Teen has trouble following instructions in chemistry lab, etc

[Anonymous]

She has a lot of anxiety about chemistry labs because she doesn’t want her lab partners to think she’s not contributing or participating, but she has a very hard time with multi-step instructions and really struggles with knowing what to do independently; her lab partners DO end up doing the lion’s share and DD says she feels “stupid and worthless.” She does have an IEP and I’m wondering what accommodation might be helpful, in this situation.

Anyone BTDT? Is this a common issue - struggling to follow steps/instructions? It comes up in Geometry a lot but is especially difficult in Chemistry.

[Anonymous]

Your child should have specialized instruction so that materials are modified so that she can complete the chemistry lab as her peers can.

If her disability is getting in the way (and it is) it is clear that she should have specialized instruction in that class.

I would reach out to your case manager tomorrow and discuss.

[Anonymous]

My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

[Anonymous]

Anonymous wrote:My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

It is not a win win - as Charles may actually WANT to do the Lab.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

It is not a win win - as Charles may actually WANT to do the Lab.

She's hurting Charles by taking it over and not giving him an opportunity.

OP, maybe work with her on cooking recipes to follow directions?

[Anonymous]

You need to meet with the chemistry teacher and see what can be done/ where the specific struggles are. Call an IEP and get it put in place.

[Anonymous]

For a chemistry lab, she should read through the instructions and try to story board what needs to be done the night before. Make lists of what equipment is needed for each step.

Basically, if she can't follow the directions as she goes, she needs to study and plan ahead of time. It might not make it perfect, but she'll do better if she's prepared.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

It is not a win win - as Charles may actually WANT to do the Lab.

Also, even if Charles doesn’t actually want to do the lab, he needs to do his share so he can learn what he’s supposed to know. PP, do not encourage your kid to take over!

OP, can you talk to the chemistry teacher about getting the instructions early to “study” them; maybe get it into the IEP? I recommend talking to the teacher to try to figure out how to help your kid participate.

[Anonymous]

Anonymous wrote:For a chemistry lab, she should read through the instructions and try to story board what needs to be done the night before. Make lists of what equipment is needed for each step.

Basically, if she can't follow the directions as she goes, she needs to study and plan ahead of time. It might not make it perfect, but she'll do better if she's prepared.

THIS

[Anonymous]

Anonymous wrote:

Anonymous wrote:My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

It is not a win win - as Charles may actually WANT to do the Lab.

This. Charles deserves the opportunity to do more tasks. He should be paired with someone else who needs extended time.

[Anonymous]

Some people just aren't built for chemistry labs. Tell her to just do her best. I could never follow those things either but I'm a perfectly functional human being with an advanced degree from an excellent graduate school.

[Anonymous]

I don't try to cook just by reading the recipe ahead of time. I need a cookbook on the counter.

It's unreasonable to expect students to do a lab without the written procedure at hand.

[Anonymous]

Anonymous wrote:My son (graduating this year) had and IEP all throughout his school career and group projects were always a burden, and he was always the slowest and the one who contributed least. We couldn't do very much about it.

But here's the perspective of my neurotypical and take-charge 7th grade daughter: she does NOT mind having such a lab partner, because then it means she has more control over the finished project and she knows she can usually do a better job than most students (I know, cocky). She says: "Oh good, I was paired with Charles, who is just like (brother), and so I asked him if he could do this small thing, and I'd do the rest." Bossy, but it's a win-win.

That's a lose-lose. Charles doesn't learn and feels bad while your daughter works on a case of burnout before she even reaches college.

Think of it this way; imagine this in the workplace: A bossy supervisor would just get cranky and take over to get the job done while complaining how overworked they are. An actual leader will find a way to capitalize on Charle's strengths and know that for this task, the distribution of work will need to shift, but will make sure Charle's does the work he excels at. And maybe the big boss (teacher/parent) needs to communicate to make sure that happens.

[Anonymous]

Anonymous wrote:I don't try to cook just by reading the recipe ahead of time. I need a cookbook on the counter.

It's unreasonable to expect students to do a lab without the written procedure at hand.

Me too.

[Anonymous]

Call an IEP meeting and talk about this with her providers. They will make a plan to address this need. If your child is in high school she should attend the meeting as well.