c) the lesson plans and answer keys for the entire series of both chemistry and physics. yes Also, do the teacher materials include tests? Yes All of this: teacher guide/ schedule plan by week, answer key to each video's lessons fill in the blank notes (great practice for beginning note taking), lab worksheets, pop quizzes and answers, end of video summary question answers usually 5 multiple choice, unit test and answer keys, final review and answer key, final exam and answer key.

IEW TOG Singapore Math Sequential Spelling AOPS

IEW TOG Sequential Spelling Singapore Math AOPS

We like the GPB ones too. Free teacher materials for one year of highschool chem and one year of highschool physics if you buy one dvd and email your receipt.

-open courseware for a lot of the therapies that can be done at home. -Online crash courses for parent training to use the therapy at home. -1-800 hotline numbers for databases of resources, like the breast cancer one.

http://www.sciencedaily.com/releases/2011/08/110801122956.htm Here's a link to some more resarch about interconnectivity in ASD. I'd love to be able to understand why my kids think the way they do.

Using these shurley sentences to diagram? http://www.finders-keepers.net/index.php?id=shurley&sub=bs Use a higher level of Daily Grams maybe Level 6? and have Easy grammar Plus on hand to copy worksheets out of for concepts that need more work? Buy the highest level of Editor in Chief? critical thinking company

http://mrsec.wisc.edu/Edetc/LEGO/PDFfiles/nanobook.PDF http://www.middleschoolscience.com/building-blocks-matter-isn.pdf http://mrsec.wisc.edu/Edetc/LEGO/PDFfiles/UCinstruct/orbitals.pdf http://mrsec.wisc.edu/Edetc/LEGO/crystal.html http://chemistry.beloit.edu/edetc/LEGO/index.html I think we'll play with these some next year.

meant to post on a different forum

Quote from PP: Anyway, from the little research I have done, there is no training to help a concrete thinker become an abstract thinker. I think there is hope for training abstract thinkers. Here's why. The latest research shows we can literally rebuild our kids' brains. Carnegie Mellon University and Dr. Marcell Just are the leaders in this. In a groundbreaking study published in 2009, Just and his colleagues showed for the first time that compromised white matter in children with reading difficulties could be repaired with extensive behavioral therapy. Their imaging study showed that the brain locations that had been abnormal prior to the remedial training improved to normal levels after the training, and the reading performance in individual children improved by an amount that corresponded to the amount of white matter change. I know it sounds crazy, but it sounds like only two main things are needed to rebuild. The correct pathway or area of the brain + repetition. The difficulty for years has been that no one could map which areas of the brain were suppose to be functioning during abstract thinking or during exectutive functioning skills. Now with the use of fMRI researchers can literally see the brain thinking and pinpoint the areas that are being utililzed for different thought processes. I'm guessing here, but I think the reason so many techniques and therapies in the past have had limited use is because they were attempting a skill that required the use of a billion different weak brain pathways at the same time. Knowing what to say to new people would be one example. When we want our kids to get better at a particular skill whether it be abstract thinking, or executive functioning we need to know all the smaller pathways, think earlier developmental skills, that they need first. There's much hope for our kids because: Our kids have brains. Our kids have brain pathways. Our kids have brain pathways that can add more myelin. Myelin is the insulator that allow electrical impulses to speed on their way. Our kids have brain pathways that can add more myelin if that specific pathway is exercised with repetition. Each of our kids is so unique, but the way to rebuild the brain is the same as learning how to walk.:grouphug:

Getting loved ones back to moving about so they'll sleep, so their frail bodies can heal. Wheww we've walked this one too.

I guess I take an "Own IT" philosophy. I'm constantly looking for the kids to own as much responsibility, decision making, and natural outcomes as possible.

http://www.rdiconnect.com/blogs/rdi-culture/archive/2010/06/04/montana-s-story-perspective-from-a-young-adult.aspx Here's one teen who's now asigning himself RDI objectives to work on. The early levels of RDI usually would start with me planning one or two structured activities to do one on one with my child to work on a specific objective. Once I learned what I was looking for I could move the objective into real life. An example of an early objective would be moving together called regulation. We took a few short walks together with a bag held between us to collect cans. Then it moved into a game of jumping together at the same time onto my bed. The complexity and variation ramped up over time. Till now my child joined in a tag game with age level peers. Amazon sells an RDI for adolescents book that gives some ideas. http://www.amazon.com/Relationship-Development-Intervention-Children-Adolescents/dp/1843107171/ref=sr_1_4?ie=UTF8&qid=1339777191&sr=8-4&keywords=RDI I think the reason RDI might be a huge resource for so many different diagnosis is because it is simply normal development broken down into bite sized objectives. The founder studied neurotypical infants through their developmental milestones and broke it down into smaller more visible steps. What RDI would be unlikely to affect would be visual or auditory deficits. These would need separate therapy. However if normal development was derailed because of auditory or visual deficits, RDI could be a part of a comprehensive program to redo normal development wherever it left off at. Hope this helps. RDI is one option of many out there.

The you tube videos are a great place to start. And maybe if dd wants to pursue this there will be a way.

Where can I find more info about this? the series "Speaking Our Language" I found the distance learning courses you mentioned. ANy guess if they would equal three years of foreign language? And , yes, the bottom line is what will potential colleges accept.

any ideas?

First off, would Gaelic satisfy modern foreign language requirement for college entrance? Where would we go for curriculum?

around 3rd grade with the first school age and K with the second school age I started seeing I needed a few written goals in each subject to keep my focus. These were usually "guestimates" = on page 114 by Aug 15, memorized Song or Train by Aug 31, etc By making these guesses I could tell if a workbook needed to be scheduled 2x week, 4x a week, or even 8 times a week. Now that I have junior high, I can plan right next to the goals what to grade and what % of a final grade each component will be. For now the goal setting is twice a year at about the half way point. The kids do about 1/2 pace school with stuff that doesn't need me, while I work through the past goals and write new goals. It takes several days to do but has really helped me not to miss things.

OP asked how RDI would might actually work: Forgive any typos. My fingers are numb.. RDI would plot the child in multiple skill areas and work on the weak areas: RDI can be done without a diagnosis if self pay, about $300-400 a month long distance via skype after initial evaluation. Here's one skill subset (multiple views and alternatives) broken down developmentally. I started with the highest and not concrete down to about preschool level and very concrete. RDI would to even down to age 0. It just didn't sound like it applied to the OP. This skill subset seems the closest to what you're working toward. You can observe the same event, object/ words, or person on many different levels You know that sometimes there is mroe than one right way to do something, or more than one correct answer You can try out several choices and decisions in your head before you actually decide on which is best Things and ideas can belong to several different classes and sub classes Objects can appear to look very different but can be similar on a deeper level Objects can appear very much the same but be very different on other levels You appreciate being provided with more than one right answer to problems You know that people can have more than one role at the same time You know that something can belong to several categories at the same time You can classify the same object in several ways You realize that things might appear different if you are close of far, or when you look at them for awhile, or turn them upside down You realize that each time you return to a familiar place, you may choose to observe different things than you did the last time you were there. Inter connectedness subset: You can integrate specific memory episodes into bigger episode classes and subclasses. You can think about how different things you have read may fit together. You try and find classes of memories that are similiar in various criteria You can gain meaning in what you are reading by comparing and contrasting it to something you've read in the past. You try to find similarities between different events that happened to you in the past so that you can connect them to other events You recognize that some people and things are more connected with places and events than are others. You have certain roles that tell about your connections in your family, like brother, son You recognize that just because two objects are adjacent, they may not have any relationship to one another. They may not be connected. Another skill subset: Comprehension You accurately monitor your level of understanding when guides are explaining, lecturing, and demonstrating You actively translate a speaker's words into your own, to be sure you understand what a speaker is saying to you. You try to understand the meaning of communication when partners convey conflicting messageson different communication channels You monitor your conversations to see if you understand each other You check with your partner s to make sure you understand instructions You realize that you can listen carefully and still not understand what someone is saying to you. You communicate for understanding when you recognize that you are confused You check and make sure your partners see and hear the same thing that you do, so you can compare your reactions You check to see if you correctly understand what your partners are communicating OP is right that RDI is mainly targeted toward ASD but because ASD is such a broad spectrum there is overlap into many diagnosis. I was thrilled because we were able to get to work on the deficits without needing an exact diagnosis. We exercised the areas of weakness. RDI let's you know what size weights to start with. :grouphug: Hope this makes RDI a bit clearer. It took me months to get a picture of how it worked.

RDI therapy breaks this kind of thinking down into tiny developmental steps. Generalizations start at the concrete and literal level. Imagining someone else's point of view starts with a planned interaction each describing what you see from different view points or what you hear. I wish I could explain it better, but I totally get why pulling figures of speech examples off the internet doesn't provide longterm growh in the thinking skills behind them. Using figures of speech can be hard for people without these missing connecting/ executive functioning skills. There are developmental milestones kids need to understand figures of speech.

If you're giving an announcement about cleaning up, lining up, etc. count to 20 before repeating or adding more info. In general instead of saying a command change it to a statement of information. This is really hard to change, but it gives all the kids a chance to think and take one more tiny step toward adulthood. Line up. vs. It's time to do ____. or Oh, I see we have 5 minutes before we need to leave for music and we have a table full of crayons to clean up. :grouphug:

It really is easy to adjust in LG and UG. Due to money and poor library, I often bought the D level history core if it was close to child's reading level and we've now used them twice. If you want to do the maps, it can really be helpful to have the atlas they recommend. The UG core history book is especailly useful if used for several weeks. Some topics were harder to cover at lower grammar level with our library. Persia or Mesopotamia are two I can think of right off. I could easily substitue from the teacher notes also. Don't forget all of the free online books through Gutenberg and audio books through librivox. Literature as a pp said is the hardest to substitute. When I would substutue, I would make my own discussion questions or use free guides online like scholastic and many others or purchace progeny press.

Perfect timing for us. This will be a great wrap up for Friendly Chemistry. Thanks

http://homeworksforbooks.com/ I emailed this company a list of what I wanted to sell. They accepted. I shipped. I got 140$ of credit for 2 large boxes of curriculum which I promptly spend on mostly used curriculum at their business. They are starting up a family business and corespond via email. This was the best used transaction I've ever had.

Eating area was cleaned after every meal. Otherwise we all cleaned on Saturday. My house wasn't nice but not a health hazard either while the kids were young. I chose to trade a not nice house for keeping my sanity, reading books aloud, and taking lots of walks/ playing outside with the kids. It was totally worth it. Now that the kids are 12 and under, their daily chores keep things at a nice level most of the time, and I can get at the deep cleaning on Saturdays.