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Found 4 results

  1. I'm addicted to this forum because it's so nice to find intelligent mothers/educators whom are willing to share their ideas and suggestions. I'm going to keep this super short. I tried to search the forum for suggestions before posting this. If you know of a discussion on this topic already, will you lead me to it? My current decision: My dau is in special education off and on throughout her day at school (math, reading and writing). This transition happened about a month ago. The beginning of the year she wasn't this stressed out, but now that she has so many para pros and schedules to juggle, I think it has maxed her out. She is feeling overwhelmed with all of the transitions, inadequate amongst her peers, and is mad at herself for being so easily distracted (all of this coming out only the past few months). The school knows absolutely nothing about dyslexia and it was not even discussed by them in their IEP meeting until I was pushing for it. I sat with my dau in her math-time class last week and I was so overwhelmed. The class has 27 kids in it, walls filled with stimulus and words all over the room- up to the ceiling actually. My dau is in the very back and sits next to an obnoxious kid (I have had her moved three times). So many kids off task. Wonderful teacher, just so many distractions. Shorter story: not a great environment for a dyslexic, easily distracted, child. More confused and frustrated. With my background in psychology and case management, and after reading the numerous books recently and online articles about dyslexia learning styles etc., I'm ready to pull her out and do our own curriculum that I can focus on her strengths. I have her set up to meet with a specialized tutor too for an assessment. We have already started Barton and are doing it in the evenings, which I think is really great to start from ground zero and building up. QUESTION: Why is it so hard for me to finally pull her out of public school? How do I know it's the right decision? How can I build my confidence? She is so eager to learn and very bright. She is an amazing artist and I feel like we never have time for her to explore her art. We have a great relationship and I really enjoy spending time helping her learn. Has anyone else been in this position? Is there something else I should try before I pull her out? THANK YOU FOR YOUR SUPPORT! I hope to someday be able to help encourage moms that are in my same position, just getting started on this new path. I also have a three year old son and a 6 year old son (who is already reading above my dau's level).
  2. Hi folks, I was wondering if you could answer a newbie question for me. As background, my DS is 2.5 and has a brain tumor as well as a G-tube for feeding (due to the placement of the brain tumor, he won't eat). Other than the not eating thing, a little anxiety, and PTSD, he's developing relatively normally. He is in chemo for the tumor, as well. As a result of the medical crazy, he has been in early intervention. I hate to admit it, but early intervention has been not as useful as I had hoped. I'm not sure if it is an issue with the coordinator (she's not really made any suggestions for us... she just comes over and hangs out) or the services (just the coordinator), but we really, really haven't gotten anything out of early intervention. Lurking on this board has been infinitely more helpful (thank you!). Now the coordinator has said that we need to do an evaluation for Early Childhood Special Education. I don't know what that is. It sounds like DS might get to do a feeding group where they try to help kids start eating by mouth. That being said, I'm just at a loss as to whether this might be worthwhile. Has anyone had DC in early childhood special education. What do you do in it? I would assume that it depends on the kiddo, but...
  3. My daughter currently in public school (2nd grade) is 2 years behind in her reading level. She repeated 1st grade and was in "intervention" all last year which is not really a sped program but rather being pulled out for extra reading groups. This year I told them I wanted to start the evaluation process. I want her tested to see if she has a reading disability. The principal told me we would start the process by no later than week 3. Nothing happened. I emailed the teacher who told me they would like to continue with RTI (response to intervention) and see how she responds. Basically they want to continue giving her extra time in the classroom but they do not want to start the ball rolling towards special ed services. So they write and say they want to have an RTI meeting with me next week. I know enough about the law to know that RTI is not SPED. I just want my daughter to be tested. That's it. I've been trying for about 3 years but they clearly are digging their feet in. To have her evaluated myself is super expensive. I'm wondering will it kill them to just have someone test her officially for any reading disabilities??? Please advise if you know what is up in Texas with this!
  4. I have a 7 yr old son in second grade. He started preschool when he was 3 due to weaknesses in Adaptive Skills and Communication, Expressive Language. He received speech therapy. When he turned 4, they said he showed such great improvement that he was released from special education and was a typical peer in the same preschool class. Now, in 2nd grade, he is struggling. His main problem is his reading. He is very slow and often forgets words, even if he read the same thing 15 seconds ago. He has trouble deciphering words and sounding out what he sees. He knows what sounds a letter makes, but when it comes to reading, it comes out wrong. At lot of times, he'll be reading and a completely different word comes out of his mouth. He reads the word voyage and says enjoy. He has some trouble with his spelling as well. He forgets what word he's trying to spell and also spells as he hears words. Missed comes out misst. I have to annunciate everything when we go over his homework. My son is a bit of an odd bird, in addition to the problems at school. He has several phobias, the worst being his potty habits. He's scared to wipe himself because he doesn't want to get anything on him. He will wait as long as possible to go to the bathroom just so he won't have to wipe. Then, he sometimes has accidents because he waits so long. In that case, he never says anything and I end up figuring out when the smell hits me. He's afraid of a lot of animals, even the teacup Yorkie next door. He screams like he's being beaten when the dog comes outside. He hates changing things. I have a hrd time changing shoes when he outgrows them or even something like buying a different type of sock. He has trouble with eating. He likes chicken nuggets/tenders. If I give him a piece of chicken breast, not breaded, he won't eat because it's different. He doesn't care that it's the same as a nugget, without breading. He his highly imaginative and creative. He can build anything out of a pile of nothing. His drawing is wonderful, bright and colorful. He's is constantly drawing pictures and making cards and letters for me. They had a Christmas program at school the other day. He was right up front, doing ALL the hand signals and dance steps just perfectly and actually, gracefully. All that said, he barely sang any of the songs. When helping with homework, I have to write spelling words on index cards. to do ABC order, he takes the cards and puts them in order, on the floor. He does it just fine, but can't do it if it's a list on paper. He has to use touch points on his math to help with adding/subtraction. He uses a lot of maniuplatives for his work. His writing is pretty bad. If he does a very neat homework paper, it takes a lot of time and effort. I have started using the lined paper that the school uses in first grade and K. It helps, but his letters are still odd shaped, too close, too far, very large, very small.....always just a mess with lower and capital letters mixed in. Again, he's a strange child. He's just so different and sees the world in a different way. Even friends and family say things to me like you know your kid's weird or you have an odd kid. It's always said with love as he's a super sweet child, but sometimes, we just have to cock our head and look at him and think what in the world? The school just keeps telling me that he's immature and needs to be held back. I think there is a learning disability of some type. At birth, he suffered "terminal meconium" aspiration and wasn't breathing. It was quite a while before I even got to see him while a respiratory team worked on him. His birthday is June 16, so he turned 5 two months before he started K. He doesn't get into trouble and has had almost no discipline problems this year. I'm so tired of hearing he's immature. I finally made the school test him. They said he needs to be held back a year and that will fix the delay in his learning. I need to understand the results better to make a decision. WISC-IV Verbal Comprehension 93 Similarities 8 Vocabulary 9 Comprehension 9 Perceptual Reasoning Index 90 Block Design 9 Pictures Concepts 8 Matrix Reasoning 8 Working Memory Index 83 Digit Span 7 Letter-Number Sequencing 7 Processing Speed Index 109 Coding 11 Symbol Search 12 FULL SCALE IQ 90 They say he's average and that he just needs better reading fluency and holding him back will fix it. Woodcock-Johnson Tests of Achievement-3rd Edition Listening Comprehension 112 Basic Reading Skills 97 Reading Comprehension 89 Reading Fluency 72 Math Calculation Skills 94 Math Reasoning 95 Written Expression 84 Broad Reading 90 Broad Math 90 Broad Written Language 86 Letter-Word Identification 97 Reading Fluency 72 Calculation 97 Math Fluency 85 Spelling 96 Writing Fluency 85 Passage Comprehension 93 Applied Problems 89 Writing Samples 86 Word Attack 97 Reading Vocabulary 87 Quantitative Concepts 104 Wechsler Individual Achievement Test-3rd Edition (WIAT-III) Reading Comprehension 80 Oral Reading Fluency 77 If you can help me understand all this, I can make a better decision as to how to progress with his schooling. Thanks
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