Not dog, but still pretty important.
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Congrats!!! This is a big achievement and your son (and you) should be very proud!!! Wishing you both continued success!!!!  |
| Congratulations! And best of luck with the next level. Tell your son we're proud of him. |
| Great work guys!!!
Your son and you should be proud.  |
| Great news! Thank you for sharing it with us! |
Congrats and Best of Luck!  |
| Congrats
Hard work, but oh so worth it |
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YAY!!! 
(I know how difficult it can get. I have an ADHD child with horrid handwriting too. You'll get those B's. I'm sure of it!! My son is 14 now in HS, he still needs help sometimes but on the whole he gets all his great grades on his own now). |
| When I read your original post I had a question (being a teacher myself). You mentioned that his handwriting was causing him to get lower marks as the teacher cannot read what he's writing.
If he's ADHD (diagnosed) then that would qualify as a "special need" and he might benefit from a formal accomodation in this area. I'm the last one to advocate giving up completely on writing manually, but if he knows the material and is being marked down due to his handwriting then that's not an accurate representation of his learning and understanding. Have you looked into printing instead of handwriting? Or maybe a typing machine (they look like little computer keyboards, and have to be plugged into a computer to print, but I've had some students use these for more difficult writing tasks and it helps some of them a great deal). We are very specific in our area about what gets counted as subject vs effort and other items. That would mean that messiness might be discussed in the learner quality areas of a report, but it does not count against a student in a content area. It's about achievement, skills, knowledge and outcomes in those areas. I hope I haven't muddied the waters here, but my heart goes out to him. If the physical act of writing is challenging for him (due to neatness which is caused by fine motor issues) then he should be marked down in that area, but not in his academic marks. I've had disgraphic students who need opportunities to present knowledge orally rather than in writing, and it's my job to accomodate that so that the content area outcomes are met. Printing/writing is a separate area. Have you had any discussions around this with the school? A more specific plan around it may help him shine. Also, if page set up is an issue (lining things up, etc) he may benefit from some testing around the visual perceptual domains. If he's found to have a specific deficit in that area, then some of the specifics of his programming should be altered to be more supportive of that. Just my two cents...but I have been teaching nearly twenty years, and I apologize if you've already done all of this with his school. I know that you can't share everything in a single post. Good luck to you both. |
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