Monday, 17 December 2007
Tuesday, 11 December 2007
Monday, 10 December 2007
Sunday, 9 December 2007
She has 5 strategies to help him
1) Tying laces, which he knows how to do just doesn't get practice in this age of velcro.
2) Strengthening shoulders
3) A wedge for him to sit on
4) Strategies for organising his work (not himself)
5) A special knife and fork to make eating easier, although he is ok he just prefers not use them.
She is going to give him a handwritng program called ?Meska to help with fluency. She discovered his class teacher went on a course a few weeks ago called "Write Dance" which the teacher is going to implement with the whole class as well as with those that need more help.
Finally an OT assistant is going to come out and give him a short 4-6 week course doing some of the above with him probably in Feb.
She stated that much that she would have done with him had been done already through Dore so her job was much easier. As she was trying him on some exercise matthew kept saying "I know that one".
Waiting for the report.
If only we had had this a year ago we would never have needed Dore?- Joke as good as the OT dept is I don't beleive their programs to be long enough or relentless enough. Unless somebody knows different.
Friday, 7 December 2007
Monday, 26 November 2007
An example of Matthew's writing Dec 2006, note that fis= this and fers = there's, he couldn't discriminate the "th" sound.
Saturday, 24 November 2007
Tuesday, 20 November 2007
When explaining to her just how bad he was last year (as we thought we ought to put her in the picture), it really made us realise how far he has come in just 1 year.
A little recap for any new comers:
Oct 2006 Matthew didn't know what day of the week it was, didn't know months of the year, couldn't tell the time, had no concept of time, was confused as to what was happening in class, his work had platauxed again etc etc!
Oct 2006 Previous Reading Suppport Teacher tests Matthew when she starts, she goes straight to the class teacher and asks "How are you coping with Matthew he is severley Dyspraxic". The class teacher reports that she "isn't coping" and wants help.
We meet with the same lady and she tells us Matthew in her opinion is like a Venn diagram with Dyslexia/Dyspraxia/ADD in the 3 circles Matthew being in the intersection of the 3. She tells us to try to get 1:1 Dyslexia LSA support within the school as "there are children not nearly as bad as Matthew being given support, although due to the fact that he is already receiving 1:1 for S&L he probably won't get it".
Nov 2006 Ed Psych called out urgently to reassess situation. At this point he was thinking ASD (we weren't I must add) and Dyspraxia, so refered to the Paediatrician. He also diagnosed Sp LD and had worries about ADD.
Dec 2006 Dore (thank God).
Wednesday, 14 November 2007
She wants to assess him at the school, so is going to arrange that before November is out. She recommends trying a wobble cushion to try and encourage him from putting his head on the desk to write. The Ed Psych in his observations reported that the teacher was asking him to sit up each time he slumped down (yes these educational professionals don't have the knowledge of how uncomfortable these children get trying to get on with their work). They are getting him a sloped board to write on, something else to try. These will be on loan for a term to see if they help, if they do and IF the school will fund then he will have them full time, but she told us it depends on the school budget (yes I know shocking that the could turn round and refuse!) I am hopeful our school would find the money as they have been v. good with funds.
Monday, 12 November 2007
he was working it out in his head the logical way as 100x5 + 30x5 + 5x5 and it was taking him ages.
Ok he was doing it, but no wonder he is so slow, I had to show him and he quickly got it when I explained clearly and it was practised. I have being giving him 6 problems every night for a week. He now does them easily in 5 minutes.
They were shown the logical way first but he has just stuck to it (he totally understands the logical way). Last year June time, he came home with a sheet of 20 written out multiplications, to do the long written out way and went off to do them and did them in his head very quicky (they were 1 to 5 tables) and just wrote a list of answers down (all correct) I felt he had not done it correctly although there was no written explanation as to how they were to be done, so I asked the teacher, she confirmed that she wanted them copied out and done the long way. She marked them all correct but there was no "well done" Matthew as he had not done it the way she had told him to. This is how I know the class has moved on where he had not, I nor the class teacher realised that he had done them that way because he had not understood. I do feel it should have rung alarm bells for her as she must see this sort of things from time to time. His new teacher says he is slow to do his maths and I can see why if he tries to do 20 harder multipicatons in this fashion.
Good news he did 6 sums in 5 mins last night 6/6 and tonight 6/6 in 3mins 30s, so he has it sorted now. I just wish if they see him struggle they could send a little note home and then I can sort it, but this has never happened, is it really too much to ask? My biggest bug bear is the lack of communication, it is not both ways.
But where are the teachers that this was not discovered last school year? When moving on to long multiplication he would be totally lost! Must investigate divisions next (sigh).
2 onths into Mentals are we seeing some sort of restructuring? We plough on.
Tuesday, 30 October 2007
Sunday, 28 October 2007
The teacher commented that this was done when he has his 1:1 helper so there was more of it than when he works independently. However I feel that if he can get his writing automatic, it will allow his brain to spend more time thinking about his work. I feel this is a big jump forward. She says he still works slowly, a reflection of his slow processing speed. We are only 6 weeks into him starting mental tasks and things have certainly improving quickly.
We are having an open morning with the Learning support Assistant who takes him 1hr 1 morning for a group session.
We have also been given a parents questionaire and "sensory history"form to fill in and send off before going, the sort I would have expected to fill in before the Paediatrician's appointment, seems the OT's are more organised!
I'm feeling that Matthew has no where near as many problems all round this year, they really should have seen him last year pre-Dore, so it will be interesting to see what they say. I see Dore as Occupational Therapy only specialised for the Learning Difficulties community with the added bonus of Ocular Motor therapy which I'm not sure that OT's cover. Of course Dore have the monitoring systems in place also and that structured aproach that gives you a feeling that they are totally on top of things and know their stuff.
We really need the Dore approach to LD within the Education system, as you get the feeling that they really aren't on top of the LD field. They are grasping about trying to get a diagnosis for these children, sending them from pillar to post. It does not inspire confidence in the parents. We luckily have alot of help put in place, pushed for by myself and the class teacher, both of us not really knowing what the best help would be.
We really need a 1 stop centre where a quick diagnosis can be be made and the most relevant intervention can be supplied within say 3 months. Of course I'd want a Dore centre placesd in these centre :) !!
Tuesday, 23 October 2007
We're back next Tuesday to Dore for the verdict, most people see a drop in scores when they first do them on the machine with mental focus added in.
Tuesday, 16 October 2007
Matthew says the teacher doesn't shout out names this year, then why am I bothering with filling in the sheet every week? Doh!
Tuesday, 9 October 2007
He has a lot of help at the moment which we could not transfer to another school as he has not got a statement. With all the help he has surely we will should see advancements here.
The SENCO also being the headmistress really suprises and dismays me, but as she is the key to his support I cannot come out and express my disenchantment with this arrangement. I'm sure she does what she considers is enough but it is a specialist role and she simply hasn't the time to give it her full attention. Matthew's SEN file is very poorly kept, photocopies stuffed into a paper file, I have viewed it and there are no write up as to what she feels about him or any observations on a regular basis it is just a side role she is managing. She even told us that dyslexia was not a disability! this just shows how much she knows about SEN, we had to agree to disagree on that point.
There are several spelling groups in the class, and these words are just not helping any advancement. I wonder whether they can see what I see. I just feel he is in the bottom set and there he will remain.
He still gets the Speech and Language LSA for 2 x30mins a week although he was discharged from the S&L therapist as not requiring any more help with word finding. When he returned from his last lesson he was told to play on the computer as the class teacher had already explained the Maths lesson to the other children. When I asked what the teacher was doing for the rest of the lesson Matthew told me she was marking books ??!!! Maths is his strongest subject yet if this continues he will be falling behind here.
Saturday, 6 October 2007
Friday Matthew came home after taking the 2 spelling tests, 10/10 for his easy list he spent 1 night learning and 8/10 for the harder list he spent 2 previous nights learning.
I'm very happy with his ability, he certainly capable of learning his spellings now.
Still waiting for the fluency in reading to arrive!
Tuesday, 25 September 2007
Matthew came home last night saying that he had finished his work again and had not required much help from his helper, so I am encouraging him to try to write more when she is not around as this would really impress his teacher.
She should have more to tell us at parents evening on 24th Oct (another month). I'm planning on seeing her once a month throughout the year.
Monday, 24 September 2007
Tuesday, 18 September 2007
Then there was the vertical and horizontal circles II while on the ball. I'm saying keep circling, then shout out a questions, -list are better for this we have found, but every time I shout "keep circling" I get "I'm doing it, I'm doing it" and he instantly forgets what his list was. We have some somwhat easier ones next (thank goodness) -bring back standing on 1 leg and the wobble board pleeeeeeeeeeez.
Saturday, 15 September 2007
Asperger's was mentioned. In the past I have thought Matthew has some strange traits that were typical of ASD, but that's all there is. No compulsive behaviours, no problems coming out of routines, gives plenty of eye contact, hugs & kisses. He just occasionally missed a vital piece of imformation and got confused, is a little immature for his age, but nothing terrible.
I must also comment on how poorly the consultaton was organised. I was asked questions which I could have answered in a questionaire, which could have been filled in before hand. I could not remember dates off the top of my head under pressure e.g "Ma'am when did you child walk? 12 14, 16 months etc. He was very pushy and rude kept looking at his watch, his mobile phone went off several times. I suggest a descrete clock behind the patient so he could simply glance up without causing pressure. He had very few of Matthew's notes, the 2nd Ed Psych assess was missing, the observation notes were missing, the S&L reports were not there.
The only good thing was we have been referred on to an Occupational Therapist who can diagnose Dyspraxia, and as he has been re-refered the waiting list (in theory) should be short.
Tuesday, 11 September 2007
Wednesday, 5 September 2007
Looking forward to next week we have his Dore assessment Tues and 1st appointment with Paediatrician Thurs pm. We are hoping he will confirm the ADHD inattentive, (with a touch of hyperactivity.
Wednesday, 29 August 2007
Friday, 24 August 2007
Tuesday, 14 August 2007
Monday, 23 July 2007
Tuesday, 17 July 2007
She did also say they are advertising for a proper Learning Support Teacher to teach those children who require 1:1 within the class. The current lady is a Teaching Assistant with no training in Learning support. She told me last November they were advertising for one then, so I won't hold my breath.
Monday, 16 July 2007
W e also talked about his activity weekend, and she talked through what they could do to help him, she was sort of convincing herself that it was ok for him to go as I just let her talk, laying a few words in here and there e.g buddy system? Both the Ed Psych and Speech Thereapist have stated that he has mature in the last 6 months, so we will have another 3 months before end of Sept., I know he will be fine.
Thursday, 12 July 2007
Tuesday, 10 July 2007
Matthew was marked down in the Coding score (6)and Information (4) in March 2006, they did not do a Digit test last time, Arithmatic was average 9. Some experts like to consider the ACID scores when considering Dyslexia, A-Arithmetic, C-Coding, I-Information, D-Digit, I summise that the Digit score would have been low as it is this time.
As to there being no evidence of weakness in verbal skills, this time the Ed Psych put it down to the Language support lessons but these S&L lessons 2 x 30mins per week are given in Welsh!!
IMO the improvements are due to his Auditory and Verbal processing improvements as promised by Dore would happen first.
Sunday, 8 July 2007
The teacher keeps saying she doesn't think Matthew is Dyslexic as she has other dyslexics in her class and they manage to get more work down even if it is illegible!!
Perhaps she hasn't had a seveley Dyslexic child to cope with before?
If this isn't dyslexia I'll eat my hat!!
Here is Matthew's report conclusion, he has made progress we were however given no levels, so it is impossible to compare progress, I will have to go and see the teacher and ask her for the end of year asessment scores (big sigh), don't know why the school doesn't give us these scores straight up. I'm sure it's just to deter parents from all rushing up the school to discuss their child's progress.
Sunday, 1 July 2007
Wednesday, 27 June 2007
Last night he even helped with making food(he likes to help htese days). Laying the table, carrying the food over, tidying up behind me, frying-pan in the dishwasher, excess food back in the fridge, he wasn't told what to do once, I felt very organised.
Thursday, 21 June 2007
I think that the school may not appreciate that occasionally, nine year olds may be forgetful (and leave the school on the bus), especially when they are in a stressed situation (unable to find their bag due to someone covering it with a jersey). Six months ago, Matthew wouldn't have even remembered he had a bag to bring home from school, not to mention being interested in playing cricket!
Tuesday, 19 June 2007
Tonight we read our story Valley of Adventure and for the first time EVER he said "Can you read me another chapter?" I have to tell you that, as it is something special to me.
Monday, 18 June 2007
The upshot of this is that they are now considering not taking him on a weekend activity course in September as they believe he is unreliable and forgetful. The class teacher suggested I gave Matthew a row as he needs to start to be responsible (these educational professionals? know so very little about learning disabilties- it's scary). The class teacher went on that he has 2 years and he'll be in Secondary school and how they won't look after him there, -really useful information as if I don't already know this! Matthew had realised he should be at cricket and was very concerned, and more so when he heard that the Head was thinking of stopping him attending a trip. He really wants to go, and was mad at himself for forgeting saying "why am I so forgetful". I had to remind him how much better he'd been lately.
Friday, 15 June 2007
Thursday, 14 June 2007
Wednesday, 13 June 2007
Happy to report that I am now reading "The Valley of Adventure-Enid Blyton" (a childhood favourite of mine) to him and he is listening and enjoying, can remember the characters names and looks forward to a chapter every night, as do I. There are hardly any pictures in the book, but he answers all the questions I ask at the end. I love it.
Monday, 11 June 2007
Here are our results for today. Very pleased, normally 2 sets of results like these would trigger the move onto mental task exercises, but as Matthew had a big jump in scores between the 2nd and 3rd follow-up evaluations, they decided to stay with this easier level for another 6 weeks. We were told not to worry about the 2 reds as younger children often are slow to get these into the green but hopefully they will rise slowly. He has however 3 lightbulb exercises which are hard enough on their own without reciting things mentally e.g. alphabet or times tables. Probably want to see how he gets on with them.
Note the improvements in the COG! Eyes are also improving nicely.
Thursday, 7 June 2007
Last night while reading we had words which he decided he was going to learn to spell there and then e.g countryside, he took a long look at them and got them. Seems to be taking loads more interest in words.
Phrases of the week " that was very civilised, wasn't it", "that's sarcasm Mam". He also asked me what "kinky" meant, - I told him curly ;).
Monday, 4 June 2007
Found out that he had actually been accepted for 1:1 support for 5 x 1hrs session per week. Fanatastic this should really bring him on.
We can now fill our plugged bucket with taps full on.
Just to reiterate, we were awarded this at second attempt, and at the same time we wrote a letter which went into his LEA file, I think it was sent with the letter to the Ed Psych requesting him to come out and observe. Here it is:-
Description of Concern
Our greatest concern is the amount and quality of writing that Matthew produces in a language lesson. Matthew’s class teacher has tried different strategies over the past 18 months, but still spends a large amount of her time assisting Matthew in class, as even though his test results are favourable, he is unable to write more than a few sentences independently. His needs in literacy are not being met.
The class teacher and SENCO have observed and assessed his progress over the last 18 months and are in agreement that although he is provided with 2 x 30mins of Speech and Language tuition per week and a 1hr group Reading Support session, this is not progressing Matthew at the required rate. The Educational Psychologist has referred Matthew to the Child Development Centre for investigation of possible dyspraxia (fine-motor and organisational problems) and due to the fact that the waiting list is unacceptably long, he has also referred him to the Child and Family Centre at Brynffynon, Tonteg Hospital, for investigation of attention difficulties, hoping this list will be shorter.
Through the school system for carefully observing and assessing Matthew’s progress, they have provided information to you about the areas that Matthew has made little progress in since Sept. 2006. This area is clearly literacy, where Matthew is not able to organise his thoughts and produce consistent coherent work. Strategies have been reviewed over an 18-month period, but progress is extremely slow. His class teacher has clearly stated to us that on several occasions that she has observed that Matthew is not reaching his potential. She feels that 1:1 support in language lessons within the class environment would be the most beneficial help for his particular needs. We as parents agree that his class teacher is the foremost person to determine his present needs and the SENCO has assured us that this is the way forward.
Also included is his Speech and Language Therapy Report following a short 6-week course for word recall. This clearly indicates that they believe that his Language problems are not severe and are not the overriding problem. The class teacher and SENCO believe that his needs are more complex, in that he can’t organize and write his thoughts independently, but when helped on a 1:1 basis has the potential to produce work which is commensurate with his obvious abilities.
In summary, Matthew is unable to process what he has just been taught and cannot produce reasonable written output. This seems to be locked inside and can only be released by the teacher sitting with him and initiating the process. He is then able to produce some work. The class teacher has observed that Matthew is compliant, is keen to do work, and is eager to impress, but unfortunately has some sort of barrier which prevents him performing to his obvious abilities. This frustrates Matthew, the class teacher and us as parents. No one seems to have the specialisation or the time and resources to be able to deal with the complex nature of his needs.
We hope that after revisiting his case once again, you will be able to offer him the support that he so obviously needs in order for him to gain full access to the curriculum, meet his full potential, and achieve the targets set for him.
Friday, 25 May 2007
Now he is confidently spelling those words that he has learnt, I find that as long as he has practised them he knows them, he also identifies the ones he hasn't learnt and quickly tells me i haven't got that one stored!
He did his own spelling test last night, he did lots of words he knows he has had trouble with.
what, who, how, where, who, why, also, any, follow I could go on -all confidently learnt.
I will video him having a spelling test when I have time!!
Also he now has his Welsh and English compartmentalized in separate places. S&L picked up on the fact that he will mix the 2 languages if he can't find the words in a particular language, they told me this is a common symptom of these kids. I asked him what class he was in this morning as I was writing a note to school (I can never remember, they jump about year to year), he shouted back Class 7, I took a minute before I realised he had for the first time not answered "Dosbarth Saith". I will monitor to this to see if it continues.
I can't tell you how much his confidence as grown, he is loving his new found capabilies.
Monday, 21 May 2007
We went to our Scout AGM last Thurs. and towards the end the children went outside to play. While outside Glenn started to play a new song from his mobile phone to Matthew, over and over. Sticking it to his ear and saying listen to this, (actually Glenn was trying to annoy as usual).
On the way home Matthew sat up and started singing it -6 lines all in TUNE and rhythym! Beautiful.
OK choice of song was a bit ify- Black Parade by My Chemical Romance!!
Wednesday, 16 May 2007
Last night out of the blue, nobody had mentioned it, it popped back into his mind. Slightly wrong- Super-caja-flaja-listic-expi-ala-docious, -so he had remembered it, only his auditory processing/memory got it mixed up at the time. I corrected him, which he didn't like one bit, but he kept saying it over and over (telling me not to interupt, as I kept correcting). He got his mouth around it in the end, stating well I've learnt that now.
Incidentally his school have sent 3 song sheets home for him to learn (out of 6-gulp). Schools these days are so exclusionary, and they think by giving him the sheets they are including him the class activity. (That is not my definition of an inclusive school.) These children cannot be included in such activities that they simply cannot learn the words and they know it. We'll probably have another school concert of watching Matthew yawn his way through it. He might surprise us, we live in anticipation these days.
Monday, 14 May 2007
Thursday, 10 May 2007
I am unhappy with the way the Ed Psych has described the distraction of playing with his hair as something he is "motivated" into doing. It appears to me as a fidget. I do not see this as him being motivated. I remember when he had a loose tooth he played continually with it until it was out. We will be cutting his hair and await to hear what he is next "motivated" to play with, as I believe that he will simply be distracted with something else.
I am also disturbed to hear that the Ed Psych believes that there is an element of personal choice in Matthew's poor work out put. If this is the case we have come to the point where is has become disillusioned with his literacy school work, the very thing his class teacher did not want to happen. She told us last year that he really wanted to do his work but was finding it hard. He must now see things differently. "I can't produce work to a standard the same as my friends, they don't expect it, so why bother working 10 times as hard for little feedback." I'm also concerned that the Ed Psych says he sees no discomfort with writing when his language support teacher explains about his "death grip" of the pen and how she gets him to shake out his hands at regular intervals.
On the plus side we can now see that Matthew is taking in some (if not all-we cannot tell at this stage) of what is being taught, and can verbally respond. He is also retaining things as he comes home regularly and relates what his lessons where about, this was not happening last year at all, he simply couldn't remember even when pressed and would get annoyed saying "stop asking me".
I feel the Ed Psych cannot/will not do any more until the medical team determine what his other problems are.
I was told by the Language Support Teacher (a very experienced and dedicated lady on the verge of retirment who we are begging not to leave) he might get a very nice report with no extra support forthcoming at school.
Wednesday, 9 May 2007
"Your question about primitive reflexes is an interesting one.
These reflexes are elicited from the spinal cord, brain stem and midbrain levels. As you know they tend to go away very early in infant life. Some people with damage to higher level brain systems (e.g. Cerebral Palsy) can demonstrate such reflexes much later in life.
However a most important note is that you cannot get rid of these reflexes. They are always present. However they are suppressed by the increasing integrity of the function of the higher brain systems (including the cerebellum). If these systems are not fully developed then there may be varying degrees of manifestation of such reflexes.
If any normally developed person received substantial brain damage such reflexes will no longer be fully inhibited and will manifest themselves once again at any time in life.
Thus focusing on exercises which merely counteract and oppose such reflexes is not the most appropriate way of suppressing them. Dore believes that the development of higher functional integrity of cerebellar-cerebral loop systems is the only real way to develop better higher learning systems and at the same time suppress these lower level reflexes not so much by using direct opposing movements but more naturally by developing higher systems more naturally and allowing this to suppress such reflexes indirectly.
We do measure two reflexes linked to the vestibular cerebellar systems (the Moro and ATNR).
We find that in almost every child and adult who show such reflexes that they have gone by the end of the programme.
Thus I do not see any advantage in trying to identify and suppress individual reflex actions prior to using Dore and would suggest (from our research) that Dore would be just as effective whether or not such reflexes were present at the start of Dore."
Tuesday, 8 May 2007
Here is the thoughts of the Ed. Psychologist:-
- Matthew was off task for the majority of the writing time. At almost all times when he was off task, he was playing with his hair. His gaze was fixed either on strands of hair pulled out or on a forelock.
- Matthew barely moved during the lesson. He did not fidget, hardly looked around and tended to adopt a slumped position. He disturbed no-one else and spoke only once or twice to table mates. Matthew did not seem at all unhappy during the lesson.
- Matthew did not show distraction at the odd times when people entered or when there was a mild "kerfuffle" as when books where handed out.
- Matthew presented as if he was not listening for most of the introduction but was able to answer questions when asked. He was able to tune into the discussion when it interested him.
- Matthew, when not writing but poised, did not seem distressed. Matthew was not "doing nothing" he was playing with his hair (I'd say 95% of the off-task time)
- Matthew was on task when the class teacher spoke to him. He had one moment of spontaneous writing- I could not see anything obvious which sparked this off.
This observation suggests to me that Matthew takes in more of the lesson than supposed. He produced very little in this lesson but he also seemed to understand the lesson aim and task when asked. This could suggest that introductions "going over his head" might not be the reason for poor work production. Matthew was able to tell the class teacher things she had said when his name had not been "tagged".
Therefore Matthew may not need a name tag in order to key him in. His ability to tune back in from apparently far away also evidences this.
Matthew has rather poor handwriting but he wrote words quickly and seemed not to display any signs or discomfort when writing.
I discussed my initial thoughts with the class teacher. She confirmed that this lesson was quite typical for Matthew. She also says that she must regularly ask him to sit up straight and leave his hair alone.
Notwithstanding the outcome of investigations into Matthew's co-ordination, socialisation, and attention skills; I believe this observation suggests that there may be an element of personal choice in Matthew's poor work output. In this lesson he certainly displayed motivation to play with his hair (distrating him from his work hugely). However this is positive as it suggests an ability for Matthew to motivate himself personally.
Matthew also seemed to follow the lesson introduction which is positive.
It remains true that Matthew wrote only when the class teacher prompted him (with one exception). This situation is worrying of course but I think there is scope for dependence on a teacher to be reduced by work on motivation- especially intrinsic (self ) motivation.
This is a single observation. No final conclusion can ever be made from on event. I hope that the material here will enhance discussion about Matthew's behaviour and needs.
Any comments would be gratefully received I will post my thoughts on this shortly.
Sunday, 6 May 2007
Last night I thought I'd try him on Worded time problems (a double problem with time, as he hasn't understood that either).
Well I was amazed he had 9/10 with no trouble at all. I am really excited about this, and I'm going to try him some different word problems tonight.
An example of a question is: it's 5.05 and Stig starts to make food he takes 30 mins to make it and 15 mins to eat it what time does he finish his food? Also some problems were going backwards in time.
Friday, 4 May 2007
I have had the report, it was a blow by blow account of the lesson, a high literacy lesson concluding with some writing work.
This from the write up:-
"Matthew had written the date, lesson aim, title and one 6-word sentence (Mae Nelly Telly yn criw teledu). The average amount of work during this lesson seemed to me to be about a paragraph (which the teacher wanted)- probably 3 times the amount of Matthew's output."
I will add the commentary when I have time.
Wednesday, 2 May 2007
Sunday, 29 April 2007
Tuesday, 24 April 2007
Monday, 23 April 2007
Thursday, 19 April 2007
He is also retelling us his lessons and events from the day, unfortunately 1 boy has been picking on him, but he as told us that he can put a note in the bullying box or we can phone the school, so he's not too upset as he knows we will sort it out. (The boy put his arm around Matthew telling him he was his best friend and then put a stick in his mouth, he has also stamped on his side and jumped on his back knocking him to the floor). At least he has told us about it so that we can help.
Wednesday, 18 April 2007
Tuesday, 17 April 2007
He is singing alot lately with his own lyrics, says he will have to clone himself because there are so many things he wants to do when he grows up e.g. artist, chef, astronomer, songwriter, and maths teacher (that was the last thing- gulp). His confidence is soaring, he's always been a happy soul, hopefully he won't be too tired when he gets home and will have a good day and tell me all about it.
Wednesday, 11 April 2007
I was moaning that I would have to get up and ask them to go inside their caravan, so that we could not hear the constant chatting.
Matthew jumped up and said "I'm going to tell them that My family and I are trying to get to sleep, can you please be quiet." Off he went with Glenn shouting "stop him he's so embarassing". I had explained to him about the grammer he used weeks ago, and had corrected him and explained it only once after he had said "me and my friend", not expectig it to stick as it never normally does.
He didn't actually get to say that, as they spotted him coming and got up to leave, so Matthew just said "Oh are you going now?" (we were willing him to say "and about time too"). We had our noses pressed against the window amazed, he never has had any inhibitions when talking to older people, although always respectful he is very truthful in what he says. (We have had impulsive outbursts but with no real ill intent, like the time he asked the Dore therapist if he knew his tooth stuck out- Ouch.)
Sunday, 8 April 2007
Sunday, 1 April 2007
Our SENCO has contacted him following the discussion at parents evening, and he has agreed to observe Matthew in class and on the yard. He is going to ask the class teacher if she can conduct a language and literacy heavy lesson at this time, so that he can observe Matthew under normal learning conditions.
At the end of every term Matthew does a swimming badge. He has been stuck on 100m since July last year. The teacher gave him a proficiency badge last time although he had actually been doing lengths (just to keep him happy).
Yesterday was badge day. Matthew did 20 lengths or 400m, his stamina has incresed greatly this year (since he went back to lessons in Jan), we are all delighted for him. I watched from the bench at the end of the pool, he said after "he caught sight of me and it gave him the extra energy to do it!".
Well Done Matthew, you have such determination! Dal ati! (Keep at it!)
Friday, 30 March 2007
He now rides with confidence, off the kerb- plop and round and around!
Thursday, 29 March 2007
I had a chat with the lady who encouraged us to do the Dore program (a work colleague), she was a lot more forthcoming about it all, and was telling me how her daughter has nice writing now and enjoys her schoolwork. I think she didn't want to say too much at the start, not to influence what I was seeing. Today I was telling about the tie and the good morning we had yesterday she asked "Do you think it's Dore?" I said "yes I did" and she chatted about her daughter (13 now), she only wished she found it earlier as she had already been put in the bottom streams and the schools don't seem to care much about these children. She also commented that she wanted to see Dore treatment in every school.
Matthew seems to be reminicing a lot, and saying "remember that or that" (I don't normally).
Wednesday, 28 March 2007
Well he did it (nearly forgot the teeth!), BUT he came down with his tie knotted!That's huge, he was so pleased. (The thin bit was a bit long!!) I was delighted, after weeks of "go round up through, round again up through and through the gap, he's got it. Shoe laces here we come!!He even helped with his lunch pack.
Tuesday, 27 March 2007
The class teacher however knows there more than is coming out on paper. She is going to concentrate on him within a group of children she is going to target for the next term. Her best pupils cannot improve much more, so the others are to be pushed for their best. I am happy with this arrangement, she still wants us to try for 1:1 again.
Lastly we saw the SENCO. We gave her our concerns she has asked for 1:1 again, and is going to phone the Ed Psych for a within class/playground assessment to detail how Matthew learns within the class environment and how he interacts with the other children on the yard. She said if this fails we will have to apply for a statutory assessment which could lead to a Statement of Special Needs.
Sunday, 25 March 2007
Exercises easy today and fun, bouncing on the ball and tossing a bean bag (I think he has that one sussed).
I am also finding he is asking "What does that word mean" not just ignoring the fact that things are not making sense.
Thursday, 22 March 2007
Friday, 16 March 2007
Wednesday, 14 March 2007
Turned down for Dyslexia Support as he reads too well, spelling is area of concern (but apparently not for them).
Phoned to School spoke to Senco/Headmistress. She says she will reapply for 1:1 support. I'm going to put a letter in with it this time and so is his class teacher. This time I'm going to include the key phrases given to me by the Ed Psych:-
Not reaching his full potential,
the school is not meeting his needs,
he needs greater support than simply language,
he is being investigated for attention difficulties.
Has complex needs.
Keep at it.
Good news she says "he's gained confidence and is interacting more with the other children in the class (boys) and is listening more. His reading is above age. No worries with his maths at all". He has to be told off for talking now, but she said this was a good thing as he is mixing better. I see this as a good sign that he's coming into "our world" so to speak. She said he used to just sit there quietly looking lost.
Bad News However he can't organise his thoughts into a piece of writing he has to have sheets with the sentence started, he is not taking things in when she starts the lesson introduction and she still wants 1:1 for literacy lessons. He is not reaching his potential.
Monday, 12 March 2007
Sunday, 11 March 2007
Tuesday, 6 March 2007
word processing improvements.
Reading is more fluent definitley and willingness to read that "extra chapter".
Eye tracking is better, I now don't have to run my finger under each word as it's read.
His spelling has taken off, he knows most of the 100 most used words, which have been on his IEP for 2 years.Remember in Nov 06 we were told that his work had platauxed and we need the Ed Psych out urgently.I'm waiting to see Matthew's teacher, as his reading support teacher told us that his class teacher was amazed with his work (they discussed him at an IEP meeting). I don't know whether this amazement was with the work in the reading support class or in class work generally. Meeting next Monday.He was not eligible for Dyslexia support as his reading age is not poor enough, but they said spelling was a concern. The ED Psych said 1 hr a week help is not going to make that much difference anyway! I'm not upset as I feel we have his reading and spelling are in hand anyway. It's all the other symptoms broadly termed "the fog" , that I want help with.
Saturday, 3 March 2007
Tuesday, 27 February 2007
Monday, 12 February 2007
Monday, 29 January 2007
From this is seems to be showing that as the inner ear balance (which is linked to the cerebellum) starts to increase it starts to take on more of the balance and the somatosensory is being adjusted. Any way that's what i understood. He said this was not unusual. We have had to repeat some of the tests Matthew found hard, but not too many and the therapist tested him on several of the tests to ensure he was in fact doing them correctly. He also commented on how well we had done not missing a session. It had not crossed my mind to miss one, I even went up his friends house to do them with him when he went for a sleep over!! Poor lamb thought I'd come to collect him at 8 in the morning. Very pleased with the results. I did ask about the Dore International forum but the therapist didn't know and the manager was tied up when we came out.
I must add from last week his reading has just taken off and he now reading on his own. 20 pages read in literacy hour last thursday. 10 pages read most nights. He will have finished his book in 1 week, normally takes 4. I think some of the strain in reading has disappeared. He is feeling good about that.