Homeschooling AFTER school

[remclick]

Just wondering if anyone else feels like they are homeschooling after school?

I am exhausted trying to reteach what he should have learned at school but didn't. He looks like he is learning it but he isn't and I have tried to tell the school to watch for this. Do I just let him fail in every class so they see it? I don't mind helping but I am frustrated having to go over and over the material and he doesn't want to have to spend all that time after a long day at school. And, even then, he gets many Cs, Ds, and Fs on tests and classwork assignments. He does get As and Bs at times but it is so much work for me. He tested in the superior range on cognitive (IQ) testing, average to above average in educational testing but his classwork performance is below average.

He has a 504 (since 2nd grade) and has just entered middle school. He is just done at the end of the school day and is angry and sometimes crying when he gets off the bus because he has homework. I just want him to be able to understand the material in school so that we don't have to start over when he gets home.

Is anyone else experiencing this?

[keista]

The transition to middle school can be a NIGHTMARE. Sounds like he's getting overwhelmed, and when overwhelmed, nothing really sinks in.

I'd meet with the staff to see if there are additional supports that can be put in place for him. With superior intelligence, if things are OK, then he shouldn't be struggling so much and still getting poor grades. Laziness can cause such grades, but that's not what you're describing, but be warned that the staff may think that's the cause.

He does get As and Bs at times but it is so much work for me.

LOL if you're putting in THAT much work, it's not really HIS grade, is it?

I've never had to reteach. Tutor, yes. Motivate, yes.

((((HUGS))))

[TeDo]

I experienced a lot of that. Gfg was DONE at the end of the day so it was written into the IEP that "classwork assignments be shorter than non-disabled peers" (usually 1/2 the problems/length). This helped a lot. But then, as things got more difficult and the school refused to give him in-class support, he refused to work in class at all so ALL work was brought home for me to do with him. The school still adamantly refused to provide in-class supports and it got to be so ridiculous that I have pulled him out of that SD.

Definitely call for an IEP/504 meeting to discuss the issue. They ALL need to know what you are dealing with and THEY need to provide accommodations IN school to help. It is their job to teach, not yours. Put the ball back in their court. Push for whatever changes to the 504 you can or push to have it changed to an IEP to get him more help. You might have to push HARD.

[InsaneCdn]

He is just done at the end of the school day and is angry and sometimes crying when he gets off the bus because he has homework

I would guess its time for another round of evaluations.
I'm seeing burn-out. He really can't do what is asked of him at school right now - and you need to find out why.
ADHD is co-morbid with all sorts of other dxes... chances are really high that there are more reasons for school problems than just the ADHD and mood disorder ...

Some examples:
- handwriting - if it isn't efficient and effective (doesn't need to be pretty), then they fall behind real fast - have to be able to listen and write, think and write...
- auditory issues - trouble following what the teacher is saying? could be issues filtering out the normal background noise. Causes HUGE issues in school, and it gets worse as they get older
- working memory issues - more and more work requires "recall" as they get older; if working memory is a problem, they can't consistently pull the info out of their brains...
- other learning disabilities such as dysgraphia

There are all sorts of accommodations and interventions for these kinds of things.
And problems like these, when not detected, definitely contribute to mood disorders.

[remclick]

He has all of things you mentioned! (Oh it feels good to know there are other people out there living my frustrations!) I talked to his teachers about them already. Called my own meeting with a handout to tell them about him and how the testing showed that his verbal comprehension is poor so no matter how smart he is inside, if the information doesn't get in he is going to do poorly. I have been told that until he is 1.5 years behind he would not qualify for an IEP. Well, he isn't but what does that do for kid's self esteem to see himself fail over and over again? It just seems like teachers don't know what to do with a child that can't "hear" what they are teaching.

But I can ask for him to be evaluated again. Thank you for replying!

[InsaneCdn]

Get your own testing done if necessary...

OT for motor skills - they can't dx, but can document required accommodations... check out www.canchild.ca first (its a good site, out of a Canadian university) and if the DCD stuff rings a bell, share some of that with the OT as well.

SLP - we had to go for a private eval, because the schools didn't even have it on their radar (he doesn't have language issues one-on-one... so can't be a SLP problem, right?? NOT). Specifically, try to get a SLP who is familiar with both CAPD and with other auditory issues like filtering/focus/discrimination... the ability to manage listening in the presence of background noise (classrooms are far more noisy than the normal listener is aware of!). Key accommodation here is either a soundfield system (teacher uses mic, speaker system for whole class), or even better, a personal fm system (teacher has mic, student has listening device direct into ear). It may take this eval plus more... depending on where you are and who has the power to "order" the hardware.

Other normal accommodations for auditory processing problems include:
- outline of what is being covered, at the very beginning of class so they can follow along
- all instructions (due dates, assignment details) in writing - either on the board or on paper - to supplement any verbal instructions
- note-taking service - either by an EA, or by duplicate-note set-up with a top-notch student
- any other adjustments normally given to hard of hearing students

He doesn't have to be more than 1.5 years behind... he just needs some dxes to support the fact that he needs more support...!

[keista]

I have been told that until he is 1.5 years behind he would not qualify for an IEP.

I don't know the exact laws on this, BUT if I'm not mistaken, he does not have to be behind 1.5 years in EVERYTHING. Even if it's just his verbal comprehension, he should qualify.

Here's a link to Nemours with a comprehensive outline. http://kidshealth.org/parent/growth/learning/iep.html#

Many schools are notorious for trying to get parents to NOT go for an IEP. The way around it is to put your request for IEP evaluations in writing, cc to anyone you think is relevant and have these letters delivered by registered mail. Then they MUST go through the evaluation process.

My son got one despite being highly intelligent and generally doing well. He was behind in language and motor skills (as well as social skills) and that's what got him the IEP. The fact that he's got Asperger's and does will due to the accommodations, is what has kept him on an IEP even after he "caught up"

[TeDo]

I have been told that until he is 1.5 years behind he would not qualify for an IEP.

My son has had an IEP since 3rd grade for his struggles caused by his ADHD and he has NEVER been behind grade level. I would check into that more. His diagnosis alone should qualify him for an IEP under "Other Health Impairments". I would find an advocate in your area. You need someone that knows what they're doing to be on YOUR side.

[buddy]

He has all of things you mentioned! (Oh it feels good to know there are other people out there living my frustrations!) I talked to his teachers about them already. Called my own meeting with a handout to tell them about him and how the testing showed that his verbal comprehension is poor so no matter how smart he is inside, if the information doesn't get in he is going to do poorly. I have been told that until he is 1.5 years behind he would not qualify for an IEP. Well, he isn't but what does that do for kid's self esteem to see himself fail over and over again? It just seems like teachers don't know what to do with a child that can't "hear" what they are teaching.

Unfortunately it is super frustrating even for the sp. ed. people having to deal with criteria and cut offs. They will lose funding if they bi-pass it too often BUT there are ways. Typically it is 1.5 SD (statistic term for standard deviations-i did awful in stats classes!) below the average scores for students of that grade or age. And, yes, they can qualify in different areas like Learning Disabilities, Speech Language, ASD, etc... Now, here is the thing....if someone on the team is really on page with you and thinks he needs services, sometimes they can pick the specific tests that they know the kiddo will probably bomb out on a little more surely. (in s/l for example instead of a general expressive/receptive test, they can pick specifically a test focusing on "grammar" use when speaking, or a language processing test. One test we sometimes use is Test of Problem Solving which is not a test to see if a child can solve problems, but how they use language to show how they can solve problems. There are many options especially in s/l and psych testing) Depending on the disability area a hypothetical example of how a student could qualify would be that they need to be 1.5 SD below the mean on TWO standardized measures plus observations by staff and parents support that it is affecting school progress. School progress can include social development in the school setting which is vital for school success. Some districts are really locked into what tools they use. I totally admit that I have picked assessment protocols that are known to catch more kids when doing s/l evals with a child where the parent and staff feel they truly need to qualify and they are kind of on the edge of qualifying. It doesn't always work and I am not saying to fake anything, they are legally acceptable tests...just saying that sometimes you can take the time to pick tests that might hit their weaknesses a little harder. There are no tests that would make a really average kid not look okay, of course. There are also team over-rides where they can see that the disability is affecting academic performance and it is critical to get services. Obviously this is very rare but it is done at times. Some kids wont test or can't test, etc. Everything has to be well docummented so that they dont lose funding when they are audited.

There are advantages and disadvantages to school vs. private testing and service provision. One disadvantage is the HUGE frustration that a child who is even in the 10th%ile and struggling in school is not allowed to be seen when you know you can help. Then again, school doesn't have to fight insurance companies to continue to provide services after ten sessions or a few months, once enrolled. I always get BOTH for my son when I can. I recommend that to anyone if it is doable, even if I am working with them directly. There are enough goals to go around and our kids deserve everything we can get them as long as we coordinate and dont contradict each other. the different perspectives can be very good (one team working on the basic underlying issues and another providing day to day support to help navigate the educational setting, etc.)

[JJJ]

Schools will tell you LOTS of things that "cannot be done". Many of them not only CAN be done, but are LEGALLY required to be done. If the school is denying something that you feel your child needs to suceed, check on www.wrightslaw.com for the most up to date legal info.

That being said, I would suggest setting a time limit for homework (30 minutes-ish). Let your son know that the two of you will spend 30 minutes working on homework and then he can done. Staple a letter of explanation to any undne homework.

"GFG worked diligently on his homework last night. He was unable to complete this work as he did not grasp the material presented in class. Please reteach so that he understands. Thank you, Mrs. Remclick"

Just printed out a bunch and eventually the teachers may get the point. Yes, they may give him zeros and his grades may all become Ds and Fs. So what. It is vital that the teachers understand where his educational weaknesses are. Unless you plan on reteaching him everything through high school.....