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<blockquote data-quote="TeDo" data-source="post: 608350" data-attributes="member: 15799"><p>Hi there Ktllc. The more I read, the more I see difficult child 1 and V being so much alike (only V is much younger). difficult child 1 did pretty good in elementary school with reading and math. It was when he got to about 6th grade when things became more abstract and required a LOT more inferring in reading that difficult child 1 really developed "problems". We put it in his IEP that during reading class, he was pulled out and worked with a Special Education teacher on reading skills at a no more than 1:4 ratio for that hour of the day. It helped somewhat but, as you know, inferring just isn't going to be his strong suit. In 7th grade, he was pulled out to a "resource room" (sped room) where the actual class of 8 kids was taught reading but at a MUCH slower pace. Even now, his reading is not grade level and probably won't be because he hates to read and doesn't get a lot of it. He's not going to work a job that requires much reading so the goal is simply to have functional reading skills. When it comes to the standardized tests, because he has an IEP, they have options to "pass" him if he fails them (he takes them only once) and they make accommodations like having the test and questions read to him.</p><p></p><p>Sorry, now I'm rambling. To answer your question more directly, ask for small group (no more than 4-5) or 1:1 teaching in a quiet room during reading and math to work on functional skills. If you can get that, it can remain as long as he needs it and it won't matter if he's at grade level or not as long as he progresses over time. Good luck.</p></blockquote><p></p>
[QUOTE="TeDo, post: 608350, member: 15799"] Hi there Ktllc. The more I read, the more I see difficult child 1 and V being so much alike (only V is much younger). difficult child 1 did pretty good in elementary school with reading and math. It was when he got to about 6th grade when things became more abstract and required a LOT more inferring in reading that difficult child 1 really developed "problems". We put it in his IEP that during reading class, he was pulled out and worked with a Special Education teacher on reading skills at a no more than 1:4 ratio for that hour of the day. It helped somewhat but, as you know, inferring just isn't going to be his strong suit. In 7th grade, he was pulled out to a "resource room" (sped room) where the actual class of 8 kids was taught reading but at a MUCH slower pace. Even now, his reading is not grade level and probably won't be because he hates to read and doesn't get a lot of it. He's not going to work a job that requires much reading so the goal is simply to have functional reading skills. When it comes to the standardized tests, because he has an IEP, they have options to "pass" him if he fails them (he takes them only once) and they make accommodations like having the test and questions read to him. Sorry, now I'm rambling. To answer your question more directly, ask for small group (no more than 4-5) or 1:1 teaching in a quiet room during reading and math to work on functional skills. If you can get that, it can remain as long as he needs it and it won't matter if he's at grade level or not as long as he progresses over time. Good luck. [/QUOTE]
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