Firstborn: My child needs…

In a letter dated October 7, 2004 I wrote to the superintendent advising him that I had attached a list of my son’s current needs that I had pulled from all the most recent testing ( both the two independent evaluations and the school’s testing). I requested that goals be written to specifically address each of my son’s unique needs. I specified that the goals should have baselines, where he was to be expected in one years time, short term objectives, measurable objective testing, and specially designed instructed. I warned him that although the needs list was quite lengthy many of the needs could be addressed by the one on one Project Read program, Vision Therapy, Occupational Therapy and by teaching my son to keyboard.

I also advised him that the cost of vision therapy was five thousand eight hundred and eighty dollars but if the district would pre-pay they would be eligible for a fifteen percent discount.

I re-iterated in my letter that I already had provided him with overwhelming evidence and documentation that supported that my son needed the vision therapy when I had met with him in person. I asked that he review everything once again so that he could understand and see my son’s visual processing was affecting and adversely impacting his ability to benefit from a Free Appropriate Public Education.

It ended, “Please advise me of your decision in this matter.”

Attached was the list of my son’s needs:       

Increase taking chances
Decrease fear in new situations
Positive reinforcement, rewards

Increase ability Form sound-symbol relationships
Increase Phonetic decoding
Increase reading fluency
Increase automaticity in reading
Increase ability to remove phonological sounds from words to form other words
Increase auditory discrimination skills
Increase phonological memory in longer passages
Increase reading ability: fluency, comprehension, phonological awareness
Increase abilities will story retell, main ideas, inferencing, drawing conclusions, context clues.
Increase ability to decode phonetically
Decrease Reversals of  letters/sounds, confuses letters. sounds
Decrease Freq. reversals of b/d when decoding nonsense words

Increase Mental math abilities: retain/recall math facts, working memory, digit recall

Increase Encoding abilities: Spelling

Increase Follow verbal directions
Increase auditory discrimination skills
Increase expressive language by teaching synonyms and definitions of words
(also addressed in spelling)
Increase word finding strategies
Increase abilities will story retell, main ideas, inferencing, drawing conclusions, context clues.

Sensory/Occupational Therapy/Attention:
Decrease fidget
Increase organization skills
Increase Attention/Concentration:        
Reward behavior
Reinforce time on task, increasing time gradually
Short and to the point directions paired with visual
Basic concentration and study skills
Increase handwriting legibility/spacing

Increase Short term auditory working memory
Increase memory for digits
Increase rapid naming abilities
Increase rapid letter naming
Increase sequential/simultaneous processing

Visual Processing:
Increase Visual scanning,/tracking speed
Correct eye dominance by giving opportunities to do visual exercises with Rt. Eye
Increase visual processing directionality (spatial and symbol)
Decrease Skipped lines when tracking/scanning text
Accommodation: changing focus from near to far
Binocular Vision: Overconvergence at nearpoint
Ocular Motor: Pursuits were jerky and could not separate the eyes from head/body movement
Saccades: lost fixation and could not separate eyes from boys/head movements
Visual Sequential Memory
Visual memory
Visual directionality
Visual Perceptual Skills

Increase Keyboarding ability/speed/ Correct finger placement, goal for wpm
Increase writing Fluency ability
Increase handwriting legibility/ spacing
ACCOMMODATIONS/Teacher needs to:
Decrease amount of superfluous language and pair with concrete visuals
Decrease number of items on page (overcrowded)
GIVE SCAFFOLDED INSTRUCTION for short 15-20 minute sessions per day
(break down tasks from Large to smaller, chunked tasks)
GIVE Frequent breaks
GIVE Visuals paired with auditory
GIVE Oral examinations
GIVE Observe meaningful interactions of others/teach in context
GIVE Language clues
GIVE Someone to help edit papers after writing draft, then complete final copy
GIVE Teach math facts with visual and auditory and concrete objects like blocks for recall
GIVE Multi-sensory, direct, systematic, alphabetic phonetic technique to teach read/spell
GIVE Multi-sensory approach to teaching or visuals paired with auditory presentation of information
GIVE Receptive spelling tests
GIVE written directions at my son’s reading level
GIVE individualized writing instruction
GIVE less desirable tasks prior to more desirable, motivating ones making completion of the less desirable task necessary to move on to the highly motivating one
GIVE inclined writing/reading surface (slant board)
GIVE large type test materials for standardized tests
ENCOURAGE good reading/writing posture
REDUCE number of items on a page
REDUCE external distracting stimuli by seating in front row/close to board
or utilizing a study carrel (proactive, not reactive)
DO NOT GIVE  lists, terms or isolated concepts to learn
DO NOT GIVE timed tests

I anxiously awaited his answer…..

Copyrighted 2011: danadogooder and DMT


About danadogooder

Happily married for 20 years except when he is pissing me off! ' Mommy of 3 boys, a yellow female lab named Curious, 2 kitties Trouble and Kornelia, and bird and fish! Yes, we have a Zoo! Love to cook, entertain, and travel. I give new meaning to, "You can't fight city hall" Cause I fought worse, "Yes, The Board of Ed! " I live in a houseful of ADHD, Dyslexia, Auditory Processing, Sensory Integration and Allergies!!! I love being a Mom, to have fun and am always joking around! My job titles are: Wife, Mommy, Advocate, Friend, Maid, Cook, Self Employed Business Owner among many others!
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One Response to Firstborn: My child needs…

  1. Pingback: Firstborn: My child needs… | Γονείς σε Δράση

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