Re: Re: Therapy during chelation

[Guest guest]

My son has a problem with sentences construction. The speech therapist gave him

a picture say a dog painting his house and she wants him to say " the dog is

painting his house " which he doesn't say. He will say dog or house.

But when he speaks to me he will say " please put glass in the kitchen " or " JJ

bothers me " .

It just feel as if this technique doesn't work and if we aren't getting any

where.

He use to struggle to say " the " so I made some " THE " on the computer on put it

on the wall, the couch, door, tv etc. And I would say pointing the door, the

wall, the cupboard for 2 months and suddenly one day he pointed the wall, the

door, I burst into tears. His problem lays with using abstract words. Any ideas

on techniques for construction of sentences.

Thank you

Heleen

________________________________

From: " RoseGvr@... " <RoseGvr@...>

Sent: Thu, October 7, 2010 5:52:35 AM

Subject: [ ] Re: Therapy during chelation

It's a great idea to rotate the material in blocks and continue to try

different things.

I had one student who only knew the letter X for 8 weeks... I didn't just

flash card him 2 or 3 times daily but we did alphabet songs, u-tubes, I

taught them ASL (sign language), they did alpha puzzles, pinning the letters on

various things in the classroom, playing racing games on the ABC carpet

and made alpha paintings and pictures in the classroom, in the sand and with

water on the walls - I did many different alpha activities. Finally he also

got Z... for a few weeks he only knew X and Z...

THEN it kicked in and within a few more weeks he had all 26 letters and

soon after that his sounds. I never knew what his diagnosis is but found

many teachers SAT a child like this after working with them just a few weeks

and sometimes give up even before that. Some kids need much more rep. and

many different ways to have the information presented (check out the multiple

intelligence on google and find one or two that are your child's learning

style). If you find something that works, it's a great idea to try to train

the teachers (some won't be receptive but many will).

People give up too soon on repetition and don't rotate things done to teach

a concept. They also show frustration which children with learning

disabilities may be extra sensitive to. Everyone knew my special boy got to

paint the X, place the X on the puzzle, say the X when the card was shown so

he could feel successful. Pretty soon he was proud that he could also do Z.

He'd giggle and say, 'those are my letters.' And the class cheered when

he could say more letters and sounds and would pat him on the head saying,

" he's doing such a good job Ms. W. "

Just wanted to say keep on trying stuff and don't get give up. After

about 6 weeks, I never thought this child would know more than X. I couldn't

believe that within another 6 weeks, he'd have the whole alphabet and

sounds. I was so glad that I didn't give up and used parent helpers to also

work

with him one-on-one.

/Rosegvr