So very, very sorry for your loss

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/

Amazing!!

Has she read the rest of Tamora Pierce (Lioness series)? She has several series in the same universe. Protector of the Small is probably most directly related.

Ha! Didn’t even notice that.

Projector to trace and draw https://store.flycatcher.toys/products/smart-sketcher-2-projector

So sorry Ting Tang. Thinking of you today

Is there a list of brands that are proven to be long-lasting? Especially for kids? Outdoor wear especially

Sorry popmom, this sounds really awful.

Congrats!!

She’s adorable!

Online Giftcard to a pub for birthday dinner?

Congratulations!!

I am still trying to work through this article cintinative. It has been really busy, but the first few pages have been interesting. Thanks SFisher, my experience with gifted kids is primarily kids with behavioral issues, so that’s not quite the issue. However, the bulk of my teaching experience has been with grades 3-10 so that probably affects my views. I hope my focus in explaining my confusion hasn’t conveyed that I don’t see his strengths. He is wonderfully social with all ages. He is curious about everything and loves to watch plumbers, handypersons, construction workers, etc. (he covets their tools too). He is s sweet and empathetic. He always the one to ask how people are doing. He is sensitive. His processing speed and working memory make academics really challenging. we have been working on figuring out what numbers come before and after others. A typical session is like this. me: Ok, so you see the three. You need to see if your cards show a number before or after the number. What number comes right before 3. DS: (immediately) 8 Me: (knowing he impulsively answers): Ok, deep breath. Let’s give our brains a minute to catch up. What number comes before 3? DS: 6 Me: You are 6 now. Are you bigger now or when you were 3. DS:now Me: so is 3 bigger or smaller than 6 DS: Smaller Me: ok, so 6 can’t come before 3, right? What number comes before 3? Ds: 1 me: that absolutely does come before 3. But what number comes right before 3? DS: 7 me: ok, let’s count DS: 1-2-3-4 Me: ok, stop. What number did you say right before 3? DS: 2! Then we have to do the same thing with a number that comes after three. This is how it is most of the time. Then one day he might be able to get several numbers right in a row (mostly after). It. Is. a process The two are correlations that he did well and vocabulary were interesting. I’ve tried to have him do similar questions with me. I asked him what was the same about dogs and horses. He kept giving me answers that showed differences. Finally, he came up with they both have tails. I am curious about the tester whether he did what I did which I say that’s a difference but not a similarity can you tell me what’s the same? I wonder what the procedure is for those types of questions and whether they’re allowed to just keep saying that’s a difference not a similarity, and not marked it as incorrect on the WISC-5. I suppose I’m not interested in the variance allowed by the tester. Whether some make allowances for impulsivity and attention, while others don’t.

Cloud Atlas

That’s absolutely true. I was just thinking that because his reading and writing skills aren’t significantly below average, I wasn’t thinking of him as dyslexic or dysgraphic. But if I look at in the range of a gifted IQ, his reading and writing skills are significantly lower than they should be (thus highlighting in the disabilities).

Thanks everyone. It really helps to hear everyone's stories. Feedback meeting was helpful. I was able to see some of the visual puzzles that he could figure out. Very cool. The neuropsychologist said he did repeat directions for each item because he said the ADHD would have been in the way of his performance. Prariewindmomma - he did have the Beery and his VMI and motor coordination were low while his visual perception was quite high. Ausmom, my remediation is probably part of it. Also below: When I was driving home I was thinking that maybe the reason I was still banging my head against the wall was that I was still thinking about him being in the "average range" in relation to his reading and writing. If he was, the writing and reading gap would be minimal. But, I suppose if he didn't have dyslexia and dysgraphia, he might have taught himself to read by now.

It doesn't look like it from the paperwork. I will ask about this.

Thanks KButton. His original SLP did test him for expressive and receptive language issues and he didn't qualify at the time. However, it was school-based which tends to have a different criteria. I will keep that in mind. The interesting thing is...I don't really seem him as dyslexic or dysgraphic. That is my focus of tutoring. In the reading programs I am using, he's doing fairly well. He has the ability to rhyme, he can recognize initial and middle sounds. He can manipulate sounds. But, he is a beginning reader. We only started over the summer and we focused on the manipulation of sounds so his letter recognition is focused on lower case (and he doesn't know all of them 100%). I also haven't had him write. My focus has just been reading and manipulating words through tiles. So, how much of the dysgraphia is just because...he doesn't write. He belongs to a forest school, he doesn't write there. He has gone to art class once a week, so we have some work with crayons/markers. he doesn't particularly enjoy drawing so he doesn't do it. Does that mean he doesn't like coloring because he is dysgraphic or he just doesn't like it because he's an active little kid who loves being in the forest and doesn't want to do it? These are questions I'll be asking the evaluator too btw. I don't think he faked high scores. I just find it interesting because I have four boys (teens, students of mine), all recently evaluated by the same neuropsychologist (parents have given me their reports), and all have adjusted IQ scores due to high verbal and low processing speed. 2 maybe 3 out of 4 are 2E. It's been kind of fascinating comparing my son's report with theirs. I am curious why the neuropsychologist chose certain subtests and not others (I am going to ask about this as well) and how that has an impact on overall scores.

Thank you EKS. I was thinking about asking for the raw scores and I definitely was curious about seeing some of his answers. I will ask for both.

Thanks, cintinative, I appreciate your input. My son did have SLP testing and was in early services. He stopped qualifying (through the school and early education intervention) by the time he was four. He still has some articulation errors. Thanks prariewindmomma; that is interesting. He was tested for dyscalculia, but that is one of the questions I have for the evaluator. The Yellow is the sun song with the break down 6 is 5 and 1, 7 is 5 and 2 took us a looong time to learn. He still gets mixed up when I show him items that are more than two (doesn't know at a glance 3 or 4 - although maybe that is impulsivity?

I just received my son's (age 6 and a month) neuropsychological report back. He has a GAI SS of 134 due to the discrepancies in his VCI (142) versus PSI (89). He has been given the diagnosis of 2E for ADHD, Dysgraphia, and Dyslexia (plus the IQ of course). I am a sped teacher of over 20 years. I feel weird saying this, but that IQ doesn't "match" with what I see of him. I was thinking more in the above average range with a drag down because of processing speed and working memory (which the test did indicate is true). He was a late talker (his first foster home was trilingual but he received Speech services up to 4 with some pronunciation issues). We have been starting actual academics over the summer (just reading and math). Reading is fine. Using two programs LOE and Wired for Reading (which is geared towards Dyslexia). Math is with Rightstart. Numbers have always been a bit more challenging. It took us a while to have him be able to tell us how old he would be on his next birthday. Patterning didn't come instantly to him, and we are still working on subtilizing. I still get answers like "three" when I ask him what number comes after nine. He doesn't particularly excel at puzzles or memory games. In fact, he usually doesn't even want to play with them. When I read the description (and I also have experience) with gifted kids...it doesn't match. Has anyone else had that experience? The neuropsychologist is well-respected. I used him because many of my tutoring clients have used him. I have seen their reports and many of them are like my son's with the ADHD and 2E (this is not totally a surprise since I have a reputation of working well with these types of kiddos). Edited to add: My feedback meeting with the neuropsychologist is today at noon (PST) and I'm trying to figure out what I want to ask him. Additionally, my kid's score on the WPPSI-IV in Vocab acquisition was SS114 while the receptive vocab. SS 9 was which was kind of around the range I was expecting

The fact that she expects so much from you in the middle of your preparations and grief is unforgivable.

I’m so sorry. She sounds like an amazing woman

Thanks, I understand what you mean. I had a parent ask for one of my high school tutoring students. I haven’t found anything that works better than daily sit-downs with someone who helps them organize things. I do think the alarms, note app, and calendar apps on phones are helpful. I will look at the things app since he older, it might work.