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About mamashark

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  1. nevermind, I figured out a direction to go!
  2. Time Left: 9 days and 2 hours

    • FOR SALE
    • USED

    Word Study Curriculum to teach reading and spelling - Includes all 3 books, sticker pages. Includes access to online materials to supplement curriculum.


  3. mamashark

    Barton 2

    Time Left: 9 days and 1 hour

    • FOR SALE
    • USED

    Barton level 2... DOES NOT INCLUDE BOX. But includes ALL level 2 Tiles, teacher manual, student pages. Comes with VHS training videos.


  4. I am sorry for the drama. I'm taking a break for a while. Thanks for the advice ladies.
  5. I can understand that. I honestly have listened to talks before that were mixed helpful and unhelpful and this one, at least this week's talks, are all unhelpful. They were so focused on kids who are behavior problems because they are bored in class and how we need to ask their teachers to test them out of parts of the curriculum and let them do projects in the back of the classroom. And I see ADHD or even straight up gifted with asynchronous development being the main "quirk" that seems to be the focus. Guess I just see my asd kids as quirky, so I thought there would be more substance to the talks. maybe for a lot of parents watching, it's eye-opening stuff, but I already opted out of the system that couldn't meet my kids needs. I am hoping the talks next week on executive function are more helpful, but I'm not gonna hold my breath.
  6. I see your point. And yes, I love focusing on strengths, we often have discussions about what "our superpowers are" at the dinner table, since we all have areas we struggle and areas we excel. I suppose I was mistaking the point he was making to be only focusing on strengths and never work on deficits. If I had been able to see the entire interview maybe that would have been clearer. I agree, balance and moderation are important!
  7. The first video was on whether we should fix what's wrong or scale what's right with Jonathan Mooney who I don't know but he apparently wrote a book and is dyslexic. I'm kind of grumpy that you have to pay to watch the entire thing and it's honestly frustrating me because most of the conferences like this give you the whole interview but that's not the point of my post...he makes an interesting argument - a quote from his book was given: "I didn't have a disability, but experienced a disability in an environment that could not accommodate my differences" he then went on to say that "disability is a social construct" or something along those lines. His point was to get you thinking about what it means to thrive, and how to focus on strengths rather than weaknesses. I feel like a lot of our conversations on here are based on how to remediate weaknesses, and while yes, I see the argument for ADHD being more pertinent (let the kid move etc.), how does that fit into something like autism, when the social, language, fine motor, narrative (etc.) deficits really have an impact on a child and it's not simply "accommodating" for their sensory needs, or need to move, or what have you. I feel like dyslexia, too, is something that while you can capitalize on strengths, you also have to focus on the disability and remediate it. Because reading is just that important in life. So while it may be a social construct, so is society and there's not actually that much wiggle room for differences and if we want our kids to hold jobs and be independent, we have to focus on the disabilities too? Am I missing the point somewhere?
  8. I've been watching mindwings webinars, and pondering how narrative language really fits into so much of life. A lot to digest, ponder, and figure out how to adjust. I'm also realizing how important self-regulation is to the process and putting that priority on top of our list each day. We've been working through the book Breathe Like A Bear by Kira Willey and everyone is loving it, especially when I bring my own interoceptive comments into the picture and make them all laugh! I also love how my son was able to tell me today that he's not looking forward to grandparents coming this weekend "no! not this weekend! It's always crazy when Gramps comes!" with an alarmed look on his face. So we talked about ways we can have calm, and set up a quiet closet space in an off-limits room so he can be alone and quiet and calm whenever he wants.
  9. That's exactly where we are - we are working through the interoceptive curriculum and actually it was for anxiety and self-regulation that we ended up at the right office to have someone see the autism and evaluate for it. So those are our priorities, for sure. I was just thinking about narrative language as I processed the strengths and weaknesses and realizing how much her speech (communication) is impacted by narration rather than necessarily a speech delay (which she didn't have as a child - although she lost language between 15-18 months... her first words disappeared and then she gained new language a few months later so no one took it seriously.)
  10. Thanks, looks like that's a good next step for her.
  11. usually the narratives that are like scripts are when she expects to be in trouble. Anything else (even other what just happened or something I just read type stories) are disorganized. So emotion plays into it, but I wonder too, if she's maybe missing the connectors- cause and effect, or why she might be in trouble, and so she's replaying everything like a movie in her head. I do know that she is clueless when a sibling gets upset with her. She never knows why she upsets people and feels like a failure when as the oldest, she's the only one who can't "play right". So theory of the mind is a real weakness that we are trying to work on. I suppose it's like her disorganized narratives are her trying to pick what we will want to hear, (an attempt at main points/organizing a narration?) and her scripted/over-detailed narratives are when she is upset, afraid, and wants us to have every single detail to know how to best handle the situation, rather than attempt to filter the important stuff and get that wrong.
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