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Joined: Aug 2010
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One other thought ... In a school system, it is often better to start chirping early since the cogs move slowly. If your concerns are documented in the official file, then if problems continue to persist, the school will be more receptive to act ... at least in theory.
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Joined: Apr 2010
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I think the biggest challenge in chirping early about something that's still within age norms, but not within norms for that child, is getting anyone to believe you. The process of being thought insane and then proven correct later takes some years, and the insane part is not too much fun. But you do have to do what you think is right for your kid.
DeeDee
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Joined: Dec 2005
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I think the biggest challenge in chirping early about something that's still within age norms, but not within norms for that child, is getting anyone to believe you. The process of being thought insane and then proven correct later takes some years, and the insane part is not too much fun. But you do have to do what you think is right for your kid.
DeeDee I so resemble that comment. It is painful but it gives one confidence in their Mom gut which is almost worth it.
Coaching available, at SchoolSuccessSolutions.com
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Joined: Sep 2011
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I think the biggest challenge in chirping early about something that's still within age norms, but not within norms for that child, is getting anyone to believe you. The process of being thought insane and then proven correct later takes some years, and the insane part is not too much fun. But you do have to do what you think is right for your kid.
DeeDee I so resemble that comment. It is painful but it gives one confidence in their Mom gut which is almost worth it. So so very true - and so so very frustrating. Then after everyone finally acknowledges and realizes there is a challenge and you have a diagnosis, that's not the end - then you have to face the full gauntlet of how to deal with it, remediation, accommodation, advocacy etc. Sometimes it felt to me like a huge chunk of what should have been happy parenting years of elementary school turned into just surviving dealing with all the 2e stuff. The good news is, though, finally getting through all of that - things do get *so* much better and life does start to get back to some sorta normal (whatever "normal" was meant to be lol!). polarbear
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Joined: Sep 2011
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Another question to the 2E dyslexia parents -
In reading the Dyslexic Advantage, I learned that there is a difference between reversals (b to d) and inversions (u to n). My son does both. Even f to t and sometimes j, m to w (depending on font, plus his name starts with W so he can keep it straight a little bit better than the others) Do your dyslexic kids do this? I don't remember the exact letters but my ds definitely reversed more than b, d, and I think he inverted u, n, and drew his h's upside down and backwards - but nothing he did was ever consistent - even in the same sentence or word. "f" was also for whatever reason *the* hardest letter in the alphabet for him to learn to recognize and identify. I still to this day wish I could see the world through his eyes because it's a bit of a puzzle to me! There's more I'd like to add... but I need to go fix dinner - will be back later! polarbear
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Joined: May 2012
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I think the biggest challenge in chirping early about something that's still within age norms, but not within norms for that child, is getting anyone to believe you. The process of being thought insane and then proven correct later takes some years, and the insane part is not too much fun. But you do have to do what you think is right for your kid.
DeeDee I so resemble that comment. It is painful but it gives one confidence in their Mom gut which is almost worth it. OMG - I soooo know this experience. Thanks for putting it into words. When I mentioned that I thought something was wrong with my son's vision (and/or that he has dyslexia or dysgraphia) I had been met more than once with these quizzical stares and then the exchange of glances that seem like they are thinking ('Okaaaaay we got a live one here'). The only person who not only treated me like I was actually sane but even onto somehting was my son's school OT - I could have hugged her. Two weeks later his vision problem was confirmed. When I suspected he had hypotonia and many said "oh he just needs to work on it - he's not working hard enough." And the ever famous "well it's because he's a buy - biys are so much slower than girls in these things" But when he laid on the kitchen floor and sobbed "what's wrong with me?!?! I know what a triangle is and what it looks like why can't I get my hand to work? to make the picture in my head!!!" I stopped second guessing myself for real. Next thing is the dyslexia/dysgraphia ... I REALLY hope I am wrong about that .... that it is the vision problem causing what I am seeing as very problematic... But my track record so far... 
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Joined: Aug 2011
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I think the biggest challenge in chirping early about something that's still within age norms, but not within norms for that child, is getting anyone to believe you. The process of being thought insane and then proven correct later takes some years, and the insane part is not too much fun. But you do have to do what you think is right for your kid.
DeeDee BINGO! I vividly remember the deer-in-headlights look on the school psychologist's face as she said to me "There are 40 IQ POINTS difference between her verbal comprehension and visual perception IQ scores! 40!!!" (While her hand was on top of her head - almost as if she was trying to keep it from spinning off her shoulders.) "That's less than one half of one percent of the population." I calmly asked what the normal deviation was and what we should do now. She said "Don't you understand what this means??? You were right - I didn't see it but you were right..." You don't even get to enjoy having your insights confirmed. Yes, I am happy that I am not in fact a stark raving loon but my DD would be so much better off if I was wrong about all these things I have picked up on. I think it was polarbear who mentioned on this thread that we don't meet each other very often in real life. It is such an amazing help, though, to be able to come here with a problem, question or concern and have a half dozen other parents say "Oh yeah, we had that too. This is what we did, how we worked with it and where my dc is now..."
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Joined: Apr 2010
Posts: 2,498
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I vividly remember the deer-in-headlights look on the school psychologist's face as she said to me "There are 40 IQ POINTS difference between her verbal comprehension and visual perception IQ scores! 40!!!" (While her hand was on top of her head - almost as if she was trying to keep it from spinning off her shoulders.) "That's less than one half of one percent of the population." I calmly asked what the normal deviation was and what we should do now. She said "Don't you understand what this means??? You were right - I didn't see it but you were right..." I have found that it helps me to be understanding and forgiving of people to realize that they are unlikely to have encountered anyone with my DS's particular 2E combination of assets and challenges before. He is a statistically improbable person. If I do the numbers, one like him will probably not have come along twice within any teacher's career, within any school administrator's career, within any psychologist's career. So of course none of them has a manual for dealing with him; they don't even have a single case study to look at. Of course they make mistakes. Who wouldn't. The kinder ones listen sooner, look closely, take the time to figure him out, and help him anyway. At least your school psych actually got to the point of going AHA! She IS different! DeeDee
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Joined: Feb 2012
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Joined: Feb 2012
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I finished the Dyslexic Advantage and I highly recommend it for anyone interested in giftedness and dyslexia. I also got a copy for my father in law and talked to him about some of my concerns today.
The book has recommendations for elementary students and I was happy to see we were on the right track with some of the things we were already doing like HWT, audiobooks and early keyboard instruction. An another recommendation in the book and one that was mentioned here was an Orton-Gillingham based phonics program. I am not sure what the kindergarten uses but I did learn through the resources section in the book that there is a tutoring service which offers that type of program with a dyslexia remediation specialist near our house. So I suppose if he ends up needing a tutor it is nice to have a qualified person nearby.
As for talking to the school and chirping early, it is a small private school my son attended for preschool. Everything is much more informal. The director's vibe for sensory and gifted accommodations (at least at this point) is "how can we help?".
Thanks again for all the input. This forum is a sanity saver.
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Joined: Dec 2005
Posts: 7,207
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I wonder if it's worth it to have the local dyslexia remediation specialist do one or two sessions and get her perspective on the situation, and some ideas to use at home as part of daily life...
Glad Dyslexic Advantage helped!
Grinity
Coaching available, at SchoolSuccessSolutions.com
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