Re: did anyone have your child repeat kindergarten?Help please.

[Guest guest]

My daughter is almost 3 so I am not in your position, but the way it sounds I

would choose to hold her back and give her that extra year to mature. I plan on

having my daughter repeat kindergarten as I have read apraxic kids do much

better if they repeat the year. My girlfriend had typical twin girls and one had

a speech issue, nothing like apraxia but she fought to keep her girls back and

they have done great ever since and she has never regretted her decision.

-------------- Original message from " capetalker " <capetalker@...>:

--------------

We are going through the dreaded end of year iep and placement for school. All

along we thought we'd may consider having our daughter repeat kindergarten if

necessary.She is in a regular ED classes with a 1:2 aide and goes out for basic

skills reading(and all the therapies) She has moderate to severe global apraxia

and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

Or are we burying our heads inthe sand waiting for an epiphany that she may pull

it together in first grade and be able to handle things and mature. I want to be

realistic, retain her if needed at the right level. Her teacher now is great.

She said she feels too close to her and for that reason wants to protect her and

give her a chance to mature,and grow socially and hope that that would give her

a personal and academic advantage(actually she didn't say it that way but but

that's the point).She did say as do all of her therapists that if she can't

focus better she is going to struggle terribly. OUR point is, keeping her in

kindergarten isn't going to change that.--and as I posted in another question we

really don't want start experimenting with ritalin and such and all the possuble

side effects known and unknown. Anyone who went through this or has any feed

back would be so great . thanks ---Cheryl

[Guest guest]

Yes my son has just finished his 2nd year in K, and it was the BEST decision

that I have ever made. He is now reading, breezing through math, and right on

target. Last year, he was so behind that I just could not send him to first

grade. BTW... I am a First Grade assistant at his school. He is extremely

apraxic, but has come soooo far!!! He will be ESY again this year, and that

really helps for over the summer!!!Always trust your momma insincts!!! and...

good luck!!!

>

> My daughter is almost 3 so I am not in your position, but the way it sounds I

would choose to hold her back and give her that extra year to mature. I plan on

having my daughter repeat kindergarten as I have read apraxic kids do much

better if they repeat the year. My girlfriend had typical twin girls and one had

a speech issue, nothing like apraxia but she fought to keep her girls back and

they have done great ever since and she has never regretted her decision.

> -------------- Original message from " capetalker " <capetalker@...>:

--------------

>

>

>

>

> We are going through the dreaded end of year iep and placement for school. All

along we thought we'd may consider having our daughter repeat kindergarten if

necessary.She is in a regular ED classes with a 1:2 aide and goes out for basic

skills reading(and all the therapies) She has moderate to severe global apraxia

and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

> She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

> Or are we burying our heads inthe sand waiting for an epiphany that she may

pull it together in first grade and be able to handle things and mature. I want

to be realistic, retain her if needed at the right level. Her teacher now is

great. She said she feels too close to her and for that reason wants to protect

her and give her a chance to mature,and grow socially and hope that that would

give her a personal and academic advantage(actually she didn't say it that way

but but that's the point).She did say as do all of her therapists that if she

can't focus better she is going to struggle terribly. OUR point is, keeping her

in kindergarten isn't going to change that.--and as I posted in another question

we really don't want start experimenting with ritalin and such and all the

possuble side effects known and unknown. Anyone who went through this or has any

feed back would be so great . thanks ---Cheryl

>

>

>

>

>

>

[Guest guest]

My son has global dyspraxia, dyslexia, adhd......a common triad.  He is now 9

years old.  We've had him in therapy since he was 2 yo.  We started Focalin 4

days before his 7th birthday.  We tried holding him back in kindergarten and the

school would not allow us too.  He is immature, because of the ADHD (we've been

told they are usually around 3 years delayed socially).  He is now going into

4th grade and reading at a 2nd grade level.  He also has a CAPD component.

 Fighting with the school to get The Method started....The knowing

something one day and not the next, is common with the ADHD I was told.  Charlie

got much better with this AFTER the Focalin was started at the end of first

grade.  His retention of information showed much improvement.  If I could go

back, I would of put him in a private school (we tried the catholic school but

they would not take him because they catered to the excelled students) and held

him back a year.

 Now, he's pretty attached to his class, and feel it would be more detrimental.

 Hope this helps.  The extra year will help get the foundation blocks

set.....There are many kids in Charlie's class that were purposefully held back

by the parents in kindergarten.  Just so they are the biggest and best in sports

and school and such and they don't have disabilities!!!!  dian kaneillinois

From: taranowakowski@... <taranowakowski@...>

Subject: Re: [ ] did anyone have your child repeat

kindergarten?Help please.

Date: Wednesday, May 13, 2009, 3:25 PM

My daughter is almost 3 so I am not in your position, but the way it

sounds I would choose to hold her back and give her that extra year to mature. I

plan on having my daughter repeat kindergarten as I have read apraxic kids do

much better if they repeat the year. My girlfriend had typical twin girls and

one had a speech issue, nothing like apraxia but she fought to keep her girls

back and they have done great ever since and she has never regretted her

decision.

------------ -- Original message from " capetalker " <capetalker (DOT) com>:

------------ --

We are going through the dreaded end of year iep and placement for school. All

along we thought we'd may consider having our daughter repeat kindergarten if

necessary.She is in a regular ED classes with a 1:2 aide and goes out for basic

skills reading(and all the therapies) She has moderate to severe global apraxia

and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

Or are we burying our heads inthe sand waiting for an epiphany that she may pull

it together in first grade and be able to handle things and mature. I want to be

realistic, retain her if needed at the right level. Her teacher now is great.

She said she feels too close to her and for that reason wants to protect her and

give her a chance to mature,and grow socially and hope that that would give her

a personal and academic advantage(actually she didn't say it that way but but

that's the point).She did say as do all of her therapists that if she can't

focus better she is going to struggle terribly. OUR point is, keeping her in

kindergarten isn't going to change that.--and as I posted in another question we

really don't want start experimenting with ritalin and such and all the possuble

side effects known and unknown. Anyone who went through this or has any feed

back would be so great . thanks ---Cheryl

[Guest guest]

I'm not sure if my nephew repeated kindergarten, I know he went into a bridge

program (accelerated K, with intro to 1st grade) after he completed

kindergarten. He's 8 y/o, in 1st grade. Anyway, they held him back for various

disabilities, and it helped him greatly. At that age, there is no harm in being

left back. No friends to tease, etc, and there are plenty of children who

graduate a year later (myself included) due to the birthday cutoff, so no one

would be wiser.

I would look into it. It's an extra year to learn and mature.

>

> My daughter is almost 3 so I am not in your position, but the way it sounds I

would choose to hold her back and give her that extra year to mature. I plan on

having my daughter repeat kindergarten as I have read apraxic kids do much

better if they repeat the year. My girlfriend had typical twin girls and one had

a speech issue, nothing like apraxia but she fought to keep her girls back and

they have done great ever since and she has never regretted her decision.

> -------------- Original message from " capetalker " <capetalker@...>:

--------------

>

>

>

>

> We are going through the dreaded end of year iep and placement for school. All

along we thought we'd may consider having our daughter repeat kindergarten if

necessary.She is in a regular ED classes with a 1:2 aide and goes out for basic

skills reading(and all the therapies) She has moderate to severe global apraxia

and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

> She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

> Or are we burying our heads inthe sand waiting for an epiphany that she may

pull it together in first grade and be able to handle things and mature. I want

to be realistic, retain her if needed at the right level. Her teacher now is

great. She said she feels too close to her and for that reason wants to protect

her and give her a chance to mature,and grow socially and hope that that would

give her a personal and academic advantage(actually she didn't say it that way

but but that's the point).She did say as do all of her therapists that if she

can't focus better she is going to struggle terribly. OUR point is, keeping her

in kindergarten isn't going to change that.--and as I posted in another question

we really don't want start experimenting with ritalin and such and all the

possuble side effects known and unknown. Anyone who went through this or has any

feed back would be so great . thanks ---Cheryl

>

>

>

>

>

>

[Guest guest]

Oh ...We just had a 4 hour meeting with our child study team today and concluded

with having her progress to 1st grade.....(I posted my question too late to

provide us with food for thought.) I walked out with the most ferocios head

ache. They showed us various classroom settings(our district is so big in NJ

that there are only 2 grades per school with different teams and principles etc,

for each)- after much discussion,with everyone seriosly considering the pros and

cons , the kindergarten teacher,and K- principal and speech therapist wanted to

let her have a chance to mature -they feel very protective, but the director of

special programs at the 1st and second grade school where she'd have to move up

to,wants to have her moving and growing having her educational program adjusted

to meet her needs-and felt children her age with a really organized teacher can

work to teach her organizational stategies. She also felt her problem is not ADD

but more of executive functioning disorganization related to Apraxia-which she

felt holding her back in itself won't improve,but teaching her strategies to

organize would . She felt confident that a basic skills program, or if needed,

resource room teaching for reading and math would help. It was such a difficult

decision.I must say all of the people today were incredible in both schools.4

hours seriously!! to carefully consider her placement!! Everyone wants to

protect her,knows she has difficuly focusing and honestly admitted it is so

difficult because she is really the first truly apraxic child in the district

that presents this way. She is smart and capable but can't bring it together for

consistant learning. Would repeating kindergarten do it? ohhhhhh...I don't want

to regret such an important decision. They have this one wonderful teacher that

is so organized and uses all sorts of stategies for learning in the class,and

they for the first time in this school will put a 1:3 aide in a regular ed class

for our daughter.--The current team and teacher feels she needs this because her

organizational skills are so poor that it really impairs her ability to follow

through with some of the more involved tasks. Gosh ,the more I write the more I

think 1st grade is going to be too tough. And I hear you saying how much your

child had benefited repeating kindergarten,which i'm sure our daughter would

too.But I worry that if we keep her back it will be easier for the next year or

2, then get really hard again--we can't keep holding her back. I'm probably

driving anyone who is reading this as crazy as I'm driving myself. ... Anyway,

Thankyou so much for your input. Cheryl

-- In , " gobraves39560 " <gobraves39560@...>

wrote:

>

>

> Yes my son has just finished his 2nd year in K, and it was the BEST decision

that I have ever made. He is now reading, breezing through math, and right on

target. Last year, he was so behind that I just could not send him to first

grade. BTW... I am a First Grade assistant at his school. He is extremely

apraxic, but has come soooo far!!! He will be ESY again this year, and that

really helps for over the summer!!!Always trust your momma insincts!!! and...

good luck!!!

>

>

>

>

> >

> > My daughter is almost 3 so I am not in your position, but the way it sounds

I would choose to hold her back and give her that extra year to mature. I plan

on having my daughter repeat kindergarten as I have read apraxic kids do much

better if they repeat the year. My girlfriend had typical twin girls and one had

a speech issue, nothing like apraxia but she fought to keep her girls back and

they have done great ever since and she has never regretted her decision.

> > -------------- Original message from " capetalker " <capetalker@>:

--------------

> >

> >

> >

> >

> > We are going through the dreaded end of year iep and placement for school.

All along we thought we'd may consider having our daughter repeat kindergarten

if necessary.She is in a regular ED classes with a 1:2 aide and goes out for

basic skills reading(and all the therapies) She has moderate to severe global

apraxia and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

> > She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

> > Or are we burying our heads inthe sand waiting for an epiphany that she may

pull it together in first grade and be able to handle things and mature. I want

to be realistic, retain her if needed at the right level. Her teacher now is

great. She said she feels too close to her and for that reason wants to protect

her and give her a chance to mature,and grow socially and hope that that would

give her a personal and academic advantage(actually she didn't say it that way

but but that's the point).She did say as do all of her therapists that if she

can't focus better she is going to struggle terribly. OUR point is, keeping her

in kindergarten isn't going to change that.--and as I posted in another question

we really don't want start experimenting with ritalin and such and all the

possuble side effects known and unknown. Anyone who went through this or has any

feed back would be so great . thanks ---Cheryl

> >

> >

> >

> >

> >

> >

[Guest guest]

It sounds like she might do ok as long as she has the right teacher and she will

not be forgotten about. Its seems everyone is watching out for her to make sure

she progresses the way she should. I have read articles that even typical

children who are kept back in K feel left behind by their peers and dont

understand why they have stayed back to find a whole new set of friends while

the ones they just got used to moved onto a new set of challenges. I hope she

does just fine!

Most typical kids who get left behind have Fall birthdays. My hubby has a fall

birthday and ended up getting left behind in 4th grade--those kids should have

entered K a year later instead of having to repeat K or another grade later on!

>

> Oh ...We just had a 4 hour meeting with our child study team today and

concluded with having her progress to 1st grade...

[Guest guest]

we did it 2x but only because her k teacher decided not to stick to the

curriculum.

sl

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Sharon Lang

From: <cp_mistyrose@...>

Subject: [ ] Re: did anyone have your child repeat

kindergarten?Help please.

Date: Thursday, May 14, 2009, 11:25 PM

I'm not sure if my nephew repeated kindergarten, I know he went into a

bridge program (accelerated K, with intro to 1st grade) after he completed

kindergarten. He's 8 y/o, in 1st grade. Anyway, they held him back for various

disabilities, and it helped him greatly. At that age, there is no harm in being

left back. No friends to tease, etc, and there are plenty of children who

graduate a year later (myself included) due to the birthday cutoff, so no one

would be wiser.

I would look into it. It's an extra year to learn and mature.

>

> My daughter is almost 3 so I am not in your position, but the way it sounds I

would choose to hold her back and give her that extra year to mature. I plan on

having my daughter repeat kindergarten as I have read apraxic kids do much

better if they repeat the year. My girlfriend had typical twin girls and one had

a speech issue, nothing like apraxia but she fought to keep her girls back and

they have done great ever since and she has never regretted her decision.

> ------------ -- Original message from " capetalker " <capetalker@ ...>:

------------ --

>

>

>

>

> We are going through the dreaded end of year iep and placement for school. All

along we thought we'd may consider having our daughter repeat kindergarten if

necessary.She is in a regular ED classes with a 1:2 aide and goes out for basic

skills reading(and all the therapies) She has moderate to severe global apraxia

and attention defecit problems impacting her learning. She is socially

immature.Her teachers understand her about 90% of the time, children about 70%.

She is reading very simple books, knows sight words , but struggles with all

math work(extending patterns, simple addition)What is weird is she may be " on "

one day for learning like having 1:1 correspodence in counting objects past 20

on one day , then the next she is so diorganized and things seem like she forgot

everything or struggles. Is that common with global dyspraxia?

> She either has or is well on her way to reaching all the academic goals they

have for our kindergarten , however her performance is inconsistant , she has

much trouble paying attention/focusing, and she is immature. Our worry is that

if we retain her now, she she will be held back on the academics, there will be

some very immature children just entering kindrergarten not being as

advantageous as having more mature first grade children for role models,also, We

worry that she may ALWAYS be struggling, being a little immature than peers, and

needing extra academic support, so are we going to keep holding her back until

she can speak, write ,calculate and act like the average " 1st " , grader ,or " 6th "

grader etc.--?

> Or are we burying our heads inthe sand waiting for an epiphany that she may

pull it together in first grade and be able to handle things and mature. I want

to be realistic, retain her if needed at the right level. Her teacher now is

great. She said she feels too close to her and for that reason wants to protect

her and give her a chance to mature,and grow socially and hope that that would

give her a personal and academic advantage(actually she didn't say it that way

but but that's the point).She did say as do all of her therapists that if she

can't focus better she is going to struggle terribly. OUR point is, keeping her

in kindergarten isn't going to change that.--and as I posted in another question

we really don't want start experimenting with ritalin and such and all the

possuble side effects known and unknown. Anyone who went through this or has any

feed back would be so great . thanks ---Cheryl

>

>

>

>

>

>

[Guest guest]

We are planning to do this with our son. He is high functioning ASD,

with some ADD component and speech delay that is estimated at about 9-12

months behind where he should be. His spec-ed speech teacher is

recommending this delayed placement. We are also in favor of this,

especially given the fact that he is a mid-year baby. He is going to be

in another spec-ed speech class during this coming school year, and then

should transition to a typical K class.

The only thing we worry about is that he is already in the 90-95th

percentile for height, and he will be even taller than that in the next

years class.

-jimk

gobraves39560 wrote:

>

>

>

> Yes my son has just finished his 2nd year in K, and it was the BEST

> decision that I have ever made. He is now reading, breezing through

> math, and right on target. Last year, he was so behind that I just

> could not send him to first grade. BTW... I am a First Grade assistant

> at his school. He is extremely apraxic, but has come soooo far!!! He

> will be ESY again this year, and that really helps for over the

> summer!!!Always trust your momma insincts!!! and... good luck!!!

>

>

> >

> > My daughter is almost 3 so I am not in your position, but the way it

> sounds I would choose to hold her back and give her that extra year to

> mature. I plan on having my daughter repeat kindergarten as I have

> read apraxic kids do much better if they repeat the year. My

> girlfriend had typical twin girls and one had a speech issue, nothing

> like apraxia but she fought to keep her girls back and they have done

> great ever since and she has never regretted her decision.

> > -------------- Original message from " capetalker " <capetalker@...>:

> --------------

> >

> >

> >

> >

> > We are going through the dreaded end of year iep and placement for

> school. All along we thought we'd may consider having our daughter

> repeat kindergarten if necessary.She is in a regular ED classes with a

> 1:2 aide and goes out for basic skills reading(and all the therapies)

> She has moderate to severe global apraxia and attention defecit

> problems impacting her learning. She is socially immature.Her teachers

> understand her about 90% of the time, children about 70%. She is

> reading very simple books, knows sight words , but struggles with all

> math work(extending patterns, simple addition)What is weird is she may

> be " on " one day for learning like having 1:1 correspodence in counting

> objects past 20 on one day , then the next she is so diorganized and

> things seem like she forgot everything or struggles. Is that common

> with global dyspraxia?

> > She either has or is well on her way to reaching all the academic

> goals they have for our kindergarten , however her performance is

> inconsistant , she has much trouble paying attention/focusing, and she

> is immature. Our worry is that if we retain her now, she she will be

> held back on the academics, there will be some very immature children

> just entering kindrergarten not being as advantageous as having more

> mature first grade children for role models,also, We worry that she

> may ALWAYS be struggling, being a little immature than peers, and

> needing extra academic support, so are we going to keep holding her

> back until she can speak, write ,calculate and act like the average

> " 1st " , grader ,or " 6th " grader etc.--?

> > Or are we burying our heads inthe sand waiting for an epiphany that

> she may pull it together in first grade and be able to handle things

> and mature. I want to be realistic, retain her if needed at the right

> level. Her teacher now is great. She said she feels too close to her

> and for that reason wants to protect her and give her a chance to

> mature,and grow socially and hope that that would give her a personal

> and academic advantage(actually she didn't say it that way but but

> that's the point).She did say as do all of her therapists that if she

> can't focus better she is going to struggle terribly. OUR point is,

> keeping her in kindergarten isn't going to change that.--and as I

> posted in another question we really don't want start experimenting

> with ritalin and such and all the possuble side effects known and

> unknown. Anyone who went through this or has any feed back would be so

> great . thanks ---Cheryl

> >

> >

> >

> >

> >

> >

[Guest guest]

-What I'm hearing is that It really sounds like a good decision if the family is

uncertain. We could always change our mind in the next month probably if we keep

having second thoughts like I am now. I have a new question then...If anyone

moved their child onto first grade without repeating K did you regret it or did

anyone repeat first grade and have that work out good? cheryl

- In , Kavitsky <jkavitsky@...> wrote:

>

> We are planning to do this with our son. He is high functioning ASD,

> with some ADD component and speech delay that is estimated at about 9-12

> months behind where he should be. His spec-ed speech teacher is

> recommending this delayed placement. We are also in favor of this,

> especially given the fact that he is a mid-year baby. He is going to be

> in another spec-ed speech class during this coming school year, and then

> should transition to a typical K class.

>

> The only thing we worry about is that he is already in the 90-95th

> percentile for height, and he will be even taller than that in the next

> years class.

>

> -jimk

>

> gobraves39560 wrote:

> >

> >

> >

> > Yes my son has just finished his 2nd year in K, and it was the BEST

> > decision that I have ever made. He is now reading, breezing through

> > math, and right on target. Last year, he was so behind that I just

> > could not send him to first grade. BTW... I am a First Grade assistant

> > at his school. He is extremely apraxic, but has come soooo far!!! He

> > will be ESY again this year, and that really helps for over the

> > summer!!!Always trust your momma insincts!!! and... good luck!!!

> >

> >

> > >

> > > My daughter is almost 3 so I am not in your position, but the way it

> > sounds I would choose to hold her back and give her that extra year to

> > mature. I plan on having my daughter repeat kindergarten as I have

> > read apraxic kids do much better if they repeat the year. My

> > girlfriend had typical twin girls and one had a speech issue, nothing

> > like apraxia but she fought to keep her girls back and they have done

> > great ever since and she has never regretted her decision.

> > > -------------- Original message from " capetalker " <capetalker@>:

> > --------------

> > >

> > >

> > >

> > >

> > > We are going through the dreaded end of year iep and placement for

> > school. All along we thought we'd may consider having our daughter

> > repeat kindergarten if necessary.She is in a regular ED classes with a

> > 1:2 aide and goes out for basic skills reading(and all the therapies)

> > She has moderate to severe global apraxia and attention defecit

> > problems impacting her learning. She is socially immature.Her teachers

> > understand her about 90% of the time, children about 70%. She is

> > reading very simple books, knows sight words , but struggles with all

> > math work(extending patterns, simple addition)What is weird is she may

> > be " on " one day for learning like having 1:1 correspodence in counting

> > objects past 20 on one day , then the next she is so diorganized and

> > things seem like she forgot everything or struggles. Is that common

> > with global dyspraxia?

> > > She either has or is well on her way to reaching all the academic

> > goals they have for our kindergarten , however her performance is

> > inconsistant , she has much trouble paying attention/focusing, and she

> > is immature. Our worry is that if we retain her now, she she will be

> > held back on the academics, there will be some very immature children

> > just entering kindrergarten not being as advantageous as having more

> > mature first grade children for role models,also, We worry that she

> > may ALWAYS be struggling, being a little immature than peers, and

> > needing extra academic support, so are we going to keep holding her

> > back until she can speak, write ,calculate and act like the average

> > " 1st " , grader ,or " 6th " grader etc.--?

> > > Or are we burying our heads inthe sand waiting for an epiphany that

> > she may pull it together in first grade and be able to handle things

> > and mature. I want to be realistic, retain her if needed at the right

> > level. Her teacher now is great. She said she feels too close to her

> > and for that reason wants to protect her and give her a chance to

> > mature,and grow socially and hope that that would give her a personal

> > and academic advantage(actually she didn't say it that way but but

> > that's the point).She did say as do all of her therapists that if she

> > can't focus better she is going to struggle terribly. OUR point is,

> > keeping her in kindergarten isn't going to change that.--and as I

> > posted in another question we really don't want start experimenting

> > with ritalin and such and all the possuble side effects known and

> > unknown. Anyone who went through this or has any feed back would be so

> > great . thanks ---Cheryl

> > >

> > >

> > >

> > >

> > >

> > >

[Guest guest]

Cheryl-

This sounds familiar. is in Kindergarten and has had a great

year. Academically, she is right on. Her fine motor skills are really

her problem point; that and distractability. She is not at all

disruptive, just distracted. She has problems with " getting started " on

more complex projects and sometimes needs more complex directions broken

down for her. They considered another year of K but her academics are

right on, so they didn't want to hold her back academically. So besides

getting OT and some residual speech therapy, she will also get a 2:1

aide (2 kids sharing the same aide) to help her with these things. I

agree with this totally.

Our daughters sound somewhat alike. I hope that helps.

Mom to (6), nearly resolved apraxia, hypotonia and fine motor

delays and (3.10), our precocious talker.

capetalker wrote:

>

>

> Oh ...We just had a 4 hour meeting with our child study team today and

> concluded with having her progress to 1st grade.....(I posted my

> question too late to provide us with food for thought.) I walked out

> with the most ferocios head ache. They showed us various classroom

> settings(our district is so big in NJ that there are only 2 grades per

> school with different teams and principles etc, for each)- after much

> discussion,with everyone seriosly considering the pros and cons , the

> kindergarten teacher,and K- principal and speech therapist wanted to

> let her have a chance to mature -they feel very protective, but the

> director of special programs at the 1st and second grade school where

> she'd have to move up to,wants to have her moving and growing having

> her educational program adjusted to meet her needs-and felt children

> her age with a really organized teacher can work to teach her

> organizational stategies. She also felt her problem is not ADD but

> more of executive functi oning disorganization related to

> Apraxia-which she felt holding her back in itself won't improve,but

> teaching her strategies to organize would . She felt confident that a

> basic skills program, or if needed, resource room teaching for reading

> and math would help. It was such a difficult decision.I must say all

> of the people today were incredible in both schools.4 hours

> seriously!! to carefully consider her placement!! Everyone wants to

> protect her,knows she has difficuly focusing and honestly admitted it

> is so difficult because she is really the first truly apraxic child in

> the district that presents this way. She is smart and capable but

> can't bring it together for consistant learning. Would repeating

> kindergarten do it? ohhhhhh...I don't want to regret such an important

> decision. They have this one wonderful teacher that is so organized

> and uses all sorts of stategies for learning in the class,and they for

> the first time in this school will put a 1:3 aide in a regular ed cl

> ass for our daughter.--The current team and teacher feels she needs

> this because her organizational skills are so poor that it really

> impairs her ability to follow through with some of the more involved

> tasks. Gosh ,the more I write the more I think 1st grade is going to

> be too tough. And I hear you saying how much your child had benefited

> repeating kindergarten,which i'm sure our daughter would too.But I

> worry that if we keep her back it will be easier for the next year or

> 2, then get really hard again--we can't keep holding her back. I'm

> probably driving anyone who is reading this as crazy as I'm driving

> myself. ... Anyway, Thankyou so much for your input. Cheryl

>

> -- In

> <mailto: %40>, " gobraves39560 "

> <gobraves39560@...> wrote:

> >

> >

> > Yes my son has just finished his 2nd year in K, and it was the BEST

> decision that I have ever made. He is now reading, breezing through

> math, and right on target. Last year, he was so behind that I just

> could not send him to first grade. BTW... I am a First Grade assistant

> at his school. He is extremely apraxic, but has come soooo far!!! He

> will be ESY again this year, and that really helps for over the

> summer!!!Always trust your momma insincts!!! and... good luck!!!

> >

> >

> >

> >

> > >

> > > My daughter is almost 3 so I am not in your position, but the way

> it sounds I would choose to hold her back and give her that extra year

> to mature. I plan on having my daughter repeat kindergarten as I have

> read apraxic kids do much better if they repeat the year. My

> girlfriend had typical twin girls and one had a speech issue, nothing

> like apraxia but she fought to keep her girls back and they have done

> great ever since and she has never regretted her decision.

> > > -------------- Original message from " capetalker " <capetalker@>:

> --------------

> > >

> > >

> > >

> > >

> > > We are going through the dreaded end of year iep and placement for

> school. All along we thought we'd may consider having our daughter

> repeat kindergarten if necessary.She is in a regular ED classes with a

> 1:2 aide and goes out for basic skills reading(and all the therapies)

> She has moderate to severe global apraxia and attention defecit

> problems impacting her learning. She is socially immature.Her teachers

> understand her about 90% of the time, children about 70%. She is

> reading very simple books, knows sight words , but struggles with all

> math work(extending patterns, simple addition)What is weird is she may

> be " on " one day for learning like having 1:1 correspodence in counting

> objects past 20 on one day , then the next she is so diorganized and

> things seem like she forgot everything or struggles. Is that common

> with global dyspraxia?

> > > She either has or is well on her way to reaching all the academic

> goals they have for our kindergarten , however her performance is

> inconsistant , she has much trouble paying attention/focusing, and she

> is immature. Our worry is that if we retain her now, she she will be

> held back on the academics, there will be some very immature children

> just entering kindrergarten not being as advantageous as having more

> mature first grade children for role models,also, We worry that she

> may ALWAYS be struggling, being a little immature than peers, and

> needing extra academic support, so are we going to keep holding her

> back until she can speak, write ,calculate and act like the average

> " 1st " , grader ,or " 6th " grader etc.--?

> > > Or are we burying our heads inthe sand waiting for an epiphany

> that she may pull it together in first grade and be able to handle

> things and mature. I want to be realistic, retain her if needed at the

> right level. Her teacher now is great. She said she feels too close to

> her and for that reason wants to protect her and give her a chance to

> mature,and grow socially and hope that that would give her a personal

> and academic advantage(actually she didn't say it that way but but

> that's the point).She did say as do all of her therapists that if she

> can't focus better she is going to struggle terribly. OUR point is,

> keeping her in kindergarten isn't going to change that.--and as I

> posted in another question we really don't want start experimenting

> with ritalin and such and all the possuble side effects known and

> unknown. Anyone who went through this or has any feed back would be so

> great . thanks ---Cheryl

> > >

> > >

> > >

> > >

> > >

> > >

[Guest guest]

I haven't posted in a while but we have just faced a decision like that but a

year behind. My grandson is PDD NOS and my daughter and I wanted to defer

Kindergarten till next year for all the same reasons you all are mentioning. By

the way, he also has days when he is right on counting with one to one

correspondence (to 10 only) and other days he skips items or counts an item

twice etc. Distractibility is a big issue for him in that respect. His fine

motor skills are just about nonexistent. I thought the extra year would do him

good but the school was against it and talked my daughter into signing the IEP.

They had some good points but I am still apprehensive. They claim the support

they offer will offset his deficits and he should have a chance to be with his

peers. They pumped us up at the time and now we are both having second

thoughts. I imagine we will go through with it and see where this journey takes

us but I am a wreck. The principal asked me what I thought would be different

if we waited and I said " Cole. " Maybe I am in denial but I am thinking maturity

could make a difference for him even if it just would ease his anxiety...and I

think his anxiety contributes to his distractibility. A crystal ball would be

great right now.

Aggie

[Guest guest]

Hi Aggie, I think you did the right thing for this year. He will have better

role models in Kindergarten than in preschool and will be less bored with the

curriculum. Next year I would put my foot down if you want to repeat a grade

(whether K or 1st). I think it is good for our kids to repeat either kinder or

first because they get more mature, have more opportunities in the social arena

because they can relate better, and have a chance to catch up in academics.

The only concern I would have is making sure he is not doing the exact same

curriculum twice. It's quite an easy fix though, make sure he has a different

teacher or even find a more advanced school. My older son went to kindergarten

in a public school (in a self-contained classroom) and then repeated

kindergarten at a private, more advanced school because the public school

refused to let him repeat (they ended up having to pay for his private school

because they did not offer an appropriate placement for him in the least

restrictive environment).

I'm fighting this battle again with my second son because I want to retain him

in first grade, hopefully I won't need a lawyer this time or another

school...these people seem a bit more sensible, we'll see.

I do want to mention that for my older son, it was a great decision. It's been

a long road, but he is fully mainstreamed now with no IEP. I do credit myself

with some of that progress because I homeschooled him in 2nd and 3rd grade. I

hope it works out for your grandson, I have never heard anything negative about

a kid repeating kindergarten, or first grade for that matter.

>

> I haven't posted in a while but we have just faced a decision like that but a

year behind. My grandson is PDD NOS and my daughter and I wanted to defer

Kindergarten till next year for all the same reasons you all are mentioning. By

the way, he also has days when he is right on counting with one to one

correspondence (to 10 only) and other days he skips items or counts an item

twice etc. Distractibility is a big issue for him in that respect. His fine

motor skills are just about nonexistent. I thought the extra year would do him

good but the school was against it and talked my daughter into signing the IEP.

They had some good points but I am still apprehensive. They claim the support

they offer will offset his deficits and he should have a chance to be with his

peers. They pumped us up at the time and now we are both having second

thoughts. I imagine we will go through with it and see where this journey takes

us but I am a wreck. The principal asked me what I thought would be different

if we waited and I said " Cole. " Maybe I am in denial but I am thinking maturity

could make a difference for him even if it just would ease his anxiety...and I

think his anxiety contributes to his distractibility. A crystal ball would be

great right now.

>

> Aggie

>

>

[Guest guest]

Thanks . We will keep an eye on the situation.

[Guest guest]

Hi Aggie! Please relax, you owe it to yourself. I know exactly the feeliing you

have. I think kindergarten won't be as frightening as you think. I'm not sure

what you school system is like but from old postings I think I remember them

being pretty open with you. TAlk to them about the right teacher. That's what we

did with Shea from preschool to kindergarten--and are doing now. With the right

support he should be ok-will they have an extra aide in the class, or one

assigned to him?--ANyway he will be exposed to more accademics,hopefully the

teacher will help him socialize during play time and free work periods,and then

as everyone seems to agree that kindergarten is a good grade to repeat you can

do that.Kindergarten is a good time to mature. I would do that for Shea, but

accademically she's leaning more towards the first grade level so We thought we

should give her that chance, and then repeat it if necessary,but I worry about

the pace and maturity. Kindergarten is still young and nuturing--with the right

teacher. He should be ok--and I know you'll make sure of that. It sounds like

your principal cares and did weigh the options. Is your daughter having second

thoughts? If she feels ok , then let yourself belive it will be ok.K is way more

advanced than years ago but they know(at least the majority of good

teachers)know they are stillprecious and little. Good Luck--I'm glad to hear

from you. Cheryl

>

> I haven't posted in a while but we have just faced a decision like that but a

year behind. My grandson is PDD NOS and my daughter and I wanted to defer

Kindergarten till next year for all the same reasons you all are mentioning. By

the way, he also has days when he is right on counting with one to one

correspondence (to 10 only) and other days he skips items or counts an item

twice etc. Distractibility is a big issue for him in that respect. His fine

motor skills are just about nonexistent. I thought the extra year would do him

good but the school was against it and talked my daughter into signing the IEP.

They had some good points but I am still apprehensive. They claim the support

they offer will offset his deficits and he should have a chance to be with his

peers. They pumped us up at the time and now we are both having second

thoughts. I imagine we will go through with it and see where this journey takes

us but I am a wreck. The principal asked me what I thought would be different

if we waited and I said " Cole. " Maybe I am in denial but I am thinking maturity

could make a difference for him even if it just would ease his anxiety...and I

think his anxiety contributes to his distractibility. A crystal ball would be

great right now.

>

> Aggie

>

>

[Guest guest]

Oh Cheryl thank you. I just posted to and you but I didn't know

whether you remembered me. I'm glad to hear that things are going well for you.

My daughter is just a little nervous right now.

Aggie

[Guest guest]

- Aggie of course I remember you!It's been a very long time since I've looked on

these boards-or anywhere on the computer. It just became too overwhelming.I just

had the great fortune to get in with Dr. Agin very soon for a long overdue

re-eval. So now we can get her input on moving on or retention. I'll keep you

informed. She must have experience with the pros and cons. take care, Cheryl

-- In , " Gene and Aggie Birocco "

<birocco@...> wrote:

>

> Oh Cheryl thank you. I just posted to and you but I didn't know

whether you remembered me. I'm glad to hear that things are going well for you.

My daughter is just a little nervous right now.

>

> Aggie

>

>

[Guest guest]

Good luck with your re-eval Cheryl.