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Pervasive Developmental Disorder (PDD)-not otherwise specified and English homework
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<blockquote data-quote="'Chelle" data-source="post: 89721" data-attributes="member: 1161"><p>Thanks Marg. What you describe seems a process with a little more involvement but similar to the suggestion from his psychiatrist. This assignment he's got now, I may try work through that way a bit with him. We pretty much work through them together as it is. As with Josie's son, I just don't think my difficult child will ever get the abstract concepts. The question you used as an example, how his inner journey develops through the play, my difficult child wouldn't have a clue what the question is asking. If he and I are doing it together, I can explain it to him, and he will say he gets what they're asking. He still has a hard time then to figure out from what he's read what the answer is. For example if it had to do with prejudice or bigotry, we might infer from a character saying "they should keep to their place" that the character held a prejudice for a certain group of people. difficult child more than likely wouldn't get that until you pointed it out. He would likely take it to mean that everyone had assigned areas or seats or somewhere they were supposed to stay that had nothing to do with race etc. I just don't see any kind of mapping helping him to understand those things until someone tells him what it's supposed to mean.</p><p></p><p>I've yet to meet the teacher, but I doubt he would want to put in the extra time this process would entail to work with difficult child, according to the resource teacher he was furious with difficult child for his stance on not picking a book. The extra work is what the resource room would be for. And difficult child is adamant he does not want to drop french for more english in the resource room. If he doesn't want it, then making him drop french will not make him do the work in resource and will in fact make it harder to get him to work in english at all. This is a boy who will sit on his bed for 8 hours doing nothing (other than lunch and bathroom break) rather than do homework he doesn't want to. Eventually yes, he will do it, but it takes several days of sitting doing nothing and a lot of aggravation on both our parts before he will. How hard I push him now is based on how important I think it is, and how much good it will do him, I just can't face the wars and stress it causes anymore. He's resistant to resource room = does him no good at all. LOL So I'll try steering him to some of this technique on this assignment, and we'll hope for the best. He generally sees this kind of point making, mind mapping, outlining as just more english work he has to do, not as a tool to help himself make it go faster in the long run.</p><p></p><p>He did eventually take a book, a very short (160 pages) science fiction thing. But he grumbled when he started about how he hates reading boring books he doesn't like, so I don't know how this will go. He read 22 pages in half an hour last night, so if he'd taken the book 2 weeks ago when he should have he'd have been long done just reading that amount of time each day and still had 2 weeks to work on the synopsis. He now has 5 days to read it and write something. I gave him a talk pointing this out, and he always agrees it was silly of him to act that way, but will it stop him the next book they have to choose? I doubt it LOL.</p></blockquote><p></p>
[QUOTE="'Chelle, post: 89721, member: 1161"] Thanks Marg. What you describe seems a process with a little more involvement but similar to the suggestion from his psychiatrist. This assignment he's got now, I may try work through that way a bit with him. We pretty much work through them together as it is. As with Josie's son, I just don't think my difficult child will ever get the abstract concepts. The question you used as an example, how his inner journey develops through the play, my difficult child wouldn't have a clue what the question is asking. If he and I are doing it together, I can explain it to him, and he will say he gets what they're asking. He still has a hard time then to figure out from what he's read what the answer is. For example if it had to do with prejudice or bigotry, we might infer from a character saying "they should keep to their place" that the character held a prejudice for a certain group of people. difficult child more than likely wouldn't get that until you pointed it out. He would likely take it to mean that everyone had assigned areas or seats or somewhere they were supposed to stay that had nothing to do with race etc. I just don't see any kind of mapping helping him to understand those things until someone tells him what it's supposed to mean. I've yet to meet the teacher, but I doubt he would want to put in the extra time this process would entail to work with difficult child, according to the resource teacher he was furious with difficult child for his stance on not picking a book. The extra work is what the resource room would be for. And difficult child is adamant he does not want to drop french for more english in the resource room. If he doesn't want it, then making him drop french will not make him do the work in resource and will in fact make it harder to get him to work in english at all. This is a boy who will sit on his bed for 8 hours doing nothing (other than lunch and bathroom break) rather than do homework he doesn't want to. Eventually yes, he will do it, but it takes several days of sitting doing nothing and a lot of aggravation on both our parts before he will. How hard I push him now is based on how important I think it is, and how much good it will do him, I just can't face the wars and stress it causes anymore. He's resistant to resource room = does him no good at all. LOL So I'll try steering him to some of this technique on this assignment, and we'll hope for the best. He generally sees this kind of point making, mind mapping, outlining as just more english work he has to do, not as a tool to help himself make it go faster in the long run. He did eventually take a book, a very short (160 pages) science fiction thing. But he grumbled when he started about how he hates reading boring books he doesn't like, so I don't know how this will go. He read 22 pages in half an hour last night, so if he'd taken the book 2 weeks ago when he should have he'd have been long done just reading that amount of time each day and still had 2 weeks to work on the synopsis. He now has 5 days to read it and write something. I gave him a talk pointing this out, and he always agrees it was silly of him to act that way, but will it stop him the next book they have to choose? I doubt it LOL. [/QUOTE]
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