Map work w/ visual spatial challenges

[psreit]

My 11 yo daughter has numerous struggles, as I have mentioned in other threads. An area where I am at a loss is map work. I have been allowing her to trace maps, rather than trying to draw them freehand, which has been a help. We just finished unit 3 in Bigger, so we haven't done a lot. The map showing Cabot's and Columbus's voyages is fine. She can see in general where they sailed from and to. Yesterday we did the map in a First Book in American History that shows the Chesapeake Bay, James River, etc. We had been talking about Hudson, so I goofed. When she working on this map, I was talking about Hudson trying to find a way to the Pacific Ocean. (This map has to do with John Smith) Anyway, my first problem was trying to find a map which showed these rivers and bays in a full view of the US. I just pointed to the general area of the US where these are located. As I said, I was talking about Hudson when she was doing this map , and when I said he tried to find a way to sail to the Pacific Ocean, but pointed out that he couldn't do it because the river he was on didn't go that far (pointing to all the US land west to the Pacific), Angie says, "He could walk." She sees this little map that makes no sense to her when it comes to actual distance. She has looked at maps of the US showing each individual state, and she knows it takes a long time to drive from PA to Indiana.(12 hours does not mean anything to her. If something only takes 10 minutes, she may say it takes and hour) So, she does not process time either. We need to work on that as well. I got her a digital watch for Christmas, and the first day she wore it, every few minutes she was telling us what time it was , although this was just reading numbers. She can tell 10:00 or 10:30, etc. on a clock face. But, it doesn't mean much to her in the scope of time. These areas have been a challenge for me to try to help her internalize. As far as the map work, do I just go through the instructions in the guide and leave it at that, or are there any additional ideas to help Angie understand it better. I'm fine with doing what is written, but when I think it isn't making any sense to her, then I feel like she is not moving forward. How important is this skill when you have a child that does not process like most children? Am I worrying too much?

[Nealewill]

You had a lot of great thoughts Unfortunately I can't answer most of them But my son struggles with translating what he sees special on one piece of paper and copying it to another. I don't know that he truly "understands" what he is seeing but we use maps when we go on hiking trails and we use maps at different places (like the zoo and museum centers). Having him experience those things do help I think. But for her, maybe not. As for time, may just making a point of talking about when you do things and when you do them might help her put 2 and 2 together. I wouldn't worry too much about her not making a correlation on the length of times. My kids don't do that well either - my oldest doesn't understand 1 hour versus 10 minutes either necessarily. I think that is normal and think she will probably become more aware at some point sooner rather than later.

As for tracing a map versus letting her draw it free hand, I find that my son can't do this. So I have him trace the outline still. I have even traced the outline at times for some things that are extensive and then I help him fill it in. For us, a lot of times I draw it at the same time as him-meaning I have one copy and he has another. I give him rulers so that he can see how far one line is to the other. We talk about things being in the middle versus off to the side. I try to point out as much as I can about where lines connect and how I can tell why they connect or start in different places. With maps, I have also put hash marks on his paper and told him to connect the lines. Some of the wacky things he does is if something has a curved line, the curve might go in the incorrect direction. He doesn't "see" where to start lines. He is completely spatially clueless when it comes to drawing things. For science, I help him with any pictures he copies out of the science text by sitting right with him and point out lines to him. I also draw it at the same time and he copies what I draw, line by line, curve by curve. It has helped a lot. As for him being independent, who knows. A lot can happen in a year. But even if he needs help when we get to Preparing, I am prepared to help him through it. Realistically, I am just prepared to help to him for as long as he needs it. At times I feel a little bit stressed out because I have to help him so much. And I don't think his struggle is quite as extensive as your Angie but it is definitely very noticeable and I do think he will have a longer road with more work to conquer this area than his sisters. The one really neat thing that has happened this year is that he is very proud of his work and he looks forward to persevering through it. I know that he feels good about the work because I am right there with him holding his hand with no outward expectation. Secretly I am hoping he will take the bull by the horns and take off alone but am guessing that God has other plans for my patience and character training here. I am hoping your Angie feels the same way???? That she is excited for the challenge because you are right there with her.

[MelInKansas]

I have found my children when doing Bigger were not able to freehand the maps and we found the map of Chesapeake Bay to be very confusing also. I think your idea of looking at the whole U.S. and talking about it is good, but I agree the translation is difficult. I guess I say all this to encourage you that for the Bigger level I don't think freehand drawing the maps or having the spatial skills to translate them onto a bigger map puts her "behind" or is a huge problem. Just try to address it as you can and I think letting her trace the outlines is fine too. I helped my DD draw the land masses in the Atlantic Ocean crossing map that we did and traced the Chesapeake Bay map for her (and again I am sure she did not really get where that map was coming from).

I think learning the mapping skills and being exposed to the places and maps is really more of the idea (though of course others are welcome to chime in and tell me I'm wrong).

[psreit]

Thanks to you both. With all we have dealt with these past two years, I sometimes worry when it seems she is not processing something. But, I have been seeing more understanding in certain areas, so I need to just let it come when it comes and not press for understanding. I am seeing a different attitude in Angie and I need to focus on the positive, things she IS understanding. She got a knitting loom for Christmas and is learning to do almost all of it herself. (She had CP which weakened her left extremities) She is so happy to have accomplished that. I need to build on those things that she does understand. Her attitude is getting better. Maybe one day she will actually wake up 'excited' about doing school.

[bethelmommy]

I let my ds trace the maps as well. He has CP and writing/drawing is difficult for him. Regarding understanding distance, I believe one of the upcoming activities in Bigger (we are in week 9) is measuring the length of a room and then drawing a scale representation on paper using an inch as a foot. I think you also look at the key of one of the maps and discuss what the scale represents. I have only glanced at the activity and don't remember all the details. However, I think it will help introduce the concept you are worried about. If you need additional reinforcement, you could always drive or walk a mile/kilometer and then refer back to a map and discuss the distance involved. HTH.

[Nealewill]

Bethelmommy - my son did that activity and he loved it! It did help him with understanding the scale of a map more and it was neat to see his understanding/growth in the activity. It was probably one of my favorite activities he did this year so far.