Reply to Is not being assigned homework a reasonable IEP accommodation?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]If the child is middle or high school maybe instead the accommodation is that there's no grade penalty if homework isn't fully completed? That way if they need to do only 5 problems instead of 20, the teacher can evaluate based on those 5.  Same with flashcards for foreign language class or something like that.

You do still run into the problem of your child not getting the reinforcement that extra practice brings but can ease up on the anxiety of not being able to complete everything because it takes them longer as a result of their disability.[/quote]

This might work for math, but I don't see how it could work for a social studies of English class. Should the kid just read half the book or write half the essay? I think in HS, it is not a reasonable accommodation. [/quote]

Math requires pratice and repetition.  Just doing a few problems isn't going to help a child whose struggling.[/quote]
That's your kid. My kid with dyscalculia has reduced problems and still managed a 5 on the AB Calc AP test, albeit with extended time.

[i]DCUM maxim: what works for my kid works for everyone's kid! 
And its corollary: what doesn't work for my kid doesn't work for anyone's kid![/i]

The "I" in IEP stands for "individualized". Not "one size fits all".[/quote]

This is just so ridiculous to read. How can you have dyscalculia and score so far ABOVE grade level in math while doing minimal work in calculus?

This is such a disjointed forum. There are so many parents who post that their kids have true struggles in a subject like math as in "I am not sure my kid is going to be able to pass math to get high school degree" or "how is my kid going to pass at least the bare minimum college math" despite spending money on tutors and having accommodations. Then others will declare their kid also has dyscalculia but can score in the top 20% of students taking AP Calculus AB while not even having to do the same amount of homework problems

And only around 16% of students in the country even take calculus sometime in high school to begin with. Roughly 3/4 of students take calculus AB and 1/4 take BC. So with a 5 on the AP Calc test that child is in the TOP 10% of math students in the country but they somehow have dyscalculia. No way is any reasonable person buying that.[/quote]

My DS has dyscalculia and has taken AP Calc through BC.  He's at a rigorous boarding school in New England that doesn't offer accommodations.  I[b]n his case his difficulties manifest in an inability to quickly do arithmetic.  Ask him what 5x8 is and it will take him a while or you will see him using fingers--but since higher level mathematis generally don't rely on arithmetic fluency and speed, it doesn't impact his ability to do well in these classes. [/b] It does impact his ability to do well on timed standardized testing though.

Just because it is not in your experience or unusual does not make it impossible. [/quote]

This is spot on. I'm a tutor who often works with various SN kids in MS and HS and I just want to say this is common in my practice (but not common overall, obviously).   I encounter kids who are extremely bright but have these kinds of problems - can't recall basic math facts swiftly, can't recall basic math facts accurately, messy handwriting, executive function difficulty organizing math work habitually on paper, executive function difficulty recognizing what is likely to be tested, problems memorizing new formulas accurately with speedy recall, problems translating words to mathematical concepts, difficulty taking notes in class while follow lecture at the same time, slow processing speed, etc.

A student can have any of these problems, need special instructions or accommodation, and have *excellent* math reasoning ability.

Their parents often share neuropsych assessments at the beginning of our work and these kids have a pattern of high IQ - 120-130 and above but highly discrepant (but maybe still average) working memory, math fluency, processing speed, rapid naming score, or low attention or executive function scores.

It's wrong that our teaching culture finds these weaknesses in elementary school (the math fact weakness is usually the earliest and most obvious sign) and labels these kids as .... slow, stupid, lazy, not good at math, etc.  It has a devastating effect on self-esteem, and as a society we miss out on their talents. [/quote]

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