|
0 members (),
245
guests, and
123
robots. |
|
Key:
Admin,
Global Mod,
Mod
|
|
|
S |
M |
T |
W |
T |
F |
S |
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
|
8
|
9
|
10
|
11
|
12
|
13
|
14
|
|
15
|
16
|
17
|
18
|
19
|
20
|
21
|
|
22
|
23
|
24
|
25
|
26
|
27
|
28
|
|
29
|
30
|
|
|
|
|
|
|
|
|
Joined: Aug 2010
Posts: 735
Member
|
OP
Member
Joined: Aug 2010
Posts: 735 |
as a college professor, trust me, no one is sitting through a 3 hour lecture!!!  But I see your point, i was reading somewhere on Hoagies or SENG last night something about explaining the rules of sharing behavior to a gifted 5 year old and then expecting them to not grab it and say its mine because they have the intellectual capacity to understand the rules. Acting with that knowledge is a different thing. This seems to hit at the core that people get into with gifted definitions and programs, ds can read at 6 grade level but can't write his name on the line - so what level is he taught at and how, and then the whole grade skip argument. Which developmental level matters? This becomes very philosophical!
|
|
|
|
|
Joined: Aug 2010
Posts: 735
Member
|
|
OP
Member
Joined: Aug 2010
Posts: 735 |
exactly! that's what I meant! The frustrating part in all this for me is that what do you do when 1 component is holding the others back, is it the cheetah in the cage or do you focus on helping with the delay - except its not a delay its just age appropriate or is it a delay if everything else is advanced!
|
|
|
|
|
Joined: Apr 2009
Posts: 687
Member
|
|
Member
Joined: Apr 2009
Posts: 687 |
Asynchronous development is par for the course for gifted kids. If the program is expecting kids to have handwriting on level of their critical thinking or reading ability, that for me raises a flag that they may not understand child development and what is appropriate.I don't think it reflects a good understanding of giftedness or child development to expect five year olds to have handwriting at the level where they are capable of volumes of written output. Of course if a 4.5 year old is unable to hold a pencil enough to check a box then yes that would be a sign an OT evaluation is in order.
|
|
|
|
|
Joined: Aug 2010
Posts: 735
Member
|
|
OP
Member
Joined: Aug 2010
Posts: 735 |
absolutely! the program in no way expects anything written beyond the fact that it uses OLSAT and the Bracken test which both have "written" parts, meaning mark your answer. No essays for the 5 year olds!!!
|
|
|
|
|
Joined: Jun 2010
Posts: 741
Member
|
|
Member
Joined: Jun 2010
Posts: 741 |
as a college professor, trust me, no one is sitting through a 3 hour lecture!!! As a grown-up I'm occasionally expected to sit through an 8-hour lecture, with a 20-minute stretch break every 2 hours and an hour for lunch midway. But yeah, it always aggravates me that the interesting stuff comes at the end, by which time my brain doesn't work very well. ds can read at 6 grade level but can't write his name on the line - so what level is he taught at and how, and then the whole grade skip argument. Which developmental level matters? This becomes very philosophical! I'd define "developmentally appropriate" to be 6th-grade level reading instruction, with an accommodation allowing for verbal, rather than written, responses. Same as you would for a 6th-grade-age kid with a disability that precluded written responses.
|
|
|
|
|
Joined: Dec 2005
Posts: 7,207
Member
|
|
Member
Joined: Dec 2005
Posts: 7,207 |
Really though do you want him in a program that expects 5 year olds to have well developed fine motor skills. That may be the first flag that it isn't a very developmentally appropriate program.
Ideally with a 4.5 year old if I planned to do structured activities trying to work on fine motor, I would not focus it primarily on pencil and paper work. I would think about: tug of war, wheelbarrow walking, working with clay - real clay - not playdough as it is too soft, activities that strengthen pincher grasp, etc. Building upper body tone and hand strength are all important foundations for further development. Tricking, bribing, coaxing the child into writing letters may ultimately backfire.
As a general teaching approach it worked best for the personality of our child to allow him some private space to develop with as little commentary as possible. One thing we've seen again and again and again is there is a method to the madness. Often the way we'd think to teach it (the in the box method) really was not well suited for the way he learns. That isn't to say we offer nothing, but I'm much more likely to ASK if my thoughts are welcome along the lines of "there is a traditional shortcut many people like, would you like to hear about it?" Honestly though this does take a leap of faith to let go of this level of control. In the long run we've seen this develop into a lot of confidence and motivation in learning. Potatoes, I really love this post! It's true that scheming to reinforce the letter writing with out addressing the underlying strength and coordination issues might backfire - but that family is still miles ahead of my 'here, use the computer instead' experience! I think that it's really tough with asynchronous kids to know when to push and when to give space. If the child still has intact the ability to move forward when space is given, then that is ideal. It the ability to take iniative in challenging areas isn't there, then it's up to the parents to give the old 'balanced push.' So glad for the collective wisdom of this board. Grinity
Coaching available, at SchoolSuccessSolutions.com
|
|
|
|
|
Joined: Aug 2010
Posts: 735
Member
|
|
OP
Member
Joined: Aug 2010
Posts: 735 |
what's even more frustrating is when it changes daily!! 2 days ago, ds completely happy tracing letters, yesterday, flat out refused.  What I have realized thanks to the collective wisdom is that you have to check your own baggage at the door - I am 2e - which was undiscovered because of my immense coping skills, when I began to not cope, then it was a behavior thing, you aren't working to your full potential. Fleshing out my ds capabilities, strengths and weakness have really pushed some buttons in terms of my parents and how they handled me and views about what I could have accomplished - and some of the other topics, like the dx dyslexia one and the one from syler.
|
|
|
|
|
Joined: Dec 2005
Posts: 7,207
Member
|
|
Member
Joined: Dec 2005
Posts: 7,207 |
you have to check your own baggage at the door Oh yeah! Hopefully you'll check your baggage at the door, but get a few quiet moments away from your child to heal yourself while you are busy parenting. Love and More Love, Grinity
Coaching available, at SchoolSuccessSolutions.com
|
|
|
|
|
