## TouchMath Gave Us Hope

What does it feel like to be a child with a learning barrier–whether it's autism, an attention deficit, or just lack of adequate preschool experiences?

In the case of Graham Mongin, learning difficulties are sometimes a blow to his self-esteem. From a child's point of view, it hurts to feel different. It’s disheartening to be unable to please adults with the right answers.

Tammy Mongin, Graham's mother, remembers the day her son burst into their family home, swelling with pride over learning something new. He pulled out a worksheet from his backpack and exclaimed, "Look … TouchMath. I did it!"

Before that dazzling day, Tammy had not given up on her son, but to suggest she was at wit's end would be an understatement. When he was 3 ½ years old, medical doctors had diagnosed Graham's condition as a pervasive developmental disorder or autism.

Math was especially frustrating to him. And why wouldn't it be? Simply adding two numbers and getting the correct answer was an unattainable task. As Tammy recalls, "We had done everything but stand on our heads to get him to add two numbers. He would look at us as if thinking, ‘What are you asking me to do?'"

When Graham was 13, Tammy resolved to teach him TouchMath at home.. Fortunately, her son is high functioning and communicates well. Those natural assets helped Tammy get over her own first reaction to this challenge.

"I was a little nervous because I needed to learn how to do this so I could help him. In the beginning, he showed me."

This super-mom already knew that education begins with parents. "I ordered the training video before I started teaching Graham regularly. I wanted to see how to use TouchMath to multiply and divide. The video really helped."

Then Tammy dedicated every day of the summer to working with Graham and helping him progress. She literally surrounded him with TouchMath learning aids. "On one wall of his bedroom he's got all the Skip Counting Posters, and on another wall he has numbers with TouchPoints. I believe his success is a result of those posters, singing TouchMath songs and learning how to skip count."

By the end of summer, a young man who could not add two numbers was demonstrating his prowess with multiplication and division.

"TouchMath gave Graham something that had been missing. It gave him an opportunity to improve. TouchMath gave my husband and me hope that Graham could learn to add, subtract, multiply and divide."

And he did.

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