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Found 8 results

  1. First post here 🙂 I'll preface with both DS 6 and I are autistic. DS is more of a sensory seeking, clothing freakout, overwhelmed easily type. I like quiet and researching and noise gets to me fast. We are a pair! And we have my DD 3 running around wreaking havoc. We do "formal" work Tuesday/Thursday/Friday because I'm in school Mon/Wed. I want to get a plan together for next year and the ending part of this year because we hit a handful of snags and can't seem to get back into a groove. Currently: McRuffy Language Arts 1, we started this late and it's working well for us, I don't do all the workbook things because some is busy work and he hates that. Math is a mash up with some problems from Primary, some from math mammoth, and others from some teachers pay teachers pages. The thing with math is he will not play games, or use manipulatives, and he WILL NOT look at the actual book - I have to copy the problems to a whiteboard or into a plain notebook. I pushed too hard with math in the beginning because he was loving it and breezing through math mammoth and then there was just one day where he crashed and now the idea of a workbook makes him slither to the floor. Now, I'm ok with taking time off from math but he isn't! He wants to do math everyday and learn more but it would be so much easier if I could show him the pages! So I was considering starting MEP and getting him gently into math and maybe getting miquon with the rods? I want him to back up and find the fun again and at the same time make sure he has a firm grasp on the basics. Next year - I don't think we can do second grade McRuffy LA because the books get much longer and he is going to panic so I'm eyeing Reading Street or and then just planning on a ton of readers and library books. Any experience with Reading Street? Basically I want to read aloud and have guidance with the critical thinking type questions. Math - Horizons, MEP, or MCP, Science - probably nancy larson 1 History - SoTW read aloud and the Maps/Maps Activity Book Writing - this is where I have absolutely no idea. He hates to write so I want something that will spark his creativity... like a story starter but one that doesn't look overwhelming...writeshop? I need to get a strong idea of what next year will look like because there's a very good chance I will be in a PA program and won't be able to plan and prep once that begins.
  2. I'm very thankful for WTMF community! I'm seeking wisdom from parents of any 2E kids who have experience with this scenario: 1) DS (or DD) homeschooling through high school to college; 2) highly gifted, loves learning, willing to work hard; 3) but is "low energy" (like many Aspie/ASD), needs plenty of down time alone; 4) considering pursuit of admission to top tier STEM colleges; 5) is very capable of the LEVEL of work that requires, but parents have doubts about ability to handle QUANTITY needed to be a competitive applicant; 6) Christian (student and parents). Ultimate goal is to most glorify God and benefit man, by best use of God's gifts. Specifics - DS finishing 10th grade. 11th grade is "make or break" year if he's going to load up on dual-enrollment, AP, etc. Given 3-4 subjects, he could handle all of them at a high level - math, science, writing, reading, foreign language - literally anything. His only time-consuming extracurriculars are Boy Scouts (starting Eagle project this summer), church service and youth group. He's not a kid with a spectacular "hook". Stellar academics and test scores, his ability to write quality essay answers on apps, and just being a good kid that adults really enjoy are his strengths. DS and I had a conversation about "big fish in small pond" at college, garnering more attention, opportunities, professor relationships, etc., vs. being around more resources and people as smart or smarter than himself at a top-flight place. He wants the latter. Dilemma: he will be happier the next 2 years if we don't press his curriculum too hard, meaning no more than 2 DE or AP classes at a time. I think he'll be happier long term (college and career) if we push him beyond his comfort zone for 2 years. He's not lazy, and doesn't have a traditional learning disability (he can read, write, type, etc. quite quickly); he's just inefficient and has a true neurological need for more down time than most. Our counselor believes DS is on the autism spectrum (though no formal diagnosis), but it's a close call. Any experience to share? Wish you had pushed a little more or less? Did he/she land in a college that is/was too easy or too challenging? If you did push, what effect did it have on your home? And one more thing - did you have DS/DD report to Student Services on campus for any "disability" assistance? We're starting to feel like we're obsessing/idolizing these issues. Once 11th grade starts, we won't have much room to course-correct.
  3. Hi! My name is Kurstin, and I am a former public school teacher. I taught high school English for 18 years. My subjects included AP English, Journalism/Yearbook, and Drama/Acting. I moved out of teaching into a School Improvement Facilitator position and also worked as an Asst. Professor in the Curriculum & Instruction/Instructional Technology program at UT Austin. I am happily married and have a 10 yo son who is GT, 2e, and has Aspergers. My son was enrolled in a fabulous charter school, but we have moved, and I plan on homeschooling him this year. He is entering 5th grade but is academically performing on a 6th and 7th grade level. I have been building the curriculum to use this year since I found out we were moving a month ago, which isn't much time. I'm hoping to get some feedback and learn from everyone here so I avoid as many pitfalls as possible. I've browsed through several forums, and my biggest problem is that I'm not familiar with the acronyms used for many curricula. Is there a list somewhere? Here is what I am planning to use so far (this is not set in stone, as I want feedback first): Vocabulary--Wordly Wise Math: Life of Fred and Teaching Textbooks (this is his strongest subject and my weakest) Science: Apologia History & Geography: Story of the World & Mapping the World with Art Spanish: ? Reading, Writing, and Grammar I'm creating myself from the tons of resources I've collected over the years; however, I'm wondering which grammar books you suggest and am open to any suggested reading comp. and writing curricula most enjoyed by kids in middle school. I plan to supplement with Minecraft Homeschool (he's a Minecraft addict) and CTY online courses. Art: Atelier Music: World's Greatest Composers & singing lessons/choir Eco-Wellness: hands-on gardening, upcycling, recycling, composting, etcetera. Keyboarding: ? PE: fencing and swim teams Drama: community theater Technology: Hopscotch I would truly appreciate any and all feedback. Am I trying to cover too much? Are these good choices? Any recommendations? I definitely need to find a Spanish curriculum for beginners and a quick keyboarding curriculum because I want him to be able to type properly and quickly so he can create a portfolio website full of his work, a daily blog, and a dialectical reading journal. I thought this would be a great visual way to track his growth. Do any of you do something similar? Thank you so much! I look forward to learning from all of you! ~Kurstin
  4. So I just need to talk through this situation with some people who have been through this (possible) 2E thing. We have just finished a round of 12 weeks of vision therapy at the recommendation of my son's optometrist. She said that his vision is definitely improving. However, she said between things we had talked about before and things she noticed about his behavior during exams, she's concerned he might be in need of OT to help his vision therapy be more effective (ie to help him be able to concentrate and work harder). I'm not so sure about this recommendation. What she's basing it on is: a. very poor handwriting skills. I'm not sure this constitutes a delay so much as a mismatch in interest (more interested in learning multiplication and playing video games than in drawing, coloring, and writing). And from what I've read, it's extremely normal for bright children to be a little delayed in fine motor skills. His handwriting has been improving by leaps and bounds at school this year, and I think it will probably just get better with practice. b. weird attention patterns, as in the ability to tune everything else out and focus on what he wants to do or things he finds interesting. I find myself having to actually touch him in order to get his attention, and he gets frequently distracted. But then again, what 5 year old boy doesn't? And gifted 5 year olds, more so. I'm of the persuasion that thinks ADD is over diagnosed, so I am inclined to resist sending my son in for "attention issues" so young. c. slight social awkwardness. He tends to be pretty quiet and then pop out at random points with seemingly unrelated information. But I am like this myself, and I can usually follow how he got from point a to point b. There's also that matter of using noises rather than words to express frustration, but again, that seems developmentally appropriate to me. His teachers at school have said that he has a hard time sitting at circle time and keeping his hands to himself. His teacher identified it with "flapping" type behaviors, but to me, it doesn't look that compulsive. It just looks like a little kids who's excited and likes rough, physical play. None of these behaviors are so severe as to interfere with our lives at all. Sure, we have discipline methods to deal with them, but they are getting better, not staying the same or worse. But then again, I have always felt like my child was a little different, but is that just because he's gifted or because he has (other) actual issues? So my questions are: 1) Given this information, would you go in for an OT eval just to see? 2) Is there any harm in an OT eval? Like diagnoses that could follow him around, making me more paranoid. 3) Is there any harm in delaying an OT eval until he's older and we can establish if the issues really are issues or just being a 5yo gifted boy? I'm not one to ignore a doctor's advice normally, but I feel like young kids are over diagnosed, and that this is totally jumping the gun. I'm not completely convinced about the need for vision therapy either; I don't see any tangible changes from it, though two separate eye doctors has both said that his tests are better after this 12 weeks. Another reason I'm hesitant is because this kind of therapy eats up so much time. Doing 1 hour of vision therapy a week, plus 15 mins practice daily nearly threw me over the edge. I don't know what kind of mess we could get into.
  5. ADHD (inattentive or mixed) and dyslexic and gifted? What would this look like? Trying to figure DD9 out. She's not officially diagnosed with any of the above. She's started seeing a therapist, but so far, she talks so softly, he's having a difficult time figuring out what's going on. She's smart, but forgetful. She spends a lot of time in her own inner fantasy world, and has since she was two. She is quickly and suddenly angry and frustrated. She fidgets and bounces. She reverses letters and numbers still. When she talks, she starts the same sentence over three or four times, and then in frustration, says, "Forget it. It wasn't important anyway." She's polite, but resists authority. (When the therapist asks her to do things, she tells him, "No, thank you. I don't want to do that.")
  6. ADHD (inattentive or mixed) and dyslexic and gifted? What would this look like? Trying to figure DD9 out. She's not officially diagnosed with any of the above. She's started seeing a therapist, but so far, she talks so softly, he's having a difficult time figuring out what's going on. She's smart, but forgetful. She spends a lot of time in her own inner fantasy world, and has since she was two. She is quickly and suddenly angry and frustrated. She fidgets and bounces. She reverses letters and numbers still. When she talks, she starts the same sentence over three or four times, and then in frustration, says, "Forget it. It wasn't important anyway." She's polite, but resists authority. (When the therapist asks her to do things, she tells him, "No, thank you. I don't want to do that.")
  7. I thought this might garner more attention here than in the special needs forum. My 9 year old has Dyslexia and he has struggled for the last 2 years we've been schooling. In January, I found the Logic of English and started using it for him and his 7 year old brother. His brother doesn't appear to have Dyslexia. My 9 year old has progressed very rapidly using LOE!! We use a Charter School for homeschooling, and the reading specialist, who does not believe in using the term 'Dyslexia', is astounded by his progress. He still struggles though and it's especially apparent in math, even though he was accepted into the EPGY math program at Stanford (we won't be doing that because of the cost, mainly). I would say he is a 2E child. We are halfway through LoE and I'm having to add a writing program to that. Any suggestion for a writing program? I have 2 programs I'm looking at: Writing Strands and Step-up to Writing. And what happens after LoE is done? I have no clue what grammar/spelling program to turn to after that. What do other parents use with their Dyslexic kids after LoE or other such program? My son loves audio books and I have had to ask him to take a break from his iPod (he has Learning Ally and Audible), so that he starts to read books. Books are like air to him and necessary for sustaining life, but he'd rather listen to them rather than read them at this point. ;) As far as math, I've decided to do Teaching Textbooks 5 with him, with supplements from BA and LOF and SM EP. I was thinking of MUS, but it seems too compartmentalized, although maybe he needs the drill? I suspect his reading and writing will fall into line and he will excel in those areas, and that math will become his real struggle even though he is conceptually gifted at it. I think this because his much older sister struggled to read and write and then one day it all clicked, and she was way ahead of her peers, but her math suffers to this day. She can't even get through basic college classes in math. I don't want this for him. I see it happening, and he is getting frustrated with some basic stuff, and still uses dashes on paper and fingers to count. TIA!
  8. Hi, I am not sure if I have posted here before. I am a fairly frequent poster on the special needs board. Here is my situation: I have a son who is 7 and attends public school. He has got many symptoms of dyslexia and I have been doing a large amount of after-schooling with him. I have never seen a sign of him being gifted. He is a great kid, I just think he is at a good level for a kid his age, and very appropriately challenged at school. He is very sensitive and caring, and he does like me to read him DK-style Star Wars books that are meant for an older child. But that is all. I saw here a while back, that part of a language battery he took last year is equivalent to a verbal IQ. He did get 135 and 127 on two sections and his overall language score was 132. So, first, is it okay that he has this score, and yet I am not seeing any need for him to advance? I am truly not seeing it. Second, his teacher at school notices a difference between his class participation and his work. She has expressed that she wonders if he could have ADD. Since this came up, I have been watching him for this, and I just don't see it. His attention is not awesome, but it seems similar to what I see with other kids his age. What I expressed to the teacher is that I think with his handwriting difficulty, he is doing the best work he can. She has also agreed to let him do his math facts orally instead of written. She does not understand that he can be one of the better students in the class for math concepts and in the lowest group for math facts. He is working diligently on his math facts, every night, and I think his progress is good. It is just not what his teacher expects from him. His teacher is satisfied with his reading and his reading comprehension, with his reading comprehension being his strong area. I am working with him at home on his actual reading (decoding) as this is a weak area for him, though he is grade level. So, my question is, is it possible I am totally missing him having ADD? Is this likely? Should I be looking for something "more" than dyslexia to explain why he is better orally than with written work? He has an IEP for speech and handwriting, but for his handwriting, he is not having accomodations, just OT. I have gotten him the accomodation for his timed math facts for now, but we (the teacher and I) both want him to keep doing the handwriting -- he is not frustrated and it is good practice, he is just not performing at an average level. He likes the unit themes they do at school and he likes school. I just wonder, if he is possibly 2E, if I should be looking for something wrong with this picture. Also, he does Math in Focus in school, it is like Singapore Math. He does well with it. I think he might have trouble with another math program but I think what he has got is working for him.
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