SN & AAP

[Anonymous]

Hi all.
My son is in 3rd grade and AAP in FCPS. His teacher has mentioned on more than one occassion that she doesn't believe he belongs in the program. I know my son. I know he's not brilliant, but he is intelligent. But that doesn't come out in school. In school, he has some anxiety, social skills issues (on the Spectrum, HF) and possibly has ADHD. It doesn't seem like things sink in at school. He's not motivated. He does the absolute minimum and just turns it in. He has horrible work habits (which is difficult to deal with at home too, he's so defiant!). To top it off, he's not an outside the box thinker. I know that he is capable of far more than he's doing and showing. When he works on his Math homework for instance, I see him struggling with Math he would do in his head 2 years ago. To be honest, I feel like being in school with 28 other kids is just not the place for him but I just can't homeschool him because of his defiance. Anyway, we have a meeting coming up and I know the teacher will again recommend that I not put him in AAP next year. What would you do? TIA.

[Anonymous]

I would take him for a neuropsych eval with Dr Black. His defiance sounds like ADHD. My son's was and my DS is also on the spectrum. I don't want to minimize the ASD but all of my son's school issues disappeared once he was diagnosed and treated for the ADHD.

Is he being treated for anxiety and does he have an IEP?

[Anonymous]

OP here: Yes, we did a Neuro Psych and he was diagnosed with Gen Anxiety Disorder and Opp Defiance Disorder. The Psychologist didn't think he was on the spectrum, though we strongly disagreed. The school saw his issues and gave him an IEP for Autism. He gets services and has responded well to them. They actually said (4 months into the year) that he had improved so much that they didn't think he needed so many hours of services. We declined the change though. I know my son and he's most likely going to need a lot of help again the first 4 months of school in the Fall, as he does every year.

[Anonymous]

Has he been evaluated for depression? Bc that's what it sounds like and depression is commonly co morbid with anxiety disorders.

[Anonymous]

Why does his teacher think your DS does not belong in AAP especially when your DS has responded well to the interventions?

[Anonymous]

I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

[Anonymous]

Anonymous wrote:I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

See if you can get audio books for him to "read" at his cognitive level- textbooks as well as literature. There are many audio books availabe through the local libraries- you do not need to buy a ton. This maybe a frustration for him, that the books he can read are too simple for him. Keep working on reading; being at grade level with a high IQ is a sign of LD. Your DC may need tutoring to help him with the basic things, so he can access the material at his thinking level. How is his rote learning with math facts? Also, download a few graphic organizers to help him organize his thoughts for writing and scribe for him if you think he is curtailing his writing because the printing is too labourious. Have him copy what you write to get his printing practice. We did this with our non-LD son until 5th grade, when his printing speed caught up with his thinking speed. This reduced frustration too. Make sure he gets enough aerobic exercise during teh day- before school too- that help take the edge off. Our school had a mini trampoline available for high energy students to take a 19 minute jumping break during the day if needed.

Does your local school have LLIV that is robust? We found that our local school AAP was more adept with our son's LDs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

See if you can get audio books for him to "read" at his cognitive level- textbooks as well as literature. There are many audio books availabe through the local libraries- you do not need to buy a ton. This maybe a frustration for him, that the books he can read are too simple for him. Keep working on reading; being at grade level with a high IQ is a sign of LD. Your DC may need tutoring to help him with the basic things, so he can access the material at his thinking level. How is his rote learning with math facts? Also, download a few graphic organizers to help him organize his thoughts for writing and scribe for him if you think he is curtailing his writing because the printing is too labourious. Have him copy what you write to get his printing practice. We did this with our non-LD son until 5th grade, when his printing speed caught up with his thinking speed. This reduced frustration too. Make sure he gets enough aerobic exercise during teh day- before school too- that help take the edge off. Our school had a mini trampoline available for high energy students to take a 19 minute jumping break during the day if needed.

Does your local school have LLIV that is robust? We found that our local school AAP was more adept with our son's LDs.

One more- find an on going social skills group for your DC- outside of school. My oldest with HFA, went to one from mid- ES through 11th grade and it helped immensely.

[Anonymous]

My dc has HFA and, while very smart, struggles with coming up with creative ideas, especially with writing. The unstructured and abstract nature of it makes it difficult (just like unstructured and abstract play is also difficult). What has really helped for him is using graphic organizers to provide a framework and structure and organization for his thinking. Has that been tried for your child?

But, yeah, 29 kids is a lot. I can't imagine my child with HFA doing well in such a big class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

See if you can get audio books for him to "read" at his cognitive level- textbooks as well as literature. There are many audio books availabe through the local libraries- you do not need to buy a ton. This maybe a frustration for him, that the books he can read are too simple for him. Keep working on reading; being at grade level with a high IQ is a sign of LD. Your DC may need tutoring to help him with the basic things, so he can access the material at his thinking level. How is his rote learning with math facts? Also, download a few graphic organizers to help him organize his thoughts for writing and scribe for him if you think he is curtailing his writing because the printing is too labourious. Have him copy what you write to get his printing practice. We did this with our non-LD son until 5th grade, when his printing speed caught up with his thinking speed. This reduced frustration too. Make sure he gets enough aerobic exercise during teh day- before school too- that help take the edge off. Our school had a mini trampoline available for high energy students to take a 19 minute jumping break during the day if needed.

Does your local school have LLIV that is robust? We found that our local school AAP was more adept with our son's LDs.

One more- find an on going social skills group for your DC- outside of school. My oldest with HFA, went to one from mid- ES through 11th grade and it helped immensely.

Would you mind sharing the names of the graphic organizers and the social skills group(s?) you found helpful? Thanks!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

See if you can get audio books for him to "read" at his cognitive level- textbooks as well as literature. There are many audio books availabe through the local libraries- you do not need to buy a ton. This maybe a frustration for him, that the books he can read are too simple for him. Keep working on reading; being at grade level with a high IQ is a sign of LD. Your DC may need tutoring to help him with the basic things, so he can access the material at his thinking level. How is his rote learning with math facts? Also, download a few graphic organizers to help him organize his thoughts for writing and scribe for him if you think he is curtailing his writing because the printing is too labourious. Have him copy what you write to get his printing practice. We did this with our non-LD son until 5th grade, when his printing speed caught up with his thinking speed. This reduced frustration too. Make sure he gets enough aerobic exercise during teh day- before school too- that help take the edge off. Our school had a mini trampoline available for high energy students to take a 19 minute jumping break during the day if needed.

Does your local school have LLIV that is robust? We found that our local school AAP was more adept with our son's LDs.

One more- find an on going social skills group for your DC- outside of school. My oldest with HFA, went to one from mid- ES through 11th grade and it helped immensely.

Would you mind sharing the names of the graphic organizers and the social skills group(s?) you found helpful? Thanks!

The graphic organizer is a piece of paper, not a person, and which one you'd use would depend on the task. Here are some examples: http://www.enchantedlearning.com/graphicorganizers/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I think because his biggest reason for getting into the program was that he tested in. He's great with abstract thinking and Math. But it's not showing in school. His reading is at grade level or a bit higher. His writing sucks and he's not creative. He's not able to make connections quickly and come up with amazing ideas for projects like most of the other AAP kids in his class. He's also possibly the youngest kid in his class, but some might think I'm using that as an excuse. I think he needs advanced instruction but in a way that works with his limitations. His teacher has 29 kids in her class and the AAP program is possibly overcrowded at our school so she has to consider which kids seem to be fitting into the program and which are not. I'm trying to decide if we should let him go to a regular class so he can get more support for his writing and other weaknesses or if we should ignore her recommendations.

See if you can get audio books for him to "read" at his cognitive level- textbooks as well as literature. There are many audio books availabe through the local libraries- you do not need to buy a ton. This maybe a frustration for him, that the books he can read are too simple for him. Keep working on reading; being at grade level with a high IQ is a sign of LD. Your DC may need tutoring to help him with the basic things, so he can access the material at his thinking level. How is his rote learning with math facts? Also, download a few graphic organizers to help him organize his thoughts for writing and scribe for him if you think he is curtailing his writing because the printing is too labourious. Have him copy what you write to get his printing practice. We did this with our non-LD son until 5th grade, when his printing speed caught up with his thinking speed. This reduced frustration too. Make sure he gets enough aerobic exercise during teh day- before school too- that help take the edge off. Our school had a mini trampoline available for high energy students to take a 19 minute jumping break during the day if needed.

Does your local school have LLIV that is robust? We found that our local school AAP was more adept with our son's LDs.

One more- find an on going social skills group for your DC- outside of school. My oldest with HFA, went to one from mid- ES through 11th grade and it helped immensely.

Would you mind sharing the names of the graphic organizers and the social skills group(s?) you found helpful? Thanks!

If you google graphic organizers, tons show up- mainly from teacher or home school sites. WHich one clicks is really dependent on the student. Print out a bunch and see what works. Free.

My DC went to Improving Outcomes in Falls Church. The JCC runs programs and the Newton school has social skills groups too.

[Anonymous]

I would pull him and supplement at home with afternoon activities, tutors or teach him myself. He's still young and at this age I think the most important thing you can do for him is to help him learn he's "good" at school.

Being in a large class and seeing all these kids who excel at his weakness is probably very hard on him.

You can always put him back in a magnet/accelerated program in middle school or high school when he's more confident in his abilities.

Our own DS in 2nd with HFA is working several years above grade level but our school does a lot of writing which is his weakness and he has come to think he's a terrible student. I've been told there is some research that children's impressions about their ability to do well in school is formed at a very young age but don't have any specific citations for you.

[Anonymous]

OP if you pull your DS back, you will want to find a way to address his strengths. I have a son with ADHD who is very gifted in math. It's a hard subject to "sit and wait" in a classroom. My son became highly frustrated in first grade to be forced to do work he had mastered years prior.

Anxiety and ODD seem more symptomatic- I don't know much about HFA but the symptoms you describe sound like ADHD and possibly a language impairment.

I suggest taking your son to a speech and language pathologist for a full language screening. We had both- a language evaluation and a neuropsych. The language eval really showed the specific impairments in social language. Time in social skills group and a behavioral therapist has mitigated the defiance we see at home. I have learned how to deal better with my son's issues to prevent meltdowns and defiance.

[Anonymous]

For the writing, I would recommend a typing class and going to a laptop instead of handwriting. My kid with ASD/ADHD, rising 3rd grade, gets keyboard instruction from the OT per his IEP at the recommendation of his neuropsych. HIs father and grandfather have terrible handwriting but are excellent writers. His grandfather never wrote anything by hand once he was out of school and this was long before we had computers.

Does FCPS have AAP classes with smaller class size for kids who need them? It really sounds like he needs a smaller classroom.