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Post by amcfanny on Aug 19, 2005 10:06:18 GMT -5
We're only in the third week of school and my kiddo is already down in the dumps about this. Last night he was telling me about how he's the slowest writer in the class and the only one that can't finish the work. How he has to sit and watch all the other kids go to all these resource centers and work (and have fun) while he sits at his desk. Today he was all negative about going to school cuz he has this worksheet to finish up from yesterday before he can go to any centers. He's convinced before he even tries that he won't be able to get it done. This will be going on three years now that he hasn't been able to participate in center time. I hope next year there isn't any center time!!! I'm torn between pushing the school to make exceptions for him and having him push himself to do the best he can. He's an A/B student so it's hard for them to understand he's got some kind of learning disability involving writing. I had an OT eval done last year and he was declared perfectly normal. How do you keep your kids thinking positively and motivated about school? I did start giving him some concerta yesterday I had left over from last year and have an appointment on Monday with the ped. I don't believe any amount of medicine will help him. He has a big problem with written expression which is going to cause problems for him till the day he graduates and can move on to some job that doesn't involve writing. Then it won't matter that he has a weakness in that area.
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Post by camismom on Aug 19, 2005 10:15:06 GMT -5
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Post by tridlette on Aug 19, 2005 10:21:46 GMT -5
I'm not sure I would settle for the "perfectly fine" declaration. Ask for another evaluation NOW, at the beginning of the year, and request that it be a different person evaluate. You are allowed at least one eval. per year (at least where I live, and some schools will do 3 screenings per year).
I have 3 kids who have written language LD's... Michael wasn't diagnosed until 9th grade... they just kept labelling him as "LAZY" and finally... they realize that he is writing on a 3rd grade level... (just because he is gifted doesn't mean he can be dual-identified... all of mine are).
Go back to his Gifted Evaluation Report or whatever they call it where you are at... look for any discrepencies. And you can e-mail me directly... I will try to help you through this.
He needs to continue getting A's and B's... before he falls into the "gifted under achiever" category and can't work his way out of the hole. He is a bright, special boy and the school has no right to destroy his self esteem by not allowing him center time at least part of the time. Maybe they can work with you to allow at LEAST 2 days of center time per week, regardless of incomplete work. He will be labelled by all the kids as SLOW when it is quite the opposite.
His mind just works SO much faster than his hand!
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Post by Linda on Aug 19, 2005 10:34:27 GMT -5
He needs that center time...that is not fair to him!!! He already knows he is " Different"....not letting him join his friends says it very clearly  I also hate it when our kids miss recess time because of unfinished work. They NEED that time to burn off energy. |
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Post by AnneM on Aug 19, 2005 10:47:52 GMT -5
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Post by Kaiti on Aug 19, 2005 11:01:27 GMT -5
In Mikey's 504 we had it written in that he was to have work cut back for him......not that it happened....but that's a different story. The teacher was an OK judge on whether he was to miss out on anything. Most of the time she would have him run a bit then bring him back to the picnic table to finish work. When it came to centers, all of the kdis participated, it didn't matter if the work was done or not......that's just how it was.
Do you have a 504 plan or an IEP?
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Post by amcfanny on Aug 19, 2005 11:12:23 GMT -5
Thanks...I haven't got a plan. With the ADD - I think all I could get is a 504 plan - we're in florida. I think it's just a matter of talking to the teacher and asking her to make exceptions to the rule. Gotta make a call to her today for a meeting.
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Post by camismom on Aug 19, 2005 11:15:43 GMT -5
Thanks...I haven't got a plan. With the ADD - I think all I could get is a 504 plan - we're in florida. I think it's just a matter of talking to the teacher and asking her to make exceptions to the rule. Gotta make a call to her today for a meeting.  Go get 'em girl! |
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george3
Member
Neverland, My real home.
Posts: 46
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Post by george3 on Aug 19, 2005 11:31:20 GMT -5
I sat in on several parent meetings for 504 and IEP plans for kids. From what I remember the people in charge have a certain amount of things they try to work on so they can get all of the work done. You are able to require modifications for either plan.
Some teachers think that a young learner has to do a similar problem twenty times to remember how it is done. I never agreed with that. Once or twice on each type of problem is usually enough. If it isn't enough you will know if you request a copy of his tests, evaluation documents. Children form patterns of importance of what is to be learned. If center time is important to a child they try harder to learn materials to get to participate in the centers. The test has to be expected to be monitored by the teacher and the parent as the child is deciding when to stop practicing what has to be learned.
You can require the diagnostician at the meetings to add this to the plan.
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Post by Kaiti on Aug 19, 2005 11:46:45 GMT -5
Some teachers think that a young learner has to do a similar problem twenty times to remember how it is done. I never agreed with that. Once or twice on each type of problem is usually enough. I whole heartedly agree with George. Mikey will get something, so he's ready to move on to something else. We also have written into his that if an "incedent" occurs, he is to be sent to the Guidance Counselor IMMEDIATELY following the incedent. I have everything saved from Kindergarten through this year, and oh my lord the write ups we got.  I am quite lucky in the fact that the principals son is also ADHD and she KNOWS where I am coming from and she knows how to read Mikey. She was one of the best assets to our meeting. The teachers KNOW he can do it, it's just a matter of it getting done in a timely....half neat......way. Good luck with the meeting, keep us posted  |
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Post by tridlette on Aug 19, 2005 11:52:50 GMT -5
ISome teachers think that a young learner has to do a similar problem twenty times to remember how it is done. I never agreed with that. Once or twice on each type of problem is usually enough. Michael swears he isn't lazy... he is efficient... he learns it when it is taught the first time... he doesn't need it repeated... |
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Post by milesofsmiles on Aug 19, 2005 13:39:01 GMT -5
Ditto here Kaiti and Trid. Nate learns something then looks around the room for something else to do. The teacher thought he was distracted, and did not want to learn. He also has some writing difficulties, coupled with anxiety he would freeze up at seeing a whole sheet of problems. We found out mid way through the year that he was being kept in from recess to finish sheets. He did not mind that much because he got to have one on one time with a young beautiful teacher, and he usually got picked on at the playground. We got the teachers to cut back on the repetition and the written work. He had some verbal testing at the 3/4 mark of the year and he was consistantly 2-3 grades above the current class. The teachers were shocked. It is good to sit down early to nip this in the bud. As Christy said, go get em !! Miles  |
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Post by amcfanny on Aug 19, 2005 14:31:44 GMT -5
TGIF...well he thought he couldn't get it done but he did.  He made it to the last 20 minutes of center time - the science one. There's a brain buster one he really wnats to see what it's all about he has yet to go to. Maybe next week... Now I have to make a trip to the walmart for that treat I promised him if he got all his work done... |
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Post by milesofsmiles on Aug 19, 2005 14:35:34 GMT -5
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Post by finnmom on Aug 19, 2005 15:46:53 GMT -5
I´am so happy he did it And same time I think it´s totally ridicolous of them to not let him have his center-time due slow writing He´s not behaving badly or disturbing, which would be the case to use this as a punishmetn, but he´s just slow writer, how can they punish him for that and more importantly; how would it help Good to know you have the perent-theacher meeting coming |
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