http://www.virgin.com/richard-branson/blog/dyslexics-get-it-right
I have often thought that Aidan's way of reading and spelling makes so much more sense. Why can't the English language be more sensible and logical.
Maybe we could go back to step one and rewrite everything using Dyslexic common sense, in a way that is what a lot of text talk is, just writing things down how they sound.
Wednesday 26 December 2012
Monday 17 December 2012
After a positive approach I feel its time for another moan
Right the OTs ( lovely old and lovely new OT) have both said that Aidan should be getting OT sessions in school. In fact lovely old OT spent a large amount of time teaching myself and the LSA exactly how to do his OT. Knowing how precious OT time is that should give you an idea of how important it is for him to do these excercises.
In fact the last statement said activities of his OT programme should be incorporated into his daily school life, and where possible he should have 10 minute one to one or small group OT sessions.
Guess what at some stage his OT was stopped at school, and he is currently having no OT sessions at school.
I thought about fighting this one, but as he is being seen by lovely new OT on Wednesday, this is one battle that I am going to leave for another day, enough chasing, arguing and fighting for a few days.
In fact the last statement said activities of his OT programme should be incorporated into his daily school life, and where possible he should have 10 minute one to one or small group OT sessions.
Guess what at some stage his OT was stopped at school, and he is currently having no OT sessions at school.
I thought about fighting this one, but as he is being seen by lovely new OT on Wednesday, this is one battle that I am going to leave for another day, enough chasing, arguing and fighting for a few days.
Party, party, party, the eagle has landed
Yes the Ed Psych referral is winging its way towards the depths of some NHS waiting list. Right at this second I don't care that it may take decades before he is seen, and I don't care if they can help him or not. I am just so glad that the paperwork is heading to its rightful home.
Lovely new OT managed to get a brief outline of the assessment sent out to the SENCO, how great is she. It states that the Ed Psych referral is needed "due to continued difficulties with his academic learning, especially..... for advice with regards to his dyslexia, processing information and handwriting"
As soon as the OT outline hit the doormat I was on the phone to the SENCO, and found out that she is happy with this reasoning, so she phoned the Ed Psych referral helpline ( who knew that such a thing existed). They gave her whatever advice they gave her, and she finished filling out the forms.
Apparently they can't send out the DRT assessments and the other information about him without my approval, so as soon as I finished work I did my roadrunner impression, and with wheels spinning headed to the school at the speed of light to sign anything she saw fit to put in front of me.
Come on Mr Postman get your backside in gear and deliver that piece of gold dust for us.
Lovely new OT managed to get a brief outline of the assessment sent out to the SENCO, how great is she. It states that the Ed Psych referral is needed "due to continued difficulties with his academic learning, especially..... for advice with regards to his dyslexia, processing information and handwriting"
As soon as the OT outline hit the doormat I was on the phone to the SENCO, and found out that she is happy with this reasoning, so she phoned the Ed Psych referral helpline ( who knew that such a thing existed). They gave her whatever advice they gave her, and she finished filling out the forms.
Apparently they can't send out the DRT assessments and the other information about him without my approval, so as soon as I finished work I did my roadrunner impression, and with wheels spinning headed to the school at the speed of light to sign anything she saw fit to put in front of me.
Come on Mr Postman get your backside in gear and deliver that piece of gold dust for us.
News to me...
Apparently in his last spelling assessment at school Aidan had failed to make progress and had actually gone backwards, God help us.
No one had told me this until I happened to notice it on his form today, so his spelling age according to the school is now 6, while he actual age is 9.5.
I am telling myself that the school assessments generally suck, so just to ignore this backwards step. Sadly he still finds spelling to be such a hardship, we still try so hard with him. This week he has a set of "igh" words to try and teach him that sound and a set of u_e words. As usual after a few days he gets the idea, but forgets it just as quickly.
Who needs spellings, I am sure he will be using text type spellings by the time he is an adult, and the spell it exactly as it sounds is pretty much his current method, so he will be set. Maybe I should stop telling him off and start encouraging him to say and write soz, and other such annoying text talk. Sadly its still annoys me to death to hear him talking like some illiterate teenager.
No one had told me this until I happened to notice it on his form today, so his spelling age according to the school is now 6, while he actual age is 9.5.
I am telling myself that the school assessments generally suck, so just to ignore this backwards step. Sadly he still finds spelling to be such a hardship, we still try so hard with him. This week he has a set of "igh" words to try and teach him that sound and a set of u_e words. As usual after a few days he gets the idea, but forgets it just as quickly.
Who needs spellings, I am sure he will be using text type spellings by the time he is an adult, and the spell it exactly as it sounds is pretty much his current method, so he will be set. Maybe I should stop telling him off and start encouraging him to say and write soz, and other such annoying text talk. Sadly its still annoys me to death to hear him talking like some illiterate teenager.
Thursday 13 December 2012
An Interest in reading, you what!
I am trying not to get over excited, but after over 5 years of trying to install an interest in looking at words in any way shape or form in my son, or even the willingness to pick up a pen, we finally have a little progress.
Obviously its a priority just to teach him to read, but I also want him to love reading, and the learning will certainly be a lot easier if he actually willingly starts to look at and write words in his own time.
On his bedroom floor I found one of his long neglected jotters open and now containing 3 lines of writing. I couldn't read a word, but who gives a monkey about this. I saw it and wanted to shout like an over excited toddler, he actually with no prompts or fights or persuasion picked up a pen and attempted to write down his thoughts.
Then over the last week he has suddenly started hunting for the longest word he can find. He is not hugely interested in reading the words, but is very keen to find a longer word. His current longest is congratulations at 15, and is looking out for a better one.
Finally driving to school he asked me why a van had the words "burnt tree" on the back. Now this may not seem like a huge thrill to most parents that have a 9 year old, but until very recently he would have really struggled to read the ur sound in burnt, and so would not have worked been able to work out what that word said. Even more important is the fact that he saw a word and made that choice to read it. Rock on Aidan!
Obviously its a priority just to teach him to read, but I also want him to love reading, and the learning will certainly be a lot easier if he actually willingly starts to look at and write words in his own time.
On his bedroom floor I found one of his long neglected jotters open and now containing 3 lines of writing. I couldn't read a word, but who gives a monkey about this. I saw it and wanted to shout like an over excited toddler, he actually with no prompts or fights or persuasion picked up a pen and attempted to write down his thoughts.
Then over the last week he has suddenly started hunting for the longest word he can find. He is not hugely interested in reading the words, but is very keen to find a longer word. His current longest is congratulations at 15, and is looking out for a better one.
Finally driving to school he asked me why a van had the words "burnt tree" on the back. Now this may not seem like a huge thrill to most parents that have a 9 year old, but until very recently he would have really struggled to read the ur sound in burnt, and so would not have worked been able to work out what that word said. Even more important is the fact that he saw a word and made that choice to read it. Rock on Aidan!
Friday 7 December 2012
I think I may have a little scream so cover your ears
Let me start off by saying this is no ones fault, its just good old bad luck.
I have been very keen to get Aidan's referral to the Educational Psychologist in the pipeline, but after waiting several months it became clear today what exactly has been going on.
The SENCO at the school is brand new to the post, and took over the job just before the Summer, and I believe she also has a class on a part time basis. So she has obviously had a heck of a lot of work and learning to fit into a very small amount of time.
I was aware that she was not keen to make the referral, as I assume she has never made one before, and she was not sure why she was making it. So fair play, as a professional you can't randomly go shooting off referrals with no understanding of the reason behind them. I can imagine that the Ed Psych would ripe her to piece if they phoned to discuss it and her response was ummmmmm.
Anyway the lovely OT that felt it was necessary had spoken to her and I was under the impression that the paperwork was sorted. Anyway turns out that SENCO was waiting for a report that as far as I was aware the OT never actually said she would send.
You get the idea, its the usual special needs communication confusion and chaos.
So SENCO and I have spent the last few weeks trying to chase the lovely OT ( yes that is actually her name, or maybe I made it up, not sure, but she is lovely).
I did wondered what was going on after leaving many messages and getting no reply.
So today I got a call from his NEW OT. Apparently lovely OT unexpectedly had to go on early maternity leave, so NEW OT has been dumped with a pile of cases, no knowledge of the kids she is caring for and no handover.
After our telephone call today I was well impressed, and may soon start calling her NEW lovely OT. She has never met Aidan and so does'nt feel comfortable advising the SENCO on him, so she has rushed through a brief assessment appointment for 2 weeks time.
Then once she has spent some time with him, she should be able to advise the SENCO about the referral, who will then be able to send the paperwork, which will then bring with it the appointment, and then the Educational Psychologist will see him and solve all our problems.
He he he no I have no got mental, I appreciate that the Ed Psych may not help much, and Dr Sue (from the DRT ) is worried that it may just bring more useless paperwork into play, with no real help. I am prepared for this, but with count down to senior school ticking away like a bomb I will pin my hopes on anything, anything at all!
I have been very keen to get Aidan's referral to the Educational Psychologist in the pipeline, but after waiting several months it became clear today what exactly has been going on.
The SENCO at the school is brand new to the post, and took over the job just before the Summer, and I believe she also has a class on a part time basis. So she has obviously had a heck of a lot of work and learning to fit into a very small amount of time.
I was aware that she was not keen to make the referral, as I assume she has never made one before, and she was not sure why she was making it. So fair play, as a professional you can't randomly go shooting off referrals with no understanding of the reason behind them. I can imagine that the Ed Psych would ripe her to piece if they phoned to discuss it and her response was ummmmmm.
Anyway the lovely OT that felt it was necessary had spoken to her and I was under the impression that the paperwork was sorted. Anyway turns out that SENCO was waiting for a report that as far as I was aware the OT never actually said she would send.
You get the idea, its the usual special needs communication confusion and chaos.
So SENCO and I have spent the last few weeks trying to chase the lovely OT ( yes that is actually her name, or maybe I made it up, not sure, but she is lovely).
I did wondered what was going on after leaving many messages and getting no reply.
So today I got a call from his NEW OT. Apparently lovely OT unexpectedly had to go on early maternity leave, so NEW OT has been dumped with a pile of cases, no knowledge of the kids she is caring for and no handover.
After our telephone call today I was well impressed, and may soon start calling her NEW lovely OT. She has never met Aidan and so does'nt feel comfortable advising the SENCO on him, so she has rushed through a brief assessment appointment for 2 weeks time.
Then once she has spent some time with him, she should be able to advise the SENCO about the referral, who will then be able to send the paperwork, which will then bring with it the appointment, and then the Educational Psychologist will see him and solve all our problems.
He he he no I have no got mental, I appreciate that the Ed Psych may not help much, and Dr Sue (from the DRT ) is worried that it may just bring more useless paperwork into play, with no real help. I am prepared for this, but with count down to senior school ticking away like a bomb I will pin my hopes on anything, anything at all!
Monday 3 December 2012
Kids!
I have spent most of the weekend looking for Aidan's homework sheet.
Aidan ( on Saturday) - Where is my sheet that I brought home with the ch sounds
Me - Are you sure you brought it home
Aidan - yes I was working on it in daddy's car
Then repeat this conversation later on during Saturday and repeatedly on Sunday.
Roll on Monday and my many attempts to go through all the kids homework sheets and other places where the worksheets may be.
After no joy I sent him to school with instructions to tell the teacher that we just can't find the sheet.
At 3:30 out he marches from school, so I ask what the teacher said, to which he replies.
Aidan - The sheet was in my drawer all the time, as the teacher wanted to see it I told her that I had left it at home.
Me - So shall we get it done tonight.
Aidan - no I left it in my drawer
What can I say!
Aidan ( on Saturday) - Where is my sheet that I brought home with the ch sounds
Me - Are you sure you brought it home
Aidan - yes I was working on it in daddy's car
Then repeat this conversation later on during Saturday and repeatedly on Sunday.
Roll on Monday and my many attempts to go through all the kids homework sheets and other places where the worksheets may be.
After no joy I sent him to school with instructions to tell the teacher that we just can't find the sheet.
At 3:30 out he marches from school, so I ask what the teacher said, to which he replies.
Aidan - The sheet was in my drawer all the time, as the teacher wanted to see it I told her that I had left it at home.
Me - So shall we get it done tonight.
Aidan - no I left it in my drawer
What can I say!
Sunday 2 December 2012
Maybe I will always find something to moan about
Aidan has a new SENCO in the school, and its taken a while for her to get the extra help set up and in place.
Now some things she did very quickly like lending Aidan a talking tin:
http://www.earlyyearsathome.co.uk/Sensory/Auditory/Talking_Tins.aspx
These are great, very easy for him to use, and they give him the chance to record a short thought that he is having or even to record the teacher is he can't write down an idea quickly enough.
However the weekly homework has only just started over 3 months after the return to school. Hence I have spent the last few months whinging and the lack of homework rather a lot.
Skip to last week and home he comes with, his usual 10 class spellings, his weekly maths homework, a reading book, a workbook to use alongside the book, more spellings, about 8 worksheets based on a phonic sound, sentences and words to write out. Now this is alongside the touch typing and toe by toe he does everyday at home, his work towards his cub badges, his school topic work and his daily OT excercises.
Now I have moved very rapidly to moaning about him having too much homework. I am generally a very happy and positive person, so I think I need to get a life and stop moaning about homework ( both the lack and the excess of it).
Now some things she did very quickly like lending Aidan a talking tin:
http://www.earlyyearsathome.co.uk/Sensory/Auditory/Talking_Tins.aspx
These are great, very easy for him to use, and they give him the chance to record a short thought that he is having or even to record the teacher is he can't write down an idea quickly enough.
However the weekly homework has only just started over 3 months after the return to school. Hence I have spent the last few months whinging and the lack of homework rather a lot.
Skip to last week and home he comes with, his usual 10 class spellings, his weekly maths homework, a reading book, a workbook to use alongside the book, more spellings, about 8 worksheets based on a phonic sound, sentences and words to write out. Now this is alongside the touch typing and toe by toe he does everyday at home, his work towards his cub badges, his school topic work and his daily OT excercises.
Now I have moved very rapidly to moaning about him having too much homework. I am generally a very happy and positive person, so I think I need to get a life and stop moaning about homework ( both the lack and the excess of it).
Diagnosis?????
I have always hated labels, and I 100% believe that a child will live up ( or down) to the expectations you have of them. In particular I feel my blood boiling when I hear an adult jump in to explain that a child is shy or a fussy eater, err yes they have repeatedly heard an adult refer to them in those terms, so they start to take that into their own sense of identity.
However conversely I have always been a huge fan of having conditions diagnosed, and then being able to give the child the best support possible. I certainly did not jump for joy when Aidan was diagnosed, I am not sure how I felt, and I think most mums experience a mixture of feelings upon hearing those words.
Looking back I am now glad that we know more about how he sees the world, and that he is not just a lazy little toad. I am even more glad that we have been able to find and give him so much support. I know he is still behind, but I am very aware that without the diagnosis he would be in a completely different situation, and probably heading towards a special school.
So is a diagnosis a good or bad thing?????
However conversely I have always been a huge fan of having conditions diagnosed, and then being able to give the child the best support possible. I certainly did not jump for joy when Aidan was diagnosed, I am not sure how I felt, and I think most mums experience a mixture of feelings upon hearing those words.
Looking back I am now glad that we know more about how he sees the world, and that he is not just a lazy little toad. I am even more glad that we have been able to find and give him so much support. I know he is still behind, but I am very aware that without the diagnosis he would be in a completely different situation, and probably heading towards a special school.
So is a diagnosis a good or bad thing?????
Does being embarrassed make you a bad mum?
This is a question that came up about us mum that have a child with special needs. Does having those feelings of being embarrassed by your child at times make you a bad or an uncaring mum?
This got me thinking. I am proud of Aidan beyond words, he is amazing and makes me proud every single day of my life.
However there are moments when reading comes up in everyday life. When Aidan is struggling with something you would expect a 9 year old to be able to read I all to quickly jump in to read it for him or to justify his struggling to the stranger.
I know in part I do this to protect him, but I also do it to stop the stranger looking at me and judging me as a parent. Now is this bad, or just a natural reaction?
This got me thinking. I am proud of Aidan beyond words, he is amazing and makes me proud every single day of my life.
However there are moments when reading comes up in everyday life. When Aidan is struggling with something you would expect a 9 year old to be able to read I all to quickly jump in to read it for him or to justify his struggling to the stranger.
I know in part I do this to protect him, but I also do it to stop the stranger looking at me and judging me as a parent. Now is this bad, or just a natural reaction?
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