Archive of the Special Education Message Board Folder: Materials/Methods/Curriculum May 26, 1995 - November 20, 1997 FILE NAME: methmat2.txt 406 messages - 84 Pages SUBJECT: writing disability Date: 95-05-26 08:45:18 EST From: St Matt My 5th grade son has been diagnosed with a writing disabilty. His reading comprehension and general knowledge are on a 10th grade level yet he writes on a 3rd grade level. Are there any things that we can work on over the summer...any suggestions to help make 6th grade assignments more manageable? Thanks St Matt SUBJECT: Re:writing disability Date: 95-05-27 10:59:23 EST From: LTroudy Another idea I have used is a tape recorder. Have him tape his story or answers on a tape recorder. If he is fluent and has adequate comprehension skills, then this should assist with recall. He will then transcribe it. I usually recommend that a parent or aide start the transcribing process, until the child becomes comfortable with it. It takes them awhile to get the hang of it but it really works. I use this at home with my bright verbal child who hates to write as well as my LD child who is creative, dysfluent and very poorly organized. You can assist with organization by having the child work off of cue flashcards. The speech and language teacher assisted me with this idea and it has really helped. He begins with the first cars . It says FIRST, the 2nd card says NEXT, the 3rd card says THEN, and the 4th card says FINALLY , and the last card has a variety of words. It could say IN SUMMARY or THEREFORE.... There is a book called Power Writing which has several ideas for teaching a child to write in a sructured sequential process. I love the program as a form to teach writing, but not as a way to get through an assignment when you do not know the program. I always say teaching the structure of writing during writing, ( not creative writing ) teach spelling during spelling etc. Try not to overlap to many skills at one time If he is writing something for science, keep it as pure to science as possible - you help organize the writing portion, let him share his science knowledge. More damage is done to the child's self esteem becasue the area of writing so pervasively affects ALL areas of education. He needs to see that he is valued first for his knowlege. If he sees what he has dictated come down on to paper via you or an aide - he will know that he is smart. If he has to validate his intellectuality through his own writing process, he will soon become frustrated and give up. It has taken several years to launch my 6th grader into independent writing, but it has occured this year because he is confident of his knowledge and that it is not always tied to his written product. The computer is another great tool, if you can get the teacher to work with you in that area. ( We even typed our spelling words 5 time each ) SUBJECT: Re:writing disability Date: 95-05-27 11:07:39 EST From: JCNiccolls My students use visual organizers to help them organize their ideas. This gives them a "map" so they "know where their writing is going". Help your child divide assignments into logical groups, then draw a circle on a piece of paper and address each group on one page. Put everything down in short phrases, and someitmes use quick pictures to represent his ideas. Then put it down for a while, and come back to start a draft. When writing the draft, use a colored pen or marker to cross ideas that have already been used, as well as ideas that duplicate each other. Talk with his teachers about how to adapt his classroom assignments too. I know many gen ed teachers ask their students to whip out a paragraph in a very short period of time--easy for most of the kids for very difficult for a child like yours. Make sure he isn't receiving undue stress "finish your paragraph or else" during the school day. Good luck! SUBJECT: Re:writing disability Date: 95-05-27 18:52:27 EST From: SusanS29 "Another idea I have used is a tape recorder." When I use a tape recorder I combine it with the note cards. That way the child begins to learn to evaluate the relative worth of each idea and of how to sequence them, valuable writing skills. THEN they tape from their note cards. SUBJECT: Resource Room Biology Date: 95-05-29 09:58:25 EST From: Tusii23 I teach Regents Biology to a heterogenous class of students(RR/REGULAR ed)I'm looking for ideas on how to implement current technology(computers,laser disc,video)into teaching this group........any ideas? SUBJECT: Re:Methods/Materials Date: 95-06-29 09:34:37 EST From: DocVision I am a Special Ed. teacher in the NYC public school system with students around the ages of 6-9 years old. I was hoping that someone could E-Mail me with an address to gain information about the Rain Forest and also Spiders. I need these tools (any info whatsoever) to teach these inner city learning disabled children about our ecosystem and planet. DocVision SUBJECT: Tricks/Tips for 5th/6th Grade LD Date: 95-07-04 00:19:12 EST From: BShrout I am an LD teacher whose students are 5th & 6th graders. I am willing to exchange tricks & tips for helping this age group. Anyone Interested? SUBJECT: Vision Therapy Date: 95-07-04 20:43:57 EST From: Dirtmom Please, does anyone have any experience with vision therapy for a tracking problem. My adolescent son, who has ADD, no behavior problems, and is a slow, but age level reader has been recommended to have vision therapy at a cost of $800. and at a location 45 minutes from our home. His only problem is that he moves his head when he reads and cannot print worth beans, while his cursive is beautiful. I would like to know if there is a reasonable chance that this will help him to read faster as he is a very slow reader with great comprehension. Please E-mail responses as I have two babies and do not get on line very often. Thank you SUBJECT: Re:Need spelling ideas for LD Date: 95-07-04 20:47:52 EST From: Dirtmom I got Spellbound,Super Solvers, by The Learning Company for my really poor 12 year old speller. He loves it and will use it without being reminded. This kid HATES spelling. He has ADD but will sit with this software for 45 minutes, when he is off his medication. SUBJECT: Re:Vision Therapy Date: 95-07-05 01:37:08 EST From: PeterCB55 Before you make an investment in vision therapy, I would consider having your son's vision examined by an pediatric opthamologist and consult with them about the wisdom and value of "vision" therapy. To my knowledge, albeit limited, there is no established basis for assuming that the therapy will or will not provide results where writing or reading is concerned. While there are a number of "vision" therapies being marketed, few to my knowledge have established their credibility on a scientific basis. Most, of course will report "remarkable" changes in a few children, but it is really difficult to establish whether in fact it was the treatment or the expectation of benefit for the simple act of spending time with a caring adult that benefitted the child and contributed to their "improvement". I would ask them to provide you with documentation regarding the outcomes from this form of treatment and find out if these outcomes vary depending upon the nature of the disorder. In addition, I would suggest that if your child's cursive writing is adequate, I would wonder about the possiblity that factors other than motor control or visual-motor integration problems being the issue (i.e., carelessness, inattention, etc). PeterCB55 SUBJECT: Re:Dyslexia\dysgraphia Date: 95-07-05 11:54:04 EST From: Nicole31 You have a right by law to have him helped in special education. YOu need to research for what to do in your area. He needs help not and you are going to have to fight for him. Good luck. SUBJECT: Re:Vision Therapy Date: 95-07-05 16:50:01 EST From: SusanS29 " I would ask them to provide you with documentation regarding the outcomes from this form of treatment and find out if these outcomes vary depending upon the nature of the disorder. " While an excellent suggestion, I would caution parents that often the documentation provided is of questionable (at best) value. For instance, I heard of one study "proving" vision therapy works. Independent evaluators of the studies found that up to 53 different interventions were going on with the children, any one of which could have accounted for the students' progress. I think the suggestion of a second opinion from a pediatric opthamologist to be an excellent one. "In addition, I would suggest that if your child's cursive writing is adequate, I would wonder about the possiblity that factors other than motor control or visual-motor integration problems being the issue (i.e., carelessness, inattention, etc). " I have seen this to be the case with children who have ADD as well as certain forms of learning disabilities more than once. Printing is quite distinct from cursive motorically and lends itself more to interference, particularly by ADD. SUBJECT: Re:Methods/Materials Date: 95-07-15 10:14:02 EST From: MacMc2 I think the Touch Points method of teaching math is wonderful myself!!! SUBJECT: Supplemental Activities Needed Date: 95-07-15 10:30:15 EST From: MacMc2 I am looking for activities that can be done in small groups. Hopefully, I can find some that involve "household" materials. These activities are going to be used as supplemental in a Mastery Learning approach classroom. (i.e., toothpick bridges, what sinks and floats, etc.) Books with these type of activities or actual activities would be helpful. SUBJECT: RSP Date: 95-07-20 17:21:56 EST From: MLandrum I was just hired on waiver as an RSP teacher at my school. I have taught regular school and have a masters in reading and a reading specialist credential. I am a little nervous about what is expected in the RSP classroom. Can anyone out there tell me how to run an RSP classroom or give me some good resources. The book at our college library are too old! SUBJECT: New Dyslexia Resource Assn Date: 95-07-27 00:29:39 EST From: AbilityWP Announcing the Formation of Davis Dyslexia Association International The goal of DDAI is to increase worldwide awareness of: what dyslexia and related learning styles are the perceptual gifts, talents, or potential for genius that accompany dyslexia how to correct the learning disability aspects DDAI will do this through: membership-sponsored newsletters publications and books book reviews and notification of current research professional and parent workshops seminars, conferences and symposiums professional certifications in the Davis procedures a forum for networking and sharing information collaboration with educators, authors and researchers You are invited to join us. Basic Membership includes subscription to The Dyslexic Reader and 10% discount on books, materials and workshops. Introductory dues are $50/year or $80/2 years. For more information, send e-mail to AbilityWP on AOL or call 1-800-729-8990 SUBJECT: ARCHIVED MESSAGES Date: 95-08-01 19:45:06 EST From: Ratatat !!!!!!! N O T I C E !!!!!!! PREVIOUS POSTS HAVE BEEN ARCHIVED INTO THE SPECIAL EDUCATION LIBRARY FOR YOUR DOWNLOADING CONVENIENCE. Ratatat Assistant Host, Special Education SUBJECT: Re:RSP Date: 95-08-03 17:43:15 EST From: CHRGER 66 It depends where you are located. Different systems have different job responsibilities. Give us a hint. We're in So.Cal and things here could be worlds apart from where you are. SUBJECT: Re:Methods/Materials Date: 95-08-04 22:02:58 EST From: Chkdrn Please tell me more about the touch point Math. I have never heard of this. My daughter is 10 years old and is in a self contained LD class, but will be mainstreamed into the 4th grade. Math is a major issue with her. She probably has not even mastered 1st graade math at this time, However, her reading is not too far behind her expected performance level. Please help with suggestions. Thanks! SUBJECT: Re:Methods/Materials Date: 95-08-07 22:52:21 EST From: JuneTeach I have been tutoring a hopefully-soon-to-be 3rd grade girl. Reading is just at grade level, but math is a major challenge. After two months of 3-days-a-week tutoring, single-digit addition facts are still a challenge. I have gone through readiness concepts, including classification, patterns, seriation, class inclusion, etc. With less than three weeks to go until school starts, we are doing drills with addition facts using twins, neighbors, hidden numbers, etc. These have produced good results (relatively!), but I would appreciate any new ideas, controversial ideas, and just plain wild ideas. Can you help? SUBJECT: Re:Methods/Materials Date: 95-08-08 07:18:29 EST From: Ratatat See if you can get your hands on the following article. It save my daughter's *math* life at a similar age. She is now doing very, very well with math. Myers, Ann C. and Thornton, Carol A., The Learning Disabled Child - Learning the Basic Facts, "Arithmetic Teacher", December 1977. I know it is old, but it works! SUBJECT: Re:Tricks/Tips for 5th/6th Grade Date: 95-08-22 19:55:37 EST From: LINDA RED2 I'M A MOTHER OF A SIXTH GRADER THAT IS LD AND IT IS VERY FRUSTRATING FOR ME TO TRY AND TEACH HIM ANYTHING THAT HAS TO DO WITH READING. MY DAUGHTER ALSO IS LD AND HAS THE SAME PROBLEM AND IS IN 8TH GRADE . IF YOU HAVE ANY TIP FOR ME I WILL BE ETERNALLY GRATEFULL. THANKS LINDA RED 2 SUBJECT: Help me teach spec. ed. english Date: 95-08-28 10:28:23 EST From: Spm67 I have just accepted a job as a special education teacher for learning disabled students in a high school self-contained/special day class. One of my responsibilities will be to teach english to my students. Any strategies, techniques, ideas, lesson plans and advice would be greatly appreciated!!! SUBJECT: Re:Tricks/Tips for 5th/6th Grade Date: 95-08-31 21:48:47 EST From: SusanS29 Linda, I hope you find the help you need, but please -- don't post using all caps. It's hard to read. Thanks! SusanS29-Host SUBJECT: Re:Help me teach spec. ed. engl Date: 95-09-05 21:19:36 EST From: SandyBlume To: Spm67 This may seem like an odd question, but what do you mean by English? Writing, reading, grammar? I can help with some reading suggestions if that would be helpful. Sandy Blume, Madison, WI SUBJECT: Tips/tricks for LD 5th/6th grade Date: 95-09-12 10:34:05 EST From: NJ H2O VU I would be very interested in any and all of your valuable tips, as I have a daughter with LD that is about to enter the 5th grade, she is extremely nervous about this coming year, plus the fact that she is starting a brand new school. Thanks, NJ H2O VU. SUBJECT: Great Book! Date: 95-09-30 20:18:15 EST From: PattiMcHam I thought you might be interested to know about a SUPER book I just read. It is called "Taming the Dragons: Real Help for Real School Problems". It has a lot of very practical advice for parents of children with ADD/HD and L.D. For example, on one page it might say, Problem: Your child often forgets her spelling book", then it gives a solution. Every possible academic, social, and behavioral problem is brainstormed for you. It also gives information about ADD and ADHD, Learning disabilities, medications, special education laws, and how to deal with some of the behavioral issues as well. I think you can special order from any bookstore if you give them the title and author (Susan Setley, who by the way happens to be the host of our message board). If you want to order it directly from the publisher: Starfish Publishing Co., 6510 Page Ave., St. Louis, MO 63133. Nice job, Susan!!!!! SUBJECT: Re:Great Book! Date: 95-09-30 22:42:07 EST From: SusanS29 Patti thank you for the kind words but I have to make a small correction: this book is available nationwide, but only at WaldenBooks and Borders. SUBJECT: Juvenile Detention Education Date: 95-10-03 21:26:21 EST From: WTex23 I currently work in the first-ever Female Juvenile Detention Center for Texas. The age range is from 12 years to 18years of age. The length of stay at our facility is anywhere from 6 months to about 3 years. Anyone out there that is in the Juvenile Corrections field or anyone who works with delinquent juveniles is encouraged to share their experiences/info/ideas -- This first year seemed like a milestone - any info or ideas would be wonderful! I encourage anyone interested in corresponding to E-Mail me at WTex23 or write to me at: Michael Balderas, Education Activities Coordinator, Coke County Juvenile Justice Center, Bronte, Texas 76933. SUBJECT: Re:Great Book! Date: 95-10-05 11:21:53 EST From: ItsMeJulie I too, have to sing praises to Susan for her book "Taming the Dragons" Real Help for Real School Problems!!!!! Susan, you will never know how much difference it has made in our lives !!! Thank You!! Julie SUBJECT: Re:Help me teach spec. ed. engl Date: 95-10-06 23:43:39 EST From: ElBerkoff Iteach high school special ed. and work primarily with kids who have LD. I have created a Shakespeare unit that uses the book and the movie for: Much Ado About Nothing, Hamlet, and Henry V. Instead of having the kids pore laboriously through every line of the play, I give them the plot, character descriptions, historical relevance, and go over specific excerpts of the play. After the kids see the movie - which I also use as a mini-media unit within the Shakespeare unit, we do comparison/contrast between the book and the movie. After all three plays have been "done" we then do the comparison/contrast between the plays. Those three plays encompass a tragedy, comedy, and a history. All three movies are relatively recent, and have actors/actresses that the kids recognize. I start the unit doing MUCH ADO... because it's the easiest to understand, is basically about sex (gets the kids' attention fast!), and can easily be compared to any soap opera on daytime television. The next play I do is HAMLET, because the contrast between the comedy and tragedy is pretty apparent, and then the last one is HENRY V. That play tends to be more difficult for the kids, and I usually spend about half the amount of time on that one as I do with the others. At first, the kids are pretty anti-Shakespeare, but after a couple of days, they get really into it. Another book that I do with the kids is MAUS by Art Spiegelman. It is a graphic novel (serious comic book) about his father's experience during the Holocaust. The fact that the book is so visual really pulls the kids in, and the story itself is terrific (it won all kinds on awards awhile ago...) There is a CD Rom program about the making of MAUS where the author discusses a number of things about the book, why he wrote it, etc. It's pretty incredible to be able to see and hear him on the computer. Other units I have include Fahrenheirt 459 (about book burning - set in the future) and a short story unit. If you would like lesson plans, contact me directly. My address is ELBERKOFF. I would be happy to send you copies of any material that I use. I do a morphographic word program with the kids that's terrific for vocabulary work, reading comprehension, spelling, content area vocab, and prep for any standarized test that has a vocab. section. Again, I'd be happy to send you copies of anything I have. Good luck! SUBJECT: Using CD Rom with LD Children Date: 95-10-15 22:35:44 EST From: HFayne Has anyone used CD Rom Encyclopedias or other CD Rom Information sources with LD youngsters? Please share successes and failures. Thanks. SUBJECT: Re: Touch Point Math Date: 95-10-17 13:05:09 EST From: Caldwelltb I am working with a third grader who is currently doing math at a first grade level. Could someone tell me where I might find the Touch Point math progam? Thank you SUBJECT: Re:Using CD Rom with LD Children Date: 95-10-17 18:59:07 EST From: CoTeachNet We have Macs and use a wide variety of CD Rom reference materials (Grolier's, etc.). It is wonderful for LD children because they don't have to sit and read so much. CD Rom contains pictures, sounds, and even short videos. I highly recommend them. CoTeachNet SUBJECT: LD in writing Gifted in Math Date: 95-10-20 14:37:43 EST From: Tplammer My 4th grade son has been diagnosed with a learning disability (difference) in writing, but is gifted in math. His school is team teaching and places children according to their reading standard scores. Due to the LD, he tests poorly, therefore is placed in the lower skilled math group. He sets high expectations for himself, and works hard, sometimes placing himself under a lot of stress. A possible recommendation has been to move him to the higher math group, and therefore Language arts group, but accomodate him in LA. He needs the math challenge, but I don't want to stress him out in LA. Any suggestions would be appreciated. Thanks. Also, resources for brass tacks strategies to help him conform his correct (but not from the book) answers if he is going to spend his life being measured by standardized test scores. Thanks TPlammer SUBJECT: Moved--Vygotsky Date: 95-10-21 13:16:40 EST From: SusanS29 SUBJECT: Vygotsky 95-10-18 22:52:42 EDT From: LDCANDGCC Posted on: America Online If anyone is using Vygotskian techniques - zone of proximal development, etc... - with children in your classrooms please let me know what you're doing, how you set it up and most importantly if it's working!! ! Any input would be most helpful!! Reply ASAP!! Thanks--- SUBJECT: Re:LD in writing Gifted in Math Date: 95-10-21 20:08:53 EST From: Oynk oynk I don't know how feasible it is in your situation, but many of our LD/Gifted kids (or for that matter just LD kids) are put on 2 different teams. They are in the lower team for maybe lang. arts, and reading-but move to a higher team for the rest of the day. It is sometimes a little confusing at first, kind of depends on the child's ability to cope. SUBJECT: co-teach algebra high schoold Date: 95-10-21 21:54:59 EST From: Amneuberg Looking for suggestions/tips/information about co-teaching in a high school algebra class with many special ed students in combination with many others. SUBJECT: Halloween Date: 95-10-28 08:46:35 EST From: RTRS 5 I need a one-day 45 minute lesson for Halloween. I am subbing that day in a high school spec ed class and would like a cool, scary lesson? Any ideas ? THANKS! SUBJECT: Communication Software Date: 95-10-28 22:21:49 EST From: Uto1 Does anyone have recommendations for software programs that they have used with children who understand language but who are unable to communicate with words. I know two six year olds who would be so happy to have a touch screen or mouse to use to express themselves. I look forward to any ideas you may have. Thank you. SUBJECT: Re:Halloween Date: 95-10-29 16:04:52 EST From: SusanS29 Read them scary poetry. If they're able they can act it out... One coudl be the Raven and croak "Nevermore!" Over and over. Turn the lights out, draw the blinds and hold a flashlight under your face... SUBJECT: Music Resources Date: 95-10-31 18:14:04 EST From: Bennerg I need music resources or curriculum for children ages 6 months to 18 years who are students in a school run by the Board for Mental Retardation-- some children are profoundly affected-- any suggests on books or resources would be appreciated- my on line address is bennerg at aol SUBJECT: Social Skills Date: 95-11-05 19:21:05 EST From: AMPPJP I am a first-year school psychologist in a suburban school district, teaching social skills to special needs classes. I was trained as a traditional "test-diagnose-program" psychologist. Any ideas regarding curriculum, techniques, resources to help teach any social skills are welcomed! SUBJECT: Re:Communication Software Date: 95-11-11 04:11:27 EST From: BAKSHTARA TOUCH WINDOW CAN BE USED WITH PRACTICALLY ANY MACINTOSH EDUCATIONAL PROGRAM (ESPECIALLY LAURIETTE (SPELLING MAY BE INCORRECT)). CHECK WITH YOUR LOCAL UNIVERSITY TO FIND OUT IF AND WHEN THEY WILL BE HAVING A TECHNOLOGIES AND DISABILITIES AWARENESS FAIR (CA. STATE NORTHRIDGE HAS ONE IN SPRING AT THE LAX MARRIOT) EILEEN (BAKSHTARA) SUBJECT: Re:Music Resources Date: 95-11-11 04:17:44 EST From: BAKSHTARA WE LISTEN TO MUSIC ALL THE TIME IN MY CLASSROOM. BECAUSE MY STUDENTS (SEVERLY HANDICAPPED) RANGE IN AGE FROM 12 TO 22, I HAVE THEM LISTEN AND SING TO ROCK AND ROLL, COUNTRY, AND SPANISH MUSIC. WE ALSO LISTEN TO MUSIC OF OTHER COUNTRIES. STUDENTS CAN GRASP INSTRUMENTS WITH THE AID OF MASKING TAPE (THIS TAPE DOES NOT HURT WHEN TAKEN OFF). EACH STUDENT HAS THEIR OWN UNIQUE SENSE OF RHYTHM. ENJOY!!! EILEEN (BAKSHTARA) SUBJECT: Re:Communication Software Date: 95-11-11 22:25:44 EST From: SusanS29 Please do NOT post in all caps. Thank you. SusanS29-Forum Host SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 95-11-15 18:25:23 EST From: SJC9195 I am a first year special ed teacher who has several LD fifth graders. It is a frustrating time for them because they are really becoming aware of the "special help" they receive and do not like it at all. They don't like to admit that they need the help. Any tricks/tips for getting through to them and keeping them interested? The big problem seems to be reading/writing/grammar. Any ideas would be appreciated!!! Thanks! SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 95-11-16 19:04:32 EST From: SusanS29 SJ I've written a book on the subject. The suggestions are broken down very specifically though. Give a specific problem and I'll be glad to help if I can... but what you posted so far is a little too vague for me to tap into. SUBJECT: visual proc. Date: 95-11-16 19:07:48 EST From: Dizzyd1734 I have a 1st gr. girl diagnosed with visual processing, memory, perception,and fine motor problems. She has a limited auditory attention span, and has some med. issues. Is there a program designed for this type of problem? Should she also rec. OT, her fine motor skills are weak? SUBJECT: Re: Touch Point Math Date: 95-11-17 23:50:30 EST From: ASKSHORT The "touch point" method you noted is actually called "Touch Math". Their phone number is (800) 888-9l9l. I have used this technique and trained several teachers in this as well as another very effective approach called the Strategic Math Series. The Strategic Math Series also offers strategies for solving and writing word problems. Email me (ASKSHORT) if you want further info. Have fun ! :) SUBJECT: Moved from another folder Date: 95-11-18 23:03:32 EST From: SusanS29 SUBJECT: Role of Reading Specialists Date: 95-11-18 21:13:43 EST From: TGregg2517 Posted on: America Online I am a reading teacher in a middle school. We have a schoolwide program and our goal is to raise the standards for all students. This is the first year we no longer have target students. I am assigned to different teams in the school. The school is also in its first year of using a block schedule. I assist in many different ways. One way is with curriculum integration. I am very new at this job. I have been a reading teacher for three years. Each year I have been at a different school and level. Any suggestions for working with middle school kids with reading? SUBJECT: Re:Social Skills Date: 95-11-30 10:54:53 EST From: JPBrumbach I teach social skills to a variety of special ed students, mostly 9 and 10th graders, SLD to DD. I use a variety of materials to stimulate conversation but mostly spend time talking about and practicing the basics of getting along, setting and accomplishing goals, considering others, making good choices, practicing other ways of doing and seeing things. This year, we wrote a grant to purchase and use a camcorder. Students film themselves and evaluate and practice various social skills. They seem to benefit by talking over these things and alot just by having attention and praise which they lack in other areas.You can reach me at my husband's address, JPBrumbach (Paula Brumbach) for names of some books I have used. SUBJECT: Re:Social Skills Date: 95-11-30 17:01:55 EST From: SusanS29 Paula if you would be willing to put that list of books into a text file, we'd love to make it available in the Special Education library. SUBJECT: Re:Methods/Materials Date: 95-12-04 19:03:41 EST From: JHarrin560 Consider purchasing Microsoft Dangerous Creatures CD-Rom. This program has the information which you are seeking. Best of luck! A2Mom SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 95-12-04 19:07:34 EST From: JHarrin560 Would like information on improving multiplication skills. Thank you, A2Mom SUBJECT: Re:Music Resources Date: 95-12-13 19:43:48 EST From: SGolub1000 Please give some of the names of the albums, cassettes or CD's you use. I just started working in a transition program for severe/profound physically handicapped kids ages 12-21.What types of music or videos do you suggest for adapted aerobics. Any suggestions will be greatly appreciated. Thankyou. Sara SUBJECT: transition program Date: 95-12-13 19:48:31 EST From: SGolub1000 Suggestions for teaching name, letter and number recognition to older severe/profound multiply handicapped students is appreciated. The students range in age from 12-21. I need age appropriate activities. Any suggestions in the areas of leisure/rec and food prep is also appreciated. Thanks much. Sara SUBJECT: Orton-Dyslexia Date: 96-01-03 21:57:16 EST From: Ratatat Moved from another folder: SUBJECT: Orton APPROACH Date: 96-01-03 14:09:07 EST From: SMSS I teach a program quite similiar to Orton G, it is called Alphabet Phonics. It is a very sequential phonics program which I have found to be quite successful with. If you need more information on this program, Cambridge Press offers some of the materials. I'm not sure you could work the entire program without training but it is something you should look into. I had a mentor for three years (twice a week) and she was trained in Texas where this program is used in regular classes also. Hope this was some help. SUBJECT: Self-Advocacy Date: 96-01-03 22:02:03 EST From: Ratatat Moved from another folder: SUBJECT: Self-advocacy skills Date: 96-01-03 10:38:37 EST From: MichTKH Hi! We're looking for research, activities, personal experiences, and opinions on self-advocacy skill development in handicapped individuals. This information may be incorporated into teacher training. All of your help will be appreciated! Thanks, Tracy SUBJECT: Visually impaired Date: 96-01-07 00:21:51 EST From: AAFrink Does anyone have info. on current teaching methods used with visually impaired students? Please E-mail me AAFrink. SUBJECT: Re: Touch Point Math Date: 96-01-14 18:10:07 EST From: MARC6867 I am a first year teacher in a LD/ED modified classroom. I too have heard about the Touch Point Math program, but do not know where to get it. Could someone please give me some help? SUBJECT: Methods/tchg. visually imp. Date: 96-01-15 14:15:58 EST From: TeacherLys I'd be happy to give you some ideas. What, in particular (curriculum areas) are you teaching? You can e-mail me! TeacherLys SUBJECT: Re:Social Skills Date: 96-01-16 23:48:28 EST From: Coranda Richard LaVoie made 2 wonderful videotapes. One is Fat City: understanding Learning disabilities and there is a newer one just on social skills. Channel 13 PBS may have shown one. They did show a great tape called, I'm Not Stupid.. They are great. SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 96-01-16 23:50:40 EST From: Coranda Have them write and read about themselves. Share stories they dictate to you or write together. Let them bring in some of their favorite books. Writing poems is fun also. SUBJECT: Re:Social Skills Date: 96-01-17 10:10:22 EST From: Ratatat <> One is: How Hard Can This Be? FAT City! (Frustration, Anxiety, Tension) The other one is Last One Picked, First One Picked on, and they can be ordered from either the PBS video catalog, or the Connecticut LD association at 203-838-5010. SUBJECT: Re:Social Skills Date: 96-01-18 19:28:39 EST From: DJust42892 Have you tried Goldstiens SkillStreaming? it is wonderful SUBJECT: Adult learners Date: 96-01-22 21:48:11 EST From: DHatch2055 I'm trying to locate some resources on Motivating Adult learners. Any good suggestions? SUBJECT: EDMARK, NEED PUBLISHER Date: 96-02-12 13:18:39 EST From: RKelt I need the name of the publisher for a program titled "EDMARK." SUBJECT: Re:EDMARK, NEED PUBLISHER Date: 96-02-12 18:51:11 EST From: HLC 594 Hi! Edmark is a company that produces and sells many products including the Edmark reading program, TouchWindows for the computer... I am on vacation and don't have their address in front of me. If someone doesn't post it get back with me and I will drive out to school and get it for you. -Holly SUBJECT: Re:EDMARK, NEED PUBLISHER Date: 96-02-12 18:52:13 EST From: HLC 594 Hi again, I forgot, I think if you type Edmark under keyword you will get to them on AOL. -Holly SUBJECT: Re:Dyslexia\dysgraphia Date: 96-02-13 00:40:44 EST From: V73W Hi! To anyone out there. I am a Special Ed teacher in Arizona and I would like some information on any programs that exit to aid students with dyslexia. Send reply to V73W. Thank You. SUBJECT: Re: Touch Point Math Date: 96-02-17 19:31:11 EST From: MornStr98 Caldwelltb: I don't have the commercial program for touch point but have adapted it for my students in the resource room. It is very successful. Each number has a corresponding number of points that the children memorize and use to add and subtract. No facts memorization needed for fast math calculation.They get so good at it that they can do it in their heads. In fact I'm taking my 2 3rd graders into a reg. ed. math class to teach it to them in 5 minilessons that my kids will help to execute! How rewarding for them. I hope! If you are interested I could e-mail you a description of what I do. SUBJECT: Behavior Contracts/plans Date: 96-02-18 22:38:19 EST From: CHorton333 I am a first year special education teacher trying to develop a behavior modification plan. I am looking for any ideas that will help me "get the ball rolling." Thanks! SUBJECT: Need Lesson Idea Fast Date: 96-02-19 10:55:20 EST From: JOHNLOREY I am a graduate student in special ed and I need a lesson plan with modifications for special ed students fast!!! It should be creative, but I am used to EI students, and this needs to be more advanced. Please E-Mail at JOHNLOREY asap--project due Wed., and I can't seem to get an idea together--I am used to working fast!! Thanks in Advance Lorraine SUBJECT: Alternative Assessment Date: 96-02-23 16:28:15 EST From: CHRISTYSCI I teach an eigth grade science class. I have a total of 30 inclusion students. I have done many different alternative assessment, but I need more ideas. I would appreciate any help. Also my students would love pen pals. I teach 5 different classes and have a total of 155 students. Thank you for your help. e-mail address CHRISTYSCI@aol.com. Also, I have a great internet newspaper project for students, if anyone is interested. SUBJECT: Art in Special Ed Date: 96-02-24 14:29:32 EST From: BETHELEWIS I am an art teacher in a residential treatment center. I would like to communicate with other art teachers who work with children with special needs. Perhaps we could share ideas. I have been working in this field for 12 years yet know few other art teachers to communicate with. SUBJECT: Re:Behavior Contracts/plans Date: 96-03-10 18:51:11 EST From: Dyesguy Need more info on types of students in your class. Will be happy to help ! SUBJECT: Re:Behavior Contracts/plans Date: 96-03-10 18:52:03 EST From: Dyesguy By the way I'm not dyesguy I'm Di. SUBJECT: Re:co-teach algebra high sch Date: 96-03-15 23:00:21 EST From: MOUSE12386 I strongly recommend the "Key" series developed in Berkeley. These are progressively, programmed math workbooks that allow each student to progress at their own pace, and allows them to self check as they go. There are 4 workbooks in each series. Currently they are available in Decimals, Percents, Algebra, Geometry, and Measurement. They can be purchased for about $30 (in reproducibles) per set. Contact: Key Curriculum Press, PO Box 2304, Berkeley, CA, 94702 SUBJECT: Re:Art in Special Ed Date: 96-03-16 21:42:59 EST From: BethTTeach Are you familiar with the national program Very Special Arts. You may go through them to find other artistw who have worked with the special ed population. SUBJECT: Literature Date: 96-03-18 20:57:27 EST From: QUICVIK Help! I am looking for literature books for elementary school age children that show different types of disabilities in the book. The story doesn't have to be about a disabled child but shows one in the pictures. Thanks. SUBJECT: Educable Mentally handcapped Date: 96-04-05 22:39:32 EST From: DUGSBEE I am in the process of putting together a unit for my eigth graders on learning to drive. I need ideas on how to teach them everything they need to know to pass their written test. I went to the and got the mannuals from the DMV but they will be impossible for my students to read. I am openning to any suggestions Thanks Dugsbee SUBJECT: Help for Middle non-readers Date: 96-04-09 21:14:06 EST From: KUC49 Great Leaps Reading has had phenomenal success in Florida with middle school non-readers. Uses phonics/sight phrases/motivational stories in precision teaching format. Write Great Leaps Reading/Box 138/Micanopy,Florida/32667 SUBJECT: phonetic literature Date: 96-04-11 11:46:20 EST From: MAHales We are working to develop a reading list of phonetically adapted literature and are looking for suggestions from people working in the field. We are only looking for literature (i.e. books, short stories, plays, etc), not workbooks. Any suggestions you have would be appreciated. Please email your suggestions to: mahales@world.std.com Thanks! Mary Ann Hales, Publisher The Cottage Press SUBJECT: Help with my project Date: 96-04-14 19:59:58 EST From: Love Creek I am currently working on my SPED credential at CSU, Chico. My assignment is to describe various physical disabilities, present an awareness activity, and present possible curriculum modifications. Broad, I know. Any ideas? SUBJECT: whole language? Date: 96-04-21 08:57:07 EST From: Sahulburt Hello teachers! I am working on a paper covering the ideas of whole language... I'm looking for feedback from teachers on how whole language is impacting our special education classes, specifically the language disabled. How do you feel about inventive spelling? How do you feel about phonics? How do you feel about whole language in general? Feel free to email at Sahulburt (My name is Stacey and I'm working on a paper for my graduate school class at George Mason University...any insight would be helpful. Thanks!) SUBJECT: Blind 3-yr-old Date: 96-05-08 18:17:50 EST From: LDABEL I am responsible for providing services for a blind 3-yr-old child. She is currently enrolled in a therapuetic day care. We are in a rural setting a feel lucky to have an O & M specialist see her twice a month. What else should I do for this child? I've had visually inpaired children before in elem. school and that was lots easier than this seems to be. Any help would be appreciated. Thanks. SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 96-05-30 09:25:38 EST From: C Lion136 I have a 13 year old who is Autistic (Pervasive Developmental Disorder). He is on first grade reading and math level. He has great difficulty with concepts such as money. He is verbal. He attended our local K-12 grade school this year with great success. He was in a fifth grade regular education class and resource/self-contained class. I read in a Paul Harvey column last year about a method for teaching reading to LD children, but he didn't say where to write for info. Do you know of any method I could try to help him learn to read? He also has fine motor problems, so he did his written work on a computer and had oral tests. He is on fifth grade level in Science and Social Studies. Any tips will be greatly appreciated. Thank you, Charlotte Fountain C Lion136@aol.com SUBJECT: Help..Teaching Summer School Date: 96-06-05 12:51:45 EST From: Sxty Doll Hi.. I just got my teaching assignment for the summer and I have at Risk Kindergarteners..The theme is the Olympics...The subject is Reading... I would love some I deas.. Thanks Rhonda SUBJECT: Re:Help..Teaching Summer Schoo Date: 96-06-05 15:32:03 EST From: SusanS29 First -- have these kids already finished kindergarten? Why are they considered "at risk?" SUBJECT: Re:Music Resources Date: 96-06-05 15:41:21 EST From: Linnins Hap Palmer has a whole series of records that teach concepts, games, motor activities and songs. This is a regular spe. ed. mainstay for primary classrooms. You can find them in most teacher supply stors/catalogs. SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 96-06-08 01:55:26 EST From: DDAInt You might try the Davis Symbol Mastery method, which involves forming words and modeling their meanings in clay. This was developed for remediation for dyslexics, but has also proven very successful when incorporated into early reading instruction in grades K-2, and has also sometimes been helpful with autistic youngsters. There is no guarantee that this will work with the autistic/PDD 13 year old, but it is a self-paced and low key means of helping children gain conceptual understanding of letters & symbols, and of the meanings of abstract words. Certainly, if other methods haven't worked, this is worth a try. Most kids find working with clay to be relaxing and fun, so this method also removes a lot of stress from the teaching/learning process. More information is available at our web site, http://www.dyslexia.com/. The method is fully described in the book, The Gift of Dyslexia, and there is now a Symbol Mastery Kit available with all needed materials. SUBJECT: Re:Social Skills Date: 96-06-08 10:20:36 EST From: MPalmero One book that I find very helpful is Pro- Social Skills by Arnold P. Goldstien. Actually any thing by Goldstien is good. Also look for the Skillstreaming books. There are Early Childhood, Elementary and I think there is one for secondary. I also like Boys Town Curriculum. SUBJECT: Re:Need spelling ideas for L Date: 96-06-11 16:21:22 EST From: COACHCREEL To: Spelling Ideas From: Creel Spell Dodger is also an excellent program. You can input your own Spelling words and print out a list. This instructional game is almost like pac man. It is very goog instruction for students who have a distractible mind such as ADD/ADDHD. SUBJECT: Re:Methods/Materials Date: 96-06-11 16:26:28 EST From: COACHCREEL Touch Math Approach or the Strategic Math Series is good. She may not understand the concept of what numbers actually are. Strategic math series teaches that. Contact the University of Kansas on how you can get this strategy. It has multiple series, such as, addition, subtraction, multiplication and division. Some school districts are adopting this. You can check with your Local School District (Special Ed. Department) and they may have the material or can get it for you easier. SUBJECT: Applied Scholastics Date: 96-06-11 16:54:10 EST From: CPiszchala I am looking for information on "Applied Scholastics" {an approach to teaching low IQ kids) If anyone can help me locate information on this method, Id appreciate it! SUBJECT: "Frye" readability scale????? Date: 96-06-13 17:32:19 EST From: HistFan Back in my college years, (it seems like a hundred years ago!) I remember using something that I think was called the Frye (sp?) readablity scale. You would take passages from a book, count the number and length of the words, and figure out the reading level. Does anyone have any information about this? Is it still used? Is there something better out there to determine the reading level of a text when it's not given? I would appreciate any help with this. (feel free to e-mail me) SUBJECT: help with assignment Date: 96-06-13 21:49:23 EST From: Wifeof74 I am working on my masters in SPED. I need help with an assignment that I am working on concerning peer tutoring in the SPED classroom (secondary). I will be creating a booklet for "tutors" to use while working with my students. Any help will be great. SUBJECT: Re:help with assignment Date: 96-06-17 20:02:29 EST From: BBQUILTS What area of special area is your assignmet geared towards? SUBJECT: Re:Help with assignment Date: 96-06-19 20:10:07 EST From: Wifeof74 I will be gearing this to a class called General Life Skills . In this class we will cover Health and Government. I teach high school level children. SUBJECT: Autism and Inclusion Date: 96-06-26 00:27:02 EST From: DReed10166 I am in the process of reviewing information on Autism and Inclusion for a thesis topic. Is there anyone who has suggestions for resources on this/these subjects. SUBJECT: Using Mnemonics with LD elem Date: 96-06-27 11:07:46 EST From: TalithaV I am looking for some particular journal articles on using Mnemonics with LD elementary school students. The articles are in the Journal Learning disabilities research and practice, 1992-1995 Does anyone know where I can get a copy of the article quick. My paper is due soon. Shannan talitha@aol.com SUBJECT: Visual Prompts for Writing Date: 96-07-01 00:29:15 EST From: SCHACKMAN I am a special education teacher at the middle school level and will be teaching a pull-out language arts class for next year. Does anyone know where I could get some interesting visual prompts to motivate my students to write? I am looking for interesting pictures that could spark students' imagination for writing. Any suggestions would be helpful. THANKS SUBJECT: Re:Visual Prompts for Writing Date: 96-07-01 22:51:08 EST From: SusanS29 Shackle, I have used photos from the back pages of LIFE magazine very successfully. They're often very humorous, with interesting juxtapositions. One of my favorite was a hen with about 10 chicks and one orphaned kitten under her wings... SUBJECT: Re:Using Mnemonics with LD e Date: 96-07-02 10:20:50 EST From: Ratatat << I am looking for some particular journal articles on using Mnemonics with LD elementary school students. The articles are in the Journal Learning disabilities research and practice, 1992-1995 Does anyone know where I can get a copy of the article quick. My paper is due soon.>> Have you tried Keyword ERIC and searched that database? SUBJECT: Re:Using Mnemonics with LD e Date: 96-07-02 16:37:08 EST From: SusanS29 Only problem with ASKERIC is that you'll get some cites but not all... and only the cites, not the article. The INFO HIGHWAY hasn't caught up with research needs completely yet... a library is still the best place to research a paper. SUBJECT: LH-SDC Date: 96-07-09 16:10:18 EST From: SPEDTeachr I'll be teaching a 4-6 LH-SDC this year and I'd like to try using centers...anyone tried that in this situation before? Also do pen pals work? Anyone interested? Let me know soon...SPEDTeachr SUBJECT: Re:"Frye" readability scale? Date: 96-07-10 17:00:33 EST From: Terryanng I have a copy of the Frye readability scale at school. If you would like me to send you the info. let me know by e-mail at terryanng@aol.com SUBJECT: writing strategy Date: 96-07-10 17:04:02 EST From: Terryanng I am looking for information on how to obtain materials for the Cognitive Strategy Instruction in Writing program that came out of Michigan State University. Carol Sue Englert was the author, I believe. I read an articel about it in the latest issue of Learning Disabilities Research & Practice and have accessed information describing the program and i am very interested. If anyone can help, you can e-mail me at terryanng@aol.com or I will check the board periodically. Thanks!! SUBJECT: Stuffed Animal Ambassadors Date: 96-07-13 03:04:40 EST 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: Rythmic Writing Date: 96-07-15 12:48:04 EST From: GGMANDBNM My child enters first grade in the fall. Last year he failed to learn "site words" (or how to read anything at all) in a K-5 class where all the other children did learn to read ("elite" private school). To my dismay I learned, after the fact, that the method used was the old "look-say," and I told myself the "look-say" method and his just "not being ready" were the reasons he had not learned to read. But the school insisted we test him and the result was an incredibly low (2% with 50% being average) score for "visual processing" (above average or superior on everything else). He has worked with an Orton-Gillingham tutor this summer, and will go to a different private school this fall, that uses "Open Court" (sequential phonics, I have been told). MY QUESTION: this new school has a pull-out resource room that uses "Rythmic Writing," and I would appreciate information on what this is. My current plan is for him to NOT go to their resource room, but to stick with his O-G tutor, who will be informed in advance by the first grade teacher of the concepts being introduced in the classroom Open Court reading curriculum. But I want to be prepared for all of our options and thus would appreciate someone's input on "Rythmic Writing." SUBJECT: Re:Rythmic Writing Date: 96-07-15 16:36:49 EST From: StarfishPC I'm not sure what "Rhythmic Writing" is but when a child is in trouble the method used to help has to be matched to his or her needs. If this approach doesn't match your child's needs there's not much point. If it does -- do both. SUBJECT: Re:Resource Room Biology Date: 96-07-15 18:04:57 EST From: Pops 94 I too am resource bio., phys sci and health teacher for HS. Did you get any assistance with the computer technology? Could use some ideas also. Have IBM compatable and IIc Apple computers. Pops 94 SUBJECT: Life Skills class Date: 96-07-15 18:08:55 EST From: Pops 94 I need information for LIFE Skills class. HS students are working in 5 areas of school week. Collecting cardbord, aluminum for recycling-relattes to math etc. Walmart assoc. work- relates to social skills, following directions. Other days am exploring for more information within community to work with. Need curriculum for academics in afternoon after 1:00 - 3:00. Thanks. SUBJECT: Need Help--Please! Date: 96-07-16 21:26:32 EST From: Fanciful99 I 'd like to try using behavior contracts with cooperative learning groups in a"regular" English classroom filled with disinterested and disruptive students. Since my stash of behavior mod stuff is pretty dusty and I was hoping someone might be willing to help by sending a few things. I can retrieve PC or Mac files but would need to be told which to use. If it is not too much trouble, PLEASE send any or all of the following: 1. Examples of behavior contracts you've found useful, regardless of age. 2. A list consequences that has been used at each level in a successful point/level system. 3. A list of jobs or chores appropriate for different age levels. 4. A list of rewards appropriate to different age levels Thank you VERY much. Fanciful99@aol.com SUBJECT: Re:"Frye" readability scale? Date: 96-07-18 21:45:53 EST From: CurrieKM Someone probably told you this already, but... Word for Windows had a tool called Grammar Check and after typing your document, you can check the grammar. It doesn't do a great job of this but at the end it does give you "readability" information using Frye and other methods. SUBJECT: non verbal students Date: 96-07-20 13:53:24 EST From: ACCATHY I would love to hear from anyone that has had experience teaching nonverbal children with average intellengance to read. SUBJECT: Low Readers In RR Date: 96-07-26 18:49:06 EST From: Nellerina I am looking for info on the best way to remediate decoding and/or comprehension in a middle school RR (students on a 2-3 gr. read. level). I have found it very difficult to stick with a program and still help with mainstream classwork. Any suggestions? Please E-mail me at Nellerina. Thanks! SUBJECT: Re: Life Skills Date: 96-07-30 02:15:08 EST From: C1R2MEYER A good book that outlines functional academics and strategies to teach these skills is The Syracuse Community Based Curriculum Guide (or Community Referenced?). It covers ways to teach students to count dollar combinations (using a dollar to cover the change method), ways to teach students to tell time or follow picture schedules, ways to teach students to match change combinations on a picture card and then purchase items from a vending machine. It also highlights the important signs that these students should recognize I''ve also used ads from papers and we've practiced counting out real money or practice ordering from real menus before going to that particular restaurant. Also, we set up a paper recycling project at the school and my students had to sort the paper and collect it from various bins. And, they handled the can recyclying (smashing cans with a hand can smasher). We've also done integrated activities where regular ed kids (from a social studies class) come in once or twice a week and we've built hands-on projects or worked on team building skills before a field trip. Hope this helps SUBJECT: frye readability scale Date: 96-07-30 10:39:51 EST From: Terryanng To those who wanted a copy of the frye readability scale. I'm sorry, but a glitch deleted your mail and I've lost your addresses. Please e-mail me at terryanng@aol.com and I will get that right out to you. sorry for the inconvience. SUBJECT: Teach Date: 96-08-08 07:36:38 EST From: Dmt089 I am a parent as well as a teacher and I would like to know about TEACH method that they use in Special Education schools. Is there a focus on behavior? SUBJECT: The Phonics Game Date: 96-08-17 22:55:40 EST From: JIDUFFY Is this just another expensive learn to read gimmick like Hooked on Phonics or can it really help a 6th grader with dyslexia who refuses to read because it is difficult. He also has ADD. SUBJECT: Re:The Phonics Game Date: 96-08-18 10:21:06 EST From: SusanS29 "or can it really help a 6th grader with dyslexia who refuses to read because it is difficult. He also has ADD." A child with both dyslexia and ADD has a double whammy. I hope the people who work with him can avoid being too judgmental; he's been asked for many years to do something that's *extremely* hard for him. It's quite possible that for years he has been given reading material that was too hard for him, adding to the frustration. You'd be amazed at how easily even trained specialists can rationalize this. If you live near a university I would strongly recommend taking him to a reading clinic at a university with a graduate education program. Usually these reading clinics are *excellent.* They know how to relate to kids of all ages, and as for the frustration -- well, they've seen it all before. The actual work is usually done by graduate students, but they're guided by some of the best minds in the field. These graduate students are eager to make a difference and work terrifically hard. It would include a thorough diagnostic workup, and usually they have a sliding scale. SUBJECT: math in the Resource room Date: 96-08-18 16:08:27 EST From: FJKELLY Does anyone out there know of any good series of math books that work well for middle school ld kids who have replcaement math in the resource room? Most series are too busy, too wordy or just not appropriate skill wise. We've got money to but a series for our 6-8th graders...probably about 15-20 kids in all. But they are on levels from 3-6. Any suggestions? You can e-mail me at FJKelly or respond back in this forum. Thanks!! Karen SUBJECT: Re:math in the Resource room Date: 96-08-18 23:48:29 EST From: LorBis Try some of the math books in the Steck-Vaughn catalog. They're consumable, the pages are not busy at all-I've used them myself, although with younger kids. My only problem with them is that sometimes there is not enough reinforcement for a given skill-you have to use other methods for that. SUBJECT: curric./assess.for CDS Date: 96-08-19 23:38:23 EST From: LLM1227 To my fellow experienced teachers: I will be starting my first teaching job in a few weeks. It is in the middle school (6-8) and I am responsible for the Cognitive Disabilities-Severe program. I am replacing a teacher of 20 years and the administration does not want any of his programming continued! My training in school dealt very little curriculum and assessments for students with severe cognitive disabilities. I have nothing to start with and no real ideas where to begin with these kids. To those of you that have taught in this area, do you have any recomendations for current and good functional curriculums, academic curriculums and goals, and assessments, that you would be willing to share? As I said, I have nothing to start with and I am the only CDS teacher in the school. My background is with 12 years of Recreational Therapy so working with people with multiple handicaps is not at all new to me. I understand adaptation and basic daily living skills. What I need to know is, what else is appropriate to be focusing on in a school setting? I also know nothing about good assessments for use in this area. I would appreciate any help anyone can offer. I begin in 2 weeks. I am excitied and want to do a great job. You can e-mail me here or directly at LLM1227@aol.com Thanks so much. SUBJECT: Health Ed. Date: 96-08-21 21:56:51 EST From: WBCraig I am creating a health/sex ed. curriculum for high school students in a resource/pull-out setting. The students are non-readers and function on a 3/4th grade level. I have not had any success in finding anything appropriate for this population. I would appreciate any suggestions. SUBJECT: SP-ED ENGLISH Date: 96-08-25 19:17:55 EST From: JimSuzannC I AM IN MY FIRST YEAR TEACHING ESE (7TH YEAR TEACHING OVERALL) I HAVE 2 UNITS OF ENGLISH. I WOULD APPRECIATE ANY HELP. SUZANN CORNELL. PLEASE E-MAIL TO JIMSUZANNC@AOL.COM SUBJECT: Re:SP-ED ENGLISH Date: 96-08-27 08:00:32 EST From: SusanS29 Suzann I hope you find the information you need -- and thanks for posting -- but please post in both upper and lower case. Thanks. SusanS29, Host SUBJECT: reading tips for mr Date: 96-08-27 21:49:35 EST From: Remein i am a new teacher of the mr, physically fragile, and bd in middle school. i would like some suggestions on how to approach reading with 1st grade level students who only recognize the alphabet, but do not know the sounds.jw SUBJECT: Re:reading tips for mr Date: 96-08-27 22:20:04 EST From: LorBis Try the Stevenson Language Skills program. I've been using it for several years and it does help disabled readers to learn how to read. If you need the address, please email me and I will send it to you. LorBis SUBJECT: Need Ideas Desperately! Date: 96-08-28 21:49:08 EST From: TeachKer I am looking for activities for my special ed. 3rd-5th grade class to be able to complete while I am working with a small group. Their reading levels are Primer - First. This makes it very difficult. Please email me with ideas - TeachKer on AOL SUBJECT: Re:Reading-- MR students Date: 96-08-29 23:23:38 EST From: C1R2MEYER Make reading as functional as possible. Work on identification of critical sight vocabulary such as signs and grocery words. Use a dictated language experience approach to talk about daily experiences and gradually build up sight word vocabulary. Use a lot of repetition and direct instruction techniques. Plan for transfer and generalization. Make reading as meaningful and relevant as possible. SUBJECT: Wilson Language Program Date: 96-09-01 20:13:53 EST From: GBurkh4916 I have taught SPED for 12 years (5 in SEBD and 7 in moderate/extensive Junior High). One of my biggest problems and concerns has been lack of material to teach my reading kids how to decode words and my English students how to spell. I went to a conference this summer on the Wilson Language Program. IT IS GREAT!!!!!!!! I finally have the tools to teach the decoding and encoding that I have never had before. e-mail me for more information at either my AOL address GBurkh4916 or the address I check more often glo@cyberport.com. SUBJECT: Touch Point Long-term Date: 96-09-03 13:09:15 EST From: Castermind I am interested in the long term effects of children taught this way. I tutor most HS students and see them quite bogged down by this method. There was a previous message, some time back, that mentioned the students not understanding the concept of, say, addition, and that is what I have seen. In addition, they do not "get" the decimal system with touch point. I use concrete materials that get around those problems--they could easily be used from the start. SUBJECT: Assessment? Help! Date: 96-09-06 20:59:19 EST From: HistFan I am a PA sp.ed. teacher, with a mostly LD population. Our district is looking for a new test to use for year-to-year testing by the teacher, for use in IEP planning. Any ideas where I can get info. about what tests everyone else uses, and what's the latest research on assessment? None of these topics in Educator's Network seem to be relevant. Thanks in advance for any help - feel free to email me. SUBJECT: Adults MRs Date: 96-09-14 19:53:43 EST From: DAYFLA Need help to organize a group of new teachers who will be teaching math, reading, daily living skills to adult MRs. Any and all ideas appreciated. Please e-mail to DAYFLA. THANKS!! SUBJECT: Re: Touch Point Math Date: 96-09-18 08:58:30 EST From: MMartin961 You can order a catalog for Touch Math by calling 1-800-888-9191. SUBJECT: Re:reading tips for mr Date: 96-09-20 20:21:35 EST From: STEVE PATG I use Stevenson also, and have been for 3 years. I have hit a roadblock, as my very low functioning kids cannot visualize and associate, and therefore cannot retain the sounds and skills. They trip up on the blending every time. I love the program, but am not sure it will work with very limited kids. I am working with the DLM Functional Word cards for life skills reading, and have found them more appropriate even though the pictures could stand updating(they are from the 1970's). SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 96-09-20 21:10:51 EST From: HAYO2U I work with LD 5th graders. The levels range from nonreaders to approximately a 4th grade reading level. In writing, we always use graphic organizers. The more able students put most of their own ideas on the organizer, while the others work with a teacher to organize their thoughts. My students do better when they are taught transitional words to help them go from one thought to another. They always start with a main idea sentence and end with an ending sentence. Find a way to teach your students structure and organization when they are writing. SUBJECT: Reading Series Date: 96-09-29 17:59:07 EST From: DKteach75 Our self-contained classes are looking for a new reading series that is successful for Learning Disabled & Mental Disabled-Educable students at the elementary level. We have been using Focus-a 1976 edition. What are some of you using? You can e-mail me at DKteach75@aol.com SUBJECT: new primary sped-HELP Date: 96-10-01 18:46:16 EST From: LizzieCap I am a new primary sped teacher. I recently taught 5th grade prior to my move. What a huge difference!!! I knew I was in for quite a change but I really didn't realize how much. I really need some ideas on ways to teach reading at this early level. We are encouraged to use the basils, however, the students can not read them. Also , I would appreciate any information on learning centers. You may e-mail me at Lizziecap@aol.com. Thanks!!! SUBJECT: Chicago Math Date: 96-10-12 20:15:30 EST From: Spyhopper My district adopted Chicago Math / Everyday Math. We are strongly encouraged to use it. Some of my students are included in the regular program and have help from an instructional assistant. It's going okay there, although the reading level and the limited practice seem to leave these kids hanging and without much progress. I have 7 kids in grades 4 to 6 that I'm working with on a pull out model for a variety of reasons with really scattered skills. Any ideas on how to use this program with them? SUBJECT: SpEd & ESL Date: 96-10-12 20:19:39 EST From: Spyhopper My school is an ESL magnet school We are hesitant to place ESL kids in special ed, but some are eventually placed. We hare finding a pattern of really severe learning disabilities in reading and written language amongest Ukranian boys. For example a 3rd grader who has yet to learn all the alphabet letter names and cannot spell his last name. Has any one else seen this pattern? We suspect Chernobyl, but have no proof. Does anyone know of any literature supporting that idea? (please e-mail to spyhopper@aol.com) SUBJECT: Freire for the classroom Date: 96-10-14 19:59:22 EST From: C924c Anyone using liberatory teaching in LD/ED classes at the high school level please contact me (Craig Carscallen) at c924c@aol.com. If you are interested in opening a dialogue - please contact me! SUBJECT: IPP Date: 96-10-15 07:08:49 EST From: Scrapatch Anyone familiar with the program IPP, Integrated Protocol Program, I believe. I would like to receive any good or bad information on it. Something to do with developement and small and large motor skills.Thank-you. SUBJECT: Re:Music Resources Date: 96-10-15 23:59:07 EST From: Amryann Try tapes, instruments, whatever..but don't forget to just present simple singing with no accompaniment. I have found that these kids no matter their age seem to respond really well to their name being sung or a favorite song. It does not have to be complicated. As you present some songs over and over, you will notice one child may have distinct preferences for specific songs, while another may prefer a specific instrument, or a specific movement to music. Build on these preferences and use any available movement to teach them to signal for continuance of a preferred activity. Just do it all with lots of love and patience and you will be amazed at what these kids can communicate through music.. SUBJECT: I need help Date: 96-10-19 12:57:56 EST From: User706763 I am a parent of a child with Duchenne Muscular Dystrophy who has some accompanying Ld's. He has a problem with auditory comprehension/processing. He has been tested to have strong rote memory skills but I believe only through visual repitition. He is in third grade and still does not know his addition and subtraction although he teacher states he is grasping concepts. The school is resisitent to any more pull out programming for him as he gets pt/ot/speech/adaptive pe etc...I feel he needs remediation. I all ready am an advocate and rather than fight them on this and taking months. What would be a good math program for him if I had his aide do some tutoring with him on the side to show them his academic achievemnt will improve with direct one- on- one no distraction tutoring. He has an average IQ and should be able to do this. Meanwhile he is feeling very badly about himself and overwhelmed and I need to do something fast. I hope some one can help. SUBJECT: Re:Social Skills Date: 96-10-20 08:53:13 EST From: JClemas Communication Lab (available through Communication Skill Builders) is good. It addresses listening skills, body language, tone of voice, etc... . I've used this with my spec. ed. students (as well as regular ed. 4 & 5 graders). SUBJECT: Re:Communication Software Date: 96-10-21 19:48:39 EST From: DKenn7190 I work with Sp. ed preschoolers and we have a touch screen. I have looked into talking text writer and programs made by Mayer Johnson. They make great programs to help kids express themselves. You can program different sentences etc. SUBJECT: Re:Music Resources Date: 96-10-21 19:50:28 EST From: DKenn7190 High/Scope has some excellent music and movement books. Also, music by Ella Jenkins, Hap Palmer SUBJECT: CLASSROOM MODIFICATIONS Date: 96-10-22 14:02:18 EST From: Prezbimbam Is there anyone who has successful IEP modifications for use in 8th grade level history and/or science in an inclusion model (a VERY BAD ONE, but has the label of inlcusion)? My daughter is a happy kid, but her disabilities are related to bad short term memory, low auditory processing abilities, word finding, word attack, and reading on about the 4/5 grade level. She's a wonderful visual learner, and works well with tricks to remember things (E= Queen Elizabeth/England - etc.). I've just filed for due process, and now doing my homework. They finally allowed taped books into the IEP but they also think that hearing/reading it once through will actually teach her how to read the words that she doesn't know! So...anything will help! Please e-mail only. Thanks! SUBJECT: Re:I need help Date: 96-10-23 20:12:21 EST From: Queenouniv We use Saxon Math with my Hearing Impaired kids, and in Resource at my school. The constant repitition and incremental progress have really helped (last year at first grade level, now at the end of the third). Have you seen this Program? SUBJECT: Re:Social Skills Date: 96-10-26 08:03:17 EST From: KFilppula Elementary ED teacher looking for social skills curriculum ideas for grades 1-5. Any ideas or resource suggestions would be greatly appreciated! SUBJECT: Pre school handicapped Date: 96-10-27 20:40:41 EST From: Linniepo These must be lots of you guys out there who teach this population. It's the latest "new" area in spec. ed. Looking for people to exchange ideas, themes, good teacher resource books with. Hoping to hear from you creative people!!! SUBJECT: Re:Pre school handicapped Date: 96-10-29 17:43:45 EST From: Rbteacher I am a new preschool handicapped teacher who previously taught mostly upper intermediate-high school mildly handicapped. This is truly new and a bit overwhelming to me. If anyone else out there who teaches in this area has some words of wisdom, I'd be eternally grateful. I posted a note in the Early Intervention mailbox too but have not had any response. I have 7 3-5 yr. olds, all with varying disabilities, some very severely impacted. After a week and two days in the classroom, I already feel inadaquate in terms of providing meaningful instruction and just keeping track of what they're all supposed to be learning (for IEP and administrative documentation). I have two great EA's but I'm not sure I'm giving them correct information or using them appropriately. I'm the 4th teacher in this room in 3 years and really want to be successful here. Help! SUBJECT: Please help with dyslexia Date: 96-11-01 22:37:02 EST From: AB176 I have an 8 yr old son with visual impairment, ADHD, and recently diagnosed with severe auditory phonological dyslexia. He cannot read yet. I am looking for anything to help at home - such as software, materials, anything! He is trying so hard - and we are already using sight words and reading mastery program in school. The public school here is not very good at all - so I need to do as much as I can. He is getting furthur and furthur behind. The doc that recently dx him says he needs a program called "auditory discrimination in depth" The only place locally cost $15,000. The school can't even help! Please don't say to fight the school system - we already are. OCR is presently here - and there is already a compliance agreement. (he can't keep waiting on them!) If anyone has any ideas of things or programs I can do - please help. He is getting so frustrated - and I don't want his self esteem to get any lower - or for him to hate reading. Thanks for any help! AB1747 SUBJECT: Re:Please help with dyslexia Date: 96-11-04 21:39:53 EST From: Mithue Auditory Discrimination in Depth is by Lindamood-Bell, Inc and facilitates auditory perception of phonemes and analysis of phonemes in words by relating articulatory gestures to sounds in words. Latest revision builds in the visualization components, which facilitates sound to print sequencing and memory. For instance,lip poppers are /p,b/, lip coolers /f,v/, smile sounds: ea, i, long a, short e, short a, short u. Color encode sequences of isolated sounds begins the sequence of reading, next: color encode of syllables, next: color encode of complex syllables, next: spelling simple to complex syllables, then reading simple syllables to regular reading and spelling program. Students learn letter sounds by placement of sounds paired with code words describing placement also facilitates retrieval skills. Your school's speech therapist should also provide services. Mithue SUBJECT: suicide Date: 96-11-08 18:13:58 EST From: CMiddle477 I am in need of a form to use to assess suicide with children in school/therapy. We have an agency wide form used by my Mental Health center. However, it is more for adult clients. Many students in Special Education/ E.H. classroom, will use suicide for attention seeking. However, we have had many psychiatric hospitalization recently due to this issue. Some of you work with children and made have a specific form. Some of you may have some ideas for a form so that my school/agency can develope. Iam a Clinical Therapist contracted to work in the E.H.Spec.Ed grade school classroom. Thanks, Sandra SUBJECT: Re:Juvenile Detention Educat Date: 96-11-11 02:57:41 EST From: ASmith2294 There is a great book by a Canadian educationist called LIFE IN SCHOOLS. An example paraphrase, and one I've often referred to in my own work with these students, is" I began to become effective with these students when I validated their experiences as worthy of inquiry". SUBJECT: Spec. Lesson Presentation Date: 96-11-14 06:36:28 EST From: Jenn238 I am a grad student and am writing a paper on lesson presentation effectiveness in Resource rooms. I have so far observed 2 elementary RR classes. If anyone has any tips for presenting a good lesson I would really appreciate it. Please e-mail me at Jenn238@aol.com I've only got one week until its due! SUBJECT: time-off task checklist Date: 96-11-16 13:08:49 EST From: LisaW96 I desperately need a checlist for obserivng time-off task behavior. I need it by Nov. 28, 1996. If you know of a good one please e-mail and tell me the name and where I can get more information on it. Thanks, Lisa SUBJECT: Re:time-off task checklist Date: 96-11-18 13:49:54 EST From: SusanS29 Lisa, look in your school's library for information on Quay Observations. They're quite systematic. SUBJECT: Re:Methods/Materials math Date: 96-11-18 17:05:49 EST From: CYNKERO I am working with a highly motivated LD sophomore with math difficulties. Has anyone heard of the Kumon method? Her father feels that this is the only way his daughter will ever "get it." I am willing to try anything. The young lady is now in Geometry. SUBJECT: Re:Methods/Materials math Date: 96-11-18 18:03:54 EST From: R u Niz I have a student who is attending tutoring sessions using Kumon. I'd like to know more about it , too! So far all I know is that she repeats drills in basic math facts--+ - x etc. She is identified as severe LD although I believe she is EMH and misidentified, so her experiences with Kumon may be limited. SUBJECT: Re:Methods/Materials math Date: 96-11-18 19:45:12 EST From: Lmazzola Kumon is a repetitive, self directed Math program with built in review. It was not the right program for my ADD, 11 y.o., but that's just my experience. I have been told that they have now incorporated this methodology into a reading program as well. Lisa SUBJECT: Re:Methods/Materials math Date: 96-11-18 20:40:29 EST From: R u Niz Yes, You're right. My student has reading in her Kumon classes as well. She also has homework. SUBJECT: Re Content Mastery Date: 96-11-20 13:58:47 EST From: DTaylor484 I am a Content Mastery Teacher in a Middle School. I am condidering teaching Spalding Phonics in this setting. Other students are coming in for help in other subjects. Any ideas how I can do all this at the same time will be appreciated. SUBJECT: Re:Pre school handicapped Date: 96-11-20 14:06:33 EST From: BCOP1234 I'm responding to your message because I too am fairly new to sped preschool. I work in an inclusive community based program. I also taught in a self contained "7th" grade prior to this. I am looking for someone to share ideas with. I've been working with preschoolers, age 3-5, with fairly mild delays over the last three years. Inclusion is new to me and was also new to the program I'm involved with now. Please be specific and e-mail me if you have ideas or concerns that I could help with. BCOP@aol.com SUBJECT: Re:Social Skills Date: 96-11-20 21:51:34 EST From: SignessX1 Hi. Nice to see another school psychologist in this area. This is my first visit. I am a third year SP working in a day treatment program. I could probably give you more info than I can write here. I will give you a bit now (I'm in a hurry to get somewhere) and try to supply you with more details later. Basically, there are three ways to work on social skills with kids; individual counseling, unstructured groups and structured groups. Often, a combination of them all works best. I have generally run more unstructured groups. These tend to have more of an impact on the more "Socially inept" kids than on the more anger control types as they tend to take it more seriously. A good suggestion for starting out, if you are unsure of your abilities as a group leader (which are among the most difficult to develop), is doing an in class group. This way, behaviorally disordered students are most likely to be in control. They think of it as a class room situation rather than counseling. Anyway, I've done bunches of groups both ways as well as individual. If you'd like more info on specific ideas and cirriculm info, pleas Email me with more info on your situation and what type of setting and kids you'll be dealing with. Scott Goldsmith signessx1@aol.com SUBJECT: Benchmark Reading Strategy Date: 96-12-03 19:07:13 EST From: Kinglys I am looking for any one with experience in teaching the Benchmark reading strategy. I have a 4th grader in desperate need of more help. Please E-mail with any information Kinglys@AOL. COM Thank You! SUBJECT: Re:Benchmark Reading Strateg Date: 96-12-12 17:03:11 EST From: Dr oz send me info on benchmark also or post it here thanks SUBJECT: Re:The Phonics Game Date: 96-12-30 18:10:06 EST From: BlossomZ Hi just saw your posting about the game. I know the game. It is not as bad as Hooked on Phonics. The games have some merit. But as a teacher, I would use the games in combination with other methods. Besides, this child isn't going to want to read just because of these card games. My son has add/LD and someone sent it as a gift. He has yet to use it! I'm planning on taking the card games to my classroom as additional practice for students that need phonic practice. (I also teach Special-I like to say Alternative learners) Ed! SUBJECT: New &Innovative for K-3 LD Date: 96-12-30 18:20:23 EST From: BlossomZ I am in search of new and innovative materials/catalogue to teach reading and Language Arts to "alternative learners" (LD) In particular, games, multisensory methods, or anything else that's more than the usual workbooks etc. SUBJECT: Re:New &Innovative for K-3 LD Date: 96-12-30 18:21:42 EST From: BlossomZ Anyone with info can e-mail me directly at BlossomZ@aol -Thanks! SUBJECT: math Date: 97-01-04 16:22:57 EST From: SMaster840 I have an exceptionally bright 4th grade boy who is young for his grade level (just turned 9) and is experiencing real difficulty with word problems. any suggestions SUBJECT: Re:math Date: 97-01-05 16:17:40 EST From: MarRigby He needs to know the language that's needed to solve the problems. An example would be when he sees the phrases "how many more", "what is the difference" implies that he is going to subtract. "What is the total" can imply addition and/or multiplication. The word "each" can indicate multiplication or division. For instance if you know the total, and you need to find out how many in each part, you would divide. If you know how many in each part, you would multiply to find the total. Drawing pictures to illustrate the problem may help. SUBJECT: lesson plans Date: 97-01-07 17:44:25 EST From: Gccox Does anyone know of any GOOD computer programs to help with lesson plans. My district is demanding we show plans for each individual child, color coded, for each day. I have 13 students whose plans take me between 7 and 8 hours a week to generate. HELP!!! thanks e-mail at Gccox@aol.com Carolyn MC teacher, NJ SUBJECT: Orthopotic Vision Therapy Date: 97-01-10 00:53:51 EST From: RSH1520 My 4th grade daughter with LD was diagnosed at the end of 3rd grade. She sees a private tutor 2x/week and has LD resources in a pull out situation at school. She failed the school eye exam in 3rd grade and eventually got glasses in September of 4th grade. I see little progress academically. After seeing 3 opthamologists (1 pediatric), we were just introduced to orthoptic vision therapy by an optometrist. Is this "snake oil" treatment or are there merits? RSH1520@aol.com SUBJECT: Re:Orthopotic Vision Therapy Date: 97-01-10 10:53:57 EST From: SusanS29 "... we were just introduced to orthoptic vision therapy by an optometrist. Is this "snake oil" treatment or are there merits? " It's snake oil but they don't believe it. The studies done on this approach are badly contaminated because the children received all sorts of *other* interventions at the same time -- academic support at school, tutoring, maybe individual counseling, family counseling, etc. Everyone involved with the child would like to take the credit, but if the optometrist is doing the study, the optometrist credits his or her exercises as the reason for the solution. The reason for the solution might simply have been the passage of time, or the cumulative effects of academic support, etc. Even the most severely LD student -- if he or she has normal or near normal intelligence -- should make at least a half year's progress in their most difficult subjects. If your child isn't making progress, challenge the methods. Talk to the tutor and take a new approach there. Talk to the LD teacher and take a new approach there. If what they're doing isn't working, there's undoubtedly another way to approach the subject. SUBJECT: Re:math Date: 97-01-13 00:11:19 EST From: DLRSM Can he do the problems if you re them questions to him? If yes, then there'syour answer..it's called "oral exams".. If he can do the problems after you've interpreted them for him, try giving him written test using the same terminology you use when you redescribe the problem. SUBJECT: Re:Orthopotic Vision Therapy Date: 97-01-14 13:01:29 EST From: RSH1520 Is there anyone out there with any knowledge of this "vision training" on a positive or negative nature? I'm looking for personal or professional feedback. Please inform me of any published materials on this subject also? Thanks for any input. RSH1520 @aol.com or here. SUBJECT: Teaching Spec. Ed. in Hawaii Date: 97-01-17 22:04:30 EST From: AKlock5925 Aloha! I am looking for anything anybody can help me with in the area of Down Syndrome and writing grants for Special Education. I am teaching in a very remote area on the island of Maui in Hawaii, and while the islands are a tropical, beautiful paradise the school system is not. I just moved here from Michigan and can truely appreciate what we have back there. I have one down syndrome child and the rest are E.I. or L.D. I have hardly any supplies, but I do see things starting to turn around, but I need help in trying to access information about the grants available for special ed students. I would like to by a Mac computer with different adaptive pieces for it. If anyone can help I would love it. I would also like parental information to pass on to my parents. You can email me at AKlock5925 Aloha!! SUBJECT: Writing/LD Date: 97-01-17 22:58:26 EST From: RUN 1 1 1 I'm looking for any new methods or ideas for motivating reluctant writers. Also, has anyone worked with the software program Inspiration. I'd like to find out more about it, and if it's worth buying for my LD students. e-mail Hevitz@aol.com SUBJECT: No more mainstreaming Date: 97-01-17 23:01:46 EST From: Stamps30 I am a Chicago urban teacher who's tired of teaching children who have no desire to learn. I am a fourth grade teacher and I have a student in my classroom who can't spell the word six. He's working at first grade level. I tried to have him tested, but now the C.E.O. of the Board of Education is telling us not to staff these children but to modify their work. I have to make time from the 27 students I have in my classroom and help this child. I have peer tutoring also. I have computers with reading and spelling software to help him. Half of my class is not on fourth grade level. A have 10 students that are on level and try very hard. The rest of my class shouldn't even be in fourth grade. They are reading at second grade level. I guess I have to meet the kids where they are and try like hell to take them where they need to be. Even if I manage to bring the child up to third or fourth grade, what will happen when they go to fifth grade and aren't ready for it. At my school all they do is pass children on. It's not fair to the child at all. I try different incentives to stir the childrens interest. My classroom is very active and not passive. Still I feel that I have a long way to go with 1/3 of my students. I only have five more months with them. How can I bring my students that are on second grade level up to fifth grade level in five months? SUBJECT: Re:No more mainstreaming Date: 97-01-18 01:44:31 EST From: SusanS29 "How can I bring my students that are on second grade level up to fifth grade level in five months? " You can't. Teach them where they are, encourage them, praise them. I think it's grossly unfair to characterize fourth graders who are reading on a second grade level but expected to be at a fifth grade level within five months as "children who have no desire to learn." If you can't ditch this double-whammy you've placed on them -- an interpretation that they don't *want* to learn combined with a goal to have them at grade level for five months -- how about taking a sabbatical? You could visit schools, maybe get some new ideas. SUBJECT: Re:No more mainstreaming Date: 97-01-20 16:30:41 EST From: Stegajvf You didn't mention anything about these children who are (I assume) being mainstreamed. What kind of modifications were written in their IEP? what (if any) objectives are they suppose to be working on? what kind of support does Special Education give you or the students? Mainstreaming DOES work, but it also takes a lot of effort on all parts (parent, sp. ed teachers, reg. ed teachers, administrators, etc...) If you are frustrated with the children not making the progress they should (which DOES NOT mean getting on level in reading in 5 months) talk to the committee that made that decision in the Admission, Review, Dismissal meeting. Talk to the special ed teachers about what different modifications could be made. I don't think a lack of motivation is the problem with the students. Most children have a strong desire to learn. What changes is attitude about being unsuccessful at school no matter how hard they try. Start where they are and let them progress at their pace. True- they will not be reading at 5th grade level in 5 months. BUT they will enjoy school and be much more will to take risks with their learning. Learned helplessness is the biggest disability of all. Praise them for their efforts no matter how small they may seem to you. A journey of a thousand miles begins with the first step. If children don't learn the way you teach - teach the way THEY learn! PKVau - using son's screen name ;-) SUBJECT: Re:No more mainstreaming Date: 97-01-20 17:58:13 EST From: R u Niz I also teach in Chicago--The CEO is demanding that interventions be tried before students are seriously considered for special ed. There is a procedure in your school for this. Go to the school case manager--in Chgo this is usually the school counselor--and request the services of the Intervention Assistance Team. They will convene as a Multidisciplinary group to help advise you and set up specific interventions. They must also set a date to reconvene and determine whether or not the interventions are working. This is to be done for each student you feel is at risk of failure due to learning problems. If progress is not being made with interventions in place--you can ask for a full case study. At any time the parent of a student can skip this step and request an evaluation. As you know, the Chicago Board of Ed will no longer allow students who are significantly below grade level in reading or math, or who are truant, to move up from 3rd, 6th, or 8th grade without attending summer school unless they are identified as Special ed. I'm rather interested in watching what will happen this summer. SUBJECT: Re:No more mainstreaming Date: 97-01-21 14:48:20 EST From: SusanS29 " I don't think a lack of motivation is the problem with the students. Most children have a strong desire to learn. What changes is attitude about being unsuccessful at school no matter how hard they try. " YES. That's what happens. Good for you! SUBJECT: Re:Please help with dyslexia Date: 97-02-01 03:04:40 EST From: CZ Sissy AB176, I noticed you are in Florida. You have a good resource at Florida State Univ. Dr Joseph Torgesen has been doing some good research on phonological processing problems. I received a brochure recently that announces he is to be one of the main speakers at a Lindamood-Bell conference in San Francisco in March, 97. They are the authors of the program you mentioned. I hope he can give you some guidance. Good Luck! SUBJECT: Re:No more mainstreaming Date: 97-02-01 19:42:22 EST From: Maupin I'm a special day class teacher, and I take 3 extra general education sixth graders into my room "unofficially" for reading. Their self-esteem has soared and their behavior and work habits in their general ed classes has improved. Most special education teachers are overworked (I have 18 students!) but we all are in the business of helping kids. Talk with your special ed staff, and see what might be arranged, or what advice they can give. They are a valuable resource. SUBJECT: Re:COUNTING MONEY Date: 97-02-06 11:48:02 EST From: MINEHUNTS Please help me! My 11 year old LD child has all sorts of LD but one we are having alot of trouble with lately is recognizing and counting money. She has always has sequencing problems so it doesn't surprise me, I just wish I knew some method that might help her. SUBJECT: Re: Tape on kids w/LD Date: 97-02-06 11:51:08 EST From: MINEHUNTS Has anyone seen the video F. A. T. City. It's wonderful for teachers, parents and kids. It stands for Frustration, Anxiety, and Tension. Try it!!! SUBJECT: Re:COUNTING MONEY Date: 97-02-06 22:01:39 EST From: Mithue She probably has trouble where to begin. I teach students to put coins in groups according to highest value on down to smallest value. Use a hundreds table 1-10 on first line, 11-20 on next line etc. Teach counting by 10's, 5's, 50's 25's. If she has 2 quarters, 3 dimes, 4 nickels, and 6 pennies, in order it's: 50 cents + 30 cents + 20 cents + 6 cents. 106 cents is the same as $1 and 6 cents. Also use word problems. I want to buy some gum ( 35 cents) and fingernail polish ($1.59). How much do both cost all togeher? Now take out a hand-ful of money to count out. Make trips to McDonald's and have her count out money. Hands on practice does so much more than book learning for money skills. SUBJECT: Aug Com/AT Date: 97-02-08 21:48:57 EST From: JKaplan29 I would like to exchange Aug Com and Assistive Tech ideas with someone. I teach Multiple Disabilities ages 3-10. I have Boardmaker on my computer. *<:-) Janette SUBJECT: Re:Visually impaired Date: 97-02-08 22:59:28 EST From: MACK73DEN What specifically are you looking for? There are many resources and some ways of adapting the regular classroom materials. Let me know. SUBJECT: Braille reading 3rd grader Date: 97-02-08 23:01:34 EST From: MACK73DEN I would like to communicate with anyone who needs to adapt braille materials from a regular classroom. Techniques and problem solving. SUBJECT: Social skills material Date: 97-02-11 19:42:19 EST From: Tracey868 I saw many good ideas for materials for teaching social skills the only problem is can someone direct me on where to find these things Ex. Pro social skills Thanks Tracey SUBJECT: Re: Tape on kids w/LD Date: 97-02-11 22:55:26 EST From: JKaplan29 I have FAT city and it is wonderful! It really teaches people how it feels to be LD. SUBJECT: ??Lindamood ??? Date: 97-02-13 18:09:51 EST From: TashaVR I need information about a computerized Auditory Processing Development program by the Lindamoods. Anyone familiar with the program? Please e-mail me ASAP. TashaVR@aol.com. SUBJECT: Re:writing disability Date: 97-02-23 08:40:34 EST From: Nlove39414 Look at SRA's Expressive Writing. Nancy Gill Excel Alternatives, Inc. 520 Lake Mary Blvd. ,Suite 301 Sanford, FL 32771 407-321-2918 x168 SUBJECT: Re:Methods/Materials Date: 97-02-23 08:42:23 EST From: Nlove39414 Check National Geographic and the Dept. of Ed. in Washington, DC SUBJECT: Re: Touch Point Math Date: 97-02-23 15:32:08 EST From: Jlocts I am ed consultant who loves "Touch math" 1-800--888-9191 Innovative learning concepts 719-593-2448 SUBJECT: research papers in spec ed? Date: 97-02-23 16:06:36 EST From: LVH I'm looking for information regarding methods and materials for teaching the research paper to high-school special ed students, or studies pertaining to same. Should the research paper be taught in special ed? What has worked for you? If you're willing to share or point me in the right direction, I'd greatly appreciate it. Thanks. LVH (Laura Hine) SUBJECT: The Wilson Reading Program Date: 97-02-25 10:42:44 EST From: HOMEYJACK I am looking for more information on this reading program. I know it is from the Boston area, and was created by Barbara Wilson. I was told it deals with 12 steps in multi-sensory techniques, but what are they, and how do they work? SUBJECT: Re:Orthopotic Vision Therapy Date: 97-03-02 01:41:39 EST From: Upsidjsign It may not be "snake oil" at all. Usually opthamalogists are focused on eye diseases while optometrists are more ocncerned with eye movement & functional vision. kind of like the difference between physical therapy & Physical education--one is to lessen the effects of trauma; the other is to prepare you for lifelong fitness. I hope this analogy makes sense! Anyway, you probably are into something good. Just make sure that both parties COMMUNICATE! That way they can both offer input into your daughter's therapy! Good luck! SUBJECT: Re:research papers in spec e Date: 97-03-02 01:54:53 EST From: Upsidjsign Of course the research paper should be taught in sp. ed.! Research skills can be taught at any level! i am a Sp. Ed. teachere with a DH child in full inclusion. When she was in first grade, she had to write a one page research paper about whales as a fullow up to a unit studied in class. We sat down to talk about what she remembered. Her memory was that: * Whales live in the ocean. They are not fish. * Some whales have teeth. Some have baleens.+ * Whales eat small ocean animals. # + I had to look up "baleen". Sorry, I never did whales before. # She and I looked up "krill" and "plankton". Then I helped her organize these ideas into a report. Well, that was 5 years ago. She's still at it, and has now learned how to include a bibliography. Small steps, yet ever forward. I think your students can learn how to do a paper. Just start with topics of interest to them, and introduce essential research concepts one at a time. And...encourage, encourage, encourage! Small steps do pay off! Good luck! SUBJECT: Re:Orthopotic Vision Therapy Date: 97-03-02 16:33:18 EST From: Ratatat <> Actually, the pediatric ophthalmologist that I reviewed this with has a subspecialty in eye muscle and nerve coordination! SUBJECT: Re:Orthopotic Vision Therapy Date: 97-03-02 22:22:31 EST From: SusanS29 "It may not be "snake oil" at all. Usually opthamalogists are focused on eye diseases while optometrists are more ocncerned with eye movement & functional vision. " Not at all. Opthomalogists know all the physical and functional stuff about vision. The problem is that these optometrists have NO good (good) research to support their claims. NONE (I've read it.) It's all terribly designed and horribly controlled. Their "research" proves nothing at all. The way to use vision therapy -- if you must -- is over the summer (but drop any tutoring.) Have a reading pre-and post-test done. I think you'll find that when *only* vision therapy is used (no support from school, no reading instruction, no tutoring, etc.) -- that NO gains are made. SUBJECT: Re:Aug Com/AT Date: 97-03-08 10:22:34 EST From: SYMBOLTALK Hi Janette, I just read your message on wanting to share ideas for Augmentative Communication and Assistive Technology. I'm interested too. I am a special ed. consultant working strictly with students with severe disabilities that need AAC and AT. The age range of the students I serve is 3 years to 19 years at 4 schools and in 6 classrooms. Most are in self-contained classrooms, but some are fully included in regular education settings. All of the students in self-contained classrooms go out into the community for community based instruction.......sometimes related to vocational skills and some related to daily living and recreation skills. Anyway, I'm interested in sharing ideas that will hopefully help my students and yours. Beryle SUBJECT: Re:handwriting Date: 97-03-11 19:25:25 EST From: KShatlock I teach children in grades K-3 in a private school for children with Learning Disabilities. We are currently teaching the D'Nealian form of manuscript handwriting to all students in these levels. I would like to hear from other teachers as to which method they use and find to be successful with their students. Also, I'd like other teacher's opinions of teaching D'Nealian handwriting to Special Education students. SUBJECT: Re:handwriting Date: 97-03-12 00:14:36 EST From: SusanS29 I really didn't like D'nelian at first -- just because it was different. It's more efficient to print with than traditional "ball and stick" printing, and since letters are made with one stroke, it's easier for the LD student to learn to make them consistently. I have found that by teaching the dysgraphic student *one on one* (in a small group, but one-on-one within that group) I've been able to teach all students to write legibly. That doesn't mean they're no longer dysgraphic -- just that they can cope with it better. These students should *not* be taught printing or cursive in a classroom setting. SUBJECT: Re:Aug Com/AT Date: 97-03-12 22:35:07 EST From: JFVH Hi! I'm a special education teacher. I have access to many Aug. Com Devices. I would like to know how other teachers use them in their classroom and how the successful these students are at generalizing these skills in all domains. I mainly use low tech in my classroom at this times (CHEAP TALK Modules, Cheap Talk 4, Rocker Switches, Big Macs). I have one student that uses a Hawk and One that uses a Super Hawk. I have experience with the Dynovox, Alpha Talk and Lap top Computers. I have 2 students that use PECS and a static board. I believe no matter how limited the child's access or cognition every person has a right to have a voice. Even if it is one message. You can contact me at JFVH@AOL.com. SUBJECT: Re:I need help Date: 97-03-15 22:47:49 EST From: LLewis3119 Touchmath works well with my students, all though I do not have any students with the challenge you stated it may be worth a try. Good Luck SUBJECT: reading materials Date: 97-03-16 20:44:11 EST From: AXChristy I am currently a regular ed. teacher in graduate school for special education. I hope to teach LD next year. Part of my current college project is to find and review reading methods or materials. I have a few already, but I thought maybe here someone would mention a MUST SEE material. Since I am currently teaching middle school, I am looking for things for that age level. I am interested in getting a variety...any suggestions? Thanks if you can help. SUBJECT: multicultural special ed Date: 97-03-17 12:50:30 EST From: Smoborn I am looking for resources on special education strategies specific to Hispanic, Asian and Pacific Island children with mild to moderate disabilities. My focus is on Micronesian children but little has been done with that ethnic group. Anyone information is appreciated. If anyone else is researching the same topic, I would like to correspond. Thanks. SUBJECT: Modofications Date: 97-03-18 12:04:22 EST From: Graytank Does anyone know of anywhere to find pre-modified texts/worksheets for 3-6 grade L.D. kids? I do all modifications and just wondered if there was a place that has that done! Central Tex. is the area SUBJECT: research Date: 97-03-18 16:25:40 EST From: SchuMan24 I need a research paper to present to a graduate class dealing with an issue of education and physical disabilities. Are there resources available on the net where I might find this research? If so could you post them? Any help would be appreciated! SUBJECT: Re:reading materials-- Date: 97-03-22 19:18:07 EST From: Parsons4U Look at the Project Read Materials for Comprehension--specifically "Report Form" and "Story Form". They're great and then can be applied to writing. SUBJECT: daydreaming Date: 97-03-24 12:48:35 EST From: KleenTeeth My son is in the 5th grade and up to last week was doing great in school. Two of his teachers are stating that he was daydreaming in class. These same to teachers gave a test and it backs their statements as he didn't do well. Any suggestions to get him to stop his daydreaming in class? KleenTeeth SUBJECT: Re:daydreaming Date: 97-03-25 15:11:32 EST From: SusanS29 "My son is in the 5th grade and up to last week was doing great in school. Two of his teachers are stating that he was daydreaming in class." When they see him daydreaming, just walk down the row and touch him lightly on the shoulder. Eventually just seeing the teacher come will bring him back, and eventually having her look up to scan and see if he's on task. SUBJECT: Re: Project Read Date: 97-03-26 18:21:18 EST From: RSJNCAMP Please give me more information about Project Read and where/how I could contact them for information. I have heard about this program before and am interested, but do not have a contact. Thanks. SUBJECT: Help/reading materials 3-8 Date: 97-04-01 00:56:59 EST From: WMehnert I service a parochial school in special ed. We are currently looking for series for Reading which does not use whole language approach. My partner and I are looking for a basal type-series which has heavy emphasis with reading skills. We need a series which starts about 2/3 grade level and goes to 8th, with high interest/low vocab. Any Ideas-inexpensive would also help. SUBJECT: Re: Project Read Date: 97-04-01 00:58:01 EST From: WMehnert Check your local library. Last time I checked they had the info on Project read. SUBJECT: Deaf Reading Date: 97-04-01 16:36:38 EST From: ShelleySP Please help me find reading materials for my deaf middle school students. They obviously have many language and vocabulary problems- but we still have the need to read. Any good high interest low vacab book non-insulting books out there you can suggest?? I'm not good at re-finding websites. Please be so kind as to e-mail me: ShelleySP@aol.com I appreciate it! SUBJECT: Re:Help/reading materials 3-8 Date: 97-04-01 20:50:15 EST From: Scott VanZ I have done a lot of reading in the area of reading instruction. You are wise staying away from a whole language basal series. One excellent program for special and/or special education is READING MASTERY published by SRA. If you want further information, please e-mail me. ScottVanZ@aol.com SUBJECT: DIRECT INSTRUCTION Date: 97-04-01 20:59:56 EST From: Scott VanZ Is there anyone out there that teaches LD resource? If so, are you using Direct Instruction materials from SRA? I want to use these materials, but am told by district coordinators that they don't work. I have used DI in the past and found it to be the most successful program available. Also, I am fighting with pull-out programs. They (the dist. coordinators) want me to be in the classroom full time and do no pull-out. I believe that if a kid has not been successful in regular education and now is receiving LD services, they need intensive work. How can that be done in the classroom without making them stand out? I do understand that some kids need only minor support in the classroom, so I'm not saying I am totally against inclusion, but that seems to be the exception. I am very interested in hearing from others. Please feel free to e-mail me with your ideas or suggestions. Thanks for your support! ScottVanZ@aol.com SUBJECT: Re:DIRECT INSTRUCTION Date: 97-04-03 00:12:58 EST From: MarRigby Scott: We've "talked" before. When we did I was waiting for my SRA Corrective Reading program to arrive. Now that I'm 1/3 of the way through both B1 and B2, I see some small successes. However, for the students with the most severe reading disabilities, I'm finding that although they are learning to recognize letter combinations, they are still having major problems blending different segments of words into whole words without sounding each word out. An example may be a word like "which". So they sound it out, wh i ch, and then say the word correctly. When should the process become automatic? I'm not sure. What I do like about the program is the consistent review in each lesson. Each new skill is practiced over and over again. Nothing gets lost. Overall, I'm pleased with it. Marilyn SUBJECT: Whole Language & LD Date: 97-04-03 22:06:10 EST From: LATBENCH I'm a SED (LD/BD/EMH) major at Illinois State University. In my Foundations of Reading class we have been learning about the Whole Language approach to teaching the language arts. This is not a special education course and I wonder if the whole language approach works with students with learning disabilities. In the few courses that I have taken in my major, the instructors have mentioned several times that a classroom that is "too busy" can distract students with LD from their tasks and learning. I would appreciate your thoughts and/or experiences with whole language and learning disabilities. Thanks, Kim SUBJECT: Re:Whole Language & LD Date: 97-04-04 00:35:24 EST From: SusanS29 " This is not a special education course and I wonder if the whole language approach works with students with learning disabilities. " Depends on the nature of the child's learning disability. I have had it work very well for some students but it was a terrible choice for some others. SUBJECT: SusanS29 Whole Language & LD Date: 97-04-04 13:30:23 EST From: LATBENCH Currently I volunteer in a self-contained class with 10 students with severe LD (half are also in wheelchairs) with short attention spans. These students are often off task and wander and roll about the room. Their ages range between 11 and 14, but they read at first and second grade levels with no evidence of reading strategies. Their spec ed teacher using a basal program (high level 1) with worksheets. The stories are boring and the kids show no interest. Next week I'm going to teach the reading class and plan on sharing "Ira Sleeps Over." I have extra copies for them to read independently. I have planned 3 group projects for the students to pick from. The kids listen to me, but I don't know how they will handle working in groups since they are usually work independently. I'm I getting over my head? SUBJECT: Re:SusanS29 Whole Language & L Date: 97-04-04 14:18:08 EST From: SusanS29 "The kids listen to me, but I don't know how they will handle working in groups since they are usually work independently. I'm I getting over my head?" I have no idea, but my guess is that the freshness of your approach will really help you out. Since they're pretty severely involved, they probably have poor problem-solving skills. They will probably need a lot of help to work in groups successfully. Clearly what's been done up to now hasn't worked (assuming these kids are of normal or near normal intelligence). A fresh start seems urgent. SUBJECT: Re:Whole Language & LD Date: 97-04-04 15:39:36 EST From: Sdacea I taught an LD class of 1-5th graders at one time. The system went from total phonics to whole language, with minor teacher prep (BAD DEAL). I modified; used the ' basal' that went with the whole language package, used phonic program called "Sing, Spell, Read, and Write" which is great, used word analysis and my students learned to read. The Whole Language concepts of writing, thematics, Big Books, and experiencial learning is great for LD's. I do believe that phonics, word analysis (families) and invented spelling all need to be used. Whatever works works best was my own philosphy and five years later still is. SUBJECT: Re:DIRECT INSTRUCTION Scott Date: 97-04-06 23:06:47 EST From: WMehnert I agree with you. I think Adminis. and everyone must remember what the best/least restrictive environment for each individual child. Unfortunately, I think everyone has jumped on the band wagon and are promoting inclusion. Yes, we would like to see our students in the regular classroom, but what is best for them. Is it inclusion, it's an individual decision, not a catch-all cure. SUBJECT: Re:SusanS29 Whole Language & Date: 97-04-06 23:07:49 EST From: WMehnert Who are you? What are your credentials? SUBJECT: Re:SusanS29 Whole Language & Date: 97-04-06 23:45:05 EST From: WMehnert Sorry, I apologize for my rudeness. I know who you are and I respect your credentials, knowledge and experience. I hope you accept my apology, I have no excuses, just sincerity. SUBJECT: Re:SusanS29 Whole Language & Date: 97-04-07 01:05:56 EST From: SusanS29 "Who are you? What are your credentials?" I taught students with learning, attentional and/or behavioral problems for 18 years. I have a master's plus post-graduate work in special education, including specific training including diagnostic testing, diagnostic teaching and prescriptive teaching. Now I'm a writer (related issues) and do some work as an educational consultant. SUBJECT: Re:SusanS29 Whole Language & Date: 97-04-07 01:06:49 EST From: SusanS29 "Sorry, I apologize for my rudeness." Huh? I didn't think it was rude. I thought it was a sensible question. :) SUBJECT: Re:Sing, Spell, Read and Wri Date: 97-04-07 09:48:33 EST From: RSJNCAMP Looking for more information on Sing, Spell, REad and Write program. I see that people refer to it often and are happy with results. I work in a REsource program and am looking for something for students with learning disabilites, reading below grade level. Most are third and fourth grade, readinag one to two levels below. Please send information (address/ phone number) where I can reach this program. Thanks! SUBJECT: Jrnl of LD Date: 97-04-08 23:59:35 EST From: DrLaz620 Im trying to contact what used to be called the Journal of learning Disabilities. Anybody have any info? Number to contact? Are they still in existence? On the Web? etc. Thanks so much for your help! Happy teaching y'all! SUBJECT: Safety Signs Date: 97-04-10 00:15:31 EST From: SS106 Hi there: I am looking for safety signs in color for transition students (18-22 yrs.) that I can download and print. Anyone out there have some? If so, please send email to SS106. Thanks! Sara SUBJECT: Skill streaming Date: 97-04-10 07:50:29 EST From: Ratatat Moved Message: SUBJECT: skillstreaming elem Date: 97-04-09 23:16:01 EDT From: ATRIO i am looking for information from someone who is teaching skillstreaming to students in the elementary school, grades 4-6. any information would be greatly appreciated. SUBJECT: Reading Date: 97-04-12 12:53:26 EST From: BellaTch1 Has anyone tried the Pathways reading program its a generic reading recovery i'd like to hear your comments.please. SUBJECT: Re:SusanS29 Whole Language & L Date: 97-04-13 11:48:33 EST From: LATBENCH Clearly what's been done up to now hasn't worked (assuming these kids are of normal or near normal intelligence). A fresh start seems urgent. Just wanted to let you know that the "Ira Sleeps Over" lesson went great. SUBJECT: In Search of D.I. Materials Date: 97-04-20 16:34:20 EST From: Scott VanZ Hello, I am doing some planning for next year and am in search of several DI programs. I know that most people in this group don't have extra materials, but thought if you knew of anyone that did, you could send the information on to me. I am hoping to adopt for next school term: Reasoning & Writing Levels A and E Spelling Mastery Levels A, B, C Connecting Math Concepts ALL Levels My school has copies of Corrective Mathematics Add, Subt, Mult and Div, but I would like personal copies of the Teacher Materials. I have these materials, but am in need of certain components: Reading Mastery III (1983) Teacher Pres Bk A Reading Mastery IV (1983) Teacher Pres Bk Set Distar Arithmetic I -- Need Student Wkbks and Teacher's Guide. Finally, Does anyone have a Distar Language I Kit that they are no longer using. I have 2 kids that need this next year. Thank you for your continued encouragement and support. If anyone has any of the above mentioned materials they are willing to part with, I may be contacted the following ways: email: scottvanz@aol.com SUBJECT: Re:The Wilson Reading Progra Date: 97-04-22 00:21:18 EST From: RSH1520 You can reach Wilson Language Training 175 West Main Street Millbury, Ma. 01527-1441 508-865-5699 order # 1-800-899-8454 Fax #508-865-9644 Hope this helps. SUBJECT: Re: Journal of LD Date: 97-04-28 20:40:49 EST From: C1R2MEYER Try this website: http://www.ldanatl.org/ It's great & has a lot of information SUBJECT: SRA & Phonemic Awareness Date: 97-04-28 20:48:22 EST From: C1R2MEYER I belong to a group called Sped-talk (out of the Univ. of VA) Anyway, a professor recommended a very well researched study of SRA (I think it was the reading mastery program). Anyway, the research on this program was outstanding (it was done by a professor who runs one of the direct instruction talk groups). I'll try to remember to get the web site when I go to work. Additionally, the web site that someone listed (in the reading folder) regarding 30 years of research on how children learn to read is phenomenal. It really highlights the importance of phonemic awareness and the fact that teaching context clues can sometimes do more harm than good. Check it out. The web site is listed in the reading folder section. SUBJECT: Re:SRA & Phonemic Awareness Date: 97-04-30 17:04:59 EST From: Scott VanZ The name of the research article is "The Research Base for Reading Mastery, SRA" by Bonnie Grossen, PhD at the University of Oregon. The web site for this article is: http://darkwing.uoregon.edu/~adiep/rdgtxt.html Also more info about Direct Instruction may be obtained at the web site: http://darkwing.uoregon.edu/~adiep/ Scott PS I would be interested in chatting with others who are using Reading Mastery or are considering its adoption. SUBJECT: Re:SRA & Phonemic Awareness Date: 97-05-01 08:27:56 EST From: Lmazzola Scott: I am a product of the SRA program, having used it in the lower grades of my elementary education - 1st and 2 nd grades, if I remember correctly. (Close to 30 years ago - MY GOD, am I that old??) All I can tell you is that, for me, it was perhaps the strongest motivating factor in my "reading" education. I loved the fact that I could go at my own pace, the stories weren't terribly long and they were interesting. If I finished my other work early, I could easily complete some of the SRA cards while waiting for the class to finish, etc. I don't know if the SRA program is designed the same way now, as it was then, but that was my experience with it. I am terribly disappointed that SRA and Phonics are no longer found in America's classrooms as they once were. In my HUMBLE opinion! Lisa SUBJECT: Re:Great Book! Date: 97-05-01 21:20:11 EST From: CEKINSUR To Susan 29 I'm not familiar with your book"Taming the Dragons" Please send info to CEKINSUR@aol.com Thanks! Thanks! SUBJECT: I Need Help!! Date: 97-05-02 22:27:35 EST From: Booey26 I am currently a special ed major and am doing a project for my Language/Reading in Sp.Ed class. I really need some ideas for the following project: "You, a sp. ed. teacher, and a regular ed. teacher have the responsibility for preparing an 8th grade class for the next 9th grade Proficiency test. Your focus is The Bill of Rights. Although you work with an 8th grade class, there are at least 5-8 students who read 3 grade levels below 8th grade. Comprehension is the major difficulty. In addition, the students manifest writing problems. Fluency in expression of ideas and the capacity to relate ideas in print to personal experience are difficulties. As the special ed (resource room) teacher, your responsibility is to work specifically with the 5-8 students who read below grade level. Your goals are (1) to facilitate their success on the Proficiency test and (2) to enable the students to demonstrate progress in their expression of ideas." So now, I need some ideas as to planning for addressing the content of the Bill of Rights, addressing the writing problems, and also for providing feedback or evaluation of ongoing progress. PLEASE - any ideas will be helpful!!! Thank you very much for your help. - Danelle SUBJECT: Re:I Need Help!! Date: 97-05-03 15:13:48 EST From: R u Niz The Bill of Rights is actually very exciting! You can make it come to life for those students. Before reading the actual material to them: 1. Try role playing situations that are affected by these rights, such as--only let the students with brown hair discuss their favorite CD with you. Or, only those students who have turned 13 can speak in class. Give them a copy of a cartoon from the newspaper with some of the important words cut out. Then introduce them to the right of Free Speech. 2. We don't teach Religion in public schools, but have your students discuss how they'd feel if the law was passed in Congress demanding that everyone become Buddists. That should lead into a discussion of Freedom of Worship. 3. Watch your newspaper for a few days and you should be able to find pictures of people protesting something (people are always protesting something :). Use these pictures to illustrate the need for Freedom of Assembly. 4. You can usually find examples in the classroom for the rights to Due Process. search and seizure etc. Role playing would work here, too. There are several books available that present the actual words of the Constitution on one side of the page with an easy to read "translation" on the other side of the page. I only expect my kids to learn the information from the "translation." Matching tests or Fill in the Blank (for which you provide a word bank) or Multiple Choice tests are easier for some poor readers. Is there any reason you can't read the tests to your students? After all, this is not really a test to measure reading, but a social studies test. Remember to drill daily--lots of repitition. This will help them to remember the facts. Sometimes I keep score on the board and give prizes to the student (or Team) that can answer the most questions. Sometimes, after we do this oral drill, I say, "Surprise! You just passed an Oral Exam!" Then I give them credit in the record book--it takes away some of the testing anxiety. SUBJECT: Re:I Need Help!! Date: 97-05-03 21:24:17 EST From: Booey26 Wow, I never expected such an awesome response! Thank you so much for those wonderful ideas. You mentioned books available that present the translation of words....Do you remember what the title of one is called and where I can find it? Maybe at Borders? Thanks again!!! SUBJECT: Re:writing disability Date: 97-05-04 07:27:03 EST From: Crawkie Not only do I have students in my class with this writing problem, but I also have a close friend whose son had this problem. I strongly recommend getting these students keyboard proficient as early as possible. Make sure that "student may keyboard assignments whenever possible" is added to their IEPs each year. Also add to the IEP to "give verbal answers to tests and quizzes whenever possible." In my own classroom I have two computers and a printer available to these students. (I had to "fight" for this equipment). I have two typing programs installed on them, and do not install games onto the computer hard drive. Games are kept on disks/CDs to be used as rewards only when all work is done. My friend followed my advice and bought her son a computer when he was in 6th grade. At that time his standardized test scores, particularly in Math were at the 10th gr. level. But he was doing poorly with his report card because of difficulty with the written assignments. She took him to the local night high school, and enrolled him in typing classes. She enrolled with him and typed along with him. He began doing most of his written work on the computer. My friend also made sure the above things were placed in his IEP. That boy is 19 now, and a computer wiz, taking college classes at a local junior college (it's smaller and "warmer" for him) where special tutoring and assistance is given to students with problems like his. Don't leave any stone unturned for your son. Keep trying to find ways to assist him. Good luck! SUBJECT: Re:SRA & Phonemic AwarenessT Date: 97-05-04 10:23:22 EST From: RSJNCAMP The SRA program that we went through in elementary school so long ago (cards at our own pace) is NOT the same program now used and referred to as Direct Instruction. The SRA cards are still in classrooms but tend to be used sparingly. Direct Instruction is a whole other ball game. SUBJECT: Re:I Need Help!! Date: 97-05-04 14:31:28 EST From: R u Niz Border's does carry many books related to the Constitution.. The book I usually use I think I found at a Teacher's Store. I don't have it at home right now...I think the title is The Constitution, Then and Now. It has activity pages and section questions. SUBJECT: Re:SRA & Phonemic AwarenessT Date: 97-05-04 18:05:13 EST From: Lmazzola <> Can you explain how SRA Direct Instruction works? SUBJECT: What is DIRECT INSTRUCTION? Date: 97-05-04 20:15:25 EST From: Scott VanZ Here is a short description of DI. People are always asking, "what is DI?" The following was written by Bonnie University of Oregon What is Direct Instruction? Engelmann's Direct Instruction (DI) is a specific model of instruction within a larger more generic category of teacher-directed instruction. The goal of DI is to accelerate learning by maximizing efficiency in the design and delivery of instruction. Many are familiar with the rapid pacing and choral group response punctuated by individual turns that characterize the delivery of a DI lesson. Few are aware of the design, the heart of which is a complex theory of generalization. Engelmann hypothesized that children would generalize their learning to new untaught examples and situations, if the children could respond perfectly to a smaller set of carefully engineered tasks. For example, in spelling children who learned 600 word parts called "morphographs" and 3 rules for connecting them could spell 12000 words. Children rehearse the 600 word parts and 3 rules to a level of automaticity that allows them to spell the 12000 words with ease. On the other end of the spectrum from basic skills, recent research has applied DI design to teaching higher order performance, such as deductive and inductive reasoning in history, literary analysis, chemistry, earth science, legal reasoning, problem solving, critical thinking, ratio and proportions and more (see Kameenui & Carnine, in press). Much intervention research has investigated the principles of sequencing and design and refined them over the years. The design theory would be extremely time-consuming to teach to inservice teachers in workshop settings. The complexity in the design though is a function of the specific content and concepts to be taught, so by providing teachers with developed lessons, the complex job of design was already completed. Teachers using the packaged programs could learn the design theory while they teach, rather than before they teach, and later begin to extend and modify the programs or even apply the theory to design instruction for other content for which they had no programs. The goal of the programs was to include every piece that was necessary to make the lessons successful. This was not to make the programs "teacher-proof" though, anymore than airplanes are "pilot-proof." DI designers test the programs carefully before publishing them, just as aeronautic engineers test airplanes before marketing them. Each DI program is extensively revised based on specific student error data from the field test. Scripting the lessons allowed sharing of these "polished stones" across teachers. Also scripting helped reduce the amount of teacher talk. According to Engelmann's theory, children learn by working through the sequence of tasks with carefully timed comments from the teacher. Children learn little from straight teacher talk. Too much teacher talk decreased pupil-motivation, drew out the lesson length unnecessarily, and often caused confusion by changing the focus of the tasks, disrupting the development of the larger generalization, of which a teacher the first time through is usually unaware. Even though the programs are carefully tested and scripted, successful use of them requires training in the special techniques of delivery. Teachers must make many decisions in response to the children's performance. Some of the most important decisions involve placing each child appropriately and moving the children through the lessons at a pace that maximizes their learning potential. The scripted presentations are only part of the whole lesson, and the DI lessons are only part of the whole school day. The lessons also include opportunities for group and independent work. A good DI teacher also creates additional activities that allow students to make use of their learning in various situations. Submitted by Scott ScottVanZ@aol.com SUBJECT: Re:I Need Help!! Date: 97-05-05 10:06:23 EST From: Booey26 Thanks again! SUBJECT: Re:Help me teach spec. ed. e. Date: 97-05-05 19:53:09 EST From: JKissel623 The problem with these children is that they don't learn the rules for putting English together as a language. They must learn the rules for noun phrases and then they must learn the rules for prepositional phrases. The verbs will fall into place depending on whether there is a single subject or multiple subjects. Theach noun phrases first and then do something with them. See "The Bees and The Bears" for a curriculum to do this. AG Bell is reviewing nd may publish. E. Quigley is the acquisitions editor. SUBJECT: Auditory Processing Questions Date: 97-05-05 19:57:05 EST From: JKissel623 A big problem with special children is their lack of ability to process questions. They just don't recognize what the questioner is asking and therefore, don't know what to respone to. The walk away. I found a great program for early teaching in the Slosson catelogus called "Articulation Stories for Younger Students." The children have to listen and respond appropriately at a very young age, say three, four and five. I love it. SUBJECT: Re:Sing, Spell, Read and Wri Date: 97-05-07 16:50:43 EST From: PIKAPP42 wher do you live? It can be bought at most teacher stores. If you are unable to get it in your area I can look for the 1-800 number in my files at school. SUBJECT: Re:I Need Help!! Date: 97-05-11 04:26:54 EST From: EllenH7839 You might use a thought cluster for teaching writing skills. Students draw a circle in the center of their paper and several smaller circles around it. In the center circle, they write the topic--"freedom" or ""Bill of Rights," etc. In the outside circles, they jot down whatever words come to their minds about the topic. From there, they can usually group their ideas into two or three groups (They may need help with that for awhile.) Go on to topic sentences, etc. SUBJECT: Teaching Preschool Disabled Date: 97-05-15 11:20:47 EST From: Northnr I have a almost 4 yr old with Down Syn> She attends Head Start but I am looking for good teaching ideas to use at home with her. We would like to work on numbers, letters, colors, shapes and potty training. Can anyone suggest some materials. please respond to me privately. Kathy Petersen SUBJECT: Re:Dyslexia\dysgraphia Date: 97-05-16 17:08:48 EST From: JHR13 There are many out there tat can help you get started call all agenncies , seekout any and all help get in touch with CHAD DIFFERENT DISORDER BUT KNOWLEDGABLE MOTHERS YOU ARE HIS/HER ONLY HOPE ALL THE LAWS IN THE WORLD WON't HELP IF YOU YOURSELF DON'T KNOW THEM.. GOOD LUCK BE STRONG THE LAWS EXIST BECAUSE IT IS RIGHT AND JUST . SUBJECT: Success for all reading Prog Date: 97-05-28 06:00:40 EST From: Scot4236 I'm a full inclusion special ed. teacher whose school is going to begin using the success for all reading program in grades 1 through 5 next year. I don't feel that this program was developed with special populations in mind and I wanted to know if anyone has had experience with this program. Does it work ? Are there noticable gains? Will inclusion work with this model or is a resource setting better? What can I expect....ect. The program seems to be well developed, I just don't want my kids left behind or pushed to the side in the name of TAAS scores. Thanks for your time. Scott SUBJECT: Cross Age Teaching Date: 97-05-30 00:51:18 EST From: Chardonay0 I am thinking of using regular ed. 5th grade students to tutor my primary ER class next semester. I would appreciate any suggestions from anyone who has used cross age teaching between regular classes and special ed. We are in a regular elementary school. Thanks SUBJECT: reward certificates Date: 97-06-04 20:26:04 EST From: Sauerls Looking for ideas for certificates for end of year for class---- most improved reader, etc. are ok but would like ideas for clever awards which can be created with computer programs. SUBJECT: methods for aspergers in reg Date: 97-06-06 20:10:01 EST From: Tina Mati Need methods used for primary grade student with asperger's in regular education. Any ideas? -TinaMati SUBJECT: Calculators Date: 97-06-06 23:59:02 EST From: ANDYJILL I recently was asked,"Would you use a calculator in your classrooma and why and how?" I am curious to read anyone's response to this question. Obviously the answer is YES but how would you? Email me ANDYJILL@AOL.COM :) SUBJECT: Re:Calculators Date: 97-06-08 20:42:24 EST From: KErnhart my daughter was allowed to use after she had learned the concept. example{ after learning -+ she used it in dividing and multiplying only with the steps which require - and+ to get the answer. SUBJECT: Re: great resource-Asperger' Date: 97-06-11 23:02:21 EST From: Kaseyy An excellent book I've found for use with students with Asperger's syndrome or other disabilities of this type: Teach Me Language: A language manual for children with autism, Asperger's synrome and related developmental disorders by Sabrina Freeman PhD and Lorelei Dake, B.A. ISBN: 0-96800985-0-9 SKF Books 20641 46th Avenue Langley, British Colombia CANADA V3A 3H8 Lots of practical lesson plans on how to teach the more subtle aspects of communication and socialization. Great! SUBJECT: Scientific Reading Date: 97-06-22 18:12:38 EST From: SPOOSTEP I am looking for some basic info on a reading instruction method, the Scientific Reading System, which many public school districts use. If anyone can refer me (via e mail) to some books or a center which teaches this method, I would be most grateful. SUBJECT: Official Update Date: 97-06-25 05:43:02 EST From: Ratatat This folder has been consolidated with another folder of almost identical topic, "Curriculum/Methods/Materials," which has been logged and archived into the Special Education Library for you to download and read at your leisure. SUBJECT: written language Date: 97-06-25 15:56:46 EST From: JRIT01 How do I teach an LD student about written sentances, paragrapghs, so that they understand it? I would appriciate any help. I am a student teacher. Thank you. SUBJECT: Re:written language Date: 97-06-25 16:14:36 EST From: RSMama01 Project Read: Written expression is a good step-by-step process. Remember to break the information down that you wish to teach. Start with a barebones (subject--verb) and go from there. "Written Expression" has it broken down nicely for you. SUBJECT: Re:written language Date: 97-06-25 19:37:50 EST From: MarRigby Curriculum Associates puts out a two workbooks called Lessons in Writing Sentences, Book 1 and Book 2. It's also pretty inexpensive. I use them all the time, and I really like them. Marilyn SUBJECT: New teachr: gr.3-5 LD Date: 97-06-25 23:34:29 EST From: Rflutterby I am currently student teaching and will then go straight into my own class: LD grades 3 to 5. I am trying to plan some thematic units which focus on social studies topics. How do I plan for the needs of all three grade levels? Suggested topics are welcome. I was told since I have students for 3 grade levels, that gives me three years to cover all three levels. It was suggested I plan for three year cycles with each year covering some topics from each grade level - rotating all the topics over the three year period. Any suggestions on how to accomplish this? Please post for me or send to my email at Rflutterby@aol.com Thanks for any assistance you can provide. SUBJECT: Re:Official Update Date: 97-06-26 08:43:17 EST From: Willsons Could you please give instructions again for accessing the Special Education Library for the purpose of down loading? Thank you! SUBJECT: DISTAR LANG Date: 97-06-26 13:15:26 EST From: Ratatat Moved from another folder: SUBJECT: DISTAR LANG Date: 97-06-26 10:10:27 EDT From: Scott VanZ I am a spec ed resource teacher... I am currently looking for a copy of the DISTAR LANGUAGE I kit published by SRA. If anyone has a used copy they are no longer using, please email me! I need a copy by Aug 1, 97 Thanks Scott scottvanz@aol.com SUBJECT: Teacher Network Date: 97-06-26 13:22:52 EST From: Ratatat Moved from another folder: SUBJECT: Teacher Network Date: 97-06-26 10:12:54 EDT From: Scott VanZ I teach elem spec ed in the Kansas City area. I would like to network with other teachers who use Direct Instruction - SRA materials. Please post a message or email me directly! Say it fast... Scott scottvanz@aol.com SUBJECT: Re:Official Update Date: 97-06-26 16:24:53 EST From: Ratatat Sure. The easiest way is this: Use KEYWORD: Families and in the window scroll to EDUCATION, then in the next window scroll to SPECIAL EDUCATION. The next window will have a button for the Special Education Forum Library SUBJECT: Re:Official Update Date: 97-06-26 22:27:41 EST From: Willsons Thank you! SUBJECT: Re:DIRECT INSTRUCTION Date: 97-06-28 13:55:45 EST From: MSilver783 I woul d like to communicate with people who have used direct instruction from SRA. I am considering making it the basis of a tutoring center. Please E Mail me if you have used this so I can ask you some questions. Your help is greatly appreciated!! SUBJECT: Re:Rainforest Unit Date: 97-06-28 20:48:52 EST From: Speckledm I am in the midst of student teaching and am planning a rainforest unit for students 6-9 yrs diagnosed with LD eligible for ESY. I am looking for creative and fun ideas for language arts, social studies, and cool web sites. If you can help me I would appreciate it. Please e-mail me at speckledm@aol.com with your ideas. Thanks!! SUBJECT: Re:Rainforest Unit Date: 97-06-30 10:24:18 EST From: Rflutterby To Speckldm: I am also student teaching right now and as soon as I'm finished I go straight into my own classroom. I'll be teaching Special Ed. (LH), grades 3-5. If you would like to communicate about classroom experiences, planning, class management, etc, you are welcome to email me. I'd love to share with someone at the same stage of teaching as I am at. About rainforest, I was considering a unit on the same topic. Have you considered trying to create the rainforest environment within your own classroom? I haven't thought it all the way through yet but I was thinking it would be great to indicate the layers of the rainforest. The Canopy, of course, would cover the ceiling. OR instead of creating the environment in the entire room, what about painting a huge mural..... I'm an advocate for using the arts across the disciplines. Therefore, what about getting some music (there are CD's with "sounds of the rainforest") and have students use creative movement or pantomime to portray specific animals of the rainforest. Or using creative drama/ story dramatization act out a literature selection about the rainforest. Let students try creating new endings for the story and act them out. What about using instruments and voices to recreate their own "sound of the rainforest". Whatever you do, make sure you incorporate some children's literature. I try to find the ones that have rich, colorful illustrations to hold my student's attention. Anyway, that's it for now. Hope this helps get your unit launched into action. Bye now. SUBJECT: Circle of Friends Date: 97-07-01 21:11:14 EST From: Pj Acx Please help. Several years ago I had used and had information about a peer interaction program for students who were included called: Circle of Friends. I have since moved, and my written material about the program didn't seem to make the move with me! Does anyone have any of the articles and material about Circle of Friends or know where I can find it? I would like to give some information to parents. I would be willing to send SASE to anyone who had copies of the material. You can post or e-mail me directly (pjacx) if you prefer. Thank you. -Debbie SUBJECT: Re:Rainforest Unit Date: 97-07-02 19:43:56 EST From: Peggy 620 Try the CD: Imagination Express: Rainforest by Edmark. The kids write and illustrate a book and they can access info from the guide on the CD as well. It is perfect for the ages you listed. SUBJECT: Re:Orthopotic Vision Therapy Date: 97-07-02 21:05:43 EST From: LMCGZ Ok..this isnt science but as a teenager I was diagnosed with a visual tracking problem.... after weeks of intensive work..my eyes worked together better... did that make my ld go away? nope... but the headaches did...and some tension... For a kid struggling that might not be a bad thing... now 20 years later... my son has a tracking problem... I haven't sent him....but I think about it... SUBJECT: Re:Social skills material Date: 97-07-02 21:12:17 EST From: LMCGZ "add wharehouse" (boy that spelling doesnt look right)..any how they put out a wonderful catoloug..... call the 1 800 directory for a number SUBJECT: Re:Skill streaming Date: 97-07-02 21:21:03 EST From: LMCGZ I have been using skillstreaming with behavioral coaching with kids in elementary school for about 4 yrs now... some good news ..some bad news... what would you like to know? SUBJECT: Re:Social skills material Date: 97-07-03 07:39:07 EST From: Ratatat <"add wharehouse" (boy that spelling doesnt look right)..any how they put out a wonderful catoloug..... call the 1 800 directory for a number> The number is 1-800-233-9273 for the ADD WareHouse Catalog SUBJECT: autistism in reg. ed. 1st gr Date: 97-07-05 20:23:18 EST From: HanHerrick I am looking for ideas/suggestions for teaching a fully included student with autism in my regular ed. first grade class. This student has strong visual skills (reading & spelling). His weaknesses are concentrated in auditory, comprehension, and social skills. He is particularly interested in directions, maps, signs, etc. School starts in August, but I am currently doing research on the above-mentioned for a univ. course & so I'll be prepared for my new student. Any info. or suggestions would be greatly appreciated. Please send E-mail to: HanHerrick@aol.com or post a message here. Thank you, Merci, Gracias, etc. SUBJECT: Re:Help me teach spec. ed. Date: 97-07-06 14:13:36 EST From: WLMSBRG I am an experienced elementary spec ed teacher and have accepted a job in a high school spec ed classroom. I am very much interested in your lesson plans on Shakespeare and Hamlet. My e-mail address is wlmsbrg@aol.com Thanks! SUBJECT: I HAVE THE POWER Date: 97-07-07 16:14:54 EST From: SPEDTeachr I'm in the process of creating a unit about Learning Disabilities - what they are, famous people who have them, activities to do with regular ed. kids that show them what LDs are like, etc. I read about the program "I Have The Power" on another message sight...sounds great, but the author didn't know how I could get my hands on the program. Any help would be appreciated!!!! SUBJECT: ANITA ARCHER matrs. Date: 97-07-07 16:26:20 EST From: SPEDTeachr I have seen the 'Skills for Success' materials by Anita Archer in my former district, but now am in new place... Does anyone have a telephone number and/or name of publisher that I could contact for a catalog???? Thanx for your help... SUBJECT: Re:ANITA ARCHER matrs. Date: 97-07-08 14:56:01 EST From: MarRigby Skills for School Success is published by Curriculum Associates, Inc., P.O. Box 2001, North Billerica, MA 01862-0901. Phone (800) 225-0248 Fax (800) 366-1158. Marilyn SUBJECT: constructivism Date: 97-07-08 23:39:18 EST From: RobertR846 Does anybody have any good new research on the results from the use of this theoretical approach to teaching high school age children, with a specialty in the sciences? SUBJECT: Re:I HAVE THE POWER Date: 97-07-10 22:25:40 EST From: RSH1520 Your unit sounds very interesting. Would you share it? I feel it could be useful in my district. Please respond here or at RSH1520. Thanks. SUBJECT: new site Date: 97-07-13 18:55:12 EST From: Blue5203 I have just created a new site that is still under heavy construction but I wanted to get it up and running....I would love for you to visit...It is called: Shelley's Freebies for Teachers http://members.aol.com/Blue5203/free.htm SUBJECT: RE: Sing, Spell, Read & Writ Date: 97-07-13 21:26:11 EST From: TChamb1008 My wife has used this program with great success in her 1st grade class. You can get info on the internet or look up International Learning System(?) ILS in St Pete. Flordia. I knoe they have an 800 #. e-mail me if you haven't found it yet and I will get some more info for you. SUBJECT: Need DISTAR LANG I Date: 97-07-16 08:53:36 EST From: Scott VanZ I am looking for a used copy of DISTAR LANGUAGE I kit by SRA.... I need this kit for this fall, but can't afford to purchase a new one. If anyone has one at their school that is collecting dust, I would be glad to purchase..... Please e-mail me ASAP----- Thanks, Scott scottvanz@aol.com SUBJECT: FRANK SHAFFER READING PROG Date: 97-07-16 16:04:56 EST From: KECVM I AM LOOKING FOR THE FRANK SHAFFER WEBSITE AND WANT TO FIND OUT ABOUT HIS MATERIALS FOR TEACHING READING. IF ANYONE HAS ANY INFORMATION ABOUT THE FRANK SHAFFER WEBSITE OR KNOWS WHO TO CONTACT HIS WEBSITE, PLEASE E-MAIL ME. THANKS. KECVM@AOL.COM SUBJECT: Re:FRANK SHAFFER READING PRO Date: 97-07-17 00:52:46 EST From: CZ Sissy Try: http://www.frankschaffer.com/frntpage.html SUBJECT: Re:Success for all reading P Date: 97-07-18 08:37:28 EST From: MSorenso I've done author visits at West Central Academy in inner city Minneapolis, a Success for All school, and was really impressed by the dedication of the teachers, the climate, and the desire of these at-risk kids to begin reading. If the administration is supportive and creates a climate of mutual respect and inspiration, it really works. SFA was created by Hopkins to help at risk kids set their expectations higher than they would ordinarily -- and it seems to be working, at least at WCA. The reason some classes are reading my books (I write adventure, sports, mysteries, humor -- all hi-los for 4th-8th grade written at RL 2) is that for older students (above grade 6), Hopkins has designated no books, so many SFA K-8 schools are using mine. Also, when the younger kids are REALLY low, the teachers have them begin with some of my books and then move into the SFA program books, when they're ready. If you want more info on my books, email me and type in the subject line "SFA hi-los." Overall, SFA is a great program and I wish you the best next year! SUBJECT: CharL Date: 97-07-19 00:41:53 EST From: RSH1520 I'm interested in the teaching technique of CharL. Is it similiar to Wilson, Gillingham or some other program that teaches phonics? Does it focus on phonemes? Any information would be great. Thanks RSH1520 SUBJECT: Re:Orton-DyslexiaI Date: 97-07-20 07:07:11 EST From: MoeCamDan I would like more info on the Orton Program SUBJECT: language arts resources Date: 97-07-22 06:45:04 EST From: EllenH7839 Grammar and writing workbooks that work well for many children with special needs are described at our website at http://www.chamile.com/humpties/. SUBJECT: Spelling programs Date: 97-07-23 10:16:28 EST From: HABES4506 Hi! I am a special ed. teacher. I am looking for a spelling program that is very phonetically based, and primarily word families. It needs to provide lessons that focus on one syllable per lesson. Does anyone have any suggestions. I am looking for first through fourth grade for my L.D. students. Many thanks! Habes SUBJECT: Study skills Date: 97-07-23 15:22:20 EST From: VtTbear Does anyone know of study/time management skills curriculum or programs that were written by Don Deschler (?spelling)? I need to work on these skills with students in grades 7-8, any infor would be helpful. SUBJECT: Re:SRA & Phonemic Awareness Date: 97-07-23 21:33:32 EST From: Ribs76 Hope I'm not to late to chat with you regarding Direct Instruction. I have recently (2/97) begun using Reading Mastery Fast Cycle with my delayed readers in grade one and two. I was impressed with the progress however I was only able to get them through book A and B. So far I enjoy using the program in my resource room. I am curious and excited about moving some of the children into Book C and D. Those levels seem so much more in line with the other reading materials in the building. It is somewhat controversial within my building (reading recovery vs. reading mastery) I am very interested in learing more about DI and hoping I can get my district to spring for the October conference in Calif. I'm in NY and would love to know if there are any other conferences on this subject. SUBJECT: WRITING CURRICULUM Date: 97-07-24 18:10:32 EST From: Gramonhome Searching for good ideas about writing cirruculum for a technology based special education classroom. Groundwork and pilot program was successful. Now there is a need to advance to the next level. gramonhome SUBJECT: Re:new site Date: 97-07-26 07:58:49 EST From: Becka59 Can't find your new site. What's up? Any ideas? SUBJECT: Bilingual Special ed Date: 97-07-26 16:13:53 EST From: EveGonz I have currently been assigned a bilingual special ed class (learning disabled). I have lots of materials and curriculum info for english speaking special ed students but I have no materials, methods etc for a bilingual spanish special ed class. Is there anyone out that that can help. Please. SUBJECT: Re:Bilingual Special ed Date: 97-07-26 16:34:09 EST From: RSMama01 You didn't say what grade level. There are a lot of picture books in easy Spanish available now. Also, there are some wonderful--Spanish English Dictionaries. Your local Teacher's store should have plenty of stuff. SUBJECT: Re:Orton-DyslexiaI Date: 97-07-26 18:40:37 EST From: SPOOSTEP Contact the Orton Dyslexia Society (web address is ods.org) for info on the Orton-Gillingham method and other structured, multisensory reading instruction methods. There are about eight which meet the Society's criteria and which have a proven record of helping dyslexic students, though ODS does not recommend one method over the other. I am the mother of a child who has made extraordinary success with another method recognized by the Society, the Lindamood Auditory Discrimination in Depth program, and I'd be happy to share our experiences. SUBJECT: Re:Spelling programs Date: 97-07-28 12:47:57 EST From: Don McCabe If you are really interested in a spelling program that works with word families, you should contact the AVKO Foundation and ask about their sequential spelling and the source book for all word families from the -at cat family to the -cious precious, suspicious, delicious families. Their address is 3084 W. Willard Rd, Clio MI 48420. SUBJECT: Re:Bilingual Special ed Date: 97-07-28 16:18:41 EST From: EveGonz Opps the grade level is for 4th thru 7th. Thank you I appreciate any information you can provide me with. :-) SUBJECT: Re:Spelling programs Date: 97-07-29 19:56:18 EST From: Boss1252 As a parent of an ADD/Dyslexic (on medication but brilliant) child I must caution you in one or two areas. The first is, try if you can to ferret out if a medical diagnosis has been made on any of your children if you can. This will be a great help in giving you insight into their learning processies. I say this because PHONICS MEAN NOTHING TO PEOPLE LIKE MY SON. They learn by word recognition when they read and do not always associate a letter with a sound. They also do not "see" the letters in the words in the same order as we do, so spending a lot of time teaching them phonics will not necessarily bring the desired result in word attack or spelling. I remember my son interjecting an r for example in a word that has none. The spelling will come but it may not be through orthadox methods. i.e. You may find that wrote memory works just as well. (Oh and don't forget that there is a difference between oral spelling and the motor imprint to write the word correctly.) And, there are still words today that he cannot spell (we won't even begin to talk about his grammar recognition). This is why he went to college with a computer that has heavy duty word processing. SUBJECT: Re:Counting Money Date: 97-08-01 09:53:58 EST From: JGreene571 This goes back to an entry in February. Hope you are still monitoring. I find that young children have a really hard time changing between coins (nickels, dimes and quarters) when they need to count assorted change. What I do is when I teach the nickel I tell them that there is one dot on a nickel. With the dime there are two dots, the quarter-five dots. Now they have something concrete to use when they count and can switch easily. Down the line they begin to internalize and don't need the dots. (a touch math-type technique) SUBJECT: Re:CharL Date: 97-08-03 16:33:33 EST From: TChamb1008 I don't know exactly where to send you concerning a critique of their program, but I know it's being used at the Charlotte F. Lockhart Academy in Kennasaw, GA. My wife looked at it briefly for a homeschool program, I'll try to get a summary on the program from her and get back to you. I think she has the address of the company where it is published. SUBJECT: learning centers Date: 97-08-04 09:46:55 EST From: Cody120431 I am just beginning my master's project on the use of learning centers in a blended (inclusive) primary classroom. I am looking for resources and research on the subject. I would greatly appreciate any help. You can post a message or email me. Thanks. SUBJECT: Re:Social Skills Date: 97-08-05 21:05:09 EST From: OLVelez The resource room in my school has a great book called "Skill Streaming in Early Childhood". It contains detailed lesson plans on a variety of different skills. It has worked wonders with my class of MR/ED 5-7 year olds. (Sorry, but I can't seem to remember the author.) SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 97-08-10 23:18:36 EST From: SheaStark I am a first year teacher of SED working with LD. I certainly could use all of the help I can get. I don't know that I will be able to reciprocate with anything worthwhile but I am willing to try. Lemme know. SheaStark@aol.com SUBJECT: Multiple Intelligence Theory Date: 97-08-15 10:17:50 EST From: LANIV10142 I just finished a course on Howard Gardner's Multiple Intelligence Theory and thought that it is a perfect fit for the special education field. Does anyone here use Gardner's approach in his/her classroom? How does it work? Do you see an improvement in your students' feelings of self-worth, their progress in academic skills, etc? SUBJECT: Re:Multiple Intelligence The Date: 97-08-15 13:17:22 EST From: PBTanguay LANIV - could you explain Gardner's Theory on Multiple Intelligence for us please? SUBJECT: Block schedule & RSP Date: 97-08-17 12:50:02 EST From: BRGG I am a high school administrator and have a crazy groupd of RSP teacher 4 and they want to teach 4-5 subject in a class -I think we should limit the offereings in each class to better served students...Any Scheduling ideas SUBJECT: Re:Multiple Intelligence Theor Date: 97-08-18 10:00:46 EST From: JGreene571 We have experimented with Gardner's theory in our elementary school. On each grade level the classroom teachers in conjunction with the related arts teachers develop units that incorporate the multiple intelligences such as a unit on community. The kids are divided up amongst the teachers and rotate through each station during a six week period. (Each teacher is only responsible for his or her own piece with the kids rotating through) The math unit may revolve around money and how it would be used in the community. (many hands-on experiences) The related arts teacher may be involved with creation of a project that could be made and sold at a buy-sell day. It's all inter-related and offers many multisensory activities that lead to success for all. My own experience has been that 99% of the kids truly get involved and learn. An extra bonus is that during the six-week cycle, behavior problems have shown a drop-off. SUBJECT: Re:Multiple Intelligence The Date: 97-08-18 11:32:37 EST From: LANIV10142 Multiple Intelligence Theory was developed by Howard Gardner and his colleagues at Harvard, and basically states that there are 7, possibly 8, different types of intelligence that have been isolated through many types of research: neurology, psychometrics, examination of prodigies and experts, examination of "savants," and other studies. These seven are verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinesthetic, intrapersonal (knowing yourself), interpersonal (knowing others), and musical-rhythmic. The eighth is the naturalist, who can identify and use his/her knowledge of nature to survive. Gardner believes that everyone possesses varying degrees of each intelligence, from birth and through experience. Schools stress mainly the mathematical-logical and the verbal-linguistic intelligences. If we want to reach everyone, we need to recognize that there are many ways of being smart. To teach, using an "MI" approach, we need to incorporate other intelligences into our instruction, not all of them in every lesson, but some of them. In this way, we can help children to learn in a manner in which they can feel comfortable and successful. His book, Multiple Intelligences: The Theory in Practice, goes into this approach in great detail. I find this very exciting. I can't wait to get back to school and try it out. SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 97-08-23 22:21:33 EST From: DPendziwat I am beginning my first year teaching a 5th 6th LD combination class. I would be willing to exchange ideas. SUBJECT: Peer Note-taking Systems Date: 97-08-24 12:04:05 EST From: BNM Fluh I am planning a peer note-taking system for a hearing impaired 7th grader. Does anyone have any ideas or information on systems they have tried? How did you identify good note-takers? Did you use a reward system for the note-taker? Anything you can suggest would help. Post a message or email me at BNMFluh@aol.com. Thanks! SUBJECT: DISTAR Language Date: 97-08-24 12:13:05 EST From: Scott VanZ I am still searching for a used copy of DISTAR Language I kit by Engelmann-- Publisher SRA..... I have the workbooks for the 1987 edition, but can't find the Teacher Presentation Books. I could buy a new copy, but they are in a revision and I would really like to get a used copy so I can spend the hard earned money on the revised edition later next year. If you or anyone you know of that teaches and is no longer using their 1987 DISTAR Language Kit, please e-mail me with information. I will gladly pay something plus postage for the kit. Quick responses are appreciated since my school has already started for the year! email w/ info to: ScottVanZ@aol.com SUBJECT: Re:Peer Note-taking Systems Date: 97-08-24 23:09:13 EST From: Mars000210 Hello, since my two children use note takers I have found that the children chosen should be good writters. So accessing the English teachers from the year before to indentify those students whose writting ability is above average helpfull. It's a poor idea to allow the child to chose someone to take notes for them. They usually chose someone they know and this interfers with the quialty of notes and friendships. In the schools where my children attend the state has mandated community service hours that the children need to complete high school requirements for graduation. Thus note takers can complete thier services hours in the course of the year by taking notes for my children. It is still voluntary situation. For a school system that doesn't have this requirment the incentive to help another child will make it harder to find students to help. Maybe extra credit points can be given a an incentive. Switiching note takers durring the year helps too. All kids get tired of providing this service at some point. ( Another incentive is that the kids never run out of thier own writting paper as they use NCR paper provided by the school). I also give each child a present at different times of the year along with a note of thanks. Barb SUBJECT: Re:Peer Note-taking Systems Date: 97-08-25 06:44:14 EST From: Ratatat < It is still voluntary situation. For a school system that doesn't have this requirment the incentive to help another child will make it harder to find students to help. Maybe extra credit points can be given a an incentive. > Barb, Another system I've heard of is that the teacher asks for two or three people to volunteers as note-takers at the beginning of the year. She/he does this in a way that protects the identity of the student needing notes (in high school this can be a big issue). She explains that one of the kids in one of her classes has a problem with processing and needs the assistance of a good notes to use along with their own notes. The teacher then rotates the note-taking job between the chosen students throughout the year in whatever cycle works best for the situation. If NCR paper can be made available, this is best. If not, then the note-taker can be given permission to copy the notes on the school's copy machine in the school office, and leave the notes in the teacher's mailbox. The student who needs the notes then must stop by and pick them up at the end of the day from the teacher. This gives the teacher a chance to review the notes to make sure that the note taker is doing an adequate job, and to touch base with the student to check-in about how the system is working. Also, some teachers have very good notes and outlines of their own that can be copied and shared with a student who needs note-taking support. In addition, many teachers use a lot of overheads. These should be copied and given to the student as well. SUBJECT: Re:Peer Note-taking Systems Date: 97-08-25 09:30:40 EST From: Mars000210 Thanks Ratatat, that may be an issue this year with my middle child going into high school ( today is her first day). I will certainly keep that in mind this week. Thank You Barb SUBJECT: Re:Peer Note-taking Systems Date: 97-08-29 13:18:40 EST From: Socadream These are all excellent suggestions! My daughter is beginning 9th grade and can do her own notes (spelled her own way tho) becaue of great note taking skills drilled/taught to her by spec ed since 3rd grade. I think for her this was the key to her now being in all honors classes. However, this option is still included in her IEP, along withthe use of a taperecorder and small electronic dictionary (will take wordds spelled phonetically). I found its easier to list all options on the IEP...seldom are they needed because the teachers then seem to be willing to make the easier accomadations. The key here seems to be teach these kids the coping skills/note taking skills from an early age--then they can compensate and be more independent--my daughter is so proud of this!! SUBJECT: Re:Peer Note-taking Systems Date: 97-08-30 08:07:14 EST From: Mars000210 Hello, I agree a child still needs to develope note taking skills. The earlier the better, but as you mentioned the child will take notes with mispelled words. The problem we encountered occured when teachers expected the notes to be perfect, no mispelled words or a phrase that corresponded to very specific instructions by the teacher, many teachers provided notes on an overhead and wanted them copied word for word. We had placed in my girls plans that notes taken by the girls couldn't be marked down if there were spelling mistakes or that if the notes weren't copied exactly as the teacher wanted as long as the information that was needed was included in the notes. This allowed the girls to develope note taking skills without a lot of frustration. Take Care Barb SUBJECT: Departmentalizing Sp. Ed. Date: 97-08-30 10:38:20 EST From: JBSK I am a high school Administrator in CA and have a group of RSP and SDC teachers that are doing their own thing. Suggestions have been made to "Departmentalize" so teachers can specialze rather that teach 3-5 subjects each period. When they do teach more than one subject they seem to use packets and call that individualizing. I, yes the "I" word, think the kids need more. Any ideas, reseach or help? You can e-mail me too. SUBJECT: Re:Departmentalizing Sp. Ed. Date: 97-08-30 13:53:57 EST From: MarRigby JBSK: One middle school in our area did something like this: They divided the Special Ed. students into groups, and each teacher taught a specific area within the four academic areas. Then they were mainstreamed for their specials classes--PE, Art, Music etc. It takes a creative group of professionals in both Sp. Ed. and Reg. Ed. to work it out, but I'm sure it can be done. Marilyn SUBJECT: Re:Departmentalizing Sp. Ed. Date: 97-08-30 16:04:51 EST From: Becka59 I've been teaching emotionall handicapped children for 16 years. I have found that the students in my classes are on a variety of levels and have differing needs. In my self-contained classes, I was expected to teach whatever subject that student needed at that particular time of the day time and at their individual level. There were times that I taught three different subjects during one period. This obviously is not the ideal situation, but a harsh reality. My last year in the high school I taught at, I taught 13 different subjects in 7 periods. Often, work was done individually by the student, but a curriculum addressing their individual needs and level. I have currently been using HIGH SCOPE in my classroom. Although I'm back to teaching elementary after 6 years in high school, this program is available for pre-school thru high school. I love it. See http://www.highscope.org I hope this perspective helps. SUBJECT: teacher website Date: 97-08-31 15:22:48 EST From: Blue5203 I have created a website called Shelley's Freebies for teachers. Come by and visit for free offers of instructional materials, office supplies and posters....http://members.aol.com/blue5203/free.htm SUBJECT: Textbooks on tape Date: 97-09-01 06:20:12 EST From: Rbrtrao Check out Recording for the Blind and Dyslexics website at www.rfbd.org. They have nearly 80,000 textbooks for use by students who cannot read standard print. SUBJECT: Peer coaching / tutoring Date: 97-09-03 19:15:54 EST From: LADYDI2X5 I am looking for a model of peer coaching , How did you get started ? What did you do to prepare the students to tutor or help their peers with their homework / schoolwork ? Please reply to ladydi2x5@aol.com Thanks SUBJECT: Earobics at CAPD conference Date: 97-09-04 08:27:05 EST From: Concepts1 Cognitive Concepts, Inc. invites everyone to stop by the Earobics exhibit booth at the upcoming "Symposium on the Assessment & Management of CAPD" October 17-18, 1997 at the Ramada Plaza Hotel in Greenville, NC. The conference, sponsored by the Department of Communication Sciences & Disorders at East Carolina University, will feature several outstanding guest faculty who will discuss the scientific foundations of CAPD, intervention strategies, and the scientific basis of clinical approaches. All in attendance at the conference will have the opportunity to view and experience "hands-on" the Earobics Auditory Development & Phonics programs. Dr. Jan Wasowicz, the program's creator, will be present to answer questions about the theoretical and scientific basis of the Earobics programs. Please stop by and say hello. For registration information contact the Office of Allied Health Education at (919) 816-5205. For more information about Earobics visit www.cogcon.com SUBJECT: adult education Date: 97-09-06 20:51:56 EST From: AM3638 Is there a chat and a teachers' exchange for teachers of Adult Education. If you know of any please Email to AM3638@AOL SUBJECT: Part-Time special education? Date: 97-09-07 17:13:12 EST From: Eeyorecwp I was just given a new assignment teaching students with pull-out services for anything that they can't handle in the regular education classroom. Some of them are being pulled out for everything except one subject, but the district says there is just no room in the full-time classes. Don't remind me about the law, I already know the district is in violation, so that won't help me any. Anyway, the students have terrible attendance problems, and I'm told that I cannot use any of the real-life teaching that was so successful with my students last year. Last year I taught Moderate-severely limited students with behavior disorders, also in a inner-city school district. I thought nothing could be as bad as the stuff I had to wade through last year, but this district is just incredible. I cannot believe some of the stuff they are spouting off on. So, what I'm looking for are ideas that will make this stuff meaningful to these students: I'm supposed to keep them in their social studies/science classes *until they begin to fail*, and then I can pull them for 'assistance'. Never mind that most of them aren't quite sure about their own community, we're going to teach them about early American history. ARRRRRRGH! I proposed having them write letters in order to teach the skill, either to each other in different classes, or through a pen-pal exchange. I proposed checkbook math, menu math, and market math(similar to the Remedia publications books) for the math classes as the students are all stuck on basic facts, and percentages/fractions. This was all 'okay, that is good, but its not in the basal reader/math so you can't do it.' HELP! SUBJECT: Re:Part-Time special educati Date: 97-09-08 14:18:34 EST From: Lynnebl It is not unusual for learning disabled children to receive their education from a combination of regular and special education classes. Least restrictive environment, right? However, it sounds to me that you are implying that the school has changed children's placements without IEP meetings. If this is so, it is against the law. It is sad that they are fighting at teacher that is willing to be creative and use different strategies to teach students. SUBJECT: Re:Part-Time special educati Date: 97-09-08 20:15:35 EST From: Eeyorecwp Well, yea, they also changed my job assignment without asking me or changing my contract. That didn't matter to them... And yes, they see the students failing before their eyes, and yet they still do the same thing. I just can't believe it. It is sickening. But, what can I do? I'm not a new teacher, but I'm new(soon, I hope, to be old!) to the district. Its a shame, I really don't mind teaching in the inner-city districts becasue I like helping the kids and seeing how different places are making it with little money... that was how I came up with this real-life teaching anyway... the curriculum materials you need for this are fairly cheap, though a computer does help!! I guess... I'm just going to do it anyway, and hope for the best. That is... if I ever get the kid's schedules... SUBJECT: Re:Part-Time special educati Date: 97-09-08 22:32:46 EST From: Lynnebl Eey.....Are you stating that it is commonplace for your school district to change a student's placement without an IEP meeting? What about turning your district into OCR or OSEP anonimously? It seems as though parents have the most power to change things if they would only use the laws to their child's benefit. SUBJECT: Re:Part-Time special educati Date: 97-09-10 17:57:40 EST From: Eeyorecwp So far as I know they aren't changing placements without having IEP meetings. I meant that they changed MY job assignment. I've been bounced 5 times since the year started. Now we're on Day 9(tomorrow) of no special education services. SUBJECT: Re:Part-Time special educati Date: 97-09-13 09:23:46 EST From: Lynnebl <> Offering no special education services to students who require these services in their IEP is a change of placement in my book. Does anyone know how much leeway the school has at the beginning of the year before beginning to follow the IEP and it's modifications? SUBJECT: Re:Part-Time special educati Date: 97-09-13 20:15:06 EST From: Ratatat All students with IEPs are supposed to have the IEP in place and implemented on day one. A change of placement is 10 days. If a student's IEP is not being followed for that period of time then the IEPC has to be reconvened in order to determine a new plan that will work. SUBJECT: Re:Part-Time special educati Date: 97-09-14 08:06:13 EST From: Mars000210 Hello, it's just a thought here, but I have found that many times it takes a few weeks for new teachers to get organized themselves. I always look at the system the teacher is sending home and review my childrens IEP plan and call each teacher durring the first few weeks of school and review the the accomedations and how to implement them into each teachers class. The teachers usually know and want to implement the accomedations but don't realise the importance of starting them at the begining of the school year. I found that they were going to implement them, but that they hadn't gotten to them yet because they hadn't hit that part of their teaching plan were they were needed ( in their opinion). An example: note takers with daily notes sent home. A teacher who is lecturing, but not require the other children to write down notes of the lecture, might not realise that your child can't remember the lecture without notes to follow later. They have to be made aware of that and you both have to brain storm how notes of lectures will be given to your child, even thought the rest of the class may not take notes at that time. So the problem here is not that they were really being non complient, but rather viewed the accomedation as something that was not needed till later when notes would be required for the class as a whole. It really helps to call early and discuss why the accomedation isn't being done from day one. This prevents a lot of misunderstanding. Take Care Barb SUBJECT: Re:DISTAR LANG Date: 97-09-15 17:54:18 EST From: WAYSTEVE A book is available titled "Teach Your Child to Read in 100 Easy Lesson". It is the SRA DISTAR reading program adapted for Parent and Child. You can order it on-line from Amazon.com. SUBJECT: Re:Music Resources Date: 97-09-16 07:18:51 EST From: ElfKat Am trying to locate materials written by Dr. Richard D Weber for use in music in special ed. They were orig. written in the 1960's and '70s -- titles were something like "Musicall" and "Sight Sound & Symbol." I was a piano student of the late Dr Weber and need to view these materials for an upcoming research project. Reply to ElfKat@aol.com Thanks. SUBJECT: " I NEED HELP !!!! " Date: 97-09-18 20:31:28 EST From: Obofbag Hello all, Thanks for taking the time to read this: Im a teacher with little experience with inclusionary settings. I am in great need of your ideas, input, strategies , management ideas , etc that this general educator can employ when working with kids with special needs. I currently teach sixth grade . Any ideas ?? Please help me out ,...Thanks E-Mail Ideas if possible to Obofbag@aol.com SUBJECT: listserv Date: 97-09-18 20:43:50 EST From: PRubincan I am looking for listserv addresses on special education. The ones that I have are no longer in service. I am looking for info on transition and school to work programs. Thanks SUBJECT: Inclusion &grading contracts Date: 97-09-19 23:32:58 EST From: MStar945 Need input on designing grading contracts for severely disabled students. This will hopefully boost our credibility (spec ed) and eliminate the notion that "we have to pass the kid because they're special ed" as I have I heard so often from reg ed. It will be my professional dev plan this year and I am searching for ideas. The aforementioned students are lower IQ with severe learning disabilities. Some are actually qualified for a much more restrictive setting in a life skills class, but the parents refuse to allow these services. SUBJECT: Re:listserv Date: 97-09-20 19:14:52 EST From: Willsons This is not a listserv address, but this type of information is available in books which can be ordered from: Academic Therapy Publications 20 Commerical Boulevard Novato, CA 94949- 6191 I was looking through that catalog today (for materials for much younger children) and this caught my eye because transitional materials can be difficult to find: Career Inventories for the Learning Disabled. There are other materials that might be of interest to you. SUBJECT: math and spelling Date: 97-09-22 11:16:32 EST From: KathyCS I am looking for help for my third grade son. He reads at grade level, however, his spelling is still at early first grade level. He cannot distinguish vowel sounds and he has a very poor rote memory and poor sequencing skills. His math skills are also very low. He has been trying to learn addition and subtraction by touch math for two years, but his one to one correspondence and/or counting skills are so poor that he makes frequent errors. This weekend I made him a big number line with sandpaper numbers and I'm thinking this may help. Any ideas would be appreciated. The most accurate label for him would probably be NVLD with a somewhat below average IQ. SUBJECT: Re:math and spelling Date: 97-09-22 12:53:09 EST From: Mars000210 Hello, you wrote: Have you tried to let him use a calculator for all math computations. This may not get the the route cause of why he can't add and subtract, but it will give him an alternate means of understanding how to come to the correct answer. My children couldn't do rote numbers, times tables were awfull to remember, they could get a different answer for the same problem each time they worked the math problem out. The calculator at least freed them from the frustration of doing math. They understood the concept and after using the calculator for a few years they now can do most of the times tables in thier head ( a bonus we didn't expect). We are into algerbra now, and both girls like doing math. If you chose to use a calculator, get a big one, we found one that was a larger unit that could sit on the desk with two handles on each side. It seemed to work better for the first two years, the little hand held one's (even with big numbers didn't quite work as well). It was heavy enough to sit on the desk and be used, but the handles made it easy to use as a hand held unit, as well as being portable. So it was the best of both worlds. Take Care Barb SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 97-09-22 18:31:33 EST From: The 6 peas I'm new to this age group-I could use help if I can pick your brain-Behavior,rewards,ANYTHING! Thanks-The 6 Peas. SUBJECT: Re:math and spelling Date: 97-09-23 09:15:14 EST From: HanSolo343 Barb- Thanks so much for your message. I'm very inclined to go with the calculator at this point. It seems like so far he's just been wasting a lot of time not getting anywhere. When your children used a calculator for larger math problems such as 56 x 34, were they supposed to do each step separately, as one would manually, or were they allowed to enter the whole problem on the calculator? Thanks again. Kathy SUBJECT: TechnoRanger Journal Date: 97-09-23 11:59:03 EST From: RMeth96618 TechnoRanger Journal is a neat resource for special ed. The issue I got had 20 MB of adapted units, including augmentative communication boards, for the Macintosh computer. If you'd be interested, call Legacy Resources at 888-777-2970. At $30, it was a good deal. SUBJECT: social skills Date: 97-09-23 20:56:49 EST From: CAKERSII i am an instuctional aid working with students with severe learning disabilities.i am teaching in a vocatoinal program would love ideas on social skills related to their jobs would appreciate some helpthanks SUBJECT: Re:math and spelling Date: 97-09-23 21:24:33 EST From: Mars000210 Hello, you wrote: < were they supposed to do each step separately, as one would manually, or were they allowed to enter the whole problem on the calculator?> No, the girls just use the calculator to their best advantage, to come to the correct answer. We did allow that a certain amount of the math problems the girls must show examples of how to work the problem on paper. I think this is important because as the math progreses, such as in alegebra you need to know how to the problem is set up and worked. My youngest is doing alegebra 1 now and I can see that working problems helps with her understanding, but she still uses the calculator to make do most of the problems. I am not a math teacher, but it seems to me learning the steps is just as important as arriving at the correct answer. If a child can show examples of each type of math problem, and then calculated answers for the majority of the work. The child has then demostrated that they have learned the math concept. In reality what do we want for most of our children in relation to math, that in their avocation or personal lives they can arrive at the correct answer. Not that they can sucessfully recite the times tables. Take Care Barb SUBJECT: math Date: 97-09-23 21:55:34 EST From: KathyCS Thanks so much for your help, Barb. I'm beginning to see a ray of hope. SUBJECT: Re:Inclusion &grading contract Date: 97-09-25 09:27:31 EST From: KathyCS In her book Classroom Success for the Learning Disabled, Suzanne H. Stevens has a pretty good discussion of grading practices. I think these ideas would be appropriate for the children you describe. Basically, she says you can either give one grade for content and another for form ( this would be most applicable for a student of average intelligence with LD) or you can give a grade showing the grade level the child is at such as B/3 even if the child is in sixth grade. This would be for a child who was at the third grade level in a particular subject and working well. Another alternative would simply be to write 3/LD, thereby giving an explanation of the grade level at which the child was working. And she adds a final option of omitting a grade for these children and simply writing LD. One thing is certain, it would be terribly demoralizing to consistently give failing grades to children who are working to the best of their ability. I hope this helps. Kathy SUBJECT: computer program ideas Date: 97-09-25 17:57:14 EST From: AliCattzz anyone have any computer programs that a teacher can use in order to help create curriculum lesson plans. please give me your ideas if you have any. email me at AliCattzz@aol.com or allicat@cyburban.com. Thankyou. SUBJECT: Fingerspelling/ reading skil Date: 97-09-25 22:01:40 EST From: WVV Hiker Greetings, Does anybody know where I should look, or does anybody have any info regarding the use of fingerspelling to help improve sound symbol awareness and improve reading??? Thanks. Anne SUBJECT: Re:Great Book! Date: 97-09-28 10:41:34 EST From: AliKatt96 Please send me info on the book mentioned.!Ico-teach a 4th and 5th grade class, Thanks SUBJECT: Re: Touch Point Math Date: 97-09-28 10:50:16 EST From: AliKatt96 I will like to implement your ideas in a co-teaching classroom. Please e-mail any info appreciated! Thanks. SUBJECT: Curriculum Based Measurement Date: 97-10-09 13:02:09 EST From: Stantons4 As a teacher, I'd appreciate if anyone has experienced CBM as an alternative to the standard Wechsler and Woodcock-Johnson manner of assessment...thanks! Please contact Stantons4@aol.com. SUBJECT: Re:Part-Time special educati Date: 97-10-11 00:16:56 EST From: CROWNST Once an IEP is signed, it goes into effect. The District must provide any and all stipulations in that IEP. Or, you can file a non-compliance. What is it you are waiting for...I am new? Crownst SUBJECT: Re:Part-Time special educati Date: 97-10-11 00:18:04 EST From: CROWNST If an IEP is not being followed....and the provisions of that IEP meet the childs needs, file a non-compliance complaint to get things into compliance Crownts SUBJECT: Re:" I NEED HELP !!!! " Date: 97-10-11 00:20:05 EST From: CROWNST Can you be more specific? Crownst SUBJECT: Re:math and spelling Date: 97-10-11 00:26:29 EST From: CROWNST Dear KathyCS: Re: Math....have you tried using manipulatives for math....they offer a tactile component which might be helpful to your son....especially if he has favorite animals or colors or shapes....there are so many wonderful manipulatives to learn from.....or tiny cars, or marbles or buttons, or crayons or stuffed animals. I would try lots of different things... if something like touch math hasn't worked in 2 years....you are right to look to other methods... or combination of methods, i.e., using manipulatives to represent each dot of touch math and then counting up the manipulatives. Using his fingers...puting number in his head and adding the other with his fingers. There are lots of wonderful ideas. Tell me more, maybe I can help. Crownst. Keep up the good work and don't give up.... SUBJECT: Re:Tricks/Tips for 5th/6th G Date: 97-10-12 18:47:15 EST From: J LH Smith Resource can be done different ways, but the 2 most common is the content mastery model where the students come for extra help with their assignments or direct instruction model where the special education teacher teaches the core subject areas that the ARD committee recommends. If you are teaching the students using the direct instruction model for reading/ writing /grammar. You and them can have a wonderful time learning. You could teach thematic units to grab the students attention. Then the students could do additional research, write stories or reports with illustrations. Then they could present to the class and practice questioning and responding to questions. One day every week, the class can spend time with you having short lessons on grammar and analzing sentences for grammar and spelling mistakes. Over the years what I found teaching high school and elementary special education students is the students want to learn. However, some lessons do not motivate or teach the LD student. It is important for you to create interest, and a way for the students to share that interest with others. If you want the students to gain vocabulary from the units have them work together in groups to look up the words. Then have them to use some of the vocabulary in their stories. I would also suggest word processors with spell checks and thesaurus. Many times LD's have to use lower level vocabulary because they have such a hard time spelling or problems with word recall. I like the talking word processors because the students can hear what they are writing. I would like to suggest that you not focus on the the reason the LD's are coming to you for assistance. Your class needs to be creative and artistic where you will assist them in problem solving only if they want your help. LD's are very good thinkers, and many times they like a good problem. Praise each student for the progress that he makes by saying, you must feel very good about your accomplishment (or something like that). A few other things that helped is getting the students to increase their reading speed and a good spelling program. When the students write, have them to write the word down on a separate sheet of paper and have you check it. If the student has dictionary skills, have him to look it up. If the student is a lower level student, write the word for him. With both students, analze the words together and celebrate the letters the student got right. However, for those students who write so fast that they don't think about spelling, highlight a few of their misspelled words in their story and have them correct it by using one of the above methods. LD students are my favorite type of student to teach and I hope you will enjoy them too. Special Education Teacher (15 years experience), Mrs. Smith SUBJECT: low level-hi interest Date: 97-10-12 20:49:38 EST From: Kelsgart I am looking for some good middle school level materials for Earth Science & Geography which are written on a 2 grade reading level. I am creating my own materials now for my seventh grade students, but it is very time consuming. I am trying to challenge them with the general education curriculum so when we gradually transition to the regular class we will be aware of concepts and skills they are using. So far so good, but I need materials. Email me at Kelsgart@aol.com. SUBJECT: Need a lesson Date: 97-10-15 12:20:13 EST From: Cr8Nhavoc HELP! I am an education student taking a special education course. My next assignment is to teach a lesson to the class and pretend one of the class members has some kind of disability. The purpose of this assignment is to show how I would deal with that mainstreamed student and make them feel included while managing their behavior as well. If you have any ideas for me please e-mail me. I am totally lost for ideas. e-mail: Cr8nhavoc or MissTeacha SUBJECT: Ideas for autistic students Date: 97-10-19 10:13:52 EST From: RachPA1 I am a preservice teacher in my junior year of college. For my psych of learning class I have to give a 20 minute presentation on autism. I want to get the class involved as much as possible. I am looking for any type of worksheet or exercise or any materials would allow me to get the class involved and let them see what is may be like to be autistic. If anyone can help, you can email me a RachPA1@aol.com. Any suggestions would be GREAT! Thanks alot. SUBJECT: Trade Books Date: 97-10-19 11:37:16 EST From: JaniceR919 I'm interested in finding titles of Trade Books that I could use in my 5th or 6th grade reading classes that would give me the opportunity to discuss/teach self-esteem, getting along with others, and understanding other students with special needs. A few that I can think of already are The Pinballs, The Summer of the Swans. Thanks SUBJECT: Spelling Programs Date: 97-10-25 23:14:37 EST From: DTKosbar I'm interested in ideas for spelling programs for elementary students with disabilities in writing (spelling). After testing my students and seeing their spelling areas of concern; vowel combinations, adding endings, etc. I'm trying to think of an organized way to teach them, that is not "dittos". SUBJECT: Re:Spelling Programs Date: 97-10-26 00:14:07 EST From: Willsons I am a Speech & Language Therapist. As long as I have taught, I have routinely incorporated phonemic awareness activities into my articulation and language programs. Last year I was searching for a tool to help a student who had weak auditory processing skills, very poor encoding and decoding skills, and seemed to like approaches that engaged his tactile sense. I happened upon a product called Touchphonics. I have hesitated to post about it, because people might think I am selling it (I am not!), and because I had just begun to use it. However, having used it since July, I can tell you that I am very excited about it. Although it gives you definite guidelines, it is not a rigid program that you have to follow; it is a supplemental tool. I have used it in a great variety of ways, for students with different needs: articulation, spelling, reading, upper level vocabulary, etc. It includes a diagnostic inventory that is a great help for knowing where to start teaching. It is on the Net. They offer a video that shows you what the product is all about. SUBJECT: Making Geometry Fun Date: 97-10-30 11:44:02 EST From: CNJS4 I'm a grad student currently working on LD/ED certification. I'm observing in a self contained Geometry class and am required to develop a learning project. Want to develop a game to be used in the classroom to help the students internalize the vocabulary and related concpets in particular. Am considering a "pictionary-type" game. I'm just curious if anyone has tried anything related or has any suggestions regarding what does and doesn't work. Greatly appreciate any feedback. Please E-mail me at CNJS4@aol.com Thanks Nicole SUBJECT: Re:Trade Books Date: 97-11-02 10:54:52 EST From: PKVAU Do Bananas Chew Gum (can't recall author at the moment) is about a boy with dyslexia. Sixth Grade Can Really Kill You, Barbara Cooney is about a girl with learning disabilities and the way she tries to hide this fact from her friends. Both are pretty good, around 4th grade reading level.Be a Perfect Person in Just 3 Days, Stephen Manes, is another good one - easier to read, very funny. It's about a boy who learns that being perfect is not all it's cracked up to be. Molly's Pilgrim, Barbara Cohen is another good one that tells of an immigrant's daughter and her embarassment at her mother's accent/ways. She comes to appreciate her mother and is not so embarassed by being different. This one is about 3rd grade reading level. SUBJECT: Re:Music Resources Date: 97-11-02 18:32:13 EST From: Hots07 Did you ever find anything? SUBJECT: Resources for older students Date: 97-11-11 12:57:14 EST From: HEYZQ I work with a class of multihandicapped deaf students aged 18-22 and am always on the look-out for resources-- literature books, posters, lesson ideas, etc. that are set at a low reading level with lots of pictures but that use pictures of adults/teens with or without special needs. I'm so frustrated with finding great info on, for example, safety posters-- but pictures of preschoolers (or worse yet bunny rabbits and teddy bears). My students need to identify themselves as adults but get no help in this from the "education industry". Anyone have any ideas? Anyone sharing my frustration? HELP!!! SUBJECT: Red vests? Date: 97-11-12 18:11:20 EST From: Df3450 Hi, there are 5 of us, paraprofessionals who work in a middle school setting in Minnesota, today our sp. ed. teacher { Female} told us that we have to make and wear red vests with the words HELP and WANT in 2 places on our chests. We work with multiple and severely handicapped 6.7.8 graders. The teacher says this is for the visually impaired to use it as a sight to look at the words and use it to communicate with us, 3 of out students are considered legally blind, they have a problem with the eye signals going to the brain, I cant remember the proper termanalgy right now.... but we are wondering.....as any one heard of research of this kind? Whats the possibility of this working successfully? We are all supportive of out teacher, but we feel this is a a far out idea. In our school district we use mainstreaming and she wants us to wear these vests in the the classroom. All 3 of these students, Ive mentioned , are in wheelchairs and we are usually positioned behind them or on the side of them in the classroom. We do use Speakeasys and switches, so the communication is constant. We feel the vests will really set us apart from the reg. kids and the signs on our chests are really too much. Will we be come the laughing stock of the school? we think so.... Any thoughts on this, Id welcome them... email can be sent to df3450@aol.com thanks Peggy ps.. I plan on going to the vice. princ. and tell her the same thing as I wrote above..... SUBJECT: Science/Social Studies Curr. Date: 97-11-12 21:05:21 EST From: Mrckeymous What ideas are out there concerning Science and Social Studies curriculum for 4th-6th grade students in a self-contained resource room. The students I have read at a 2nd grade level and are low LD/ high EMH level. Presently I pick and choose using various themes depending on their interests. I have used old disgarded 4th grade curriculum in the past. I struggle with what curriculum to use - Life Skills or that which is geared to regular division. Their IEPs do not call for science or social studies goals. These kids do not know how to use a real textbook. Is there any benefit to taking notes? Any ideas are welcome. (this board or mrckeymouse @aol.com.) Thanks in advance for your ideas! SUBJECT: Palentology curic:Any ideas Date: 97-11-12 21:35:25 EST From: Ish4030 I am in the process of designing a science study on dinosaurs for my second grade classroom. Has anyone ever developed this type of curriculum? Any suggestions? Storkie SUBJECT: Re:Juvenile Detention Educat Date: 97-11-12 21:45:48 EST From: Ish4030 Michael: I will pass this information on to a few individuals I know in the corrections field. Buy the way would your inmates be interested in receiving mail from an all male corrections facility in California? Post a message here... Looking forward to your response! STORKIE*** SUBJECT: Re:Communication Software Date: 97-11-12 21:52:21 EST From: Ish4030 Do you happen to know the exact date of the Macintosh Educational program and the contact at CA. State Northridge.. Email me (STORKIE) at GTolmasoff@aol.com SUBJECT: Re:Music Resources Date: 97-11-12 21:55:50 EST From: Ish4030 Eileen: I attended a conference recently in which various drum rhythms were usud to help children-adults with learning disabilities concentrate better.If you would like more information. contact STORKIE SUBJECT: Re:Spelling Programs Date: 97-11-15 20:04:26 EST From: Scott VanZ Have you seen the SPELLING MASTERY program by SRA! It is the BEST! SUBJECT: Autistic Teacher Needs Help! Date: 97-11-16 16:38:33 EST From: I Teach DJ I just started my first teaching job at a private center for children with autism. My classroom has virtually no materials. I am spending hours every night coming up with ideas for lessons and then creating these lessons. I would greatly appreciate any lesson suggestions and ideas any one has. My students are in their teens but, function at an extremely low level PreK, K, and 1st grade levels. E-mail me at the following address or leave me a message here. E-mail I Teach DJ @ aol.com SUBJECT: Ideas for autistic class Date: 97-11-25 23:52:21 EST From: C1R2MEYER For I Teach DJ: Since it sounds like the students you teach are significantly below grade level (with possible cognitive delays) I would recommend going to a functional curriculum. Try to go on a field trip each week and take the local bus. Have students help you plan and appropriately use their tokens. Use functional curriculum Make picture books for nonverbal students so they can tell people in the malls what they would like to get. Start bringing in ads, newspapers, etc.. Talk about sale items, try to get students to say how much something costs. See if they can compare two sale prices and figure out (with the help of a number line) which item is cheaper. Make a lot of simple foods. There are picture symbol recipes available on the market. This would be a very appropriate reading lesson. Students have to read labels, compare ingredients, make sure they have the right measuring cup, and can mix and complete a very simple recipe. Purchase The Syracuse Community Referenced Curriculum Guide which details lessons that are very appropriate for this level of functioning. Use the dollar to cover the change method (e.g., have student pick out something in ad they like & then count out REAL dollar bills for the number before the decimal and one to cover the change (e.g., $7.35--count out seven dollars and add one to cover the change). Start jobs around the school (e.g., recycling, picking up trash, etc.), and stick to routines. These students need a consistent routine and schedules. Hope this helps. SUBJECT: b/d reversals Date: 97-11-30 21:09:15 EST From: Ribs76 Does anyone have any easy tricks for b/d reversals. Feeling desperate! SUBJECT: Re:b/d reversals Date: 97-11-30 23:12:37 EST From: Cem50170 I know just how you feel! I told my second graders last year that they could NOT go to third grade still mixing up b and d. Needless to say, they still are. I've tried showing them the "bed" with fist together, thumbs up. One student in particular has turned this into his own method-he says "a, b [holds up left thumb], c, d[holds up right thumb]" It works for him when he thinks about it. I also tell them to look for the little b in big B. If they can turn it into a capital B by adding the top part it's a b. At a conference I heard a teacher who tells a story about "Billy b" who loves baseball and when he gets home he always picks up his bat first, then his ball. And then I still just keep reminding. I have one student who always just writes his p backwards. I don't know any trifor that.