ds is "stuck" in math

[prairiewindmomma]

By way of background, ds has been fully evaluated a few times, including recently. We're aware of his issues, and have addressed over the last several years what we can.  Starting this year, he has been partially enrolled in a SPED program through the local public school.  I still have charge of his math instruction because the level of intervention that he needs to maintain and progress is pretty intense and realistically, the school could not/would not provide that. (Please don't turn this into a public school debate--we're at peace with how the IEP came out, and there were concessions on both sides.)

So, math....

We've had a number of issues in math instruction.  We have used dyscalculia remediation materials.  Ds finally has his math facts memorized, understands time and money and measurement, and had been progressing forward until we hit fractions.  

The specific hiccup seems to be a combination of things:

1. visual organization of the problem on the page.  (Background: We also had this issue with multi digit addition/subtraction. He was not able to master long division or long multiplication---we tried graph paper, highlighting columns, lattice method multiplication, and everything else that we were aware of.  After a year, every specialist we spoke to (vision specialist, SPED math teacher, etc.) told us to just hand a calculator over and move on.)

He can do each step of the problem in isolation. If I ask him to convert a mixed number to an improper fraction in the CLE workbook, he freaks out.  If I write it in large numbers in black or blue ink on a large yellow post-it note, he completes it quickly and easily.  If I write an entire math problem in large font text and on yellow paper, he struggles to break down where he should begin in a problem. 

2. the amount of procedural steps he needs to complete to finish a problem.... I have tried creating written directions. He complete the problem with me prompting him with each new step, but he does not anticipate what the next step will be and will not begin it by himself. 

For those familiar with CLE math, he could pass the tests on his own up through 503.  Since then (March), we've been hanging out cycling back over again through these topics.  I will think that something is mastered, and when we let it drop off of our practice time for a week, it is completely forgotten and we have to begin again.  Yesterday I discovered that he has forgotten order of operations again. He can recite the PEMDAS rule, but the application of it overwhelms him.  If I use the MUS methodology of modeling several problems, doing several with him, and then having him teach me....he can do it on previously taught topics (like PEMDAS) but hasn't gotten there with doing operations with fractions.  We're not moving from "doing it with me" to "doing it on his own" without prompts.

Has anyone bumped up against this? What did you do? I can't fast forward in math topics. I can dance around with other things....but it's becoming clear that he's not ready to move forward at all, and may not be for some time. 

 

[PeterPan]

It seems like the biggest trouble is the forgetting, sigh. That's common in dyslexia too, and my ds doesn't seem to do that in either math or reading. I don't know why and I don't have a magic cure. I've read some off the wall ideas (using Alzheimer medications, yes for real, etc.), but I don't know. 

What are the hard line requirements of the school and how much time do you have to get there? Like are they basically saying just get through something they can label algebra 1 by the end of 12th? Do you think life skills would be a good focus? 

5 hours ago, prairiewindmomma said:

We're not moving from "doing it with me" to "doing it on his own" without prompts.

This is a strong instructional strategy and it works well for my ds. It also works well for my ds to start with something physical and then move to the written form. You might see if any representational or hands-on pre-algebra type programs would work for him. My ds needs a long time at that stage, and I don't think it means you're doing something wrong.

[prairiewindmomma]

I have been told that he has several options.

Option 1: he is able to complete 24 credits with “normal” curricula, with adaptations but not modifications. He must complete up through Algebra 1. This would allow him to have a basic diploma. He can take a 5th year or work up to age 21 to do this because of his IEP.

Option 2: he completes the same number of hours and the same math requirement but does so with modified curricula. He would be granted a “modified diploma”.

Option 3: we continue our blend of homeschool and public school and the public school does not issue a diploma.

We live in an excellent area that offers life skills, transition to work services, and a variety of work/study programs. It’s one of the reasons we took a 30% paycut and moved cross-country. Most of those services kick in at the high school level. At this point I do not see him making it in mainstream math but I do see him eventually getting a degree. His is seriously 2E. He’s 2.5 stanines out at either side of things...which has me hesitant to move to life skills stuff.

He has life skills math down after a whole lot of time in remediation.

 He also watches Tasty Trade with dh and talks about their investing platform and day trading. 🤨 It’s the kind of 2E craziness that seems impossible until you see it. He doesn’t get the math but the software guides on when to put and call and he follows the general principles discussion.

Literally, I do not know what to do with this kid, but I find it reassuring that you think it’s ok to hang out here for a while.

I have been going over his work for the last six months and I do see some encouraging progress in some areas...