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nitascool

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  1. I usually post on the Accelerated board for this child... but since my questions are more about his lacks I'm thinking you ladies may be more knowledgable.

     

    A little back ground since it's been a while. My son will be 13 at the end of April. He hit all his milestones way early. When he was able to crawl he started lining his toys up by color, shape and size. He was way organize for such a little guy. If we messed up his order of things he would cry (or throw a fit) and then put it all back exactly the way it was before. Then came along little brother who is Autistic with SPD and ADHD. They shared a room for years and organization went out the window for him. He has his own room now and is slowly going back to being that organized boy I once knew.

     

    We've always homeschooled him. We started slow-fun-school with him when he was 3 just after he conned me into teaching him to read. But anything to do with numbers has been a bane to his existance. After trying several programs and years of tears with math we finally had him tested at age 7. He did slightly below average in math (1st grade level work). Which actually surprised me with how much he hates it. His other very low scores were Processing Speed and Working Memory. He was diagnosed as Giftd/ADD at that time. But I never saw the "attention" issues that are supposed to be the hallmark of ADD. He can focus on things he enjoys and even on things he doesn't. He just takes longer to process them.

     

    My Autistic son is ADHD and I see that inattention/distractabilty in him big time. But my oldest is nothing like that. He is very creative and does his own animated show online once a month. He makes a script, does the animation, and sound all on his own and usually gets it out on time without my husband or I even asking him to work on it. He can do art projects that span weeks without us ever reminding him of the next step in the process. Of course, these are things he enjoys.

     

    If we give him anything math related, his attention is out the window. He can not remember simple addition at times. Even though we drilled them to perfection in the past and have continued review of previous lessons over the years. He has taken over a year and a half to finish his current math book MUS Zeta. He has three chapters to go and has averaged a low C in the book throughout. Often forgetting and having to redo previous lessons.

     

    He is unorganized when it comes to writing projects that are more accademic in nature. Yet he is excelent with grammar and machanics, and all things literature. Ask him to write out a term paper and you get scatter. Ask him socratic questions about what he's read and he'll talk your ear off. Ask him to write a short story and you get amazing work well above grade level, but it will take some time to get it done.

     

    At the beginning of this year we decided to have him do his work on his own. But two weeks in we realized that he was not capable of staying on a schedule. He spent 15 min. out of every hour just wondering around the house. If I lay out work for him, he will do it, but he takes an hour to do two pages of math, or write a few paragraphs about his non-fiction reading. Yet he can read for hours and retain all that he has read. The output seems to be the biggest issue this year and in years past. If I hover he will do the work well and quickly, if I leave him to the work he will sometimes do it and sometimes not. Lately he spaces out... and when I look at him his eyes seem funny, kind of glazed over, and his hair on his arms are sticking out like when you get goose bumps. It takes him several seconds to respond when trying to get his attention. He has done this in the past, but it has increased over the last few months since he has been on Asthma meds.

     

    So my questions are:

    Does this sound like ADD to you or maybe something else? I know that it is not him being lazy. We've ruled that out. I'm just thinking maybe this isn't ADD but something similar?

     

    It has been a while (6 years) since we last tested (he did WJ & WSCIV) and a questionaire about ADD at that time. We were planning on having him do the WJ &WSCIV again before high school, but should we be doing furthur testing considering my other son's nerological issues?

     

    What can I do to lead my son toward more independent learning in the next year? My youngest two have really suffered accademically these last few years with me spending so much time with my older two.

     

    Lastly, could his issues be related to diet? With my Autistic son we've removed gluten and most dairy from his diet with great improvements in his stems and attention. I'm wondering if this diet could help with his ADD (if that's what it is) and his increasing Asthma issues?

  2. One thing I noticed is that you didn't tell him you were going to use an analogy. He may need to here you say "Well, it's a lot like this problem." Or something to that effect. My 11 yo does not get "common" sense either... but we know that he is not a common boy. We have learned to teach him the clues to "common" sense statements. What we think is common to all is actually aquired knowledge that some people don't automatically pick up. If this is limited to Math then Math U See has an online drill that uses solve for the unknown in nearly every level of math, that may help him. If this is not limited to mathmatics as common sense issues rairly are... I suggest you take a very direct approach to teaching these so called common sense skills, as soon as you see it make note of it (write it down) and try to instruct at that time or make an example to use later.

  3. Sounds like most find the TG better than the actual program but yet can't buy the TG separately. Can anyone suggest a comparable TG? I am thinking ahead on this. I am wanting something for the summer months since we are all set for literature now. I was hoping I could get an easy, "sure fit" with MCT. I've read through Classics in the Classroom (more than a year ago), maybe I should dig this out again for more guidance.

     

    I have series one and two. I really like the way that MCT set it up. I've not been too impressed with other programs, but this seems to be perfect for the way my oldest and 3rd son think. I used series one with my gifted 6th grader last year (it was too easy for him), he had already read each of the books, but enjoyed actually analizing the book after reading. This year he is reading series two (a better fit). He is three quarters through The Time Machine and is enjoying the lighter read. My accelerated 2nd & asperger 5th graders are doing the first series this year. My 5th grader does not really think in a socratic manner. It has been helpful in getting him to stretch, yet gentle enough not to frustrate him.

     

    I think series one is best done with bright 2nd-3rd or average 4th-5th graders (or if lit. just isn't their thing). Series 2 is good for 5th-8th graders. Also I like the fact that I'll be able to use these books with all four of my children. I think this would be a great summer program.

  4. Hello. I'm not quite sure how my son, who is 11, managed to do this, but he has finished his history study for the year.

    This year we are studying Early Modern Times so I gave him SOTW 3 to read at his leasure. Every other chapter he was to do a narration. He has writing issues and requiring a written exercise for each chapter would have really stiffled his desire to learn.

     

    He finished SOTW 3 at the end of September with fairly good recall of the material. So I gave him George Washington's World to read, again doing a narration ever other section which he completed in October. I then gave him The Usborne internet-linked Encylopedia of World History, he read the entire book in 2 weeks (it was his 3rd read through of this book). So I dug up the Kingfisher Illustrated History of the World, he finished this book Friday.

    Now I'm not sure what to give him for the rest of the year. He is already asking for "another great history book".

     

    Other history books he's read:

    Trial and Triumph

    An Island Story

    Viking Tales

    The Ingri D' Aulaire Series

    A Child's History of the World

    The Dicovery of New Worlds

    This Country of Ours

    All About Money (a history of money)

    The Nineteenth Century

    He's also gone through 2 series from our library, one was basic histories of different countries of the world (short 60-100 pg) and the other was different religions of the world.

     

    I planned on having him read SOTW 4,The Story of Mankind, Abraham Lincoln's World, What Everyone Should Know About the 20th Century, Story of the Greeks, Augustus Caesar's World, and Story of the Romans next year. I really don't want to get him off the cycle by giving him these books early.

     

    Are there any other large good children's histories that will cover Early Modern Times that I can just toss him and not have to worry about the content? Or even a good history series that he might like?

  5. My kids are watching Discovery Planet Ocean and my soon to be 11 year old just said... "This would be really interesting if I didn't already know it all." :lol:

     

    This is his same complaint about his science book. It's so hard finding a good fit for this boy who is producing @ maybe 4 grade level and comprehending at college level. If only his output were anywhere near his input...:001_huh: I could just kick back and eat some popcorn :lurk5:

     

    Am I alone in this frustration?

  6. I asked my children, "How many 10's are in 436?"

     

    My 12 year old son answered..."Hmm 40, no 43 or 43 and six tenths " (3 never occurred to him). He did traditional math until 3rd grade then MUS from 3rd till now 7th grade.

     

    My 10 (11 on Fri.) paused a moment: "So you want to know place value, right because there are no 1's or 0's in 436. So they are asking for either place value or grouping hum 43 or 3... depends on how you see it." He did MUS from the beginning and is in the 5th book now

     

    My 8 answered... "Thinking, thinking, 43 but you could group 40 of them into 4 hundred blocks. Then you would only have 3 tens left" He did MUS from the beginning and is in book 2.

     

    My 5 year old daughter answered "18 maybe... (18 is her default answer to every multi-digit number until she works it in her head) oh wait 3 ten blocks and four 100 block and that's the same as 40 so maybe 43 or 3." She did MUS from the beginning and is in Alpha the book in the series that covers place value most extensively and is probably why she thought 3 tens first.

     

    Like my 10 yo my first thought was that there are no 10s in this problem. But having been a ps educated child my next thought was "what are they really asking? Are they asking how many in the tens value or how many groups of tens can I make" I would have tried to narrow things down further by reviewing the other problems on the page...because of the other questions you gave I would have said... humm how many hundreds... how many 10s maybe they want tens place value. But I didn't figure this out till around 5th or 6th grade. Instead I argued with the teacher that the questions were vague and that she should ask a specific question if she wanted a specific answer. Which didn't go over well. This is only one of the many, many reasons I homeschool.

  7. I make big plans at the beginning of the year. I'm going to stay on track... and then about 3 or 4 weeks in I decide doing so is just too stressful for us all. So no we don't press on. We try to do at least 1 subject every day (math). And at least cover most other subjects every week. Sick rules are if there is a fever or vomit then you stay in bed. Which is torture for some of my eager learners and a blessing for the less eager.

     

    It really blessed me to read your post today because sometimes it feels like my dd is the only one in the world who is capable of doing an assignment but will stare at one math problem for 90 minutes either because she says she can't do it or because she is day-dreaming:confused:

     

    I believe in the child who really can't answer 1+3 on paper on Monday but can do 1,674 x 4,000,353 in his head on Tuesday (I do believe in him... he lives at my house). As for the 90 minute math freeze, we are our children's executive function here at our house. We have 1 gifted ADD,12yo one ADHD Aspie almost 11yo, one who has some ADD traits but usually pretty focused for an 8yo and one eager quick on the uptake 5yo.

     

    Our typical math portion of the day goes something like this...

     

    "So what do you do first. That's right regroup... and then...good and then... good and then. Good. Now do the next one on your own. Tick tick tick... okay how far have you gotten... regroup good...okay what's next".

  8. All the way through high school. For so many reason, not excluding the academic lethargy in both the public and private schools in our area. There are social and philosophical reasons as well as a few religious reasons. In the beginning it was mostly academic but more and more I fear for the safety of my nieces and nephews in the public schools. I would not wish to place my children into the dangerous situations that our neighborhood kids have to face each school day. We do not live in a "big" city, but we are not exempt from the big city problems of student violence and teacher abuse.

     

    If I could no longer home school the way that I am now I would likely do an umbrella school or online schooling over public or private given our current choices.

  9. My oldest and youngest are the obviously gifted types. I didn't realize my oldest was actually gifted at 1 and 2, because I didn't know what gifted was.

     

    My ds12 said his first word at 3 months (Ummy), and was talking to me and dh at 6 months and to strangers by 9 months. There was never a problem with understanding. At 6 month he was saying Ummy, cook (cookie), drink, and a dozen other words, but refused to speak in front of others (because they reacted amazed at his ability). At 9 months he began speaking in complete sentences. "Actually mommy I'd like some milk with my cookie, please." Everything intellectual was months and years early compared to the milestones found in books. He did have some minor delays in his gross motor skills. His IQ scores say that he is Highly Gifted as of age 7 though having a processing speed and working memory delay. (At 12 when he is feeling sick or overly tired he will say, "Ummy will you hold me.":001_smile: )

     

    My ds10 was delayed at everything physical (fine and gross motor) and still is delayed. He walk-crawled at 9 months and didn't learn to walk correctly until 14 months. His first word was Siah (nickname for big bro.) at 10 months. His first sentence was at 14 months which was "Mommy, can I play also." If you looked at his overall IQ score you would be lead to believe that he was average. But he has severe delays (as in 1%) in processing speed and working memory. Ask my 12yo and he would say that his brother is VERY smart... his words "M. is a Genius". His verbal language was the highest score that the proctor (who works exclusively with gifted children and adults) has ever had. M. has Sensory Processing Disorder, ADHD and Aspergers.

     

    My ds8 didn't talk early, but signed 150 words by the time he was 9 months old. His first word was at 11 months, "Onion" (his word for Junior or cat). He started talking at a year in complete, perfect (grammatical correct) sentences, but he had a lisp and was often annoyed at people asking "What did you say?". All milestones except 1 were met early, but not super early. At 8 we are still working on potty issues, that we have only this year found are related to his diet. He hasn't yet been tested, but it wouldn't surprise me a bit to see that he is HG even though he chooses to only go slightly above the norm in his academic life.

     

    My dd5 is much like my oldest in her desire to learn and has a near photographic abilities. She said her first words (daddy, nana, nus...nurse, papa) at 5 months and was talking in complete sentences at 7 months. She mastered letters (and sounds), numbers and shapes all in the same week at 9 months. She is doing a K-1st mix of school this year because it doesn't require too much work on my part. Penmanship is the only grade level work that she actually does. I suspect she'd be ready and willing to do more formal work if I had the time to invest.

  10. My oldest 12 has the inventory in his mind too. He can tell us everything he's ever gotten, when, where, from whom and what they were wearing at the time. He remembers conversations from when he was a year old. But he can't remember to do the dishes without being reminded... strange how that works.

     

    My 10 year old can tell us when it's going to rain or snow, the wind velocity, even the pollen count. Temperature eludes him though. He can't tell if it's hot or cold even if he's soaked with sweat. He can tell us the last time the clerk brushed his/her teeth (but not the last time he did :lol: ), what they had for their last meal. Once he asked a woman (total stranger) if she was feeling okay... she said that she felt a little dizzy, and he told her that her blood sugar was low. She agreed and said she was diabetic. Later, I asked him how he knew and he said, "Can't you smell that?" I couldn't.

     

    My 7 year old can tell us how much change we have in our pocket if we let him pat it or jingle it. He can tell us how much change we will get from our purchase and what he can buy with our change. He can tell us how much gas (not a gallon of but $3.89) it will take to drive us to the store to buy his desired item. He can tell us how many seconds are in a day, week, month, year. How many seconds old we are and if you ask him he will tell you.

     

    My 5 year old can do the inventory thing too. She is also very strong. She can lift things I have trouble lifting.

  11. We know that there is something wrong with his eyes. Part of ds's issues have included weird eye stuff. Or what sometimes appear as eye stuff. He still runs into things and says he didn't see it with his glasses on. Some is likely his on world stuff but maybe some is a eye issue. I have dyslexia and synesthesia and dh and I both have other non-typical eye issues. So this could be a possibility.

     

    When he got an eye eval last year the optometrist said that he had severe sensitivity to the light. More so then any patient she'd had before and she works with a wide range of ages and eye needs for more years then I've been alive. She said he needed a consult with a prism specialist, but that's not covered by our ins. and she wasn't sure that was what was wrong. Just don't have that kind of cash to throw around for a "might be". He told me when he began reading that the letters danced on the page and swirl a but and that they have colors. He hasn't really mentioned anything like that in the last six years though.

     

    According to the psychologist this OD is really good and "patience with odd balls". She is with COVD and a couple other eye things. The big thing is that they take our Ins. for the eval. It will be completely covered minus the gas of course.

     

    I think I will try that eye patch thing and see how he does. I think that the psychologist will want us to follow the OD if there is a convergence issue. If she wants him to continue the copy work or do something else.

     

    The one thing I do know is that 4 years of OT with a strong focus on writing and daily practice at home for 15-20 min. twice a day has not worked.

  12. I have a few questions for you moms in the know. I’ve talked here before about the many ups and downs my ds 10 has had in his diagnostic path thus far. Basically ds is either ADHD combined, SPD, Verbally Autistic, PDD-NOS or Asperger or a combination of two or more of these dxes. The last doctor to see ds was a pediatric Neuropsyc. gave us ZERO help.

     

    So we called my oldest ds’s psychologist in hopes that he could help us, a real long shot. He specializes in gifted kids not autistic kids. At any rate he gave ds the wisc-iv and the Woodcock-Johnson III Normative. The same two tests ds took when he was 6 and was labeled ADHD combined and MR. It took ds 3 ½ hours over three sessions to finish the testing. The longest the psychologist has ever had the privilege of administering.

     

    His results were well… hard to swallow for one. We knew something was fishy, but these scores really made me want to cry. My poor boy. My gifted ds has on many occasions complained about how his little brother knows so much more then him and is so much smarter then he is. And in some ways I'd probably agree, but ds 10 struggles so much with, well, everything. If you look at the raw score he’s an incredibly average kid with a score of 116 not our uber bright, completely clueless joy-boy.

     

    His VCI was in the 96th%, PRI 55th%, WMI 18th%, PSI 2nd%. When he did the Woodcock-Johnson he showed signs of being both gifted and mentally retarded.

     

    With his broad reading @7.8 GE & his brief reading @9.5 GE while his broad writing scores were @ 2.7 GE & brief writing @2.4 GE, written expression was 1.9 GE. His academic fluency was 2.8 GE and writing fluency was 1.9 GE.

     

    His math was closer to age level with broad math @ 5.1 GE and brief math @5.7 GE Calculation skills @4.2 but the math fluency dips down to 2.7 GE.

    He told us that ds needs lots of work on processing (duh). So he wants us to do timed 1st grade math and copy work (alphabet) every day (15 min. 5 times a day). I guess I can see how this might help with speed. But what has me concerned is that he said ds may have some convergence with his eyes. We’ve made an appointment with a specialist for next month. They will call us with any cancellations (praying we get in sooner).

     

    I guess my questions are:

    How can my ds be able to answer some of the college level reasoning questions accurately on these tests while missing several of the simple first and second grade level questions?

     

    How can he misspell beautiful and write his sentences in below 2 grade level penmanship when he can spell obliterate correctly to his little brother on the way to this test?

     

    How can he have convergence issues if he can read at a 7-9th grade level? How could he have even learned to read at all?

     

    How could he have done so poorly on the block puzzle and coding when he is a genius with Legos? He kept looking at these puzzles from different angles trying to figure out what the psychologist wanted from him.

     

    Why are his calculative skills nearly a full grade lower than his other math skills?

     

    Of course I have lots of questions about what I should expect from the specialist… but mostly I don’t even know what questions to be asking in that area. So any advice period would be greatly appreciated.

    I guess that’s everything, at least for the moment. Oh, and sorry for the longish rambles. Thank you ladies.

    :confused:

  13. Our Schedule this year for my dd 5 doing 1st grade will be: Bible and Read-aloud as a family. The rest of the day we brake down to a Core, Exercise, Writing, Thinking and Extra

     

    Bible (done with dad) and Read-Aloud (Parables of Nature, Themes to Remember, Child's Life of Christ, Child's Geography, Take a Walk Series)

     

    Core Subjects

    Math (MUS Alpha and Beta)

    Science (Apologia Zoo Series, We'll Finish I and do II and III this year)

    History (SOTW III with big brothers)

    Grammar (First Language Lessons 1 and 2)

     

    Exercises

    I have a kids exercise video with 2-5 min. exercise sessions

     

    Writing Subjects

    Phonics (Finishing up Phonics Pathways and Reading Pathways)

    Handwriting (Italics finish A and move on to B)

    Copywork (Passages from Parables of Nature)

    Dictation (Passages from Parables of Nature)

     

    Thinking Subjects

    Latin (Prima Latina)

    Logic (Mind Benders Series)

    Shakespeare (Shakespeare Can Be Fun! Series)

     

    Extra Subjects

    Reading (Beginner and Advanced Beginner Readers)

    Heath (My Health Series)

    Literature (Classic Read-alouds)

  14. My ds 10 is AS, ADHD, & SPD.

    I am wondering how you decide what their requirements in school will be.

    He does not have an IEP with the government school so we have to follow the minimum requirement at least in his grade level. The requirements are rather vague in the elementary years. He has met them thus far in his weakest area, writing, and has well surpassed them in his strong areas, maths and sciences. So we have a basic guideline that we "must" follow through our state. If he were more seriously impaired I might bother getting an IEP or if he were to go below the state requirement for two years. Because they would require him to be placed into a government school. Other then this we follow most of the WTM suggestions except for her writing/penmanship suggestions.

     

    DO you have them try to keep up with regular requirements and then if they need to slow down, just slow down.
    As far as slowing down... we have in penmanship. He is about a year behind his peers just having begun cursive half way through 4th. We have done a lot of his "writing requirements" orally or through slightly different means then are regularly required. He can do the work just not at the same volume as the average child having completed 4th grade.

     

    He can orally give me a 500 page information report, 1000 word creative story or dictate a 3 page letter, but can only write four sentences in a sitting. He can correctly edit mistakes in print, but could not rewrite it. So we are working around his weaknesses.

     

    When do you decide if they get a diploma or just pass them on with completion of a certficate? :confused:
    My son will get a diploma when he completes the required level of work we expect that he should be able to do in a freshman college class. I might consider a certificate of completion if he were more seriously impaired but that is not our case.

     

    My son does not have the serious behavior issues you are talking about, but having a min. requirement for advancement from grade level to grade level... and even breaking it up further by year level 1-4 or something... might help. And I don't see anything wrong with rewarding good work... that's how life is... workers get rewarded with a pay check and school work is our kids "job".

     

    We have several rewards...

    I did my work today rewards. (small treat)

    I didn't complain rewards. (med. treat)

    I went beyond my requirement rewards. (big treat)

    I completed a level or book reward (usually a coveted book or toy)

    We also do trips when big goals have been met

  15. I am dyslexic and have always seen letters and words in colors (actually black with a color halo around them). The letters each have their own color. The colors are different depths of intensity in old books then in new books and different still on screen.

     

    I don't see i as yellow. I think that "i" is pink and "I" is red. Upper and lower case words have always had a separate but complementary color for me. Further, words I learned phonetically are rainbows and words that I learned by sight are solid. Days, Months and Seasons are solids, except Wednesday which always appears blotched and weird to me like this Wednesday, neither a rainbow nor a solid. Incidentally the one day that I consistently spell incorrectly after years of trying to learn it. So glad for the wavy red line to tell me when I've spelled it incorrectly.

     

    I don't see waves of colors in music like some do but I can see the colored notes of music. I can also see the pictures of words in my mind. I think that is why I'm almost always disappointed with the movie adaptations of books. Punctuations wash out and that is no doubt the reason I can never remember where to put punctuations (commas especially) in sentences.

     

    When I was younger the letters jumbled together and swirled or moved like waves on a beach. I can usually keep then in their place now on the line. As long as I don't read too long.

  16. My most asynchronous child is my ds10, but his stuff is more sad then silly. He has been getting OT for 4 years with a large focus on penmanship. He can now write 2 sentences with all the letters correctly sized but spacing is still an issue. I asked this same child to narrate a story to me last week and he dictated a very engaging story about a boy with purple hair that is over 800 words and according to him only half finished.

     

    My ds7 and dd5 are quite fun to listen to as they converse in complex sentence using big and unusual words yet talk about Dora and Diego.

     

    Today my dd told me about how cochineal are scaled insects in the suborder of Sternorrhyncha which is a suborder of Hemiptera which is the family that hold aphids. And did I know that Ladybugs eat aphids and that "The Very Grouchy Ladybug" is her favorite book and that it reminds her of her big brother. Then spent the next half hour telling me of every cochineal she had ever seen and if it was in a book or in real life. When I asked her why she was so interested in it cochineal she told me it was because my ds is not allowed to eat them any more. 5 minutes later she came in to get a hug and had pink stuff all around her lips. When I asked what it was she said cake mix with cochineal in it. BTW cochineal is Red Dye #40 if you were wondering.

  17. With each of my children at 6 we did a 20/60 ratio. I required 20 min. of work then 60 min. of play. My oldest HG and ADD did well on this ratio, my 2nd struggled greatly (he's Autistic and ADHD), my 3rd ds did better with a 30/60 ratio (he is slightly accelerated) at the beginning of that year. By the end of the year we stretched them from 20/60 to 35/45 with my HG and Accelerated boys.

     

    At 6 we covered math, history (on CD), writing/narration, penmanship, grammar, phonics and reading daily. We did logic, Latin, art, music and science two times a week. This was 120 minutes of daily topics and 40 minutes for the weekly topics per day which adds up to 3 hours. We are required by law to do 5 hours of school per day so we added in 2 hours of hands on activities to fulfill that requirement, which is not at all necessary. I saw with my oldest especially that if he does not engage his mind at least 3 hours a day he is and always has been crabby, into everything and mean to everyone else.

     

    My dd 5 (and maybe this is a girl thing) does better with a 60/30 ratio as she loves to do her school work. She probably does 6 1/2 hours of schoolwork 4 days a week. She also does her work much more independently then the boys. I really needed an easy one.:lol:

  18. My ds also 10 is both a seeker and avoider depending on which sense. He has an exercise trampoline... I do not suggest using one with a bar, they are better suited for younger children. Ds uses the trampoline in several different ways besides just jumping which is great. We also use it as part of an obstetrical course. His sensory diet includes games with the trampoline. We painted a circle in the center for some of his games.

     

    Here are a few of the games he plays that he learned from OT or PT.

    Game #1 Includes using a 10 lb weighted ball. The trampoline is set up with all legs on the ground. He then bounces the ball in rhythmic patterns. (He started with a 2lb ball and worked his way up)

    Game #2 Includes using a tennis ball. We set the trampoline angled on its side and back a little. Then ds tosses the ball at the circle and tries to catch the ball on the rebound.

    Game #3 Includes an over-sized bean bag. He runs, jumps onto the trampoline and bounces off onto the bean bag.

    Game #4 Includes a tennis ball, a nerf ball, and a hydro ball. We set the trampoline up with all legs on the ground. He stands on the trampoline and catches each ball in turn. Then tosses the ball back. Usually we start with one ball and work our way up. Then we vary the balls tossed. Then we follow the same steps with ds on one foot, then the other. He has not yet gotten to bouncing and catching which is the final goal.

  19. We are continuing Math. We do nature study in the warm months as our winters are too cold so we'll be continuing that through the summer. He will also finish up science. We have two history and one science encyclopedia that he reads 4 or 5 days a week. He writes one to two sentences a day for writing practice too. We're thinking about adding a "fun" typing program for him to practice computer skills.

     

    As far as fun things go we're planning on doing several things this summer.

    Dh will be taking him fishing, we are doing a garden, we'll take a weekly trip to the beach and to the river. We want to do some bike rides on Greenway Reserve as well.

     

    We'll be going to a couple comic con's, an amusement park, a medieval Faire, a couple children's plays, Ohio Caverns, & Hocking Hills. We'll be visiting a few sites on the underground railroad, the Warther Museum, an historic village, botanical gardens, NASA science center and a Maritime Museum.

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