Thougts please

As long as he receives the support that he needs to keep up with the different demands- and they will be a bit more strenuous- I think it is a great idea and he has a good plan. Congratulations to him!
Robin

Lisa,

Does the high school offer a regular 9th grade pre-algebra class? I think that might really strengthen his skills before getting into Algebra. I have seen kids go into Algebra without the prerequisite skills and they just struggle and fail. It seems to me going from an LD math class to a regular pre-Algebra would be a very good transition to regular Algebra. It would also be an esteem booster if he does well in it.

Janis

I’d look at the types of kids in each class. Which is more of a dumping ground?

I have known an awful lot of students who seemed ready for mainstreaming and fell flat on their faces. I *think* the big factor was class size and having to do an awful lot more independently. They’d go to the class, sit in the back, never ask questions (only LD or dumb people do that, right), and/or not be organized enough to keep track of the assingments…
It helped some to set up a way to monitor things ahead of time. In general “let’s try this and see how you do” led to things “going fine” — until that first interim report or report card. By then it’s too late. And if he *might* need accommodations, make them *mandatory* and set it up so it will happen. THe kid who thinks the LD classes are dumb is not the kid who is going to raise his hand and say “remember, wasn’t I going to go to the special ed room to have this test read to me?” HE can report somewhere else from the beginning of class, or even sit and pretned to take the test but really take it another time.
Do not, do not expect guidance counselors and teachers to understand hisneeds. That’s the all-too-rare exception rather than the rule. It stinks because you don’t really know what the different classes are like — can you visit?

In line with what Sue was just saying, when I had LD consultation students at the high school, some of them had this test modification. They would take the tests with the regular class and then have the opportunity to go after school and re-do any portions that were incorrect with the teacher reading aloud, the child giving verbal answers, or whatever was needed. That was the least restrictive environment for those kids as they did not have attention called to them being different in the regular class. But you will have to ask for this…rarely will the school think of something that makes so much sense. ;-)

Janis

Thanks for the thoughts everyone. Here is why we think these two classes should work. The Title 1 English class is not allowed to have more then 15 students and goes at a much slower pace (they cover the same material as the other class just slower). The Algebra 1A also goes at a slower pace and is limited to 15 students. His LD math class this year is Pre-Algebra, the regular kids take Algebra, he is maintaining an A average in this class. His teachers input is she feels he can do Alegbra but feels the slower pace would be good for him. I will have to be very careful about what accomodations go on his IEP though so he don’t get over welhemed. Thanks again everyone I feel much better prepared to discuss this when the time comes with the school.

If he is making an A in the regular pre-algebra curriculum, then he should be well prepared for Algebra I-A. Our high school offers it that way, too. Really, most of the kids take it that way unless they are very strong in math. The English class sounds good, too!

Janis

Our daughter went from a very safe structured intensive remedation program outside of school and straight into middle school regular education classes. She is doing very well. She just got her 2nd report card and she had a C in math, 2 B+’s in english and social studies and 3 A’s in science, computer graphics and PE. She does get some accomodations for her testing, in a quiet room and some are read aloud but other than that she is doing all the regular education work like the other kids and loving her classes. We have to stay on top of the teachers to insure that she gets her accomodations however, but the positive change in her enthusiasm about learning and being challenged has been wonderful. I think this would be good for your son as he wants to do it which is a real plus too!

Our daughter went from a very safe structured intensive remedation program outside of school and straight into middle school regular education classes. She is doing very well. She just got her 2nd report card and she had a C in math, 2 B+’s in english and social studies and 3 A’s in science, computer graphics and PE. She does get some accomodations for her testing, in a quiet room and some are read aloud but other than that she is doing all the regular education work like the other kids and loving her classes. We have to stay on top of the teachers to insure that she gets her accomodations however, but the positive change in her enthusiasm about learning and being challenged has been wonderful. I think this would be good for your son as he wants to do it which is a real plus too!

I think your son should try these non LD courses. After 10 years of teaching junior high LD students, I think that if he is willing to do the work that will be required of him in order to succeed in those classes he should be given the chance. It won’t be easy, and he will have to work a lot harder than his non LD peers. Learning is not an easy task for any of us. It requires work. More work from some of us than others. Being LD does not mean that he cannot learn. It means that it will be harder to learn. Good Luck. Lisa M. wrote:
>
> I just received the results of my 13 year olds sons
> achievement testing they are using for placement in high
> school next year. I would like some opinions please. My son
> has been receiving intense LD sevices last year and this due
> to problems with reading, writing, spelling, and some math
> issues. He is interested in taking Non-LD classes next year
> and according to his test results he might be able to do it,
> I think. His scores were not spectaculor but in the average
> range- math skills 28th percentile, reading 38th percentile,
> and language skills 38th percentile. He would like to take a
> course of Algerbra that is taught over 2 years instead of 1
> (non LD class). Another class being considered for him is a
> title 1 English class, he has a long history of significant
> difficulties in this area, this class is also non-LD. I know
> he will meet with the guidance counselor and his teachers
> will discuss his needs but I would like some outside
> opinions. He has show significant improvement and complains
> his LD classes are boring and go to slow-my fear though is
> the others will be to fast. Thoughts please. As always
> thanks for your kind inputs.