Boost: 12 Effective Ways to Lift Up Our Twice-Exceptional* Children, by Kelly Hirt is a book for parents and teachers who want to find ways to communicate and teach kids who think differently.
In an easy to read format, it has concrete strategies to help by respecting all communication styles and putting the parent and teacher firmly in the learning seat.
By stressing the importance for adults to adapt and learn how neurodiverse kids think and communicate, I believe it will help create real and authentic learning, tailored to the needs of their children and students.
*Twice-Exceptional (2e) children are gifted children with disabilities.
**Disclaimer: I received a copy of this book for review. All opinions are my own!
Continue reading “Review – Boost: 12 Effective Ways to Lift Up Our Twice-Exceptional Children”
If there is one thing my life has hammered into me over and over again, it’s that with twice-exceptional children, their struggles and abilities can be hidden in plain sight. It has certainly been the case for us. Again, and again, and again. For us, hitting a developmental milestone on time has become not a sigh of relief, but a 10 metre high red flag.
Continue reading “The Twice-Exceptional Child: Hidden in Plain Sight I”
How to educate a child who won’t be taught? It’s not a question I thought I’d ever need to answer, but life (and my daughter) decided this was the path we needed to follow.
Today, I’m going to talk about a few of the strategies I use to create a welcoming learning environment that steers my kids in the direction they need to go, without explicitly ‘teaching’ them.
Continue reading “Teaching a Child Who Won’t Be Taught”
“I have to be perfect”
It sounds like a great thing, doesn’t it? A drive to get better at a task until you are the best you can be – a perfect swim, a perfect score, a perfect canvas, or a perfect story.
Um, no. For our family, it sucks.
Continue reading “Perfectionism and Anxiety are No Fun”
We are very rarely at home all day these days, but today was as close as we get!
Continue reading “Asynchronous Homeschool Central: A Day in the Life”
In Australia, it’s the start of a new year for school, so today I am participating in a ‘Not Back To School’ Blog hop extravaganza. Today’s theme is students, so let me introduce our wonderful scholars.
Our little homeschool has two students, my 7 year old boy, C (aka Canary) and my 3 year old girl, J (aka Jubilee).
Everyone’s homeschool looks different, that’s the beauty of it, but ours probably looks a bit more different to most. Some days it feels like my children are poster-kids for asynchronous development.
For my son, C, saying he’s working at multiple grades is kind of an understatement (as much as I track ‘grades’ which I generally don’t). He’s done online courses on science that are designed for university students, does maths (formally) at a beginning highschool level with his tutor, and informally debates mathematical ideas with me and his dad (with two maths degrees between us, he’s thrown us a few curve balls that we weren’t able to easily answer!).
But he struggles with handwriting and writes at a first grade level – he works on that with his occupational therapist (who is awesome). He loves reading non-fiction and has awesome comprehension with facts and figures, and is a real pattern-thinker with a strong visual-spatial focus.
He loves walking and after years of therapy, is now finally able to walk without falling over, climb, jump and this month he learned how to ride a bike with his physiotherapist. We are so proud of him.
Though a spread of abilities is typical with most homeschoolers, C’s difference is what lead us to homeschooling. Deeply asynchronous is a bit of an understatement. You see, C is twice exceptional – that means he is gifted (in his case profoundly gifted) and special needs. He has a string of diagnoses attached to his medical profile that is a mile long and is a sweet, lovely boy who is always enthusiastic.
Little Jubilee loves exploring and outdoors. She’s also started to puzzle out letters, gets excited when read stories, and adores crafting of all kinds. But her main passion is numbers – she loves counting and has designated each family member with a special number: C is 1, J is 2, Mummy is 3 and Daddy is 4. Occasionally, her baby doll is number 5. She also loves playing in the dirt, where she draws shapes and numbers. Though she appears fearless, she has severe anxiety issues that mean she operates on a ‘high’ for most of the day, which we regulate with a sensory diet from her occupational therapist.
Both children have sensory processing problems that make large crowds and noisy locations difficult for us to visit. But they love chatting to people they meet everyday – talking to the local grocer is a highlight for them (the grocer has a standing offer of a job for C when he’s old enough). J has a happy ‘hello’ for everyone she meets and loves playing with ‘babies’ she meets at the park. As a very tall 3 year old, often the babies are twice her age.
Welcome to Asynchronous Homeschool Central.
This post is part of the ‘All Aussie Not Back To School Blog Hop‘
Continue reading “Asynchronous Homeschool Central: Students”