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Cake and Pi

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About Cake and Pi

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    Hive Mind Queen Bee

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  1. How did you list these on the transcript and divvy out credits per year?
  2. Also, I missed the added details before they got deleted, but I gather that there's some mental health concerns. We've had a long road with mental health for one kid in particular. The first time he was hospitalized for mental heath stuff he didn't have an ASD diagnosis and he didn't really get the right care. We got him stabilized for a while, but nothing got better and he ended up back in the hospital. Once we got the ASD diagnosis, though, the entire approach to his mental healthcare changed -- and it actually worked! He's doing rather well now, all things considered. Mental health is hard
  3. I have three kids diagnosed with autism (sorry, no girls) and they are all *so* different. Really, it's incredible how not alike they are. I don't think you will be able to find unifying characteristics outside of the actual diagnostic criteria. I've had an autistic baby with awful, awful colic and a super mellow, happy-all-the-time autistic baby. I have an autistic kid who avoids, dislikes, and mistrusts people and another autistic kid who is friendly, makes friends quickly and easily, and loves people. I had a super early talker, a mostly-average talker, and a very delayed talker. Two h
  4. My oldest will be in 8th grade next year. Math: WTMA AoPS Precalculus class Science: Online G3 non-traditional physics and astronomy classes. History (combined with DS#2 & DS#3): The Medieval & Early Modern World (Oxford University Press) as a spine plus a half-dozen History Unboxed crates, a coordinating middle-grades literature list, and maybe-possibly-probably the History Quest Middle Times narrative. Writing Revolution style assignments worked in. English Language Arts: MCT 5 Lens I level with the lit trilogy, Fix It 4, Online G3 Essay E
  5. Adding to the topic... Bright Not Broken https://www.amazon.com/Bright-Not-Broken-Gifted-Autism-ebook/dp/B005HFBSHW Differently Wired https://www.amazon.com/Differently-Wired-Aspergers-Giftedness-Disabilities/dp/1523506318/ref=sr_1_1?keywords=differently+wired&qid=1616347865&sr=8-1
  6. Here's an example of his self-generated speech on a really good day recently. As I've said, his performance varies *dramatically.* On not-so-good days he just says single words or short phrases or scripts, and on bad days he stops talking altogether. He also has days where he doesn't speak much English, but he jabbers at length in jargon. I video recorded this and then transcribed so I got it exactly as he said, translated for pronunciation difficulties. "You know, unicorn are actually horses they just magical sparkly one that fly in the air with no wings. I need to tell you something. Wh
  7. Slightly complicated answer. He has age appropriate (25th% or so) understanding of *individual* words, or did 1.5 years ago when we last officially checked, but when words are strung together, his comprehension breaks down. Understanding of spoken sentences was <1st%. We were only ever given percentiles, so the ~3yo comparison is my own estimate based on the target age of picture books he understands when being read aloud to. He does best when spoken to in phrases and very short sentences. (He actually speaks in much longer sentences -- like I said, receptive lags behind expressiv
  8. Sequencing is one that surprisingly did NOT come naturally to my DS 9. Actually, we still have micro visual schedules up to remind him about the steps for how to get dressed, how to sweep the dining room, how to brush his teeth, etc. and he can't reliably do those things without a step-by-step check list or someone standing there telling him what to do after he completes each step. And yet, he is incredibly good at math. Thank you for the reminder! I went back through my records and we definitely went over this in March of last year when started RS A. However, we only did the r
  9. I laid out 5 tally sticks, 4 parallel to each other and the 5th across and on top of the other 4. He's learned that this is 5. So I asked him how many there were and he answered "five." I took the top stick off and moved it a few inches to the side as he was watching, then asked again how many there were, but this time he said "six." I put it back and he said there were 5 again. I told him I was just moving the stick, directed him to watch closely, and put it off to the side again, and again he said there were 6. I asked him to count them, which he did and then told me there were 5. I tried va
  10. ... It's 7 big cubes, 7 square flat thingys, 4 bars, and 5 tiny cubes. 😄 Obviously that doesn't count as a formal definition mathematically speaking, but that's how the number exists in my mind in it's most basic form -- no trading involved. Now, trading absolutely starts happening when I try to manipulate 7745 on a larger scale, by, say adding or subtracting 2153. But if I'm just adding or subtracting a 1- or 2-digit number I'll be zoomed into that vertical number line jumping up or down it, and there's no trading there either. Yep. I was pretty floored. I sincerely thought he h
  11. I think so? Yes? I think our mental models are reversed, though. It goes the opposite direction in my head with trading flowing from place value instead of the other way around. Both models accomplish the same thing and seem to contain the same components. Maybe it's just a difference in how we each first made sense of quantity in our early days? Except... I go straight to trading when working in other bases... which again may be because that's the way I first understood other bases. Different mental models in different bases. Very inconsistent, lol. It sounds like you are working
  12. All of this 100% fits my observations with DS 7. Both, they're interrelated. Just google HIE. CP is a pretty misleading term for his condition, honestly. It's probably better to just stick with encephalopathy. Whole exome sequencing was clear. He has ASD and ADHD and probably SLDs, but so do some or all of the older three. The only difference between them and him is the encephalopathy. No, he's not really there yet. He's close, though. He can count on with with smaller quantities in context. Like he knows when his brothers have 3 slices of pizza and he only has 1 and can even
  13. My older three kids never did counting on at all. They also never did the pre-skill to counting-on that counting-on replaces and is more effeciciant than: counting up from 1. So, when I gave them an expression like 4+3 or a group of 4 and 3 more objects, they never counted up from one like "I have 1, 2, 3, 4... 5, 6, 7" to get the sum and they also never counted on like "I already have 4, so 5, 6, 7." I taught them to subitize 0-10 as five-and-something first, absolutely no counting. Then they automatically regrouped with 5s instead of counting. So, 4+3 was "Move 1 from the 3 to the 4. Now I h
  14. Unfortunately, this did not work. 😞 It was a great idea! I tried getting the sample on this version of iTunes and got "This book sample requires an iPad with the latest version of iOS and Apple Books installed and Automatic Downloads enabled." Our charter funds roll over in April, after which I'll have a fresh $1,800 at my disposal for technology and curriculum for DS 7. I may end up just buying an iPad at that point. This is not the first time I've felt like we really needed one for something.
  15. Oh, I don't. I would think that if he was going to get it any time soon, though, he would understand *some* portion of all of that, not all of it. I was just illustrating that that he doesn't have any understanding at all. None of the pieces are there. I think @Kanin might be right about DS 7 thinking the trading game is hilarious precisely because it makes no sense to him and he thinks it's funny that such an obviously unfair trade (to him) is being promoted by me. No idea, really. Right now I can't even get him to associate 23 with 2 yellows and 3 greens, though, and I'm not sure I r
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