Stop worrying about what's next

Um...pardon? How can I NOT worry about what's next? I'm ALWAYS worried about what's next. It feels like a constant hamster wheel going around and around trying to supplement our son's areas of need in order to "prepare" him for what's next. Yet in our hyper vigilance, we sometimes forget to explore and rejoice in his strengths right now. Our son is a brilliant story teller. He is an extraordinary engineer and game creator. He is constantly making up games and downloading game boards to go along with them. He creates videos and posts them and is creating quite the following. We sometimes forget that these skills will take him far in life. That he has created coping mechanisms to get through the daily grind in an environment not suited to his needs, is an incredible ability. I would never condescend him by saying his learning disabilities are gifts. They are not. They are challenges that he contends with every minute of every day of his life. However, his type of brain that grows creativity, enables problem solving and enlists critical thinking IS a gift. This gift will carry him and help him when things get rough. This gift will bring solace and escape on dark days. This gift will prepare him for what is to come. Some days we have to pause and reflect and breath. He may not go unscathed, but he will be O.K.

Here is a great article I found on focusing on strengths when creating IEPs. Click HERE to read more.

Looking at the Bigger Picture

Our son has Dyslexia and Dysgraphia. However, we don’t call it that where I live. We refer to his learning disabilities as Learning Disability: Communication. This label is completely deceiving. Our son has NO problems communicating. He does however, have a lot of trouble reading and writing. With writing it is beyond the physical act, however, it’s also part of it. Simply learning how to maneuver on a keyboard won’t help him. He needs to think about every sound, for letter in every word for every sentence. Imagine the exhaustion after writing one sentence never mind a paragraph. Although our son is now functionally literate, I doubt that he will ever read John Grisham or Stephen King for pleasure. However, he might listen to them. Our son will most likely remain a comic book fan for his entire life. He likes the story lines (and trust me, there is nothing simplistic about Marvel’s Multi-Universe), and he can read these independently. Our son’s comprehension is pretty much through the roof. However, no one seems to want to take advantage of this. So, when I see modifications on his IEP, it is usually around reducing the amount of reading or writing our son is expected to produce. So, if an average student in his grade is expected to write a page, he might be expected to write a paragraph. Why can’t he dictate and still be expected to produce a page? Why isn’t our son provided with audio books to listen to and then he can dictate answers to comprehension questions into his computer? My question is this: what are we trying to accomplish with modifications to the curriculum? The IEP is supposed to establish multiple access points to the curriculum. It is supposed to provide equity. I’m not sure that this is happening. This year, more so than others, it’s just not sitting well with me.