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ASD and starting homescholing


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It has just occurred to me (no idea how it slipped my mind!) that my 3rd child who is ASD is due to start kindy next year :ohmy:

 

I have NO IDEA how to approach teaching her, she is just so different to the older 2 and I can already see that every single curricula item I own will not work for her.

 

Now I know that all kids are different but I would really love some suggestions on what others have used for their ASD kindy kiddos so I can research the best options for my DD. We are mostly looking for the basics, reading, writing and math but any standout suggestions in other subject areas would be great too. She also has SPD which among other things manifests similar to ADHD for my dd so not only does she have ASD but she struggles with concentration and staying still.

 

What have you used for your kiddos?

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Have you had any thought that she has SLDs as well?  In our case ds has SLDs plus the ASD (plus ADHD plus SPD), so yes it really feels like NOTHING in the vendor hall fits him.  Have you tried doing anything preschool-y with her?  How has that gone?  

 

My ds also has some funky gaps from his SN, so like on language his issues with sorting, word classes, single sentence comprehension, etc. show up in multiple contexts.  For us, the last couple years have been about OT, social skills, language processing, life skills, behavior, learning to use a visual schedule...  Is she getting ABA or other interventions?  

 

In general for academics things work best for my ds if they are highly engaging and done in clear structure.  I try to have structure, and our behaviorist is challenging me to have even MORE structure, if you can imagine.  Anything that's symbolic is lost.  Anything with minimal repetition is lost (like reading a story or telling a Bible story with the flannelgraph one time) is lost.  Anything that requires social thinking or language comprehension is lost.  Things that are good with him?  Things that allow for repetition to let him get the language.  So audiobooks or telling the flannelgraph story every day for a week.  Sonlight is out, FIAR is in.  Anything with hands-on is good, so lots of K'nex, math manipulatives, simple cooking like holding measuring cups or helping stir or spreading or super simple chopping.  

 

Have you read Floortime?  Those activities are VERY appropriate in K5 and are school!  You really can't go wrong with more play.  I try to make sure my ds gets out into lots of classes in the community to work on his social skills.  I tend to arrive early and stay late so we can work on conversation with kids, play pick-up games, that kind of thing.  

 

For us, the language deficiencies are always looming, so basic things like sorting affect your ability to put away laundry, to unload a dishwasher, to sort math manipulatives, to put away things.  These are life skills, so they're important!  His newest thing they want us to work on is his sentences, because they all tend to have the same structure.  That affects his writing of course!  

 

I doubt any two kids are exactly alike with this.  You'll just have to feel through it.  The more testing you have to identify areas she needs to work on, the better.  If she *hasn't* had ABA or the ABLLS or VBMAPP or CELF or CASL to look for language issues, I would be getting that.  If you suspect SLDs, I would work in ways that are good for the ones you suspect.  If she's not getting OT, I would get it. That issue with attention and staying still is going to be ROUGH if you don't get her body in a place where she can work with you.  We've done LOTS of OT this year.  There were a mix of issues for him making him such a pistol to work with.  Last year, I could get him to work maybe 10 minutes with a timer, with clear structure.  He was just like there and GONE.  Any little thing frustrated him, GONE.  Under the table, behind furniture, outside without asking, you name it.  This year we began using the visual schedules, independent work system, etc. from Christine Reeve of Autism Classroom News.  Her stuff is AWESOME.  It's a concept, so it takes a while to teach and a while to learn how to use.  We're now using a behaviorist, and she has observed us and is giving us some refinements.  Honestly, it gets really challenging.  I'm greatly relieved to have some more eyes to help me sort that out.  If your insurance covers ABA, I would encourage you to get it and to have them help set you up for success.  

 

Another thing I changed this year was our physical structure.  There are terms like instructional control and environmental control.  If you google environmental control and autism you'll get ideas.  You probably already have some environmental structure from working with your other kids.  With ds, I set things up very carefully, so when he's in a place it's very obvious what he does there and how he works there.  He has a small table for his independent work, and when he's there he's not allowed to ask questions.  Sounds mean?  It's not.  It's about instructional control and getting instructional control and him understanding who obeys whom.  And he LIKES his independent work station!!!  He likes it.  But I don't do that at our Teacher Table area, because at Teacher Table he has me, kwim?  So lots of structure in the environment.  

 

Yes to visual schedules and clear expectations for work.  My ds likes Kumon workbooks.  I don't know what would happen if I handed him Singapore or something.  For him, Kumon things have been a big hit.  We've spent this year working on dot to dots, mazes.  He could do mazes last year.  He couldn't do dot to dots last year.  Now he can do dot to dots to 100 and alphabet dot to dots!  That's a big success!  And that's in his independent work station!  But to get there, we did the task at Teacher Table then moved it over to the Independent work area when it was truly independent.  So we did dot to dots to 50 at the beginning of the year (age 7), eventually moved them over to independent, and began doing dots to 100 together.  Now together we work on the alphabet, so his independent is alphabet dots.  I usually put a variety of things in his indep work bins, so like a maze book, something for fine motor, something with spelling (build words/pictures), something with sequencing, and something like a puzzle.  That's my usual mix.  Here's an album of pics  https://flic.kr/s/aHskmyxzcN

 

My ds was delayed on basic self-advocacy things at that age (newly 5, newly 6).  Like he would sit at the counter and BANG and not be able to ask for help to eat breakfast or not be able to do the sequence to get his own breakfast, even though the things he needed were all within reach (low drawers, bottom shelf of the frig, etc.).  He couldn't go to the tv and turn it on and operate a remote.  I don't know where your dd is.  I'm just saying my ds has that sort of -2 years functionality compared to my other child.  And maybe she was off the charts, but it was really, really significant.  So I think LIFE is important.  Being able to self-advocate is important.  Being able to sequence basic activities and learn to do them independently is important.  So in that album of pics you'll see visual schedules we used for putting away his laundry, packing his bag for swimming, etc.  This is IMPORTANT!  For breakfast, I had to walk him around by the hand and teach him the steps, rinse repeat, to help him learn.  Sequencing can be a big issue.  Also being able to *ask* for what they need instead of demanding or hitting.  

 

My ds took a while, but he now enjoys the Can You Find Me? books from Critical Thinking Press.  I think my dd did both books in K5, flying through them.  My ds is doing the preschool book as a 7 yo.  It's finally like on-level/easy for him.  So it might be that some of the things your kids liked that you enjoyed doing, you'll still get to do, just later.  I had to release myself from that pressure of timetable and just see what he's ready to enjoy.  He LOVES hidden pictures of all forms, so we do several kinds.  There are the art book kinds where it lists 10 objects in a painting and you try to find them but also the Highlights Hidden Pictures.  And you can laugh, but we use the Highlights Hidden Pictures as part of our Teacher Table!  They have a lower book that gives the visual of the objects in a border around the picture.   http://www.rainbowresource.com/product/sku/013114

 

 Here's one.  The ones we do *now* are the ones that say challenge.  Those give a word and then you search.  So you can practice naming by identifying all the hidden pictures you're searching for.  You could work on lexicon by naming lots of items in the picture!  You could talk about why they don't belong.  Minerva Louise books are good for that, btw.  Anyways, we do the super challenge books now, and with those he's practicing his reading.  And you can laugh, but honestly it's really good for us.  And it's fine motor because you're coloring!  I think that's why I started in the first place, because I was looking for ways to weave in coloring.  Lecka always says she doesn't want her boy to not do something simply because he didn't have the chance to realize he would like it.  So with something that is really hard (both for attention and physically) like coloring, I do it with him.  I wanted more coloring, and that was a way to get it in.

 

Does that make any sense?  That's how we keep it spicy.  I know what I'm trying to accomplish, but I look for fun, sorta out there ideas on how to get there.  My goal in math was to get him to count by 2s, so we built a coaster, gathering parts of each page of the instructions while counting by twos.  Ditto for sorting.  We use our K'nex to work on that.  

 

Honestly, as long as he's there and not bolting or hitting or having escape behaviors or...  he's actually really FUN to work with.  

Edited by OhElizabeth
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Thank you OhElizabeth, it sounds like you know exactly where I am coming from. I am glad you have worked out a system that is working for you and your DS, it sounds like he is doing really well.

 

As to assessment, we have just moved interstate mid assessment so I am basically having to start all over again. She has had therapy since age 1 for speech, OT, feeding clinics, nutrition (due to her not eating) and behavior but nothing at the minute while we wait to see new specialists and get all the next round of diagnosis and assessment finalized. I am impatiently waiting for her to get back into OT and speech therapy, she did so much better while doing those.  As to the self advocacy stuff, she just stands there and screams when she wants something. No one knows what she is screaming about, it is usually something simple like she would like some toast, but she can't make it herself and she can't or won't ask so instead she just screams until someone figures out what she wants. Same thing happens with shoes she can't manage or getting clothes out of her drawers and so on. I really need to work on that this coming year, she really needs to be able to do a lot more of the basic stuff on her own like getting a shirt out of the drawer, and it would be so helpful if she could ask for help when needed rather than just screaming. As a general rule, now she is talking (did not talk until age 3) she is actually very clear and well able to communicate on pretty much any topic as long as she is not frustrated over something, the moment something does not go her way she seems to forget she can use words and just screams or gets violent.

 

She just loves math manipulatives and lego but hates pretty much anything else even remotely school related. She would not even let me read books to her until this year so reading and book work are definitely not her things. Actually truth be told she still will not let me read a book to her however whenever I read a book to her little brother she always comes in very close and sometimes chimes in with a book request "for Jarvis".  I will have a think about how I can incorporate more manipulatives into everything. And yes, routine and structure are key. That will be the hardest thing with her "school", I will still have her 2 older sisters to school (5th and 3rd next year) and her younger brother, in a large family with so many kids doing school routines are just not always able to be followed to the letter.

 

You have given me a lot to think about. Life skills, communicating appropriately, and just staying put rather than hiding, bouncing off the walls or escaping are all so much more important for her right now than being able to read. What worries me is that she is really bright and I feel she is getting behind where she would otherwise be due to her other issues, she can not only count but add and subtract in her head and knows most of her times tables (thanks to her older sisters) but cannot recognize a single numeral (or letter). She has no concept of pattern at all (even a simple ABABAB pattern she just does not get) but can complete huge puzzles completely independently. She is just so difficult to work out, she will get obsessions that last for months and then they stop as suddenly as they started and she develops a new one. I guess I will just have to learn to go with the flow and tailor her schooling to her current obsession. I love your teacher table and independent station, that sounds exactly what we need here. So much to think about, thank you so much!

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Will she watch videos? We never used it ourselves, but I have heard good things about Leap Frog Letter Factory helping with learning phonics.

 

Do you have an alphabet puzzle? You could rotate through a few different puzzles and casually introduce the letter sounds. We had a wooden alphabet puzzle, but we also loved the preschool puzzle sets that we purchased from My Father's World.

http://www.mfwbooks.com/products/4/Pre-K-for-4s-and-older-3s-Voyage-of-Discovery/#Overview  :001_wub: :001_wub: :001_wub:

 

I think using the MFW preschool set as a jumping off point would be a good way for you to provide some educational structure but to make it fun. And it includes a huge number of ideas for fine motor development, so you would be hitting some of those OT goals, as well. They have revamped the program since I bought it. Now it has a lesson plan book for the parents, but when we used it, we just had a list of suggested ways to use the various puzzles (which went far beyond just putting the puzzles together). You would probably need to modify the plans and just use what will work for her, instead of following them exactly, but I'm sure there are a ton of good ideas in there that you could use.

 

I'd use those puzzles as Mommy and Me time and not call it school, since she is resistant to doing schoolwork. Perhaps try aligning your time with her so that it is right before snack time (but not when she is really hungry), so that you can say, "Great job, now let's have some pretzels," or whatever would please her. Only pull out those materials when you will be using them with her instead of letting her play with them whenever she wants. I think that getting her to a place where she is willing to work with you on learning things is going to be an essential goal, so keeping the lessons fun and short and non-schooly would be great.

 

Will she color? If coloring is fun for her, I would use that and have her color fun alphabet and number pages. If coloring is hard, I would work on that deliberately in short segments of the day. I found that coloring really helped with preparing my kids for writing -- the two that didn't like to color are also the two that had more problems with handwriting. Very simple dot to dots or color by number pages are a good way to introduce and practice number skills. I agree with the recommendation of Kumon preschool workbooks. We really liked them.

Edited by Storygirl
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How familiar are you with a Montessori setup? I think you can support her academics with a lot of manipulatives if you have the time to get setup with a few things (self-correcting materials are nice). They don't have to be "real" Montessori to create a similar environment. Montessori materials really just support early learners with things broken into manageable steps and work that feels meaningful to a child (including lots of hands-on practical life skills). They can be kind of lockstep in how they want the kids to progress through levels, but the overall idea of supportive environment is great for kids who have varying levels of interest, ability, motor skills, etc. 

 

I think having a BCBA to help you come up with ways to get her on board with behaviors (I'm using this as a neutral word) that surround school time, and then knowing kind of where you want to go academically could be very fruitful. If she likes her math manipulatives, I think she could like manipulatives for other things. Movable letters (the really nice ones) could be a big help. Montessori has sound boxes (and more) for phonics work, and they are awesome--you basically have a box that has objects in it, and each object starts with one of maybe four sounds. The child sorts those objects into piles by sound, and then they place the sound cards with the pile--it's very effective, and they move on to using the movable letters  to do things. It allows them to learn at the pace their brain wants to by taking out some of the obstacles of fine motor skills or drudgery of writing. You can do a less expensive version of sound boxes with picture cards. Now, sometimes the child will come up with a novel word for a picture or object (like sow instead of pig). You have to support that and be ready for it, but it's a fun activity. Actually, Montessori does tons of sorting and categorizing, which is something that kids with ASD can have a hard time with. My son didn't struggle too much at that level, but he does have trouble with this sort of thing in the realm of composition and other higher academic skills. Anyway, Montessori has kids sort other things too--living and non-living, for example. It's a very big deal. Just some ideas that might give you inspiration.

 

The hard part about her being bright is that she might leapfrog over developmental milestones, so it can be hard to know what manipulatives to invest in. It can be frustrating to spend more time selecting materials than using them because the child absorbs it so quickly, but finding items that can be used over and over as skills get harder is good. We found c-rods to be useful that way. My non-ASD son was a stealth learner--he didn't want to do much direct instruction at first. Self-correcting materials were very helpful. I found out that he taught himself written numbers via working on the calendar. He knew how to count very high orally, so once he figured out that when we count on the calendar, we go left to right, and then we start on the left for the next line, he sat and sat learning what the numbers looked like (as long as I didn't watch or make a big deal of it). Once he had those down, we put alphabet cards in the pocket chart. Then we could give him picture cards to put behind the letters that made the sounds. No muss, no fuss. I don't know if your daughter would do that, but those are examples of materials that are self-correcting or could be used in a self-correcting way once a certain level of information is mastered. 

 

To connect numbers to symbols, I would consider starting to use number cards along with the manipulatives. I didn't use it with my son who has ASD, but I used Math-u-see primer in K4 with my other son. Your daughter is definitely going to be beyond some of the activities, but we used it as a jumping off point. We found that we could extend the activities way out beyond K level. Writing the same concept came later. For example, my little guy could regroup numbers for adding and subtracting two years before he could do the same thing with the paper algorithm. We did start using number cards for activities where he couldn't write, but his understanding of what to write and how to think about the math were progressing together.

 

Anyway, I think all the other advice is good too, but I wanted to toss out the idea of Montessori work as an appealing option for her. My son with ASD really enjoyed it (we had no diagnosis at that point, so we weren't doing any specific interventions or have any idea we could have help). He did two years in a Montessori preschool and three in a private school before we brought him home. Montessori gave him an amazing foundation, and he (mostly) felt like he was playing. It helped him socially as well--their social expectations were age appropriate and well-scaffolded. For instance, they had two or three simple rules about working with another student and getting out and putting away work. It was very appropriate. You can establish a similar environment (but autism-specific as OhElizabeth suggested) at home.

 

I am sure this is as clear as mud, lol!

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LEK, for my ds the not sitting for books was because of his poor language comprehension.  I've spent this school year going through speech therapy materials for language processing.  You want the honest truth?  I would bring in ABA now and let them help you.  EVERYTHING you described falls under ABA.  And then I would get really honest about whether you want to do it at home or whether you would rather send her to an ABA preschool.  Right now what you're saying is she's not "table ready."  This means she can't sit at a table and do a simple task because she's told to.  So she goes to ABA preschool and they get these skills.  Or do it at home.  But either way you're going to need help.  

 

Sorry, that's just being honest.  We've had such a long road, and my ds is only level 1 ASD.  The only other student I have at home is my dd, and she is a recluse in her office, totally neglected.  I steal snippets in the evening to talk with her, debate political issues, etc.  Other than that I do NOTHING with her.  If I had more children I had to teach, I don't think I could physically do it.  We're finally bringing in a behaviorist, because even with no other kids to teach and even with only ASD1 it's almost impossible.  

 

So get help, get help now.  Either help you bring in (ABA, multiple hours a day) or send her to an ABA program.  And maybe her testing will make that more clear.  I'm just saying whereever you're going to be with that (in or out), I'd start lining up those resources.

 

Adding: my ds is incredibly physical/aggressive.  So not only does he have your run of the mill stuff (manding, comprehension, sorting, life skills, misunderstanding social, escape behaviors, etc.), but we have that physical response we're dealing with.  Maybe someone else out there has level 1 and they're like what's the big deal?  Fine.  That's just not *our* experience.  And Lecka had challenged me on this for about a year.  She's like hello you get Barton (the best) for dyslexia, and you get PROMPT (the best) for apraxia, why are you not getting ABA??  And I'm like, uh, because a psych who is sorta old school told me it's HORRIBLE and that I shouldn't...  And she's like REALLY??  So I let that go on and things got worse and worse.  Now we're bringing in the behaviorist, and she's lovely.  She has observed us quite a bit and has worked with homeschoolers quite a bit, so she can give us immediate strategies that change our dynamic and improve things a bit.  You ought to see the notebook page I fill in an hour!  

 

So I'm just saying I look at your list and I know are quite a few things there that won't improve by waiting, that you'll need qualified help for.  And I'm cool with learning things, buying speech therapy materials, doing stuff myself.  That's a pleasure for me.  But I don't have multiple other kids.  And I'm sure there are more nuances, like how the mix plays out with your child, what your expectations are, etc.  It's a lot of work, that's all.

Edited by OhElizabeth
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My suggestions about how to work with her academically are not meant to contradict going with ABA. The ABA can be for behavior (again, meeting her where she is at behaviorally and giving her new skills). ABA can be for language. Whatever other curriculum you bring in is going to be based on academic strengths and weaknesses. I don't think ABA covers academic skills beyond what is a function of language, but language is pretty broad--maybe someone can clarify that for you. I don't want to sound like I am contradicting ABA--I just know that it's not an either/or with academics, but some things that ABA covers can get her ready for academics, support academics, etc. With my son not having ABA at that age, I am just trying to put out some options for thinking about academics outside the box because she's not going to sit still and look at a book. If ABA offers an option for specific academic skills, use that. If it offers support for a structure, and you have to supply the academics (say math), then consider those out of the box ideas. Ideally, you will work with the behaviorist to set priorities.

 

Also, whatever curriculum you choose, make sure that she has an opportunity (over time) to do things more than one way. For instance, if she can add with c-rods, introduce a number line (or other appropriate methods). You want to be sure any skill achieved is something she can do in more than one context. How fast you go with that, how many contexts you introduce at each stage, etc. are going to be dependent on the student. You can always come back to the favored way of doing something to introduce a new concept, but you want to make sure that's not the only way she understands to do something.

 

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  • 4 weeks later...

We did not homeschool kindy as that was not even on our radar yet, but ds went to a private Montessori school, and it couldn't have been more tailor made for him! Everything was very hands-on, and the teaching method of modeling an activity before ds would do the activity was very suited to his learning style. It was a great mix of one-on-one and independent, with a fair amount of group memory work in the morning. I often wonder how he would have fared if we had kept him in Montessori until high school.  

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  • 1 month later...

My son who is 6.5yrs old has autism and finding a curriculum that works for him has been a nightmare. 

I am now seeing the light at the end of the tunnel now. 

 

Math-A combo of Shiller Math, Right Start and JiJi math

Reading-All about Reading and Headsprouts

 

I have not focused much on the other two but its more haphazard as his focus is extremely short. 

Handwriting without Tears was used by his OT. I took a break from Handwriting with him because it made our relationship horrible. 

Will get back to it this summer with him since he is having an OT break for the school year. 

 

Yes we have done two rounds of ABA. One for a few months when he was two years old and another time for almost a year when he was 5yrs old. 

The 2 yrs old one-got him started talking. 
The 5yrs old one got him to focus more, more compliance. We learned a lot from each session. 

Edited by happycc
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Happycc, it sounds like you need to bring the ABA back in, now that you're at this new stage.  We brought in an ABA tutor, and they work on the ABA issues (compliance, behavior, calming strategies, etc.) while doing some academics.  With the limited amount you're trying to do (HWT, AAR, some math), the tutor could do those things.  Ours comes three days a week for three hours, and it's really a good amount.  

 

What I finally did for my ds is get him some daily math review pages from TCR (Teacher Created Resources).  Those are what the tutor uses with him.  He had holes in basic understanding, and the daily review pages catch those.  They're kind of charming, not hard, and they're easy for the tutor to implement.  When I work with him I do conceptual instruction, but with the tutor it's those daily math review and topic pages.  It's also really good for his *confidence*.

 

You can also bring in things you teach him to do independently.  (structured work system, etc.)  

Edited by OhElizabeth
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We just finished with ABA.

Things are good for him now. He is really learning from Shiller, Rightstart combo and All about Reading. 
Things are finally clicking. It was a nightmare but I have found things to work and he is learning like a sponge. 

 

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Calvert Prek-1st (expensive, though)

Rod & Staff--I wish I'd found this sooner. Math with manipulatives did not work for him. He needed lots of repetition and review. R&S delivers. Their language arts is great for him too. 

HWT

Sue Patrick's workbox system

 

He loved things like Starfall and T4L but didn't retain much. 

 

It wasn't around when ds was young, but I would definitely look into MP's special needs program. 

 

I wish I had focused more on routine and life skills at that age. We tried ABA when ds was little and unfortunately got old school practitioners. That was the end of it for us. But ABA might be worth a try for you. 

 

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  • 1 month later...

Yes , as OhE said, the Kumon workbooks have done VERY well here . big hit here as well.

 

As far as sitting still, one simply cannot. We use what the PS did, sit on therapy balls. They r like the pliayes exercise balls only specialized for our lil guys. You could use an exercise ball tho . they have to keep balance to sit which keeps them in front of you while still " moving" .

Also the therapy....gosh forget the name of the things that go on the floor they put their feet on. They come in gel, or some are kinda spikey, some smooth. Depends of what his sensory issues are. ( smooth or texture)

These 2 things work wonders in keeping them 'still'.

We lwr them chew sensory mouth toys...oh boy for us that Ones a must.

 

Reading : I can read read alouds , asking questions as you go along like, " what do you think she is thinking?" (Gets them to try to read the picture clues of their faces which will help him socially too and he might b able to tell you from what you've read to him.

Or, "where do you thing Johnny is going to go?" W/e is appropriate for the story .

 

Phonics: I always started our with phonics pathways and see how that went. Don't be afraid to abandon a curriculum or guide if hour child isn't responding ir hates it. It's not worth taking away the love of learning. That's the name of the game with sn kindys. Lay a foundation so they love it and spend sweet time with mama :)

 

Grammar : I highly recommend Charlotte Mason. It's so gentle an sweet and swtsthem up to see grammar as favorable instead of dread. CM uses picture studeis from her book. Those are really sweet too. I use my old , English for the thoughtful child. Ita still in print last I checked. She starts out very slow. It's not formal grammar. It's sweet grammar .

 

Math: just meet her where she is on numbers. If she's still trying to learn what the numbers are? Work on that in very small chunks. Everything will be very small chunks. Lots of breaks.

 

Nature walks with a nature journal. The K journals you get from Walmart . top is blank for pics and bottom has lines.

Find fun things n draw. And jus practice writing her name on it at first. Even if the picture is scribble, that's a start.

 

Alot of it depends on what she already knows.

 

I would start now doing some kind of memory work each day. Builds wm which is usually a problem with our lil guys .

Start memorizing your phone #. That's always a valuable one to have.

ABC'S IS more memory work.

Again, not sure if he or she knows those things yet but. You get the idea.

 

And when your in doubt? Ask the board :)

Happy kindy'ing! Lol

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Oh, patterns and sorting too.

If she does school good giver even maybe 4 M&M's as a treat but have her sort the colors first. 2 rwd 2 blue or w/e.

And do Lego patterns on the floor.

Start easy. Green yellow green yellow and in and in and be working on colors at the same time. She will see this as play BTW.

Alot of sensory kids mine included and we still do this, get a cookie sheet and ad flour or dirt again whichever is her sensory preference to practice finger writing letters, numbers, circles .

Try to always have a sensory thing going on at same time of teaching . you'll get way better results that way and again, set her up to love it.

She may even b asking for more!

 

What works REALLY well is to keep the sensory stuff used for school kept up in a box and she only gets to 'play' with them during school.

 

Music too, alot of sensory kids will like music. Mine do. I bought boomwhackers to start the day off with and only used for school.

They make music as you use (whack) with them.

 

It's important to start the day for these lil guys with routine and getting out the wiggles.

Use boomwhackers and music to bang and make music.

Crossing the midline will help greatly too. Like RT arm on left knee and vice versa with the boomwhackers .

 

I use boomwhackers for a reward at the end of a day of doing school good.

Walmart.com has em for lime 20.

Have fun mama :)

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SPD is pretty common in ASD kiddos.

Does she have anything else going on? Speech or other OT needs?

 

Have you looked at Memoria Press' special needs program? We're looking at Level C for our autistic kiddo (he also has sensory and speech issues). MP's program integrates sensory and multisensory into almost all of their core skill subjects for the special needs levels. In fact, I believe their math lesson plans for Level C are specifically "math and fine motor skills."

 

 

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Aimee, I started a thread about thst earlier before I saw this under SB subgroup.

I was wondering how well the MP SN has worked for some. I'm going to order some things like copy book etc, I really want the readers too.

Wonder if I should jus buy the kid. I did the quick math in my head and even with owning some of the books already...buying the kit would still be cheaper.

 

I'd b looking at the 1st. Some 2nd grade. My boys are 12 and 10 but only working at that level for reading aloud themselves with accuracy. Well. That's relative. Still mixes up all the do does did. Wh, th's. Forgets to make silent e wirds long..ok. With mostly accuracy lol ( i know not technically coreect) But, mostly accurate.

)HFA and lots of other things)

 

I hope people have used them and can help the post on the LC board. Don't want to spend that much money if well...hmm.

I probably need to just get it.

Mo money mo money lol :/

Edited by Kat w
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