Built as a ppt/pdf for creating a relationship with teachers PRIOR to meeting their new students as the begin to craft the implimentation of an IEP. This adds a child to the words on the legal documents which unintentionally dehumanize the student. YES WE KNOW ITS WORDY - it is a document - however with the visuals, if you dont read it word for word - it could be used as a powerpoint.

1. Some things
never change….
It really is
ROCKET SCIENCE!

2. Fred was born in December 1997. He was
born with major complications including
Neo-Natal Thyroid Toxicosious. We were
medivac’d to CONUS & told the outlook
was grim. We prayed & persevered,
always refusing to accept the status quo.
We sought out specialists & Fred grew up
chasing banana rats, hunting iguanas, land
crabs and feral chickens while watching the
migrating humming birds & monarch
butterflies who populated our back yard
garden. Fred spent many mornings
climbing banyan trees or marveling at sea
shells or star fish and picking up Sea
Cucumbers in the tidal pools that
surrounded the base.

3. Initially, Fred was mis diagnosed with Oral Apraxia and we were told
he would never speak. Intensive SLP therapy has proven this
diagnosis to be incorrect.
Later on, after an exhaustive study @ Nationwide Children's to discern
what Fred's true obstacles are; we embarked upon crafting a support
web with Dr. Maria Wilkes & the UA School District in consultation
with Suzanne Wilcox of Hope Educational Consulting LLC. & other
professionals to overcome obstacles that lay before us.

4. It was while in UA we learned how
far we had come and how far we
had to go. We got a bit of help
from our friends at OSU’s Nisonger
Center and Dr. Dorothy Morrison @
OSU Center for Literacy & Learning
when we partnered with the school
to learn about how Fred learns.

5. We discovered that the obvious &
typical focal point of understanding &
comprehension that the rest of the
world was engaged in,,,,

6. Are Not Always the Same Focal
Point of Understanding or
Comprehension that Fred has
Fred works from whole to part – NOT part
to whole. He has to grasp the picture of
where you are going AHEAD of time.
Pre-Teaching in a kinesthetic layering
environment helps him understand the relations
of the part to whole.
Dr. Sally Shaywitz writes in her book “Over
Coming Dyslexia” "A dyslexic students route to
learning is through meaning; meaning provides
a framework for remembering. More than for
others he must fully understand a topic; rote
memory does not work well for him. Focus
on concepts & real life examples and
experiences and provide opportunities for
practice. This top down big picture approach
teaches IDEAS first, establish categories for
different groups of facts, and point out
connections with in and between categories.

7. Dr. Shaywitz continues:
“Look for opportunities for hands on
experiences, encourage visualization of
concepts and facts mentioned in the
classroom. Keep in mind though that it may
take longer to acquire, knowledge gained thru
meaning is much more enduring than that
obtained thru route memorization."

8. CLARIFICATION OF DIRECTIONS
SEMANTICS
12:15 or QUARTER PAST
The fact is our guy doesn’t consistently see one fluid
motion or the relationship when being taught a new
concept, idea or task. He is also anti Ovis aries; please
don’t expect him to follow along just because his peers
are. Everything needs to be presented in a BIG picture
then broken down into steps & objectives, each step
taught and repeated, over and over in the same way
using the same words in multiple environments.
It is only then after confidence is achieved, will self
directed application of the process occur across
multiple settings.

9. CLARIFICATION OF DIRECTIONS
Would you please explain to me why…
If you know our family, you know this phrase as it is key in teaching
respectful self advocacy. Often times however Fred won’t ask his teachers
“why” as he is acutely aware that historically adults are not keen on being
questioned as to why. In doing so he may also call unwanted attention to
himself. Because school is a teaching environment we ask that YOU as the
educator always express clear details of the project or task as well as specific
outcome expectations and not use vague inferences. “Write a paragraph” is
vague – Write a 5 line paragraph; using “__” word; telling me about your
weekend with proper spelling and punctuation may be the “expectation” but
needs to be stated each and every time. EXTREME BONUS points come
about if you can also include a real life purpose or application for the task.
Write about yourself or your weekend is REALLY teaching how to write an
“elevator speech” & opens the door for broad, real world,
life long application.

10. – one more thing about
directions
• “Think of me like a Mars Rover” Fred quote 2011
– Specific Instructions
– Each step – CHECK YOUR DATA
• Tell it how far to go
• Go to the Left or to the Right
• What if there is a Rock?
– Take a Shovel, Scoop it Up, Put it in a bag, Store it Away
• With out Directions it lands and sits there without knowing
what to do……

11. He is a creature of learned routine. By
having a plan or a schedule and staying on
those paths; Fred gains self confidence
needed to self navigate and independently
manage his day. This repetition of routine is
also effective in assisting with accurate recall
of information. By encouraging him to learn
to use a visual schedule, he will come to rely
on it and depend on it.
Changing Fred's routine is like upsetting the
apple cart. Should a change in routine be
necessary it helps to minimize the affect of
surprise and give him advance warning.
Teaching him the life skill of “Plan your work,
work your plan” and coupling it with a
schedule that he can comprehend will not
only provide an anchor of security on what
can often be a rocky teenage path but also
teach good self management skills
to be a successful adult.

12. We can all agree that there are different types of
comprehension - Visual Comprehension; Oral
Comprehension, Auditory Comprehension; Reading
Comprehension. It is through multifaceted contextual
development of our comprehension skills that subjective
interpretation and relation to our environment is shaped.
It is imperatively important to Fred that he learn HOW to
read. This is coupled with the next step of READING to
LEARN. Ben Foss accurately depicts what the lack of this
reading comprehension life skill is like when he states
“Reading text is like a bad cell phone connection” for a
dyslexic. It is frustrating. It is defeating & dangerous.
It is important to provide Fred with contextual reading
materials @ HIS reading level so as to “clear up his cell
phone connection” allowing him the opportunity to learn
how to Read TO Learn just like typical children.

13. Fred has gained a broad vernacular due to his
home environment and life experiences. This has
created a substantial comprehension gap between
his “Listening Level” & his “Reading Level”.
Efforts must be made to bridge this gap by
seeking out relevant classroom material to keep
him engaged as a motivated & willing learner.

14. If we were to look @ memory we could use the concepts of
working or immediate memory, short-term memory, and
long-term memory. Meaningful information is typically moved
up the chain from immediate to short-term into long-term
memory stores. Because of his learning style Fred has
varying difficulties with all three of these memory types.
Additionally he has a delayed recall or delayed retrieval of
information. To interrupt his thought process with well
intended assistance actually slows this process. The more
meaningful content is to his individual needs, the greater
the chances that it will be moved into functional memory
storage in the brain.

15. Tools
• Kurzweil 3000 “Team Fred 2010-11” spent SIX MONTHS securing this tool
for Fred. It is a priceless asset – but only if you use it. In order for
Fred to reach that goal of an independent learner we must continue to
strive NOW to create those habits that he will carry for a life time.
Kurzweil will be with Fred long after this teaching season has passed as
it can be carried on into college and the work place.
– CLASSROOM WORK needs to be uploaded
– HOMEWORK needs to be uploaded
– STUDY MATERIALS need to be uploaded
– READING ASSIGNMENTS need to be uploaded
– NOTES can be taken
– CRITICAL THINKING can be organized
– REPORTS can be written
There is an incredulous amount of work that CAN be done. Your
partnering with us on this learning adventure is paramount to the
success of this year.

16. Fred thinks big

17. A recent study showed
that by the 6th grade 50%
of students KNEW if they
wanted to go to college
or not. Fred wants to go
to an Ivy League School.
Our job is to prepare him
to have a fighting chance
to get there & finish.

18. Fred likes to blend in and fly below the
radar. While YOU may not know it, during an
impromptu social autopsy with the home team
(which may occur 2+ weeks later) there are
often questions or re-teaching or exploring
social story options of what could be done
differently or better.
This is why the initial face to face
communication with Fred’s mom @ the start
of the school year is so vital. It gives the
home team (which is bigger than just Freds
mom) a proactive foundation & clear visual
picture of what the classroom, teaching &
subject matter look like so as not to
misinterpret or improperly
direct.

19. Good
INFO
 http://www.interdys.org/ewebeditpro5/upl
oad/KPS12-1-10.pdf
 Shaywitz, S. E. (2003). Overcoming
dyslexia: A new and complete science-
based program for reading problems at
any level. New York: Knopf.
 http://thechart.blogs.cnn.com/2011/08/23
/human-factor-a-bridge-from-dyslexia/
 http://dyslexiavictoria.wordpress.com/2010
/09/25/how-a-teacher-can-help-a-
dyslexic-student-learn-effectively-in-the-
classroom/
 Life skill analogies www.napoleonhill.org
 Pictorial thinkers: www.grandin.com
 Educational Advocate
www,hopeforlearning.com

20. Thank you! For allowing
me to share with you our insight
into Fred.
We have been blessed by many
people through the years whom
we have partnered with.
Educators who have patiently
sculpted deep long lasting life
impressions on my son. It is
through him and other
determined learners like him; that
these generous educators gifts
and talents will undoubtedly go
on to touch others. Thank you
in advance for striving to be one
of those people who leave a
portion of their legacy with Fred.
Regards~
Freds mom