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. 

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.

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

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

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