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Archive of the Special Education Message Board Folder:
Early Intervention
February 9, 1994 - November 3, 1997
FILE NAME:  earlyint.txt
412 messages - 92 Pages

SUBJECT:  Re:Delayed Language   Date:  94-02-09 00:19:22 EST
From:  TerDeb

Dear Susan,
Thank you for your response. You have pinpointed what I"ve been wondering, at
what point do you have a developmental delay versus a learning disability.
Obviously, you outgrow a developmental delay and you work on different
methods in reaching LD children. This is what I notice with my daughter: when
we repeat the correct syntax , she  repeats it back to us mixed up. She can
hear the difference and tell us which one we have said correctly, but she
cannot tell when she has said it correctly herself. If we ask her to slow
down and think about each word, she can say it correctly and gets excited
about saying it the right way! She exhibits impulsive and distractible
behavior, and I am wondering how this effects her speech. We adopted her at
15 months, and know that the birth mother used  LSD, crystal, and alcohol
during the first trimester. The preschool teacher and speech teacher are all
aware of this, as well as her physical therapist and occupational therapist.
I guess I was wondering if anyone in this forum had any additional
activities  that they have tried successfully that might help with the
speech. All her teachers are open to suggestions and are always on the
lookout for preschool activities. Thanks, again! Debbie

SUBJECT:  Re:Delayed
Language   Date:  94-02-09 16:59:40 EST
From:  SusanS29

     This isn't necessarily true... "... Obviously, you outgrow a
developmental delay..."
     It's more likely in language than in any other area. Her early
experiences could have delayed her language. A LOT of langauge development
goes on in infants before they can talk.
      I think you're on the right track encouraging her to slow down. She
gets excited when she gets it right, so that's good.
      Good language therapy is what's called for, but that doesn't
necessarily mean ignoring normal developmental milestones. Question her
therapist about it and I think you'll get sensible answers. Those language
therapists are awfully good.

SUBJECT:  Re:Delayed Language   Date:  94-02-09 22:50:49 EST
From:  TerDeb

Dear Susan,
Thank you for always answering my questions prompytly. I want to apologize
for giving you the wrong impression in my original message. All of the speech
therapists I have run across have been awfully good. I was asking if there
were other methods than modeling to help my daughter, not  ways to discredit
the speech therapist.  When I posed the question to the speech therapist, I
did ask if there were  additional ways to help my daughter. Being new at the
computer, I see now that I should always write out my thoughts before putting
them in the forum. Again, I apologize, teaching is also my profession, so I
really don't want to discredit anyone. But, having a daughter with special
needs brings out the child advocate in me, too. Thanks, again!  Debbie

SUBJECT:
Re:Delayed Language   Date:  94-02-10 11:43:16 EST
From:  SusanS29

     What I assumed from your first message was that you were wondering about
the time line involved -- when it would be appropriate for the therapist to
work on the problem. It didn't occur to me that you didn't trust the
therapist, and I hope I didn't make it look that way. However, it doesn't
hurt to ask something like "Modeling is fine and we're glad to do it. At what
age is it considered a problem that needs to be treated by a therapist?"
      I think a question like that will get you lots of info.

SUBJECT:  Special
Education and DAP   Date:  94-04-15 00:21:18 EST
From:  CC12330528

I am interested in communicating with someone who is working with a preschool
special education program that is running on a Developmentally Appropriate
Practices philosophy.  Please E-Mail me.

SUBJECT:  Special Ed Preschool Choice?   Date:  94-04-30 10:22:15 EST
From:  GEDDEY

 What kind of programs are best for a three year old diagnosed as needing
help in the following areas;  social, occupational, fine motor, coordination.
language deficit.  Having symptoms of fragile X syndrome
Janelle/  c/o  [e-mail]

SUBJECT:  Re:3 Year Old front loading   Date:  94-04-30 10:26:08 EST
From:  GEDDEY

what does  "front loading" mean
[e-mail]


SUBJECT:  Re:3 Year Old front loading   Date:  94-04-30 11:14:26 EST
From:  SusanS29

       I would pick a language program for the child, because that's the one
that takes the most specialized training and skills. We know very well how to
help threee-year olds with delayed language.
        In addition the language delay is the most serious of all the
difficulties you listed. It could be contributing materially to the social
problems.
        Odds are that any language program the child entered would know how
to deal with the other things as well, but if you picked a program based on
their ability to provide socialization there's no guarantee they could
address the very serious (and often very treatable) problem of language
delay.

SUBJECT:  Integrated Preschools   Date:  94-06-08 16:30:20 EST
From:  BBopBeluga

There are many special ed preschools that are integrated with regular ed kids
for modeling language and behavior, and many regular preschools that welcome
and support kids with special needs. The most important thing is to keep
children in the mainstream of their peer group while attending to and
accommodating their special needs.
For information and support, contact
Peak Parent Center
6055 Lehman Drive
Colorado Springs  CO 80918
719- 531-9400

SAFE - Schools Are For Everyone
PO Box 9503
Schenectady, NY 12309
Phone or fax [phone]

SUBJECT:  Re:Resources and Materials ans   Date:  94-06-10 21:07:03 EST
From:  NorahT

Hi! I just got through the pre-school special ed program here in San Diego.
I'm well versed on laws and programs available.  If interested please feel
free to e mail me.  Good luck    NorahT

P.S.  Garage sales are an inexspensive wat to get the things you are looking
for.  Also, thrift shops

SUBJECT:  Re:Hemi-sync theory    Date:  94-08-08 22:34:12 EST
From:  JaneB1959

I, too, am interested in Hemi-sync therapy for my four year old with
devleopmental delays, as an adjunct to conventional therapy.  I have been
interested in Hemi-sync for some time for my own personal growth.  Basically,
the idea is to play specific tones into each ear (thus, giving distinct input
to each side of the brain).  According to the research from the Monroe
Institute and others, this "synchronizes" brain activity in both hemispheres.
In adults, this appears to facilitate meditation, accelerated learning,
altered states of consciousness etc.  In children, it may facilitate sensory
intergration.  As for HARD DATA, well that's another story, most of the
reports and pretty much anectodal.  But on the other hand, if you begin to
delve into the studies of sensory integration and indeed most special ed -
speech, OT etc. you'll find a paucity of hard data and well controlled
studies.  The idea of hemi-sync seems plausible to me, just as the
occupational therapists program of sensory stimulation (brushing, joint
pressure, sensory diet, etc) seems plausible.  So we've decided to try it
with our daughter as with many things, on the idea that it probably can't
hurt and just might help.  The tapes recommended for children are bedtime
stories, lullabies and music with the hemi- sync tones underneath.  If you'd
like more information you can contact the Monroe Institue
Route 1, Box 175
Faber, Virginia 22938-9749
[phone]

They sent me a packet of information about their research, programs, tapes
and specific details of studies with children.
We haven't yet recieved the tapes we ordered but plan to try them out.  Would
love to hear other's experiences with hemi-sync as well.

SUBJECT:  Re:Hemi-sync
theory    Date:  94-08-12 20:28:20 EST
From:  Knnspeech

Suzanne Evans Morris, Ph.D. and Marsha Dunn O.T. are BIG into this .  I
attended  aworkshop several years ago and have been trying it with selected
kids/disorders since.  I find that  there is some merit to it     for some
kids.. ...(as always...... a definitive answer! )  Anyway  I use the music
often in t herapy with kids and note calmness and reduction in self abusive
behaviors .  E mail to knnspeech for any specifics.  I might be able to
help.

SUBJECT:  Thematic Units/Special Ed.   Date:  94-09-20 19:59:59 EST
From:  EvanL18652

Hi!
Any ideas on how to intergrate math and/or science into a thematic unit
on dinosaurs? For three and four year olds.

Please respond via private email.  Thanks in advance.

SUBJECT:  intergration
YOUR THE PARENTS     Date:  94-10-06 23:33:10 EST
From:  MattAlex

Recently we were attending a TEAM meeting for an individualized education
plan , for our twin boy Matthew  who has... Cerebral Palsey . He can not
ambulate or sit unassisted for long periods.
Matt has been getting physical therapy three times a week thru the Early
Intervention program.
Once mainstreamed , it was suggested that most of his p.t. be intergrated
into the classroom.
This was not enough according to us, the doctors and p.t.s working with him.
The Administation did not facilate matt under his iep.  I am his mom
........Only you, can make the real difference.   Your child has special
needs outside and in the classroom.
educating the educators as to the real education of the disabiled.  They dont
understand that to those children part of their every day, that in every
minute , every heart beat,  should be measured in acedemic grades.   For them
life is the ultimate education and school is is the intersection of the
mind"s hunger and the bodys triumph.  Intergration or inclusion is a very
wonderful "concept".  It is up to us as parents to make it a positive
experience for our children by understanding in full the regulations of
Chapter 766. Your aim :  Do not sacrifice your child"s physical needs to
allow him to fit in to a regular classroom.  They already do.  The
adminstators must except, understand , and facilitate all the needs of your
child.  Your amunition:  KNOW YOUR CHILD"S RIGHTS , KNOW THE LAWS< SPEAK OUT
IN YOUR LOUDEST VOICE...............   YOUR CHILD CANT DO THAT NOW>  DONT
GIVE UP AND GOOD LUCK TO ALL OF YOU.....

MATT/ALEX

SUBJECT:  Re:intergration  YOUR THE PARENT   Date:  94-10-07 15:36:51 EST
From:  SusanS29

You're SO right.

"Once mainstreamed , it was suggested that most of his p.t. be intergrated
into the classroom.
This was not enough according to us..."

Most of the time these people mean well... but I fail to see what is to be
gained by doing physical therapy in the classroom. I believe I would have
refused to participate as a child. It can be embarassing, for heaven's sake!

What the educators have is the *short* view. The classroom teacher is only
responsible for your child for one year. You'll live with your decisions for
the rest of your life, and so will your child. Good physical therapy is *so*
basic to CP. They may try this for two years and declare it a success, but
you have the longer view and may see problems.

The bottom line is the program has to fit the child, not the child the
program. THAT'S what individualization is all about.

SUBJECT:  Re:Special
Education and DAP   Date:  94-10-23 09:58:03 EST
From:  RUSoccer

Hi,
I have a preschool handicapped class in NJ and I use DAP. I
am an active member of NAEYC and I have gotten lots of info
from them. I really believe in this philosophy of education for young
children. I also use a theme approach to develop language skills and it
works. I'd like to hear about your program.
My e-mail address is [e-mail]
I am currently working on a research paper  on preschool handicapped programs
that have a parent component. I need to hear about how you get your parents
involved,what services do you provide for them,what problems are you
encountering and
what are some of the successes you have seen as a result of your parent
program?
Terri

SUBJECT:  early intervention   Date:  94-12-04 19:34:17 EST
From:  Xmeg

I am a special educator working with children aged 3-6--I present information
to parents and professsionals at varioius conferences as well as in
serversing school districts on special education.   This is the first time I
have posted in the network (I also posted on the early intervention board)...
I'm not quite sure I can be of help or give information---so this is an
experiment for me

SUBJECT:  Need help in NY area   Date:  94-12-14 23:03:29 EST
From:  HalliesDad

Our 2 1/2 year old daughter has a sensory integration problem, language
delay, and some oral-motor difficulties.   She is currently in an early
intervention home-based program.  We live in Manhattan but are looking to
move and get her into a pre-school in Westchester or the Northern New jersey
area.  While in a position to make decisions, we would like any info. about
these communities re: public schools, private schools, inclusion, local
politics, better or worse school districts etc.  We really want to do the
right thing for her.   Please Email.

SUBJECT:  Fragile X 3yr Old   Date:  95-01-22 21:43:00 EST
From:  Cookbt

I have a three year old son with Fragile X Syndrome.  He was diagnosed when
he was 8 months old.  We have been through a "birth to three" program and he
is now in an integrated special ed pre-school program.  I was just recently
approached by his teacher and social worker about putting him in a more
intensive school setting with longer hours and more therapies.  He is
currently getting speech and OT.  We are at a loss and looking for help.  It
has always been my feeling that it is better for him to be in a class with at
least as many "normal" kids as special kids so that he will have appropriate
behaviors to immitate.  On the other hand, I want him to get as much therapy
as he can while he is young.  He is doing very well in his current classroom
but the teacher feels it is not enough.  Any one have any ideas or similar
experiences.  I am always looking for new information about Fragile X and I'm
happy to share what I know.

SUBJECT:  preschool language programs   Date:  95-02-08 08:39:53 EST
From:  Jdandco

 This is my first attempt at this, bear with me.  I am doing a research paper
on script training its effect on 3-5 year olds verbal skills.  Anyone have
information or research to point me in the right direction? Thanks for the
help!
  JDandCo


SUBJECT:  Re:Fragile X 3yr Old   Date:  95-02-10 18:31:23 EST
From:  Boulevard

I'm curious about what the "more intensive program" would be vs. the
integration program he is currently placed in...I agree that nonhandicapped
peers are good models for Fragile X kids & you certainly would want to keep
that component in your child's program.  My own experience with Fragile X
kids is that they benefit greatly from observing what others are being
taught.

SUBJECT:  Preschool Services   Date:  95-02-21 20:52:57 EST
From:  ISP

I am currently in a position of working with various people to determine
appropriate programming for infants, toddlers, and preschoolers with
disabilities. I am very interested in the types of services available
throughout the Country, including how much service is "typically" provided.
Does your community utilize a "primary interventionist" or do a variety of
different therapists work with most children? Do toddlers and/or preschoolers
go off to classroom based programs 4 or 5 days each week or are services more
often provided at home or typical early childhood community settings? I have
been unable to find research on "how much is enogh" in terms of services and
hope that many of you will be able to provide me with information about the
options available throughout the Country. Please e-mail. Thanks!

SUBJECT:
Re:Play based Assessment   Date:  95-03-09 15:16:58 EST
From:  Baberann

We've used this several times and love it, particularly for hard-to-test
multiply impaired (and in our case deaf) kids. Each of our professionals and
the parent takes a section of the observation and selects those items level
appropriate.  We then meet and design play activities most likely to produce
the desired behaviors/skills. Do you know that there is a followup curriculum
Linder et al have put out?

SUBJECT:  Re: script training   Date:  95-03-12 16:36:46 EST
From:  PamWilsn

You may be interested in the information on script training in Dr. Libby
Kumin's book, as well as her newsletter, Communicating Together. Both are
excellent resources for preschool language programs.

Although the book has a focus on communication intervention for students with
Down Syndrome, it generalizes very well to other children.

(The information below taken from The Open Window, Issue One, online
newsletter of the Down Syndrome Online Support Association).

Communication Skills in Children with Down Syndrome: A Guide for Parents;
Libby Kumin;  ISBN Number:  0-933149-53-0; Woodbine House, 1-800-843-7323.
5615 Fishers Lane, Rockville, Md. 20852.
$14.95    (Individuals ordering incur postage charge)

Communicating Together. Newsletter dedicated to children with DS, devoted
parents, and caring professionals.
Editor: Dr. Libby Kumin, CCC-SLP
Business Mgr: Martin J Lazar, Ph.D.
P.O. Box 6395,  Columbia Md 21045-0722;
Phone or Fax: [phone]

SUBJECT:  looking for schools ion georgia   Date:  95-03-12 23:06:36 EST
From:  SWilson868

I am inquirng imformation about schools for the hearing impaired children
under the age of three years old in Atlanta Geogia.

SUBJECT:  Re:test assessment   Date:  95-03-17 21:04:41 EST
From:  Doug4new

 Help....need info reguarding current assessment tools for  cognitive and
social emotional behavior.  Let me know  what you are using  and if you are
happy with it.

SUBJECT:  MULTI-AGE PRESCHOOL   Date:  95-03-27 21:12:34 EST
From:  PamOT

My elementary school is preposing a multi-age kindergarten preschool class.
The proposal will create 3 full day kindergarten classes with 13 students
each.  Each of these 3 classes would have 3 special education kindergarten,
first grade age students in them.  Each of these three classes would have two
a. m. multi-handicapped preschoolers and 2 p.m. multi-handicapped
preschoolers.  Skill levels of the preschoolers are from 2 months to 2 years
of age.  The special education kindergarten/first grade students have skills
at the 4 to 5 year level.  I have strong reservations about this proposal, as
does many support staff at my school. Has anyone ever heard of such a
mult-age group.  Thanks PamOT

SUBJECT:  Men in ECSE/EI   Date:  95-04-01 20:15:25 EST
From:  Seiger

I am a man just starting to work in the field of ECSE.  I am currently
working with five and sox year olds in a public elementarey school setting.
In Minnesota, the ECSE license allows a person to work with children birth to
seven years, so I have the potential of working with children of any of these
ages.  I am finishing up my MA and would like to get in touch with any other
men working in the field of Early Childhood Special Ed. I know of only three
other men in the St. Paul, Minneapolis area.  I would like to hear from
anyone who is or knows of other men teaching young children with special
needs.
You can Email me at my screen name Seiger.
Thanks for any help with this project.
Lee

SUBJECT:  Re:Men in ECSE/EI   Date:  95-04-14 01:13:41 EST
From:  DUSKYSHARK

SORRY LEE! I  AM GRADUATING IN MAY IN ECSE AND WE HAVE 19 FEMALES IN OUR
WHOLE CLASS!!!! NO MALES AT ALL!!!  ITS GREAT TO HEAR THAT YOU GUYS ARE OUT
THERE... GOOD LUCK!!

SUBJECT:  Re:Men in ECSE/EI   Date:  95-04-23 18:05:15 EST
From:  SusanS29

Duskyshark,

Please post in both upper and lower case. All caps looks like SHOUTING!!!
when on line.

:)

SusanS29-Host

SUBJECT:  Re:Resources and Materials   Date:  95-04-25 20:42:19 EST
From:  DL Mur

Calendar activities for 3 and 4 year olds can be made more appropriate; for
example, a weekly calendar that focuses on activities coming up.  This way
children can learn about today, tomorrow, counting, the days of the week etc.
without getting bogged down in the days of the month, or months in the year
which is too much for most 3-4 year olds.

SUBJECT:  Thematic Units/Special Ed.   Date:  95-04-29 11:05:20 EST
From:  Jmccubbin

From: Shannon137

I am teaching in an earlychildhood classroom for children with special needs.
I am intersted in any developmentally appropriate activities that incorporate
whole language into thematic units.  My next units will be on "Insects" and
"Pets".
It's a large order to fill.  Any help would be GREATLY appreciated!!
THANKS!!

SUBJECT:  Re:Thematic Units/Special Ed.   Date:  95-04-29 20:16:05 EST
From:  Kenner 14

Hello!  I am a Speech Pathologist with a Special Day Class of preschool
children ages 3-0 through 5-2.  I get a lot of ideas from a magazine called
THE MAILBOX as well as appropriate big book literature units from the same
company.  I read your post this morning, and since I was going to work anyway
(yes on Saturday :( ) I made a point to look up the companies name and
address:
                The Education Center, Inc.
                 1607 Battleground Ave.
                 Greensboro, NC 27408

I should tell you that next week is Insect Week in my class.  Some of what we
are doing came directly from my most recent issue of THE MAILBOX.  It
includes a ladybug puppet, a booklet called LADYBUG WHERE ARE YOU?, and The
Insect Song.  I hope this information is helpful for you.  Good Luck!

SUBJECT:  A
resource   Date:  95-05-03 15:40:40 EST
From:  CKN Morgan

A good resource geared for kids in special ed.
Creative Play Activities for Children with Disabilities
Developed by the Joseph P Kennedy, Jr. Foundation
By Lisa Rappaport Morris
Linda Schulz

Lots of tips on tactile activities , movement, music and games

My class is inclusive at the 4 & 5 year level
EVERYONE loved this stuff..

SUBJECT:  Re:Delayed Language   Date:  95-05-16 21:10:17 EST
From:  RMorris600

Dear TerDeb:
   My son is also four years old and has just finished a speech and language
eval. and is found to be in need (once again) of speech therapy and perhaps
more services when he begins kindergarten. We also adopted. He was five
months old when he came home to us and had been in care from delivery. His
birth mother used heroin and crack cocaine.  I am taken by the similarity in
his and your daughter's synactical errors.  I'm wondering if there is some
connection between in utero contact with some of these drugs and some of
these specific speech and language difficulties.  Our son has a slightly
lower frustration tolerance than others his age, but, in all other aspects he
is a very healthy and happy kid.  We aren't comfortable writing off his
speech and language delay to the drugs, but, are there treatments or training
that would coincide with his problems. Thanks for your note. This is my first
night on this service.      - RMorris600

SUBJECT:  TWINS in Special Ed.   Date:  95-05-31 17:13:48 EST
From:  DanaRN

I am writing an article on early intervention in a magazines for families
with multiples. I would love to hear from anyone on their experiences with
students who are a twin or higher muliple.
Please email me at:
DanaRN
Thanks Alot!!!

SUBJECT:  Auditory Perception Deficit   Date:  95-06-05 23:15:47 EST
From:  RKleeman

My son age 3 has been diagnosed as having "Auditory Perception Deficit"
He has difficulty with conversations or directions without visual cues. At 40
months he is developmentaly at an average of 22-24 months in speech, self
help, gross and fine motor skills.....

I am looking for any additional information on this disorder as well as
stories from parents with similar experiences.

RKleeman

SUBJECT:  Spec. Ed. Music Programs   Date:  95-06-10 09:42:16 EST
From:  ETGore

Our school district has made the decision to eliminate the music program from
a language base pre-school handicapped program.  I am looking for information
to support the Parents Advisory Committee's effort to reinstate the music
program.

Any ideas or program outlines would be greatly appreciated.

Please contact ETGore@AOL..................THANKS!!


SUBJECT:  Early Intervention in Penna.   Date:  95-06-15 21:09:14 EST
From:  THE 2 REVS

Working with 0-5 yr. olds in PA in Center and HomeBased settings.  Struggling
w/ MA billing (ever-changing), inclusive programming (how to do without
decreasing no. of EI eligible kids we serve); availability (actually lack of
availability) PT/OT/speech, etc.  Let's talk.  E-mail:
[e-mail].

SUBJECT:  Call for Papers   Date:  95-06-25 18:27:26 EST
From:  AStap50531

The Fifth
Symposium on Literacy and Developmental Disabilities

CALL FOR PROPOSALS

Research Triangle Park, North Carolina:  January 25 - 26, 1996


The Center for Literacy and Disability Studies announces a call for papers
for the 5th Annual Symposium on Literacy and Developmental Disabilities.
Papers are requested on any topic related to literacy learning, instruction,
or assessment and individuals with developmental disabilities of all ages.
Specific program areas are listed below, but proposals directed to other
classroom, home, and community applications will be considered.

Proposal Format and Audiovisual Requests
Proposals should be no longer than 2 - 3 pages and should deal explicitly
with purpose, content, and form.  Please indicate the presentation format and
program area you prefer.  An overhead projector and screen will be provided
in each room.  All other audiovisual and computer needs are the
responsibility of the presenter.

Audience
Conference attendees in the past have included U.S. and international
parents, individuals with disabilities, educators, speech-language
pathologists, occupational therapists, manufacturers, and others interested
in promoting literacy learning in individuals with developmental
disabilities.  Attendees expect and appreciate research-based and
experience-based presentations with an emphasis on programs, strategies,
techniques, materials, or instruments that they can apply or adapt in their
own personal and professional activities.

Presentation Format
Three presentation formats are available: (1) 45-minute mini-workshops; (2)
90 minute paper presentation; and (2) 180 minute mini-seminar.  Nine broad
program areas will divide into concurrent sessions (strands).

Program Areas
The nine program areas are: (1) inclusion; (2) AAC; (3) individuals with
severe profound disabilities; (4) preschool; (5) elementary school; (6)
adolescents; (7) adults; (8) technology; and (9) vendors presentations.

Review Committee
Proposals will be reviewed by the staff at the Center for Literacy and
Disability Studies.  Questions regarding the proposal form process should be
addressed to Karen Erickson at the Center, 919-966-7486.  An original and two
copies should be mailed to:

Karen Erickson
The Center for Literacy and Disability Studies
CB #8135, UNC-CH
Chapel Hill, NC   27599-8135

Submission Deadline
Proposals must be postmarked by August 1, 1995



SUBJECT:  Portfolio Assessment    Date:  95-06-26 10:15:20 EST
From:  Vippio

Our preschool special education team is interested in using portfolios as a
means of assessing progress and keeping anecdotal records on our students.
Any ideas on the most effective and efficient ways to do this?

I also would be interested to know if anyone has tried "Engineering their
Classroom for Augmentative Communication"  and has any suggestions on
implementing this method in the classroom.
Please e-mail me with answers-Thanks, Jennifer   ([e-mail])

SUBJECT:
Re:Early Intervention in Penna.   Date:  95-06-28 21:40:23 EST
From:  PegCCCSLP

I'm a speech pathologist that works in early intervention in PA (3-5 year old
program).  I spent most of last year filling out forms, writing CER's and
spending endless hours filing and xeroxing papers! I spend more time getting
children into the program than I actually do in providing therapy.
We've had a hard time looking for substitutes for sabbatical leaves as well
as hiring additional staff.

SUBJECT:  lesson Ideas    Date:  95-07-03 09:45:43 EST
From:  GGSM

Student teacher of preschool PDD children needs lesson ideas for units on,
"Circus" "Cowboy & Wild West" and "Our body and Fitness". I'm trying to
integrate the WOLF and/or CHEAP TALK as much as possible into lessons.
HELP---I need ideas!!! Please E-mail me at GGSM. Thanks.

SUBJECT:  Re:Spec.
Ed. Music Programs   Date:  95-07-07 19:10:49 EST
From:  BethTTeach

As an EC:EEN teacher I have been involved in Very Special Arts. In Wisconsin
we are working on Early Childhood component of VSA. You may utilize your
states VSA as a resource not only to substantiate your arguments and efforts
to keep music in your classroom but also as a possibility to get artists into
your classroom to help you if you don't get your music program back.

SUBJECT:
Fragile-X, general ed. ideas   Date:  95-07-20 12:58:30 EST
From:  Swellking

I have a 3 year old son with fragile x and I'm interested in any ideas about
how to enhance his learning.  He attends a special ed. class with 9 other
students and 1 teacher with 4 aides.  The computer seems to be a good tool
for him, since he is so visually oriented.  Are there any programs out there
to help with language development and development of abstract thinking???
What are some of the experiences out there?

SUBJECT:  Re:lesson Ideas    Date:  95-08-01 09:27:59 EST
From:  User692564

I am a therapist & I work with pre-school children, in a day treatment
program.....PTSD, ADHD/ADD, ED, BD children.  One thing that is very
important to work on with these children, and all children is to be able to
appropriatly express the feelings they are having !   Introduce many feeling
words to children, discribe what these feelings look like (general body
lang.) , and the different ways our bodies feel when these feelings come
on.

SUBJECT:  Job prospects in Michigan   Date:  95-08-01 18:48:39 EST
From:  SWEST27

I would appreciate any information about jobs in the Ann Arbor area.  I have
11 years experience with both children and adults.  Presently, I am employed
as a supervisor for home and center-based early intervention.  Please email
response to SWEST27.  Thanks!

SUBJECT:  re: PLAY ASSSESSMENT   Date:  95-08-03 18:39:45 EST
From:  Donrbrooks

I HAVE USED PLAY-BASED FOR 3 YEARS NOW. I LOVE IT! IT GETS PROFESSIONALS AWAY
FROM BIAS AND IS SENSIVE TO MULTI-CULTURAL CONCERNS.  I FIRAT USED IT AS A
SOCIAL WORKER. I ALSO USED IT AS A TEACHER.  I THINK IT IS THE BEST
ASSESSMENT TOOL. IT ALSO GETS PARENTS INVOLVED.  I KNOW TONI L, SHE IS
WONDERFUL

SUBJECT:  SCREENING FOR SOCIAL/EM PRE-SCH   Date:  95-08-03 18:44:32 EST
From:  Donrbrooks

I AM DESIGNING A SCREENING TOOL TO HELP TEACHER SCREEN IN THE CLASSROOM A
3-5YEAR OLD CHILD'S SOCIAL,EMOTIONAL, AND/OF BEHAVIORAL CONCERNS. I NEED
PEOPLE TO REVIEW AND ADMINSTOR THIS TOOL

SUBJECT:  Re:re: PLAY ASSSESSMENT   Date:  95-08-03 19:06:55 EST
From:  Ratatat

Just a small request and a little reminder:

Please do not use all caps when posting messages.

1) It is harder to read

2) It is considered *shouting* on the computer!

SUBJECT:  Re:Arts and Crafts   Date:  95-08-06 13:36:07 EST
From:  Arloateach

It has been my experience that our kids often are incapable of much more that
eating glue.  I often have  6th graders sit with my students individually
when we do art projects, they do not do the projects for them, but guide,
discuss, help, and give much needed positive reinforcement.  If the projects
look like the teacher did them, I feel the child has at least had the
experience of doing the project.  Parents of our kids love the projects we do
in our room, after all the negative things they have to deal with, seeing
their child bring home anything that resembles something makes them feel
wonderful.  DO NOT misunerstand, I also give plenty of time for free
expression, free coloring, free fingerpainting, free drama, and free play. I
just think that our parents need to feel good about their children and have
something done by them to be truly proud of.  Just what has worked for me.


SUBJECT:  Moved from another folder   Date:  95-08-12 22:51:50 EST
From:  SusanS29



SUBJECT:  Reggio Emilia w/Spec.Ed.              95-08-12 13:10:20 EDT
From:  SAKTHK
Posted on: America Online

I am a preschool teacher in an integrated special ed. classroom (4 typical &
8 handicapped children max.).  I'm using the Reggio Emilia approach & am
interested in networking w/others doing the same.

SUBJECT:  Re:  Arts & Crafts   Date:  95-08-13 15:52:04 EST
From:  BRL62

I, as a parent of a child with special needs, HATE to get arts & crafts items
sent home that were done by my child's aide.  I do not mind if the aide helps
my child because it does include him in the activity but please don't send it
home to me.  I would much rather have a picture with scribbles or items
pasted to paper that resembles nothing but has a note in the corver of the
paper stating what it is because then I could be proud of it because my son
did it himself.  My son't teacher know how I feel and agrees with me.
Wouldn't it be possible to ask the parent if they like the things you send
home or are you that resistent to communicating with the parent?  Just my
opinion.


SUBJECT:  Re:Portfolio Assessment    Date:  95-08-15 20:56:08 EST
From:  MNZLAVIN

Vippio, I tried to send E-Mail to you, but could not get through?!  I am also
interested in Augmentative Communication.  Please contact me with any
information. Thanks, MNZLAVIN

SUBJECT:  Re:SCREENING FOR SOCIAL/EM PRE-S   Date:  95-08-16 20:08:09 EST
From:  MNZLAVIN

I would be interested. I am also a teacher in an Integrated Early Childhood
classroom. Please contact me via e-mail at [e-mail]. thanks

SUBJECT:
REGGIO EMILIA APPROACH   Date:  95-08-18 18:37:02 EST
From:  SAKTHK

I'm a preschool special ed. teacher interested in networking w/others using
the Reggio Emilia approach.

SUBJECT:  Kindegarten   Date:  95-08-19 13:51:32 EST
From:  Mimpma

Should children with physical impairments and known visual-perceptual
problems be decertified upon entering kindergartenin order to "give them the
benefit of the doubt"?  How can continued certification be done (pt ot?) so
that they can be picked up quickly when frustrated in 1st grade. impa

SUBJECT:
Re:test assessment   Date:  95-08-19 13:53:29 EST
From:  Mimpma

I have studied Piagetian theroy and us it to get an estimate of where the
child is at cognitively. If you would like the name of an excellent book, let
me know.  Mimpa

SUBJECT:  Re:Delayed Language   Date:  95-08-21 22:01:21 EST
From:  NThomas165

Dear RMorris600,
    My child was also adopted at five months.  A recent speech/langauge eval
indicated a mild to moderate delay.  Could it be possible that our children's
delays could be based on the fact that they may not have been exposed to
constant language during these first five months?  A special non-categorical
pre-school has been suggested.  I am not sure what I should do?


SUBJECT:  Taxpayer funded "daycare"   Date:  95-08-23 23:10:17 EST
From:  Leftylogic

I am the parent of a 4 year old girl who was born with Down Syndrome.  Her
speech is delayed and she is speaking at a 2-3 year old level. This will be
her third year of special ed pre-school.

Last school year was very disappointing for my family.  We had looked forward
to our child being back in class with the same teacher.  We had heard that
familiarity is reassuring for kids.  And we had a pretty positive experience
with this teacher our first year.  Granted, our first year we were pretty
laid back sort of testing the special ed waters.  So into our second year we
go, all excited about parent/teacher communication so we could reinforce the
daily activities and be a part of our daughters education.  Surprise,
surprise, surprise.  Finding out what was going on in the classroom last year
was like getting blood from a turnip.  Time and again I would send info. to
school via the notebook the teacher provided for correspondence.  Info such
as:  How my daughter was feeling that day-was she having a bad morning?
Visits from grandparents or trips we were going to take or had taken.  (Our
daughter loves to talk about her "mama and granddaddy", and we thought it
would offer an avenue to increase her sentence length and general interest in
communicating.)  On average I received one vague and general synopsis of the
class's activities once every MONTH.  How am I to reinforce anything if I
have no idea what was taught?  The student/teacher ratio was 4:1 and all the
kids had mild to moderate handicaps.  My daughter also attended a church
preschool two days a week and every day without fail the teacher had a very
detailed and very artsy sheet on the parents bullentin board, so we knew
EVERYTHING that went on there that morning.  This student/teacher ratio was
10:1 and yet the teacher felt communicating with the parents was important
enough that she found the time to include us in the education of our kids.

Basically, my daughter's last year in special ed pre-school was nothing more
than tax-payer funded daycare.  She didn't learn anything and all they in
essence provided was a babysitting service for 3 hours a day.  A true
preschool such as the church preschool took a sincere interest in my
daughter's learning experience and expressed concern if she had difficulty
grasping a concept and offered suggestions for reinforcement at home.  All I
received from the special ed preschool was a refrigerator door full of
scratch paper with seasonal stickers on it--their idea of art projects.

I have had a lengthy discussion with the teacher about my expectations for
this coming year.  Unfortunately there is only one spec. ed preschool teacher
in our city and it's the same as last year.  If this year starts to look like
last year, I'm sincerely considering home schooling until we can afford to
move to a more "educated school system".

One question:  Doesn't the idea of continuing and consistent communicating
with parents seem like a basic principle of special ed preschool teaching?
How else are we, as parents of basically non-verbal kids to know?

Leftylogic

SUBJECT:  Re: Taxpayer funded "daycare"   Date:  95-08-26 19:39:01 EST
From:  Justawest

  As an early interventionist I totally agree with you that parent/teacher
communication is extremely important.  Maybe first trying to find out exactly
why the daily communication is not being carried out , followed by a talk
with the supervisor of the teacher and even trying to ask the teacher if
maybe a checklist formatted type sheet would be easier for her to do if time
is a problem.  I often have difficulty completing the daily sheets so I
devise a simple but individual sheet that I can check of at the end of the
day so even if I don't have time for lenghty comments the parent has a basic
idea of how the day went.  Something like:

Today Johnny:
  Ate snack______.
  Didn't eat snack__________.
  Snack was _____.

He used single words________, two word combos_________. (ETC)

Then I check off the appropriate box.  It is very simple and the sheets can
be copied ahead of time.  Maybe this can be suggested(demanded) by you.  Th
squeaky oil gets the wheel and she is your child so keep pushing in a
friendly but informative manner.  Good luck- PS hook up with other parents
who may wish to help you organize change in the current program.

SUBJECT:  Help
with early childhood ideas   Date:  95-08-29 12:27:01 EST
From:  MIDItools

I am a Developmental/ Adapted Physical Education Teacher  with Minneapolis
(MN) Public Schools . Currently I am working on my Masters project and would
like some information from other D/APE teachers, Phy Ed instructors and Early
Childhood Teachers. I am interested in learning about how other school
districts handle the motor development of their early childhood children.
Please let me know how and if you service these children directly for D/APE
or in a physical education setting with a specialist or with the regular
classroom teacher.  Any information would be extremely helpful. Thank you
very much. If you can, please send e-mail responses to my school address:
[e-mail]

SUBJECT:  Re:Taxpayer funded "daycare"   Date:  95-09-02 14:14:51 EST
From:  Valsudur

Sounds like what I've gone through for the past year.  After having such a
marvelous relationship with California Children Services, I had expected the
school to go all out in volunteering to offer me anything they had available.
Big mistake.

It was worse than the day care he was in, very low functioning, non-age
appropriate where they spent most of the time teaching the kids to sit and be
quiet.  It is worse in the LA area, because nobody willingly tells you what
programs are available, the LAUSD is broken down into several administrative
units where nobody knows what the other is doing, and special education is
broken down into several 'programs' OH, DH, LH, etc with hidden lines as to
who is eligible for what.  And when that fails, they make sure that no
theraputic services (OT/PT/Speech) are offered at sites you might be
interested in.

I've been spending the last 8 months researching laws and making contacts in
preparation for a coming IEP battle.  You will probably have to get the state
lawbook for IDEA and section 504, contact any advocacy organization you have
available.  Contact the special education office and start asking them what
'options' they have available.  There is currently a class action lawsuit
underway because the school does not notify parents of options voluntarily.

In reality, you will probably have to move if you hope to accomplish anything
meaningful in your lifetime though...  Things take forever.  But for the
immediate future, try and visit the classroom often.  Always tell the teacher
that you would like to get more notes in regards to your chlid's progress,
even to the point of working out a form you can send every day.  Gripe to the
principle if you don't get results, and if that doesn't work, start calling
up the chain of command.

Good luck, Randy


SUBJECT:  Re:Taxpayer funded "daycare"   Date:  95-09-02 14:27:17 EST
From:  Ratatat

<<they spent most of the time teaching the kids to sit and be quiet>>

I just want to share with you a statement I read recently about behavior
training in a classroom/school setting.  If what the child is being asked to
do a dead person could do then it is NOT behavior!  Like be quiet, sit
still!

SUBJECT:  Traveling "Motor" Curriculum   Date:  95-09-03 22:25:12 EST
From:  SillyPalms

As an Early Childhood Special Education Teacher, would you find a traveling
motor skill curriculum (lesson plans, simple equipment, evaluation ideas and
consultation) helpful or a hinderance?  Do you know any schools who utilize
this type of motor programming??  If so, could you let me know how it is
perceived  and whether or not it is working well?? Thank you so much!  If
possible, could you please respond to my school Email Address at
[e-mail]

SUBJECT:  Re:Arts and Crafts   Date:  95-09-04 18:23:27 EST
From:  OM 1

TRY THE 1-2-3 SERIES OF BOOKS BY  'TOTLINE'.  I USE THEM ALL THE TIME.  THEY
ARE THE ONLY BOOKS I HAVE FOUND THAT THE CHILD DOES ALL OF THE ACTIVITIES
INDEPENDENTLY.  1-2-3 ART IS A WONDERFUL BOOK.

SUBJECT:  Re:Arts and Crafts   Date:  95-09-04 21:28:17 EST
From:  SusanS29

Thanks for the information... could we please ask you to use both upper and
lower case when you post?

Thanks.
Susans29-Host

SUBJECT:  Vitamin Therapies   Date:  95-09-12 20:43:37 EST
From:  JJTCROUSE

A parent of a student in my preschool special day class is interested in
vitamin therapies for her developmentally delayed/communicatively handicapped
son...any information?  Please E-Mail @JJTCrouse


SUBJECT:  Curious ..   Date:  95-09-13 04:49:33 EST
From:  Wats new

My son has ECLI's, specifically social-emotional, fine motor skills and
speech articulation.  He is currently enrolled in a public spec ed pre-school
program and in my opinion, has made definite progress.  I have absolutely no
complaints or concerns about his spec ed teachers, OT and speech therapist.

However, I never see other spec ed parents at school for drop off or pick up,
they never attend school functions, volunteer for field trips, take part in
any activities involving THEIR children and I've been told that they never
write back in their communication books.  Maybe they all work (I do, too),
maybe they have other committments, maybe they just aren't interested ... I
don't know.  But, for some reason or another, that bothered me.  I mean,
certainly they must be concerned / interested ?

So, I suggested to the spec ed staff that we consider holding monthly
meetings (at a minimum) ... to meet other parents ... to get together ... to
learn more about the spec ed program ... to discuss ways they can take active
involvement in their child's education ... things they can do at home ...
activities and events planning ... so on and so forth.

Flyers were sent out and so far we've got 5 interested parents (out of 13
children).  Our first meeting is scheduled for October.

I guess my question is this ... IS THIS COMMON?  This is my son's first year
in school so I'm confused.  I offered to assist in planning meetings,
contacting parents, providing transportation, etc.  I'd like these meetings
to be productive ones.  Other than issues we've already considered discussing
(above), can someone tell me what topics of interest usually bring about
active participation?  I want all parents to come out of it feeling like
their a part of something ... their children's education and to know that
they played a part in their child's development.

Maybe I'm too optimistic ... HELP PLEASE ...

SUBJECT:  Re:Curious ..   Date:  95-09-13 07:38:17 EST
From:  SusanS29

A lot of parents whose children have special needs feel quite discouraged. In
addition they may feel that their children's needs are unique, too unique for
a meeting. They may have excellent support systems in place already. Most
important, there's only 24 hours in a day, and it takes a lot to make an
inroad into a family's schedule.

Some parents do have the attitude that they're confident the school is doing
a good job and don't need the constant communication. In addition they may
not feel they have a lot to offer in the notebook.

It's a method, but I think it's unrealistic to assume that all will be
involved to the same degree or in the same way. For myself I detest PTA, for
instance. I have found other ways to participate in school activities (for
instance I'll take a day off of work and go on a field trip... I'm free to do
it, and many parents are not.) For myself I think I learn a whole lot more
about my child's class, teacher, etc. than I do sitting in her desk all
squashed down with my big hips barely able to get in (embarrassing!), to
listen to a "canned speech." I think I get to know the teacher far better
under more spontaneous circumstances (such as a field trip).

Each parent of a special needs child has to be free to feel his or her way
and to find the way to cope that suits their family best. I think these
activities are great for those who find them helpful, but just as a "one size
fits all" education won't suit the children, a "one size fits all" approach
to family relations won't fit everyone either.

SUBJECT:  Re:Curious ..   Date:  95-09-14 01:38:28 EST
From:  Valsudur

That is a pretty tough question to answer, though Susan covered it very well.
A lot of parents are in denial, feel defeated and have given up, or
embarrassed, and that is one of the ways they hide.  By never writing.
I've had therapist after therapist thanking me for all the work I do on my
son and tell me how they see so many kids that never get out of the chair
except for therapy with them, and that is the only physical
excerise/stretching they get.  It is sad for the child and the parents.  But
I am only in my shoes and not theirs.

The problem with meetings at our school is they are all at 10am or 2pm and
for me that is 1/2 day out of work.  Also and most of the topics are not
something that is applicable to me, my son, or our situation.

I write something everyday, and a like to see something written every day,
even though I know it is time consuming for the teacher.  I pop into the
class all the time and check with the therapists regularly to coordinate
activities.

I have to say in all honesty, that I am not a 'group' person.  But 99% of the
time when I call a group leader, or an agency, the treatment is usually cold
and often close to rude.  The parent flyers in regards to the school are
bland an non-exciting and there is no attempt to energize the parents.  I'm
tired from fighting doctors, the school administration (last year, the school
placement), the insurance companies, the specialists, trying to learn of
services nobody will willingly tell me of and during bad days, myself to get
my son to do something, anything that is progressive.

I would suggest though, that if you are very enthusiastic about this, that
some success with even a small group is a big success.  Try and do energetic
flyers.  If you have a successful meeting, list what you talked about.  Offer
your phone number.  The right person with the right enthusiasm can really do
a lot to energize people and get them interested and good things could happen
from there.

In fact, I got some mail from a person I wish I would have known 3 years ago
that has what appears to be a great group, and knows of resources in my area.
She is ToniSolano and is with the Rainbow Family Resource Center.  She would
probably be very glad to help out and give you any ideas (as well as take any
you have).

Randy (for Sean, 3.5yo CP spastic-quad)


SUBJECT:  Re:Vitamin Therapies   Date:  95-09-14 01:39:36 EST
From:  Valsudur

I have not heard of vitimain therapies, but I have seen a few people trying
holistic herbs.  Might be a direction for you to try.



SUBJECT:  Re:SCREENING FOR SOCIAL/EM PRE-S   Date:  95-09-14 17:08:36 EST
From:  Punxsy Pat

I may be able to help- let me know.
punxsypat

SUBJECT:  To: Hallie's Dad   Date:  95-09-16 18:08:40 EST
From:  Wchestbdog

I am an Early Intervention Intake Coordinator at a Special Education
Preschool in Riverdale.  We serve children who are around Hallie's age and
younger.  If you would like info. about this program or others (I know of
many programs all over the state and some in Connecticut), please E-mail me
at [e-mail]  I would be happy to help you in any way I can.

SUBJECT:
Re:Curious ..   Date:  95-09-23 19:23:43 EST
From:  Supey1635

Many parents, sadly, feel responsible for their child's special ed needs --
ashamed -- etc -- so, mixed with transportation problems, child
care/babysitting problems in evenings, etc -- they do not get involved in
parent mtgs.
  As ECSE tchr for 17 yrs it seems we've tried everything we've ever heard of
to try to involve parents in any possible way -- we've settled, lately, on a
multiple approach -- daily notes, weekly letters, monthly newsletters,
videotapes made in the classroom, and family activity nights.  Still, some
families do not come at all.  Almost all will come if the children are
involved -- many, many come when the entire family is included -- Family
nights give the parents a chance to meet eachother at a "social" event -- it
seems to be far less threatening -- some meaningful friendships have resulted
--
  Try every possible thing!  If parents are interested (and many are!) in
helping to plan, they then are also more interested in attending -- send out
surveys of interests -- make follow up phone calls -- send lots of "flashy"
notes -- send reminders --
  Good luck!! It is worth all of the work -- involving the whole family makes
a tremendous difference -- don't just hit up on the parents -- grandparents
and siblings can be the most wonderful influences --


SUBJECT:  Re:Curious .. Thanks!   Date:  95-09-26 02:11:16 EST
From:  Wats new

Just wanted to thank those of you who have shared your thoughts, comments,
etc.  You'll be happy to know that we've got 9 very interested parents to
join our group meetings which will commence for the first time next
Wednesday.  I had the opportunity to talk with most of them and many wondered
why we hadn't had meetings before this.  Turns out that no one thought to
ask.

So, we'll play it by ear and see how it goes the first meeting.  In the post
just preceeding this one, you recommended inviting grandparents and other
family members to meetings.  I hadn't even thought of that but think its a
wonderful idea.  Our extended families are involved in our son's life
tremendously and what better way for them to be a real part of this.  Thank
you so much for all the suggestions.

I'd like to visit this folder again.  I've enjoyed reading all the posts in
this folder and several other folders on this board.  Makes you feel like you
aren't alone.

Sharon

SUBJECT:  Re:Curious .. Thanks!   Date:  95-09-26 23:12:26 EST
From:  SusanS29

"You'll be happy to know that we've got 9 very interested parents to join our
group meetings..."

Oh that's wonderful. Congratulations!

Susan

SUBJECT:  Re:Curious .. Thanks!   Date:  95-09-27 23:59:53 EST
From:  Valsudur

Congratulations!  Hopefully you will be the motivation these people need in
order to have a successful group.


SUBJECT:  Info On Berryessa SJ, CA   Date:  95-10-09 23:42:04 EST
From:  E Graf1

Hi:
     If your child has been diagnosed with Autism, PPD, ADD, or  language
disorder and is attending
the Special Education Program at Northwood School , Berryessa District , San
Jose, Ca. Please
contact us at E [e-mail] for information


SUBJECT:  Re:need help   Date:  95-10-13 10:46:45 EST
From:  LeeannSSmt

Dear parents, I am an Occupational Therapist that works in the schools.  My
typical case load is Learning disabled, PDD, Autistic children.  Many
children with speech delays often have motor problem, too!  Speech and hand
skill are both fine motor.  DON'T let a doctor tell you to wait until a child
is 6.  If you cannot get a satisfactory answer about your concerns change
doctors, call the Spec. Ed. department in you school district, Do something.
Their are too many doctors out there telling parents that a child will out
grow these delays.  In my ten years of school therapy I have never seen this
happen!  PLEASE listen to that voice inside you if you think there is
something not quite right in your child and pursue the issue until you reach
satisfaction!!

We are here for the kids!
Leeann

SUBJECT:  Re:need help   Date:  95-10-13 20:56:00 EST
From:  SusanS29

"Their are too many doctors out there telling parents that a child will out
grow these delays.  In my ten years of school therapy I have never seen this
happen!"

I agree with you. In addition the kids miss out on important things while
waiting to "magically" catch up -- and there is no guarantee they will
without help.

This is old, old, old information and a sure sign of a doctor who isn't
keeping up with the literature adequately.

SUBJECT:  Re:Preschool Services   Date:  95-10-17 21:54:45 EST
From:  LarryL1064

I am a School Psychologist in the state of Georgia who works with special
needs preschoolers.  We incorporate a variety of settings (school based and
community based) to meet our kid's needs.  We have classes in several of our
schools and we also serve children at Head Start, as well as in a Pre-K
program that is not only in our school district, but also available in
childcare centers.

As for attendence, our policy is start 3-year-olds out with two half days a
week due to this usually being their first time to be away from Mom and them
also not being able to tolerate a full day program.  Then for our
four-year-olds, we usually go to three full days and even five full days
(such as at Head Start or Pre-K), depending on their handicapping condition
and their particular needs.  So far, it's worked out beautifully.  We also
will start a child out at a communtiy-based program for a few days a week,
rather than jumping into five full day, if we think they may not be able to
make the five full days.

And as for our classrooms, we try to group children who are on similar
functioning levels; however, that does not mean they are all under the same
category.  Most of our school-based classes have a mixture of various
handicapping conditions.

Hope this has been helpful.  Let me know how things go.  Good Luck!!

SUBJECT:
Pioneering project   Date:  95-11-02 19:32:53 EST
From:  SEAPIG

I am the director of a new inclusion program in a private preschool.  Please
let me know if you have any ideas, resources regarding testing and
educational program planning.  Thanks. SEAPIG

SUBJECT:  screening and assessment
tools   Date:  95-11-08 18:16:26 EST
From:  SGolub1000

I am a graduate student in early childhood special ed. I've been having a
terrible time researching atticles on the Brigance Diagnostic Inventory of
Early Development, the Rossetti Infant-Toddler Language Scale and Huer's
Nonspeech Test. Any information or personal critiques is appreciated.I've
research for over a month. No luck! ERIC has not been helpful. My project is
due soon. I'm desparate!!! Thanks. Sara

SUBJECT:  biting   Date:  95-11-14 15:41:19 EST
From:  Ms Randel

I have a DD no language downs syn 5 yr old who is biting
 we are using a variety of methods to help change the situation   He's not
aggressive at all very low tone so it is nearly impossible to predict when a
bite will occur
If he bites he's removed by me to a chair, spoken to strongly "no bit"  If
necessary I will place his hand over his mouth (if he attempts to bite me)
He is held there for 1 min   Told how happy I am with him when he doesn't
hurt us and resume activity....  Additionally I heard using a candy reward of
m&M's after work sessions saying "good no bite" has worked with very low kids
No we will be keeping a chart of positive ways he attempts to communicate....
what else can be done???????

SUBJECT:  Re:biting   Date:  95-11-16 11:51:50 EST
From:  PattiMcHam

"He's not aggressive at all very low tone "

One possibility is that the child is trying to get some oral stimulation by
biting. Low tone kids tend to need some extra oral stimulation. You may find
if you have some hardened licorice to use as a "bitestick" he may have less
need to bite a person! Have him bite it on his left molars as hard as he can.
Count to 10, let him pull a piece off and chew. Do it again on the other
side. Repeat until the whole piece is gone. Teach him if he needs to bite, he
should bite on that. But really some pre-emptive biting about 3-4 times a day
may head off the problem anyhow. Good luck!

SUBJECT:  Re:Portfolio Assessment    Date:  95-11-17 16:41:33 EST
From:  DVipperman

My new address is [e-mail]

SUBJECT:  early childhood inclusion   Date:  95-11-19 15:28:45 EST
From:  SLARDAV

Hi!  I am a preschool special ed. teacher and my current class is an
integrated class of 8 developmentally delayed 4 year olds and 9 ECEAP 4 year
olds.  I am interested in adapted curriculum ideas to integrated into my
classroom.  Thanks!!!

SUBJECT:  CRACK KIDS   Date:  95-11-25 15:35:29 EST
From:  AKIBA ONE

WHAT STRATEGIES FOR PRE-K?

SUBJECT:  Re:delayed language   Date:  95-12-07 01:00:57 EST
From:  Amos McD

First night on-line. Very interesting messages.  I have a 4-1/2 y.o. son
diagnosed at age 3 yrs with expressive and receptive language delay, and fine
motor delay. He has been in a public school developmental pre-school since
age 3 and has received speech therapy and OT.  His language has improved alot
(from 25% understanding of what he says to about 90%). Not really sure about
fine motor progress, but still delayed. He still has the most difficulty with
language when we initiate the conversation or if he is talking about an
abstract subject.
Right now my biggest concern is the fact that he is still not potty-trained
at all, has motor planning difficulties which cause him alot of trouble with
self-help skills. He acts more like a 3 year old than a 4 year old.  I can't
believe he'll be ready for Kindergarten next year.  He also has a peculiar
habit of holding a toy or object near his eyes and running back and forth
through the house with it, while making engine noises.  He prefers this type
of "play"  best and doesn't interact with anyone while doing it.  He does it
at school, too, although they can re-direct him.  He has had a neurological
exam which was normal.  He's next due for a psych eval to see if that sheds
any light on what's going on.
Does any of this sound familiar to anyone? I would enjoy hearing from any
about this. Thanks.
Amos McDl

SUBJECT:  Re:delayed language   Date:  95-12-07 18:13:59 EST
From:  HBarker732

It does sound familiar, and it sounds as if your son may have a
social-communication disorder.  Remember that it is not your son's job to get
"ready for kindergarten" but the schools' job to provide an appropriate
education that meets his needs.  If he qualifies for special ed now, he will
probably qualify in kindergarten, too.   You may want to read more on
Asberger's (another forum) and on some characteristics of kids diagnosed with
PDD

SUBJECT:  Re:delayed language   Date:  95-12-08 13:56:12 EST
From:  Amos McD

Thanks for the response!  Actually the one thing I'm fairly sure of is that
my son doesn't have is PDD.  My 6 year old nephew has PDD and they are like
comparing apples and oranges.  My son does interact with people and other
kids ( I didn't really make that very clear-sorry!), but he just has that
peculiar habit of his ( his teacher calls it a self-stimulating behavior).  I
don't think he has  Asbergers either ( I've read up on both subjects because
of my nephew).  I guess my concern about kindergarten was more just spouting
off than anything else. I don't really care if he stays in preschool another
year because he's a late April birthday.  I don't understand where the
potty-training dilemma fits in with everything else.  I'm not fixated on
potty training and my older son trained himself at age 3 and 1 month. I've
never pressured my kids, so its interesting that my 4 year old is so against
it.  I want to know if anyone else has had these  same problems with their
child, and if so what was tried?  Thanks!

SUBJECT:  Re:delayed language   Date:  95-12-12 11:40:39 EST
From:  PattiMcHam

Has anyone mentioned a Sensory Integration problem? The occupational
therapist (OT) might have some insight. Many of the things you describe seem
to have that common denominator. It may also explain the difficulty with
potty training.

BTW, although two children may have very, very different skills and behaviors
the same label of P.D.D. may apply. It really is a general label that is used
with preschoolers to indicate there are several areas of delay. While some
are later labeled more specifically as autistic (perhaps your nephew) some
are not. Some school systems use the label "developmentally delayed" to mean
this too, although in other areas it is a euphemism for retardation. We
really ought to have a more consistent and universal way of using these
diagnostic labels, shouldn't we?? If your library carries my book, "Childhood
Speech, Language and Listening Problems: What Every Parent Should Know" (John
Wiley & Sons, 1995) it may be helpful for you in putting some of the pieces
together. Good luck.

SUBJECT:  please, i need advice!! :)   Date:  95-12-12 20:03:46 EST
From:  BritSkye

hi! :-) my name is Britta, and i'm 16.  i am *very* interested in special ed,
and want to be a teacher for SED kids when i'm older!  right now i am doing
everything i can to achieve that goal, and the most promising thing right now
seems to be the ad i saw in the paper yesterday.  it's for a job as an
assistant in a sped preschool class, and i *really* want that job!!!  i am
aware that it's a long shot, because i'm only 16, but i can't help trying.
my question is this:  if you, a preschool teacher, were advertising for an
assistant, would you consider hiring a 16 year old, if she was qualified, or
would you insist that such a person be a high school graduate?
the ad said "high school graduate", but i think this is in part because they
wouldn't expect that a high schooler's scedule would allow for the job.  but
i'm homeschooled, so i'm not confined to any scedule.  also:

-- i volunteer twice a week in a sped class at a local elementary school,
working with kids between 6-11 who have emotional problems, behavior
disorders, down's syndrome, mental retardation, and learning disabilities,
and i LOVE it there!!!
-- i have read almost 2 dozen books about special kids, including college
textbooks and books by virginia m. axline, b.f. skinner, torey hayden, and
mary maccracken; some of them i've read multiple times!  the textbook,
"educating special learners", would have taken an entire semester to cover,
in a college class.  i read half of it, 250 pages, in one day, because i
LOVED it so much!
-- last spring i took a class to get certified in pediatric cpr, and when i
*was* in public school i took a semester of a child development class.
-- i started out as a mother's helper at age 8, and have now been babysitting
for dozens of families for almost 6 years, for kids age 4 months to 11 years.
-- and i just logged this entire folder, all 112 messages, to read offline

so.  with all that in mind, would i have a fair shot at applying for this
job???  is there anything else i can do, right now, to better qualify
myself??  would i just be making a total fool of myself by applying in the
first place?  any advice would be *greatly* appreciated!!!!

thanx!!

Britta =)

PS-- oh, but i need replies *soon*...the deadline for this job is 12/20, and
i have my three letters of reference, my cover letter, and my resumΘ...but
can someone tell me what an "educational assistanats contract" is, and how
(more like *if*) i can get one?

SUBJECT:  Re:delayed language   Date:  95-12-12 22:04:24 EST
From:  IzzyVa

Hey AmosMcD
I've been reading some of your postings about your child and the thought of
autism/PDD also came to my mind.  Autism is a spectrum disorder, with many
different features and kids affected to varying degrees.  Many kids with
autism/PDD do interact with other individuals, are affectionate , etc.
contrary to popular belief. Good luck.

SUBJECT:  Re:please, i need advice!! :   Date:  95-12-15 21:17:45 EST
From:  Valsudur

I don't have anything concrete to offer in the way of advice.  Other than
maybe your age might be a factor for a number of job/legal reasons, it
doesn't hurt to apply.  In the worst case, you will learn more of what you
need in the way of credentials.

Good luck!


SUBJECT:  Re:please, i need advice!! :   Date:  95-12-19 23:24:36 EST
From:  BritSkye

any last minute advice, guys??? :-)  :::::application has to be in by
tomorrow::::::

Britta

SUBJECT:  Re:delayed language   Date:  95-12-29 17:51:47 EST
From:  ETThompson

I also have a son diagnosed with a speech/language delay (we think maybe
PDD).  He is 3 1/2 and not potty trained either.  We don't force the issue,
(since his older sister was 3 before she was trained) but do put him on the
potty to get him used to it.  He doesn't mind at home doing this, but hates
it at school.  His teacher says that he's just not ready yet (this is fine
with us, though it would be nice to get him out of diapers).

I would also appreciate any help on this subject.

SUBJECT:  Pre-school Special
Ed.   Date:  95-12-31 18:08:38 EST
From:  JFAVORS

I am interested in entering the field of Special Ed as a teacher's aide.  Do
most Pre-school programs run with the public school calendars, and are they
funded the same way? Do their teachers need to be certified?

SUBJECT:
Re:Pre-school Special Ed.   Date:  96-01-01 22:39:14 EST
From:  Kenner 14

Hi JFAVORS!
I can only speak for myself and for my district in California, but yes, my
Preschool Special Day Class is on the exact same calendar as the school
calendar.  The teachers ABSOLUTELY must be certified.  I happen to be a
Speech Pathologist and others I know have credentialing in Special Education.
In the case of the Instructional Aides I've had, there (unfortunately) is no
previous training required.  They only have to be able to pass a basic
competency test. In the case of the four aides, I've had in the time I've
been doing this class, each of them were high school graduates or
equivalency.  The training that went on came strictly from me.  I feel that
of the four aides I've had, only one was truly excellent and had a feel for
this profession and for the children.  The others were adequate.  I hope this
helps answer your questions!

SUBJECT:  Learning Delayed?   Date:  96-01-02 21:39:36 EST
From:  Shasta2

My 4 1/2 year old daughter is in a Early Childhood program and receiving
Speech Therapy for receptive and expressive language delays.  She is easily
frustrated, prefers to play by herself, and has a very low self esteem.  She
has made progress since enrolling in September, but her teachers are very
concerned the effect her self esteem has on her improving.  Anyone had any
ideas on books to give me the tools to help her in this area?  She has
tremendous difficulty in answering What Where and Who questions, but has
shown improvement.  This month she will begin receiving OT treatment and I
have a M-Team next week.  Can anyone help me with what Sensory Integration,
PDD and social skills she may be experiencing?  I'd like to be better
prepared for the meeting.

Thanks.

Sue

SUBJECT:  Re:Learning Delayed?   Date:  96-01-08 02:22:48 EST
From:  Wisctoys

Before you go into your meeting, I recommend you write down your concerns and
maybe even take along a friend or relative to help you get the answers you
are seeking.  I've been doing these meetings for the past 10 years and it's
tough to remember things when you're talking about your child.  Insist on
knowing what your child does well!  Sally Smith is an excellent author in
this area.Good Luck.  Wisctoys

SUBJECT:  Re:Arts and Crafts   Date:  96-01-21 12:03:33 EST
From:  OLLIE73800

I think that collages are great for young children.  Providing many different
types of materials (rough, soft, smooth, long, shiny, etc.) for them to work
with promotes discussion of the materials.  Also, there is no right or wrong
way to do a collage....

SUBJECT:  Re:3 Year Old   Date:  96-01-21 12:17:07 EST
From:  OLLIE73800

I would look for a program that is play-based for your son.  So much language
can be learned through play.  The teachers should be down on the floor with
the kids and following their lead and interests.  This gives the teachers an
opportunity to model words or simple phrases for children with language
delays(ie. Tell Sammy "It's my turn") .  There is no better time to teach new
vocabulary. Also, as far as working on writing their names at three, I see no
reason for it unless the child is interested and ready for that task.  It is
much more important for the child to engage in pre-writing activities such as
large brush painting, working with playdoh, finger paint, sand and water
play, etc.  These activities are much more developmentally appropriate for
pre-schoolers, especially three-year-olds.

SUBJECT:  Re:looking for schools
ion g   Date:  96-01-21 12:33:57 EST
From:  OLLIE73800

Are you involved in the early intervention program in your county?  They
should have good resources for you.  I have heard about the Atlanta Area
School for the Deaf (AASD) and Georgia Pines - don't know much about either -
hopefully you will be able to find a really good play-based program for your
child...too many hearing impaired children are forced to sit at a table for
long periods of time...good luck.

SUBJECT:  Moved-daycare/NYC   Date:  96-01-28 13:23:21 EST
From:  SusanS29



SUBJECT:  Family Day Care   Date:  96-01-27 16:07:45 EST
From:  MICSPI
Posted on:  America Online

Kindly forward EMAIl on information about Family Day Care Providers here in
NYC

SUBJECT:  Re:Special Education and DAP   Date:  96-01-28 15:15:15 EST
From:  SailwJohn

I have been teaching for the past 3 years in a preschool program for children
with developmental delay.  We have adopted a DAP philosophy and are working
towards NAEYC accredidation.  What would you like to know?  Also any helpful
tips on the accredidation process would be helpful. Thanks!

SUBJECT:  looking for
resources   Date:  96-02-01 23:37:58 EST
From:  Richwinner

I am a student and a preschool teacher, doing a project that necessitates a
search of journal articles that deal with early intervention programs and
inclusion of disabled kids with the regular day care/preschool program.  I
would appreciate any information that tells me what journals to look for, or
if you know fo any specific articles.  Thanks a lot.

SUBJECT:  Re:looking for
resources   Date:  96-02-01 23:50:50 EST
From:  SusanS29

Richwinner you can do part of your search right here on AOL. Use keyword:
ERIC to get to an educational data base.

SUBJECT:  congenital heart defect   Date:  96-02-02 06:44:27 EST
From:  Ratatat

moved from another folder:



SUBJECT:  congenital heart defect   Date:  96-01-05 00:57:42 EST
From:  GJones9133

I am having a problem feeling secure in letting my 4 yr old attend early
intervention school. She has Tetrology of Fallot, with pulm atresia.
\\\\\\\\\\\\just had surgey in sept. which brought her O2's to 80, were in
the 50's. I know her immune system is low, and it is a judgement call to send
her in school. I would like to talk with anyone having advice, or has been in
the similar situation.
                                                       Thanks
                                                               Geri

SUBJECT:  EI
ideas   Date:  96-02-02 06:45:03 EST
From:  Ratatat

moved from another folder:



SUBJECT:  EI ideas   Date:  96-01-05 19:00:48 EST
From:  MScurr3710

I am a speech pathologist who serves EI kids, families, classrooms,
interested in sharing ideas about what has been helpful to all
concerned.

SUBJECT:  Thank God for EI   Date:  96-02-02 06:45:41 EST
From:  Ratatat

moved from another folder:



SUBJECT:  Thank God for EI   Date:  96-01-08 02:20:56 EST
From:  MacMoth1

I am raising my grandson. He is 21 months old. I began worrying about his
speech (at about 12 mo) when he failed to give a label to MaMa or Me or
anyone, anything. He doesn't have any verbal words at all. He began throwing
tantrums to get his needs met. Our Physicians Assistant (during an exam for
fluid in his hears) noticed this behavior (he was then 15 mo). She asked if
this was common for him and when I told her it was, she gave us a referal for
a developmental screening. This determined that he had some severe delays in
language. From this we began speech therapy and trying to reinforce social
skill success. He seemed to have developed his own sign language gestures and
we have really taken that a long way. He can ask for things he wants most of
the time now. This has helped his behavior tremendously. He is not so
frustrated. But he is still lacking in social grace and has some very unusual
behaviors (self stimuli, OC, Sensory Integration problems). So he was refered
again, to a special State University Clinic (medical school) for a full day
evaluation. There some 8 different doctors or other specialists observed him.

aked a lot of questions and have determined that he is most likely Autistic,
possibly has a form of Terret's syndrome and has dysplaxia/aphasia. He really
seems to understand most of what is said directly to him. He will follow
directions (when it suits him) and he is doing so much better with the sign
language on board. I only hope I can learn it as fast as he does.
I know that with out the early attention and intrest shown by that one
Physicians Assistant, my next two years or so could have been far harder than
it will be. He isn't in the "terrible twos" yet. I am so greatful to have
this information early. With it, I get the needed support and parenting tips,
books, educational assistance for him....and the speech therapy. Just wanted
to share my story and testimony. Also to tell parents not to be afraid to
question the doctor who says.."he's fine he'll grow out of it, and.. all kids
develope differently, some are faster than others." Our Regular Doctor  told
me that some kids just don't talk as early as others. I was aware of that. I
just didn't feel right about this child not being able to call anyone when he
was in need... no label for people meant that he didn't reach out verbally at
all. He had to scream, hit , push or pull a person to communicate that he had
a need of any kind.    MC

SUBJECT:  Re: Thank God for EI   Date:  96-02-02 06:46:17 EST
From:  Ratatat

moved from another folder:



SUBJECT:  Re:Thank God for EI   Date:  96-01-08 08:37:39 EST
From:  S gretz 17

I too believe in early intervention.  However, parents need to still be
vigilante and learn to trust their own instincts.  I had the experience with
my son of EI professionals not picking up on a severe speech disorder even
though he had been recieving speech therapy services for a year.  Sometimes I
fear that at least in some locals, the program is generic, meaning that
despite IFSP's etc. the actual delivery of therapy is geared to the needs of
"most" kids vs. what is sometimes called for, which is more specific kinds of
therapy.  What my son needed was an intensive targeted individual speech
therapy with an experienced therapist for his severe apraxia.  What he got
was a more general approach geared to children with delays.  In his case it
was not appropriate.  Just be sure that your child is progressing.  If there
is no progress parents need to look into it and not be satisfied with, "oh it
will be ok" answers

SUBJECT:  EI - Developmental Educator   Date:  96-02-02 06:46:56 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  EI - Developmental Educator   Date:  96-01-08 15:35:54 EST
From:  Justawest

I have worked in early intervention for 10 years- I have my MS Ed. with a
specialty in children from birth to three years- I would love to correspond
with others working in the field or families who might be able to share their
stories with me on their experiences with EI- good or bad.  Just E-mail me at
Justawest.  Thanks!

SUBJECT:  Re: EI ideas   Date:  96-02-02 06:47:38 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  Re:EI ideas   Date:  96-01-16 23:05:02 EST
From:  Brendemuhl

I am an early interventionist also looking for great activities for children
birth to three.
Specifically in the communication area!
My e-mail address is Brendemuhl
Thanks!

SUBJECT:   Re: congenital heart defect   Date:  96-02-02 06:48:19 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  Re:congenital heart defect   Date:  96-01-23 22:53:52 EST
From:  EHart16

You know your daughter best, and of course check w/ her dr. - but my advice
is SEND HER TO EI.  My 4 yr old son started EI at the age of 2. He has
hypoplastic left heart (no left vent.) which has been surgically corrected to
the point it can be.  His O2 sats have a gone from the 60's to the 90's.  He
also had intestinal defects. He started EI just 4 months after surgery for a
bowel obst. which put him in a coma. He was sick a lot (colds, bronchitis)
for the first two years in EI, but the services he received there have done
alot for him. Good luck!

SUBJECT:  Re: Thank God for EI   Date:  96-02-02 06:49:08 EST
From:  Ratatat

Move from another folder:



SUBJECT:  Re:Thank God for EI   Date:  96-01-26 21:52:33 EST
From:  SNUGGYBR

The different conditions that you mentioned (autism, terrets, etc.) are so
different and varied.  Please make sure that you know for sure that that is
the problem.  Often times you can look at a check list of factors that
describe a condition and they seem to fit your situation perfectly.  Then you
start to rationalize all other behaviors to fit into some catagory.  Don't
worry so much about having a label for your grandson, it is far too early for
that too occur.  Most of the time they do not give a classification until the
age of 5.  If you need information concerning  the rights of
parents/guardians with regards to special services, you can post another
message and I will get that information to you.  You do have rights and your
grandson deserves all the help he can get!

SUBJECT:  Early Intervention Teachers   Date:  96-02-03 23:22:18 EST
From:  PDHPenny

I'm glad there seems to be renewed interest in this folder.   I am also an
early intervention teacher, 0-3, who would love to correspond with other
early interventionists on ideas, curriclum, assessments, etc.

PDHPenny

SUBJECT:  Re:Early Intervention Teache   Date:  96-02-05 22:03:25 EST
From:  PMF31

How did you enter the field of Early Intervention? Is this funded through the
public school system?
Is your degree in Special Ed? My degree is in SpEd and I am thinking of
re-entering the teaching field after having been a director in the day care
field. I really want to combine my skills in Early Childhood and Special Ed.
Where would you suggest I start and what opportunities are out there?
Any feedback you could give would be helpful. Thanks.

SUBJECT:  Treatment Options   Date:  96-02-12 12:00:09 EST
From:  NomadJohn

From: Orange County Center for Academic Excellence
         (OCCAE).

Orange County Center for Academic Excellence (OCCAE) in Newport Beach, CA.
We are an all inclusive educational  diagnostic and treatment clinic,
specializing in learning and behavioral disorders. We offer complete
neurological and medical evaluations, ADD and ADHD evaluation and treatment,
speech and language therapy, ability testing, EEG biofeedback, reading
remediation, and early diagnosis and treatment of behavior and conduct
disorders.
     Our chief physician, Dr. Mohan Nair, M.D., is a nationally recognized
expert and presenter on pediatric learning and conduct disorders.  He is one
of the very few board certified child psychiatrists in Southern California,
(Diplomate, American Board of Psychiatry and Neurology, Child Psychiatry).

                       John Daffron, Orange County Center for Academic
                                             Excellence (OCCAE).
                       e-mail: [e-mail]

                       Mohan Nair, M.D. : [phone]
                                           Fax: [phone]
                        3333 West Coast Highway, Ste. 300
                        Newport Beach, CA 92663


SUBJECT:  Re:EI-Autism--Help   Date:  96-02-17 13:37:33 EST
From:  CKyle6365

Hi-I am a non-traditional(old) student in a post-bac spec ed program. I also
am a 3 day user of the internet so if I breach etiquette in anyway, please
1st let me know & then forgive me cause I won't let it happen again.  I've
been approached to work with a 4 year old Autistic boy because I have very
highly trained Labrador Retrievers (dogs-#1 in AKC obedience competition in
US). We'll be using my dogs as therapy.  The child is doing very well in a
program modeled after Lovaas' at Univ of CA.  I want to do this 100%, so I'd
like any info or experiences anyone has regarding Autism &/or dog therapy
work with children with disabilities.  The dogs & I will be meeting with
Tyler for the first time Sat, 2-24-96.  If you have anything for me, plz
either put it here or email me directly.
Thanks.

SUBJECT:  Program Directors: HELP!     Date:  96-02-17 18:17:05 EST
From:  Elastics

I am a Bank Street student writing my thesis. I need information about your
program! Please tell me about:
1. Your program's educational philosophy
2. The staff's roles, including support services
3. What assessment tools are used to assess children entering your program.
Do you think they are appropriate?
4. The role of caretakers on a short and long term basis.
My purpose is to create (on paper) the best early intervention program for
toddlers and preschoolers, and to justify my choices. I am looking to see
what is already in existence.

You can e-mail me at "Elastics."
THANKS FOR ANY HELP!!!

SUBJECT:  Re:EI-Autism--Help   Date:  96-02-20 16:24:23 EST
From:  Ratatat

<<The child is doing very well in a program modeled after Lovaas' at Univ of
CA.  I want to do this 100%, so I'd like any info or experiences anyone has
regarding Autism &/or dog therapy work with children with disabilities.  The
dogs & I will be meeting with Tyler for the first time Sat, 2-24-96.  If you
have anything for me, plz either put it here or email me directly.>>

I don't have an answer to your question, but NICHCY might.  This is the
National Information Center for Children and Youth with Disabilities.  It is
a clearing house of information, including support groups, laws, research,
etc... pertaining to just about every disability.  Their information is free.
You can reach them at 1-800-695-5010.

Also, check the Special Education Forum library.  There are a couple of files
you can down load with email and internet resources, and another of national
support groups for disabilities.

SUBJECT:  Early Childhood Special Educ   Date:  96-03-01 00:21:46 EST
From:  BLegerwd

Help!  First I am not sure how to use this service (this is my first online
try).  I am a graduate student.  I am writing an IEP for a visually impaired
4 year old. Which behaviors are on target and which should be addressed?  (we
are using a case study titled, #9 "Peter and the Watermelon Seed")  Ex.  Is
this appropriate, "Peter's thumb went into his mouth and his index finger
into his eye socket"?  The teacher in this case study is teaching Peter his
colors and how to "color in the lines", is this a common goal for a VI 4 year
old?  Thanks for any response you can give.  And I did okay using AOL as a
source with my professor.

SUBJECT:  Re:Program Directors: HELP!    Date:  96-03-01 00:38:22 EST
From:  BLegerwd

Good luck on your paper, I too am a student!  We have several good programs
in the Little Rock area.  I am not sure if they are online but I will share
your inforamtion need with them.
Arkansas Cares 501-661-7979 Patty Bokony, Director.  This is part of an
intensive outpatient drug treatment program.  If you are familiar with the
ITERS scale the center rates mostly 7's.

SUBJECT:  Re:EI-Autism--Help   Date:  96-03-02 21:56:43 EST
From:  PDHPenny

I don't know about the program you specifically cited, but I work for and ECI
program  & one of our OT's uses her dogs as therapy dogs all the time.  The
dogs are certified as therapy dogs & have credentials.  (Dogs with
credentials, who'd have thought?)    The dogs are wonderful & most kids
really respond to them.  I'm sure our OT has information on dog therapy
programs, if you are interested.  E-mail me & I'll ask her.

Penny

SUBJECT:  Re:Play based Assessment   Date:  96-03-06 00:20:35 EST
From:  LarryL1064

I'm a Preschool Psychologist who does not only play based assessment, but
formal batteries, as well.  What are some of the questions you have.

Just to let you know what we do, we have made our own Play assessment form.
I'd be glad to share that with you.  Because of our state guidelines, we have
to have hard numbers to place a child in services, not just a play
assessment.

Let me know your questions/concerns.

B -

SUBJECT:  Re:test assessment   Date:  96-03-06 00:27:06 EST
From:  LarryL1064

We have use the Differential Abilities Scale (DAS) for cognitive testing in
3-5 year olds.  We also use the K-BIT as a back-up measure.  The DAS is great
because it's very child-friendly and has given us consistent results with the
Battelle.

For social/emotional, we have used the Behavior Assessment System for
Children - which has a teacher and parent form.  The only problem is they
have to be 4 for this battery.  We've also used the Conners' scales, and the
Walker Problem Behavior Identification Checklist.

Hope this is helpful.  Let me here from you about any other questions.

B -

SUBJECT:  EI test pending....   Date:  96-03-15 15:59:31 EST
From:  Stacina

My son Alistair is a very bright 2 year old who unfortunately has a lot of
needs.  My son is believed by his doctor and myself to have petit mal
seizures, a problem with speech/and or hearing, motor development and
behavioral problems such as screeching loudly for no reason for hours at a
time.  I have just been referred into Early Intervention in my area and would
like to get an idea of what to expect in the coming evaluations etc.  He has
been referred to several different specialties all with an asap order.  I
wish I knew about EI earlier.  Can someone give me an idea of what to expect?
[e-mail]

SUBJECT:  Play Based Assessment   Date:  96-03-15 18:07:01 EST
From:  Slusar

I just had the opporturnity to spend two days in a training led by Toni
Linder on Transdisciplinary Play Based Assessment and Intervention.  What a
wonderful opporturnity to get it from the "expert"   It was so nice to hear
what she had to say about her experiences in assessment and intervention and
to learn that what the speech and language therapist and I have implemented
in the classroom is so close to what she is recommending and doing herself.
She also shared that she is writing a new book!!!

SUBJECT:  Re:Resources and
Materials   Date:  96-03-26 19:25:57 EST
From:  ValeriePG

I raid Garage Sales for much materials: ie: books for the kids (3-5 year
olds), and play furniture, housekeeping area stuf, games.  we have a
speciality store that the prices aren't so bad.  Also, check out discounter
stores for crayons, tissue paper, paper plates and bags.

SUBJECT:  Re:EI test
pending....   Date:  96-03-30 19:08:27 EST
From:  BoggyPeak

This is probably coming to you too late, but in my state, children under
three years are by law evaluated in all developmental areas (fine and gross
motor, communication, social, adaptive and cognitive).  Two tests must be
given in each area.  (Some are interview format.)  They will require your son
to do certain things such as build blocks after a model, give a toy on
request, etc. The therapists will be looking at how he responds at that time.
Scores will be obtained and then eligibility will be considered.  There are
different requirements in this regard.  I'm sure it will all be explained to
you.  Hope it goes well.

SUBJECT:  Re:Resources and Materials   Date:  96-04-19 13:57:06 EST
From:  DVWburn

I do not believe that teaching typical 3 and 4 year old children calander
skills is developmentally appropriate.  It is ok to talk about the calander
and mention the days of the week, numbers, etc., but not to "drill" the
concept into their heads.

Look for materials such as the ones you have described in garage sales.  I
find nice preschool material at garage sales at the right price.

SUBJECT:
Re:Play Based Assessment   Date:  96-04-19 14:07:49 EST
From:  DVWburn

Hello,
I am a child development specialist and own/operate a private Early
Intervention Program (birth to 3 years).  We assess younsters and provide
ongoing therapy.  Our services are only provided in the child's home - we
believe that the child/family are most comfortable in the home and more
skills can be recognized.

I use a combination of play-based and formal assessment.  I find it most
helpful to make a "shopping list" of a child's skills.  The problem with
play-based assessment right now is that it can not be the only assessment
method you use on a child to determine his/her eligibility for intervention.
The state of NY needs at least one standardized measure in order to "approve"
a child for therapy.  This presents a problem because play-based assessment,
in my opinion, is somewhat time consuming, especially when conducting
evaluations in the home.

I would like suggestions on how to become more efficient with play-based
assessment for children under 3 who have evaluations conducted in home.

SUBJECT:
Re:Early Intervention Teache   Date:  96-04-19 14:14:23 EST
From:  DVWburn

Hi,  I'm an Early Interventionist (0-3).  I would like to chat with others -
problem solving, etc.

I own and operate a private early intervention program (0-3) in Broome
County, New York.  It's called SMALL WONDERS.  We provide
screenings/evaluations/ongoing therapy.  All services are provided in the
home.

I'm looking for good quality teachers/therapists to come work with us.  Our
philosophy is based on transdisciplinary intervention using primarily
playbased assessment and intervention.

Doug Washburn

SUBJECT:  New Toys "R" Us guides avail   Date:  96-05-02 13:17:25 EST
From:  ALauritzen

Toys "R" Us Project (#4)

The National Parent Network on Disabilities and Toys "R" Us, in an on-going
effort to make shopping for appropriate toys for your children enjoyable, are
going to continue their partnership in the production and distribution of the
4TH Guide for Differently-Abled Children.

Toys "R" Us is making available an even wider selection of toys, coded with
ability symbols for easy identification. For those of you who received the
first 3 guides, we believe this issue will be of greater value because
improvements were made in direct response to the consumers for
differently-abled children.

Once again, Toys "R" Us has evaluated the toys with children with
disabilities in testing centers in the belief that ALL children should have
the opportunity to select toys that will be fun, meet their needs and be
useful for developmental growth.

We believe that as your children grow, many of you  want to see what new toys
are on the marked coded with ability symbols, and want an opportunity to have
the guide mailed to your home when a new guide is available.

A very important component of this new guide is that it was created in part
by parent suggestions from around the country, and now has a section to mail
your comments directly back to the Toys "R" Us company.

We have established 3 methods of distribution.

OPTION 1 - You send your mailing labels to the NPND  office in Washington, DC
and they handle all the mailing process. The NPND will ensure the
confidentiality of all mailing labels. This would require the minimum of
effort on the part of your staff.

OPTION 2 - You can mail the catalogs from your own offices or mailing house.
This method is somewhat more labor intensive for you. If you are doing the
mailing, remember third class FOR-PROFIT is the postal method to use. We will
enclose the correct procedures for everyone who needs them with you catalogs.
However, there will be reimbursement for your mailing effort, in a timely
manner. There will be a revision of reimbursement procedures. The NPND
ensures that all groups, regardless of your mailing process, will be
reimbursed for the entire guide mailing effort upon completion of the project
and the submission of reimbursement forms and receipts.

OPTION 3 - This is just a simple request for additional Toy Guides for your
office, conferences, parents, training's or friends.

THE DETAILS OF THIS MAILING, REGARDLESS OF THE METHOD YOUR GROUP CHOOSES,
REQUIRES AN IMPORTANT FIRST STEP - A COMMITMENT TO MAIL THE AUTUMN TOY GUIDE
FOR DIFFERENTLY-ABLED CHILDREN, A DECISION TO PARTICIPATE IN AN EFFORT THAT
HAS RECEIVED NATIONAL ACCLAIM.

To make your request, there are 3 ways: PHONE, FAX, E-MAIL. or MAIL.

We need to know how many Guides Toys "R" Us should print, so we would
appreciate if you would REPLY BY MAY 13, 1996. The first 3 mailings reached
over 1,700,000 homes.


Please indicate:

How many Guides you would like to have?

What method you prefer for mailing.

 Toy Guides will be mailed from the Virginia mail shop and the offices that
prefer to mail themselves, no later than the week of September 19.

Contact Jo Ann Egypt at the NPND office.  [phone] -phone;
[phone]-fax; or [e-mail] - e-mail; or National Parent Network on
Disabilities, 1727 King Street, Suite 305, Alexandria, VA 22314.

Please make copies of this announcement and share it with other people and
groups that you think would benefit from the Guide.

Toys "R" Us has been very supportive of the efforts of NPND. We are
continuing with this endeavor because we want to provide every possible
opportunity for parent leaders nationwide to serve all families and children
with the most current information and supportive services available.

If you have any suggestion for improving the directions, please fax them to
the NPND, [phone], so we can continue to improve our ability to serve
you.

Thank you .

Joanne Butts, President, NPND
Patricia McGill Smith, Executive Director, NPND






SUBJECT:  my cousin   Date:  96-05-10 21:23:29 EST
From:  BritSkye

hello!
my name is britta, and i'm 17.  i could really use some advice, and would
appreciate any and all replies!!!
i'm really worried and confused about my cousin shannon.  she turns 2 on may
27.  i don't spend a *lot* of time with her, but just the short times i've
been with her have been enough to tell me there's something un-typical about
her. (i refuse to say "wrong".)
first of all, she's constantly on medication.  almost every single day.  she
sneezes, she gets baby tylenol.  this is like a vicious circle, because so
much medicine makes her immune system weak, but when you're sick, you need
the medicine to fight off the sickness.  she has had a LOT of ear infections
throughout her life, and may have to have tubes put in her ears.
when she was younger, she was very understimulated and was plunked down in
front of the tv for hours on end.  she doesn't have any books and doesn't get
read to.  (the books my family and i give as presents mysteriously
disappear).
but most of all, something about her hearing is strange.
she came over to our house with her mom, and stayed for about an hour.  they
just left a few minutes ago.  the time shannon was here was, to my mother and
i, "testing time."  i had been so eager to see her again to see how she was
doing!!
the first thing my mom did was to wait till she had her back turned then clap
really loud.  shannon turned towards the noise.  as we walked, holding her
hands, mom exclaimed excitedly, "shannon, i looove your slippers!  shannon,
where are your slippers?!" but shannon gave no indication she even heard.
downstairs, shannon saw my kitty by the door and went over to pat it.  i
said, "shannon, that's the kitty!  where's the kitty?" but she didn't even
look at me.  the cat started to meow, and shannon said "mow, mow".
oh-- another thing.  she babbles unintelligbly a lot, and can say "hi" and
"bye" i think, but no real words.  funny, cuz the last time i was here she
would point and squeal "keety!!" but this time she wouldn't say even that.
in the living room, she was playing with the piano keys, and mom and i were
knocking ourselves out going "shannon!  shannon, look!  shannon, c'mere a
minute!" loudly, but she gave no indication of hearing us.  then mom suddenly
said "PSSST!" and shannon turned around and laughed and laughed!

[2 b continued]

SUBJECT:  part 2   Date:  96-05-10 21:23:49 EST
From:  BritSkye

and most interesting of all... i was crouched down next to shannon in the
kitchen while she fiddled with the knick knacks on our shelf.  she was facing
the wall.  mom came up and, bringing her hands within six inches of shannon's
head, clapped extremely loud and fast repeatedly.  shannon didn't even
flinch.  she turned at about clap number 6.  then, mom took a cover to a pot,
and bringing it up high, let it drop with a CLANG onto the linoleum.  shannon
jumped a little, and turned to look at it.  i was half expecting her to be
scared of such a loud noise like most 2 year olds, but she just giggled.
so, it's safe to say she's NOT deaf, but her hearing is not typical, either.
it's almost like she has...selective hearing or something.  about one fourth
of the time she'd respond, but most of the time she didn't.  she seemed to
respond to a lot of *sounds*, but not words.  sometimes she'd turn around to
hear her name, other times she wouldn't.
at one point i said "shannon, come here!" and had to say it a *lot*, because
she wasn't coming over.  her mother casually said "oh, is she ignoring you?
she does that to me *all* the time."  hmmm.  but when i motioned with my
arms, 'come here', she did.  i noticed that her mother uses a lot of
gestures-- like puckering her lips for "give me a kiss" or patting her head
for "fix your hat".
i am totally fascinated with autism and even wondered if shannon had some
form of autism or other PDD... then again, i see autistic signs in *everyone*
because i think about it so much... nonetheless, i was looking for "autistic
symptoms".  shannon didn't seem to care who she was with; she'd wander around
the house with whoever was available.  then again, she could just be a
non-shy kid.  she did a lot of hand-leading..ie, pulling my hand over to an
object she wanted, or using my hand to push a button.  she seemed to resist
physical contact-- i mean, she'd pull my hand when she needed something or
have me lift her up to places she wanted to go-- but she's squirm out of my
reach when possible.  then again, she could have just been too busy exploring
to have time for that.  she doesn't look people in the eye very much.  i put
my head *right next* to hers, and she would barely glance at me.  sometimes
saying "shannon" would warrant a quick glance.  although she didn't like to
just plain be held, she loves to be bounced and tickled, like a lot of
autistic kids.
but on the OTHER hand.... she doesn't self stim.  she *does* respond some to
words, she *does* babble, if not coherently, she *did* play "appropriately"
with toys...you know, putting the bottle to the doll's mouth... she *was*
curious, active, and exloring...smiling and laughing...

there's just something odd about the whole thing.  do you have any
suggestions or ideas?  i really want to help her if i can.

i'm sorry this was so long; thanx for listening!!

Britta

SUBJECT:  Re:Since this is special ed...   Date:  96-05-12 13:51:07 EST
From:  SHAY30

I am looking for information on PDD children in early intervention (inner
city). Having problems since it is a fairly new concept.  Any ideas?


SUBJECT:  NCIP's Website Wins Award!   Date:  96-05-20 13:20:34 EST
From:  NCIPWeb

The National Center to Improve Practice (NCIP) invites you browse our WWW
site and share your knowledge and expertise with a community of educators who
have a similar interest in technology and students with disabilities on
NCIPnet.

Selected as Pick o' the Month by the U.S. Department of Education, NCIP's
website is unique among educational sites, in that it integrates valuable
resources with lively discussion forums, facilitated by experts in the field.

We invite you to peruse our resources and log onto NCIPnet, the
telecommunications network of NCIP (it's free!)  Participate in one or all of
the eight facilitated discussions forums.  Currently there is conversation
surrounding Fat Cursors, a control panel developed by Robert Abatola in our
Assistive Technology folder, a discussion surrounding inclusion in our
Inclusion Folder, and "talk" about issues of AAC and real-time communication
in the Augmentative and Alternative Conversation folder.

To learn more about NCIP, point your browser to: http://www.edc.org/FSC/NCIP/
-----------------------------------------------
NCIP, funded by the U.S. Department of Education, Office of Special Education
Programs, seeks to promote the effective use of technology to enhance
educational outcomes for students  with sensory, cognitive, physical, and
social/emotional disabilities (preschool to grade 12).

NCIP's site contains facilitated discussion folders, a vast library of
resources, video products illustrating how students with disabilities use a
range of assistive and instructional technologies to improve their learning,
and more than 100 links to other websites dealing with technology and/or
students with disabilities.  Questions, please contact NCIP at: [e-mail].


SUBJECT:  Part H- Big Trouble   Date:  96-05-28 12:47:49 EST
From:  ALauritzen

OPPOSITION TO THE PART H Demonstration Projects - Talking Points- May, 1996

    In 1986, Congress enacted Part H of IDEA, which is the Infants and Toddlers
with Disabilities Program. This program provides optional noncompetitive
grants to all states to assist them in developing and implementing
comprehensive, interagency systems of early intervention services for
eligible infants and toddlers (birth to 3) and their families. This program
emphasizes the critical role of families in the development of their young
children. A major purpose of the program is to assist states to design a
statewide system that coordinates and maximizes federal, state and local,
public and private resources in a cost-effective manner.
    State had up to four years to initial planning grants with the option of
several additional years, if needed. to fully develop a Part H. system. In
order to receive a grant after the planning phase, a state had to ensure that
the system is in place, all Part H requirements are met and that appropriate
early intervention services made available to eligible children and families
in accordance with the individualized family service plan (IFSP).
    ALL STATES PARTICIPATE IN THE PART H PROGRAM. All face many challenges. Few
state planners, if any, would say that Part H is easy. There  are many
challenges  associated with the development and implementation of a system
based on interagency agreements through which comprehensive services are
provided. These include budgetary constraints at all levels, ensuring the
strong and important role of families as called for in the law,
accountability, equity issues within the state, and disparities in service
levels in urban and rural areas, and differences in fees and payment systems
across agencies and providers. Designing a system that ensures
cost-effectiveness while still ensuring the availability of appropriate IFSP
services which are provided by all relevant providers is no small feat.
    THERE IS NO NEED FOR THIS AMENDMENT. In designing Part H, Congress allowed
great flexibility in designing a system that best meets an individual state's
needs and resources. Current law has provisions that can assist states in
accomplishing what appears to be the intent of the amendment. States SHOULD
develop "innovative new mechanisms..."as the amendment proposes but without
waiving fundamental principles of Part H.  THIS AMENDMENT VIOLATES TWO MAJOR
PRINCIPLES OF PART H. SSERVICES MUST BE MADE AVAILABLE IN ACCORDANCE WITH THE
IFSP AND FAMILIES ARE MAJOR PARTNERS IN ALL DECISIONS MADE IN THE PROCESS.
ALLOWING STATES 1) TO FORCE FAMILIES TO USE THEIR ALREADY VULNERABLE HEALTH
BENEFITS AND 2) TO WAIVE THE IFSP WOULD MEAN THE STATE IS NOT IMPLEMENTING
PART H.

Some facts about Part H are relevant to this discussion.

    - Each state must create a state wide systems design which works best for
the state to maximize all resources and ensure accountability. Some states
have a state administered vendor system. Numerous states have designed a
system of community-based interagency coordinating councils where the
responsibility for the system is placed on local agencies and programs. The
systems design is key to ensuring successful implementation and there are
many variations on what works best.

    - States must design a finance system which ensures the availability of
cost-effective services to all eligible children and their families.  This
system should maximize all available federal, state, local, public, and
private resources, and can include the development of a system of payments
including sliding fees which allow families to share in the costs of the
services in accordance with their ability to pay. In addition, a few states
have worked to develop sate legislation that assists in accessing private
insurance to reimburse the costs of some early intervention services.

    - Decisions about what services and their frequency are made by the IFSP
team. No one member, including the parent, can unilaterally determine the
service or the frequency o

SUBJECT:  Re:Part H- Big Trouble2   Date:  96-05-28 12:52:39 EST
From:  ALauritzen

 the frequency of the service. One critical member of the IFSP team is the
Part H system representative.  This person must ensure not only the
availability of services in the IFSP, but ensure that the services agreed to
are appropriate. A responsibility of the Part H system is to only agree to
services that are determined "appropriate" in accordance with the IFSP
process and the Part H regulations.
For additional information, contact Kay Beth Neas at National Easter Seal
Society 202/347-3066 or Sharon Walsh at the Division for Early Childhood of
the Council for Exceptional Children (DEC/CEC) at 703/250/4935.





SUBJECT:  BABY CHAT   Date:  96-05-29 22:24:11 EST
From:  C1ndysue1

AntonetteD and I would like to welcome you to the Supporting Parents Who Have
Infants and Toddlers with Special Needs Chat held on Sunday nights at 9:00 ET
in the PEN conference room.  This is an excellent place to discuss early
intervention and other issues that deal with a recent diagnosis.  As always
Veteran Parents are welcomed to come!!!

keyword PEN

SUBJECT:  Re:Early Intervention Teache   Date:  96-05-30 17:26:30 EST
From:  Aldenwood

Join us at AOL Professions and Organizations, Professions A-L

SUBJECT:  Re:Need
help in NY area   Date:  96-05-31 19:00:43 EST
From:  Denda

I know this is 2 years after your original message but........ what you need
to do is call the Early Childhood Direction Center (ECDC) in the
Westchester/Putnam/Rockland area and tell them you have a child with speech
and language delays that you would like to have evaluated for possible
special education services.  If youe little girl was born in 1991, you will
at this point have to contact your potential school district and refer her to
the Committee on Special Education.  If she was born in 1992 or later, then
ECDC is your best way to go.  I thought I had the number handy but I don't.
If you need any help with contacting the appropriate people in Westchester,
E-mail me at: [e-mail] and I'll try and get you in touch with who you
need to be in thouch with.  Early Intervention is actually my line of work,
so feel free to ask away!!!!

GOOD LUCK!!!!!!!!


SUBJECT:  DAP & Aug. Commun.   Date:  96-06-02 15:54:00 EST
From:  SRagghiant

I am a preschool/kind. special ed. teacher who is using DAP in conjunction
with a lot of low tech communication boards with a range of special ed. kids.
I would like to talk with other teachers who are using DAPand/or augmentative
communication with young children

SUBJECT:  ideas for PMH   Date:  96-06-03 18:42:56 EST
From:  T Back1000

I am a teacher of preschoolers with profound mental handicapps and phiysical
disabilities.  It gets very hard to come up wtih new ideas for children who
can not do much on their own.  I would love some new ideas for my classroom.
I get tired of doing the same thing and I am sure they do to.  Please E-Mail
me if you have any suggestions.  Thank you!

SUBJECT:  Re:ideas for PMH   Date:  96-06-04 19:49:38 EST
From:  SRagghiant

I teach a range of preschool kids from profoundly handicapped, severely
physically handicapped to high functioning autistic kids.  One thing that
seems really important is choice.  Finding a way to give choices to kids for
position, food or drink, toy etc. is crucial.  I also include the profoundly
handicapped kids in parts of all activities.  Cooking with switches to
operate the blender or mixer is fun.    I'd be interested in hearing more
about your class. S.Ragghiant

SUBJECT:  Re:Special Education and DAP   Date:  96-06-06 08:26:53 EST
From:  ErrickRd

My background is in Speech Pathology and Special Education.  I worked in
preschool for handicapped children for 8 years before becoming an
administrator.  I had experienced some confusion at times dealing with the
two philosophies with appear to be coming from opposite directions.  When I
first started, the skills were strongly emphasized and reinforced.  I still
agree, but after exploring the D.A.P. model, I also see a need to allow
children who are delayed the opportunity to explore, create, imagine, and
evaluate which tend to be more developmental.  I struggled with this for a
while and came up a balance between the two.  It's important to remember what
your objective is.  If you're working on exposure to and vocabulary of a
particular theme, then you don't want to wait till the child comes up with
the idea (They may never have seen a fire truck, so how could you have geared
the lesson to be child initiated.)  You also want to provide opportunities
for child initiated lessons.  Hence, the balance.  Special education
children, may need more guided practice.

  I'd like to hear more form you.
                                                               Linda

SUBJECT:
Schools in CT   Date:  96-06-06 16:27:06 EST
From:  Willma2

I just moved to CT from FL where I was teaching Early Intervention.  If
anyone has any information regarding early intervention programs in the state
of CT please post it--I will be checking back frequently.  Thank you!!!

SUBJECT:
Re:3 Year Old   Date:  96-06-09 13:37:02 EST
From:  SGoode1103

Sounds like developmentally appropriate and a great program.

SUBJECT:  ALERT!!!
- IMPORTANT!   Date:  96-06-11 23:13:00 EST
From:  RLewisUT

>J.O'Donell-Danbury Hospital
>Outpatient Chemical Dependency Treatment Service
>
>****************   Please give this your widest possible dissemination:
>************
>      For ALL of you that have children... regardless of their ages.
>      Warning to Parents,
>      A form of Tatoo called "Blue Star" is being sold to school children.
> It is a small piece of paper containing a blue star.  They are the
>size of a pencil eraser,
>and  each star is soaked with LSD.
>THE DRUG IS ABSORBED THROUGH THE SKIN SIMPLY BY HANDLING THE PAPER.
>      There are also brightly colored paper tatoos resembling postage
>stamps  that  have
>the pictures of the following:  Superman, Mickey Mouse, clowns, Disney
>Characters, Bart
>Simpson, Butterflies, etc.
>EACH ONE IS WRAPPED IN FOIL.  THIS IS A NEW WAY OF SELLING ACID BY
>APPEALING TO  YOUNG CHILDREN! THEY ARE  LACED WITH DRUGS!
>      If your child gets any of the above, do not handle them.  These
>are  known  to react
>quickly and some are laced with STRYCHNINE.
>      Please feel free to reproduce this article and distribute it
>within  your community an work
>place.  Get the word out about this danger to our children.
>      (Please copy and post at your work, give to friends, send a
>copy to  your  local
>schools.  This is very serious, young lives have already been  taken.
> This is growing
>faster  than we can warn parents and professionals.)
>
>

SUBJECT:  SEnate IDEA needs our HELP   Date:  96-06-12 15:00:51 EST
From:  ALauritzen

NPND ALERT!!!
June 12, 1996

Yesterday, Senator Dole was prepared to introduce the bill to reauthorize the
IDEA. He
was unable to because Senator Gorton had a "hold" on the bill. Hence, the
Senate has yet
to take floor action on the reauthorization of the IDEA - S. 1578.  If this
bill is not acted
upon, it appears that much more damaging legislation in the form of amendment
to IDEA
(Part B) will be unleashed from several Senators.

In particular, Senator Gorton is proposing amendments that will further limit
payment of
attorney's fees when parents prevail AND would single out children with
disabilities as the
only group unable to receive punitive damages for violation of their civil
rights.

IT IS ESSENTIAL THAT EVERY U.S. SENATOR IMMEDIATELY HEAR FROM
AT LEAST 5 PARENTS URGING THEM TO:

    1. Pass S. 1578, as soon as possible.

    2. Urge Senator Gorton to drop his "hold" on the bill.

The Senate switchboard can be accessed by calling  1-202-224-3121 or
1-800-962-3524


SUBJECT:  Early Intervention programs   Date:  96-06-14 18:29:14 EST
From:  Kaleeo

I am a early childhood teacher (K-2) and instructor in ECE at the local
community college.  We are looking for models of early intervention programs
that include not only early intervention (0-3) but also preschool.  In
addition, we'd like to look at innovative programs that tie in high school
students/parents with an interest in bettering their ECE skills.  We'd like
to combine all of this with a lab school for college ECE students and
parenting programs for college credit.  To boot, we'd like to put it on the
elementary school campus.  Anyone out there who can refer me to existing
successful programs and/or funding sources?  Please e-mail me at
[e-mail].

SUBJECT:  Re:Schools in CT   Date:  96-06-17 23:34:31 EST
From:  VGlennon

I am a school psychologist in Ct. and I work with a team of people in the
public school system.  We assess preschool children via a play-based
assessment.  Based on this assessment, various observations and adaptive
behavior scales, we are able to service identified children.

If you have any questions or comments, please e-mail me!

VGlennon

SUBJECT:  Job Opening--Speech/Physical   Date:  96-06-22 08:43:00 EST
From:  NEWNAN

Energetic, wholistic EI Program in Boston looking for Full time Speech &
Physical Therapist. Great working environment!  If interested, please send
resume to :  Boston-Metro Early Intervention Services, 780 American Legion
Hwy., Roslindale MA  02131

SUBJECT:  Workshop Ideas Needed   Date:  96-06-23 17:15:43 EST
From:  Mspcd

I'm interested in ideas anyone would have for a Make It & Take It workshop
for Early Childhood Special Education Teachers.  In the past we have made
puppets, shared favorite songs and fingerplays, made flannel board stories,
etc.  Would love to here what other Early Childhood Teachers/SLP's have found
to be helpful. E-mail [e-mail]

Thanks, Sharon

SUBJECT:  Re: Position Opening   Date:  96-06-26 13:45:45 EST
From:  JBuerger

The Union County Board of MR/DD, 1280 Charles Lane,
Marysville, Ohio 43040 (513) 644 - 8145 is seeking a substitute preschool
teacher to fill a vacancy during a 1  - 3 month maternity leave.  Persons
interested in further details should call ASAP.  Thanks.

SUBJECT:  Re:  Preschool
Position   Date:  96-06-26 13:53:10 EST
From:  JBuerger

The Union County Board of MR/DD is seeking a substitute preschool teacher for
a 1 - 3 month maternity leave.  Interested parties should contact the Board
at (513) 644 - 8145 or write to 1280 Charles Lane, P. O. Box 384, Marysville,
Ohio 43040-0384.

SUBJECT:  Re:Delayed Language   Date:  96-07-03 15:22:41 EST
From:  CARRADAMS1

     I always obtain a comprehensive language sample that details where
language use is breaking down.  I then target those language structures that
should be developed at an early age and I begin working on them each day.
Those become the structures that I make sure the parents really focus on.  It
sounds like it needs to be broken down a bit more.  If a child has very weak
auditory memory, syntax will be disordered due to a lack of ability to hold
all the syntax rules in her head and still get the main idea across.  It
takes time, practice, and cognitive development for it all to kick into
place.

SUBJECT:  Re:Workshop Ideas Needed   Date:  96-07-11 16:44:04 EST
From:  SRagghiant

What I have found helpful are unit ideas and adaptations.  I attend many
workshops for preschool and primary regular ed. and then adapt ideas for my
kids.  Whole units including science, math, language arts, art, movement,
etc. would be great.

SUBJECT:  Need Advice/Toddler   Date:  96-07-13 02:16:27 EST
From:  JFitzwater

My son is 2 years/9 mos old.  My son has been in preschool since December.  A
speech evaluator came into the school and said that my son needed
intervention.  The owner of the preschool informed me that she thought that
he might have a problem but didn't want to tell me because I had been sick.
I had been sick for the last month, but that doesn't explain the failure to
communicate with me prior to that.  My son says words at home and sings the
theme song from Pinnochio, Aristocats, the Wheels on the bus, etc.  He also
says mommy, out, tree, house, shoes, socks, seat, milk, juice, mouse, house,
ham, nose, how funny, how good, bye bye, etc.  They told me several weeks ago
(when the therapist came) that he doesn't interact with the  other kids and
has not said an intelligible word since he got there.

The owner of this preschool bought my son four pairs of new shoes, new
outfits, watched him for free, etc., and now has taken an entire turn around.
She told me she felt her school was not the correct environment for him since
he did all of these things for me and nothing at school.  I think she got
overly involved with him and then tried to bring it back to a professional
level when there was a problem.  I also feel that this is the delay in her
telling me.  I think she was hoping things would change and then when the
therapist came in she had to do something.  This school is licensed for 60
kids.  He came from family daycare where there are 12 kids.  He is going back
on Monday until I can get him evaluated to see if he needs intervention.  Do
you think that he just needs to be back at the old daycare where he feels
safe and needs more time to enter into a big school or do you think he has a
problem?  Thank you very much.

SUBJECT:  Re:Need Advice/Toddler   Date:  96-07-13 08:05:34 EST
From:  SusanS29

"The owner of the preschool informed me that she thought that he might have a
problem but didn't want to tell me because I had been sick.  I had been sick
for the last month, but that doesn't explain the failure to communicate with
me prior to that."

Your child is very young, and is on the edge of when such a judgment can even
be made. I wouldn't fault the school. If your child has a language problem
this is about the youngest it could be spotted with any confidence.

"My son says words at home and sings the theme song from Pinnochio,
Aristocats, the Wheels on the bus, etc.  He also says mommy, out, tree,
house, shoes, socks, seat, milk, juice, mouse, house, ham, nose, how funny,
how good, bye bye, etc. "

Singing lyrics is actually a different linguistic task than formulating
sentences. You're listing words he can say but you haven't mentioned anything
that's creating sentences to express his own thoughts and ideas, and he
should be doing this to some extent by now.

I can't tell you where your son should be going to daycare, but I would urge
you to not judge the director too harshly if you were otherwise happy with
them. They're not *experts* in language development, but they've spotted a
problem and they're helping solve it.

If he does have a language problem he's at a very good age to get it
remediated, and most of the time it does remediate very well.

I would get him evaluated to find out if there is a language problem or
not.

SUBJECT:  Re:Special Education and DAP   Date:  96-07-18 20:16:48 EST
From:  SailwJohn

When children are provided opportunities to experience new things, their
interests and vocabulary grows. Themes should revolve around things the child
is familiar with, and then expanded upon. For a Fire theme, we start with
Fire Safety. We have firefighters visit our school and talk to the children.
They put on their uniforms and let the children see the fire trucks parked
outside. The children are allowed to climb in the trucks and experience the
sirens, etc. Then we can have a fire theme in the classroom. We get old
uniforms that they can try on, ladders to climb, short pieces of hoses to
play with, etc. We do painting with shaving creme (like the foam in fire
extinguishers). After these experiences, the children initiate play revolving
around fire safety. Ideally, the theme might begin after hearing about fires
in the news or seeing a fire engine go down the street.

SUBJECT:  potty training   Date:  96-07-19 19:54:24 EST
From:  JOYCEEE

Help, someone please!   I would like to know if  it
is out of line to expect a teacher of a preschool
handicapped PI, to allow a 4 year old child that is developmentally delayed
but , working towards potty training, to wear regular panties rather than
the pull-ups to class? I have been working with my child
very hard to get her potty trained, but I work so
it has been hard for me to train her. I have found that
if she wears the regular panties she will go to the restroom more. But if she
has on the pullups she
just does not bother to go to the restroom. I need help please!  I am not
comfortable talking to hte teacher about this matter.  Please help me!

SUBJECT:
Re:potty training   Date:  96-07-21 10:24:24 EST
From:  BoomMcM

I am a Special Ed teacher who works with 3-5 yr old children with varying
exceptionalities.  I understand your problem with potty training.  Over the
years we have tried everything to help these children learn to use the potty.
A parent gave us a great suggestion  a few years ago that we have used ever
since.  Put regular "big girl" panties on your child.  Then put a "pull up"
over it. This way, when your daughter wets the pull up, she is actually going
in her panties.  Believe me, it is very uncomfortable and she will get the
idea quickly!    Also, the teacher will probably welcome the suggestion
because it's a lot easier to clean up as most of it will be absorbed in the
pull up.  If you send in extra panties and some recycled grocery
bags(plastic), I'm sure the teacher will be happy to help!  It will make her
job a lot easier if you all work together to achieve such an important
goal.

SUBJECT:  Re:potty training   Date:  96-07-27 00:07:23 EST
From:  PattiMcHam

"Put regular "big girl" panties on your child.  Then put a "pull up" over it.
This way, when your daughter wets the pull up, she is actually going in her
panties."

Wow. What a great idea. So simple too! Thanks.

SUBJECT:  Blind preschooler   Date:  96-07-27 19:32:41 EST
From:  LDABEL

I am a sp. ed. supervisor and I need Help! I have a year-old blind child
starting in my system this fall. I know hse should be doing pre-braille and
caning skills but what else would be appropriate for her in preschool? Also,
what should we plan next spring for Kindergarten? I have no trainig in this
area and I live in a rural area where vision teachers are not readily
accessible. Any info would be greatly appreciated. Email to LDABEL.
Thanks!

SUBJECT:  Re:DAP & Aug. Commun.   Date:  96-07-28 19:52:32 EST
From:  TLVAIL

I'm an SLP working with preschool kiddos.  The teacher an I have engineered
the entire classroom for total communication!  We have pictures placed
strategically around the room and use signs and words.  An excellent resource
is Engineering the Preschool Environment for Interactive, Symbolic
Communication.  You can get it through Mayer-Johnson. Also, go to your local
car upolstry shop and ask for scrap car headliner. Velcro sticks to it and it
can be used in many ways. Another "cheap" AAC idea is to get "voice prints"
talking picture frames.  Walmart has them for $5.00 and they hold a 10 second
message.  Please E-Mail me for more info.

SUBJECT:  Re:Workshop Ideas Needed   Date:  96-07-28 19:55:53 EST
From:  TLVAIL

ACC is an excellent topic for a Make and Take Workshop.  Often the high tech
gadgets in the cat. are too high for our budgets and many things can be made
or adapted easily.

SUBJECT:  Re:  EI Statistics   Date:  96-07-29 00:11:59 EST
From:  M Goose211

I am looking for any statistics preferably newer than 1990 that basically
show why Early Childhood Intervention is a wonderful thing.  I need to sell
area agency administrators on the idea in order to gain their support to
create greater services for families in our area.  Previous statistics that I
have seen from around 1980 showed the dollars saved in not having to provide
special education classes K-12 for children who were enrolled in therapies
and play-based EI programs between the ages of 0-5.  Another statistic
indicated how well children did at entering speech, for example, at age 2 vs
waiting until kindergarten to begin.  These kids are mostly medically
involved rather than environmentally affected, but any of those statistics
would be useful as well.  If anyone can direct me as to where to find current
figures, please contact me via e-mail:  MGoose211.  Thanks!

SUBJECT:  Re:  EI
Statistics   Date:  96-07-29 08:06:31 EST
From:  Ratatat

< If anyone can direct me as to where to find current figures, please contact
me via e-mail:  MGoose211.  Thanks! >

I think you can get these statistics from the US Dept. of Education, Office
of Special Education.  I think they have a www page where you might even find
them.

SUBJECT:  Re:CRACK KIDS   Date:  96-07-29 14:07:36 EST
From:  SRagghiant

Picture schedules to help kids know what is coming next.  Give structured
choices.

SUBJECT:  Re:DAP & Aug. Commun.   Date:  96-07-29 16:55:29 EST
From:  SRagghiant

THANKS FOR THE RESPONSE.  IT'S HARD TO FIND PEOPLE WHO EVEN KNOW WHAT I'M
TALKING ABOUT.  I HAVE LOW TECH BOARDS IN EACH AREA OF MYCLASSROOM  FOR
VARIOUS TOYS AND ACTIVITIES IN THE PLAYHOUSE AREA, PLAYDOUGH, ETC.  I DO
THEMATIC UNITS AND USE THE UNICORN BOARD FOR INTERACTIVE READING WITH BIG
BOOKS FOR VARIOUS UNITS.  I ALSO USE TOTAL COMMUNICATION, PICTURE SYMBOLS AND
PHOTOGRAPHS.  I  USE LANGUAGE MASTER CARDS FOR SHORT MESSAGES IN THE ROOM.
(WHO'S HERE, CHOICES , ETC.  WE USE A PICTURE SYMBOL MENU FOR SNACK AND
LUNCHTIME.

SUBJECT:  Re:EI test pending....   Date:  96-07-29 20:55:53 EST
From:  Zerep 5297

Did Alistir ever get tested? What kind of support are you receiving? I'm new
to the Internet.

SUBJECT:  Re:DAP & Aug. Commun.   Date:  96-07-31 23:41:15 EST
From:  SusanS29

SR Thank you for your post but please -- use both upper and lower case when
posting.

Thanks.

SusanS29, Host

SUBJECT:  Re:Resources and Materials   Date:  96-08-01 23:35:13 EST
From:  SDmyth

Yard Sales are wonderful to find to find any item that could be used in a
preschool classroom.  I am fairly new to this profession and I regularly go
to them to find interesting "treasures" that my children would love.

SUBJECT:
New Here/EI Works   Date:  96-08-03 21:32:15 EST
From:  Wmonica

I am both new to this board and new to the Early Intervention program.  My 10
month old daughter was started with EI at 3 1/2 months.  She was born seven
weeks premature, due to (what I found out much later), was the lack of oxygen
or blood flow from my placenta to her in utero.  This in turn caused two
cysts to form in the top/frontal part of her brain and her ventricles to
enlarge.

The pediatrician, at first, gave her a bad outlook.  With the help of EI
people, she has done more than anyone expected (she was diagnosed with
hyptonic ataxic CP at six months by her pediatric neurologist).  She does now
roll over, reach out for things, and is starting to sit by herself for short
periods of time.  The EI people knew she could do it all along, and gave me
the confidence to keep working with her!  The believe she will even walk by
the age of 2, if certainly not before!

I just wanted to tell everyone out there that EI does work.  Do not listen to
the doctors, who told me that it "wouldn't do that much good"!

Monica

SUBJECT:  Parents and the IEP Process   Date:  96-08-04 15:16:49 EST
From:  Seussfan2

Please Help!!!

I am looking for parents that have attended IEP staffings and reviews. I am a
grad student at Regis University, finishing up a Master's degree in Special
Education. I have been working on a project to help parents become more
involved in the IEP process. I would love to hear how you have felt at the
meetings.
Do you feel comfortable sharing your ideas? Are your ideas given
consideration? What would make you more likely to contribute? Do you feel
like a part of the process? These are examples of what I am interested in,
but any input would be great. Please e-mail me (Seussfan2). I need help from
real parents, the people who have been there and would like to make it easier
for other parents.

Thanks,
Julie
Seussfan2

SUBJECT:  Re:Special Ed Preschool Choice   Date:  96-08-10 22:24:43 EST
From:  Stackie

The best choice would be a center based prgram. That way your child would be
able to be exposed to socialization skills, as well as individual and group
instruction. Your child would also be able to receive OT PT and
speech/language services in those areas if needed. Your local school district
should be able to tell you what is available in your area.

SUBJECT:  Re:3 Year
Old   Date:  96-08-13 19:54:46 EST
From:  Aldenwood

Is your child getting any individual attention.  It sounds like group is what
is being offered; and in Early Intervention, you have the right to request
individual treatment for speech- language.  The program should be able to
assist you with transition to Special Ed services through the school system
when your child reaches age 3.


SUBJECT:  Re:Play based Assessment   Date:  96-08-13 19:56:56 EST
From:  Aldenwood

I am also interested in any experienced feedback with this format.

SUBJECT:  Re:
EI Statistics   Date:  96-08-13 20:05:25 EST
From:  Aldenwood

The State agency that monitors EI services in your state should have the info
you need.  They could be Public Health, Mental Health, or Education
departments depending on your State's structure.  Call your local EI program
to get info re parent organization.


SUBJECT:  Re:CRACK KIDS   Date:  96-08-13 20:07:47 EST
From:  Aldenwood

SR,
Could you elaborate on this?

SUBJECT:  Re:Arts and Crafts   Date:  96-08-14 20:51:40 EST
From:  JHawk82981

Marble Painting-  Use a coke flat, tape paper to the bottom of the box,
squeeze a few drops of paint on the paper, put in a couple of marbles, and
let the kids roll them around to make a very colorful picture.  My
preschoolers loved the activity and asked to do it again!  Cheryl

SUBJECT:
Re:Resources and Materials ans   Date:  96-08-17 22:04:30 EST
From:  GGPETERSEN

Although the sender of the original message was from 1994, I was wondering
about programs and information she had on the preschool programs in San
Diego.  We have an almost 3 year old who needs a special preschool program to
encourage expressive language development for his delay.  Thanks if sender
still has information or opinions or anyone else.

SUBJECT:  EI in Ontario   Date:  96-08-27 19:05:59 EST
From:  InsleyM

I am interested in EI practices in Canada, especially Ontario.  Does anyone
out there know who I can contact to find out who is responsible for these
services in Canada?

SUBJECT:  LI/NY job needed   Date:  96-08-29 10:36:17 EST
From:  Kim Susan

I am a recent graduate of NYU in psych and have been working in an ABA/
Lovaas based program.  The program is now ending and I am in need of another
job. I am going back to school in january to obtain certification.

If anyone can help me please do not be shy to contact me!
Thanks

Kim                                [e-mail]

SUBJECT:  paper/drugs   Date:  96-09-01 09:55:49 EST
From:  SGolub1000

I am a graduate student writing a paper on Crack/Cocaine kids. I am seeking
any information an Early Intervention specialist can give me in relation to
"real life" experiences regarding  intervention both for the child and
family, placement--home or Foster Care, depending on the child etc.

Thankyou for your time. I need any information ASAP.

Sincerely, Sara

SUBJECT:  CHILD C.P.R. TRAINING   Date:  96-09-03 03:36:53 EST
From:  LShing1659



SUBJECT:  C.P.R.  TRAINING
From:  LShing1659


EMERGENCY TRAINING FOR YOU IN GREATER NEW YORK AREA
AT YOUR HOME * BUSINESS * ORGANIZATION


- ARE YOU PREPARED IF AN EMPLOYEE, CLIENT OR FAMILY MEMBER BECOMES SICK
OR INJURED?
- WHAT WOULD YOU DO?
- WHO WOULD YOU CALL?
- BEFORE AN EMERGENCY STRIKES,
   CONTACT:

  LShing1659
  E-MAIL - [e-mail]

We recognize a true need
to bring C. P. R. Training into the community through small
businesses, organizations, and private homes.

Our goal is to bring the highest quality training to anyone willing to learn.
Life is a precious thing that is often taken for granted.  If a family
member, a friend, or a co-worker needed emergency care would  you know what
to do?......SECONDS count.We fill this void at a reasonable price.

Our courses are ideal for new parents who desire a little extra comfort in
knowing what to do if their baby began to choke, or worse yet, stopped
breathing.  Families, especially those with senior family members, will
benefit from our adult C.P.R. classes as well as the comfort of knowing what
to do if an emergency arises.

Our Instructors will come to you, in the privacy of your own home, and train
your
family members and/or your friends.  Think about it.  People invite friends
and neighbors to candle parties, plastic bowl parties, and other gift
parties.  Why not invite them to learn to save a life?

Small businesses, such as day care centers, find our courses particularly
appealing as we will tailor each course to include information and
procedures utilized in a specific business.   Our classes are also appealing
to organizations such as first aid squads, fire companies, scouting
organizations, PTA's, and fraternal organizations.

CONTACT  US today and be ready for the next emergency !
E-MAIL - [e-mail]




SUBJECT:  Re:early intervention   Date:  96-09-04 17:25:37 EST
From:  KECONWAY

xmeg, I got your message.  I have a class of just turned 3 year olds, most
with language delays and or great difficulty seperating from mom.  I am
haveing great difficulty finding a schedule for their 3 hour day that doesn't
wear them out or make me nuts changing activities every 5 minutes.  Any
ideas?  I could use some help

SUBJECT:  Transportation   Date:  96-09-13 08:33:46 EST
From:  Eemulti

My daughter is three years old and has PDD along with a host of medical
problems.  She was accepted into a Pre-Primary Impaired program in another
school district as our district does not have a problem.

When I called prior to the start of school to find out about the busing
schedule I was informed that my three year old would be sent to school in a
cab.  I called the cab company to find out about the background checks that
are done on their employees.  The woman explained that they are sent to the
local police department and checks are run there.  So I called a handfull of
the local police departments.  Almost every one told me that they are run for
any criminal background in THAT city..................no the state or nation.


I've opted to drive my daughter to school until I resolve this issue.
Yesterday the director of special education called with a solution.  The kids
are going on a van (driven by the same cab company) with an aid (also
employed by the cab company).

Is there something wrong with this picture or am I just being overprotective?
Any suggestions would be appreciated.   Either e-mail me or post a message
here.  THANKS~~~~~~~~~

SUBJECT:  Re:Hawaii Curriculum   Date:  96-09-15 08:24:50 EST
From:  User422376

Where do I learn more about this?  Please  E-mail me at 422376 @aol. com

SUBJECT:
Augmentative Communication   Date:  96-09-18 18:09:48 EST
From:  Stacey 94

I am looking for information regarding using Augmentative communication or
Assistive Tech stuff with preschoolers with autism.  Actually, the child I'm
looking to use this with is 6 years old.  Please Email because I don't know
if I'll be able to find my way back here!!

Thanks,
Stacey94

SUBJECT:  RE: Info early intervention   Date:  96-09-18 22:36:36 EST
From:  Steve4PSU

If anyone has any information on early intervention programs it would be much
appreciated.  Specifically, some pre-schools in New Jersey and/or daycares.
If any one has any information on regulations and licensing for these
agencies to exist it would be appreciated.

Please e-mail me at
[e-mail]   OR     [e-mail]

SUBJECT:  Teacher positions   Date:  96-09-19 21:54:38 EST
From:  THE 2 REVS

One HomeBased and one CenterBased teacher positions open in Philadelphia
Early Intervention Program serving children up to age 5.  Email to
[e-mail] or FAX to [phone].


SUBJECT:  Therapists   Date:  96-09-19 21:56:16 EST
From:  THE 2 REVS

Full-time (12 mo. year) positions for OT, PT, social worker and speech
therapist to replace previously cotnracted positions.  Full medical benefits,
incl. dental.  Pension.  Good salary range.  Email to THE2REVS2aol.com or FAX
(215)-329-9977.

SUBJECT:  Storytellers' Aprons   Date:  96-09-21 17:35:49 EST
From:  SBR1464

 Tiwa storyteller aprons.  Bib has a four color silk screen printing taken
from an original painting by Geraldine Lujan-Trujillo (Taos Pueblo) of a Tiwa
Storyteller.  The apron has two pockets - one for holding book and second for
supplies.  Velcro attaches a felt storyboard to the pockets when needed.  An
Indian rope lasso is attached for clipping extra materials or holding story
pieces for second or third story .  Instructions and suggestions for use by
storytellers are e-mailed when apron is sent.   ($25.00 plus $3.00 shipping)


Child's Storyteller apron is great for retellings.  Every preschool,
kindergarten, first and second grade classroom should have one.  These are
also perfect for Special Education learners.  No better way to check
comprehension than with retelling!  Let your students have fun with retelling
while they wear the special retelling apron.  Information and picture of
artist of storyteller painting and a guide for retelling included with each
apron.  Great gift for your class!  Child's apron does not have felt board or
lasso.  ($15.00 plus $3.00 shipping)

See  Geraldine Lujan-Trujillo's storytellers at
http://www.galaxymall.com/shops/dancing_horses.html

SUBJECT:  Autism   Date:  96-09-24 00:29:12 EST
From:  DNelson707

 To:  Families of children in programs for 3-5 year olds with autism
 What is working for you, in terms of seeing real growth in your child?  Has
one particular therapy  or educational strategy been the one which has made
the most significant difference?  Is your  child receiving public education
or private services?  Where?  Let us hear about your program(s).

SUBJECT:  any
ideas?   Date:  96-09-29 08:37:49 EST
From:  JIMBWLR

Hi!  I am a new preschool teacher....teaching 2-3 year olds who are
developmentally delayed.  I would really love some ideas on ANYTHING you
could send me.  (arts and crafts, themes, teaching ideas, circle time songs
and ideas, etc.)  Please e mail me...jimbwlr.  Thank you!

Annjoy

SUBJECT:  spch and lang.   Date:  96-10-03 21:45:39 EST
From:  Staceki

I am an SLP and am about to start working with birth to three. I would love
to find another slp who works with this population to chat with. Is there a
chat room for slp's?? e-mail me at Staceki if interested.  Thanks!

SUBJECT:
school nursing   Date:  96-10-06 21:03:21 EST
From:  SMHFolley

I'd be intersted in knowing if there are guidelines for health care plans for
physically involed youngsters somewhre out there. [e-mail].

SUBJECT:
language delay   Date:  96-10-08 20:13:13 EST
From:  Luludee

My son is 3 years old and on the 2% for expressive language, but 95% but
receptive.  I have also been told he is very intelligent, although his
vocabulary consists of 40-50 words at present.  He has been in a college
based speech and langauge program for 6 weeks in the summer and has now
started a fall semester program.  We experience many temper tantrums.  He has
been accepted into preshool handicapped and we are looking ar programs,  but
I want information on other peoples experience with the programs and advice
if it's the appropriate route.  thanks

SUBJECT:  Re:language delay   Date:  96-10-10 21:39:08 EST
From:  MRogers140

Your childs temper tantrums are probably due to express himself.  His strong
abilities otherwise mean that he is well aware of his limitations as much as
a 3 year old can be.  Look for a preschool program that is language based and
inclusive.  That means that it will not be a total special education class
but will have children with all abilites in it.
If you can not find an inclusive program opt for a regular preschool program
so that he will have good
language models.  You need to provide him with as much quality
speech-language therapy as you can afford and can get your insurance company
to pay for.   20 minutes once or twice a week will not take
care of his needs.  Because he is so young a short session everyday would be
ideal.  Find the best early intervention language specialist in your area.
The next few years are crucial.  If he has more than one
theapist as can happen with public school and private therapy do your best to
get them to colaberate and work together.  It is great that you have gotten
an early start on this problem.  His obvious intelligence will help a great
deal with his progress.  Be upbeat about his therapy.  He will take his cues
about how he feels about it from you.  About the tamtrums, try to figure out
what is wrong, what he is feeling and express those feelings for him
verbally.  Also use pictures and objects to help facilitate his own
expression.  He is the kind of child I love to work with.  I get excited just
writing to you.  Good luck!


SUBJECT:  Re:Arts and Crafts   Date:  96-10-13 19:50:42 EST
From:  Fadgrotte

At our pre-school, we have two forms of "art."  One is called "creative art"
-- where the process, not the product is stressed -- for example, the
children paint with feathers, with their feet, with potatoes, etc.  They mix
paint together, they fingerpaint with pudding, they make their own play
dough.  The teachers use lots of language with the children to find out what
the product is -- and then write with marker on the paper.  For example,  We
painted with pudding today.  Our other form of art is what parents put on
their refrigerators -- we call it theme art.  The children explore, but they
are told what the product will be -- for example, today we will paint orange
pumpkins.  The shape of the pumpkin is pre-drawn or pre-cut.  We have had
several parent meetings where we have discussed the two different forms of
art.

SUBJECT:  RE: New to Sp.Ed.Early Ed.   Date:  96-10-17 21:34:46 EST
From:  Rbteacher

I'm a 6 year sp.ed. teacher with new position in early ed.  I taught
pre-school for 4 years but not with very involved kids.  Now I'm in a
self-contained class with 8 4-5 year olds and wondering how appropriate my
background is for these little critters.  Do I proceed with my center-based
approach (High Scope) and adapt for the delays or try something that is truly
sp.ed based?  My instincts say to adapt, but I'm wondering how to incorporate
the IEP and physical nature of disabilities to a regular type of curriculum.
I've heard of the Hawaii curr. and something called DEP.  What are these and
how do I try to use them immediately?  Help.

SUBJECT:  developmental therapy   Date:  96-10-19 15:23:45 EST
From:  OutsidrGal

I'd  like to hear from any dt providers on how they set up and use a
program

SUBJECT:  ART THERAPY CONSULTANT   Date:  96-10-21 20:26:33 EST
From:  RHecht2258

I am  a Master-level clinician, registered art therapist, and Teacher of the
Handicapped who provides a service of using drawings by individuals for
assessment and diagnosis. I have worked with a wide range of age groups and
conditions. I am interested in working with individuals, schools, hospitals,
and facilities. A fee is charged for service. Please e-mail to:
[e-mail]

SUBJECT:  VMI TEST   Date:  96-11-01 22:50:36 EST
From:  LVBRIT

hi!
 I am researching the VMI test by Keith Beery for a class on assessment for
early childhood Sp Ed.
I am looking for  Beery, K.E. 1967 Visual Integration Monograph Cleveland OH.
Modern Curriculum Press.This article is not available locally and I am
seeking validation of the sequence of test items
Please help if you can.
      Thanks Katrina

SUBJECT:  Re:Hemi-sync theory    Date:  96-11-03 01:38:38 EST
From:  Spiritflut

I have some information dowloaded from internet and a tape called hemi sync I
an interested in this area. e mail [e-mail]

SUBJECT:  Re:Hemi-sync theory
   Date:  96-11-03 01:52:39 EST
From:  Spiritflut

Interested in exchange I am an Orff Schulwerk specialist and Auditory
Enhancement Trainer. I tried to e mail but address did not work. If you see
this e mail me [e-mail]

SUBJECT:  Re:ideas for PMH   Date:  96-11-04 19:51:53 EST
From:  JulesSO

I am also a teacher of profoundly retarded and physically challenged children
and would like some NEW activities for my staff and my own benefit because
I'm not sure my students would notice the change!!
If you want to share some info with me, I would be happy to resond
JulesSo.

SUBJECT:  profound handicaps   Date:  96-11-04 19:59:01 EST
From:  JulesSO

I have been a teacher of children with multiplyhandicapping conditions(
physically and or cognitive) 3-5 year olds for 7 years, but this year, I seem
to have an extremely low class ( two with cognitive skills at the 3 month
level, one at 10 month level and one severely physically challeged girl at
the 18 month level). I'm interested in hearing new ideas because my staff and
I need a change more so than our children.
My e-mail is JulesSO
Thanks- Julie

SUBJECT:  Re:CRACK KIDS   Date:  96-11-05 00:37:42 EST
From:  SRagghiant

Mayer Johnson has books of reproducable picture symbols.  You can also use
any simple black line drawings(just keep the symbols consistent).  I have the
symbols velcroed on a board in order of activity.  When the child arrives, he
is shown what is next.  As activity is finished, the child removes the symbol
and puts it in a finshed baggie on the back or side of the chart and then is
shown what the next activity is.

SUBJECT:  Re:RE: New to Sp.Ed.Early Ed   Date:  96-11-05 00:47:22 EST
From:  SRagghiant

I am an old special ed teacher who has incorporated DAP into my classroom in
the past two years.  I work with a range of disabilities--mostly sh, mh.  I
use a combination of methods.  My room is setup in the DAP way with labels
etc.  I do Plan, Do, Review, modified--it took me a while to figure it out,
especially the review.  I use picture symbol communication boards all over my
room for constant choices and communication opportunities.  I also do units
(usually monthly).  The IEP goals are incorporated into the activities
throughout the day.  I do some direct teaching for IEP goals.  In the San
Francisco Bay Area we did have a support group of sp.ed. Early Ed DAP
teachers who were in a variety of settings working with a variety of kids.
THIs was extremely helpful.  I'd be glad to talk to you .  I'm
[e-mail]

SUBJECT:  Re:profound handicaps   Date:  96-11-05 00:52:35 EST
From:  SRagghiant

I build my curriculum for my kids around coummunication and choice making.
Holding up two items  (food or drink), really preferred food and something
else.  Try to elicit a response.  How about switch activities?  I have a
little girl who hits a switch for a fan or cool air hair dryer.  Or try
hooking it up to a tape recorder.  Figuring a way for the kids to make
choices really opens up the world for them. Try to give choices throughout
the day.

SUBJECT:  Re:Play based AssessmentI   Date:  96-11-08 22:09:38 EST
From:  RonnieBeh

I would love more info on Linder's Play Based Assessment and on the one you
developed.  I am an Ed Evaluator who does team assmnts w/the psychologist.
Children are aged 3-8, blind, visually impaired, and usually have other
moderate - severe disabilities.  I currently use combination of Oregon
Project, Carolina Assessment Log and inform. observation - Psychologist needs
to use more formal measure.  It is (as I'm sure you know) a challenge to
perform a useful and accurate assessment.  Please E-mail me at RonnieBeh with
your info!  Thanks!

SUBJECT:  Re:CRACK KIDS   Date:  96-11-08 22:18:34 EST
From:  RonnieBeh

Giving the child a sense of control through picture schedules and choices of
preferred activities helps them focus and feel secure.  A choice driven day
works well for these children. (No offense, but please be careful not to call
them "crack kids". The are children who were born addicted.)

SUBJECT:  Re:Arts
and Crafts   Date:  96-11-09 17:48:34 EST
From:  PH81

I have found that putting torn tissue paper on a plane piece of paper and
letting the student paint it with a wet brush is fun for the student.  They
get the effects of color without needing much fine motor skills.

SUBJECT:
Computers - Any out there?   Date:  96-11-11 22:14:24 EST
From:  ALRLA

My school (special ed. preschool and early intervention) is looking for
computers for the students and teachers.  Funding is short and we are looking
for grants.  Please post a message if you know of any grants to obtain
computers.  Thanks in advance!

SUBJECT:  dap   Date:  96-11-13 20:30:29 EST
From:  KStAngelo

Please send any information you have on DAP to [e-mail].

SUBJECT:
birth to three programs   Date:  96-11-16 18:49:32 EST
From:  SAIL LIBRA

I am beginning a research project on birth to three programs for special ed
children.  I am interested in hearing from parents about what works and what
doesn't in your 0-3 program.  I particularly interested in CT parents, but
welcome all.

SUBJECT:  Preschool Inclusion   Date:  96-11-20 14:14:16 EST
From:  BCOP1234

Hi!  I'm looking for anyone out there who is currently working with
preschoolers with special needs in an inclusive setting.  I'm interested in
sharing ideas and concerns.


BCOP

SUBJECT:  careerlost   Date:  96-11-23 21:40:41 EST
From:  BARBCAU

I will be graduating on the 14th of December in Non-Categorical Preschool.  I
know that I have a desire to work with special needs students but also have a
real desire to teach parents of children with special needs.  Many parents
are not aware before birth that their child has any problems much less how to
feed, hold, position or care for the child. I want to know exactly what
profession does this type of work.  I want to also be very involved in the
lives of the children with these needs.
Am I way off base?  Let me know.

LA

SUBJECT:  assess and intervention   Date:  96-11-27 00:12:41 EST
From:  SGolub1000

I am seeking information from OT's , PT.'s and parents of children who are
preemies in Early Intervention programs. I would  appreciate a rough idea of
what instruments you use to evaluate a child--preemie . I have a DD child in
mind with motor problems--Gross and fine. He does not walk backwards  or walk
up and down steps. He does not mark on paper and he can not string beads or
work with manipulatives. His attention span is short, and he is active.
Suggestions are appreciated for center and home use, before Dec. 3rd. Thanks
much.

SUBJECT:  Re:assess and intervention   Date:  96-12-01 21:26:37 EST
From:  RonnieBeh

I am a teacher/program director who has experience with many different
assessment instruments.  The "Carolina Assessment Log" is very comprehensive,
but I suggest using caution with ANY instrument for this population.  Look at
the qualitative concerns rather than striving for an age equivlant.  Focus on
what the child CAN do, rather than "he can't string beads" A good assessment
is one that paints a clear picture of who this child is, highlights his
abilities and makes specific recommendations for addressing his needs.  Other
helpful instruments might be the Ealy Brighance or the HELP, but please use
them only as guides.Qualitative descriptions are so much more useful than
quantitative measures.

SUBJECT:  Re:Preschool Inclusion   Date:  96-12-07 15:56:15 EST
From:  DStep2

I am an administrator of a large preschool early intervention program in Va.
We currently have some inclusion sites for preschool special education in
daycare center facilities.  These programs are so rewarding for parents,
staff and the children involved.that success is unmeasurable.  If I had my
way I would no longer have centerbased preschool programs for any children.
I think we have learned so much about the segregation of childrern with
developmental disabilities in the last 20 years.  We now realize how much
children learn from each other through cooperative education.  We do not FIX
children but give them adaption to live with in life.

SUBJECT:  Re:Resources and
Materials   Date:  96-12-12 20:12:56 EST
From:  Tch2U

GoldnGrl - NO, 3 and 4 yr olds should not be drilled on calendar. They don't
even have to be doing it. It is not DAP, especially for 3 yr olds! Tch2U

SUBJECT:
Re:Hawaii Curriculum   Date:  96-12-28 19:06:25 EST
From:  Anon237

I am currently teaching in an early intervention program (0-3) and we use the
Hawaii Early Learning Profile.  The HELP is wonderful!!!!!!!   We use it to
devise habilitation plans (part of IFSP), come up with therapist based
activities, and finally to provide parent education on the activities
suggested. It has activities and checklists for six domains:  cognitive,
language, gross motor, fine motor, sellf-help, and social skills. I am
interested in learning how other therapists/teachers use this curriculum.  It
is a very INDIVIDUAL based program, but I would like to use it in more ways.

Any suggestions would be appreciated.  Post a message or e-mail me.
Anon237

SUBJECT:  Re:Resources and Materials   Date:  96-12-28 19:39:52 EST
From:  DIZKRONZ

Hi I teach 3&4 year old hard of hearing students and I agree it is not really
appropriate but tou can just talk about what days we are at school and what
days at home.  I would not concentrate on the names of the days as much as
the amount of days.  You can do this by using a school bus and a picture of a
house and let the children attach the appropriate picture on the calander for
the day.

SUBJECT:  Re:Resources and Materials   Date:  96-12-28 19:42:11 EST
From:  DIZKRONZ

i forgot to tell you that a wonderful resourse for these items that youare
looking for is a goodwill store or simillar place and also hit garage sales.
Good luck! This is my first year where I am and know what you are going
through.

SUBJECT:  Re:Preschool Inclusion   Date:  96-12-28 20:57:55 EST
From:  TrillaAnn

So nice to hear DStep2 that you wish center based programs were gone!  I am
an early intervention specialist in a small rural WV County.  I have no
segregated center, this of course, demands that we utilize existing "group"
locations in the community.  I have fround that the children that receive
services in these settings are much better prepared for Part B preschool and
Head Start.  I am new to the Lounge and I am definitely looking forward to
more of this!

SUBJECT:  employment opportunities   Date:  97-01-02 22:15:17 EST
From:  LLOMIT

I am currently teaching in Brooklyn, NY and would like to relocate to
Maryland (in a neighborborhood close to DC i.e. Silver Spring, MD).  Where
can I obtain a list of state approved private early intervention programs?
Where can I get information about how the process for referral, evaluation
and service delivery for MD state?

Thank You.

SUBJECT:  socialization /inclusion   Date:  97-01-07 23:12:42 EST
From:  SGolub1000

Hi. I'm a grad student at Northeastern Illinois University seeking
information from parents, support staff and preschool teachers regarding
techniques and opinions of inclusion and socialization skills. How do you
teach children and adapt for the special needs students? What population do
you serve? etc. Thanks much. Sara

SUBJECT:  Family Involvement   Date:  97-01-08 07:46:32 EST
From:  ErnyNBert

Hello!! I am in the beginning stages of my Masters Thesis and I would like to
hear from parents of children in early education programs, most specifically
visual and multiple disabilities, but all responses are requested.  I would
like to hear your experiences and how the professionals have dealt with your
experiences.  Please email me directly.

Thank you very much
Ernynbert

SUBJECT:  Re:socialization /inclusion   Date:  97-01-16 22:28:21 EST
From:  WWhitefam

Sara,
I am a special ed. teacher in Texas. I have seven multi-handicapped students
inmy class. I do a lot of inclusion with a pre-k and k teacher. We order a
lot of special devices (from different companys) to help our children.Please
feel free to e-mail me if you would like more information.
[e-mail]

SUBJECT:  Re:Job Opening-Early Chldhd Sp   Date:  97-01-18 11:26:25 EST
From:  WSHassen

What area of Seattle, and what type of children, I'm looking for a new job in
the Seattle area,

SUBJECT:  Spec. Ed E. C. teachers   Date:  97-01-18 21:32:32 EST
From:  Blue 6780

Looking for other Early Childhood Special Ed. Teachers to share ideas and
form a penpal list. I am always looking for new ideas and have many to share.
If interested in sharing ideas E-mail me Blue 6780.  I teach 3-5 year olds in
a suburb outside of Chicago, IL.  I am also interested in how other districts
run their programs, incorporate parent involvement etc.

SUBJECT:  Re:Family
Involvement...   Date:  97-01-20 13:03:12 EST
From:  WSJAD

Contact me if you would like to discuss family involvement....

SUBJECT:  FINE AND
GROSS MOTOR SKILLS   Date:  97-01-20 15:05:26 EST
From:  Cmsfred

DOES ANYONE HAVE ANY NEW IDEAS FOR FINE MOTOR AND GROSS MOTOR ACTIVITIES FOR
3 AND 4 YEAR OLDS THAT ARE FUNCTIONING AT 2.5 TO 3 YEARS OF AGE COGNITIVELY
AND PHYSICALLY?

SIGNED:  CMSFRED

SUBJECT:  Re:Preschool Inclusion   Date:  97-01-20 19:16:54 EST
From:  SGolub1000

Hi. I'm a grad student at Northeastern Illinois University. I'm writing a
paper for on children with special needs  3-6yrs and teaching socialization.
Most research supports inclusion. What do you think? Parents? Support Staff?
Administration? etc. Thanks. E-mail me at SGolub1000@aol. com Thanks much.
Sara

SUBJECT:  Re:Blind preschooler   Date:  97-01-25 11:15:16 EST
From:  Didn2it

There are many skills that a blind child needs that you may already be
addressing.  The most important prebraille skill is exploring his environment
and using his hands to discover objects and manipulate them  This includes
many of the fine motor activities you would use with your other students.  He
does need to be exposed to braille book to learn how books work and the left
to right progression of words.  When doing calendar activities, have the
words brailled for him on the materials that the others are exposed to and
have him feel it so he becomes familiar.  Your district should have contact
with a teacher of the visually impaird and she should be able to help you
futher.

SUBJECT:  Re: Preschool Inclusion   Date:  97-01-25 23:48:32 EST
From:  MGoldb1181

I am a parent of a 3 yr old girl with dev disabilities. She is in a preschool
handicapped program at her regular elementary school. I believe that
inclusion is the only way that she will learn and advance. Most of the
children in her class have speech delays, but cognitively are fine. They are
great role models for her and by being in a regular school setting I think
she is getting the maximum education available.

SUBJECT:  Paying attention   Date:  97-01-28 09:19:39 EST
From:  Poohmug

Does anyone have any advise on how to get a 3 year old who is functioning at
a 1 year level to pay attention and learn his name????  Poohmug

SUBJECT:  feeding
tube   Date:  97-01-28 20:13:03 EST
From:  SNICKERSBR

I am wondering if anyone has had experience with infants on a feeding
tube?

SUBJECT:  Grad. student needs help!   Date:  97-01-29 14:42:18 EST
From:  Orwellalso

I'm doing a project about EI and Preschool programs for children with speech
problems.  I'm looking for information on tests used to determine if there is
a problem, therapy's used on these children, etc.  I welcome all information,
addresses, advice.  Please email me if you can help.
Laura
Orwellalso

SUBJECT:  Re:Grad. student needs help!   Date:  97-01-29 17:48:02 EST
From:  Ratatat

Contact Hawthorne Educational Services and order a catalog at 1-800-542-1673.

They have intervention manuals and rating scales for just about everything,
including early intervention; and emotional disorders.

SUBJECT:  Re:feeding tube   Date:  97-01-29 20:54:20 EST
From:  JKaplan29

What did you want to know about feeding tubes? Does the infant have a g-tube
or a nasal tube? You can email me at JKaplan29

SUBJECT:  Re: paying attention   Date:  97-01-31 22:28:17 EST
From:  MGoldb1181

My daughter who is 3 can't even say her name well. We just keep repeating and
use the name as often as possible. Repetition is the key.

SUBJECT:  Re:careerlost   Date:  97-02-04 18:26:01 EST
From:  JSCW6646

You are not off base at all.  I am looking into the same field.  The State of
Maryland has early intervention providers make home visits for infants.
During these visits you work with the child and the parent.

SUBJECT:  help for
inclusion   Date:  97-02-04 20:31:41 EST
From:  Fadgrotte

I work at a pre-school with 24 typical children and 1 autistic boy.  I have
two assistants and am requesting a "shadow" for the child with autism.  I
find myself giving so much of my attention to him, that my other children
lose out.  His parents feel that a "shadow" will serve him no purpose.
However, he is constantly up and moving, and seems to not be able to sit
during activities.  When he gets up, it is distracting for the other
children.  My students are 2 1/2 years old.  Help!

SUBJECT:  Re:help for
inclusion   Date:  97-02-05 15:22:41 EST
From:  ADuris1608

My suggestion for you is to meet with the parents and discuss the situation
-- you explain your side and have the parents explain their views.  Also,
does this child have a IFSP(Individual Family Service Plan) and a IEP(
Individual Education Plan) I would think so.  I guess my question is what are
the child's strengths and weaknesses.  Is there any other way that the child
can be accommodated.  A lot of time kids with disabilities can do the same
thing as everyone else except that they need modifications and some alternate
activities.

SUBJECT:  Re:  Feeding Tube   Date:  97-02-08 14:19:00 EST
From:  BRL62

My son has had a feeding tube since he was 6 months old.  What are wanting to
know?  I will be glad to answer any questions.

BRL62

SUBJECT:  Re:help for inclusion   Date:  97-02-08 18:26:09 EST
From:  LHartlage

My advice to you is to let all 2 1/2 year old children be up and moving.
That's what is expected at this age.  It isn't developmentally appropriate
for them to be sitting for activities.

SUBJECT:  Bricktown, New Jersey   Date:  97-02-10 14:24:59 EST
From:  BRICKPOSSE

Looking for parents of children with ADD/ADHD, Aspergers Syndrom, PDD/NOS,
Developmental Delay, Language Delays and Autism.  Recent discoveries leads to
the  need for more information.  Please send me e-mail directly if you are
the parent of a child with special needs and live in Bricktown, New Jersey.
[e-mail]
Brick Posse (Brick Parents of Special Services and Education)
Bobbie Gallagher

SUBJECT:  Re:Spec. Ed E. C. teachers   Date:  97-02-13 00:20:40 EST
From:  Jennx

I teach 0-2 yr olds w/vision impairments in NYC

i'd like to be a pen pal

SUBJECT:  Need help with Crouzan Syn.   Date:  97-02-15 07:58:12 EST
From:  RAILEGH

I have a student who is almost three with Crouzan - Fieffer syndromes he is
extremely aggressive towards other kids and displays many autistic like
tendencies?  Does anyone have a similar experience or can give pointers!
Please E-Mail RAILEGH!

SUBJECT:  preschool efficacy - help!   Date:  97-02-15 07:59:22 EST
From:  Gmspeak

Our highly regarded special needs preschool is being closed by the district
due to budgetary constraints.  School board is willing to review efficacy
studies which support the view that such programs make a difference for kids
and in the long term save money.  If you know of such studies, please advise.
Time is of the essence.  Thanks.

SUBJECT:  Re:preschool efficacy - help   Date:  97-02-16 10:23:35 EST
From:  RNerenbaum

Gmspeak-

I don't know where you are located but try contacting Carol McGregor.  She is
the Pre-K Special Needs Coordinator for Gwinnett County in Georgia.  As a
parent of a special needs child (Not in this program) I have seen some real
success stories out of this program.  Her number is 770-
 271-5060.  Keep me posted as to what she tells you.

Sara Nerenbaum
Mom to Adam

SUBJECT:  Preschool Efficacy   Date:  97-02-16 17:53:42 EST
From:  Gmspeak

RNerenbaum:  Thanks for your info.  I will try her, but really need
references to research with hard data.   I am in NY.

SUBJECT:  Team assessment   Date:  97-02-16 21:06:31 EST
From:  RonnieBeh

I would like to hear about benefits of this type of assessment, I have had
some positive experience doing it, but it can also be awkward. Does anyone
know of resources, studies, or have personal experience - The target
population is blind multi-handicapped age 3-10.  Team consists of Speech,
Psych., Ed evaluator, OT, PT. Thanks!! Please reply here or E-mail RonnieBeh.


SUBJECT:  Re:Preschool Efficacy   Date:  97-02-17 19:25:39 EST
From:  RNerenbaum

Carol still may be able to give you the information that you are looking for.


SUBJECT:  Re:3 Year Old   Date:  97-02-19 19:00:40 EST
From:  KDCHill

It sounds like a good program from what you have described.  A program with a
stong language base should give a child with speech and language delays a
good starting ground.  Good luck.
-Jennie

SUBJECT:  Re:Preschool Efficacy   Date:  97-02-21 17:30:22 EST
From:  TLVAIL

How can they be shutting it down?  I thought services were mandated for
special needs 3 yr olds?

SUBJECT:  info request re:FLorida   Date:  97-02-24 21:58:58 EST
From:  JBlakeG

I am looking to move to the Gainesville area this year. I am trying to find
out how the Early intervention system  (0-3) works down there. Can anyone
point me in the direction of programs, or a state agency or a private progrma
that services these kids? Please email me at [e-mail]
THANKS BUNCHES!

SUBJECT:  Re:Preschool Efficacy   Date:  97-02-27 09:15:36 EST
From:  Gmspeak

TVAIL:  They can close program, but continue to provide related services,
e.g. Speech, OT, PT, on an itinerant basis, often in the child's home.   Not
quite the same as a school based experience.

SUBJECT:  Re:books    Date:  97-02-27 18:18:20 EST
From:  Argonewt

I teach special needs kids birth to school age five in Central Maine. A
parent  of a kid in my class asked me about books caled "Concepts to Go" from
a company based in Berkeley California
They have three dimentional props to go  with the story.....does any one have
any info on this company....phone, address etc...Thanks
Debbie

SUBJECT:  Re:preschool efficacy - help   Date:  97-02-27 21:55:24 EST
From:  LRyan1227

gmspeak,
Try looking up the Perry Preschool Project. The Highscope Program out of
Yipslenti, Michign has published many reasearch studies on benefits of early
intervention. (I'm not sure if  they were particularly related to early
childhood special education center-based classes.) Many studies out recently
about early brain development, also try CEC Division for Early Childhood
Education.
Good luck.

SUBJECT:  Re:Preschool Efficacy   Date:  97-02-27 22:20:39 EST
From:  TLVAIL

If a child has a written IEP to cover preacademic, self- help, play etc.
behaviors, how can they say that those goals can be met with itinerate
therapists?  I thought the goals and objectives decided how much time a child
needed in a special ed program and a full continuum of options had to be
available?  Is preschool law that different from school age?

SUBJECT:
Re:preschool efficacy - help   Date:  97-02-28 21:31:13 EST
From:  PDHoward

Contact Louis Rosetti - of the Rosetti Infant Language Development Scale - I
have his email address at work, not home.

He is in Oshkosh, WI and is HIGHLY regarded & plugged in  - he can provide
you with a reference list on any aspect of early intervention   -  efficacy
is one of his strong points, although he deals with the 0-3 population.

Hope this helps.

SUBJECT:  Re:Youngsters   Date:  97-02-28 23:17:40 EST
From:  TLVAIL

I agree.  Children at this age should be learning by playing- academics work
like calendar drills are not appropriate.  I get frustrated when I go into
preschools and/or daycares and see 3 & 4 yr. olds sitting at tables working
on paper and pencil tasks.  There is tons of research that indicates this is
not how they learn.

SUBJECT:  Re:Delayed Language   Date:  97-02-28 23:29:35 EST
From:  TLVAIL

You could try using different pictures for the different words in a sentence.
For example, "He"- boy, "is" (word), "walking"-picture.  This will help him
recognize the word order.  You can make a flip book with different pronouns
and verbs that can be mixed and matched to form the same sentence pattern
with different words.  Stick with the present tense though- then add some
regular past tense- don't worry about the irregular past tense "goed" It's
normal for him not to have it at this age.

SUBJECT:  Re:Team assessment   Date:  97-03-02 19:00:38 EST
From:  TAFTERS

Transdisciplinary Play-Based Assessment by Toni Linder, PhD. is a great
resourse for developing team assessment techniques.  The protocol is very
lengthy, so our team (parent,OT, speech, teacher, psychologist, assistants)
uses bits and pieces of it.  Making the parent part of the assessment team is
crucial, and reduces the awkardness of the situation. We found developing
practical suggestions for parents during and after the assessment is
important.  Explaining  the
"how" and "why" of the whole process to parents before the assessment also
helps.  Good luck!

SUBJECT:  Reggio Emilia    Date:  97-03-09 09:38:13 EST
From:  Skybc3

Is anyone familiar with the Reggio Emilia approach to preschool?  I am
currently being trained to use this method in my classroom of special ed. 2-4
year olds.  I was wondering what kind of success you've been having.

SUBJECT:
Re:developmental kindergarte   Date:  97-03-09 10:56:55 EST
From:  Bev111650

I am also interested in a program of this nature.  Also, I need information
on a developmental Kindergarten/Inclusion program.  I would appreciate any
information.

SUBJECT:  Massage for sensory integrat   Date:  97-03-09 15:04:57 EST
From:  ANNETROY

I teach early childhood special education.  Years ago I attended a workshop
on massage for profoundly handicapped pre-schoolers.  I have been using the
technique for some 20 years. I am convinced that it is a necessary part of
integrating the world for profoundly handicapped children.  But I need to
find updated information on the subject.  Please e-mail me at
[e-mail]
Thanks!!

SUBJECT:  professional development    Date:  97-03-11 17:14:05 EST
From:  Elrox

I am a pre-school special ed. teacher looking for some type of professional
development course I could take independently to earn prof.dev.credit.  I
could use suggestions-especially something about assessment of pre-schoolers,
but really, I'd take anything!
thanks!
mail to me at ELROX @AOL.com

SUBJECT:  home based   Date:  97-03-12 19:12:29 EST
From:  PFried6000

i am considering following through with this timely process of e.i. ,
contract
ing with counties here in upstate ny. has anyone done this? do you know about
getting insurance/releasing the counties/ getting materials/what "curriculum"
to follow? whether i can get enough clients without being a part of an agency
that supplies ei services for 0-3 yrs....

SUBJECT:  Re:Youngsters and Calendars   Date:  97-03-12 23:10:03 EST
From:  TrillaAnn

I agree with SusanS.  I work with the 0-3's.  We work on simple number
skills.  We discuss the broad ideas of calendars with our 3 year olds but
don't drill the facts.

SUBJECT:  Re:refused services   Date:  97-03-12 23:21:39 EST
From:  TrillaAnn

The federal legislation for the education of preschoolers with developmental
disabilities was designed to prevent such occurances.  In most of the 50
states, local school districts are required by law to provide support
services that will assist a child in succeeding in any situation. This is the
childs right to a free and appropriate public education.   Even if the family
has decided against direct services from the district, especially in cases
such as yours. The only place I can see a problem with the local district
providing the speech support services is if the private preschool is a
parochial school.  Then they are not required to provide the supports.

SUBJECT:
Re:Paying attention   Date:  97-03-12 23:31:38 EST
From:  TrillaAnn

I suggest adapting the activity into a type of game, of course, one that
provides a lot of reinforcement to the child.  After all a 1 year old is not
going to pay attention to something he doesn't get anything out of.

SUBJECT:
Re:help for inclusion   Date:  97-03-12 23:41:45 EST
From:  TrillaAnn

My suggesstion would be to contact the Autism Society of America for some
information regarding the use of Autism Mentors "shadows".   I have seen
amazing results for children when they have a competent assistant to help
them.  ASA - 7910 Woodmont Ave, Suite 650 - Bethesda, MD, 20814-3051 -
(301)-657-0881 - Fax [phone]  or you can contact THE AUTISM TRAINING
CENTER - MARSHALL UNIVERSITY - 400  HAL GREER BLVD - HUNTINGTON, WV
25755-2430 [phone]

SUBJECT:  Re:Team assessment   Date:  97-03-12 23:47:38 EST
From:  TrillaAnn

I work in a Early Intervention setting that uses Team assessments as our
primary means of assessing children. We find that the information gained is
invaluable.  With many different eyes and backgrounds, I feel that we obtain
some of the best results possible.  A major part of team assessment is the
mutual respect of all team members and the ability of the members to enter a
"role release" mind set.  Not always does the PT, OT, or EI Specialist test
their isolated skills. We have found, through completing the team
assessments, that the combined observations of the specialists and the
INTERdisciplinary mindset the children really benefit.  Any questions let me
know!

SUBJECT:  SC feeling overwhelmed   Date:  97-03-13 19:32:30 EST
From:  ScoutFmly

Hopefully Texas ECI will cut back on new demands & help reduce caseloads.
Well trained & dedicated professionals are looking elsewhere due to the
stress of so much to do & so little time.

SUBJECT:  Re:Arts and Crafts   Date:  97-03-23 17:33:46 EST
From:  HELMER CHI

I teach a MH 3-6 class.  We use lots of sensory stimulation art projects.
Things they can eat: paint with pudding, whipping cream, jello jigglers,
etc..
If they are at the stage which they can keep things out of their mouth, I use
shaving cream, goop (cornstarch and water), playdough made with Kolaide for a
great smell, silly putty.  As far as painting, fingerpaints mixed with
textures (Coffee grounds, oatmeal, sand), sponge painting, painting with cars
(rolling them through the paint), marbal painting (rolling them around in a
box with a paper in the bottom).
I just ordered a switch toy which is a spin art for kids who can't access
art!!

SUBJECT:  Re:Youngsters and Calendars   Date:  97-03-27 19:40:29 EST
From:  Bondu

I don't think that there is anything wrong with exposing young children to
the concepts on a calendar. The math program Math Their Way does this in a
very clear and concrete way. The children really learn understand the
concepts because it is done once a day. They also enjoy it because it is part
of their routine. Mah Their Way was written by the same woman who wrote
Workjobs and Workjobs 2. You should check out the program.

SUBJECT:  Special Ed
Itenerent Teacher   Date:  97-03-31 20:06:10 EST
From:  Wpoh

I am currently a special ed preschool teacher.  I am thinking of accepting a
job as a special education itenerent teacher (SEIT).  If anyone has any
information about this type of position, including opinions type of children
in the progrma and anything else.  It would be greatly appreciated.  Email me
at [e-mail]. Thanks.

SUBJECT:  openings   Date:  97-04-11 22:21:24 EST
From:  THE 2 REVS

Job openings:

Director's position for 12 month EI program serving 0-5 year olds in Center,
Community & HomeBased settings in N. Phila. & Logan/Olney.  Adminsters
program with three supervisors, about 30 staff, 150+ children in 2 sites.
Seeking MA w/ special ed./EI background.  Salary mid-30s.

Also seeking teachers with Associate's or Bachelor's in Special Ed. or ECE;
starting salary $21,300.

FAX [phone] or Email [e-mail]


SUBJECT:  Re:early intervention   Date:  97-04-12 21:56:29 EST
From:  KTteech

I am an early childhood special education teacher, specializing in students
with multiple needs.  I would be happy to swap info., ideas, questions,
and/or concerns with anyone!!

SUBJECT:  Re:RE: New to Sp.Ed.Early Ed   Date:  97-04-17 20:18:01 EST
From:  KZimmermen

I have been using a modified version of highscope for 10 years now.  The
children seem to do well with it.(I teach preschool handicapped 3-5 year
olds.)

SUBJECT:  Re:early intervention   Date:  97-04-17 20:20:32 EST
From:  KZimmermen

What are the ages of the children?  I teach a preschool handicapped class of
3-5 year olds and would love to exchange ideas!  KZIMMERMEN

SUBJECT:  Re:early
intervention   Date:  97-04-17 20:53:18 EST
From:  KTteech

3-5 year olds too!! Really a large range in both my classes.  My A.M. class
is made up of 10 student with multiple needs, due to a multitude of
impairments, cognitive levels from 2 months to about 4 years.   My P.M. class
is made up of 8 students, with a cognitive range of 2 months to 5 years.
What are your classes like!?!? Our theme for April is "The Pond", and our
theme for May is "Nursery Rhymes and Fairy Tales"!!!

SUBJECT:  Re:Spec. Ed E. C.
teachers   Date:  97-04-17 20:58:37 EST
From:  KTteech

I am also from a Chicago suburb and would love to share ideas and talk about
programs!! Maybe we are neighbors!!

SUBJECT:  Re:early intervention   Date:  97-04-19 12:28:06 EST
From:  Twofisches

Count me in, too! I teach 3-5 year old children with Autism/PDD.  I have only
been teaching sped preschool for one year, but have been teaching sped. for 8
years! I'd love to exchange ideas!

SUBJECT:  Re:early intervention   Date:  97-04-20 12:08:08 EST
From:  KTteech

Where should we start!?!?


SUBJECT:  Re:early intervention   Date:  97-04-22 20:43:16 EST
From:  KZimmermen

My classes also vary.  My AM class has 11 students ranging from @18 months
cognitively to 4 years.  My PM class has 9 students - 4&5 year olds basically
at age appropriate cognitive skill levels but with speech/language delays and
behavior difficulties.  We do 1 nursery rhyme a month, usually tied in with
the theme of the month.  This month we are doing farm/zoo animals so we did
Little Boy Blue.  In May we will learning about plants, insects and camping.
In June we will be doing alot of water play and picnicing before the end of
school on the 12th.

SUBJECT:  Re:early intervention   Date:  97-04-22 20:45:13 EST
From:  KZimmermen

If anyone wants to exchange ideas my email address is [e-mail].  I
hope to hear from you!!!

SUBJECT:  Re:early intervention   Date:  97-04-22 21:25:09 EST
From:  PDHoward

I am an early intervention teacher for birth to three kids.  I would love to
trade ideas with others.  Our program is home based.  I go to the kids' homes
mostly weekly.  I travel mostly in rural areas & spend lots of time in the
car.  I just listened to Michael Roberts on parenting and stuff.  I'd like to
find out about more books on tape on education/early intervention/child
development, etc.  Let me know if anyone has any ideas.

Penny

SUBJECT:  Developmentaly Delayed   Date:  97-04-25 12:50:08 EST
From:  Megri


   I have started an E-mail group consisting of parents of developmentaly
delayed children. The ages of the children is varied, and there are about
seven of us and we would love some more company. We are an easy going group
who will not be chatting back and forth everyday, but maybe once a week if we
are lucky. If you would like come join us just drop me a line! Teachers are
always welcome, since sometimes we have no idea what we are talking about
<g>.

Mary:}
(E-mail: Megri)

SUBJECT:  degree   Date:  97-04-27 16:15:43 EST
From:  JHunel

I am very Interested in early intervention ahat kind of degree so you need
for such a field??????????????????????????

SUBJECT:  degree   Date:  97-04-27 16:18:54 EST
From:  JHunel

 I am sorry what kind of degree do you need for early
intervention?????????

SUBJECT:  Re:degree   Date:  97-04-27 18:28:19 EST
From:  KCarr75548

In my state, WV, a preschool handicapped degree is necessary (Masters level)
. Undergrad can be any education field.

SUBJECT:  RE:  Degree   Date:  97-04-27 19:13:16 EST
From:  KTteech

In IL, I have type 10 teaching certificates  (special education:  Trainable
mentally retarded and physcially handicapped), then I went back and picked up
my "special education early childhood approval" to teach 3-5 year olds.  In
IL, you can also have a type 4 teaching certificate (early childhood), and
get a "special education approval" to teach 3-5 year olds.  I hope this
helps, ehat state are you from!?!? Maybe you should contact you state
universities!!

SUBJECT:  Re:early intervention   Date:  97-04-27 19:55:40 EST
From:  Yma76

I am a special education preschool teacher too.  My classes are integrated
with regular ed role models.  I have children with varying needs.  (PDD,
Down's, LD, etc).  I would love to share ideas with someone.  My themes are
for May:  Spring and Circus.  I have already done nursery rhymes this year
but have lots of activities/ideas.  Please e-mail me a [e-mail] if you
are interested in sharing ideas.  Amy

SUBJECT:  help   Date:  97-04-28 16:28:46 EST
From:  JHunel

My degree will be in elem. education and then I plan to go to WVU and get my
masters in spec. ed. Do I need to  get a masters  level  for this type of
work?????Can I still do the same type of work w/ a degree in just elem.
ed??????????

SUBJECT:  Re:help   Date:  97-04-29 21:03:35 EST
From:  WWhitefam

Find out the requirments for your state. In TEX. if you want to work with
special ed. kids, you must have a degree in special ed. and in elem. ed. If
you want to work with really young kids you must have three degrees. Spec.
ed. , elem. ed. and  Kindergarten or early childhood. You do not have to have
masters degreee.

SUBJECT:  potty training ideas   Date:  97-04-30 23:48:03 EST
From:  JOO523

I have a 5 year old in my class with turner's syndrome she is non verbal but
understands most of what I say. Communicates with sign and pic sims.   She
will hold her urine for 18 HOURS she is so uncomfortable she shakes!!  The
neurologist says there's no cause for this.  We've tried warm water, rewards
etc.  but she can't seem to relax.  It's a wonder she doesn't get URI's  Any
suggestions??

SUBJECT:  Re:potty training ideas   Date:  97-05-01 13:09:25 EST
From:  Mars000210

Has she been seen by a urologist/ sometimes there can be other reasons why
children hold there urine/ it may be painfull when she urinates, or structual
abnomatlties, or infections to the bladder itself.

SUBJECT:  Re:early
intervention   Date:  97-05-03 18:53:25 EST
From:  Twofisches

  For  May I am teaching Eric Carle's "The Very Hungry Caterpillar".  Our
school has ordered caterpillars- which will be arriving next week.  Last year
when I taught this theme I had a very successful art project to accompany the
book.  I purchased socks for the children to use as puppets. I stiched a
small piece of velcro to the top.  I cut large butterfly wings from 8 1/2x11
manilla folders and put the other piece of velcro on the bottom of the wings.
The children used markers to decorate the wings and the sock puppet ( any art
media can be used- but we wanted to play with our puppets right away.) When
the wings were attached our caterpillar turned into a beautiful
butterfly.

SUBJECT:  Re:potty training ideas   Date:  97-05-03 19:01:31 EST
From:  Twofisches

She may have also have a "bad " experience in the bathroom, which can
sometime effect children. I teach children with PDD and have found that even
innocous sounds such as bathroom fans and the sound of flushing have kept
them away from the toilet. Maybe the sound of the urine landing in the toilet
is bothersome.  (I know it sounds odd, but as a special educator, I'm sure
you've seen many strange causes of odd behaviors) Also sitting on larger
toilets and commodes- where their feet can't reach the ground comfortably,
has also caused fears in some learners. Good Luck!

SUBJECT:  Early intervention   Date:  97-05-03 22:02:59 EST
From:  S m wigton

I have been reading some  of your post, and realized that many of you work
with Autistic or PDD children between the ages of 3-5.  I am a therapist from
three children like that in there homes, none are inschool yet.  Their
paremts and I are despartly looking for any information on any public school
that offers a program for their children.  Especally if it uses the Lovaas
method or appiled behavioral anylsis.  If any of you teacher work in a school
like that or know of another resource for me I would be thrilled

Thank you so much!!

SUBJECT:  Re:Early intervention Autism   Date:  97-05-03 22:35:48 EST
From:  KTteech

Yes, several of my students I have had a diagnosis of PDD or autism. But we
do not offer a program based on Lovaaz or beh. a.  We are considered a
language based program with all therapies being delieved intregratively.  Our
classes are grouped heterogenously in nature, and therefore each classroom
has diversity in cognitive level and disabling conditions.  Let me know if
you find what you are looking for, I should become more aware of what all
these kinds of programs entail.  I have always specialized in students with
multiple needs, and just recently wided my experience to include children
with "autism" and "PDD", so they are both still fairly new to me.  I have
globbed onto any and all information I have been able to get my hands on for
the last two  years.

SUBJECT:  The V.H. caterpillar   Date:  97-05-03 22:39:07 EST
From:  KTteech

It's a classic.  Your project sounds great.  I love the repeated line "and he
was still hungry".  When we read this book I program it into our "Big Mac" so
each child can have a chance to "say"it!!

SUBJECT:  Re:Early intervention Autism   Date:  97-05-04 23:12:07 EST
From:  S m wigton

What school and state are you in KT???  Is this a publicly funded school, is
it considered a special education program or an autism program? thanks for
the info, if there is anything I can pass on, I have been working and
researching Autism and PDD pretty much everyday for a year so I know some but
am also still serching for moore info.

SUBJECT:  Re:early intervention   Date:  97-05-05 05:49:21 EST
From:  KERSTYN

Include me in there too! I teach 3 - 5 year old special ed students as well!
I'd like to know what all of you use as assessments in your classrooms. We
used the Brigance but I am looking for another method. I have been currently
working on my own, but it is very time consuming. I need something now!
Thanks!

SUBJECT:  inclusive preschool settings   Date:  97-05-06 03:02:00 EST
From:  Jmailu

I am a special ed. preschool teacher in Hawaii.  I have a class based in a
community preschool.  I team teach with their teachers, and have my students
fully included within the regular setting.  This is our third year.  We have
had children with severe multiple impairments, orthopedically impaired,
autism, Down's Syndrome...  The program has been wonderful for both the
special ed. and regular ed. students.  I would love to correspond with other
teachers who are also working in inclusive settings.

SUBJECT:  Re:early
intervention   Date:  97-05-07 20:15:32 EST
From:  KZimmermen

I use the Learning Accomplishmen Profile(LAP).  It starts at 36 months and
goes up to 72 months.  There is also an Early LAP for 0-36 months.  I have
been using it for 10 years.

SUBJECT:  Re:Early intervention   Date:  97-05-10 10:26:51 EST
From:  Twofisches

Our integrated preschool setting follows a Greeenspan model for teaching our
children with PDD.  The new PDD label we use is MSDD- Multi System
Developmental Disorder- Greenspan and the North Carolina TEACCH program
models have quite successful progarams working with these youngsters.  Our
program is self contained in the A.M. -which is when many of the therapies
are done, and integrated in the P.M. The typically developing peer role
models have been very successful in assisting in the teaching and growth of
our students with PDD.  At ages three-five they don't think that their
friends are too different, either.  (Aren't kids great that way?!) Our "role
models"  have learned to sign to their friends, have helped their peers use
communication boards, etc. We also have an A.M. OT session daily, in class,-
which  we provide  sensory input to our children via brushing techniques,
swinging in blankets, using sit & spins, pillows for deep pressure (like a
Grandin squeeze machine), etc.  This sensory time allows our children to get
the needed input to help them organize themselves and get ready to learn.  I
find it very successful! Eric Shopler-from TEACCH- has an excellent book
called "Preschool Issues in Autism" (Plenum Publishing- which you can access
via the WEB).  I recommend it to anyone with an interest in this field.
Ihave also read another excellent book called "Autism Handle with Care"-
which gives a good thumbnail sketch about the abilities and super abilities
of autism. I have been teaching children with PDD ( and a everyother
handicapping condition) for eight years, this is my first year with preschool
age children.  It's amazing how successful early intervention really is!!


SUBJECT:  Re:inclusive preschool setti   Date:  97-05-10 22:26:13 EST
From:  Yma76

I am an special education pre-school teacher in MA.  I would be interested in
sharing ideas with you.  My class is integrated and I teach using themes.
Currently we are talking about the circus.  I will be working the extended
year summer program so any "summer" ideas would be great.  I love forward to
exchanging ideas with you.  You can e-mail me at [e-mail]

Thanks,

Amy

SUBJECT:  Re:Preschool Inclusion   Date:  97-05-19 23:30:31 EST
From:  CHammDuck

I'm currently teaching ECSE in an inclusive setting, 50/50 ratio of typically
developing and atypically developing children.  My class is multiage (3, 4
and 5 year olds) and I have 14 students.  I would love to share ideas!

SUBJECT:
Re:FINE AND GROSS MOTOR SKILLS   Date:  97-05-19 23:36:14 EST
From:  CHammDuck

My inclusive preschool class has physical education twice each week, 30
minute classes.  Our curriculum includes locomotor skill activities, ball
handling skills (throwing, catching, kicking etc.), gymnastic skills (body
movement) and rhythms and dance.  The P.E. class is always the highlight of
the day!

SUBJECT:  Re:Reggio Emilia    Date:  97-05-19 23:44:52 EST
From:  CHammDuck

Yes!!  Our team has being studying the Reggio approach for 4 years.  Several
of our teachers have implemented various aspects of the Reggio philosophy and
have been very successful.  In my class, we have focused on documentation of
children's work (pictoral panels) and a focus on the environment (lighting,
materials, displays etc.).  In addition to being LOTS of fun, parents have
been very pleased.  The documentation, in particular, has been an asset to
our record keeping, an area of my job that I really dislike.  I'm so glad to
hear someone else is researching the Reggio schools.  We are in Oregon.
Please keep us posted on your journey!

SUBJECT:  EI Service Coordinator   Date:  97-05-20 21:07:01 EST
From:  CFox602118

Any SC out there? New position for me- would like to chat with others in same
field.

SUBJECT:  Re:early intervention   Date:  97-05-21 19:20:19 EST
From:  TLVAIL

How can you handle that many delayed kids with such a wide range of ability
levels in one group?  Do you have 2 aides?  Our classes have no more than 6-
The more severe class has 5 kids with a teacher and 2 aides.  I can't imagine
being able to get much teaching done!


SUBJECT:  Re:early intervention   Date:  97-05-22 21:09:34 EST
From:  KTteech

I have 10 A.M. students with 2 aides (a one to one included), and 8 P.M.
students with 2 1/2 aides ( a one to one included).  It's tough, but we do
the best we can with what we are given---we work out butts off.  Next year
the numbers look better.   Unfortunately, our new superintendent doesn't
prioritize Early Intervention or Early Childhood :0(

SUBJECT:  Re:early
intervention   Date:  97-05-23 21:01:13 EST
From:  JKaplan29

I thought I'd tell you about my kiddos.  I teach in a rural school outside of
Phx.  I have ages 3-12 in my "Multiply Handicapped classroom".  It is hard
having all levels but we manage and have fun!!! :) Janette

SUBJECT:  Re:early
intervention   Date:  97-05-27 17:57:37 EST
From:  TrillaAnn

Hi.  I am an Early Intervention spec in a small rural area also.  I too spend
most of my days traveling as my services are primarily home based.  I do only
center services as a weekly Mommy and Me group to offer training to my
families on various topics concerning parenting and child development.  I
would love to exchange ideas and info!

Sheila

SUBJECT:  Re:degree   Date:  97-05-27 17:58:59 EST
From:  TrillaAnn

In the WV you must also be credentialled through the State Department of
Health and Human Resources - Office of Maternal and Child Health.

SUBJECT:
Re:help   Date:  97-05-27 18:01:46 EST
From:  TrillaAnn

You do not need a masters level degree.  The teacher I co-teach with has a
bachelors in social work.  At the agency we work for you are required only a
BA in human services.  I have found it very helpful to have the masters level
background basically due to the direction the state is moving and the level
of severity of the children I am working with.  I have certification in
Elementary Education, Preschool Handicaps, Severe and Profound Handicaps and
Autism.

Sheila

SUBJECT:  Re:EI Service Coordinator   Date:  97-05-27 18:04:30 EST
From:  TrillaAnn

Hi.  I wear two hats (on a good day) for the families I am working with.  I
am both the Service Coordinator and the EI Specialist.  Like to chat!

SUBJECT:
SERVICE COORDINATION   Date:  97-05-29 13:52:12 EST
From:  CFox602118

Anyone else out there a service coordinator? would love to chat and share
ideas, resources etc.Please email me at CFox602118 thanks.

SUBJECT:  schools   Date:  97-05-29 15:41:08 EST
From:  Cchunel

What grad scools offer early intervention as a major?????? Does
WVU?????????

SUBJECT:  Re:  EI Assessment   Date:  97-05-29 22:36:02 EST
From:  Nif930

KERSTYN-
I am a Special Education Preschool Teacher / Early Intervention Teacher and
work in our center based program and the home based program.  For our
testing, we use part of the Brigance and part of the LAP and we use the
Battelle Developmental Inventory.  It covers the Personal-Social, Adaptive,
Gross and Fine Motor, Communication, and Cognitive Domains for children 0 and
up past age 5.  It's nice to have one test that covers almost all areas of
our testing needs.  It's also very easy to score.  Hope this helps!

SUBJECT:
Re:schools   Date:  97-05-30 19:59:28 EST
From:  VaSaturn

Virginia Commonwealth University offers ECSE as a major for a master's of
education degree.  They have a good program.  If you are interested e-mail me
and I'll get you a number to call for more information.

SUBJECT:  Re:Arts and
Crafts   Date:  97-05-30 20:47:08 EST
From:  Tahitisl

Preschool inclusion classes need lots of  process art. I do two "projects" a
week which work on fine motor - cutting etc. and usually look like something
to satisfy mom and Grandma. however there are process art you can turn in to
a project: like fingerpainting or blowing colored bubbles on table and laying
paper on it when they've finished to get product; or cutting a shape around
their painting afterwards to put on involvement bulletin board. What really
changed the way I did art was to place it within a large Learning Center time
so 1-3 children can choose to do it at one time, providing more one on one
for those needing it.

SUBJECT:  Re: Early Intervention   Date:  97-05-31 06:42:05 EST
From:  KERSTYN

     Thanks for your responses on different assessment tools you use in your
classroom. I have been struggling with this for a long time. When I am in a
parent conference and am talking about a child's strengths and things we are
working on, I always get the same question...EXACTLY what age is my child
functioning at and how far behind is that compared to his/her chronological
age. I have struggled with answering those types up questions.
     Another PPI (pre-primary impaired) teacher that I know in a neighboring
community has used a number of different assessments (including the Brigance)
and developed her own tool for assessment, (as she was getting the same type
of question). I found it very interesting and helpful because she has broken
this assessment down into age groups (0-2 2-3 3-4 4-5 5-6) and into different
areas of development (cognitive, fine motor, gross motor, social-emotional,
speech and language). She checks off or highlights the skills that each
student can accomplish and then she is able to show parents where most of
his/her skills are falling into (the 0-2 age range or the 2-3 age range or
the 3-4 and so on). She can also show then which area of development is most
delayed.

     It sounds kind of confusing, when I tell you about it, but actually I've
found it very helpful and parent friendly. I am planning on revising it a
little over the summer, as I noticed some skills that she included that we
really don't concentrate on and I noticed some skills that she didn't
included that I would really like to assess. I have a lot of work to do over
the summer (including teaching 2 different summer programs....1) and AI
summer school for 3 - 6 year olds and 2) the summer program for Early On
(special needs 2 yr olds) BUSY BUSY BUSY!!!

     Anyway, on to my question. Have any of you experienced having to discuss
the possibility of Austism with a parent who seems totally adament against
the idea? We have a little 4 year old  girl who is SO Autistic, but when
trying to introduce the concept into parent conferences she gets defensive
immediately. So we always end up changing the subject to accomodate her. Any
ideas or suggestions? I will have this student (and parent) in my class again
next year, so we thought we'd try again at the next parent conference.
Thanks for all the input! This is great!!! : )

SUBJECT:  Re:early intervention   Date:  97-06-01 23:20:47 EST
From:  LOVECYRUS

I'll be new to pre school Autistic in the Fall.  Live and work in Southern
CA.  Would love to share ideas.  LoveCyrus

SUBJECT:  T.E.A.C.C.H.   Date:  97-06-03 19:45:56 EST
From:  Tahitisl

Our district's preschool (inclusion) teachers and a few elementary will be
traveling to N.C. this summer to receive TEACCH training. Any one out there
using this? and How is it working for you?
E mail at [e-mail]  Thanks

SUBJECT:  Re:schools   Date:  97-06-03 21:32:13 EST
From:  TrillaAnn

WVU does offer EI as a graduate major.  Dr. Barbara Ludlow is the program
director and you can contact her at SpEd Dept, WVU, PO Box 6122, Morgantown,
WV, 26506-6122.  It is a great program.  I graduated in May of 1996.  You can
complete the program either on a full time -On campus- basis or ona part time
- satelite basis.  I completed the program and never attended a class in
Morgantown.  Look into it if you live elsewhere. It's worth it.

SUBJECT:  latex
allergies   Date:  97-06-07 16:14:48 EST
From:  CCLS1

I could really use your help.  I am trying to find policies and procedures
about latex allergies for preschool and elementary settings.  If you have any
information, will you e-mail me? Thanks. [e-mail].

SUBJECT:  Re:Job Search
Early Interve   Date:  97-06-07 19:36:12 EST
From:  CDOTB

I am presently looking  for a position in Early Intervention.  Particularly
working with infants and their parents.

SUBJECT:  Job search- Early Interventi   Date:  97-06-07 19:38:41 EST
From:  CDOTB

 Looking  for a postion in Early Intervention  in the Dayton, Oh  area.  Any
help out there!

SUBJECT:  Re:early intervention   Date:  97-06-09 19:11:46 EST
From:  Andree24

Our district/school has developed a WONDERFUL program to accomodate oue
"multiply handicapped" classrooms.  We have 3 PPCD (Pre-school program for
children with disabilities) classes in our school...  Two PPCD classes and a
PPCD/PDD class.  Our two PPCD classes are A.M./P.M. and our PPCD/PDD is all
day.  We work VERY closely with our Pre-K teachers and have a half hour
inclusion twice a week.  During this time, we have basic center time or a
short theme-based lesson and activity.  I have seen SO MUCH language come out
ofthis inclusion time.  Don't get me wrong, it is very difficult.  However,
we have an incredible principal willing to "go to bat" for us any time that
someone questions this time.  In addition, we have an extremely knowledgable
PDD teacher that is willing to answer any questions.   Must go for now, but
please e-mail me at [e-mail] with any questions or comments.
Andree

SUBJECT:  Re:latex allergies   Date:  97-06-09 19:53:57 EST
From:  KTteech

I once had a student with a latex allergy, so severe that our classroom staff
could not use latex gloves at all!!  We got all latex gloves out of my room.
For next year our nurse has decided not to have latex gloves in the
building----just vinyl!!

SUBJECT:  assessment   Date:  97-06-09 21:15:52 EST
From:  Krit0310

I am working as a special instructor in an early Intervention program (0-3
year olds).  Currently, one of my clients is a 1 year old I am looking for
some type of extensive scope and sequence chart that states what 1 year old
should be able to do... Any info would be appreciated
Thanks

SUBJECT:  Re: assessment   Date:  97-06-09 22:54:13 EST
From:  Andree24

I recommend using the LAP (Learning Accomplishment Profile).  There is one
available for children 0-36 months.  I find it handy for children of such a
young age.  However, I would use it in combination with other tests in order
to get an accurate assessment.  Good luck!

SUBJECT:  Early Intervention-degree   Date:  97-06-11 21:01:05 EST
From:  Are26

I would like to know how i can go about getting a degree in Early
intervention and what states have the best places to get a job in this area.
Thanks Audrey

SUBJECT:  Early intervention programs   Date:  97-06-16 06:06:59 EST
From:  WALSHSAUND

Looking for a job working in early intervention program in the central
Massachusetts area.  Please pass on any info!  Thanks!!  Deb

SUBJECT:  early
childhood position   Date:  97-06-19 20:54:18 EST
From:  SGolub1000

Hi. I am a grad student in early childhood sp. ed. I currently work with an
intermediate group of TMH -Severe/Profound students. I have worked with the
PH population. I am looking for a job in Chicago(not with the Board of Ed)
with young PH children. Anyone know of any openings please E-mail me at
[e-mail]. Thanks

SUBJECT:  Re:T.E.A.C.C.H.   Date:  97-06-22 19:51:41 EST
From:  Dood 13

I am interested in observing a classroom where TEACCH intervention strategies
are being used. I'm a SLP on sabbatical from my upstate NY school district.
Do you have any advice about where I might observe this program in action?
Thank-you. Carole  : )

SUBJECT:  High Scope and Autism   Date:  97-06-26 13:14:25 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  High Scope and Autism   Date:  97-06-26 12:20:31 EDT
From:  VANITY001

I have just been assigned an autistic pre-K class (beginning July 7,) and was
told to implement the High Scope curriulum with these students.  I know very
little about High Scope, but am expected to show up next week with lesson
plans written and then implement them (yes, I told my administrators that I
had no expereince and very little knowledge regarding the High Scope
curriculum, but they were not concerned or supportive).  If anyone has any
experience with the High Scope curriculum please e-mail me with any
suggestions, ideas and lesson plans.  Any and all help will be greatly
appreciated.

VANITY001

SUBJECT:  Re:T.E.A.C.C.H.   Date:  97-06-27 17:34:28 EST
From:  JOO523

How wonderful for you to be going to NC!! We do use the teacch model in our
classrooms with children with autism 3, 4, and 5 year olds.  It is great to
see the children progressing.  Sally Rogers out of JFK Cneter in Denver also
uses this as a model for their program.  It is so very slow going at first
but it does work!!

SUBJECT:  Re:T.E.A.C.C.H.   Date:  97-06-30 21:15:20 EST
From:  TLVAIL

We're looking at trying to develop an integrated preschool setting in the
fall. Does anyone have a model they're happy with?  How do you work the
funding?  We'd like to combine a prescool handicapped program with a chapter
1 preschool program but can't figure out how we'd fund it.  Another option
might be to have paying "regular" kids.  But then, who do they pay?  I'd
appreciate any insights you may have.

SUBJECT:  Ideas..Presch w/severe limit   Date:  97-07-02 07:38:49 EST
From:  ANDYJILL

Hi, I am starting a 6 week summer school program at Easter Seals on July 7th.
The children are ages 3-5.  DOES ANYONE HAVE IDEAS!!!!  One student is blind
and only understands french, others have feeding tubes, one a private duty
nurse and so on.  All I know about the other new students this year, I did it
last year (for 1st time)  is that they too need alot of positioning.  WHAT
CAN I DO WITH THESE KIDS???  There's circle time, and 2 other periods for
activities.  Do I do mostly art????  I would GREATLY APPRECIATE some circle
time ideas, water play ideas, and any activities you think would be good for
this population...Any ressources would also be helpful.  PLEASE Email me at
[e-mail] with ideas, suggestions,advice and any feedback.

SUBJECT:
Re:Ideas..Presch w/severe li   Date:  97-07-02 17:06:41 EST
From:  KTteech

My students sound very much like  yours!!

Try a variety of motor activities too!!  Obstacle courses including swinging,
spinning, crawling, rolling etc. are fun (some students may have to be fully
facilitated through it but it is worth it so they can feel NORMAL movement),
playground, gym also.  This summer my theme is celebrating colors!!  I have a
large cognitive range 2 months to 4 years.  Once a week we are doing a
language circle focusing on one color, for example this week is blue, I have
a bag full of blue things providing all kinds of sensory sensations.
Together we make a blue poster for the class with blue items taped on it.
The blind children enjoy it too because of the tactile and auditory
components of the items.  Then on another day during the same week, blue week
for example, the children are coloring or painting a page in a "color book",
each page has a picture of a teddy bear and a catchy poem...."Teddy Bear
Blue" has the flu, so she can not go the the zoo.

Our weekly schedule for summer is:
Monday---hello circle, gym, snack, music, good bye song, home
Tuesday---hello song, language circle (color poster), centers, snack, music,
good bye song,                home
Wednesday---field trip day
Thursday---hello circle, table time (color, paint, or finger paint Teddy
Bears), centers, snack,                  music, good bye song, home
Friday---swimming day

Hope this helps!!
K---


SUBJECT:  Re:Ideas..Presch w/severe li   Date:  97-07-03 00:42:01 EST
From:  ANDYJILL

Thanks for the advice.  Look forward to me emailing you with me questions..u
are very helpful.  Thanks, Jill..(AndyJill)

SUBJECT:  GLOBAL developmental
disorde   Date:  97-07-08 12:19:17 EST
From:  MENNEL

Can anyone explain this term.  Is it pervasive develpmental disorder to a
greater degree?  I really could use some clarification.

SUBJECT:  need pro in
autism   Date:  97-07-09 22:38:57 EST
From:  Cabbagee

I live in the Bay Area, California and feel that my sister's child has
autism. He is still very young, only 18 months, but shows all of the signs. I
have read many good things about early intervention and am looking for how to
find a professional in this field. Since it will take time to find the right
people I am getting started now.

Any information would help. Please Email me at [e-mail] with any
information. Thanks. (O:


SUBJECT:  Re:T.E.A.C.C.H.   Date:  97-07-12 22:15:46 EST
From:  TWals10377

There is a program in Moorhead,Mn called Preschool Partners.  I'm no
authority on the program, but if you contact Moorhead Public Schools I'm sure
they'll connect you with someone who is.

SUBJECT:  Thesis on Assessment   Date:  97-07-13 13:05:57 EST
From:  JohansenSC

Trying to come up with a good idea for a Master's thesis involving assessment
in an early childhood special education setting.  I'm really struggling with
what aspects to look at.  Any help and suggestions would be immensely
appreciated!

SUBJECT:  Re:Thesis on Assessment   Date:  97-07-14 07:39:24 EST
From:  Mars000210

Hi, why not assessment of specific learning disabilities in the preschool
enviorment. What behaviors, developmental mile stones and preschool skills
would be indicators that a child is at risk. Another area to explore is there
a functional realtionship between bilateralism ( left and right handedness)
and accessing strenghts and weaknesses in the learning disablited child in
the preschool setting. I don't know if this would be appropriate what about
accessemnt of teaching techniques in the preschool setting that are a
detramental to learning disabiled child that would impact on that child
acquiring skills that can be transfered to the elementary school setting or
impact on the child emotionally resulting in low self esteem.

SUBJECT:  Re:Thesis
on Assessment   Date:  97-07-14 08:47:56 EST
From:  Mithue

I've noticed a high correlation between learning nursery rhymes,
understanding rhyming concept and phonological awareness skills in 4-6 year
olds. Some of my young students who do not understand rhyming (hat, cat, pat)
are delayed in blending skills and sight word reading of these words even
when they know the sounds of the letters. I've been tracking their progress
and most end up in corrective reading in first - second grade and then
identified with learning disability in the area of auditory/visual memory in
second - third grade. Another possible sign of LD in kindergartners is the
inability to quickly name shapes - I play 'Color Bingo' and have the students
name the color and shape (circle, triangle, square, rectangle). One 5 year
old never could name them with 80% and was eventually found to have a
learning diability at the end of second grade.

Sue

SUBJECT:  Re:GLOBAL developmental diso   Date:  97-07-14 18:47:06 EST
From:  SBenner974

From my understanding, global developmental delays, means that the child is
experiencing delays in every area of development.  This is a softer term for
retarded or handicapped depending on the severity of the delay.

SUBJECT:
Re:T.E.A.C.C.H.   Date:  97-07-23 17:22:52 EST
From:  Tahitisl

Re: TLVAIL: Our state funds our Special Ed. preschool units. The "typicals"
pay a tuition to the school board which helps pay assistant's wages.

SUBJECT:
calendar   Date:  97-07-25 15:50:31 EST
From:  Savagana

Any ideas of keeping the routine of the calendar fun and developmentally
appropriate?  I will be the early child teachr in an inclusion class of  both
special needs and "average" children. Likewise, 3,4,5, year olds may all be
incorporated in the same class.  Any ideas to best serve all children?

SUBJECT:
Re:calendar fun   Date:  97-07-31 23:01:46 EST
From:  Kaseyy

For young children, use songs and chants to teach things like days of the
week, weather, months of the year etc. If you'd like information on music
therapy, feel free to e-mail me. I am a music therapist who has worked for
many years with children and adolescents with developmental
disabilities.

SUBJECT:  HELP FOR LITTLE ONES   Date:  97-08-04 14:38:40 EST
From:  HNYPooh

Please help me to teach others,I need ideas on
Inclusion/Co-teaching,especially for reading levels 1-4 and grades 4-6.I need
to help these children and I want to bring any ideas into my classroom.Please
help me to help others.Send all ideas to HNYPooh.
PLEASE HELP :) :)

THANKS :) :)

SUBJECT:  Re:calendar   Date:  97-08-04 22:58:58 EST
From:  MNDeTour

When working with young children in an inclusion classroom, use songs and
follow through with a regular routine everyday that may include the weather,
days of the week, counting the days, and the month.  E-mail me if you would
like more info or the routine that I use.

SUBJECT:  juggling funding for incl.   Date:  97-08-05 09:13:26 EST
From:  JOO523

our school district is also the guarantee for head start,  We combine the
special ed funds and the head start funds with the title 1 funds.  the money
and resources are pooled. Classroom have 12 students - 4 identifed as special
needs and 8 hs or chapter kids. Teachers are certified in early childhood
special ed and there is a full time para. the therapists come in the class
weekly and work with the children with iep's. It's a great blend and i feel
so lucky to have the support i do!!  The children are totally included inthe
class.

SUBJECT:  s.o.s   Date:  97-08-17 21:04:49 EST
From:  Wsmk

Can someone out there tell me what it takes to be a NYC guidence counselor?
Any help would be appreciated.

SUBJECT:  Re:calendar   Date:  97-08-21 10:08:07 EST
From:  Twofisches

I have found that besides using songs, chants, and having a consistent
routine, that props have saved my calendar circle many times.  We use many
different weather props to keep our PDD and "typically developing" peers
active and engaged.  Props may include child safe fans and scarves (windy),
yellow felt balls, flashlights, sunny pictures (sunny), plant misters(rainy
-be prepared to get wet) and chennille, soft fabrics, cotton puffs, (cloudy).
We also use sunglasses ( to look out the window) and bang on aluminum bake
pans (for thunder), etc. If you take a walk through some of the larger craft
stores I'm sure you can find some more items that can be fun weather props.
good luck

SUBJECT:  LEAP   Date:  97-08-23 20:30:04 EST
From:  TacyLiz

Does anyone know anything about the LEAP program that teachers autistic
preschoolers with an equal amount of neurotypical children.  Iwould like to
learn more.

SUBJECT:  Prematurity-NEC   Date:  97-08-28 00:22:21 EST
From:  SGolub1000

Hi. I am posting messages in many areas/folders. I am a sp. ed teacher and a
graduate student. Currently I am in need of information on Necrotizing
Entericolitis. Please E-mail me with suggestions for obtaining
information-articles, books etc. as soon as possible. Also, if you are
familiar with a hospital with a parent support group or a support group in
Chicago dealing with preemies/NEC, please E-mail me at [e-mail].
Thankyou very much. Sara

SUBJECT:  best   Date:  97-09-01 16:55:20 EST
From:  Cchunel

What are the best places ( schools) to go to grad school and get a degree for
EARLY intervention?????

SUBJECT:  Re:best   Date:  97-09-01 20:05:35 EST
From:  TacyLiz

I don't know if you can get a degree just in Early Intervention.  I am
getting my masters in special education, which includes E.I.

SUBJECT:  child
development   Date:  97-09-07 01:16:53 EST
From:  Beckyp4

I am looking for information on child development for an early intervention
class I'm taking.  If anyone knows where I can find some info.  Also, if
anyone knows where I can jind some info on motor development stages for
different disabilities, that would be greatly appriciated(sp).

SUBJECT:
counseling families   Date:  97-09-11 03:56:36 EST
From:  JBlakeG

Hi-
I am a speech therapist, working in a transdisciplinary setting in early
intervention. Our program is also home based. This is my first real
experience dealing with lower-income, multiculteral populations, who have
different ideas about parenting, discipline, etc. I am wanting to advise them
about positive discipline, and other ideas, but am very unsure of stepping on
toes, overstepping my bounds.
Does anyone know of any resources that would benefit me?
I'm getting more and more angry, and distressd for the kids, but I don't want
to say the wrong thing, and ruin any trust with the family.
Help!!

Thanks!
[e-mail]

SUBJECT:  Parents   Date:  97-09-11 16:07:27 EST
From:  Cchunel

How invlolved are w/ the parents when you are an Early intervention
teacher?????????Or do you
work w/ mainly with the kids????  Does it DEPEND on the program  you work
with?????

SUBJECT:  help ! with id'ing program   Date:  97-09-11 21:38:39 EST
From:  KRSNMIK

Hi - I have a 3 yr old w/ delayed speech..other than speech therapy (which
she has been in for about 6 months)...shoudl I be looking at an early
intervention program for her as well ?????? I guess I'm not even sure WHAT an
EI program is ?

SUBJECT:  Public Law & Arkansas   Date:  97-09-12 06:59:24 EST
From:  MuskyZak

Can anyone explain to me what this means ....
"(B) a free appropriate public education will be available for all
handicapped children between the ages of three and eighteen within the State
not later than September 1, 1978, and for all handicapped children between
the ages of three and twenty-one within the State not later than September 1,
1980, except with respect to handicapped children aged three to five and aged
eighteen to twenty-one, inclusive, the requirements at this clause shall not
be applied in any State if the application of such requirements would be
inconsistent with State law or practice, or the order of any court,
respecting public education within such age groups in the State:"
My 4 yo son has been identified as severe receptive/moderate expressive
w/developmental delays, and they are willing to offer a few hours a week of
"special services". However, they are NOT willing to provide preschool. I am
certain that he will not be prepared to enter Kindergarten next year!!!! Does
anyone know if Arkansas loopholed out of providing a free an appropriate
education to preschoolers as outlined under PL 94-142? PLEASE HELP! I would
appreciate if anyone who has knowledge of this subject would e-mail me at
MuskyZak. I plan on posting this anywhere I think anyone might be able to
help me ....

SUBJECT:  Re:Parents   Date:  97-09-22 21:07:55 EST
From:  TrillaAnn

I am an EI Spec in WV.  Our porgram focuses on Family Centered Practices.
That is we involve the family (the good, the bad and the ugly parts and
interests) in as much as they wish to be involved.  I try to train the
families to carry through with suggestions however they have to be willing to
do this.  If a family is not or does not seem ready to assume these tasks, I
believe it is part of my job to help them get there if they want to be.  We
cannot reach all the families and empower them to take control of their
childs services and therapies, and this is a difficult reality to accept
sometimes.  If this is difficult for the family, just keep trying!  Who knows
maybe your perserverance may pay off.

Sheila


SUBJECT:  Re:help ! with id'ing progra   Date:  97-09-22 21:11:11 EST
From:  TrillaAnn

Every state is required to provide services to a child who meets the
eligibility requirements for early intervention.  In WV the school systems
are responsible for the education of children ages 3-5 if they are in need of
any type of special education services.  This includes classroom and related
therapies (PT, OT, ST).  I would suggest that you contact your local school
board or the state department of education to see who is responsible for the
program and request policies or other information describing the programs,
and eligibility.

Sheila

SUBJECT:  TechnoRanger Journal   Date:  97-09-23 12:04:15 EST
From:  RMeth96618

TechnoRanger Journal is a neat Macintosh / print resource for preK - grade 3.
For only $30 I got 20 mb of adapted units, IntelliKeys overlays and language
boards. If you want info, call Legacy Resources at 888-777-2970.

SUBJECT:  Re:PT
services for CP   Date:  97-09-23 18:10:46 EST
From:  Mithue

I see a preschooler for Intensity 1 speech who has CP. The resource teacher
sees him for Intensity 1 also. The PT services him in the home and has raised
the question about OT. Can students get PT and OT services if speech and
resource are discontinued? His speech and language are average but I suspect
his coloring, cutting, writing skills are below average. He'll be coming into
kindergarten next year and does not attend private preschool since the ones
in my area refuse students with needs. He doesn't qualify for public school
preschool since he's not 25% delayed in two areas. I can't help but think
that he's getting short changed since he's 'only' physically handicapped. He
uses a walker and can even ride his tricycle. Has anyone run into this
situation?
Sue

SUBJECT:  Re:help ! with id'ing progra   Date:  97-10-03 11:30:10 EST
From:  SBenner974

If your child has been tested for and is receiving speech therapy, it is
likely that s/he does not need to be placed in an early intervention
classroom if that did not come up at the time of placement into speech.  It
might benefit your child to participate in a regular preschool or mom's day
out program for 2-3 mornings a week.  This way she is practicing her speech
skills and learning to relate to/with other children.  Frequently early
intervention classrooms have more involved children in them, and
unfortunately, your child may learn bad habits.

SUBJECT:  Re:3 Year Old   Date:  97-10-04 14:26:17 EST
From:  Morahmoreh

Early childhood education, particularly for children with special needs,
should involve all 5 senses.  The activities you mentioned seem to be
visually oriented and "school-like".  Children should be exploring all kinds
of textures (raw rice, play dough, pudding, warm and cold, rough and smooth
substances, etc.).  Most activities should be open-ended, meaning that they
do not result in a finished product, but emphasize process.  I suggest that
you explore other options before settling on this one.
Marilyn, Early Intervention Specialist

SUBJECT:  fun ideas   Date:  97-10-08 20:02:56 EST
From:  KAlden8657

Two great ideas for use with preschoolers who are mildly or significantly
developmentally delayed - I did a theme on transportation and took oranges
and cut them in half.  Scoop out the insides, filled with blue jello, freezed
and stuck popsicle sticks inside with a sail cut out and taped on the stick -
my kids loved!!   we also did a theme on safety - with trafffic lights, take
graham crackers spread with either marshmallow creme or peanut butter and use
red, yellow, and green M&M's for the lights.  Great!!  Hope someone will
enjoy these ideas!  Also, just want to spread the word that I attended a
workshop (the best) on autism in Chapel Hill, North Carolina if anyone is
interested in more information.

SUBJECT:   help!!   Date:  97-10-09 10:37:39 EST
From:  FezyWill

I found this folder and have gotten some great ideas.  Although I have taught
Cross Categorical for years, it has been in the 5th 6th grade levels.  I have
no materials for this age group and have been screaming for ideas....Mailbox
has been helpful too.  If anyone has any thoughts out there I would love to
hear from you  PLEASE!!!!

SUBJECT:  A quick ?   Date:  97-10-09 13:12:06 EST
From:  Cchunel

Can I still get into Ertly Intervention w/ a degree in Early
childhood??????????????? and a masters in Spec.Ed??????????????????? Does
that work???????????

SUBJECT:  Re: ideas using music   Date:  97-10-09 22:33:48 EST
From:  Kaseyy

Hi, I'm a music therapist who has worked for a number of years with children
who have various developmental disabilities. I worked for many years for one
district, seeing students in their early childhood program. Anyone who would
like to exchange ideas is welcome to e-mail me at;

kaseyy


(kathleen)

SUBJECT:  Georgia Pines   Date:  97-10-16 22:04:01 EST
From:  ADuris1608

I need the address of Georgia Pines, I think it is in Atlanta.  Please email
direct

SUBJECT:  Re:A quick ?   Date:  97-10-19 22:00:33 EST
From:  TrillaAnn

Probably depends on the program.  My agency requires a bachelors in a human
services field.


SUBJECT:  Early Intervention   Date:  97-10-21 19:29:09 EST
From:  JBooth2139

I am thinking about doing my thesis on early intervention.  I'd like to
research whether or not preschool handicapped programs succeed in preparing
children for kindergarten.  What do you think?

SUBJECT:  Re:need help   Date:  97-10-21 19:42:12 EST
From:  JBooth2139

I am assuming that the public school system does not have a preschool
handicapped program for your son.  Where did you have your son assessed for
his language disorder?  His test results should prove that he is in need of
special services in which the public school must provide and pay for, even if
they have to send your son to another district in your area that does have a
preschool handicapped program.  Another suggestion might be to take your son
to your pediatrician and have him or her do an assessment on Attention
Deficit Hyperactivity Disorder.  He or she will have your son's preschool
teacher fill out a behavioral scale and rate his behaviors in school and you
would have to fill out a similar scale to rate his behaviors at home. The
doctor analyzes these results.  If he has ADHD, the public school is
responsible for servicing his needs and intervening early so as to prepare
him for kindergarten.

SUBJECT:  EI Professionals Chat   Date:  97-10-25 15:52:57 EST
From:  ADuris1608

I am wondering if there may be some early childhood professionals who would
like to start a chat one day a week to share experiences and such.  If
interested e-mail directly.  ADURIS1608

SUBJECT:  Re:Early Intervention   Date:  97-10-25 15:55:44 EST
From:  ADuris1608

Are you talking about specialized programs or inclusive programs with
children with special needs?

SUBJECT:  EI programs in Delaware   Date:  97-10-31 06:52:06 EST
From:  JnRBaer

A family in Massachusetts is moving to Delaware soon.  Their child has made
significant progress in the Early Childhood Center at The May Institute
(using Applied Behavior Analysis) in Randolph, MA.  They are concerned about
losing the skills he has acquired.  They are looking for all the resources
they can get.  They are also considering home based Applied Behavior
Analysis.

I told them about the Delaware Autistic Program and the ICDL in Bethesda, MD.
I also told them The May was considering opening Centers in Maryland and
Florida, but I have no idea if this is reality yet.  If anyone has other
resources please email me and I can pass on the info asap.  Your help would
be very appreciated.  Thank you.

SUBJECT:  Re:EI programs in Delaware   Date:  97-11-03 22:07:41 EST
From:  Slatesh713

I am in DE.  What is the child's disability?

SUBJECT:  Re:EI programs in Delaware   Date:  97-11-04 16:46:35 EST
From:  JnRBaer

<<I am in DE.  What is the child's disability?>>

The child has a Pervasive Developmental Disorder, but I think the family has
already moved.  Thank you anyway for your concern.

SUBJECT:  Re:Moved from
another folder   Date:  97-11-09 15:19:46 EST
From:  Sender3194

I am also a pre-school teacher dealing with an special ed population. I would
like some information on the "Reggio Emilia " program. Please email me at:

[e-mail]

SUBJECT:  Early Childhood Chat   Date:  97-11-09 23:39:07 EST
From:  ADuris1608

Beginning this wednesday november 12 at 10 pm EST in private room Early
Intervention there will a early childhood special educators chat.  If you
need directions or additonal info please email me. Hope to see you there.
ADuris

SUBJECT:  K-1 Title 1   Date:  97-11-14 07:11:33 EST
From:  SzyHln

I am a first year teacher for the k-1  classrooms in my school.  My job is to
work with the 10 students who are at-risk for reading.  In K, I am focusing
on the alphabet.  Any Ideas for lessons that help teach the basic letter
recognition?

SUBJECT:  Early Childhood Chats   Date:  97-11-15 10:25:03 EST
From:  ADuris1608

On Tuesday November 18 at 10 PM EST in Private room Early Childhood we will
have a early childhood professionals chat.  On Wednesday November 19 at 10 PM
EST in Private Room early intervention we will have a early childhood special
educators chat.  Please contact me if you need directions.  Hope to see you
there.

SUBJECT:  Re:K-1 Title 1   Date:  97-11-16 00:26:05 EST
From:  Pansies4me

SzyHln,
I have a  book at school that lists  different orders to teach  children the
alphabet.  It also has the different order that different basals use.  I can
mail you the chapter if you send me your school address.

:)Janette

SUBJECT:  Early Childhood Chats   Date:  97-11-22 20:40:16 EST
From:  ADuris1608

The following times are when we will have early childhood professional chats.
Please come!!

Tuesday November 25 at 10 PM EST in private room Early Childhood

Wednesday November 26 at 10 PM EST in Private Room Early Intervention

Please contact if you need additional directions

SUBJECT:  Re:EI programs in
Delaware   Date:  97-11-29 10:39:47 EST
From:  Ratatat



SUBJECT:  Re:EI programs in Delaware   Date:  97-11-03 22:07:41 EST
From:  Slatesh713

I am in DE.  What is the child's disability?