Re: homeschooling

[Guest guest]

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

Maybe this september we can get togeather privately and discuss

homeschooling issues. is not up to socializing and could care less.

however is quite bothered by having no friends and gets very

depressed. Charlene

-- Re: Homeschooling

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

Maybe this september we can get togeather privately and discuss

homeschooling issues. is not up to socializing and could care less.

however is quite bothered by having no friends and gets very

depressed. Charlene

-- Re: Homeschooling

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

Maybe this september we can get togeather privately and discuss

homeschooling issues. is not up to socializing and could care less.

however is quite bothered by having no friends and gets very

depressed. Charlene

-- Re: Homeschooling

> Anyone here plan on homeschooling this next year especially

due to H. R bill 1350? Well I do and I know I will get no services

from the school which is fine but maybe medicaid this august to get

private therapies as well. Anyway I am homeschooling so if anyone

else is I would like to keep touch with you. Charlene

>

>

[Guest guest]

<<Anyone here plan on homeschooling this next year especially due to H. R

bill 1350?>> What's in this particular piece of legislation? My daughter has

Asperger's and we've been incredibly fortunate with her education.

_________________________________________________________________

The new MSN 8: advanced junk mail protection and 2 months FREE*

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[Guest guest]

Local control and local flexability. The reason my son wasnt

allowed to go to school in Colorado. Ann Pierce of Colorado department of

education told me colorado is a highly republican state and we believe in

local control. Local control means IDEA violations that the local

district does not have to answer to no one. Also on HR bill 1350 schools

can use 15% of part B funds for anything they want. So in Trinidad

Colorado that would be for band and football. There is not enough part B

funds to use so where is this going to come from? Have you heard my

story ? Charlene

-- Re: Homeschooling

<<Anyone here plan on homeschooling this next year especially due to H. R

bill 1350?>> What's in this particular piece of legislation? My daughter has

Asperger's and we've been incredibly fortunate with her education.

_________________________________________________________________

The new MSN 8: advanced junk mail protection and 2 months FREE*

http://join.msn.com/?page=features/junkmail

[Guest guest]

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years.

[Guest guest]

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years.

[Guest guest]

The email didnt say your name so please dont think I am being rude

LOL. You are the second person that told me about them homeschooling.

The first lady has two special needs daughters that she homeschools for the

same reason I am going to start. As long as I live in southern colorado my

only option is to homeschool. He isnt making any progress, he is being

tied to the chair and they want me to drug him. A couple of questions for

you

1. Have you noticed your daughter improving since you have been

homeschooling?

2. Has the school or DYFS given you a hard time for homeschooling?

3. Has your family supported you or critized you?

4. What state do you live in? Was it hard to let them know you are

homeschooling?

5. Do you get any school help at all?

Just a few questions I hope there not too annoying LOL Thanks

Charlene

-- Re: Re: Homeschooling

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years

[Guest guest]

The email didnt say your name so please dont think I am being rude

LOL. You are the second person that told me about them homeschooling.

The first lady has two special needs daughters that she homeschools for the

same reason I am going to start. As long as I live in southern colorado my

only option is to homeschool. He isnt making any progress, he is being

tied to the chair and they want me to drug him. A couple of questions for

you

1. Have you noticed your daughter improving since you have been

homeschooling?

2. Has the school or DYFS given you a hard time for homeschooling?

3. Has your family supported you or critized you?

4. What state do you live in? Was it hard to let them know you are

homeschooling?

5. Do you get any school help at all?

Just a few questions I hope there not too annoying LOL Thanks

Charlene

-- Re: Re: Homeschooling

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years

[Guest guest]

The email didnt say your name so please dont think I am being rude

LOL. You are the second person that told me about them homeschooling.

The first lady has two special needs daughters that she homeschools for the

same reason I am going to start. As long as I live in southern colorado my

only option is to homeschool. He isnt making any progress, he is being

tied to the chair and they want me to drug him. A couple of questions for

you

1. Have you noticed your daughter improving since you have been

homeschooling?

2. Has the school or DYFS given you a hard time for homeschooling?

3. Has your family supported you or critized you?

4. What state do you live in? Was it hard to let them know you are

homeschooling?

5. Do you get any school help at all?

Just a few questions I hope there not too annoying LOL Thanks

Charlene

-- Re: Re: Homeschooling

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years

[Guest guest]

This is funny I thought I was writing to one individual not the

list LOLOLOL. OH well thats what I get for not paying attention

-- Re: Re: Homeschooling

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years

[Guest guest]

This is funny I thought I was writing to one individual not the

list LOLOLOL. OH well thats what I get for not paying attention

-- Re: Re: Homeschooling

HI ,Charlene orry so late writing back but very busy sometimes are should

say most off time I homeschool my daughter age 10 and haveknow for two years

[Guest guest]

Hi agian just git you mail went to sea world for the weekend. my daughter was

not doing much of anything in school and they were just passing git sick of

it and thought i could do as good as the them but i did better than them and

she went from not being able to count past 5 to 20 adding and subtracting up

to ten in to and three digits cuod not even was not able to tell you her abc

by looking at them but could sing song all the way so they thought she new

them know we are past that learning to read slow but get there...no one has

give me a hard time and my family does support what I am doing but if you

mean help me with much i have to say no most of the time its just me and i

have a home schooling group to I live in Florida and I dont get any thing

from the school well have to go bye Debbie

[Guest guest]

How long each day do you work on each subject ?

30 min. Hour ???

Carol P

From: Kathy Ratkiewicz <Kathy_Rcomcast (DOT) net>Subject: [DownSyndromeInfoEx change] Including special-needs children in class: Is it worth it?To: DownSyndromeInfoExc hange@yahoogroup s.com, "'Down Syndrome'" <DOWN-SYNLISTSERV (DOT) NODAK.EDU>, MichianaDownSyndrom eyahoogroups (DOT) comCc: IDSFparents@ yahoogroups. comDate: Monday, June 9, 2008, 4:28 PM

http://www.csmonito r.com/2008/ 0610/p09s01- coop.html? page=1

Waterford, Va. - Recently, a Florida teacher seeking relief from a challenging special-needs student named Barton did the unthinkable: She stood him before his kindergarten peers and encouraged them to say what they didn't like about his behavior. Then she asked the students if they wanted him back in class after his reportedly disruptive actions earlier that day. By a vote of 14 to 2, they booted him.

's mom was understandably outraged; she plans to sue. The resulting media sound and fury has brought to light the quiet revolution in public schools across America: the placing of special-needs students into regular classrooms.

Federal law holds that children with disabilities have a right to a "free and appropriate public education." But free for whom? Not for the taxpayers, who must foot the bill for the testing, evaluation, special therapy, and classroom support needed by the differently- abled students, who are increasingly popping up in classrooms.

That has parents everywhere asking themselves an uncomfortable yet critical question: Does the practice of inclusion detract from my child's education? Is it really worth it?

It all depends on your point of view. Mine has changed in the past 30 years, a result of having raised two generations of children – and seeing some unexpected benefits from having my son Jonny, who has Down syndrome, enrolled in regular school.

My oldest went to school when "special ed" kids were housed in trailers behind the school. That was a step up from the days when they were institutionalized, but the segregation still emphasized their differences.

But true to our country's melting pot idealism – in which the public schools are traditionally called on to do the stirring – special-needs students were soon included in the mix. It was a welcome change, but it created individual challenges that had to be confronted and hammered out between parents and educators on a case-by-case basis.

I was drawn into this drama 11 years ago when Jonny entered Kindergarten. As a fiscal conservative, I actually struggled with the idea that our small, rural school district would bear the extra burden of a student who in the eyes of the world might never amount to much.

But as enrollment time approached, I became convinced that he could make a unique contribution to his class. So Jonny became the first student with an Individualized Education Plan (IEP) at Liberty Elementary School in Petaluma, Calif.

The school welcomed us with professionalism and grace. Looking back after 11 years (and since we went on to adopt three other children with Down syndrome, I've been through my share of IEPs – the good, the bad, and the downright ugly), I'm impressed and grateful that every person involved made what we were doing look easy. They did not add to my already significant burden as a parent. Never once did they make us feel as though they were doing us a favor. They treated Jonny with dignity.

My belief that Jonny had a vital role to play among his peers was confirmed when his teacher, Miss Bessie, wrote me a four-page letter at the end of the school year. She wrote something I'll never forget: "I am thankful to Jonny for teaching my students and myself unconditional love, sharing, acceptance, humor, and friendship.… As the Bible says, 'Man looks at the outward appearance, but the Lord looks at the heart'; Jonny certainly taught the children and me to look at the heart; for he has a very big heart!... Jonny has taught the very important "life skills" to his kindergarten friends. Perhaps these will be the most valuable lessons they will learn."

It's a sentiment that echoes year after year. Now in Virginia, Jonny has progressed to ninth grade – where at Harmony Intermediate' s awards ceremony recently, the principal and teachers said that in all their years of teaching, it was the most compassionate group of students they'd ever seen. Jonny's teacher, Mrs. Beitz, told the assembly: "You look at your peers for what they can do as opposed to what they can't do."

Shepherding a special-needs student through public school can be deeply frustrating for everyone involved. But it can also produce some inspiring results.

Take Welsh. Her Loudoun Valley High School peers in Purcellville, Va., voted her Homecoming Queen several years ago.

The success and benefits of inclusion for every member of 's class were obvious – and well worth the 12 years of teamwork by the adults behind the scenes. Such effort helped shape a graduating class of compassionate, caring citizens.

By contrast, Barton's teacher may have failed to grasp the opportunity she had to help his fellow students see him in a better light. Instead, by emphasizing his faults, she unwittingly encouraged her class of kindergartners to think in terms of prejudice and exclusion.

Everyone involved in this sad situation will need remedial help.

Meanwhile, I hope every parent can come to see that our efforts to accommodate the differently- abled in public schools is not a burden, but an invitation.

• Barbara Curtis, a mother of 12 and the author of nine books, blogs at www.MommyLife. net.

Abra sua conta no Yahoo! Mail, o único sem limite de espaço para armazenamento!

[Guest guest]

For my older child (typical) he does about an hour per subject. Then science he does way more because that is his passion and he lives and breathes it.

For , I guess it would total about 30 min per subject but we do it in 5-10 min increments at a time. If its something really fun, his attention span is longer, and we go longer. If its writing, he hates it, so its a struggle to get 10 min at a time. His oral motor stuff, 5 min several times a day. I can be reading him a story and doing his deep pressure while doing it.

One trick I learned long ago was to make little cards for each part of therapy, example. He has deep pressure 5 min 4 times a day. So there are 4 cards. We put them on the front of the fridge each morning. By the end of the day they are all completed, and when done are moved to the side of the fridge. Makes it easy for me, I can look and see what needs to be done, and easier for others in the family too. Sister can come in from work, glance and see ..... Oh he needs 5 min of this... And move the card, go do it, and its done. Or 10 min of this and do it. So we are doing things all the time, but without the strict structure of a 9-3 school day. Just works for us.

"Jules"

Romero

-- [DownSyndromeInfoEx change] Including special-needs children in class: Is it worth it?To: DownSyndromeInfoExc hange@yahoogroup s.com, "'Down Syndrome'" <DOWN-SYNLISTSERV (DOT) NODAK.EDU>, MichianaDownSyndrom eyahoogroups (DOT) comCc: IDSFparents@ yahoogroups. comDate: Monday, June 9, 2008, 4:28 PM

http://www.csmonito r.com/2008/ 0610/p09s01- coop.html? page=1

Waterford, Va. - Recently, a Florida teacher seeking relief from a challenging special-needs student named Barton did the unthinkable: She stood him before his kindergarten peers and encouraged them to say what they didn't like about his behavior. Then she asked the students if they wanted him back in class after his reportedly disruptive actions earlier that day. By a vote of 14 to 2, they booted him.

's mom was understandably outraged; she plans to sue. The resulting media sound and fury has brought to light the quiet revolution in public schools across America: the placing of special-needs students into regular classrooms.

Federal law holds that children with disabilities have a right to a "free and appropriate public education." But free for whom? Not for the taxpayers, who must foot the bill for the testing, evaluation, special therapy, and classroom support needed by the differently- abled students, who are increasingly popping up in classrooms.

That has parents everywhere asking themselves an uncomfortable yet critical question: Does the practice of inclusion detract from my child's education? Is it really worth it?

It all depends on your point of view. Mine has changed in the past 30 years, a result of having raised two generations of children – and seeing some unexpected benefits from having my son Jonny, who has Down syndrome, enrolled in regular school.

My oldest went to school when "special ed" kids were housed in trailers behind the school. That was a step up from the days when they were institutionalized, but the segregation still emphasized their differences.

But true to our country's melting pot idealism – in which the public schools are traditionally called on to do the stirring – special-needs students were soon included in the mix. It was a welcome change, but it created individual challenges that had to be confronted and hammered out between parents and educators on a case-by-case basis.

I was drawn into this drama 11 years ago when Jonny entered Kindergarten. As a fiscal conservative, I actually struggled with the idea that our small, rural school district would bear the extra burden of a student who in the eyes of the world might never amount to much.

But as enrollment time approached, I became convinced that he could make a unique contribution to his class. So Jonny became the first student with an Individualized Education Plan (IEP) at Liberty Elementary School in Petaluma, Calif.

The school welcomed us with professionalism and grace. Looking back after 11 years (and since we went on to adopt three other children with Down syndrome, I've been through my share of IEPs – the good, the bad, and the downright ugly), I'm impressed and grateful that every person involved made what we were doing look easy. They did not add to my already significant burden as a parent. Never once did they make us feel as though they were doing us a favor. They treated Jonny with dignity.

My belief that Jonny had a vital role to play among his peers was confirmed when his teacher, Miss Bessie, wrote me a four-page letter at the end of the school year. She wrote something I'll never forget: "I am thankful to Jonny for teaching my students and myself unconditional love, sharing, acceptance, humor, and friendship.… As the Bible says, 'Man looks at the outward appearance, but the Lord looks at the heart'; Jonny certainly taught the children and me to look at the heart; for he has a very big heart!... Jonny has taught the very important "life skills" to his kindergarten friends. Perhaps these will be the most valuable lessons they will learn."

It's a sentiment that echoes year after year. Now in Virginia, Jonny has progressed to ninth grade – where at Harmony Intermediate' s awards ceremony recently, the principal and teachers said that in all their years of teaching, it was the most compassionate group of students they'd ever seen. Jonny's teacher, Mrs. Beitz, told the assembly: "You look at your peers for what they can do as opposed to what they can't do."

Shepherding a special-needs student through public school can be deeply frustrating for everyone involved. But it can also produce some inspiring results.

Take Welsh. Her Loudoun Valley High School peers in Purcellville, Va., voted her Homecoming Queen several years ago.

The success and benefits of inclusion for every member of 's class were obvious – and well worth the 12 years of teamwork by the adults behind the scenes. Such effort helped shape a graduating class of compassionate, caring citizens.

By contrast, Barton's teacher may have failed to grasp the opportunity she had to help his fellow students see him in a better light. Instead, by emphasizing his faults, she unwittingly encouraged her class of kindergartners to think in terms of prejudice and exclusion.

Everyone involved in this sad situation will need remedial help.

Meanwhile, I hope every parent can come to see that our efforts to accommodate the differently- abled in public schools is not a burden, but an invitation.

• Barbara Curtis, a mother of 12 and the author of nine books, blogs at www.MommyLife. net.

Abra sua conta no Yahoo! Mail, o único sem limite de espaço para armazenamento!

[Guest guest]

For my older child (typical) he does about an hour per subject. Then science he does way more because that is his passion and he lives and breathes it.

For , I guess it would total about 30 min per subject but we do it in 5-10 min increments at a time. If its something really fun, his attention span is longer, and we go longer. If its writing, he hates it, so its a struggle to get 10 min at a time. His oral motor stuff, 5 min several times a day. I can be reading him a story and doing his deep pressure while doing it.

One trick I learned long ago was to make little cards for each part of therapy, example. He has deep pressure 5 min 4 times a day. So there are 4 cards. We put them on the front of the fridge each morning. By the end of the day they are all completed, and when done are moved to the side of the fridge. Makes it easy for me, I can look and see what needs to be done, and easier for others in the family too. Sister can come in from work, glance and see ..... Oh he needs 5 min of this... And move the card, go do it, and its done. Or 10 min of this and do it. So we are doing things all the time, but without the strict structure of a 9-3 school day. Just works for us.

"Jules"

Romero

-- [DownSyndromeInfoEx change] Including special-needs children in class: Is it worth it?To: DownSyndromeInfoExc hange@yahoogroup s.com, "'Down Syndrome'" <DOWN-SYNLISTSERV (DOT) NODAK.EDU>, MichianaDownSyndrom eyahoogroups (DOT) comCc: IDSFparents@ yahoogroups. comDate: Monday, June 9, 2008, 4:28 PM

http://www.csmonito r.com/2008/ 0610/p09s01- coop.html? page=1

Waterford, Va. - Recently, a Florida teacher seeking relief from a challenging special-needs student named Barton did the unthinkable: She stood him before his kindergarten peers and encouraged them to say what they didn't like about his behavior. Then she asked the students if they wanted him back in class after his reportedly disruptive actions earlier that day. By a vote of 14 to 2, they booted him.

's mom was understandably outraged; she plans to sue. The resulting media sound and fury has brought to light the quiet revolution in public schools across America: the placing of special-needs students into regular classrooms.

Federal law holds that children with disabilities have a right to a "free and appropriate public education." But free for whom? Not for the taxpayers, who must foot the bill for the testing, evaluation, special therapy, and classroom support needed by the differently- abled students, who are increasingly popping up in classrooms.

That has parents everywhere asking themselves an uncomfortable yet critical question: Does the practice of inclusion detract from my child's education? Is it really worth it?

It all depends on your point of view. Mine has changed in the past 30 years, a result of having raised two generations of children – and seeing some unexpected benefits from having my son Jonny, who has Down syndrome, enrolled in regular school.

My oldest went to school when "special ed" kids were housed in trailers behind the school. That was a step up from the days when they were institutionalized, but the segregation still emphasized their differences.

But true to our country's melting pot idealism – in which the public schools are traditionally called on to do the stirring – special-needs students were soon included in the mix. It was a welcome change, but it created individual challenges that had to be confronted and hammered out between parents and educators on a case-by-case basis.

I was drawn into this drama 11 years ago when Jonny entered Kindergarten. As a fiscal conservative, I actually struggled with the idea that our small, rural school district would bear the extra burden of a student who in the eyes of the world might never amount to much.

But as enrollment time approached, I became convinced that he could make a unique contribution to his class. So Jonny became the first student with an Individualized Education Plan (IEP) at Liberty Elementary School in Petaluma, Calif.

The school welcomed us with professionalism and grace. Looking back after 11 years (and since we went on to adopt three other children with Down syndrome, I've been through my share of IEPs – the good, the bad, and the downright ugly), I'm impressed and grateful that every person involved made what we were doing look easy. They did not add to my already significant burden as a parent. Never once did they make us feel as though they were doing us a favor. They treated Jonny with dignity.

My belief that Jonny had a vital role to play among his peers was confirmed when his teacher, Miss Bessie, wrote me a four-page letter at the end of the school year. She wrote something I'll never forget: "I am thankful to Jonny for teaching my students and myself unconditional love, sharing, acceptance, humor, and friendship.… As the Bible says, 'Man looks at the outward appearance, but the Lord looks at the heart'; Jonny certainly taught the children and me to look at the heart; for he has a very big heart!... Jonny has taught the very important "life skills" to his kindergarten friends. Perhaps these will be the most valuable lessons they will learn."

It's a sentiment that echoes year after year. Now in Virginia, Jonny has progressed to ninth grade – where at Harmony Intermediate' s awards ceremony recently, the principal and teachers said that in all their years of teaching, it was the most compassionate group of students they'd ever seen. Jonny's teacher, Mrs. Beitz, told the assembly: "You look at your peers for what they can do as opposed to what they can't do."

Shepherding a special-needs student through public school can be deeply frustrating for everyone involved. But it can also produce some inspiring results.

Take Welsh. Her Loudoun Valley High School peers in Purcellville, Va., voted her Homecoming Queen several years ago.

The success and benefits of inclusion for every member of 's class were obvious – and well worth the 12 years of teamwork by the adults behind the scenes. Such effort helped shape a graduating class of compassionate, caring citizens.

By contrast, Barton's teacher may have failed to grasp the opportunity she had to help his fellow students see him in a better light. Instead, by emphasizing his faults, she unwittingly encouraged her class of kindergartners to think in terms of prejudice and exclusion.

Everyone involved in this sad situation will need remedial help.

Meanwhile, I hope every parent can come to see that our efforts to accommodate the differently- abled in public schools is not a burden, but an invitation.

• Barbara Curtis, a mother of 12 and the author of nine books, blogs at www.MommyLife. net.

Abra sua conta no Yahoo! Mail, o único sem limite de espaço para armazenamento!

[Guest guest]

I have chairs that you can strap kids in so they do not fall out of the chair.

I use these for the kids that are to little to be able to sit at the table and eat or

do there work at a nice level. Booster chairs I guess they call them.

The transition from High Chair to regular Chair.

Anyway, Amber still likes to sit in them. And when she gets in one of her

moods I do place her in the chair to keep her in one spot with out having

to fight with her.

She was sitting in one this morning eating. Climbed up in it on her own.

She likes to sit in them , OR on top of the table.

That might be an option for you. While you are getting your other kids going

with there work.

Carol P

Subject: [DownSyndromeInfoExchange] HomeschoolingTo: DownSyndromeInfoExchange Date: Thursday, June 12, 2008, 5:59 AM

I homeschool three of my kids but not Nicolas (DS) at this point. I do think about it at times and my thoughts are going that way again. But the reason it didn't work before was I just couldn't keep him constructively occupied when I worked with my other kids. The oldest is pretty independent but the middle two have learning disabilities themselves and so take some time. Nicolas just doesn't sit for seatwork long, and when I work with the other kids, he will be creating mayhem, getting into things. It has been so hard for him to find toys that he will engage with, other than Mr. Potato Head.As someone mentioned, it almost seems easier to me to homeschool than to battle the school for everything but I would have to at least get my oldest son working more independently. It still seems a long way in the future!a__________________________________________________

[Guest guest]

We are just about to finish our first year of homeschool. My 8 yo son was

diagnosed last summer (Aspergers). After doing a ton of research (and much soul

searching) I decided that there was no way a public school could accomodate my

son's needs. Even though they are mandated to accomodate his needs, I didn't

want to wait years for them to get it right. Some school systems are fantastic

and some not so. We are in a smaller town (pop 30K) in Virginia. Very low

taxes, no resources. My son got straight A's but would have severe anxiety

attacks before school (1st grade). Between the sensory overload, crappy food,

large classrooms, and many other children with undiagnosed special needs, we

said good-bye to public school.

Our 1st year of homeschool has been challenging, but it has been very healing

for our family. My son no longer has anxiety attacks, he smiles, and laughs all

the time. We live in a development so he has tons of kids to play with after

school. We've done classical education (Charlotte Mason method) this year. My

son is not crazy about classical anything:( We are going to try K12 next year.

They are both a private online virtual school and they are also an online public

school for Virginia residents. They are also free for residents in about 20

other states. Check their website to see if your state participates. We'll do

a 504 plan for him this summer. They have all the resources that a public

school has (therapy, guidance counselors, testing, etc.). The best part is that

your child works at his own pace. He can skip ahead if he already knows the

material, or, take extra time on something if he needs it. From what I've read,

students can be years ahead in some subjects if they want to (very motivating

for my son). Based on the reviews, I'm very excited.

Good luck and let me know if you have any questions.

Kristy in VA

>

> I am curious.. has anyone tried homeschooling for your child with autism? Are

there any resources available? Is there a special curriculum in MS?

> I'd appreciate any help. My child is in middle school. HE is partially self

contained, but does grade level reading and math with some modifications and

help from a resource teacher. Thanks.

>