Re: Re: Writing issues WAS: does this happen to your child.. math

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Hi ,

I appreciate all your post and want you to know that it is helping me to make

a list of accomodations for my daughter with her new IEP. : )

I am new here but, have 4 other children two of which has LD's.

Check with the school and if your child is under an IEP the school should provide

them with a notebook computer to carry with them to do their school work on. This also helps with their organizational skills. If no IEP you can request your child have a 504 which is for medical conditions. A 504 has less modifications than an IEP. I would request for copies of notes be provided for him.

The school will have to accomodate your child until the OT comes. I highly recommend

you request a computer for your child to use until then if this helps. I have a daughter that has 's Sydrome that is in 11th grade. I am purchasing her a computer to carry with her to use for all her assignments. With her having ADHD/NVLD she would never remember to return their computer to the lab! : ) I am finding there is a huge difference

between NVLD and AS !

Have a great day!

Elinor mom to Maeci

From: Laurel <laurel8690@...> Sent: Tue, March 23, 2010 9:20:41 AMSubject: ( ) Re: Writing issues WAS: does this happen to your child.. math

I agree, typing on a keyboard helps tremendously. My son hates to have to re-write a report over and over to get through all the drafts, and typing and correcting one document helps. I just email it to his teacher. I made sure that option is part of his IEP.Now, if only I can get him past the ol' one finger type-and peck! Must look into the Spongebob typing thing mentioned below - he'd love that!.Laurel> >> > Since you brought it up, a I'm going to spin off this topic onto> > another. writing issues. CLEARLY this is common with Aspie's, as I've heard> > it mentioned a LOT. We are currently struggling with this. 's taken a> > real aversion to "Language Arts" of any kind, because it has so much writing> > in it. I know he often struggles to get his thoughts and ideas from his head> > to the paper, but that's not the problem now.

it's just plain WRITING!> > > > > > > > His teacher has really backed off on the "cursive" requirements for ,> > as he gets INCREDIBLY frustrated with it - but any kind of writing, even if> > it's just copying a sentence from a book onto a worksheet, and he complains.> > Several Language arts periods at school have gone on with NO work, and> > getting him to do vocabulary homework, where he has to copy a sentence from> > the book, and then look up and write down the word's definition, for> > example, are met with resistance and frustration. Even coloring, which is> > something he used to GREATLY enjoy, has been a frustration point for him as> > of late.> > > > > > > > What kinds of things do you all recommend to help him with this, aside from> > OT? Is there anything we can do, or

the school can do, to assist him, while> > we wait to speak to an OT?> > > > > > > > Thanks in advance, all !!> > > > > > > > =)> > > > > > > > From: > > [mailto:AspergersSu pport] On Behalf Of a > > Sent: Monday, March 22, 2010 5:35 AM> > > > Subject: RE: ( ) does this happen to your child.. math?> > > > > > > > > > > > You are SO not alone on this one in our house!!!!!! As writing has been an> > issue I thought I was being clever and getting maths workbooks (we> > homeschool) with number stickers for the answers. The answer stickers were> > bright and colourful but they did

not follow a colour pattern when put into> > the sums - that was a massive disaster with tears, meltdowns etc and those> > workbooks mysteriously disappeared into the night, some things are so not> > worth the fight! She also couldn't cope with a page of putting the answers> > at the end of the sum and then moving on to have to figure the answers in> > the middle of the sum eg she went from "4 + 4 = ___" to "4 + ___ = 8" even> > though she was very capable of doing the work the different look of the sum> > caused a meltdown.> > > > > > > > You are not alone!> > > > > > > > a> >>