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As a parent of a child with both speech and ADHD issues (in 1st grade) I empathize with you. What works for us may not work for you but we have a few things in place.
1) An IEP that allows for speech interventions, a wiggle seat (google them, REALLY helps) and allowing him to stand up when he works. He's also allowed to jump from one activity to another and back again. We do not want to medicate him at all at this point so we're refusing to. I want him to learn to turn his weaknesses into his strengths as he develops and matures and I don't feel like medication is the route to go. I have ADHD myself and use it to my advantage.
2) Bribery. I know people will disagree with this but rather than punishing him for not wanting to read, write, etc we reward him when he does. Another parent mentioned screen time. For us we use popsicles if he has a great day and he can work towards something bigger that he wants (such as a pack of pokemon cards). If he has a bad day it starts over again and if he has 7 good days in a row he gets the cards. Works really well.
3) Frequent conferences with the teacher. This helps so that we're all on the same page. I highly recommend this route so you're reinforcing at home what the classroom teacher needs and vice versa. We've seen huge improvements since implementing this. Some are just a quick 5-10 phone call or a weekly email and then we meet in person once a month.
My son's 3rd grade teacher doesn't have desks in her room. She has wiggle seats of all sorts. That was the first thing that I noticed in her room on back to school night. I got a chance to ask her about it. She originally started doing it for her past students with ADHD. She then implemented with all students as she thought if it works with kids with ADHD why wouldn't it benefit all of my students. My son has taken tests standing up.
Non verbal learning disorder
Visuospatial Deficit
Specific Learning disorder ( w/ reading impairment, decoding and phonemic awareness)
ADHD
Processing Speed Disorder
My daughter actually has a very similar profile. She is repeating first grade this year to try to give her more time to learn to read better. She ended first grade last year at reading level D, which is where they want them to start first grade. So we decided to retain her because reading was just going to get more important in higher grades.
We started with a reading tutor about 6 months ago who is trained to teach kids with dyslexia and learning disabilities. We see the tutor twice per week for 45 minutes each, which costs us $30 each time. My daughter does not have a dyslexia diagnosis (I'm pretty sure they said she wasn't old enough to be officially tested for this yet), but the tutor uses those methods. We have seen a lot of improvement in her reading, and she also enjoys it more. We have also recently started with a math tutor, but she only charges $15 per session.
Besides the tutoring, we have also started methylphenidate (ritalin) for the ADHD. We started it over a year ago, but it took some time fiddling to figure out the right dosage and timeline that works best. We are using the short-acting liquid 3x per day, rather than the more convenient, long-acting pills that you only have to take 1x per day. But the liquid is easier to adjust the dosage, and the teachers think that this dosage schedule has been much more effective. The teachers have been telling me what a great year she is having and how she is so much more engaged and confident now.
For the processing speed, they find that it helps to pull her from her classroom for extra help in the resource room, where she can work at her own pace. They said that in the classroom, she doesn't have the time to catch up to where everyone else is before they move on. So she gets pulled for 30 minutes each for reading, writing, and math to the resource room. She stays for the first 30 minute lesson from the teacher, and then goes to resource for reinforcement afterward in the smaller group. The resource group is about 3-5 kids with one special education teacher.
We just redid her IEP yesterday, and she is graduating from Speech, OT, and PT at this time. She did still score low in the categories of "visual perception" and "recreational movement", but they said that they don't know how to incorporate these for the classroom at this time, though they are open to suggestions if we come up with something. We may end up back in private OT to address these in a non-classroom setting (though I don't know when we would do it between all the tutoring...).
They are going to continue the special ed pull-outs for reading and writing each day, but for math was are going to try pull-outs Mon and Tues, inclusion with a special ed teacher Wed and Thurs, and inclusion with her regular teacher on Fridays. We'll see how that goes, because they do see benefit to her being with her peers and other benefits to being pulled out. We are all flexible and just trying stuff, so if this doesn't seem to be working, we will go back to just the pull-outs in math.
In April, we got the results from a genetic test (we did whole exome sequencing) that showed that my daughter has a genetic mutation in a gene for a sodium channel in the brain. Basically, it means that her neurons are not effectively passing signals at the appropriate times. This explains the slow processing speed, and it also explains a lot of her other difficulties (including speech, motor, learning, attention, social skills). She can learn a process, but it takes her longer, and it is harder for her to refine the skill. There is no treatment for this genetic mutation at this time, but it does help us to understand what is causing her problems, which helps us understand appropriate ways to help her.
Right now he gets speech twice a week, OT 3 times a week, and PT once a week for motor issue. No reading specialist.
.
I do not see special education on his list of services. Who is actually teaching him reading? Or is he just expected to learn how to read along with the 25 or 30 other children in his classroom, who do not have any type of disability?
I taught special education for 30 plus years. In the school districts where I was a teacher it was extremely, extremely rare for a parent of a special education student to ever have to hire outside tutors as we provided appropriate education in school for free.
What special educational services is your son receiving? Small group or 1 to 1 reading instruction and review in a "pull out system"? Or are special education teachers and aides coming into his classroom to assist in his instruction and modify the instruction or assignments as needed? If neither of those things. How is the school justifying his lack of educational services?
I do not see special education on his list of services. Who is actually teaching him reading? Or is he just expected to learn how to read along with the 25 or 30 other children in his classroom, who do not have any type of disability?
I taught special education for 30 plus years. In the school districts where I was a teacher it was extremely, extremely rare for a parent of a special education student to ever have to hire outside tutors as we provided appropriate education in school for free.
What special educational services is your son receiving? Small group or 1 to 1 reading instruction and review in a "pull out system"? Or are special education teachers and aides coming into his classroom to assist in his instruction and modify the instruction or assignments as needed? If neither of those things. How is the school justifying his lack of educational services?
Nothing I was told they don't have anyone. My lawyer is currently suing the board of ed and I will be refunded.
I do not see special education on his list of services. Who is actually teaching him reading? Or is he just expected to learn how to read along with the 25 or 30 other children in his classroom, who do not have any type of disability?
I taught special education for 30 plus years. In the school districts where I was a teacher it was extremely, extremely rare for a parent of a special education student to ever have to hire outside tutors as we provided appropriate education in school for free.
What special educational services is your son receiving? Small group or 1 to 1 reading instruction and review in a "pull out system"? Or are special education teachers and aides coming into his classroom to assist in his instruction and modify the instruction or assignments as needed? If neither of those things. How is the school justifying his lack of educational services?
Quote:
Originally Posted by nicky91
Nothing I was told they don't have anyone. My lawyer is currently suing the board of ed and I will be refunded.
Oh, come on. What can they mean that they "don't have anyone"? Even the smallest, most rural, most isolated school district has a special education teacher, even if they travel in from some type of county wide or multiple county wide consortium. Where do the speech therapist, OT and PT come from?
Heck, I once read an article about a special education teacher who traveled to isolated, minuscule Alaskan villages by bush plane, as they did not have access to those places via roads. And, these were tiny, tiny one room schools, some of which only had a handful of students.
Last edited by germaine2626; 10-25-2016 at 10:46 AM..
Non verbal learning disorder
Visuospatial Deficit
Specific Learning disorder ( w/ reading impairment, decoding and phonemic awareness)
ADHD
Processing Speed Disorder
OK. Did they give you some IQ ranges, like his total verbal IQ? If he has this, and a low IQ, things will be harder to teach. But if he has this, and a normal, or better yet, high IQ, he will likely become an excellent reader once he "cracks the code".
Kids with nonverbal learning disorder are kind of the mirror image of dyslexia. They DO learn to read, and often are good at reading and writing (although they may have horrible handwriting, and may need to learn to keyboard early, to unlock writing.) Don't worry too much about the reading. It will come when he wants to read something to find out what happens. Try him on Magic Tree House. It's very plot driven. Read it together with him reading as much as he can and you helping and reading some to him to give him a break. He will get so interested in finding out what happens next, that he will soon be pushing ahead on his own.
I have seen many kids have their reading level skyrocket when they find something that they really want to read. This can happen for normal kids up to about age 8, and they're still eventually excellent readers.
If he is young for his school year, consider having him repeat first grade, to give him time for his brain to mature. If he has fine motor skill deficits, work hard with him on printing letters and writing, tying shoelaces, other fine motor skills, to try to increase brain connections to the weaker side of his brain. Piano lessons are good for this, because he has to move all his fingers independently while reading two clefs of music. Try crafts, too, like assembling models. Anything that involves fine motor skills will help strengthen the side of the brain that is less developed.
Watch for social skills deficits. NVLD is closely related to Aspergers. They often have social skills deficits. Make sure to keep him socially connected, with lots of playdates. For boys, sports are social currency, so spend lots of time working with him on soccer, baseball, basketball, football, whatever he can participate in, so that he will stay socially connected with the kids at school. Actively teach him social skills like listening carefully, asking questions that demonstrate interest, empathy, affirmation, etc.
For the visuospatial deficit, try teaching him how to draw simple things, like geometric shapes. First by tracing, then by drawing them independently. A very simple drawing book can help. You would have to do it with him, and patiently teach him how to first draw simple shapes. There are books that teach you how to draw simple cartoon pictures. It's not that he'll be good at this - he'll be terrible at it. But it will help strengthen the weaker part of the brain. Also work hard with him on sports that require visuospatial skill, like hitting a ball with a bat. Ask OT for other exercises for this.
Work a lot with him on skills like crossing the street safely. Between the ADHD and the visuospatial deficit, he's in danger crossing the street and riding his bike.
The psychologist who did the neuropsych can make a lot of recommendations for special ed accommodations to help him learn at school and at home.
I taught special education for 30 plus years. In the school districts where I was a teacher it was extremely, extremely rare for a parent of a special education student to ever have to hire outside tutors as we provided appropriate education in school for free.
We have tutors because our developmental pediatrician strongly recommended it on top of school. I am very happy with the special education teachers at school though. My tutors are in communication with my daughter's special and regular education teachers so that they can work together as a team.
My daughter actually has a very similar profile. She is repeating first grade this year to try to give her more time to learn to read better. She ended first grade last year at reading level D, which is where they want them to start first grade. So we decided to retain her because reading was just going to get more important in higher grades.
We started with a reading tutor about 6 months ago who is trained to teach kids with dyslexia and learning disabilities. We see the tutor twice per week for 45 minutes each, which costs us $30 each time. My daughter does not have a dyslexia diagnosis (I'm pretty sure they said she wasn't old enough to be officially tested for this yet), but the tutor uses those methods. We have seen a lot of improvement in her reading, and she also enjoys it more. We have also recently started with a math tutor, but she only charges $15 per session.
Besides the tutoring, we have also started methylphenidate (ritalin) for the ADHD. We started it over a year ago, but it took some time fiddling to figure out the right dosage and timeline that works best. We are using the short-acting liquid 3x per day, rather than the more convenient, long-acting pills that you only have to take 1x per day. But the liquid is easier to adjust the dosage, and the teachers think that this dosage schedule has been much more effective. The teachers have been telling me what a great year she is having and how she is so much more engaged and confident now.
For the processing speed, they find that it helps to pull her from her classroom for extra help in the resource room, where she can work at her own pace. They said that in the classroom, she doesn't have the time to catch up to where everyone else is before they move on. So she gets pulled for 30 minutes each for reading, writing, and math to the resource room. She stays for the first 30 minute lesson from the teacher, and then goes to resource for reinforcement afterward in the smaller group. The resource group is about 3-5 kids with one special education teacher.
We just redid her IEP yesterday, and she is graduating from Speech, OT, and PT at this time. She did still score low in the categories of "visual perception" and "recreational movement", but they said that they don't know how to incorporate these for the classroom at this time, though they are open to suggestions if we come up with something. We may end up back in private OT to address these in a non-classroom setting (though I don't know when we would do it between all the tutoring...).
They are going to continue the special ed pull-outs for reading and writing each day, but for math was are going to try pull-outs Mon and Tues, inclusion with a special ed teacher Wed and Thurs, and inclusion with her regular teacher on Fridays. We'll see how that goes, because they do see benefit to her being with her peers and other benefits to being pulled out. We are all flexible and just trying stuff, so if this doesn't seem to be working, we will go back to just the pull-outs in math.
In April, we got the results from a genetic test (we did whole exome sequencing) that showed that my daughter has a genetic mutation in a gene for a sodium channel in the brain. Basically, it means that her neurons are not effectively passing signals at the appropriate times. This explains the slow processing speed, and it also explains a lot of her other difficulties (including speech, motor, learning, attention, social skills). She can learn a process, but it takes her longer, and it is harder for her to refine the skill. There is no treatment for this genetic mutation at this time, but it does help us to understand what is causing her problems, which helps us understand appropriate ways to help her.
Wow! That is fascinating! I never knew that they could do genetic testing for this.
It took me to about 10th grade before I had a good grasp on reading and spelling. I also had speach class till 4th grade which was caused by me having a hearing problem and needed tubes. My biggest problem was memorizing the words which is what we do to read. That is why if you spell something wrong it just don't look right, because you some what memorized what it is supposed to look like with out realizing it. Give it time, it will get better. Even now if im learning anything new I sometimes have to think about it for a while before it really sinks in, its like it just clicks eventually like the steps in math problems which was another thing I was bad at.
I know reading books on how to repair things really sparked my interest and I would read a repair manual from cover to cover. Or how toweld, things like that. Normal books wouldn't hold my interest at all. They also have story books that are designed to have easier words in it for when he gets older. Practice is about the only thing that will help.
This is the typical mechanic's brain. Great spatial skills, great technical skills. Poor reading skills. WHat did you end up doing to earn a living later on in life?
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