<p>Hello Everyone,
Currently we live in Illinois and I have an 8th grade daughter that is going to high school in the Fall. She is learning disabled and has certain modifications on her tests. I know her decoding words and vocabulary is not too good, but we are working on that. On some occasions, she doesn't want to take the modified tests (her science class is a good example) her teacher asks her to take the modified test and she refuses, so she is getting a C in that class without modifications. I am worried about her taking the ACT and getting into a good college. I would like her to attend the University of Illinois at Urbana Champaign. I know they are very competitive, but I feel she can do it, she is a hard worker and has a solid B GPA. History and Science are her weak spots maybe because of the diffuculty of the textbooks (C's in those classes). Other subjects are fine A's and B's. She is a member of student council, she ran track last year and is now participating in the school play. She gets nervous about taking Standardized tests. What approach should I take with her. She knows she has to go to college to succeed in life. She is also a member of 4-H. I would like her to go away to school because I want her to experience that because I never did ( I was a commuter student attending the University of Illinois at Chicago) . </p>
<p>Thank you for your time</p>
<p>Jennifer</p>
<p>As a teacher, I see may kids like your D. What a wonderful child! Even with learning disabilities, she is succeeding. I remmebr one child I had who had modficiations about spelling - she didn't have to. But is isn't really spelling in Spanish - it's phonics. She was getting B's on the quizzes. Yet, at the AARD, the parents protested because she had to work too hard to get those grades. They were focused on college. Instead of praising her for her hard work at overcoming her disability, they took that sense of pride away from her. What is wrong with a C in a course when she is working over expectations? This is exactly the teacher I would ask for a rec when she goes to college, because she will say she refused modificatons, chose not to take the easy way out, and continued with fortitude and courage. It sounds like your daughter is one terrific young lady and you should be proud of her for her drive and determination. This is what you must focus on with the college admissions people. And they are thrilled to get a kid like yours with her learning disabilities! As to the ACT, check with the GC. There may be some modifications in how she has to take it. I am not sure. And if she has test stress, then take her to a class on relaxation techniques. She will learn to destress before and during the tests, and she will be fine. I am a mother, too, and sometimes I think it is harder on us than on the kids. They are much more resilient. Relish her hard work, not her grades, relish her self-determination in overcoming obstacles, and be there to support her. Attack HS with this attitude, express it to her teachers, and they will be your greatest support. When it comes time for those recs, they will come through with flying colors!</p>
<p>Jenrik2714 - I can sort of relate to your daughter's situation. Even though I'm not learning disabled, I have some pretty huge physical disabilities (mainly vision-about 20/40 vision in my left eye and 10/300 in my right eye-but also some other smaller problems) that have had the ability to limit me if I let them (which I haven't). Throughout high school, I attended two schools: a math and science center where I was allowed to take more difficult courses in math and science and my normal home school where I fulfilled the rest of distribution requirements in other academic areas. I'm now currently a senior in high school and will be attending the University of Michigan-Ann Arbor next fall. </p>
<p>From my own exepriences, you shouldn't worry too much about high school. Just make sure that she asks for help when she needs it and tells her teachers about her problem if she feels it's needed with the testing problem. Things won't be handed to her on a silver platter anymore, but if she truly wants to reach her goals and doesn't give up on them, she'll be able to do it. However, make sure that she likes and gets involved with several colleges when it's her time to apply. Don't rely on just one school to come to her aid. </p>
<p>About that ACT... They do give out special testing arrangements, but she'll have to apply for them during her junior year for each test that she takes. I personally was granted extended time when I took the test for the second and third times during my junior year (I'm one of those people that wants to try to do everything the way that any other kid does before I take advantage of the special arrangements that I'm technically entitled to if I want them. Well, I found out during my first try that I couldn't finish a huge chunk of the test without the extended time. Drats!!!). The test isn't impossible. She'll be able to tackle it.</p>
<p>If you have any other questions, feel free to PM or e-mail me.</p>
<p>I wanted to thank everyone for the sound advice given to me. I am a first time parent (she is 1 of 2 step-daughters that I have, plus one biological child). Her mother really is not into education so I have to step up. I really would like for her to go to Illinois or any other good school she chooses. I know Illinois stresses ACT scores, but I believe she can do it. She is a good student, very polite and she takes part in extra curriculars.</p>
<p>One question: Her math teacher placed her in a 2 year Algebra I course, and she is not to fond of that my daughter-she gets A's in math class. She says she can do it with the regular algebra class in one year. Should I encourage her to take the one year algebra course, because she feels that 2 years is too long for her or should I go upon the recommendation of the teacher?</p>
<p>Meet with the teacher and she why she recommended the placement. Perhaps there are things that you don't know - such as the rigor of the program in the HS, the types of teachers, etc., that your D's teacher may know that you do not. If, after the meeting, you still agree with your D, then insist that the GC place her in the other class. Since she qualifies for modifications, they would also be in place for the one-year class. Chances are, she oculd try it, and since she is in Sp Ed, she could change mid-semester if she found she couldn't do it. The problem with that is that her self-esteem may suffer if she has to change. That is something you must decide - would she be mature enough to handle the change and loss of face, and still maintain her drive to excel?</p>