Teen has trouble following instructions in chemistry lab, etc

[Anonymous]

Anonymous wrote:

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

Exactly, PP. She doesn't need specialized instruction, she needs accommodations. At this point, she should be practicing these executive function skills that will be needed in college. Reviewing the directions the night before, looking up unknown words, color coding and/or adding notes, all in advance is a useful strategy that can be used in all classes.

[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.

Oh, they never do. Neither does my son.

[Anonymous]

Anonymous wrote:

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.

Oh, they never do. Neither does my son.

Your son may not but others of our kids do and don't want your child to take over and then all the drama with that.

[Anonymous]

Anonymous wrote:

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.

Ok—but if the student is in a regular group and drags it down —the group likely will (and should) take over that aspect. This isn’t simply a team building experience. The other students’ grades are on the line.

[Anonymous]

It’s also not the NT kid’s responsibility to coach or support Charles. If Charles needs extra supports, great. The teacher needs to accommodate that. If Charles has more flexibility in grading, the rubric should be updated. But it’s not on the students in the group to support when they are being graded for all parts of it.

[Anonymous]

Anonymous wrote:

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.

That’s exactly what I did. Thank you!