Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

Math requires pratice and repetition. Just doing a few problems isn't going to help a child whose struggling.

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.

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!

The "I" in IEP stands for "individualized". Not "one size fits all".

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.

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. In 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. 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.

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.

Anonymous wrote:We have a 50% reduction and/or until proof of concept is demonstrated. This is an accommodation - for example he does every other math problem. If he gets them right, we’re good to go. If he needs more practice, he keeps working.
We do the the routine of checking back in with material is helpful, and of course some of the work is necessary for participation the next day. There are, however, evenings where the amount of time it would take him to complete a full homework load is unreasonable.

This is a reasonable accommodation for the subject. However, it isn’t “no homework” and it wouldn’t work in all subject areas.

If you do this, you will be stealing an educational opportunity from your child and they may never catch back up. Think long term and don’t cripple your kid.

Look at it as a CBT opportunity, because things are going to get far more stressful as time goes on.

Anonymous wrote:Only in America.

+1

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

Math requires pratice and repetition. Just doing a few problems isn't going to help a child whose struggling.

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.

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!

The "I" in IEP stands for "individualized". Not "one size fits all".

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.

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. In 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. 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.

I don't understand how you don't see how this is completely ridiculous. If a student can do Calculus BC with no accommodations there is just no way that student has dyscalculia. Only about 5% of students in the country are taking calculus BC. It is just ludicrous that you can do better than 95% of all high school students and still say your kid has a math disability. Maybe they are slightly slower in one area of math but it obviously doesn't matter if they can do calculus. It is so frustrating when your kid really has a math disability to read posts like this. If you tested every single student over 90% of students have an area of weakness but that doesn't make it a learning disability. In order to really have dyscalculia / learning disorder in math difficulties must be persistent AND scores must be well below the average range on math assessments.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Isn’t homework stressful for everybody?

LOL at PP, “isn’t EVERYONE a little ADHD?” 🥴 Thanks, it’s been… oh, 5 minutes since someone gaslit me and my son about our forking legitimate brain differences.

Brain differences from what standard? Please point me in the direction of the one “correct” human brain from which yours deviates.

So you should look at a neuropsych report. It actually has testing for various attention and executive function abilities. You can see exactly how “ outside the standard” someone is, in various areas. It provides a lot of information.

A neuropsych report gives no information as to the methodology used to determine a “standard” one could be “outside of”, let alone establishing that merely falling outside of the standard is actually a disability (as opposed to a variation). Please provide links to the studies establishing the standards that are used as a basis for comparison in the neuropsych reports.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

"Shorter essays" is a common accomodation, yes.

I can attest that it doesn’t work well in social studies at the secondary level.

We have a 50% reduction and/or until proof of concept is demonstrated. This is an accommodation - for example he does every other math problem. If he gets them right, we’re good to go. If he needs more practice, he keeps working.
We do the the routine of checking back in with material is helpful, and of course some of the work is necessary for participation the next day. There are, however, evenings where the amount of time it would take him to complete a full homework load is unreasonable.

The request for accommodation is due to stress? What is the reason for the IEP?

In ES, sure. In MS, maybe reduced homework. In HS? That's iffy. Perhaps the student could take two study hall periods, instead of one. A friend of my DS does that. It reduces the course load but, if you're at this point, who cares.

Anonymous wrote:

Anonymous wrote:Isn’t homework stressful for everybody?

LOL at PP, “isn’t EVERYONE a little ADHD?” 🥴 Thanks, it’s been… oh, 5 minutes since someone gaslit me and my son about our forking legitimate brain differences.

Nobody is gaslighting you here. Don't be such a nitwit.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

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.

Math requires pratice and repetition. Just doing a few problems isn't going to help a child whose struggling.

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.

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!

The "I" in IEP stands for "individualized". Not "one size fits all".

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.

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. In 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. 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.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Isn’t homework stressful for everybody?

LOL at PP, “isn’t EVERYONE a little ADHD?” 🥴 Thanks, it’s been… oh, 5 minutes since someone gaslit me and my son about our forking legitimate brain differences.

Brain differences from what standard? Please point me in the direction of the one “correct” human brain from which yours deviates.

So you should look at a neuropsych report. It actually has testing for various attention and executive function abilities. You can see exactly how “ outside the standard” someone is, in various areas. It provides a lot of information.

Anonymous wrote:

Anonymous wrote:Isn’t homework stressful for everybody?

LOL at PP, “isn’t EVERYONE a little ADHD?” 🥴 Thanks, it’s been… oh, 5 minutes since someone gaslit me and my son about our forking legitimate brain differences.

Brain differences from what standard? Please point me in the direction of the one “correct” human brain from which yours deviates.

Anonymous wrote:Isn’t homework stressful for everybody?

LOL at PP, “isn’t EVERYONE a little ADHD?” 🥴 Thanks, it’s been… oh, 5 minutes since someone gaslit me and my son about our forking legitimate brain differences.