Guest guest Posted March 30, 2005 Report Posted March 30, 2005 I wonder if this is a remnant of " old school " special education, when most special ed folks ascribed to a developmental approach to learning. A lot of ASD kids have splinter skills, often skills they really enjoy, and teachers ought to seize the opportunities to use those skills to build on others. Here's an example, my son has really poor articulation. Now that he is starting to read, we can show him written words with spacing between the syllables, and he is much better at articulating the words (or at least marking the syllables with reasonable approximations). My son's developmental progression tends to be different from that of other kids, and I'm not going to be able to force him onto a typical developmental curve. We just have to find ways to exploit his strengths to help address his weaknesses. My son's resource teacher suggested using touch math to help him with 1:1 counting. It's sort of a backwards way to learn counting, but because one of his relative strengths is number recognition, it's a great way of teaching him 1:1 counting. Geraldine Re: > > > >>>I had a teacher say to me one time, 'It doesn't do any > good to teach your child math if he doesn't know how > to ride a bus.' What???????????<< > > > , > > This reminds me of a statement that Ben's former teacher's supervisor made > to me a couple of years ago. I was talking to her about including more > academics in Ben's program and she said, " First, let's get him completely > toilet trained and then discuss academics. " If I could have choked her > over the phone I would have. I said, " Why not BOTH?? " I don't understand > why some people within our schools don't see motor deficits and cognition > as separate entities! I agree with you that they act as if you should > work on one at the exclusion of the other. They need to understand that > it just takes some creativity as to how to reach each particular child, > just as Soma does with her technique. I used to teach and I never saw > these false assumptions regarding cognition made with kids who have > Cerebral Palsy--why are these assumptions made regarding our kids who also > have alot of motor skills issues? ie. " Until ny is able to tie his > shoes, go to the bathroom independently, hand me somet > > a > > Quote
Guest guest Posted May 19, 2005 Report Posted May 19, 2005 thank you soooo much for this link. I have dl'd the checklist and medical history summary to fill out of my daughter and put into her seizure chart. --- Amy and Dan McIntee wrote: > From > FamiliesAndMoreOfHighFunctioningAutism > > _____ > > > Here's a website that has an extremely helpful > checklist for parents to > use as a guideline for their children. I'm sure > we've all been working > on these things with our children (depending on > their ages) but there > are some things we may have forgotten about. Or > maybe we just need a > detailed list to keep in one spot. Special needs or > not, I think this is > helpful for any parent with a child. > > http://depts.washington.edu/healthtr/Checklists/intro.htm > > > [Non-text portions of this message have been > removed] > > __________________________________ Yahoo! Mail Mobile Take Yahoo! Mail with you! Check email on your mobile phone. http://mobile.yahoo.com/learn/mail Quote
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