Archive of the Special Education Message Board Folder: Early Intervention February 9, 1994 - November 3, 1997 FILE NAME: earlyint.txt 412 messages - 92 Pages SUBJECT: Re:Delayed Language Date: 94-02-09 00:19:22 EST From: TerDeb Dear Susan, Thank you for your response. You have pinpointed what I"ve been wondering, at what point do you have a developmental delay versus a learning disability. Obviously, you outgrow a developmental delay and you work on different methods in reaching LD children. This is what I notice with my daughter: when we repeat the correct syntax , she repeats it back to us mixed up. She can hear the difference and tell us which one we have said correctly, but she cannot tell when she has said it correctly herself. If we ask her to slow down and think about each word, she can say it correctly and gets excited about saying it the right way! She exhibits impulsive and distractible behavior, and I am wondering how this effects her speech. We adopted her at 15 months, and know that the birth mother used LSD, crystal, and alcohol during the first trimester. The preschool teacher and speech teacher are all aware of this, as well as her physical therapist and occupational therapist. I guess I was wondering if anyone in this forum had any additional activities that they have tried successfully that might help with the speech. All her teachers are open to suggestions and are always on the lookout for preschool activities. Thanks, again! Debbie SUBJECT: Re:Delayed Language Date: 94-02-09 16:59:40 EST From: SusanS29 This isn't necessarily true... "... Obviously, you outgrow a developmental delay..." It's more likely in language than in any other area. Her early experiences could have delayed her language. A LOT of langauge development goes on in infants before they can talk. I think you're on the right track encouraging her to slow down. She gets excited when she gets it right, so that's good. Good language therapy is what's called for, but that doesn't necessarily mean ignoring normal developmental milestones. Question her therapist about it and I think you'll get sensible answers. Those language therapists are awfully good. SUBJECT: Re:Delayed Language Date: 94-02-09 22:50:49 EST From: TerDeb Dear Susan, Thank you for always answering my questions prompytly. I want to apologize for giving you the wrong impression in my original message. All of the speech therapists I have run across have been awfully good. I was asking if there were other methods than modeling to help my daughter, not ways to discredit the speech therapist. When I posed the question to the speech therapist, I did ask if there were additional ways to help my daughter. Being new at the computer, I see now that I should always write out my thoughts before putting them in the forum. Again, I apologize, teaching is also my profession, so I really don't want to discredit anyone. But, having a daughter with special needs brings out the child advocate in me, too. Thanks, again! Debbie SUBJECT: Re:Delayed Language Date: 94-02-10 11:43:16 EST From: SusanS29 What I assumed from your first message was that you were wondering about the time line involved -- when it would be appropriate for the therapist to work on the problem. It didn't occur to me that you didn't trust the therapist, and I hope I didn't make it look that way. However, it doesn't hurt to ask something like "Modeling is fine and we're glad to do it. At what age is it considered a problem that needs to be treated by a therapist?" I think a question like that will get you lots of info. SUBJECT: Special Education and DAP Date: 94-04-15 00:21:18 EST From: CC12330528 I am interested in communicating with someone who is working with a preschool special education program that is running on a Developmentally Appropriate Practices philosophy. Please E-Mail me. SUBJECT: Special Ed Preschool Choice? Date: 94-04-30 10:22:15 EST From: GEDDEY What kind of programs are best for a three year old diagnosed as needing help in the following areas; social, occupational, fine motor, coordination. language deficit. Having symptoms of fragile X syndrome Janelle/ c/o geddey@aol.com SUBJECT: Re:3 Year Old front loading Date: 94-04-30 10:26:08 EST From: GEDDEY what does "front loading" mean geddey@aol.com SUBJECT: Re:3 Year Old front loading Date: 94-04-30 11:14:26 EST From: SusanS29 I would pick a language program for the child, because that's the one that takes the most specialized training and skills. We know very well how to help threee-year olds with delayed language. In addition the language delay is the most serious of all the difficulties you listed. It could be contributing materially to the social problems. Odds are that any language program the child entered would know how to deal with the other things as well, but if you picked a program based on their ability to provide socialization there's no guarantee they could address the very serious (and often very treatable) problem of language delay. SUBJECT: Integrated Preschools Date: 94-06-08 16:30:20 EST From: BBopBeluga There are many special ed preschools that are integrated with regular ed kids for modeling language and behavior, and many regular preschools that welcome and support kids with special needs. The most important thing is to keep children in the mainstream of their peer group while attending to and accommodating their special needs. For information and support, contact Peak Parent Center 6055 Lehman Drive Colorado Springs CO 80918 719- 531-9400 SAFE - Schools Are For Everyone PO Box 9503 Schenectady, NY 12309 Phone or fax 518-377-8074 SUBJECT: Re:Resources and Materials ans Date: 94-06-10 21:07:03 EST From: NorahT Hi! I just got through the pre-school special ed program here in San Diego. I'm well versed on laws and programs available. If interested please feel free to e mail me. Good luck NorahT P.S. Garage sales are an inexspensive wat to get the things you are looking for. Also, thrift shops SUBJECT: Re:Hemi-sync theory Date: 94-08-08 22:34:12 EST From: JaneB1959 I, too, am interested in Hemi-sync therapy for my four year old with devleopmental delays, as an adjunct to conventional therapy. I have been interested in Hemi-sync for some time for my own personal growth. Basically, the idea is to play specific tones into each ear (thus, giving distinct input to each side of the brain). According to the research from the Monroe Institute and others, this "synchronizes" brain activity in both hemispheres. In adults, this appears to facilitate meditation, accelerated learning, altered states of consciousness etc. In children, it may facilitate sensory intergration. As for HARD DATA, well that's another story, most of the reports and pretty much anectodal. But on the other hand, if you begin to delve into the studies of sensory integration and indeed most special ed - speech, OT etc. you'll find a paucity of hard data and well controlled studies. The idea of hemi-sync seems plausible to me, just as the occupational therapists program of sensory stimulation (brushing, joint pressure, sensory diet, etc) seems plausible. So we've decided to try it with our daughter as with many things, on the idea that it probably can't hurt and just might help. The tapes recommended for children are bedtime stories, lullabies and music with the hemi- sync tones underneath. If you'd like more information you can contact the Monroe Institue Route 1, Box 175 Faber, Virginia 22938-9749 (804) 361-1252 They sent me a packet of information about their research, programs, tapes and specific details of studies with children. We haven't yet recieved the tapes we ordered but plan to try them out. Would love to hear other's experiences with hemi-sync as well. SUBJECT: Re:Hemi-sync theory Date: 94-08-12 20:28:20 EST From: Knnspeech Suzanne Evans Morris, Ph.D. and Marsha Dunn O.T. are BIG into this . I attended aworkshop several years ago and have been trying it with selected kids/disorders since. I find that there is some merit to it for some kids.. ...(as always...... a definitive answer! ) Anyway I use the music often in t herapy with kids and note calmness and reduction in self abusive behaviors . E mail to knnspeech for any specifics. I might be able to help. SUBJECT: Thematic Units/Special Ed. Date: 94-09-20 19:59:59 EST From: EvanL18652 Hi! Any ideas on how to intergrate math and/or science into a thematic unit on dinosaurs? For three and four year olds. Please respond via private email. Thanks in advance. SUBJECT: intergration YOUR THE PARENTS Date: 94-10-06 23:33:10 EST From: MattAlex Recently we were attending a TEAM meeting for an individualized education plan , for our twin boy Matthew who has... Cerebral Palsey . He can not ambulate or sit unassisted for long periods. Matt has been getting physical therapy three times a week thru the Early Intervention program. Once mainstreamed , it was suggested that most of his p.t. be intergrated into the classroom. This was not enough according to us, the doctors and p.t.s working with him. The Administation did not facilate matt under his iep. I am his mom ........Only you, can make the real difference. Your child has special needs outside and in the classroom. educating the educators as to the real education of the disabiled. They dont understand that to those children part of their every day, that in every minute , every heart beat, should be measured in acedemic grades. For them life is the ultimate education and school is is the intersection of the mind"s hunger and the bodys triumph. Intergration or inclusion is a very wonderful "concept". It is up to us as parents to make it a positive experience for our children by understanding in full the regulations of Chapter 766. Your aim : Do not sacrifice your child"s physical needs to allow him to fit in to a regular classroom. They already do. The adminstators must except, understand , and facilitate all the needs of your child. Your amunition: KNOW YOUR CHILD"S RIGHTS , KNOW THE LAWS< SPEAK OUT IN YOUR LOUDEST VOICE............... YOUR CHILD CANT DO THAT NOW> DONT GIVE UP AND GOOD LUCK TO ALL OF YOU..... MATT/ALEX SUBJECT: Re:intergration YOUR THE PARENT Date: 94-10-07 15:36:51 EST From: SusanS29 You're SO right. "Once mainstreamed , it was suggested that most of his p.t. be intergrated into the classroom. This was not enough according to us..." Most of the time these people mean well... but I fail to see what is to be gained by doing physical therapy in the classroom. I believe I would have refused to participate as a child. It can be embarassing, for heaven's sake! What the educators have is the *short* view. The classroom teacher is only responsible for your child for one year. You'll live with your decisions for the rest of your life, and so will your child. Good physical therapy is *so* basic to CP. They may try this for two years and declare it a success, but you have the longer view and may see problems. The bottom line is the program has to fit the child, not the child the program. THAT'S what individualization is all about. SUBJECT: Re:Special Education and DAP Date: 94-10-23 09:58:03 EST From: RUSoccer Hi, I have a preschool handicapped class in NJ and I use DAP. I am an active member of NAEYC and I have gotten lots of info from them. I really believe in this philosophy of education for young children. I also use a theme approach to develop language skills and it works. I'd like to hear about your program. My e-mail address is brennan@liza.st-elizabeth.edu I am currently working on a research paper on preschool handicapped programs that have a parent component. I need to hear about how you get your parents involved,what services do you provide for them,what problems are you encountering and what are some of the successes you have seen as a result of your parent program? Terri SUBJECT: early intervention Date: 94-12-04 19:34:17 EST From: Xmeg I am a special educator working with children aged 3-6--I present information to parents and professsionals at varioius conferences as well as in serversing school districts on special education. This is the first time I have posted in the network (I also posted on the early intervention board)... I'm not quite sure I can be of help or give information---so this is an experiment for me SUBJECT: Need help in NY area Date: 94-12-14 23:03:29 EST From: HalliesDad Our 2 1/2 year old daughter has a sensory integration problem, language delay, and some oral-motor difficulties. She is currently in an early intervention home-based program. We live in Manhattan but are looking to move and get her into a pre-school in Westchester or the Northern New jersey area. While in a position to make decisions, we would like any info. about these communities re: public schools, private schools, inclusion, local politics, better or worse school districts etc. We really want to do the right thing for her. Please Email. SUBJECT: Fragile X 3yr Old Date: 95-01-22 21:43:00 EST From: Cookbt I have a three year old son with Fragile X Syndrome. He was diagnosed when he was 8 months old. We have been through a "birth to three" program and he is now in an integrated special ed pre-school program. I was just recently approached by his teacher and social worker about putting him in a more intensive school setting with longer hours and more therapies. He is currently getting speech and OT. We are at a loss and looking for help. It has always been my feeling that it is better for him to be in a class with at least as many "normal" kids as special kids so that he will have appropriate behaviors to immitate. On the other hand, I want him to get as much therapy as he can while he is young. He is doing very well in his current classroom but the teacher feels it is not enough. Any one have any ideas or similar experiences. I am always looking for new information about Fragile X and I'm happy to share what I know. SUBJECT: preschool language programs Date: 95-02-08 08:39:53 EST From: Jdandco This is my first attempt at this, bear with me. I am doing a research paper on script training its effect on 3-5 year olds verbal skills. Anyone have information or research to point me in the right direction? Thanks for the help! JDandCo SUBJECT: Re:Fragile X 3yr Old Date: 95-02-10 18:31:23 EST From: Boulevard I'm curious about what the "more intensive program" would be vs. the integration program he is currently placed in...I agree that nonhandicapped peers are good models for Fragile X kids & you certainly would want to keep that component in your child's program. My own experience with Fragile X kids is that they benefit greatly from observing what others are being taught. SUBJECT: Preschool Services Date: 95-02-21 20:52:57 EST From: ISP I am currently in a position of working with various people to determine appropriate programming for infants, toddlers, and preschoolers with disabilities. I am very interested in the types of services available throughout the Country, including how much service is "typically" provided. Does your community utilize a "primary interventionist" or do a variety of different therapists work with most children? Do toddlers and/or preschoolers go off to classroom based programs 4 or 5 days each week or are services more often provided at home or typical early childhood community settings? I have been unable to find research on "how much is enogh" in terms of services and hope that many of you will be able to provide me with information about the options available throughout the Country. Please e-mail. Thanks! SUBJECT: Re:Play based Assessment Date: 95-03-09 15:16:58 EST From: Baberann We've used this several times and love it, particularly for hard-to-test multiply impaired (and in our case deaf) kids. Each of our professionals and the parent takes a section of the observation and selects those items level appropriate. We then meet and design play activities most likely to produce the desired behaviors/skills. Do you know that there is a followup curriculum Linder et al have put out? SUBJECT: Re: script training Date: 95-03-12 16:36:46 EST From: PamWilsn You may be interested in the information on script training in Dr. Libby Kumin's book, as well as her newsletter, Communicating Together. Both are excellent resources for preschool language programs. Although the book has a focus on communication intervention for students with Down Syndrome, it generalizes very well to other children. (The information below taken from The Open Window, Issue One, online newsletter of the Down Syndrome Online Support Association). Communication Skills in Children with Down Syndrome: A Guide for Parents; Libby Kumin; ISBN Number: 0-933149-53-0; Woodbine House, 1-800-843-7323. 5615 Fishers Lane, Rockville, Md. 20852. $14.95 (Individuals ordering incur postage charge) Communicating Together. Newsletter dedicated to children with DS, devoted parents, and caring professionals. Editor: Dr. Libby Kumin, CCC-SLP Business Mgr: Martin J Lazar, Ph.D. P.O. Box 6395, Columbia Md 21045-0722; Phone or Fax: 410-995-0722 SUBJECT: looking for schools ion georgia Date: 95-03-12 23:06:36 EST From: SWilson868 I am inquirng imformation about schools for the hearing impaired children under the age of three years old in Atlanta Geogia. SUBJECT: Re:test assessment Date: 95-03-17 21:04:41 EST From: Doug4new Help....need info reguarding current assessment tools for cognitive and social emotional behavior. Let me know what you are using and if you are happy with it. SUBJECT: MULTI-AGE PRESCHOOL Date: 95-03-27 21:12:34 EST From: PamOT My elementary school is preposing a multi-age kindergarten preschool class. The proposal will create 3 full day kindergarten classes with 13 students each. Each of these 3 classes would have 3 special education kindergarten, first grade age students in them. Each of these three classes would have two a. m. multi-handicapped preschoolers and 2 p.m. multi-handicapped preschoolers. Skill levels of the preschoolers are from 2 months to 2 years of age. The special education kindergarten/first grade students have skills at the 4 to 5 year level. I have strong reservations about this proposal, as does many support staff at my school. Has anyone ever heard of such a mult-age group. Thanks PamOT SUBJECT: Men in ECSE/EI Date: 95-04-01 20:15:25 EST From: Seiger I am a man just starting to work in the field of ECSE. I am currently working with five and sox year olds in a public elementarey school setting. In Minnesota, the ECSE license allows a person to work with children birth to seven years, so I have the potential of working with children of any of these ages. I am finishing up my MA and would like to get in touch with any other men working in the field of Early Childhood Special Ed. I know of only three other men in the St. Paul, Minneapolis area. I would like to hear from anyone who is or knows of other men teaching young children with special needs. You can Email me at my screen name Seiger. Thanks for any help with this project. Lee SUBJECT: Re:Men in ECSE/EI Date: 95-04-14 01:13:41 EST From: DUSKYSHARK SORRY LEE! I AM GRADUATING IN MAY IN ECSE AND WE HAVE 19 FEMALES IN OUR WHOLE CLASS!!!! NO MALES AT ALL!!! ITS GREAT TO HEAR THAT YOU GUYS ARE OUT THERE... GOOD LUCK!! SUBJECT: Re:Men in ECSE/EI Date: 95-04-23 18:05:15 EST From: SusanS29 Duskyshark, Please post in both upper and lower case. All caps looks like SHOUTING!!! when on line. :) SusanS29-Host SUBJECT: Re:Resources and Materials Date: 95-04-25 20:42:19 EST From: DL Mur Calendar activities for 3 and 4 year olds can be made more appropriate; for example, a weekly calendar that focuses on activities coming up. This way children can learn about today, tomorrow, counting, the days of the week etc. without getting bogged down in the days of the month, or months in the year which is too much for most 3-4 year olds. SUBJECT: Thematic Units/Special Ed. Date: 95-04-29 11:05:20 EST From: Jmccubbin From: Shannon137 I am teaching in an earlychildhood classroom for children with special needs. I am intersted in any developmentally appropriate activities that incorporate whole language into thematic units. My next units will be on "Insects" and "Pets". It's a large order to fill. Any help would be GREATLY appreciated!! THANKS!! SUBJECT: Re:Thematic Units/Special Ed. Date: 95-04-29 20:16:05 EST From: Kenner 14 Hello! I am a Speech Pathologist with a Special Day Class of preschool children ages 3-0 through 5-2. I get a lot of ideas from a magazine called THE MAILBOX as well as appropriate big book literature units from the same company. I read your post this morning, and since I was going to work anyway (yes on Saturday :( ) I made a point to look up the companies name and address: The Education Center, Inc. 1607 Battleground Ave. Greensboro, NC 27408 I should tell you that next week is Insect Week in my class. Some of what we are doing came directly from my most recent issue of THE MAILBOX. It includes a ladybug puppet, a booklet called LADYBUG WHERE ARE YOU?, and The Insect Song. I hope this information is helpful for you. Good Luck! SUBJECT: A resource Date: 95-05-03 15:40:40 EST From: CKN Morgan A good resource geared for kids in special ed. Creative Play Activities for Children with Disabilities Developed by the Joseph P Kennedy, Jr. Foundation By Lisa Rappaport Morris Linda Schulz Lots of tips on tactile activities , movement, music and games My class is inclusive at the 4 & 5 year level EVERYONE loved this stuff.. SUBJECT: Re:Delayed Language Date: 95-05-16 21:10:17 EST From: RMorris600 Dear TerDeb: My son is also four years old and has just finished a speech and language eval. and is found to be in need (once again) of speech therapy and perhaps more services when he begins kindergarten. We also adopted. He was five months old when he came home to us and had been in care from delivery. His birth mother used heroin and crack cocaine. I am taken by the similarity in his and your daughter's synactical errors. I'm wondering if there is some connection between in utero contact with some of these drugs and some of these specific speech and language difficulties. Our son has a slightly lower frustration tolerance than others his age, but, in all other aspects he is a very healthy and happy kid. We aren't comfortable writing off his speech and language delay to the drugs, but, are there treatments or training that would coincide with his problems. Thanks for your note. This is my first night on this service. - RMorris600 SUBJECT: TWINS in Special Ed. Date: 95-05-31 17:13:48 EST From: DanaRN I am writing an article on early intervention in a magazines for families with multiples. I would love to hear from anyone on their experiences with students who are a twin or higher muliple. Please email me at: DanaRN Thanks Alot!!! SUBJECT: Auditory Perception Deficit Date: 95-06-05 23:15:47 EST From: RKleeman My son age 3 has been diagnosed as having "Auditory Perception Deficit" He has difficulty with conversations or directions without visual cues. At 40 months he is developmentaly at an average of 22-24 months in speech, self help, gross and fine motor skills..... I am looking for any additional information on this disorder as well as stories from parents with similar experiences. RKleeman SUBJECT: Spec. Ed. Music Programs Date: 95-06-10 09:42:16 EST From: ETGore Our school district has made the decision to eliminate the music program from a language base pre-school handicapped program. I am looking for information to support the Parents Advisory Committee's effort to reinstate the music program. Any ideas or program outlines would be greatly appreciated. Please contact ETGore@AOL..................THANKS!! SUBJECT: Early Intervention in Penna. Date: 95-06-15 21:09:14 EST From: THE 2 REVS Working with 0-5 yr. olds in PA in Center and HomeBased settings. Struggling w/ MA billing (ever-changing), inclusive programming (how to do without decreasing no. of EI eligible kids we serve); availability (actually lack of availability) PT/OT/speech, etc. Let's talk. E-mail: the2revs@aol.com. SUBJECT: Call for Papers Date: 95-06-25 18:27:26 EST From: AStap50531 The Fifth Symposium on Literacy and Developmental Disabilities CALL FOR PROPOSALS Research Triangle Park, North Carolina: January 25 - 26, 1996 The Center for Literacy and Disability Studies announces a call for papers for the 5th Annual Symposium on Literacy and Developmental Disabilities. Papers are requested on any topic related to literacy learning, instruction, or assessment and individuals with developmental disabilities of all ages. Specific program areas are listed below, but proposals directed to other classroom, home, and community applications will be considered. Proposal Format and Audiovisual Requests Proposals should be no longer than 2 - 3 pages and should deal explicitly with purpose, content, and form. Please indicate the presentation format and program area you prefer. An overhead projector and screen will be provided in each room. All other audiovisual and computer needs are the responsibility of the presenter. Audience Conference attendees in the past have included U.S. and international parents, individuals with disabilities, educators, speech-language pathologists, occupational therapists, manufacturers, and others interested in promoting literacy learning in individuals with developmental disabilities. Attendees expect and appreciate research-based and experience-based presentations with an emphasis on programs, strategies, techniques, materials, or instruments that they can apply or adapt in their own personal and professional activities. Presentation Format Three presentation formats are available: (1) 45-minute mini-workshops; (2) 90 minute paper presentation; and (2) 180 minute mini-seminar. Nine broad program areas will divide into concurrent sessions (strands). Program Areas The nine program areas are: (1) inclusion; (2) AAC; (3) individuals with severe profound disabilities; (4) preschool; (5) elementary school; (6) adolescents; (7) adults; (8) technology; and (9) vendors presentations. Review Committee Proposals will be reviewed by the staff at the Center for Literacy and Disability Studies. Questions regarding the proposal form process should be addressed to Karen Erickson at the Center, 919-966-7486. An original and two copies should be mailed to: Karen Erickson The Center for Literacy and Disability Studies CB #8135, UNC-CH Chapel Hill, NC 27599-8135 Submission Deadline Proposals must be postmarked by August 1, 1995 SUBJECT: Portfolio Assessment Date: 95-06-26 10:15:20 EST From: Vippio Our preschool special education team is interested in using portfolios as a means of assessing progress and keeping anecdotal records on our students. Any ideas on the most effective and efficient ways to do this? I also would be interested to know if anyone has tried "Engineering their Classroom for Augmentative Communication" and has any suggestions on implementing this method in the classroom. Please e-mail me with answers-Thanks, Jennifer (Vippio@aol.com) SUBJECT: Re:Early Intervention in Penna. Date: 95-06-28 21:40:23 EST From: PegCCCSLP I'm a speech pathologist that works in early intervention in PA (3-5 year old program). I spent most of last year filling out forms, writing CER's and spending endless hours filing and xeroxing papers! I spend more time getting children into the program than I actually do in providing therapy. We've had a hard time looking for substitutes for sabbatical leaves as well as hiring additional staff. SUBJECT: lesson Ideas Date: 95-07-03 09:45:43 EST From: GGSM Student teacher of preschool PDD children needs lesson ideas for units on, "Circus" "Cowboy & Wild West" and "Our body and Fitness". I'm trying to integrate the WOLF and/or CHEAP TALK as much as possible into lessons. HELP---I need ideas!!! Please E-mail me at GGSM. Thanks. SUBJECT: Re:Spec. Ed. Music Programs Date: 95-07-07 19:10:49 EST From: BethTTeach As an EC:EEN teacher I have been involved in Very Special Arts. In Wisconsin we are working on Early Childhood component of VSA. You may utilize your states VSA as a resource not only to substantiate your arguments and efforts to keep music in your classroom but also as a possibility to get artists into your classroom to help you if you don't get your music program back. SUBJECT: Fragile-X, general ed. ideas Date: 95-07-20 12:58:30 EST From: Swellking I have a 3 year old son with fragile x and I'm interested in any ideas about how to enhance his learning. He attends a special ed. class with 9 other students and 1 teacher with 4 aides. The computer seems to be a good tool for him, since he is so visually oriented. Are there any programs out there to help with language development and development of abstract thinking??? What are some of the experiences out there? SUBJECT: Re:lesson Ideas Date: 95-08-01 09:27:59 EST From: User692564 I am a therapist & I work with pre-school children, in a day treatment program.....PTSD, ADHD/ADD, ED, BD children. One thing that is very important to work on with these children, and all children is to be able to appropriatly express the feelings they are having ! Introduce many feeling words to children, discribe what these feelings look like (general body lang.) , and the different ways our bodies feel when these feelings come on. SUBJECT: Job prospects in Michigan Date: 95-08-01 18:48:39 EST From: SWEST27 I would appreciate any information about jobs in the Ann Arbor area. I have 11 years experience with both children and adults. Presently, I am employed as a supervisor for home and center-based early intervention. Please email response to SWEST27. Thanks! SUBJECT: re: PLAY ASSSESSMENT Date: 95-08-03 18:39:45 EST From: Donrbrooks I HAVE USED PLAY-BASED FOR 3 YEARS NOW. I LOVE IT! IT GETS PROFESSIONALS AWAY FROM BIAS AND IS SENSIVE TO MULTI-CULTURAL CONCERNS. I FIRAT USED IT AS A SOCIAL WORKER. I ALSO USED IT AS A TEACHER. I THINK IT IS THE BEST ASSESSMENT TOOL. IT ALSO GETS PARENTS INVOLVED. I KNOW TONI L, SHE IS WONDERFUL SUBJECT: SCREENING FOR SOCIAL/EM PRE-SCH Date: 95-08-03 18:44:32 EST From: Donrbrooks I AM DESIGNING A SCREENING TOOL TO HELP TEACHER SCREEN IN THE CLASSROOM A 3-5YEAR OLD CHILD'S SOCIAL,EMOTIONAL, AND/OF BEHAVIORAL CONCERNS. I NEED PEOPLE TO REVIEW AND ADMINSTOR THIS TOOL SUBJECT: Re:re: PLAY ASSSESSMENT Date: 95-08-03 19:06:55 EST From: Ratatat Just a small request and a little reminder: Please do not use all caps when posting messages. 1) It is harder to read 2) It is considered *shouting* on the computer! SUBJECT: Re:Arts and Crafts Date: 95-08-06 13:36:07 EST From: Arloateach It has been my experience that our kids often are incapable of much more that eating glue. I often have 6th graders sit with my students individually when we do art projects, they do not do the projects for them, but guide, discuss, help, and give much needed positive reinforcement. If the projects look like the teacher did them, I feel the child has at least had the experience of doing the project. Parents of our kids love the projects we do in our room, after all the negative things they have to deal with, seeing their child bring home anything that resembles something makes them feel wonderful. DO NOT misunerstand, I also give plenty of time for free expression, free coloring, free fingerpainting, free drama, and free play. I just think that our parents need to feel good about their children and have something done by them to be truly proud of. Just what has worked for me. SUBJECT: Moved from another folder Date: 95-08-12 22:51:50 EST From: SusanS29 SUBJECT: Reggio Emilia w/Spec.Ed. 95-08-12 13:10:20 EDT From: SAKTHK Posted on: America Online I am a preschool teacher in an integrated special ed. classroom (4 typical & 8 handicapped children max.). I'm using the Reggio Emilia approach & am interested in networking w/others doing the same. SUBJECT: Re: Arts & Crafts Date: 95-08-13 15:52:04 EST From: BRL62 I, as a parent of a child with special needs, HATE to get arts & crafts items sent home that were done by my child's aide. I do not mind if the aide helps my child because it does include him in the activity but please don't send it home to me. I would much rather have a picture with scribbles or items pasted to paper that resembles nothing but has a note in the corver of the paper stating what it is because then I could be proud of it because my son did it himself. My son't teacher know how I feel and agrees with me. Wouldn't it be possible to ask the parent if they like the things you send home or are you that resistent to communicating with the parent? Just my opinion. SUBJECT: Re:Portfolio Assessment Date: 95-08-15 20:56:08 EST From: MNZLAVIN Vippio, I tried to send E-Mail to you, but could not get through?! I am also interested in Augmentative Communication. Please contact me with any information. Thanks, MNZLAVIN SUBJECT: Re:SCREENING FOR SOCIAL/EM PRE-S Date: 95-08-16 20:08:09 EST From: MNZLAVIN I would be interested. I am also a teacher in an Integrated Early Childhood classroom. Please contact me via e-mail at MNZLAVIN@aol.com. thanks SUBJECT: REGGIO EMILIA APPROACH Date: 95-08-18 18:37:02 EST From: SAKTHK I'm a preschool special ed. teacher interested in networking w/others using the Reggio Emilia approach. SUBJECT: Kindegarten Date: 95-08-19 13:51:32 EST From: Mimpma Should children with physical impairments and known visual-perceptual problems be decertified upon entering kindergartenin order to "give them the benefit of the doubt"? How can continued certification be done (pt ot?) so that they can be picked up quickly when frustrated in 1st grade. impa SUBJECT: Re:test assessment Date: 95-08-19 13:53:29 EST From: Mimpma I have studied Piagetian theroy and us it to get an estimate of where the child is at cognitively. If you would like the name of an excellent book, let me know. Mimpa SUBJECT: Re:Delayed Language Date: 95-08-21 22:01:21 EST From: NThomas165 Dear RMorris600, My child was also adopted at five months. A recent speech/langauge eval indicated a mild to moderate delay. Could it be possible that our children's delays could be based on the fact that they may not have been exposed to constant language during these first five months? A special non-categorical pre-school has been suggested. I am not sure what I should do? SUBJECT: Taxpayer funded "daycare" Date: 95-08-23 23:10:17 EST From: Leftylogic I am the parent of a 4 year old girl who was born with Down Syndrome. Her speech is delayed and she is speaking at a 2-3 year old level. This will be her third year of special ed pre-school. Last school year was very disappointing for my family. We had looked forward to our child being back in class with the same teacher. We had heard that familiarity is reassuring for kids. And we had a pretty positive experience with this teacher our first year. Granted, our first year we were pretty laid back sort of testing the special ed waters. So into our second year we go, all excited about parent/teacher communication so we could reinforce the daily activities and be a part of our daughters education. Surprise, surprise, surprise. Finding out what was going on in the classroom last year was like getting blood from a turnip. Time and again I would send info. to school via the notebook the teacher provided for correspondence. Info such as: How my daughter was feeling that day-was she having a bad morning? Visits from grandparents or trips we were going to take or had taken. (Our daughter loves to talk about her "mama and granddaddy", and we thought it would offer an avenue to increase her sentence length and general interest in communicating.) On average I received one vague and general synopsis of the class's activities once every MONTH. How am I to reinforce anything if I have no idea what was taught? The student/teacher ratio was 4:1 and all the kids had mild to moderate handicaps. My daughter also attended a church preschool two days a week and every day without fail the teacher had a very detailed and very artsy sheet on the parents bullentin board, so we knew EVERYTHING that went on there that morning. This student/teacher ratio was 10:1 and yet the teacher felt communicating with the parents was important enough that she found the time to include us in the education of our kids. Basically, my daughter's last year in special ed pre-school was nothing more than tax-payer funded daycare. She didn't learn anything and all they in essence provided was a babysitting service for 3 hours a day. A true preschool such as the church preschool took a sincere interest in my daughter's learning experience and expressed concern if she had difficulty grasping a concept and offered suggestions for reinforcement at home. All I received from the special ed preschool was a refrigerator door full of scratch paper with seasonal stickers on it--their idea of art projects. I have had a lengthy discussion with the teacher about my expectations for this coming year. Unfortunately there is only one spec. ed preschool teacher in our city and it's the same as last year. If this year starts to look like last year, I'm sincerely considering home schooling until we can afford to move to a more "educated school system". One question: Doesn't the idea of continuing and consistent communicating with parents seem like a basic principle of special ed preschool teaching? How else are we, as parents of basically non-verbal kids to know? Leftylogic SUBJECT: Re: Taxpayer funded "daycare" Date: 95-08-26 19:39:01 EST From: Justawest As an early interventionist I totally agree with you that parent/teacher communication is extremely important. Maybe first trying to find out exactly why the daily communication is not being carried out , followed by a talk with the supervisor of the teacher and even trying to ask the teacher if maybe a checklist formatted type sheet would be easier for her to do if time is a problem. I often have difficulty completing the daily sheets so I devise a simple but individual sheet that I can check of at the end of the day so even if I don't have time for lenghty comments the parent has a basic idea of how the day went. Something like: Today Johnny: Ate snack______. Didn't eat snack__________. Snack was _____. He used single words________, two word combos_________. (ETC) Then I check off the appropriate box. It is very simple and the sheets can be copied ahead of time. Maybe this can be suggested(demanded) by you. Th squeaky oil gets the wheel and she is your child so keep pushing in a friendly but informative manner. Good luck- PS hook up with other parents who may wish to help you organize change in the current program. SUBJECT: Help with early childhood ideas Date: 95-08-29 12:27:01 EST From: MIDItools I am a Developmental/ Adapted Physical Education Teacher with Minneapolis (MN) Public Schools . Currently I am working on my Masters project and would like some information from other D/APE teachers, Phy Ed instructors and Early Childhood Teachers. I am interested in learning about how other school districts handle the motor development of their early childhood children. Please let me know how and if you service these children directly for D/APE or in a physical education setting with a specialist or with the regular classroom teacher. Any information would be extremely helpful. Thank you very much. If you can, please send e-mail responses to my school address: schl0178@gold.tc.umn.edu SUBJECT: Re:Taxpayer funded "daycare" Date: 95-09-02 14:14:51 EST From: Valsudur Sounds like what I've gone through for the past year. After having such a marvelous relationship with California Children Services, I had expected the school to go all out in volunteering to offer me anything they had available. Big mistake. It was worse than the day care he was in, very low functioning, non-age appropriate where they spent most of the time teaching the kids to sit and be quiet. It is worse in the LA area, because nobody willingly tells you what programs are available, the LAUSD is broken down into several administrative units where nobody knows what the other is doing, and special education is broken down into several 'programs' OH, DH, LH, etc with hidden lines as to who is eligible for what. And when that fails, they make sure that no theraputic services (OT/PT/Speech) are offered at sites you might be interested in. I've been spending the last 8 months researching laws and making contacts in preparation for a coming IEP battle. You will probably have to get the state lawbook for IDEA and section 504, contact any advocacy organization you have available. Contact the special education office and start asking them what 'options' they have available. There is currently a class action lawsuit underway because the school does not notify parents of options voluntarily. In reality, you will probably have to move if you hope to accomplish anything meaningful in your lifetime though... Things take forever. But for the immediate future, try and visit the classroom often. Always tell the teacher that you would like to get more notes in regards to your chlid's progress, even to the point of working out a form you can send every day. Gripe to the principle if you don't get results, and if that doesn't work, start calling up the chain of command. Good luck, Randy SUBJECT: Re:Taxpayer funded "daycare" Date: 95-09-02 14:27:17 EST From: Ratatat <> I just want to share with you a statement I read recently about behavior training in a classroom/school setting. If what the child is being asked to do a dead person could do then it is NOT behavior! Like be quiet, sit still! SUBJECT: Traveling "Motor" Curriculum Date: 95-09-03 22:25:12 EST From: SillyPalms As an Early Childhood Special Education Teacher, would you find a traveling motor skill curriculum (lesson plans, simple equipment, evaluation ideas and consultation) helpful or a hinderance? Do you know any schools who utilize this type of motor programming?? If so, could you let me know how it is perceived and whether or not it is working well?? Thank you so much! If possible, could you please respond to my school Email Address at schl0178@gold.tc.umn.edu SUBJECT: Re:Arts and Crafts Date: 95-09-04 18:23:27 EST From: OM 1 TRY THE 1-2-3 SERIES OF BOOKS BY 'TOTLINE'. I USE THEM ALL THE TIME. THEY ARE THE ONLY BOOKS I HAVE FOUND THAT THE CHILD DOES ALL OF THE ACTIVITIES INDEPENDENTLY. 1-2-3 ART IS A WONDERFUL BOOK. SUBJECT: Re:Arts and Crafts Date: 95-09-04 21:28:17 EST From: SusanS29 Thanks for the information... could we please ask you to use both upper and lower case when you post? Thanks. Susans29-Host SUBJECT: Vitamin Therapies Date: 95-09-12 20:43:37 EST From: JJTCROUSE A parent of a student in my preschool special day class is interested in vitamin therapies for her developmentally delayed/communicatively handicapped son...any information? Please E-Mail @JJTCrouse SUBJECT: Curious .. Date: 95-09-13 04:49:33 EST From: Wats new My son has ECLI's, specifically social-emotional, fine motor skills and speech articulation. He is currently enrolled in a public spec ed pre-school program and in my opinion, has made definite progress. I have absolutely no complaints or concerns about his spec ed teachers, OT and speech therapist. However, I never see other spec ed parents at school for drop off or pick up, they never attend school functions, volunteer for field trips, take part in any activities involving THEIR children and I've been told that they never write back in their communication books. Maybe they all work (I do, too), maybe they have other committments, maybe they just aren't interested ... I don't know. But, for some reason or another, that bothered me. I mean, certainly they must be concerned / interested ? So, I suggested to the spec ed staff that we consider holding monthly meetings (at a minimum) ... to meet other parents ... to get together ... to learn more about the spec ed program ... to discuss ways they can take active involvement in their child's education ... things they can do at home ... activities and events planning ... so on and so forth. Flyers were sent out and so far we've got 5 interested parents (out of 13 children). Our first meeting is scheduled for October. I guess my question is this ... IS THIS COMMON? This is my son's first year in school so I'm confused. I offered to assist in planning meetings, contacting parents, providing transportation, etc. I'd like these meetings to be productive ones. Other than issues we've already considered discussing (above), can someone tell me what topics of interest usually bring about active participation? I want all parents to come out of it feeling like their a part of something ... their children's education and to know that they played a part in their child's development. Maybe I'm too optimistic ... HELP PLEASE ... SUBJECT: Re:Curious .. Date: 95-09-13 07:38:17 EST From: SusanS29 A lot of parents whose children have special needs feel quite discouraged. In addition they may feel that their children's needs are unique, too unique for a meeting. They may have excellent support systems in place already. Most important, there's only 24 hours in a day, and it takes a lot to make an inroad into a family's schedule. Some parents do have the attitude that they're confident the school is doing a good job and don't need the constant communication. In addition they may not feel they have a lot to offer in the notebook. It's a method, but I think it's unrealistic to assume that all will be involved to the same degree or in the same way. For myself I detest PTA, for instance. I have found other ways to participate in school activities (for instance I'll take a day off of work and go on a field trip... I'm free to do it, and many parents are not.) For myself I think I learn a whole lot more about my child's class, teacher, etc. than I do sitting in her desk all squashed down with my big hips barely able to get in (embarrassing!), to listen to a "canned speech." I think I get to know the teacher far better under more spontaneous circumstances (such as a field trip). Each parent of a special needs child has to be free to feel his or her way and to find the way to cope that suits their family best. I think these activities are great for those who find them helpful, but just as a "one size fits all" education won't suit the children, a "one size fits all" approach to family relations won't fit everyone either. SUBJECT: Re:Curious .. Date: 95-09-14 01:38:28 EST From: Valsudur That is a pretty tough question to answer, though Susan covered it very well. A lot of parents are in denial, feel defeated and have given up, or embarrassed, and that is one of the ways they hide. By never writing. I've had therapist after therapist thanking me for all the work I do on my son and tell me how they see so many kids that never get out of the chair except for therapy with them, and that is the only physical excerise/stretching they get. It is sad for the child and the parents. But I am only in my shoes and not theirs. The problem with meetings at our school is they are all at 10am or 2pm and for me that is 1/2 day out of work. Also and most of the topics are not something that is applicable to me, my son, or our situation. I write something everyday, and a like to see something written every day, even though I know it is time consuming for the teacher. I pop into the class all the time and check with the therapists regularly to coordinate activities. I have to say in all honesty, that I am not a 'group' person. But 99% of the time when I call a group leader, or an agency, the treatment is usually cold and often close to rude. The parent flyers in regards to the school are bland an non-exciting and there is no attempt to energize the parents. I'm tired from fighting doctors, the school administration (last year, the school placement), the insurance companies, the specialists, trying to learn of services nobody will willingly tell me of and during bad days, myself to get my son to do something, anything that is progressive. I would suggest though, that if you are very enthusiastic about this, that some success with even a small group is a big success. Try and do energetic flyers. If you have a successful meeting, list what you talked about. Offer your phone number. The right person with the right enthusiasm can really do a lot to energize people and get them interested and good things could happen from there. In fact, I got some mail from a person I wish I would have known 3 years ago that has what appears to be a great group, and knows of resources in my area. She is ToniSolano and is with the Rainbow Family Resource Center. She would probably be very glad to help out and give you any ideas (as well as take any you have). Randy (for Sean, 3.5yo CP spastic-quad) SUBJECT: Re:Vitamin Therapies Date: 95-09-14 01:39:36 EST From: Valsudur I have not heard of vitimain therapies, but I have seen a few people trying holistic herbs. Might be a direction for you to try. SUBJECT: Re:SCREENING FOR SOCIAL/EM PRE-S Date: 95-09-14 17:08:36 EST From: Punxsy Pat I may be able to help- let me know. punxsypat SUBJECT: To: Hallie's Dad Date: 95-09-16 18:08:40 EST From: Wchestbdog I am an Early Intervention Intake Coordinator at a Special Education Preschool in Riverdale. We serve children who are around Hallie's age and younger. If you would like info. about this program or others (I know of many programs all over the state and some in Connecticut), please E-mail me at denda@aol.com I would be happy to help you in any way I can. SUBJECT: Re:Curious .. Date: 95-09-23 19:23:43 EST From: Supey1635 Many parents, sadly, feel responsible for their child's special ed needs -- ashamed -- etc -- so, mixed with transportation problems, child care/babysitting problems in evenings, etc -- they do not get involved in parent mtgs. As ECSE tchr for 17 yrs it seems we've tried everything we've ever heard of to try to involve parents in any possible way -- we've settled, lately, on a multiple approach -- daily notes, weekly letters, monthly newsletters, videotapes made in the classroom, and family activity nights. Still, some families do not come at all. Almost all will come if the children are involved -- many, many come when the entire family is included -- Family nights give the parents a chance to meet eachother at a "social" event -- it seems to be far less threatening -- some meaningful friendships have resulted -- Try every possible thing! If parents are interested (and many are!) in helping to plan, they then are also more interested in attending -- send out surveys of interests -- make follow up phone calls -- send lots of "flashy" notes -- send reminders -- Good luck!! It is worth all of the work -- involving the whole family makes a tremendous difference -- don't just hit up on the parents -- grandparents and siblings can be the most wonderful influences -- SUBJECT: Re:Curious .. Thanks! Date: 95-09-26 02:11:16 EST From: Wats new Just wanted to thank those of you who have shared your thoughts, comments, etc. You'll be happy to know that we've got 9 very interested parents to join our group meetings which will commence for the first time next Wednesday. I had the opportunity to talk with most of them and many wondered why we hadn't had meetings before this. Turns out that no one thought to ask. So, we'll play it by ear and see how it goes the first meeting. In the post just preceeding this one, you recommended inviting grandparents and other family members to meetings. I hadn't even thought of that but think its a wonderful idea. Our extended families are involved in our son's life tremendously and what better way for them to be a real part of this. Thank you so much for all the suggestions. I'd like to visit this folder again. I've enjoyed reading all the posts in this folder and several other folders on this board. Makes you feel like you aren't alone. Sharon SUBJECT: Re:Curious .. Thanks! Date: 95-09-26 23:12:26 EST From: SusanS29 "You'll be happy to know that we've got 9 very interested parents to join our group meetings..." Oh that's wonderful. Congratulations! Susan SUBJECT: Re:Curious .. Thanks! Date: 95-09-27 23:59:53 EST From: Valsudur Congratulations! Hopefully you will be the motivation these people need in order to have a successful group. SUBJECT: Info On Berryessa SJ, CA Date: 95-10-09 23:42:04 EST From: E Graf1 Hi: If your child has been diagnosed with Autism, PPD, ADD, or language disorder and is attending the Special Education Program at Northwood School , Berryessa District , San Jose, Ca. Please contact us at E Graf1@aol.com for information SUBJECT: Re:need help Date: 95-10-13 10:46:45 EST From: LeeannSSmt Dear parents, I am an Occupational Therapist that works in the schools. My typical case load is Learning disabled, PDD, Autistic children. Many children with speech delays often have motor problem, too! Speech and hand skill are both fine motor. DON'T let a doctor tell you to wait until a child is 6. If you cannot get a satisfactory answer about your concerns change doctors, call the Spec. Ed. department in you school district, Do something. Their are too many doctors out there telling parents that a child will out grow these delays. In my ten years of school therapy I have never seen this happen! PLEASE listen to that voice inside you if you think there is something not quite right in your child and pursue the issue until you reach satisfaction!! We are here for the kids! Leeann SUBJECT: Re:need help Date: 95-10-13 20:56:00 EST From: SusanS29 "Their are too many doctors out there telling parents that a child will out grow these delays. In my ten years of school therapy I have never seen this happen!" I agree with you. In addition the kids miss out on important things while waiting to "magically" catch up -- and there is no guarantee they will without help. This is old, old, old information and a sure sign of a doctor who isn't keeping up with the literature adequately. SUBJECT: Re:Preschool Services Date: 95-10-17 21:54:45 EST From: LarryL1064 I am a School Psychologist in the state of Georgia who works with special needs preschoolers. We incorporate a variety of settings (school based and community based) to meet our kid's needs. We have classes in several of our schools and we also serve children at Head Start, as well as in a Pre-K program that is not only in our school district, but also available in childcare centers. As for attendence, our policy is start 3-year-olds out with two half days a week due to this usually being their first time to be away from Mom and them also not being able to tolerate a full day program. Then for our four-year-olds, we usually go to three full days and even five full days (such as at Head Start or Pre-K), depending on their handicapping condition and their particular needs. So far, it's worked out beautifully. We also will start a child out at a communtiy-based program for a few days a week, rather than jumping into five full day, if we think they may not be able to make the five full days. And as for our classrooms, we try to group children who are on similar functioning levels; however, that does not mean they are all under the same category. Most of our school-based classes have a mixture of various handicapping conditions. Hope this has been helpful. Let me know how things go. Good Luck!! SUBJECT: Pioneering project Date: 95-11-02 19:32:53 EST From: SEAPIG I am the director of a new inclusion program in a private preschool. Please let me know if you have any ideas, resources regarding testing and educational program planning. Thanks. SEAPIG SUBJECT: screening and assessment tools Date: 95-11-08 18:16:26 EST From: SGolub1000 I am a graduate student in early childhood special ed. I've been having a terrible time researching atticles on the Brigance Diagnostic Inventory of Early Development, the Rossetti Infant-Toddler Language Scale and Huer's Nonspeech Test. Any information or personal critiques is appreciated.I've research for over a month. No luck! ERIC has not been helpful. My project is due soon. I'm desparate!!! Thanks. Sara SUBJECT: biting Date: 95-11-14 15:41:19 EST From: Ms Randel I have a DD no language downs syn 5 yr old who is biting we are using a variety of methods to help change the situation He's not aggressive at all very low tone so it is nearly impossible to predict when a bite will occur If he bites he's removed by me to a chair, spoken to strongly "no bit" If necessary I will place his hand over his mouth (if he attempts to bite me) He is held there for 1 min Told how happy I am with him when he doesn't hurt us and resume activity.... Additionally I heard using a candy reward of m&M's after work sessions saying "good no bite" has worked with very low kids No we will be keeping a chart of positive ways he attempts to communicate.... what else can be done??????? SUBJECT: Re:biting Date: 95-11-16 11:51:50 EST From: PattiMcHam "He's not aggressive at all very low tone " One possibility is that the child is trying to get some oral stimulation by biting. Low tone kids tend to need some extra oral stimulation. You may find if you have some hardened licorice to use as a "bitestick" he may have less need to bite a person! Have him bite it on his left molars as hard as he can. Count to 10, let him pull a piece off and chew. Do it again on the other side. Repeat until the whole piece is gone. Teach him if he needs to bite, he should bite on that. But really some pre-emptive biting about 3-4 times a day may head off the problem anyhow. Good luck! SUBJECT: Re:Portfolio Assessment Date: 95-11-17 16:41:33 EST From: DVipperman My new address is DVipperman@aol.com SUBJECT: early childhood inclusion Date: 95-11-19 15:28:45 EST From: SLARDAV Hi! I am a preschool special ed. teacher and my current class is an integrated class of 8 developmentally delayed 4 year olds and 9 ECEAP 4 year olds. I am interested in adapted curriculum ideas to integrated into my classroom. Thanks!!! SUBJECT: CRACK KIDS Date: 95-11-25 15:35:29 EST From: AKIBA ONE WHAT STRATEGIES FOR PRE-K? SUBJECT: Re:delayed language Date: 95-12-07 01:00:57 EST From: Amos McD First night on-line. Very interesting messages. I have a 4-1/2 y.o. son diagnosed at age 3 yrs with expressive and receptive language delay, and fine motor delay. He has been in a public school developmental pre-school since age 3 and has received speech therapy and OT. His language has improved alot (from 25% understanding of what he says to about 90%). Not really sure about fine motor progress, but still delayed. He still has the most difficulty with language when we initiate the conversation or if he is talking about an abstract subject. Right now my biggest concern is the fact that he is still not potty-trained at all, has motor planning difficulties which cause him alot of trouble with self-help skills. He acts more like a 3 year old than a 4 year old. I can't believe he'll be ready for Kindergarten next year. He also has a peculiar habit of holding a toy or object near his eyes and running back and forth through the house with it, while making engine noises. He prefers this type of "play" best and doesn't interact with anyone while doing it. He does it at school, too, although they can re-direct him. He has had a neurological exam which was normal. He's next due for a psych eval to see if that sheds any light on what's going on. Does any of this sound familiar to anyone? I would enjoy hearing from any about this. Thanks. Amos McDl SUBJECT: Re:delayed language Date: 95-12-07 18:13:59 EST From: HBarker732 It does sound familiar, and it sounds as if your son may have a social-communication disorder. Remember that it is not your son's job to get "ready for kindergarten" but the schools' job to provide an appropriate education that meets his needs. If he qualifies for special ed now, he will probably qualify in kindergarten, too. You may want to read more on Asberger's (another forum) and on some characteristics of kids diagnosed with PDD SUBJECT: Re:delayed language Date: 95-12-08 13:56:12 EST From: Amos McD Thanks for the response! Actually the one thing I'm fairly sure of is that my son doesn't have is PDD. My 6 year old nephew has PDD and they are like comparing apples and oranges. My son does interact with people and other kids ( I didn't really make that very clear-sorry!), but he just has that peculiar habit of his ( his teacher calls it a self-stimulating behavior). I don't think he has Asbergers either ( I've read up on both subjects because of my nephew). I guess my concern about kindergarten was more just spouting off than anything else. I don't really care if he stays in preschool another year because he's a late April birthday. I don't understand where the potty-training dilemma fits in with everything else. I'm not fixated on potty training and my older son trained himself at age 3 and 1 month. I've never pressured my kids, so its interesting that my 4 year old is so against it. I want to know if anyone else has had these same problems with their child, and if so what was tried? Thanks! SUBJECT: Re:delayed language Date: 95-12-12 11:40:39 EST From: PattiMcHam Has anyone mentioned a Sensory Integration problem? The occupational therapist (OT) might have some insight. Many of the things you describe seem to have that common denominator. It may also explain the difficulty with potty training. BTW, although two children may have very, very different skills and behaviors the same label of P.D.D. may apply. It really is a general label that is used with preschoolers to indicate there are several areas of delay. While some are later labeled more specifically as autistic (perhaps your nephew) some are not. Some school systems use the label "developmentally delayed" to mean this too, although in other areas it is a euphemism for retardation. We really ought to have a more consistent and universal way of using these diagnostic labels, shouldn't we?? If your library carries my book, "Childhood Speech, Language and Listening Problems: What Every Parent Should Know" (John Wiley & Sons, 1995) it may be helpful for you in putting some of the pieces together. Good luck. SUBJECT: please, i need advice!! :) Date: 95-12-12 20:03:46 EST From: BritSkye hi! :-) my name is Britta, and i'm 16. i am *very* interested in special ed, and want to be a teacher for SED kids when i'm older! right now i am doing everything i can to achieve that goal, and the most promising thing right now seems to be the ad i saw in the paper yesterday. it's for a job as an assistant in a sped preschool class, and i *really* want that job!!! i am aware that it's a long shot, because i'm only 16, but i can't help trying. my question is this: if you, a preschool teacher, were advertising for an assistant, would you consider hiring a 16 year old, if she was qualified, or would you insist that such a person be a high school graduate? the ad said "high school graduate", but i think this is in part because they wouldn't expect that a high schooler's scedule would allow for the job. but i'm homeschooled, so i'm not confined to any scedule. also: -- i volunteer twice a week in a sped class at a local elementary school, working with kids between 6-11 who have emotional problems, behavior disorders, down's syndrome, mental retardation, and learning disabilities, and i LOVE it there!!! -- i have read almost 2 dozen books about special kids, including college textbooks and books by virginia m. axline, b.f. skinner, torey hayden, and mary maccracken; some of them i've read multiple times! the textbook, "educating special learners", would have taken an entire semester to cover, in a college class. i read half of it, 250 pages, in one day, because i LOVED it so much! -- last spring i took a class to get certified in pediatric cpr, and when i *was* in public school i took a semester of a child development class. -- i started out as a mother's helper at age 8, and have now been babysitting for dozens of families for almost 6 years, for kids age 4 months to 11 years. -- and i just logged this entire folder, all 112 messages, to read offline so. with all that in mind, would i have a fair shot at applying for this job??? is there anything else i can do, right now, to better qualify myself?? would i just be making a total fool of myself by applying in the first place? any advice would be *greatly* appreciated!!!! thanx!! Britta =) PS-- oh, but i need replies *soon*...the deadline for this job is 12/20, and i have my three letters of reference, my cover letter, and my resumé...but can someone tell me what an "educational assistanats contract" is, and how (more like *if*) i can get one? SUBJECT: Re:delayed language Date: 95-12-12 22:04:24 EST From: IzzyVa Hey AmosMcD I've been reading some of your postings about your child and the thought of autism/PDD also came to my mind. Autism is a spectrum disorder, with many different features and kids affected to varying degrees. Many kids with autism/PDD do interact with other individuals, are affectionate , etc. contrary to popular belief. Good luck. SUBJECT: Re:please, i need advice!! : Date: 95-12-15 21:17:45 EST From: Valsudur I don't have anything concrete to offer in the way of advice. Other than maybe your age might be a factor for a number of job/legal reasons, it doesn't hurt to apply. In the worst case, you will learn more of what you need in the way of credentials. Good luck! SUBJECT: Re:please, i need advice!! : Date: 95-12-19 23:24:36 EST From: BritSkye any last minute advice, guys??? :-) :::::application has to be in by tomorrow:::::: Britta SUBJECT: Re:delayed language Date: 95-12-29 17:51:47 EST From: ETThompson I also have a son diagnosed with a speech/language delay (we think maybe PDD). He is 3 1/2 and not potty trained either. We don't force the issue, (since his older sister was 3 before she was trained) but do put him on the potty to get him used to it. He doesn't mind at home doing this, but hates it at school. His teacher says that he's just not ready yet (this is fine with us, though it would be nice to get him out of diapers). I would also appreciate any help on this subject. SUBJECT: Pre-school Special Ed. Date: 95-12-31 18:08:38 EST From: JFAVORS I am interested in entering the field of Special Ed as a teacher's aide. Do most Pre-school programs run with the public school calendars, and are they funded the same way? Do their teachers need to be certified? SUBJECT: Re:Pre-school Special Ed. Date: 96-01-01 22:39:14 EST From: Kenner 14 Hi JFAVORS! I can only speak for myself and for my district in California, but yes, my Preschool Special Day Class is on the exact same calendar as the school calendar. The teachers ABSOLUTELY must be certified. I happen to be a Speech Pathologist and others I know have credentialing in Special Education. In the case of the Instructional Aides I've had, there (unfortunately) is no previous training required. They only have to be able to pass a basic competency test. In the case of the four aides, I've had in the time I've been doing this class, each of them were high school graduates or equivalency. The training that went on came strictly from me. I feel that of the four aides I've had, only one was truly excellent and had a feel for this profession and for the children. The others were adequate. I hope this helps answer your questions! SUBJECT: Learning Delayed? Date: 96-01-02 21:39:36 EST From: Shasta2 My 4 1/2 year old daughter is in a Early Childhood program and receiving Speech Therapy for receptive and expressive language delays. She is easily frustrated, prefers to play by herself, and has a very low self esteem. She has made progress since enrolling in September, but her teachers are very concerned the effect her self esteem has on her improving. Anyone had any ideas on books to give me the tools to help her in this area? She has tremendous difficulty in answering What Where and Who questions, but has shown improvement. This month she will begin receiving OT treatment and I have a M-Team next week. Can anyone help me with what Sensory Integration, PDD and social skills she may be experiencing? I'd like to be better prepared for the meeting. Thanks. Sue SUBJECT: Re:Learning Delayed? Date: 96-01-08 02:22:48 EST From: Wisctoys Before you go into your meeting, I recommend you write down your concerns and maybe even take along a friend or relative to help you get the answers you are seeking. I've been doing these meetings for the past 10 years and it's tough to remember things when you're talking about your child. Insist on knowing what your child does well! Sally Smith is an excellent author in this area.Good Luck. Wisctoys SUBJECT: Re:Arts and Crafts Date: 96-01-21 12:03:33 EST From: OLLIE73800 I think that collages are great for young children. Providing many different types of materials (rough, soft, smooth, long, shiny, etc.) for them to work with promotes discussion of the materials. Also, there is no right or wrong way to do a collage.... SUBJECT: Re:3 Year Old Date: 96-01-21 12:17:07 EST From: OLLIE73800 I would look for a program that is play-based for your son. So much language can be learned through play. The teachers should be down on the floor with the kids and following their lead and interests. This gives the teachers an opportunity to model words or simple phrases for children with language delays(ie. Tell Sammy "It's my turn") . There is no better time to teach new vocabulary. Also, as far as working on writing their names at three, I see no reason for it unless the child is interested and ready for that task. It is much more important for the child to engage in pre-writing activities such as large brush painting, working with playdoh, finger paint, sand and water play, etc. These activities are much more developmentally appropriate for pre-schoolers, especially three-year-olds. SUBJECT: Re:looking for schools ion g Date: 96-01-21 12:33:57 EST From: OLLIE73800 Are you involved in the early intervention program in your county? They should have good resources for you. I have heard about the Atlanta Area School for the Deaf (AASD) and Georgia Pines - don't know much about either - hopefully you will be able to find a really good play-based program for your child...too many hearing impaired children are forced to sit at a table for long periods of time...good luck. SUBJECT: Moved-daycare/NYC Date: 96-01-28 13:23:21 EST From: SusanS29 SUBJECT: Family Day Care Date: 96-01-27 16:07:45 EST From: MICSPI Posted on: America Online Kindly forward EMAIl on information about Family Day Care Providers here in NYC SUBJECT: Re:Special Education and DAP Date: 96-01-28 15:15:15 EST From: SailwJohn I have been teaching for the past 3 years in a preschool program for children with developmental delay. We have adopted a DAP philosophy and are working towards NAEYC accredidation. What would you like to know? Also any helpful tips on the accredidation process would be helpful. Thanks! SUBJECT: looking for resources Date: 96-02-01 23:37:58 EST From: Richwinner I am a student and a preschool teacher, doing a project that necessitates a search of journal articles that deal with early intervention programs and inclusion of disabled kids with the regular day care/preschool program. I would appreciate any information that tells me what journals to look for, or if you know fo any specific articles. Thanks a lot. SUBJECT: Re:looking for resources Date: 96-02-01 23:50:50 EST From: SusanS29 Richwinner you can do part of your search right here on AOL. Use keyword: ERIC to get to an educational data base. SUBJECT: congenital heart defect Date: 96-02-02 06:44:27 EST From: Ratatat moved from another folder: SUBJECT: congenital heart defect Date: 96-01-05 00:57:42 EST From: GJones9133 I am having a problem feeling secure in letting my 4 yr old attend early intervention school. She has Tetrology of Fallot, with pulm atresia. \\\\\\\\\\\\just had surgey in sept. which brought her O2's to 80, were in the 50's. I know her immune system is low, and it is a judgement call to send her in school. I would like to talk with anyone having advice, or has been in the similar situation. Thanks Geri SUBJECT: EI ideas Date: 96-02-02 06:45:03 EST From: Ratatat moved from another folder: SUBJECT: EI ideas Date: 96-01-05 19:00:48 EST From: MScurr3710 I am a speech pathologist who serves EI kids, families, classrooms, interested in sharing ideas about what has been helpful to all concerned. SUBJECT: Thank God for EI Date: 96-02-02 06:45:41 EST From: Ratatat moved from another folder: SUBJECT: Thank God for EI Date: 96-01-08 02:20:56 EST From: MacMoth1 I am raising my grandson. He is 21 months old. I began worrying about his speech (at about 12 mo) when he failed to give a label to MaMa or Me or anyone, anything. He doesn't have any verbal words at all. He began throwing tantrums to get his needs met. Our Physicians Assistant (during an exam for fluid in his hears) noticed this behavior (he was then 15 mo). She asked if this was common for him and when I told her it was, she gave us a referal for a developmental screening. This determined that he had some severe delays in language. From this we began speech therapy and trying to reinforce social skill success. He seemed to have developed his own sign language gestures and we have really taken that a long way. He can ask for things he wants most of the time now. This has helped his behavior tremendously. He is not so frustrated. But he is still lacking in social grace and has some very unusual behaviors (self stimuli, OC, Sensory Integration problems). So he was refered again, to a special State University Clinic (medical school) for a full day evaluation. There some 8 different doctors or other specialists observed him. aked a lot of questions and have determined that he is most likely Autistic, possibly has a form of Terret's syndrome and has dysplaxia/aphasia. He really seems to understand most of what is said directly to him. He will follow directions (when it suits him) and he is doing so much better with the sign language on board. I only hope I can learn it as fast as he does. I know that with out the early attention and intrest shown by that one Physicians Assistant, my next two years or so could have been far harder than it will be. He isn't in the "terrible twos" yet. I am so greatful to have this information early. With it, I get the needed support and parenting tips, books, educational assistance for him....and the speech therapy. Just wanted to share my story and testimony. Also to tell parents not to be afraid to question the doctor who says.."he's fine he'll grow out of it, and.. all kids develope differently, some are faster than others." Our Regular Doctor told me that some kids just don't talk as early as others. I was aware of that. I just didn't feel right about this child not being able to call anyone when he was in need... no label for people meant that he didn't reach out verbally at all. He had to scream, hit , push or pull a person to communicate that he had a need of any kind. MC SUBJECT: Re: Thank God for EI Date: 96-02-02 06:46:17 EST From: Ratatat moved from another folder: SUBJECT: Re:Thank God for EI Date: 96-01-08 08:37:39 EST From: S gretz 17 I too believe in early intervention. However, parents need to still be vigilante and learn to trust their own instincts. I had the experience with my son of EI professionals not picking up on a severe speech disorder even though he had been recieving speech therapy services for a year. Sometimes I fear that at least in some locals, the program is generic, meaning that despite IFSP's etc. the actual delivery of therapy is geared to the needs of "most" kids vs. what is sometimes called for, which is more specific kinds of therapy. What my son needed was an intensive targeted individual speech therapy with an experienced therapist for his severe apraxia. What he got was a more general approach geared to children with delays. In his case it was not appropriate. Just be sure that your child is progressing. If there is no progress parents need to look into it and not be satisfied with, "oh it will be ok" answers SUBJECT: EI - Developmental Educator Date: 96-02-02 06:46:56 EST From: Ratatat Moved from another folder: SUBJECT: EI - Developmental Educator Date: 96-01-08 15:35:54 EST From: Justawest I have worked in early intervention for 10 years- I have my MS Ed. with a specialty in children from birth to three years- I would love to correspond with others working in the field or families who might be able to share their stories with me on their experiences with EI- good or bad. Just E-mail me at Justawest. Thanks! SUBJECT: Re: EI ideas Date: 96-02-02 06:47:38 EST From: Ratatat Moved from another folder: SUBJECT: Re:EI ideas Date: 96-01-16 23:05:02 EST From: Brendemuhl I am an early interventionist also looking for great activities for children birth to three. Specifically in the communication area! My e-mail address is Brendemuhl Thanks! SUBJECT: Re: congenital heart defect Date: 96-02-02 06:48:19 EST From: Ratatat Moved from another folder: SUBJECT: Re:congenital heart defect Date: 96-01-23 22:53:52 EST From: EHart16 You know your daughter best, and of course check w/ her dr. - but my advice is SEND HER TO EI. My 4 yr old son started EI at the age of 2. He has hypoplastic left heart (no left vent.) which has been surgically corrected to the point it can be. His O2 sats have a gone from the 60's to the 90's. He also had intestinal defects. He started EI just 4 months after surgery for a bowel obst. which put him in a coma. He was sick a lot (colds, bronchitis) for the first two years in EI, but the services he received there have done alot for him. Good luck! SUBJECT: Re: Thank God for EI Date: 96-02-02 06:49:08 EST From: Ratatat Move from another folder: SUBJECT: Re:Thank God for EI Date: 96-01-26 21:52:33 EST From: SNUGGYBR The different conditions that you mentioned (autism, terrets, etc.) are so different and varied. Please make sure that you know for sure that that is the problem. Often times you can look at a check list of factors that describe a condition and they seem to fit your situation perfectly. Then you start to rationalize all other behaviors to fit into some catagory. Don't worry so much about having a label for your grandson, it is far too early for that too occur. Most of the time they do not give a classification until the age of 5. If you need information concerning the rights of parents/guardians with regards to special services, you can post another message and I will get that information to you. You do have rights and your grandson deserves all the help he can get! SUBJECT: Early Intervention Teachers Date: 96-02-03 23:22:18 EST From: PDHPenny I'm glad there seems to be renewed interest in this folder. I am also an early intervention teacher, 0-3, who would love to correspond with other early interventionists on ideas, curriclum, assessments, etc. PDHPenny SUBJECT: Re:Early Intervention Teache Date: 96-02-05 22:03:25 EST From: PMF31 How did you enter the field of Early Intervention? Is this funded through the public school system? Is your degree in Special Ed? My degree is in SpEd and I am thinking of re-entering the teaching field after having been a director in the day care field. I really want to combine my skills in Early Childhood and Special Ed. Where would you suggest I start and what opportunities are out there? Any feedback you could give would be helpful. Thanks. SUBJECT: Treatment Options Date: 96-02-12 12:00:09 EST From: NomadJohn From: Orange County Center for Academic Excellence (OCCAE). Orange County Center for Academic Excellence (OCCAE) in Newport Beach, CA. We are an all inclusive educational diagnostic and treatment clinic, specializing in learning and behavioral disorders. We offer complete neurological and medical evaluations, ADD and ADHD evaluation and treatment, speech and language therapy, ability testing, EEG biofeedback, reading remediation, and early diagnosis and treatment of behavior and conduct disorders. Our chief physician, Dr. Mohan Nair, M.D., is a nationally recognized expert and presenter on pediatric learning and conduct disorders. He is one of the very few board certified child psychiatrists in Southern California, (Diplomate, American Board of Psychiatry and Neurology, Child Psychiatry). John Daffron, Orange County Center for Academic Excellence (OCCAE). e-mail: NomadJohn@aol.com Mohan Nair, M.D. : (714) 645-3386 Fax: (714) 642-8554 3333 West Coast Highway, Ste. 300 Newport Beach, CA 92663 SUBJECT: Re:EI-Autism--Help Date: 96-02-17 13:37:33 EST From: CKyle6365 Hi-I am a non-traditional(old) student in a post-bac spec ed program. I also am a 3 day user of the internet so if I breach etiquette in anyway, please 1st let me know & then forgive me cause I won't let it happen again. I've been approached to work with a 4 year old Autistic boy because I have very highly trained Labrador Retrievers (dogs-#1 in AKC obedience competition in US). We'll be using my dogs as therapy. The child is doing very well in a program modeled after Lovaas' at Univ of CA. I want to do this 100%, so I'd like any info or experiences anyone has regarding Autism &/or dog therapy work with children with disabilities. The dogs & I will be meeting with Tyler for the first time Sat, 2-24-96. If you have anything for me, plz either put it here or email me directly. Thanks. SUBJECT: Program Directors: HELP! Date: 96-02-17 18:17:05 EST From: Elastics I am a Bank Street student writing my thesis. I need information about your program! Please tell me about: 1. Your program's educational philosophy 2. The staff's roles, including support services 3. What assessment tools are used to assess children entering your program. Do you think they are appropriate? 4. The role of caretakers on a short and long term basis. My purpose is to create (on paper) the best early intervention program for toddlers and preschoolers, and to justify my choices. I am looking to see what is already in existence. You can e-mail me at "Elastics." THANKS FOR ANY HELP!!! SUBJECT: Re:EI-Autism--Help Date: 96-02-20 16:24:23 EST From: Ratatat <> I don't have an answer to your question, but NICHCY might. This is the National Information Center for Children and Youth with Disabilities. It is a clearing house of information, including support groups, laws, research, etc... pertaining to just about every disability. Their information is free. You can reach them at 1-800-695-5010. Also, check the Special Education Forum library. There are a couple of files you can down load with email and internet resources, and another of national support groups for disabilities. SUBJECT: Early Childhood Special Educ Date: 96-03-01 00:21:46 EST From: BLegerwd Help! First I am not sure how to use this service (this is my first online try). I am a graduate student. I am writing an IEP for a visually impaired 4 year old. Which behaviors are on target and which should be addressed? (we are using a case study titled, #9 "Peter and the Watermelon Seed") Ex. Is this appropriate, "Peter's thumb went into his mouth and his index finger into his eye socket"? The teacher in this case study is teaching Peter his colors and how to "color in the lines", is this a common goal for a VI 4 year old? Thanks for any response you can give. And I did okay using AOL as a source with my professor. SUBJECT: Re:Program Directors: HELP! Date: 96-03-01 00:38:22 EST From: BLegerwd Good luck on your paper, I too am a student! We have several good programs in the Little Rock area. I am not sure if they are online but I will share your inforamtion need with them. Arkansas Cares 501-661-7979 Patty Bokony, Director. This is part of an intensive outpatient drug treatment program. If you are familiar with the ITERS scale the center rates mostly 7's. SUBJECT: Re:EI-Autism--Help Date: 96-03-02 21:56:43 EST From: PDHPenny I don't know about the program you specifically cited, but I work for and ECI program & one of our OT's uses her dogs as therapy dogs all the time. The dogs are certified as therapy dogs & have credentials. (Dogs with credentials, who'd have thought?) The dogs are wonderful & most kids really respond to them. I'm sure our OT has information on dog therapy programs, if you are interested. E-mail me & I'll ask her. Penny SUBJECT: Re:Play based Assessment Date: 96-03-06 00:20:35 EST From: LarryL1064 I'm a Preschool Psychologist who does not only play based assessment, but formal batteries, as well. What are some of the questions you have. Just to let you know what we do, we have made our own Play assessment form. I'd be glad to share that with you. Because of our state guidelines, we have to have hard numbers to place a child in services, not just a play assessment. Let me know your questions/concerns. B - SUBJECT: Re:test assessment Date: 96-03-06 00:27:06 EST From: LarryL1064 We have use the Differential Abilities Scale (DAS) for cognitive testing in 3-5 year olds. We also use the K-BIT as a back-up measure. The DAS is great because it's very child-friendly and has given us consistent results with the Battelle. For social/emotional, we have used the Behavior Assessment System for Children - which has a teacher and parent form. The only problem is they have to be 4 for this battery. We've also used the Conners' scales, and the Walker Problem Behavior Identification Checklist. Hope this is helpful. Let me here from you about any other questions. B - SUBJECT: EI test pending.... Date: 96-03-15 15:59:31 EST From: Stacina My son Alistair is a very bright 2 year old who unfortunately has a lot of needs. My son is believed by his doctor and myself to have petit mal seizures, a problem with speech/and or hearing, motor development and behavioral problems such as screeching loudly for no reason for hours at a time. I have just been referred into Early Intervention in my area and would like to get an idea of what to expect in the coming evaluations etc. He has been referred to several different specialties all with an asap order. I wish I knew about EI earlier. Can someone give me an idea of what to expect? Stacina@aol.com SUBJECT: Play Based Assessment Date: 96-03-15 18:07:01 EST From: Slusar I just had the opporturnity to spend two days in a training led by Toni Linder on Transdisciplinary Play Based Assessment and Intervention. What a wonderful opporturnity to get it from the "expert" It was so nice to hear what she had to say about her experiences in assessment and intervention and to learn that what the speech and language therapist and I have implemented in the classroom is so close to what she is recommending and doing herself. She also shared that she is writing a new book!!! SUBJECT: Re:Resources and Materials Date: 96-03-26 19:25:57 EST From: ValeriePG I raid Garage Sales for much materials: ie: books for the kids (3-5 year olds), and play furniture, housekeeping area stuf, games. we have a speciality store that the prices aren't so bad. Also, check out discounter stores for crayons, tissue paper, paper plates and bags. SUBJECT: Re:EI test pending.... Date: 96-03-30 19:08:27 EST From: BoggyPeak This is probably coming to you too late, but in my state, children under three years are by law evaluated in all developmental areas (fine and gross motor, communication, social, adaptive and cognitive). Two tests must be given in each area. (Some are interview format.) They will require your son to do certain things such as build blocks after a model, give a toy on request, etc. The therapists will be looking at how he responds at that time. Scores will be obtained and then eligibility will be considered. There are different requirements in this regard. I'm sure it will all be explained to you. Hope it goes well. SUBJECT: Re:Resources and Materials Date: 96-04-19 13:57:06 EST From: DVWburn I do not believe that teaching typical 3 and 4 year old children calander skills is developmentally appropriate. It is ok to talk about the calander and mention the days of the week, numbers, etc., but not to "drill" the concept into their heads. Look for materials such as the ones you have described in garage sales. I find nice preschool material at garage sales at the right price. SUBJECT: Re:Play Based Assessment Date: 96-04-19 14:07:49 EST From: DVWburn Hello, I am a child development specialist and own/operate a private Early Intervention Program (birth to 3 years). We assess younsters and provide ongoing therapy. Our services are only provided in the child's home - we believe that the child/family are most comfortable in the home and more skills can be recognized. I use a combination of play-based and formal assessment. I find it most helpful to make a "shopping list" of a child's skills. The problem with play-based assessment right now is that it can not be the only assessment method you use on a child to determine his/her eligibility for intervention. The state of NY needs at least one standardized measure in order to "approve" a child for therapy. This presents a problem because play-based assessment, in my opinion, is somewhat time consuming, especially when conducting evaluations in the home. I would like suggestions on how to become more efficient with play-based assessment for children under 3 who have evaluations conducted in home. SUBJECT: Re:Early Intervention Teache Date: 96-04-19 14:14:23 EST From: DVWburn Hi, I'm an Early Interventionist (0-3). I would like to chat with others - problem solving, etc. I own and operate a private early intervention program (0-3) in Broome County, New York. It's called SMALL WONDERS. We provide screenings/evaluations/ongoing therapy. All services are provided in the home. I'm looking for good quality teachers/therapists to come work with us. Our philosophy is based on transdisciplinary intervention using primarily playbased assessment and intervention. Doug Washburn SUBJECT: New Toys "R" Us guides avail Date: 96-05-02 13:17:25 EST From: ALauritzen Toys "R" Us Project (#4) The National Parent Network on Disabilities and Toys "R" Us, in an on-going effort to make shopping for appropriate toys for your children enjoyable, are going to continue their partnership in the production and distribution of the 4TH Guide for Differently-Abled Children. Toys "R" Us is making available an even wider selection of toys, coded with ability symbols for easy identification. For those of you who received the first 3 guides, we believe this issue will be of greater value because improvements were made in direct response to the consumers for differently-abled children. Once again, Toys "R" Us has evaluated the toys with children with disabilities in testing centers in the belief that ALL children should have the opportunity to select toys that will be fun, meet their needs and be useful for developmental growth. We believe that as your children grow, many of you want to see what new toys are on the marked coded with ability symbols, and want an opportunity to have the guide mailed to your home when a new guide is available. A very important component of this new guide is that it was created in part by parent suggestions from around the country, and now has a section to mail your comments directly back to the Toys "R" Us company. We have established 3 methods of distribution. OPTION 1 - You send your mailing labels to the NPND office in Washington, DC and they handle all the mailing process. The NPND will ensure the confidentiality of all mailing labels. This would require the minimum of effort on the part of your staff. OPTION 2 - You can mail the catalogs from your own offices or mailing house. This method is somewhat more labor intensive for you. If you are doing the mailing, remember third class FOR-PROFIT is the postal method to use. We will enclose the correct procedures for everyone who needs them with you catalogs. However, there will be reimbursement for your mailing effort, in a timely manner. There will be a revision of reimbursement procedures. The NPND ensures that all groups, regardless of your mailing process, will be reimbursed for the entire guide mailing effort upon completion of the project and the submission of reimbursement forms and receipts. OPTION 3 - This is just a simple request for additional Toy Guides for your office, conferences, parents, training's or friends. THE DETAILS OF THIS MAILING, REGARDLESS OF THE METHOD YOUR GROUP CHOOSES, REQUIRES AN IMPORTANT FIRST STEP - A COMMITMENT TO MAIL THE AUTUMN TOY GUIDE FOR DIFFERENTLY-ABLED CHILDREN, A DECISION TO PARTICIPATE IN AN EFFORT THAT HAS RECEIVED NATIONAL ACCLAIM. To make your request, there are 3 ways: PHONE, FAX, E-MAIL. or MAIL. We need to know how many Guides Toys "R" Us should print, so we would appreciate if you would REPLY BY MAY 13, 1996. The first 3 mailings reached over 1,700,000 homes. Please indicate: How many Guides you would like to have? What method you prefer for mailing. Toy Guides will be mailed from the Virginia mail shop and the offices that prefer to mail themselves, no later than the week of September 19. Contact Jo Ann Egypt at the NPND office. (703)684-6763 -phone; (703)836-1232-fax; or NPND@cs.com - e-mail; or National Parent Network on Disabilities, 1727 King Street, Suite 305, Alexandria, VA 22314. Please make copies of this announcement and share it with other people and groups that you think would benefit from the Guide. Toys "R" Us has been very supportive of the efforts of NPND. We are continuing with this endeavor because we want to provide every possible opportunity for parent leaders nationwide to serve all families and children with the most current information and supportive services available. If you have any suggestion for improving the directions, please fax them to the NPND, (703)836-1232, so we can continue to improve our ability to serve you. Thank you . Joanne Butts, President, NPND Patricia McGill Smith, Executive Director, NPND SUBJECT: my cousin Date: 96-05-10 21:23:29 EST From: BritSkye hello! my name is britta, and i'm 17. i could really use some advice, and would appreciate any and all replies!!! i'm really worried and confused about my cousin shannon. she turns 2 on may 27. i don't spend a *lot* of time with her, but just the short times i've been with her have been enough to tell me there's something un-typical about her. (i refuse to say "wrong".) first of all, she's constantly on medication. almost every single day. she sneezes, she gets baby tylenol. this is like a vicious circle, because so much medicine makes her immune system weak, but when you're sick, you need the medicine to fight off the sickness. she has had a LOT of ear infections throughout her life, and may have to have tubes put in her ears. when she was younger, she was very understimulated and was plunked down in front of the tv for hours on end. she doesn't have any books and doesn't get read to. (the books my family and i give as presents mysteriously disappear). but most of all, something about her hearing is strange. she came over to our house with her mom, and stayed for about an hour. they just left a few minutes ago. the time shannon was here was, to my mother and i, "testing time." i had been so eager to see her again to see how she was doing!! the first thing my mom did was to wait till she had her back turned then clap really loud. shannon turned towards the noise. as we walked, holding her hands, mom exclaimed excitedly, "shannon, i looove your slippers! shannon, where are your slippers?!" but shannon gave no indication she even heard. downstairs, shannon saw my kitty by the door and went over to pat it. i said, "shannon, that's the kitty! where's the kitty?" but she didn't even look at me. the cat started to meow, and shannon said "mow, mow". oh-- another thing. she babbles unintelligbly a lot, and can say "hi" and "bye" i think, but no real words. funny, cuz the last time i was here she would point and squeal "keety!!" but this time she wouldn't say even that. in the living room, she was playing with the piano keys, and mom and i were knocking ourselves out going "shannon! shannon, look! shannon, c'mere a minute!" loudly, but she gave no indication of hearing us. then mom suddenly said "PSSST!" and shannon turned around and laughed and laughed! [2 b continued] SUBJECT: part 2 Date: 96-05-10 21:23:49 EST From: BritSkye and most interesting of all... i was crouched down next to shannon in the kitchen while she fiddled with the knick knacks on our shelf. she was facing the wall. mom came up and, bringing her hands within six inches of shannon's head, clapped extremely loud and fast repeatedly. shannon didn't even flinch. she turned at about clap number 6. then, mom took a cover to a pot, and bringing it up high, let it drop with a CLANG onto the linoleum. shannon jumped a little, and turned to look at it. i was half expecting her to be scared of such a loud noise like most 2 year olds, but she just giggled. so, it's safe to say she's NOT deaf, but her hearing is not typical, either. it's almost like she has...selective hearing or something. about one fourth of the time she'd respond, but most of the time she didn't. she seemed to respond to a lot of *sounds*, but not words. sometimes she'd turn around to hear her name, other times she wouldn't. at one point i said "shannon, come here!" and had to say it a *lot*, because she wasn't coming over. her mother casually said "oh, is she ignoring you? she does that to me *all* the time." hmmm. but when i motioned with my arms, 'come here', she did. i noticed that her mother uses a lot of gestures-- like puckering her lips for "give me a kiss" or patting her head for "fix your hat". i am totally fascinated with autism and even wondered if shannon had some form of autism or other PDD... then again, i see autistic signs in *everyone* because i think about it so much... nonetheless, i was looking for "autistic symptoms". shannon didn't seem to care who she was with; she'd wander around the house with whoever was available. then again, she could just be a non-shy kid. she did a lot of hand-leading..ie, pulling my hand over to an object she wanted, or using my hand to push a button. she seemed to resist physical contact-- i mean, she'd pull my hand when she needed something or have me lift her up to places she wanted to go-- but she's squirm out of my reach when possible. then again, she could have just been too busy exploring to have time for that. she doesn't look people in the eye very much. i put my head *right next* to hers, and she would barely glance at me. sometimes saying "shannon" would warrant a quick glance. although she didn't like to just plain be held, she loves to be bounced and tickled, like a lot of autistic kids. but on the OTHER hand.... she doesn't self stim. she *does* respond some to words, she *does* babble, if not coherently, she *did* play "appropriately" with toys...you know, putting the bottle to the doll's mouth... she *was* curious, active, and exloring...smiling and laughing... there's just something odd about the whole thing. do you have any suggestions or ideas? i really want to help her if i can. i'm sorry this was so long; thanx for listening!! Britta SUBJECT: Re:Since this is special ed... Date: 96-05-12 13:51:07 EST From: SHAY30 I am looking for information on PDD children in early intervention (inner city). Having problems since it is a fairly new concept. Any ideas? SUBJECT: NCIP's Website Wins Award! Date: 96-05-20 13:20:34 EST From: NCIPWeb The National Center to Improve Practice (NCIP) invites you browse our WWW site and share your knowledge and expertise with a community of educators who have a similar interest in technology and students with disabilities on NCIPnet. Selected as Pick o' the Month by the U.S. Department of Education, NCIP's website is unique among educational sites, in that it integrates valuable resources with lively discussion forums, facilitated by experts in the field. We invite you to peruse our resources and log onto NCIPnet, the telecommunications network of NCIP (it's free!) Participate in one or all of the eight facilitated discussions forums. Currently there is conversation surrounding Fat Cursors, a control panel developed by Robert Abatola in our Assistive Technology folder, a discussion surrounding inclusion in our Inclusion Folder, and "talk" about issues of AAC and real-time communication in the Augmentative and Alternative Conversation folder. To learn more about NCIP, point your browser to: http://www.edc.org/FSC/NCIP/ ----------------------------------------------- NCIP, funded by the U.S. Department of Education, Office of Special Education Programs, seeks to promote the effective use of technology to enhance educational outcomes for students with sensory, cognitive, physical, and social/emotional disabilities (preschool to grade 12). NCIP's site contains facilitated discussion folders, a vast library of resources, video products illustrating how students with disabilities use a range of assistive and instructional technologies to improve their learning, and more than 100 links to other websites dealing with technology and/or students with disabilities. Questions, please contact NCIP at: ncip@edc.org. SUBJECT: Part H- Big Trouble Date: 96-05-28 12:47:49 EST From: ALauritzen OPPOSITION TO THE PART H Demonstration Projects - Talking Points- May, 1996 In 1986, Congress enacted Part H of IDEA, which is the Infants and Toddlers with Disabilities Program. This program provides optional noncompetitive grants to all states to assist them in developing and implementing comprehensive, interagency systems of early intervention services for eligible infants and toddlers (birth to 3) and their families. This program emphasizes the critical role of families in the development of their young children. A major purpose of the program is to assist states to design a statewide system that coordinates and maximizes federal, state and local, public and private resources in a cost-effective manner. State had up to four years to initial planning grants with the option of several additional years, if needed. to fully develop a Part H. system. In order to receive a grant after the planning phase, a state had to ensure that the system is in place, all Part H requirements are met and that appropriate early intervention services made available to eligible children and families in accordance with the individualized family service plan (IFSP). ALL STATES PARTICIPATE IN THE PART H PROGRAM. All face many challenges. Few state planners, if any, would say that Part H is easy. There are many challenges associated with the development and implementation of a system based on interagency agreements through which comprehensive services are provided. These include budgetary constraints at all levels, ensuring the strong and important role of families as called for in the law, accountability, equity issues within the state, and disparities in service levels in urban and rural areas, and differences in fees and payment systems across agencies and providers. Designing a system that ensures cost-effectiveness while still ensuring the availability of appropriate IFSP services which are provided by all relevant providers is no small feat. THERE IS NO NEED FOR THIS AMENDMENT. In designing Part H, Congress allowed great flexibility in designing a system that best meets an individual state's needs and resources. Current law has provisions that can assist states in accomplishing what appears to be the intent of the amendment. States SHOULD develop "innovative new mechanisms..."as the amendment proposes but without waiving fundamental principles of Part H. THIS AMENDMENT VIOLATES TWO MAJOR PRINCIPLES OF PART H. SSERVICES MUST BE MADE AVAILABLE IN ACCORDANCE WITH THE IFSP AND FAMILIES ARE MAJOR PARTNERS IN ALL DECISIONS MADE IN THE PROCESS. ALLOWING STATES 1) TO FORCE FAMILIES TO USE THEIR ALREADY VULNERABLE HEALTH BENEFITS AND 2) TO WAIVE THE IFSP WOULD MEAN THE STATE IS NOT IMPLEMENTING PART H. Some facts about Part H are relevant to this discussion. - Each state must create a state wide systems design which works best for the state to maximize all resources and ensure accountability. Some states have a state administered vendor system. Numerous states have designed a system of community-based interagency coordinating councils where the responsibility for the system is placed on local agencies and programs. The systems design is key to ensuring successful implementation and there are many variations on what works best. - States must design a finance system which ensures the availability of cost-effective services to all eligible children and their families. This system should maximize all available federal, state, local, public, and private resources, and can include the development of a system of payments including sliding fees which allow families to share in the costs of the services in accordance with their ability to pay. In addition, a few states have worked to develop sate legislation that assists in accessing private insurance to reimburse the costs of some early intervention services. - Decisions about what services and their frequency are made by the IFSP team. No one member, including the parent, can unilaterally determine the service or the frequency o SUBJECT: Re:Part H- Big Trouble2 Date: 96-05-28 12:52:39 EST From: ALauritzen the frequency of the service. One critical member of the IFSP team is the Part H system representative. This person must ensure not only the availability of services in the IFSP, but ensure that the services agreed to are appropriate. A responsibility of the Part H system is to only agree to services that are determined "appropriate" in accordance with the IFSP process and the Part H regulations. For additional information, contact Kay Beth Neas at National Easter Seal Society 202/347-3066 or Sharon Walsh at the Division for Early Childhood of the Council for Exceptional Children (DEC/CEC) at 703/250/4935. SUBJECT: BABY CHAT Date: 96-05-29 22:24:11 EST From: C1ndysue1 AntonetteD and I would like to welcome you to the Supporting Parents Who Have Infants and Toddlers with Special Needs Chat held on Sunday nights at 9:00 ET in the PEN conference room. This is an excellent place to discuss early intervention and other issues that deal with a recent diagnosis. As always Veteran Parents are welcomed to come!!! keyword PEN SUBJECT: Re:Early Intervention Teache Date: 96-05-30 17:26:30 EST From: Aldenwood Join us at AOL Professions and Organizations, Professions A-L SUBJECT: Re:Need help in NY area Date: 96-05-31 19:00:43 EST From: Denda I know this is 2 years after your original message but........ what you need to do is call the Early Childhood Direction Center (ECDC) in the Westchester/Putnam/Rockland area and tell them you have a child with speech and language delays that you would like to have evaluated for possible special education services. If youe little girl was born in 1991, you will at this point have to contact your potential school district and refer her to the Committee on Special Education. If she was born in 1992 or later, then ECDC is your best way to go. I thought I had the number handy but I don't. If you need any help with contacting the appropriate people in Westchester, E-mail me at: DENDA@AOL.com and I'll try and get you in touch with who you need to be in thouch with. Early Intervention is actually my line of work, so feel free to ask away!!!! GOOD LUCK!!!!!!!! SUBJECT: DAP & Aug. Commun. Date: 96-06-02 15:54:00 EST From: SRagghiant I am a preschool/kind. special ed. teacher who is using DAP in conjunction with a lot of low tech communication boards with a range of special ed. kids. I would like to talk with other teachers who are using DAPand/or augmentative communication with young children SUBJECT: ideas for PMH Date: 96-06-03 18:42:56 EST From: T Back1000 I am a teacher of preschoolers with profound mental handicapps and phiysical disabilities. It gets very hard to come up wtih new ideas for children who can not do much on their own. I would love some new ideas for my classroom. I get tired of doing the same thing and I am sure they do to. Please E-Mail me if you have any suggestions. Thank you! SUBJECT: Re:ideas for PMH Date: 96-06-04 19:49:38 EST From: SRagghiant I teach a range of preschool kids from profoundly handicapped, severely physically handicapped to high functioning autistic kids. One thing that seems really important is choice. Finding a way to give choices to kids for position, food or drink, toy etc. is crucial. I also include the profoundly handicapped kids in parts of all activities. Cooking with switches to operate the blender or mixer is fun. I'd be interested in hearing more about your class. S.Ragghiant SUBJECT: Re:Special Education and DAP Date: 96-06-06 08:26:53 EST From: ErrickRd My background is in Speech Pathology and Special Education. I worked in preschool for handicapped children for 8 years before becoming an administrator. I had experienced some confusion at times dealing with the two philosophies with appear to be coming from opposite directions. When I first started, the skills were strongly emphasized and reinforced. I still agree, but after exploring the D.A.P. model, I also see a need to allow children who are delayed the opportunity to explore, create, imagine, and evaluate which tend to be more developmental. I struggled with this for a while and came up a balance between the two. It's important to remember what your objective is. If you're working on exposure to and vocabulary of a particular theme, then you don't want to wait till the child comes up with the idea (They may never have seen a fire truck, so how could you have geared the lesson to be child initiated.) You also want to provide opportunities for child initiated lessons. Hence, the balance. Special education children, may need more guided practice. I'd like to hear more form you. Linda SUBJECT: Schools in CT Date: 96-06-06 16:27:06 EST From: Willma2 I just moved to CT from FL where I was teaching Early Intervention. If anyone has any information regarding early intervention programs in the state of CT please post it--I will be checking back frequently. Thank you!!! SUBJECT: Re:3 Year Old Date: 96-06-09 13:37:02 EST From: SGoode1103 Sounds like developmentally appropriate and a great program. SUBJECT: ALERT!!! - IMPORTANT! Date: 96-06-11 23:13:00 EST From: RLewisUT >J.O'Donell-Danbury Hospital >Outpatient Chemical Dependency Treatment Service > >**************** Please give this your widest possible dissemination: >************ > For ALL of you that have children... regardless of their ages. > Warning to Parents, > A form of Tatoo called "Blue Star" is being sold to school children. > It is a small piece of paper containing a blue star. They are the >size of a pencil eraser, >and each star is soaked with LSD. >THE DRUG IS ABSORBED THROUGH THE SKIN SIMPLY BY HANDLING THE PAPER. > There are also brightly colored paper tatoos resembling postage >stamps that have >the pictures of the following: Superman, Mickey Mouse, clowns, Disney >Characters, Bart >Simpson, Butterflies, etc. >EACH ONE IS WRAPPED IN FOIL. THIS IS A NEW WAY OF SELLING ACID BY >APPEALING TO YOUNG CHILDREN! THEY ARE LACED WITH DRUGS! > If your child gets any of the above, do not handle them. These >are known to react >quickly and some are laced with STRYCHNINE. > Please feel free to reproduce this article and distribute it >within your community an work >place. Get the word out about this danger to our children. > (Please copy and post at your work, give to friends, send a >copy to your local >schools. This is very serious, young lives have already been taken. > This is growing >faster than we can warn parents and professionals.) > > SUBJECT: SEnate IDEA needs our HELP Date: 96-06-12 15:00:51 EST From: ALauritzen NPND ALERT!!! June 12, 1996 Yesterday, Senator Dole was prepared to introduce the bill to reauthorize the IDEA. He was unable to because Senator Gorton had a "hold" on the bill. Hence, the Senate has yet to take floor action on the reauthorization of the IDEA - S. 1578. If this bill is not acted upon, it appears that much more damaging legislation in the form of amendment to IDEA (Part B) will be unleashed from several Senators. In particular, Senator Gorton is proposing amendments that will further limit payment of attorney's fees when parents prevail AND would single out children with disabilities as the only group unable to receive punitive damages for violation of their civil rights. IT IS ESSENTIAL THAT EVERY U.S. SENATOR IMMEDIATELY HEAR FROM AT LEAST 5 PARENTS URGING THEM TO: 1. Pass S. 1578, as soon as possible. 2. Urge Senator Gorton to drop his "hold" on the bill. The Senate switchboard can be accessed by calling 1-202-224-3121 or 1-800-962-3524 SUBJECT: Early Intervention programs Date: 96-06-14 18:29:14 EST From: Kaleeo I am a early childhood teacher (K-2) and instructor in ECE at the local community college. We are looking for models of early intervention programs that include not only early intervention (0-3) but also preschool. In addition, we'd like to look at innovative programs that tie in high school students/parents with an interest in bettering their ECE skills. We'd like to combine all of this with a lab school for college ECE students and parenting programs for college credit. To boot, we'd like to put it on the elementary school campus. Anyone out there who can refer me to existing successful programs and/or funding sources? Please e-mail me at Kaleeo@aol.com. SUBJECT: Re:Schools in CT Date: 96-06-17 23:34:31 EST From: VGlennon I am a school psychologist in Ct. and I work with a team of people in the public school system. We assess preschool children via a play-based assessment. Based on this assessment, various observations and adaptive behavior scales, we are able to service identified children. If you have any questions or comments, please e-mail me! VGlennon SUBJECT: Job Opening--Speech/Physical Date: 96-06-22 08:43:00 EST From: NEWNAN Energetic, wholistic EI Program in Boston looking for Full time Speech & Physical Therapist. Great working environment! If interested, please send resume to : Boston-Metro Early Intervention Services, 780 American Legion Hwy., Roslindale MA 02131 SUBJECT: Workshop Ideas Needed Date: 96-06-23 17:15:43 EST From: Mspcd I'm interested in ideas anyone would have for a Make It & Take It workshop for Early Childhood Special Education Teachers. In the past we have made puppets, shared favorite songs and fingerplays, made flannel board stories, etc. Would love to here what other Early Childhood Teachers/SLP's have found to be helpful. E-mail Mspcd@aol.com Thanks, Sharon SUBJECT: Re: Position Opening Date: 96-06-26 13:45:45 EST From: JBuerger The Union County Board of MR/DD, 1280 Charles Lane, Marysville, Ohio 43040 (513) 644 - 8145 is seeking a substitute preschool teacher to fill a vacancy during a 1 - 3 month maternity leave. Persons interested in further details should call ASAP. Thanks. SUBJECT: Re: Preschool Position Date: 96-06-26 13:53:10 EST From: JBuerger The Union County Board of MR/DD is seeking a substitute preschool teacher for a 1 - 3 month maternity leave. Interested parties should contact the Board at (513) 644 - 8145 or write to 1280 Charles Lane, P. O. Box 384, Marysville, Ohio 43040-0384. SUBJECT: Re:Delayed Language Date: 96-07-03 15:22:41 EST From: CARRADAMS1 I always obtain a comprehensive language sample that details where language use is breaking down. I then target those language structures that should be developed at an early age and I begin working on them each day. Those become the structures that I make sure the parents really focus on. It sounds like it needs to be broken down a bit more. If a child has very weak auditory memory, syntax will be disordered due to a lack of ability to hold all the syntax rules in her head and still get the main idea across. It takes time, practice, and cognitive development for it all to kick into place. SUBJECT: Re:Workshop Ideas Needed Date: 96-07-11 16:44:04 EST From: SRagghiant What I have found helpful are unit ideas and adaptations. I attend many workshops for preschool and primary regular ed. and then adapt ideas for my kids. Whole units including science, math, language arts, art, movement, etc. would be great. SUBJECT: Need Advice/Toddler Date: 96-07-13 02:16:27 EST From: JFitzwater My son is 2 years/9 mos old. My son has been in preschool since December. A speech evaluator came into the school and said that my son needed intervention. The owner of the preschool informed me that she thought that he might have a problem but didn't want to tell me because I had been sick. I had been sick for the last month, but that doesn't explain the failure to communicate with me prior to that. My son says words at home and sings the theme song from Pinnochio, Aristocats, the Wheels on the bus, etc. He also says mommy, out, tree, house, shoes, socks, seat, milk, juice, mouse, house, ham, nose, how funny, how good, bye bye, etc. They told me several weeks ago (when the therapist came) that he doesn't interact with the other kids and has not said an intelligible word since he got there. The owner of this preschool bought my son four pairs of new shoes, new outfits, watched him for free, etc., and now has taken an entire turn around. She told me she felt her school was not the correct environment for him since he did all of these things for me and nothing at school. I think she got overly involved with him and then tried to bring it back to a professional level when there was a problem. I also feel that this is the delay in her telling me. I think she was hoping things would change and then when the therapist came in she had to do something. This school is licensed for 60 kids. He came from family daycare where there are 12 kids. He is going back on Monday until I can get him evaluated to see if he needs intervention. Do you think that he just needs to be back at the old daycare where he feels safe and needs more time to enter into a big school or do you think he has a problem? Thank you very much. SUBJECT: Re:Need Advice/Toddler Date: 96-07-13 08:05:34 EST From: SusanS29 "The owner of the preschool informed me that she thought that he might have a problem but didn't want to tell me because I had been sick. I had been sick for the last month, but that doesn't explain the failure to communicate with me prior to that." Your child is very young, and is on the edge of when such a judgment can even be made. I wouldn't fault the school. If your child has a language problem this is about the youngest it could be spotted with any confidence. "My son says words at home and sings the theme song from Pinnochio, Aristocats, the Wheels on the bus, etc. He also says mommy, out, tree, house, shoes, socks, seat, milk, juice, mouse, house, ham, nose, how funny, how good, bye bye, etc. " Singing lyrics is actually a different linguistic task than formulating sentences. You're listing words he can say but you haven't mentioned anything that's creating sentences to express his own thoughts and ideas, and he should be doing this to some extent by now. I can't tell you where your son should be going to daycare, but I would urge you to not judge the director too harshly if you were otherwise happy with them. They're not *experts* in language development, but they've spotted a problem and they're helping solve it. If he does have a language problem he's at a very good age to get it remediated, and most of the time it does remediate very well. I would get him evaluated to find out if there is a language problem or not. SUBJECT: Re:Special Education and DAP Date: 96-07-18 20:16:48 EST From: SailwJohn When children are provided opportunities to experience new things, their interests and vocabulary grows. Themes should revolve around things the child is familiar with, and then expanded upon. For a Fire theme, we start with Fire Safety. We have firefighters visit our school and talk to the children. They put on their uniforms and let the children see the fire trucks parked outside. The children are allowed to climb in the trucks and experience the sirens, etc. Then we can have a fire theme in the classroom. We get old uniforms that they can try on, ladders to climb, short pieces of hoses to play with, etc. We do painting with shaving creme (like the foam in fire extinguishers). After these experiences, the children initiate play revolving around fire safety. Ideally, the theme might begin after hearing about fires in the news or seeing a fire engine go down the street. SUBJECT: potty training Date: 96-07-19 19:54:24 EST From: JOYCEEE Help, someone please! I would like to know if it is out of line to expect a teacher of a preschool handicapped PI, to allow a 4 year old child that is developmentally delayed but , working towards potty training, to wear regular panties rather than the pull-ups to class? I have been working with my child very hard to get her potty trained, but I work so it has been hard for me to train her. I have found that if she wears the regular panties she will go to the restroom more. But if she has on the pullups she just does not bother to go to the restroom. I need help please! I am not comfortable talking to hte teacher about this matter. Please help me! SUBJECT: Re:potty training Date: 96-07-21 10:24:24 EST From: BoomMcM I am a Special Ed teacher who works with 3-5 yr old children with varying exceptionalities. I understand your problem with potty training. Over the years we have tried everything to help these children learn to use the potty. A parent gave us a great suggestion a few years ago that we have used ever since. Put regular "big girl" panties on your child. Then put a "pull up" over it. This way, when your daughter wets the pull up, she is actually going in her panties. Believe me, it is very uncomfortable and she will get the idea quickly! Also, the teacher will probably welcome the suggestion because it's a lot easier to clean up as most of it will be absorbed in the pull up. If you send in extra panties and some recycled grocery bags(plastic), I'm sure the teacher will be happy to help! It will make her job a lot easier if you all work together to achieve such an important goal. SUBJECT: Re:potty training Date: 96-07-27 00:07:23 EST From: PattiMcHam "Put regular "big girl" panties on your child. Then put a "pull up" over it. This way, when your daughter wets the pull up, she is actually going in her panties." Wow. What a great idea. So simple too! Thanks. SUBJECT: Blind preschooler Date: 96-07-27 19:32:41 EST From: LDABEL I am a sp. ed. supervisor and I need Help! I have a year-old blind child starting in my system this fall. I know hse should be doing pre-braille and caning skills but what else would be appropriate for her in preschool? Also, what should we plan next spring for Kindergarten? I have no trainig in this area and I live in a rural area where vision teachers are not readily accessible. Any info would be greatly appreciated. Email to LDABEL. Thanks! SUBJECT: Re:DAP & Aug. Commun. Date: 96-07-28 19:52:32 EST From: TLVAIL I'm an SLP working with preschool kiddos. The teacher an I have engineered the entire classroom for total communication! We have pictures placed strategically around the room and use signs and words. An excellent resource is Engineering the Preschool Environment for Interactive, Symbolic Communication. You can get it through Mayer-Johnson. Also, go to your local car upolstry shop and ask for scrap car headliner. Velcro sticks to it and it can be used in many ways. Another "cheap" AAC idea is to get "voice prints" talking picture frames. Walmart has them for $5.00 and they hold a 10 second message. Please E-Mail me for more info. SUBJECT: Re:Workshop Ideas Needed Date: 96-07-28 19:55:53 EST From: TLVAIL ACC is an excellent topic for a Make and Take Workshop. Often the high tech gadgets in the cat. are too high for our budgets and many things can be made or adapted easily. SUBJECT: Re: EI Statistics Date: 96-07-29 00:11:59 EST From: M Goose211 I am looking for any statistics preferably newer than 1990 that basically show why Early Childhood Intervention is a wonderful thing. I need to sell area agency administrators on the idea in order to gain their support to create greater services for families in our area. Previous statistics that I have seen from around 1980 showed the dollars saved in not having to provide special education classes K-12 for children who were enrolled in therapies and play-based EI programs between the ages of 0-5. Another statistic indicated how well children did at entering speech, for example, at age 2 vs waiting until kindergarten to begin. These kids are mostly medically involved rather than environmentally affected, but any of those statistics would be useful as well. If anyone can direct me as to where to find current figures, please contact me via e-mail: MGoose211. Thanks! SUBJECT: Re: EI Statistics Date: 96-07-29 08:06:31 EST From: Ratatat < If anyone can direct me as to where to find current figures, please contact me via e-mail: MGoose211. Thanks! > I think you can get these statistics from the US Dept. of Education, Office of Special Education. I think they have a www page where you might even find them. SUBJECT: Re:CRACK KIDS Date: 96-07-29 14:07:36 EST From: SRagghiant Picture schedules to help kids know what is coming next. Give structured choices. SUBJECT: Re:DAP & Aug. Commun. Date: 96-07-29 16:55:29 EST From: SRagghiant THANKS FOR THE RESPONSE. IT'S HARD TO FIND PEOPLE WHO EVEN KNOW WHAT I'M TALKING ABOUT. I HAVE LOW TECH BOARDS IN EACH AREA OF MYCLASSROOM FOR VARIOUS TOYS AND ACTIVITIES IN THE PLAYHOUSE AREA, PLAYDOUGH, ETC. I DO THEMATIC UNITS AND USE THE UNICORN BOARD FOR INTERACTIVE READING WITH BIG BOOKS FOR VARIOUS UNITS. I ALSO USE TOTAL COMMUNICATION, PICTURE SYMBOLS AND PHOTOGRAPHS. I USE LANGUAGE MASTER CARDS FOR SHORT MESSAGES IN THE ROOM. (WHO'S HERE, CHOICES , ETC. WE USE A PICTURE SYMBOL MENU FOR SNACK AND LUNCHTIME. SUBJECT: Re:EI test pending.... Date: 96-07-29 20:55:53 EST From: Zerep 5297 Did Alistir ever get tested? What kind of support are you receiving? I'm new to the Internet. SUBJECT: Re:DAP & Aug. Commun. Date: 96-07-31 23:41:15 EST From: SusanS29 SR Thank you for your post but please -- use both upper and lower case when posting. Thanks. SusanS29, Host SUBJECT: Re:Resources and Materials Date: 96-08-01 23:35:13 EST From: SDmyth Yard Sales are wonderful to find to find any item that could be used in a preschool classroom. I am fairly new to this profession and I regularly go to them to find interesting "treasures" that my children would love. SUBJECT: New Here/EI Works Date: 96-08-03 21:32:15 EST From: Wmonica I am both new to this board and new to the Early Intervention program. My 10 month old daughter was started with EI at 3 1/2 months. She was born seven weeks premature, due to (what I found out much later), was the lack of oxygen or blood flow from my placenta to her in utero. This in turn caused two cysts to form in the top/frontal part of her brain and her ventricles to enlarge. The pediatrician, at first, gave her a bad outlook. With the help of EI people, she has done more than anyone expected (she was diagnosed with hyptonic ataxic CP at six months by her pediatric neurologist). She does now roll over, reach out for things, and is starting to sit by herself for short periods of time. The EI people knew she could do it all along, and gave me the confidence to keep working with her! The believe she will even walk by the age of 2, if certainly not before! I just wanted to tell everyone out there that EI does work. Do not listen to the doctors, who told me that it "wouldn't do that much good"! Monica SUBJECT: Parents and the IEP Process Date: 96-08-04 15:16:49 EST From: Seussfan2 Please Help!!! I am looking for parents that have attended IEP staffings and reviews. I am a grad student at Regis University, finishing up a Master's degree in Special Education. I have been working on a project to help parents become more involved in the IEP process. I would love to hear how you have felt at the meetings. Do you feel comfortable sharing your ideas? Are your ideas given consideration? What would make you more likely to contribute? Do you feel like a part of the process? These are examples of what I am interested in, but any input would be great. Please e-mail me (Seussfan2). I need help from real parents, the people who have been there and would like to make it easier for other parents. Thanks, Julie Seussfan2 SUBJECT: Re:Special Ed Preschool Choice Date: 96-08-10 22:24:43 EST From: Stackie The best choice would be a center based prgram. That way your child would be able to be exposed to socialization skills, as well as individual and group instruction. Your child would also be able to receive OT PT and speech/language services in those areas if needed. Your local school district should be able to tell you what is available in your area. SUBJECT: Re:3 Year Old Date: 96-08-13 19:54:46 EST From: Aldenwood Is your child getting any individual attention. It sounds like group is what is being offered; and in Early Intervention, you have the right to request individual treatment for speech- language. The program should be able to assist you with transition to Special Ed services through the school system when your child reaches age 3. SUBJECT: Re:Play based Assessment Date: 96-08-13 19:56:56 EST From: Aldenwood I am also interested in any experienced feedback with this format. SUBJECT: Re: EI Statistics Date: 96-08-13 20:05:25 EST From: Aldenwood The State agency that monitors EI services in your state should have the info you need. They could be Public Health, Mental Health, or Education departments depending on your State's structure. Call your local EI program to get info re parent organization. SUBJECT: Re:CRACK KIDS Date: 96-08-13 20:07:47 EST From: Aldenwood SR, Could you elaborate on this? SUBJECT: Re:Arts and Crafts Date: 96-08-14 20:51:40 EST From: JHawk82981 Marble Painting- Use a coke flat, tape paper to the bottom of the box, squeeze a few drops of paint on the paper, put in a couple of marbles, and let the kids roll them around to make a very colorful picture. My preschoolers loved the activity and asked to do it again! Cheryl SUBJECT: Re:Resources and Materials ans Date: 96-08-17 22:04:30 EST From: GGPETERSEN Although the sender of the original message was from 1994, I was wondering about programs and information she had on the preschool programs in San Diego. We have an almost 3 year old who needs a special preschool program to encourage expressive language development for his delay. Thanks if sender still has information or opinions or anyone else. SUBJECT: EI in Ontario Date: 96-08-27 19:05:59 EST From: InsleyM I am interested in EI practices in Canada, especially Ontario. Does anyone out there know who I can contact to find out who is responsible for these services in Canada? SUBJECT: LI/NY job needed Date: 96-08-29 10:36:17 EST From: Kim Susan I am a recent graduate of NYU in psych and have been working in an ABA/ Lovaas based program. The program is now ending and I am in need of another job. I am going back to school in january to obtain certification. If anyone can help me please do not be shy to contact me! Thanks Kim KimSusan@aol.com SUBJECT: paper/drugs Date: 96-09-01 09:55:49 EST From: SGolub1000 I am a graduate student writing a paper on Crack/Cocaine kids. I am seeking any information an Early Intervention specialist can give me in relation to "real life" experiences regarding intervention both for the child and family, placement--home or Foster Care, depending on the child etc. Thankyou for your time. I need any information ASAP. Sincerely, Sara SUBJECT: CHILD C.P.R. TRAINING Date: 96-09-03 03:36:53 EST From: LShing1659 SUBJECT: C.P.R. TRAINING From: LShing1659 EMERGENCY TRAINING FOR YOU IN GREATER NEW YORK AREA AT YOUR HOME * BUSINESS * ORGANIZATION - ARE YOU PREPARED IF AN EMPLOYEE, CLIENT OR FAMILY MEMBER BECOMES SICK OR INJURED? - WHAT WOULD YOU DO? - WHO WOULD YOU CALL? - BEFORE AN EMERGENCY STRIKES, CONTACT: LShing1659 E-MAIL - LShing1659@aol.com We recognize a true need to bring C. P. R. Training into the community through small businesses, organizations, and private homes. Our goal is to bring the highest quality training to anyone willing to learn. Life is a precious thing that is often taken for granted. If a family member, a friend, or a co-worker needed emergency care would you know what to do?......SECONDS count.We fill this void at a reasonable price. Our courses are ideal for new parents who desire a little extra comfort in knowing what to do if their baby began to choke, or worse yet, stopped breathing. Families, especially those with senior family members, will benefit from our adult C.P.R. classes as well as the comfort of knowing what to do if an emergency arises. Our Instructors will come to you, in the privacy of your own home, and train your family members and/or your friends. Think about it. People invite friends and neighbors to candle parties, plastic bowl parties, and other gift parties. Why not invite them to learn to save a life? Small businesses, such as day care centers, find our courses particularly appealing as we will tailor each course to include information and procedures utilized in a specific business. Our classes are also appealing to organizations such as first aid squads, fire companies, scouting organizations, PTA's, and fraternal organizations. CONTACT US today and be ready for the next emergency ! E-MAIL - LSHING1659@AOL.COM SUBJECT: Re:early intervention Date: 96-09-04 17:25:37 EST From: KECONWAY xmeg, I got your message. I have a class of just turned 3 year olds, most with language delays and or great difficulty seperating from mom. I am haveing great difficulty finding a schedule for their 3 hour day that doesn't wear them out or make me nuts changing activities every 5 minutes. Any ideas? I could use some help SUBJECT: Transportation Date: 96-09-13 08:33:46 EST From: Eemulti My daughter is three years old and has PDD along with a host of medical problems. She was accepted into a Pre-Primary Impaired program in another school district as our district does not have a problem. When I called prior to the start of school to find out about the busing schedule I was informed that my three year old would be sent to school in a cab. I called the cab company to find out about the background checks that are done on their employees. The woman explained that they are sent to the local police department and checks are run there. So I called a handfull of the local police departments. Almost every one told me that they are run for any criminal background in THAT city..................no the state or nation. I've opted to drive my daughter to school until I resolve this issue. Yesterday the director of special education called with a solution. The kids are going on a van (driven by the same cab company) with an aid (also employed by the cab company). Is there something wrong with this picture or am I just being overprotective? Any suggestions would be appreciated. Either e-mail me or post a message here. THANKS~~~~~~~~~ SUBJECT: Re:Hawaii Curriculum Date: 96-09-15 08:24:50 EST From: User422376 Where do I learn more about this? Please E-mail me at 422376 @aol. com SUBJECT: Augmentative Communication Date: 96-09-18 18:09:48 EST From: Stacey 94 I am looking for information regarding using Augmentative communication or Assistive Tech stuff with preschoolers with autism. Actually, the child I'm looking to use this with is 6 years old. Please Email because I don't know if I'll be able to find my way back here!! Thanks, Stacey94 SUBJECT: RE: Info early intervention Date: 96-09-18 22:36:36 EST From: Steve4PSU If anyone has any information on early intervention programs it would be much appreciated. Specifically, some pre-schools in New Jersey and/or daycares. If any one has any information on regulations and licensing for these agencies to exist it would be appreciated. Please e-mail me at sws4psu@thecore.com OR Steve4PSU@aol.com SUBJECT: Teacher positions Date: 96-09-19 21:54:38 EST From: THE 2 REVS One HomeBased and one CenterBased teacher positions open in Philadelphia Early Intervention Program serving children up to age 5. Email to THE2REVS@aol.com or FAX to (215)329-9977. SUBJECT: Therapists Date: 96-09-19 21:56:16 EST From: THE 2 REVS Full-time (12 mo. year) positions for OT, PT, social worker and speech therapist to replace previously cotnracted positions. Full medical benefits, incl. dental. Pension. Good salary range. Email to THE2REVS2aol.com or FAX (215)-329-9977. SUBJECT: Storytellers' Aprons Date: 96-09-21 17:35:49 EST From: SBR1464 Tiwa storyteller aprons. Bib has a four color silk screen printing taken from an original painting by Geraldine Lujan-Trujillo (Taos Pueblo) of a Tiwa Storyteller. The apron has two pockets - one for holding book and second for supplies. Velcro attaches a felt storyboard to the pockets when needed. An Indian rope lasso is attached for clipping extra materials or holding story pieces for second or third story . Instructions and suggestions for use by storytellers are e-mailed when apron is sent. ($25.00 plus $3.00 shipping) Child's Storyteller apron is great for retellings. Every preschool, kindergarten, first and second grade classroom should have one. These are also perfect for Special Education learners. No better way to check comprehension than with retelling! Let your students have fun with retelling while they wear the special retelling apron. Information and picture of artist of storyteller painting and a guide for retelling included with each apron. Great gift for your class! Child's apron does not have felt board or lasso. ($15.00 plus $3.00 shipping) See Geraldine Lujan-Trujillo's storytellers at http://www.galaxymall.com/shops/dancing_horses.html SUBJECT: Autism Date: 96-09-24 00:29:12 EST From: DNelson707 To: Families of children in programs for 3-5 year olds with autism What is working for you, in terms of seeing real growth in your child? Has one particular therapy or educational strategy been the one which has made the most significant difference? Is your child receiving public education or private services? Where? Let us hear about your program(s). SUBJECT: any ideas? Date: 96-09-29 08:37:49 EST From: JIMBWLR Hi! I am a new preschool teacher....teaching 2-3 year olds who are developmentally delayed. I would really love some ideas on ANYTHING you could send me. (arts and crafts, themes, teaching ideas, circle time songs and ideas, etc.) Please e mail me...jimbwlr. Thank you! Annjoy SUBJECT: spch and lang. Date: 96-10-03 21:45:39 EST From: Staceki I am an SLP and am about to start working with birth to three. I would love to find another slp who works with this population to chat with. Is there a chat room for slp's?? e-mail me at Staceki if interested. Thanks! SUBJECT: school nursing Date: 96-10-06 21:03:21 EST From: SMHFolley I'd be intersted in knowing if there are guidelines for health care plans for physically involed youngsters somewhre out there. snhfolley@aol.com. SUBJECT: language delay Date: 96-10-08 20:13:13 EST From: Luludee My son is 3 years old and on the 2% for expressive language, but 95% but receptive. I have also been told he is very intelligent, although his vocabulary consists of 40-50 words at present. He has been in a college based speech and langauge program for 6 weeks in the summer and has now started a fall semester program. We experience many temper tantrums. He has been accepted into preshool handicapped and we are looking ar programs, but I want information on other peoples experience with the programs and advice if it's the appropriate route. thanks SUBJECT: Re:language delay Date: 96-10-10 21:39:08 EST From: MRogers140 Your childs temper tantrums are probably due to express himself. His strong abilities otherwise mean that he is well aware of his limitations as much as a 3 year old can be. Look for a preschool program that is language based and inclusive. That means that it will not be a total special education class but will have children with all abilites in it. If you can not find an inclusive program opt for a regular preschool program so that he will have good language models. You need to provide him with as much quality speech-language therapy as you can afford and can get your insurance company to pay for. 20 minutes once or twice a week will not take care of his needs. Because he is so young a short session everyday would be ideal. Find the best early intervention language specialist in your area. The next few years are crucial. If he has more than one theapist as can happen with public school and private therapy do your best to get them to colaberate and work together. It is great that you have gotten an early start on this problem. His obvious intelligence will help a great deal with his progress. Be upbeat about his therapy. He will take his cues about how he feels about it from you. About the tamtrums, try to figure out what is wrong, what he is feeling and express those feelings for him verbally. Also use pictures and objects to help facilitate his own expression. He is the kind of child I love to work with. I get excited just writing to you. Good luck! SUBJECT: Re:Arts and Crafts Date: 96-10-13 19:50:42 EST From: Fadgrotte At our pre-school, we have two forms of "art." One is called "creative art" -- where the process, not the product is stressed -- for example, the children paint with feathers, with their feet, with potatoes, etc. They mix paint together, they fingerpaint with pudding, they make their own play dough. The teachers use lots of language with the children to find out what the product is -- and then write with marker on the paper. For example, We painted with pudding today. Our other form of art is what parents put on their refrigerators -- we call it theme art. The children explore, but they are told what the product will be -- for example, today we will paint orange pumpkins. The shape of the pumpkin is pre-drawn or pre-cut. We have had several parent meetings where we have discussed the two different forms of art. SUBJECT: RE: New to Sp.Ed.Early Ed. Date: 96-10-17 21:34:46 EST From: Rbteacher I'm a 6 year sp.ed. teacher with new position in early ed. I taught pre-school for 4 years but not with very involved kids. Now I'm in a self-contained class with 8 4-5 year olds and wondering how appropriate my background is for these little critters. Do I proceed with my center-based approach (High Scope) and adapt for the delays or try something that is truly sp.ed based? My instincts say to adapt, but I'm wondering how to incorporate the IEP and physical nature of disabilities to a regular type of curriculum. I've heard of the Hawaii curr. and something called DEP. What are these and how do I try to use them immediately? Help. SUBJECT: developmental therapy Date: 96-10-19 15:23:45 EST From: OutsidrGal I'd like to hear from any dt providers on how they set up and use a program SUBJECT: ART THERAPY CONSULTANT Date: 96-10-21 20:26:33 EST From: RHecht2258 I am a Master-level clinician, registered art therapist, and Teacher of the Handicapped who provides a service of using drawings by individuals for assessment and diagnosis. I have worked with a wide range of age groups and conditions. I am interested in working with individuals, schools, hospitals, and facilities. A fee is charged for service. Please e-mail to: RHecht2259@aol.com SUBJECT: VMI TEST Date: 96-11-01 22:50:36 EST From: LVBRIT hi! I am researching the VMI test by Keith Beery for a class on assessment for early childhood Sp Ed. I am looking for Beery, K.E. 1967 Visual Integration Monograph Cleveland OH. Modern Curriculum Press.This article is not available locally and I am seeking validation of the sequence of test items Please help if you can. Thanks Katrina SUBJECT: Re:Hemi-sync theory Date: 96-11-03 01:38:38 EST From: Spiritflut I have some information dowloaded from internet and a tape called hemi sync I an interested in this area. e mail spirit@holli.com SUBJECT: Re:Hemi-sync theory Date: 96-11-03 01:52:39 EST From: Spiritflut Interested in exchange I am an Orff Schulwerk specialist and Auditory Enhancement Trainer. I tried to e mail but address did not work. If you see this e mail me spirit@holli.com SUBJECT: Re:ideas for PMH Date: 96-11-04 19:51:53 EST From: JulesSO I am also a teacher of profoundly retarded and physically challenged children and would like some NEW activities for my staff and my own benefit because I'm not sure my students would notice the change!! If you want to share some info with me, I would be happy to resond JulesSo. SUBJECT: profound handicaps Date: 96-11-04 19:59:01 EST From: JulesSO I have been a teacher of children with multiplyhandicapping conditions( physically and or cognitive) 3-5 year olds for 7 years, but this year, I seem to have an extremely low class ( two with cognitive skills at the 3 month level, one at 10 month level and one severely physically challeged girl at the 18 month level). I'm interested in hearing new ideas because my staff and I need a change more so than our children. My e-mail is JulesSO Thanks- Julie SUBJECT: Re:CRACK KIDS Date: 96-11-05 00:37:42 EST From: SRagghiant Mayer Johnson has books of reproducable picture symbols. You can also use any simple black line drawings(just keep the symbols consistent). I have the symbols velcroed on a board in order of activity. When the child arrives, he is shown what is next. As activity is finished, the child removes the symbol and puts it in a finshed baggie on the back or side of the chart and then is shown what the next activity is. SUBJECT: Re:RE: New to Sp.Ed.Early Ed Date: 96-11-05 00:47:22 EST From: SRagghiant I am an old special ed teacher who has incorporated DAP into my classroom in the past two years. I work with a range of disabilities--mostly sh, mh. I use a combination of methods. My room is setup in the DAP way with labels etc. I do Plan, Do, Review, modified--it took me a while to figure it out, especially the review. I use picture symbol communication boards all over my room for constant choices and communication opportunities. I also do units (usually monthly). The IEP goals are incorporated into the activities throughout the day. I do some direct teaching for IEP goals. In the San Francisco Bay Area we did have a support group of sp.ed. Early Ed DAP teachers who were in a variety of settings working with a variety of kids. THIs was extremely helpful. I'd be glad to talk to you . I'm sragghiant@aol.com SUBJECT: Re:profound handicaps Date: 96-11-05 00:52:35 EST From: SRagghiant I build my curriculum for my kids around coummunication and choice making. Holding up two items (food or drink), really preferred food and something else. Try to elicit a response. How about switch activities? I have a little girl who hits a switch for a fan or cool air hair dryer. Or try hooking it up to a tape recorder. Figuring a way for the kids to make choices really opens up the world for them. Try to give choices throughout the day. SUBJECT: Re:Play based AssessmentI Date: 96-11-08 22:09:38 EST From: RonnieBeh I would love more info on Linder's Play Based Assessment and on the one you developed. I am an Ed Evaluator who does team assmnts w/the psychologist. Children are aged 3-8, blind, visually impaired, and usually have other moderate - severe disabilities. I currently use combination of Oregon Project, Carolina Assessment Log and inform. observation - Psychologist needs to use more formal measure. It is (as I'm sure you know) a challenge to perform a useful and accurate assessment. Please E-mail me at RonnieBeh with your info! Thanks! SUBJECT: Re:CRACK KIDS Date: 96-11-08 22:18:34 EST From: RonnieBeh Giving the child a sense of control through picture schedules and choices of preferred activities helps them focus and feel secure. A choice driven day works well for these children. (No offense, but please be careful not to call them "crack kids". The are children who were born addicted.) SUBJECT: Re:Arts and Crafts Date: 96-11-09 17:48:34 EST From: PH81 I have found that putting torn tissue paper on a plane piece of paper and letting the student paint it with a wet brush is fun for the student. They get the effects of color without needing much fine motor skills. SUBJECT: Computers - Any out there? Date: 96-11-11 22:14:24 EST From: ALRLA My school (special ed. preschool and early intervention) is looking for computers for the students and teachers. Funding is short and we are looking for grants. Please post a message if you know of any grants to obtain computers. Thanks in advance! SUBJECT: dap Date: 96-11-13 20:30:29 EST From: KStAngelo Please send any information you have on DAP to DIET7780@Kutztown.edu. SUBJECT: birth to three programs Date: 96-11-16 18:49:32 EST From: SAIL LIBRA I am beginning a research project on birth to three programs for special ed children. I am interested in hearing from parents about what works and what doesn't in your 0-3 program. I particularly interested in CT parents, but welcome all. SUBJECT: Preschool Inclusion Date: 96-11-20 14:14:16 EST From: BCOP1234 Hi! I'm looking for anyone out there who is currently working with preschoolers with special needs in an inclusive setting. I'm interested in sharing ideas and concerns. BCOP SUBJECT: careerlost Date: 96-11-23 21:40:41 EST From: BARBCAU I will be graduating on the 14th of December in Non-Categorical Preschool. I know that I have a desire to work with special needs students but also have a real desire to teach parents of children with special needs. Many parents are not aware before birth that their child has any problems much less how to feed, hold, position or care for the child. I want to know exactly what profession does this type of work. I want to also be very involved in the lives of the children with these needs. Am I way off base? Let me know. LA SUBJECT: assess and intervention Date: 96-11-27 00:12:41 EST From: SGolub1000 I am seeking information from OT's , PT.'s and parents of children who are preemies in Early Intervention programs. I would appreciate a rough idea of what instruments you use to evaluate a child--preemie . I have a DD child in mind with motor problems--Gross and fine. He does not walk backwards or walk up and down steps. He does not mark on paper and he can not string beads or work with manipulatives. His attention span is short, and he is active. Suggestions are appreciated for center and home use, before Dec. 3rd. Thanks much. SUBJECT: Re:assess and intervention Date: 96-12-01 21:26:37 EST From: RonnieBeh I am a teacher/program director who has experience with many different assessment instruments. The "Carolina Assessment Log" is very comprehensive, but I suggest using caution with ANY instrument for this population. Look at the qualitative concerns rather than striving for an age equivlant. Focus on what the child CAN do, rather than "he can't string beads" A good assessment is one that paints a clear picture of who this child is, highlights his abilities and makes specific recommendations for addressing his needs. Other helpful instruments might be the Ealy Brighance or the HELP, but please use them only as guides.Qualitative descriptions are so much more useful than quantitative measures. SUBJECT: Re:Preschool Inclusion Date: 96-12-07 15:56:15 EST From: DStep2 I am an administrator of a large preschool early intervention program in Va. We currently have some inclusion sites for preschool special education in daycare center facilities. These programs are so rewarding for parents, staff and the children involved.that success is unmeasurable. If I had my way I would no longer have centerbased preschool programs for any children. I think we have learned so much about the segregation of childrern with developmental disabilities in the last 20 years. We now realize how much children learn from each other through cooperative education. We do not FIX children but give them adaption to live with in life. SUBJECT: Re:Resources and Materials Date: 96-12-12 20:12:56 EST From: Tch2U GoldnGrl - NO, 3 and 4 yr olds should not be drilled on calendar. They don't even have to be doing it. It is not DAP, especially for 3 yr olds! Tch2U SUBJECT: Re:Hawaii Curriculum Date: 96-12-28 19:06:25 EST From: Anon237 I am currently teaching in an early intervention program (0-3) and we use the Hawaii Early Learning Profile. The HELP is wonderful!!!!!!! We use it to devise habilitation plans (part of IFSP), come up with therapist based activities, and finally to provide parent education on the activities suggested. It has activities and checklists for six domains: cognitive, language, gross motor, fine motor, sellf-help, and social skills. I am interested in learning how other therapists/teachers use this curriculum. It is a very INDIVIDUAL based program, but I would like to use it in more ways. Any suggestions would be appreciated. Post a message or e-mail me. Anon237 SUBJECT: Re:Resources and Materials Date: 96-12-28 19:39:52 EST From: DIZKRONZ Hi I teach 3&4 year old hard of hearing students and I agree it is not really appropriate but tou can just talk about what days we are at school and what days at home. I would not concentrate on the names of the days as much as the amount of days. You can do this by using a school bus and a picture of a house and let the children attach the appropriate picture on the calander for the day. SUBJECT: Re:Resources and Materials Date: 96-12-28 19:42:11 EST From: DIZKRONZ i forgot to tell you that a wonderful resourse for these items that youare looking for is a goodwill store or simillar place and also hit garage sales. Good luck! This is my first year where I am and know what you are going through. SUBJECT: Re:Preschool Inclusion Date: 96-12-28 20:57:55 EST From: TrillaAnn So nice to hear DStep2 that you wish center based programs were gone! I am an early intervention specialist in a small rural WV County. I have no segregated center, this of course, demands that we utilize existing "group" locations in the community. I have fround that the children that receive services in these settings are much better prepared for Part B preschool and Head Start. I am new to the Lounge and I am definitely looking forward to more of this! SUBJECT: employment opportunities Date: 97-01-02 22:15:17 EST From: LLOMIT I am currently teaching in Brooklyn, NY and would like to relocate to Maryland (in a neighborborhood close to DC i.e. Silver Spring, MD). Where can I obtain a list of state approved private early intervention programs? Where can I get information about how the process for referral, evaluation and service delivery for MD state? Thank You. SUBJECT: socialization /inclusion Date: 97-01-07 23:12:42 EST From: SGolub1000 Hi. I'm a grad student at Northeastern Illinois University seeking information from parents, support staff and preschool teachers regarding techniques and opinions of inclusion and socialization skills. How do you teach children and adapt for the special needs students? What population do you serve? etc. Thanks much. Sara SUBJECT: Family Involvement Date: 97-01-08 07:46:32 EST From: ErnyNBert Hello!! I am in the beginning stages of my Masters Thesis and I would like to hear from parents of children in early education programs, most specifically visual and multiple disabilities, but all responses are requested. I would like to hear your experiences and how the professionals have dealt with your experiences. Please email me directly. Thank you very much Ernynbert SUBJECT: Re:socialization /inclusion Date: 97-01-16 22:28:21 EST From: WWhitefam Sara, I am a special ed. teacher in Texas. I have seven multi-handicapped students inmy class. I do a lot of inclusion with a pre-k and k teacher. We order a lot of special devices (from different companys) to help our children.Please feel free to e-mail me if you would like more information. WWhitefam@aol.com SUBJECT: Re:Job Opening-Early Chldhd Sp Date: 97-01-18 11:26:25 EST From: WSHassen What area of Seattle, and what type of children, I'm looking for a new job in the Seattle area, SUBJECT: Spec. Ed E. C. teachers Date: 97-01-18 21:32:32 EST From: Blue 6780 Looking for other Early Childhood Special Ed. Teachers to share ideas and form a penpal list. I am always looking for new ideas and have many to share. If interested in sharing ideas E-mail me Blue 6780. I teach 3-5 year olds in a suburb outside of Chicago, IL. I am also interested in how other districts run their programs, incorporate parent involvement etc. SUBJECT: Re:Family Involvement... Date: 97-01-20 13:03:12 EST From: WSJAD Contact me if you would like to discuss family involvement.... SUBJECT: FINE AND GROSS MOTOR SKILLS Date: 97-01-20 15:05:26 EST From: Cmsfred DOES ANYONE HAVE ANY NEW IDEAS FOR FINE MOTOR AND GROSS MOTOR ACTIVITIES FOR 3 AND 4 YEAR OLDS THAT ARE FUNCTIONING AT 2.5 TO 3 YEARS OF AGE COGNITIVELY AND PHYSICALLY? SIGNED: CMSFRED SUBJECT: Re:Preschool Inclusion Date: 97-01-20 19:16:54 EST From: SGolub1000 Hi. I'm a grad student at Northeastern Illinois University. I'm writing a paper for on children with special needs 3-6yrs and teaching socialization. Most research supports inclusion. What do you think? Parents? Support Staff? Administration? etc. Thanks. E-mail me at SGolub1000@aol. com Thanks much. Sara SUBJECT: Re:Blind preschooler Date: 97-01-25 11:15:16 EST From: Didn2it There are many skills that a blind child needs that you may already be addressing. The most important prebraille skill is exploring his environment and using his hands to discover objects and manipulate them This includes many of the fine motor activities you would use with your other students. He does need to be exposed to braille book to learn how books work and the left to right progression of words. When doing calendar activities, have the words brailled for him on the materials that the others are exposed to and have him feel it so he becomes familiar. Your district should have contact with a teacher of the visually impaird and she should be able to help you futher. SUBJECT: Re: Preschool Inclusion Date: 97-01-25 23:48:32 EST From: MGoldb1181 I am a parent of a 3 yr old girl with dev disabilities. She is in a preschool handicapped program at her regular elementary school. I believe that inclusion is the only way that she will learn and advance. Most of the children in her class have speech delays, but cognitively are fine. They are great role models for her and by being in a regular school setting I think she is getting the maximum education available. SUBJECT: Paying attention Date: 97-01-28 09:19:39 EST From: Poohmug Does anyone have any advise on how to get a 3 year old who is functioning at a 1 year level to pay attention and learn his name???? Poohmug SUBJECT: feeding tube Date: 97-01-28 20:13:03 EST From: SNICKERSBR I am wondering if anyone has had experience with infants on a feeding tube? SUBJECT: Grad. student needs help! Date: 97-01-29 14:42:18 EST From: Orwellalso I'm doing a project about EI and Preschool programs for children with speech problems. I'm looking for information on tests used to determine if there is a problem, therapy's used on these children, etc. I welcome all information, addresses, advice. Please email me if you can help. Laura Orwellalso SUBJECT: Re:Grad. student needs help! Date: 97-01-29 17:48:02 EST From: Ratatat Contact Hawthorne Educational Services and order a catalog at 1-800-542-1673. They have intervention manuals and rating scales for just about everything, including early intervention; and emotional disorders. SUBJECT: Re:feeding tube Date: 97-01-29 20:54:20 EST From: JKaplan29 What did you want to know about feeding tubes? Does the infant have a g-tube or a nasal tube? You can email me at JKaplan29 SUBJECT: Re: paying attention Date: 97-01-31 22:28:17 EST From: MGoldb1181 My daughter who is 3 can't even say her name well. We just keep repeating and use the name as often as possible. Repetition is the key. SUBJECT: Re:careerlost Date: 97-02-04 18:26:01 EST From: JSCW6646 You are not off base at all. I am looking into the same field. The State of Maryland has early intervention providers make home visits for infants. During these visits you work with the child and the parent. SUBJECT: help for inclusion Date: 97-02-04 20:31:41 EST From: Fadgrotte I work at a pre-school with 24 typical children and 1 autistic boy. I have two assistants and am requesting a "shadow" for the child with autism. I find myself giving so much of my attention to him, that my other children lose out. His parents feel that a "shadow" will serve him no purpose. However, he is constantly up and moving, and seems to not be able to sit during activities. When he gets up, it is distracting for the other children. My students are 2 1/2 years old. Help! SUBJECT: Re:help for inclusion Date: 97-02-05 15:22:41 EST From: ADuris1608 My suggestion for you is to meet with the parents and discuss the situation -- you explain your side and have the parents explain their views. Also, does this child have a IFSP(Individual Family Service Plan) and a IEP( Individual Education Plan) I would think so. I guess my question is what are the child's strengths and weaknesses. Is there any other way that the child can be accommodated. A lot of time kids with disabilities can do the same thing as everyone else except that they need modifications and some alternate activities. SUBJECT: Re: Feeding Tube Date: 97-02-08 14:19:00 EST From: BRL62 My son has had a feeding tube since he was 6 months old. What are wanting to know? I will be glad to answer any questions. BRL62 SUBJECT: Re:help for inclusion Date: 97-02-08 18:26:09 EST From: LHartlage My advice to you is to let all 2 1/2 year old children be up and moving. That's what is expected at this age. It isn't developmentally appropriate for them to be sitting for activities. SUBJECT: Bricktown, New Jersey Date: 97-02-10 14:24:59 EST From: BRICKPOSSE Looking for parents of children with ADD/ADHD, Aspergers Syndrom, PDD/NOS, Developmental Delay, Language Delays and Autism. Recent discoveries leads to the need for more information. Please send me e-mail directly if you are the parent of a child with special needs and live in Bricktown, New Jersey. Brickposse@aol.com Brick Posse (Brick Parents of Special Services and Education) Bobbie Gallagher SUBJECT: Re:Spec. Ed E. C. teachers Date: 97-02-13 00:20:40 EST From: Jennx I teach 0-2 yr olds w/vision impairments in NYC i'd like to be a pen pal SUBJECT: Need help with Crouzan Syn. Date: 97-02-15 07:58:12 EST From: RAILEGH I have a student who is almost three with Crouzan - Fieffer syndromes he is extremely aggressive towards other kids and displays many autistic like tendencies? Does anyone have a similar experience or can give pointers! Please E-Mail RAILEGH! SUBJECT: preschool efficacy - help! Date: 97-02-15 07:59:22 EST From: Gmspeak Our highly regarded special needs preschool is being closed by the district due to budgetary constraints. School board is willing to review efficacy studies which support the view that such programs make a difference for kids and in the long term save money. If you know of such studies, please advise. Time is of the essence. Thanks. SUBJECT: Re:preschool efficacy - help Date: 97-02-16 10:23:35 EST From: RNerenbaum Gmspeak- I don't know where you are located but try contacting Carol McGregor. She is the Pre-K Special Needs Coordinator for Gwinnett County in Georgia. As a parent of a special needs child (Not in this program) I have seen some real success stories out of this program. Her number is 770- 271-5060. Keep me posted as to what she tells you. Sara Nerenbaum Mom to Adam SUBJECT: Preschool Efficacy Date: 97-02-16 17:53:42 EST From: Gmspeak RNerenbaum: Thanks for your info. I will try her, but really need references to research with hard data. I am in NY. SUBJECT: Team assessment Date: 97-02-16 21:06:31 EST From: RonnieBeh I would like to hear about benefits of this type of assessment, I have had some positive experience doing it, but it can also be awkward. Does anyone know of resources, studies, or have personal experience - The target population is blind multi-handicapped age 3-10. Team consists of Speech, Psych., Ed evaluator, OT, PT. Thanks!! Please reply here or E-mail RonnieBeh. SUBJECT: Re:Preschool Efficacy Date: 97-02-17 19:25:39 EST From: RNerenbaum Carol still may be able to give you the information that you are looking for. SUBJECT: Re:3 Year Old Date: 97-02-19 19:00:40 EST From: KDCHill It sounds like a good program from what you have described. A program with a stong language base should give a child with speech and language delays a good starting ground. Good luck. -Jennie SUBJECT: Re:Preschool Efficacy Date: 97-02-21 17:30:22 EST From: TLVAIL How can they be shutting it down? I thought services were mandated for special needs 3 yr olds? SUBJECT: info request re:FLorida Date: 97-02-24 21:58:58 EST From: JBlakeG I am looking to move to the Gainesville area this year. I am trying to find out how the Early intervention system (0-3) works down there. Can anyone point me in the direction of programs, or a state agency or a private progrma that services these kids? Please email me at JBlakeG@aol.com THANKS BUNCHES! SUBJECT: Re:Preschool Efficacy Date: 97-02-27 09:15:36 EST From: Gmspeak TVAIL: They can close program, but continue to provide related services, e.g. Speech, OT, PT, on an itinerant basis, often in the child's home. Not quite the same as a school based experience. SUBJECT: Re:books Date: 97-02-27 18:18:20 EST From: Argonewt I teach special needs kids birth to school age five in Central Maine. A parent of a kid in my class asked me about books caled "Concepts to Go" from a company based in Berkeley California They have three dimentional props to go with the story.....does any one have any info on this company....phone, address etc...Thanks Debbie SUBJECT: Re:preschool efficacy - help Date: 97-02-27 21:55:24 EST From: LRyan1227 gmspeak, Try looking up the Perry Preschool Project. The Highscope Program out of Yipslenti, Michign has published many reasearch studies on benefits of early intervention. (I'm not sure if they were particularly related to early childhood special education center-based classes.) Many studies out recently about early brain development, also try CEC Division for Early Childhood Education. Good luck. SUBJECT: Re:Preschool Efficacy Date: 97-02-27 22:20:39 EST From: TLVAIL If a child has a written IEP to cover preacademic, self- help, play etc. behaviors, how can they say that those goals can be met with itinerate therapists? I thought the goals and objectives decided how much time a child needed in a special ed program and a full continuum of options had to be available? Is preschool law that different from school age? SUBJECT: Re:preschool efficacy - help Date: 97-02-28 21:31:13 EST From: PDHoward Contact Louis Rosetti - of the Rosetti Infant Language Development Scale - I have his email address at work, not home. He is in Oshkosh, WI and is HIGHLY regarded & plugged in - he can provide you with a reference list on any aspect of early intervention - efficacy is one of his strong points, although he deals with the 0-3 population. Hope this helps. SUBJECT: Re:Youngsters Date: 97-02-28 23:17:40 EST From: TLVAIL I agree. Children at this age should be learning by playing- academics work like calendar drills are not appropriate. I get frustrated when I go into preschools and/or daycares and see 3 & 4 yr. olds sitting at tables working on paper and pencil tasks. There is tons of research that indicates this is not how they learn. SUBJECT: Re:Delayed Language Date: 97-02-28 23:29:35 EST From: TLVAIL You could try using different pictures for the different words in a sentence. For example, "He"- boy, "is" (word), "walking"-picture. This will help him recognize the word order. You can make a flip book with different pronouns and verbs that can be mixed and matched to form the same sentence pattern with different words. Stick with the present tense though- then add some regular past tense- don't worry about the irregular past tense "goed" It's normal for him not to have it at this age. SUBJECT: Re:Team assessment Date: 97-03-02 19:00:38 EST From: TAFTERS Transdisciplinary Play-Based Assessment by Toni Linder, PhD. is a great resourse for developing team assessment techniques. The protocol is very lengthy, so our team (parent,OT, speech, teacher, psychologist, assistants) uses bits and pieces of it. Making the parent part of the assessment team is crucial, and reduces the awkardness of the situation. We found developing practical suggestions for parents during and after the assessment is important. Explaining the "how" and "why" of the whole process to parents before the assessment also helps. Good luck! SUBJECT: Reggio Emilia Date: 97-03-09 09:38:13 EST From: Skybc3 Is anyone familiar with the Reggio Emilia approach to preschool? I am currently being trained to use this method in my classroom of special ed. 2-4 year olds. I was wondering what kind of success you've been having. SUBJECT: Re:developmental kindergarte Date: 97-03-09 10:56:55 EST From: Bev111650 I am also interested in a program of this nature. Also, I need information on a developmental Kindergarten/Inclusion program. I would appreciate any information. SUBJECT: Massage for sensory integrat Date: 97-03-09 15:04:57 EST From: ANNETROY I teach early childhood special education. Years ago I attended a workshop on massage for profoundly handicapped pre-schoolers. I have been using the technique for some 20 years. I am convinced that it is a necessary part of integrating the world for profoundly handicapped children. But I need to find updated information on the subject. Please e-mail me at ANNETROY@aol.com Thanks!! SUBJECT: professional development Date: 97-03-11 17:14:05 EST From: Elrox I am a pre-school special ed. teacher looking for some type of professional development course I could take independently to earn prof.dev.credit. I could use suggestions-especially something about assessment of pre-schoolers, but really, I'd take anything! thanks! mail to me at ELROX @AOL.com SUBJECT: home based Date: 97-03-12 19:12:29 EST From: PFried6000 i am considering following through with this timely process of e.i. , contract ing with counties here in upstate ny. has anyone done this? do you know about getting insurance/releasing the counties/ getting materials/what "curriculum" to follow? whether i can get enough clients without being a part of an agency that supplies ei services for 0-3 yrs.... SUBJECT: Re:Youngsters and Calendars Date: 97-03-12 23:10:03 EST From: TrillaAnn I agree with SusanS. I work with the 0-3's. We work on simple number skills. We discuss the broad ideas of calendars with our 3 year olds but don't drill the facts. SUBJECT: Re:refused services Date: 97-03-12 23:21:39 EST From: TrillaAnn The federal legislation for the education of preschoolers with developmental disabilities was designed to prevent such occurances. In most of the 50 states, local school districts are required by law to provide support services that will assist a child in succeeding in any situation. This is the childs right to a free and appropriate public education. Even if the family has decided against direct services from the district, especially in cases such as yours. The only place I can see a problem with the local district providing the speech support services is if the private preschool is a parochial school. Then they are not required to provide the supports. SUBJECT: Re:Paying attention Date: 97-03-12 23:31:38 EST From: TrillaAnn I suggest adapting the activity into a type of game, of course, one that provides a lot of reinforcement to the child. After all a 1 year old is not going to pay attention to something he doesn't get anything out of. SUBJECT: Re:help for inclusion Date: 97-03-12 23:41:45 EST From: TrillaAnn My suggesstion would be to contact the Autism Society of America for some information regarding the use of Autism Mentors "shadows". I have seen amazing results for children when they have a competent assistant to help them. ASA - 7910 Woodmont Ave, Suite 650 - Bethesda, MD, 20814-3051 - (301)-657-0881 - Fax (301)-657-0869 or you can contact THE AUTISM TRAINING CENTER - MARSHALL UNIVERSITY - 400 HAL GREER BLVD - HUNTINGTON, WV 25755-2430 (304)696-2332 SUBJECT: Re:Team assessment Date: 97-03-12 23:47:38 EST From: TrillaAnn I work in a Early Intervention setting that uses Team assessments as our primary means of assessing children. We find that the information gained is invaluable. With many different eyes and backgrounds, I feel that we obtain some of the best results possible. A major part of team assessment is the mutual respect of all team members and the ability of the members to enter a "role release" mind set. Not always does the PT, OT, or EI Specialist test their isolated skills. We have found, through completing the team assessments, that the combined observations of the specialists and the INTERdisciplinary mindset the children really benefit. Any questions let me know! SUBJECT: SC feeling overwhelmed Date: 97-03-13 19:32:30 EST From: ScoutFmly Hopefully Texas ECI will cut back on new demands & help reduce caseloads. Well trained & dedicated professionals are looking elsewhere due to the stress of so much to do & so little time. SUBJECT: Re:Arts and Crafts Date: 97-03-23 17:33:46 EST From: HELMER CHI I teach a MH 3-6 class. We use lots of sensory stimulation art projects. Things they can eat: paint with pudding, whipping cream, jello jigglers, etc.. If they are at the stage which they can keep things out of their mouth, I use shaving cream, goop (cornstarch and water), playdough made with Kolaide for a great smell, silly putty. As far as painting, fingerpaints mixed with textures (Coffee grounds, oatmeal, sand), sponge painting, painting with cars (rolling them through the paint), marbal painting (rolling them around in a box with a paper in the bottom). I just ordered a switch toy which is a spin art for kids who can't access art!! SUBJECT: Re:Youngsters and Calendars Date: 97-03-27 19:40:29 EST From: Bondu I don't think that there is anything wrong with exposing young children to the concepts on a calendar. The math program Math Their Way does this in a very clear and concrete way. The children really learn understand the concepts because it is done once a day. They also enjoy it because it is part of their routine. Mah Their Way was written by the same woman who wrote Workjobs and Workjobs 2. You should check out the program. SUBJECT: Special Ed Itenerent Teacher Date: 97-03-31 20:06:10 EST From: Wpoh I am currently a special ed preschool teacher. I am thinking of accepting a job as a special education itenerent teacher (SEIT). If anyone has any information about this type of position, including opinions type of children in the progrma and anything else. It would be greatly appreciated. Email me at wpoh@aol.com. Thanks. SUBJECT: openings Date: 97-04-11 22:21:24 EST From: THE 2 REVS Job openings: Director's position for 12 month EI program serving 0-5 year olds in Center, Community & HomeBased settings in N. Phila. & Logan/Olney. Adminsters program with three supervisors, about 30 staff, 150+ children in 2 sites. Seeking MA w/ special ed./EI background. Salary mid-30s. Also seeking teachers with Associate's or Bachelor's in Special Ed. or ECE; starting salary $21,300. FAX (215) 329-9977 or Email THE2REVS@aol.com SUBJECT: Re:early intervention Date: 97-04-12 21:56:29 EST From: KTteech I am an early childhood special education teacher, specializing in students with multiple needs. I would be happy to swap info., ideas, questions, and/or concerns with anyone!! SUBJECT: Re:RE: New to Sp.Ed.Early Ed Date: 97-04-17 20:18:01 EST From: KZimmermen I have been using a modified version of highscope for 10 years now. The children seem to do well with it.(I teach preschool handicapped 3-5 year olds.) SUBJECT: Re:early intervention Date: 97-04-17 20:20:32 EST From: KZimmermen What are the ages of the children? I teach a preschool handicapped class of 3-5 year olds and would love to exchange ideas! KZIMMERMEN SUBJECT: Re:early intervention Date: 97-04-17 20:53:18 EST From: KTteech 3-5 year olds too!! Really a large range in both my classes. My A.M. class is made up of 10 student with multiple needs, due to a multitude of impairments, cognitive levels from 2 months to about 4 years. My P.M. class is made up of 8 students, with a cognitive range of 2 months to 5 years. What are your classes like!?!? Our theme for April is "The Pond", and our theme for May is "Nursery Rhymes and Fairy Tales"!!! SUBJECT: Re:Spec. Ed E. C. teachers Date: 97-04-17 20:58:37 EST From: KTteech I am also from a Chicago suburb and would love to share ideas and talk about programs!! Maybe we are neighbors!! SUBJECT: Re:early intervention Date: 97-04-19 12:28:06 EST From: Twofisches Count me in, too! I teach 3-5 year old children with Autism/PDD. I have only been teaching sped preschool for one year, but have been teaching sped. for 8 years! I'd love to exchange ideas! SUBJECT: Re:early intervention Date: 97-04-20 12:08:08 EST From: KTteech Where should we start!?!? SUBJECT: Re:early intervention Date: 97-04-22 20:43:16 EST From: KZimmermen My classes also vary. My AM class has 11 students ranging from @18 months cognitively to 4 years. My PM class has 9 students - 4&5 year olds basically at age appropriate cognitive skill levels but with speech/language delays and behavior difficulties. We do 1 nursery rhyme a month, usually tied in with the theme of the month. This month we are doing farm/zoo animals so we did Little Boy Blue. In May we will learning about plants, insects and camping. In June we will be doing alot of water play and picnicing before the end of school on the 12th. SUBJECT: Re:early intervention Date: 97-04-22 20:45:13 EST From: KZimmermen If anyone wants to exchange ideas my email address is KZIMMERMEN@AOL.COM. I hope to hear from you!!! SUBJECT: Re:early intervention Date: 97-04-22 21:25:09 EST From: PDHoward I am an early intervention teacher for birth to three kids. I would love to trade ideas with others. Our program is home based. I go to the kids' homes mostly weekly. I travel mostly in rural areas & spend lots of time in the car. I just listened to Michael Roberts on parenting and stuff. I'd like to find out about more books on tape on education/early intervention/child development, etc. Let me know if anyone has any ideas. Penny SUBJECT: Developmentaly Delayed Date: 97-04-25 12:50:08 EST From: Megri I have started an E-mail group consisting of parents of developmentaly delayed children. The ages of the children is varied, and there are about seven of us and we would love some more company. We are an easy going group who will not be chatting back and forth everyday, but maybe once a week if we are lucky. If you would like come join us just drop me a line! Teachers are always welcome, since sometimes we have no idea what we are talking about . Mary:} (E-mail: Megri) SUBJECT: degree Date: 97-04-27 16:15:43 EST From: JHunel I am very Interested in early intervention ahat kind of degree so you need for such a field?????????????????????????? SUBJECT: degree Date: 97-04-27 16:18:54 EST From: JHunel I am sorry what kind of degree do you need for early intervention????????? SUBJECT: Re:degree Date: 97-04-27 18:28:19 EST From: KCarr75548 In my state, WV, a preschool handicapped degree is necessary (Masters level) . Undergrad can be any education field. SUBJECT: RE: Degree Date: 97-04-27 19:13:16 EST From: KTteech In IL, I have type 10 teaching certificates (special education: Trainable mentally retarded and physcially handicapped), then I went back and picked up my "special education early childhood approval" to teach 3-5 year olds. In IL, you can also have a type 4 teaching certificate (early childhood), and get a "special education approval" to teach 3-5 year olds. I hope this helps, ehat state are you from!?!? Maybe you should contact you state universities!! SUBJECT: Re:early intervention Date: 97-04-27 19:55:40 EST From: Yma76 I am a special education preschool teacher too. My classes are integrated with regular ed role models. I have children with varying needs. (PDD, Down's, LD, etc). I would love to share ideas with someone. My themes are for May: Spring and Circus. I have already done nursery rhymes this year but have lots of activities/ideas. Please e-mail me a Yma76@aol.com if you are interested in sharing ideas. Amy SUBJECT: help Date: 97-04-28 16:28:46 EST From: JHunel My degree will be in elem. education and then I plan to go to WVU and get my masters in spec. ed. Do I need to get a masters level for this type of work?????Can I still do the same type of work w/ a degree in just elem. ed?????????? SUBJECT: Re:help Date: 97-04-29 21:03:35 EST From: WWhitefam Find out the requirments for your state. In TEX. if you want to work with special ed. kids, you must have a degree in special ed. and in elem. ed. If you want to work with really young kids you must have three degrees. Spec. ed. , elem. ed. and Kindergarten or early childhood. You do not have to have masters degreee. SUBJECT: potty training ideas Date: 97-04-30 23:48:03 EST From: JOO523 I have a 5 year old in my class with turner's syndrome she is non verbal but understands most of what I say. Communicates with sign and pic sims. She will hold her urine for 18 HOURS she is so uncomfortable she shakes!! The neurologist says there's no cause for this. We've tried warm water, rewards etc. but she can't seem to relax. It's a wonder she doesn't get URI's Any suggestions?? SUBJECT: Re:potty training ideas Date: 97-05-01 13:09:25 EST From: Mars000210 Has she been seen by a urologist/ sometimes there can be other reasons why children hold there urine/ it may be painfull when she urinates, or structual abnomatlties, or infections to the bladder itself. SUBJECT: Re:early intervention Date: 97-05-03 18:53:25 EST From: Twofisches For May I am teaching Eric Carle's "The Very Hungry Caterpillar". Our school has ordered caterpillars- which will be arriving next week. Last year when I taught this theme I had a very successful art project to accompany the book. I purchased socks for the children to use as puppets. I stiched a small piece of velcro to the top. I cut large butterfly wings from 8 1/2x11 manilla folders and put the other piece of velcro on the bottom of the wings. The children used markers to decorate the wings and the sock puppet ( any art media can be used- but we wanted to play with our puppets right away.) When the wings were attached our caterpillar turned into a beautiful butterfly. SUBJECT: Re:potty training ideas Date: 97-05-03 19:01:31 EST From: Twofisches She may have also have a "bad " experience in the bathroom, which can sometime effect children. I teach children with PDD and have found that even innocous sounds such as bathroom fans and the sound of flushing have kept them away from the toilet. Maybe the sound of the urine landing in the toilet is bothersome. (I know it sounds odd, but as a special educator, I'm sure you've seen many strange causes of odd behaviors) Also sitting on larger toilets and commodes- where their feet can't reach the ground comfortably, has also caused fears in some learners. Good Luck! SUBJECT: Early intervention Date: 97-05-03 22:02:59 EST From: S m wigton I have been reading some of your post, and realized that many of you work with Autistic or PDD children between the ages of 3-5. I am a therapist from three children like that in there homes, none are inschool yet. Their paremts and I are despartly looking for any information on any public school that offers a program for their children. Especally if it uses the Lovaas method or appiled behavioral anylsis. If any of you teacher work in a school like that or know of another resource for me I would be thrilled Thank you so much!! SUBJECT: Re:Early intervention Autism Date: 97-05-03 22:35:48 EST From: KTteech Yes, several of my students I have had a diagnosis of PDD or autism. But we do not offer a program based on Lovaaz or beh. a. We are considered a language based program with all therapies being delieved intregratively. Our classes are grouped heterogenously in nature, and therefore each classroom has diversity in cognitive level and disabling conditions. Let me know if you find what you are looking for, I should become more aware of what all these kinds of programs entail. I have always specialized in students with multiple needs, and just recently wided my experience to include children with "autism" and "PDD", so they are both still fairly new to me. I have globbed onto any and all information I have been able to get my hands on for the last two years. SUBJECT: The V.H. caterpillar Date: 97-05-03 22:39:07 EST From: KTteech It's a classic. Your project sounds great. I love the repeated line "and he was still hungry". When we read this book I program it into our "Big Mac" so each child can have a chance to "say"it!! SUBJECT: Re:Early intervention Autism Date: 97-05-04 23:12:07 EST From: S m wigton What school and state are you in KT??? Is this a publicly funded school, is it considered a special education program or an autism program? thanks for the info, if there is anything I can pass on, I have been working and researching Autism and PDD pretty much everyday for a year so I know some but am also still serching for moore info. SUBJECT: Re:early intervention Date: 97-05-05 05:49:21 EST From: KERSTYN Include me in there too! I teach 3 - 5 year old special ed students as well! I'd like to know what all of you use as assessments in your classrooms. We used the Brigance but I am looking for another method. I have been currently working on my own, but it is very time consuming. I need something now! Thanks! SUBJECT: inclusive preschool settings Date: 97-05-06 03:02:00 EST From: Jmailu I am a special ed. preschool teacher in Hawaii. I have a class based in a community preschool. I team teach with their teachers, and have my students fully included within the regular setting. This is our third year. We have had children with severe multiple impairments, orthopedically impaired, autism, Down's Syndrome... The program has been wonderful for both the special ed. and regular ed. students. I would love to correspond with other teachers who are also working in inclusive settings. SUBJECT: Re:early intervention Date: 97-05-07 20:15:32 EST From: KZimmermen I use the Learning Accomplishmen Profile(LAP). It starts at 36 months and goes up to 72 months. There is also an Early LAP for 0-36 months. I have been using it for 10 years. SUBJECT: Re:Early intervention Date: 97-05-10 10:26:51 EST From: Twofisches Our integrated preschool setting follows a Greeenspan model for teaching our children with PDD. The new PDD label we use is MSDD- Multi System Developmental Disorder- Greenspan and the North Carolina TEACCH program models have quite successful progarams working with these youngsters. Our program is self contained in the A.M. -which is when many of the therapies are done, and integrated in the P.M. The typically developing peer role models have been very successful in assisting in the teaching and growth of our students with PDD. At ages three-five they don't think that their friends are too different, either. (Aren't kids great that way?!) Our "role models" have learned to sign to their friends, have helped their peers use communication boards, etc. We also have an A.M. OT session daily, in class,- which we provide sensory input to our children via brushing techniques, swinging in blankets, using sit & spins, pillows for deep pressure (like a Grandin squeeze machine), etc. This sensory time allows our children to get the needed input to help them organize themselves and get ready to learn. I find it very successful! Eric Shopler-from TEACCH- has an excellent book called "Preschool Issues in Autism" (Plenum Publishing- which you can access via the WEB). I recommend it to anyone with an interest in this field. Ihave also read another excellent book called "Autism Handle with Care"- which gives a good thumbnail sketch about the abilities and super abilities of autism. I have been teaching children with PDD ( and a everyother handicapping condition) for eight years, this is my first year with preschool age children. It's amazing how successful early intervention really is!! SUBJECT: Re:inclusive preschool setti Date: 97-05-10 22:26:13 EST From: Yma76 I am an special education pre-school teacher in MA. I would be interested in sharing ideas with you. My class is integrated and I teach using themes. Currently we are talking about the circus. I will be working the extended year summer program so any "summer" ideas would be great. I love forward to exchanging ideas with you. You can e-mail me at Yma76@aol.com Thanks, Amy SUBJECT: Re:Preschool Inclusion Date: 97-05-19 23:30:31 EST From: CHammDuck I'm currently teaching ECSE in an inclusive setting, 50/50 ratio of typically developing and atypically developing children. My class is multiage (3, 4 and 5 year olds) and I have 14 students. I would love to share ideas! SUBJECT: Re:FINE AND GROSS MOTOR SKILLS Date: 97-05-19 23:36:14 EST From: CHammDuck My inclusive preschool class has physical education twice each week, 30 minute classes. Our curriculum includes locomotor skill activities, ball handling skills (throwing, catching, kicking etc.), gymnastic skills (body movement) and rhythms and dance. The P.E. class is always the highlight of the day! SUBJECT: Re:Reggio Emilia Date: 97-05-19 23:44:52 EST From: CHammDuck Yes!! Our team has being studying the Reggio approach for 4 years. Several of our teachers have implemented various aspects of the Reggio philosophy and have been very successful. In my class, we have focused on documentation of children's work (pictoral panels) and a focus on the environment (lighting, materials, displays etc.). In addition to being LOTS of fun, parents have been very pleased. The documentation, in particular, has been an asset to our record keeping, an area of my job that I really dislike. I'm so glad to hear someone else is researching the Reggio schools. We are in Oregon. Please keep us posted on your journey! SUBJECT: EI Service Coordinator Date: 97-05-20 21:07:01 EST From: CFox602118 Any SC out there? New position for me- would like to chat with others in same field. SUBJECT: Re:early intervention Date: 97-05-21 19:20:19 EST From: TLVAIL How can you handle that many delayed kids with such a wide range of ability levels in one group? Do you have 2 aides? Our classes have no more than 6- The more severe class has 5 kids with a teacher and 2 aides. I can't imagine being able to get much teaching done! SUBJECT: Re:early intervention Date: 97-05-22 21:09:34 EST From: KTteech I have 10 A.M. students with 2 aides (a one to one included), and 8 P.M. students with 2 1/2 aides ( a one to one included). It's tough, but we do the best we can with what we are given---we work out butts off. Next year the numbers look better. Unfortunately, our new superintendent doesn't prioritize Early Intervention or Early Childhood :0( SUBJECT: Re:early intervention Date: 97-05-23 21:01:13 EST From: JKaplan29 I thought I'd tell you about my kiddos. I teach in a rural school outside of Phx. I have ages 3-12 in my "Multiply Handicapped classroom". It is hard having all levels but we manage and have fun!!! :) Janette SUBJECT: Re:early intervention Date: 97-05-27 17:57:37 EST From: TrillaAnn Hi. I am an Early Intervention spec in a small rural area also. I too spend most of my days traveling as my services are primarily home based. I do only center services as a weekly Mommy and Me group to offer training to my families on various topics concerning parenting and child development. I would love to exchange ideas and info! Sheila SUBJECT: Re:degree Date: 97-05-27 17:58:59 EST From: TrillaAnn In the WV you must also be credentialled through the State Department of Health and Human Resources - Office of Maternal and Child Health. SUBJECT: Re:help Date: 97-05-27 18:01:46 EST From: TrillaAnn You do not need a masters level degree. The teacher I co-teach with has a bachelors in social work. At the agency we work for you are required only a BA in human services. I have found it very helpful to have the masters level background basically due to the direction the state is moving and the level of severity of the children I am working with. I have certification in Elementary Education, Preschool Handicaps, Severe and Profound Handicaps and Autism. Sheila SUBJECT: Re:EI Service Coordinator Date: 97-05-27 18:04:30 EST From: TrillaAnn Hi. I wear two hats (on a good day) for the families I am working with. I am both the Service Coordinator and the EI Specialist. Like to chat! SUBJECT: SERVICE COORDINATION Date: 97-05-29 13:52:12 EST From: CFox602118 Anyone else out there a service coordinator? would love to chat and share ideas, resources etc.Please email me at CFox602118 thanks. SUBJECT: schools Date: 97-05-29 15:41:08 EST From: Cchunel What grad scools offer early intervention as a major?????? Does WVU????????? SUBJECT: Re: EI Assessment Date: 97-05-29 22:36:02 EST From: Nif930 KERSTYN- I am a Special Education Preschool Teacher / Early Intervention Teacher and work in our center based program and the home based program. For our testing, we use part of the Brigance and part of the LAP and we use the Battelle Developmental Inventory. It covers the Personal-Social, Adaptive, Gross and Fine Motor, Communication, and Cognitive Domains for children 0 and up past age 5. It's nice to have one test that covers almost all areas of our testing needs. It's also very easy to score. Hope this helps! SUBJECT: Re:schools Date: 97-05-30 19:59:28 EST From: VaSaturn Virginia Commonwealth University offers ECSE as a major for a master's of education degree. They have a good program. If you are interested e-mail me and I'll get you a number to call for more information. SUBJECT: Re:Arts and Crafts Date: 97-05-30 20:47:08 EST From: Tahitisl Preschool inclusion classes need lots of process art. I do two "projects" a week which work on fine motor - cutting etc. and usually look like something to satisfy mom and Grandma. however there are process art you can turn in to a project: like fingerpainting or blowing colored bubbles on table and laying paper on it when they've finished to get product; or cutting a shape around their painting afterwards to put on involvement bulletin board. What really changed the way I did art was to place it within a large Learning Center time so 1-3 children can choose to do it at one time, providing more one on one for those needing it. SUBJECT: Re: Early Intervention Date: 97-05-31 06:42:05 EST From: KERSTYN Thanks for your responses on different assessment tools you use in your classroom. I have been struggling with this for a long time. When I am in a parent conference and am talking about a child's strengths and things we are working on, I always get the same question...EXACTLY what age is my child functioning at and how far behind is that compared to his/her chronological age. I have struggled with answering those types up questions. Another PPI (pre-primary impaired) teacher that I know in a neighboring community has used a number of different assessments (including the Brigance) and developed her own tool for assessment, (as she was getting the same type of question). I found it very interesting and helpful because she has broken this assessment down into age groups (0-2 2-3 3-4 4-5 5-6) and into different areas of development (cognitive, fine motor, gross motor, social-emotional, speech and language). She checks off or highlights the skills that each student can accomplish and then she is able to show parents where most of his/her skills are falling into (the 0-2 age range or the 2-3 age range or the 3-4 and so on). She can also show then which area of development is most delayed. It sounds kind of confusing, when I tell you about it, but actually I've found it very helpful and parent friendly. I am planning on revising it a little over the summer, as I noticed some skills that she included that we really don't concentrate on and I noticed some skills that she didn't included that I would really like to assess. I have a lot of work to do over the summer (including teaching 2 different summer programs....1) and AI summer school for 3 - 6 year olds and 2) the summer program for Early On (special needs 2 yr olds) BUSY BUSY BUSY!!! Anyway, on to my question. Have any of you experienced having to discuss the possibility of Austism with a parent who seems totally adament against the idea? We have a little 4 year old girl who is SO Autistic, but when trying to introduce the concept into parent conferences she gets defensive immediately. So we always end up changing the subject to accomodate her. Any ideas or suggestions? I will have this student (and parent) in my class again next year, so we thought we'd try again at the next parent conference. Thanks for all the input! This is great!!! : ) SUBJECT: Re:early intervention Date: 97-06-01 23:20:47 EST From: LOVECYRUS I'll be new to pre school Autistic in the Fall. Live and work in Southern CA. Would love to share ideas. LoveCyrus SUBJECT: T.E.A.C.C.H. Date: 97-06-03 19:45:56 EST From: Tahitisl Our district's preschool (inclusion) teachers and a few elementary will be traveling to N.C. this summer to receive TEACCH training. Any one out there using this? and How is it working for you? E mail at Tahitisl@aol.com Thanks SUBJECT: Re:schools Date: 97-06-03 21:32:13 EST From: TrillaAnn WVU does offer EI as a graduate major. Dr. Barbara Ludlow is the program director and you can contact her at SpEd Dept, WVU, PO Box 6122, Morgantown, WV, 26506-6122. It is a great program. I graduated in May of 1996. You can complete the program either on a full time -On campus- basis or ona part time - satelite basis. I completed the program and never attended a class in Morgantown. Look into it if you live elsewhere. It's worth it. SUBJECT: latex allergies Date: 97-06-07 16:14:48 EST From: CCLS1 I could really use your help. I am trying to find policies and procedures about latex allergies for preschool and elementary settings. If you have any information, will you e-mail me? Thanks. CCLS1@aol.com. SUBJECT: Re:Job Search Early Interve Date: 97-06-07 19:36:12 EST From: CDOTB I am presently looking for a position in Early Intervention. Particularly working with infants and their parents. SUBJECT: Job search- Early Interventi Date: 97-06-07 19:38:41 EST From: CDOTB Looking for a postion in Early Intervention in the Dayton, Oh area. Any help out there! SUBJECT: Re:early intervention Date: 97-06-09 19:11:46 EST From: Andree24 Our district/school has developed a WONDERFUL program to accomodate oue "multiply handicapped" classrooms. We have 3 PPCD (Pre-school program for children with disabilities) classes in our school... Two PPCD classes and a PPCD/PDD class. Our two PPCD classes are A.M./P.M. and our PPCD/PDD is all day. We work VERY closely with our Pre-K teachers and have a half hour inclusion twice a week. During this time, we have basic center time or a short theme-based lesson and activity. I have seen SO MUCH language come out ofthis inclusion time. Don't get me wrong, it is very difficult. However, we have an incredible principal willing to "go to bat" for us any time that someone questions this time. In addition, we have an extremely knowledgable PDD teacher that is willing to answer any questions. Must go for now, but please e-mail me at Andree24@aol.com with any questions or comments. Andree SUBJECT: Re:latex allergies Date: 97-06-09 19:53:57 EST From: KTteech I once had a student with a latex allergy, so severe that our classroom staff could not use latex gloves at all!! We got all latex gloves out of my room. For next year our nurse has decided not to have latex gloves in the building----just vinyl!! SUBJECT: assessment Date: 97-06-09 21:15:52 EST From: Krit0310 I am working as a special instructor in an early Intervention program (0-3 year olds). Currently, one of my clients is a 1 year old I am looking for some type of extensive scope and sequence chart that states what 1 year old should be able to do... Any info would be appreciated Thanks SUBJECT: Re: assessment Date: 97-06-09 22:54:13 EST From: Andree24 I recommend using the LAP (Learning Accomplishment Profile). There is one available for children 0-36 months. I find it handy for children of such a young age. However, I would use it in combination with other tests in order to get an accurate assessment. Good luck! SUBJECT: Early Intervention-degree Date: 97-06-11 21:01:05 EST From: Are26 I would like to know how i can go about getting a degree in Early intervention and what states have the best places to get a job in this area. Thanks Audrey SUBJECT: Early intervention programs Date: 97-06-16 06:06:59 EST From: WALSHSAUND Looking for a job working in early intervention program in the central Massachusetts area. Please pass on any info! Thanks!! Deb SUBJECT: early childhood position Date: 97-06-19 20:54:18 EST From: SGolub1000 Hi. I am a grad student in early childhood sp. ed. I currently work with an intermediate group of TMH -Severe/Profound students. I have worked with the PH population. I am looking for a job in Chicago(not with the Board of Ed) with young PH children. Anyone know of any openings please E-mail me at SGolub1000@aol.com. Thanks SUBJECT: Re:T.E.A.C.C.H. Date: 97-06-22 19:51:41 EST From: Dood 13 I am interested in observing a classroom where TEACCH intervention strategies are being used. I'm a SLP on sabbatical from my upstate NY school district. Do you have any advice about where I might observe this program in action? Thank-you. Carole : ) SUBJECT: High Scope and Autism Date: 97-06-26 13:14:25 EST From: Ratatat Moved from another folder: SUBJECT: High Scope and Autism Date: 97-06-26 12:20:31 EDT From: VANITY001 I have just been assigned an autistic pre-K class (beginning July 7,) and was told to implement the High Scope curriulum with these students. I know very little about High Scope, but am expected to show up next week with lesson plans written and then implement them (yes, I told my administrators that I had no expereince and very little knowledge regarding the High Scope curriculum, but they were not concerned or supportive). If anyone has any experience with the High Scope curriculum please e-mail me with any suggestions, ideas and lesson plans. Any and all help will be greatly appreciated. VANITY001 SUBJECT: Re:T.E.A.C.C.H. Date: 97-06-27 17:34:28 EST From: JOO523 How wonderful for you to be going to NC!! We do use the teacch model in our classrooms with children with autism 3, 4, and 5 year olds. It is great to see the children progressing. Sally Rogers out of JFK Cneter in Denver also uses this as a model for their program. It is so very slow going at first but it does work!! SUBJECT: Re:T.E.A.C.C.H. Date: 97-06-30 21:15:20 EST From: TLVAIL We're looking at trying to develop an integrated preschool setting in the fall. Does anyone have a model they're happy with? How do you work the funding? We'd like to combine a prescool handicapped program with a chapter 1 preschool program but can't figure out how we'd fund it. Another option might be to have paying "regular" kids. But then, who do they pay? I'd appreciate any insights you may have. SUBJECT: Ideas..Presch w/severe limit Date: 97-07-02 07:38:49 EST From: ANDYJILL Hi, I am starting a 6 week summer school program at Easter Seals on July 7th. The children are ages 3-5. DOES ANYONE HAVE IDEAS!!!! One student is blind and only understands french, others have feeding tubes, one a private duty nurse and so on. All I know about the other new students this year, I did it last year (for 1st time) is that they too need alot of positioning. WHAT CAN I DO WITH THESE KIDS??? There's circle time, and 2 other periods for activities. Do I do mostly art???? I would GREATLY APPRECIATE some circle time ideas, water play ideas, and any activities you think would be good for this population...Any ressources would also be helpful. PLEASE Email me at AndyJill@AOL.Com with ideas, suggestions,advice and any feedback. SUBJECT: Re:Ideas..Presch w/severe li Date: 97-07-02 17:06:41 EST From: KTteech My students sound very much like yours!! Try a variety of motor activities too!! Obstacle courses including swinging, spinning, crawling, rolling etc. are fun (some students may have to be fully facilitated through it but it is worth it so they can feel NORMAL movement), playground, gym also. This summer my theme is celebrating colors!! I have a large cognitive range 2 months to 4 years. Once a week we are doing a language circle focusing on one color, for example this week is blue, I have a bag full of blue things providing all kinds of sensory sensations. Together we make a blue poster for the class with blue items taped on it. The blind children enjoy it too because of the tactile and auditory components of the items. Then on another day during the same week, blue week for example, the children are coloring or painting a page in a "color book", each page has a picture of a teddy bear and a catchy poem...."Teddy Bear Blue" has the flu, so she can not go the the zoo. Our weekly schedule for summer is: Monday---hello circle, gym, snack, music, good bye song, home Tuesday---hello song, language circle (color poster), centers, snack, music, good bye song, home Wednesday---field trip day Thursday---hello circle, table time (color, paint, or finger paint Teddy Bears), centers, snack, music, good bye song, home Friday---swimming day Hope this helps!! K--- SUBJECT: Re:Ideas..Presch w/severe li Date: 97-07-03 00:42:01 EST From: ANDYJILL Thanks for the advice. Look forward to me emailing you with me questions..u are very helpful. Thanks, Jill..(AndyJill) SUBJECT: GLOBAL developmental disorde Date: 97-07-08 12:19:17 EST From: MENNEL Can anyone explain this term. Is it pervasive develpmental disorder to a greater degree? I really could use some clarification. SUBJECT: need pro in autism Date: 97-07-09 22:38:57 EST From: Cabbagee I live in the Bay Area, California and feel that my sister's child has autism. He is still very young, only 18 months, but shows all of the signs. I have read many good things about early intervention and am looking for how to find a professional in this field. Since it will take time to find the right people I am getting started now. Any information would help. Please Email me at Cabbagee@aol.com with any information. Thanks. (O: SUBJECT: Re:T.E.A.C.C.H. Date: 97-07-12 22:15:46 EST From: TWals10377 There is a program in Moorhead,Mn called Preschool Partners. I'm no authority on the program, but if you contact Moorhead Public Schools I'm sure they'll connect you with someone who is. SUBJECT: Thesis on Assessment Date: 97-07-13 13:05:57 EST From: JohansenSC Trying to come up with a good idea for a Master's thesis involving assessment in an early childhood special education setting. I'm really struggling with what aspects to look at. Any help and suggestions would be immensely appreciated! SUBJECT: Re:Thesis on Assessment Date: 97-07-14 07:39:24 EST From: Mars000210 Hi, why not assessment of specific learning disabilities in the preschool enviorment. What behaviors, developmental mile stones and preschool skills would be indicators that a child is at risk. Another area to explore is there a functional realtionship between bilateralism ( left and right handedness) and accessing strenghts and weaknesses in the learning disablited child in the preschool setting. I don't know if this would be appropriate what about accessemnt of teaching techniques in the preschool setting that are a detramental to learning disabiled child that would impact on that child acquiring skills that can be transfered to the elementary school setting or impact on the child emotionally resulting in low self esteem. SUBJECT: Re:Thesis on Assessment Date: 97-07-14 08:47:56 EST From: Mithue I've noticed a high correlation between learning nursery rhymes, understanding rhyming concept and phonological awareness skills in 4-6 year olds. Some of my young students who do not understand rhyming (hat, cat, pat) are delayed in blending skills and sight word reading of these words even when they know the sounds of the letters. I've been tracking their progress and most end up in corrective reading in first - second grade and then identified with learning disability in the area of auditory/visual memory in second - third grade. Another possible sign of LD in kindergartners is the inability to quickly name shapes - I play 'Color Bingo' and have the students name the color and shape (circle, triangle, square, rectangle). One 5 year old never could name them with 80% and was eventually found to have a learning diability at the end of second grade. Sue SUBJECT: Re:GLOBAL developmental diso Date: 97-07-14 18:47:06 EST From: SBenner974 From my understanding, global developmental delays, means that the child is experiencing delays in every area of development. This is a softer term for retarded or handicapped depending on the severity of the delay. SUBJECT: Re:T.E.A.C.C.H. Date: 97-07-23 17:22:52 EST From: Tahitisl Re: TLVAIL: Our state funds our Special Ed. preschool units. The "typicals" pay a tuition to the school board which helps pay assistant's wages. SUBJECT: calendar Date: 97-07-25 15:50:31 EST From: Savagana Any ideas of keeping the routine of the calendar fun and developmentally appropriate? I will be the early child teachr in an inclusion class of both special needs and "average" children. Likewise, 3,4,5, year olds may all be incorporated in the same class. Any ideas to best serve all children? SUBJECT: Re:calendar fun Date: 97-07-31 23:01:46 EST From: Kaseyy For young children, use songs and chants to teach things like days of the week, weather, months of the year etc. If you'd like information on music therapy, feel free to e-mail me. I am a music therapist who has worked for many years with children and adolescents with developmental disabilities. SUBJECT: HELP FOR LITTLE ONES Date: 97-08-04 14:38:40 EST From: HNYPooh Please help me to teach others,I need ideas on Inclusion/Co-teaching,especially for reading levels 1-4 and grades 4-6.I need to help these children and I want to bring any ideas into my classroom.Please help me to help others.Send all ideas to HNYPooh. PLEASE HELP :) :) THANKS :) :) SUBJECT: Re:calendar Date: 97-08-04 22:58:58 EST From: MNDeTour When working with young children in an inclusion classroom, use songs and follow through with a regular routine everyday that may include the weather, days of the week, counting the days, and the month. E-mail me if you would like more info or the routine that I use. SUBJECT: juggling funding for incl. Date: 97-08-05 09:13:26 EST From: JOO523 our school district is also the guarantee for head start, We combine the special ed funds and the head start funds with the title 1 funds. the money and resources are pooled. Classroom have 12 students - 4 identifed as special needs and 8 hs or chapter kids. Teachers are certified in early childhood special ed and there is a full time para. the therapists come in the class weekly and work with the children with iep's. It's a great blend and i feel so lucky to have the support i do!! The children are totally included inthe class. SUBJECT: s.o.s Date: 97-08-17 21:04:49 EST From: Wsmk Can someone out there tell me what it takes to be a NYC guidence counselor? Any help would be appreciated. SUBJECT: Re:calendar Date: 97-08-21 10:08:07 EST From: Twofisches I have found that besides using songs, chants, and having a consistent routine, that props have saved my calendar circle many times. We use many different weather props to keep our PDD and "typically developing" peers active and engaged. Props may include child safe fans and scarves (windy), yellow felt balls, flashlights, sunny pictures (sunny), plant misters(rainy -be prepared to get wet) and chennille, soft fabrics, cotton puffs, (cloudy). We also use sunglasses ( to look out the window) and bang on aluminum bake pans (for thunder), etc. If you take a walk through some of the larger craft stores I'm sure you can find some more items that can be fun weather props. good luck SUBJECT: LEAP Date: 97-08-23 20:30:04 EST From: TacyLiz Does anyone know anything about the LEAP program that teachers autistic preschoolers with an equal amount of neurotypical children. Iwould like to learn more. SUBJECT: Prematurity-NEC Date: 97-08-28 00:22:21 EST From: SGolub1000 Hi. I am posting messages in many areas/folders. I am a sp. ed teacher and a graduate student. Currently I am in need of information on Necrotizing Entericolitis. Please E-mail me with suggestions for obtaining information-articles, books etc. as soon as possible. Also, if you are familiar with a hospital with a parent support group or a support group in Chicago dealing with preemies/NEC, please E-mail me at SGolub1000@aol.com. Thankyou very much. Sara SUBJECT: best Date: 97-09-01 16:55:20 EST From: Cchunel What are the best places ( schools) to go to grad school and get a degree for EARLY intervention????? SUBJECT: Re:best Date: 97-09-01 20:05:35 EST From: TacyLiz I don't know if you can get a degree just in Early Intervention. I am getting my masters in special education, which includes E.I. SUBJECT: child development Date: 97-09-07 01:16:53 EST From: Beckyp4 I am looking for information on child development for an early intervention class I'm taking. If anyone knows where I can find some info. Also, if anyone knows where I can jind some info on motor development stages for different disabilities, that would be greatly appriciated(sp). SUBJECT: counseling families Date: 97-09-11 03:56:36 EST From: JBlakeG Hi- I am a speech therapist, working in a transdisciplinary setting in early intervention. Our program is also home based. This is my first real experience dealing with lower-income, multiculteral populations, who have different ideas about parenting, discipline, etc. I am wanting to advise them about positive discipline, and other ideas, but am very unsure of stepping on toes, overstepping my bounds. Does anyone know of any resources that would benefit me? I'm getting more and more angry, and distressd for the kids, but I don't want to say the wrong thing, and ruin any trust with the family. Help!! Thanks! JBlakeG@aol.com SUBJECT: Parents Date: 97-09-11 16:07:27 EST From: Cchunel How invlolved are w/ the parents when you are an Early intervention teacher?????????Or do you work w/ mainly with the kids???? Does it DEPEND on the program you work with????? SUBJECT: help ! with id'ing program Date: 97-09-11 21:38:39 EST From: KRSNMIK Hi - I have a 3 yr old w/ delayed speech..other than speech therapy (which she has been in for about 6 months)...shoudl I be looking at an early intervention program for her as well ?????? I guess I'm not even sure WHAT an EI program is ? SUBJECT: Public Law & Arkansas Date: 97-09-12 06:59:24 EST From: MuskyZak Can anyone explain to me what this means .... "(B) a free appropriate public education will be available for all handicapped children between the ages of three and eighteen within the State not later than September 1, 1978, and for all handicapped children between the ages of three and twenty-one within the State not later than September 1, 1980, except with respect to handicapped children aged three to five and aged eighteen to twenty-one, inclusive, the requirements at this clause shall not be applied in any State if the application of such requirements would be inconsistent with State law or practice, or the order of any court, respecting public education within such age groups in the State:" My 4 yo son has been identified as severe receptive/moderate expressive w/developmental delays, and they are willing to offer a few hours a week of "special services". However, they are NOT willing to provide preschool. I am certain that he will not be prepared to enter Kindergarten next year!!!! Does anyone know if Arkansas loopholed out of providing a free an appropriate education to preschoolers as outlined under PL 94-142? PLEASE HELP! I would appreciate if anyone who has knowledge of this subject would e-mail me at MuskyZak. I plan on posting this anywhere I think anyone might be able to help me .... SUBJECT: Re:Parents Date: 97-09-22 21:07:55 EST From: TrillaAnn I am an EI Spec in WV. Our porgram focuses on Family Centered Practices. That is we involve the family (the good, the bad and the ugly parts and interests) in as much as they wish to be involved. I try to train the families to carry through with suggestions however they have to be willing to do this. If a family is not or does not seem ready to assume these tasks, I believe it is part of my job to help them get there if they want to be. We cannot reach all the families and empower them to take control of their childs services and therapies, and this is a difficult reality to accept sometimes. If this is difficult for the family, just keep trying! Who knows maybe your perserverance may pay off. Sheila SUBJECT: Re:help ! with id'ing progra Date: 97-09-22 21:11:11 EST From: TrillaAnn Every state is required to provide services to a child who meets the eligibility requirements for early intervention. In WV the school systems are responsible for the education of children ages 3-5 if they are in need of any type of special education services. This includes classroom and related therapies (PT, OT, ST). I would suggest that you contact your local school board or the state department of education to see who is responsible for the program and request policies or other information describing the programs, and eligibility. Sheila SUBJECT: TechnoRanger Journal Date: 97-09-23 12:04:15 EST From: RMeth96618 TechnoRanger Journal is a neat Macintosh / print resource for preK - grade 3. For only $30 I got 20 mb of adapted units, IntelliKeys overlays and language boards. If you want info, call Legacy Resources at 888-777-2970. SUBJECT: Re:PT services for CP Date: 97-09-23 18:10:46 EST From: Mithue I see a preschooler for Intensity 1 speech who has CP. The resource teacher sees him for Intensity 1 also. The PT services him in the home and has raised the question about OT. Can students get PT and OT services if speech and resource are discontinued? His speech and language are average but I suspect his coloring, cutting, writing skills are below average. He'll be coming into kindergarten next year and does not attend private preschool since the ones in my area refuse students with needs. He doesn't qualify for public school preschool since he's not 25% delayed in two areas. I can't help but think that he's getting short changed since he's 'only' physically handicapped. He uses a walker and can even ride his tricycle. Has anyone run into this situation? Sue SUBJECT: Re:help ! with id'ing progra Date: 97-10-03 11:30:10 EST From: SBenner974 If your child has been tested for and is receiving speech therapy, it is likely that s/he does not need to be placed in an early intervention classroom if that did not come up at the time of placement into speech. It might benefit your child to participate in a regular preschool or mom's day out program for 2-3 mornings a week. This way she is practicing her speech skills and learning to relate to/with other children. Frequently early intervention classrooms have more involved children in them, and unfortunately, your child may learn bad habits. SUBJECT: Re:3 Year Old Date: 97-10-04 14:26:17 EST From: Morahmoreh Early childhood education, particularly for children with special needs, should involve all 5 senses. The activities you mentioned seem to be visually oriented and "school-like". Children should be exploring all kinds of textures (raw rice, play dough, pudding, warm and cold, rough and smooth substances, etc.). Most activities should be open-ended, meaning that they do not result in a finished product, but emphasize process. I suggest that you explore other options before settling on this one. Marilyn, Early Intervention Specialist SUBJECT: fun ideas Date: 97-10-08 20:02:56 EST From: KAlden8657 Two great ideas for use with preschoolers who are mildly or significantly developmentally delayed - I did a theme on transportation and took oranges and cut them in half. Scoop out the insides, filled with blue jello, freezed and stuck popsicle sticks inside with a sail cut out and taped on the stick - my kids loved!! we also did a theme on safety - with trafffic lights, take graham crackers spread with either marshmallow creme or peanut butter and use red, yellow, and green M&M's for the lights. Great!! Hope someone will enjoy these ideas! Also, just want to spread the word that I attended a workshop (the best) on autism in Chapel Hill, North Carolina if anyone is interested in more information. SUBJECT: help!! Date: 97-10-09 10:37:39 EST From: FezyWill I found this folder and have gotten some great ideas. Although I have taught Cross Categorical for years, it has been in the 5th 6th grade levels. I have no materials for this age group and have been screaming for ideas....Mailbox has been helpful too. If anyone has any thoughts out there I would love to hear from you PLEASE!!!! SUBJECT: A quick ? Date: 97-10-09 13:12:06 EST From: Cchunel Can I still get into Ertly Intervention w/ a degree in Early childhood??????????????? and a masters in Spec.Ed??????????????????? Does that work??????????? SUBJECT: Re: ideas using music Date: 97-10-09 22:33:48 EST From: Kaseyy Hi, I'm a music therapist who has worked for a number of years with children who have various developmental disabilities. I worked for many years for one district, seeing students in their early childhood program. Anyone who would like to exchange ideas is welcome to e-mail me at; kaseyy (kathleen) SUBJECT: Georgia Pines Date: 97-10-16 22:04:01 EST From: ADuris1608 I need the address of Georgia Pines, I think it is in Atlanta. Please email direct SUBJECT: Re:A quick ? Date: 97-10-19 22:00:33 EST From: TrillaAnn Probably depends on the program. My agency requires a bachelors in a human services field. SUBJECT: Early Intervention Date: 97-10-21 19:29:09 EST From: JBooth2139 I am thinking about doing my thesis on early intervention. I'd like to research whether or not preschool handicapped programs succeed in preparing children for kindergarten. What do you think? SUBJECT: Re:need help Date: 97-10-21 19:42:12 EST From: JBooth2139 I am assuming that the public school system does not have a preschool handicapped program for your son. Where did you have your son assessed for his language disorder? His test results should prove that he is in need of special services in which the public school must provide and pay for, even if they have to send your son to another district in your area that does have a preschool handicapped program. Another suggestion might be to take your son to your pediatrician and have him or her do an assessment on Attention Deficit Hyperactivity Disorder. He or she will have your son's preschool teacher fill out a behavioral scale and rate his behaviors in school and you would have to fill out a similar scale to rate his behaviors at home. The doctor analyzes these results. If he has ADHD, the public school is responsible for servicing his needs and intervening early so as to prepare him for kindergarten. SUBJECT: EI Professionals Chat Date: 97-10-25 15:52:57 EST From: ADuris1608 I am wondering if there may be some early childhood professionals who would like to start a chat one day a week to share experiences and such. If interested e-mail directly. ADURIS1608 SUBJECT: Re:Early Intervention Date: 97-10-25 15:55:44 EST From: ADuris1608 Are you talking about specialized programs or inclusive programs with children with special needs? SUBJECT: EI programs in Delaware Date: 97-10-31 06:52:06 EST From: JnRBaer A family in Massachusetts is moving to Delaware soon. Their child has made significant progress in the Early Childhood Center at The May Institute (using Applied Behavior Analysis) in Randolph, MA. They are concerned about losing the skills he has acquired. They are looking for all the resources they can get. They are also considering home based Applied Behavior Analysis. I told them about the Delaware Autistic Program and the ICDL in Bethesda, MD. I also told them The May was considering opening Centers in Maryland and Florida, but I have no idea if this is reality yet. If anyone has other resources please email me and I can pass on the info asap. Your help would be very appreciated. Thank you. SUBJECT: Re:EI programs in Delaware Date: 97-11-03 22:07:41 EST From: Slatesh713 I am in DE. What is the child's disability? SUBJECT: Re:EI programs in Delaware Date: 97-11-04 16:46:35 EST From: JnRBaer <> The child has a Pervasive Developmental Disorder, but I think the family has already moved. Thank you anyway for your concern. SUBJECT: Re:Moved from another folder Date: 97-11-09 15:19:46 EST From: Sender3194 I am also a pre-school teacher dealing with an special ed population. I would like some information on the "Reggio Emilia " program. Please email me at: Sender3194@AOL.com SUBJECT: Early Childhood Chat Date: 97-11-09 23:39:07 EST From: ADuris1608 Beginning this wednesday november 12 at 10 pm EST in private room Early Intervention there will a early childhood special educators chat. If you need directions or additonal info please email me. Hope to see you there. ADuris SUBJECT: K-1 Title 1 Date: 97-11-14 07:11:33 EST From: SzyHln I am a first year teacher for the k-1 classrooms in my school. My job is to work with the 10 students who are at-risk for reading. In K, I am focusing on the alphabet. Any Ideas for lessons that help teach the basic letter recognition? SUBJECT: Early Childhood Chats Date: 97-11-15 10:25:03 EST From: ADuris1608 On Tuesday November 18 at 10 PM EST in Private room Early Childhood we will have a early childhood professionals chat. On Wednesday November 19 at 10 PM EST in Private Room early intervention we will have a early childhood special educators chat. Please contact me if you need directions. Hope to see you there. SUBJECT: Re:K-1 Title 1 Date: 97-11-16 00:26:05 EST From: Pansies4me SzyHln, I have a book at school that lists different orders to teach children the alphabet. It also has the different order that different basals use. I can mail you the chapter if you send me your school address. :)Janette SUBJECT: Early Childhood Chats Date: 97-11-22 20:40:16 EST From: ADuris1608 The following times are when we will have early childhood professional chats. Please come!! Tuesday November 25 at 10 PM EST in private room Early Childhood Wednesday November 26 at 10 PM EST in Private Room Early Intervention Please contact if you need additional directions SUBJECT: Re:EI programs in Delaware Date: 97-11-29 10:39:47 EST From: Ratatat SUBJECT: Re:EI programs in Delaware Date: 97-11-03 22:07:41 EST From: Slatesh713 I am in DE. What is the child's disability?