My 4th grade remediated dyslexic ADHD’er starts school tomorrow.
I got her IEP in the mail Saturday. She is in “transition” after making fantastic reading/writing progress in the last two school years. Her remaining issue is spelling. While she moved leaps and bounds in all measures, spelling hasn’t budged a bit in the percentiles.
Part of it is spelling is difficult for her - she remains a phonetic speller. Part of it is also, if she is mastering something new, e.g., writing structure, she is paying so much attention to that, she can’t concentrate on the spelling also. Part of it also is the inconsistency in ADHD and racing through work - slowing down and/or proofreading her work is well, unatural to her.
This was discussed at the committee meeting - the goal is to get her to pay attention to her spelling and self correct or proofread on a regular basis (if her fragile self esteem gets clobbered in the process, I will go crazy). Preferrably, I would think the classroom teacher should “pick and choose” her battles and come up with her own plan. In the hands of the right teacher (which she will have), this could and should happen.
My thought is she may never be a great speller, but she has a shot at being a good speller and should learn to self correct in elementary before possibly the less tolerant middle/high school years. If the effort isn’t made now, it’ll probably remain a problem for her all through school.
Instead, the IEP came back with “X will circle spelling errors and self correct” under the testing modifications section. I think this is wrong in that 1) it puts the entire responsibility on dd should they follow the IEP to the letter (which they will), 2) it will make her feel different compared to the other kids and 3) it shouldn’t be limited to tests only but nor should it have to apply to everything she does either. But, I can’t figure out a way as to how to articulate better goals in writing. Any suggestions??? Please????
The IEP had several major problems like typos, wrong classification, so I’m hoping to help the overworked special ed teacher out by sending them the corrections (with the spelling suggestion too).
If you can help me, THANK-YOU!!!!! Sorry so long. I’m also going to post this under other bulletin boards here.
Re: Spelling IEP Suggestions
I’m a special education teacher of many students with learning disabilities and ADD/ADHD. I use modified spelling lists with my students. Which focuses less on the amount of spelling words, but, rather, on a short list of words that has similarities (i.e. spelling patterns, vowel patterns, homophones, etc.) By using lists such as these your child will be more likely to remember the way a specific pattern works with many words she will need to write.
When I was growing up I passed the spelling tests on Fridays and forgot them on Saturdays. I’m also a phonetic speller, and still have to watch myself carefully. I’m very dependent on my word processor, and I don’t feel ashamed to say so. We all have strengths in some areas; spelling is not one of mine.
There are several web sites with structured & sensible spelling lists, as well as, many spelling programs. I use one from Scholastic, which has different levels. If you want your child to have the same list as other students in the class, perhaps you can ask the teacher to modify the list for her/him.
Ask your child’s special education teacher for another IEP meeting, request that the IEP be amended! It’s your right as a parent, and he/she should be happy to collaborate with you to find a solution. Perhaps your child should be allowed to use a word processor on writing assignments.
She needs a connected, cumulative spelling program, starting where she is and not where someone hopes she might be; and based on phonics and spelling patterns, not randomly chosen themes.
There is an excellent article covering this whole issue in last year’s bulletin of the IDA (International Dyslexia Association). I strongly recommend you get hold of this — join the IDA (expensive but good), ask your local or university library, or if all else fails ask me fopr a photocopy, soon before I move. Use this article for ammunition to argue with the school about what is needed if you need to.
I have heard on this site that AVKO Sequential spelling is a good program, and IF you start at the right place (where she is, no matter if low) she can learn and do well.