Archive of Special Education Forum Folder Resource Room File Name: rsroom.txt 65 Pages May 15, 1995 - June 13, 1997 SUBJECT: resource rooms Date: 95-08-06 16:53:53 EDT From: DAYZER I would like some information on teaching a resource room - varying exceptionalities - class. I need all the information you can share with me. Thanks. SUBJECT: Re:resource rooms Date: 95-08-07 17:53:21 EDT From: MUSCLDEN Ditto for me.....I've been teaching an inclusion 5th grade room for the past seven years but will be switching to Middle School (6-8) next year focusing on reading and written language only. SUBJECT: Re:resource rooms Date: 95-08-08 14:12:32 EDT From: LINDA HA I have been teaching in a resource room (Junior /Middle School) for over 20 years. I work with an excellent reg ed and spec ed staff. We are multicategorical. We have teachers lesson plans to work from. The share texts, worksheets, project plans, tests, quizzes and everything else they use in their teaching. We help modify for kids with various disabilities. We modify, teach and reteach from the regular ed classes. We also meet with reg ed teachers weekly. We collaboratively teach in as many areas as possilbe. This is reinforced in resource room. Questions? We do workshops and I will share anything. SUBJECT: Resource Date: 95-08-08 20:39:46 EDT From: CPelle I have been teaching collaboratively in a middle school with LD and ED students for 3 years. How do you teach equally in the classroom with a regular ed teacher? Most regular education teachers I work with are apprehensive about having spec. ed. students in their classroom. Any suggestions? SUBJECT: Re:resource rooms Date: 95-08-08 22:44:52 EDT From: LADY TANGO My daughter will be starting her fourth year as a teacher this Sept. She will be working with 12 language impaired first and second graders. Do you know of any resources for high interest, low level reading books? She's also interested in everyone's ideas on good language learning projects, curriculum, methodology, etc. SUBJECT: Re:resource rooms Date: 95-08-09 19:03:57 EDT From: LADY TANGO Regarding the message I left....Please EMail me with any replies. Thanks! SUBJECT: Block schedule Date: 95-08-09 19:38:02 EDT From: NOTLYNN I will be teaching a resource class on block schedule this fall I am interested in hearing from someone who's been there please send me some e-mail SUBJECT: Re:SLD RESOURCE IDEAS Date: 95-08-22 23:49:33 EDT From: MSquirrel I AM A SECOND YEAR SLD RESOURCE TEACHER. I AM IN GREAT NEED OF SOME NEW IDEAS FOR A SUCCESSFUL CLASSROOM. IF YOU HAVE ANY IDEAS PLEASE SEND THEM TO ME THROUGH E-MAIL. THANKS. SUBJECT: Re:SLD RESOURCE IDEAS Date: 95-08-27 12:03:31 EDT From: DBGRANT I have started already at year rounf school in Humboldt county, Calif. I would be happy to share my ideas and the direction of the program. I have been a special teacher in day class for elementary LD and also for SED adolescents 12-18 regular ed teacher elem. and second. address is dbgrant on aol and dburrit@cello.gina.calstate.edu SUBJECT: Re:SLD RESOURCE IDEAS Date: 95-08-27 16:15:50 EDT From: SChinskey I am a resource specialist under some pressure to give an inservice to the regular staff. No topic has been suggested. I thought that working with ADD in the regular classroom might be a good one. Any suggestions or references will be appreciated. Also I am under a great deal of pressure to spend most of my time in the regular classroom. Any suggestions. Email or postings will be appreciated SUBJECT: Resource Center Date: 95-08-31 23:30:19 EDT From: LUCKY60113 This will be my first year teaching special education. I would greatly appreciate any ideas or tips on how to organize the center. Ex: Scheduling, grouping, inclusion, etc......... Thanks SUBJECT: Re:resource rooms Date: 95-09-01 16:51:48 EDT From: AllenD8084 Linda, Where do you teach? How many children in each class? How big is your school? Etc.? SUBJECT: Re:resource rooms Date: 95-09-02 11:33:53 EDT From: BlossomZ Hi! I have been teaching self contained SED kids for 15 years and just recently moved and accepted a position teaching a resource room in a K-3 school. The district and I are very interested in providing service in an inclusive manner. I NEED LOTS OF SUGGESTIONS!! Please E-mail ASAP! Thanks! SUBJECT: Re:resource rooms Date: 95-09-03 18:08:11 EDT From: AmiJOE1 I have a resource room for children with behavior disorders.( basic emotional problems, ADD/ADHD, and lots of agression). You are not going to believe this, but my school system has a huge space crunch and they are buildig modulars to be attached to the school. I am going to receive one of these modulars as they have already put a new third grade in my curent room. Well- the modulars are not complete and I have to start the year working on an inclusionary basis until they are finished. I have three grades(1,2,3) and four different homerooms as cooperating teachers. They are great teachers and willing to try anything. Help!- I need to know about how to include children with severe behavior probelms in a regular setting. They are smart as a whip !!!I have two assistants. THANK GOODNESS!!!! Please EMAIL me or post a reply. Thanks AMY JO SUBJECT: Re:resource rooms (inclusion) Date: 95-09-03 21:22:26 EDT From: PEGNEWTON Help! I have currently moved from 13 years with the elementary gifted program to a middle school (7th grade) position in the LD program. We are an inclusion program ( I go into 2 math and 2 English classes a day) and I have 1 resource period. This is all new to me. I would appreciate any suggestions on how to make this a successful experience for the students, the regular ed teachers and myself. I think this can be a great learning experience for us all. I have been out of special education for 13 years, this is my 20th year of teaching. Any ideas will be greatly appreciated, or if you are in a similar position I would appreciate corresponding with you. THanks for a reply!! -Peggy SUBJECT: Re:resource rooms (inclusion) Date: 95-09-04 01:00:47 EDT From: MFinstad I have a son who is 15 years old with Down syndrome. He is included with Learning Center support. This is his freshman year of high school. So far so good. However, I'd like some input from other parents or teachers regarding strategies for success. I have already created a Circle of Friends last year and he has a manager position for the Frosh football team...but I need some tips on how to keep expanding his horizons. MFinstad SUBJECT: Re:resource rooms Date: 95-09-04 01:26:10 EDT From: SusanS29 Perhaps some of the kids can excuse themselves from the classroom *before* they blow. I've done that with some students in the past. The child tells the teacher "I have to leave," and leaves. After he's out of the classroom the teacher intercoms to the office and says "Shawn has left for..." whatever Shawn's escape location is. Usually it was my resource room (surely you'll have some sort of small office?) Backups were the counselor's office and the principal's. "Shawn" had the choice of taking his work with him or of doing work always waiting for him at his escape place. It was very empowering for these kids to gain some control over their environment in this way, but being able to communicate with the office is crucial. The child can't just be free to roam the school at will. SUBJECT: Circle of Friends Date: 95-09-05 21:38:20 EDT From: BET2VETTE What is the "Circle of Friends"? My daughter is mentally handicapped, 17, and a junior in high school. She is desperate for a friend. Is the "Circle of Friends," an organization that can be initiated into her school? Help! Please e-mail me. Thanks. SUBJECT: Re:Resource Date: 95-09-17 12:14:32 EDT From: E3BG Yes! I am a parent of an ADD/Gifted 11 yr. old. In Class Support has been a wonderful plus for him my son and his school. He is able to be in the regular classroom so that full content material and class participation is available to him, but his resource teacher is also a partner to refocus him and urge him to contribute. The resource teacher, in our experience is also able to work with any child in the classroom that needs help, classified or not. He/she becomes a true PARTNER to the regular classroom teacher. Those regular ed. teachers who have the confidence to try this situation, improve their own teaching skills. They no longer have to fear a child who is not typical. They gain strategies and insights into innovative ways of teaching that benefit all students. The teachers from my son's school, (we have a very supportive principal), have gone from fearful to enthusiasitic. All of them now see the value to this type of teaching. SUBJECT: New in Resource Date: 95-09-17 15:31:53 EDT From: AnnLucille Hi! I'm brand new to AOL and also to the resource room. I'll be working with 4th and 5th graders (which is perfect since I've spent the last 8 years in the regular classroom with those grades). I start pulling out tomorrow, and I thought I'd give this a try to see if there is anyone out there to give me any helpful ideas/hints/advice about my new challenge. Also, are there any special programs out there that I should be aware of? I'm anxiously awaiting a response. Is anyone out there? Thanx.... SUBJECT: ideas and suggestions Date: 95-09-18 23:07:02 EDT From: Lparz I am currently working as a term sub in a resource room, at the high school level (all of my students are in 10th grade). Most of my students do not understand why they have to work on their IEP goals and write every day. All I am asking is that they write 5 sentences, and I typically get one sentence after numerous complaints they have nothing to write about. If anybody could give me suggestions on how to get the students interested in writing I would appreciate the e-mail. SUBJECT: Re:resource rooms Date: 95-09-19 18:31:12 EDT From: WKing2773 Presently I am teaching at a middle school in 6th grade where we are trying out inclusion after four years of REI. I am a first year teacher and could use any information on how to set up inclusion in the middle school setting. SUBJECT: Re:resource rooms Date: 95-09-19 18:33:34 EDT From: WKing2773 Linda Ha, I would greatly appreciate any information you can share on your program. When and where is the workshop available? SUBJECT: I need help about full inclusion Date: 95-09-23 20:22:46 EDT From: Harvey 17 I am writing a paper about full inclusion in the class room. If anyone has any information concerning this topic, please e-mail me. harvey17@aol.com thanks SUBJECT: resource room Date: 95-09-24 19:52:59 EDT From: BRATAM I am a first year teacher working in the resource/consultation model. I work with 4th and 5th graders and I would like some creative ideas for working in this type of situation. E-mail me with your suggestions--BRATAM SUBJECT: Re:Motivating kids in the RR Date: 95-09-27 12:53:05 EDT From: AnnLucille I'm doing my masters project on motivating the unmotivated. I'm working in a Resource Room, so I'll use that slant. I'm also doing a presentation on dealing with behavior problems in the RR. If anyone has any new and creative ideas, suggestions, or references to any specific books/magazines or journal articles, I'd sure appreciate it...You can E-Mail me...THANKS! SUBJECT: Teacher:Aid/student ratios Date: 95-09-28 08:51:30 EDT From: Ratatat MOVED FROM ANOTHER FOLDER SUBJECT: teacher:aid :student ratios Date: 95-09-27 21:57:03 EDT From: STENNIS interested in how large are resource room classes, how many children responsible to sped teacher, how many aids she supervises ETC.. for 6th grade SUBJECT: Re:Teacher:Aid/student ratios Date: 95-09-28 08:52:29 EDT From: Ratatat MOVED FROM ANOTHER FOLDER SUBJECT: Re:teacher:aid :student ratios Date: 95-09-27 22:48:42 EDT From: DBack51729 I have had 15 kids with out any assistant in mixed 7th and 8th grade classes. Don't ever do it. Depending on the kids (behavior, etc...) my school has found there seems to be a practical ceiling at 5 to 7 per person. SUBJECT: Re:Teacher:Aid/student ratios Date: 95-09-28 08:53:38 EDT From: Ratatat MOVED FROM ANOTHER FOLDER SUBJECT: Re:teacher:aid :student ratios Date: 95-09-28 07:00:13 EDT From: KarenL2888 In PA it is illegal to have more than 12 per class in elementary at more than 15 in middle school which I believe is classified at 7th through 9th grades (not sure about that). My son was in one class that had 13, (district claimed they had a State variance which they didnt). One teacher can handle 13 if they are all on the same page, but when you have so many different abilities and levels in one class, its a recipe for disaster. His teacher retired after that year, and he learned little. I think National guidelines for class size are long overdue. SUBJECT: Research on Inclusion Date: 95-10-01 20:51:01 EDT From: LACE G I'm in CA and inclusion is the thing here right now> Does anyone know of any research/journals/magazines articles on inclusion for learning disabled students? If you could email and fill me in on where to find some research to support/critic this theory, I would much appreciate it! Thanks! SUBJECT: Re:resource rooms Date: 95-10-04 20:04:53 EDT From: AP80 I've been teaching in a middle school resource room for 11 years. Most of my students are learning disabled and expected to get a regular diploma. Along with the other excellent advice you've been given, I would add that you must be FLEXIBLE, enjoy variety (if you're the type that likes to write plans two weeks in advance, you might be in the wrong field!), and have super communication and interpersonal skills. SUBJECT: Re:Teacher:Aid/student ratios Date: 95-10-07 16:30:49 EDT From: FALUVPA IN NY IN MY SCHOOL, CLASS SIZE IS UP TO 16 AND 17 IN SOME OF THE ELEMENTARY CLASSROOMS. I HAVE AN AID FOR ONLY PART OF THE DAY. IT IS VERY VERY DIFFICULT TO TEACH THIS WAY. THEY HAVE NO VARIANCES AND NO ONE CHECKS UP ON THEM, BUT THE EDUCATION OF THESE CHILDREN IS WHAT SUFFERS HERE. PARENTS NEED TO BE MORE VOCAL AND TO KNOW ALL THEIR RIGHTS. SUBJECT: Re:Teacher:Aid/student ratios Date: 95-10-07 22:55:42 EDT From: Ratatat Fal, 16 or 17 is actually a pretty decent number. I know of classrooms here with 35 kids, two teachers and a part time aid in elementary level. Oh, so that you know, posting in all caps is considered *shouting* on-line! Also, it makes the post harder to read. SUBJECT: Information/ideas Date: 95-10-08 12:29:15 EDT From: BClos92278 I am in my second year of being a resource teacher. Last year I was a cross-categorical teacher grades 3-5 with a total of 31 students. This year I am at a different school and have a total of 20 so far in grades K-5. Does anyone have any good ideas for teaching the Dolch Basic Sight Words? Any ideas about using the language experience approach? I also am receiving two hearing impaired students in grades K and 1 any suggestions on teaching them to read? Our school using a phonics program and it is not any good for the hearing impaired. Please E-mail me any ideas or information. SUBJECT: Re:Information/ideas Date: 95-10-09 02:06:00 EDT From: SusanS29 " Does anyone have any good ideas for teaching the Dolch Basic Sight Words?" Yes. E-mail me and I'll send you some information. SUBJECT: Re:resource rooms collaboration Date: 95-10-10 00:37:22 EDT From: WEAJAA Linda Ha, I am a psychologist in a junior high setting. Our teachers have started co-teaching--a special ed and a regular ed teacher teaching to a mixed class of sped/non-sped students. They are interested in any resources available. I was interested in your message. I would like to hear from anyone who has info to share on this approach. Please E-mail. SUBJECT: Re:Circle of Friends Date: 95-10-18 12:20:09 EDT From: HD Ride994 For more information on Circle of Friends contact PEAK Parent Center 1-800-284-0251. SUBJECT: IEP MEETINTGS Date: 95-10-19 22:30:49 EDT From: MERYLALICE does anyone know the legality of the principal adding an objective at the IEP meeting which tells the Resource Teacher what method to use to achieve her goals.? I am an elemenatry school RS teacher. Please E Mail any information. SUBJECT: Re:IEP MEETINTGS Date: 95-10-20 06:54:41 EDT From: Ratatat The PARENT is the one who has to sign-off on the IEP to make it official, regardless of what the principal puts into it. Does the program/objective reflect a real goal for the child? What are you specific objections? SUBJECT: Re:resource rooms (inclusion) Date: 95-10-20 21:20:26 EDT From: TSGV I am a hs resource center teacher. I currently team with regular ed teachers in Algebra and History. My program has been very successful for two reasons. The regular ed teachers WANT me in their classrooms and are willing to accept advice. We use a real team approach and everyone benefits --Terry SUBJECT: Re:ideas and suggestions Date: 95-10-20 21:26:01 EDT From: TSGV Have your students correlate their writing for you with an assignment for another class. For example , if the goal is to improve proofreading skills have that student bring an essay from English class to proof with you. If the work is meaningful, you will find that they are less resistant. SUBJECT: Re:IEP MEETINTGS Date: 95-10-21 14:26:25 EDT From: SusanS29 "does anyone know the legality of the principal adding an objective at the IEP meeting which tells the Resource Teacher what method to use to achieve her goals.? " It's a committee decision. If the bulk of the committee is in agreement, it's OK. If only the principal wants it (not, for instance, the parent) -- then it's not. Now -- objectives have to be measurable, so a good compromise might be to specify in the measurement part of the objective that progress will be measured monthly to determine whether or not the method is effective. SUBJECT: Re:IEP MEETINTGS Date: 95-10-21 20:51:58 EDT From: Oynk oynk Due to some problems, my district is increasing the principal's accountability in making sure IEPs are "right on". My principal is now asking for my iep "drafts" prior to the meeting, and making changes then. The whole thing is kind of ridiculous. In order to make sure the IEPs are of a high enough quality, everyone but the parent is deciding what belongs in the IEP. To tell you the truth, I am just WAITING for a parent to come in an make us change the whole dang thing. It will mean rewriting it for the 4th or 5th time, but maybe someone will wake up and smell the coffee. SUBJECT: Re:IEP MEETINTGS Date: 95-10-22 20:09:20 EDT From: SusanS29 One more example of the school being put between a rock and a hard place. It's *very* hard to completely write an IEP while in the IEP meeting... but writing it all in advance is illegal also. We were provided with stock phrases to use for amount of time spent in special education and such, which helped. Our IEPs were gone over by our supervisors *after* the IEP. Occasionally changes had to be made, but it kept the system the way it's supposed to be -- with the parent participating. SUBJECT: Re:resource room size Date: 95-10-23 21:13:09 EDT From: LLMoo Wow! I can not believe your class size. I have 38 kids with a variety of needs but the ratio is never greater than 6 per teacher for direct instruction. I believe a strong component to learning is small group instruction. I feel my students make a lot of growth. E-mail me to find out more of what I do. SUBJECT: Re:resource room size Date: 95-10-24 22:39:38 EDT From: SusanS29 WOW... 38? When I taught (until about 5 years ago) the state limited *resource* to 20! I almost never had more than three at a time, and fairly often managed one-to-one. SUBJECT: Re:SLD RESOURCE IDEAS Date: 95-10-25 20:33:53 EDT From: CFilanow LOOKING FOR INFORMATION ON MANAGING A SECONDARY RESOURCE ROOM WITH A 6 PERIOD ROLL OVER DAY (BLOCK SCHEDULE). ALSO ANY GOOD IDEAS FOR ORGANIZATIONAL TECHNIQUES FOR HIGH SCHOOL. REPLIES PLEASE! SUBJECT: Re:Resource Center Date: 95-10-27 14:18:29 EDT From: ILUVTOHK I am not a teacher, I am a parent of a 14 year old daughter who was in recource. I would like to share with you, my daughters resource experiences. My daughter Kim had difficulty keeping up with her class when she was in the first grade. My husband and I were told Kim should be placed in a recource class. Kim was not hyper, but she did have problems following directions. I had my daughter tested by neurologist. I was told Kim was A.D.D. Then I was told she was not A.D.D., but she did have a learning disability. The physician told us kim can do regular class room work as long as she was in a small class enviorment, and as long as the teacher took the time to make sure Kim understood her directions. At this time, Kim was now just starting her 5th grade class, and was at a point where she was losing her self esteem at a very rapid pace. The special resource was an enviorment where it was very easy for her to socially regress. Almost every child in the class seemed to come from disfunctional familys. The friends she made in the class had no upbringing. All of the upbringing and values kimberly was taught at home were not at prevalent in any of the students in her class. As far befriending anyone outside of the class, that was impossible. Kim was the Special Resource Student. At this point I couldn't sleep at night. I was feeling totaly inadiquate as a parent. I didn't know how to help my daughter. I decided it was time to take charge and pulled Kim out of resource. When I first requested this that my daughter be placed in the regular 5th grade class, I was told I was making a BIG mistake and I had no idea what I was doing. I had several meetings with the TEAM as they called themselves, and still did not get anywhere. A month had gone by, and now I was concerned about how much she was missing in the 5th grade class that had already started. With great frustration, I decided to fax a letter to the director of resources. I told him I wanted her out of resource immediately, no more meetings. I was told I was setting Kim up for failure, she was tested at a 2-3 grade level. I felt Kim was getting the same level of work every year, and if she stayed in resource, she would not progress. I told the Resource teachers I felt she should have been given much more challenging work, and should have been treated like a normal student to help prepare her to move on. Cany rewards, being treated and talked to like they were pre-schoolers. Kim was placed in the 5th grade at my request. The class she went into was reading Johnny Tremaine. I read the book, so I could help her comprehend what she had read, I put her vocab words in a computer program, that tested her every night. We did 4-5 hrs. of work nightly. Kim is now in the 8th grade with a C- average which she has to work very hard for. Kim tells me it's worth it. She tells me how great it is to be in a class with regular kids and how good she feels to be doing the same work as them. Each year I introduce myself to all her teachers, and explain to them that Kim has many gaps in her education, but she is a hard worker and will be a good student. I felt Being in resource was a class where the students were just going to graduate with no future in mind. I feel the resource teachers should look at each individual student and challenge them so they can get out of the resource class. I feel the resource teachers need to focus on teaching the students good study habits and how to be organized. With these skills the students will be able to go on instead of staying idle. SUBJECT: Re:resource room size Date: 95-10-29 18:00:49 EDT From: RRTeach In most of NYS, the resource room size is still limited to 20 for elementary and 25 for secondary with a 5:1 class ration. The problem at the elementary level is that most students are seen for 2 periods but the number of students figure doesn't take this into account. My district considers only the number of students and not the amount of time the RR teacher spends with the student. NYC was recently permitted to increase RR sizes to 8:1 SUBJECT: Re:Teacher:Aid/student ratios Date: 95-11-02 22:45:59 EDT From: Blast 8 Last year we had all 6th grade students. Our caseload was 22 most of the time but did fall to 18. This was very stressfull because we also had to teach a modified P.E. period. I felt a lot of the time was spent on behavior management with little time for IE. This year is wonderfull because we only have 11 students. However, Iam working with a new teacher who does not have her Special Education Degree. She is really trying hard and respects my information. She really makes me feel part of a team. SUBJECT: Re:Information/ideas Date: 95-11-02 22:57:37 EDT From: Blast 8 Our students keep a copy of the Dolch words in thier folders. We read them every other day or so. The students can read any row they want. I also enlarged the print-out and copied on blue card stock. The blue paper seems easier on the eyes. We use the ADD program for phonics (Auditory Discrimination In Depth) This program deals with the senses of feeling, seeing, and hearing. We had a hearing impaired student and this program worked well with her. She was a pretty good reader. This might work well with your students because they could feel whether a sound is quite or noisy. SUBJECT: Re:Resource Center Date: 95-11-03 22:16:42 EDT From: SConrad I completely agree with you. Kim should have been challenged in the resource room. As a RR teacher, I feel the only differences should be a smaller class size with fewer distractions and more individual attention. Your daughter definately should not have been recievingthe same work each year, and the primary goal should have been to raise her level of functioning to that of her proper grade level. Unfortunately, some teachers and CST's do not see it that way. It disturbs me as a RR teacher that this goes on. I commend you for taking a stand and working so diligently with your daughter. But I want you to know, that we are not all like that. I expect each of my students To go on to college, I simply do not assume anything else. If they do not come to me with the proper social and studey skills...They WILL develop them...for their sake and the sake of the others in the class. I glad your daughter is doing well, and I hope she continues to do so... SUBJECT: Re:Block schedule Date: 95-11-06 00:22:14 EDT From: Nimrod Too The best advice to any teacher is to present lessons in a visual, auditory and tactile method to meet the varied learning styles of your students. Find out what they already know, what they need to learn and how to teach them your lesson so that they are successful. I have been working with special needs kids for over 20 years. Each is an individual case. SUBJECT: Re:resource rooms Date: 95-11-06 00:28:26 EDT From: Nimrod Too Inclusive education should only be attempted by persons who have attended workshops and training programs on inclusive education and co-teaching. Resource center teachers are not really that different from regular educators. Our groups in special education as a general rule are smaller, but all teachers need to (1) have behavioral rules that are strictly enforced and (2) a guiding hand to present lessons in a VAK format. SUBJECT: learning problems Date: 95-11-10 14:29:37 EDT From: WERKLELAND my son is 15 years old, he goes to lansdowne middle, the cousler does not give me much help, with my son's learning problems SUBJECT: Re:resource room size Date: 95-11-11 02:23:25 EDT From: Oynk oynk VA mandates 24 total LD resource students, but makes no provisions for the number of students at one time. Some teachers see 20 students for half and hour each and monitor 4 others; while others can have 24 students for 2 1/2 hours daily. Right now I have 7 students that I see for slightly under 3 hours straight. They are all SEVERLY impaired and I am very frustrated. They are great kids, hard workers and all could make great strides...if I had the time to work with them. SUBJECT: Re: ILUVTOHK-Resouce Rm. Date: 95-11-11 18:38:57 EDT From: AP80 I'm sorry your daughter has difficulties in school and that you have had trouble finding the right program. I am a Resource teacher who works with students who are learning disabled in a middle school. All of my students are in regular classes. My role is tohelp them make up for deficits so that they can be successful. I have had several students who go on to college. I know of no resource program where the expectations are automatically low because of a students handicapping condition. We work hard to squeeze every bit out of our kids. Your daughter is fortunate to have a parent who is willing and able to devote 4-5 hours a night so that she can keep up. There would be fewer students in Resource rooms if parents had the ability, energy, and time to devote in that manner. We can't, however, develop IEPs based on that assumption. I also use rewards to keep my kids swinging when they're getting tired or frustrated. Having an LD means you're going to have to work harder all the time. These kids are wonders to work with. After we've dealt with some self-esteem issues, organizational issues, and trust issues, they often take off in a way that I have rarely seen with so-called "regular" kids. I would hate to see you indict are resource programs because of your experience, or assume that all students' learning problems could be solved in the manner that you chose. Good luck to you and your daughter. SUBJECT: Re:resource rooms Date: 95-11-14 22:31:27 EDT From: AnnToreen Hi Dayzer, See board titled Resource Teachers Share. There is a two part message I sent that outlines some of what I do in my room. I've had good results. If any questions, e-mail me. Hope it helps. AnnToreen SUBJECT: Telling Time Date: 95-11-25 17:00:45 EDT From: TATurtle Help! I am a Resource teacher working with 4th-5th grade students. I have a small group of students that are unable to grasp the concept of telling time on a regular clock. They are all able to read an LCD clock but my district requires that they be taught to read all ckocks to have achieved their goals. I have run out of ideas for teaching this concept and I need any and all help that I can get. Thanks, TATurtle SUBJECT: Fine motor skills Date: 95-11-25 20:40:11 EDT From: Kanh777 I am a resource !-4 teacher and am preparing an involved unit in incorporating fine motor skills with reading, language arts, math, spelling. This goes along with incorporating occupational therapy in curriculum. Appreceiate any ideas and suggestions. Thanks SUBJECT: Re:Fine motor skills Date: 95-11-25 21:16:23 EDT From: SusanS29 I'm going to be honest and say that I think it's a bad idea to incorporate OT and fine-motor skills into the curriculum--if I understand what you're getting at. What -- work on pencil control doing work? For these kids, picking up a pencil actively interferes with writing. I think you should work intensively with these kids one-on-one so that writing can become as automatic as possible. Meanwhile they should learn computer skills, because typing uses a different part of the brain. While they may have more difficulty than the average child learning to keyboard, the great majority will find that keyboard interferes with their thinking a great deal less than any form of paper-pencil does. I do not think all LD related issues can or even should be incorporated into curriculum. SUBJECT: TITLE 1 PROGRAMS Date: 95-11-28 18:29:53 EDT From: RGOLD911 LOOKING FOR NEW AND INNOVATIVE PROGRAMS TO HELP DEAL WITH THE MAJOR STATE AND FEDERAL CUTS.SHARE YOUR IDEAS. LET'S HAVE SOME DIALOGUE.RGOLD911 SUBJECT: Re:New & Innovative Resource Date: 95-12-27 10:35:55 EDT From: Jose321 Looking for assistance in joining a present day DH pull out program with an LD program that has done some inclusion. Grades 1-5 Hope to cross-categorize next year. Does inclusion work for the lower end of the spectrum? I have one student with an I.Q. in the upper 50's. I am for inclusion. Has anyone had experience with this? P.S. The two of us will work with 30 students total. We have no aids. Funding goes to special students being transported out of district. Jose SUBJECT: Re:New & Innovative Resource Date: 96-01-01 23:11:54 EDT From: NPerez8119 I have a 5 year old son with pdd-autism and he is in a k-3 LH SPEICALDAY class. I need to know if recess and lunch period is considered mainstreaming. My son's IEP shows 20% mainstreaming but he doesn't get to visit the regular classroom. SUBJECT: Re:New & Innovative Resource Date: 96-01-04 23:29:02 EDT From: Mytdks Mainstreaming doesn't necessary mean in the regular classroom setting but in an environment where there are non handicaps children. So, yes, cafeteria and PE are considered mainstreaming. However, you need to have on your child's IEP the appropriate accomodations and adaptations your child requires to participate approprately with his/her nondisable peers. Good Luck SUBJECT: Gradebook in Resource Room Date: 96-01-17 22:15:03 EDT From: SHarmsR Has anyone used or is using an excellent gradebook program that accomodates the unique qualities of a Resource Room - individualized programming, multi-subjects, varying grading for grade levels, etc.? If so, I'd love to hear from you. Thanks so much. SUBJECT: Re:Fine motor skills Date: 96-01-23 20:19:38 EDT From: HCTA The mention of keyboarding brings me to this question... I have students whose IEP's call for use of the word processor. However, these students lack keyboarding skills. (6th graders) How do you suggest they become more skilled at keyboarding? (There's so little time in the Resource Room setting) Thanks! SUBJECT: Re:Fine motor skills Date: 96-01-24 19:04:08 EDT From: AP80 HTCA, I also teach 6th graders in a resource room. I have all of them on a TYPE IT! software program that teaches keyboarding skills. They use it when they have a few minutes left at the end of the period or on Fridays when they are caught up with everything. There are no shortcuts to keyboarding skills. It takes practice-lots of it. Someday, we may all have computers that will print what we say, but until then, we need to keep them practicing. Another program that I can't remember the name of, but have heard about provides the rest of the word when a student types the first part. That speeds things up, I'm sure. SUBJECT: Re:Fine motor skills Date: 96-01-24 22:41:42 EDT From: SusanS29 "I have students whose IEP's call for use of the word processor. However, these students lack keyboarding skills. (6th graders) How do you suggest they become more skilled at keyboarding?" Just let them "hunt and peck." They'll speed up if they do enough of it (I worked for a man once who could do 80 wpm -- in GERMAN! -- with four fingers.) It's been my experience that when a child has trouble with fine motor skills he or she has more trouble learning to touch-type. It's better than pencil and paper, but still slower than average. I don't think it should be rushed. SUBJECT: Re:Fine motor skills Date: 96-01-27 22:48:40 EDT From: HCTA Thanks for your ideas re: typing skills. The trouble I find with the "hunt and peck" method is my students are becoming frustrated concerning the time in which it takes them to complete a writing assignment on the word processor.( I encourage them to use the word processor for the spell check and legibility issue) Many of my students would rather hand write an assignment than practice on the word processor. We'll just keep plugging away and maybe I can get my hands on a typing software program soon. SUBJECT: resource co-dependency Date: 96-02-06 21:48:45 EDT From: BILHI I've seen a number of instances where a resource teacher I work with complains that she's tired of typing papers for her LD students... my basic position is "kwitchyerbitchin", have them do the input work on word processing and TEACH them to spellcheck, grammarcheck, whatever is needed to come to the finished product.. I may have missed it somewhere but I think we're supposed to be helping these kids... not doing their work for them! If we do do their work , aren't we teaching them how not to do for themselves...Teaching is not (in my humble opinion) supposed to be a codependent relationship. Do others out there ever see this occur? Am I just being a hardcase here? none of these LD kids can't type, and most have had at least one year of keyboarding in middle school...... SUBJECT: Re:resource co-dependency Date: 96-02-08 01:33:45 EDT From: SusanS29 none of these LD kids can't type, and most have had at least one year of keyboarding in middle school......" My LD child all but failed keyboarding in middle school (and experienced a lot of humiliation in front of classmates in the process, as there was no hiding her lack of progress.) Some kids simply aren't ready for keyboarding when the school teaches it. SUBJECT: Re:Gradebook in Resource Room Date: 96-02-09 09:24:07 EDT From: Heyentah Re:"Has anyone used or is using an excellent gradebook program that accomodates the unique qualities of a Resource Room - individualized programming, multi-subjects, varying grading for grade levels, etc.? If so, I'd love to hear from you. Thanks so much." DITTO, DITTO, DITTO!!!!!!!!!!!!!!!!!!!! Please cc me! *>* \_/ Heyentah SUBJECT: LD teaching resources Date: 96-02-26 23:22:10 EDT From: CleHamLaik I have been teaching almost 2 years and I am looking for new ways to teach the required material so that I don't loose the children's attention. I teach ages 10-11. Does anyone know of any new stuff that I can use?? If so please e-mail me at CleHamLaik.AOL. Thanks. SUBJECT: Re:IEP MEETINTGS Date: 96-02-27 18:32:54 EDT From: SCJ Morgan IEP meetings should be composed of a committee of classroom teacher, parent, Special Ed teacher, Principal who is the chair of the meeting. All decisions are committee decisions not the chairs. The chair can make suggestions but the committee does not have to accept the suggestion if it is not appropriate for the child. SCJ Morgan SUBJECT: Re:IEP MEETINTGS Date: 96-02-27 19:11:30 EDT From: SusanS29 "IEP meetings should be composed of a committee of classroom teacher, parent, Special Ed teacher, Principal who is the chair of the meeting." I think it may vary from state to state. Where I am, the IEP committee is required to contain the parent or parents, the special education teacher and the regular teacher (or other representative of the child's school district not in special education.) However, where I am the special education teacher is always the chairperson, and principals rarely come although counselors often do. SUBJECT: LONG & SHORT TERM MEMORY Date: 96-03-10 18:31:08 EDT From: RZacahry WE ARE INTERESTED IN ANY INFO ON LONG & SHORT TERM MEMORY DEFICITS, E.G. TECHNIQUES TO HELP OUR CHILD COPE WITH HER DISABILITY. HER RESOURCE ROOM TEACHER DOES NOT SEEM TO BE FAMILIAR WITH THIS SPECIFIC DEFICIT. SUBJECT: Middle school/RR Date: 96-03-12 22:19:13 EDT From: Netta123 Info Mid Sch/RR/Consult SUBJECT: Re: Middle school/RR Date: 96-03-15 23:10:43 EDT From: Honiedu What kind of information are you looking for ?? SUBJECT: new to thr resource room Date: 96-03-23 00:13:03 EDT From: AlecChroma We are presently going through the process of classification for LD and would be receiving resource room for when our daughter enters third grade. However, we do not want only support, we would like to have our daughter be taught in a way she wiil learn the best. She is dyslexic and is going through the Orton Gilliam program privately. She is doing well, but will probably continue to require assistance for quite some time. Fortunately she is bright and has a wonderful tutor now. What do we look for when going through the process and how can we judge if classification as well as resource room will be beneficial to our daughter? SUBJECT: vocabulary development Date: 96-05-05 21:09:50 EDT From: SandyHolt Looking for any strategies which can be used to help students understand academic vocabulary. SUBJECT: Camp for Addh kids Date: 96-05-08 17:31:50 EDT From: LeslyeS777 Can anyone recommend a summer sleepaway camp for kids with minor learning problems and addh. I would appreciate any help for my 13 year old girl. We live on east coast. SUBJECT: Consultant teaching Date: 96-05-10 16:27:11 EDT From: MeCYou Any information on Consultant teaching would be very helpful to me. I wiil be a Resourc/Consultant teacher in a middle school next year after doing resource for 7 yaers. I am a little apprehensive--any advice? SUBJECT: Re:Information/ideas Date: 96-05-24 17:37:34 EDT From: Riegler2nc Heh! I want some too! SUBJECT: Re:resource room size Date: 96-05-31 22:27:47 EDT From: PWhite9191 I'm a resource teacher at a new Elementary school to open in the Fall of 1996. I will be the only SLD/EH teacher for grades K-7! I would appreciate any input reguarding scheduling, materials, behavioral managenet, etc. Thanks. SUBJECT: Re:ideas and suggestions Date: 96-06-05 16:28:26 EDT From: Linnins Many children don't know where to begin or how to begin a writing assignment. A story starter framework is very helpful. for example: Today was the worst day of my life! First,_________. Then, _______________. Next, ________________ . And finally, _____________________. Boy, I hope ____________________________! This kind of structure gives them direction and some guidelines. Outlining a story idea or story mapping are also useful for problem writers. Hope it helps. Pam SUBJECT: Classroom Cap Size Date: 96-06-11 16:13:24 EDT From: REITHAR Hi. I live in Texas, and I was wondering what the cap size for the resource or self-contained rooms may be. I presently teach an LD resource room. I currently have 13 students and am bound to get more by the end of August. Any info an cap size in sp ed would be greatly appreciated. I once heard that in regular ed that a teacher gets an additional amount of money for each student over the legal cap size. Does anyone know anything about this? Thanks Renée SUBJECT: Re:Classroom Cap Size Date: 96-06-13 15:14:45 EDT From: Caz46 In Illinois we have a cap on LD resource caseload of 22, then an aide may be added. However, I reached 31 students with assistance only 2 1/2 periods a day., Next year I will have 35 students, but they agreed to a fulltime aide! SUBJECT: Re:Classroom Cap Size Date: 96-06-18 19:32:44 EDT From: HCTA In NY state a Special Ed Resource Room teacher is limited to 20 in an el. school and 25 in a middle or high school. (Groups may not be any larger than 5) SUBJECT: Re:resource rooms Date: 96-06-25 23:52:53 EDT From: MUDDLAKE I just got hired on as a part time resource teacher. The aides have been there longer than the teacher. It seems the program consists of alot of paperwork (for students), and little interaction with the regular ed teachers. The budget is very small, and the reading programs are old. Any ideas that won't upset the whole resource room? SUBJECT: Re:resource rooms Date: 96-06-27 18:59:31 EDT From: SPEDLRE I will be in my 2nd year of a middle school program that is just beginning an inclusion program. I will be teaching 6th grade and would like to share some ideas with others on my first year's experience. In general, the students learn best if there is support for them with the regular ed curriculum. What types of adaptations can be made to reduce the frustration of having to read material 5-6 levels above what the student is capable. Another area of concern was the self-esteem of the "regular" ed students having a special education teacher in the room. Thanks Patrick -spedlre SUBJECT: HELP!!!!! Date: 96-07-01 21:49:34 EDT From: VSnider566 I am will be teaching in a Resource Room this fall. This will be my first year teaching. I will be working with 7-8 grade!!! Please send me any information on what I can do to help my first year not to be my last year!!! Please e-mail me at VSnider566!! Thank you SUBJECT: Re:Classroom Cap Size Date: 96-07-10 11:11:42 EDT From: Mndy Sharp In CA, the cap on resource caseload is 28. In our district, we have a 6 hour instructional assistant also. Twenty eight is way too many! I serve two schools for a total of 28. Servicing two schools makes handling the caseload much more difficult. SUBJECT: writing strategy Date: 96-07-11 15:06:55 EDT From: Terryanng I'm looking for inofrmation on how to obtain materials for the Coginitve Strategy Instruction in Writing (CSIW) program. It is referenced in the latest issue of Learning Disabilities Research & Practice and comes out of Michigan State University (Carol Sue Englert). If anyone has any info, you can e-mail me at terryanng@aol.com or I will check the message board. Thanks!! SUBJECT: Stuffed Animal Ambassadors Date: 96-07-13 04:02:45 EDT From: TMMarty I have developed a project that uses bears or beavers (or other stuffed animals) to teach special needs students the integrated skills of reading, writing, geography and multi-culturalism. We send the animals to spend 8 months in your claasroom as ambassadors from Calgary (Alberta, Canada) "bear"ing gifts from and information about Calgary. After 8 months the students would send back the animal with informaton about your area. Your students would "adopt" the animal for weekends, vacations etc, write in a journal (provided with the animal) about daily happenings and send back photos, etc. I am looking for names and addresses (and e-mail) of schools and teachers interested in participating. For more information, or to participate, contact: Janet Wees jrwees@cbe.ab.ca T.B. Riley Junior High School Home: 245 Berwick Drive, N.W., Calgary Alberta CANADA T3K 1P6 Tel: 403/295-3060 SUBJECT: Schizophrenia in the classro Date: 96-07-15 17:54:09 EDT From: Signed Me I will have a student who has been diagnoised as schizophrenic on my caseload for this hear. I will be working in a small high school and this student will be with me in the resource room until we can integrate her into the regular classroom setting. I understand she has been in the district for a while but this will be my first experience with a student with this diagnosis. I want to help this student to do well but I have very limited knowledge. If anyone has any ideas, suggestions, books related to classroom settings, personal experiences they are willing to share, I would really appreciate the help. I can be reached at: SignedMe@AOL.com Thanks much SUBJECT: Re:Teacher:Aid/student ratios Date: 96-07-19 22:10:22 EDT From: BAMASMITTY responding to interest in size of resource rooms, in the past four years I have had 25 plus students of varying exceptionalities, grades k-5 in the same classroom at the same time. I had a full time assistant. My class size at the end of this year was 28, all full time. Isn't there a legal limit? That's what they told us in college. SUBJECT: SELF-CONTAINED TMR CLASS Date: 96-07-24 12:17:51 EDT From: DonnaJ7273 I'VE BEEN IN THIS SETTING FOR THE LAST 4 YRS. DOES ANYONE HAVE ANY NEW IDEAS TO CREATE NEW AND CHALLENGING MATERIALS OR APPROACHES? SUBJECT: Re:SELF-CONTAINED TMR CLASS Date: 96-07-24 18:18:10 EDT From: SusanS29 Donna I do hope you find the information you seek, but please -- post in both upper and lower case. Thanks. SusanS29, Host SUBJECT: Low Readers in RR Date: 96-07-26 19:52:02 EDT From: Nellerina I am looking for the best way to remediate decoding and/or comprehension in a middle school RR. I have readers on a 2-3 gr. level. I have found it difficult to remediate and help with mainstream work at the same time. Any success stories? Please E-mail me at Nellerina. Thanks! SUBJECT: Re:Motivating kids in the RR Date: 96-07-27 09:32:25 EDT From: PWhite9191 Two reference books for underachievers are: "They Can But They Don't: Helping Students Overcome Work Inhibition" by Jerome H. Bruns and "Overachieving Parents , Underachieving Children" by Dorothy Bodenburg. Both deal with this subject and offer some real insites. Hope it helps. Pam SUBJECT: Re:Low Readers in RR Date: 96-07-31 19:29:25 EDT From: SusanS29 Nell increase the amount of time (through the IEP). It's the only way. SUBJECT: Re:Resource Center Date: 96-08-01 16:17:24 EDT From: WHysler It is good to know that there are parents out there that really take a stand in their childrens education. I teach K-4 LD Resource and have a children who I know could accomplish so much more if they had thier parents to support them. I like your input on learning study skills most of my 4th graders IEPs have mainly study skills goals and objectives. They really need those tools to help them learn. SUBJECT: Re:writing strategy Date: 96-08-08 12:26:55 EDT From: Wolej I am also looking for the CSIW writing strategy to use with h.s. sped kids. Please e-mail me with info at wolej@aol.com Thanks! SUBJECT: Re:writing strategy Date: 96-08-08 16:02:27 EDT From: Caitlin35 Me, too! Could you post the address here if you have it, please? Also, if you could let us know how it worked for you, that would be great! SUBJECT: Dyslexia/Dysphoneidesia Date: 96-08-10 23:50:36 EDT From: PAPOULI Hello, My son is about to start the fifth grade. He has LD. There are a few things that I need to understand better before the school year starts. After two years in the resourse room, I asked our RSP teacher to test our son for dyslexia. She saw to it that the test was given, and told us that our suspicions were correct. Our son had a form of dyslexia called Dysphoneidesia. She also told us that our school district does not recognize the term "dyslexic" but instead our son's problem is written up in the IEP report as having an "Auditory Processing Deficit". Not until after our metting of course did I wonder why not call it Dyslexia? Can someone answer this for me and also tell me what you know about Dysphoneidesia. Thank You. SUBJECT: Re:Dyslexia/Dysphoneidesia Date: 96-08-11 09:25:04 EDT From: Ratatat <> Dyslexia is a sort of "umbrella" term meaning a dysfunction (dys) in the ability to read (lexia - or words). I'm sure that some kids who have dyslexia also have an auditory processing deficit. The trick is to find a way to help your child learn to read. The Orton-Gillingham method has proven most successful with students with dyslexia. BTW, if this were my child, I would not accept the answer that the district "does not accept the term dyslexia." You child probably has an IEP on which he is classified has having a specific learning disability. On the IEP should be an area where his current level or performance is spelled out and all the areas of struggle should be very clearly detailed in this space, and to YOUR satisfaction. Contact NICHCY (National Information Center for Children and Youth with Disabilities) at 1-800-695-0285 and ask them for information about dyslexia, remediation of dyslexia, IEPs, the Individuals with Disabilities Education Act and for the national support groups as well as your local listings for support groups in your state. Your best bet is to become highly knowledgable about all these "finite" terms and rules. SUBJECT: Re:Dyslexia/Dysphoneidesia Date: 96-08-12 00:33:28 EDT From: SandyHolt I just ran across your post by accident. In our district we can only recognize those areas which are laid out in our compliance plan with the state. It delineates certain diagnostic categories....so a child with a learning disability in the area of reading would be labeled that and not dyslexic. It sounds like your district is similar to that. Sandy SUBJECT: Re:Dyslexia/Dysphoneidesia Date: 96-08-14 22:38:11 EDT From: KatBChat Orton Gillingham was recommended to you and I would like to suggest the Wilson Reading Program which is another program developed by the Wilsons after many years with Orton-Gillingham. See if anyone in your district has been trained in either one of these - they may be able to help your son. Kathy SUBJECT: Re:Dyslexia/Dysphoneidesia Date: 96-08-15 21:14:13 EDT From: SusanS29 " Not until after our metting of course did I wonder why not call it Dyslexia? Can someone answer this for me?" Because the federal special education laws specify what labels can be used. SUBJECT: Resource Room: Writing ideas Date: 96-08-16 14:53:57 EDT From: ZepJ I'm desperately looking for some new writing lessons that are appropriate for grades 1-4. Most of these children are PI and I have them for Replacement Language. I'd be glad to swap some used lessons for some revitalized ones. Thanks, ZepJ SUBJECT: Childhood Schizophrenia Date: 96-08-30 18:52:42 EDT From: Glen295 I need more information on how to use behavior modification with a child that may be diagnosed with Schizophrenia. We have tried several things to no avail. I need some help!!!!!!!!!!! This child has an appointment with psychologist in one week, but what do I do in the meantime to control the child's behavior. Glen295 SUBJECT: Middle School SLP Date: 96-09-06 06:25:04 EDT From: KATHLEE466 I am beginning a new position as an SLP in a middle school setting using primarily the collaborative/inclusion model for service delivery. I am looking to exchange email with others in similiar positions or start an echange online. Any input from regular ed or resource room teachers would be greatly appreciated. It seems to me with the increased role of the SLP in reading/written language that the distiction between Resource Room and SLP services is becoming blurred. What criteria is your school using to distinguish between the two services? I have been doing quite a bit of reading to prepare but I would love to hear of individual experiences. I don't start until the 16th as I am finishing up on my present job. Some of my concerns and issues are: 1. Scheduling: I have 45+ children on plans ranging from 30-60 minutes 1-5x per week. HAs anyone found an easy way to schedule. I also have 20+ on 15 minutes 1wk. 2. Teachers: What are your experiences in the classroom? My understanding is that I am in a consultant role. If I take over a small group say in language arts am I writing the lesson plan or is the teacher? With so many children I don't see how I can do much advanced planning. Has anyone done whole classroom lessons? What are your sources for materials? Are there any traditional SLP materials that you have found helpful? Has anyone used Hoskins' Conversations. Language Intervention for Adolescents? How about games? 3. Modifications: What are some of the possibilities. Does anyone have an unsusal modification that was successful? How about a imple modification that may be overlooked? 4. Asperger's Syndrome: Does anyone have a student at this level with Asperger's? I think I will be seeing him 5x per week and I have never worked with this time of child. I have obtained all the info available on the web. 5. Assessment: Which tests or tools are you using? Again, I think I will have a limited amount of time for this. Has anyone used the Parrot Language Sampling software? Are there any other tests that are now on computer? Celf, PPVT, ACLT, etc? I assume I will be doing curriculum based language assessment on an informal basis but are there any formal tests? Has anyone used the "Analysis of the the Language of Learning: Practical Test of Metalinguistics" by Blodgett and Cooper? 6. Computerized instruction. Is there anything you are using to help reinforce goals in the classroom? How about utilizing the WEB? Although I see lots of possiblities, again I think that time will prohibit any extensive work in this area. 7. If you are doing any pull out are you using the classrom materials or speech materials. Having had a self-contained language-based classrom I always used curriculum materials and adapted these for my lessons. However, it did take an enormous amount of time. Well, I know that there are a lot of questions here. Any infor you can provide would be of great help. I am sure once I start this position, I will have many more. Good luck in school. Thanks, Kathy SUBJECT: Re:resource rooms Date: 96-09-07 12:22:37 EDT From: KelMung This is in reference to SusanS29's posting of 09/04 describing "Shawn'sescape." I am very interested in pursuing this idea further. You mentioned three things I would like to discuss with you--1) Shawn's escape I would like to know more about this concept; 2) escape location and 3) environmental control for Shawn. Susan, I am studying at the University of Kentucky in educational psychology. Currently, I am looking for applications of Operant Theory as used in today educational environments. Your example of Shawn's escape is very interesting. I would like to know more about it. Is it something you set up for any child? Do they have individual escape locations? How are escape locations chosen? How are they organized--you indicated Shawn had work activities there? How frewuently are these locations utilized? My email address is vpmung00@pop.uky.edu or kelmung@aol.com. Looking forward to hearing from you soon. Thanks, Vince SUBJECT: Re:resource rooms Date: 96-09-07 15:21:41 EDT From: SusanS29 "This is in reference to SusanS29's posting of 09/04 describing "Shawn'sescape." I am very interested in pursuing this idea further. You mentioned three things I would like to discuss with you--1) Shawn's escape I would like to know more about this concept; 2) escape location and 3) environmental control for Shawn." Here's what we did. But understand that this child already recognized when he was about to "lose it," so he knew when he had to leave. We didn't have to work with him to gain that knowledge although it would have been worth it had it been necessary. He had two sites he could go to at any time on his own, no questions asked: my resource room (with three teachers someone was almost always there) or on the rare occasion no adult was there, the principals office. At both sites we maintained work he could do without struggle. It wasn't just busy work, it was review work and was updated periodically. I selected this work with the student's assistance and agreement. We had such work at both sites. He would leave the room, and after he had left, the teacher would "buzz" the office and say that "Shawn was on his way." They would buzz my room, and if they got no answer, expect him at the main office. If he didn't make it to my room, I would have buzzed the office, but he *always* came. He never, ever once manipulated this option. I think it was the first time his low tolerance for frustration had ever been treated with complete respect, with no "What are we gonna do about you?" undertone. When he came, sometimes he brought his classroom work with him for help. I would help him, or if the principal was able to spare a moment, he would. This was written in a formal behavior modification plan appended to his IEP. Because of his outbursts, this child was approaching the "ten day" suspension limit, and we really didn't think he belonged in a class for behaviorally disorderd students. In fact this intervention worked extremely well and kept him out of a special education class. SUBJECT: Re:Information/ideas Date: 96-09-18 19:41:24 EDT From: Staton RL Re: Dolch Sight words. I teach in a K-5 resource class with twenty students. I use two fun and simple games to teach Dolch sight words. (We use them as spelling words, and also have a spelling computer program) We play concentration, with homemade laminated index cards, in small quite groups, and Tic Tac Toe. Tic Tac Toe involves splitting your students into two equal ability groups. Randomly call a word to the first student. If he can spell the word they get to put either an "X" or an "O" on the board depending on what sign their team has been designated. If the student can't spell the word the next person on the other team is given an opportunity to try. Students are not allowed to help each other with the words, or tell each other where to put the "X" or "O" Remember to alternate between teams when calling out words, and call on the next student in line. I have an excellent class as far as behavior is concerned, (the worst thing that has happened since school started Aug. 15, is that a student a student forgot to put his pencil away). If you want to chat my e-mail address is Statonrl@aol.com SUBJECT: Information/ideas Date: 96-09-24 23:08:58 EDT From: SueDohnim I am going to start a new position in a resource room in Central NJ. I haven't been in the classroom for over five years. I would appreciate any ideas, references, approaches, or strategies for teaching have proven successful in established resource rooms. Thanks, JS from NJ SUBJECT: Re:Information/ideas Date: 96-09-24 23:30:05 EDT From: LorBis JS, where in central NJ? I also live and teach here. E-mail if you'd like. I teach in a resource room. Laurie SUBJECT: My Son Max Date: 96-09-25 12:59:39 EDT From: Sensdepriv Could someone please recommend a computer reading program for my son. He is 7 (repeating first grade) and has a memory and recall learning disability. He receives resource room services at his school the maximum amount allowed by the district. Please reply to Sensdepriv@AOL.com SUBJECT: Re:My Son Max Date: 96-09-25 18:30:27 EDT From: SusanS29 Sens have you tried Reader Rabbit? Lots of kids really like it. Meanwhile -- if you think he needs an LD *classroom* -- the school district can't refuse "because they don't have any." The programs must reflect the student's needs, not the students be crammed into what's already available whether it's suitable or not. I don't know that this is appropriate, just making sure *you* know. :) SUBJECT: Re:My Son Max Date: 96-09-28 20:12:27 EDT From: GHosk10542 The district cannot have a "maximum time allowable." The services (time) are determined by the need of the student, not district needs. SUBJECT: Re:My Son Max Date: 96-09-28 21:37:51 EDT From: SusanS29 "The district cannot have a "maximum time allowable." The services (time) are determined by the need of the student, not district needs." Well, yes and no. If "resource room" time goes over 50% it's considered a change of placement to a self-contained classroom even if the child doesn't move. They have to re-convene the IEP, and do a formal change of placement. Which isn't all that hard. :) But you're absolutely right. The program *must* adjust to meet the child's needs. SUBJECT: Re:resource rooms Date: 96-09-30 23:00:36 EDT From: JNachman Steck-Vaughn Co. offers wonderful materials for all areas of the curriculum. The majority of their material is high interest, low readability. They have a lot of great chapter books for upper elementary and junior high school students. I don't have the address but I will get it for you ASAP. SUBJECT: No computers for Resource Date: 96-10-02 03:20:44 EDT From: PURUIJI I need some advice. I work in a uppermiddle class to wealthy suburban school district as a Resource teacher. Our elementary and high school district is booming with new students moving in each year and subdivisions are growing like corn! We recently had a ton of $$$ approved for new computers and technology. I will be evaluated on whether or not I can use this technology this year! Now, as the royal computer instlallers have placed computers into our schools the last few weeks, they somehow bypassed the LD/BD Resource rooms (throghout the district). The special ed. teachers are livid! The official reason: We don't have enough kids to justify a computer in the room. Yes, I can go use one of the 25 computers in the Library, but the regular ed. English teachers usually book the computers about 3 months in advance for their entire class! Some of the regular ed. teachers have come up to me last year and asked "if my (LD/BD ) kids are really doing anything so important that they need to actually be on a computer so long?" I only took my kids once every 2 weeks for about 15 minutes so I would not bother the regular ed. teachers and their "colege bound" students! My major fear is one of my empowered special ed. parents asking me (very soon) why I don't have a computer for at least some word processing, let alone the Internet for their special ed. son/daughter? Does this sound a little like discrimination against the special ed. population? OK, I know all the kids I see each day barely fills a regular ed classroom and many won't make it through high school... (I'lll stop here with all the negative statistics). However, can't you at least give me an old computer? I brought my own (now defunct company I believe) Smith Corona word processor in the room and am currently using that quite a bit. I can't drag my whole Resorce class to the Library if only one kid is dictating his Social Studies paragraph to me to type for him while the others are asking me questions about four other different subjects while I type. What do you think? SUBJECT: Re:No computers for Resource Date: 96-10-02 18:43:43 EDT From: MarRigby Before those parents come to you, go to them first and tell them your plight. Maybe they can make demands to the powers that be. Also, don't you have a special ed. coordinator that can go to bat for you? Maybe, the Special Ed. administrator can put some pressure on your school administration. How about a letter to the editor of your city newspaper? State the reason why the computer is so important to the Sp. Ed. student. And who says that many of our bright LD students aren't college bound??? Marilyn SUBJECT: Re:No computers for Resource Date: 96-10-02 20:49:47 EDT From: SusanS29 "Does this sound a little like discrimination against the special ed. population?"" No. It sounds A LOT like discrimination. Your parents are your best ally here. SUBJECT: Re:No computers for Resource Date: 96-10-02 22:53:32 EDT From: LorBis I think if the parents ask you why you have no computer, you should send them to the board, or administrators, or whoever should be supplying you with one but isn't. You definitely need one!! SUBJECT: Re:No computers for Resource Date: 96-10-03 20:10:54 EDT From: SusanS29 I would go even further and say it openly to parents: "I wish we had computers in here!" SUBJECT: homework and resource Date: 96-10-05 00:27:11 EDT From: BEEZMOM My daughter has been in Phase II all her life. This fall i changed her placement. She is in 6th grade. Please don't tell me to change her back to Specail E. she hated it. The problem is that her homework load is unbeliveable. She averages 2-3 hours every night. This past Sunday she worked on a project for 10 hours and some Saturday night. She works so slow. Her fine motor skills give her some problems. She love regular ed. so much she doesn't mind the work. But as a parent I think this is too much. She does go to resource which helps her alot but in return she has to make up all work missed. This causes a probem sometimes because whe writes down the wrong assignment and might spend hours doing the wrong thing. What does a parent do? Pease respond to Beezmom SUBJECT: Re:homework and resource Date: 96-10-05 22:57:38 EDT From: SusanS29 "The problem is that her homework load is unbeliveable. She averages 2-3 hours every night." You're right. It is too much. Make sure her IEP specifies limits to the amount of writing she'll have to do and the amount of time she is expected to spend on homework. Meanwhile make sure she uses the computer. Get her online. That will get her typing and it will be fun (don't worry about touch-typing right away). Also make sure (in the IEP) that she does not have to make up work missed while in the resource room. That is unconscionable. What a parent does is holler and scream (if necessary). Quiet and polite insistence at first will be better. SUBJECT: re:susanS29 Date: 96-10-06 01:03:13 EDT From: Writes4pay <> But standard I'm afraid. It's the reason Bobby refused to go to SEARCH in 1st, 2nd and 3rd grade. He said he would be expected to make up the work he missed and that was "punishing him for being smart". If he were to go to resource it would be the same way....and he feels "punished for needing help." Bobby spends 2-4 hours a night on homework and has since 2nd grade......I am sure glad I asked for assignment modifications the other day. (Now I know I wasn't crazy thinking this is to much! Thanks for your wisdom here on the boards(grin) SUBJECT: Math Date: 96-10-06 15:18:23 EDT From: Weavepeace Is anyone working with a great math program? Mathland, Touch Math, Lindamood-Bell Math. Please advise for LD kids. Thanks SUBJECT: One Computer Maybe!! Date: 96-10-06 15:24:17 EDT From: PURUIJI Well, on with the ongoing, but subtle battle, to get a computer into my Resource Room. Now I hear a rumor that I will get to share a computer with another Resource teacher. It will be in her room, not mine. We will have to share it with the Speech teacher and the school counselor as well. One of my enpowered special ed. parents came in one morning to tell me how much I help her daughter, etc. She asked "Where is my computer?" I said that we would probably have to share one with the 8th grade Resource teacher when we get one. Hopefully, this will get the ball rolling. The reason I don't write the local paper or raise Holy Hell is that I got a little too "vocal" in my former school district (25 year old textbooks for some, but not all of my classes, map of world from 1959, 3 special ed. supervisors in 2 years, 2 vice-principals in 2 years...you get the idea) that I ended up getting a great reference letter for my new job search after I was told I would not get tenure. Actually, I loved teaching there. Salary was the absolute pits, but the community and school always had a fightig spirit!! School was in a rural farming community. No money for the special ed. kids as usual, but I felt I made a big difference. I went to the Homecoming football game this past weekend (after getting repeated letters and phone calls as to why I have not come to a football game this year from some of the football players) and you would not believe how many of my kids and regular ed. kids ran up to shake my hand! Since I don't have tenure yet in my present school district, I learned my lesson. Our special ed. supervisor in our district seems to feel let the parents put some pressure on the Administration. When I see a computer, I'll believe it. Keep you all posted. Take care, PURUIJI SUBJECT: Accomodations for Kids Date: 96-10-06 15:35:45 EDT From: PURUIJI Why do some, not all, regular ed. teachers tell me that we Resource teachers "enable" our kids by making demands for all sorts of accomodations for them? I told them there is something called a "Due Process" Hearing when special ed. parents get really upset. I don't want to be on the other side of the table if I ever go to one!! I told them that there is a thing called an IEP. Some feel I "mother the kids too much...reading major tests enables them... asking for less homework does not prepare them for high school, etc." I am male, 6'4, and 250 pounds! The regular ed. teachers ask me if my kids will have an IEP when my kids make it on there first job search? Some have asked me if my kids will work only 3 days, but get paid for 5 days because they have an IEP and are LD?.....Will you follow your kids through life and always be their Mom or Dad? Just spouting off some of my feelings! SUBJECT: special education Date: 96-10-06 18:51:24 EDT From: DHarris858 I need some information on teaching learning and behavior disorders for the science resource room. SUBJECT: response to teaching equally Date: 96-10-06 18:54:02 EDT From: DHarris858 I have found that in order for the teacher to be less apprehensive, I can conference with them and let them know that I don't think they can't teach this child. I let them in on I.E.P.'s for the child and let them make suggestions for me. This eases things some. SUBJECT: Re:re:susanS29 Date: 96-10-06 21:56:52 EDT From: SusanS29 "But standard I'm afraid." It really isn't. It's standard in *this* school because no one has stood up to the intellectual bullies inflicting this on children whose burdens are already too great. Stand up to them. Make them reconvene the IEP *just to write this into it -- that he will *not* be required to make up work missed while in Resource. You *do* have the power to end this. Gifted programs are a little different because it's assumed the kids are capable of doing it all more easily. "Bobby spends 2-4 hours a night on homework and has since 2nd grade..." You have to put an end to this also. It will have a profoundly negative effect on your home life over time. School isn't so important that family function should be disrupted over it. Besides -- it simply isn't *necessary* to educate him well. Your son is lucky to have you for a mom. Now get this Make up work thing into his IEP pronto. :) SUBJECT: Re:One Computer Maybe!! Date: 96-10-06 21:57:53 EDT From: SusanS29 " The reason I don't write the local paper or raise Holy Hell is that I got a little too "vocal" in my former school district..." That's why I'm saying quietly inform the parents. Let *them* get upset about it. SUBJECT: Re:Accomodations for Kids Date: 96-10-06 21:59:06 EDT From: SusanS29 "Why do some, not all, regular ed. teachers tell me that we Resource teachers "enable" our kids by making demands for all sorts of accomodations for them?" I've been there also. In my personal opinion *every single teacher with that attitude* had other serious flaws as a teacher also. So when you hear this nonsense, consider the source. :) SUBJECT: Re:resource rooms Date: 96-10-13 23:19:07 EDT From: JOEWALDO22 Looking for ideas on behavior management for a 6-8 grade self contained (emotional disorders). Constructivist? SUBJECT: Re:resource rooms Date: 96-10-14 21:21:54 EDT From: JMesker I am a new Interrelated resource teacher. I am looking for more ideas to use in my classroom. I have 12-15 students that come for various times/reasons. It is in an elementary school in Dekalb County, Stone Mountain GA. My email is JMesker@aol.com. Thanks for your help! SUBJECT: Re:resource rooms Date: 96-10-19 13:52:17 EDT From: IteachU926 I am an intermediate resource teacher. I work with 4th and 5th graders. I service them in reading, language arts and math. I am always looking for new ideas. Most of them are on a 1st and 2nd grade level. I am currently using the Stevenson program for reading. Too easy for some and hard for others. I am trying to find that median!! Any suggestions? Thanks SUBJECT: Re:resource Rooms Date: 96-10-31 19:34:30 EDT From: JPVID I have a resource room of 5 seventh grade students. I push-in to most of their classes and this is the only time they "pull-out" of regular studyhall to work with me. The problem is that I am not exactly sure what to do with them. I know that sounds silly, but they do not want help! Frankly, they are all doing above average work in all of their classes! I have them for 70 minutes every other day. If anyone has suggestions about what to do with them--I would be grateful! Thanks! SUBJECT: Block Scheduling Date: 96-11-05 15:33:08 EDT From: Gtt1701 I am a teacher at a high school that is in the first year of a 4 period day format. I am working on an assessment of the impact of block scheduling on Special Education. I am having no luck in finding any research on the subject. I would appriciate any information, anecdotal or sources of reference. Please e-mail me at GTT1701@aol.com Thanks SUBJECT: Re:IEP MEETINTGS Date: 96-11-05 16:02:12 EDT From: DMcgu14205 In our school IEP meetings are held at the end of the year. The child's parents, current teacher, child study team, and school nurse are present. However, the teacher who is to receive the mainstreamed child is not there. At some point during the meeting they might designate next year's teacher. The only person who is unaware of all this is the teacher in question. In September the new teacher is surprised with one or more mainstreamed children, each with 6 or 7 pages of strategies and goals it is now her/his responsiblities to put into practice even though she/he were never advised or consulted any of them. I'm sure there are worse systems, but I thought I'd vent. SUBJECT: Re:IEP MEETINTGS Date: 96-11-06 10:31:58 EDT From: SusanS29 If any of those parents figure out things aren't working well, they can ask that the IEP be re-convened at any time. So they could ask now, and then the current teacher would be included. Clever teachers can plant such seeds in a parent's mind... SUBJECT: Re:IEP MEETINTGS Date: 96-11-07 00:59:08 EDT From: MarRigby Curiosity strikes: How is it that you have all your annual reviews toward the end of the year? Don't you get new referrals during the year, or do you just do a temporary IEP good until the end of the year and re-conviene? SUBJECT: Re:IEP MEETINTGS Date: 96-11-07 10:15:37 EDT From: SusanS29 I do know of situations where all IEPs have been written at the end of the year. In one case it was an EMR class. Even if the student came to her in January, she re-wrote the IEP in May, and did them all at once. However we in the resource room were told to deliberately *accellerate* IEPs when we had clumps together, because it just wasn't possible to write good IEPS when you had 20 or 25 to do. In addition it was a largish school, and we had three resource teachers (one 1/2 time.) We took each others' students and provided services for them so we could schedule IEPs when the regular classroom teacher was free. Obviously if we all waited for the last two weeks of school we'd have 50 - 55 IEPS to schedule, and kids' services would be cancelled all over the place. SUBJECT: Re:IEP MEETINTGS Date: 96-11-07 19:27:33 EDT From: MarRigby Susan: I would hate to have to write two IEPs on one student (assuming that there is no change in placement). I like it the way our school does it. The annual review falls at the same time every year. We schedule PPTs on Fridays because that is when all supporting staff is available (psychologist, LSH clinician, etc.). We hire a substitute who covers for the regular ed. teachers while they are at the meetings. There are three Sp. Ed. teachers--2 resource, one self-contained. We usually have five or six meetings per week. Marilyn SUBJECT: re:re: SusanS29 Date: 96-11-08 01:00:59 EDT From: Writes4pay <. Thanks. Tonight I don't feel that he is so lucky. He came home today and told me Mr. Eddy has been humilating him publically these last few days. For instance, Bobby does not have "class assigment modifications" because he did not want Mr. Eddy pointing them out in class. There are NONE listed in the IEP at Bobby's request. Yesterday Mr. Eddy assigned assigned the class to make up and write 15 sentences then said out loud "Except for Bobby and Zach ...they only have to do 5." Bobby wrote these five: 1. I don't like public humilation. 2. I am not supposed to have classroom modifications. 3. I don't know why my teacher embarrasses me. 4. I don't want exceptions made for me in front of my friends. 5. I want a conference with my teacher....NOW!!! Needless to say Bobby's five sentence choices did not go over well. Today in Math Mr. Eddy told the class to turn to a page...Bobby was taking to long to find the page and as he looked through the book for it the teacher stopped the class and stood there staring at Bobby. Then he screamed.."Bobby when was the last time you turned a math assignment in at all let alone one that was complete!" Bobby was mortified while the whole class sat there waiting for him to find the right page. (Actually he is not missing ANY assignments this year in any subjects) Well tonight was open house. While I was looking at Bobby's projects the teacher came up to me and said, "I know it's not a conference night but I have to tell you....I lost it with Bobby today and I went over the line. I was frustrated, I had some problems outside of school and I blew up at him. I'm sorry." I was so angry I was afraid to speak lest I slap his face...so I said "He is trying...he really is." He said, "I know he is....and I was out of line but I told him today after it happened that I was sorry." He told me again later tonight that he was sorry and he and Bobby would regroup and start over tommorrow. When we got in the car to leave I told Bobby the teacher said he had apologized...Bobby said "He's lying mom....it never happened....but I've decided to stop dwelling on things. I will not analyze things anymore I'll just do my best and let the chips fall where they may." Candy (who tonight is wondering if she is such a good mother why her son is having so much pain in school.) SUBJECT: re:teacher frustration Date: 96-11-08 01:05:41 EDT From: Writes4pay <> Our whole life seems to revolve around trying to find different things that will work. Mr. E, is a perfectly good teacher for the regular kid with average abilities, the gifted kid with outstanding abilities, and the slow kid with flawed abilities....unfortunately I have a gifted kid, with flawed abilities and the teacher seems to take it as a personal affront. At the beginning of the year Bobby was so happy....he used to say ...."He and I are bonding mom...we really are." Now he puts his books on his desk in the morning and roams the hallways until 30 seconds before the tardy bell rings to avoid going into the classroom...... All I ever wanted was for him to enjoy school...... Candy SUBJECT: Re:IEP MEETINTGS Date: 96-11-08 09:07:06 EDT From: SusanS29 "I would hate to have to write two IEPs on one student (assuming that there is no change in placement)." Sure -- but it's better than having to write 20 in two weeks. YUCK on that! (smile) SUBJECT: Re:re:re: SusanS29 Date: 96-11-08 09:10:38 EDT From: SusanS29 Wait a minute. You are NOT responsible for this abusive and out-of-control teacher. However -- are you keeping notes? (Surely you are -- you're a journalist.) You've done a wonderful job, but it may be time to take the bull by the horns and deal with this teacher. It's only early November and from where I sit the school year for Bobby is looking longer and longer... While I admire his pluck, I doubt at his age he has the full emotional maturity to handle the assertiveness he needs well over time. Within a year or so it could well develop into a style that really *isn't* appropriate for a student -- and he won't know why. I think it's time for adults to take over. Personally I think you need a good advocate. SUBJECT: Re:re:teacher frustration Date: 96-11-08 09:11:29 EDT From: SusanS29 "Mr. E, is a perfectly good teacher for the regular kid with average abilities, the gifted kid with outstanding abilities, and the slow kid with flawed abilities..." Personally I doubt that. The standard is "The teacher can tolerate normal variation without LOSING IT!!!!" SUBJECT: re:susanS29 Date: 96-11-08 17:23:08 EDT From: Writes4pay <> He is already there.....I am keeping notes but you truly have to uderstand the way this school works. I hear it from others, I hear it from school board officials (tongue in cheek) "Is it really as cold and regimented over there as I hear it is?" etc etc. We were talking last night and I said "Bobby you HAVE to understand that if you get a reputation for being defiant then anything that goes wrong will be blamed on you....that's just the way it is." He said..."I can't help it mom. I would rather they think I don't care than to think I'm almost ready to cry from embarrassment. I may not be good in academics but I have pride and they can't take that away from me no matter how hard they try. It feels like they want to beat me down until I hate myself for not being good enough in their eyes...then they are going to *rescue* me and show me the *right* way....well I'm a good person just the way I am." When I see him walk into the gym on PTO night and groups of kids rush to sit near him or be in his circle....when I see several papers on open house night that have the line "My best friend" filled out with my son's name...well I have to wonder. If he is such a rotten kid in the eyes of the school why he he so well liked? (And I'm talking about the straight A, gifted, athletic students...not the trouble makers) Oh well....time for another M-Team (small grin) Candy SUBJECT: Re:Teacher:Aid/student ratio Date: 96-11-09 20:00:02 EDT From: M13048 I had that problem, called and wrote to the state ed...... no longer a problem!!!!!!!! SUBJECT: 8th grade Special Ed Date: 96-11-10 15:11:20 EDT From: MWSTSL I am a new (although not young and inexperienced) special ed. teacher in what my district calls a resource room. In reality, I spend 2 periods a day supposedly co-teaching in mainstream classes, 1 period a day teaching a small self-contained math class, and 2 periods with 6-8 students in a resource period which basically turns out to be a time to work on homework. I work with 8th graders--an interesting and challenging group. Most of my students have LD and/or SEM problems. I would love to hear from other people who work with this age. I am frustrated by problems with my regular ed. team members not understanding my students' needs. More than that, however, I would like to have more info about how people effectively work with this age group. Because they are going through such a difficult time socially and emotionally, some of my students do not want help and resist any attempts to give it to them. I guess I'm wondering how to help these students deal with the reality of a disability and how I can more effectively help them. Resources, books, ideas etc. would be greatly appreciated!! Feel free to e-mail them right to me at MWSTSL @ AOL.com Thanks!!! SUBJECT: Lesson Presentation Date: 96-11-14 07:12:46 EDT From: Jenn238 I am a grad. student studying spec. edu. I am writing a paper on lesson presentations in resource rooms. I have observed two elementary classes so far with mostly L. D. kids, and I was wondering if anyone has any tips, comments, etc.. on what they believe makes a good lesson presentation. What do you think is most important? Etc.... Please respond. I am a desperete student going crazy! SUBJECT: STUDY SKILLS Date: 96-11-17 01:45:35 EDT From: SWEET34636 Does anyone teach a class just in study skills? I am applying for a position at a Middle School that would require me to teach a class in study skills. I have always taught reading and/or Language Arts. I would be most interested in knowing how and what people are teaching in their Study Skills programs. Please email me or post on this board. Thanks for your time. SUBJECT: IEP Date: 96-11-18 01:53:01 EDT From: SLWags My daughter goes to catholic school, but receives R.R. services in the public school. How do I make sure the regular teacher is following her IEP. It seems to me, I have to fight for everything. I couldn't even get the state-wide test modified. It was given in the regular classroom and I know she was not read the directions or given extra time, etc. What's the point of having the IEP if they just ignore it? What is the law governing spec. ed. kids in private school? Thanks for your help. SUBJECT: Re:re:re: SusanS29 Date: 96-11-18 10:33:59 EDT From: Ratatat <> Candy, your are a good mother, you son is a remarkable kid. The pain comes from having a teacher who is not professional enough to behave appropriately and who is utterly clueless as to the damage he can create by one of his "slips." Does he have a clue as to the model he is presenting to the other kids about how to treat people who are doing the very best they can in the face of some very challenging odds? The man needs to control himself and learn some compassion. In my book, there is NO acceptable excuse for what the said and did to Bobby. At this point in the year this teacher has no excuse. He knows what is going on your with your son, and should be making every effort to modify his own behavior. Seems to me that Bobby has more maturity than he does. You should tell the teacher, and put it in your son's IEP if you need to, that an absolute rule for dealing with your son is: PRAISE IN PUBLIC, REPREMAND IN PRIVATE. SUBJECT: Re:IEP Date: 96-11-18 13:37:52 EDT From: SusanS29 "I couldn't even get the state-wide test modified. It was given in the regular classroom and I know she was not read the directions or given extra time, etc. What's the point of having the IEP if they just ignore it? " Require them (by putting the request in writing) to remove the test results from *all* records, since the IEP was not followed. Put on your calendar for next year two weeks before they give these tests to visit them in person and also put it in writing that you expect the IEP to be followed. Specify what modifications the IEP requires. SUBJECT: Re:re:re: SusanS29 Date: 96-11-18 13:40:03 EDT From: SusanS29 "You should tell the teacher, and put it in your son's IEP if you need to, that an absolute rule for dealing with your son is: PRAISE IN PUBLIC, REPREMAND IN PRIVATE." I agree COMPLETELY -- except... There's no "*if* you need to." YOU NEED TO. I think this is serious enough to reconvene the IEP just for that -- which will also raise the teacher's level of awareness. You might even have to define "private" (which is *not* whispering at the front of the class, since every child in the room can read body language and facial expression). SUBJECT: Re:IEP Date: 96-11-18 18:57:00 EDT From: R u Niz Unless I'm mistaken--and my students know that happens--the private school is not required to follow the IEP. I've worked with students who attend parochial school and come to the public school for services. It is important to get the public school teacher to communicate with the private school teacher. I attended the private school's school board meeting to give a presentation on learning disabilities and explain the diagnostic procedures. Then I helped organize a parent support group for the private school. I also encouraged them to hire a Sp-Ed teacher full time to reduce the number of students required to leave the school for services. I don't have any parochial students this year. Hopefully the new teacher is working out well. You really need to help the teachers from both schools to connect. You may meet resistance, but at least try. Good luck. SUBJECT: Re:STUDY SKILLS Date: 96-11-18 22:46:01 EDT From: DEVIL DAD There are numerous programs on study skills. is in a semester or year long course? Do you have a budget? Teaching note taking, pre reading activities, time managment, etc. should be in all. Look to the University of Kansas and U of Miami on the net. Their materials are excellent. SUBJECT: Re:IEP Date: 96-11-18 22:51:09 EDT From: DEVIL DAD In PA there is no reqirement for private schools to follow state mandates such as IEPs. Discrimination against handicapped student is permitted. I am sure that private school teachers would not abuse this situation, but there is no enforement procedure in PA other than the parent. If the parent protests too much than we can imagine the next conference will end with " I am sure that your child would receive a better education at ......" SUBJECT: Re:resource rooms Date: 96-11-19 22:50:19 EDT From: RBP725 I just transferred from a self-contained cross-categorical class serving K-4 to a resource room serving 5-8 (LD, EMH, ADD). I have been teaching 12 years and feel like I am in the middle of an ocean and sinking fast. I need ideas, suggestions concerning scheduling, goals, meeting individual needs. I am torn between true remediation and helping the students succeed in the regular classroom. HELP! RBPATT@aol.com SUBJECT: wrong e-mail address Date: 96-11-19 22:52:59 EDT From: RBP725 my bad! my correct address is RBP725@aol.com SUBJECT: Re:IEP Date: 96-11-19 23:24:16 EDT From: Ratatat <> NOT SO! If it is a private independent school (non-religious) it is obligation to follow the American's with Disabilities Act, Title III. Private schools are specifically mentioned. And some religious schools accept children who have financial aid, the origins of which are from federal money. In this case they have to follow Section 504 of the RA and Title II of the ADA. SUBJECT: re:ratatat Date: 96-11-22 00:35:02 EDT From: Writes4pay <> When he entered first grade he was sooooo eager. He wanted to please the teachers, he was amazed there would be a library right down the hall and he thought all the new friends he would make were a gift from God. In fifth grade I see a totally different child, a child who would rather they think he doesn't care than he can't do it......a very dangerous attitude IMHO. I think we are turning it around though. I have always tried to give the teachers and school benefit of the doubt. This year I am telling my son if he does not try his best he will answer to me and it will NOT be fun....but I am also showing him I accept his limitations and it does not change who he is. He says just knowing that I believe in him has made all the difference in the world and as long as he has that he won't let the school "hurt" him anymore.....and consequently he *is* trying harder and taking "risks" in learning again! He seems happier and more like a "regular" kid than he has in a couple of years. Thanks for all your help here......it strengthens my resolve that I am on the right track! Candy SUBJECT: re:susan Date: 96-11-22 00:40:28 EDT From: Writes4pay <> Well I did the next best thing. I fired off a note to the teacher telling him what I did not want done anymore.....IE public embarrassment, and Bobby's name on the board for modifications. It seemed to work. Bobby said it stopped! Yesterday the class had to write a BUNCH of sentences and underline verbs and nouns (Bobby gets A++++++++ in Grammar) He called the teacher over and said he did not know if he could write them all in time. The teacher QUIETLY told him to go ahead and just write the verbs and subject nouns and not the whole sentence on each one. So far so good and it's THURSDAY!!!!! Candy SUBJECT: Re:re:ratatat Date: 96-11-22 08:38:24 EDT From: Ratatat << He says just knowing that I believe in him has made all the difference in the world>> Candy, One of the major "themes" that I can away from the CHADD conference with was that studies are showing tht the kids with disabilities who make it are the ones who had someone (usually a parent) in their lives who was their "cheerleader." Someone who rah-rah-ed them on, encouraging and supporting them... consistently there when they ventured out into the playing field. Sounds like you are a great cheerleader! :-) SUBJECT: Re:re:susan Date: 96-11-22 08:40:41 EDT From: Ratatat <> Hallelujah! Finally a perfectly appropriate response and accommdation. Phew! P.S. Candy, I sure do hope you make copies of all your notes. All notes (and I mean ALL) that I send to school are either written on my computer with a copy on the hard drive with a hard copy in a file or they are written on NCR speedy message forms. SUBJECT: Re:IEP Date: 96-11-22 22:08:45 EDT From: SusanS29 "<> NOT SO! If it is a private independent school (non-religious) it is obligation to follow the American's with Disabilities Act, Title III." Private schools have to follow the Americans with Disabilities Act (to a lesser degree than public schools). They are not obligated in any way to follow an IEP. SUBJECT: re:cheerleading Date: 96-11-23 12:17:22 EDT From: Writes4pay <> I guess the "damage control" must be working. Bobby wants to be a pyschiatrist, an electrical engineer or a lawyer when he grows up. He evaluates the pros and cons of each one all the time and we have lots of discussions on why he likes those fields and what colleges offer the best education in them. All three careers take a huge amount of education. He says he thinks things will be a lot better in middle school and high school when he can start tailoring his classes around his LD. For instance choosing the kind of math class he can excel in instead of the kind he will bomb.....choosing the science subject he is an expert in instead of one that involves TONS of rote math etc. He really believes he just has to master accomodating his LD on his own with correct choices and the world will be his oyster.....I tell him he is 100 percent correct! Candy SUBJECT: re:PHEW! Date: 96-11-23 12:23:14 EDT From: Writes4pay <> Susan....I feel the same way!!!! SInce I left the paper a few weeks ago and took a job that allows me to be home each day before Bobby (or at the school when dismissed if needed just as a reminder that I am here if needed :)) Bobby's attitude is improving dramatically. I believe knowing that I am there to do battle for him and he does not have to "go it alone" has helped immensly. Also the fact the school personnel knows I do not have deadlines anymore and can "appear on a moment's notice" now has changed their attitude. Much more relaxed and way more accomodating to Bobby's situation.....hmmmmmm I may have found the secret. Maybe they will find someone else to torment for awhile. Candy SUBJECT: Re:IEP Date: 96-11-23 16:50:41 EDT From: Ratatat <> Actually, they have to follow it to the *same degree* as public schools. Private schools are specifically mentioned under Title III of ADA. Public schools fall under Title II of ADA, and then of course under Section 504 and IDEA. SUBJECT: Re:IEP Date: 96-11-23 21:21:15 EDT From: SusanS29 "<> Actually, they have to follow it to the *same degree* as public schools. " Not quite, and here's my thinking. Under ADA it is possible the school will be required to provide a full time aide for the classroom, at the school district's expense. In a private school, that expense can and will be passed on to the parents. Big difference. And, at some point a private school can say "This child's problems are too severe for us. He isn't suitable for our school." And they can make it stick. The public school has to provide a suitable education for him. SUBJECT: Re:resource co-dependency Date: 96-11-25 07:54:39 EDT From: MBenson214 About students being slow on keyboarding, I usually type their rough draft exactly as they have written it down and allow them to edit their work on the word processor. This gives them something in print to work with and allows them to practice fingering skills as well as grammar and spelling. Be sure to double space the work so they can edit it by hand if they wish before putting it into the computer. SUBJECT: Computers and writ exp Date: 96-11-25 11:24:51 EDT From: SusanS29 MB I think those are excellent solutions. For some students I've gone even farther. You can use "search and replace" to replace every period with a perod and three or four returns. This, combined with enlarging the size of the font, makes it much easier for some students to edit. Run-on sentences stand out because they just look too long, for instance. Then afer editing, you just reverse the process, and the original formatting returns. SUBJECT: PenPals Date: 96-12-13 00:00:12 EDT From: C Blatt I want to match my resource room students with penpals in other cities and states outside NYC Looking for teaher who works with resource room children in otther cities and states who work with chidlren in grades 4-6. Would like to start a Pen Pal writing prgram for my students. They don't have computers. I am the one that does. So I would prefer if you could E Mail me about your students there names and what address to send the letters to. I have 8-4th graders, 8-5th graders and 9-sixth graders. If interested then please E Mail me so that we can discuss this further. SUBJECT: Re:PenPals Date: 96-12-13 18:55:10 EDT From: Dr oz We would love to have pen pals my kids are 3 and 4th graders- but I find that instead of E-mail faxes work better if you can fax e maiol me SUBJECT: Re:Computers and writ exp Date: 96-12-13 18:55:57 EDT From: Dr oz great tip on spacing - I thilnk I will pass that one one if you don't milnd SUBJECT: Re:IEP Date: 96-12-14 00:00:21 EDT From: Ratatat <> Susan, you know I always do my homework. I did this time too. Some time ago I contacted NAIS to ask if the association had any clarification for their member schools on ADA and disabilities - specifically ADD and learning disabilities. They sent to me a document that was sent to all of their member schools. It is an interpretation of what ADA means to them, NAIS member schools, written by their legal counsel. It was quite interesting. 1) If a severely dyslexic student, or even a blind student, applied to the school and is otherwise qualified to meet the stated standards and criteria of the school, the school must accept them. 2) Once accepted, member schools must provide reasonable accommodations to students with disabilities. If those students need a full time classroom aide, chances are the best that the school could do to reduce its costs is to negotiate a 1/2 and 1/2 cost of the aide with the parents. By federal government standards, "reasonable" is judged in economic terms. And when they do that, they look at the overall fiscal health of the school. Most private independent schools have endowments, and are recipients of some pretty nice annual giving funds too. I don't think the feds would be very sympathetc - nor did the legal counsel of NAIS. Additionally, if a student is found to have a disability after admission - then it is pretty clear that the student is otherwise qualified (or he wouldn't have been admitted in the first place), so once the student is "in" they have an affirmative obligation to accommodate and provide access to the education they "sell." SUBJECT: Re:IEP Date: 96-12-14 14:01:33 EDT From: SusanS29 "2) Once accepted, member schools must provide reasonable accommodations to students with disabilities. " Yes, that's where the "rub" is, because the schools can persuasively argue that it isn't "reasonable" to ask them to "pay" for expensive accommodations. It's always possible to negotiate these things, but my personal opinion is that private schools would be unlikely to absorb the costs for, say, a full time aide for one student. SUBJECT: Re:IEP Date: 96-12-14 15:00:28 EDT From: Ratatat <> I have been told by an authority that if a child who was otherwise qualified applied to a private school with the disability of say, severe dyslexia, the school CANNOT discriminate against that person in the admissions process - they would have to accommodate their disability even at that phase. Once accepted, if that child needed a full time "reader" the school would have to absorb some of the expense - arguing that all of the expense in not reasonable. But, they could NOT deny responsibility for a reasonable portion of the supports. Another example from a true experience I know of. A child who is physically impaired was assigned classes (science) on the second floor of the school building. The school had no elevator, and no way to get the child to the second floor. Installing an elevator would not be a reasonable accommodation (too expensive). However, moving that science class to the first floor would be a reasonable accommodation. Or, video taping the class for the student, or having a video link to a monitor on the first floor would be reasonable - even if, at the time of the need, the school didn't own the video equipment. The "reasonable accommodation" issues is *always* judge fiscally. SUBJECT: Re:IEP Date: 96-12-14 23:04:40 EDT From: SusanS29 "Installing an elevator would not be a reasonable accommodation (too expensive). However, moving that science class to the first floor would be a reasonable accommodation." I agree here, but I do not agree that a private school can be forced to incur additional expenses such as a full-time reader. In fact I've never seen such an intervention necessary in public schools. There are other ways to handle it. That said, it's one thing for an authority to say they have to do it, and another for it to happen. (I do believe other authorities might disagree with this opinion.) If one private school were forced to do such a thing once, word would rapidly spread throughout the private school community, and they would soon start turning down dyslexic students. They do have the right to do that. As you know I'm an enthusiastic supporter of interventions for these kids, but I do think at some point the public school, with its established special education system (funded) is the appropriate place. A couple of students with extremely expensive interventions could put a private school out of business. But... that's what makes a horse race. :) SUBJECT: subbing in SPED Date: 96-12-30 15:08:10 EDT From: SongBrd222 SUBJECT: sped help... Date: 96-12-30 14:02:53 EST From: SongBrd222 To: ANYONE CC: SongBrd222 SUBJECT: SPED Help... Date: 96-12-30 13:59:29 EST From: SongBrd222 To: ANYONE CC: SongBrd222 To any SPED teacher who can help me.. I have a M.A. in Learning Dis. but have not been teaching for 12 years. I will begin substituting next week as I go back to school. I've never been a sub before and am a little rusty on the "latest" developments in the SPED field. I have 2 questions for you. #1. Can anyone recommend a good book or publication that can get me "refreshed " in the field of SPED and/or L.D.? #2. Do you have any ideas for projects/schoolwork for kids K thru 8 that I can bring with me when I am subbing if the teacher has not left any guidelines for me.? Sure would appreciate your help. It's a little scary getting back "into it" but it is my vocation and I am looking forward to a lot of fun...Thank you so much for your time. I very much appreciate it. Sincerely, Bonnie......Songbrd222@aol.com PLEASE E-Mail me if you could..Thank you SO MUCH ! SUBJECT: inclusion Date: 97-01-01 00:48:56 EDT From: TPRebman I moved to a new school this year that has just implemented an inclusion program. The school population is overall lower achieving. I have been assigned to work with 6 teachers grades K-3. The problem I am facing is that I feel as if I am just putting band-aids over problems. Because I see the students that need me the most for such a short period of time I do not feel like I am accomplishing as much as I could be in a resource room setting. I am very frustrated because I know I could be doing more for these students if I was given the opportunity to teach more effectively. I am not anti-inclusion, but I do believe that schools need more special ed. staff if it is to work successfully. I would like to hear from other teachers who have any suggestions for me or who are also struggling with inclusion. SUBJECT: IEP Madness- HELP!! Date: 97-01-01 23:15:45 EDT From: Fem Elle1 There has been more than one occasion when support staff was not available for scheduled IEP. A few times the prin. or v.p., told me to conduct the meeting and they will sign later. I protested, but did it anyway, once. With the big lawsuit in L.A. Unified District I don't want to do anything to jeopardize my job. If (and it will) happens again, what should I do? If I continue to refuse I will have IEP's piled to the ceiling. Any suggestions? The Teach Can also respond email Fem Elle1@aol.com SUBJECT: Re:IEP Madness- HELP!! Date: 97-01-02 20:26:30 EDT From: BevSwickey Stick to your guns on this one. The principals need to realize that they are violating law by "signing it later". There is a reason for the administration to be at the meeting and I think you need to tell them that you go by the books and intend to schedule the meeting when they can be present. Your principals are obviously not taking their responsibilities to your students very seriously. By following the rules, you can't go wrong. IEP's piling up? Let them pile up. It isn't your fault they won't attend the meetings. If it continues, let the higher ups know. Surely a little pressure from a superintendent would motivate them to attend the meetings. Good luck. SUBJECT: Re:IEP Madness- HELP!! Date: 97-01-02 20:30:56 EDT From: SusanS29 " I protested, but did it anyway, once. With the big lawsuit in L.A. Unified District I don't want to do anything to jeopardize my job. If (and it will) happens again, what should I do? If I continue to refuse I will have IEP's piled to the ceiling. Any suggestions?" Tell your principal if the special education coordinator agrees you'll do as he or she recommends. SUBJECT: writing strategy Date: 97-01-02 22:52:00 EDT From: Terryanng I am still looking for information on the Cognitive Strategy Instruction in writing. It comes out of Michigan State University, the author's name is Carol Sue Englert. E-mail me at terryanng@aol.com if you know where I can access this curriculum. Thanks! SUBJECT: Re:STUDY SKILLS Date: 97-01-09 05:07:31 EDT From: Johnsdye Please e-mail Johnsdye any information of teaching study skills. thanks SUBJECT: Re:IEP Madness Date: 97-01-13 18:54:46 EDT From: PKVAU We have had similar situations with discipline forms. We are all suppose to sign before the child is suspended or removed if they are LD or ED. Be honest w/ the principal. Tell them that BOTH of you will be liable for this. I would also tell the parents that you can't hold meeting without administrator. Maybe if a parent is inconvenienced enough times they will call the principals on it. What ever you do - stick to your guns. This is your career at stake. SUBJECT: Re:resource rooms Date: 97-01-16 18:51:35 EDT From: Jcdot47 I plan on moving to N.Carolina in a year or so. I am a special ed, SLD resource teacher, currently doing an inclusion model. I would like to chat with a NC SP.ED. teacher to get some info about teaching in this state, esp. sp.ed. SUBJECT: Re:IEP Madness- HELP!! Date: 97-01-17 08:48:02 EDT From: Ratatat This is taken directly from IDEA about who MUST attend an IEP meeting. For further clarification about the regulations concerning IEP meetings under IDEA I strongly urge you to download a copy of the file in the Special Education Library, "What are the IEP Regulations?" Section 300.344 Participants in meetings. (a) General. The public agency shall ensure that each meeting includes the following participants: (1) A representative of the public agency, other than the child's teachers, who is qualified to provide, or supervise the provision of, special education. (2) The child's teachers. (3) One or both of the child's parents, subject to Section 300.345. (4) The child, if appropriate. (5) Other individuals at the discretion of the parent or agency. (b) Evaluation personnel. For a child with a disability who has been evaluated for the first time, the public agency shall ensure (1) That a member of the evaluation team participates in the meeting; or (2) That the representative of the public agency, the child's teacher, or some other person is present at the meeting, who is knowledgeable about the evaluation procedures used with the child and is familiar with the results of the evaluation. (c) Transition services participants. (1) If the purpose of the meeting is the consideration of transition services for a student, the public agency shall invite (i) The student; and (ii) A representative of any other agency that is likely to be responsible for providing or paying for transition services. (2) If the student does not attend, the public agency shall take other steps to ensure that the student's preferences and interests are considered; and (3) If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain the participation of the other agency in the planning of any transition services. (Authority: 20 U.S.C. 1401(a)(19), (a)(20); 1412(2)(B), (4), (6); 1414(a)(5)) Note 1: In deciding which teacher will participate in meetings on a child's IEP, the agency may wish to consider the following possibilities: (a) For a child with a disability who is receiving special education, the teacher could be the child's special education teacher. If the child's disability is a speech impairment, the teacher could be the speech-language pathologist. (b) For a child with a disability who is being considered for placement in special education, the teacher could be the child's regular teacher, or a teacher qualified to provide education in the type of program in which the child may be placed, or both. (c) If the child is not in school or has more than one teacher, the agency may designate which teacher will participate in the meeting. Either the teacher or the agency representative should be qualified in the area of the child's suspected disability. For a child whose primary disability is a speech or language impairment, the evaluation personnel participating under paragraph (b)(1) of this section would normally be the speech-language pathologist. Note 2: Under paragraph (c), the public agency is required to invite each student to participate in his or her IEP meeting, if the purpose of the meeting is the consideration of transition services for the student. For all students who are 16 years of age or older, one of the purposes of the annual meeting will always be the planning of transition services, since transition services are a required component of the IEP for these students. For a student younger than age 16, if transition services are initially discussed at a meeting that does not include the student, the public agency is responsible for ensuring that, before a decision about transition services for the student is made, a subsequent IEP meeting is conducted for that purpose, and the student is invited to the meeting. SUBJECT: Re:IEP Madness Date: 97-01-17 08:50:28 EDT From: Ratatat <> And, before a child who's served under IDEA is suspended or removed from the school for a period of more than 10 days, or is being removed for a few days that add up to more than 10 days, and IEPC must be reconvened to amend the IEP and reflect the change of placement. SUBJECT: Aid support Date: 97-01-22 23:13:32 EDT From: SWDD64 I am looking for information on legislation in Illinois. If anyone would like to share information on the guidelines and numbers needed to receive an aid I would appreciate it. I have heard so many different numbers it is confusing. Right now I have 17 students, but one is instructional. My current understanding is that I cannot go beyond 17 students with an aid. If I do, I will need more help. Can this be more aid help, or does it have to be a teacher. If you have no instruction students (only resource) then what are the guidelines? If anyone can share some info that would be great!! My E-mail address is SWDD 64@aol.com SUBJECT: Multi-age behavioral room Date: 97-01-26 13:00:43 EDT From: GLoomis914 I run a behavioral program in a middle school grades 5-8. Usually the program only provides assistance to the mainstream. Over the past month, however, three students have been placed into my room full time because they could not maintain in the regular classroom. The problem is that all three students are in different grades and are capable of the work. How do I cover all of the curriculum requirements for each grade? I am presently planning 3 separate lessons for each subject area, and I cannot continue without a nervous breakdown. Any ideas would be very helpful. SUBJECT: Discipline in SLD classrooms Date: 97-01-27 16:38:17 EDT From: IrenDeb Does anyone have some ideas they would like to share on this subject. I would appreciate anything. Maybe just tell me where I could find some techniques that work fairly well. Thanks SUBJECT: Discipline/SLD3grade Date: 97-01-27 17:28:37 EDT From: IrenDeb Does anyone have anything special they would like to share. I need a few new ideas. You can e-mail me. Thanks SUBJECT: Re:Multi-age behavioral room Date: 97-01-27 20:35:23 EDT From: R u Niz Welcome to my world! Perhaps you could go to the regular ed room they were removed from and Xerox the lesson plans --implement them in your room. Make sure you include time for counseling and behavior training. Good luck. SUBJECT: Re:Multi-age behavioral room Date: 97-02-01 13:53:05 EDT From: DBGRANT Why?? Are these students so apart cognitively or in their skills that you cannot use one lesson and then require diferrent levels of expectation? either by depth and complexity. what about interests of the students and develop a project they are responsible so the curriculum areas can be woven into the project. Place the responsiblity on part of the students to demonstrate learning to you inthese areas. There must be some topic or subject that can be a hook for the students engage their particiaption SUBJECT: Looking For Date: 97-02-08 11:13:10 EDT From: C Blatt If you iintend to attend the LDA Convention in Chicago from Febraury 18-21 1997 please E-Mail me so that those of us who use AOl can have a chance to meet face to face. SUBJECT: Re:No computers for Resource Date: 97-02-15 21:41:59 EDT From: Teach948 I have five computers (Apple IIe's) which will be replaced with Compac's with mouse controls and CD Rom capabilities. I use computers extensively with my K-2 Resource Center services. I can't imagine being without them. You need to yell more, demand more, etc. until you get results. Good luck; teach948 SUBJECT: Letter and Number Reversals Date: 97-02-25 22:42:50 EDT From: MSer714 I have a wonderful 5th grader who has great difficulty with letter and number reversals. I have tried clay, rainbow writing, chalkboard activities, sand paper letters,etc. but nothing seems to work when she is not concentrating on writing the letters correctly. Therefore, her notes and memory strategies are full of reversals. Does anyone have any other ideas that might help her when she is writing rough drafts, taking notes or computing numbers - times when her concentration is focused on concepts rather than letter/number formation. Also, I often wonder if I should be asking her to correct each reversal, even in work that is "for her eyes only", i.e., notes. I tend not to point out all of the reversals as long as she can read what she has written, no matter how difficult it might be for others to read it. SUBJECT: Re:resource rooms Date: 97-03-03 00:57:52 EDT From: ClasM5 i need information on learning modalities. i am a grad student and would appreciate if anyone would be willing to chat with me about a psecific problem we need to solve for our midterm. i am very confused. thanks i need help ASAP SUBJECT: Grants available? Date: 97-03-08 12:20:59 EDT From: HABES4506 Does anyone have any good sources to suggest for grant applications? I have been using the Zoo Phonics Reading program in my special ed. room this year very successfully. I would like to fly out to Anaheim this July to participate in inservicing (from Michigan). I would like to defray some of the cost through a grant. I would appreciate any good ideas! SUBJECT: Re: LD stud. in post-sec Date: 97-03-12 01:14:41 EDT From: Sdacea I have recently, this year started to work in a small private college with great ideas regarding student support. Many of our students have learning problems, some are documented LD's and some are the less than successful high school student that was never in any Sped program -they were "missed". My concern has been the number of students that come to me and haven't a clue as to how to stay afloat in college. As a former LD teacher at the high school level, I'm really concerned with the lack of training in everyday "school survival " skills.Are were still tied to the remediate until they graduate concept or are we working on strategies that allow the student to move forward in their education so that they can do well in post secondary education. SUBJECT: Re: LD stud. in post- Date: 97-03-13 22:11:56 EDT From: DBGRANT some of us are carrying the torch for strategies and the dvelopment of creative critical thinking. True Critical thinking not psuedo. But the in the box people are encouraged to continue the program of skills in discrete and separate learning events. sounds like your college students would respond to a sound thinking skills protocol dbgrant SUBJECT: Re:Letter and Number Reversa Date: 97-03-15 20:19:02 EDT From: Parsons4U Have you tried Irlin lenses (color transparencies)? They are helping some of my students. If she is still doing reversals in writing at 5th grade I would start moving her over to key board. SUBJECT: Re:resource rooms Date: 97-03-15 20:22:03 EDT From: Parsons4U What exactly do you need on learning modalities? I have some materials at school that I could fax to you and I also use a test for modality testing with my RS students. Please be specific about your need. SUBJECT: Re:Letter and Number Reversa Date: 97-03-16 20:21:59 EDT From: Ratatat Color transparancies are inexpensive and available at most teacher supply stores. Irlen lenses are very expensive and require a whole evaluative process. SUBJECT: Postcards Date: 97-03-21 00:40:29 EDT From: Blue5203 I am looking for people that will send me a postcard for my class...we are getting ready to study the UNITED STATES...I would like to see how many we can get from the different states...If you would like to help ..please email me for my school address..I would really appreciate it..thanks SUBJECT: Re:Letter and Number Reversa Date: 97-03-21 23:34:37 EDT From: SusanS29 "Color transparancies are inexpensive and available at most teacher supply stores. Irlen lenses are very expensive and require a whole evaluative process." Not only that, but even when the lenses seem to help, the person's "sensitivity" can suddenly switch, requiring a whole new (expensive) evaluation and new (expensive) glasses. If you use color transparencies, you can just switch transparencies. ;) SUBJECT: Sharing Date: 97-03-22 21:25:41 EDT From: JScott3335 I am 7-9th grade RR teacher in a NYC school. I'd love to chat/share with others about curriculum, ideas,methods. My main interests are reading,dyslexia, and content area study skills. I'm always searching for something that may be beneficial. Sometimes I just get sooooooooo frustrated.Please email me at JScott3335@aol.com. Thanks SUBJECT: Re:Sharing Date: 97-03-23 19:54:38 EDT From: Parsons4U I teach Resource in California--grades K-5. Sometimes I get frustrated too! Have you tried Project Read Comprehension: Report Form and Story Form and Written Expression. They are really great programs and work for upper grades as well. Good Luck! SUBJECT: Re:Postcards Date: 97-03-25 20:58:38 EDT From: SPEDPAT Blue 5203 Would be glad to help out. I am from RhodeIsland. You can email me at Spedpat @ aol. com SUBJECT: Re:Letter and Number Reversa Date: 97-03-28 00:08:46 EDT From: MSer714 My student does not have any problems reading. In fact she is on or slightly above grade level in reading. Her writing skills and math skills are what are giving her the most problems. I have the colored transparencies but she doesn't need them to read and I don't think that they can help when she is writing. I've asked her to use the computer but she prefers to write because it is quicker until she can learn the keyboard - which we are working on. I've suggested that she write in cursive or all caps but she continues to print in lowercase unless I remind her. She is the BEST student that I have ever had the pleasure of working with and I'd really love to help her. PS - does anyone have a suggestion for learning the multiplication tables? Her memory for these facts is poor. We've tried skip counting, finger manipulations for the 9 tables, patterning, flashcards, drills, singing, poems... Nothing seems to click enough to allow her to work on higher levels of math without a multiplication table at her side. SUBJECT: Re:Letter and Number Reversa Date: 97-03-28 12:49:49 EDT From: SusanS29 Try moving more slowly on the math tables. Start with the 2's (if she has to memorize the one's she isn't ready for them or the higher math they use). Skip count *only* to 18 and stop. When she can do that *very* easily -- she should do it *backwards* until she can do it easily -- 18 - 16- 14. That also nails in her head that the last answer (2x9) is 18, so she'll learn the one that's supposed to be "hardest" easily. THEN she needs a non-pencil way to practice. For this kind of student they can either think *or* write, but not both. So you have her make flash cards (both ways -- 2 x 7 and 7 x 2). Then write the answers on other cards for mix and match. Put in a couple of wrong answers. When she can do this well, make a set of flash cards *just* for the twos (again 2 x 7 and 2 x 2). If she has trouble with one of them, put that one in the stack *four* times so she sees the hard one four times as often. Meanwhile, make up mix 'n match *division* facts for the twos. Division isn't any harder than multiplication, and it's *markedly easier* for such a child to learn them along with the multiplication. Again, if she can't "get" this she isn't ready for either multiplication or division facts. When she can go through the flash cards three times (spaced apart), with the cards mixed up, and answer easily and quickly (including division -- four sets of facts), she "knows them." Now do it all again with the 3's. THEN -- mix up the twos *and* the threes. When she does *extremely well* with the 2's and 3's mixed (not before, backtrack on one set if you have to) -- add the fives. While you're working on the fives, continue to review the 2's and the 3's. Such children have long-term memory problems, and they need far more extended times of review (sometimes months instead of weeks) to learn something permanently. If she's held on to the 2's and threes, take her times chart. Mount it on a piece of file folder with clear contac paper. then *cut out* all the answers to 2's and 3's so she has to use her memory for them. Sometimes alter her worksheets so some of the facts use only the numbers she's memorized, and she can have the experience of doing the entire problem without referring to the multiplication chart, which is a tremendous interference to learning how to do the problems. THEN SUBJECT: Re:IEP MEETINTGS Date: 97-04-03 00:29:05 EDT From: Sm mus stu Helloooooo...? It is supposed to be a team decision! All who sign are in agreement! SUBJECT: Re:Resource Center Date: 97-04-03 00:35:04 EDT From: Sm mus stu I am sorry that you had such a poor experience. Although I teach resource in a very low income area, I do not think that I have a higher than normal number of students from disadvantaged homes who would not be a good friend to anyone. Most of my students are kind and hard working who like to be challenged and I like to challenge them. It takes a team of adults to work together to make the student's learning experience positive. Unfortunately it seems that a team was not at work here. SUBJECT: New ideas and comments Date: 97-04-03 00:36:54 EDT From: Sm mus stu Let's leave some new ideas...I have been surfing around with messages which are several years old! SUBJECT: decoding and reading compreh Date: 97-04-03 22:26:35 EDT From: RSJNCAMP I am interested in finding out what Resource Teachers of elementary LD students are using for reading comprehension and decoding. What have you found particularily effective with these kind of students? I would like the names and information of specific programs. Thanks. SUBJECT: Re:decoding and reading compre Date: 97-04-03 23:42:16 EDT From: LorBis In our district we usually use Stevenson Reading (the whole program, all the way through) followed by Project Read for the middle school students who still need alternate methods of reading instruction. The students who are put into Stevenson Reading are those who absolutely can not learn by the traditional methods used in the regular class. It really emphasizes decoding at first so we supplement for comprehension by reading good literature aloud to the class until the students can do it themselves. I have a lot of success with it. SUBJECT: Re:decoding and reading comp Date: 97-04-04 01:30:08 EDT From: RSMama01 Project Read works great for Phonology, Comprehension, and Written Expression. I'm on vacation this week and do not have mailing info at home for this program. I'll get it for you next week if you wish. SUBJECT: Alternative Education Date: 97-04-04 20:58:21 EDT From: Ob300 Looking for information on your school's Alternative Education Program. PLease E-mail me with any information that you think could be relevant. SUBJECT: Stevenson Reading??? Date: 97-04-06 17:52:36 EDT From: PKVAU What is the Stevenson Reading program? Can you tell a little about it, how you use it, what state your in, etc... Thanks! SUBJECT: Re:Stevenson Read.-DB GRANT Date: 97-04-06 23:36:02 EDT From: LorBis Stevenson teaches students how to read using mnemonic clues instead of rules. For each phoneme, a picture clue is given to help the student read and spell the words. It is a very organized, sequentially-based program that should be followed from beginning to end. There is a ton of supplemental material that goes with it for reinforcement. Some people don't like it because aesthetically it is very plain-no pictures (on purpose), soft-bound instead of hard-covered books, and, until you get used to it or get trained in it, it seems confusing. They have a toll-free number for ordering and for help (and they are very helpful over the phone). I have the # at school, but I am pretty sure it is 1-800-343-1121. It's hard to explain in a lot of detail without confusing everyone. I might add that once I teach the concepts, my kids don't seem to forget them, although this applies mainly to the reading as opposed to spelling. Spelling is harder, but they have a great program for that, too. DBGRANT ( I think), you emailed me but I accidentally deleted your message-sorry, I hope this helps. I don't have Project Read numbers though. Laurie SUBJECT: Re:Stevenson Reading??? Date: 97-04-06 23:36:30 EDT From: LorBis By the way, I am in NJ-forgot to mention this in my response. SUBJECT: Re:decoding and reading comp Date: 97-04-07 00:01:29 EDT From: RSMama01 Project Read is published by Language Circle Enterprises--P.O. Box 20631 --Bloomington, MN 55420 612 884-4880 Toll-Free 1-800-450-0343 Fax: 612-884-6787. It is written by teachers and I find it to be a fine program that seems to work for most children. Good Luck! SUBJECT: Re:Zoo Phonis Reading Date: 97-04-11 21:17:04 EDT From: SMKope Could you give us more info on Zoo Phonics Reading? It sounds interesting. SUBJECT: LD and foreign languages Date: 97-04-16 09:32:56 EDT From: BCoke9 I need information concerning the exposure of an LD child to 3 different languages that are presented in elementary and middle school. Has anyone experienced this with LD children. How did they handle it? Are there any test cases concerning this? Please email me with your information. BCoke9@aol SUBJECT: Re:Resource Date: 97-04-16 19:13:05 EDT From: Mars000210 Hello, I have a question. My children just came home and informed me that the instructor who is teaching the resource class that my daughters attend stated that this class will no longer be as genreally based as it is now ( which I think translates to, now alll the children are given work that applies to thier particular learining need, but next years class will not ). Most of the children in this class work as a group on specific skills where as my daughters have been allowed this time to organize their school work and to finish work not completed in regular classes or to use for extra study time. The teacher told the students next year it will only be used as a group based interventions, such as for reading skills. My question is can I still request this resource area to remain the same in her IEP at my next meeting or can the school say no we use this resource time as we see fit. My duaghtesr have worked independently through most of this year in this class ( the teacher rarely monitors what they are doing). So as I see it she could do that next year regarless of what the instructor is doing with the rest of the students durring the class. Barb SUBJECT: Re:Resource Date: 97-04-17 21:12:08 EDT From: R u Niz I don't think the school can dictate how the resource time is used--it is dictated by the IEP. If your daughters have IEP's that state that they will be working on the organizational skills, then the resource room must meet that requirement. You may have to fight for this though :) SUBJECT: Re:Resource Date: 97-04-18 07:53:43 EDT From: Ratatat No change in the IEP can occur without your input and consent. An IEP is supposed to individualized to meet your child's unique needs. It's about the instruction and support fitting the child - not the child fitting into a program. If you believe that the type of support your daughter now receives is a significant intervention and that she NEEDS it, then you can insist. SUBJECT: Re:Resource Date: 97-04-18 08:37:08 EDT From: Mars000210 Thanks for the information about resouce. I will use it wisely at my next meeting. As always this board has kept me in the know. :) Barb SUBJECT: Re:Resource Date: 97-04-18 10:24:04 EDT From: SusanS29 " No change in the IEP can occur without your input and consent. " The IEP *must* be written this way: The Goals and Objectives -- what the special education people help the student learn -- MUST be based on the student's most prominent needs. This means if the child desperately needs organizational skills, and it's one of the major concerns, they *must* write goals and objectives that will attempt to accomplish that. However, they cannot write "organizational skills" objectives for all students "because all students need that." It has to match *that* child's needs. On the other hand, I had a parent once who was insisting I write a goal that the child learn his multiplication facts "because he was in third grade, and that's third grade curriculum." However, the child wasn't ready for it, and I refused. It met standard curriculum, but not *his* needs. Then I had a fifth grader diagnosed in March, who was going to a middle school the following year. He didn't know all his multiplication facts but was on his way. (Now understand that multiplication facts are the basis of all higher math -- without multiplication and division facts, Algebra I would be impossible). In fact you have to have them for functional level arithmetic -- just to run your life, even if you were going to never take Algebra. But this kid was *smart.* The middle school special education teacher called me up and said "But those aren't the goals we write for middle school." She listed things like task completion and turning in homework. This student didn't have problems in this area. He was a neat kid who needed to get caught up on basic skills. I refused to change it. She called the supervisor. The next IEP I wrote for sixth grade, my supervisor had the middle school teacher come. Of course you have to notify the parents ahead of time of who will be there, so I knew also. So I had a chat with the mother explaining to her where the goals and objectives are supposed to come from. Well, guess what... the "middle school" goals and objectives didn't fit *that* child either. The middle school teachers spent their days charting task completion and homework turned in. AND it was all on public display, including the kids who did a terrible job at it and whose charts never went up. That was what ALL middle school students did. For this, by the way, they had to give up band if they werein band, because the scheduling was just as rigid. I've been there. Tactfully used, good, *truly* individualized IEP's can break these rigid, unbending systems. In my opinion the middle school teachers had a "cushy" job. it's much harder to teach a child multiplication facts than it is to chart homework turned in. SUBJECT: Re:Resource Date: 97-04-18 11:35:29 EDT From: PBTanguay Just a thought - if your daughters don't need the attention of a Spec. Ed. teacher, could their needs be met somewhere else. We're going through this now - the Resource Room is actually too distracting for what we need (org. issues, quiet place, etc.). We're talking about an alternative such as an area in the Guidance Dept. or the Library. Don't know if it would work for you, but some creativity may work. Good luck! SUBJECT: Re:Resource Date: 97-04-18 14:06:33 EDT From: Mars000210 The resource class is not taught by a special education teacher. Hmmm. the class is small and quiet. The girls could do it anywhere there is a large large table, the part I see that could be sticky with allowing them to go to a site other then resource is who is watching them. I still recieve notes once a month, the girls met thier objectives, notebooks neat, homework in agenda daily ,etc, from the teacher in resouce. They recieve a grade for this area on thier report card, so I could see the school saying no way can we allow them to use this time in another area of the school, but it is food for thought and will use that hint if they get sticky at our ARD meeting. SUBJECT: Re:Resource Date: 97-04-18 15:44:23 EDT From: Mars000210 Had to post again. Guess who called today the resourse teacher to discuss how the resource area will be reading based only next year. Ever hear someone stutter on the phone, when I stated all the information you wonderfull souls have posted here, she did several times. What disappoints me is the lack of honesty, regarding what resource is all about. I want to have one year where everyone tells it like it really is, not what is in the schools best interrest only.Why take away an an area that works. The argument she gave is that my youngest daughter will not have this resource time in high school so lets get her used to that next year, well if that were true why did they allow my oldest daughter to have the same resource area this year, Since she will be in high school next year. HMMM! Think my next ARD meeting should be interresting. Thanks to all Barb. SUBJECT: HELP! LANGUAGES AND LD Date: 97-04-18 17:25:54 EDT From: BCoke9 Our school is going to start foreign language programs. They will introduce Spanish and French starting next year. These will not be taught as a subject. Students will learn words and phrases in these languages that connect to what they are studying. The purpose is exposure. Eventually K-3 will be exposed to Spanish, 4-6 to French, and 7-8 to German. Does this work? How do LD students handle it? SUBJECT: Re:Resource Date: 97-04-18 18:15:13 EDT From: Ratatat < The argument she gave is that my youngest daughter will not have this resource time in high school so lets get her used to that next year> Oh, geesh. I've heard this comment so many times I've lost count. One year my daughter's teacher spent an enormous amount of time getting the kids ready for the next grade, but never teacher the curriculum. It was a whole year of "mentioning" and not solid learning. Thank goodness we had the input of a solid tutor in our corner that year. You know, you should find the web page for Purdue University in Indiana and show it to your school. The accommodations and modifications offered at this school are amazing. It's now one of my favorite tactics to provide Purdue's list to high school administrators who are reluctant to provide accommodations because they want to make sure the kids can handle college. Colleges, on the whole, are so much more aware of their responsibilities and duites to these children than public secondary schools it's almost dazzling. Most college seem to have better accommodations more readily available with less fuss that many high schools. Anyway, stick to your guns. This is about the school meeting your childs unique and individual needs - not the your child meeting the schools needs. SUBJECT: Re:Resource Date: 97-04-19 09:25:44 EDT From: SusanS29 "Had to post again. Guess who called today the resourse teacher to discuss how the resource area will be reading based only next year." What does that mean??? "The argument she gave is that my youngest daughter will not have this resource time in high school..." Excuse me -- her high school IEP has already been written? I have a good friend who teaches special education at one of the local high schools -- considered one of the best high schools in one of the best districts in the country -- and they have *15* resource teachers. Just remember the mantra: "The system meets the child's needs, not the other way around." SUBJECT: Re:HELP! LANGUAGES AND LD Date: 97-04-19 09:27:16 EDT From: SusanS29 BCoke9 my guess is that they will make this as much fun as possible. It will probably include songs, cultural studies -- a variety of things. Even if your child doesn't learn much foreign language it will probably be quite enriching... and your child might surprise you... children have a natural ability to absorb language. Likely it won't be presented in textbook format but more naturally. He might do OK. SUBJECT: Re:Resource Date: 97-04-19 18:56:43 EDT From: R u Niz Susan--I also have to write "High School" IEP's for my eighth grade students. The logis is that the year for the IEP overlaps the entrance into high school. I have been having some difficulty demanding "simple Resource" time for my students as well. Our school received a fax from the local high school on Thursday of last week telling us that we need to "modify" the IEP's of the incoming freshman according to the 1996-1997 contract. The case manager and I just looked at each other. Contract? Then I told the case manager that I had no intention of modifying anything on demand. We get a lot of "we don't offer those programs" comments, too. We were even inserviced by the district three years ago and told we should visit the local high schools to find out what programs are offered. In my case that would involve visiting about 7 or 8 different high schools on my own time. I've pretty much decided to write the IEP's the way I think they should be written--with the parent's input--but I'm pretty sure the high schools change them when the students arrive. SUBJECT: Re:Resource Date: 97-04-20 01:05:56 EDT From: GPick10629 I just joined the internet and saw this subject re: resource in high schools. Our State just passed into law higher graduation requirements for the incoming freshman in 1997/1998. My son will be a H.S. freshman next year and has been in except. ed.(LD/Speech) since age 3. His case manager was told by the H.S. that he should not be on a standard diploma track because of his low standarized reading scores. The case manager also teaches my son science and stated that his IEP would reflect the need for modifications and resource classes for certain subjects. We were then told by the H.S. Except. Ed. specialist that after 9th grade no resource classes were offered if my son wanted a standard diploma. We found the state statute that requires high schools to provide resource classrooms for students with disabilities to ensure them the ability to receive a standard diploma, as long as the grade-level curriculum was being taught. Unfortunately, the high schools haven't provided this and we're in for a bumpy ride in the fall. After all these years we've discovered that just because its written on paper, it doesn't mean it's being implemented. I'm glad there are people here who know what steps we can take to help our children. Thanks! SUBJECT: Re:Resource Date: 97-04-20 09:12:57 EDT From: Ratatat < We were then told by the H.S. Except. Ed. specialist that after 9th grade no resource classes were offered if my son wanted a standard diploma.> Ultimately, it will be the school that gets the bumpy ride. The school may not prohibit a student from participating in a program for which they are qualified, with or without accommodations. Even though your child receives services under IDEA his civil rights are still protected by both Section 504 and ADA from discrimination. SUBJECT: Re:Resource Date: 97-04-20 18:47:07 EDT From: SusanS29 "I've pretty much decided to write the IEP's the way I think they should be written--with the parent's input--but I'm pretty sure the high schools change them when the students arrive." Quietly educate those parents you can trust about this posssibility... SUBJECT: Re:half time/ele. self conta Date: 97-05-14 21:13:29 EDT From: SCoates123 Help! I am a new teacher and have a half day self contained classroom for first through fifth grade EMI/TMI students. I am supposed to focus on reading and math, and am having trouble figuring out how to run a schedule. I have two and a half hours to meet the needs of 10 students ranging in levels from pre-reading to a second grade reading level. Any suggestions on how to organize my day? I have the students divided into three groups. I do not have a para-professional, so I need some productive activities for the other students when I am working with groups. Please E-Mail me with any ideas that might be working for you. SUBJECT: Re:half time/ele. self conta Date: 97-05-14 23:20:19 EDT From: RSMama01 Touch Math can be done pretty independently. Try books on tape. Writing centers can also be helpful and book baskets. What does EMI and TMI stand for? SUBJECT: end of the year Date: 97-05-16 20:03:34 EDT From: BClos63380 Does anyone have any good ideas for the end of the year. I always find it difficult to keep the students motivated at this time of the year. Especially the last week. I am an interrelated itinerant teacher I have 7 students at one school and 10 at the other. SUBJECT: toddler education/methods Date: 97-05-16 21:00:13 EDT From: Cofpaint i know about the Montessori system, does anyone know of other alternatives/methods ? SUBJECT: Re:IEP MEETINTGS Date: 97-05-31 09:38:30 EDT From: JBEZER Help! Have a Kindergartener with visual motor-perceptual, integration difficulties-so I'm told. Can't seem to get school to provide resource help, even after teacher's request. Have spent great deal of money for professional evaluation outside of school and still school is dragging feet! I am not sure what resources are available so as to request them. Thank-you. SUBJECT: Re:IEP MEETINTGS Date: 97-05-31 20:09:29 EDT From: Ratatat Have you made a formal request IN WRITING to the Director of Special Education for your district that your child be evaluated by the school's educational study team for eligibility for services under the Individuals with Disabilities Education Act? Once you put your request in writing a clock starts to tick. Since you already have the evaluative data, it should move along. The school *may* need to add some assessments to be sure they have looked at all aspects of learning that might effect your child. You should be in touch with your state's Protection and Advocacy Office. Each state is mandated to have one. They have some good publications, referrals and advise. SUBJECT: IEP Date: 97-06-02 16:12:17 EDT From: JBEZER Ratatat-Thank-you for your help! The private pshychologist has sent letter to school and has not yet heard from them. He requested special ed services for my son as a learning disabled youngster.Are you familiar with various intell. tests? On a WISC there is a verbal I.Q. of 80, Performance I.Q. of 68, full scale I.Q. of 72, Berry development Test of visual Motor Integration- raw score of 7, standared score-75 and a VMI percentile of 5. What does this all mean? The end result is extreme deficiencies in visual perception skills, visual motor integration abilities and spatial relationships.My son is 6 1/2. Is there a good source that would direct me in helping with IEP if we do get to that point? Thank-you! SUBJECT: Re:IEP Date: 97-06-03 23:56:19 EDT From: RSMama01 You do need to get to the point of the IEP. Average IQ is 90 and above. 80-90 is low average. Don't be alarmed because your child is very young. IQ's may change as the child becomes a bit older but not always. Your child obviously has learning difficulties and you will be eligible for SPED services. Remember that the school district has 50 days after you signed the consent for assessment to have the IEP where they sit down and go over the results together with you as a team. At that time, the appropriate placement will be discussed. If you are not in year round school, this may all be delayed until September. SUBJECT: Re:IEP Date: 97-06-04 20:20:44 EDT From: MarRigby JBEZER: Without academic testing, we still don't have enough to go on. Only if your child's academic achievement scores are significantly below his intelligence testing (usually about 22.5 points below) will he qualify as a learning disabled student. Otherwise, he may not qualify. Instead, he would be considered a slow learner, and hopefully he would qualify for some type of remedial services, but not under Special Education. Marilyn SUBJECT: Re:IEP Date: 97-06-05 08:36:50 EDT From: JBEZER Thanks for your reply Mar. The school psychologist has set up a meeting with me for this Monday.How do we get academic scores? I thought the private pshychologist covered all the bases. Could you give me examples of remedial services? Would this "IEP" still be involved?Since I did request verbally and in writing last January that there be some evaluation done and they did nothing, I wonder if it would be unreasonable to ask that they expedite things a bit.I have read every message in this resource room- what an eye opener and blessing! JB SUBJECT: Re:IEP Date: 97-06-05 09:58:16 EDT From: Ratatat *IF*? I hope not *if*. Make your request IN WRITING that your child be considered for special education support. Once you do that the school's multi-discplinary team can look at the evaluative data you now have, and decided if any further testing might be needed. They school is obligated to evaluate all areas that might be impacting your child's ability to learn as would be expected given his scores. You can contact NICHCY (National Information Center for Children and Youth with Disabilities) and ask them to send you information about what the laws say, and a list of regional resources for you to contact. Make sure to ask them for a copy of Appendix C of IDEA - this is the part of the law that explain, in pretty clear English, what the obligations and rules are governing IEPs. SUBJECT: Re:IEP Date: 97-06-05 09:58:52 EDT From: Ratatat Ooops. You can contact NICHCY at 1-800-695-0285 SUBJECT: Re:IEP Date: 97-06-05 10:04:43 EDT From: Ratatat When a school needs to evaluate a child to see if they are elgible for services/special education they will test the child's "ability" or potential (IQ), and compare it against their current level of performance or achievement. If there is a significant gap between the two, it should indicate if your child needs special education. With a wide enough group of tests, they can then pinpoint what kind of services your child needs by seeing (through the comparison), in what area you child has the widest gaps. An IEP is the name given to the INDIVIDUALIZED Education Plan that is developed after they evaluations are complete and they know specifically what kind of unique educational support your child needs in his areas of disability. And, remember, the parent is considered an EQUAL partner in the process. You are a member of the IEP committee that designs your child's individualized education program. To gain a better understanding about how all of this should work, see if you can find the following book: Negotiating the Special Education Maze by Anderson, Chitwood and Hayden and published by Woodbine. SUBJECT: Re:IEP Date: 97-06-05 12:45:27 EDT From: KevisB Also, Protection and Advocacy may run parent IEP trainings parents in your state. SUBJECT: Re:IEP Date: 97-06-05 19:40:09 EDT From: Mithue When a parent at my school requests testing by writing their request to the principal, our timeline starts. Instead of a pre-ARD meeting, we schedule an ARD with the parent, teacher, and other committee members. This does not automatically assure that testing will be recommended by the committee. If not, we will reschedule a follow-up meeting in a few months to see if the child is making progress. Sometimes immaturity is an issue, or attention skills are poor. Never do we dismiss a parent's concern without rechecking on the child's progress. If there is progress, albeit slow, testing is most likely not recommended. In order to qualify for sp. ed services with a learning disability, a severe discrepancy on TWO educational tests must be documented and that's difficult to do with young students (< grade 2). Sue SUBJECT: Re:IEP Date: 97-06-06 08:39:23 EDT From: JBEZER Mithue, I have found what you say is indeed the procedure. My January request was followed up in March with another mtg. Again, assuming most issues with my son are developmental, the next mtg. was scheduled for next Oct. I accepted their opinions and still felt there was more to his difficulties and sought a private evaluation. It is my understanding that if a child's difficulties are not dealt with early, the gap will widen with each year and I could have a behavior problem with him. Then he would most likely get more attention. I'm not willing to chance that and then be told he must have medications to learn. I respect and have faith in our school pshyc. and pray he will do the same tests and more. SUBJECT: Re:IEP Date: 97-06-08 19:05:47 EDT From: MarRigby JBEZER: Although a psychologist usually does some of his/her own educational screening, it is necessary for more than one professional to do the testing. On our consent for assessment forms, there are lines for us to indicate who is responsible for each part of the assessment. For instance, both the psychologist and the Sp. Ed. teacher may test for processing disorders using two or more different assessments. The Sp. Ed. examiner will do more intensive individual achievement tests using assessments for each major subject area such as Reading, Math, and written language. Also, many of these assessments have nationally-normed standard scores which can be compared with IQ tests to determine whether a learning disability exists. (The majority of Sp. Ed. students qualify under this label). Each category of Sp. Ed. has its own set of criteria in order to qualify under IDEA. If a student does not qualify under any of the IDEA labels, a child who is struggling academically may receive remediation services, but not from Sp. Ed. teacher and no IEP is written. Hope that helps. Marilyn Marilyn SUBJECT: res room interv questions Date: 97-06-08 21:55:21 EDT From: ANDYJILL Hi, I graduated last year. I am currently interviewing 4 jobs. In PA? any interviewing questions u might think I should be prepared 4. Thanks? How might I do research on the school districts if I applied to 60!!!!!! My email address is ANDYJILL@AOL.COM :) SUBJECT: Lesson plans Date: 97-06-13 11:34:33 EDT From: CHABLIS96 I will be student teaching in a 2nd grade inclusion classroom next fall. I will be observed a number of times and would appreciate any great lessons which have worked for any of you. Please e-mail me with any info which would be helpful. Thanks so much! Chablis '96@AOL.com SUBJECT: Re:Lesson plans Date: 97-06-13 19:55:55 EDT From: RRTeach Doing your own thing while student teaching in an inclusion class can be a tricky thing -- too many personalities involved. You might want to wait to meet the people you will be working with first and then follow their lead. You also need to be thoroughly familiar with the curriculum and the needs of the students before you start planning. If you can meet with the cooperating teacher before you start planning, you can get on the right track.