I also posted this on the Teaching ADHD board.
I’m looking for suggestions for my remediated dyslexic ADHD’er who will be in 4th grade this fall.
After two years of struggling with both reading and writing remediated by private tutoring and school support - (can I brag here?!?) it has clicked and she is absolutely flying. She has done so well she is going to transition/declassification with a fraction of the support she had this school year.
The school is scratching their heads at my request for a spelling modification so I want to help articulate it. Her problem is spelling remains a weakness and with the ADHD, there is an impulsive style of responding with no self monitoring to double check her work. She responds best to praise but has got enough on her plate keeping up with classwork, so additional work (e.g., proofreading assignments) to help the spelling she will view as torture. It has more to do with her learning how to self monitor.
This is what I’m thinking or requesting, but am not sure if the wording and logic is correct:
- Spelling not waived on standardized tests, but spelling should not affect classroom grades (e.g., social studies, science tests).
- Classroom teacher to consistently, discreetly and positively encourage self monitoring - regular efficient proofreading or double checking of written work.
Does this capture it specifically enough yet in the hands of the right teacher give that teacher enough flexibility to come up with her own methods? Has anyone else been in a similar situation and have examples of things that have worked?
Thank-you.
D,
Last year on my daughter’s IEP I had “Grade on content, not spelling, if spelling software is not provided”. We did, however, have it removed because she uses assistive technology in the classroom for long written assignments.
Congratulations (YES you may brag!) on you and your daughter’s hard work!