ronsam22 wrote: ↑Tue Dec 08, 2015 3:36 pm
I have an 11 year old son who is autistic and adhd. I have a daughter who is 13. They both have learning disabilities, both are visual learners and have auditory processing disability. They both have dyscalculia. I have used MFW before with them but this year it just isn't sinking in.
I have used MFW Exploring countries and cultures. I am using Rome to Reformation this year. I am having mostly trouble with reading the information to them and it being retained. I have found out that they are both visual learners and I am trying to supplement with movies,etc but nothing seems to be sinking in. I was wondering if any one else had any suggestions? Thanks!!
Well, I always have a lot of random thoughts. I throw them out and hope one or two is helpful.
- Some families have visual students sit beside the parent and follow along in the book that is being read out loud.
- Some families get extra copies of major books, so students can read along in their own space. When we listened to SOTW on audio, I always read along in the book itself at the same time.
- Some children can "hear better" while they are moving. My son couldn't remember what I said while he was sitting still, but had good recall while he was rolling on a giant exercise ball (hard for me to imagine, but tried-and-true with him).
- Taking notes helps some of us process what we hear. I literally write down almost everything that is said when I am listening, and even if I never look at the page again, it has helped me retain what I heard (it annoys some speakers who can't imagine hearing while you write, but I've gotta do what I've gotta do!).
- I've heard of people who "learn in pictures" and do well to doodle or draw what they are hearing, rather than taking notes with words. Their notebook pages can also be drawings, cartoon sequences, photographs, internet images, diagrams, word webs, etc.
- MFW usually has at least one book every year that is "a step up." In RTR, that is probably the Augustus Caesar's World. Lower your expectations on that one. It's good to nudge them forward, but it's a process that doesn't all happen at once.
- Review their history notebooks frequently, to remind them where you've been and prepare for the next topic. Or use the chapter titles and section headings of a book to review before you start in with the next reading. (If you add something in, like a hefty review, you might need to cross something else off the grid.)
- Don't underestimate your own value, as the teacher, in helping them pull the pieces together. Try not to feel disappointed when you have picked up more information than they have -- now you have that knowledge on board for coaching them along. Remember that classroom teachers (K through Ph.D.) often get no one raising a hand with the answer or no one giving the correct answer -- both the teacher and the star pupils may be coaching everyone else along.
- Remember that even a year spent learning which listening strategies work for them is a valuable education. It seems we are in a world where lots of education, instructions, directions, and even just general conversation is done out loud, with high expectations for the hearer to retain what has been said.
Hoping something in there gives you an idea to try.