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talking slow
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<blockquote data-quote="Ktllc" data-source="post: 461980" data-attributes="member: 11847"><p>I wish it would be just as easy to explain it to the school. They seem always so surprised when I reveal "tricks" about V.</p><p>This morning, V and 2 little girls where looking for their name tags. They have to sign in and out every day. Victor finds his fairly quickly, which the teacher noticed. I go on to say how surprising it is: he recognizes sight words pretty good (I work on that with him, not the school) but is not able to remember letters to save his life. The teacher was real surprised by my statement. She goes "really?? We do it every morning. V, tell Mommy about the letters we've learned". V looks at her with his shy face. She asks several times, nothing... So I rephrase the question to V, still nothing... Then, since I suspect he has no clue what we are talking about, I ask him to point at them. The teacher jumps on the opportunity and ask him to point at the letter in the center. V goes to the center but has no clue what to point at. The teacher makes some gesture and gives more directions. Finally V points at them and still has no clue what they are... I did not make any comments, or did not have time to make any comments. The teacher says "but he says it with the class every day". All I said is that he knows to repeat the letters when he hears them, but cannot remember them. The teacher was real puzzled by it. V has been in her class everyday for the past 2 weeks.</p><p>I guess people are still not convinced by what I try to explain. I have a meeting with the disability manager and the 2 teachers on Wednesday. Maybe I can explain the theory of "talking slow".</p></blockquote><p></p>
[QUOTE="Ktllc, post: 461980, member: 11847"] I wish it would be just as easy to explain it to the school. They seem always so surprised when I reveal "tricks" about V. This morning, V and 2 little girls where looking for their name tags. They have to sign in and out every day. Victor finds his fairly quickly, which the teacher noticed. I go on to say how surprising it is: he recognizes sight words pretty good (I work on that with him, not the school) but is not able to remember letters to save his life. The teacher was real surprised by my statement. She goes "really?? We do it every morning. V, tell Mommy about the letters we've learned". V looks at her with his shy face. She asks several times, nothing... So I rephrase the question to V, still nothing... Then, since I suspect he has no clue what we are talking about, I ask him to point at them. The teacher jumps on the opportunity and ask him to point at the letter in the center. V goes to the center but has no clue what to point at. The teacher makes some gesture and gives more directions. Finally V points at them and still has no clue what they are... I did not make any comments, or did not have time to make any comments. The teacher says "but he says it with the class every day". All I said is that he knows to repeat the letters when he hears them, but cannot remember them. The teacher was real puzzled by it. V has been in her class everyday for the past 2 weeks. I guess people are still not convinced by what I try to explain. I have a meeting with the disability manager and the 2 teachers on Wednesday. Maybe I can explain the theory of "talking slow". [/QUOTE]
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