Overwhelmed. That is how I feel when I think about teaching JJ how to read. It is overwhelming. When I was in graduate school I did a practicum in a high school testing students for learning disabilities for their IEP's and coming up with ideas for helping student's learn despite those learning disabilities. Little did I know just how much that experience would be used personally in my life. God was preparing me... I also often consider the irony that when we adopted we were asked if we would feel comfortable dealing with special needs and I said "no." Ha. We have so many diagnoses around here I can't keep up lol!
The psychologist that I trained under while doing that practicum asked me to come up with a model of understanding how students learn. He wanted me to understand that it is not just this global process of "learning" but that there are many, many facets and processes involved in learning. If neurologically a brain is unable to process information "optimally" then learning is compromised. The brain is an incredibly magnificent and complicated organ. It can compensate for a lot, but damage also makes outcomes...messy.
Buddy asked me the other day why JJ having difficulty speaking contributes to his incredible struggle with learning how to read. My first answer was that statistically there is a very significant number of people with CAS who also have written language learning disabilities. If he "only" had articulation error problems with his speech, then reading would not be such a problem. It would be a "muscle" issue and not a "brain" issue.
I am not a neurologist so cannot pretend to understand all of what is going on. But what I do understand that is happening is overwhelming enough.
I have talked about how JJ has trouble with retrieval of information when he tries to speak. He has no problems at all with non-verbal understanding or following directions (other than stubbornness - he has loads and loads of that lol!). However, ask him to actually say the specific words and he usually uses a lot of "attribute naming" to describe words/situations rather than being able to retrieve and say the actual word. That is adaptive and over the past 2 years he is finally able to communicate with us and as a family we know what he means when he speaks and all is well.
But...when learning how to read. Uggg. It gets so complicated. Because in reading there are those pesky 26 letters. Those letters don't have "attribute naming." They simply say what they say. For someone who can't retrieve specific information that is overwhelming. I have taught him the sounds (forget trying to teach him the name of the letters - at this point who cares?). But I had to teach him the sounds in conjunction with a word (again, to help him combine another piece of information to a meaningless couple of squiggly lines so it will "mean" something). That is pretty normal and most kids do that but they realize that the /b/ in butterfly is just the "b." Not JJ. To him /b/ means "butterfly." I am working on getting him to break that idea but it is pretty stuck.
When Buddy was 2 I sat him down to potty train him and thought I would work on teaching him his letters while he sat. He proceeded to tell me what all of the letters were in 1 setting. I realized he had learned them from a Thomas the Tank Engine computer game. He learned and retained and retrieved it fast.
I didn't even attempt to teach JJ letters until he was 6, and it has taken SIX MONTHS for him to get the sounds. Even now it is a laborious process for him to have to stop and really think hard to retrieve correct sound when he is looking at the letter. I am now working on trying to get blends like "am" or "at" or "bat." For him to see the letter, retrieve the sound by pulling up the "picture" in his mind of what picture goes with that sound, THEN hold that sound while adding another sound to it that he had to go through the same laborious process to retrieve. THEN actually remember both of those sounds and put them together to make /am/ instead of /a/ /m/. He loves to rhyme and does great with that. So if he finally gets the hang of bat, cat, sat I can get him to do mat, fat, nat - but at that point he is only rhyming and not actually "reading" if that makes sense. So if I switch it up to "mad" instead of "mat" he is completely confused.
Do you see where this is going? I can't even imagine how to transition him to learning that /a/ makes more than 1 sound...:(
He doesn't have the same problem with numbers. He can retrieve numbers just fine. I don't even understand how that makes sense. He still has to associate the number "1" with "one" item and so on. But for some reason that clicks for him while sounds do not. He can count to 100 with only a few mistakes. He is starting to do adding and basic math with ease. But reading.
Uff. Da.
Friday we have an appointment with a different speech pathologist to get another evaluation. She has a lot of experience with Childhood Apraxia of Speech (CAS). I am hopeful of what she can tell us. At that point we will have to make a decision between several options for intervention. I am not sure what the answer is... Hopefully we will know more after Friday.
Sunday during church JJ went to the bathroom and came back very excited to tell me that "h, h, horse is the same as h, h, hot!!!" It was the first time that I know of that he has made the connection that the first letter of a word was for more than just one single word. When he then also told me, very excited, that "J,E,S,U,S spells Jesus" I teared up right away. His first spelled word. And it should be. Even if he doesn't understand yet how those letters make sounds that make up words.
God gave me hope right then. JJ will make progress. It won't look like everyone else's progress but it is progress. He is wonderfully and perfectly made:)
2 years ago JJ still wouldn't speak to anyone outside of the family.
2 years ago no one outside of the family could understand anything he said.
2 years ago I still had to carry him in public because he was terrified of people and he wanted to feel safe.
2 years ago we couldn't get him to stay with a babysitter without a family member present.
2 years ago he didn't sleep through the night and needed me to stay with him until he fell asleep and if he woke at night he could not put himself back to sleep and needed me (OK, all of that is still the case - but I have hope for that some year too lol!)
But tonight he is at AWANA! By himself! Well, 3 siblings are also in the building but he is alone with his leader and group without fear. He is learning verses! Well, the leader works with him and there is A LOT of paraphrasing going on. But he is making progress every week and retaining information about Jesus even if he struggles with retrieving it in a specific way. He is actively playing games during the game time and there are no family members in that room to encourage him. He is just feeling safer around people. He has made some friends. He often has to ask us what their names are as he forgets and will say "the one, you know, that has the brother" or "the one I danced with?" He is gaining confidence.
This is yet another opportunity for me to trust in God and His plan for JJ's future. And that He will guide us on the correct path for His glory and not for what the world says is important.
Psalm 25:1
In you, Lord my God, I put my trust.
Psalm 56:3
When I am afraid, I put my trust in you.
Isaiah 26:3
You will keep in perfect peace those whose minds are steadfast, because they trust in you.
Psalm 37:5
Commit your way to the Lord; trust in him and he will do this:
Psalm 33:21
In him our hearts rejoice, for we trust in his holy name.
This parenting thing sure isn't for the feint of heart! It is a good thing that we have God:)