Checking back in whilst dinner simmers. . .
I really appreciate all the experience and observations !
DD has me revising nearly everything we did in hs'ing ! She seems almost unrelated to her three elder brothers in "how" she learns. This, despite her dx closely mimicking that of one brother. I would bet my mortgage on her having ADHD, although "the professionals" won't commit for definite yet. (I have woeful-level ADHD, so recognize the characteristics !) She has mild NVLD. The p-docs are split between MDD and anxiety spectrum. At any rate, this places her very like the 19-yr ds who has ADHD (woeful level, too), mild NVLD, and anxiety spectrum. [Another ds has Asperger's and mild NVLD.]
Fully agree with all who champion instilling self-confidence in a child, rather than force-feeding a "dream curriculum." That's why I'm trying to find what is best for dd herself -- but simultaneously factoring in that she shall be good college material in the future, so should not be limited by curricula which "feel good", but which don't prepare her for subsequent higher education.
A sidewinder question for you all with special needs students -- and also for that subset of you all who are "special needs" individuals yourselves -- Have you experienced much trouble from trying to teach a subject-specific curriculum which "fits" your child, but which definitely does not "fit" you ?
I'm reminded to ask that question because of the incoming recommendations of other math programs.
Some years ago, I was reading the then-current, "philosophy-of-the-day" of "learning styles". The "ka-ching !" insight flashed that "teaching styles" are inextricable from the teacher's own "learning styles." If the teacher cannot learn from the material, s/he is unlikely to teach well from the material. [unsolicited Teaching Tip of the Day !]
At the time, I was trying to figure out how best to work with the [now 19-yr old] ds described above. I realized that I was hamstrung, to great extent, trying to teach him math if the program was not one with which I fruitfully could learn myself. One close friend exerted her utmost persuasive skills to talk me into Miquon Math. I told her it was "too weird." She then clobbered me with "Making Math Meaningful". I dutifully tried to teach from the first grade book for a week, then chucked it aside, telling my friend that if I could not even understand the directions in the teacher guide, it was pointless to continue. (For comic relief, I now reveal that I was "math competent" throughout high school, took all the honors math classes, and survived college calculus.)
I never have looked much at MUS, but can do so at the upcoming local hs book fair. Teaching Textbooks clearly appealed to my dd when I showed her the sample lesson streams onsite this morning. Over the course of three boys, I have taught from Horizons, Saxon, Calvert, Sadlier, Singapore, UCSMP, ABeka, BJUP, VideoText, Jacobs, Teaching Textbooks, Foerster and, even, that Hungarian program available on the Internet. (Yep, the Queen of Failed Curricular Attempts ! :lol: :o )
Thank you for the reminder not to "put all my eggs in one basket". How do you all "balance"use and quantity of supplements, though, so as not to overwhelm a student who already feels overpowered by math ?
DD has "spatial issues" and "sequencing" issues, is what I remember most. (Want to get my hands on the written report ASAP !) We were counselled to work hard on bolstering her fluence with basic math facts. To that end, they suggested a couple of tools. One was a rich-man's price tag software, so forget that. Another was the FlashMaster, which we already had, courtesy of using Sonlight curricula at one time. So I have stepped up her use of that aid.
I apologize for the prolixity.
Again, I'm deeply appreciative of you all !
Antonia