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#1 ARCHIEVED POSTS FROM
SPECIAL EDUCATION FOLDER:  METHODS/MATERIALS FOR LEARNING DISABILITIES
NOVEMBER 16, 1994 - JULY 27, 1995
FILE NAME:  SPEDMLD1.TXT
28 PAGES

Subj:  Reason for Folder
Date:  94-11-16 13:03:49 EDT
From:  JSistrunk

As a new AOL user, I've been greatly impressed by the amount of knowledge and
experience of teachers and parents in this forum.  As a Reading
Specialist/Special Educator (doing private remediation & consultation) I've
particularly appreciated suggestions about methods and materials.  I've sent
inquiries to 3 different sources.  I'd like to compile a list of resources.
We all know different things work with different children, but 1) exactly how
do you decide what the child needs? (certain assessment instruments,
observation, review eval. etc) and 2) what SPECIFIC materials/methods do you
use for different cases? I know I have my favorites, but am always on the
lookout for other successfull methods/materials.  Post your suggestions and
include the following: name & description of method/material; source (phone &
address); cost; who it works best with (certain type of disorder, age, etc.);
in what situation does it work (1 on 1, class, etc.); any special training
required (what & where); personal experience; and any other pertinent info.
This is a move beyond theory into the "brass tacks" of practice!  (Of course
books, etc. describing theory are welcome, too )  Thanks!!! JSistrunkSubj:
Methods/Materials
Date:  94-11-17 16:14:10 EDT
From:  JSistrunk

Some of my favorites:
Developmental Variation & Learning Disorders by Mel Levine. (book, 625 pgs.)
the ultimate resource- describes lrng. disorders in a non-labeling manner,
offers guidelines for assessment & mgt.  $49.75.  Educators Publishing
Service. 1-800-225-5750  (EPS is a great source of materials)
also by Levine:
All Kinds of Minds, & Keeping Ahead in School.  books for students to help
them understand lrng. disorders.  can be used with adults, too.

CH.A.D.D. Educator's Manual.  Caset Associates. 1-800-545-5583, fax
703-352-2405.  $12. Description, assessment, intervention & legal issues. for
ADD/ADHD.  invaluable!

How to Reach & Teach ADD/ADHD Children by Sandra Rief.  Center for Applied
Research in Education, New York, 1993.   Resource book of techniques for
specific problems, different ages.  I paid about $27. at the bookstore.

Recipe for Reading by Nina Traub.  EPS (see above for phone). structured
approach to linguistics.  for all ages, can be tailored.  Manual contains
lessons & instructions for making your own materials (don't have to buy
them!). Kinesthetic instruction for letter formation, etc.  Storybooks,
workbooks, writing paper, etc. available also.  It's been around a long time.
I've had success with it.  Manual is about $11.50. (a bargain!)

Skills for School Success by Anita Archer & Mary Gleason.  Curriculum
Associates. 1-800-225-0248. (another good source for materials). lesssons
with workbooks (consumable) teach organization, learning strategies, etc.
Stuff that learning disordered kids don't automatically "pick up"  - also
keeping a notebook, assignment pad, calendar, etc. by grade level (Gr.1-
H.S.) Teacher Guides (1 for each level) about $20, workbooks (consumable)
around $4-$8 (volume discounts).  Great for explicit teaching of these
skills.

Touch Math.  Bullock, pierce & McClellan.  Innovative Learning Concepts, Inc.
719-593-2448.  Touch & count method.  Numbers are taught with "touchpoints"
on which student count. Can be used with all 4 operations (+,-,x,/) visual,
auditory, tactile.  Prices vary,  starter programs around $90 -includes
blacklines.  for "grades 1-4, & Spec. Ed.".  Have to see it to understand how
neat it is!

*Please excuse my lack of underlines!  I don't know how to underline on here
!!!

Call if you have questions or need more info.  JSistrunkSubj:  Teaching life
skills to LD kids
Date:  94-11-19 19:38:13 EDT
From:  Jen4MET

I am a teacher at the Riverview School in E. Sandwich, MA, a residential high
school for students with pervasive learning disabilities.  We focus not only
on academics, but also on social and life skills. I am particularly
interested in any information or sources regarding these areas. Subj:
Re:Methods/Materials
Date:  94-11-23 22:22:35 EDT
From:  Roberta217

I also work with ld/ei and gifted students.  Quite a combination.  Levine's
books are great.  If you want a book for pure inspiration for the kids to
read and know about, get a hold of a copy of REACH FOR THE MOON
(Pfeifer-Hamilton, Pub. $17.95).  It is written by a 13 year old girl with ld
and really sends the message to all kids with disabilities:  you're not
stupid, you just learn differently.  Kids are blown away.  Poetry and short
stories are beyond her years.  Beautiful art work that can also serve as a
catalyst for student writing in your classroom.Subj:  Re:Teaching life skills
to LD ki
Date:  94-11-27 01:26:57 EDT
From:  MomJeanie

     I am a long-time teacher of Severely Learning Handicapped 4-6 graders in
Southern California. It always interests me to find students who, with a
deficit in one part of the brain, seem to have another part that has
over-compensated to the point of genius.
     All state colleges are required to have a department which helps
disabled students. We know that there have been many famous people who were
learning handicapped, among other handicapping conditions, and did much to
help mankind. Each one had someone, a mother, a wife, or tutors who gave
generously of their time to help the disabled person in the deficit area or
they never would have been so successful. This is why state colleges are so
important to our disabled students.
     Every year I gather up former students in jr. high and high school and
take them with my students to Cal State Long Beach. It has one of the most
progressive high tech labs where learning handicapped students can not only
be tutored, but also use the latest technology.
     One device scans the page of a text into a computer which then reads it
to the student while, at the same time, records it on tape for the student to
take home.
     It has given them much hope. These students can see that it is possible
to specialize in their best field while getting help in areas of need.
     This resource is available to you in your area. All you have to do is
call your nearest college and arrange a field trip, providing the college is
close enough. At least all students should know this is available.
     I'm so glad you are working on social and life skills! Your students
will thank you many times over.
 Subj:  Re:Methods/Materials
Date:  94-11-27 01:35:56 EDT
From:  MomJeanie

Dear Roberta217,
     I'm so glad you made information on REACH FOR THE MOON
(Pfeifer-Hamilton, Pub. $17.95) available to us! I just purchased it and read
it. It's wonderful!
     We teachers of the Learning Disabled know that when there is a deficit
in one part of the brain, sometimes another part of the brain
over-compensates. And that certainly must have happened in Samantha's case.
What a deep sense of feeling she has for her environment. This is a book that
will truly inspire everyone.Subj:  LD & Multi-age Classrooms
Date:  94-11-30 23:55:15 EDT
From:  CoTeachNet

I don't know where else to put this message so here goes:
Help!  Our district is moving at lightning speed toward multi-age classrooms.
I need to know if any of you are doing it, what does it look like?  Are there
LD students placed in the classrooms? Are they grouped?  How are the
classroom groupings arranged - hetero or homogeneously?  Does the LD teacher
get assigned full time to that classroom?  What are the high/low points?  How
do you work the curriculum?
Enough questions?  I have been teaching in an REI model school for 6 years
and this one has me worried - especially since we don't get enough admin.
support with what we work with now!
Candy from CoTeachNetSubj:  Resource for LD Children
Date:  94-12-01 22:45:44 EDT
From:  EllenH7839

Children who need a well-structured, easy-to-follow approach to learning to
write often do well with The "How to Write" Book from Hajek House.  The book
provides practice in thinking before you write, grouping ideas, and writing
with a model.  The book works well for ESL students, too.   For a free
brochure, write Hajek House, 12750 W. 6th Place, Golden, CO. 80401.Subj:
Instruc./Diag Software for SP ED
Date:  94-12-05 15:43:24 EDT
From:  Barbieha

I am working as a college student and district Special Ed. employee,
investigating software that will serve as a tool for the diagnostic Special
Education Staff.  The software could include testing for ADD, ADHD, and
various other Learning Disabilitiy areas.

In addition, I am looking for instructional classroom software for same
student profiles.

If available, please include evaluations of the software.

I am available through [e-mail]:  New Teacher
Date:  94-12-07 20:11:11 EDT
From:  JCNiccolls

Hi..I would love some information for teaching reading skills to 4th grade LD
students who read about 2nd grade.   I just started my first teaching job,
and would appreciate any practical suggestions.Subj:  Re:New Teacher
Date:  94-12-07 21:24:03 EDT
From:  JLUS

Get soem training in a multi-sensory phonics based method (Orton-Gillingham
based).  You will be amazed at how giving the basics of phonics will help
their reading skills!!  But it can't just be phonics.  You have to use
multi-sensory teaching methods faithfully to address their different learning
pathways!

Good luck!Subj:  New Teacher
Date:  94-12-07 22:49:12 EDT
From:  MLTowle

Structured reading programs such as Reading mastery, Wilson and Stephenson
seem to work well with kids who require structural analysis and phonetic
skillsSubj:  Interpreting Eligibility Criteri
Date:  94-12-10 11:51:06 EDT
From:  MLTowle

There is discussion in our district about "tightening up" services being
given LD students.  For example, if a student is found during testing to have
at least 2 yrs discrepancy in writing and reading, he/she should be serviced
only for writing and reading instruction.  Up until now, these discrepancy
areas could be interpreted as indicative of a student who needs extra help
also in reading the Social Studies text, and extra help in solving math word
problems.  Further, if a visual processing defict exists, could he/she not be
eligible  (if the point has to be argued) for math, even though the math
scores were not exactly 2 years below expected level?  Sometimes, and very
likely more often in the future, just "knowing" they need help is not a
strong enough argument.  Comments?Subj:  Re:Interpreting Eligibility Crit
Date:  94-12-10 12:34:48 EDT
From:  SusanS29

    In my state (Missouri) that would be a violation of the rules and
regulations. In fact, I believe that sort of thing also violates federal
regulations. (Mind you, *I* don't agree with the philosophy that the child
has to fall flat on his face in the mud before being handed a towel. If I
were walking down the train tracks, and a train were coming but hadn't hit me
*yet* I would rather someone pull me off the tracks in time instead of
calling the ambulance afterwards.)

Nevertheless, the rules are very clear that the goals and objectives must
match both the diagnosis and the present levels. Now--mind you--I did
construct my IEPS to head off trouble sometimes. For instance, I'd document a
memory problem, and then work on math facts *as a memory task, not a math
task.*

So what I would do is write some prevocational goals that the child will
learn to compensate for his disabilities. THEN you can teach the child ways
to work around his visual processing problems in math. Do honor the spirit of
the IEP; for instance, if a child has a lot of trouble copying accurately,
you could give him Post-It (TM) notes to place under the line he's copying --
and then demonstrate briefly how you might use that in your job if you had
that difficulty. Then it truly is prevocational training. You're using his
academics to accomplish the goal, the only logical thing to do in public
school--right?

Write the IEP so it works for the child instead of against him.Subj:
Motivating books
Date:  94-12-15 19:25:06 EDT
From:  JCNiccolls

Hello again--Thanks for all the suggestions.  ( I am taking a survey course
that will cover R.Mastery, Stephenson, Wilson in Jan.

I think I will gather lots of good info from you guys--I just started my
first teaching job (LD/4th grade) and I am a little overwhelmed, but not in a
bad way....

Anyway, I am looking for some motivating reading material my students.  They
read between 2-3rd grade level.  I am hoping to teach reading skills in
context as much as possible and would appreciate any suggestions.Subj:
Re:Motivating books
Date:  94-12-15 21:27:49 EDT
From:  SusanS29

     I don't think motivation can ever come from without the child--from a
book, a teacher, whatever. I believe the only thing that motivates is
success.Subj:  Re:Motivating books
Date:  94-12-16 19:24:48 EDT
From:  JCNiccolls

I agree that success is motivating and that motivation is internally
driven...but I am looking for reading material that is at their reading
level. If I could find a variety of books that are "at their zone", then I
can teach strategies with material the student likes and is motivated to
learn.  I realize that no book will be interesting to all students.  What I
am looking, for, though, are books that teachers have used with kids.Subj:
Re:Motivating booksThTher
Date:  94-12-17 12:19:14 EDT
From:  WMccorm348

There are catelogues that have high interest-low readability books in them.
The High Noon catelogue is one. The Tom and Ricky Mystery series which has
readers from grade 1  up also has workbooks. If you check this catalogue, you
may find even more of what you're looking for.Subj:  Re:Motivating books
Date:  94-12-18 02:21:40 EDT
From:  MRJANA

To assist kids in reading skills from a whole language point of view, with
phonetic components added in I have used the Journeys Program, it is
distributed through Ginn, Canada.  I have found that my LD students (1-5)
really enjoy the non-threatening way that reading is constructed, molded and
presented through literature and everyday situations through this program.
If you would like more information you can contact me through e-mail at:
JanaLynnP on AOL or [e-mail]:  Re:LD & Multi-age Classrooms
Date:  94-12-18 02:33:49 EDT
From:  MRJANA

I am an LD teacher in a K-5 building that currently has 9 multi-age
classrooms and 13 single age classrooms.  My first reaction was - how am I
going to service my kids now!  I have found that it has been alot of work,
but very rewarding.
First I am serving the kids as the IEP's were developed, anywhere from 2 1/2
hours per day to 20 minutes per week.  I have pull-out and push-in groups.  I
began by meeting with the teams so I understood what their point of view was
and what they were expecting from me as the special education teacher and the
kids that were eligible for special education services.

There are as many, if not more LD kids in the multi-age as in the single age.
They are grouped heterogenously.  The multi-age philosophy is to take the
students from their developmental level and build from there.  The difficulty
that I have found is that many times the students need to be more independent
in developing their study plan or manage their time.  I have tried to work
with the teachers in helping them pair down some of the choices for the
students.

Curriculum wise I have tried to gear my focus to the topic of study in the
classroom and then develop the plan to work on the skills needed.  It doesn't
always work out the way I would like, but I try to get close.  I have found
that the more communication that I initiate with the teachers the easier it
is for us to work together.

I would like to talk with others who are working in a multi-age , single age
situation and share ideas.  My e-mail is:  JanaLynnP on AOL or
[e-mail]

JanaSubj:  A book to check
Date:  94-12-28 16:27:46 EDT
From:  EldonB123

The Gift of Dyslexia by Ronald D. Davis presents a different view of learning
disability--and teaching disability. It stresses the positive side of
learning "differences" as well as offering methods for teaching literacy
skills to people with different learning styles.Subj:  Re:Methods/Materials
Date:  95-01-01 19:56:25 EDT
From:  REDSAUS

Please consider reading WHEN LEARNING IS TOUGH:  Kids Talk About their
Learning Disabilities.  Author is Cynthia Roby, Publisher is Albert Whitman &
Co.  Interviews with 8 LD middle and elementary students.  Good for kids and
parents and teachers.Subj:  Re:Methods/Materials
Date:  95-01-02 17:39:57 EDT
From:  Cloud43

     As a learning disabilities teacher consultant, two series of short
stories with vocabulary and literal+inferential comprehension which I use at
4-6th grade level are Steck-Vaughn's Winners(including high-interest series
of Olympic Games, Hall of Fame, Nobel Prize and Congressional Medal of Honor)
and The Kim Marshall Series.
    I have found the My Fun With Reading Series by Ronald Kidd published by
the Southwestern Co. colorful and interesting for the 1st through 4th grader.

    Also, include storybooks such as Koko's Kitten published by Scholastic
although you will have to develop your own discussions, questions and
projects.
     The key is encouraging focused attention,  teaching how to look for
relevant information and purpose of the material, really discussing the
material and getting at the life of the material in verbal and written
expression. Subj:  Getting ready for the IEP
Date:  95-01-20 17:17:28 EDT
From:  SuzeJH

Hello, to all.  I have two questions that I hope can be answered.  I am
looking for a tutor for my daughter (2nd grade), who is undergoing evaluation
for a learning disability.  I'm not sure what to look for in an individual.
Should he/she be certified and by whom?  Etc.Subj:  Getting ready for the IEP
Date:  95-01-20 18:13:40 EDT
From:  SuzeJH

Here is the second half of my message ( I hit the post icon much to quickly -
OOPS).  We are meeting with the Educational Support Team at our daughters
school, where we will be discussing the IEP (she is in second grade).  The
book "Help Me to Help My Child" by Jill Bloom has been my resourse, full of
information about the law and the IEP.  I would like to hear from others who
have been through this, on either side, teacher or parent.  What can I
expect?  What should I make sure is included in the IEP?

Please post any help you can give or E-mail me.  Thanks so much!Subj:
Re:Getting ready for the IEP
Date:  95-01-22 13:13:39 EDT
From:  Psleavitt

As a Sp. Ed. teacher and the parent of two LD boys, I feel able to answer.
There is so much to know to prepare of the PET process.  You would be best
served contacting ypur state chapter of Learning Disablities Assoc.  If there
is a teaching college near by (or a phone call away) they are another good
resource.

I'd need to know what they were testing for, which teasts they are using to
be able to guide you properly.  I would rather give no info than bad info.

GOOD LUCK!  Let me know if I can be of further assistance.Subj:  Retrain the
Brain the Write Way
Date:  95-01-22 16:28:51 EDT
From:  EllenH7839

I have done research in handwriting as it relates to ADD, ADHD and learning
disablilities to help students improve reading skills, ability to focus,
organizational skills, and impulse control.  I have found a special,
multi-sensory  handwriting program to be very helpful.  For free information,
contact J.Farmer , 1811 S. Quebec Way, #185, Denver, CO 80231.Subj:
Assessment
Date:  95-01-22 16:55:09 EDT
From:  SLangdon40

     I am putting a together a portfolio of informal instruments  to assess
students, "not curriculum based or a standardized test." These instruments
would be based on the product produced, as well as rate of speed, accuracy,
and efficiency involved therein.  Some objectives, however, cannot be so
judged as they lie in the psychomotor or social domains.  Checklist, rating
scales, surveys, probes,etc., are acceptable.   I would like them for the
following catagories:

*Oral Speech or Speaking
*Judging Themes and Written Composition
*Judging Study Skills
*Judging Handwriting Quality and Speed
*Manual Dexterity and Handedness
*Social Fit
*Student-Teacher Relationships
*Learning Style
*Health Assessment
*Judging Children's Art
*Family Relationships

If you can help me out, Please send them to me either E-mail or to my home:
Sandie Langdon
                          1830 East Ave
                          Marquette, MI  49855


                                            Thank you in advance,

                                            SandieSubj:  Re:Getting ready for
the IEP
Date:  95-01-23 03:04:35 EDT
From:  Rebeljab

I am a new user , so I hope this gets through.  I am a teacher who tutors
special needs children.  The most important advice I can give you about an
IEP is this; don't ever forget that you are half the team, if you don't agree
with something, don't let the school half push you in.   What ever is written
in the IEP is what will happen, if it is not in the IEP it will NOT happen.
Take you IEP home, don't sign it at the meeting, read it, make sure if it is
all correct, then sign.  Finally, remember that you the parent may call for
another IEP meeting at anytime!!  Good Luck, if you want to discuss this
further with me you can reach me as Rebeljab or call at 818-339-0364.

Hope this helps,

Maria
Subj:  Handwriting
Date:  95-01-26 17:59:34 EDT
From:  Wolflor

I have a son (5th grade) who is diagnosed with a learning disability that
effects his hand writing...he has worked with an O.T. for a year and a
half...with little or no improvement.  I want the school to stop working with
him on this and focus on Keyboarding...am  I wrong?..Is there a way that this
could be a mistake?Subj:  Re:Handwriting
Date:  95-01-26 21:29:51 EDT
From:  Boulevard

is the OT working on cursive or printing?  Because of the connecting strokes,
cursive is often easier...Keyboarding is great, but my opinion is that both
skills can be combined into a therapeutic approach.Subj:  Re:Handwriting
Date:  95-01-27 00:25:33 EDT
From:  GailPery

     Personally--from first-hand experience with my own dysgraphic child--I
think this is too young to teach keyboarding. My child had *great* difficulty
with it in seventh grade.

      Keyboarding is almost as hard to learn for these kids as handwriting
is.Eventually it will become automatic, and writing may never do that, but
it's no cake walk.

       MEANWHILE--if you push it too soon, and your child isn't really ready
for it, he'll hate it, and he'll hate the computer that brought it to him.
You don't want him to decide computers bring frustration and misery.

        There's absolutely nothing wrong with hunt-and-peck for now, and
doing that will not keep him fromlearning keyboarding by touch later on.Subj:
Study Skills
Date:  95-01-27 17:52:26 EDT
From:  Isueduk8

I am currently writing a unit designed to help 3 and 4 grade Ss with LD
develop better study skills.  The two areas I am focusing on are spelling and
math.  I would appreciate any advice!Subj:  Re:Study Skills
Date:  95-01-27 19:59:05 EDT
From:  SusanS29

      I don't think this will work into your plan, but if they're having
trouble in math and spelling, they need to work on math and spelling, not
study skills.

       I think science and social studies would be better targets for study
skills. Unless you're talking about improving their ability to memorize. If
that's it, each child's needs are likely to be quite individual... I think
you should switch the subjects you're going to target.Subj:  Re:Study SkillsI

Date:  95-01-28 20:03:37 EDT
From:  WMccorm348

I know this is general at the moment, but I am receiving information on this
in a course I'm taking. Anyway, use your imagination. What the student needs
is a reference book. LD students need cue cards, mnemonic devices etc. If
they appear in a reference book the student carries with him and adds to, it
will help the student. As I learn more I'll let you know.Subj:  To:  SusanS29

Date:  95-01-31 01:05:53 EDT
From:  Julia31528

Did I see you mention somewhere that you have written a book?? If so, I would
like to know more about it.

Thanks,
JuliaSubj:  Re:To:  SusanS29
Date:  95-01-31 18:46:03 EDT
From:  SusanS29

Yes, Julia, I have written a book. It's called TAMING THE DRAGONS: REAL HELP
FOR REAL SCHOOL PROBLEMS. Its publication date is in May, and you won't see
it in bookstores before then. Anyone who is interested can e-mail me for the
name of a company who can sell it via mail now.

The first third covers how children learn and what goes wrong that prevents a
child from learning. The last two thirds give multiple suggestions for all
sorts of skills from manuscript writing to spelling, written expression, even
organizational skills.

Anyone who is interested should contact me via e-mail as we're not supposed
to "promote" our things in public on AOL.Subj:  A CENTER IDEA FOR LD RESOURCE
Date:  95-02-03 21:45:57 EDT
From:  TINKOUF

  ONE THING I HAVE FOUND VERY SUCCESSFUL IN MY K-5 RESOURCE CLASS IS A TAPED
BOOK CENTER (WHICH HELPS GET AWAY FROM DITTOS AND SEAT WORK ).  ALL MY
STUDENTS LOVE LISTENING AND FOLLOWING ALONG WITH AN INDEX CARD TO WONDERFUL
TAPED STORIES.  THE YOUNGER STUDENTS BEGIN TO RECOGNIZE REPETITIVE WORDS AND
THE OLDER STUDENTS ARE ABLE TO INCORPORATE WRITING AFTER LISTENING TO THE
STORY.  BOOK REPORTS AND ILLUSTRATIONS ARE A GREAT WAY TO INTERPRET THE
STORIES.  THIS CAN ALSO BE FAIRLY INEXPENSIVE.  THE SCHOLASTIC BOOK CLUB
SELLS THE BOOKS BETWEEN $3-$5 EACH.  I THINK ITS GREAT WHEN THE STUDENTS HEAR
THE SAME STORY AGAIN IN CLASS AND CAN SAY "I READ THAT!" Subj:
Dyslexia\dysgraphia
Date:  95-02-04 11:31:41 EDT
From:  RobinW2859

My child is in the second grade and has recently been diagnosed as dyslexic
and dysgraphic.  The problem is we are located in a very rural area where the
teachers and resource personal do not have any idea how to address his needs.
I feel as his parent it is now my responsibility to locate the needed
materials and pass them on to his teachers.  They are willing to make
necesary adaptations but are asking me what to do.  I am a high school
teacher and recognize that most classroom teachers do not have the necessary
education to deal with LD children.  Right now my son is very frustrated,
angry and is quickly becomming a discipline problem.  Any advice or
suggestions would be greatly appreciated. R.Ward NCSubj:
Re:Dyslexia\dysgraphia
Date:  95-02-04 22:24:08 EDT
From:  SusanS29

     This doesn't make any sense. A child--particularly one who is having
trouble learning to read--requires specialized teaching and methods. I can't
imagine why the school would think a parent could find these methods and
explain to *them* how to do it.
      If your child has an IEP they are *obligated* to hire competent
personnel to help your child. Subj:  Re:Dyslexia\dysgraphia
Date:  95-02-05 11:42:19 EDT
From:  Stonemar

DEAR ROBIN, MY THIRD GRADE SON HAS RECENTLY BEEN DIAGNOSISED WITH DYSGRAPHIA.
MY SCHOOL DISTRICT RECOMMEDED A TUTOR AND A BOOK CALLED GAMES FOR LEARNING BY
PEGGY KAYE.  THIS MAY NOT SOLVE ALL YOUR PROBLEMS BUT IT MAY BE A START.
STONEMARSubj:  Re:Dyslexia\dysgraphia
Date:  95-02-05 16:09:06 EDT
From:  MPWinstead

Educators Publishing Service, Inc.
31 Smith Place
Cambridge, Mass 02138-1000
1-800-225-5750
Request a catalogue which is filled with practical material for students of
all ages. Your child needs a multisensory approach by someone who is trained
in the technique. Where are you? Even though the school is "required" to
supply appropriate intervention based on the IEP, that's often easier said
than done. In the meantime, maybe there's a private tutor around who could
help. Another resource is the Orton Society at 1-800-ABCD-123. They also have
a wealth of information including a master list of tutors trained in
multisensory - 1 of whom might be in your area. Good luck!Subj:  auditory
discrimination in depth
Date:  95-02-05 18:28:03 EDT
From:  Sus33

Does anyone work with ADD and have any new games to go along with the
Lindamood program?  We are looking for new things to add to our program.Subj:
Team Teaching H.S. Resource
Date:  95-02-07 04:04:55 EDT
From:  Gundug

I would like to know how different teachers team teach resource students in
the high school setting.  What do you see as effective and ineffective ways
to utilize the resource teacher in the regular classroom setting?Subj:  Ideas
for Language Arts
Date:  95-02-16 16:54:26 EDT
From:  JSabo5678

My son has some real specific problems with reading comprehension,
sequencing, inference, predicting outcomes and writing.  I was wondering if
anyone had any suggestions of ways we can direct the way he is taught.  He
had a wonderful reading specialist in the third through fifth grade, but is
now in a special education class in the sixth grade, middle school.  All the
kids are doing the same thing.  The book they are reading is above his grade
level, and he admits it confuses him.  We are going to be reconvening his IEP
and are looking for any and all suggestions on what the wording should be to
address these problems properly.  The problem now is that his failures are
triggering a response from the teacher.  She just puts the grade in her book
and forgets about it.  Doesn't try to figure out why he got the grade, or if
there was perhaps another way he should be taught, or if the book is too
hard, or if he just needs a little more direction.  How can we word the IEP
so that if this sort of thing does happen, failure of any kind, the teacher
will have to get to the bottom of the trouble?Subj:  Re:Team Teaching
Date:  95-02-16 18:34:31 EDT
From:  Gundug

 Let me explain our situation.  We are a large high school on the A/B block
schedule (eight 1 1/2 hour classes, half on one day and the other half the
next day) with three resource teachers.  We team teach many classes: Physical
Science,  Biology, English (10th, 11th, 12th),  World Civilization, and U.S.
Studies.  We are in each of these classes the entire period.  We teach
pull-out classes in: English (10th, 11th, 12th), Vocational Studies, Applied
Math, Pre Algebra, and Applied Skills (study skills & homework class). The
following are a few concerns:
 (1) The junior high resource department recommends so many students to take
team classes that we have to teach some of the classes more than one period
each. I do not feel I am utilizing my time and/or skills efficiently by being
in two biology classes the entire time.
 (2)  Our Special Ed. department is divided on whether this particular way of
team teaching is the best utilization of our time and efforts.  The
department head is in favor of  it because she has a minor in the content
area she team teaches and lectures 1/2 the class period in that area.  The
rest of the department does not feel comfortable lecturing in content areas
with which they do not have any expertise or training; nor do they  feel this
is what their responsibility is.
 (3) Due to so many team classes, we have had to deduct other classes. For
example, I am the testing specialist at the school in which I test all of the
resource and ID reclassifications  and new referrals. I used to have a period
to do this, and now have to do the testing during my prep period.  I also
requested to teach a legal rights class to count as a social science core for
those students who needed this graduation modification or as an elective
class. I was denied because there were too many team classes to cover. They
also filled my pull out math classes to legal capacity because they had to
"do away" with one of my periods so I could pick up an another team class.
 We have hand picked the teachers who team teach and they do an outstanding
job with our students. They use direct instruction, do an excellent job of
keeping our students on task, and grading the student's assignments based on
their abilities.
 Our department and administration are looking into different ways to team
teach. One idea is  to put all the students in team classes in different
periods but with the same regular education teacher.  We would keep daily
records of the teacher's assignments, lectures and the student's scores,
attendance, and behavior. We'd still  adapt curriculum, give tests orally
when needed, etc. We'd also see each of the resource students (who needed it)
in the Applied Skills class in which we would still be able to review what
the teachers taught and help them with any missing and/or new assignments.
 I feel this new way would still constitute a teaming approach and yet free
us to teach and monitor students in a more effective and time efficient
manner. What are your opinions?  How do other resource teachers team teach?
What specific classes do they team teach? We would appreciate hearing your
suggestions and input on our current concerns as soon as possible.
Subj:  Re:Ideas for Language Arts
Date:  95-02-16 18:59:16 EDT
From:  SusanS29

     She is obligated to teach him at his instructional level.
      If she balks, offer to get an independent reading evaluation on him--at
school expense, of course. Discuss this with her superior if necessary.

       Ask her at the IEP what the reasons are for his poor grades (in 6th
grade? Special ed? this makes NO sense.) Ask her specifically what she does
about his poor performance.

        He is a sixth grader with a learning problem, not an axe murderer, so
*do not* allow the teacher to blame him for these problems.

        Get a copy of the book they're reading, and tape record him reading
it with no help. That should make it abundantly clear to all that the book is
too hard.

        Write a one month IEP to be reconvened in a month. That month should
be used to test various approaches to see what works best for him.

        Pick and choose from these, and brainstorm some more. The key word in
IEP is "Individualized."Subj:  Another frustrating day
Date:  95-02-16 20:12:00 EDT
From:  JSabo5678

Has anyone encountered this?  My LD son, 12, has a severe auditory memory
deficit and organizational problems.  He does the usual things at homework
time:  either he forgets the book and remembers the homework, or vice
versa...etc.  His IEP lists about 10 things that he will do to correct his
organizational difficulties including devising his own time management
schedule (this is a child who can't find his socks when they are on his feet
((grin)) ).  Of course the teachers take no responsibility for helping him
achieve these goals, they will "just happen"  I guess.  ( we are reconvening
the IEP and taking a very skilled advocate with us).  Well, back to the
subject.  He forgot his homework the other day, either the paper or the book,
and the teacher was nice enough to let him use some of the study time in
class to complete it.  He did a very nice job on his own and got a 98%.  The
teacher (this is a mainstreamed class) took the paper after grading it and
said "Well, it's a good grade, but because you forgot to do it and you are
handing it in late, you only get half credit on it, so its a 46%-(failing)".
Looks to me like what we have here is a violation of civil rights.  He's
being punished for his disability.  It's as if he were to ask a blind child
to read from the blackboard and then punished him because he couldn't.  This
is the same teacher, who when we asked him why he wasn't giving adapted
tests, as per the IEP told us, IN WRITING, that he, as a "regular" teacher
was not required to follow the IEP.

By the way, thank you, Susan for your help with the visual perceptual
problem.  Do you have any other suggestions?  We've been trying to explain VP
problems to the teachers, but I don't think they have a clue.  We want his
tests adapted so that there are less questions on a page and less to look at,
but they insist on giving him his tests orally, and with the auditory memory
problem, that's not always such a good idea.

Would it not be a good idea to put into IEP's that the teachers working with
your child should have an in-service sessions dealing with the specific
learning disabilities your child has and the ramifications of it in the
classroom.  Then at least they have not excuse for not understanding.Subj:
Re:Another frustrating day
Date:  95-02-17 10:04:44 EDT
From:  SusanS29

"The teacher (this is a mainstreamed class) took the paper after grading it
and said "Well, it's a good grade, but because you forgot to do it and you
are handing it in late, you only get half credit on it, so its a
46%-(failing)".  Looks to me like what we have here is a violation of civil
rights."

It is especially a violation because they are providing no support for him.

I hope you're keeping a log, a journal of some kind of these events.

But before going to the mat, you need to push, push, push, in every way you
can to get accommodations for this boy.

Do you have CHADD's EDUCATOR'S MANUAL?

Get two if you don't--one fo ryou and one for the school. Then they know you
know, and they know you know they know and like that...

In additiion--I'm sorry I don't have the phone number, but you can get it
from 800 information: 1-800-555-1212.

Hawthorne Publications in Columbia, MO.

They have the most incredible book: A problem that comes with ADD at the top,
then multiple (sometimes 50 or more) suggestions for dealing with it.

As I said in my other message, you want to pick the solution that is *least
instrusive to the child* and still helps. You don't want to put a cast on an
ankle if an ace bandage would serve better.

The number and specificity of both the difficulties and the solutions in this
book are *astounding.*

Again, buy two: don't let them feel ignorant and foolish. 95% of the time
when a school district gets educated about ADD it's because a parent did the
educating.Subj:  iinformation on help tosusans29
Date:  95-02-20 21:49:04 EDT
From:  TREYS TOY

 Have you ever heard of Dr. Levinson's approach on putting  anti-motion
sickness pills on to children with dyslexia ?  If so , what is your opinion?
Who is Dr. Rapp  do you know?    Jeri
                         ThanksSubj:  Re:Another frustrating day
Date:  95-02-21 01:18:09 EDT
From:  JSFRLF

It sound like you have quiet a job of education for your child's school
staff.  In my experience, we have not been able to put staff development on
an IEP since the focus is on the CHILD's needs, goals, objectives, etc.  But
I would encourage you to continue providing information and pressure to the
school/district to educate themselves on ADD.

In our district, we had ADD mentors who developed a user-friendly handbook
for teachers as their project and then inserviced elementary and  (I think)
middle school staffs.Subj:  Re:iinformation on help tosusans
Date:  95-02-21 18:49:54 EDT
From:  SusanS29

 "Have you ever heard of Dr. Levinson's approach on putting  anti-motion
sickness pills on to children with dyslexia?"

Yes, unfortunately, I have. His theory is not based on either common sense or
the things we do know about how children learn. I'll grant you we don't know
everything there is to know about the brain, but we do know enough to know
that his theory simply can't be valid.

The danger here is that we're talking about a child, whose self-esteem is
damaged daily as he continues to fail to learn easily. Chasing unproven
theories--especially those which don't stand up to even superficial
scrutiny--in my opinion puts the child at even greater risk. While we pursue
this theory, proven methods aren't tried. Not a good idea in my opinion.

"Who is Dr. Rapp  do you know?"

Yes, I do know. Again, she has a theory rejected by virtually everyone within
her own discipline. For instance, the great majority of allergists say
there's no reliability to her allergy testing methods.

There may well be isolated cases where allergies severely affect a child's
ability to function, but as a broad-ranged cause of learning problems or ADD
it's just not so.

In addition, any allergy severe enough to cause such catastrophic results
should be detectable by standard allergy tests.

I have a real problem with these "alternative" approaches. *Someone* besides
the person promoting them should be able to demonstrate that they work.
                         ThanksSubj:  Writing
Date:  95-02-24 18:47:23 EDT
From:  Adamfamily

I am a regular education teacher presently completing my masters degree in
special education and remedial reading.  Previously, I completed graduate
course work in the teaching of writing.  I am doing a big research project on
effective strategies for teaching written expressive language skills to the
special ed student in the writer's workshop.  If you have any ideas, I'd love
to hear them!
                                    Thanks in advance for your help!
                                                  D.A.Subj:  COOPERATIVE
TCHING\COLLABORATION
Date:  95-02-24 20:58:55 EDT
From:  TS2SKI

I NEED ARTICLES ON THIS TOPIC.  PLEASE HELP TS2SKISubj:  Multiple
intelligences
Date:  95-03-01 17:45:19 EDT
From:  CAITLINCAS

I am interested in information  on Gardner's mult. intell.
theories as they relate to LD students??? I am familiar with Carbo and Dunn
learning styles, but I need more.
Help, refs., etc would be appreciated.Subj:  frustration/homework
Date:  95-03-05 18:30:58 EDT
From:  JCNiccolls

I was so saddened to read that your son got such an awful grade just for
turning it in late.  Perhaps that the teacher thought it would help teach
responsibility, but should know that bad grades don't work that way.

As an immediate solution to his homework problem--buy or make a notebook with
a checklist and organized area to write down homework assignments.  Make sure
that his teachers know he has and that he has the time and assistance to
complete it each day during every subject.  That's really key, too, because
often a gen ed teacher will just say once "p. 99 problems 1-25 is homework"
and expect that all te kids have caught it.    Then he will have a self
organizational strategy that will help him pack his bookbag at the end of the
day.  As per the IEP, maybe you can suggest tackling one organizational
strategy at a time, rather than 10!  Best of luck to you!  Subj:  frustrating
day
Date:  95-03-05 18:34:02 EDT
From:  JCNiccolls

Another suggestion--can you go to the school and check out a copy of all of
his textbooks?  My school lets parents do this, and it means that the kids
have one less thing to remember. Also, do you have any kind of work folder or
some way to communicate with the teachers (written) each day.  My students
have a homework assignment book that their parents sign each night.  The
parents can let me know, then, right away, if the assignment was too much,
too difficult, too easy.. Subj:  Re:Multiple intelligences
Date:  95-03-07 00:19:11 EDT
From:  Julia31528

CAITLIN,

Thomas Armstrong's next book will be on this very subject--but not due out
until fall, I believe.  Meanwhile, read anything by him . . . In Their Own
Away; Awakening Your Child's Creative Genius; there are several others,
including one on using MI in the classroom (sorry, can't remember the name of
it).

Armstrong is a former LD teacher who has embraced Gardner's MI theory and now
writes books and puts on workshops about how to use it in the classroom.
He is a delightful, creative man.  I had the pleasure of attending his
workshop last fall.  He really brought the theory to life.  His books are
very interesting and have lots of ideas on how to use the theory with kids,
in the classroom or at home.

Enjoy!
JuliaSubj:  Re:Writing
Date:  95-03-16 14:06:31 EDT
From:  Socadream

Your inquiry was interesting.  My 12 yr old daughter, a spec ed student (4.0
gpa) with ld in the area of Auditory processing and discrimination, was
getting bored in RSP.  She wanted to be in the reg english class for Writer's
workshop.  We, the rsp teacher, reg teacher and myself decided to let her try
the class for 1 day a week (fridays).  The first day was last fri. and she
was very happy.  She is working on a story and seems to enjoy it.  My concern
is if there would be any riducule of her work by her peers.  All are working
together as a team and we have a good feeling about this.  We'll see.
Socadream
Subj:  math help
Date:  95-03-18 02:57:37 EDT
From:  Ttolle

Hello everyone!  I am a new teacher (I started in Jan) who teaches L.D.
students in grades 7-9.  I am looking for some help on assisting kids in
memorizing multiplication facts.  I've been using basic fact sheets (with no
time-limit), and flash cards.  It seems to be working with my 8th grader.  My
ninth grader (boy) refuses to use flash cards and he won't let me quiz him.
Theonly thing he is willing to do are the basic fact sheets.  I can't pair
him up with another student because he is the only one in my room during his
math hour.  I would really appreciate any suggestions!!!!Subj:  Re:A CENTER
IDEA FOR LD RESOURCE
Date:  95-03-18 17:16:44 EDT
From:  ADBrigh

 This is such a wonderful idea for students who are learning disabled.  I
will began taping my stories on Monday.  This will work wonderfully when I
break the students into small grops.  Research indicates that students who
are engaged in small groups they grasp concepts better.Subj:  Re:Another
frustrating day
Date:  95-03-21 00:03:18 EDT
From:  JJANSEN

I can't TELL you how many of the same kinds of problems we have had.  2 of
our 4 children had the same memory problem.  We almost lost the first one to
the system.  No one could help him.  He became an angry young man and dropped
out of high school.  Now he is finishing on an independent study - thank
goodness!  Our other son is now in 7th grade, and has the same sock problem!!
His dad started coming home early every day to systematically work through
his assignments with him.  This put a lot of pressure on him to remember
everything, but it did help, knowing that DAD would be asking for ALL the
books and papers!  We also persisted in getting a diagnosis, and dexedrine is
helping his focusing problem.  No side effects for him, and he says he feels
better.  He is still not getting perfect grades, but is now so much better
with this combination effort.  Please Email me at JAriel if you find other
soluctions that might help.Subj:  Stevenson Language Skills
Date:  95-03-22 22:29:28 EDT
From:  F111 OTTER

Help!  I am looking for info or experiences with the Stevenson Language
Skills program.  Please e-mail to F111 Otter.  Thanks.Subj:  Re:math help
Date:  95-03-23 10:42:52 EDT
From:  JSistrunk

TTolle: Try the book *Teaching Mathematics to Students withLearning
Disabilities* by Nancy Bley & Carol Thornton.  Pro-Ed, 512-451-3246.  Another
good resource is Elementary School Mathematics by Van de Walle, published by
Longman.  (Even though your kids are past elementary). There are some good
strategies for mastering facts that should help. Some kids won't ever reach
the point of instant recall, but the strategies will help.  The child that
won't do the flash cards & doesn't want you to quiz him is probably really
anxious, frustrated and humiliated (it's not your fault, it's just built up
over the years).  Give him time and plenty of opportunities for success.  Let
me know if I can help more.  Good luck!
JulieSubj:  Need spelling ideas for LD
Date:  95-03-25 16:18:22 EDT
From:  BRessmeyer

Hi.  I am a 6,7,8th grade resource teacher for L.D. and B.D. children who are
horrible spellers.  We are finishing up a unit called "Spelling Demons,"
spelling words that are commonaly mispelled.  They, well most of them, do
well on teh initial test but when it comes to recalling the words at a later
date, well, they don't.  I like to teach my kids "functional" words but am
running out of ideas and patience.  If you have any ideas I would certainly
benifit from them.

JGill
Columbus GA
Subj:  Re:math help
Date:  95-04-07 22:44:51 EDT
From:  Gundug

Please give me more details about the book "Teaching Mathematics to Students
with Learning Disabilities" by Thornton. I put it on my budget list for next
year but want to make sure it'll help me. I teach prealgebra and consumer
math to LD and ID students in high school. ThanksSubj:  DI
Date:  95-04-09 19:46:51 EDT
From:  Margesu

Direct Instruction is great.  As someone mentioned in another post Reading
Mastery, Corredtive Reading, and Spelling Mastery.  All of the SRa direct
instruction programs are great.  In fact as I wait for things to come up on
the screen, I'm reading an issue of Effective  School Practices a journal
avout direct instruction.Subj:  Re:Need spelling ideas for LD
Date:  95-04-09 19:51:01 EDT
From:  Margesu

SRA direct Instruction Spelling Mastery or SRA Corrective Spelling Through
Morphographs.  They are Great.Subj:  Re:math help
Date:  95-04-11 17:48:31 EDT
From:  JSistrunk

Teaching Mathematics to Students with Learning Disabilities by Nancy BLey and
Carol Thornton, new 3rd edition available from Pro-Ed. $36. Phone
#512-451-3246.  It's a great book.  It uses the NCTM standards, and discusses
how different lrng. dis. affect different areas of math.  Seperate chapters
for specific areas of instruction.  486 pgs.  I hope this helps!  (ISBN
0-89079-603-3)Subj:  Re:COOPERATIVE TCHING\COLLABORAT
Date:  95-04-17 18:06:38 EDT
From:  CoTeachNet

Good article:  Instructor Magazine, March 1992 "Co-Teaching: The New
Mainstreaming" by Dr. Marilyn Friend & Lynne Cook

Good book:  "Interactions" by Dr. Marilyn Friend

Good Luck!
CoTeachNetSubj:  Re:auditory discrimination in de
Date:  95-04-18 19:29:37 EDT
From:  Bluewasp

I work with Auditory Discrimination in Depth with fourth and fifth graders.
The on game Ive adapted to use with the program is "Around the World" with
the vowel cards from the deck of cards.  To play, the student form a circle
with chairs. The first student in the circle stands behind the next student
in the circle.  You hold up a vowel card for them to see.  The first one to
correctly give the sound of the vowel gets to move on to the next player.  If
a child makes it all the way around the circle, they win some wonderful prize
like five fish shaped crackers or a small box of raisins.  Then they're out
of the game.  Eventually everyone does win and its a fun way to practice
vowel recognition.  The learning seems to transfer well to decoding new words
in reading. Subj:  Re:Getting ready for the IEP
Date:  95-04-18 22:04:56 EDT
From:  EDDYNAP

Hi SuzeJH. I don't know where you live but many towns have places that
children can go to for extra help.  We have one in our town that is in a
teacher's store.  Also, professional/parent organizations should have
information on this topic.Subj:  Re:Ideas for Language Arts
Date:  95-04-18 22:13:21 EDT
From:  EDDYNAP

In our school district the IEP is written in such a way to allow for
modifications in the classroom.  For example: modify materials; modify
presentation; modify time demands;etc.  Whatever is put on the IEP the
teacher is required to provide for that student by law.  For your child's
reading difficulty, you or the resource teacher can put the book on tape and
the child can listen by headphones and read along.  Many times hearing the
written text increases comprehension.Subj:  For RobinW2859 re:dyslexia
Date:  95-04-20 15:29:13 EDT
From:  Jraltman

Dear Robin,

I just read your message posted 2/4/95. I hope you have found an experienced
tutor to work with your son. In case you have not, I may be able to provide
some suggestions. Dyslexic children are similar in certain ways but differ in
others. The more precisely the methods and materials are matched to the
specific needs of the child, the better the results. If you would like to
correspond, post a message or send E-Mail to me. Best wishes. Janet. Subj:
Reading Based LD
Date:  95-04-22 20:29:16 EDT
From:  SGotwals

In December my 13 yr old step-son came to live with us, so we could help him
do better in school .(1st quarter grades 5 D's etc.).  We were able to help
him improve his grades to C's but found it very frustrating.  Our son has
many problems with studying.  Probably only 15 to 20 minutes out of every
hour are productive, he forgets about assignments, or "hears" something
differentt than the teacher said,  he has an inflated self image of himself
(compensitory?),  no understanding of why he needs to do better, if he goes
to his mother's house then it is "our" fault that he didn't do his homework
because we weren't there, he forgets to bring home the right books,  ....
the list goes on...  We have been working with the school, but all they can
tell us is he is labeled LD because he has a higher IQ (125) than his
achievement level.  When asked specifically what his disability is or how we
can work with it, the reply we got from the school psychologist was "stop
kicking a dead horse"  , "stop frustrating yourselves",  "stop expecting
something from him that he can't give".  Their solution was to drastically
lower the expectation level for him.  We know from experience that our son
will go halfway towards a set goal, and we feel by lowering the goal he will
achieve less.  HELP!!  Despite requesting tutoring for him, in the subjects
that we have difficulty with, for 5 months now the school has failed to help
us.  Back to our son- he seems to be happier with himself and is happy when
he gets a good grade.  We know it would have been easier to have started a
few years ago, but the oppurtunity was not available.
What should we expect the school to do?  We are in South Eastern PA, are ther
any highly recommended independent testing centers?  How about the Dupont
Institute in Delaware?  Can we request for the school to pay for outside
testing?  Any good resource material to help with reading and spelling?  Post
or E-mail [e-mail]:  Re:Reading Based LD
Date:  95-04-23 18:30:48 EDT
From:  SusanS29

"When asked specifically what his disability is or how we can work with it,
the reply we got from the school psychologist was "stop kicking a dead horse"
, "stop frustrating yourselves",  "stop expecting something from him that he
can't give". "

That's HORRENDOUS!

To be honest with you, he sounds like the *classic* case of undiagnosed
Attention Deficit disorder. I would suggest you contact the Children's
Hospital in Philadelphia. They have an outstanding diagnostic clinic.

If you can document your school's incredibly ineffective response to this
boy's difficulties you may be able to force the school district to pay for
the evaluation.

Call CHADD in Florida (305-587-3700). Get some materials from them, including
their EDUCATOR'S MANUAL. Read it, and see if it still sounds like this boy (I
think it will). There is SO MUCH that can be done for such a student, but
it's apparently going to be up to you to find out.

It's not too late to help him, and there's *absolutely no reason* why he
can't rise to his real potential with the proper help.Subj:  Re:Reading Based
LD ?
Date:  95-04-24 10:54:12 EDT
From:  SGotwals

Thank You Susan!!  I felt hope after reviewing the postings in this section!!
It becomes so incredible frustrating trying to work with my step-son!!  It is
almost a relief reading the familiar sounding files.

I have spent a few hours this weekend going through postings related to ADD.
I also downloaded some files that were helful.  We are going to contact CHADD
today!!

 Through our research with the school we found an evaluation back third grade
in their records.  He has been in the school "LD" program since fourth grade.
There has not been any effort by the school to discover what his exact
problem is.  We were told that he has a LD by their definition..."Achieving
below his IQ level"..... but when repeatedely asked for assistance for
setting up a program for him they tell us we are expecting too much.  What is
a IEP and how do we get one set up?  My step-son is currently in 8th grade.
Hopefully we can get into Children's Hospital very soon so we can start
working towards a diagnosis.  If they find he is ADD how do we get an
advocate to assist in ensuring a viable program for him?  What should we do
over the summer?  Individualize tutoring?  We live near Reading Pennsylvania,
if you have any local recommendations.
Thanks.  :>Subj:  Re:Reading Based LD ?
Date:  95-04-24 20:12:43 EDT
From:  SusanS29

An IEP specifies *exactly* what the school will do to help a child overcome
his or her difficulties.

Sometimes a child with ADD isn't eligible for an IEP, but he or she can still
have a "504 Plan" which will also require the school to start where the child
is right now and then make a systematic plan to help him or her.

Anything else violates federal law, and there are all sorts of appeal
processes and such built in.

Call CHADD; get a copy of their EDUCATOR'S MANUAL. You'll be amazed at what
can be done, *and* this book will tell you how to get it.

Good luck!Subj:  Math Programs by Sensei
Date:  95-04-29 14:41:42 EDT
From:  Gundug

Someone recommended these programs, but could someone give me more details
about them? Are they for elementary or secondary and where do you order
them?Subj:  Re:Math Programs by Sensei
Date:  95-04-30 09:55:32 EDT
From:  SusanS29

Gundug I have talked about math programs from Sensei, but the only ones I
have seen are for high school math.

For instance, the Algebra one puts a parabola up on the screen with the
formula below. As the student changes the variables in the formula, the
parabola changes. The changes are rapid and quickly demonstrate the effect of
changing variables. It's an excellent way to demonstrate math visually.Subj:
Re:Need spelling ideas for LD
Date:  95-05-07 10:39:07 EDT
From:  Rulo Pop

We have a child who is LD, ADHD and everything else.  Always made F's on
spelling no matter how many times he wrote them.  My husband used Hypercard
to write a spelling program that lets you put in the childs spelling words
the computer then speaks each word as it shows the word then gives a blank
for the child to type in each word.  Billy now makes A's in Spelling.  If
anyone is interested - pls. send a self addressed envelope to Jerry Rouleau,
210 Ridgeview Drive, Carriere, MS  39426.  We will be happy to send you the
program free of charge.  We understand all the frustrations parents feel when
trying to get our children an education.

Subj:  Re:Need spelling ideas for LD
Date:  95-05-07 10:45:34 EDT
From:  Ratatat

May I also recommend a perfectly wonderful book:  Taming the Dragons:  Real
Help for Real School Problems by Susan Setley, Starfish Publishing.  It is
just chuck full of helpful things parents (and teachers) can do to help their
child master all sorts of educational tasks that frustrate our children
so.Subj:  Re:Need spelling ideas for LD
Date:  95-05-07 12:02:22 EDT
From:  SusanS29

"Always made F's on spelling no matter how many times he wrote them."

Worst possible way to have a child study spelling words. There isn't one
that's more ineffective.

Your method is *far* better.  Congratulations!

People, if you take them up on this, please do them a favor: include a blank
disk, and make sure you include enough postage. Don't ask them to dip into
their own pocket.

By the way folks, this is *not* an advertisement, because they aren't
charging for the disk. Please don't post advertisements.... just a reminder.

SusanS29-HostSubj:  Student not receiving Retilin
Date:  95-05-14 20:27:35 EDT
From:  JulChrsFlm

Hi!
     I am currently finishing my student teaching placement in a primary
resource LD room.  One of my students is not being giving his medicine by his
Mom before school.  AS a result, his learning is being affected and he is
disruptive to the whole class.  I have tried to reach Mom, but they do not
have a phone. I also have the school social worker involved to see if Mom
needs any help.  He has been getting in trouble in class.  I feel that he is
unable to control some of his behaviors.  It has been very frustrating for
me.  Does anyone have any ideas for intervention strategies I can use in the
classroom that will reinforce his positive behaviors?

Thanks in advance for your suggestions!!!
Subj:  Re:Student not receiving Retilin
Date:  95-05-14 21:24:22 EDT
From:  SusanS29

He probably is unable to control some of his behaviors.

If they don't have a phone, I'm assuming they could be fairly described as
"disadvantaged." Often the prescription has to be filled at a time when funds
are very low. I've taught for years, and fairly often a student would have to
go without meds for several days before mom would have the (very small)
amount she had to pay to get it.

One option might be for him to take both doses at school. It would take about
20 minutes for it to kick in. If mother works, she may not be able to be
there to watch him take it ... and if he could remember to take it himself he
probably wouldn't need it (grin).

Those are some reasons I've seen for this situation.

SusanSubj:  Re:Student not receiving Retilin
Date:  95-05-14 21:24:48 EDT
From:  SusanS29

PS: I'm only mentioning this because you're a student, not to embarass you:
It's "Ritalin."Subj:  Re:Student not receiving Retilin
Date:  95-05-15 21:55:05 EDT
From:  JulChrsFlm

Thanks for the correction on the spelling.  I knew I did not have it spelled
correctly and I couldn't find it in the dictionary.  Thanks for your ideas.
I just wish I had some fresh ideas for an intervention that I could use in
the classroom to help with his behavior.  Do you have any ideas? Subj:
Re:Student not receiving Retilin
Date:  95-05-15 23:55:42 EDT
From:  SusanS29

I'd have to have a lot more information about the student first... how old he
is, whether he's working on grade level and if he finds his work frustrating
or not, what he does, strengths and weaknesses... all sorts of things. As
much as you can think of.Subj:  writing disability
Date:  95-05-26 09:45:18 EDT
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 MattSubj:  Re:writing disability
Date:  95-05-27 01:00:23 EDT
From:  SusanS29

YES.

You simplify the task by breaking it down into more manageable tasks.

Have him write *one sentence* at a atime -- in ANY order -- on 3 x 5 cards.
Don't make him sound out words; provide *any* spelling he needs so he can
concentrate on his ideas (it's the ideas that are important in written
expression.)

THEN he spreads them out on a table and looks them over. He'll probably find
some that don't fit, and get a few ideas, which he writes down, one to a
card.

Next he chooses the order he wants his ideas in. At this point he may add a
card or two to fill in ideas.

Then he should number the cards in case a big wind comes up (really).

Next he divides them into paragraphs.

THEN -- sentence by sentence, he fixes them up -- capitals, periods, etc.

FINALLY he copies or types from the cards.

DON'T TELL HIM but he just did a rough draft (if the teacher requires a rough
draft he should turn the cards in).

This method allows for free flow of thought. Thinking up ideas and organizing
them into the whole is a *huge* task, and one that many otherwise-bright
students have a lot of trouble with. This method works for anyone from
beginning writers to graduate school. I'm a writer, and I've used it to
produce a whole book.Subj:  Re:writing disability
Date:  95-05-27 11:59:23 EDT
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 )  Subj:  Re:writing disability
Date:  95-05-27 12:07:39 EDT
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!  Subj:  Re:writing disability
Date:  95-05-27 19:52:27 EDT
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.Subj:  Resource Room Biology
Date:  95-05-29 10:58:25 EDT
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?Subj:  Re:Methods/Materials
Date:  95-06-29 10:34:37 EDT
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.
                                 DocVisionSubj:  Tricks/Tips for 5th/6th
Grade LD
Date:  95-07-04 01:19:12 EDT
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?Subj:  Vision Therapy
Date:  95-07-04 21:43:57 EDT
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 youSubj:  Re:Need spelling ideas for LD
Date:  95-07-04 21:47:52 EDT
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.Subj:  Re:Vision Therapy
Date:  95-07-05 02:37:08 EDT
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).

PeterCB55Subj:  Re:Dyslexia\dysgraphia
Date:  95-07-05 12:54:04 EDT
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.Subj:  Re:Vision Therapy
Date:  95-07-05 17:50:01 EDT
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.Subj:  Re:Methods/Materials
Date:  95-07-15 11:14:02 EDT
From:  MacMc2

I think the Touch Points method of teaching math is wonderful myself!!!Subj:
Supplemental Activities Needed
Date:  95-07-15 11:30:15 EDT
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.Subj:  RSP
Date:  95-07-20 18:21:56 EDT
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!Subj:
New Dyslexia Resource Assn
Date:  95-07-27 01:29:39 EDT
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