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Special Ed 101
Needing some direction and guidance for meeting friday
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<blockquote data-quote="soapbox" data-source="post: 585620" data-attributes="member: 13003"><p>I'm going to "assume", because there are no details in your sig or this thread, that your difficult child has a diagnosis of ADHD.</p><p>In which case, you might want to consider three things.</p><p></p><p>Testing for Auditory Processing Disorders (APD), especially the ones that are "sound" processing not "language" processing - there's something like 5 diferent APDs, and many areas still only test for the original/classic Auditory Processing Disorders (APD) where the child has problems processing verbal language. Among the others are "auditory figure ground" and "auditory distinction", either of which makes it difficult to follow a teacher's verbal instruction in a classroom setting. The student spends a disordinate amount of time trying to "hear", and has little mental energy left over to "listen". There are interventions and accommodations and technology that can help - no medications.</p><p></p><p>Maybe time for an Occupational Therapist (OT) re-evaluation, with a different Occupational Therapist (OT)... ideally, someone who is used to working with Autism Spectrum Disorders (ASD)/Aspie kids because they are more attuned to these kinds of neuro-motor developmental issues. It's not the only possibility for writing difficulties - for example, there are multiple "causes" of dysgraphia, not all known at this time. Occupational Therapist (OT)-based therapy should make some difference, but not fast enough for an impact on school work in the short run.</p><p></p><p>And then... if you dare... Take the following items to your meeting on Friday, and hand them to the math teacher:</p><p>- oversized pencil, not properly sharpened</p><p>- thinnest paper you can find</p><p>- a flimsy plastic binder, to set the paper on for writing - nothing to attach it</p><p>- instructions: You are to hold the pencil in the opposite hand from your normal writing hand, the paper and binder in the other. While standing on one foot, you are to take detailed notes for this meeting. You are not allowed to set your other foot on the ground, drop the pencil/paper/binder, or make any other scene or disturbance.</p><p></p><p>Why? Because that is about what math class is like for your difficult child, I'm guessing.</p></blockquote><p></p>
[QUOTE="soapbox, post: 585620, member: 13003"] I'm going to "assume", because there are no details in your sig or this thread, that your difficult child has a diagnosis of ADHD. In which case, you might want to consider three things. Testing for Auditory Processing Disorders (APD), especially the ones that are "sound" processing not "language" processing - there's something like 5 diferent APDs, and many areas still only test for the original/classic Auditory Processing Disorders (APD) where the child has problems processing verbal language. Among the others are "auditory figure ground" and "auditory distinction", either of which makes it difficult to follow a teacher's verbal instruction in a classroom setting. The student spends a disordinate amount of time trying to "hear", and has little mental energy left over to "listen". There are interventions and accommodations and technology that can help - no medications. Maybe time for an Occupational Therapist (OT) re-evaluation, with a different Occupational Therapist (OT)... ideally, someone who is used to working with Autism Spectrum Disorders (ASD)/Aspie kids because they are more attuned to these kinds of neuro-motor developmental issues. It's not the only possibility for writing difficulties - for example, there are multiple "causes" of dysgraphia, not all known at this time. Occupational Therapist (OT)-based therapy should make some difference, but not fast enough for an impact on school work in the short run. And then... if you dare... Take the following items to your meeting on Friday, and hand them to the math teacher: - oversized pencil, not properly sharpened - thinnest paper you can find - a flimsy plastic binder, to set the paper on for writing - nothing to attach it - instructions: You are to hold the pencil in the opposite hand from your normal writing hand, the paper and binder in the other. While standing on one foot, you are to take detailed notes for this meeting. You are not allowed to set your other foot on the ground, drop the pencil/paper/binder, or make any other scene or disturbance. Why? Because that is about what math class is like for your difficult child, I'm guessing. [/QUOTE]
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Needing some direction and guidance for meeting friday
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