· Skills: What skills has he learned that can be a foundation for others he needs to learn? Does he just need more practice/drill work to be successful? (Try to find a computer program that will do it. You have laundry to do.) Can he read well enough to be independent, or does he still need you to explain the directions? Is he a strong reader but poor in his written work? Does he pass spelling tests, only to miss the same words in his everyday work? Can the assignment be simplified into an oral exercise rather than always written?
· Educational Expectations: What are realistic expectations for him? Is an apprenticeship more appropriate than college? If so, what areas of interest would he choose (auto mechanics, computers, veterinarian assistant, etc.)? What will he need to know to be the adult he is capable of becoming? Are his disabilities severe enough to limit his achievements? If you are looking at severe disabilities, some major curriculum adjustments will be necessary. It isn’t important for a child to know the difference between a noun and a verb if he will only learn to read on a second-grade level. I am not saying, “Don’t challenge”; I am saying, “Don’t frustrate.” Dream “achievable dreams” for his success—and be willing to change them as he reaches (or misses) milestones.
Mrs. Letz Farmer, wife and homeschooling mother (since 1989), holds her undergraduate degree in special education and mental retardation. With graduate work and experience in learning disabilities, gifted and talented, emotional disturbance, and deafness, Letz spent 7 years as a teacher and curriculum developer in a public school K-8 resource room. She is the owner of Mastery Publications, www.masterypublications.com.
