If you read my last blog post, you know that we found out that our youngest needed vision therapy, but the price tag was beyond what we could afford. Immediately after that revelation, I took my kids to gymnastics, where a former-OT friend informed me that she had been given a whole binder full of vision therapy exercises during her time working in a low-income school in South Africa.
We’ve now been doing vision exercises about 3-4 times a week for 9 weeks, and little Pookie has gone from only sounding out single, large words written in magnets or on the white board to eagerly reading Biscuit books for bedtime. (In case you missed the last post, he’s been able to sound out single words in this manner for more than a year, but he just wasn’t making any progress.) While correlation does not necessarily equal causation, I figured it can’t hurt to share some of what we’ve done with other parents who might find themselves in a similar situation. Continue reading
When Pookie was three-and-a-half, he started putting letters together to make words. Though I was surprised–he still only recognized less than half of the alphabet–I hauled out my early-reading materials and prepared for him to progress. Only he didn’t. At first I assumed it was a readiness issue; he was very young, after all, and though his siblings also learned to read young, perhaps the fact that he couldn’t remember all of his letters was holding him back. But after a full year with no progress, I began to wonder if there was more going on. After all, ‘Love’s childhood medical records indicated that he had received vision therapy for tracking issues.
After receiving several recommendations for a particular optometrist, I called and made an appointment. I had been warned that it would be pricey, but $250 (sans vision insurance) for a 75-minute-long, in-depth assessment that included a retinal scan didn’t seem too shocking. The first appointment confirmed my suspicion–there were a few issues that deserved more attention. A second appointment (another $350) involved another hour of interactive assessments for my little guy while I was provided with information on vision therapy and was told to expect a price tag of $3-4,000 for six months of treatment. At the hour-long follow-up appointment (included in the cost, thankfully), the optometrist gave us a report on the testing that had been done and how our son had performed. It was very thorough and helpful, and most of what she said made a lot of sense with what I had observed.
Then came the bombshell: the cost was going to be $6,400 for 34 weekly, 45-minute therapy appointments (plus one or two additional progress assessments). Reeling from the unexpected price hike, ‘Love and I walked out with heavy hearts. We had been braced to pay $500 a month for treatment we thought would have long-term benefits for our son; this amount would have been a stretch, but it was attainable. Finding an extra $750 a month, however, was simply out of the question. But how could we walk away from something that would help our child succeed in life? Continue reading
‘Love despises bedtime. For him, it’s an ordeal that must be accomplished in order to achieve the goal of parental freedom. And I’ve got to admit, until recently I felt the same way. At bedtime everyone is either whiny, oversensitive, and combative (due to the fact that they are sorely in need of sleep); completely hyper and crazy (in an if-I-don’t-keep-moving-I’ll-fall-asleep-on-my-feet kind of way); or unimaginably slow and full of excuses. It’s enough to make any sane parent pull out their hair.
Somehow this year, that’s changed. No, not the kids. They’re still running like maniacs or bursting into tears while dragging their feet at every possible occasion. But I’ve realized that nearly all the craziness comes to an abrupt halt the moment we’re alone in their bedroom.
As every parent with more than one child knows, there’s simply never enough of you to go around. It seems that the kids are almost constantly vying for my attention, talking over one another, asking me to play a game or do a craft or watch a trick or…. Mommy is a hot commodity. Continue reading
This is the second installment of our lessons on flight. You can read about our first portion (which covers the four forces of flight and kites) in this post.
Hot Air Balloons, Airships, and Parachutes
Next in the human flight story is the hot air balloon. After reading Yasuda’s chapter on hot air balloons, airships, and parachutes, we tried creating our own hot air balloon. We failed, but it was fun and exciting enough to be worth your effort, even if it doesn’t work. Though Yasuda offered one option in her book, ‘Love objected to it because it relied on a hair dryer to work; he argued that it would confuse the matter by including blowing air in the process of causing the balloon to rise. While modern balloonists may use fans to help initially fill their balloons, the blowing air is not the mechanism that causes the balloon to rise. Continue reading
The kids unanimously agreed that they wanted one of their next unit studies to be about flying. As I began typing up all of the activities we’ve been doing, I realized that my post was getting super long, so I’ve once again separated our study into parts. This first part will encompass our study of the four forces of flight and kites. Our projects with hot air balloons, gliders, airplanes, and more will be coming soon.
I thought it would make the most sense to talk about the history of flight in chronological order. Thankfully, I stumbled on Explore Flight! by Anita Yasuda. The book starts with flight in nature–the inspiration for humans who wanted to fly–and ends with rockets. Included are “25 great projects”–though I had issue with a few, particularly the ornithopter project, which was really just a glider with some added feathers.
Of course, I can’t just use one book and leave well enough alone, so I did quite a bit of supplementing and elaborating by using additional materials. Continue reading
This is the third part of our unit on plate tectonics, the rock cycle, earthquakes, and volcanoes. If you want to look at what we studied prior to this, here’s Earth: Part 1 (earth’s layers and plate tectonics) and Earth: Part 2 (the rock cycle).
So now we were nearly up to the part the kids really wanted in the first place, but thankfully they were having so much fun that they sorta forgot that they’d never asked to learn all this other stuff. (Besides, it’s foundational to their understanding the topic at hand!) Since they now knew that earthquakes and volcanoes happen (mostly) at plate boundaries, it was time to study these phenomena in more detail. Continue reading
This is the second part of a unit on plate tectonics, the rock cycle, earthquakes, and volcanoes. In case you missed it, here’s my first post, covering the earth’s layers and plate tectonics (Earth, Part 1).
The Rock Cycle (and a quick study of rocks)
Since we were talking about moving plates, this seemed like a good time to add in a brief bit about moving rocks. To make the rock cycle come alive, I once again pulled out some sweets! Continue reading