He did well from what was shown in the video! Good for him for researching and being able to support his opinion and then vocalize it in a stressful setting. I would never have known that he was as scared as you previously mentioned from watching him.

DD5 came home from Kindergarten the other day. DD: Today I played with [boy1] and [boy2], but not at the same time. [boy1] only wanted me to play with him, and so I did, AND I played with [boy2] and I went back and forth. Me: Why didn't you all play together? DD: Well, [boy1] said that he only wanted to play with me, and that I couldn't be his friend if I played with anyone else, but that's NOT RIGHT. I told him that I can play with anybody I want to, and [boy2] is my friend, so I played with him. I played with [boy1] for awhile and then [boy2]. ETA...Boy1 is the same kid who said "did you know that I like your sister?" when DS and I went to help in class one day. I may be having a conversation with the teacher about boundaries at some point during the year. For now though, I'm proud of her for the way she handled herself.

This sounds so familiar to what I am going through right now with DS. I've never looked much into his visual spatial processing, but he is FOREVER copying something down incorrectly - particularly in math. I've been assuming that it's because he isn't paying close enough attention, or that he is assuming that he knows what is coming next, so he ignores the rest (moreso in directions rather than problem sets) - but perhaps there is something else going on. Particularly when he is ignoring my repeated commands to rewrite the whole problem and line up equations properly. He works pieces of the problem scattered around a sheet of paper (oddly enough, the overly simplistic parts) and then does the rest of the work in his head. I'll be picking up some graph paper next time I'm at the store to see if that helps. Actually, my engineer husband may have some in his office... ETA....According to our optometrist, he does have a pretty significant tracking issue. His eyes "jump" off to the side and she was quite surprised to hear that he reads well. Apparently, it's enough of a problem that most people would tend to get frustrated and not enjoy reading.

The number of times my husband has stated, "please, just get to the point" is far too many to count. I am sequential, I care about the lead up and what caused the end result (even though I need to see the big picture). He on the other hand only wants the top down view.

Looking forward to an update! Good luck to her!

My husband is very much like this. When friends complain that their husband can't do anything unless he only has one task to complete, I feel at odds. My husband can't complete ONE task by itself, but he can complete 12 different ones that don't necessarily have any overlap. Your example about the party very much reminds me of my son. He often appears to not quite fit in unless he has a true peer in that social group. I need to take some time to gather my thoughts a little bit more, but that's what immediately comes to mind.

Glad I could help Larry! We used WWS 1 for a bit last year. My DS10 understood the material, but struggles with creative writing and inference (everything is face value for him) so it wasn't a great fit for him at that point. Hoping to try again towards the end of the year this year to see if a year of MCT will help.

I don't have an accelerated writer, but Susan Wise Bauer's Writing with Skill books may be something to consider.

That's really tough. Honestly, I don't know what I would do. Assuming the school day there is about as long as it is in the US, parents (and kids) who afterschool simply amaze me, and I applaud their dedication and commitment. Not sure if it's a possibility, but I wonder if you could work with the individual teachers? For example, once he completes the teacher assignment, he would then be allowed to do lessons that you sent in, rather be given time to pleasure read or something else. If you were the one making the assignments and checking his work, then I can't see how the teacher would object. But this could be one of those ideas that is good in theory, but then doesn't work out at all IRL.

I think that sounds perfectly appropriate for both her age and the setting. Good luck to her! I'm sure she will do a great job!

What did you decide on?

If I could take on something else, I would consider it. But I'm currently almost at the "you can find me crying in a corner hiding from everyone" stage. Last night we had a board meeting of a nonprofit we run, and at the end of it, our VP said, "you need an adult beverage more than anyone I have seen in a very long time."

I live in the metropolitian area of my state capitol and there still isn't a center to me that is closer than 2 hours away - without traffic. Argh!

I would most likely dress her in the same attire as the rest of the presenters, especially considering her fears. If she's "dressed the part" then that would be a huge worry off her mind. She can always wear her outfit around the house for a few days to get more acclimated to it, if sensory overload is a problem. Honestly, my initial instinct would have been to have her as "dressed" as possible. But I'm a little old fashioned that way.

I like the tunic dress idea with a blazer and leggings. Maybe something like this? http://www.kohls.com/product/prd-2323677/about-a-girl-knit-waterfall-juniors-blazer.jsp I know it's a juniors size, but assuming that your 10 year old is pretty close to the size of my 10 year old, I would think an XS would work. DS can get by with a men's small these days, even if they are a bit big. A blazer that is cut like that won't look as off as a fitted one, probably.