{"id":152,"date":"2005-01-28T07:44:51","date_gmt":"2005-01-28T14:44:51","guid":{"rendered":"http:\/\/osbornz.net\/amy\/?p=152"},"modified":"2005-01-28T07:44:51","modified_gmt":"2005-01-28T14:44:51","slug":"the-meeting","status":"publish","type":"post","link":"http:\/\/osbornz.net\/amy\/?p=152","title":{"rendered":"The Meeting"},"content":{"rendered":"

Earlier this week we had The Meeting<\/b> to start the process to have J2 assessed for learning disabilities. I never did get a moment to write up anything and I really wanted to sort of ‘record’ the experience. <\/p>\n

I met with our teacher, Brandy, a psychologist, Linda, the special ed specialist, Kathy and another woman observed our meeting for a class she is taking (with my approval of course). It reminded me of every team meeting I had in Oregon when J3 was getting occupational therapy — so that was nice. <\/p>\n

We started by listing all J2’s strengths – which only Brandy and myself could do as they havent’ as yet met him. Then we addressed our concerns and what we had done to try to address them. Then they listed questions they heard me address or they had themselves – things like:
\n:: Clarify what are realistic expectations
\n:: What is his visual discrimination like?
\n:: Inability to pronounce still an issue?
\n:: Comprehension is not evidenced in language
\nand then we brainstormed ideas to help. <\/p>\n

It was interesting – I thought you would identify his weakness and then focus there. But they said, no, we focus on what he is good at and then approach his weakness slowly – gaining confidence as we go. Totally makes sense now.<\/p>\n

Some strategies we are going to take are:
\n:: Story board (I’ll tell him a simple story\/sentences) and he’ll create a story board or comic strip.
\n:: Pantomine – showing comprehension
\n:: Salt tray writing – also sand paper letters, writing on his back or palm
\n:: Labeling the house – much like you would for someone learning a new language. As he approaches the door and sees “door” he’s brain will connect them.
\n:: Picture books with words (similar to a dictionary) to do the same as above.
\n:: Draw a picture – write a sentence (me), J2 copies it, then reads it (I “shadow read” if necessary). Bind them to create a book that he can ‘read’ each day.<\/p>\n

Then we will be setting up some tests – They are going to assess his speech and language – mainly expressive language and his vocabulary. They are also going to check his ‘phonemic awareness’. They are going to be calling me today to schedule those.<\/p>\n

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