it's the little things...acknowledging our strengths

As I'm getting ready to take Ryan to his hockey game yesterday he shows me his latest Lego creation.  He's getting more creative with his Lego.  He's starting to build structures and vehicles instead of his regular elaborate battle scenes.  Don't get me wrong, his battles and war stories are very complex and strategic.  It's just that he's been raging war against the Empire since forever, so I think sometimes I forget how complicated his story lines are.  So he's explaining his latest invention and it's really kind of a cool little car with a compartment that can hold stuff.  He then tells me that he wants to be a Lego Master Builder.  We saw a job posting not too long ago and he's been fixated ever since.  I told him that I think that might be a good summer job in a few years when he's older and has some more experience building bigger structures.  "Well," he states, "My ADHD gives me extra creativity.".  Slightly surprised by this statement, and knowing how my son speaks I asked him who told him that?  I mean, I know how fabulous he is and we discuss his creativity all the time.  However, I don't think I've ever actually told him that I think he is creative.  He relied simply with "H" (a friend of the family).  "Well," I relied, "I think she's right.".  "YES!" Ryan exclaims in triumph, "Finally...this ADHD thing is good for something!!".  Way to see the positive my friend!  Clearly we need to do more of that.  New Year's resolution #1.

Happy Holidays to everyone!  Breath deeply and remember the positives and focus on strengths.  Things can go sideways pretty quickly so bring your sense of humor and know that this too shall pass.  As my fav author Dr. Seuss says "Those who matter won't mind and those who mind don't matter".

Understood helps with Understanding

https://www.understood.org/en


This is a fantastic website for anyone dealing with learning and attention issues. It's not only full of great articles, but the creators have designed a section called "Through Your Child's Eye".  This section contains a number of simulations relating to some of the main learning or attention issues addressed on the website.  Trying some of the games really opened my eyes to the difficulties Ryan may experience on any given day.  Now, trying to imagine my entire day, all day, every day, struggling like this left me exhausted.  I could not imagine dealing with some of these experiences all day long!

Getting Things Done.

As things ramp up for the holidays it's easy for us to get caught up in the hustle and bustle.  Our "To Do" lists grow longer and the hours in a day seem to disappear with the daylight.  It's important to remember during these times of increased stress and reduced patience that our children with Executive Functioning issues aren't trying to be difficult or lazy.  They often times simply can't hold more than 2 instructions in their memories at a time (normally it's about 4).  Add in the distraction that comes with ADHD, disruption to routine or fatigue, and it could create a cocktail for disaster.

The gift that these challenges bring to us is that they remind us to slow down, speak slowly and softly and take things one at a time.  When we are running on all cylinders and burning the candle at both ends, these may not be bad things.  This article from Understood has some great strategies for giving instructions to kids with learning and attention issues.  Some of them we use regularly and some were good reminders.  Enjoy!

It's the little things: Top Secret

So...we have some very exciting news!!  It looks like Ryan will be joining his typical class for Science very soon!!  We'll know for sure when by the end of the week.  This is the most amazing news!  The more typical classes that Ryan returns to, means the more his brain is developing and can begin to handle a typical school workload.  Apparently his math skills are really taking off (Ryan has always had more strength in Math) and his teachers think he might be able to handle the science curriculum.  He will still have some accommodating for his writing and reading but this is truly exciting news.

Ryan also mastered another level in his tracing.  That's 2 levels in 2 weeks!  Apparently a new world record.  So after some initial struggle and frustration, it seems like things are falling into place.  We had a huge discussion about short term "pain" and longer term "gain".  I was glad to have some concrete examples relevant to his world.  All of this great news has renewed Ryan's motivation to stay in homework club and work really diligently at his program.  It's been tricky for the past couple of weeks - this was some much needed good news!!

Happy Thursday!

My Kid Hates School

My son hates school.  I can’t really blame him.  The school environment is not conducive to his learning style.  Ryan is busy and physical and totally learns by doing.  This might be partly to do with his learning disabilities and also just the way his brain prefers to process information.  Now that he is in the Arrowsmith program it’s even worse.  He is totally 2 sides of the coin with his new school.  On one hand, he likes the teachers and kids in his typical class.  He hangs out with them during recess and gym and genuinely enjoys their company.  He is finding social success at this new school.  No one has called him “crazy”, or “stupid”.  No one has intimidated him or threatened him with physical harm.  He has not come home early from play-dates (sorry…from “hanging out”) and he has had amazing times at birthday parties.  Never mind the fact that he’s been invited to birthday parties.

However, his Arrowsmith classroom is very small this year.  There are only 5 students (including Ryan), down from 11 last year.  Ryan does not like 3 of the 4 students left in his class and these are the students he spends most of his time with.  Ryan is only at grade 3 reading and just moved into grade 4 math.  However, he is still in the tutoring sessions with the younger kids.  He wants to be with his buddy who is a grade ahead of him.

The Arrowsmith program is also really demanding.  I mean, REALLY demanding.  I wouldn't choose to do the intensity of work that Ryan is doing.  He mostly tolerates things but it’s really hard for him.  It sounds counterproductive but it’s SO important to follow the program to maximize the results.  Ryan doesn't have the life experience to realize that short term pain will produce longer term gains.  I know that sounds like some 80’s workout video slogan but we, as adults, know it to be true.  How do I explain this to my 10 year old who simply doesn't buy it?

Anxiety

So this summer has been pretty busy to say the least.  Our family has weathered the storm of a life or death health emergency and have, very thankfully, come out on the other side in tact.  However, it hasn't come without some residual casualties.  My summer of reading with Ryan and reviewing comprehension activities and journaling are out the window.  This summer we read two passages and wrote two journals.  My daughter's bucket list summer of activities to do together on my days off are out the window too.  We did manage to salvage some family time and it was great - just not what we planned.  During this summer of the necessity of being flexible, of rolling with the punches, of figuring it out as we go, I forget that this doesn't always work for my kids.  Now, my kids have been SUPER awesome given the circumstances but recently my son's been having trouble sleeping.  WHAT?!  When did this start?  How come I didn't notice?

My mind starts racing to the obvious...medication.  Do we need to change it?  Do we need to stop it?  Then I started putting two and two together.  Funny, sleep issues only started when we started back to school shopping.  So I asked my son if anything was bothering him.  This lead into a discussion about the whole process for the first day of school.  Remember, we started at his new school in March.  This will be Ryan's fist "First Day of School" at PCS.  So, we reviewed the whole process, agreed that Dad would go with him to the gym for the Kick Off assembly with the principal and then show him where his classroom is.  Funny, he slept like a log that night.

Anxiety can rear it's ugly head with any child.  However, for a child with working memory issues changes to routine can be especially distressing.  Mostly because it's very hard to draw on past experiences...they simply can't always remember all of the details.  My son is usually very good at advocating for himself when he is not sure what's going on.  But sometimes he's not sure what's wrong himself.  Just because the adults know the game plan, we have to remember to take the time, in this world of never enough time, to remember to explain the plan to the kids - especially the kids who depend on routine.

It's the little things...

This may seem so small, so insignificant.  However, every time I think of it I'm moved almost to tears.  Please don't laugh out loud at me but, Ryan had his annual eye exam today and used only LETTERS during his exam.  No symbols!  He was readily able to identify all the ones he could see.  Turns out the little man needs some reading glasses.  We thought stress and adjustment were the culprits behind his headaches last year during his transition at PCS and Arrowsmith...oops.  Once we get his new specs he'll be off and running into a brand new school year.  I told you it was small...but not so insignificant.  This is another milestone.  YAY!

Dyscalculia Demystified

Dyscalculia is often described as "Math Dyslexia".  When the capability of a child far out reaches a child's level of achievement, learning disorders are often suspected.  In the case of Mathematics, this is typically called Dyscalculia.  Here, children have a inability to connect the dots when it comes to math concepts, most notably regarding number sense.  Children dealing with Dyscalculia may also have issues with sense of time and sense of direction.  The following article, from the National Center for Learning Disabilities, provides a detailed explanation of Dyscalculia.

Are Learning Disabilities Real?

I can't tell you how many times I've been asked this question.  There is an underlying assumption that, because you can't always "see" a learning disability that they must be fake.  Really, the child is just lazy.  This is often true in a case like ours where Ryan's vocabulary is above grade level.  When speech and reading are so closely linked, it is hard to imagine that one can have an above grade level vocabulary, yet a drastically below grade level reading performance.  However, that is our reality.  Here is a wonderful article to help people understand the challenges someone might go through DAILY with a reading disability.  Please enjoy and feel free to pass along!

Hello Lovelies!  I did not quit.  Although, the thought did occur to me since it’s been so long since I've last posted.  June 7^th???  Holy smokes time flies.  Well, as life does, we've been thrown with a few curve balls and they certainly threw me for a loop.  I had an interesting conversation with the Special Education Officer for my District School Board last month.  She had absolutely NO interest in discussing the Arrowsmith program.  I was flabbergasted!  I really need to remember that just because I am enthusiastic about something and can totally see the logic and the utility, does not mean that everyone will share my vision.  In any case, unfortunately, she was quite misinformed and the conversation was not quite the place to educate her.  However, the statement she made, that “we cannot have individual programs for every student” just blew me away.  Why not?  Isn't that the very essence of an IEP?  Isn't that what Special Education has struggled towards for years?  Isn't one of the goals of education, particularly special education, to break out of the mold of one standard and allow children to develop and learn with the tools necessary for their growth and education?  So I was very disheartened to hear this attitude coming from someone on my board of education.  No wonder my struggles for Ryan have been so many and old ideas so hard to break away from.  I suppose this person could have meant commercialized programs.  We cannot bring in a commercialized program to meet every student’s needs.  I suppose I understand that.  However, we do use commercialized programs everyday within the schools and school board.  Here is where I face a lack of understanding because Arrowsmith individualizes itself, to meet the student’s needs.  Not every student has to go through the same programs or activities.  It all depends on where they are.  At the end of the day…isn't THAT what Special Education is supposed to be all about?  Meeting students where they are, right now, and giving them what they need to go beyond what they've been told they can do.  To do more than show students shortcuts to cope.  How about giving them tools to learn?

What if I don't agree with the IPRC?

So you've had your IPRC meeting and you are unsure about how the IPRC personnel has identified your child, you don’t agree with the support plan for your child, or there is some other factor that you don’t agree with.  The IPRC will want you to sign the statement at the end of the meeting.  If you are unsure, you have the right to ask for more time to think about things.

If after thinking about the situation and you still do not agree with the IPRC, there are specific steps to follow.  As written on the People for Education website:

1.     If, after thinking about the IPRC decision, parents continue to disagree with it, then the parent can ask in writing to meet for a second time with the IPRC to consider the matter further. The request for the second meeting must be submitted within 15 days of the parent’s receipt of the original IPRC decision.

2.     If the parent feels that the second meeting was unsuccessful, or if the parent does not believe a second meeting with the IPRC would be helpful, the parent can ask that the decision of the IPRC be reviewed, by writing to the director of education of the school board requesting a meeting with a Special Education Appeal Board (SEAB). This request must be made within 30 days of the first IPRC decision, or within 15 days of notification of the outcome of the second IPRC meeting.

3.     The appeal board meeting must be held at a place and time convenient for the parents, and no later than 30 days after a chair of the appeal board has been selected. The appeal board must make its recommendation within three days of the meeting ending.

4.     If parents disagree with the appeal board decision they may apply to have their case heard by a provincial Special Education Tribunal.

5.     During the appeal process, the school or board cannot implement the placement decision made by the IPRC.

If things go this far, I would consider contacting your local Learning Disability Association Chapter as they may be able to give you some support, or point you to organizations that can offer support during the appeals process.

Good Luck! 

What is an IEP?

An IEP (Individual Education Plan) is a road map for you and your child in terms of how their learning needs are going to be addressed.  An IEP is created no more than 30 days after a student has been identified as exceptional and placed in a special education program.  A child does not have to be formally assessed to be placed on an IEP.  The Ontario Ministry of Education provides a detailed definition which I have summarized.  An IEP is:

• A written plan describing the special education program and/or services required by a student, based on their areas of strengths and needs.
• A record of the accommodations that a student might need in order to meet their learning expectations, given the student’s identified learning strengths and needs.
• A working document that identifies what learning expectations that are modified from the grade level expectations of any particular subject.
• A working document that identifies alternative expectations, if required, that are not part of the formal Ontario Curriculum (e.g. social skills).
•  A list of specific expectations to be assessed and evaluated for the purposes of reporting student achievement of modified and/or alternative expectations

What are modified expectations and accommodations?

Accommodations are tools used to help children meet their grade level curriculum expectations.  Examples of accommodations include, but are not limited to, the following: giving students extra time to complete tests, allowing students to use their computers or laptops for note taking, strategic placement of student’s desks in the classroom, using scribes for notes or tests, differentiated instruction.

Modifications refer to actual changes to the grade level expectations of the Ontario curriculum.  Again, modifications can include, but are not limited to the following: previous years curriculum expectations (for example a student is in grade 3 but is assessed against grade 2 expectations for certain subjects), omitting certain expectations in specific subjects (such as focusing on 2 of 3 expectations for particular subjects).

The following websites provide some additional detail regarding IEP’s:

http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf

http://www.peopleforeducation.ca/

http://ldadr.on.ca/iep.htm

What is an IPRC?

An IPRC is an Identification Placement and Review Committee.  This process formally identifies your child as exceptional as defined by the Ontario Ministry of Education.  The Ontario Ministry of Education has 5 broad categories for exceptional students:

• Behaviour
• Communication
• Gifted
• Mild Intellectual Disability
• Multiple Exceptionalities 

Either a parent or a teacher can request an IPRC.  Often it is a joint decision and the meeting is formally requested by the school.  The purpose of the IPRC is to formally decide if your child should be identified as exceptional and to identify the child's area of exceptionality.  Additionally, the IPRC identifies a child's strengths and areas of need along with deciding the appropriate placement for a child.  Placement refers to how much time a child spends in a regular class, a special education class, if they have withdraw assistance or indirect or direct support within their classroom environment.  After your initial IPRC meeting, you will meet at least once per year with the IPRC to review identification and placement.

The IPRC usually consists of:

• Parent (and a support person)
• Student (usually if 16 years or older)
• Classroom teacher
• Principal or Vice Principal
• A Board employee who's expertise is useful to the process and can share information such as a Special Education Resource Teacher (SERT)

The following websites are great resources for navigating the IPRC meeting:

http://www.peopleforeducation.ca/

http://ldadr.on.ca/iprc.htm

http://www.edu.gov.on.ca/eng/parents/speced.html

The Address

Amazing!  What an amazing documentary.  I've had it on PVR for the longest time finally took a moment to watch it.  The Address (PBS) takes us to Putney, Vermont and introduces us to the Greenwood School.  Greenwood is a boarding school for boys with various learning challenges.  Every student has some form of learning disability, ADD/ADHD, behaviour issue or speech impediment.  Greenwood only houses 50 students (ages 11-17) and each of those students come with not only challenges to how they learn, but the emotional baggage that comes with years of suffering.  Each year starting in November, the teachers use The Gettysburg Address as a teaching tool.  The students commit The Gettysburg Address to memory and participate in a competition in February where they recite The Gettysburg Address in front of their peers and family.  Through exploring the students at Greenwood, Ken Burns also examines the history and context of one President Lincoln's most important speeches.

Its amazing to see the impact that this 2 minute speech has on the lives of the students and teachers at Greenwood.  The 90 minute documentary follows the students around for the weeks leading up to the performance.  It shows how the teachers use the speech as a teaching tool and how it permeates each of the student's curriculum classes such as History (kind of obviously) and Literacy but it's also used in speech therapy and occupational therapy classes.  Students had highs and lows as they each prepared to share their final version of the speech.  We saw students meltdown and rise back up to the challenge to not only complete The Gettysburg Address but to actually excel at public speaking and become impassioned by the ideology behind the original Address.

This is truly a remarkable documentary and well worth watching.

Frustration

I read an article about helping our kids grow their frustration tolerance and thought it tied in well to my previous post about resiliency.  Helping to teach our children resiliency is also about teaching them to build up their tolerance to frustration.  As with many life lessons for our kids, the first examples begin at home, with us, and how we handle our own life situations.  I have to admit that I've been running on empty for a long time, which is the number one killer for frustration tolerance.  However taking steps to get healthy and fill my own "bucket" on a daily basis (being thankful, taking care of myself, getting enough sleep, having enough fun etc.) helps me deal with life's little setbacks calmly and rationally.  Not everything has equal importance.  Not everything is an emergency.  Realizing this also helps to save my energy for the big battles that life tends to throw our way once in a while.  Here are some great tips on increasing our kids frustration tolerance.  What are some ways that you handle things when they go upside down (and often sideways?)?  I'd love to hear!

Some Frequently Asked Questions...

This list is certainly not exhaustive.  They are simply some of the questions that I asked when my we first thought that there was something more to our sons academic difficulties than meets the eye.  I certainly don’t want to claim to be an expert on LDs but I want to shed light and share information where I can.  There are many reputable websites that I have found helpful and I will list them at the end of this post.  Please feel free to comment on any other nuggets of info you might have come across in your journey with LD!

What is a learning disability?

According to the Learning Disability Association of Ontario, “LDs – which is short for learning disabilities – affect one or more of the ways that a person takes in, stores, or uses information. LDs come in many forms and affect people with varying levels of severity. Between 5 and 10 percent of Canadians have LDs.”

http://www.ldao.ca/introduction-to-ldsadhd/introduction-to-ldsadhd/what-are-lds/

Can LD’s be cured?

Learning disabilities are considered life long.  Typically, people are taught to cope and compensate for their disabilities.  There are a number of ways to do this from instructional strategies to technological support.  Neuroscience is breaking ground in ways to treat LDs.  Instead of imposing a sentence of compensation, the work of people like Barabara Arrowsmith Young are showing people how to change their brain structure so that their brains can take in, store and use information much like their typical counterparts.  Programs such as Arrowsmith are not for everyone but they can help many students overcome many learning difficulties.  Many students find success with more traditional, remedial methods in addition to curriculum modifications or accommodations.

“LDs and their effects are different from person to person, so a person’s pattern of learning abilities need to be understood in order to find good, effective strategies for compensation.”

http://www.ldao.ca/introduction-to-ldsadhd/introduction-to-ldsadhd/what-are-lds/

arrowsmithschool.org

Are there different Types of Learning Disabilities?

Yes.  There are many different forms of learning disabilities.  Remember, an LD affects how a person receives information, stores information and then uses that information.  Consequently LDs can affect organization, focus, decision making skills, social interaction, interaction with a person’s physical environment, academics including reading, writing, mathematics and speech.

For a comprehensive overview of the various forms of learning Disabilities, you can visit:

http://www.ldao.ca/introduction-to-ldsadhd/introduction-to-ldsadhd/what-are-lds/different-types-of-lds/

My child is having trouble reading.  Is it a learning disability?

First of all, remember that all students develop at different rates, even between siblings.  At the same time, trust your instincts.  I know my DD has trouble getting some mathematics concepts the first time through.  However, with some practice or additional explanation she gets it.  What clinched the deal with my DS is when his grade 1 teacher finally agreed that “it shouldn’t be THIS hard.”

In our case my son was receiving an intense amount of support to bring up his reading level in grade 1.  Up until this point, his lack of interest had been excused by his high energy.  I had my suspicions since he entered kindergarten that something wasn’t quite right but I trusted the teachers and we just kept an eye on things.  After such intense amounts of energy were put into my son’s reading skills and he wasn’t responding, the school finally agreed with me that there was possibly something else going on and that we should look into some academic testing for him.  Thus, our start down the LD path.

Every child is different and LD affects everyone differently.  Have discussions with your child’s teacher and your school’s Special Education Resource Teacher (SERT).  Discuss your concerns with them and don’t be afraid to voice your fears.  It never hurts to take a second look.  Keep in mind though, that reading is not everyone’s area of strength.  It can be the same thing with math.  Some people just need extra support in certain areas.  Things become questionable when the level of support exceeds the improvements being made.

Here is a list of some common signs of learning disabilities at different ages and stages:

http://www.ldao.ca/introduction-to-ldsadhd/introduction-to-ldsadhd/what-are-lds/some-common-signs-of-lds/

Some additional sights that will help answer some FAQs:

http://www.ldac-acta.ca/

http://www.readingrockets.org/helping/questions/ld#node10904

http://www.ncld.org/learning-disabilities-resources/faqs

How Timely...

This is an interesting article that came at an interesting time.  Just this week, I was trying to figure out ways to help DS better deal with frustration and set backs.  This article helped explain that he most likely has a lower tolerance for frustration.  It makes sense for our situation and helps with our empathy towards Ryan's outbursts.  They don't tend to happen often, but when they do they are VERY big!  What I have to watch out for is the difference between empathy and pity.  It's not helpful for Ryan to have people in his life who feel sorry for him.  I can empathize with his frustration but I can't enable him from getting out of things he has to do.  This whole process is to help him be a happy, independent and productive member of society.  His future boss isn't going to let him miss deadlines because "he's had a bad day."  I recognize that he's only nine but at the same time he IS nine and I have to let go a little bit to allow for maturity...sigh...this is difficult stuff.

This article was a great read.  I hope it brings you some insight as well.  Cheers!

http://www.ncld.org/types-learning-disabilities/executive-function-disorders/executive-dysfunction-behavior-problems

Teaching Resiliency

Ryan had another tough couple of days this week.  I’m struggling constantly with the notion that we made the wrong choice.  The rational side of me knows that the program works.  Going through the Arrowsmith program will help Ryan in so many ways.  Part of the problem is, is that I can’t go through this with him.  He has to go through this alone and it breaks my heart.  I’ve always been able to be his buffer when his emotions get the best of him.  I've had access to his day and can help him calm down.  Ryan’s emotions are getting the best of him at his new school and he feels very much alone.  He doesn’t really know his teachers yet (it’s only been 4 weeks), nor does he have any real bonds with his classmates.  There is no “quiet room”, like at his previous school and his teachers have very specific expectations of behaviour.  Ryan’s previous school was very tolerant of his emotional difficulties.  Ryan isn’t a behavioural “problem” but when he gets frustrated he can get very emotional and melt down.  It doesn't happen often but when it does…look out.  It’s compounded when he is tired or hungry.  Otherwise he is quiet easy going…it’s really a Jekyll and Hyde situation.  I started looking for some tips on helping Ryan deal with his frustration.  I wanted to give him some tools that he can take back to the classroom with him.  It’s hard for a 9 year old boy to see the big picture of long term goals.  It’s hard for him to realize that doing the activities for hours and hours will one day be to his benefit.  He just doesn’t have the life experience yet to appreciate this.  Here are a few tips about resiliency that I found interesting.  They were either a new twist for us to employ or a nice confirmation of what we are doing:

1. Listen.  Listening to your kids instead of trying to give advice or “fix things” helps you to truly see the world from their perspective.  I've tried to be quieter and just listen to Ryan’s stories and frustrations without judgement or without telling him what he should do about things.
2. Empathize.  Instead of telling your child to just “shake it off”, understand their perspective.  Take a moment to see things through their eyes.  Share your empathy with your child.  “Wow, I can see how that would be very frustrating.”
3.  Ask.  Ask your children what they can do differently next time or how they might rectify a situation.  Instead of telling your child that they need to apologize or the steps that they need to “fix” a problem, ask them for their input.  If they could have a “re-do”, how would they change their choices?  If they were wronged, what might make them feel better?  How could they make the situation better?
4.  Manage emotions.  Kids learn very quickly which emotions will get them what they want, or out of doing what they don’t want.  I also have to learn how to ride out Ryan’s emotions and recognize that, while I feel really badly that he had a bad day, he is still capable of doing his homework.
5. Model resiliency.  This is a big one for me.  I need to remember that “little people” are watching my every move and really handle my own emotions.  I tend to rant or vent to my husband or friend on the phone and forget that others might be listening.

Ryan needs to know that he’s going to have bad days.  The only things they work on in his program are the HARD things.  It’s one thing to know this and another to experience it.  Hopefully, these few steps will help us ride the wave a little easier.

Here are a few sites that had some more advice on teaching resiliency:

http://psychcentral.com/lib/10-tips-for-raising-resilient-kids/00017272

http://www.kidspot.com.au/schoolzone/Friendships-Teaching-your-child-resilience+3994+394+article.htm

http://www.apa.org/helpcenter/resilience.aspx

Meet the Master

Well, my DS mastered Level One of Tracing!  Big deal, you might think.  I don’t really blame you.  However, this means that our DS’s brain is already changing.  In 4 weeks at Arrowsmith, he has improved his printing accuracy.  This means that his brain and his hand have now started a conversation.  They used to argue with each other…a lot!  Now, Ryan has slightly better control over his written movements.  Now don’t get me wrong…these improvements are NOT miraculous.  To the naked eye, the change is miniscule.  You probably wouldn’t even notice.  However, to a young boy that has never before been so frustrated in his entire life, to persevere through that frustration to reach this success, is a HUGE milestone.  He wrote in his journal how excited he was to place a LARGE ribbon on his Lamb (the poster boards where the Arrowsmith students place their ribbons of achievement).  He can see just a tiny sliver of benefit of the procedures.  He can write just a little bit more every day in his journal.  These results are measurable and tangible to him.  These results will stay with Ryan for his entire life.  He will never have to start at level 1 again. Ever.

Congratulations!

What is a Learning Disability (LD)?

The definition of LD as per the Ontario Ministry of Education:

Learning Disability 
A learning disorder evident in both academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication, and that is characterized by a condition that:

a) is not primarily the result of: 

impairment of vision;

impairment of hearing;

physical disability;

developmental disability;

primary emotional disturbance;

cultural difference;

b) results in a significant discrepancy between academic achievement and assessed intellectual ability, with deficits in one or more of the following:

receptive language (listening, reading);

language processing (thinking, conceptualizing, integrating);

expressive language (talking, spelling, writing);v

mathematical computations; and

c) may be associated with one or more conditions diagnosed as:

a perceptual handicap;

a brain injury;

minimal brain dysfunction;

dyslexia;

developmental aphasia.

www.edu.gov.on.ca/eng/

The Learning Disabilities Association of Ontario Defines LD as:

"Learning Disabilities" refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning (footnote a), in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such, are distinct from intellectual disabilities.

Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:

oral language (e.g., listening, speaking, understanding)

reading (e.g., decoding, comprehension)

written language (e.g., spelling, written expression)

mathematics (e.g., computation, problem solving)

Footnote a: 

The term "psychological processes" describes an evolving list of cognitive functions. To date, research has focused on functions such as: 

phonological processing

memory and attention

processing speed

language processing

perceptual-motor integration

visual-spatial processing

executive functions (eg, planning, monitoring and metacognitive abilities)

Approved by the LDAO Board of Directors, May 2001.

www.ldadr.on.ca/ldaodef.htm

Explanation

I'm converting some old posts onto my new blog space.  If the time line seems out of whack, please forgive me.  I think I'm all caught up so my posts should make much more sense now.  Thanks for your patience.  If anyone wants some more information on the program that my son is taking,  please visit the Arrowsmith school site.

Week One Done!

Well, my little man completed his first week at Pickering Christian School and the Arrowsmith Program.  We've had a number of tears and meltdowns but, all in all, things haven't gone too badly.  Ryan is getting used to his new demands and routines.  Let me tell you, his new routines are quite demanding!  He has gone from no homework to 40 minutes per day.  Starting next week that will change to 70 minutes per day, 6 days per week!  The journaling is his biggest challenge...trying to come up with topics each day is difficult.  The other challenge is having to do his exercises SLOWLY.  Ryan likes to rush through everything! It's all good lessons for him just the transition is difficult.  Having said that, not one time has he ever even mentioned the words quit, can't, don't want to go to school tomorrow.  He's showing that he has great strength of character.  It's pretty cool!

Out of the Box

I know I've already posted today but...I just read this email and thought it was another great example of thinking outside of the box.  I know it's American based but I'm interested to see the full documentary:

National Center for Learning Disabilities

Leap Of Faith

Today we begin a journey that starts with a leap of faith.  My little guy is starting his assessments at the Arrowsmith Program at the Pickering Christian School.    He will start the program full time at the end of the month.  We are still waiting to see if we even qualify for the tax credit to pay for the tuition fees!!  However, he is SUCH a perfect candidate for the program that we are starting his assessments ASAP so that his program can be ready when the school resumes after March Break (they have 2 weeks off) (Thank-you family for also taking this leap of faith with us a fronting us the funds).

Funny enough, my word for the year is "BELIEVE".  However, I find the more I think about my word, the more it applies to my everyday.  I believe in myself, I believe in my family and I especially believe in my children.  I see their future as filled with so much possibility.  As I hold my breath and jump off of this cliff, I believe that the finances will fall into place.  I believe this because I realized this morning that, for the first time, I can exhale because I truly believe we are on a path where my son can dream a future he can aspire to.  The doors are opening for him.  This is day 1 of Ryan's new world.

What is fair?

“Fairness does not mean everyone gets the same. Fairness means everyone gets what they need.” 
― Rick Riordan, The Red Pyramid

My child needs special education that will reinforce his memory so that he can remember how to read.  My son suffers from a print disability both similar to, and different from, Dyslexia.  Most people have some understanding of Dyslexia.  It is not simply reading letters backwards (but that's for another post) but at least many people are accepting of the fact that Dyslexia is a real and confirmed condition.  If I say that my son has a communication Learning Disability, I'm often looked at like I've grown a third eye.  If I say my son has Dyslexia, I receive a sigh and a look that says "Oh, OK.  I get it".

My son has the ability to learn and can learn very quickly.  However, he has an issue with his working memory.  If he is not using an intense amount of energy learning a specific task (such as reading), the information falls out of his ears.  Quite literally.  An example is remembering how to spell his last name.  He can tell you his last name but at any given moment, if you ask him to spell his last name, he can probably only remember the first 4 letters.  He rarely writes his last name.  So his brain process information as "relevant vs. irrelevant".  Often what is considered relevant is what was learned 5 minutes ago.  Irrelevant could be what was learned in the morning.  So you can imagine his frustration when he knows that he learned something yesterday but can't quite remember what it was all about.  Think of the movie "50 First Dates".  This is often my child's reality.

My son attends public school.  While I fully believe in public education and wrote papers in University condemning the privatization of education, I find myself at a crossroads.  A therapy option is available for my son to address his various learning challenges.  It comes at a great financial cost and is only really accessible at a private school close to us.  I haven't given a second thought regarding the implications that sending my son to this school has on my value system.  I'm concerned with his ability to thrive and live a functioning life once he leaves the education system.  I'm concern with his ability to be a contributing member of society.  I'm concerned for his future happiness.

Public education is built on a foundation that seems to be faltering in it's promise to serve the greater good.  It is built on the foundation that all persons be treated equally, including those with special needs.  However, the notion is that of sameness.  My son is struggling through the same programs as everyone else who can't read, while making minimal gains.  This therapy can help him, and others like him, with needs that are similar, yet different.  It needs to be part of our public education system as an option when other programs fail.  It needs to be available to the masses, not just the wealthy.  This therapy needs to be integrated into our public special needs education.  Access to this program needs to be fair.