Does anyone have information concerning a program that Touch Learning Concepts, Inc authored.
They were located in Colorado Springs. It is called Touch Math. I have tried contacting the company but they are no longer in business. Any help will be appreciated.
SUBJECT: 7y/o LD child
Date: 95-08-26 19:27:10 EST
From: JoyNP
My daughter is learning disabled only, no one can quite figure out what is going on with her. She displays aspects of ADD/ADHD, autism, speech and language problems, social immaturity and depression. She has been referred to the Univ of Mich for testing, but testing will not take place until sometime this fall. Meantime, school starts next week. Both of us will be frustrated by end of first week even though she spends part of the day in an inclusion setting and part of the day in a resource room. I'd appreciate any suggestions or guidance form parent or teachers who have dealt with other children who are a puzzle. Thank you. You may e-mail me at JoyNP@AOL.com if that is easier for you. Otherwise, I will periodically check the message board.
SUBJECT: ESL (English as Second Language
Date: 95-08-28 18:03:36 EST
From: Dal Lovr
I am teaching ESL classes in Texas this year. I would appreciate any tips, names of materials/resources, and any other helpful information pertaining to this topic. I would also appreciate the names of any organizations, government entities, or private groups with available funds to tap into!
SUBJECT: Public School Programs in NC/SC
Date: 95-08-28 21:17:06 EST
From: LL HURST7
I will be graduating with my special ed degree, specializing in Mentally Handicapped students. I am interested in relocating to either North Carolina or South Carolina and would appreciate any info on the public school systems/programs in the area of MR...Please e-mail me with any info you may have as far as the need for special ed teachers in either of these states. Thank you!
SUBJECT: New CA Parent Info Line
Date: 95-08-29 01:02:23 EST
From: SJohn52977
Please share with others in California a new access to assistance from the California Department of Education. We are pleased to announce that the Parent Information Line is now up and running with Special Education Division staff on the line during the day (in English and Spanish) and a voice mail system for non-office hours. Please use the line -- 1-800-434-2465 -- for any concern that you have. Our staff will provide the desired information or will direct your call to someone or group that can. We're excited about this new service and the support that it can provide to families of individuals with disabilties.
SUBJECT: Re:Math program for LD
Date: 95-08-30 00:10:36 EST
From: NSteven262
Touch math was a by-pass strategy that taught children how to use a system of dots to calculate. It was adequate for the short-term but, because it is so linear, it didn't teach the larger generalizations and concepts that LD children often need. Get in touch with cuissenaire instructional materials and learn how to use cuisenaire rods, chip trading, and base ten blocks. Your child will be much better off because they can be used in all whole number operations as well as fractions, decimals and pre-algebra. The Mortenson materials are also quite good.
SUBJECT: ADD stratageies for teachers
Date: 95-08-30 01:17:16 EST
From: SChinskey
I need to present a workshop to teachers in my school on strategies to be used in the regular classroom for ADD and ADHD. Any help or references will be appreciated. Could you E Mail this to me as I am still not that good a surfer. Thank you.
SUBJECT: Re:7y/o LD child
Date: 95-08-30 01:20:41 EST
From: SChinskey
U of M is a great place to start. This fall is very soon. I am a resource specialist and sometimes these things are put on hold for over a year. Just see that the testing is done as promised. The public school system is required to provide her with whatever services she needs.
SUBJECT: Re:FETAL
ALCOHOL SYNDROME&EFFECT
Date: 95-08-30 15:19:44 EST
From: HLC 594
Hi!
There is alot of information available on FAS/FAE.
Here are a few places you can contact. If you need additional sources and/or want to network with other families let me know and I'll post that info too!
Family Empowerment Network: Support for Families Affected by FAS/FAE
610 Langdon St Rm 521
Madison, WI 53703
800-462-5254
Fetal Alcohol Network
158 Rosemont Ave
Coatesville, PA 19320-3727
72157.564@compuserve.com
Fetal Alcohol Education Program
7 Kent Street
Brookline, MA 02146
617-739-1424
National Organization on Fetal Alcohol
Syndrome
1815 H St NW Ste 710
Washington, DC 20006
202-785-4585
The Fetal Alcohol Syndrome
Family Resource Institute
PO Box 2525
Lynnwood, WA 98036
206-778-4048
There is also a book called The Broken Cord which is excellent. I believe the author is Michael Dorris (?).
-Holly (HLC 594)
SUBJECT: Re:7y/o LD child
Date: 95-08-31 23:39:53 EST
From: DYSPRAXIA
Your daughter sounds alittle like my youngest. Lots of testing finally Ped. Neuro. and Developmental Psychologist recommended having an SIPT (Sensory Integration Practice Test) then because of that had sensory defensive eval done - Bingo a therapy that worked - intensive deep brushing then SIOT with brushing at least 2 times per day. The school will also brush him prior to the periods he is mainstreamed. This is not a miracle but the change for him was miraculous!
SUBJECT: Inclusion in Florida schools
Date: 95-09-01 13:36:24 EST
From: Netkinglee
I have a 5th grade daughter who is currently in a self-contained LD class in metro Atlanta, Georgia. My family and I may be relocating to Broward County, Florida (Ft. Lauderdale) and would like information on how inclusion is handled for LD students. Also, the Florida Dept. of Special Education indicated that the state eligibility criteria is being revised. I am interested in hearing from anyone who knows what those revisions may include.
Thanks. Chris Lee
SUBJECT: Re:Inclusion in Florida schools
Date: 95-09-01 15:55:09 EST
From: Frogguy7
Chris Lee-Sorry I don't know anything about Florida eligibility changes-but eligibility should be an ENTRANCE issue, not a continuing issue. If it is, make your feelings known. Just guessing about your concern-hope this helps. Good Luck!
Mary N.
SUBJECT: Re:Inclusion in Florida schools
Date: 95-09-01 18:49:03 EST
From: SusanS29
"Chris Lee-Sorry I don't know anything about Florida eligibility changes-but eligibility should be an ENTRANCE issue, not a continuing issue.
"
I understand your view, but it is not an accurate one.
If a state changes their eligibility requirements, any students currently enrolled who do not meet those requirements can-and probably will be, eventually-dismissed from service.
SUBJECT: I need a list of Schools for ADD
Date: 95-09-07 23:33:18 EST
From: RenoMaxNJ
I would like a list of School anywhere in the US that would give my child a good education. But I need and Education that fits his capabilities such as :
ADD, HD, ED. If any one can help me out I would really appreciat it.
Please reply to me with e-mail at this Screen Name. Thanks alot.
SUBJECT: Re:FL
eligibility
Date: 95-09-08 13:36:29 EST
From: Netkinglee
This is in reference to my message of 9/1/95. I recently called the Florida Department of Special Education requesting documentation regarding eligibility for services. After the 90-day transfer period allowed by federal law my daughter would be subject to initial eligibility in Florida. During the conversation I made it clear I was calling from another state.
I was told that the manual was being revised and would be on back order until that was completed. No detail was given as to what those revisions were. Possibly the person I spoke with gave me incorrect information, but this is what I was told.
SUBJECT: New school, New headaches
Date: 95-09-08 21:47:29 EST
From: SEN6
My 6 year old son with autism is starting school in our school district after
preschool in a multi-district spec-ed preschool. Over the summer the teacher
he was to have quit. The teacher that was hired is questioning his placement
( a multi-category spec. ed. room mostly with BD/LD kids). Since ours is a
small rural district, she cites the lack of resources and space as hindrances
to helping him. I'd like some low-cost ideas to help him find his own space
in a crowded room. Thanks, Maggie
SUBJECT: Inservice Learning Disabilities
Date: 95-09-10 20:55:55 EST
From: DBGRANT
I am a resource teacher needing ideas for putting together a worksop for
regular teachers on learning disabilites. I am in need of ideas for the
teachers so they can experience some of problemes elementary age children
have with auditory and/or visual disabilites. Any one have suggestions so I
can have these teachers experience these simulations ?? Dan Burritt dbgrant
thanks
SUBJECT: Re:Inservice Learning Disabiliti
Date: 95-09-11 08:55:18 EST
From: SusanS29
Sure.
1) Put up a mirror and have someone try to write looking only in the mirror (experiment so you can figure out how to do it best.) Pick two teachers that sit next to each other to try it so that when they have both returned to their seat they will start talking about how hard it was. You be quiet and let *them* tell the rest of the class.
2) Read them a selection from a history book, and tell them to take notes.
Gradually increase your speed-and replace every fifth word with a nonsense word (language disabilities).
3) Put up spelling words to learn. Make up a couple of unusual letters- say, /\ instead of p. Give them a few minutes to study, go on to something else, then later give a spelling test-and count off for poorly formed letters (grin). In addition-go fast.
4) Children who struggle with reading do a lot of backtracking. So give them a paragraph to read with the backtracking built in, sort of like this:
Children while children who children who strip struggle children struggle with reading do a little do a lot backyard do a lot of a lot of a lot of back so go so give them a give them a parachute to read to read with the with the backbone backbone boat on on somehow on somehow like this.
Etc.
SUBJECT: Physical/Health Imparements
Date: 95-09-15 21:44:56 EST
From: Bendeko
2nd year SEMO student, Sp. Ed. major, looking for reference materials on:
Assement,Adaptations,Activities,Modifications for M.D., Spina Bifida, C.P.,Epilepsy,Leukemia, Traumatic Injuries, Congential Abnormalities. This is for project-two hour teaching/presentation to my class. Any materials I can download or any other type of info would be greatly appreciated. New to the NET, using son's name & software.
THANXSubj:
Instructional Materials
Date: 95-09-20 12:51:37 EST
From: MDimension
I need help in finding appropriate and economical instructional materials for my special needs students in my district.
Any ideas of vendors to contact who are specialists in special needs?
RMcElwee
mdimension@aol.com
SUBJECT: Re:Instructional Materials
Date: 95-09-20 16:40:35 EST
From: HLC 594
Hi
I am a teacher with lots of experience. I am also on MANY mailing lists.
What ages are you working with and what disability groups?
-Holly (HLC 594)
SUBJECT: Re:I need HELP
Date: 95-09-22 18:42:28 EST
From: NSmith28
You might want to investigate a 504 plan. This is a plan that schools must file if there is a documented need and the student does not qualify for special ed programing.
NSmith28
SUBJECT: Son needs help
Date: 95-09-23 09:06:35 EST
From: TBailes
My son,Preston, is a 11 year old almost 12 who is in the 5th grade. He has problems with gross and fine motor skills. He is also immature for his age. His learning level right now is the 1st and 2nd grade level. I need to know that I'm not alone and what can I do to help him. Computer programs are expensive and hard to find. We live in a very rural area. Any and all help will be deeply appreciated. Thanks Tammy.
SUBJECT: Re:Son needs help
Date: 95-09-24 00:22:14 EST
From: Valsudur
Do you have a diagnosis for anything? Are you in contact with your states Regional Center? Are you getting any kind of therapy services?
Randy (for Sean, 3.5yo CP spastic-quad)
SUBJECT: to tie shoes
Date: 95-09-28 18:40:56 EST
From: E Legit
help! I have a 8 year old student with a traumatic brain injury, who can read, and do almost everything else, but can't tie her shoes. The Occupational therapist, many teachers, everyone, have tried everything. I mean everything. Any new strategies? Thanks. E mail, or post here.
Sincerely, Elizabeth
SUBJECT: Re:to tie shoes
Date: 95-09-28 19:35:43 EST
From: SusanS29
Have you tried "chaining?"
In chaining, you do everything except the very last step-pulling the loops tight. When she can do that, you add the second-to-last step, and she does those two until she knows them very well.
In other words, you teach it in *reverse* order. That's how they teach those chickens at carnivals to "play baseball" for a kernel of corn.
It's also an excellent memorization strategy if someone has to memorize, say, a poem. You start at the *end* and work backwards.
SUBJECT: Re:Son needs help
Date: 95-10-03 21:24:01 EST
From: T2TULLY
Dear Tammy
My daughter is 7 years old. She has low muscle tone and poor fine & gross motor skills. We have had her tested with a psychologist and his findings matched the schools saying she has a below average IQ resulting in her behavior being immature for her age. We are having a difficult time finding information that fits her. We also see signs of a learning disability. So she has characteristics of both a low IQ and also learning disabilities. I know I haven't answered any of your questions, but I wanted you to know that you are not alone. These last couple of months since we found out about the low IQ have been very hard to cope with. If you have any information at all I would be grateful if you could let us know. Thank you. ScarlettSubj:
Re: to tie shoes
Date: 95-10-04 16:54:18 EST
From: HLC 594
Hi!
I am a teacher of young children with multiple handicaps who has two claims to fame. One is toilet trng. the other is shoe tieing.
There is the traditional method using chaining (described by someone else in another post).
There is the two loop method. If your daughter can cross the laces, put one under and make a loop...she can than make a second loop and tie them in a knot. If you haven't tried this one let me know so I can explain more fully.
Another technique I have tried is using different color shoe laces. I took white laces and colored one with a marker. This makes it easier to SEE what you are doing.
I'd be interested in knowing what's been tried that hasn't worked.
Please keep in touch. I have a passion for solving difficult to solve problems.
-Holly (HLC 594)
SUBJECT: HANDICAPPED LARGE BUSES
Date: 95-10-04 23:38:56 EST
From: CAFABIAN
I need to find some bus companies in the Chicago area that have large buses that accomodate wheel chairs. We have a student who would like to attend trips with peers but always has to take a smaller bus because she is in a wheel chair. Hope someone can help.
SUBJECT: Re:tie shoes-HLC
Date: 95-10-07 10:32:54 EST
From: E Legit
Great ideas- however, they have all been tried. Actually, I am the child's
special ed. teacher, not parent, although she is certainly cute enough to
bring home! She is Vis. Imp, has slight paralyis in the muscle between
thumb/forfinger, and has TRI. She can do similiar tasks, although tieing
anything is out. I am now trying the first step of chaining, as suggested,
and, she does feel satisfaction. Hey, maybe I'll pull out the colored laces,
and incorporate that with the chaining. That will probably work! The
hardest part for her is the initial "cross, under, pull" not. Thanks, and
keep thinking ;-) e legit
SUBJECT: Re:Math program for LD
Date: 95-10-07 22:51:08 EST
From: ASKSHORT
Touch Math's number is (800)888-9l9l
SUBJECT: Dad Needs Help
Date: 95-10-08 06:33:08 EST
From: JLGroup
We have been diagnosed through our amnio that we will have a little girl with Triple X syndrome - an extra x on the sex chromosome. Which means that she could have a mild version with a little lower IQ and some developmental issues, or could have a real low IQ and some sustaining developmental problems.
Any one out there with a triple X girl - how have you worked through these
issues, how did you make your decision to continue the pregnancy. etc. Please
respond directly to my email at JLGroup rather than through the board if
possible - I am leaving this message for help all over the place because we
are headed towards a decision with permanent implications. Thanks
SUBJECT: Re:
Civil Suit in PA
Date: 95-10-08 19:04:30 EST
From: VanStory
I am interested in filing a civil action against my school district for continual civil rights violations. I am not really certain how to go about doing this. I have not been able to find a single attorney willing to pursue this kind of case. Does anyone have any knowledge about attorneys in any state who have fought and won this type of case? Any information would be greatly appreciated.
SUBJECT: Re: Civil Suit in PA
Date: 95-10-08 20:54:35 EST
From: Ratatat
Contact Matthew Cohen in Chicago. He is a lawyer who specializes in law having to do with education and special education, and I *think* (but am not sure) he is on an advisor board with CHADD.
SUBJECT: Troubled grandson
Date: 95-10-11 14:56:24 EST
From: EDS816
14 year old grandson living in California needs help to repair psyche.has 100-110 IQ. high anxiety must relocate him to NY,CT,PA area boarding school, but am unable to locate list of appropiate schools. Needs therapy as well as education. Must do quickly, will greatly appreciate your help.
EDS816
SUBJECT: Re:Troubled grandson
Date: 95-10-11 19:22:50 EST
From: Ratatat
Your public library should have the Peterson's Guide to Secondary Schools. They have two editions - one that is comprehensive and another that lists just schools for children with special needs. It is probably your best place to start.
SUBJECT: Advice Please
Date: 95-10-12 15:59:52 EST
From: RMA123
My 16 year old daughter isin amainstreamed classroom for accounting. She is ADD, LD, and is repeating this class because she failed it last year. The teacher is not a special needs teacher, however, he is the same teacher she had last year for this class. He has separated her from the rest of theclass, putting her by the window (great place for someone with ADD) and refuses to call on her in class for answers. She said he won't call on her because hesaid she knows all the answers already. She would not even go to his class today because of his attitude toward her (she is very sensitive and cries easily) and he embarrasses her all the time. Now I know I have to see him ASAP, tomorrow, if possible, and need advice on the best way to handle this situation.
Thank You, Vickie
SUBJECT: Re:Advice Please
Date: 95-10-12 21:24:57 EST
From: SusanS29
Invite him to chat with you and the Office of Civil Rights.
SUBJECT: Re:Advice
Please
Date: 95-10-13 06:48:18 EST
From: RMA123
Thanks so much, Susan, for your immediate reply. I knew it was against some law, but didn't know just how to put it. If you are interested, I will let you know how it went. Again, thank you.
Vickie
SUBJECT: Re:Troubled grandson
Date: 95-10-13 07:42:43 EST
From: EDS816
To: RATATAT Thank you
SUBJECT: Re:Advice Please
Date: 95-10-13 20:53:51 EST
From: SusanS29
"If you are interested, I will let you know how it went. "
I would very much like to know. Thanks, Vickie.
SUBJECT: residence school for
l.d.
Date: 95-10-16 11:46:09 EST
From: RHarris564
We are looking for a residence school for our daughter for after high school that teaches life transition and vocational skills. does anyone have experience with Riverview or have any school names.
write us at e-mail Rharris 564.
thanks
SUBJECT: Re: Civil Suit in PA
Date: 95-10-16 18:28:57 EST
From: LStrata
I am not sure what state you are in, but get in touch with SPAN in New Jersey. The number is (908) 654-SPAN. Span stands for Statewide Parent Advocacy Network. One of the people who is the "head" of Span is an attorney who has won many cases in new York, and is now presuing N.J. They can lead you in the right direction. GOOD LUCK!
Don't give up your fight no matter how hard it becomes, because it is worth in the end.
LISA
SUBJECT: Re: Civil Suit in PA
Date: 95-10-16 18:42:18 EST
From: LStrata
I am not sure what state you are in, but SPAN in New Jersey, can lead you in the right direction. SPAN stands for Statewide Parent Advocacy Network. One of the "head" people in charge is an attorney, who has won many cases in New York and is now persuing New Jersey since we are out of complience. The phone number is (908) 654 SPAN. Call them and don't give up the fight! GOOD LUCK!
Hope you get this. I'm new to America Online! Lisa
SUBJECT: "Cognitive
L.D."; wheredoIbegin?
Date: 95-10-16 19:55:07 EST
From: DJBSpirito
I am a Family Resources minister working with a 21-yr-old young woman from Nigeria who came to this country four years ago. She does not have a high school education and is trying to work through ICL's program. I have been helping her mainstream into adult life for the past three months. She is clever and ambitious, but has a MAJOR problem in that people assume she is of low intelligence. The difficulty, as far as I have noticed, is that information gets "lost" easily between short-term memory and long-term memory. Also, she has a great deal of trouble reading with comprehension, and writing. This coupled with her relative naivete leads people to assume she is a stupid child. A general medical workup revealed nothing; a thorough eye exam revealed nothing. When someone "presents" with this criteria, what do you do first to narrow down the problem? Is it neurochemical? Behavioral? A physical insult to some area of the brain? Where do we begin?
Your help is GREATLY appreciated.
DJBSpirito
SUBJECT: Re:Advice Please
Date: 95-10-17 08:39:53 EST
From: RMA123
Dear Susan, I thought I would update you on what has been going on. I called the school early Friday morning with an URGENT message to her case worker to call me. I also went to the school and left her a message in her mailbox. She did call me back asap and I explained the problem to her. She was surprised since she said Jen was doing so well in her other classes and her teachers said she was a joy to have in class. She agreed this should be taken care of immediately, especially since Jen won't even go to his class anymore (she has been, with our permission, going to study hall). Met with her caseworker this morning, Jen and I, and she said we have an appointment with this teacher at l this afternoon. She asked Jen to explain to him that though she was a problem in his class last year, that she has been to counceling over the summer, and is determined to do better. We are taking a soft approach at this point, to see if it can be worked out, however, if I don't like his attitude, I will go on from there. I am also going to see the supervisor of our program today also. Have I missed anything?
I can always use advice, thanks so much , Vickie
SUBJECT: Public vs. Private
Placement
Date: 95-10-22 19:51:51 EST
From: ICanTeach
I live in MD and have an 8 yr.son with ADHD and moderate delays in most areas. He has been in the public school system since he was 3. I have found it very difficult to get the services he needs. I am not sure what to do to get these services needs in the public schools. I am considering requesting a private placement. 1) What are the advantages and/or disadvantages to private placement? 2) Does anyone have information on good private schools in the PG County area?
SUBJECT: No recess
Date: 95-10-25 23:29:16 EST
From: JTRANDALL
My children with ADHD seem to spend more time missing recess than getting recess. The teachers say he does not get his work done is class and does not get his homework done. He typically leaves it at school. I asked for a peer student to help ensure my son has is homework when he leaves school and the teacher said she would assume that responsibility. I really think my kids need to run off the energy during recess but also understand that the teachers are just trying to get them to learn. When is enough enough with missed recess and having to stay after school?
SUBJECT: Re:No recess
Date: 95-10-26 00:02:44 EST
From: SusanS29
"The teachers say he does not get his work done is class and does not get his homework done."
Of course! That's *typical* for kids with ADD.
The thign about taking recess is that it doesnt' change behavior. If you doubt that, ask the teacher to chart 1) how often he's lost recess and 2) note any increase in work completion related to that.
There won't be any significant improvement -- *or this would not still be an
issue.*
There are *so many things* the teacher can do to help him stay on task better, and *that* will lead to better learning-not denying him recess, which publicly announces to the class that he "blew it"-again.
SUBJECT: Re:No
recess
Date: 95-10-26 09:44:17 EST
From: A1Richter5
My son also went through that. The following year they decided on thier own that he needed recess, and that they would use a different method with him. One school he attended didn't "have a recess program" they told me. I asked them what the nice big playgroung outside was for, then.
It's just crazy sometimes dealing with our children's problems. I don't consider myself a genius, but I think I have a lot of common sense. When I ask these types of simple questions, I get the strangest looks! It's really pathetic sometimes.
SUBJECT: In-School Scouting
Date: 95-10-26 15:47:39 EST
From: ECTCH5
I am involved in a self-contained scouting situation with BEH and EMH children ages 5-12. We would love to communicate with other in-school scouters.
SUBJECT: Simms rubric
Date: 95-10-26 16:08:32 EST
From: TeachesLD
Does anyone know of a rubric called Simms? I'm trying to figure out if it is a regular rubric or something special?
SUBJECT: Re:Math program for LD
Date: 95-11-03 23:09:23 EST
From: ASKSHORT
The Touch Math Company is alive and doing well. Their phone # is (800)
888-9l9l.
SUBJECT: Re:Math program for LD
Date: 95-11-10 12:27:58 EST
From: Ann Kell
I teach in a special education classroom in Arvada, Colorado. We have some materials about TouchMath. The children were using when I started. It is a system of counting that correspond to specific numbers. For instance, the number 1 will have one dot on it. The number two will have two dots on it. The number three will have three dots on it. The children add and subtract numbers by counting the dots on each number. I'll be back at school next week-I'll see if I can find out further information. Let me know if you are still interested.
SUBJECT: Re:Colorado Spec. Ed Teacher
Date: 95-11-10 12:29:34 EST
From: Ann Kell
Try contacting the county which you are interested in. They may have the information you seek.
SUBJECT: Re:Math program for LD
Date: 95-11-10 12:32:50 EST
From: Ann Kell
I just read another message concerning Touch Math. They recommended Cuisinaire Rods, and other types of manipulatives. I couldn't agree more. Any type of concrete manipulative will help your child better understand the mathematical concepts which you want them to learn. It will aid them in making the transition to higher math skills and abstract thinking concepts.
SUBJECT: Grad. School Advice
Date: 95-11-10 14:59:44 EST
From: RealEstSvc
Hi!
I'm starting my grad school search for a degree in Special Education. I graduated with a Psych/Elem. Ed. degree from Gettysburg College, PA.in 1990. I would like to teach upper elementary special ed. for students with different styles of learning ("learning disabled") and/or students that have trouble handling their emotions. I'm interested in schools that provide an excellent program that includes practical (hands-on) learning experiences within the community. I would like to attend a school in the Western part of the U.S (New Mexico and West) but I'm open to all suggestions. Any opinions?
Thanks!
SUBJECT: new job - any advice?
Date: 95-11-10 22:05:58 EST
From: MarybethG
I will very soon be starting a new job at the parent information and training center in Chicago. I will have responsibility for coordinating training regarding the Rehabilitation Act and overseeing a youth advocacy program to assist adolscents with disabilities in making the transition to life after schools. Any tips for me would be appreciated.
Thanks,
MaryBeth
SUBJECT: counseling criteria
Date: 95-11-11 13:32:58 EST
From: JEichner
My district in Vernon, CT is in the process of setting up specific criteria
and guidelines for students to receive counseling in schools. Any ideas or
references would be appreciated. Thanks. H. Eichner
SUBJECT: HS Dropouts
Special Ed
Date: 95-11-14 21:32:37 EST
From: Endoexpert
I am the parent of a learning disabled high school dropout. I would like to connect with others who have intelligent, true dyslexic, attention deficit youngsters. I would like to know how others managed their problems. I was the president of the Learning Disabilites Association and the author of " Diamonds in the Rough" An infancy to college reference guide on the learning disabled child.
Please send e-mail to ENDOEXPERT@AOL.COM
SUBJECT: Model Programs
Date: 95-11-17 00:11:31 EST
From: PhilN55896
I am trying to find some articles or books that describe "the best" special education programs and how they are work in a public school setting. I have read and experienced how the system does not work. There must be someplace where "the best" special education programs exists. I would love to share this information with my school district's special education home & school assocation, as well as with the director of special education services.
SUBJECT: Re:Public School Programs in
Date: 95-11-17 08:42:05 EST
From: Camnbeth
Dear LLHurst,
I am from Rock Hill, S.C. which is a medium size town. It's about 20 mins. from Charlotte, N.C. which is a very large city with lots to do (Char. Hornets b.ball, Panthers prof. football, large malls, thousands of wonderful rest. and clubs, festivals, etc. Charlotte has many schools, but some are somewhat dangerous to teach in. (If you're interested in the area, I can find out specifics let you know). Rock Hill School District 3 is an excellent district to teach in. The coast would be an excellent area to teach in - Myrtle Beach, Pawley's Island, N. Myrtle Beach, Charleston, (you would'nt want to teach in North Charleston). I would suggest exploring school districts for yourself and then make a decision on where to live. In S.C. the main problem you'll run into is poor districts, but not dangerous ones. Speaking from experience, sometimes poor districts are a lot more enjoyable to work in than the plush districts!! You can tell a lot by your interviewer/s and the feeling tone of the school when you walk in. The office is a wonderful place to observe staff attitudes. Show up a little early for your interview (about 5 mins.) and just sit in the office or walk around the school, you'll learn a great deal about the kids and staff! Where are you attending school now? I attended Winthrop Univ. in Rock Hill. I will gather more info on school districts for you. I am currently living and teaching in Michigan. I teach MS Resource and Emotionally Impaired students. I love it! Hope I can help you more!!! Best wishes!!
CamnBeth
SUBJECT: Re:New school, New headaches
Date: 95-11-17 08:55:52 EST
From: Camnbeth
Dear sen6,
I currently have an autistic child on my case load. When he came to our school, his teachers attended an Inservice provided by the Director of Special Services, and related staff on autistics and how to accommodate in the regular classroom. Your child's teacher-to-be is probably scared to death because she has no knowledge of how to help your son. Request that she be provided with strategies to teach him, and general info about autism. Autism is (as you know) a mysterious disease. My experience with the autistic child I have on my case load has been a joy! His future teacher needs to know simple things such as all of your son's senses are hightened, therefore loud noises are much louder to your son and he may react to such noises. She needs to understand what distresses him and how to prevent (or attempt to prevent) such things from taking place in her classroom. She needs to have enough info to explain your son's exceptionalities to his fellow classmates and set the tone for how he will be included and not excluded in her class. Please, please request an inservice for his teacher and you should conference with her to let her know about your son.
Good Luck to you and your son!!!
CamnBeth!!
SUBJECT: Re:I need HELP
Date: 95-11-17 20:55:17 EST
From: ERSPEC
MY 10 YEAR OLD SON HAS A VISUAL/SPATIAL L.D. HANDWRITING IS VERY DIFFICULT FOR HIM, ALTHOUGH HIS ACADEMICS ARE A'S & B'S. HE USES A COMPUTER WELL, BUT THE SCHOOL SYSTEM SEEMS TO HAVE RUN OUT OF IDEAS AS TO HOW TO HELP HIM. EVERYONE INVOLVED IS VERY FRUSTRATED. DOES ANYONE OUT THERE HAVE ANY EXPERIENCE WITH THIS TYPE OF L.D.????? HELP!!!
SUBJECT: Re:I need HELP
Date: 95-11-17 22:22:53 EST
From: AP80
I work with middle school kids who are LD, many with writing disabilities. Can you be more specific as to what everyone is frustrated about. His grades are good and he uses a computer well. What type of problems is he encountering?
SUBJECT: Drowning teacher needs help!
Date: 95-11-17 22:54:41 EST
From: ECSpEd
I am a third year teacher in Early Childhood Special Ed. At this new school everyone seems to expect no more than 20 minutes of free play. I am having a lot of trouble with "structure", do not transition the children well, and today one child apparently tried to "stab" another in the eye while the principal was present but I was working with another child and had my back turned. I am being strongly encouraged to find another profession. Having been recently diagnosed with Adult Attention Deficit Disorder, I feel that some of my problems are directly related to this illness. I do not want to be a negative influence on children. Ideas, thoughts, support, anyone?Subj:
Re: Drowning teacher needs he
Date: 95-11-18 10:29:46 EST
From: Ratatat
<<Having been recently diagnosed with Adult Attention Deficit Disorder, I
feel that some of my problems are directly related to this illness. I do not
want to be a negative influence on children. Ideas, thoughts, support,
anyone?>>
The first and very best thing that anyone can do when they are dealing with the issues that ADD brings to them it to become encyclopedically educated as best you can. You say you have a diagnosis, but has anyone offered you ways to compensate for the disorder?
I would recommend that you start with a few books: Answers to Distraction by Edward Hallowell and John Ratey (two docs with ADD), and You Mean I'm Not Lazy, Stupid or Crazy by Kate Kelly and Peggy Ramundo.
Both books offer valuable overviews of the disorder and both offer lots of compensatory strategies you can attempt to use to help yourself.
One of the most important things for a person with ADD is to develop a system of structure. I know it is hard, but these books will give you some ideas. Then, try to habituate this system that you develop for yourself. This will help. Also, you don't mention whether or not you are taking any medication. I am adult with ADD, and do take medication. The treatment for ADD in adults is really the same as for children. The only exception being that adults tend to have more co-existing disorders with the ADD than do children.
Hope this helps.
SUBJECT: .handwriting l.d.
Date: 95-11-20 14:47:35 EST
From: U1012
HI AP80, I GUESS OUR FRUSTRATION HAS TO DO WITH FIGURING OUT HOW MUCH OF THE
PROBLEM IS LACK OF EFFORT (AS HIS LAST REPORT CARD SHOWED) VS. HOW MUCH IS
RELATED TO HIS L.D. HE UNDERSTANDS MATH CONCEPTS, FOR INSTANCE, BUT WHEN
HE WORKS OUT PROBLEMS, HE OFTEN GETS WRONG ANSWERS. I THINK A LOT HAS TO DO
WITH HIS INABILITY TO READ HIS OWN WRITING BECAUSE IT IS SO POOR. WHAT THEY
CALL A LACK OF EFFORT ONLY SEEMS TO SHOW UP IN AREAS WHERE THEY TRY TO READ
HIS WRITING - NOT IN SUBJECTS WHERE HE USES A COMPUTER OR ONLY HAS TO CIRCLE OR MATCH ANSWERS. HE HAD A FULL BATTERY OF TESTS THREE YEARS AGO, DO YOU THINK HE SHOULD BE RETESTED?
SUBJECT: Re:.handwriting l.d.
Date: 95-11-20 15:10:09 EST
From: SusanS29
"HI AP80, I GUESS OUR FRUSTRATION HAS TO DO WITH FIGURING OUT HOW MUCH OF
THE PROBLEM IS LACK OF EFFORT (AS HIS LAST REPORT CARD SHOWED) VS. HOW MUCH
IS RELATED TO HIS L.D."
Always assume the student is trying. Moreover, if the child isn't trying (a hard thing to prove), there's a *reason.* So... find the reason the child "isn't trying."
Calling a child names ("lazy") only stops the search for a solution. What a terrible thing to do to a child.
" HE UNDERSTANDS MATH CONCEPTS, FOR INSTANCE, BUT WHEN HE WORKS OUT PROBLEMS,
HE OFTEN GETS WRONG ANSWERS. I THINK A LOT HAS TO DO WITH HIS INABILITY TO READ HIS OWN WRITING BECAUSE IT IS SO POOR."
Of course it does.
" WHAT THEY CALL A LACK OF EFFORT ONLY SEEMS TO SHOW UP IN AREAS WHERE THEY
TRY TO READ HIS WRITING - NOT IN SUBJECTS WHERE HE USES A COMPUTER OR ONLY HAS TO CIRCLE OR MATCH ANSWERS. HE HAD A FULL BATTERY OF TESTS THREE YEARS AGO, DO YOU THINK HE SHOULD BE RETESTED?"
Absolutely-and perhaps also the people calling him names (grin).Subj:
Re:.handwriting l.d.
Date: 95-11-20 18:16:57 EST
From: AP80
U1012, I started this message and lost it, so I don't know if it will show up twice. Is your son already classified and receiving services? If not, have him retested. In the meantime, you can try to get a 504 plan for him to accommodate his needs. For instance, he might benefit from using graph paper to do his math on. It forces kids to line up number correctly. You could also ask that he be allowed to dictate some, but not all, of his written work to accommodate his understandable frustration at having to expend enormous energy for so-so results. Make deals with him as to which things he must put his best effort (and therefore most time) into and which things he can receive help with. If I think of more, I'll let you know. Subj:
Re:.handwriting l.d.to AP80
Date: 95-11-20 20:01:25 EST
From: ERSPEC
THANKS FOR THE HELP!!! IS A 504 AN INDIVIDUAL ED. PLAN? WE DO HAVE ONE BUT
IT IS THE SAME ONE HE HAS HAD FOR THREE YEARS AND IT DOESN'T SEEM TO ADDRESS
THE HIGHER LEVEL DEMANDS OF FOURTH GRADE. IT'S SO NICE TO GET SOME INFO FROM
SOMEONE OTHER THAN SCHOOL STAFF ( AS MUCH AS I LIKE THEM!). I PLAN TO MEET WITH EVERYONE AGAIN AFTER THANKSGIVING. HOPE YOU HAVE A NICE ONE...THANKS AGAIN.
SUBJECT: Re:.handwriting l.d.to AP80
Date: 95-11-20 21:36:08 EST
From: Ratatat
<<THANKS FOR THE HELP!!! IS A 504 AN INDIVIDUAL ED. PLAN? WE DO HAVE ONE
BUT IT IS THE SAME ONE HE HAS HAD FOR THREE YEARS AND IT DOESN'T SEEM TO
ADDRESS THE HIGHER LEVEL DEMANDS OF FOURTH GRADE>>
I believe that school are obligated to review the IEP in depth (possibly re-evaluate) the student every three years. The IEP can be adapted any time a parent requests a meeting to modify it to meet a child's changing needs. An IEP is usually thought of an education plan under the IDEA (Individual's with Disabilities Education Act). A 504 is a non-categorical civil rights law that simply says the school must make accommodations for people with disabilities so as not to discriminate against their accessing the educational benefit provided by the school. It sounds like maybe your school has been a little slow and sloppy about accommodating your child.
Another idea for helping your son with his math problems: getting the columns all lined up is to have him turn the paper sideways so the lines run top to bottom. He can then write his math problems in there, using the lines to keep them in columns. I got this idea from a wonderful book full of lots of useful, concrete, practical tips called Taming the Dragons: Real Help for Real School Problems by Susan Setley. It should be available at major bookstores in another couple of weeks.
SUBJECT: Re:.handwriting l.d.
Date: 95-11-21 15:18:21 EST
From: U1012
THANKS, ..THANKS ALSO TO SUSAN. I LOOK FORWARD TO GETTING THE BOOK. I KNOW
THAT THESE PROBLEMS ARE MINOR COMPARED TO WHAT SOME KIDS HAVE TO DEAL WITH,
BUT YOU KNOW HOW IT IS WHEN IT'S YOUR OWN!! BY THE WAY, SUSAN, I LOVE THE QUOTE ON YOUR PROFILE. IT REALLY IS SPECIAL.
RATATAT, DOES IT RUFFLE FEATHERS TO ASK THE SCHOOL FOR AN OUTSIDE TESTING?
SUBJECT: Re:.handwriting l.d.
Date: 95-11-21 16:20:04 EST
From: Ratatat
<<RATATAT, DOES IT RUFFLE FEATHERS TO ASK THE SCHOOL FOR AN OUTSIDE
TESTING?>>
I hate to answer questions this way, but it really depends. If the school is ill-equipped to provide a comprehensive evaluation, and it is clear that is what is needed, then probably not. If it is clear to you that they cannot provide the kind of evaluation that is needed, and you disagree with them - then you might be in for a battle. The main thing to focus on is WHAT WILL MEET YOUR CHILD'S NEEDS? They are required to provide your child with a free and appropriate public education, and that includes necessary evaluations if that is what your child needs. Can get muddy, for sure....and depends on the personality of your administration and the talent of the staff.Subj:
Re:.handwriting l.d.to AP80
Date: 95-11-21 18:54:52 EST
From: SusanS29
ERSPEC, unless your computer can't do lower case for some reason, please use both upper and lower case when posting.
It's easier to read, and ALL CAPS is how we show that we're SHOUTING!
Thanks.
SusanS29, Host
SUBJECT: Re:.handwriting l.d.to AP80
Date: 95-11-21 18:56:42 EST
From: SusanS29
"I believe that school are obligated to review the IEP in depth (possibly re-evaluate) the student every three years. "
Here's how it works.
The IEP must be evaluated and re-written *at least* once a year. More often is OK, but that's the minimum.
Every three years they must do a full re-evaluation-as elaborate as the first evaluation used to diagnose the student in the first place.
That's particularly important for students with learning disabilities, whose strengths and weaknesses can shift dramatically with brain development spurts.
SUBJECT: Re:.handwriting l.d.
Date: 95-11-21 18:57:42 EST
From: SusanS29
U1, you can ask for outside evaluation, but unless you can prove that they were negligent in some way they don't have to pay for it.Subj:
Re:.handwriting l.d.
Date: 95-11-22 10:16:02 EST
From: U1012
Sorry about the SHOUTING!! Can you tell I'm new at this??? I didn't realize that the system needs to re-evaluate every three years. That would mean that he's due this year anyway. We have an appointment for next week,... should be interesting. You've been a wealth of information, I'm really appreciative (maybe "thankful" is a more appropriate term today!).
Have a great holiday.
SUBJECT: Re:.handwriting l.d.
Date: 95-11-22 23:08:32 EST
From: SusanS29
"Sorry about the SHOUTING!! Can you tell I'm new at this???"
Don't WORRY about it! (grin) -- lots of people don't know about the shouting thing at first.
SUBJECT: GradSchHlp
Date: 95-11-22 23:36:01 EST
From: RealEstSvc
Why was my previous message deleted?
Where should I post it?
SUBJECT: Re:GradSchHlp
Date: 95-11-23 15:05:32 EST
From: SusanS29
Hi, RealEst. :)
"Why was my previous message deleted?
Where should I post it?"
I am the Host of this area, and I have checked with the appriate sources. No message of yours has been removed from sight in this folder.
The most likely explanation for your dilemma is that you thought it went into this folder but it actually went into another folder.
Also, if you start to post a reply, and accidently close the message window instead of posting, you don't get a warning beep or anything. The post gets deleted from your computer's memory, and you can't retrieve it.
So my guess is that you accidentally failed to post it or you actually posted it in a different folder. It was never in this one.
I hope that helps.
SusanS29, Host
SUBJECT: Re:GradSchHlp
Date: 95-11-24 00:08:43 EST
From: RealEstSvc
Thanks, Susan.
I'll try again.
SUBJECT: violence in the e.d. schools
Date: 95-11-28 11:22:30 EST
From: Audgeo
I am compiling a series of "incident reports" to eventually be categorized into a book. If you have any horror stories to share, please send to me. If you wish to remain anonymous of wish credit please indicate. The thrust is to demonstrate how special education for the "emotionally disturbed" is out of control, enables inappropriate, i.e. criminal behavior, encourages acting out so the family can get their "crazy money" (SSI), teaches the student to make excuses for his behavior but never to take control of and responsilility for his/her own actions.
SUBJECT: Re:violence in the e.d. scho
Date: 95-11-28 16:17:58 EST
From: Ratatat
And once you "show" what you set out to show (not very impartial research, I'd say), what do you hope to accomplish with this information?Subj:
Re: violence in the e.d. scho
Date: 95-11-28 19:58:26 EST
From: AP80
A book with such a biased thesis would do a great deal of harm to the many kids and families that have been helped by programs that address the kids needs. Although I work mostly with LD kids, I have seen many ED kids who have benefited from appropriate placements. Your premise sounds much like the one of those who believe LD kids are just lazy. Should we really be perpetuating these stereotypes or working to provide even better services?
SUBJECT: Re:violence in the e.d. scho
Date: 95-11-30 12:21:01 EST
From: Emu95
Accountability by the schools would be nice. Until someone exposes the seroiusness of the situation many kids will be denied the help they are afforded under federal mandates.
SUBJECT: Re:violence in the e.d. scho
Date: 95-11-30 17:04:19 EST
From: SusanS29
In fairness...
I think we have to say that one person's experience may not be another's.
In reality, each school district will be distinctly different from others. In all liklihood this person has a localized problem... not all ED classrooms are run badly.
SUBJECT: obsessive compulsive disorders
Date: 95-12-01 03:07:59 EST
From: NJRoulet
I have a friend who's thirteen year old son has been diagnosed as having an
obsessive compulsive disorder. I need to find out more information regarding
this disease which apparently manifests itself in different ways. Could
anyone define this disorder or disorders and indicate what the symptoms are
and indicate how we can best assist. Any and all information, publications,
support groups etc. would be most appreciated. Thankyou
SUBJECT: Re:obsessive
compulsive diso
Date: 95-12-01 09:50:49 EST
From: Ratatat
To learn more about Obsessive Compulsive Disorder please read: The Boy Who Couldn't Stop Washing: The experience and treatment of Obsessive-Compulsive Disorder by Judith L. Rapoport, M.D.
There are now some medications that have been designed specifically to treat the symptoms of this anxiety disorder, such as Luvox. Also, cognitive therapy in conjunction with medication is essential.
SUBJECT: Re:OCD
Date: 95-12-02 17:35:52 EST
From: RNaditch
Get in touch with the OCD foundation in Connecticut. They will halp you find
Doctors, info etc. It is tough (I have one) GoodLuck
SUBJECT: Autism:New
teacher
Date: 95-12-05 18:32:57 EST
From: StefColl
I am a beginning teacher who has been thrown into a team teaching situation with a 15 year kindergarten veteran. A child with autistic characteristics has been put in our regular classroom because his parents will not allow the school system to see his DEC evaluation. They have agreed to another evaluation by our school system, but that won't be unitl February. What can we do to help him until then? Any info would be greatly appreciated. Post message here or send by email.
SUBJECT: Elem. EI mid-year?!
Date: 95-12-07 18:50:54 EST
From: Camnbeth
YES, I have agreed to teach elem. emot. imp. students beginning next week. I
am currently teaching middle school resource and have no experience with
elem. EI! I'm very optimistic and excited, but also a little nervous because
of the timing involved. I will be teaching 7 students who are severely
impaired. I want to get them into reg. classroom environments a.s.a.p.,
because only a few of them have had the opportunity to be included. (They
have had a sub for a month or so!) I have a lot of ideas, and feel sure that
all will work out. My main concern is getting the kids back on target
a.s.a.p. by providing a stable, highly structured environment! I will teach
them for two weeks and then winter break will last for three weeks. They have
not been using the level system they used at the beginning of the year,
because of the sub situation (the subs didn't know how the system was set
up). Should I implement the level system asap, or wait until after christmas
to reinstall?! ANY tips on how to make this a smooth transition for the
students would be appreciated!
camnbeth
SUBJECT: Re:Autism:New teacher
Date: 95-12-10 00:09:12 EST
From: KarenL2888
Check the folder above on Aides in the classroom. The folder was started by
a very sweet lady who has worked with an Autistic child one on one for three
or four years. Im sure she can assist you. Karen
SUBJECT: Re:Elem. EI
mid-year?!
Date: 95-12-10 00:11:16 EST
From: KarenL2888
I think you could start it right away, and not hold a lot of hope for much
sticking thru winter break. Enough will stick to re implement it quicker
than starting at end of break though I think. Good luck with your students,
and let me know how it goes! Karen
SUBJECT: Unmotivated teenager
Date: 95-12-10 14:12:10 EST
From: Freefair
My 15 yr old son has not been interested in school for a few years now. He
continually complains of boredom. He has had a problem with cutting classes
alot. I would like to get out of the punishment mode and research any
programs that might be an alternative to traditional education (He's starting
to get into trouble. Does anyone have any leads to any outward bound type
programs that might put my son on a good positive track.?? Please E mail
Thanx
SUBJECT: Lack of Desire
Date: 95-12-11 20:00:06 EST
From: LONALD
My son has a alot of trouble with studying. He is ADD, in inclusion classes for English and Math, and has improved his behavior this year (thank goodness!). The problem is he just doesn't have the drive to excell in school. Lack of motivation is another problem. Various punishments have not helped, threatening is no good because his self esteem is destroyed. We are at wits ends. We really think he wants to do well but he just can't turn the corner. Any suggestions?
SUBJECT: Email Groups/Web Sites
Date: 95-12-11 22:07:17 EST
From: Valsudur
I've uploaded a List of Disability Related Email Groups and another list of Disability related WEB sites in the Special Education libarary file for anybody that is interested.
There is a very busy ADD Email group that is supposed to be a great source of information (in regards to the last to posts).
Email me if you need help or information about these.
SUBJECT: Re:Unmotivated teenager
Date: 95-12-23 17:10:05 EST
From: Mytdks
What you need to find out is the roots to his boredom. Is he gifted ? Does he have Learning Disabilities and may be bored with the remediation? Has he shown progress? Does he suffer of low self-esteem? But Why? I have to agree that punishment is not the answer. Try Karate classes? I would like to assist you, but I need some answers to some of these quesitons first. I hope I can help.
SUBJECT: Re:Unmotivated teenager
Date: 95-12-26 22:45:38 EST
From: TStucke
I have recently become a major advocate of short-term alternative education for students fitting the description that you have just given. I teach 10 through12 grade in this type of setting, and am amazed at the successes of many (not all) of my students. I think that many of the educators in this setting are a little different than most, in the mainstream, and for some reason are able to reach different outcomes with kids. Whatever your decision, best of luck to you and your child.
SUBJECT: New
SPED teacher 12-1-1
Date: 95-12-27 12:40:57 EST
From: HERMIT8185
Hi, I have been a teacher for many years and have just started teaching special education in a 12-1-1 classroom. My interest has always been geared towards children with LD problems that would be placed in a RR setting or inclusive. I have been hired in a great district as a teacher part time in a classroom with all emotionally disturbed children. It is my understanding that our students are severly ED but my personal experience is limited. I think what I am having problems with is coming home feeling I have done well. I have high expectations of myself and iI feel presured to do well so I can continue to work for this district. We have no contracts and I have been hired till June. I am also having confilict with an aid in our class who obviously feels threated by my existense. I really just need someone to share their experiences or rememberences of their first year as a SPEC ED teacher with ED students. Help PLEASE.
Debi
SUBJECT: California CCS
Date: 96-01-03 22:41:02 EST
From: Valsudur
We got the bad news today that my son's OT is moving on. We at a special education school in the Los Angeles School District. Now our school has only one OT to serve the 450 students.
I know in California that CCS is chartered to provide OT/PT services. I think the school is still the party responsible for ensuring that services are provided even if they have to contract out for it. CCS is under a hiring freeze, so they won't be getting another. They will try and insist that we take Sean ourselves to an OT vendor, which is impossible since I have to work.
Anybody familiar as to whether the school is responsible for bringing in somebody independant to the school to provide services if CCS cannot provide them onsite?
Tanx, Randy
SUBJECT: Re: Mentoring
Date: 96-01-03 23:06:33 EST
From: Tina Mati
I am a special education teacher in Pa. and have been teaching for five years. This is my first time online and I have no idea what I am doing so bear with me. I have been mentoring a teacher since the beginning of school. After many long hours I found that this "teacher" was unable to do job well. After much ranting and raving to the administration they put this individual on a plan to further assist him. It still has not done the trick. It is now January and the students I had last year have been lost in this classroom. I feel that administration has not done their job and my students have suffered for it. No one with the exception of the other teachers seems to care. This new plan will be over in two weeks, but I have had it! I need some advice, I'm furious and frustrated!!
Please help me out.-Tina Mati
SUBJECT: Re:California CCS
Date: 96-01-04 00:42:25 EST
From: Ratatat
<<Anybody familiar as to whether the school is responsible for bringing in
somebody independant to the school to provide services if CCS cannot provide
them onsite?>>
The special ed laws (federal) say that each child must have their individual needs met, and that these identified needs are to be provided by the public education system. The school receives some federal funds for each child who is receiving services under the IDEA, and therefore must provide the services that they have identified as required. It does not say how they provide the services - whether they have an in-house person, contract out, or allow parents to see who they choose and then pay the bills - it just says that they must provide them.
Contact your state's Special Education Department to see how they interpret the IDEA. They may have the districts provide more, but never less, than the federal laws.
SUBJECT: Re:Son needs help
Date: 96-01-05 23:13:44 EST
From: SEGAN 88
Tammy,
I am an Occupational Therapist and feel your son could benefit from an
evaluaiton. Go to your school or local hospital and requrest more info. or
ask his peditrician. It is gret that you are making efforts to help him. That
is the biggest step. Good-luck,Susan in
Tennessee.
SUBJECT: Maifestations
Date: 96-01-07 19:00:14 EST
From: Roadeee
keep attending manifestation conferences to re admit my high school students after they have been suspended. As a team member, I must vote yea or nay as to whether their learning disability (usually SLD or SED- High school) was a manifestation. Nobody in the county can tell me guidelines. Just what is a manifestation? Resources would be helpful.
Special Ed Dept. Chairman
SUBJECT: Parent Support Groups
Date: 96-01-07 20:59:18 EST
From: ESE Teach
I am looking for help in starting a parent support group.Students are emotionally handicapped at high school level.
SUBJECT: Re: Mentoring
Date: 96-01-07 22:20:58 EST
From: Oynk oynk
No advice, just shared frustration. I went through this about 5 years ago.
In that instance they finally let the person go, but for a very long time,
the teacher that my student's were slated to have after me was someone who
everyone acknowledged had MAJOR problems that they were "working on"
AAAAAHHHH
SUBJECT: Re:Maifestations
Date: 96-01-07 22:24:45 EST
From: Oynk oynk
I am guessing that you are talking about whether or not the misbehavior was related to the disability.?
We have some guidelines, but I am not sure of the source. One thing that I have found relevant is that the original case (Honig (sp) vs Doe) found that the child selling drugs (I'm a little fuzzy on the details, but the gist is there) was related to being LD because of poor self-esteem and an inability to forsee the consequences. Now without getting into a discussion of whether that is a wrong or right relationship, it seems to me that if that is related to the handicap, then most anything would be.
SUBJECT: Re:New SPED teacher
12-1-
Date: 96-01-08 18:49:04 EST
From: TStucke
Debi,
I'm there!!!! I teach in a partial hospitalization program with gr.10-12.
One major difference however is my aide and I get along wonderfully. I was
coming home EVERY day feeling useless, until I realized that not all of my
successes are going to come from the books. I have made great strides in
dealing with delinquent boys that would tell you up front how much they hate
women, and now come to me to talk about their problems, both in school, and
out. I think the main thing that I have learned, is to be open for ideas,
critisism (which I've taken my share of) and just listenting to peers,
students, and my own gut reaction sometimes. Sorry I rambled, but I am just
beginning to feel confident in my position. Ever need to talk, email me, we
can share ideas. Jacki
SUBJECT: Re:Parent Support Groups
Date: 96-01-08 18:53:30 EST
From: TStucke
Look to your mental health worker for some guidelines and a place to start. The one I work with initally set up the parental support we work with and it is functioning reasonably well.
SUBJECT: Re:California CCS
Date: 96-01-10 13:48:41 EST
From: SusanS29
"Anybody familiar as to whether the school is responsible for bringing in somebody independant to the school to provide services if CCS cannot provide them onsite?"
YES they are, Randy. :)
SUBJECT: Re: Mentoring
Date: 96-01-11 13:31:55 EST
From: Tina Mati
Oynk oynk,
Thank you so much for the response. I'm glad I'm not alone!!
Tina Mati
SUBJECT: 12-1-1
Date: 96-01-12 19:32:47 EST
From: HERMIT8185
Debi,
I'm there!!!! I teach in a partial hospitalization program with gr.10-12.
One major difference however is my aide and I get along wonderfully. I was
coming home EVERY day feeling useless,
Thanks for answering my post. I was feeling down and frustrated. I took out
my books brainstormed came up with a good plan on many levels jumped in again
and guess what all is looking much brighter. Confidence and support is
everything. As far as my assistant things are looking up. I also got some
great reminders from the BB. Number one- humor definately has a place in all
of our lives. Keeping things light in a heavy situation can be such good
medicine for us all. When all else fails laugh! Waiting for the next
hurdle. Thanks
SUBJECT: Ideas for at-risk tutor
Date: 96-01-14 20:12:07 EST
From: MsSalanius
I work with 5th and 6th grade students who failed pt of last years proficiency test (either math, writing or reading) I see 53 students in small groups of 3-7, most for only 40 min. per week I would like suggestions re;the most productive way to spend that short amount of time. I feel like it's next to impossible to "teach" them the missing concepts to ensure they pass the test next time (which is what the admin. seems to want me to do) Lots of the kids have gaps in their learning. (don't know Xfacts, how to divide or subtract, poor reading skills, can't write a simple logical pragraph) Where do I begin? What's most important? How can I cover all these gaps in such a limited time? Do you think this is even going to help them? Shouldn't they have a separate remedial class? How can they learn this years math concepts, if they still don't know those from 2-3 grades back? Any words of wisdom would be appreciated. You can e-mail me at MsSalanius@aol.com. Thanks.
SUBJECT: Adolescent with severe LD
Date: 96-01-15 17:24:02 EST
From: Endoexpert
Are there any parents out there with 19 year olds with severe cognitive problems, ADD, and Depressed, and unmotivated. We will have another computerized assessment done and a spec scan of his brain.
Any other suggestions, Any other parents with the same problem. Our son is adopted.
Thanks,
Endoexpert
SUBJECT: Re: someone needs HELP
Date: 96-01-17 19:04:30 EST
From: ODEE1
I am a social worker for the CT Dept of children and famalies... I have a
client who states her daughter age 6 is a "selective mute" what is this,what
is the prognosis and what services are available???
any help would be appreciated.. please send to my mailbox as I raraely come
here
Thanks ODEE1
SUBJECT: Re:California CCS
Date: 96-01-20 17:08:23 EST
From: Valsudur
How familiar are you with LAUSD and CCS?
The LAUSD absolutely will not place OT/PT services on an IEP if CCS provides those services. CCS will no longer provide the amount of OT therapy I want, and they have a hiring freeze and will not hire anybody in to do it, and I have not as of yet figured out how to go about trying to force them to get somebody.
LAUSD will perform an evaluation for OT/PT to be provided by LAUSD and if they see that he needs 'educational related' services, will start providing therapy (and I have no idea as to how much fighting is required to try and get an appropriate amount. In this area, doctors seem to think an hour of PT and OT a week is fine for a totally non-ambulatory, non-verbal child. ?).
If LAUSD provides the therapy, CCS will no longer provide the therapy. CCS was a godsend for equipment, but since we no longer qualify for equipment coverage, I'm not sure at this point if it matters which agency provides the therapy.
As you can see, in CA/LAUSD, there are so many separate agencies, it is almost impossible to figure out who should and can do what, and of course no agency seems to know what any other one can/is doing.
Randy
SUBJECT: Re:Unmotivated teenager
Date: 96-01-21 17:48:22 EST
From: Endoexpert
It is important to get in touch with a reliable source that can tell you about the right program for your high school student. Miriam Bodin and group in Palo Alto California knows of programs all around the country that cater to unmotivated teens.. Also in many highschools they are starting work programs or job shadow programs for unmotivated youngsters. Some of the outward bound programs are not the right programs for these youngsters. My son is a high school dropout and we have placed him at the Center for Adaptive Learning in Concord California. It is a program for students 18 and over. I live in California and can talk to you at lenghth on E-mail if you want. I was the presidnet of the Learning Disabilities Assn. and my son has severe cognitive and Add and is a true dyslexic. We hope to be starting medication soon, which is something we never did before. We always thought his problems could be solved with occupational therapy, educational therapy and counseling, and now feel that they are biochemical and can be helped with medication.
Endoexpert
SUBJECT: Re:Son needs help
Date: 96-01-25 01:15:28 EST
From: HGiNN1234
TAMMY
GET A GENIC TEST DONE FOR KLEINFELTERS SYNDROM. MY SON IS 15 AND HAS YOUR
SONS PROBLEMS PLUS READING PROBLEMS AND MEMORY. ITS COVERED BY HEALTH
INSURANCE, BUT IF YOU DON'T HAVE ANY TAKE HIM TO ANY RESEARCH OR TEACHING
HOSPITAL AND TALK YOUR WAY IN. YOU ARE A GOOD ADVOCATE FOR YOUR SON IT
SOUNDS LIKE AND IF YOU DON'T DO IT NO ONE ELSE WILL AND DON'T WAIT ON SCHOOL
SYSTEMS TO HELP BECAUSE THEY USUALLY DONT OUR KIDS ARE MONEY TO THEM AND THE
OLDR YOUR SON GETS THE LESS MONEY THE STYSTEM WANTS TO SPEND ON THEM. THE SYSTEM IS HELPING K-6 NOW AND THEY FIGURE ITS JUST TOO LATE FOR OURS.
TEACH HIM TO DO THINGS WITH HIS HANDS LET HIM DRAW, USE CLAY LEGOS. CONNECTS
ANYTHING COMPUTERS ARE A LUXURY AND I HAVE HAD ALL THE LATES FOR MY SON AND
TO TELL YOU THE TRUTH THE LEGOS AND CONNECTS AND CLAY TO POUND ON AND CREAT
WITH SURE HELP WITH THE FRUSTRATIONS AND KEEP THEM BUSY. GOD BLESS KEEP ME
IN TOUCH
D
SUBJECT: Speech Therapy for Autism
Date: 96-01-25 17:57:15 EST
From: ShrMnn
I have an Autistic 6 year old; his speech therapist would like to hear from any other Speech Therapists as to what has been successful for them with Autistic students. Please e-mail me, as I don't get here often. TIA, Sharon.
SUBJECT: Colleges for S.L.D's.
Date: 96-01-26 21:25:19 EST
From: S57imhulse
We are searching for colleges that have support programs for SLD students.
In the event you have information or suggestions, we can be reached at:
S57Imhulse AOL. COM.
Thanks for your times and help!
Stan and Deb
SUBJECT: I NEED HELP
Date: 96-02-08 02:01:38 EST
From: Cms252
i have a 15 yr. old son, who by no means is stupid, just the opposite. he's in special ed. because he does no work, but can ace every test. never does homework or classwork so he's always failing. when he wants to prove a point he makes honor roll, then the next marking period fails everything. we have tried everything . nothing is working. it seems like he doesn't care what you take away from him. any help would really be helpful. he's fusruated more teachers than you can imagine. they know he can do it but no one knows which button to push to turn him on. it's been this way since the second grade. please help. no drugs, no achocol, and no gangs.
SUBJECT: Re:I NEED HELP
Date: 96-02-08 06:39:35 EST
From: Ratatat
<<he's in special ed. because he does no work, but can ace every test. never
does homework or classwork so he's always failing.>>
Can you tell us if your son has ever been evaluated? If so, what diagnosis was offered, other than he doesn't do his homework? Does the special ed teacher have very specific goals spelled out for your son based on testing and diagnosis? A little more information would be enormously helpful.
The follow did occur to me too. I know that with my kids, when things are out of control for them, they attempt to gain control of anything they can...and sometimes the way the do this is inappropriate. They are not "choosing" what to be control of...they are just desperate to control *whatever* they can. It sounds to me that maybe your son is doing this too. That he has some underlying learning difference that is not being supported and that he cannot control consistently, so he, therefore, exercises control over that which he can.
I look forward to hearing more details from you.
SUBJECT: Re:I NEED HELP
Date: 96-02-09 19:27:15 EST
From: AP80
If you are sure that it's a problem of motivation and not a learning problem, remember that 15 yr. old boys think of little else but cars, girls and sports. He's going to want a license and use of the car soon-let him know your expectations.
SUBJECT: dyslexia
Date: 96-02-10 01:56:39 EST
From: DMCOCH
I need some advice. I think my daughter may have dyslexia but the school keeps puttnig me offf. She is gifted but is below level on reading, spelling and lately mathematics. She seems to reverse her letters and numbers when talking or reading something out loud, but it is not consistent. I am bafffled. Are any of these symptoms common to dyslexics?
SUBJECT: Re:dyslexia
Date: 96-02-10 12:14:35 EST
From: Ratatat
<<
SUBJECT: dyslexia
Date: 96-02-10 01:56:39 EST
From: DMCOCH
I need some advice. I think my daughter may have dyslexia but the school
keeps puttnig me offf. She is gifted but is below level on reading, spelling
and lately mathematics. She seems to reverse her letters and numbers when
talking or reading something out loud, but it is not consistent. I am
bafffled. Are any of these symptoms common to dyslexics?>>
Have your adamently requested that the school evaluate your child for reading disabiliies? If not, you should. If so, and they have refused...you can, in writing, request such an evaluation and state your reasons (discrepancy between ability and achievement). Contact the special education services office for your district and ask what the rules are under the Individuals with Disabilities Education Act (IDEA). I think you will find that they must evaluate your child when your make a formal request.
SUBJECT: Re:Adaptive Art
Date: 96-02-10 13:37:01 EST
From: Vsavt
To Omerina, Hockeypig, etc. and anyone else who has ideas: I am the Executive Director of Very Special Arts Vermont, a nonprofit doing participatory arts activities with folks with special needs and I would be very interested in hearing about any information sources, programs etc. You can reach me at VSAVT@aol.com. Thanks for any help you can give.
SUBJECT: Taking Comps- Have
Questions
Date: 96-02-11 09:36:18 EST
From: KATT8
Can you tell me which philosopher said that children are a empty tablet to be written upon?
Also, ....How did Piaget explain the relation of cognitive to the affective processing regarding intelligence?
Please e-mail me at Katt8........ I need to know today. I take my comps tomorrow. Thanks...
SUBJECT: fragile x
Date: 96-02-12 00:18:17 EST
From: KELLI 427
Interested in anyone who is teaching fragile x students in a regular classroom. Would like to hear triumphs and despairs !
SUBJECT: my son's weird
disabilities
Date: 96-02-12 20:55:22 EST
From: Menocal
it's not fragile x, he has low iq (70) and dwarfed forearms, legs, and short stubby fingers. Could it have been fetal alcohol syndrome? thanks for any help or guidance, please e-mail me : menocal as I rarely come online or into this folder.
SUBJECT: Autism-therapy
Date: 96-02-17 13:25:52 EST
From: CKyle6365
Hi, I am a non-traditional (old) student in teacher of the handicapped. I have been approached to work with a 4 year old boy who is in a program modeled after Lovass' work at the University of CA. I've been approached because I have very well trained Labrador Retrievers (dogs-#1 in AKC obedience competitions in the US) that we will be using with the child. I want to do this 100% so any info anyone can give me regarding Autism &/or working w/dogs as therapy w/any kind of disability, I will greatly appreciate it. We, the dogs & I, will have our first contact with Tyler Sat, 2-24-96.
Plz either put it here or email directly to me ckyle6365. Thanks
SUBJECT: FULL
INCLUSION-WHY????
Date: 96-02-18 19:05:30 EST
From: TamL17
I NEED HELP! I AM A L.D. TEACHER with 1-3. i am in the regular ed. classroom all day everyday. Some kids just aren't making it and I don't know what to do! I'm only in each room for 1.5-2 hours/day. Anyone have any suggestions? I don;t know what to do with some of the kids that can't handle it. I'm in a large school district, so I don't have much say on anything. E-mail if you have any suggestions. TamL17.
SUBJECT: Re:FULL INCLUSION-WHY???
Date: 96-02-18 20:50:07 EST
From: AP80
TamL: your students must have IEPs. Review the goals of the IEP and if they are not making progress, ask to reconvene the committee and review the placement, goals, objectives, etc.
SUBJECT: Re:FULL INCLUSION-WHY???
Date: 96-02-19 20:42:00 EST
From: SusanS29
" Review the goals of the IEP and if they are not making progress, ask to reconvene the committee and review the placement, goals, objectives, etc."
YES. That will alert at least some of the parents to the fact that full inclusion isn't working for their child.
I have done "full inclusion" with LD and both I and the district I was in ended up rejecting it as the sole approach. That was in the early seventies, btw.
SUBJECT: Dilemna w/Dating Services
Date: 96-02-26 13:21:06 EST
From: JRobin3798
I work with young adults with severe learning disabilities. We are experiencing some problems with dating services soliciting our students and signing them up for contracted services. The legal argument of the business appears to be that they understood the contract when they signed. I believe that the sales pressure places this population at a significant disadvantage when making the decision to sign. My students lack the social skills and cognitive skills to come out of this situation having made a healthy decision. These business have sound legal contracts and will not let our students negate their contracts. I feel that when the business is confronted with the fact that the client has a significant disability that they should offer to let them out of the contract. Are there any laws that directly apply? If anyone has any experience or info related to this topic please e-mail me. Thank you JR from Alabama.
SUBJECT: Math Inventories
Date: 96-02-27 21:54:31 EST
From: GAMUSA
I am a grad student in an assessment class. We are collecting informal assessment tools that teachers (especially teachers of LD students)have found useful. My category is math assessment. Does anyone have a favorite assessment that they have found useful? They can be teacher made. Thanks!
SUBJECT: Re:Math Inventories
Date: 96-02-29 22:03:25 EST
From: Bequal
I am an LD math teacher on the Middle school level. I use self created evaluations/assessments. I find that they are geared more directly toward exacty what I want to know about the children.
SUBJECT: Effects of inclusion on
tchrs
Date: 96-03-04 19:59:33 EST
From: LFARF
I need to know your opinions on how inclusion effects the general education
teacher. Are you intimidated by having a spec. ed. teacher come into your
room. Do you feel you need more education about spec. ed. before having a
spec. ed. student in your class? I would appreciate any feedback. Thank you.
please e-mail to LFARF
SUBJECT: Re:Son needs help
Date: 96-03-06 18:58:52 EST
From: MissBart
Good for you for looking for help. That's the first step. How is he getting along now?
I would try to immerse him in a Reading environment - read cereal boxes, read books together, have magazines around, read a weekend paper together. You have to make this fun or else he will see it as a chore. For immaturity, work on coping skills and communication. Get him to communicate what he feels rather than acting out. This WILL take work Help him problem solve instead of turning to the adult there to solve things. Enlist other family members or friends so you won't get burned out. Good Luck.Subj:
Emotional/mental diability
Date: 96-03-07 13:00:57 EST
From: Ratatat
Moved from another folder:
SUBJECT: EH and EMH
Date: 96-03-05 17:25:16 EST
From: MHilt10000
From: MH10000 Could you please send me some information on the link
between emotionally and mentally handicapped? thanks.
SUBJECT: info/
incarceration of M.R.
Date: 96-03-07 21:55:09 EST
From: LFergu8665
I need any information relating to incarceration of M.R.
SUBJECT: SEPTA
Date: 96-03-08 13:26:23 EST
From: Ratatat
Moved from another folder:
SUBJECT: Need Help
Date: 96-03-08 10:49:06 EST
From: DEBBROWER
Can anyone give me some information on the SEPTA organization???
SUBJECT: CBI
class in music
Date: 96-03-08 21:24:15 EST
From: CPierce662
Help!! I have a CBI class that comes to music twice a week. I love them
all. I have four in wheelchairs, of those four none can speak and only two
can participate(with limited use of one hand) I have two paraplegics(pardon
the spelling), two Down's Syndrom, and a few others w/ disibilities I can not
get in to. I need some ideas on what to do in music. They range from grades
k-5. I use the same materials as for the kindergarten class. We do alot of
movement songs and basic songs that are about colors, ABCs, numbers etc.. Is
there something else I can do? And are there any good albums out? I have
all the Grehg and Steve albums, and we have some perc. inst. Need somre
ideas. Pierce
SUBJECT: SEPTA
Date: 96-03-11 11:44:06 EST
From: DEBBROWER
I'm trying to find out how to contact the Special Education Parent Teacher Assoc. Can anyone give me ANY information???
SUBJECT: NTE/Exam
Date: 96-03-12 07:27:50 EST
From: Ratatat
Moved from another folder:
SUBJECT: NTE/Exam
Date: 96-03-11 20:55:49 EST
From: Drawm007
I am a senior at the University of Louisville who is graduating May 1996. I am taking the National Teachers Exam in a couple of weeks. I need some information about this test so I can successfully complete this exam. What are some things that I will need to know?
Sincerely
Mr. Senior
SUBJECT: Declassification?
Date: 96-03-12 19:03:45 EST
From: Love121237
I have a 9 yr. old child... stuck in the system of Special Education and want to know how to get her out of the Resource Room and into her regular class room with a Compensatory Program.
From the beginning... she was referred by teacher and me (parent) for Special Education for the basic need of individualized attention. She was "labeled" as emotionally disturbed, for lack of any better "label"... she is not learning disabled and was never questioned to be. Many factors contributed... it is suspected that she was molested prior to the age of 3 and publicly displayed masturbation (unacceptable behavior they called it) in the class room when she began school. She witnessed my abusive relationship and experienced the death of her infant brother when she was 3 1/2. She also has a "birth mark" called a benign hemangioma (tumor like) on her face which is puffy and discolored redish. All of the above leading to emotional insecurities, among other things. Since... she has been introduced and continues to go to private counseling (the school psychologist said she needed to be on medication because she is ADD... she is NOT as proven by other various sources... therefore, I chose private counseling). She deals mainly with peer ostrasization (some kids are really cruel and make fun of her on a daily basis). In first grade, she was not at grade level... by standardized tests... due to her distraction caused by the masturbation and preoccupation. She was then moved completely out of her regular classroom into the Resource Room and mainstreamed for gym, art, etc. She has received modified math and reading until this year,,, 3rd grade. She has stopped the exhibition of what they labeled as unacceptable behaviour and has matured well. They have all good positive things to say. She still does not receive regular math instruction, however has "sky rocketed" (as quoted by teachers) in reading and spelling... earning certificates etc. due to the fact that she is receiving regular reading instruction, as well as modified. I am in the process of challenging the system and don't know how or where to begin... I scheduled a CSE meeting and raised this issue of receiving regular math, her scheduled operation of plastic surgery in April for the hemangioma, and many other issues.. including her maturity and how she is able to accept the peer ostrasization (of course it still affects her self image and confidence)...also noting her strengths and weakness' and the fact that I have been teaching her at home as well (math). They agree she is ready for the regular instruction, however still should have one on one in Resource Room and the only way she could have both is "to add an extra hour to the school day". Nothing came out of the meeting and things are still they way they were... the annual review is in June. Based on this information... would you please offer your opinion and any information you have to give in your knowledge and experience.... I dont know what to do and I am solely interested in the benefit and well being of my child. Please e-mail Thank you sincerely, in advance.
SUBJECT: Re:Declassification?
Date: 96-03-13 12:30:10 EST
From: Ratatat
<<I have a 9 yr. old child... stuck in the system of Special Education and
want to know how to get her out of the Resource Room and into her regular
class room with a Compensatory Program.>>
By law the school is required to meet your child's needs (whatever they may be) in the least restrictive environment. It says that, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with non-disabiled children.
If you, as the parent, feel that the resource room too restrictive and want just some resource room support while your daughter is in a regular classroom, it is your right to request this.
And IEP must be review *at least* annually, however, it can been reviewed and the IEPC convened at ANY TIME the parent (or school) thinks the appropriateness of the goals and objectives need to be re-examined. And, the IEP must be AGREED to by the parent. If the parent does not agree, then the parent writes on the IEP "does not agree," and another IEPC must be held within two weeks. If the school and the parent cannot agree, you can request (in writing) mediation by an independent abitrator of YOUR choice.
Maybe it is time to have your child re-evaluated (which must be done, by law, every three years), to have her reclassified.
An "outline" from most restrictive to least restrictive follows:
1. Education services in an institution or other non-school setting or day
treatment center
2. Educational services at home
3. Special Education classes in a separate school as close to home as
possible
4. Full time in special class in the same building as regular classes
5. Regular classroom for some academic classes and nonacademic activities,
and special activities room (resource room) for the remainder
6. Regular classroom with supplemental aids or other services
7. Regular classroom
You might want to contact NICHCY for information about your rights. This is a clearing house for information on children and youth with disabilities, and their information is free. Their phone number is 1-800- 695-0285. They have great stuff.
SUBJECT: Unusual ears and behavior
Date: 96-03-20 19:08:49 EST
From: Nastynancy
We have a 7 year old male student with large, cup shaped protruding ears, cardiac defects, large thumbss, autistic like and acting out behaviors, unusual speech patterns, not toilet trained, mild mental retardation (if not low average ability). Parents refuse genetic testing - parents appear to be similar to student, sibs also appear to be as, or more severely affected. Suggestions??
SUBJECT: Central OH/ADHD
Date: 96-03-25 22:27:21 EST
From: MEL1822
Have 1st grader, diag. by neurol. as ADHD since age 2 1/2. Currently on 50 mg ritilin/day. School (Bexley) has no written 504 policies/proced. let alone practicing any of them.....Son is ADHD but "gifted" since 2 1/2 and currently takes 50 mg ritilin daily (now in 1st grade). Seems like alot, but somedays I feel it is not nearly enough. Battling w/teacher and principal over education - son is bored and getting into trouble. None of the teachers in the system are educated about ADHD.....principal says there is no such thing as in-service training/workshops/continuing education or prof. ed. manuals available. I say BULL. Son has not been evaluated by the school - I can't even find out who the curriculum director or sp.ed. coord. is! Principal won't return phone calls anymore.....
Does anyone have any information programs avail. for teachers or in-svc. workshops?
Thx. MEL1822@aol.com
SUBJECT: Re:Central OH/ADHD
Date: 96-03-26 00:55:18 EST
From: SusanS29
"principal says there is no such thing as in-service training/workshops/continuing education or prof. ed. manuals available."
That is actually true in most places.
Why not buy them a book or two on the subject?
SUBJECT: Re:Central OH/ADHD
Date: 96-03-26 22:54:51 EST
From: Cathq
Have you tried contacting your Board of Education? It seems your son is entitled to accomodations under 504. If they are not providing them, I think they are violating federal law.
Another place to contact is your local CHADD chapter. They should be able to supply you with information regarding 504. They also have a great book that you could purchase for the school (and a copy for you!), the CHADD Educators Manual.
Don't give up! You are your childs best advocate! Sometimes, we're all they have, until we demand more!!!
Good luck,
Cath
SUBJECT: Re:Central OH/ADHD
Date: 96-03-27 12:44:50 EST
From: MEL1822
Thanks SusanS29 and Cath for your advice....have already compiled many folders and boxes full of information and offered to "loan" them to ALL the school's teachers as needed.....Did in fact buy the Educator's Manual and donated it to the school last year...no one has seemed to have found it yet.... Also, SusanS29, contacted OCR office today...we'll see what happens next.
SUBJECT: Re:Central OH/ADHD
Date: 96-03-27 18:38:10 EST
From: SusanS29
Well, MEL you are a firebrand! :) Good for you.
Let us know how it works out, OK?
SUBJECT: FAS & FCS
Date: 96-04-06 01:10:19 EST
From: AL Pitt
How about cocaiin syndrome, at my current school we are over run with children whom are the provictims of this horride decease. They are doomed from birth with them most erradic behavioral problems imagable. One of the saddest things is that they usually have fas also.
SUBJECT: Special Education
Week 1996
Date: 96-04-11 17:48:40 EST
From: Rasta39463
I am a Special Education Educator in NJ. During the week of May 12-18, 1996 the NJ Sch. Brd. Assoc. and ASAH will be sponsoring Special Education Week in NJ. During this week achievements of students, parents, teachers and other school professionals will be recogonized.
I need HELP coming up with some EXCITING, CREATIVE, and THOUGHT PROVOKING activities/ideas to do with high school "special ed." students in grades 9 - 12.
HELP!!!
SUBJECT: Oppositional Defiant
Date: 96-04-18 19:28:51 EST
From: SHams
My son was previously diagnosed with ADHD and is on Ritalin. He was just evaluated for special education services and at which time it was brought up that he may have Oppositional Defiant Disorder and also Impulse Control Disorder. Could someone please give me some info. on both of these or direct me to where I can begin research on this. Thank You.
SUBJECT: MA thesis
Date: 96-04-20 18:40:14 EST
From: MayraRod
Hi! I am a special education teacher. I need information about self-esteem.
This could included journals and articles about this theme. I am doing my
thesis now and I need a lot of information. Thanks. My e-mail is
MayraRod@aol.com
SUBJECT: Re:Oppositional Defiant
Date: 96-04-21 08:02:23 EST
From: PeterCB55
An "Oppositional Defiant" disorder, is a term used to describe a syndrome, a group of traits that include ecxessive arguing, irritability, poorly controlled outbursts of anger, blaming of others, frequent defiance/noncompliance and sometimes vindictive behavior. While many children display some of these features some of the time, children with 'ODD" tend to manfest them to an excessive degree, often, and despite opportunities to use other less disruptive alternatives. In the words of many parents I see, these children learn the word "no" and it becomes the first word that precedes any communications with other human species, unless you happen to be agreeing with them. The symptoms described above are usually less visible in settings that are less structured and when they are not being asked to cope with limits or to relate with others in a flexible manner (e.g., to "negotiate, share" or accept compromise").
The term "Impulse Control Disorder" is (my guess) a term used to characterize someone who has trouble inhibiting behavior to the point that it is causing them trouble in various settings.
Some use it as a synonym for ADD, while others mean it in a more specific "descriptive" sense, to characterize one particular feature of a child's behavior. I would ask the person who made the reference what exactly they meant for the particulars in this instance.
Good Luck
PeterCB55
SUBJECT: Re:dyslexia
Date: 96-04-22 10:23:11 EST
From: Ajjk42
My 9 yr old son has the same things you have described . You need to have a full core done!
You also need to fight like hell. My son has been in sped since k garden. I have been in this a long time. We recently had an independant evaluation done in Boston at Mass General,they have said that his school is NOT qualfied to teach him! We now have to find a place for him . We are looking into the CARROLL SCHOOL in LINCOLN, Ma.
I wish you luck i really do ! If you want to chat about this please E_mail me .
Ajjk42@AOL>com
SUBJECT: Tchg Developmentally delayed
Date: 96-04-25 16:40:37 EST
From: ASBakes
I teach at a small private day school mainly for students with severe
emotional disturbance. We do also accept some EMR kids as well. Lately we
have gotten several 5 and 6 year old children classified as developmentally
delayed. These kids are kindergarten age but can barely talk and function
(i.e. feed themselves, etc.). They are probably at a toddler or infant level
developmentally. We are at a loss as to what to do with these children. If
there is anyone out there who knows about teaching D.D. kindergarten-age
children please respond or e-mail me directly. Thanks!! --Amy
SUBJECT: life
after high school
Date: 96-04-25 19:32:05 EST
From: Vandyette
do you have any information about group homes or independent living situations for developmentally disabled young adults? A group of us parents are thinking about setting up a limited partnership to buy shares of a house for our children. We would appreciate any info about such endevors or a list of resources to obtain.
Thanks
SUBJECT: Where do we go from here?
Date: 96-05-04 18:58:46 EST
From: DU100
I have a six year old son with speech apraxia, central auditory processing, hypotonia, and 'scattered' skills ranging from 3 1/2 to 6 years old. No one has been able to give me a specific diagnosis as to why he is having these problems. A year and a half ago my husband and I stopped all testing simply because it seemed to help the doctors more than it helped our son. He spent 2 years in an early intervention program. Due to his lack of progress we allowed him to be transititioned to an EMD-Primary program. What is so frustrating is sometimes he functioned as a six years old and other times he's very delayed. Presently, he received speech therapy, twice a week through the school system and once a week privately. He also privately receives occupational therapy. However, I can't help feeling that we're missing something.
I have a family history of mental retardation. None of them ever showed any ability to function close to their chronological age - yet at times our son does. It is just very confusing for me.
I would appreciate any input from any parent or expert out there.
Thanks
SUBJECT: L.D. & Law School Admission
Date: 96-05-04 20:38:42 EST
From: AVrondissi
SUBJECT: L.D. & Law School Admission
Date: 96-05-04 20:32:57 EDT
From: AVrondissi
Does anyone have any information about L.D. and applying to law school? After being diagnosed with L.D. in June, 1995, I was able to take the LSAT with accomodation. I have taken it twice since being diagnosed; the first time I scored 145 and the second ocassion I scored 146. Before I forget, let me add that I have a 3.33 GPA and I plan to graduate with a 3.50 GPA by this summer. Anyway, although my LSAT scores are far from great (40%), I thought that given a solid GPA, which I achieved before being diagnosed with L.D., and coupled with the fact that I'm a mature student with relevant work experience, I would try to apply to a few schools. Consequently, I applied to 9 law schools which range in degree of competitiveness. Unfortunatly, I have been rejected by 6 so far, and I'm not anticipating that the remaing law schools are going to be the bearers of good news, either. What's more dissapointing is that a number of schools that I had applied to had "Special Admission Program's" (SAP's); furthermore, most of the institutions that featured SAP's advertised that they try to aggresivley recruit people that are underrepresented in the legal profession.
I decided to call one institution that rejected me and ascertain what factors led to their decision not to admit me. Futhermore, the person who I spoke to was the Director of Admission's at this institution and when I asked why I didn't qualify for admissions under the SAP the response was: "We expect that with the extended time you received on LSAT, you should have scored higher. The accomodation is supposed to bring L.D. students up to par with everyone else. Therefore, our SAP program does not apply to people who are L.D.." Needless to say, I don't think that I want to attend the school anyway. Therefore, I'm left with the impression that the LSAT scor can determine whether one gains admittance to law school or not. I am resigned to the fact that I will probably have to take this beastly exam again and improve my score, if I want to improve my chance of gaining admittance to an ABA approved law school.
Disappointed, does anyone have any other suggestions? Doesn't hard work and a decent GPA count for anything anymore?
Please E-mail, as I would love to read your suggestions, if anyone has any.
Tony
SUBJECT: Asperger's Syndrome
Date: 96-05-13 20:58:58 EST
From: SYNC97
Can anyone tell me anything about Asperger's Syndrome?
SUBJECT: HARD TO MAKE A
DECISION
Date: 96-05-15 23:52:53 EST
From: Silati58
MY SON GOES TO A PROCHIAL SCHOOL. HE HAS ATTENED THIS SCHOOL SINCE
PRESCHOOL. HE IS 9 YEARS OLD IN THE 3RD GRADE. AT FIRST HIS TEACHER SAYS HE
WAS VERY LAZY IN CLASS. AND I KNOW HE HAS A TENDENCY TO AVOID WORK THAT HE
HAS IT WORK OR THINK HARD AT. HE WOULD COME HOME AT IN THE EVENING( I'M A
SINGLE WORKING MOM SO HE STAYS FOR AFTER CARE UNTIL 5:30) AND I WOULD SIT
DOWN WITH HIM TO DO HIS HOMEWORK OR I WOULD GO OVER IT. HE WOULD GET UPSET
WHEN I TRY TO HELP HIM AND SAY THAT I THINK HE'S DUMB BECAUSE THE TEACHER AND
HIS CLASSMATES THINK HE IS DUMB ALSO. I TELL HIM IT'S NOT TRUE AND I LOVE
HIM. DURING THIS 1ST 2 MONTHS HE NEVER BOUGHT HOME ANY PAPERS OF CLASSWORK.
( I WAS USE TO HIS OTHER TEACHER'S FROM PREVIOUS YEARS WHO SENT HOME PAPERS 3
OR 4 TIMES A WEEK) I FELT LIKE I WAS LEFT IN THE DARK AS TO HIS PROGRESS. I
SENT NOTES TO HER WHICH WERE NEVER ANSWERED. NOV. 95 WAS THE FIRST TIME
PAPERS WERE SENT HOME. THIS WAS AFER THE 1ST. TEACHER/PARENT CONF. SHE
EXPRESSED CONCERN ABOUT HIM BEING DISRUPTIVE, NOT FINISHING CLASSWORK OR
HOMEWORK (BUT I CORRECTED OR HELPED WITH HOMEWORK EVERYNIGHT.). SHE PRECEDED
TO TELL ME SHE HAS A SON WITH LD AND 4 CHILDREN IN HER CLASS WHO ARE ON
RITALIN. I MADE AN APPOINTMENT THRU MY DR. TO HAVE MY SON SEE A PEDIATRIC
NEUROLOGIST, WHO TESTED HIM PHYSICALLY & MENTALLY AND FOUND NO.PROBLEM. HE
SAID IF HE IS BEHIND IN CLASS IT IS POSSIBLY DUE TO NOT BEING ORGANIZED AND
NEEDING HELP IN THIS AREA. I SPOKE TO THE TEACHER WHO SAID SHE CANNOT HELP
HIM UNLESS THERE HAS BEEN SOME CLASSIFICATION BECAUSE NOW THAT HE IS IN THE
3RD GRADE HE HAS TO BE RESPONSIBLE FOR KEEPING UP WITH THE CLASSAND SHE
SUGGESTED CST. EVLAUTION.( I ASKED IF SHE COULD JUST CHECK HIS ASSIGNMENT PAD
AT THE IN OF THE DAY OR WORK W/HIM FOR 10 MINS. AT LUNCH TIME LIKE MY
CO-WORKERS KIDS TEACHERS DO. SHE WOULD NOT DUE TO THE ABOVE.) SO I CALLED
THE PEDIATRIC NEUROLOGIST AND ASK THAT HE BE PUT ON MEDICATION BECAUSE THE
TEACHER CONTINUED TO OF HIM BEING EASILY DISTRACTED &, NOT COMPLETEING
ASSIGNMENTS AND IS GRADES WERE GOING DOWN HILL. THE DR. REALLY DID NOT WANT
TO BUT AGREED TO A TRIAL PERIOD OF "ADDERALL" TWICE A DAY. HE WAS ONTHE MEDS
FOR 3WEEKS BEFORE I REMEMBERED I DID'NT TELL THE TEACHER. I DECIDED TO ASK
HER ABOUT HIS BEHAVIOR BEFORE TELLING HER AND AFTER A WEEK W/ NO RESPONSE I
SENT A NOTE TELLING HER HE WAS ON MEDS. ALL OF A SUDDEN THE VERY SAME DAY
SHE CALLED ME AT WORK AND SAID SHE NOTICE A DIFFERENCE THAT DAY AND SHE WILL
LET ME KNOW HIS PROGRESS. TO WEEKS LATER AT A CONFERENCE SHE SAID SHE
NOTICED NO CHANGE IN HIS SCHOOL WORK. NOW I'M LOST! I'M AFRAID OF
CLASSIFICATION FOLLOWING HIM FOR THE REST OF HIS LIFE. OR SHOULD I LOOK INTO
A SCHOOL (CHRISTIAN SCHOOL) THAT IS ASSOC, W/ THE NATIONAL INSTITUTE OF
LEARNING DISABILITIES IN VIRGINIA. CAN I GET SOME SUGGESTION? HAS ANYONE
EVER HEARD OF "BARNSTABLE SCHOOL " IN GLEN ROCK NEW JERSEY. HOW DOES THEIR
SCHOLARSHIP PROGRAM WORK.
HELP, SILATITI
SUBJECT: Re:HARD TO MAKE A DECISION
Date: 96-05-16 07:50:33 EST
From: Ratatat
<<HE SAID IF HE IS BEHIND IN CLASS IT IS POSSIBLY DUE TO NOT BEING ORGANIZED
AND NEEDING HELP IN THIS AREA. I SPOKE TO THE TEACHER WHO SAID SHE CANNOT
HELP HIM UNLESS THERE HAS BEEN SOME CLASSIFICATION BECAUSE NOW THAT HE IS IN
THE 3RD GRADE HE HAS TO BE RESPONSIBLE FOR KEEPING UP WITH THE CLASSAND SHE
SUGGESTED CST. EVLAUTION.( I ASKED IF SHE COULD JUST CHECK HIS ASSIGNMENT PAD
AT THE IN OF THE DAY OR WORK W/HIM FOR 10 MINS. AT LUNCH TIME LIKE MY
CO-WORKERS KIDS TEACHERS DO. SHE WOULD NOT DUE TO THE ABOVE.) >>
First of all, may I request that you not post in all caps? It makes the messages much harder to read.
I have a real problem with this teacher is some respects. It sounds like she thinks medicine is a magic bullet and it will do all the work. In my opinion, a responsible teacher addresses a child needs regardless of "classification." If you child is only 9 years old and is having trouble with organization the only way he can learn organization is by being taught a system and then guided on a daily basis until that system is habituated. This is a process that does NOT happen quickly - it takes years. And it is an important life skill that will only help any child their entire life. For the teacher to insist that a child must not have any support untill they are "official" is very poor educational care, in my opinion. It's easy to teach kids, really, it is...and devoted some lesson time to each day for the entire class on maintaining organization in the school work and assignment books does not take much effort - if the teacher has a system.
<<SO I CALLED THE PEDIATRIC NEUROLOGIST AND ASK THAT HE BE PUT ON MEDICATION
BECAUSE THE TEACHER CONTINUED TO OF HIM BEING EASILY DISTRACTED &, NOT
COMPLETEING ASSIGNMENTS AND IS GRADES WERE GOING DOWN HILL. THE DR. REALLY
DID NOT WANT TO BUT AGREED TO A TRIAL PERIOD OF "ADDERALL" TWICE A DAY.>>
Did the pediatric neurologist every communicate with the teacher either by means of checklists of classroom behavior, requesting a written statement from her or by phone? I think it is very important for a doctor who is making an assessment that could result in a diagnosis requiring medication to do so. Have you considered having your child interviewed by a child/adolescent psychologist who is well versed in Attention Deficit Disorders and learning disabilities? Did the ped neuro do a complete psychological testing that included ability tests with achievement tests? If not, then there is no real way to know if you child has some learning challenges other than the disorganization and attention problems.
<<HE WAS ONTHE MEDS FOR 3WEEKS BEFORE I REMEMBERED I DID'NT TELL THE TEACHER.
I DECIDED TO ASK HER ABOUT HIS BEHAVIOR BEFORE TELLING HER AND AFTER A WEEK
W/ NO RESPONSE I SENT A NOTE TELLING HER HE WAS ON MEDS. ALL OF A SUDDEN THE
VERY SAME DAY SHE CALLED ME AT WORK AND SAID SHE NOTICE A DIFFERENCE THAT DAY
AND SHE WILL LET ME KNOW HIS PROGRESS. TO WEEKS LATER AT A CONFERENCE SHE
SAID SHE NOTICED NO CHANGE IN HIS SCHOOL WORK.>>
This teacher is really wanting medicine to do her job. Medication alone is not the answer for supporting children who have these kinds of challenges. They do not take a pill and automatically figure out how to do things they didn't know how to do before. They must be taught. The medicine will help them become more *available* to learn the "lessons", but they still must be taught. I think this teacher is clueless!
I would like to suggest that you get a book entitled: Taming the Dragons:
Real Help for Real School Problems by Susan Setley. You should be able to order it from a WaldenBooks or Barnes and Nobel. It has very good explanations that are understandable about what exactly attention deficit disorder and learniing disabilities are. And, more importantly, the book is FULL of tricks and tips of easy things you can do at home with your child to help provide your child with proper support. You child doesn't need a special school. Your child just needs a real teacher.
SUBJECT: Re:HARD TO MAKE
A DECISION
Date: 96-05-16 10:36:37 EST
From: RhoLaren
Let me echo Ratatat.
Third grade children are not known for their superior organizational skills. I know, I taught them for many years. They are delightful,but they are not miniature adults. What kind of teacher expects them to be adultly organized? Teaching organizational skills is part of the hidden curriculum that MUST be part of every teacher's "lesson plan" every day, every year, every minute. It is like "following directions". A teacher insists on it all day, not just in one cute little week long unit at the beginning of the year.
What about the public schools in your area?
SUBJECT: Re:HARD TO MAKE A DECISION
Date: 96-05-16 20:13:29 EST
From: SusanS29
Let me now echo Rho Laren.
"Third grade children are not known for their superior organizational skills. I know, I taught them for many years. They are delightful,but they are not miniature adults."
AMEN!
SUBJECT: Ratata-"Hard to make a Dec"
Date: 96-05-18 01:25:27 EST
From: Silati58
Thank for your input to my situation with my 9 year old. To answer Your question. Yes the neurologist did sent a checklist to the teacher and myself to complete. she circled all the worst numbers on the list. However, the dr. still felt no psychological testing was needed and should wait until the 4th grade.----- My concerned now is that he is way behind the class.Subj:
RhoLaren-"Hard to Decide"
Date: 96-05-18 01:29:27 EST
From: Silati58
Thanks for you imput regarding my 9 year old. To answer your questions, I live in Newark, N.J.. The State has taken over the Bd of ED. this shows how broken the system is.
SUBJECT: Re:Ratata-"Hard to make a De
Date: 96-05-18 08:43:05 EST
From: Ratatat
<<However, the dr. still felt no psychological testing was needed and should
wait until the 4th grade.----- My concerned now is that he is way behind the
class.>>
If I may say so, if this were my child, I would arrange for a full battery of psychological/educational testing to be done - by other than your neurologist. And I would arrange for some reinforcing and remediating tutoring for the summer.
SUBJECT: Re:Ratata-"Hard to make a De
Date: 96-05-21 14:07:56 EST
From: Socadream
You also should request, in WRITING, for the public school to test him. State your reasons why you suspect he may have a learning disability, ADD or whatever. They will then do the battery of testing and you will have an answer to your suspicions. If you don't agree with their results you can then get an outside evaluation done. You must persue this and find out why he's having problems and is now falling behind. ( 3-4th grades is typically when these kids start showing major problems) If an LD etc.. does exists and he's not identified, be prepared for a rough childhood and a troublesome adolescence!! good luck.
SUBJECT: Re. FUNDING FOR SPECIAL CHILD
Date: 96-05-25 22:48:57 EST
From: Lytom
Hello
I am a parent of a child diagnosed with pervasve developmental disorder. Our schoold district has not provides the appropiate education plan for her & she is in private school. Ineed finiancial assistance to keep her in a program that continues to help her and meet her needs. As a single working parent it is next to imposssible. Any suggestions would be appreciated.
SUBJECT: Re:Re.
FUNDING FOR SPECIAL C
Date: 96-05-26 19:19:35 EST
From: TeacherLys
Lytom,
You have been misinformed by your child's school district. They are legally responsible, according to the Individual's with Disabilities Education Act ( also known as IDEA) to provide for your child's needs. Even if it is decided that your child will be best served in a private school because an appropriate special education classroom does not exist in the local public schools, the school district MUST pay your child's tuition. This is the law! You are not to be penalized because you happen to have a child with needs that differ from the needs of most other children. You should find yourself an advocate and get this straightened out immediately. Good luck!
TeacherLys
SUBJECT: transdicsiplinary goals
Date: 96-05-28 22:20:30 EST
From: Rainey9
I am very interested in having my team use this method. I am having difficulty finding reading materialsand people familiar with this method. I would appreciate any leads! Thanks.
SUBJECT: Re:I need HELP
Date: 96-05-29 01:47:06 EST
From: SueSuguaro
your child falls under category section 504 of voc. rehab. act; call your
state\county agency or
call cec 1-703-620-3660; student is entitled to reasonable"
accomodations"[this is key word to use
pursue you are your child's only advocate
SUBJECT: Re:Slow
learner:
Date: 96-05-29 02:12:21 EST
From: SueSuguaro
possible ideas: find out if your son has to take those state-mandated tests
if yes, then he needs special adaptations[i.e. no
time limits test read to him
take reasonable time breaks
you probably know that the individ. test he takes
every yr. [academics] is a better
indicator of his true abilities; look at the group
testing of past as the berginning of your paper
trail of son's profile which can be extremely valuable later if and when
your son should look at vocational\tech. training.
also your son may qualify
for voc. rehab. services[training, tuition,
placement] 80% of jobs in usa need
tech training; 20% need formal college
good luck and make sure you get a copy of your parent legal rights for your
file. sue
SUBJECT: Re:Slow learner:
Date: 96-05-29 02:21:46 EST
From: SueSuguaro
p.s. from sue:: perhaps your son could remember better if written text were read aloud to him try this at home; im a special ed teacher and i have told for years not to sweat the spelling weakness thats what secretaries are for and spell-checks. also what ever career he goes into those are the words he will come incontact with and over time he will learn them; my daughter cannot spell: t-h-i-s but she has no problem w\ jonathon taylor thomson!!!!!
hang in there sue
SUBJECT: Re:Special Education Substit
Date: 96-05-29 02:32:29 EST
From: SueSuguaro
make up your own lesson plans!!! bring intricate maze puzzels some will do
maze and others will want to color the pictures depending on age and severity
of class you could also challenge group to pair and have a create a maze
activity. invest in cheap prizes: pretty pencils stickers 10 min. of free
time
good luck sue
SUBJECT: Re:High School-Life Skills (
Date: 96-05-29 02:40:05 EST
From: SueSuguaro
the phonebook is a terrific resource for curric, newspapers on a daily basis
menus and play restaurant[role play] get free materials from local banks on
fake checking acct. kits
payroll and taxes and budgeting Have fun and even ask the kids what they
want to learn
sue
SUBJECT: Re:Math program for LD
Date: 96-05-29 02:43:53 EST
From: SueSuguaro
i have used it and it is wonderful e-mail me at suesuguaro@aol.comSubj:
Re: 7y/o LD child
Date: 96-05-29 02:49:27 EST
From: SueSuguaro
i have taught ld for 13 yrs and adopted child w\similiar profile
e-mail me at suesuguaro@aol.com
maybe i can help sue
SUBJECT: Re:Inservice Learning Disabi
Date: 96-05-29 03:00:49 EST
From: SueSuguaro
i have done a workshop on this and it can really be fun . the nonld members of your audience will feel it for sure. e-mail suesuguaro@aol.comSubj:
Child Tutoring Program
Date: 96-05-29 21:07:39 EST
From: Je Tuer
I would like to get some feedback from teachers please. I currently run an adult literacy program, but with the cuts to education by the Ontario government, a few of us see the need for teacher's to get even more assistance. Classroom size and lack of special ed dollars are going to be a real stress test for all of you...so, some of us in the non-profit literacy field thought we could help. And hey it's preventative medicine for us down the road, too.
We've been looking into starting a non-profit program that would provide tutors one-to-one with children who are having difficulties with basic reading, writing and math. The program would be set on a sliding payment scale for parents...those who could afford would pay down to those who couldn't afford to would be fully subsidized. Working with the classroom teachers, this tutor would spend time with the student either during classroom hours or after school...what ever works best.
Does this sound like a worthwhile program...would teachers support this kind of program...do any of you know of similar programs running elsewhere successfully?
Your feedback is important, good or bad or with suggestions.
Thank you ahead of time for your help.
Jane Tuer
SUBJECT: HELP!Negotiating LD services
Date: 96-06-01 10:03:33 EST
From: CDanClark
I have a fourteen year old son with auditory processing deficit, memory deficit, and hearing impairments. He has spent the past seven years in a private school for LD students. He now desires to go to public school and we have gone through all of the testing/evaluations to determine that he qualifies for learning disability services, language therapy, and hearing impaired services. We have a meeting next week to develop his IEP. I have asked specifics about what is and is not included in the various services that he qualifies for and have been told that we will work all of that out at the IEP meeting. When I pressed further I was told that they were recommending that my son be mainstreamed in a few classes with no LD resources available in the room. I am very concerned about my son's ability to learn in an environment with 30+ students in the room and no one to help him. I know I can get him copies of notes and extra time for tests and projects but I am not sure this will be enough to get him successfully through the class. I am in the state of Virginia (Chesterfield County).
Can anyone tell me what I can reasonably bargain for/demand to assure that my son get's the help he needs to successfully learn in the classes they are recommending to mainstream him in?
Any help/advice would be welcome.
SUBJECT: Re:HELP!Negotiating LD servi
Date: 96-06-01 11:20:23 EST
From: Ratatat
<<We have a meeting next week to develop his IEP. I have asked specifics about what is and is not included in the various services that he qualifies for and have been told that we will work all of that out at the IEP meeting.
When I pressed further I was told that they were recommending that my son be
mainstreamed in a few classes with no LD resources available in the room. I
am very concerned about my son's ability to learn in an environment with 30+
students in the room and no one to help him. I know I can get him copies of
notes and extra time for tests and projects but I am not sure this will be
enough to get him successfully through the class. >>
The IEP meeting is where you are supposed to work out the plan - it is a working meeting. You need to go in there with a written list of your own of what your child needs to receive an appropriate education. If that includes resource room support, spell it out. And IEP must be extremely specific. And remember, if at the end of the meeting you do not agree with the drafted IEP, you do not have to accept it. BUT, you must sign that you are "in disagreement" (those words) if you are. At that point the school is obligated to re-convene another IEP meeting within 10 working days to try again. If you cannot get from them what you can document your child NEEDS, then you have the right to go to due process under the Indviduals with Disabilities Education Act.
I recommend that you contact NICHCY (National Information Center for Children and Youth with Disabilities) at 1-800-695-0285. Tell them the specific disabilities your child is dealing with, the specific process concerns with the school system, and ask them to send you information on your RIGHTS under FEDERAL law which will include your rights in the IEP process, and your rights to have your child receive an appropriate education that meets his needs. They will send you state resource lists, as well. ALL FREE. This is the single best one-contact resource I know of.
Good luck.
Oh, and make sure that all communications between you and the school system are in writing, documented and recorded - and organized in a binder or file. Keep a diary and write down everything that happens, that they say to you, etc.... IF you end up in due process, this documentation will become enormously important.
SUBJECT: Language LD
Date: 96-06-03 16:34:31 EST
From: RPaul36548
I need help in teaching language learning disabled kids. I would like to know what resources and strategies to use to teach them reading and writing readiness and basic reading skills.
Most of my children are within the K- low 1st grade level and are also weak in visual perceptual skills. Please respond!!
SUBJECT: Re:Language LD
Date: 96-06-04 18:49:50 EST
From: JodieEnne
RPaul
I was just at an inservice for the Stevenson program. It is a mnemonic approach to reading, spelling, and grammar. I used it this year with a second and third grader who were extremely low - did not recognize the alphabet. They are reading at high first grade level now. The program is GREAT!!!
SUBJECT: Special Ed Certification
Date: 96-06-04 19:44:47 EST
From: LOconn8626
I will be graduating soon with a special Ed certification in N.J I was wondering if anyone out their knows if that means I could automatically be certified in N.Y.
L.O CONN 8626
SUBJECT: alternative
school
Date: 96-06-05 22:31:07 EST
From: Lastichka
I'm fed up with mediocrity of the public schools where I have taught enrichment for 6 years.
I feel impelled to start my own alternative school as soon as possible. Any helpful suggestions?
SUBJECT: Turretts Syndrome
Date: 96-06-06 00:31:40 EST
From: Lane9695
My teammate and I were just informed that we will be teaching an 11 year old boy with Turretts Syndrome in our regular classroom. Is there anyone out there with information or experience with a situation such as this, and the things that you learned. I admit, I am a little nervous because I really don't know what to expect. I am trying to learn as much as I can over the summer months, so I can at least try to be more prepared. Any ideas, experiences, or resources, please let me know.
SUBJECT: Re:Turretts Syndrome
Date: 96-06-06 07:17:54 EST
From: RhoLaren
Dear Lane,
Tourettes Syndrom comes in a variety of levels. What are the manifestations
of this child's problem? I have had some tourettes' children and I defy you
to have distinguished them from the rest of the class. On the other hand,
some are very obvious. Get more information on this child. Do not be
scared. If the child is like the ones I had, no problemo. Just be attuned
to the behaviors after long term sitting sessions (standardized tests, for
example). I noticed some fidgeting so sent him on mucho errands around the
school. (Later, thanked the teachers he interrupted why I "needed" answers to
really unimportant questions at that time.) Mom said that was the best
thing. In other words, make sure there are physical things for the child to
do - seems to dreain off excess nervouse system activity or somesuch.Subj:
internet use for spec pops
Date: 96-06-14 22:17:47 EST
From: HollyLP
I am looking for any research on how the internet can benefit special populations.
Any information on how the internet can be used as a teaching and learning tool to help either learning disadvantaged or economically disadvantaged students in and out of the classroom is needed.
I know my brother who lacks motor skills and the attention to research for school papers uses the internet with ease. This allows him to do research he would not do otherwise and increases his interest in learning.
Is there any research on this?
Thanks
HollyLP @AOL
SUBJECT: Re:Slow learner:
Date: 96-06-15 20:29:14 EST
From: COVALR
In Virginia you have to approach the school district, and ask for a team evaluation immediately.
SUBJECT: Re:Public School Programs in
Date: 96-06-16 15:21:51 EST
From: WDavis1357
Hi, I am from NC, Greensboro, Winston-Salem, High Point area to be exact. As the parent of a mentally disabled child, I can tell you there is tremendous need for new people with an aquaintance with newer, more efficient, outcome-oriented ideas and strategies.
I no longer live in NC, in great part to the lack within the system there. I am now in GA, but the situation is worse here.
Leslie @WDavis1537
SUBJECT: Re:Son needs help
Date: 96-06-16 15:26:18 EST
From: WDavis1357
Hi Tammy. My name is Leslie. More specific information about your son would be great. What problems, specifically, is your sone encountering, and what has already been done to assist him? Did it work? Who is involved in trying to assist him? Has he received a diagnostic evaluation? If you'd prefer not to disclose such information publicly-feel free to send me mail at WDavis1357.
SUBJECT: Beginning teacher jitters.
Date: 96-06-18 09:22:41 EST
From: TRK REP
Hi, my name is Cindy. I have been offered an E.H. classroom to teach in the fall. This will be at a Junior High level. I am a little nervous and would appreciate any comments, suggestions, lesson plans, or anything that will prepare me for this position. You can E-mail me at TRK REP.
Thanks! Cindy
SUBJECT: Privatization
Date: 96-06-22 20:51:16 EST
From: CurlyTop5
I am employed by a public school in N.J.
My district is considering privatizing instructional services provided by the CST.
However, all instructional teachers are in danger since several local districts have already replaced ALL basic skill teachers with private concerns.
There is also talk of using private services for special instructional areas, such as music, art, instrumental, and physical education.
Are any other districts fighting this battle? Basically Whitman and Klagholz have ERADICATED tenure for many of our employees.
Any suggestions for help will be appreciated.
SUBJECT: Re:Privatization
Date: 96-06-23 19:26:50 EST
From: RoneeLDA
You are right....districts are responding to the new education finance plan in many ways. One is to consider the phasing out of the CST, contracting with privitized groups like PACE(this is not good for the kids).I believe all that will be left is the psychologist(he will be needed for all the teachers that will be breaking down) and there will be whole sale dumping of the learning disabled students(pushed through and dropped out)this is 85% of the disabled student population. Privitizing is the Governor's focus, I think she should have for sale signs and welcome signs for multinational corporations to come and take over the state.Education is a very big piece of pie and business is, with the strong help of government and education itself, trying to have complete control and ownership of it. This is a scary propect for our future.
Groups like EAI (Educational Associates Incorp.-privatized education) have
failed in every state they have been in (Conn,MD,Fla). The student scores did
not improve and special education was destroyed(they use the Teseract program
and the research on this is crap).The commissioners new education finance
plan is a disgrace. It gives a disencentive to districts not to send their
severe student to special services schools and could cause the destruction of
Spec.Serv.Schls...no backup plan for intake of these students exists in the
NJ school system...worse then bad planning. When you force inclusion in
before readiness(including training the teachers) you will cause flight out
of the public system....forcing privitization. Charters, vouchers can also
contribute to the destruction of the public school system. There is a 'final
solution' for the learning disabled, privitized 'for profit' prisons(70% of
the prison population are now learning disabled). This is a perfect solution
for control of civil disobedience(no jobs & work,crime is sure to follow),
make low wage earners in prison to fill government and business needs. Not
much incentive to spend money or support the federal mandates which have
protected these students for the last twenty five years. By writing them out,
as the finance plan does(PI,NI,Speech impaired), change the discrepancy to
only identify the most profound, you immediately reduce the numbers and need
for the CST's over time. Remember, this is only my opinion and this is just
the tip of the iceberg. Remember, NAFTA and GATT have taken low wage jobs
south, multinational corps with current and future technology will only need
a small cadre of above average and gifted higher level workers. Business is
about the bottom line, not about people. Government used to have people
considerations, but government is seriously controlled by business. Sorry to
be so depressing, again, only my opinion....RoneeLDA
SUBJECT: Re:Privatization
Date: 96-06-24 19:25:09 EST
From: RhoLaren
You said it better than anyone. I do agree, this seems to be the wave of the future. What do you suggest be done to alter the scenario?Subj:
Re: Privatization
Date: 96-06-24 21:27:42 EST
From: CurlyTop5
Thanks, Ronee LDA!
I am not sure that the education associations really know how to deal with the privatization issue. I feel it is a real threat to ALL instructional staff, not just the CST teams, speech, etc.
By keeping parents informed of the possible damage to the continuity of the educational process it might help. I don't really think parents are aware that a steady stream of strangers will be in the schools, not to mention the unstability of constant turnover of new staff.
In addition, there are allegations that superintendents, principals, and other administrators are directly benefiting from the soliciting of private companies into the public schools. For example, they sit on the Board of Directors, are shareholders in stock, have mutual friendships with PACE directors, etc. HOW ETHICAL IS THIS? The community and parents need to be informed!!!!!!!!!! It is an outrage! WHERE ARE OUR STATUTORY RIGHTS OF TENURE?
SUBJECT: I need Help
Date: 96-06-26 21:28:07 EST
From: HERMIT8185
Date: 96-06-18 10:22:41 EDT
From: TRK REP
RE: Hi, my name is Cindy. I have been offered an E.H. classroom to teach in
the fall. This will be at a Junior High level. I am a little nervous and would appreciate any comments, suggestions, lesson plans, or anything that will prepare me for this position. You can E-mail me at TRK REP.
Thanks! Cindy
Hi my neme is Deb. I just finished my first year of teaching ED intermediate students. Hope to do it again. I taught writing, reading and Math. I was a part-time postition in a 12:1:1 class. Have a good behavior modification program in place. Try to be fair and consistent.
In writing I received a grant and two school districts worked colloaboratively on pen pal letters which grew into a communications program by working on a video pen pal project. This money afforded our class to do field study which spec ed kids don't get to do much. They really liked this. The video pen pals was fun and the students enjoyed it. In eighth grade we read The Diary of Ann Frank and made daily journal responses which created a daily writing activity which made a great personal journal. Im sure I can share more but good luck! and let's not forget congrats!
SUBJECT: Re:Inclusion
in Florida scho
Date: 96-06-28 19:41:30 EST
From: PWhite9191
I teach SLD in Fl. According to our guidelines, we are required to place a child in the program listed on their current IEP. If they are labeled SLD in GA., we serve them in SLD in FL if they have a valid IEP in effect. If their IEP has expired, we must retest.
SUBJECT: want to teach tolerance!
Date: 96-06-29 22:09:29 EST
From: Kaet4
I am a special ed student at NAU and need ideas for lesson plans to teach "normal" students awareness and tolerance of special ed students at the elementary level. You may e-mail me at jlr3@dana.ucc.nau.edu Please help if you have any ideas. Thanks!
SUBJECT: First Year Teacher
Date: 96-07-01 20:52:24 EST
From: VSnider566
I will be teaching 7-8 grade this year. I need any advice you can give an entry year teacher. Please help me make sure my first year is not my last year!! Please e-mail me at VSnider566!
Thank you very much..
SUBJECT: Re:want to teach tolerance!
Date: 96-07-01 22:54:41 EST
From: SusanS29
"I am a special ed student at NAU and need ideas for lesson plans to teach "normal" students awareness and tolerance of special ed students at the elementary level. "
Give them first-hand experience.
I've seen kids blind-folded and given a cane and someone's elbow. I've seen kids use a wheelchair for half a day. At first they fight for it but within an hour their arms ache and they discover just what the limitations are.
For deafness, get some really good ear protectors like the types ground controllers use at the airport.
For learning disabilities, make them do all their work for a half a day with their left hand if they're right-handed, or right hand if they're left-handed.
SUBJECT: Prader-Willi Syndrome
Date: 96-07-05 14:54:33 EST
From: My5Boyz
I have an 18mo. old son with Prader-Willi Syndrome, I am trying to find other parents who have young children or babies with PWS to converse with. I can be e-mailed at My5boyz@aol.com. my name is Vicki Knopf and I live in CT. Thank you...
SUBJECT: H.S. Staff Inservice on LD
Date: 96-07-08 18:06:32 EST
From: TandM Sell
As a part of my master's project I am developing a secondary level staff inservice. If you have any information I would be grateful. I am especiallly interested in successful teaching methods.
SUBJECT: Secondary,
Granting Credits
Date: 96-07-08 18:10:26 EST
From: TandM Sell
I am a secondary resource teacher and I have a reoccuring problem, the regular ed teachers I work with are uncomfortable granting credit when curriculum is modified. What should I do? What do you do?Subj:
Re: Secondary, Granting Credi
Date: 96-07-08 20:23:24 EST
From: Ratatat
<<I am a secondary resource teacher and I have a reoccuring problem, the
regular ed teachers I work with are uncomfortable granting credit when
curriculum is modified. What should I do? What do you do?>>
I believe that since these curriculum modifications are written into the student's IEP, and that the rules governing IDEA state the policy adjustments can be made if needed, then to refuse credit for the modified curriculum is in some way violating that students rights to access a discrimination free education you should contact your district's director of special education and request him/her to intervene at the school level.
SUBJECT: LH-SDC
Date: 96-07-09 10:21:25 EST
From: SPEDTeachr
I'm just about to accept a new position as an upper elem. LH-SDC teacher. I was a part time resource specialist last year and a regular ed teacher in 4th and 5th grades for the eight years before that. I'm looking for any advice, suggestions of resources, etc. that might help me get my class started. I'm really interested in establishing CENTERS in my room...Anybody have any good ideas as to what works well???????
Anything you can suggest to me would be GREATLY APPRECIATED!!!!!!!!!!!
Thanks!
SUBJECT: writing strategies
Date: 96-07-10 17:08:03 EST
From: Terryanng
I am looking for information on how to obtain materials for the Cognitive Strategy Instruction in Writing (CSIW) program that came out of Michigan State University. Carol Sue Englert is the author, I believe. I read an article in the latest issue of Learning Disabilities Research & Practice and I am very interested in looking at the program. If anyone has any information, please e-mail me at terryanng@aol.com or I will check the board. Thanks!!
SUBJECT: Re:Secondary, Granting Credi
Date: 96-07-10 19:50:27 EST
From: LMVH MO
I have had the same problem with one mainstreamed teacher. I used this example to get my point acrossed. "If you were a P.E. teacher, would you fail a student in a wheelchair because he is unable to run the mile? A learning disability is hidden handicap and modification need to be made because the student is working at his potential." I didn't have any more problems with this teacher!
SUBJECT: Re:Math program for LD
Date: 96-07-14 15:33:29 EST
From: JJFRAS
I know a teacher that uses Touch Math. I will try to get some info. from her soon. Stay tuned, I may have something for you by July 22.
SUBJECT: middle
school reading
Date: 96-07-15 11:56:01 EST
From: Wel teach
I need new ideas for 7-8 graders who are remedial reading (low level)
Hands-on, intergrated units, trade books, Any new ideas?
SUBJECT: Schizophrenia
Date: 96-07-15 16:43:14 EST
From: Signed Me
I am searching for information about working with a high school student who has been diagnoised as schizophrenic. My backgroung is in SE but I do not know much in the way of assisting a student with this illness. Does anyone have any suggestions? Books? Resources? Personal experiences? Any help would be much appreciated. Please respond to : SignedMe@AOL.com Thanks for the help.
SUBJECT: Supervised Residence
Date: 96-07-21 10:10:19 EST
From: Analyst5
Are there any programs for high school graduates/w learning disabilities who are not yet ready to go off to college. I am looking for a group home setting that will teach social skills and study habits to eventually enable them to enter a full time college away from home? Please try to respond via E-mail to Analyst5 @ AOL.com, although I will also check this bulletin board.
SUBJECT: Re:to tie shoes
Date: 96-07-26 10:52:42 EST
From: Tiff1920
Hi! I also have had a student like this. At the mall here they have new shoelaces that don't tie. They are kind of curly and the kids think that they are great. They look nice and they don't need to be tied. Perhaps you could look into this!
SUBJECT: A CALL FOR LESSON PLANS!
Date: 96-07-26 14:18:59 EST
From: Elastics
I am a new teacher with two years experience as an assistant in a regular education, 1st grade, private school setting. I have been given a middle school special education postion in a public school starting 4 weeks from now. In trying to prepare for this challenge I decided to look up some lesson plans. In the regular education board, there are plenty! I mean at least 1,000. In the special education board there are only 3. None of them relate to middle school. PLEASE HELP! I would not only appreciate lesson plans, but any advice you have about working with older kids, or any book recommendations (for me), etc. THANKS!
SUBJECT: Bil Spec Ed
Date: 96-07-28 21:01:12 EST
From: Ohdez
I am a grad student in NYC. I am majoring in Bikingual (Spanish) Special Education LD. If anyone has any interesting ideas or suggestions for a thesis, please e-mail me at Ohdez.
Thank you,
SUBJECT: Re:A Call for Lesson Plans
Date: 96-07-30 01:46:17 EST
From: C1R2MEYER
I taught self-cont. special ed. at the middle school level for 2 years. Resources that I used included: The Tough Kid Book & The Tough Kid Toolbox put out by Sophris West in CO. I also used a book titled Teaching Adolescents Self-Monitoring Skills (also put out by Sophris West). These books were invaluable in setting up motivating classroom management systems.
Another wonderful book is: TGIF: But What Will I Do on Monday? It covers vital classroom management in practical application and also covers processing problems, instructional issues, etc.. It was written to help educators work with students with challenging academic and social behaviors and offers several unique suggestions. It is also available from Sophris West. Call (303) 651-2829 for more information or to order. The books are reasonable-I think you could probably get all 3 for $45. Out of the 3, I think the Tough Kid books & TGIF are the best, but the self-monitoring book really shows how to get adolescents working toward self-management.
As for curriculum, I used a lot of thematic units that I spent hours adapting. But, the kids tended to love these hands on projects. And, setting up pen pals with schools across the country also worked well. Good Luck!
SUBJECT: underrepresentation of minor
Date: 96-08-01 08:25:09 EST
From: JST62466
I'm looking for information regarding the underrepresentation of minorities in gifted programs and the overrepresentation in mental retardation programs.
Glo
SUBJECT: Re:underrepresentation of mino
Date: 96-08-01 16:00:11 EST
From: RoneeLDA
You might call the ARC in your state (Assoc. of Retarded Citizens) and also
the Problem Solvers of America or the same organization with your states
name...or call your state department special education division/department
for some statistics and or research...Good Luck...RoneeLDA
SUBJECT: Re:ADD
stratageies for teach
Date: 96-08-01 17:43:36 EST
From: FENAGLE
Find an adult who has ADHD and have them come and speak to the audience.
SUBJECT: Re:Traumatic Brain Injury
Date: 96-08-01 18:10:48 EST
From: LMeade1052
I have been tutoring a high school male (17 years old) thru Homebound
Instruction for the last 5 months. He will be returning to school in
September. One of the toughest things I have ever done. His injury was the
result of an auto accident. Right side of his body is being rehabiliated &
he is re-learning how to speak.Would love to hear some success stories of
kids with TBI
SUBJECT: Special Ed. Preschool
Date: 96-08-02 11:18:58 EST
From: LVasi27732
I am starting a new position this fall as a head teacher in a special education preschool. I would love to talk to anyone with experience. I am not sure exactly how to structure my day. The school's philosophy is to allow the students to explore. More child directed than teacher directed. The teacher is a facilitator. Any comments or suggestions would be great.
Either post or e-mail your responses.
SUBJECT: PET FACILITATED THERAPY
Date: 96-08-02 16:08:42 EST
From: CessMRB
I am currently writing a curriculum guide to include this therapy into a special education classroom. I need more relevant resources, comments, etc. Thank you for your help!
SUBJECT: journalist needs help
Date: 96-08-05 08:34:57 EST
From: CAMagazine
Please share innovative or helpful websites for coverage in my online column
for Curriculum Administrator Magazine. Thanks! John Waggoner, Associate
Editor edmedinc@soho.ios.com
SUBJECT: Re:Turretts Syndrome
Date: 96-08-06 18:58:03 EST
From: DIVECHRIS
Hi. I have just advocated for a young person with Turrets Syndrome. Please
contact me if you require assistance in preparing to service this young
person. Bob
SUBJECT: Re:Tourettes Syndrome
Date: 96-08-06 21:35:19 EST
From: Ratatat
< Turrets Syndrome.>
The correct spelling BTW is Tourette's Syndrome
SUBJECT: Re:Turretts Syndrome
Date: 96-08-06 23:59:11 EST
From: JSALT56
RhoLaren wrote:
". . .Just be attuned to the behaviors after long term sitting sessions (standardized tests, for example). I noticed some fidgeting so sent him on mucho errands around the school. . . ."
RhoLauren, I appreciate the effort you are making-too few teachers bother. And, yes, sending him on errands around the school so that he can release tics is a good strategy (and one more teachers could follow). BUT, you do not, not, not wait until AFTER standardized testing is done. That is much too late. Standarized testing should be in a seperate enviroment (so that the student can focus on the test instead of focusing on keeping his tics from disturbing the rest of the class) with frequent breaks and extended time to allow for the time spent coping with the ticcing.
Be aware that fidgeting is not the first sign of ticcing. The majority of touretters can suppress their tics for anything from seconds to hours, but this causes physical pain and results in a lot of attention being diverted since suppressing tics must be a conscious effort. I was actually misdiagnosed with ADD because of the concentration taken up by suppressing tics, so this can be a serious problem. (Many touretters, btw, have both ADD and tourette. The difference is that I have no attentional difficulties as long as I'm allowed to tic freely while those with both disorders continue to have attentional problems even when they are in situations where they can tic freely.)
I'm not a teacher, just an adult with tourette.
SUBJECT: Re:Turretts Syndrome
Date: 96-08-07 00:02:01 EST
From: JSALT56
Lane:
There is a folder on tourette syndrome under general disABILITIES discussion.
Please post there. We would be glad to help.
--Jenn
SUBJECT: Re:Turretts Syndrome
Date: 96-08-08 23:47:16 EST
From: RhoLaren
JS- I wish there had been this board when I had the child. There were no real guidelines, just a pamphlet from the tourette society talking about symptoms. I had to fly by the seat of my pants, so to speak, and worked with the mother as much as possible. She was my basic source of information. Thank you for your remarks. Of course, once I read them, they made perfect sense, duh.
SUBJECT: Re:FETAL ALCOHOL SYNDROME&EFF.
Date: 96-08-10 20:08:39 EST
From: AllKids MT
You might want to contact the Dept. of Education at Harvard. There is a professor there, first name Barbara that has done extensive research. Of course, Michael Dorris at Dartmouth had significant first hand expereience.
SUBJECT: Re:underrepresentation of mino
Date: 96-08-10 20:14:20 EST
From: AllKids MT
Try contacting Dick Allington at SUNY Albany. He has written many
articles/books that address inappropriate labels/teaching
/accommodations
SUBJECT: Re:middle school reading
Date: 96-08-10 20:21:06 EST
From: AllKids MT
Have you looked into age appropriate materials on tape? Students can follow along and access the print that their peers enjoy and engage in discussions with their classmates. Skills can be taught as the child rereads the text he/she has listened to. You'd be surprised at how quickly the student starts to read him/herself. Keeping a child of middle school age in remedial programs with low level materials is a sure way of continuing the cycle of failure. I have used this method many times with tremendous success.
SUBJECT: Re:Slow learner:(
responce)
Date: 96-08-12 20:29:27 EST
From: Hotchy
Your son needs some consistency!! Children at any age will slack in performance if they are seeking attention or do not feel committed. Help your child by modeling reading skills and doing his homework together ( Don't do it for him!!)
Seek assistance for your son at his new school. Push for him to be tested if nessessary to reecieve the proper assistance. He should recieve additional help at shool and possibly you could get him involed in an after school program as well. Remember that your child may need lots of patience and understanding from you. If he is reading on a fourth grade level in fourth grade he may very well have a learning disability that is preventing him from succedding. Advocate for your child to get the services he is entitled to!!
GOOD LUCK
SUBJECT: Inhouse suspension
Date: 96-08-16 15:58:30 EST
From: GOLFSTROKE
I'm starting a new program at a high school, need any contract, agreements, rules you might have!!!
thank you!!
SUBJECT: Re:Special Ed. Preschool
Date: 96-08-19 15:14:12 EST
From: JMartin2
I have been a preschool special education teacher for the past 8 years. I
work with three other preschool teachers. We teach in the classroom for half
of the day and do home visits the other half. We began a team teaching model
this past year which worked really well for us. I think we do a nice job of
letting the children explore the environment while at the same time having a
schedule for the children to follow such as opening songs, lunch, free play,
quiet time, outdoor time, snack, & story time. I feel that children need to
interact with and explore their environment but at the same time they like
the schedule and boundaries that we provide. Let me know how it goes for you
- good luck!
SUBJECT: Adapted P.E.
Date: 96-08-24 14:22:58 EST
From: TeacherVI
I was wondering if anyone knew of a cirriculum or resource for adapted P.E. for children who have Physical/Health Impairments and children who are visually impaired.
Thanks
TeacherVI
SUBJECT: Mainstreaming
Date: 96-08-25 23:20:27 EST
From: KLTeacher
Looking for some information concerning the pros and cons of mainstreaming special education students. Anyone with any helpful information, please answer !!!
SUBJECT: Re:Mainstreaming
Date: 96-08-28 03:42:59 EST
From: RayC201064
To KL,
Depends on the disABILITY. Kids with LD know, through simple observation of their clasroom peers, they are failing (often badly). Many prefer being in a setting where they are not subject to the critical eyes of their peers - a place where they are not afraid to say they don't get it - a place where the teacher understands their needs.
Seems to me that until LD is discussed, understood and accepted, it remains completely misunderstood by the typical children in the class. Should a child with a more visible disability be integrated, teachers would take care to explain the childs special needs to the class. This doesn't happen for LD/ADD children. The child with LD is isolated when nobody understands why s/he can't perform as well as everyone else. No wonder these kids are called stupid, dumb, lazy, etc. No one is correcting their assumptions!
CMC, Canada
SUBJECT: Re:Mainstreaming
Date: 96-08-28 16:40:16 EST
From: RoneeLDA
Amen! You are so right on target...the LD/ADD student is isolated and all the while the self esteem is slipping away...in l996, no matter what country, we still do not see the proper preparation of students to the classroom, to each other, or to anyone else for that matter....we often don't even explain to the child what is their specific disability and how to survive it...we do not make good self advocates out them..this certainly diminishes their chance of academic, social, and emotional survival...I am at the point in believing that this is deliberate...self protection of the system....also we have to fill those growth industry prisons now and for the future...what a better way than to push through and drop out the work force that will surely be in them...do I sound cynical and disgusted?..you bet, I have watched this happen on a fast track for the last 15 years and as an advocate I have had to do everything from testify constantly at all levels just to keep the laws that have been put in place to protect these kids from eroding away..to servicing, the best I can, the families, friends, and communty where they live and the LD population itself...we are all on burnout...But we won't give up...glad to see someone else understands .....Thanks Canada....RoneeLDASubj:
Re: Mainstreaming
Date: 96-08-29 00:01:23 EST
From: SusanS29
"To KL,
Depends on the disABILITY. Kids with LD know, through simple observation of their clasroom peers, they are failing (often badly). Many prefer being in a setting where they are not subject to the critical eyes of their peers - a place where they are not afraid to say they don't get it - a place where the teacher understands their needs. "
I completely agree. I think the option of a shut door and privacy *always* has to be there. Somewhere the feelings of the child have to be respected.
SUBJECT: Young Adult Dual Diagnosis
Date: 96-09-08 15:27:41 EST
From: Inky4
My daughter is 20 years old and is dual diagnosed (mild retardation/anxiety disorder with psychotic feature). I am in the middle of a transition nightmare and have been fighting the system for several years! Any information anyone might have on this subject or their experiences with dual diagnosis students would be greatly appreciated. Also, we are beginning to look at living options in California, any suggestions?
Thanks,
Nita
SUBJECT: Cushion activities
Date: 96-09-12 18:23:26 EST
From: Baileylee
I'm having a problem in that with so many different ability levels in one class, naturally a few are finished with their assignments WAY before others. I need to find something constructive for them to do, but I don't want to "punish" them for being done early by giving them more work than the others. They can work on their homework, but we don't have homework every night. I don't have any computers, and pleasure reading always turns into chatting with friends. Anyone have any ideas?
SUBJECT: Re:Cushion activities
Date: 96-09-12 19:42:39 EST
From: SusanS29
How about this:
You keep pleasure reading as an option.
You have extra work for those who insist on talking instead of reading.Subj:
Due Process Hearings
Date: 96-09-15 16:50:00 EST
From: SR92050
I am an experienced Sp Ed Teacher (3 areas) with a new Administrative certificate. I need some experience in due process procedures and hearings. My Sp Ed Director is willing to let me assist, but every time one comes up, it gets mediated. I guess that is good, but I would like information on what happens from start to finish - in an abridged version. Also, I am interested in any advice that anyone can offer. Respond here, I'll check in a few days. Thanks!
SUBJECT: Re:Due Process Hearings
Date: 96-09-15 18:21:46 EST
From: Ratatat
<< I need some experience in due process procedures and hearings. My Sp Ed Director is willing to let me assist, but every time one comes up, it gets mediated. I guess that is good, but I would like information on what happens from start to finish - in an abridged version. Also, I am interested in any advice that anyone can offer. Respond here, I'll check in a few days.
Thanks!>>
If you call NICHCY at ask them to send you Appendix C of IDEA you will find a very clear and useful explanation of the entire process of regulations set down by IDEA, including due process.
NICHCY 1-800-695-0285
SUBJECT: Brody Reading Program
Date: 96-09-17 15:53:51 EST
From: JASD3
I am looking for information about a phonetic reading program called the
Brodie Reading Program. Any sources or info would be appreciated. Subj:
Re: Brody Reading Program
Date: 96-09-19 16:28:17 EST
From: Socadream
I believe I have that program. I can't get to my references right now (some remodling going on) but, if you would e-mail me and remind me I will get that info to you nxt week (like mon or tue.)
Socadream
SUBJECT: reading
Date: 96-09-19 21:57:03 EST
From: JodieEnne
I need information on any reading programs. I teach 1 - 2 grade
developmentally handicapped kids. They are very low functioning and don't
know all of the letters in the alphabet or the sounds. I've been using
Stevenson program but am interested in anything else that may work for the
few who just aren't catching on.
please email me. JodieEnne@aol.com
SUBJECT: Re:Math program for LD
Date: 96-09-21 17:56:10 EST
From: FLewis4668
I have just found this site and do realize your posting is not a current one...but, I hope the following information will help. I have used the "Touch Math" program with my son who is dyslexic. He has been unable to learn addition/subtraction facts, and relied on his fingers to count/subtract...the program eliminated the need to use fingers. The number to call is 1-800-888-9191. They are very helpful and quick to respond to requests for catalogs. We ordered an introductory kit that included a bit of addition, subtraction, etc. It was around $65.00 and comes with an instructional video. The methods are quick and easy to learn. Hope this helps...we loved the program!
SUBJECT: Re:Son needs help
Date: 96-09-22 13:43:43 EST
From: DLarsen847
What kind of help are you looking for? Does he have problems in the classroom? Is he mainstreamed for all subjects or is he in resource room or self-contained classroom. Are your concerns more with academics or social problems? I'm a teacher and working on my thesis on Learning Disabled children, your son's age. I'll check back.
SUBJECT: teaching 3 grades in LAB
Date: 96-09-22 18:10:46 EST
From: Meooow123
Have just switched the program in our school from an entire inclusion program to a L/AB classroom and I was told within a week to set it up. I had to choose half of the kids that were on our sped inclusion list and now those six will spend all day with me and only mainstream for specialties and lunch/recess. I now have three grades (3-5) in one room and am entirely confused on how to manage this. The levels range from upper 1st to 5th grade in some subjects. Am overwhelmed and need suggestions. Please help!!!!!Subj:
RESCUE ME!!!!!
Date: 96-09-26 18:39:31 EST
From: BlueAugust
This is my first year as a middle school academic self-contained teacher. I teach Science, Math, Reading, English, History, and Health. As I sit down to create lesson plans, I am at a loss. I am beginning to feel completely incompetant. I have 11 students, all reading at a pre-primer level or below. I have to turn in my lesson plans to my administrator every week and I can't believe how INCREDIBLY time consuming it is. I keep thinking that there MUST be an easier way!!! What am I doing wrong? Is there some sort of software that will help me organize my lesson plans, or give me some ideas? Please help me because I want to help these children. Email me at BLUEAUGUST@AOL.COM with any ideas or suggestions........PLEASE!!!!!! Thank you.....:-)
SUBJECT: Re:Inclusion in Florida school
Date: 96-09-26 19:44:43 EST
From: MLevine599
Suggest you write:
Rosemary Lester, Coordinator, ESE
School Board of Broward County, Florida
6650 Griffin Road
Davie, Florida 33314
SUBJECT: rescue me
Date: 96-09-26 22:04:04 EST
From: RNerenbaum
I am not a teacher but I am a parent of a child with Down Syndrome. Last year Adam had a teacher who was wonderful, She had 14 kids and did lesson plans. I will check with her and let you know her suggestions. If you did not know this was a self contained class when they are doing their work you would think that it is a regular classroom. It is wonderful.
S.Nerenbaum
SUBJECT: Re:Instructional Materials
Date: 96-09-27 22:40:34 EST
From: SakiJin
I'm an Instructional Design and Development Specialist. Let me know how I can help.
SakiJin
SUBJECT: Re:Instructional Materials
Date: 96-09-28 08:05:30 EST
From: TashaVR
Try Steck-Vaughn for a wonderful selection of special needs materials for all curriculum needs. I've had excellent success with anything I've ordered. Curriculum Associates has excellent materials for lower and upper levels-especially for study skills. Check out their catalogs. These two companies are two of my favorites and have materials for all learning styles. Have fun shopping!
SUBJECT: Re:to tie shoes
Date: 96-09-28 08:10:46 EST
From: TashaVR
Buy her Velcro shoes or shoes that don't tie! Work on the task of fastening her shoes by doing other activities that involve fine motor. (Work with braid material, finger crochet, simple macrame, etc..) Congratulate her for what she can do. Until she gets the idea-buy her slip ons!
SUBJECT: consultant
teacher
Date: 96-09-28 08:29:51 EST
From: JPVID
I have been teaching for 3 years at the first grade level. I was just hired as a consultant/push in special ed teacher at the middle school level. I have heard so many versions of how this situation works in other schools, good and bad! Let me know how it works in your school! I have no idea what to expect when I walk in that room in 2 weeks. I am not sure how to approach the current team of teachers since the year has started and everything is in place! Any suggestions would be great! Thanks!
SUBJECT: Re:consultant teacher
Date: 96-09-28 18:17:38 EST
From: AEG34
Dear JPVID...........What are the requirements for a student with learning disabilities to be eligible to get the services of a consultant teacher?
AEG34
SUBJECT: Elementary Ed course
Date: 96-09-28 18:35:49 EST
From: MCardar952
I have to critique an article that touches upon "Demonstration Mountain". I have never heard of this term... I need help in finding material describing this topic.
The article title is "Choosing Outcomes of Significance written by William G. Spady. This article defines how the Demonstration Mountain provides educators with a model for moving from teaching simple classroom skills to exemplifying life performance roles.
Thank you!
SUBJECT: special education trends
Date: 96-09-28 21:41:27 EST
From: Camper143
I am a student in a Special Education Masters course. I need some information on how to locate articles on the WEB or anywhere else online about trends in special education. I would really appreciate it if someone out there could help me. If you could E-Mail me with any suggestions I would appreciate it. My address is Camper143 @ aol.com thankyou id advanceSubj:
Re: Inservice Learning Disabil.
Date: 96-09-28 22:08:35 EST
From: BGoodVoice
Lavoie does a FANTASTIC video called "Education in FAT City." FAT stands for Frustration, Anxiety, Tension, and it's a video of a workshop in which he does the kind of simulation exercises you talk about. I know this is a year late, but I hope you see it!
SUBJECT: Re:Inservice Learning Disabi
Date: 96-09-29 08:49:26 EST
From: JPVID
FAT City is excellent and every teacher should periodically watch it! It makes you think about how you act each and every day!!
SUBJECT: Re:special
education trends
Date: 96-09-29 11:50:36 EST
From: SusanS29
Camper, use keyword INTERNET here on AOL for information on how to get there and how to use it.
you can access the internet through AOL.
SUBJECT: Advice Please
Date: 96-10-01 19:13:22 EST
From: LizzieCap
I am a new primary special ed teacher K-3. I need some advice on how to set up my classroom. My students are functioning on a K-pre- primer level. Any suggestions would be appreciated!!! Thanks in advance.
SUBJECT: Re:Advice Please
Date: 96-10-01 22:35:02 EST
From: MRogers140
I would use a center based approach to setting up this classroom with plenty of opportunities to explore and learn from experiences.
SUBJECT: Deal with adversive parents
Date: 96-10-02 18:12:22 EST
From: Ridgbee
When dealing with unrealistic parents who are challanging any and everything (not challanged the previous year) how do you handle? Want evaluation of all related services; making judgments about the room without having visited; challanging the appropriatenss of the IEP and contrasting their child with others.
SUBJECT: Re:ESL (English as Second La
Date: 96-10-02 22:53:05 EST
From: GallegosD
Call your Educational Regional Service Center and request information from the Specialist in Bilingual Ed. Also ask them to give you the toll free number for the Bilingual Education ClearingHouse-They have tons of materials and real good information. The people there are very, very helpful. Good Luck.
SUBJECT: Inservice suggestion
Date: 96-10-05 18:31:15 EST
From: RoneeLDA
Rick Lavoie's tapes are excellent for professionals and parents...FAT City Tape and his new tape on behaviors called First One Picked On:Last One Picked are superb...to purchase these tapes call PBS Tapes at 1-800-424-7963....Fat City is a 70 minute experiential tape on learning disabilities, inclusive of understanding ADD...the second tape is also a 60 minute tape on understanding behaviors....Sally Smith has two books worth getting and sharing with parents called No Easy Answers and Suceeding Against The Odds...Authors for ADD are Drs Melvin Levine, Rusell Barkley, John Ratey, Ned Hallowell, Larry Silver...all are excellent....The National Learning Disabilities Association of America has lots of inexpensive brochures and materials which could add to any presentation you might want to give...call LDA 412/341-1515......The Lab School of Washington, D.C.
have wonderful tapes, including one with famous stars like Tom Cruz and Cher talking to kids about being learning disabled (inclusive of other famous people) kids love this tape, as do their parents...Lab School's number is 202/965-6600.....hope these are some helpful suggestions...RoneeLDA Subj:
Re: I need help for child/LD
Date: 96-10-06 18:14:09 EST
From: JCanch1224
HELP! HELP!
I'm hoping that someone will be able to give me suggestions or techniques to help me with a child I have in my room named Rachel. She has just been identified as Learning Disabled. Rachel is a first grader who has poor motor skill and can only identify three letters of the alphabet. Only one of those letters is in her name. She is a happy six year old and draws beautiful sunny pictures.
This is my third year teaching and I find that I need more strategies to ensure that Rachel succeeds in my classroom. Does anyone have any suggestions? What should I do? HELP!
SUBJECT: attitudes toward disabled
Date: 96-10-06 20:56:55 EST
From: Marnie21
I am beginning work on my doctoral dissertation. I am looking at children's attitudes toward their peers with disabilities. I am doing a study that involves the combination of giving information about disabilities and contact with students with disabilities to help change attitudes . Any information on this topic would be helpful.
Please e-mail me at : mls61@columbia.edu
Thank you.
SUBJECT: Re:Deal with adversive paren
Date: 96-10-07 09:52:35 EST
From: VirgWid
Are you sure they are being unrealistic? I have a very bad reputation at my son's school because I dared ask questions, want to know what is going on, why something is being done, etc. I ask all of this as carefully and in as nonthreatening a manner as I can, but the teacher is very defensive and insecure, and always takes it as a slam against her. It is not, I simply want to know what is going on with my son. Remember, the parents have a right to know what is going on, to ask questions, and to put thier two cents worth in. Perhaps they do not have enough information on thier childs disability and don't properly understand that thier ideas are inappropriate, so perhaps you could send home some reading for them to do. As for the not visiting the room, my son's teacher has made it well known that parents are not welcome. She has had to overcome this since having my son in her room. Have you ever made it a point to invite the parents to come spend the day or part of the day? As for the IEP, they too have a right to input. No parent should just blindly agree with the school. They should be asking questions about things and people. That is thier job. That is their child, and no matter how right you think you are, ultimately the parents are responsible for that child. I agree that making comparisons between thier child and others is wrong, but again, could it be for a lack of knowledge?
SUBJECT: Class
chaos
Date: 96-10-07 12:10:12 EST
From: NeilHolDev
We need help with a situation in our childrens class. What are parents rights when we feel our kids class is out of control do to improper placement of very low functioning kids with high functioning kids? Teachers are quitting, and so are para-professional aides. Students are forced to go at slower paces. IEPs are not being totally met. We have met with special ed personel and were told that their hands are tied. Why are some parents rights more important than our kids rights?
Concerned in Colorado
SUBJECT: Re:Deal with
adversive paren
Date: 96-10-07 18:42:43 EST
From: MandMBELT
I have found the best method is to get that parent as involved as you can. Ask for their help making materials, invite parents in for a picnic, make a video of your class doing something great and then lend it out to any parent that wants. Usually that parent is searching for answers and wants to be involved. If you can win this parent over, you will accomplish a lot! Make it your goal. What ever you do don't push her/him away, you will look paranoid and negative. Just grin and say "come on in any time!!". You will find once they feel welcome and included, they may be on your side. And then the sky is the limit!
SUBJECT: Re:Class chaos
Date: 96-10-07 18:44:54 EST
From: MandMBELT
The best thing to remember is " The squeeky wheel gets the grease!". Don't stop fighting for your child!
SUBJECT: Re:Class chaos
Date: 96-10-07 22:37:42 EST
From: KBADDAMS
Why don't you take your high functioning kid and place him in a regular ed class and then see things from the other side. I mean really - where are you from? Sounds like you need a little educating to me!
SUBJECT: Re:Deal with
adversive paren
Date: 96-10-07 22:53:25 EST
From: VirgWid
Right on, Mandmbelt!!!!!!!
SUBJECT: Any sign language class info
Date: 96-10-11 19:32:17 EST
From: E7O133
I am a supervisor in the printing business and have a deaf young man working with me. We communicate quite well through notes and lip reading however he has expressed interest in me learning American sign language. Is there any info out there on either sign language classes on line or sign language classes in the Philadelphia area. My aol address is E7O133, the O is the letter o. Thank you.
SUBJECT: Re:Any sign language class inf
Date: 96-10-12 21:37:36 EST
From: SusanS29
I would suggest you contact the Church of the Latter Day Saints (Mormons). Where I live they conduct sign language classes, and all are welcome. You don't have to be Mormon.
Also I think you'll find that it's taught at many community colleges.Subj:
Transportation
Date: 96-10-13 20:50:11 EST
From: KF195
My district transports student by bus to a school for SBH students because our district does not have an SBH unit. There have been numerous problems on the bus. Can we take away transportation, & if so, for how long? Do we need a due process hearing? What alternatives have other districts used? Aids on the bus . . .???
SUBJECT: Re: Civil Suit in PA
Date: 96-10-14 00:44:07 EST
From: CROWNST
You can file a 504 complaint...civil rights violations....good luck....let me
know if you need more
information
SUBJECT: attitudes toward the disable
Date: 96-10-14 19:20:25 EST
From: Marnie21
I am looking for books or videos to educate typically developoing fifth
graders about children with disabilities. Please let me know of any
suggestions. Your help is appreciated. My e-mail address is
mls61@columbia.edu Thanks
SUBJECT: Party
Date: 96-10-15 14:19:38 EST
From: VirgWid
I volunteered to do my 3 year old son's class halloween party (excuse me, that is not politically correct - his fall festival party). There are 4 boys in his class. One has a trach and is just learning to eat baby food consistency, another is a diabetic who can have 15-20 carbs for a snack (???????). Two of the four I am not sure just how much they actually comprehend - they are severely delayed to say the least. I so far have come up with a sugarfree "graveyard" of chocolate pudding covered with chocolate cookie crumbs and decorated for a snack, and a pumpkin hunt similar to an easter egg hunt, but I am desperate for other ideas. The teacher has not had any.
SUBJECT: Advice on MA. Schools?
Date: 96-10-17 08:17:55 EST
From: CONSE51
I ahve a daughter who is 11 and developmentally delayed secondary to a premature birth. Her main problem is auditory processing and retention. She is in public schools in self contained classrooms with students of equal ability with a variety of needs. She has done well until the last 12 months where she has hit a wall. She doesn't read or write well. Does anyone have any advice or information or experience with specific schools in Masssachusetts?
Thank you p.s. I am also a school committee member indicative of the fact that we also have problems finding adequate services!
SUBJECT: Re:Transportation
Date: 96-10-17 08:40:01 EST
From: SusanS29
If the problems on the bus are directly related to his handicap, then I doubt you can deny transportation.
You can find an alternate transportation system (such as taxi) but that's likely to be expensive.
You can put an aide on the bus. But you can't say "This child can't go to
school suitable for SBH because he's also SBH on the bus." Which is what it
comes down to, isn't it? :/
SUBJECT: Re:Party
Date: 96-10-19 02:10:34 EST
From: CROWNST
how about coloring; painting; orange pre-cut constructionpaper pumpkins and
sponge painting...
there are dozens of magazines and books on arts and crafts this time of
year....good luck...
i love what you are doing
SUBJECT: middle school consultant
Date: 96-10-19 10:26:51 EST
From: JPVID
I just went from teaching a regular first grade to being a 7th grade special ed. consultant teacher in a middle school. I push-in to 6 classes each day. The problem is that not all my kids are in the same room and I feel very overwhelmed! I would love to talk to anyone who has some kind of "system" of keeping track of where their kids are and the modifications that they all need. I feel like I am not on top of everything they need! Please e-mail me at JPVID@aol.com!!! Thanks!
SUBJECT: SusanS29-Need Your Opinion
Date: 96-10-19 13:30:54 EST
From: Lmazzola
Hi Susan:
I would like your opinion about what has been happening with my daughter's IEP. It is a very lengthy case history, so I will try to condense.
She is 11 y.o. diagnosed privately 3 1/2 years ago as ADHD w/LD's (dysgraphia, dyscalculaa and perceptual). Has been on an IEP since 10/93.
Her triennial eval. was done 2/96 and an interim IEP was developed by the Team to carry thru 6/96. In May we were to meet to decide on services and programs for the Sept. (transition to Middle School.)
I received a notice in ealy May that a Transistion meeting wouldbe help 5/29 to familiarize parent s of available services in the Middle School. Also, we would receive out child's proposed IEP at this meeting. Mind you, this meeting was attended by about 18 sped. parents.
This was the first time I saw the schools proposal for my child's services. They were recommending that she only take 1/2 year of Social Studies and Science to make room in her schedule for her spec. ed service time. On top of this she would not be able to participate in chorus, band or music lessons ( these are offered to all children and scheduled during the regular school day rather than after-school).
They have assessed her math skills to be 2-3 years below grade level, yet have put her in an above average math class with no services.
I requested a private Team meeting to discuss these issues and the only person that was there was her spec. ed. teacher, who happens to be the liason. So, naturally, when I requested extended year services for her over the summer so she wouldn't fall even further behind, she could not authorize it.
I then met with the pricipal and special ed teacher of the Middle school to voice my concerns, especially about being denied access to the full curriculum, they too wouldn't budge.
I have subsequently hired an advocate and have gone through one mediation session that was fruitless. I am in the process of having her evaluated independantly in order to proceed to a hearing with additional information.
Sorry to be so long-winded... What I'd like to know is:
1) Was this group meeting and presentation of the IEP's a violation?
2) Is it discrimination that she be excluded from full access to the curriculum in order to recieve services?
3) Is it discrimination that because she receives services she is precluded from participating in chorus, band, etc?
4) Have they been negligent in ignoring her Math disabilities by not providing services for her?
5) If i file with OCR, what happens from there?
Of course, in the mean time she is floundering. Because I am disagreeing with their proposal, her service has reverted to the last signed IEP and it is inadequate for the curriculum of the middle school. HELP!
SUBJECT: Re:Slow
learner:
Date: 96-10-19 14:56:27 EST
From: PAnder1811
Be Patient and loving. Things will work out. Every school system in every county or city is different. Go to your local schools and see if they have any type of educational work you can work on with your son at home. This would be in addition to homework. He may show frustration and hate it, but he will thank you later. Hope everything works out for you.
SUBJECT: Sp Ed &
a GED
Date: 96-10-19 22:24:55 EST
From: TheBuilder
Can anyone point me to a law that states once a student has earned a GED he is no longer eligible for Sp Ed services? Please E-Mail any suggestions.
SUBJECT: Re:SusanS29-Need Your Opinion
Date: 96-10-20 10:49:14 EST
From: SusanS29
"1) Was this group meeting and presentation of the IEP's a violation?"
Not by itself. That seems to be an efficient way to communicate with a lot of parents at once. however, if they *all* had the same IEP that's a *blatant* violation.
"3) Is it discrimination that because she receives services she is precluded from participating in chorus, band, etc?"
Yes. It artificially restricts her education. I have seen this happen before (all resource kids were routinely scheduled during these "enrichment" classes. One girl who was going to be yanked from band was *first chair flute!*)
"4) Have they been negligent in ignoring her Math disabilities by not providing services for her?"
I don't know about *negligent* -- that's a legal term, but it sounds as if she would be eligible for support just about anywhere.
"5) If i file with OCR, what happens from there?"
Complete the standard appeals process for IEPs first or OCR will just send you back to do that anyway.
Just keep pushing. Put everything in writing, and specify the deadline you want answers by (expect a written reply in 10 days).
If they phone, write a letter summarizing the phone conversation. If they don't challenge that letter, then your letter stands as the official documentation of the conversation. If they do (via phone or face to face) write a letter summarizing that conversation. In that way you document informal communication.
Write to them *immediately* and insist she be given support in math, etc.
Keep at it.
Good luck. If I can be of any more help or encouragement, holler!
SUBJECT: Re:Sp
Ed & a GED
Date: 96-10-20 10:50:00 EST
From: SusanS29
TheBuilder that's exactly what the law states-once a student has graduated (and GED is a form of graduation) -- the person is not eligible.
SUBJECT: GT/LD
students
Date: 96-10-20 15:03:34 EST
From: Sheltiejo
I need help getting my school system to accomodate my GT/LD son. We are going to child study wednesday, 10/23, but i don't expect much. Educational specialist outside of county has suggested due process, but that scares me as i teach in the county. Can anyone offer suggestions?
SUBJECT: Re:HS SpEd Jobs
Date: 96-10-20 18:12:34 EST
From: EPWorkman
I am compliling a resource guide for my HS sped graduates of job opportunities in a small rural town in WA. I have sent out a survey to all businesses. This project will be used in part for masters degree in SpEd. I need to contact about 10 other areas in U.S. where population is similar, to find out the successes of graduates in obtaining jobs in small rural towns. What do you teach that makes it successful? What does your program consist of? If you are willing to help, please e-mail EPWorkman. Thanks.Subj:
Re: SusanS29-Need Your Opinio
Date: 96-10-20 19:15:49 EST
From: Lmazzola
HI Susan:
Thanks for your post. Up until now, I've just kept a running journal of our phone conversations. It sure makes a lot of sense to put it in writing formally and send it to them.
The one question I was most concerned with you didn't answer...Is it a violation to take 1/2 a year's curriculum from her to make time in her day forspecial ed. services. No one is saying that she's not capable of doing the work in Social Studies and Science, just that there is no time in her day for all of the core courses and service time.
This is the part that we have gone to mediation over, I am strongly against her missing this curriculum. They say it's the only way she'll receive the services necessary for her to make adequate progress.
I countered with Extended Day Services (immediately after school), in place of Regular Ed English (since she is presently receiving assistance in Resource Lab and Speech & Language in the writing and reading areas) and in place of Gym class. They have refused all 3 proposals.
I've since received her revised IEP, and altough it allows her to remain in full year Science & Social Studies, against their advice, she is not receiving the help they agree she needs. I plan to reject the IEP in part, I want the few modifications we could get them to agree on implemented right away, but I'm not satisfied with the lack of services.
Since I've offered 3 alternative plans that they refused, I've decided to request an aide in the classroom for her in all academic subjects. This seems to me to be a MUCH more costly venture, but I don't know what else to do. I thought I was being reasonable, they are holding steady, won't budge an inch.
I've begun to feel like this is a game to them, that they'll only do what's best for my child if it fits within their schedule and budget. Since I am disagreeing with them, it's now a battle of wits and to hell with the kid! They've even gone so far as to say that I am willingly letting my child fail in order to get my own way! It seems to me that it's pot calling the kettle black.
Anyway, thanks again for any help you can offer.
Lisa
SUBJECT: Re:Sp Ed & a GED
Date: 96-10-20 21:49:05 EST
From: Wheels2082
They should be eligible for training under law. But you should check with the state on laws in regards to this or contact your state legislator for your district.
Wheels2082
Special Education Advocate
SUBJECT: Re:SusanS29-Need Your Opinio
Date: 96-10-21 19:57:29 EST
From: SusanS29
"
The one question I was most concerned with you didn't answer...Is it a violation to take 1/2 a year's curriculum from her to make time in her day forspecial ed. services. No one is saying that she's not capable of doing the work in Social Studies and Science, just that there is no time in her day for all of the core courses and service time."
I don't know. It would make sense if you're working on reading to take reading time, if math, math time. In fact we were allowed to do it no other way.
So it would depend, at least in part, on what's being done during that time.
But you're right to be concerned. Both science and social studies are cumulative in nature. One year's knowledge lays foundation for the next.
SUBJECT: Re:SusanS29-Need Your Opinio
Date: 96-10-21 21:27:46 EST
From: Lmazzola
They claim to have "great" success doing it this way for many, many years. I can't believe that other parents haven't objected to this. I wouldn't have a problem with it if they introduced those lost concepts and foundations in her small group special ed. services, but they won't even consider it! My advocate is starting to balk at pursuing this issue, (it is known as a VERY difficult school system to disagree with). This is a very affluent town, that is known for its school "great educational program". Unfortunately, this does not apply to average or special ed kids. They fall through the cracks and get minimal "curriculum support" just so they can pass them from grade to grade. It's the 25% that end up as advance placement and honors students that they focus their attention on.
Don't get me wrong, I wouldn't want that 25% to be denied the challenge of a superb education, but do the remaining 75% have to suffer because of it? I guess it's the same old story, from which ever end of the spectrum you're on.
The school puts these kids in "tracks" that eventually puts them out of range and skills for "college prep" courses in high school. This is regardless of whether or not they have strengths in some areas, like my older daughter. Great at Math, but held back by tracking because she was on an IEP that stated, "has some difficulty with multi-step problem". Even though in 6th grade her overall mathematics aptitude was measured at above 9th grade level. I overrode her teachers Math recommendation, so she'd have a chance at higher level math/science course in high school. So far, she's done extremely well. I am not surprised and neither is she. She said now that she sees the difference between the class styles/speed, she realizes that she was really bored last year. It's no wonder!
Well, where did that all come from? Must be that my frustration level is on the rise this evening...time to say goodnight, and thanks again.
Lisa
SUBJECT: day care
Date: 96-10-21 23:34:29 EST
From: AMYCHILD
Hi. I'm writing this for my friend, who needs suggestions for her situation-
she has a 4 yr old son who is autistic. He sleeps about 6 hrs/ night, and if
he naps, he wakes up at 3am, after going to bed at 11pm, and won't go back
to sleep until 5 or 6. This is her problem, the daycare she uses has a nap
policy where naps are *required* unless she hires someone (on her own) to go
to the daycare and watch him during this naptime. Otherwise he has to take a
nap. The only other solution they've offered is to put him in the
preschool(?) room that has approx 30 children. She has found this to be the
case with all of the daycares in the area, except one, but they won't take
him because they only take 1 special needs child/class. (But they have room
for an "average" child-that sounds like discrimination to me!) She is a
single parent and she *has* to use daycare. Any
solutions/suggestions/experiences will be appreciated! Thanks in advance
---Amy
SUBJECT: Re:SusanS29-Need Your Opinio
Date: 96-10-22 18:39:31 EST
From: SusanS29
"They claim to have "great" success doing it this way for many, many years.'"
I'm sorry, but I don't remember what "this way" is-so I can't comment...
:/
SUBJECT: Re:SusanS29-Need Your Opinio
Date: 96-10-23 08:11:53 EST
From: Ratatat
My answers:
<<1) Was this group meeting and presentation of the IEP's a violation?>> YES! IEP meetings are supposed to be *working* sessions to develop the IEP to MEET your child's SPECIFIC NEEDS. The IEP should not be worked out ahead of time, and the IEP regulates state specifically that the attendees are to be the parents of the child, any advocates the parent chooses as support and certain staff and teachers in order to discuss that ONE specific child. *Group* IEPs are not kosher.
<<2) Is it discrimination that she be excluded from full access to the curriculum in order to recieve services?>> The law states that your child is entitled to an education in the least restrictive environment and one that is appropriate and meets her needs. Doesn't sound like this would meet the obligations the laws set down for the schools.
<<3) Is it discrimination that because she receives services she is precluded from participating in chorus, band, etc?>> Yes, in the sense that because of her disability she is not be afforded the same services provided to non-disabled students at this school.
<<4) Have they been negligent in ignoring her Math disabilities by not
providing services for her?>>
YES. How are her specific needs being addressed by this placement? It is inappropriate, and the law states that she is entitled to an appropriate education.
<<5) If i file with OCR, what happens from there?>>
Call OCR and they will guide you.
SUBJECT: Re:Sp Ed & a GED
Date: 96-10-23 08:13:36 EST
From: Ratatat
<<Can anyone point me to a law that states once a student has earned a GED he
is no longer eligible for Sp Ed services? >>
Unless a disabiled student suddenly becomes "un-disabled" this would not be the case. They would have protection under Section 504 if they have a diagnosed disability.
SUBJECT: SusanS29 & Ratatat
Date: 96-10-23 08:47:59 EST
From: Lmazzola
Sorry Susan, I sometimes forget to encapsulate prior statements. "Doing it this way for many, many years" is referring to taking the child out of core classes for half a year in 2 subjects or full year in one subject in order to make room in their schedule for special education services.
If it were a question of whether the child could handle the curriculum instead of "making time in their schedule" that would be a different story. But even then I would want them to modify the curriculum first, before the opted to remove her from the class for even part of the year.
As for your replies Ratatat, it seems that I am not off base here. Sometimes it is difficult to walk that fine line - am I pursuing this because it's right for my child, or have I gotten caught up in the "fight"? Sometimes the injustices seem so blatant, that I can't believe they have been cited for them before.
What's really disappointing is that because our school district is "known for its great educational opportunity" (we live in a very affluent town) no one seems to believe that they only cater to the top 25% of the student population. Your average children or special ed children literslly fall through the cracks.
I don't want my kids to merely "pass through" each grade. I want them to be educated. I once heard a Professor from Standford say, "We are not lowering the ceiling, we are raising the floor." This was in reply to a comment from a parent of a gifted student who felt that her child would be denied an appropriate education if special ed, or lower tracked kids were allowed to participate in honors classes (if it was determined thay could handle it) and similar upper level courses. It seems that since most schools only reserve a certain amount of spots for honors and AP classes, a child who had been on a "low track" or a sped student, shouldn't have access to these course because it was more likely that they wouldn't be able to keep up.
Anyway, thanks for your comments. I appreciate other insights, sometimes we can be afflicted with "tunnel vision!"
Take Care,
Lisa
SUBJECT: Re:SusanS29 & Ratatat
Date: 96-10-23 13:07:47 EST
From: RhoLaren
I am confused. Please help clarify some things for me. You are referring to the "spec ed" student in honors class. What is the definition of the "spec ed" child?
SUBJECT: Re:SusanS29 & Ratatat
Date: 96-10-23 13:08:31 EST
From: RhoLaren
sorry, the "sped" student. I am having trouble with my brain of fingers today.
SUBJECT: Reply: RhoLaren
Date: 96-10-23 17:31:48 EST
From: Lmazzola
I was referring to any child on an IEP or 504 plan. I was watching one of those magazine shows and they had on a professor from Stanford University who was saying that just because a child had special education needs that required an IEP, it need not keep them out of a higher level course if they had the ability to handle it. But unfortunately, it was assumed far too often, that if the child required special education services, they couldn't possible be able to handle a more challenging curriculum like honors or advanced placement (at the high school level).
You have to understand, this was all in the context of how "tracking" was holding kids back. The crux of the show was that "tracking" and lower expectations affected minorities of all types, not just kids requiring special education and that once you were put in a "low" track, for whatever reason, you seldom got out. And that's unfortunate, because we'll never truly know what those kids may have been able to accomplish.
Did I answer your question, or did I confuse you more?
Lisa
SUBJECT: Re:Reply: RhoLaren
Date: 96-10-23 19:43:13 EST
From: RhoLaren
I think you clarified. Thank you.So, you were referring to "sped" as any child who was under IDEA, and then from there assess individually, right?
SUBJECT: Re:Reply: RhoLaren
Date: 96-10-23 20:34:39 EST
From: Lmazzola
I know, it's politically incorrect to "categorize", but if I didn't the message would have been ten time longer! I just meant, any child who required special education services, in any manner. Sorry if I offended anyone, it was not my intention.
I really hate the term "special education" anyway. It makes it sound as if the kids in "regular" education aren't special. Nothing in life is ever fair, or easy!
SUBJECT: Re:GT/LD students
Date: 96-10-23 22:05:09 EST
From: CROWNST
Sheltiejo: Don't let due process scare you...first of all districts usually settle during the formal mediation before you ever get to due process....secondly...if you child has educational needs that are not being met....he/she has the right to them....
Be forthright and express your feelings...there are your truth and they are real........it cannot be worse than allowing people to do the "wrong" thing....at least you will have know that you tried... and I would bet that you will prevail..
Look to some free legal aide to support you in your efforts.......or call the American Civil Liberties Union and ask for help.....good luck... Crownst Subj:
Re: SusanS29-Need Your Opinio
Date: 96-10-23 22:07:57 EST
From: CROWNST
Lisa: You are doing the right thing....don't let them lay that guilt trip on you......it's them that failed your daughter......
hang in there!
SUBJECT: Re:SusanS29-Need Your Opinio
Date: 96-10-23 23:33:54 EST
From: SusanS29
"<<1) Was this group meeting and presentation of the IEP's a violation?>> YES! IEP meetings are supposed to be *working* sessions to develop the IEP to MEET your child's SPECIFIC NEEDS."
I don't agree, Ratatat. It all depends on how it was done. It might or might not have violated a student's confidentiality. It might or might not have meant the IEP was already a "done deal" without parental input. I don't think we have enough information to say a violation was present. I'm not certain this person meant that it was a "group" IEP.
Person? (Grin) -- did they intend that every student would have the same IEP?
If so-Ratatat is right; it's a violation.
SUBJECT: Re:Sp Ed & a GED
Date: 96-10-23 23:35:39 EST
From: SusanS29
"<<Can anyone point me to a law that states once a student has earned a GED
he is no longer eligible for Sp Ed services? >>
Unless a disabiled student suddenly becomes "un-disabled" this would not be the case. They would have protection under Section 504 if they have a diagnosed disability."
I don't think so, Ratatat. A student with a GED has finished his or her high school education. Of course if the student then went on to college or vocational training that would be different. But special ed law is very specific that it ends when the student leaves school.
SUBJECT: Re:SusanS29 &
Ratatat
Date: 96-10-23 23:39:44 EST
From: SusanS29
"Sorry Susan, I sometimes forget to encapsulate prior statements. "Doing it this way for many, many years" is referring to taking the child out of core classes for half a year in 2 subjects or full year in one subject in order to make room in their schedule for special education services. "
I don't care if they've been "doing it that way" or not.
Some school districts used to beat students with boards, but the smart ones have stopped that, and the stupid ones are getting sued. Just because it's been done "that way" in the past makes it neither right nor legal.
All it would take to end this would be *one* determined parent. That parent will need the hide of a rhino as the district will likely try to put many obstacles in his or her path. But ultimately, that parent will have the backing of federal law from an agency such as the office of Civil Rights or the Department of Education. CLOUT.
And... they may well have been cited. Ratatat can tell you more about this, but call the Office of Civil Rights and ask about "letters of finding" against your school district. You *may* find that OCR has been gathering information on your school district for some time and that your case has many other parents bolstering it.
But you're very wise. Make sure you're fighting for something that's right for your child, and not just making a martyr of him or her for a "cause."
SUBJECT: Re:SusanS29 & Ratatat
Date: 96-10-23 23:41:30 EST
From: SusanS29
"I am confused. Please help clarify some things for me. You are referring to the "spec ed" student in honors class. What is the definition of the "spec ed" child?"
Laren, my "special ed child" took AP history last year and scored a 5 on the national test. She's taking four AP courses this year.
Then there's math, which is in her area of disability, and where she is two years behind.
She's more than a "special ed" child. She's a student with both strengths and weaknesses. She belongs in the lower math class, and she belongs in the AP classes she's in (she just got 60 out of 60 on the AP Euro. History test).
SUBJECT: Re:SusanS29 & Ratatat
Date: 96-10-24 07:30:37 EST
From: RhoLaren
Susan, I incorrectly used the term "spec ed" instead of "sped". There are so many confusions about terms, I just wanted clarification,that is all. Re: your child doing AP work, etc., that is why clarification of the term was needed. To broad to accomodate all differences.
SUBJECT: Re:Sp Ed & a GED
Date: 96-10-24 07:54:24 EST
From: Ratatat
<<I don't think so, Ratatat. A student with a GED has finished his or her
high school education. Of course if the student then went on to college or
vocational training that would be different. But special ed law is very
specific that it ends when the student leaves school.>>
Yes, it's true that disabled students who have finished their high school education under IDEA eligibility are no longer covered under this special education law, even if they are 21 years old when that takes place.
However, if a disabled student who finishes their high school education by means of diploma or GED certificate choose to continue their education in either college or vocational school, they would have the right to accommodations and modifications and protection against discrimination from Section 504 of the Rehab Act, as well as Title II of the ADA.
SUBJECT: Re:Spec.
Ed and honors, etc.
Date: 96-10-24 08:36:11 EST
From: Lmazzola
<She's more than a "special ed" child. She's a student with both strengths and weaknesses. She <belongs in the lower math class, and she belongs in the AP classes she's in (she just got 60 <out of 60 on the AP Euro. History test).
This is exactly what I was referring to. In many schools, this would not happen. Unfortunately, it is too often assumed that just because a child has weaknesses in some areas that require an IEP, those weaknesses will interfere with all learning. It is an unfair assumption, doesn't look at the individual child, but is happening none-the-less.
SUBJECT: Re:Sp Ed & a GED
Date: 96-10-24 21:12:40 EST
From: SusanS29
Yes. Exactly.
504 is a lifelong right; but IEP's and services under special ed law end when formal education at the high school level ends.
SUBJECT: Re:Spec. Ed and honors,
etc.
Date: 96-10-24 21:14:18 EST
From: SusanS29
"This is exactly what I was referring to. In many schools, this would not happen. Unfortunately, it is too often assumed that just because a child has weaknesses in some areas that require an IEP, those weaknesses will interfere with all learning. "
Some tried to make the assumption with this student, but it didn't "wash."
She got into the AP class, with a 5 as a result.
Because we insisted, she'll graduate with that 5 as well as an Honors in at least two of those AP courses.
She'll also have a D in Plane Geometry on her transcript, but we think it's balanced out. :)
SUBJECT: Re:Spec. Ed and honors, etc.
Date: 96-10-24 22:13:56 EST
From: Lmazzola
It's so encouraging to hear success stories. Sometimes it looks like life will ALWAYS be difficult for our kids. It's hard to see the forest for the trees, some days! I'm sure you're extremely proud of her and I hope she's proud of herself! Thanks for sharing that! You made my day.
Lisa
SUBJECT: wheelchairs
Date: 96-10-29 18:00:32 EST
From: JS1987
I couldn't find an appropriate folder to post this is so I'll ask here... I have a student in my class who is in a wheelchair. We only have one ramp in and out of the school. I approached the principal about this and he asked me to put it in writing along with anything else that I have found lacking in our school in relation to accessibility. My question is this: I do not know what else I should be looking for to know if we are lacking or not. Can anyone help? Please e-mail if you can. Thanks!
SUBJECT: re:wheelchair access
Date: 96-10-29 23:26:24 EST
From: Writes4pay
<<My question is this: I do not know what else I should be looking for to know if we are lacking or not. Can anyone help? Please e-mail if you can.
Thanks! >>
Restroom stall accomodations. Special desk set up so the student can work. If the child is elementary age access closest to the playground so she/he does not miss half the recess trying to get out the only door and around the school to the playground. (IMO) a specially designed fire drill plan for this student to be sure in a real fire he/she does not get trampled or lost in the shuffle. If your class is required to use a stair case or a skinny door in fire drills the student will be in real trouble if the real thing occurs. Candy (hope this helps)
SUBJECT: Re:re:wheelchair access
Date: 96-10-30 09:56:32 EST
From: RhoLaren
My two cents worth on the wheelchair discussion. Are there state regulations where you live that could help you out? Are there any schools in your area that have been made wheelchair accessible that you could visit for ideas? (bad sentence, good idea) You and your principal must be commended for your concern. Sounds like a good place to work in. Keep us posted.Subj:
Re: wheelchairs
Date: 96-10-30 12:47:35 EST
From: Ratatat
<<My question is this: I do not know what else I should be looking for to
know if we are lacking or not. Can anyone help?>>
The Americans with Disabilities Act has some pretty clear specifications as to what you must and may not do. There is an entire handbook spelling out these specifications that deal primarily with accessibility and physical barriers. You can get a copy of the complete Handbook, ISBN: 0-16-035847-7 by calling the Department of Justice at (202) 514-0301. I *think* there may be a fee. I bet your local public library has a copy on file.... possibly even your district's main offices.
SUBJECT: Re:wheelchairs
Date: 96-10-30 14:49:18 EST
From: RhoLaren
Thank you, Ratatat, I forgot that one. duh
SUBJECT: Re:Son needs help
Date: 96-10-30 23:39:00 EST
From: NMiller392
Tammy, I have a 10 yr old with the same problem and in the same boat. I
really don't know where to go from here. If you just want to talk write
NMiller392
NoraSubj:
Parent in denial
Date: 96-10-31 10:03:41 EST
From: DotHart
I am a special education teacher of primarily Spanish speaking children. I have one little girl in my class who has Down Syndrome. Her mother is very accepting and loving, but her father does not accept her condition. He favors the older, "normal" child, and even belittles the girl by calling her names. I am looking for clear, simple magazine articles, written for parents, that talk about Down Syndrome, and that offer insights, suggestions, empathy, (possibly from a father's point of view), etc. If anyone knows of any material in Spanish, that would be most helpful, but we can translate if need be. Thanks!
SUBJECT: Orton-Gillingham
Date: 96-11-01 10:58:35 EST
From: ShyGir16
My mom asked me to reseach this method of special education teaching (Orton-Gillingham). My younger brother (13) is in seventh grade and little has worked to help him learn to read with some level of understanding. The school is going to introduce him to this way of teaching and we would like to have some facts and opinions on it. If you have any info on this could you please e-mail me.
SUBJECT: Block Scheduling
Date: 96-11-01 11:24:03 EST
From: EStaple
Our high school is researching a move to block scheduling. We have resource, instructional, and self-contained programs for LD, BD, ED, EMH/TMH, and HI. I would like to hear from special educators who have experienced a change from the traditional high school model to block scheduling. What is the impact on delivery of services and on student learning? Please e-mail to Laurie at EStaple. Thanks!
SUBJECT: EMH high schoolers
Date: 96-11-02 14:13:38 EST
From: KarenV911
I am currently doing my student teaching at an EMH highschool. The students are 14 to 17 years of age and the highest functioning student is at a second grade level. My dilema is this, I am supposed to teach them about the digestive system and I am having great difficulty finding age appropriate material that they can understand. If anyone can help, I would greatly appreciate it. You can e-mail me at KarenV911. THANKS!!!!!!!!
SUBJECT: Re:EMH
high schoolers
Date: 96-11-03 10:01:57 EST
From: RNerenbaum
have you tried teaching with the material that you have. you stated they were high functioning 14 to 17 year olds. sometimes you might be surprised as to what they can take in.
SUBJECT: Vision Handicapped
Date: 96-11-06 22:23:40 EST
From: MrJHolland
I recently adopted a vision handicapped/developmentally delayed 8 yr old girl. Looking for ideas and information to assist in computor literacy also education ideas for school. Child is presently in public school vision handicapped program. Program lacks funding and setting for staff to do good job. Any ideas?
SUBJECT: Re:Vision Handicapped
Date: 96-11-07 09:28:47 EST
From: SusanS29
Contact a group in suburban Minneapolis, MN called "CLOSING THE GAP." They have refined the use of computers with children who have handicaps to a fine art.
SUBJECT: re: parental involvement
Date: 96-11-07 20:32:24 EST
From: LB529
I am researching the role of parental involvement in the public education of an exceptional child. Please share your experiences, opinions and advice for a soon-to-be-teacher- both positive and negative. What level of parental involvement do you think is appropriate? What are your legal rights as a parent of an exceptional child? Thanks.
SUBJECT: Blind-Deaf, OI, OHI-HELP!!!
Date: 96-11-08 18:25:08 EST
From: AlliTX
I am a first year teacher who has been recently assigned to a 15 year old child who is: blind, deaf, orthpedically impaired, other health impaired-you name it. She can see print, but it must be very dark and bold. The doctors have not put a label as to what happened. I was first told retinitis pigmentosa, then Lyme's disease. I would really appreciate any information on how to teach this child especially in the areas of social studies and science. I have a hard time teaching her the concepts in a social studies book because she can't see them or really experience them. We are very limited as far as what we can use. Nothing from the outside (compromised immune system), no scissors (central line), no flame (oxygen in use). I have a bachelor's degree in Deaf Education but I was not trained to handle something like this. Please help!!!
Please e-mail me at AlliTX
SUBJECT: I need adaptive lesson plans
Date: 96-11-10 20:55:22 EST
From: TDavis124
I am trying to find some adaptive lesson plans for a paper on inclusion. My sister needs to come up with about 50 different acivities that could be used in a classroom. Please e-mail me;
Tdavis124@aol.com
SUBJECT: peer tutoring
Date: 96-11-11 02:33:25 EST
From: ASmith2294
I am a third year teacher who got talked into overseeing (read: teaching) the peer tutoring programme at our school. I am looking for interesting reading assignments guaged towards students who are working with younger students (13-15) with adhd, learning disabilities and/or are slow learners. I can't find much written for a gr. 12 audience. I'm open to any ideas.Subj:
Re: Inservice Learning Disabi
Date: 96-11-11 02:40:13 EST
From: ASmith2294
There is an excellent video available called "How hard can this be?". It's about a teacher who takes a group of teachers through a simulation, making them "learning disabled" for an hour. I'm Canadian and don't know if this is a Canadian video or not. Even if it is, it's worth the effort of finding it.
SUBJECT: Re:Inservice Learning Disabi
Date: 96-11-11 07:18:18 EST
From: Ratatat
<<There is an excellent video available called "How hard can this be?". >>
It's FANTASTIC!!
It's called F.A.T. City: How Hard Can This Be? By Rick Lavoie (F.A.T. - Frustration, Anger and Tension)
It can be ordered for about $50 from the ADD WareHouse Catalog at 1-800-233-9273.
SUBJECT: Re:Inservice Learning Disabi
Date: 96-11-11 23:14:31 EST
From: SusanS29
The video is called "F.A.T. CITY, or How Hard Can This Be?"
It was made by Rick Lavoie and is available through the ADD Warehouse Catalog.
SUBJECT: Re:Inservice Learning Disabi
Date: 96-11-12 22:09:38 EST
From: RoneeLDA
I believe you might mean the name of the tape is "How Difficult Can This Be:
The F.A.T. Tape (FAT stands for frustration, anxiety, and tension)on learning
disabilities/ADD by Richard Lavoie...it can be ordered through PBS for
$49.00...there is both a teacher and parent version...it is superb! The
number to order it is 1-800 424-7963
The other tape he puts out is called First One Picked On:Last One
Picked...all about behaviors...also superb! Can be ordered from same place
and is the same price....RoneeLDA
SUBJECT: COLLEGE FOR SPED STUDENTS
Date: 96-11-13 09:26:11 EST
From: BBK55
IF THERE IS A DIRECTORY FOR SPECIAL EDUCATION PROGRAMS IN COLLEGES, PLEASE
E-MAIL ME AT BBK55. I AM THE RESOURCE ROOM/TRANSITION LINKAGE COORDINATOR IN
MY SCHOOL AND HAVE STUDENTS THAT ARE INTERESTED IN COLLEGE IN THE NORTHEAST/NEW YORK AREA.
SUBJECT: Re:COLLEGE FOR SPED STUDENTS
Date: 96-11-14 08:49:18 EST
From: Ratatat
<<IF THERE IS A DIRECTORY FOR SPECIAL EDUCATION PROGRAMS IN COLLEGES, PLEASE
E-MAIL ME AT BBK55. >>
Peterson's Guides include on on special needs programs in colleges, or at least they include an appendix in their big collge guides. Subj:
Re: adaptive art/ I need help
Date: 96-11-17 18:23:52 EST
From: EBabin3905
I am an art educator currently struggling with how to teach children with special needs in my classroom. It is so much of an issue for me that I am working on a long time project in my graduate studies any one with any information for me please write back.
SUBJECT: Cleptomaniac Kid?
Date: 96-11-20 21:17:38 EST
From: Jodi Diver
I have a student that feels compelled to steal "something" from my class everyday. He's like a stealth.....he lurks and boom the second I am not looking.....poof there goes one marker....or poof there goes a file or 1/2 reem of paper. It is driving me nuts! Oh and my Autistic student bites his fingers (the skin) and spits the skin out all over. I say "don't bite" and he stops...but I can not keep my eyes and attention on these kids all day.
What do I do? I told mom and suggested she get meds...for nervousness....she
says she does not want him "all drugged up" There have to be medicines that
won't knock the kid out? Send Ideas and Help to
Jodi Diver
SUBJECT: adults with Ld
Date: 96-11-20 22:23:23 EST
From: RUEBOO6225
hi I needs information on working with adult L.D students .with reading
problems
and short term memory def I am training adults who want to work in EMS have
students willing and able to do the practical skills but can't pass the state
written exam !any help out there rueboo6225
SUBJECT: Re:Cleptomaniac Kid?
Date: 96-11-21 09:02:05 EST
From: Ratatat
<<What do I do? I told mom and suggested she get meds...for
nervousness....she says she does not want him "all drugged up" There have to
be medicines that won't knock the kid out? >>
Unless you have a medical degree it is really inappropriate for you to suggest medication. Maybe the thing to do is suggest that the mom have the child evaluated for anxiety issues. If a doctor finds that the child could benefit from medication to relief the anxiety, then that's appropriate. Is it possible that the finger biting is a tic? I've heard of this.Subj:
Re: Cleptomaniac Kid?
Date: 96-11-21 09:05:31 EST
From: Ratatat
<<I have a student that feels compelled to steal "something" from my class
everyday. He's like a stealth.....he lurks and boom the second I am not
looking.....poof there goes one marker....or poof there goes a file or 1/2
reem of paper. It is driving me nuts! >>
Do you have the Hawthorne Education Services catalog? They have a number of truly excellent intervention manuals that list problem behaviors and have step-by-step interventions to follow to correct the behavior, such as stealing. You can get their catalog by calling 1-800-542-1673.
Also, it's important to determine if the child doesn't stop stealing because he *can't* or "won't." The taking of odd things can indicate other problems, depending on why he takes, and what he does with what he takes.
Perhaps this child too needs a complete psychological assessment.Subj:
Re: Cleptomaniac Kid?
Date: 96-11-22 21:29:29 EST
From: SusanS29
Best solution for stealing:
The student has to return twice what he took. Kids (even retarded students) recognize the fairness of this consequence. No lectures. Just return double.
I've never seen a student who had to be made to do it more than twice before the theft stopped for good.
SUBJECT: HELP!! RESEARCH ON INCLUSION
Date: 96-11-24 15:23:21 EST
From: STACIE BON
I need help on locating research on the effects of inclusion for learning disabled students. I'm trying to write a research proposal for a graduate class. But, I'm having difficulty locating actual research and am not sure if I'm on the right track...
Thanks, POUVIN
SUBJECT: Teacher Interview
Date: 96-11-26 20:41:42 EST
From: Wattslove
I am a Secondary Education student. I currently take a class entitled "Survey of the Exceptional Child." The class is an overview of children with disablities. One of my assignments is to interview a certified special education teacher of a class with disabled children. It will only require about 15 minutes of your time online. I can even e:mail the questions. Example questions would be: Why did you become a special education teacher and What is your biggest joy, your frustrations? Please e:mail me or send me a message regarding your willingness and availability to participate in my homework assignment. Many Thanks!!!!!
SUBJECT: Dyslexia
Date: 96-12-04 13:50:56 EST
From: Kalg7
Two weeks ago I found out that my 8 year old child is Dyslexic. Does any one have advice on teaching techniques that you have seen work with a dyslexic child you may know? My childs school seems out dated in their techniques, and I just can't afford any of the local tutoring centers.
Please Help. Kalg7@aol.com. Thank You.
SUBJECT: Publish Student Art
Date: 96-12-04 14:09:58 EST
From: IU Revo
The National Educational Service publishes a journal called "Reaching Today's Youth: The Community Circle of Caring Journal," which features Youth Art. If you are using art in any of your programs, they would love to publish it! You can contact Peter Brooks at 800-370-5916. The kids get to see their art published and they get a small fee as well.
SUBJECT: INFO ON SCHOOLS
Date: 96-12-07 15:45:55 EST
From: MMorris812
My son has been diagnosed with ADD. Currently he is in Early childhood
program in the Chicago public school system. We are planning to move out to
either the southwestern or western suburbs. Is there any information on which
schools or school districts have the best programs for kids with learning
disabilities. Thank You
SUBJECT: Re:Cleptomaniac Kid?
Date: 96-12-07 20:40:39 EST
From: WHitchins
Jodi Driver,
Perhaps if you take a few objects and place them in a folder with his name on it (re: klepto student) and tell him he can choose an object to take home each day IF HE DOESN'T TOUCH YOUR THINGS. This worked with one student of mine. It didn't work with another. The one it doesn't work with I've resorted to "Open your backpack. Now, assume the position." and I frisk him.
He managed to take a 10 pound machine home. By the way, does the parent
cooperate? Will they return items to the bus driver for you? Stop class
early enough to do a frisk. Also, take a privilege away that he likes each
time you find he has something. Whitchins
SUBJECT: Re:Cleptomaniac Kid?
Date: 96-12-07 20:44:07 EST
From: WHitchins
dear ratatattat:
Get real. You can legally say, "Have you discussed this with your doctor?" and "What does the doctor say." or "At your next doctor visit maybe you'd like to discuss this." Also, "I'm not suggesting that your child necessarily needs medication, but if you wish, it is something to look into."
SUBJECT: ADVICE PLEASE
Date: 96-12-09 19:23:26 EST
From: RJenksjr
WHOSE DUTY IS IT TO TUBE FED A STUDENT WHO IS IN A SPECIAL ED. CLASSROOM WHO HAS MULTILPE DISABILITIES? (SCHOOL NURSE, TEACHER, PARAPROFESSIONALS) DOES THE STATE OF TEXAS ASSIGN THIS DUTY TO A PARTICULAR PERSON? Subj:
Re: Cleptomaniac Kid?
Date: 96-12-07 20:44:07 EST
From: WHitchins
dear ratatattat:
Get real. You can legally say, "Have you discussed this with your doctor?" and "What does the doctor say." or "At your next doctor visit maybe you'd like to discuss this." Also, "I'm not suggesting that your child necessarily needs medication, but if you wish, it is something to look into."
SUBJECT: ADVICE PLEASE
Date: 96-12-09 19:23:26 EST
From: RJenksjr
WHOSE DUTY IS IT TO TUBE FED A STUDENT WHO IS IN A SPECIAL ED. CLASSROOM WHO HAS MULTILPE DISABILITIES? (SCHOOL NURSE, TEACHER, PARAPROFESSIONALS) DOES THE STATE OF TEXAS ASSIGN THIS DUTY TO A PARTICULAR PERSON?
SUBJECT: Re:ADVICE
PLEASE
Date: 96-12-09 20:45:49 EST
From: Ratatat
<<WHOSE DUTY IS IT TO TUBE FED A STUDENT WHO IS IN A SPECIAL ED. CLASSROOM WHO HAS MULTILPE DISABILITIES? (SCHOOL NURSE, TEACHER, PARAPROFESSIONALS)
DOES THE STATE OF TEXAS ASSIGN THIS DUTY TO A PARTICULAR PERSON? >>
A child who needs to be tube fed should be accommodated under Section 504 of the Rehabilitation Act of 1973. Any school employee who is trained to do the feeding may, unless it requires a special license to do so (such as a nurse and certain kinds of health care issues). I know that the case of child needing assistance post colon surgery required assistance during school hours with auxilliary apparatis and the Supreme Court decided that a school employee could and was required to provide it as a special accommodation under Section 504.
Could a nurse or a teacher do this safely with some training? If so, then that is what needs to happen.
SUBJECT: Re:Dyslexia
Date: 96-12-10 09:22:36 EST
From: SusanS29
"My childs school seems out dated in their techniques, and I just can't afford any of the local tutoring centers."
Having the label of "dyslexia" isn't enough.
You still have to find out just where the process of learning to read is breaking down (it can have multiple and varied causes.) Then you intervene at the point where it breaks down. There is no one solution.
SUBJECT: Re:ADVICE
PLEASE
Date: 96-12-10 09:23:54 EST
From: SusanS29
RJ I hope you find the information you seek but please use both upper and lower case when posting.
Thanks.
SusanS29, Host
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-10 22:42:55 EST
From: RhoLaren
Ratatat,
You are probably correct. That is why it is so important to have contracts spell out who is responsible for what. I am sorry. I could not do colon or tube feeding, and would not, even if it meant that the situation would have to go to court. One of the reasons I did not become a nurse was because I gag at certain things. And I do not want to be a nurse simply because some stupid court says I have to. That is going too far. I almost faint at the sight of blood. And, what if something went wrong, who would be held liable? Me, for hurting the child. They would say that "well, she was trained, we trained her, so she must be incompetent."..And I am sure the training would be as comprehensive as other training programs we have been to. I am not trying to offend, but really, there need to be qualified people, not teachers, oh, and when is the teacher supposed to do this, during her lunch hour? Or would some compensatory free time be added? We need qualified people to do some of the things required.
SUBJECT: Selective mute
Date: 96-12-11 17:59:35 EST
From: MatildaK
I have a student in my program that is a selective mute. He does talk to to other children shen nobody is looking. He will not walk by himself, he has to be pulled along all day long. He is in the program since September. He has never sat down. He stands all day. I talk to him all the time trying to encourage him. Can you please give me some advice. ThanksSubj:
Re: resources/son needs help
Date: 96-12-12 13:36:58 EST
From: BStud82917
Educators PulishingService, Inc. 31 Smith Place, Cambridge, MASS 02138-1000
1-800-225-5750 is excellent reource catelog for LD materials both
workbooks, methodology,research
Also High Noon Books 20 Commercial Boulevard, Novato,CA 94949-6191 1-800-422-7249 FAX 415-883-3720 this catelog has many low reading level, high interest books to engage older beginning reader.
Both been very useful to me and my 3 kids.
In rural area is hard- need to demand testing from school district and also
services. If they do not have available appropriate program you may need to
consider residential placement at a certified non public school specifically
designed for LD kids. If you go through the due process, you may achieve
placement at district expense. Not the best solution but.... See postings
on legal rights, IEP, testing for details. First step is to request in
writing that son be tested. (written request starts the legal time lines
under IDEA (individuals with disabilities educational act)) Good luck
Also contact the Orton Dyslexia Society and the Learning Disabilities Association. Either or both may have local parent groups or local conferences planned to educate both parents and teachers.
Usually well worth your time and effort and $$ to attend. Both have national 800 numbers.
SUBJECT: Re:Dyslexia
Date: 96-12-13 18:01:54 EST
From: Dr oz
susan gave you good advice - labels don't mean a thing - you need to deal
with the problem
SUBJECT: Re:Selective mute
Date: 96-12-13 18:03:53 EST
From: Dr oz
don't let silence work - don't let the other children speak for him - don't
read his body language - if he wants something he will have to speak - don;'t
make a big deal about it just say you didn't say you wanted so aI guess you
just don't want any - let the child know you care - maybe you can use a sound
board as a bridge =till he is ready to speak - sound boards, and sign lang.
is communicaton and is the strart of speech
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-13 20:29:46 EST
From: KBADDAMS
RhoLaren
There are lots of things that people don't want to do but have to do in their jobs and in their personal lives. My daughter has had children in her class that have had feeding tubes and have had colostomy bags. For the most part the special ed teachers and parapros have dealt with the routine care. When they've had problems, the county nurse has had to come assist. And often times the parent has to be called when there is a complication. The principal even requested that he be trained so that he would be able to assist if the teacher was absent!
You don't need to be a nurse to do these things as many a caregiver will tell you. There are many things that as a responsible adult (especially one in charge of children) that you may not want to do - but that doesn't mean you don't have to. You just do it because it needs to be done and you try to give the recipient of your care the most dignity and respect possible under the circumstances. And . . . you thank God that it's not your child, your mother, your husband or yourself that's so dependent on others for their basic needs.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 01:03:33 EST
From: RhoLaren
KBADAMS-
You are right in that there are many times in our lives we are called on to do things we did not ever think we could do-and we do them. I reiterate. I DID NOT go into a field wherein these skills would be in demand. We who knew our strengths and weaknesses need to be commended for choosing professions that tapped into our strengths. It has been the definition of the job of the regular teacher which has changed so drastically. At no time were nursing duties ever a part of it. I remember when it was illegal for me to put a band-aid on a child who had an old boo-boo and just wanted some loving. A band-aid went a lloooonnnnngggg way. So, now I am to do invasive procedures? No. This is not fair. There are other people in the schools who have the talents to do this, or they need to be hired. Some of us cannot. period. Should we be denied employment because we cannot do nursing duties? I don't think so. We can disagree. I still could not and would not do it. Or aren't my abilities important? It is not right to ask people who have learned to do bulletin boards for training to be nurses.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 01:06:42 EST
From: RhoLaren
I just reread your letter. I studied to be a TEACHER. I did not study to be a medical worker of any sort. I will not accept the stupidity that because a child needs it I have to do it. That is blatantly wrong. Let a nurse, an aide, a para, etc., do it. I did not go into a field where my dealings with children necessitated invasive medical procedures. And I would not expect a pediatric nurse, etc., to teach a child to read, because some bozo decided that that would now be part of her duties.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 13:08:54 EST
From: SusanS29
"And I would not expect a pediatric nurse, etc., to teach a child to read, because some bozo decided that that would now be part of her duties."
Good parallel, Laren!
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 14:14:50 EST
From: Ratatat
<< I did not go into a field where my dealings with children necessitated
invasive medical procedures. And I would not expect a pediatric nurse, etc.,
to teach a child to read, because some bozo decided that that would now be
part of her duties.>>
I understand what you are saying, but understand that many of these "related services" are not considered "medical procedures."
I understand your frustration, but if a child needs one of these procedures during school hours in order to attend school, then to *not* provide it would be discriminating against someone based on their disability. It's an issue of access.
BTW, the bozos who decided this were the Justices of the Supreme Court of the United States. This issue has been decided at that level. The Court did say that a person with appropriate qualifications and training should be the one to provide the related service. So, depending on what the service is, it could dictate the level of training of the person carrying it out - in the case of non-sterile catheritization, for example, it would require the services of a school nurse. I don't know about tube feeding-a medical expert would have to state the level of expertise required.
SUBJECT: Re:ADVICE
PLEASE
Date: 96-12-14 14:19:47 EST
From: KAddams
<<I did not go into a field where my dealings with children necessitated
invasive medical procedures. And I would not expect a pediatric nurse, etc.,
to teach a child to read, because some bozo decided that that would now be
part of her duties.>>
Tube feedings and colostomy bag changes are not invasive medical procedures and they do not, under normal conditions, require a pediatric nurse. According to those bozos, if a procedure required a nurse then you would not be obligated to do it. So you see that your argument doesn't hold up!
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 22:08:25 EST
From: SusanS29
"I understand what you are saying, but understand that many of these "related services" are not considered "medical procedures.""
But they've only been re-classified as "non-medical procedures" in the past ten years or less.
I have to say that I would be *extremely* uncomfortable with some of the things listed here. In fact, I wouldn't be willing to do them.
What I'm good at is *teaching.* I'm not good at those other things, and I really don't want to do them.
"I understand your frustration, but if a child needs one of these procedures during school hours in order to attend school, then to *not* provide it would be discriminating against someone based on their disability. It's an issue of access."
On that point I *absolutely* agree. Where I disagree is that the teacher's time should *ever* be taken up with them. That's not what teachers are there for.
This is more of the old mentality that believes that teachers are possessors of infinite amounts of time... the administrators can *always* require more of them, and somehow they will get it all done-and education won't be affected.
They can get it done, but every minute taken away from teaching is ... well... time taken away from teaching.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-14 22:10:44 EST
From: SusanS29
"Tube feedings and colostomy bag changes are not invasive medical procedures and they do not, under normal conditions, require a pediatric nurse. According to those bozos, if a procedure required a nurse then you would not be obligated to do it. So you see that your argument doesn't hold up! "
It doesn't require a pediatric nurse. It also doesn't require a *teacher.*
Since schools really should have nurses anyway they should already have someone who is familiar with and competent with these tasks.
I was an outstanding teacher. But I came to the classroom to TEACH, not change colostomy bags and manage feeding tubes.
In fact I would walk out of such a job and not look back, because it would be
clear that my teaching skills weren't valued. It would be clear that the
administration didn't care how much their policies interfered with
*teaching.*
SUBJECT: Re:ADVICE PLEASE - SusanS29
Date: 96-12-15 13:34:32 EST
From: KAddams
<<I was an outstanding teacher. But I came to the classroom to TEACH, not
change colostomy bags and manage feeding tubes.>>
SusanS29 - I must say that I am very dissappointed in your attitude. As you and I both know, it is easy to say that schools really should have nurses but the fact is they usually don't. So what would you have the school system do with these children - put them in a center with other children like themselves so that they can justify the cost of an on-premises nurse? Doesn't that run against the whole trend of inclusive environments. Do you think that an *outstanding teacher* should be exempt from certain activities simply because she/he feels that it is not teaching? I think that an outstanding teacher would be able to find the compassion to deal with such a situation, would meet the challenges of it, accept the responsiblity for it and learn from it as well as be able to teach others from it. I think that if one truly wishes to be an outstanding teacher then they should strive to be an outstanding human being.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-15 18:24:41 EST
From: RhoLaren
KADDAMS-
What you are asked to do depends on the state you live in, and your school contract. Period. No one ever asked the regular education teacher in the last twenty years whether or not he/she had the mind set, capabilities, desire, etc., to do some of these things. Perhaps, if, from the original inception of PL-94-142, classroom teachers, and their specific organizations, had had equal participation in designing the implementation of the law, and its descendents, we would not be using electricity on these boards discussing it. The regular education teachers would have insisted that there be a special person in the school to deal with these situations. BTW, and when would the regular education teacher do these things? - in the classroom with 30 children maybe being out of control? on her own non-compensated time? leave the class unsupervised to perform these functionhs? The above are all considerations the regular ed teacher must consider (and the special ed teacher, too) and no one really cares to answer them. If we DARE complain that some things are really our of our jurisdiction, we are met with the "you really do not love children" stuff. There is a big difference between saying a child should not be in school, and saying that "I personally" do not want to perform certain functions. Maybe I should have got myself classified, and could have had an IEP saying that I could not handle certain aspects of the job. This was facetious, but no one person can have abilities in all areas. period.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-15 18:26:36 EST
From: RhoLaren
Ratatat
The Supreme court did not say WHO needs to do some of these procedures, just that they need to be done. Had they said WHO, specifically, then no teacher contract, or state law could specify anyone other than the classroom teacher was able to perform these functions. Sorry, but saying that a procedure must be performed is a far cry from saying WHO must do it.
SUBJECT: Re:ADVICE PLEASE
- SusanS29
Date: 96-12-15 18:29:09 EST
From: RhoLaren
I think you are talking about dumping, one of the reasons that many people are so adamant against IDEA. NO, the classroom teacher should not be used for these procedures. The school system must hire the appropriate personnel. period. Money is no excuse, as we have been told on these boards.Subj:
Re: ADVICE PLEASE
Date: 96-12-15 20:16:35 EST
From: Ratatat
<<The Supreme court did not say WHO needs to do some of these procedures,
just that they need to be done. >>
Actually, if you go back and re-read my post very carefully you can see that they did infer "who". It is a qualified statement regarding non-medical procedures. If you want me to I could go back and pull out the case law and copy it here. It was Taltos vs. ?? and I forget what year.
SUBJECT: Re:ADVICE
PLEASE
Date: 96-12-15 20:19:29 EST
From: Ratatat
<<The Court did say that a person with appropriate qualifications and
training should be the one to provide the related service. So, depending on
what the service is, it could dictate the level of training of the person
carrying it out>>
Here is the qualifying statement. Notice that is mentions "qualified people." Whether you are qualified to perform a certain task depends on the task at hand. It's all very conditional.
SUBJECT: Re: A parent's response:
Date: 96-12-15 21:40:43 EST
From: Lmazzola
Although I do not have any children who require such assistance, if I did, I would not WANT nor EXPECT an unqualified teacher to perform what is essentially a MEDICAL task. I don't care how you classify it....it is still a MEDICAL task that is required in order for the child to receive a FAPE. It is NOT part of the education. It is however, part of facilitating the education of the child.
Just my humble opinion.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-16 00:30:38 EST
From: SusanS29
"SusanS29 - I must say that I am very dissappointed in your attitude. As you and I both know, it is easy to say that schools really should have nurses but the fact is they usually don't."
Where I am a school district won't be certified as satisfactory unless they have nurses. Perhaps they usually don't where you are, but that doesn't make them the norm.
"So what would you have the school system do with these children - put them in a center with other children like themselves so that they can justify the cost of an on-premises nurse? "
Did I SAY that? No, I didn't, so PLEASE don't put words (and ESPECIALLY attitudes) that I don't hold in my mouth. I don't appreciate it!
I'm a TEACHER. That's what I want to spend my time doing. There are always multiple solutions to any problem. Since these tasks apparently don't require a nurse, train a teacher's aide (for example) to do these things, so that teaching can progress uninterrupted. There are probably five other solutions as well.
"Doesn't that run against the whole trend of inclusive environments. "
No, it really doesn't. The way to inclusion well is *not* to overwhelm the teachers. That sort of attitude is what dooms inclusion. By the way I'm a big fan of inclusion, especially for those who were segregated out because of physical difficulties. I think that was *particularly* indefensible.
"Do you think that an *outstanding teacher* should be exempt from certain activities simply because she/he feels that it is not teaching?"
YES. FEELS it isn't teaching? These activities are NOT TEACHING. There's nothing "feels" about it.
"I think that an outstanding teacher would be able to find the compassion to deal with such a situation."
There's nothing about this that has anything to do with compassion.
The point of my post was that teachers' time is *constantly* infringed upon.* The administration so often assumes that a teacher can take on more and more non-teaching activities *without any negative impact on how much teaching is done.* When examined dispassionately, that's an indefensible stand. It has nothing to do whatsoever with either compassion or "who should be mainstreamed." It has everything to do with how we're going to use our teachers' finite time.
" I think that if one truly wishes to be an outstanding teacher then they should strive to be an outstanding human being. "
You are VERY close to making an ad hominem, or personal attack. Please do not make unwarranted assumptions from people's posts and then make negative interpretations based on those unwarranted assumptions.
All-this is a heated topic. PLEASE avoid attacking the posters (I say this now as host of this area). Stick to the content.
SUBJECT: qualifies
Date: 96-12-16 10:33:27 EST
From: RhoLaren
Ratatat,
Words such as "qualified" are value laden words open to mucho interpretation. A case could be made either way if a regular education teacher tried to challenge this, even in light of the Supreme Court ruling. What it comes down to, is a bozo ruling, the Supreme Court does make these, you know. And it would be a bozo school district that let a teacher do some of these procedures unless the teacher had some skills beyond the usual certification nonsense.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-16 10:36:53 EST
From: RhoLaren
No one has answered my question about when and where the classroom teacher is supposed to perform these functions. It seems that no one wants to target questions such as these. This has been the case for the last 20years. No wonder some reg teachers are fed up with IDEA. Shame, too, to throw out the baby with the bath water. Whenever a classroom teacher would ask questions such as these, over the last 20 years, we have been told we do not have compassion, or some other such idiocy. We are sick and tired of being asked to do things that are outside our areas of training, expertise, reasons we went into classroom teaching. If certain things need to be done, get a really qualified person. Look at some of the postings on this special ed board. The regular education teachers are finally speaking up. And, they are finally getting involved in writing legislators. Took us 20 years to get to that point. Maybe it is people who humiliate us constantly and who will not listen to us or ANSWER OUR QUESTIONS who have caused this. Shame, too. IDEA is a good thing.
SUBJECT: Re:to tie shoes
Date: 96-12-19 21:33:48 EST
From: Scottilovr
How about giving up on the shoelaces and using sneakers with velcro or slip on shoes? Ease his or her frustration. You may want to rig up a Fake shoe and shoelace (like the toys used to teach these primary skills) so that they can practice if they want to.
SUBJECT: Re:ADVICE PLEASE
Date: 96-12-21 00:59:16 EST
From: DebbieFr
<<I could go back and pull out the case law and copy it here. It was Taltos
vs. ??>>
I believe the party was the Irving Independent School District in Texas. The young lady in question has spinal bifida and needed to be cathererized. She has since graduated from high school.
SUBJECT: Re:Public School Programs in
Date: 96-12-23 15:45:34 EST
From: HOGFLATS
Re public schools in NC---Don't do it ! We are 42nd in the nation in pay, and sure to fall. Education has become totally political. The students come LAST in our schools. The state has set up a guaranteed failure program for teachers and schools. Take my advice.....RUN!
SUBJECT: NEED HORROR STORIES
Date: 96-12-23 20:12:27 EST
From: Wheels2082
Working on improving the IDEA act. Need horror stories about your dealings with the Special Education System. Will forward them to members of Congress. Please leave them here on this board, or e-mail them under the heading "HORROR STORIES" TO WHEELS2082.
Thanks.
SUBJECT: Re:NEED HORROR STORIES
Date: 96-12-25 01:56:46 EST
From: Jmrw
You are working on IDEA in your state trying to change federal law? Or do you work in Washington? Which part of IDEA are you targeting? Please tell more information so we have an idea of which portion of the law you are working on. Thanks.
SUBJECT: Re:NEED HORROR STORIES
Date: 96-12-25 21:08:04 EST
From: Wheels2082
Working on the Federal level on this one. Main concentrations are on adding two more things to the law to improve current situations: FIRST MORE COURSES FOR NEW TEACHERS IN TRAINING ON SPECIAL EDUCATION AND SECOND PARENTS FROM MINUTE ONE OF IDENTIFICATION ARE TO BE INFORMED OF THEIR RIGHTS. Both areas are poorly done and don't trust to leave both things to the state for them to be done.
Right now doing everything through the e-mail. Got a wonderful list of 245 Senators and Congresspeople to e-mail thanks to the Congressional Quarterly.
Dawn
Special Education Advocate
Online teacher
SUBJECT: Re:HELP from The Arc
Date: 96-12-28 11:06:30 EST
From: TWarren102
As past-president of our local Arc chapter, I've found and been involved with several incidents where our Executive Director has been able to be successfully involved with parent/guardians in making sure students with disabilities have been properly served by public school programs. Your local Arc chapter should have the knowledge and resources to help with many troubling areas in Special Education. Give them a call.
SUBJECT: Re:Lack of
Desire
Date: 96-12-28 15:18:31 EST
From: JOLYR
First of all, punishment if definitely not the way to go, especially if there is no motivation! The first thing you need to do is establish what does motivate him, and build from there. Secondly, DO NOT set goals that are unattainable, for instance if he is failing every subject, do not expect him to pass them all with A's by the time you are done! A reasonable goal would be to pass them with a D or better! Getting credit for the classes is the most important thing right now!! What you might want to do is set up a reward schedule. What I mean by this is create smaller goals within the ultimate goal. For instance getting his homework done each night might be a goal! If he does this everyday at the end of the week he gets a reward!! Or you might start out daily and then move to weekly! Next you must establish an ultimate reward for passing all of his classes! And this is something that you would have to decide on with your son! Now, contacting each of his teachers would also be beneficial in that you can let them know what you are doing so that they can reinforce it at school! Eventually you will want to eliminate the small rewards and only use the reward for passing grades!
Finally, you must be consistent!! If he get's all his homework done, reward
him, if he doesn't get his math done, no reward! PERIOD!! A lack of
consistency will create a sense of insincerity when it comes to the contract,
and it will not work. If you have any questions please email me at
JOLYR@aol.com
SUBJECT: daughter needs aid
Date: 96-12-28 17:29:11 EST
From: BSmithNoVa
Help! My daugther's IEP is coming up. Her regular classroom teacher wants her to get an aid. I am afraid that that won't happen since I had to insist that the use of a computer be on the IEP last year over the objections of the LD teacher. My daughter has the label OHI and has been tested with an IQ such that some recommend the MMR program. No one around here has anything good to say about that program.
When do I get the committment for an aid? At the IEP meeting? Is this part of the current level of functioning? Where? I need Help? Thanks in advance.
BarbaraSubj:
Re: daughter needs aid
Date: 96-12-28 17:55:35 EST
From: Wheels2082
Barbara,
The IEP spells out what services a student receives for the period of the IEP. If an aide is required for her in the IEP, the district must comply.
Dawn
Special Education Advocate
Online Teacher
SUBJECT: Re: daughter needs an aid
Date: 96-12-28 21:14:45 EST
From: CarolO5940
Barbara,
She's right, the IEP dictates services that need to be provided for the covered period. Further advice would be to sit down with the classroom teacher and document when and why your child needs an aid. If her goals and objectives cannot be met without the assistance of an aid , then the district must provide one. Are her needs behavioral or academic? Does she need one to one instruction in order to be successful? Would the needs of the other children in the class be unmet to a significant degree if an aid was not available to your child? Why hasn't this year been successful for her? (I'm assuming that is why this addition is being considered.) It is always best to anticipate the questions of the CSE BEFORE your meeting so that you can be prepared to answer them completely. Good luck and keep in touch.
CarolSubj:
Re: Re: daughter needs an ai
Date: 96-12-28 22:37:26 EST
From: BSmithNoVa
Thanks for the help.
Julie has severe ADHD and must be redirected to task all the time.
Her current regular ed teacher is wonderful. but I have had trouble in the past with the principal and am worried about this year. She just finished her trienniel eval and her recorded IQ went from 78 to 68.... although Julie has physical problems- she is ataxic and dyspraxic-they are almost invisible to the untrained eye (like the principal's). In our area, the eligibility and the IEP are done under the direction of the local school. And the local schools are under pressure to keep costs down. Stupid idea,... to put people who don't know much about special ed in chargeof approving services and giving them incentives to keep the #'s down at the same time.
My instinct says that the principal would just as soon ship Julie off to another school... which I really don't want. She has made so much progress in our local school and has become a part of the community.
So again.... where exactly in the IEP is this needed aid to be written in?
Thanks again-and for letting me vent!!
SUBJECT: Re: Re: daughter needs an ai
Date: 96-12-29 01:24:48 EST
From: Wheels2082
<<So again.... where exactly in the IEP is this needed aid to be written
in?>>
Under the services provided area. Make sure you can document the need in case of argument with the cost cutters. If myself was placed under the same test, my disability isn't visible without observation. If you spend enough time around me, you'll eventually pick it up.
Dawn
Special Education Advocate
Online teacher
SUBJECT: Re: daughter needs an aid
Date: 96-12-29 11:02:40 EST
From: CarolO5940
Barbara,
Before the principal can recommend placing your daughter in another school or program, he must be able to say that all other strategies/options have been tried and have failed. The addition of a one to one aid is a reasonable next step. I would imagine that if this went to due process, you would win the right to try everything available to you in order to keep your daughter in her home school. In my district, (Penfield, N.Y.) parents have the option of having a district CSE meeting rather than a school -based meeting if they feel that the issues warrant a higher administrative level. You may also wish to locate an advocate in your area that is skilled in dealing with CSE and the laws that govern them.
SUBJECT: Re:ADVICE PLEASE - SusanS29
Date: 96-12-29 15:13:21 EST
From: TLVAIL
I think that if an outstanding teacher is continually asked to do things outside of teaching, he/she will no longer have time to be an outstanding teacher. Yes, the procedures should be done at schoo, yes the child has a right to be in a inclusive environment, yes, a nurse should be available to perform medical procedures. If the administrators can get the teachers to perform these duties, they will not see a need to have a nurse (or other appropriate medical person) available.
SUBJECT: Re:I Need Help!!
Date: 96-12-29 21:38:02 EST
From: Edadpg766
C Blatt- It is so nice to have a teacher talk about Asst. tec. Your advice was great.
Special Education Advocate from MA.
SUBJECT: Re:ADVICE PLEASE - SusanS29
Date: 96-12-30 01:13:00 EST
From: SusanS29
"I think that if an outstanding teacher is continually asked to do things outside of teaching, he/she will no longer have time to be an outstanding teacher. Yes, the procedures should be done at schoo, yes the child has a right to be in a inclusive environment, yes, a nurse should be available to perform medical procedures. If the administrators can get the teachers to perform these duties, they will not see a need to have a nurse (or other appropriate medical person) available. "
THANK YOU, TLVAIL, for recognizing the very real educational issues involved. Not everyone who thinks dumping yet new and complex procedures on teachers is OK realizes the educational implications.
SUBJECT: Need resources please
Date: 96-12-30 18:32:23 EST
From: IraSend
My daughter is doing a research project on the difficulties of teaching children with physical disabilities in the public schools, and would like some good resources and input both from the teacher's point of view and from the parents' point of view. Any help would be appreciated as would pointers to any web sites which may be of help. She is a junior in high school.
Thank you
Ira Sender
SUBJECT: life skills
Date: 97-01-03 18:52:33 EST
From: CBP711
Does anyone know of a curriculum for a MR populations that teaches life
skills? I know there must me some updated ones? Thanks
SUBJECT: career
education
Date: 97-01-05 16:23:22 EST
From: MCarrie96
im a senior in college , doing an independent study. i need help finding
information on preparing students for the workforce or preparing adult for
the workforce
SUBJECT: Re:ADVICE PLEASE
Date: 97-01-06 00:03:09 EST
From: Truman8
The case is Irving v. Tatro.
SUBJECT: Re:daughter needs aid
Date: 97-01-06 00:09:57 EST
From: Truman8
You are absolutely on the right track. The time to get an aid for your child is at the IEP meeting. If the team agrees that an aid is needed for your child, this should be written on the child's IEP> If the school does (and often they dont') agree to an aid for your child, or the team is unable to give you a straight answer, perserve your objections to your child's IEP. This means that the minutes of the IEP meeting (which you will be asked to sign) must contain a sentence explaining your objection and request for an aid.
This is necessary in the event that you decide to pursue legal action to get the aid yourself.
Hope this answered your question.
SUBJECT: Re: Re: daughter needs an ai
Date: 97-01-06 00:13:27 EST
From: Truman8
If it is an reassurance at all, parents all over the country are faced with schools and administrations who need to keep costs down. You, on the other hand, are trying to get the very best for you daughter.
It sounds as if you have a real goldmine in the regular classroom teacher. Can you meet with her prior to the IEP meeting? The teacher may or may not be willing to go to bat for your daughter. (She is under pressure also from her boss, etc.)
SUBJECT: re: ADVISE PLEASE
Date: 97-01-12 15:03:17 EST
From: BRL62
Okay teachers, get your teacher's license or diploma or whatever it is that says you are a teacher. Where on it does it say that you are a teacher of children who have no special needs? Where does it say that you only have to teach the perfect child? I believe it only says that you are licensed to teach children. All the students in your classroom are children first. Everything else about them is only secondary.
If one of your children has a snotty nose do you wipe it for them? If one of your children vomits do you help the child clean themselves up or do you let lem sit in the classroom with it all over their face? Thank god my child does not go to your school.
When I got pregnant I never in my wildest dreams thought I would have a child with disAbilities. I did not plan it. The point is, there are no guarantees in life. When life gives you lemons you make lemonade.
By the way, my son has cerebral palsy, a tracheostomy, seizure disorder, G-TUBE (heaven forbid), asthma and uses a wheelchair. Thank heaven my son is in a regular classroom where is teacher, teacher's assistant and his aide all love him and are more than willing to learn how to feed him, suction him and teach him. ALL of my son's classmates love him and fight over who gets to push him to lunch, recess, etc.
I feel sorry for you. You will never know the joys of having a child with disAbilities. That is total acceptance of a person and seeing them for what they truly are - A great kid!
SUBJECT: Re:re: ADVISE PLEASE
Date: 97-01-12 16:30:08 EST
From: Mittar
No doubt, there are challenges some of us get and never expect to have . We deal w/ the "lemons" give and as the previous author puts it, make lemonade.
The fear of caring for the child who has greater physical needs than the teacher may be accustomed to may come from fear of a lawsuit. It is a shame it has come to that. I feel that this fear of reprisal has cause many people w/ good intentions to become overly cautious.
SUBJECT: woodcock Johnson-R help me!
Date: 97-01-12 17:11:28 EST
From: JABCDE
When analyzing data from WJ-R for a child who has been retained, do you ...1)
use age or grade norms when figuring discrepancies, 2) split & compare
cognitive to age norms and academic to grade norms, 3) use age norms
across the board? I have been told to use age norms for regular cases, but have never gotten a good answer to this specific problem. I'd appreciate knowing how other special ed teachers deal with this issue.
SUBJECT: Re:re:
ADVISE PLEASE
Date: 97-01-12 20:54:34 EST
From: Wheels2082
Know the feeling of acceptance myself. Was involved with the marching band in high school during my senior year. Was accepted by them. Even attempted to party with my hotel floor before the administrative chaperones busted it. Was even dressed for the occasion.
Dawn
Online teacher
Special Education Advocate
SUBJECT: Re:New information
Date: 97-01-17 17:57:54 EST
From: JJPSY
I am currently a school psychologist in New York. This is my first year and I work with children in Preschool- 1st grade. I was asked my the principle to set up some kind of workshop within the classroom. It could be on anything - conflict resolution, social skills, understanding feelings etc.... If anyone has any information on a good lesson plan for children of this age group I would really appreciate the help. Please E-Mail me with any suggestion.
Thanks;
JJPSY@aol.com
SUBJECT: Re:woodcock Johnson-R help m
Date: 97-01-18 10:08:51 EST
From: KMDMAN
The use of age norms assumes that a child has had the same exposure to the curriculum as his age mates. Since this is impossible for children who have been retained or held out, I think you have to use grade norms. As the child grows older, you will find that it doesn't make a big difference whether you use age or grade norms.
The real villain here is retention. Show your administration the overwhelming evidence that retention doesn't work. If you need some references, let me know.
Barry Lillie
School Psychologist
Bakersfield, CA
SUBJECT: Re:New information
Date: 97-01-18 10:13:17 EST
From: KMDMAN
Take a look at "Skillstreaming the Elementary School Child". It has lesson plans, though you might have to simplify them just a little for your population. Another resource is Developing Understanding of Self and Others by AGS. Good stuff for the colors and shapes crowd!
SUBJECT: to:DMDMAN re Woodcock
Date: 97-01-18 17:29:12 EST
From: JABCDE
barry, thank you for your info. we are up to our eyebrows in testing this
year, and the majority of cases are retentions. it is overwhelming enough
proof to me that keeping the kids back only bought them a year. the learning
difficulties are back, and the profile has not changed. my supervisor has
told me that no matter what my thoughts on the matter, i must use age norms,
as that is how the IQ is normed, and that will avoid comparing apples &
oranges. i will use the age norms as qualifying data, and as i am writing my
ed eval, i will incorporate comparisons with the children's peers using the
grade norms. i thank you for your input. janet
SUBJECT: Re:Public vs. Private
Placem
Date: 97-01-19 11:14:54 EST
From: Warp9Prods
I teach in a small private school for handicapped children. Local public school systems send kids to us that are not handling the public school system and/or are not able to have their needs met in that system.
There are many advantages and some drawbacks to private school placement. The most students that I have ever had in my class totaled 8. My classroom is large enough that I can space the kids farther apart than would be possible in most public school classroom. This allows the students to work without as much distraction. As a teacher, I am able to develop a stronger relationship with each of my students. My class is highly individualized, but we also work quite a bit on social skills. We do have a specific time to work on those social skills, but also deal with issues as they come up. I love being able to provide flexibility within a very structured system! Because our school is fairly small, there is a feeling of closeness almost as if we were the extended family. The staff here knows the disabilities and needs of far more students than just the ones in their own classrooms. We are all working to help every student. The drawbacks are mainly in that those students who are socially more "normal" are sometimes embarrassed to let their friends know that they go to a "special" school. (They would also be embarrassed to let their friends know that they went to a special class within the public school) Of more importance in my opinion, is the fact that for students who are more advanced academically, our school cannot provide all of the resources they would possibly have elsewhere, such as access to the internet and more advanced computer services. Our budget does not allow for such expenditures. Our budget is also the reason that I will soon be seeking a job in the public school sector. Much as I truly love this school, I need more money than they can afford to pay me. Good luck in finding the right school for your son!
SUBJECT: Re:Son needs help
Date: 97-01-24 12:49:05 EST
From: JBF5
My son also has a low IQ in Oct. of 96 I took him to a clinic that was Lindamood-Bell, this is the only thing with everything we have done for the past 5 years that has shown me a real gain.There is really no proof that your IQ can't be changed. Also don't worry about that IQ to much, there is a way for these kids to learn. I finally have the proof. The school in coming to the chicagoland are in March of this year you might want to look into it. If you want e-mail me at JBF5@ aol.com.
I can give you there 800 number I don't have it on me now. I have written a 6 page letter since our son has been through there program and I am working on getting it printed at different papers.
My son is 11, but we have been going through this since he was 6 and the schools won't give him the right kind of help. They just slow the program down for him, that's not teaching him how to learn. He learns differently from most other kids and now we have found out how at Lindamoo-Bell.Subj:
Need Info
Date: 97-01-24 15:28:36 EST
From: JTreece107
Hi, I am just starting out in collage and am VERY intrested in going into
Special Ed. I would like to work with h.s. students who are L.D. or E.D. I am
wondering if any one has any info on collages with exeptinal programs in this
area. i am currently taking my general ed. at a J.C. would realy appriciate
any help. Thanks in advance, a future teacher
SUBJECT: Spec ed information,
please
Date: 97-01-25 13:05:36 EST
From: Bennudriti
I am a grad student in special ed at ODU. One of my classes has asked for us to get different districts' qualifications for clasifying students as "special ed", such as what tests are given, etc. Please, if you can help, email me back with the information..Thank you!
SUBJECT: Confidentiality
Date: 97-01-25 18:29:39 EST
From: JKaplan29
I teach in a small rural school district where many of the students are related. When some of the "regular" students ask about my "special" education students disabilities I answered then on a level that was appropriate for that child to understand and only gave them info. that I thought was necessary. I was told by an administrator that I had to be more careful about confidentiality. I would like to educate the regular students about disabilities. Any suggestions?
SUBJECT: Re:Confidentiality
Date: 97-01-25 20:41:53 EST
From: RNerenbaum
I had a teacher who ran into the same situation when my son Adam (14 years Old now) was in elementary school. She had students come to her and ask her questions, but because she did want to get into a confidentuality problem she just told the parents about it and the parents got the opportunity to come into the classroom usually during health and explain their childs disability. When I went in the kids had so many questions and the one thing they did learn was they did not have to be afraid and they could really help the teacher in the regualr education class. Now every year I have the opportunity to got into the middle school and talk about Down Syndrome. The one thing I have learned over the years there is always one kids in the classroom who has a relative with Down Syndrome. If I can be any further help just e-mail me a RNerenbaum@aol.com.
Good Luck!!
Sara Nerenbaum
SUBJECT: Re:Confidentiality
Date: 97-01-26 18:32:48 EST
From: JABCDE
Our school psychologist, in conjunction with several LD students she counseled, put on a program for our 5th grades last year. The kids researched their own specific disabilities, and with her help, put 3 group presentations together. They asked several resource people to help with crowd control. Group 1 had the children put on oven mitts and try to do things like write, button, tie, etc. They then got an explanation of eye-hand coordination, fine motor difficulties, and visual-motor integration weaknesses. Group 2 took a page from the third grade reading book, and retyped it with floating letters, reversals, transpositions, blurred letters, etc. The children had to try to read the passage and comprehend what they had read. They were then given an explanation about dyslexia, and were provided with the passage in normal print to read. Group 3 had words and numbers written on paper which was glued to the top of a shoebox. On a corresponding wall of the shoebox was a mirror. The children had to copy the material as they saw it, upside down and backwards. They were then told about visual-perceptual weaknesses, etc. All the while, the adult guides were "acting" like teachers, encouraging them to get on with it, "You know how to spell that word, you have to write that word all day. Look, you just wrote that correctly on the other line. Watch what you're doing!" "Button up quick, the class is waiting." etc. You get the picture. The LD kids felt like they were in charge and the experts in an area, and loved the opportunity. Their classmates got an emotional charge being on the other side of the disability, and the regular ed teachers also learned a lesson or two. All in all, well worth the time it took to get it together for all concerned, and the confidentiality issue was broached by the children with the LD's.
