasp. If it’s dyscalculia, go with Ronit Bird. Secondly, as I mentioned upthread, I’m a single mom and if something happens to me, I want to make sure he has access to services, the right services. Like you, I taught in a self- contained EBD classroom. While I think I did the best I could with all my students, it is not a place he would thrive. Our district doesn’t have a gifted program; they have a “highly capable “ program which caters to non-LD children working two grades ahead. I am a planner, by nature. I want to provide as much information as possible for my kids and family if they’d have to navigate supports from the school system. That is true. I went to the neuropych because I suspected ADHD. I also wanted to see how significant his processing speed and working memory were being impacted. Thank you @PeterPan. I’m sorry that your neuropsych experience was so frustrating. I am trying to diss out the different influences. I’m sure as the years go on there will be different paths. He was exposed to substances in utero in addition to LDs/Speech issues being in his FOO. I will pick up Sousa’s book, thanks for the recommendation. Will look at the resources mentioned. Patterning was hard for him too. Thank you. I appreciate that. I will take these words to heart.
  5. Thank you @prairiewindmomma. I am concerned about how few resources there are to diagnose dyscalculia as well as curriculum in the US. Thank you for the resources. I hope that your sick kids and child who had surgery recover quickly and with strength. That is a good point @EKS and something I will do. The concern with the diagnosis is mostly two-fold. I am and have been working with dyslexic children for 20 years. My son is progressing as I would hope in reading. He is not doing the same in math, so I feel a bit like I am letting him down. Secondly, I am a single mom and I do have a fear that if I died and he was put into school, that all of his needs wouldn’t be addressed and his confidence about his intelligence would plummet. Thank you @domestic_engineer. I was curious about the rapid naming element. I will try using stamps and see if there’s a matter of verbal word retrieval. He did receive SLP services until he was 4. Thank you @kbutton. I am seeing a lot of recommendations for Cuisenaire rods. I will have to dig them out of my storage.
  6. He is six and I started kindergarten curriculum with him this summer. in the matter or more/less, my concern is more like if we are talking about subitizing 5 he might say 4 and 3 make up 5 without recognizing that it’s way off. He is 2E and has dysgraphia and dyslexia so parsing out what is processing speed and short-term memory issues and what might be LDs is difficult to parse out
  7. Crossposting to Learning Challenges Board In September I posted about my son’s neuropsych report and a few qualms that I had with it. I recently contacted the neuropych in regards to my son’s math skills and the likelihood of dyscalculia. My response is italicized. I was also hoping to speak to you about his mathematics. As I continue work with him, I am becoming more concerned about math. I know you didn’t find dyscalculia in your testing, but here is what I am seeing. He has trouble determining the difference between 2 and 3 and between 4 and 5 amounts (on an abacus and also in items). He has issues with more and less. When we use a math balance, he would find that 2+2=4 for example. However, if the next one was something like 4+4, he would start with less numbers (4 again or even lower). Subitizing 5 has been challenging. I have been using Right Start A with him which is a strong visual/active learning base, however, I am at the point that I felt like I needed to stop. I am using some materials by a woman in the UK who specializes in dyscalculia, Ronit Bird. We are focusing on using the dot patterns in dominoes and dice and he seems to have a better discernment. So here is my dilemma; I am having a hard time deciding how much is processing and if there is something dyscalculia at work. He learned (through the program) to identify numbers on a two-colored abacus). He has trouble with 2/3 sometimes like I said earlier. If the number is seven, he will sometimes call out 2. I see this as his processing, because he sees the one color and is not processing the other. But other times, there seems to be a real disconnect in his understanding. It confuses me how he has such strong scores in the visual part of the WISC but struggles between 2 and 3 items. I had him work through an online assessment through DynamoMaths, an online program for dyscalculia, and he scored low. Do you have a specific program you used to measure his math or was it a discrepancy between the IQ and academic assessment. Do you have an alternative assessment you use to go further into the dyscalculia? His response is bolded: Regarding math, his basic calculations are intact, but the word-based problems are being impacted by his reading scores - we need to keep an eye on this though as he progresses through school as I could be consistent with Dyscalculia at some point. The inconsistency you are seeing might be due to his low automaticity skills (Rapid Naming) which can impact reading fluency, spelling, and math fluency. Regarding math programs, I like the Math-U-See Program and Singapore Math programs. First of all, I don’t believe my concerns were addressed. In the testing, my son used marks to add up the simple addition problems he completed. I didn’t mention word based problems and that isn’t even something we are working on. I understand automaticity. How does that address his confusion in amounts? What about his seeming confusion about less and more? I’m feeling frustrated and a bit concerned. I want to make sure I’m on the right track with my son. I am still working on the medication end to help his focus and short term memory, but I want to address the LDs as well. Am I missing something in the response?
  8. Crossposting to Learning Challenges Board In September I posted about my son’s neuropsych report and a few qualms that I had with it. I recently contacted the neuropych in regards to my son’s math skills and the likelihood of dyscalculia. My response is italicized. I was also hoping to speak to you about his mathematics. As I continue work with him, I am becoming more concerned about math. I know you didn’t find dyscalculia in your testing, but here is what I am seeing. He has trouble determining the difference between 2 and 3 and between 4 and 5 amounts (on an abacus and also in items). He has issues with more and less. When we use a math balance, he would find that 2+2=4 for example. However, if the next one was something like 4+4, he would start with less numbers (4 again or even lower). Subitizing 5 has been challenging. I have been using Right Start A with him which is a strong visual/active learning base, however, I am at the point that I felt like I needed to stop. I am using some materials by a woman in the UK who specializes in dyscalculia, Ronit Bird. We are focusing on using the dot patterns in dominoes and dice and he seems to have a better discernment. So here is my dilemma; I am having a hard time deciding how much is processing and if there is something dyscalculia at work. He learned (through the program) to identify numbers on a two-colored abacus). He has trouble with 2/3 sometimes like I said earlier. If the number is seven, he will sometimes call out 2. I see this as his processing, because he sees the one color and is not processing the other. But other times, there seems to be a real disconnect in his understanding. It confuses me how he has such strong scores in the visual part of the WISC but struggles between 2 and 3 items. I had him work through an online assessment through DynamoMaths, an online program for dyscalculia, and he scored low. Do you have a specific program you used to measure his math or was it a discrepancy between the IQ and academic assessment. Do you have an alternative assessment you use to go further into the dyscalculia? His response is bolded: Regarding math, his basic calculations are intact, but the word-based problems are being impacted by his reading scores - we need to keep an eye on this though as he progresses through school as I could be consistent with Dyscalculia at some point. The inconsistency you are seeing might be due to his low automaticity skills (Rapid Naming) which can impact reading fluency, spelling, and math fluency. Regarding math programs, I like the Math-U-See Program and Singapore Math programs. First of all, I don’t believe my concerns were addressed. In the testing, my son used marks to add up the simple addition problems he completed. I didn’t mention word based problems and that isn’t even something we are working on. I understand automaticity. How does that address his confusion in amounts? What about his seeming confusion about less and more? I’m feeling frustrated and a bit concerned. I want to make sure I’m on the right track with my son. I am still working on the medication end to help his focus and short term memory, but I want to address the LDs as well. Am I missing something in the response?
  9. You could just tell them what you’ve said here. That you think about the future and feel fearful about what might happen if one or both of them dies. They might have already discussed this between themselves. They sound compassionate and they know the loss and trauma you have experienced. It is natural to wonder about your future and not want to have your life upended again.
  10. Does she know you’ve been dropping tidbits to the Hive for awhile 😊
  11. Wishes

    .

    Mashed potatoes, rice, sweet potato, Mac and cheese chopped up a bit, shakes, scrambled eggs, creamed corn, yogurt
  12. Hope things are better today. Sending hope for healing
  13. So sorry you are continuing to deal with these challenges Melissa. Hoping so hard for clearer answers, a better prognosis, and easier days
  14. Thanks! That’s what I thought. He told me “the answer key said…..” and I told him the key was most likely wrong. However, I wanted to have my thoughts double-checked. Thanks again!
  15. One of my students received this sentence in his class to parse: Josh studied attentively while eating Doritos. In this sentence the grading sheet said while was actings a subordinating conjunction and eating was a verb, but that the sentence was simple. From my understanding, if you have a subordinating conjunction, you had a dependent clause and if you have a dependent clause, you don't have a simple sentence. Can someone explain this?
  16. Glad you are doing better. Hope for lower numbers tomorrow
  17. Amazing! You are a fabulous composer Spencer!
  18. That is so much to deal with! I’m especially sorry about your husband‘s injury and your friends death. Hope things start getting better soon.
  19. Hope for healing and peace to you and your family
  20. Sending healing energy your way
  21. This series was popular in the 90s. Out of print but most are reasonably priced. They are historical and follow a formula “forward thinking girl with two suitors” but sweet and clean. https://www.thriftbooks.com/series/sunfire/39105/
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