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Another school meltdown day
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<blockquote data-quote="confuzzled" data-source="post: 402698" data-attributes="member: 8831"><p>mine--to a T.</p><p> </p><p>(and she does have processing speed deficits as well, along with poor coping skills)</p><p> </p><p>i also want to add, our experience showed us that this math business is NOT "disability specific" (don't misunderstand, of course there are math disabilities, and dyscalculia can be common in certain types of disabilities). obviously, some NT kids can "deal" better with it....but from what we saw, the levels of stress in the whole class were something to behold. we had very, VERY good reliable adult input, so it wasnt on my kids word alone. the pressure was astronomical</p><p> </p><p>and one more thing....(this one took me a while, and i might have said this before)...i forget what grade this was, but when they were "learning" the times tables, mine just had the darndest time with the 8's. i was in a complete tizzy with flashcards, drills, etc, thinking o-m-g she's falling behind. i was really worried that she was not getting it.</p><p> </p><p><em>until</em> the day other classmates tests got stuck to hers and came home.</p><p> </p><p>turns out, those kids were still on the 2's. and not one had a reasonable grade. apparently, the kids all moved "at their own pace", so mine was hardly behind...she was actually advanced. these were NT, typical peers. as a parent, i had NO way of knowing any of that...but it really helped put things in perspective for me. i know you arent supposed to compare <em>your</em> kids to <em>other</em> kids, but frankly, thats an age old method of seeing where yours is at, Know what I mean??</p><p> </p><p>mine still has math issues. but do i think she has a math disability? no. she has "dysteachia" and "dyscurricula". i too am looking for a way to mitigate the frustration and convince her that its ok to do what she needs to to be successful, and forget what doesnt work for her.</p><p> </p><p>and those stupid arrows dont. nor, in my humble opinion, does it make a difference if you use a capital R or a small r. as long as mine gets the concepts, i really dont care what case letter she uses.</p><p> </p><p>and i'm really, really positive that eventually they will learn to work the whole problem out to either the exact decimal or use the fraction, and the "r" will REALLY be irrelevant (i cannot convince mine of that either, but i felt the need to say it to grown ups who know it to be true!)</p><p> </p><p>ps: mine finally started a new unit, of which i would call "pre-algebra"...she not only got it, but brought home 103 on the test and was beyond proud of it. so here's to holding out hope that it all gets better! :-D</p></blockquote><p></p>
[QUOTE="confuzzled, post: 402698, member: 8831"] mine--to a T. (and she does have processing speed deficits as well, along with poor coping skills) i also want to add, our experience showed us that this math business is NOT "disability specific" (don't misunderstand, of course there are math disabilities, and dyscalculia can be common in certain types of disabilities). obviously, some NT kids can "deal" better with it....but from what we saw, the levels of stress in the whole class were something to behold. we had very, VERY good reliable adult input, so it wasnt on my kids word alone. the pressure was astronomical and one more thing....(this one took me a while, and i might have said this before)...i forget what grade this was, but when they were "learning" the times tables, mine just had the darndest time with the 8's. i was in a complete tizzy with flashcards, drills, etc, thinking o-m-g she's falling behind. i was really worried that she was not getting it. [I]until[/I] the day other classmates tests got stuck to hers and came home. turns out, those kids were still on the 2's. and not one had a reasonable grade. apparently, the kids all moved "at their own pace", so mine was hardly behind...she was actually advanced. these were NT, typical peers. as a parent, i had NO way of knowing any of that...but it really helped put things in perspective for me. i know you arent supposed to compare [I]your[/I] kids to [I]other[/I] kids, but frankly, thats an age old method of seeing where yours is at, Know what I mean?? mine still has math issues. but do i think she has a math disability? no. she has "dysteachia" and "dyscurricula". i too am looking for a way to mitigate the frustration and convince her that its ok to do what she needs to to be successful, and forget what doesnt work for her. and those stupid arrows dont. nor, in my humble opinion, does it make a difference if you use a capital R or a small r. as long as mine gets the concepts, i really dont care what case letter she uses. and i'm really, really positive that eventually they will learn to work the whole problem out to either the exact decimal or use the fraction, and the "r" will REALLY be irrelevant (i cannot convince mine of that either, but i felt the need to say it to grown ups who know it to be true!) ps: mine finally started a new unit, of which i would call "pre-algebra"...she not only got it, but brought home 103 on the test and was beyond proud of it. so here's to holding out hope that it all gets better! :-D [/QUOTE]
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