Algebra 2 & foreign language- Hopeless for LD kids?

Submitted by an LD OnLine user on

My son was diagnosed with auditory processing & ADD in elementary. He has now come a LONG way in language arts was feeling good about school and then along came high school. He did alright in everything last year (9th grade) except Latin 1. He had taken French in middle school but failed it so we tried Latin as it is not a spoken language. He passed Latin 1 (due to his soccer coach being the teacher I believe) but is already struggling in Latin 2. He did ok in geometry last year but is failing algebra 2. No one has ever mentioned math as being a problem, it has always been a strength. Is this common? Is there any approach that can help in either area? He no longer goes to any support class but still has an IEP. He is taking college prep classes and is very bright but is about ready to apply at the factory and forget school altogether. HELP!!!

By the way, Chemistry is not going well either…

Submitted by Anonymous on Mon, 09/16/2002 - 6:59 PM

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Common problem in high school for *all* kids — a lot of spoon-feeding and extra help in the earlier grades, and then in senior high the academic demands are greater and the teacher wants the kids to think independently. I can’t predict success because I don’t know his LD, but if he is really bright, challenge him. Tell him to go on by himself, read ahead, figure out his own ways of attacking things. Get some academic tutoring if he needs specific help, but make sure it’s someone who is helping him learn the thinking skills, not memorizing formulas and quick tricks.

Submitted by Anonymous on Thu, 09/19/2002 - 2:15 AM

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Jana,

I am the parent of a 14 year-old son that’s been ADD since 1st grade. I also have a 16 year-old daughter who, until her Junior year, received LD services in mostly resource rooms. I’ve been chronic ADD as long as I can remember. I am an LD resource/coop teacher in middle school. When you get a chance please read my response to Cory regarding his difficulty with Algebra.

I became a Special Education teacher out of frustration with my children’s lack of progress and menial/conflicting explanations from school staff. I just needed to know that everything was being done that could be done.

I guess I’ll end up talking to you as a parent and a teacher. First of all, thouroughly scrutinize the IEP. Too many IEPs are watered down with repetitive terms when the team decides on goals and objectives. Most of the time these so-important-to-our-children goals and objectives are written during the actual meeting. Ideally, thought should be put into your son’s present level of performance and what goals will challenge him and improve his performance. The author of the IEP should write from notes drafted prior to the meeting and discussed and agreed upon by the team during the meeting, especially you. If they don’t sound like they have enough substance, you can ask them to prepare different goals and objectives and call you back in to review the draft.

Let’s say you have an IEP that contained suitable goals and objectives when it was written. They’re not etched in stone; if your son has exceeded the initial goals then they write new ones to continue the learning and achievement process. If they don’t seem to be working, then someone needs to explain why. As a parent, you need to make sure that all goals and objectives are being followed. It’s not a matter of the teacher agreeing or having the time, it’s a matter of Federal Law designed to give your son an appropriate education.

The worst thing that can happen is for you not to know his progress until report cards are sent home. If it’s not already part of the IEP, consider making amendments to the IEP that you be notified weekly or even daily of his progress. First of all, though, contact the EC case manager at school and voice your concerns. Ask for a team meeting that includes the IEP team, all teachers, an administartor and the EC case manager. Discuss the issues and ask the school personnel for solutions. Be willing to support them in any way you can, but hold them accountable for folowing the IEP and identifying reasonable and achieveable goals for your son.

There may be one of many reasons why your son isn’t experiencing the success he experienced last year. It may be the change in (or lack of) structure and routine. He may be overwhelmed with the academic load; may not feel like he fits in as well as last year; he may have a team of teachers that he can’t connect with; classes may not be as interesting, or many other reasons. The staff should be willing to help you find some answers. As they do, continue to hold your son accountable for his part. One of the most important strategies if your son is having difficulty with the academics: if a student is overwhelmed, confused or not interested in the content of the curriculum, one of the most important sloutions is for the faculty to finds ways to make him experience success, no matter where they have to start.

You don’t have to be demanding for your son to achieve or for the school to support him. Be very knowlegable and voice your concerns. One of the most pleasant experiences of a teacher is dealing with a parent who is interested in her son’s success. Good Luck!

Robert

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