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Archive of Special Education Forum Folder
Resource Room
File Name:  rsroom.txt
65 Pages
May 15, 1995 - June 13, 1997


SUBJECT:   resource rooms   Date:  95-08-06 16:53:53 EDT
From:  DAYZER

I would like some information on teaching a resource room - varying
exceptionalities - class.  I need all the information you can share with
me.
Thanks.


SUBJECT:   Re:resource rooms   Date:  95-08-07 17:53:21 EDT
From:  MUSCLDEN

Ditto for me.....I've been teaching an inclusion 5th grade room for the past
seven years but will be switching to Middle School (6-8) next year focusing
on reading and written language only.


SUBJECT:   Re:resource rooms   Date:  95-08-08 14:12:32 EDT
From:  LINDA HA

I have been teaching in a resource room (Junior /Middle School) for over 20
years.  I work with an excellent reg ed and spec ed staff.  We are
multicategorical.  We have teachers lesson plans to work from. The share
texts, worksheets, project plans, tests, quizzes and everything else they use
in their teaching.  We help modify for kids with various disabilities.  We
modify, teach and reteach from the regular ed classes.  We also meet with reg
ed teachers weekly.  We collaboratively teach in as many areas as possilbe.
This is reinforced in resource room.  Questions?  We do workshops and I will
share anything.


SUBJECT:   Resource   Date:  95-08-08 20:39:46 EDT
From:  CPelle

I have been teaching collaboratively in a middle school with LD and ED
students for 3 years.  How do you teach equally in the classroom with a
regular ed teacher?  Most regular education teachers I work with are
apprehensive about having spec. ed. students in their classroom.  Any
suggestions?

SUBJECT:   Re:resource rooms   Date:  95-08-08 22:44:52 EDT
From:  LADY TANGO

My daughter will be starting her fourth year as a teacher this Sept. She will
be working with 12 language impaired first and second graders.  Do you know
of any resources for high interest, low level reading books?  She's also
interested in everyone's ideas on good language learning projects,
curriculum, methodology, etc.

SUBJECT:   Re:resource rooms   Date:  95-08-09 19:03:57 EDT
From:  LADY TANGO

Regarding the message I left....Please EMail me with any replies. Thanks!


SUBJECT:   Block schedule   Date:  95-08-09 19:38:02 EDT
From:  NOTLYNN

I will be teaching a resource class on block schedule this fall
I am interested in hearing from someone who's been there
please send me some e-mail

SUBJECT:   Re:SLD RESOURCE IDEAS   Date:  95-08-22 23:49:33 EDT
From:  MSquirrel

I AM A SECOND YEAR SLD RESOURCE TEACHER.  I AM IN GREAT NEED OF SOME NEW
IDEAS FOR A SUCCESSFUL CLASSROOM.  IF YOU HAVE ANY IDEAS PLEASE SEND THEM TO
ME THROUGH E-MAIL. THANKS.


SUBJECT:   Re:SLD RESOURCE IDEAS   Date:  95-08-27 12:03:31 EDT
From:  DBGRANT

I have started already at year rounf school in Humboldt county, Calif. I
would be happy to share my ideas and the direction of the program. I have
been a special teacher in day class for elementary LD and also for SED
adolescents 12-18  regular ed teacher elem. and second. address is dbgrant on
aol and [e-mail]

SUBJECT:   Re:SLD RESOURCE IDEAS   Date:  95-08-27 16:15:50 EDT
From:  SChinskey

I am a resource specialist under some pressure to give an inservice to the
regular staff.  No topic has been suggested.  I thought that working with ADD
in the regular classroom might be a good one.  Any suggestions or references
will be appreciated.

Also I am under a great deal of pressure to spend most of my time in the
regular classroom.  Any suggestions.

Email or postings will be appreciated

SUBJECT:   Resource Center   Date:  95-08-31 23:30:19 EDT
From:  LUCKY60113

This will be my first year teaching special education. I would greatly
appreciate any ideas or tips on how to organize the center.
Ex:  Scheduling, grouping, inclusion, etc.........
                                                      Thanks

SUBJECT:
Re:resource rooms   Date:  95-09-01 16:51:48 EDT
From:  AllenD8084

Linda,
Where do you teach?  How many children in each class?  How big is your
school? Etc.?

SUBJECT:   Re:resource rooms   Date:  95-09-02 11:33:53 EDT
From:  BlossomZ

Hi!  I have been teaching self contained SED kids for 15 years and just
recently moved and accepted a position teaching a resource room in a K-3
school.  The district and I are very interested in providing service in an
inclusive manner.  I NEED LOTS OF SUGGESTIONS!!  Please E-mail ASAP!
Thanks!

SUBJECT:   Re:resource rooms   Date:  95-09-03 18:08:11 EDT
From:  AmiJOE1

I have a resource room for children with behavior disorders.( basic emotional
problems, ADD/ADHD, and lots of agression). You are not going to believe
this, but my school system has a huge space crunch and they are buildig
modulars to be attached to the school. I am going to receive one of these
modulars as  they have already put a new third grade in my curent room. Well-
the modulars are not complete and I have to start the year working on an
inclusionary basis until they are finished. I have three grades(1,2,3) and
four  different homerooms as cooperating teachers. They are great teachers
and willing to try anything. Help!- I need to know about how to include
children with severe behavior probelms in a regular setting. They are smart
as a whip !!!I have two assistants. THANK GOODNESS!!!! Please EMAIL me or
post a reply. Thanks AMY JO

SUBJECT:   Re:resource rooms (inclusion)   Date:  95-09-03 21:22:26 EDT
From:  PEGNEWTON

Help!  I have currently moved from 13 years with the elementary gifted
program to a middle school (7th grade) position in the LD program.  We are an
inclusion program ( I go into 2 math and 2 English classes a day) and I have
1 resource period.  This is all new to me.  I would appreciate any
suggestions on how to make this a successful experience for the students, the
regular ed teachers and myself.  I think this can be a great learning
experience for us all.  I have been out of special education for 13 years,
this is my 20th year of teaching.  Any ideas will be greatly appreciated, or
if you are in a similar position I would appreciate corresponding with you.
THanks for a reply!!
-Peggy

SUBJECT:   Re:resource rooms (inclusion)   Date:  95-09-04 01:00:47 EDT
From:  MFinstad

I have a son who is 15 years old with Down syndrome.  He is included with
Learning Center support.  This is his freshman year of high school.  So far
so good.  However, I'd like some input from other parents or teachers
regarding strategies for success.  I have already created a Circle of Friends
last year and he has a manager position for the Frosh football team...but I
need some tips on how to keep expanding his horizons.

MFinstad

SUBJECT:   Re:resource rooms   Date:  95-09-04 01:26:10 EDT
From:  SusanS29

Perhaps some of the kids can excuse themselves from the classroom *before*
they blow. I've done that with some students in the past. The child tells the
teacher "I have to leave," and leaves. After he's out of the classroom the
teacher intercoms to the office and says "Shawn has left for..." whatever
Shawn's escape location is. Usually it was my resource room (surely you'll
have some sort of small office?) Backups were the counselor's office and the
principal's.

"Shawn" had the choice of taking his work with him or of doing work always
waiting for him at his escape place. It was very empowering for these kids to
gain some control over their environment in this way, but being able to
communicate with the office is crucial. The child can't just be free to roam
the school at will.

SUBJECT:   Circle of Friends   Date:  95-09-05 21:38:20 EDT
From:  BET2VETTE

What is the "Circle of Friends"? My daughter is mentally handicapped, 17, and
a junior in high school. She is desperate for a friend. Is the "Circle of
Friends," an organization that can be initiated into her school? Help!
Please e-mail me. Thanks.

SUBJECT:   Re:Resource   Date:  95-09-17 12:14:32 EDT
From:  E3BG

Yes! I am a parent of an ADD/Gifted 11 yr. old.  In Class Support has been a
wonderful plus for him my son and his school.
He is able to be in the regular classroom so that full content material and
class participation is available to him, but his resource teacher is also a
partner to refocus him and urge him to contribute.  The resource teacher, in
our experience is also able to work with any child in the classroom that
needs help, classified or not.  He/she becomes a true PARTNER to the regular
classroom teacher.  Those regular ed. teachers who have the confidence to try
this situation, improve their own teaching skills. They no longer have to
fear a child who is not typical.  They gain strategies and insights into
innovative ways of teaching that benefit all students.  The teachers from my
son's school, (we have a very supportive principal), have gone from fearful
to enthusiasitic. All of them now see the value to this type of
teaching.

SUBJECT:   New in Resource   Date:  95-09-17 15:31:53 EDT
From:  AnnLucille

Hi!  I'm brand new to AOL and also to the resource room.  I'll be working
with 4th and 5th graders (which is perfect since I've spent the last 8 years
in the regular classroom with those grades).  I start pulling out tomorrow,
and I thought I'd give this a try to see if there is anyone out there to give
me any helpful ideas/hints/advice about my new challenge.  Also, are there
any special programs out there that I should be aware of?  I'm anxiously
awaiting a response.  Is anyone out there?   Thanx....

SUBJECT:   ideas and
suggestions   Date:  95-09-18 23:07:02 EDT
From:  Lparz

I am currently working as a term sub in a resource room, at the high school
level (all of my students are in 10th grade).  Most of my students do not
understand why they have to work on their IEP goals and write every day.  All
I am asking is that they write 5 sentences, and I typically get one sentence
after numerous complaints they have nothing to write about.  If anybody could
give me suggestions on how to get the students interested in writing I would
appreciate the e-mail.

SUBJECT:   Re:resource rooms   Date:  95-09-19 18:31:12 EDT
From:  WKing2773

Presently I am teaching at a middle school in 6th grade where we are trying
out inclusion after four years of REI.  I am a first year teacher and could
use any information on how to set up inclusion in the middle school
setting.

SUBJECT:   Re:resource rooms   Date:  95-09-19 18:33:34 EDT
From:  WKing2773

Linda Ha,

I would greatly appreciate any information you can share on your program.
When and where is the workshop available?

SUBJECT:   I need help about full
inclusion   Date:  95-09-23 20:22:46 EDT
From:  Harvey 17

I am writing a paper about full inclusion in the class room.  If anyone has
any information concerning this topic, please e-mail me.
[e-mail]

thanks

SUBJECT:   resource room   Date:  95-09-24 19:52:59 EDT
From:  BRATAM

I am a first year teacher working in the resource/consultation model. I work
with 4th and 5th graders and I would like some creative ideas for working in
this type of situation. E-mail me with your suggestions--BRATAM

SUBJECT:
Re:Motivating kids in the RR   Date:  95-09-27 12:53:05 EDT
From:  AnnLucille

I'm doing my masters project on motivating the unmotivated.  I'm working in a
Resource Room, so I'll use that slant.  I'm also doing a presentation on
dealing with behavior problems in the RR.  If anyone has any new and creative
ideas, suggestions, or references to any specific books/magazines or journal
articles, I'd sure appreciate it...You can E-Mail me...THANKS!

SUBJECT:
Teacher:Aid/student ratios   Date:  95-09-28 08:51:30 EDT
From:  Ratatat

MOVED FROM ANOTHER FOLDER



SUBJECT:   teacher:aid :student ratios   Date:  95-09-27 21:57:03 EDT
From:  STENNIS

interested in how large are resource room classes, how many children
responsible to sped teacher, how many aids she supervises ETC.. for 6th grade


SUBJECT:   Re:Teacher:Aid/student ratios   Date:  95-09-28 08:52:29 EDT
From:  Ratatat

MOVED FROM ANOTHER FOLDER



SUBJECT:   Re:teacher:aid :student ratios   Date:  95-09-27 22:48:42 EDT
From:  DBack51729

I have had 15 kids with out any assistant in mixed 7th and 8th grade classes.
Don't ever do it.  Depending on the kids (behavior, etc...) my school has
found there seems to be a practical ceiling at 5 to 7 per person.


SUBJECT:   Re:Teacher:Aid/student ratios   Date:  95-09-28 08:53:38 EDT
From:  Ratatat

MOVED FROM ANOTHER FOLDER




SUBJECT:   Re:teacher:aid :student ratios   Date:  95-09-28 07:00:13 EDT
From:  KarenL2888

In PA it is illegal to have more than 12 per class in elementary at more than
15 in middle school which I believe is classified at 7th through 9th grades
(not sure about that).  My son was in one class that had 13, (district
claimed they had a State variance which they didnt).  One teacher can handle
13 if they are all on the same page, but when you have so many different
abilities and levels in one class, its a recipe for disaster.  His teacher
retired after that year, and he learned little.  I think National guidelines
for class size are long overdue.


SUBJECT:   Research on Inclusion   Date:  95-10-01 20:51:01 EDT
From:  LACE G

I'm in CA and inclusion is the thing here right now> Does anyone know of any
research/journals/magazines articles on inclusion for learning disabled
students? If you could email and fill me in on where to find some research to
support/critic this theory, I would much appreciate it! Thanks!

SUBJECT:
Re:resource rooms   Date:  95-10-04 20:04:53 EDT
From:  AP80

I've been teaching in a middle school resource room for 11 years.  Most of my
students are learning disabled and expected to get a regular diploma.  Along
with the other excellent advice you've been given, I would add that you must
be FLEXIBLE, enjoy variety (if you're the type that likes to write plans two
weeks in advance, you might be in the wrong field!), and have super
communication and interpersonal skills.

SUBJECT:   Re:Teacher:Aid/student ratios   Date:  95-10-07 16:30:49 EDT
From:  FALUVPA

IN NY IN MY SCHOOL, CLASS SIZE IS UP TO 16 AND 17
IN SOME OF THE ELEMENTARY CLASSROOMS. I HAVE AN
AID FOR ONLY PART OF THE DAY. IT IS VERY VERY DIFFICULT TO TEACH THIS WAY.
THEY HAVE NO VARIANCES AND NO ONE CHECKS UP ON THEM, BUT THE EDUCATION OF
THESE CHILDREN IS WHAT SUFFERS HERE. PARENTS NEED TO BE MORE VOCAL AND TO
KNOW ALL THEIR RIGHTS.

SUBJECT:   Re:Teacher:Aid/student ratios   Date:  95-10-07 22:55:42 EDT
From:  Ratatat

Fal, 16 or 17 is actually a pretty decent number.  I know of classrooms here
with 35 kids, two teachers and a part time aid in elementary level.

Oh, so that you know, posting in all caps is considered *shouting* on-line!
Also, it makes the post harder to read.

SUBJECT:   Information/ideas   Date:  95-10-08 12:29:15 EDT
From:  BClos92278

I am in my second year of being a resource teacher.  Last year I was a
cross-categorical teacher grades 3-5 with a total of 31 students.  This year
I am at a different school and have a total of 20 so far in grades K-5.  Does
anyone have any good ideas for teaching the Dolch Basic Sight Words?  Any
ideas about using  the language experience approach?  I also am receiving two
hearing impaired students in grades K and 1 any suggestions on teaching them
to read?  Our school using a phonics program and it is not any good for the
hearing impaired.  Please E-mail me any ideas or information.

SUBJECT:
Re:Information/ideas   Date:  95-10-09 02:06:00 EDT
From:  SusanS29

" Does anyone have any good ideas for teaching the Dolch Basic Sight Words?"

Yes. E-mail me and I'll send you some information.

SUBJECT:   Re:resource rooms
collaboration   Date:  95-10-10 00:37:22 EDT
From:  WEAJAA

Linda Ha,
I am a psychologist in a junior high setting.  Our teachers have started
co-teaching--a special ed and a regular ed teacher teaching to a mixed class
of sped/non-sped students.  They are interested in any resources available.
I was interested in your message.  I would like to hear from anyone who has
info to share on this approach.  Please E-mail.

SUBJECT:   Re:Circle of Friends   Date:  95-10-18 12:20:09 EDT
From:  HD Ride994

For more information on Circle of Friends contact PEAK Parent Center
1-800-284-0251.

SUBJECT:   IEP MEETINTGS   Date:  95-10-19 22:30:49 EDT
From:  MERYLALICE

does anyone know the legality of the principal adding an objective at the IEP
meeting which tells the Resource Teacher what method to use to achieve her
goals.?   I am an elemenatry school RS teacher.  Please E Mail any
information.

SUBJECT:   Re:IEP MEETINTGS   Date:  95-10-20 06:54:41 EDT
From:  Ratatat

The PARENT is the one who has to sign-off on the IEP to make it official,
regardless of what the principal puts into it.  Does the program/objective
reflect a real goal for the child?  What are you specific objections?

SUBJECT:
Re:resource rooms (inclusion)   Date:  95-10-20 21:20:26 EDT
From:  TSGV

I am a hs resource center teacher.  I currently team with regular ed teachers
in Algebra and History.  My program has been very successful for two reasons.
The regular ed teachers WANT me in their classrooms and are  willing to
accept advice.  We use a real team approach and everyone benefits
--Terry

SUBJECT:   Re:ideas and suggestions   Date:  95-10-20 21:26:01 EDT
From:  TSGV

Have your students correlate their writing for you with an assignment for
another class.  For example , if the goal is to improve proofreading skills
have that student bring an essay from English class to proof with you.  If
the work is meaningful, you will find that they are less resistant.

SUBJECT:
Re:IEP MEETINTGS   Date:  95-10-21 14:26:25 EDT
From:  SusanS29

"does anyone know the legality of the principal adding an objective at the
IEP meeting which tells the Resource Teacher what method to use to achieve
her goals.? "

It's a committee decision. If the bulk of the committee is in agreement, it's
OK. If only the principal wants it (not, for instance, the parent) -- then
it's not.

Now -- objectives have to be measurable, so a good compromise might be to
specify in the measurement part of the objective that progress will be
measured monthly to determine whether or not the method is effective.

SUBJECT:
Re:IEP MEETINTGS   Date:  95-10-21 20:51:58 EDT
From:  Oynk oynk

Due to some problems, my district is increasing the principal's
accountability in making sure IEPs are "right on".  My principal is now
asking for my iep "drafts" prior to the meeting, and making changes then.

The whole thing is kind of ridiculous.  In order to make sure the IEPs are of
a high enough quality, everyone but the parent is deciding what belongs in
the IEP.  To tell you the truth, I am just WAITING for a parent to come in an
make us change the whole dang thing.  It will mean rewriting it for the 4th
or 5th time, but maybe someone will wake up and smell the coffee.

SUBJECT:
Re:IEP MEETINTGS   Date:  95-10-22 20:09:20 EDT
From:  SusanS29

One more example of the school being put between a rock and a hard place.
It's *very* hard to completely write an IEP while in the IEP meeting... but
writing it all in advance is illegal also.

We were provided with stock phrases to use for amount of time spent in
special education and such, which helped. Our IEPs were gone over by our
supervisors *after* the IEP. Occasionally changes had to be made, but it kept
the system the way it's supposed to be -- with the parent participating.

SUBJECT:
Re:resource room size   Date:  95-10-23 21:13:09 EDT
From:  LLMoo

Wow!  I can not believe your class size.  I have 38 kids with a variety of
needs but the ratio is never greater than 6 per teacher for direct
instruction.  I believe a strong component to learning is small group
instruction.  I feel my students make a lot of growth.  E-mail me to find out
more of what I do.

SUBJECT:   Re:resource room size   Date:  95-10-24 22:39:38 EDT
From:  SusanS29

WOW... 38? When I taught (until about 5 years ago) the state limited
*resource* to 20! I almost never had more than three at a time, and fairly
often managed one-to-one.

SUBJECT:   Re:SLD RESOURCE IDEAS   Date:  95-10-25 20:33:53 EDT
From:  CFilanow

LOOKING FOR INFORMATION ON MANAGING A SECONDARY RESOURCE ROOM WITH A 6 PERIOD
ROLL OVER DAY (BLOCK SCHEDULE).  ALSO ANY GOOD IDEAS FOR ORGANIZATIONAL
TECHNIQUES FOR HIGH SCHOOL. REPLIES PLEASE!

SUBJECT:   Re:Resource Center   Date:  95-10-27 14:18:29 EDT
From:  ILUVTOHK

I am not a teacher, I am a parent of a 14 year old daughter who was in
recource. I would like to share with you, my daughters resource experiences.
My daughter Kim had difficulty keeping up with her class when she was in the
first grade. My husband and I were told Kim should be placed in a recource
class. Kim was not hyper, but she did have problems following directions. I
had my daughter tested  by neurologist. I was told  Kim was A.D.D. Then I was
told she was not A.D.D., but she did have a learning disability. The
physician told us kim can do regular class room work as long as she was in a
small class enviorment, and as long as the teacher took the time to make sure
Kim understood her directions. At this time, Kim was now just starting her
5th grade class, and was at a point where she was losing her self esteem at a
very rapid pace. The special resource was an enviorment where it was very
easy for her to socially regress. Almost every child in the class seemed to
come from disfunctional familys. The friends she made in the class had no
upbringing. All of the upbringing and values kimberly was taught at home were
not at prevalent in any of the students in her class.  As far befriending
anyone outside of the class, that was impossible. Kim was the Special
Resource Student. At this point I couldn't sleep at night. I was feeling
totaly inadiquate as a parent. I didn't know how to help my daughter.
I decided it was time to take charge and pulled Kim out of resource. When I
first requested this that my daughter be placed in the regular 5th grade
class, I was told I was making a BIG mistake and I had no idea what I was
doing. I had several meetings with the TEAM as they called themselves, and
still did not get anywhere. A month had gone by, and now I was concerned
about how much she was missing in the 5th grade class that had already
started. With great frustration, I decided to fax a letter to the director of
resources. I told him I wanted her out of resource immediately, no more
meetings.  I was told I was setting Kim up for failure, she was tested at a
2-3 grade level. I felt Kim was getting the same level of work every year,
and if she stayed in resource, she would not progress. I told the Resource
teachers I felt she should have been given much more challenging work, and
should have been treated like a normal student to help  prepare her to move
on. Cany rewards, being treated and talked to like they were pre-schoolers.
Kim was placed in the 5th grade at my request. The class she went into was
reading Johnny Tremaine. I read the book, so I could help her comprehend what
she had read, I put her vocab words in a computer program, that tested her
every night. We did 4-5 hrs. of work nightly. Kim is now in the 8th grade
with a C- average which she has to work very hard for. Kim tells me it's
worth it. She tells me how great it is to be in a class with regular kids and
how good she feels to be doing the same work as them. Each year I introduce
myself to all her teachers, and explain to them that Kim has many gaps in her
education, but she is a hard worker and will be a good student. I felt Being
in resource was a class where the students were just going to graduate with
no future in mind. I feel the resource teachers should look at each
individual student and challenge them so they can get out of the resource
class. I feel the resource teachers need to focus on teaching the students
good study habits and how to be organized. With these skills the students
will be able to go on instead of staying idle.

SUBJECT:   Re:resource room
size   Date:  95-10-29 18:00:49 EDT
From:  RRTeach

In most of NYS, the resource room size is still limited to 20 for elementary
and 25 for secondary with a 5:1 class ration.  The problem at the elementary
level is that most students are seen for 2 periods but the number of students
figure doesn't take this into account.  My district considers only the number
of students and not the amount of time the RR teacher spends with the
student.

NYC was recently permitted to increase RR sizes to 8:1

SUBJECT:
Re:Teacher:Aid/student ratios   Date:  95-11-02 22:45:59 EDT
From:  Blast 8

Last year we had all 6th grade students. Our caseload was 22 most of the time
but did fall to 18.
This was very stressfull because we also had to teach a modified P.E. period.
I felt  a lot of the time was spent on behavior management with little time
for IE.
This year is wonderfull because we only have 11 students.  However, Iam
working with a new teacher who does not have her Special Education Degree.
She is really trying hard and respects my information.  She really makes me
feel part of a team.

SUBJECT:   Re:Information/ideas   Date:  95-11-02 22:57:37 EDT
From:  Blast 8

Our students keep a copy of the Dolch words in thier folders.   We read them
every other day or so.   The students can read any row they want.  I also
enlarged the print-out and copied on blue card stock.  The blue paper seems
easier on the eyes.
We use the ADD program for phonics (Auditory Discrimination In Depth)  This
program deals  with the senses of feeling, seeing, and hearing.  We had a
hearing impaired student and this program worked well with her.  She was a
pretty good reader.  This might work well with your students because they
could feel whether a sound is quite or noisy.

SUBJECT:   Re:Resource Center   Date:  95-11-03 22:16:42 EDT
From:  SConrad

     I completely agree with you.  Kim should have been challenged in the
resource room.  As a RR teacher, I feel the only differences should be a
smaller class size  with fewer distractions and more individual attention.
Your daughter definately should not have been recievingthe same work each
year, and the primary goal should have been to raise her level of functioning
to that of her proper grade level.  Unfortunately, some teachers and CST's do
not see it that way.  It disturbs me as a RR teacher that this goes on.  I
commend you for taking a stand and working so diligently with your daughter.
But I want you to know, that we are not all like that.  I expect each of my
students To go on to college, I simply do not assume anything else.  If they
do not come to me with  the proper social and studey skills...They WILL
develop them...for their sake and the sake of the others in the class.  I
glad your daughter is doing well, and I hope she continues to do so...

SUBJECT:
Re:Block schedule   Date:  95-11-06 00:22:14 EDT
From:  Nimrod Too

The best advice to any teacher is to present lessons in a visual, auditory
and tactile method to meet the varied learning styles of your students.  Find
out what they already know, what they need to learn and how to teach them
your lesson so that they are successful.  I have been working with special
needs kids for over 20 years.  Each is an individual case.

SUBJECT:   Re:resource
rooms   Date:  95-11-06 00:28:26 EDT
From:  Nimrod Too

Inclusive education should only be attempted by persons who have attended
workshops and training programs on inclusive education and co-teaching.
Resource center teachers are not really that different from regular
educators.  Our groups in special education as a general rule are smaller,
but all teachers need to (1) have behavioral rules that are strictly enforced
and (2) a guiding hand to present lessons in a VAK format.

SUBJECT:   learning
problems   Date:  95-11-10 14:29:37 EDT
From:  WERKLELAND

my son is 15 years old, he goes to lansdowne middle, the cousler does not
give me much

help, with my son's learning problems

SUBJECT:   Re:resource room size   Date:  95-11-11 02:23:25 EDT
From:  Oynk oynk

VA mandates 24 total LD resource students, but makes no provisions for the
number of students at one time.  Some teachers see 20 students for half and
hour each and monitor 4 others; while others can have 24 students for 2 1/2
hours daily.

Right now I have 7 students that I see for slightly under 3 hours straight.
They are all SEVERLY impaired and I am very frustrated.  They are great kids,
hard workers and all could make great strides...if I had the time to work
with them.


SUBJECT:   Re: ILUVTOHK-Resouce Rm.   Date:  95-11-11 18:38:57 EDT
From:  AP80

I'm sorry your daughter has difficulties in school and that you have had
trouble finding the right program.  I am a Resource teacher who works with
students who are learning disabled in a middle school.  All of my students
are in regular classes.  My role is tohelp them make up for deficits so that
they can be successful.  I have had several students who go on to college.  I
know of no resource program where the expectations are automatically low
because of a students handicapping condition.  We work hard to squeeze every
bit out of our kids.
Your daughter is fortunate to have a parent who is willing and able to devote
4-5 hours a night so that she can keep up.  There would be fewer students in
Resource rooms if parents had the ability, energy, and time to devote in that
manner.  We can't, however, develop IEPs based on that assumption.
I also use rewards to keep my kids swinging when they're getting tired or
frustrated.  Having an LD means you're going to have to work harder all the
time.  These kids are wonders to work with.  After we've dealt with some
self-esteem issues, organizational issues, and trust issues, they often take
off in a way that I have rarely seen with so-called "regular" kids.  I would
hate to see you indict are resource programs because of your experience, or
assume that all students' learning problems could be solved in the manner
that you chose.  Good luck to you and your daughter.

SUBJECT:   Re:resource rooms   Date:  95-11-14 22:31:27 EDT
From:  AnnToreen

Hi Dayzer,
See board titled Resource Teachers Share. There is a two part message I sent
that outlines some of what I do in my room. I've had good results. If any
questions, e-mail me. Hope it helps. AnnToreen

SUBJECT:   Telling Time   Date:  95-11-25 17:00:45 EDT
From:  TATurtle

Help! I am a Resource teacher working with 4th-5th grade students. I have a
small group of students that are unable to grasp the concept of telling time
on a regular clock. They are all able to read an LCD clock but my district
requires that they be taught to read all ckocks to have achieved their goals.
I have run out of ideas for teaching this concept and I need any and all help
that I can get.                Thanks,     TATurtle


SUBJECT:   Fine motor skills   Date:  95-11-25 20:40:11 EDT
From:  Kanh777

  I am a resource !-4 teacher and am preparing an involved unit in
incorporating fine motor skills with reading, language arts, math, spelling.
This goes along with incorporating occupational therapy in curriculum.
Appreceiate any ideas and suggestions.  Thanks

SUBJECT:   Re:Fine motor skills   Date:  95-11-25 21:16:23 EDT
From:  SusanS29

I'm going to be honest and say that I think it's a bad idea to incorporate OT
and fine-motor skills into the curriculum--if I understand what you're
getting at.

What -- work on pencil control doing work? For these kids, picking up a
pencil actively interferes with writing. I think you should work intensively
with these kids one-on-one so that writing can become as automatic as
possible. Meanwhile they should learn computer skills, because typing uses a
different part of the brain. While they  may have more difficulty than the
average child learning to keyboard, the great majority will find that
keyboard interferes with their thinking a great deal less than any form of
paper-pencil does.

I do not think all LD related issues can or even should be incorporated into
curriculum.

SUBJECT:    TITLE 1 PROGRAMS   Date:  95-11-28 18:29:53 EDT
From:  RGOLD911

LOOKING FOR NEW AND INNOVATIVE PROGRAMS TO HELP DEAL WITH THE MAJOR STATE AND
FEDERAL CUTS.SHARE YOUR IDEAS. LET'S HAVE SOME DIALOGUE.RGOLD911

SUBJECT:   Re:New
& Innovative Resource   Date:  95-12-27 10:35:55 EDT
From:  Jose321

Looking for assistance in joining a present day DH pull out program with an
LD program that has done some inclusion. Grades 1-5   Hope to
cross-categorize next year. Does inclusion work for the lower end of the
spectrum? I have one student with an I.Q. in the upper 50's. I am for
inclusion. Has anyone had experience with this? P.S. The two of us will work
with 30 students total. We have no aids. Funding goes to special students
being transported out of district. Jose

SUBJECT:   Re:New & Innovative Resource   Date:  96-01-01 23:11:54 EDT
From:  NPerez8119

I have a 5 year old son with pdd-autism and he is in a k-3 LH SPEICALDAY
class.  I need to know if recess and lunch period is considered
mainstreaming.  My son's IEP shows 20% mainstreaming but he doesn't get to
visit the regular classroom.

SUBJECT:   Re:New & Innovative Resource   Date:  96-01-04 23:29:02 EDT
From:  Mytdks

Mainstreaming doesn't necessary mean in the regular classroom setting but in
an environment where there are non handicaps children.  So, yes, cafeteria
and PE are considered mainstreaming.  However, you need to have on your
child's IEP the appropriate accomodations and adaptations your child requires
to participate approprately with his/her nondisable peers.
Good Luck


SUBJECT:   Gradebook in Resource Room   Date:  96-01-17 22:15:03 EDT
From:  SHarmsR

Has anyone used or is using an excellent gradebook program that accomodates
the unique qualities of a Resource Room - individualized programming,
multi-subjects, varying grading for grade levels, etc.?  If so, I'd love to
hear from you.  Thanks so much.

SUBJECT:   Re:Fine motor skills   Date:  96-01-23 20:19:38 EDT
From:  HCTA

The mention of keyboarding brings me to this question... I have students
whose IEP's call for use of the word processor. However, these students lack
keyboarding skills. (6th graders) How do you suggest they become more skilled
at keyboarding? (There's so little time in the Resource Room setting)
Thanks!

SUBJECT:   Re:Fine motor skills   Date:  96-01-24 19:04:08 EDT
From:  AP80

HTCA, I also teach 6th graders in a resource room.  I have all of them on a
TYPE IT! software program that teaches keyboarding skills.  They use it when
they have a few minutes left at the end of the period or on Fridays when they
are caught up with everything.  There are no shortcuts to keyboarding skills.
It takes practice-lots of it.  Someday, we may all have computers that will
print what we say, but until then, we need to keep them practicing.   Another
program that I can't remember the name of, but have heard about provides the
rest of the word when a student types the first part.  That speeds things up,
I'm sure.

SUBJECT:   Re:Fine motor skills   Date:  96-01-24 22:41:42 EDT
From:  SusanS29

"I have students whose IEP's call for use of the word processor. However,
these students lack keyboarding skills. (6th graders) How do you suggest they
become more skilled at keyboarding?"

Just let them "hunt and peck." They'll speed up if they do enough of it (I
worked for a man once who could do 80 wpm -- in GERMAN! -- with four
fingers.)

It's been my experience that when a child has trouble with fine motor skills
he or she has more trouble learning to touch-type. It's better than pencil
and paper, but still slower than average. I don't think it should be
rushed.

SUBJECT:   Re:Fine motor skills   Date:  96-01-27 22:48:40 EDT
From:  HCTA

Thanks for your ideas re: typing skills. The trouble I find with the "hunt
and peck" method is my students are becoming frustrated concerning the time
in which it takes them to complete a writing assignment on the word
processor.( I encourage them to use the word processor for the spell check
and legibility issue) Many of my students would rather hand write an
assignment than practice on the word processor.  We'll just keep plugging
away and maybe I can get my hands on a typing software program soon.

SUBJECT:
resource co-dependency   Date:  96-02-06 21:48:45 EDT
From:  BILHI

I've seen a number of instances where a resource teacher I work with
complains that she's tired of typing papers for her LD students... my basic
position is "kwitchyerbitchin", have them do the input work on word
processing and TEACH them to spellcheck, grammarcheck, whatever is needed to
come to the finished product.. I may have missed it somewhere but I think
we're supposed to be helping these kids... not doing their work for them! If
we do do their work , aren't we teaching them how not to do for
themselves...Teaching is not (in my humble opinion) supposed to be a
codependent relationship. Do others out there ever see this occur? Am I just
being a hardcase here? none of these LD kids can't type, and most have had at
least one year of keyboarding in middle school......

SUBJECT:   Re:resource
co-dependency   Date:  96-02-08 01:33:45 EDT
From:  SusanS29

none of these LD kids can't type, and most have had at least one year of
keyboarding in middle school......"

My LD child all but failed keyboarding in middle school (and experienced a
lot of humiliation in front of classmates in the process, as there was no
hiding her lack of progress.) Some kids simply aren't ready for keyboarding
when the school teaches it.

SUBJECT:   Re:Gradebook in Resource Room   Date:  96-02-09 09:24:07 EDT
From:  Heyentah

Re:"Has anyone used or is using an excellent gradebook program that
accomodates the unique qualities of a Resource Room - individualized
programming, multi-subjects, varying grading for grade levels, etc.?  If so,
I'd love to hear from you.  Thanks so much."
DITTO, DITTO, DITTO!!!!!!!!!!!!!!!!!!!!  Please cc me!
*>*
\_/ Heyentah

SUBJECT:   LD teaching resources   Date:  96-02-26 23:22:10 EDT
From:  CleHamLaik

I have been teaching almost 2 years and I am looking for new ways to teach
the required material  so that I don't loose the children's attention.  I
teach ages 10-11.  Does anyone know of any new stuff that I can use??  If so
please e-mail me at CleHamLaik.AOL.

Thanks.


SUBJECT:   Re:IEP MEETINTGS   Date:  96-02-27 18:32:54 EDT
From:  SCJ Morgan

IEP meetings should be composed of a committee of classroom teacher, parent,
Special Ed teacher, Principal who is the chair of the meeting.  All decisions
are committee decisions not the chairs.  The chair can make suggestions but
the committee does not have to accept the suggestion if it is not appropriate
for the child.   SCJ Morgan

SUBJECT:   Re:IEP MEETINTGS   Date:  96-02-27 19:11:30 EDT
From:  SusanS29

"IEP meetings should be composed of a committee of classroom teacher, parent,
Special Ed teacher, Principal who is the chair of the meeting."

I think it may vary from state to state.

Where I am, the IEP committee is required to contain the parent or parents,
the special education teacher and the regular teacher (or other
representative of the child's school district not in special education.)

However, where I am the special education teacher is always the chairperson,
and principals rarely come although counselors often do.

SUBJECT:   LONG & SHORT
TERM MEMORY   Date:  96-03-10 18:31:08 EDT
From:  RZacahry

WE ARE INTERESTED IN ANY INFO ON LONG & SHORT TERM MEMORY DEFICITS, E.G.
TECHNIQUES TO HELP OUR CHILD COPE WITH HER DISABILITY. HER RESOURCE ROOM
TEACHER DOES NOT SEEM TO BE FAMILIAR WITH THIS SPECIFIC DEFICIT.

SUBJECT:
Middle school/RR    Date:  96-03-12 22:19:13 EDT
From:  Netta123

 Info Mid Sch/RR/Consult

SUBJECT:   Re: Middle school/RR    Date:  96-03-15 23:10:43 EDT
From:  Honiedu

     What kind of information are you looking for ??

SUBJECT:   new to thr
resource room   Date:  96-03-23 00:13:03 EDT
From:  AlecChroma

We are presently going through the process of classification for LD and would
be receiving resource room for when our daughter enters third grade.
However, we do not want only support, we would like to have our daughter be
taught in a way she wiil learn the best.  She is dyslexic and is going
through the Orton Gilliam program privately.  She is doing well, but will
probably continue to require assistance for quite some time.  Fortunately she
is bright and has a wonderful tutor now.

What do we look for when going through the process and how can we judge if
classification as well as resource room will be beneficial to our
daughter?

SUBJECT:   vocabulary development   Date:  96-05-05 21:09:50 EDT
From:  SandyHolt

Looking for any strategies which can be used to help students understand
academic vocabulary.

SUBJECT:   Camp for Addh kids   Date:  96-05-08 17:31:50 EDT
From:  LeslyeS777

Can anyone recommend a summer sleepaway camp for kids with minor learning
problems and addh.  I would appreciate any help for my 13 year old girl.  We
live on east coast.

SUBJECT:   Consultant teaching   Date:  96-05-10 16:27:11 EDT
From:  MeCYou

Any information on Consultant teaching would be very helpful to me.  I wiil
be a Resourc/Consultant teacher in a middle school next year after doing
resource for 7 yaers.  I am a little apprehensive--any advice?

SUBJECT:
Re:Information/ideas   Date:  96-05-24 17:37:34 EDT
From:  Riegler2nc

Heh!  I want some too!


SUBJECT:   Re:resource room size   Date:  96-05-31 22:27:47 EDT
From:  PWhite9191

I'm a resource teacher at a new Elementary school to open in the Fall of
1996. I will be the only SLD/EH teacher for grades K-7! I would appreciate
any input reguarding scheduling, materials, behavioral managenet, etc.
Thanks.

SUBJECT:   Re:ideas and suggestions   Date:  96-06-05 16:28:26 EDT
From:  Linnins

Many children don't know where to begin or how to begin a writing assignment.
A story starter framework is very helpful. for example: Today was the worst
day of my life! First,_________. Then, _______________. Next,
________________ . And finally, _____________________. Boy, I hope
____________________________! This kind of structure gives them direction and
some guidelines. Outlining a story idea or story mapping are also useful for
problem writers. Hope it helps.
Pam

SUBJECT:   Classroom Cap Size   Date:  96-06-11 16:13:24 EDT
From:  REITHAR

Hi.  I live in Texas, and I was wondering what the cap size for the resource
or self-contained rooms may be.  I presently teach an LD resource room.  I
currently have 13 students and am bound to get more by the end of August.
Any info an cap size in sp ed would be greatly appreciated.

I once heard that in regular ed that a teacher gets an additional amount of
money for each student over the legal cap size.  Does anyone know anything
about this?

Thanks
RenΘe

SUBJECT:   Re:Classroom Cap Size   Date:  96-06-13 15:14:45 EDT
From:  Caz46

In Illinois we have a cap on LD resource caseload of 22, then an aide may be
added.  However, I reached 31 students with assistance only 2 1/2 periods a
day.,   Next year I will have 35 students, but they agreed to a fulltime
aide!

SUBJECT:   Re:Classroom Cap Size   Date:  96-06-18 19:32:44 EDT
From:  HCTA

In NY state a Special Ed Resource Room teacher is limited to 20 in an el.
school and 25 in a middle or high school. (Groups may not be any larger than
5)

SUBJECT:   Re:resource rooms   Date:  96-06-25 23:52:53 EDT
From:  MUDDLAKE

I just got hired on as a part time resource teacher.  The aides have been
there longer than the teacher.  It seems the program consists of alot of
paperwork (for students), and little interaction with the regular ed
teachers.  The budget is very small, and the reading programs are old.  Any
ideas that won't upset the whole resource room?

SUBJECT:   Re:resource rooms   Date:  96-06-27 18:59:31 EDT
From:  SPEDLRE

I will be in my 2nd year of a middle school program that is just beginning an
inclusion program.  I will be teaching 6th grade and would like to share some
ideas with others on my first year's experience.  In general, the students
learn best if there is support for them with the regular ed curriculum.  What
types of adaptations can be made to reduce the frustration of having to read
material 5-6 levels above what the student is capable.  Another area of
concern was the self-esteem of the "regular" ed students having a special
education teacher in the room.  Thanks Patrick  -spedlre

SUBJECT:   HELP!!!!!   Date:  96-07-01 21:49:34 EDT
From:  VSnider566

I am will be teaching in a Resource Room this fall. This will be my first
year teaching. I will be working with 7-8 grade!!! Please send me any
information on what I can do to help my first year not to be my last year!!!
Please e-mail me at VSnider566!! Thank you


SUBJECT:   Re:Classroom Cap Size   Date:  96-07-10 11:11:42 EDT
From:  Mndy Sharp

In CA, the cap on resource caseload is 28.  In our district, we have a 6 hour
instructional assistant also.  Twenty eight is way too many!  I  serve two
schools for a total of 28.  Servicing two schools makes handling the caseload
much more difficult.

SUBJECT:   writing strategy   Date:  96-07-11 15:06:55 EDT
From:  Terryanng

I'm looking for inofrmation on how to obtain materials for the Coginitve
Strategy Instruction in Writing (CSIW) program.  It is referenced in the
latest issue of Learning Disabilities Research & Practice and comes out of
Michigan State University (Carol Sue Englert).  If anyone has any info, you
can e-mail me at [e-mail] or I will check the message board.
Thanks!!

SUBJECT:   Stuffed Animal Ambassadors   Date:  96-07-13 04:02:45 EDT
From:  TMMarty

I have developed a project that uses bears or beavers (or other stuffed
animals) to teach special needs students the integrated skills of reading,
writing, geography and multi-culturalism. We send the animals to spend 8
months in your claasroom as ambassadors from Calgary (Alberta, Canada)
"bear"ing gifts from and information about Calgary.  After 8 months the
students would send back the animal with informaton about your area.  Your
students would "adopt" the animal for weekends, vacations etc, write in a
journal (provided with the animal) about daily happenings and send back
photos, etc.  I am looking for names and addresses (and e-mail) of schools
and teachers interested in participating.  For more information, or to
participate, contact:
Janet Wees   [e-mail]
T.B. Riley Junior High School
Home: 245 Berwick Drive, N.W., Calgary Alberta CANADA T3K 1P6
Tel:  [phone]

SUBJECT:   Schizophrenia in the classro   Date:  96-07-15 17:54:09 EDT
From:  Signed Me

I will have a student who has been diagnoised as schizophrenic on my caseload
for this hear.  I will be working in a small high school and this student
will be with me in the resource room until we can integrate her into the
regular classroom setting.  I understand she has been in the district for a
while but this will be my first experience with a student with this
diagnosis.  I want to help this student to do well but I have very limited
knowledge.  If anyone has any ideas, suggestions, books related to classroom
settings, personal experiences they are willing to share, I would really
appreciate the help.  I can be reached at: [e-mail]

Thanks much

SUBJECT:   Re:Teacher:Aid/student ratios   Date:  96-07-19 22:10:22 EDT
From:  BAMASMITTY

responding to interest in size of resource rooms,  in the past four years I
have had 25 plus students of varying exceptionalities, grades k-5 in the same
classroom at the same time.  I had a full time assistant.  My class size at
the end of this year was 28, all full time.  Isn't there a legal limit?
That's what they told us in college.

SUBJECT:   SELF-CONTAINED TMR CLASS   Date:  96-07-24 12:17:51 EDT
From:  DonnaJ7273

   I'VE BEEN IN THIS SETTING FOR THE LAST 4 YRS.  DOES ANYONE HAVE ANY NEW
IDEAS TO CREATE NEW AND CHALLENGING MATERIALS OR APPROACHES?

SUBJECT:
Re:SELF-CONTAINED TMR CLASS   Date:  96-07-24 18:18:10 EDT
From:  SusanS29

Donna I do hope you find the information you seek, but please -- post in both
upper and lower case.

Thanks.

SusanS29, Host

SUBJECT:   Low Readers in RR   Date:  96-07-26 19:52:02 EDT
From:  Nellerina

I am looking for the best way to remediate decoding and/or comprehension in a
middle school RR.  I have readers on a 2-3 gr. level.  I have found it
difficult to remediate and help with mainstream work at the same time.  Any
success stories?  Please E-mail me at Nellerina.  Thanks!

SUBJECT:   Re:Motivating
kids in the RR   Date:  96-07-27 09:32:25 EDT
From:  PWhite9191

Two reference books for underachievers are: "They Can But They Don't: Helping
Students Overcome Work Inhibition" by Jerome H. Bruns and "Overachieving
Parents , Underachieving Children" by Dorothy Bodenburg. Both deal with this
subject and offer some real insites.
Hope it helps.
Pam

SUBJECT:   Re:Low Readers in RR   Date:  96-07-31 19:29:25 EDT
From:  SusanS29

Nell increase the amount of time (through the IEP). It's the only way.

SUBJECT:
Re:Resource Center   Date:  96-08-01 16:17:24 EDT
From:  WHysler

It is good to know that there are parents out there that really take a stand
in their childrens education.  I teach K-4 LD Resource and have a children
who I know could accomplish so much more if they had thier parents to support
them.  I like your input on learning study skills most of my 4th graders IEPs
have mainly study skills goals and objectives.  They really need those tools
to help them learn.

SUBJECT:   Re:writing strategy   Date:  96-08-08 12:26:55 EDT
From:  Wolej

I am also looking for the CSIW writing strategy to use with h.s. sped kids.
Please e-mail me with info at [e-mail]

Thanks!

SUBJECT:   Re:writing strategy   Date:  96-08-08 16:02:27 EDT
From:  Caitlin35

Me, too! Could you post the address here if you have it, please? Also, if you
could let us know how it worked for you, that would be great!

SUBJECT:
Dyslexia/Dysphoneidesia   Date:  96-08-10 23:50:36 EDT
From:  PAPOULI

Hello,
  My son is about to start the fifth grade.  He has LD.  There are a few
things that I need to understand better before the school year starts.
  After two years in the resourse room, I asked our RSP teacher to test our
son for dyslexia.  She saw to it that  the test was given, and told us that
our suspicions were correct. Our son had a form of dyslexia called
Dysphoneidesia.  She also told us that our school district does not recognize
the term "dyslexic" but instead our son's problem is written up in the IEP
report as having an "Auditory Processing Deficit".  Not until after our
metting of course did I wonder why not call it Dyslexia? Can someone answer
this for me and also tell me what you know about Dysphoneidesia.     Thank
You.

SUBJECT:   Re:Dyslexia/Dysphoneidesia   Date:  96-08-11 09:25:04 EDT
From:  Ratatat

<<She also told us that our school district does not recognize the term
"dyslexic" but instead our son's problem is written up in the IEP report as
having an "Auditory Processing Deficit".  Not until after our metting of
course did I wonder why not call it Dyslexia? Can someone answer this for me
and also tell me what you know about Dysphoneidesia. >>

Dyslexia is a sort of "umbrella" term meaning a dysfunction (dys) in the
ability to read (lexia - or words).  I'm sure that some kids who have
dyslexia also have an auditory processing deficit.  The trick is to find a
way to help your child learn to read.  The Orton-Gillingham method has proven
most successful with students with dyslexia.

BTW, if this were my child, I would not accept the answer that the district
"does not accept the term dyslexia."  You child probably has an IEP on which
he is classified has having a specific learning disability.  On the IEP
should be an area where his current level or performance is spelled out and
all the areas of struggle should be very clearly detailed in this space, and
to YOUR satisfaction.

Contact NICHCY (National Information Center for Children and Youth with
Disabilities) at 1-800-695-0285 and ask them for information about dyslexia,
remediation of dyslexia, IEPs, the Individuals with Disabilities Education
Act and for the national support groups as well as your local listings for
support groups in your state.  Your best bet is to become highly knowledgable
about all these "finite" terms and rules.

SUBJECT:   Re:Dyslexia/Dysphoneidesia   Date:  96-08-12 00:33:28 EDT
From:  SandyHolt

I just ran across your post by accident.  In our district we can only
recognize those areas which are laid out in our compliance plan with the
state.  It delineates certain diagnostic categories....so a child with a
learning disability in the area of reading would be labeled that and not
dyslexic.  It sounds like your district is similar to that.  Sandy

SUBJECT:
Re:Dyslexia/Dysphoneidesia   Date:  96-08-14 22:38:11 EDT
From:  KatBChat

Orton Gillingham was recommended to you and I would like to suggest the
Wilson Reading Program which is another program developed by the Wilsons
after many years with Orton-Gillingham.  See if anyone in your district has
been trained in either one of these - they may be able to help your son.
Kathy

SUBJECT:   Re:Dyslexia/Dysphoneidesia   Date:  96-08-15 21:14:13 EDT
From:  SusanS29

" Not until after our metting of course did I wonder why not call it
Dyslexia? Can someone answer this for me?"

Because the federal special education laws specify what labels can be
used.

SUBJECT:   Resource Room: Writing ideas   Date:  96-08-16 14:53:57 EDT
From:  ZepJ

I'm desperately looking for some new writing lessons that are appropriate for
grades 1-4. Most of these children are PI and I have them for Replacement
Language. I'd be glad to swap some used lessons for some revitalized ones.

Thanks,
ZepJ


SUBJECT:   Childhood Schizophrenia   Date:  96-08-30 18:52:42 EDT
From:  Glen295

 I need more information on how to use behavior modification with a child
that may be diagnosed with Schizophrenia.  We have tried several things to no
avail.  I need some help!!!!!!!!!!!  This child has an appointment with
psychologist in one week, but what do I do in the meantime to control the
child's behavior.                Glen295

SUBJECT:   Middle School SLP   Date:  96-09-06 06:25:04 EDT
From:  KATHLEE466

I am beginning a new position as an SLP in  a middle school
setting using primarily the collaborative/inclusion model for service
delivery.
 I am looking to exchange email with others in similiar positions
or start an echange online.  Any input from regular ed or resource room
teachers would be greatly appreciated.  It seems to me with the increased
role of the SLP in reading/written language that the distiction between
Resource
Room and SLP services is becoming blurred. What criteria is your school using
to distinguish between the two services?

I have been doing quite a bit of reading to prepare but I would love
 to hear of individual experiences. I don't start until the 16th as I am
finishing up on my present job.

Some of my concerns and issues are:

1. Scheduling:  I have 45+ children on plans ranging from 30-60
 minutes 1-5x per week.   HAs anyone found an easy way to
schedule. I also have 20+ on 15 minutes 1wk.

2. Teachers:  What are your experiences in the classroom?  My
understanding is that I am in a consultant role. If I take over a small
group say in language arts am I writing the lesson plan or is the
teacher? With so many children I don't see how I can do much
 advanced planning.  Has anyone done whole classroom lessons?
  What are your sources for materials?   Are there any traditional
SLP materials that you have found helpful? Has anyone used  Hoskins'
Conversations. Language Intervention for Adolescents?     How
about games?

3. Modifications: What are some of the possibilities. Does anyone
have an unsusal modification that was successful? How about a
imple modification that may be overlooked?

4.  Asperger's Syndrome:  Does anyone have a student at this
 level with Asperger's? I think I will be seeing him 5x per week
and I have never worked with this time of child. I have obtained
all the info available on the web.

5.  Assessment: Which tests or tools are you using?  Again,
I think I will have a limited amount of time for this.  Has anyone
 used the Parrot Language Sampling software?   Are there any
 other tests that are now on computer?  Celf, PPVT, ACLT, etc?
 I assume I will be doing curriculum based language assessment
 on an informal basis but are there any formal tests?  Has anyone
 used the "Analysis of the the Language of Learning: Practical
Test of Metalinguistics" by Blodgett and Cooper?

6.  Computerized instruction. Is there anything you are using
 to help reinforce goals in the classroom? How about utilizing
the WEB?  Although I see lots of possiblities, again I think that
time will prohibit any extensive work in this area.

7. If you are doing any pull out are you using the classrom
materials or speech materials.   Having had a self-contained
language-based classrom I always used curriculum materials
and adapted these for my lessons.  However, it did take an
 enormous amount of time.


Well, I know that there are a lot of questions here. Any infor you
can provide would be of great help.  I am sure once I start this
position, I will have many more.

Good luck in school.

Thanks, Kathy







SUBJECT:   Re:resource rooms   Date:  96-09-07 12:22:37 EDT
From:  KelMung

This is in reference to SusanS29's posting of 09/04 describing
"Shawn'sescape."  I am very interested in pursuing this idea further.  You
mentioned three things I would like to discuss with you--1) Shawn's escape  I
would like to know more about this concept; 2) escape location and 3)
environmental control for Shawn.

Susan, I am studying at the University of Kentucky in educational psychology.
Currently, I am looking for applications of Operant Theory as used in today
educational environments.  Your example of Shawn's escape is very
interesting.  I would like to know more about it.  Is it something you set up
for any child?  Do they have individual escape locations?  How are escape
locations chosen?  How are they organized--you indicated Shawn had work
activities there?  How frewuently are these locations utilized?

My email address is [e-mail] or [e-mail].  Looking forward
to hearing from you soon.

Thanks,
Vince

SUBJECT:   Re:resource rooms   Date:  96-09-07 15:21:41 EDT
From:  SusanS29

"This is in reference to SusanS29's posting of 09/04 describing
"Shawn'sescape."  I am very interested in pursuing this idea further.  You
mentioned three things I would like to discuss with you--1) Shawn's escape  I
would like to know more about this concept; 2) escape location and 3)
environmental control for Shawn."

Here's what we did. But understand that this child already recognized when he
was about to "lose it," so he knew when he had to leave. We didn't have to
work with him to gain that knowledge although it would have been worth it had
it been necessary.

He had two sites he could go to at any time on his own, no questions asked:
my resource room (with three teachers someone was almost always there) or on
the rare occasion no adult was there, the principals office.

At both sites we maintained work he could do without struggle. It wasn't just
busy work, it was review work and was updated periodically. I selected this
work with the student's assistance and agreement. We had such work at both
sites.

He would leave the room, and after he had left, the teacher would "buzz" the
office and say that "Shawn was on his way." They would buzz my room, and if
they got no answer, expect him at the main office.

If he didn't make it to my room, I would have buzzed the office, but he
*always* came. He never, ever once manipulated this option. I think it was
the first time his low tolerance for frustration had ever been treated with
complete respect, with no "What are we gonna do about you?" undertone.

When he came, sometimes he brought his classroom work with him for help. I
would help him, or if the principal was able to spare a moment, he would.

This was written in a formal behavior modification plan appended to his IEP.
Because of his outbursts, this child was approaching the "ten day" suspension
limit, and we really didn't think he belonged in a class for behaviorally
disorderd students.

In fact this intervention worked extremely well and kept him out of a special
education class.

SUBJECT:   Re:Information/ideas   Date:  96-09-18 19:41:24 EDT
From:  Staton RL

Re: Dolch Sight words.  I teach in a K-5 resource class with twenty students.
I use two fun and simple games to teach Dolch sight words.  (We use them as
spelling words, and also have a spelling computer program)  We play
concentration, with homemade laminated index cards, in small quite groups,
and Tic Tac Toe.  Tic Tac Toe involves splitting your students into two equal
ability groups.  Randomly call a word to the first student.  If he can spell
the word they get to put either an "X" or an "O" on the board depending on
what sign their team has been designated.  If the student can't spell the
word the next person on the other team is given an opportunity to try.
Students are not allowed to help each other with the words, or tell each
other where to put the "X" or "O"   Remember to alternate between teams when
calling out words, and call on the next student in line.

I have an excellent class as far as behavior is concerned, (the worst thing
that has happened since school started Aug. 15, is that a  student a student
forgot to put his pencil away).  If you want to chat my e-mail address is
[e-mail]

SUBJECT:   Information/ideas   Date:  96-09-24 23:08:58 EDT
From:  SueDohnim

I am going to start a new position in a resource room in Central NJ. I
haven't been in the classroom for over five years. I would appreciate any
ideas, references, approaches, or strategies for teaching have proven
successful in established resource rooms.

Thanks,

JS from NJ

SUBJECT:   Re:Information/ideas   Date:  96-09-24 23:30:05 EDT
From:  LorBis

JS, where in central NJ?  I also live and teach here.  E-mail if you'd like.
I teach in a resource room.

Laurie

SUBJECT:   My Son Max   Date:  96-09-25 12:59:39 EDT
From:  Sensdepriv

Could someone please recommend a computer reading program for my son. He is 7
(repeating first grade) and has a memory and recall learning disability. He
receives resource room services at his school the maximum amount allowed by
the district. Please reply to [e-mail]

SUBJECT:   Re:My Son Max   Date:  96-09-25 18:30:27 EDT
From:  SusanS29

Sens have you tried Reader Rabbit? Lots of kids really like it.

Meanwhile -- if you think he needs an LD *classroom*  -- the school district
can't refuse "because they don't have any." The programs must reflect the
student's needs, not the students be crammed into what's already available
whether it's suitable or not.

I don't know that this is appropriate, just making sure *you* know.  :)

SUBJECT:
Re:My Son Max   Date:  96-09-28 20:12:27 EDT
From:  GHosk10542

The district cannot have a "maximum time allowable."  The services (time) are
determined by the need of the student, not district needs.

SUBJECT:   Re:My Son
Max   Date:  96-09-28 21:37:51 EDT
From:  SusanS29

"The district cannot have a "maximum time allowable."  The services (time)
are determined by the need of the student, not district needs."

Well, yes and no.

If "resource room" time goes over 50% it's considered a change of placement
to a self-contained classroom even if the child doesn't move. They have to
re-convene the IEP, and do a formal change of placement. Which isn't all that
hard.  :)

But you're absolutely right. The program *must* adjust to meet the child's
needs.

SUBJECT:   Re:resource rooms   Date:  96-09-30 23:00:36 EDT
From:  JNachman

Steck-Vaughn Co. offers wonderful materials for all areas of the curriculum.
The majority of their material is high interest, low readability.  They have
a lot of great chapter books for upper elementary and junior high school
students.  I don't have the address but I will get it for you ASAP.

SUBJECT:   No
computers for Resource   Date:  96-10-02 03:20:44 EDT
From:  PURUIJI

I need some advice.  I work in a uppermiddle class to wealthy suburban school
district as a Resource teacher.  Our elementary and high school district is
booming with new students moving in each year and subdivisions are growing
like corn!   We recently had a ton of $$$ approved for new computers and
technology.  I will be evaluated on whether or not I can use this technology
this year!  Now,  as the royal computer instlallers have placed computers
into our schools the last few weeks, they somehow bypassed the LD/BD Resource
rooms (throghout the district). The special ed. teachers are livid!  The
official reason:  We don't have enough kids to justify a computer in the
room.  Yes, I can go use one of the 25 computers in the Library, but the
regular ed. English teachers usually book the computers about 3 months in
advance for their entire class! Some of the regular ed. teachers have come up
to me last year and asked "if my (LD/BD ) kids are really doing anything so
important that they need to actually be on a computer so long?" I only took
my kids once every 2 weeks for about 15 minutes so I would not bother the
regular ed. teachers and their "colege bound" students! My major fear is one
of my empowered special ed. parents asking me (very soon) why I don't have a
computer for at least some word processing, let alone the Internet for their
special ed. son/daughter?  Does this sound a little like discrimination
against the special ed. population? OK, I know all the kids I see each day
barely fills a regular ed classroom and many won't make it through high
school... (I'lll stop here with all the negative statistics). However, can't
you at least give me an old computer? I brought my own (now defunct company I
believe) Smith Corona word processor in the room and am currently using that
quite a bit.  I can't drag my whole Resorce class to the Library if only one
kid is dictating his Social Studies paragraph to me to type for him while the
others are asking me questions about four other different subjects while I
type.  What do you think?

SUBJECT:   Re:No computers for Resource   Date:  96-10-02 18:43:43 EDT
From:  MarRigby

Before those parents come to you, go to them first and tell them your plight.
Maybe they can make demands to the powers that be.

Also, don't you have a special ed. coordinator that can go to bat for you?
Maybe, the Special Ed. administrator can put some pressure on your school
administration.

How about a letter to the editor of your city newspaper? State the reason why
the computer is so important to the Sp. Ed. student.

And who says that many of our bright LD students aren't college bound???

Marilyn

SUBJECT:   Re:No computers for Resource   Date:  96-10-02 20:49:47 EDT
From:  SusanS29

"Does this sound a little like discrimination against the special ed.
population?""

No. It sounds A LOT like discrimination.

Your parents are your best ally here.

SUBJECT:   Re:No computers for Resource   Date:  96-10-02 22:53:32 EDT
From:  LorBis

I think if the parents ask you why you have no computer, you should send them
to the board, or administrators, or whoever should be supplying you with one
but isn't.  You definitely need one!!

SUBJECT:   Re:No computers for Resource   Date:  96-10-03 20:10:54 EDT
From:  SusanS29

I would go even further and say it openly to parents: "I wish we had
computers in here!"

SUBJECT:   homework and resource   Date:  96-10-05 00:27:11 EDT
From:  BEEZMOM

My daughter has been in Phase II all her life. This fall i changed her
placement. She is in 6th grade. Please don't tell me to change her back to
Specail E. she hated it. The problem is that her homework load is
unbeliveable. She averages 2-3 hours every night. This past Sunday she worked
on a project for 10 hours and some Saturday night. She works so slow. Her
fine motor skills  give her some problems. She love regular ed. so much she
doesn't mind the work. But as a parent I think this is too much. She does go
to resource which helps her alot but in return she has to make up all work
missed. This causes a probem sometimes because whe writes down the wrong
assignment and might spend hours doing the wrong thing. What does a parent
do? Pease respond to Beezmom

SUBJECT:   Re:homework and resource   Date:  96-10-05 22:57:38 EDT
From:  SusanS29

"The problem is that her homework load is unbeliveable. She averages 2-3
hours every night."

You're right. It is too much. Make sure her IEP specifies limits to the
amount of writing she'll have to do and the amount of time she is expected to
spend on homework.

Meanwhile make sure she uses the computer. Get her online. That will get her
typing and it will be fun (don't worry about touch-typing right away).

Also make sure (in the IEP) that she does not have to make up work missed
while in the resource room. That is unconscionable.

What a parent does is holler and scream (if necessary). Quiet and polite
insistence at first will be better.

SUBJECT:   re:susanS29   Date:  96-10-06 01:03:13 EDT
From:  Writes4pay

<<Also make sure (in the IEP) that she does not have to make up work missed
while in the resource room. That is unconscionable.>>
But standard I'm afraid. It's the reason Bobby refused to go to SEARCH in
1st, 2nd and 3rd grade. He said he would be expected to make up the work he
missed and that was "punishing him for being smart". If he were to go to
resource it would be the same way....and he feels "punished for needing
help."
Bobby spends 2-4 hours a night on homework and has since 2nd grade......I am
sure glad I asked for assignment modifications the other day. (Now I know I
wasn't crazy thinking this is to much! Thanks for your wisdom here on the
boards(grin)

SUBJECT:   Math   Date:  96-10-06 15:18:23 EDT
From:  Weavepeace

Is anyone working with a great math program? Mathland, Touch Math,
Lindamood-Bell Math. Please advise for LD kids. Thanks

SUBJECT:   One Computer
Maybe!!   Date:  96-10-06 15:24:17 EDT
From:  PURUIJI

Well, on with the ongoing, but subtle battle, to get a computer into my
Resource Room. Now I hear a rumor that I will get to share a computer with
another Resource teacher.  It will be in her room, not mine.  We will have to
share it with the Speech teacher and the school counselor as well. One of my
enpowered special ed. parents came in one morning to tell me how much I help
her daughter, etc.  She asked "Where is my computer?"  I said that we would
probably have to share one with the 8th grade Resource teacher when we get
one.  Hopefully, this will get the ball rolling.  The reason I don't write
the local paper or raise Holy Hell is that I got a little too "vocal" in my
former school district (25 year old textbooks for some, but not all of my
classes, map of world from 1959, 3 special ed. supervisors in 2 years, 2
vice-principals in 2 years...you get the idea) that I ended up getting a
great reference letter for my new job search after I was told I would not get
tenure.  Actually, I loved teaching there. Salary was the absolute pits, but
the community and school always had a fightig spirit!! School was in a rural
farming community.  No money for the special ed. kids as usual, but I felt I
made a big difference.  I went to the Homecoming football game this past
weekend (after getting repeated letters and phone calls as to why I have not
come to a football game this year from some of the football players) and you
would not believe how many of my kids and regular ed. kids ran up to shake my
hand!  Since I don't have tenure yet in my present school district, I learned
my lesson.  Our special ed. supervisor in our district seems to feel let the
parents put some pressure on the Administration.  When I see a computer, I'll
believe it.  Keep you all posted.  Take care, PURUIJI

SUBJECT:   Accomodations for
Kids   Date:  96-10-06 15:35:45 EDT
From:  PURUIJI

Why do some, not all, regular ed. teachers tell me that we Resource teachers
"enable" our kids by making demands for all sorts of accomodations for them?
I told them there is something called a "Due Process" Hearing when special
ed. parents get really upset. I don't want to be on the other side of the
table if I ever go to one!!  I told them that there is a thing called an IEP.
Some feel I "mother the kids too much...reading major tests enables them...
asking for less homework does not prepare them for high school, etc."  I am
male, 6'4, and 250 pounds!  The regular ed. teachers ask me if my kids will
have an IEP when my kids make it on there first job search?  Some have asked
me if my kids will work only 3 days, but get paid for 5 days because they
have an IEP and are LD?.....Will you follow your kids through life and always
be their Mom or Dad?  Just spouting off some of my feelings!

SUBJECT:   special
education   Date:  96-10-06 18:51:24 EDT
From:  DHarris858

I need some information on teaching learning and behavior disorders for the
science resource room.

SUBJECT:   response to teaching equally   Date:  96-10-06 18:54:02 EDT
From:  DHarris858

I have found that in order for the teacher to be less apprehensive, I can
conference with them and
let them know that I don't think they can't teach this child. I let them in
on I.E.P.'s for the child
and let them make suggestions for me. This eases things some.

SUBJECT:
Re:re:susanS29   Date:  96-10-06 21:56:52 EDT
From:  SusanS29

"But standard I'm afraid."

It really isn't. It's standard in *this* school because no one has stood up
to the intellectual bullies inflicting this on children whose burdens are
already too great.

Stand up to them. Make them reconvene the IEP *just to write this into it --
that he will *not* be required to make up work missed while in Resource. You
*do* have the power to end this.

Gifted programs are a little different because it's assumed the kids are
capable of doing it all more easily.

"Bobby spends 2-4 hours a night on homework and has since 2nd grade..."

You have to put an end to this also. It will have a profoundly negative
effect on your home life over time. School isn't so important that family
function should be disrupted over it. Besides -- it simply isn't *necessary*
to educate him well.

Your son is lucky to have you for a mom. Now get this Make up work thing into
his IEP pronto. :)

SUBJECT:   Re:One Computer Maybe!!   Date:  96-10-06 21:57:53 EDT
From:  SusanS29

" The reason I don't write the local paper or raise Holy Hell is that I got a
little too "vocal" in my former school district..."

That's why I'm saying quietly inform the parents. Let *them* get upset about
it.

SUBJECT:   Re:Accomodations for Kids   Date:  96-10-06 21:59:06 EDT
From:  SusanS29

"Why do some, not all, regular ed. teachers tell me that we Resource teachers
"enable" our kids by making demands for all sorts of accomodations for them?"

I've been there also. In my personal opinion *every single teacher with that
attitude* had other serious flaws as a teacher also.

So when you hear this nonsense, consider the source.  :)

SUBJECT:   Re:resource
rooms   Date:  96-10-13 23:19:07 EDT
From:  JOEWALDO22

Looking for ideas on behavior management for a 6-8 grade self contained
(emotional disorders).
Constructivist?


SUBJECT:   Re:resource rooms   Date:  96-10-14 21:21:54 EDT
From:  JMesker

I am a new Interrelated resource teacher.  I am looking for more ideas to use
in my classroom.  I have 12-15 students that come for various times/reasons.
It is in an elementary school in Dekalb County, Stone Mountain GA.
My email is [e-mail].
Thanks for your help!

SUBJECT:   Re:resource rooms   Date:  96-10-19 13:52:17 EDT
From:  IteachU926

I am an intermediate resource teacher. I work with 4th and 5th graders. I
service them in reading,  language arts and math. I am always looking for new
ideas. Most of them are on a 1st and 2nd grade level. I am currently using
the Stevenson program for reading. Too easy for some and hard for others. I
am trying to find that median!! Any suggestions?

Thanks

SUBJECT:   Re:resource Rooms   Date:  96-10-31 19:34:30 EDT
From:  JPVID

I have a resource room of 5 seventh grade students.  I push-in to most of
their classes and this is the only time they "pull-out" of regular studyhall
to work with me.  The problem is that I am not exactly sure what to do with
them.  I know that sounds silly, but they do not want help!  Frankly, they
are all doing above average work in all of their classes!   I have them for
70 minutes every other day.  If anyone has suggestions about what to do with
them--I would be grateful!
Thanks!

SUBJECT:   Block Scheduling   Date:  96-11-05 15:33:08 EDT
From:  Gtt1701

I am a teacher at a high school that is in the first year of a 4 period day
format. I am working on an assessment of the impact of block scheduling on
Special Education. I am having no luck in finding any research on the
subject. I would appriciate any information, anecdotal or sources of
reference. Please e-mail me at [e-mail]
Thanks

SUBJECT:   Re:IEP MEETINTGS   Date:  96-11-05 16:02:12 EDT
From:  DMcgu14205

In our school IEP meetings are held at the end of the year.  The child's
parents, current teacher, child study team, and school nurse are present.
However, the teacher who is to receive the mainstreamed child is  not there.
At some point during the meeting they might designate next year's teacher.
The only person who is unaware of all this is the teacher in question. In
September the new teacher is surprised with one or more mainstreamed
children, each with 6  or 7 pages of strategies and goals it is now her/his
responsiblities to put into practice even though she/he were never advised or
consulted any of them.  I'm sure there are worse systems, but I thought I'd
vent.

SUBJECT:   Re:IEP MEETINTGS   Date:  96-11-06 10:31:58 EDT
From:  SusanS29

If any of those parents figure out things aren't working well, they can ask
that the IEP be re-convened at any time. So they could ask now, and then the
current teacher would be included.

Clever teachers can plant such seeds in a parent's mind...

SUBJECT:   Re:IEP
MEETINTGS   Date:  96-11-07 00:59:08 EDT
From:  MarRigby

Curiosity strikes: How is it that you have all your annual reviews toward the
end of the year? Don't you get new referrals during the year, or do you just
do a temporary IEP good until the end of the year and re-conviene?

SUBJECT:
Re:IEP MEETINTGS   Date:  96-11-07 10:15:37 EDT
From:  SusanS29

I do know of situations where all IEPs have been written at the end of the
year.

In one case it was an EMR class. Even if the student came to her in January,
she re-wrote the IEP in May, and did them all at once.

However we in the resource room were told to deliberately *accellerate* IEPs
when we had clumps together, because it just wasn't possible to write good
IEPS when you had 20 or 25 to do.

In addition it was a largish school, and we had three resource teachers (one
1/2 time.) We took each others' students and provided services for them so we
could schedule IEPs when the regular classroom teacher was free. Obviously if
we all waited for the last two weeks of school we'd have 50 - 55 IEPS to
schedule, and kids' services would be cancelled all over the place.

SUBJECT:
Re:IEP MEETINTGS   Date:  96-11-07 19:27:33 EDT
From:  MarRigby

Susan:
I would hate to have to write two IEPs on one student (assuming that there is
no change in placement). I like it the way our school does it. The annual
review falls at the same time every year.

We schedule PPTs on Fridays because that is when all supporting staff is
available (psychologist, LSH clinician, etc.). We hire a substitute who
covers for the regular ed. teachers while they are at the meetings. There are
three Sp. Ed. teachers--2 resource, one self-contained. We usually have five
or six meetings per week.

Marilyn

SUBJECT:   re:re: SusanS29   Date:  96-11-08 01:00:59 EDT
From:  Writes4pay

<<Your son is lucky to have you for a mom. Now get this Make up work thing
into his IEP pronto. :)>.
Thanks. Tonight I don't feel that he is so lucky.
He came home today and told me Mr. Eddy has been humilating him publically
these last few days. For instance, Bobby does not have "class assigment
modifications" because he did not want Mr. Eddy pointing them out in class.
There are NONE listed in the IEP at Bobby's request.
Yesterday Mr. Eddy assigned assigned the class to make up and write 15
sentences  then said out loud "Except for Bobby and Zach ...they only have to
do 5."
Bobby wrote these five:
1. I don't like public humilation.
2. I am not supposed to have classroom modifications.
3. I don't know why my teacher embarrasses me.
4. I don't want exceptions made for me in front of my friends.
5. I want a conference with my teacher....NOW!!!
Needless to say Bobby's five sentence choices did not go over well.
Today in Math Mr. Eddy told the class to turn to a page...Bobby was taking to
long to find the page and as he looked through the book for it the teacher
stopped the class and stood there staring at Bobby.
Then he screamed.."Bobby when was the last time you turned a math assignment
in at all let alone one that was complete!"
Bobby was mortified while the whole class sat there waiting for him to find
the right page. (Actually he is not missing ANY assignments this year in any
subjects)
Well tonight was open house. While I was looking at Bobby's projects the
teacher came up to me and said, "I know it's not a conference night but I
have to tell you....I lost it with Bobby today and I went over the line. I
was frustrated, I had some problems outside of school and I blew up at him.
I'm sorry."
I was so angry I was afraid to speak lest I slap his face...so I said "He is
trying...he really is."
He said, "I know he is....and I was out of line but I told him today after it
happened that I was sorry."
He told me again later tonight that he was sorry and he and Bobby would
regroup and start over tommorrow.
When we got in the car to leave I told Bobby the teacher said he had
apologized...Bobby said "He's lying mom....it never happened....but I've
decided to stop dwelling on things. I will not analyze things anymore I'll
just do my best and let the chips fall where they may."
Candy (who tonight is wondering if she is such a good mother why her son is
having so much pain in school.)

SUBJECT:   re:teacher frustration   Date:  96-11-08 01:05:41 EDT
From:  Writes4pay

<<You have to put an end to this also. It will have a profoundly negative
effect on your home life over time. School isn't so important that family
function should be disrupted over it. >>
Our whole life seems to revolve around trying to find different things that
will work. Mr. E, is a perfectly good teacher for the regular kid with
average abilities, the gifted kid with outstanding abilities, and the slow
kid with flawed abilities....unfortunately I have a gifted kid, with flawed
abilities and the teacher seems to take it as a personal affront.
At the beginning of the year Bobby was so happy....he used to say ...."He and
I are bonding mom...we really are."
Now he puts his books on his desk in the morning and roams the hallways until
30 seconds before the tardy bell rings to avoid going into the
classroom......
All I ever wanted was for him to enjoy school......
Candy

SUBJECT:   Re:IEP MEETINTGS   Date:  96-11-08 09:07:06 EDT
From:  SusanS29

"I would hate to have to write two IEPs on one student (assuming that there
is no change in placement)."

Sure -- but it's better than having to write 20 in two weeks. YUCK on that!
(smile)

SUBJECT:   Re:re:re: SusanS29   Date:  96-11-08 09:10:38 EDT
From:  SusanS29

Wait a minute.

You are NOT responsible for this abusive and out-of-control teacher.

However -- are you keeping notes? (Surely you are -- you're a journalist.)

You've done a wonderful job, but it may be time to take the bull by the horns
and deal with this teacher. It's only early November and from where I sit the
school year for Bobby is looking longer and longer...

While I admire his pluck, I doubt at his age he has the full emotional
maturity to handle the assertiveness he needs well over time. Within a year
or so it could well develop into a style that really *isn't* appropriate for
a student -- and he won't know why.

I think it's time for adults to take over. Personally I think you need a good
advocate.

SUBJECT:   Re:re:teacher frustration   Date:  96-11-08 09:11:29 EDT
From:  SusanS29

"Mr. E, is a perfectly good teacher for the regular kid with average
abilities, the gifted kid with outstanding abilities, and the slow kid with
flawed abilities..."

Personally I doubt that.

The standard is "The teacher can tolerate normal variation without LOSING
IT!!!!"

SUBJECT:   re:susanS29   Date:  96-11-08 17:23:08 EDT
From:  Writes4pay

<<Within a year or so it could well develop into a style that really *isn't*
appropriate for a student >>
He is already there.....I am keeping notes but you truly have to uderstand
the way this school works. I hear it from others, I hear it from school board
officials (tongue in cheek) "Is it really as cold and regimented over there
as I hear it is?" etc etc.
We were talking last night and I said "Bobby you HAVE to understand that if
you get a reputation for being defiant then anything that goes wrong will be
blamed on you....that's just the way it is."
He said..."I can't help it mom. I would rather they think I don't care than
to think I'm almost ready to cry from embarrassment. I may not be good in
academics but I have pride and they can't take that away from me no matter
how hard they try. It feels like they want to beat me down until I hate
myself for not being good enough in their eyes...then they are going to
*rescue* me and show me the *right* way....well I'm a good person just the
way I am."
When I see him walk into the gym on PTO night and groups of kids rush to sit
near him or be in his circle....when I see several papers on open house night
that have the line "My best friend" filled out with my son's name...well I
have to wonder. If he is such a rotten kid in the eyes of the school why he
he so well liked? (And I'm talking about the straight A, gifted, athletic
students...not the trouble makers)
Oh well....time for another M-Team (small grin)
Candy

SUBJECT:   Re:Teacher:Aid/student ratio   Date:  96-11-09 20:00:02 EDT
From:  M13048

I had that problem, called and wrote to the state ed...... no longer a
problem!!!!!!!!

SUBJECT:   8th grade Special Ed   Date:  96-11-10 15:11:20 EDT
From:  MWSTSL

I am a new (although not young and inexperienced) special ed. teacher in what
my district calls a resource room.  In reality, I spend 2 periods a day
supposedly co-teaching in mainstream classes, 1 period a day teaching a small
self-contained math class, and 2 periods with 6-8 students in a resource
period which basically turns out to be a time to work on homework.  I work
with 8th graders--an interesting and challenging group.  Most of my students
have LD and/or SEM problems.  I would love to hear from other people who work
with this age.  I am frustrated by problems with my regular ed. team members
not understanding my students' needs.  More than that, however, I would like
to have more info about how people effectively work with this age group.
Because they are going through such a difficult time socially and
emotionally, some of my students do not want help and resist any attempts to
give it to them.  I guess I'm wondering how to help these students deal with
the reality of a disability and how I can more effectively help them.
Resources, books, ideas etc. would be greatly appreciated!!  Feel free to
e-mail them right to me at MWSTSL @ AOL.com  Thanks!!!

SUBJECT:   Lesson
Presentation   Date:  96-11-14 07:12:46 EDT
From:  Jenn238

     I am a grad. student studying spec. edu.  I am writing a paper on lesson
presentations in resource rooms.  I have observed two elementary classes so
far with mostly L. D. kids, and I was wondering if anyone has any tips,
comments, etc.. on what they believe makes a good lesson presentation.  What
do  you think is most important? Etc.... Please respond. I am a desperete
student going crazy!

SUBJECT:   STUDY SKILLS   Date:  96-11-17 01:45:35 EDT
From:  SWEET34636

Does anyone teach a class just in study skills?  I am applying for a position
at a Middle School that would require me to teach a class in study skills.  I
have always taught reading and/or Language Arts.  I would be most interested
in knowing how and what people are teaching in their Study Skills programs.
Please email me or post on this board.  Thanks for your time.

SUBJECT:   IEP   Date:  96-11-18 01:53:01 EDT
From:  SLWags

My daughter goes to catholic school, but receives R.R. services in the public
school.  How do I make sure the regular teacher is following her IEP.  It
seems to me, I have to fight for everything.  I couldn't even get the
state-wide test modified.  It was given in the regular classroom and I know
she was not read the directions or given extra time, etc.  What's the point
of having the IEP if they just ignore it?  What is the law governing spec.
ed. kids in private school?  Thanks for your help.

SUBJECT:   Re:re:re: SusanS29   Date:  96-11-18 10:33:59 EDT
From:  Ratatat

<<Candy (who tonight is wondering if she is such a good mother why her son is
having so much pain in school.)>>

Candy, your are a good mother, you son is a remarkable kid.  The pain comes
from having a teacher who is not professional enough to behave appropriately
and who is utterly clueless as to the damage he can create by one of his
"slips."  Does he have a clue as to the model he is presenting to the other
kids about how to treat people who are doing the very best they can in the
face of some very challenging odds?  The man needs to control himself and
learn some compassion.

In my book, there is NO acceptable excuse for what the said and did to Bobby.
At this point in the year this teacher has no excuse.  He knows what is going
on your with your son, and should be making every effort to modify his own
behavior.  Seems to me that Bobby has more maturity than he does.

You should tell the teacher, and put it in your son's IEP if you need to,
that an absolute rule for dealing with your son is:  PRAISE IN PUBLIC,
REPREMAND IN PRIVATE.

SUBJECT:   Re:IEP   Date:  96-11-18 13:37:52 EDT
From:  SusanS29

"I couldn't even get the state-wide test modified.  It was given in the
regular classroom and I know she was not read the directions or given extra
time, etc.  What's the point of having the IEP if they just ignore it? "

Require them (by putting the request in writing) to remove the test results
from *all* records, since the IEP was not followed.

Put on your calendar for next year two weeks before they give these tests to
visit them in person and also put it in writing that you expect the IEP to be
followed. Specify what modifications the IEP requires.

SUBJECT:   Re:re:re:
SusanS29   Date:  96-11-18 13:40:03 EDT
From:  SusanS29

"You should tell the teacher, and put it in your son's IEP if you need to,
that an absolute rule for dealing with your son is:  PRAISE IN PUBLIC,
REPREMAND IN PRIVATE."

I agree COMPLETELY -- except...

There's no "*if* you need to."

YOU NEED TO.

I think this is serious enough to reconvene the IEP just for that -- which
will also raise the teacher's level of awareness. You might even have to
define "private" (which is *not* whispering at the front of the class, since
every child in the room can read body language and facial expression).

SUBJECT:
Re:IEP   Date:  96-11-18 18:57:00 EDT
From:  R u Niz

Unless I'm mistaken--and my students know that happens--the private school is
not required to follow the IEP.  I've worked with students who attend
parochial school and come to the public school for services.  It is important
to get the public school teacher to communicate with the private school
teacher.  I attended the private school's school board meeting to give a
presentation on learning disabilities and explain the diagnostic procedures.
Then I helped organize a parent support group for the private school.  I also
encouraged them to hire a Sp-Ed teacher full time to reduce the number of
students required to leave the school for services.

I don't have any parochial students this year.  Hopefully the new teacher is
working out well.  You really need to help the teachers from both schools to
connect.  You may meet resistance, but at least try.

Good luck.

SUBJECT:   Re:STUDY SKILLS   Date:  96-11-18 22:46:01 EDT
From:  DEVIL DAD

There are numerous programs on study skills. is in a semester or year long
course? Do you have a budget? Teaching note taking, pre reading activities,
time managment, etc. should be in all. Look to  the University of Kansas and
U of Miami on the net. Their materials are excellent.

SUBJECT:   Re:IEP   Date:  96-11-18 22:51:09 EDT
From:  DEVIL DAD

In PA there is no reqirement for private schools to follow state mandates
such as IEPs. Discrimination against handicapped student is permitted. I am
sure that private school teachers would not abuse this situation, but there
is no enforement procedure in PA other than the parent. If the parent
protests too much than we can imagine the next conference will end with " I
am sure that your child would receive a better education at ......"

SUBJECT:
Re:resource rooms   Date:  96-11-19 22:50:19 EDT
From:  RBP725

I just transferred from a self-contained cross-categorical class serving K-4
to a resource room serving 5-8 (LD, EMH, ADD).  I have been teaching 12 years
and feel like I am in the middle of an ocean and sinking fast.  I need ideas,
suggestions concerning scheduling, goals, meeting individual needs.  I am
torn between true remediation and helping the students succeed in the regular
classroom.  HELP!  [e-mail]

SUBJECT:   wrong e-mail address   Date:  96-11-19 22:52:59 EDT
From:  RBP725

my bad!  my correct address is [e-mail]

SUBJECT:   Re:IEP   Date:  96-11-19 23:24:16 EDT
From:  Ratatat

<<In PA there is no reqirement for private schools to follow state mandates
such as IEPs. Discrimination against handicapped student is permitted.>>

NOT SO!  If it is a private independent school (non-religious) it is
obligation to follow the American's with Disabilities Act, Title III.
Private schools are specifically mentioned.  And some religious schools
accept children who have financial aid, the origins of which are from federal
money.  In this case they have to follow Section 504 of the RA and Title II
of the ADA.

SUBJECT:   re:ratatat   Date:  96-11-22 00:35:02 EDT
From:  Writes4pay

<<The pain comes from having a teacher who is not professional enough to
behave appropriately and who is utterly clueless as to the damage he can
create by one of his "slips." >>
When he entered first grade he was sooooo eager. He wanted to please the
teachers, he was amazed there would be a library right down the hall and he
thought all the new friends he would make were a gift from God. In fifth
grade I see a totally different child, a child who  would rather they think
he doesn't care than he can't do it......a very dangerous attitude IMHO. I
think we are turning it around though. I have always tried to give the
teachers and school benefit of the doubt. This year I am telling my son if he
does not try his best he will answer to me and it will NOT be fun....but I am
also showing him I accept his limitations and it does not change who he is.
He says just knowing that I believe in him has made all the difference in the
world and as long as he has that he won't let the school "hurt" him
anymore.....and consequently he *is* trying harder and taking "risks" in
learning again!  He seems happier and more like a "regular" kid than he has
in a couple of years. Thanks for all your help here......it strengthens my
resolve that I am on the right track!
Candy

SUBJECT:   re:susan   Date:  96-11-22 00:40:28 EDT
From:  Writes4pay

<<YOU NEED TO.

I think this is serious enough to reconvene the IEP just for that -- which
will also raise the teacher's level of awareness. You might even have to
define "private" (which is *not* whispering at the front of the class, since
every child in the room can read body language and facial expression).>>
Well I did the next best thing. I fired off a note to the teacher telling him
what I did not want done anymore.....IE public embarrassment, and Bobby's
name on the board for modifications. It seemed to work. Bobby said it
stopped! Yesterday the class had to write a BUNCH of sentences and underline
verbs and nouns (Bobby gets A++++++++ in Grammar) He called the teacher over
and said he did not know if he could write them all in time. The teacher
QUIETLY told him to go ahead and just write the verbs and subject nouns and
not the whole sentence on each one.
So far so good and it's THURSDAY!!!!!
Candy

SUBJECT:   Re:re:ratatat   Date:  96-11-22 08:38:24 EDT
From:  Ratatat

<< He says just knowing that I believe in him has made all the difference in
the world>>

Candy,

One of the major "themes" that I can away from the CHADD conference with was
that studies are showing tht the kids with disabilities who make it are the
ones who had someone (usually a parent) in their lives who was their
"cheerleader."  Someone who rah-rah-ed them on, encouraging and supporting
them... consistently there when they ventured out into the playing field.

Sounds like you are a great cheerleader!  :-)

SUBJECT:   Re:re:susan   Date:  96-11-22 08:40:41 EDT
From:  Ratatat

<<The teacher QUIETLY told him to go ahead and just write the verbs and
subject nouns and not the whole sentence on each one.>>

Hallelujah!  Finally a perfectly appropriate response and accommdation.
Phew!

P.S.  Candy, I sure do hope you make copies of all your notes.  All notes
(and I mean ALL) that I send to school are either written on my computer with
a copy on the hard drive with a hard copy in a file or they are written on
NCR speedy message forms.

SUBJECT:   Re:IEP   Date:  96-11-22 22:08:45 EDT
From:  SusanS29

"<<In PA there is no reqirement for private schools to follow state mandates
such as IEPs. Discrimination against handicapped student is permitted.>>

NOT SO!  If it is a private independent school (non-religious) it is
obligation to follow the American's with Disabilities Act, Title III."

Private schools have to follow the Americans with Disabilities Act (to a
lesser degree than public schools).

They are not obligated in any way to follow an IEP.

SUBJECT:   re:cheerleading   Date:  96-11-23 12:17:22 EDT
From:  Writes4pay

<<One of the major "themes" that I can away from the CHADD conference with
was that studies are showing tht the kids with disabilities who make it are
the ones who had someone (usually a parent) in their lives who was their
"cheerleader.>>
I guess the "damage control" must be working. Bobby wants to be a
pyschiatrist, an electrical engineer or a lawyer when he grows up. He
evaluates the pros and cons of each one all the time and we have lots of
discussions on why he likes those fields and what colleges offer the best
education in them.
All three careers take a huge amount of education. He says he thinks things
will be a lot better in middle school and high school when he can start
tailoring his classes around his LD. For instance choosing the kind of math
class he can excel in instead of the kind he will bomb.....choosing the
science subject he is an expert in instead of one that involves TONS of rote
math etc.
He really believes he just has to master accomodating his LD on his own with
correct choices and the world will be his oyster.....I tell him he is 100
percent correct!
Candy

SUBJECT:   re:PHEW!    Date:  96-11-23 12:23:14 EDT
From:  Writes4pay

<<Hallelujah!  Finally a perfectly appropriate response and accommdation.
Phew!>>
Susan....I feel the same way!!!!
SInce I left the paper a few weeks ago and took a job that allows me to be
home each day before Bobby (or at the school when dismissed if needed just as
a reminder that I am here if needed :)) Bobby's attitude is improving
dramatically. I believe knowing that I am there to do battle for him and he
does not have to "go it alone" has helped immensly. Also the fact the school
personnel knows I do not have deadlines anymore and can "appear on a moment's
notice" now has changed their attitude. Much more relaxed and way more
accomodating to Bobby's situation.....hmmmmmm I may have found the secret.
Maybe they will find someone else to torment for awhile.
Candy

SUBJECT:   Re:IEP   Date:  96-11-23 16:50:41 EDT
From:  Ratatat

<<Private schools have to follow the Americans with Disabilities Act (to a
lesser degree than public schools).>>

Actually, they have to follow it to the *same degree* as public schools.
Private schools are specifically mentioned under Title III of ADA.  Public
schools fall under Title II of ADA, and then of course under Section 504 and
IDEA.

SUBJECT:   Re:IEP   Date:  96-11-23 21:21:15 EDT
From:  SusanS29

"<<Private schools have to follow the Americans with Disabilities Act (to a
lesser degree than public schools).>>

Actually, they have to follow it to the *same degree* as public schools.  "

Not quite, and here's my thinking.

Under ADA it is possible the school will be required to provide a full time
aide for the classroom, at  the school district's expense.

In a private school, that expense can and will be passed on to the parents.
Big difference. And, at some point a private school can say "This child's
problems are too severe for us. He isn't suitable for our school." And they
can make it stick.

The public school has to provide a suitable education for him.

SUBJECT:
Re:resource co-dependency   Date:  96-11-25 07:54:39 EDT
From:  MBenson214

About students being slow on keyboarding, I usually type their rough draft
exactly as they have written it down and allow them to edit their work on the
word processor.  This gives them something in print to work with and allows
them to practice fingering skills as well as grammar and spelling.  Be sure
to double space the work so they can edit it by hand if they wish before
putting it into the computer.

SUBJECT:   Computers and writ exp   Date:  96-11-25 11:24:51 EDT
From:  SusanS29

MB I think those are excellent solutions.

For some students I've gone even farther.

You can use "search and replace" to replace every period with a perod and
three or four returns. This, combined with enlarging the size of the font,
makes it much easier for some students to edit. Run-on sentences stand out
because they just look too long, for instance.

Then afer editing, you just reverse the process, and the original formatting
returns.

SUBJECT:   PenPals   Date:  96-12-13 00:00:12 EDT
From:  C Blatt

  I  want to  match  my    resource room students  with penpals  in   other
cities and states  outside  NYC  Looking  for teaher  who works with
resource room children in  otther cities and states who work with  chidlren
in grades    4-6.   Would like  to start a Pen   Pal writing prgram for my
students. They don't have  computers.  I am the one that  does.  So  I
would prefer if you could E  Mail me    about your students there  names  and
what      address to send the  letters to.  I have  8-4th graders, 8-5th
graders  and  9-sixth graders.  If interested then  please  E  Mail me so
that  we can discuss this further.

SUBJECT:   Re:PenPals   Date:  96-12-13 18:55:10 EDT
From:  Dr oz

We would love to have pen pals my kids are 3 and 4th graders- but I find that
instead of E-mail faxes work better if you can fax e maiol me

SUBJECT:
Re:Computers and writ exp   Date:  96-12-13 18:55:57 EDT
From:  Dr oz

great tip on spacing - I thilnk I will pass that one one if you don't
milnd

SUBJECT:   Re:IEP   Date:  96-12-14 00:00:21 EDT
From:  Ratatat

<<In a private school, that expense can and will be passed on to the parents.
Big difference. And, at some point a private school can say "This child's
problems are too severe for us. He isn't suitable for our school." And they
can make it stick.>>

Susan, you know I always do my homework.  I did this time too.  Some time ago
I contacted NAIS to ask if the association had any clarification for their
member schools on ADA and disabilities - specifically ADD and learning
disabilities.

They sent to me a document that was sent to all of their member schools.  It
is an interpretation of what ADA means to them, NAIS member schools, written
by their legal counsel.

It was quite interesting.

1) If a severely dyslexic student, or even a blind student, applied to the
school and is otherwise qualified to meet the stated standards and criteria
of the school, the school must accept them.
2) Once accepted, member schools must provide reasonable accommodations to
students with disabilities.

If those students need a full time classroom aide, chances are the best that
the school could do to reduce its costs is to negotiate a 1/2 and 1/2 cost of
the aide with the parents.

By federal government standards, "reasonable" is judged in economic terms.
And when they do that, they look at the overall fiscal health of the school.
Most private independent schools have endowments, and are recipients of some
pretty nice annual giving funds too.  I don't think the feds would be very
sympathetc - nor did the legal counsel of NAIS.

Additionally, if a student is found to have a disability after admission -
then it is pretty clear that the student is otherwise qualified (or he
wouldn't have been admitted in the first place), so once the student is "in"
they have an affirmative obligation to accommodate and provide access to the
education they "sell."

SUBJECT:   Re:IEP   Date:  96-12-14 14:01:33 EDT
From:  SusanS29

"2) Once accepted, member schools must provide reasonable accommodations to
students with disabilities.  "

Yes, that's where the "rub" is, because the schools can persuasively argue
that it isn't "reasonable" to ask them to "pay" for expensive accommodations.
It's always possible to negotiate these things, but my personal opinion is
that private schools would be unlikely to absorb the costs for, say, a full
time aide for one student.

SUBJECT:   Re:IEP   Date:  96-12-14 15:00:28 EDT
From:  Ratatat

<<Yes, that's where the "rub" is, because the schools can persuasively argue
that it isn't "reasonable" to ask them to "pay" for expensive accommodations.
>>

I have been told by an authority that if a child who was otherwise qualified
applied to a private school with the disability of say, severe dyslexia, the
school CANNOT discriminate against that person in the admissions process -
they would have to accommodate their disability even at that phase.

Once accepted, if that child needed a full time "reader" the school would
have to absorb some of the expense - arguing that all of the expense in not
reasonable.  But, they could NOT deny responsibility for a reasonable portion
of the supports.

Another example from a true experience I know of.  A child who is physically
impaired was assigned classes (science) on the second floor of the school
building.  The school had no elevator, and no way to get the child to the
second floor.

Installing an elevator would not be a reasonable accommodation (too
expensive).  However, moving that science class to the first floor would be a
reasonable accommodation.  Or, video taping the class for the student, or
having a video link to a monitor on the first floor would be reasonable -
even if, at the time of the need, the school didn't own the video equipment.

The "reasonable accommodation" issues is *always* judge fiscally.

SUBJECT:
Re:IEP   Date:  96-12-14 23:04:40 EDT
From:  SusanS29

"Installing an elevator would not be a reasonable accommodation (too
expensive).  However, moving that science class to the first floor would be a
reasonable accommodation."

I agree here, but I do not agree that a private school can be forced to incur
additional expenses such as a full-time reader. In fact I've never seen such
an intervention necessary in public schools. There are other ways to handle
it.

That said, it's one thing for an authority to say they have to do it, and
another for it to happen. (I do believe other authorities might disagree with
this opinion.) If one private school were forced to do such a thing once,
word would rapidly spread throughout the private school community, and they
would soon start turning down dyslexic students. They do have the right to do
that.

As you know I'm an enthusiastic supporter of interventions for these kids,
but I do think at some point the public school, with its established special
education system (funded) is the appropriate place. A couple of students with
extremely expensive interventions could put a private school out of business.

But... that's what makes a horse race.  :)

SUBJECT:   subbing in SPED   Date:  96-12-30 15:08:10 EDT
From:  SongBrd222



SUBJECT:     sped help...   Date:    96-12-30 14:02:53 EST
From:    SongBrd222
To:    ANYONE
CC:    SongBrd222



SUBJECT:     SPED Help...   Date:    96-12-30 13:59:29 EST
From:    SongBrd222
To:    ANYONE
CC:    SongBrd222

To any SPED teacher who can help me.. I have a M.A. in Learning Dis. but have
not been teaching for 12 years. I will begin substituting next week as I go
back to school. I've never been a sub before and am a little rusty on the
"latest" developments in the SPED field. I have 2 questions for you.

#1. Can anyone recommend a good book or publication that can get me
"refreshed " in the field of SPED and/or L.D.?

#2. Do you have any ideas for projects/schoolwork for kids K thru 8 that I
can bring with me when I am subbing if the teacher has not left any
guidelines for me.?

Sure would appreciate your help. It's a little scary getting back "into it"
but it is my vocation and I am looking forward to a lot of fun...Thank you so
much for your time. I very much appreciate it.

Sincerely,
[e-mail]  PLEASE E-Mail me if you could..Thank you SO
MUCH !

SUBJECT:   inclusion   Date:  97-01-01 00:48:56 EDT
From:  TPRebman

I moved to a new school this year that has just implemented an inclusion
program.  The school population is overall lower achieving.  I have been
assigned to work with 6 teachers grades K-3.  The problem I am facing is that
I feel as if I am just putting band-aids over problems.  Because I see the
students that need me the most for such a short period of time I do not feel
like I am accomplishing as much as I could be in a resource room setting.  I
am very frustrated because I know I could be doing more for these students if
I was given the opportunity to teach more effectively.  I am not
anti-inclusion, but I do believe that schools need more special ed. staff if
it is to work successfully.  I would like to hear from other teachers who
have any suggestions for me or who are also struggling with inclusion.

SUBJECT:
IEP Madness- HELP!!   Date:  97-01-01 23:15:45 EDT
From:  Fem Elle1

There has been more than one occasion when support staff was not available
for scheduled IEP.  A few times the prin. or v.p., told me to conduct the
meeting and they will sign later.  I protested, but did it anyway, once.
With the big lawsuit in L.A. Unified District I don't want to do anything to
jeopardize my job.  If (and it will) happens again, what should I do?  If I
continue to refuse I will have IEP's piled to the ceiling.  Any suggestions?
                                   The Teach     Can also respond email  Fem
[e-mail]

SUBJECT:   Re:IEP Madness- HELP!!   Date:  97-01-02 20:26:30 EDT
From:  BevSwickey

Stick to your guns on this one.  The principals need to realize that they are
violating law by "signing it later".  There is a reason for the
administration to be at the meeting and I think you need to tell them that
you go by the books and intend to schedule the meeting when they can be
present.  Your principals are obviously not taking their responsibilities to
your students very seriously.  By following the rules, you can't go wrong.
IEP's piling up? Let them pile up. It isn't your fault they won't attend the
meetings. If it continues, let the higher ups know.  Surely a little pressure
from a superintendent would motivate them to attend the meetings.
Good luck.

SUBJECT:   Re:IEP Madness- HELP!!   Date:  97-01-02 20:30:56 EDT
From:  SusanS29

" I protested, but did it anyway, once.  With the big lawsuit in L.A. Unified
District I don't want to do anything to jeopardize my job.  If (and it will)
happens again, what should I do?  If I continue to refuse I will have IEP's
piled to the ceiling.  Any suggestions?"

Tell your principal if the special education coordinator agrees you'll do as
he or she recommends.

SUBJECT:   writing strategy   Date:  97-01-02 22:52:00 EDT
From:  Terryanng

I am still looking for information on the Cognitive Strategy Instruction in
writing.  It comes out of Michigan State University, the author's name is
Carol Sue Englert.  E-mail me at [e-mail] if you know where I can
access this curriculum.  Thanks!

SUBJECT:   Re:STUDY SKILLS   Date:  97-01-09 05:07:31 EDT
From:  Johnsdye

Please e-mail Johnsdye any information of teaching study skills.  thanks

SUBJECT:
Re:IEP Madness   Date:  97-01-13 18:54:46 EDT
From:  PKVAU

We have had similar situations with discipline forms. We are all suppose to
sign before the child is suspended or removed if they are LD or ED. Be honest
w/ the principal. Tell them that BOTH  of you will be liable for this. I
would also tell the parents that you can't hold meeting without
administrator. Maybe if a parent is inconvenienced enough times they will
call the principals on it. What ever you do - stick to your guns. This is
your career at stake.

SUBJECT:   Re:resource rooms   Date:  97-01-16 18:51:35 EDT
From:  Jcdot47

I plan on moving to N.Carolina in a year or so. I am a special ed, SLD
resource teacher, currently
doing an inclusion model.  I would like to chat with a NC SP.ED. teacher to
get some info about teaching in this state, esp. sp.ed.

SUBJECT:   Re:IEP Madness-
HELP!!   Date:  97-01-17 08:48:02 EDT
From:  Ratatat

This is taken directly from IDEA about who MUST attend an IEP meeting.  For
further clarification about the regulations concerning IEP meetings under
IDEA I strongly urge you to download a copy of the file in the Special
Education Library, "What are the IEP Regulations?"

Section 300.344 Participants in meetings.
(a)    General. The public agency shall ensure that each meeting includes the
following participants:
(1)    A representative of the public agency, other than the child's teachers,
who is qualified to provide, or supervise the provision of, special
education.
(2)    The child's teachers.
(3)    One or both of the child's parents, subject to Section 300.345.
(4)    The child, if appropriate.
(5)    Other individuals at the discretion of the parent or agency.
(b)    Evaluation personnel. For a child with a disability who has been
evaluated for the first time, the public agency shall ensure
(1)    That a member of the evaluation team participates in the meeting; or
(2)    That the representative of the public agency, the child's teacher, or
some other person is present at the meeting, who is knowledgeable about the
evaluation procedures used with the child and is familiar with the results of
the evaluation.
(c)    Transition services participants.
(1)    If the purpose of the meeting is the consideration of transition services
for a student, the public agency shall invite
(i)    The student; and
(ii)    A representative of any other agency that is likely to be responsible
for providing or paying for transition services.
(2)    If the student does not attend, the public agency shall take other steps
to ensure that the student's preferences and interests are considered; and
(3)    If an agency invited to send a representative to a meeting does not do
so, the public agency shall take other steps to obtain the participation of
the other agency in the planning of any transition services. (Authority: 20
U.S.C. 1401(a)(19), (a)(20); 1412(2)(B), (4), (6); 1414(a)(5))
Note 1: In deciding which teacher will participate in meetings on a child's
IEP, the agency may wish to consider the following possibilities:
(a)    For a child with a disability who is receiving special education, the
teacher could be the child's special education teacher. If the child's
disability is a speech impairment, the teacher could be the speech-language
pathologist.
(b)    For a child with a disability who is being considered for placement in
special education, the teacher could be the child's regular teacher, or a
teacher qualified to provide education in the type of program in which the
child may be placed, or both.
(c)    If the child is not in school or has more than one teacher, the agency
may designate which teacher will participate in the meeting.
Either the teacher or the agency representative should be qualified in the
area of the child's suspected disability. For a child whose primary
disability is a speech or language impairment, the evaluation personnel
participating under paragraph (b)(1) of this section would normally be the
speech-language pathologist.
Note 2: Under paragraph (c), the public agency is required to invite each
student to participate in his or her IEP meeting, if the purpose of the
meeting is the consideration of transition services for the student. For all
students who are 16 years of age or older, one of the purposes of the annual
meeting will always be the planning of transition services, since transition
services are a required component of the IEP for these students.  For a
student younger than age 16, if transition services are initially discussed
at a meeting that does not include the student, the public agency is
responsible for ensuring that, before a decision about transition services
for the student is made, a subsequent IEP meeting is conducted for that
purpose, and the student is invited to the meeting.


SUBJECT:   Re:IEP Madness   Date:  97-01-17 08:50:28 EDT
From:  Ratatat

<<We have had similar situations with discipline forms. We are all suppose to
sign before the child is suspended or removed if they are LD or ED. >>

And, before a child who's served under IDEA is suspended or removed from the
school for a period of more than 10 days, or is being removed for a few days
that add up to more than 10 days, and IEPC must be reconvened to amend the
IEP and reflect the change of placement.

SUBJECT:   Aid support   Date:  97-01-22 23:13:32 EDT
From:  SWDD64

I am looking for information on legislation in Illinois.  If anyone would
like to share information on the guidelines and numbers needed to receive an
aid I would appreciate it. I have heard so many different numbers it is
confusing.  Right now I have 17 students, but one is instructional.  My
current understanding is that I cannot go beyond 17 students with an aid.  If
I do, I will need more help.  Can this be more aid help, or does it have to
be a teacher.  If you have no instruction students (only resource) then what
are the guidelines?  If anyone can share some info that would be great!!  My
E-mail address is SWDD [e-mail]


SUBJECT:   Multi-age behavioral room   Date:  97-01-26 13:00:43 EDT
From:  GLoomis914

I run a behavioral program in a middle school grades 5-8.  Usually the
program only provides assistance to the mainstream.  Over the past month,
however, three students have been placed into my room full time because they
could not maintain in the regular classroom.  The problem is that all three
students are in different grades and are capable of the work.  How do I cover
all of the curriculum requirements for each grade? I am presently planning 3
separate lessons for each subject area, and I cannot continue without a
nervous breakdown.  Any ideas would be very helpful.

SUBJECT:   Discipline in SLD
classrooms   Date:  97-01-27 16:38:17 EDT
From:  IrenDeb

Does anyone have some ideas they would like to share on this subject.  I
would appreciate anything.  Maybe just tell me where I could find some
techniques that work fairly well.

Thanks

SUBJECT:   Discipline/SLD3grade   Date:  97-01-27 17:28:37 EDT
From:  IrenDeb

Does anyone have anything special they would like to share.  I need a few new
ideas.
You can e-mail me.

Thanks

SUBJECT:   Re:Multi-age behavioral room   Date:  97-01-27 20:35:23 EDT
From:  R u Niz

Welcome to my world!

Perhaps you could go to the regular ed room they were removed from and Xerox
the lesson plans --implement them in your room.  Make sure you include time
for counseling and behavior training.

Good luck.

SUBJECT:   Re:Multi-age behavioral room   Date:  97-02-01 13:53:05 EDT
From:  DBGRANT

Why?? Are these students so apart cognitively or  in their skills that you
cannot use one lesson and then require diferrent levels of expectation?
either by depth and  complexity. what about interests of the students and
develop a project they are responsible so the curriculum areas can be woven
into the project. Place the responsiblity on part of the students to
demonstrate learning to you inthese areas. There must be some topic or
subject that can be a hook for the students engage their particiaption

SUBJECT:
Looking For   Date:  97-02-08 11:13:10 EDT
From:  C Blatt

               If  you iintend to attend the  LDA  Convention  in  Chicago
from  Febraury 18-21 1997  please E-Mail me  so that those of us who  use
AOl can have a chance to meet face to face.

SUBJECT:   Re:No computers for
Resource   Date:  97-02-15 21:41:59 EDT
From:  Teach948

I have five computers (Apple IIe's) which will be replaced with Compac's with
mouse controls and CD Rom capabilities.  I use computers extensively with my
K-2 Resource Center services.  I can't imagine being without them.  You need
to yell more, demand more, etc. until you get results.
  Good luck;
teach948

SUBJECT:   Letter and Number Reversals   Date:  97-02-25 22:42:50 EDT
From:  MSer714

I have a wonderful 5th grader who has great difficulty with letter and number
reversals.  I have tried clay, rainbow writing, chalkboard activities, sand
paper letters,etc. but nothing seems to work when she is not concentrating on
writing the letters correctly.  Therefore, her notes and memory strategies
are full of reversals.  Does anyone have any other ideas that might help her
when she is writing rough drafts, taking notes or computing numbers - times
when her concentration is focused on concepts rather than letter/number
formation.  Also, I often wonder if I should be asking her to correct each
reversal, even in work that is "for her eyes only", i.e., notes.    I tend
not to point out all of the reversals as long as she can read what she has
written, no matter how difficult it might be for others to read it.

SUBJECT:
Re:resource rooms   Date:  97-03-03 00:57:52 EDT
From:  ClasM5

i need information on learning modalities.  i am a grad student and would
appreciate if anyone would be willing to chat with me about a psecific
problem we need to solve for our midterm.  i am very confused.  thanks i need
help ASAP

SUBJECT:   Grants available?   Date:  97-03-08 12:20:59 EDT
From:  HABES4506

Does anyone have any good sources to suggest for grant applications?  I have
been using the
Zoo Phonics Reading program in my special ed. room this year very
successfully.  I would
like to fly out to Anaheim this July to participate in inservicing (from
Michigan).  I would like
to defray some of the cost through a grant.  I would appreciate any good
ideas!

SUBJECT:   Re: LD stud. in post-sec   Date:  97-03-12 01:14:41 EDT
From:  Sdacea

I have recently, this year started to work in a small private college with
great ideas regarding student support.  Many of our students have learning
problems, some are documented LD's and some are the less than successful high
school student that was never in any Sped  program -they were "missed".  My
concern has been the number of students that come to me and haven't a clue as
to how to stay afloat in college.  As a former LD teacher at the high school
level, I'm really concerned with the lack of training in everyday "school
survival " skills.Are were still tied to the remediate until they graduate
concept or are we working on strategies that allow the student to move
forward in their education so that they can do well in post secondary
education.

SUBJECT:   Re: LD stud. in post-   Date:  97-03-13 22:11:56 EDT
From:  DBGRANT

some of us are carrying the torch for strategies and the dvelopment of
creative critical thinking. True Critical thinking not psuedo.
But the in the box people are encouraged to continue the program of skills in
discrete and separate learning events.
sounds like your college students would respond to a sound thinking skills
protocol
dbgrant

SUBJECT:   Re:Letter and Number Reversa   Date:  97-03-15 20:19:02 EDT
From:  Parsons4U

Have you tried Irlin lenses (color transparencies)?  They are helping some of
my students.  If she is still doing reversals in writing at 5th grade I would
start moving her over to key board.

SUBJECT:   Re:resource rooms   Date:  97-03-15 20:22:03 EDT
From:  Parsons4U

What exactly do you need on  learning modalities?  I have some materials at
school that I could fax to you and I also use a test for modality testing
with my RS students.  Please be specific about your need.

SUBJECT:   Re:Letter and
Number Reversa   Date:  97-03-16 20:21:59 EDT
From:  Ratatat

<Have you tried Irlin lenses (color transparencies)>

Color transparancies are inexpensive and available at most teacher supply
stores.

Irlen lenses are very expensive and require a whole evaluative process.

SUBJECT:
Postcards   Date:  97-03-21 00:40:29 EDT
From:  Blue5203

I am looking for people that will send me a postcard for my class...we are
getting ready to study the UNITED STATES...I would like to see how many we
can get from the different states...If you would like to help ..please email
me for my school address..I would really appreciate it..thanks

SUBJECT:
Re:Letter and Number Reversa   Date:  97-03-21 23:34:37 EDT
From:  SusanS29

"Color transparancies are inexpensive and available at most teacher supply
stores.

Irlen lenses are very expensive and require a whole evaluative process."

Not only that, but even when the lenses seem to help, the person's
"sensitivity" can suddenly switch, requiring a whole new (expensive)
evaluation and new (expensive) glasses.

If you use color transparencies, you can just switch transparencies.  ;)

SUBJECT:
Sharing   Date:  97-03-22 21:25:41 EDT
From:  JScott3335

I am 7-9th grade RR teacher in a NYC school.  I'd love to chat/share with
others about curriculum, ideas,methods.  My main interests are
reading,dyslexia, and content area study skills.  I'm always searching for
something that may be beneficial.  Sometimes I just get sooooooooo
frustrated.Please email me at [e-mail].  Thanks


SUBJECT:   Re:Sharing   Date:  97-03-23 19:54:38 EDT
From:  Parsons4U

I teach Resource in California--grades K-5.  Sometimes I get frustrated too!
Have you tried Project Read Comprehension:  Report Form and Story Form and
Written Expression.  They are really great programs and work for upper grades
as well.  Good Luck!

SUBJECT:   Re:Postcards   Date:  97-03-25 20:58:38 EDT
From:  SPEDPAT

Blue 5203  Would be glad to help  out.  I am from RhodeIsland.  You can email
me at Spedpat
@ aol. com

SUBJECT:   Re:Letter and Number Reversa   Date:  97-03-28 00:08:46 EDT
From:  MSer714

My student does not have any problems reading.  In fact she is on or slightly
above grade level in reading.
Her writing skills and math skills are what are giving her the most problems.

I have the colored transparencies but she doesn't need them to read and I
don't think that they can help when she is writing.  I've asked her to use
the computer but she prefers to write because it is quicker until she can
learn the keyboard - which we are working on.  I've  suggested that she write
in cursive or all caps but she continues to print in lowercase unless I
remind her.  She is the BEST student that I have ever had the pleasure of
working with and I'd really love to help her.

PS - does anyone have a suggestion for learning the multiplication tables?
Her memory for these facts is poor.  We've tried skip counting, finger
manipulations for the 9 tables, patterning, flashcards, drills, singing,
poems...  Nothing seems to click enough to allow her to work on higher levels
of math without a multiplication table at her side.

SUBJECT:   Re:Letter and
Number Reversa   Date:  97-03-28 12:49:49 EDT
From:  SusanS29

Try moving more slowly on the math tables. Start with the 2's (if she has to
memorize the one's she isn't ready for them or the higher math they use).

Skip count *only* to 18 and stop. When she can do that *very* easily -- she
should do it *backwards* until she can do it easily -- 18 - 16- 14. That also
nails in her head that the last answer (2x9) is 18, so she'll learn the one
that's supposed to be "hardest" easily.

THEN she needs a non-pencil way to practice. For this kind of student they
can either think *or* write, but not both.

So you have her make flash cards (both ways -- 2 x 7 and 7 x 2). Then write
the answers on other cards for mix and match. Put in a couple of wrong
answers.

When she can do this well, make a set of flash cards *just* for the twos
(again 2 x 7 and 2 x 2). If she has trouble with one of them, put that one in
the stack *four* times so she sees the hard one four times as often.

Meanwhile, make up mix 'n match *division* facts for the twos. Division isn't
any harder than multiplication, and it's *markedly easier* for such a child
to learn them along with the multiplication. Again, if she can't "get" this
she isn't ready for either multiplication or division facts.

When she can go through the flash cards three times (spaced apart), with the
cards mixed up, and answer easily and quickly (including division -- four
sets of facts), she "knows them."

Now do it all again with the 3's.

THEN -- mix up the twos *and* the threes.

When she does *extremely well* with the 2's and 3's mixed (not before,
backtrack on one set if you have to) -- add the fives.

While you're working on the fives, continue to review the 2's and the 3's.
Such children have long-term memory problems, and they need far more extended
times of review (sometimes months instead of weeks) to learn something
permanently.

If she's held on to the 2's and threes, take her times chart. Mount it on a
piece of file folder with clear contac paper.

then *cut out* all the answers to 2's and 3's so she has to use her memory
for them.

Sometimes alter her worksheets so some of the facts use only the numbers
she's memorized, and she can have the experience of doing the entire problem
without referring to the multiplication chart, which is a tremendous
interference to learning how to do the problems.

THEN

SUBJECT:   Re:IEP MEETINTGS   Date:  97-04-03 00:29:05 EDT
From:  Sm mus stu

Helloooooo...?
It is supposed to be a team decision!  All who sign are in agreement!

SUBJECT:
Re:Resource Center   Date:  97-04-03 00:35:04 EDT
From:  Sm mus stu

I am sorry that you had such a poor experience.  Although I teach resource in
a very low income area, I do not think that I have a higher than normal
number of students from disadvantaged homes who would not be a good friend to
anyone.  Most of my students are kind and hard working who like to be
challenged and I like to challenge them.  It takes a team of adults to work
together to make the student's learning experience positive.  Unfortunately
it seems that a team was not at work here.

SUBJECT:   New ideas and comments   Date:  97-04-03 00:36:54 EDT
From:  Sm mus stu

Let's leave some new ideas...I have been surfing around with messages which
are several years old!

SUBJECT:   decoding and reading compreh   Date:  97-04-03 22:26:35 EDT
From:  RSJNCAMP

I am interested in finding out what Resource Teachers of elementary LD
students are using for reading comprehension and decoding.  What have you
found particularily effective with these kind of students?  I would like the
names and information of specific programs.  Thanks.

SUBJECT:   Re:decoding and
reading compre   Date:  97-04-03 23:42:16 EDT
From:  LorBis

In our district we usually use Stevenson Reading (the whole program, all the
way through) followed by Project Read for the middle school students who
still need alternate methods of reading instruction.

The students who are put into Stevenson Reading are those who absolutely can
not learn by the traditional methods used in the regular class.  It really
emphasizes decoding at first so we supplement for comprehension by reading
good literature aloud to the class until the students can do it themselves.
I have a lot of success with it.

SUBJECT:   Re:decoding and reading comp   Date:  97-04-04 01:30:08 EDT
From:  RSMama01

Project Read works great for Phonology, Comprehension, and Written
Expression.  I'm on vacation this week and do not have mailing info at home
for this program.  I'll get it for you next week if you wish.

SUBJECT:
Alternative Education   Date:  97-04-04 20:58:21 EDT
From:  Ob300

Looking for information on your school's Alternative Education Program.
PLease E-mail me with any information that you think could be relevant.

SUBJECT:
Stevenson Reading???   Date:  97-04-06 17:52:36 EDT
From:  PKVAU

What is the Stevenson Reading program? Can you tell a little about it, how
you use it, what state your in, etc...
Thanks!

SUBJECT:   Re:Stevenson Read.-DB GRANT   Date:  97-04-06 23:36:02 EDT
From:  LorBis

Stevenson teaches students how to read using mnemonic clues instead of rules.
For each phoneme, a picture clue is given to help the student read and spell
the words.  It is a very organized, sequentially-based program that should be
followed from beginning to end.  There is a ton of supplemental material that
goes with it for reinforcement.  Some people don't like it because
aesthetically it is very plain-no pictures (on purpose), soft-bound instead
of hard-covered books, and, until you get used to it or get trained in it, it
seems confusing.

They have a toll-free number for ordering and for help (and they are very
helpful over the phone).  I have the # at school, but I am pretty sure it is
1-800-343-1121.  It's hard to explain in a lot of detail without confusing
everyone.

I might add that once I teach the concepts, my kids don't seem to forget
them, although this applies mainly to the reading as opposed to spelling.
Spelling is harder, but they have a great program for that, too.

DBGRANT ( I think), you emailed me but I accidentally deleted your
message-sorry, I hope this helps.  I don't have Project Read numbers though.
Laurie

SUBJECT:   Re:Stevenson Reading???   Date:  97-04-06 23:36:30 EDT
From:  LorBis

By the way, I am in NJ-forgot to mention this in my response.

SUBJECT:
Re:decoding and reading comp   Date:  97-04-07 00:01:29 EDT
From:  RSMama01

Project Read is published by Language Circle Enterprises--P.O. Box 20631
--Bloomington, MN 55420  612  884-4880  Toll-Free  1-800-450-0343  Fax:
612-884-6787.  It is written by teachers and I find it to be a fine program
that seems to work for most children.  Good Luck!

SUBJECT:   Re:Zoo Phonis Reading   Date:  97-04-11 21:17:04 EDT
From:  SMKope

Could you give us more info on Zoo Phonics Reading?  It sounds
interesting.

SUBJECT:   LD and foreign languages   Date:  97-04-16 09:32:56 EDT
From:  BCoke9

I need information concerning the exposure of an LD child to 3 different
languages that are presented in elementary and middle school.  Has anyone
experienced this with LD children.  How did they handle it?  Are there any
test cases concerning this?  Please email me with your information.
BCoke9@aol

SUBJECT:   Re:Resource    Date:  97-04-16 19:13:05 EDT
From:  Mars000210

Hello, I have a question. My children just came home and informed me that the
instructor who is teaching the resource class that my daughters attend stated
that this class will no longer be as genreally based as it is now ( which I
think translates to, now alll the children are given work that applies to
thier particular learining need, but next years class will not ). Most of the
children in this class work as a group on specific skills where as my
daughters have been allowed this time to organize their school work and to
finish work not completed in regular classes or to use for extra study time.
The teacher told the students next year it will only be used as a group based
interventions, such as for reading skills. My question is can I still request
this  resource area to remain the same in her  IEP at my next meeting or can
the school say no we use this resource time as we see fit. My duaghtesr have
worked independently through most of this year in this class ( the teacher
rarely monitors what they are doing). So as I see it she could do that next
year regarless of what the instructor is doing with the rest of the students
durring the class. Barb

SUBJECT:   Re:Resource    Date:  97-04-17 21:12:08 EDT
From:  R u Niz

I don't think the school can dictate how the resource time is used--it is
dictated by the IEP.  If your daughters have IEP's that state that they will
be working on the organizational skills, then the resource room must meet
that requirement.

You may have to fight for this though :)

SUBJECT:   Re:Resource    Date:  97-04-18 07:53:43 EDT
From:  Ratatat

<My question is can I still request this  resource area to remain the same in
her  IEP at my next meeting or can the school say no we use this resource
time as we see fit.>

No change in the IEP can occur without your input and consent.  An IEP is
supposed to individualized to meet your child's unique needs.  It's about the
instruction and support fitting the child - not the child fitting into a
program.  If you believe that the type of support your daughter now receives
is a significant intervention and that she NEEDS it, then you can
insist.

SUBJECT:   Re:Resource    Date:  97-04-18 08:37:08 EDT
From:  Mars000210

Thanks for the information about resouce. I will use it wisely at my next
meeting. As always this board has kept me in the know. :) Barb

SUBJECT:
Re:Resource    Date:  97-04-18 10:24:04 EDT
From:  SusanS29

"<My question is can I still request this  resource area to remain the same
in her  IEP at my next meeting or can the school say no we use this resource
time as we see fit.>

No change in the IEP can occur without your input and consent. "

The IEP *must* be written this way:

The Goals and Objectives -- what the special education people help the
student learn -- MUST be based on the student's most prominent needs.

This means if the child desperately needs organizational skills, and it's one
of the major concerns, they *must* write goals and objectives that will
attempt to accomplish that.

However, they cannot write "organizational skills" objectives for all
students "because all students need that." It has to match *that* child's
needs.

On the other hand, I had a parent once who was insisting I write a goal that
the child learn his multiplication facts "because he was in third grade, and
that's third grade curriculum."

However, the child wasn't ready for it, and I refused. It met standard
curriculum, but not *his* needs.

Then I had a fifth grader diagnosed in March, who was going to a middle
school the following year. He didn't know all his multiplication facts but
was on his way. (Now understand that multiplication facts are the basis of
all higher math -- without multiplication and division facts, Algebra I would
be impossible). In fact you have to have them for functional level arithmetic
-- just to run your life, even if you were going to never take Algebra. But
this kid was *smart.*

The middle school special education teacher called me up and said "But those
aren't the goals we write for middle school." She listed things like task
completion and turning in homework.

This student didn't have problems in this area. He was a neat kid who needed
to get caught up on basic skills.

I refused to change it. She called the supervisor. The next IEP I wrote for
sixth grade, my supervisor had the middle school teacher come. Of course you
have to notify the parents ahead of time of who will be there, so I knew
also. So I had a chat with the mother explaining to her where the goals and
objectives are supposed to come from.

Well, guess what... the "middle school" goals and objectives didn't fit
*that* child either.

The middle school teachers spent their days charting task completion and
homework turned in. AND it was all on public display, including the kids who
did a terrible job at it and whose charts never went up. That was what ALL
middle school students did. For this, by the way, they had to give up band if
they werein band, because the scheduling was just as rigid.

I've been there. Tactfully used, good, *truly* individualized IEP's can break
these rigid, unbending systems. In my opinion the middle school teachers had
a "cushy" job. it's much harder to teach a child multiplication facts than it
is to chart homework turned in.

SUBJECT:   Re:Resource    Date:  97-04-18 11:35:29 EDT
From:  PBTanguay

Just a thought - if your daughters don't need the attention of a Spec. Ed.
teacher, could their needs be met somewhere else.  We're going through this
now - the Resource Room is actually too distracting for what we need (org.
issues, quiet place, etc.).  We're talking about an alternative such as an
area in the Guidance Dept. or the Library.  Don't know if it would work for
you, but some creativity may work.  Good luck!

SUBJECT:   Re:Resource    Date:  97-04-18 14:06:33 EDT
From:  Mars000210

The resource class is not taught by a special education teacher. Hmmm. the
class is small and quiet. The girls could do it anywhere there is a large
large table, the part I see that could be sticky with allowing them to go to
a site other then resource is who is watching them. I still recieve notes
once a month, the girls met thier objectives, notebooks neat, homework in
agenda daily ,etc, from the teacher in resouce. They recieve a grade for this
area on thier report card, so I could see the school saying no way can we
allow them to use this time in another area of the school, but it is food for
thought and will use that hint if they get sticky at our ARD meeting.

SUBJECT:
Re:Resource    Date:  97-04-18 15:44:23 EDT
From:  Mars000210

Had to post again. Guess who called today the resourse teacher to discuss how
the resource area will be reading based only next year. Ever hear someone
stutter on the phone, when I stated all the information you wonderfull souls
have posted here, she did several times. What disappoints me is the lack of
honesty, regarding what resource is all about. I want to have one year where
everyone tells it like it really is, not what is in the schools best
interrest only.Why take away an an area that works. The argument she gave is
that my youngest daughter will not have this resource time in high school so
lets get her used to that next year, well if that were true why did they
allow my oldest daughter to have the same resource area this year, Since she
will be in high school next year. HMMM! Think my next ARD meeting should be
interresting. Thanks to all Barb.

SUBJECT:   HELP! LANGUAGES AND LD   Date:  97-04-18 17:25:54 EDT
From:  BCoke9

Our school is going to start foreign language programs.  They will introduce
Spanish and French starting next year.  These will not be taught as a
subject.  Students will learn words and phrases in these languages that
connect to what they are studying.  The purpose is exposure.  Eventually K-3
will be exposed to Spanish, 4-6 to French, and 7-8 to German.  Does this
work?  How do LD students handle it?

SUBJECT:   Re:Resource    Date:  97-04-18 18:15:13 EDT
From:  Ratatat

< The argument she gave is that my youngest daughter will not have this
resource time in high school so lets get her used to that next year>

Oh, geesh.  I've heard this comment so many times I've lost count.  One year
my daughter's teacher spent an enormous amount of time getting the kids ready
for the next grade, but never teacher the curriculum.  It was a whole year of
"mentioning" and not solid learning.  Thank goodness we had the input of a
solid tutor in our corner that year.

You know, you should find the web page for Purdue University in Indiana and
show it to your school.  The accommodations and modifications offered at this
school are amazing.  It's now one of my favorite tactics to provide Purdue's
list to high school administrators who are reluctant to provide
accommodations because they want to make sure the kids can handle college.

Colleges, on the whole, are so much more aware of their responsibilities and
duites to these children than public secondary schools it's almost dazzling.
Most college seem to have better accommodations more readily available with
less fuss that many high schools.

Anyway, stick to your guns.  This is about the school meeting your childs
unique and individual needs - not the your child meeting the schools
needs.

SUBJECT:   Re:Resource    Date:  97-04-19 09:25:44 EDT
From:  SusanS29

"Had to post again. Guess who called today the resourse teacher to discuss
how the resource area will be reading based only next year."

What does that mean???

"The argument she gave is that my youngest daughter will not have this
resource time in high school..."

Excuse me -- her high school IEP has already been written? I have a good
friend who teaches special education at one of the local high schools --
considered one of the best high schools in one of the best districts in the
country -- and they have *15* resource teachers.

Just remember the mantra: "The system meets the child's needs, not the other
way around."

SUBJECT:   Re:HELP! LANGUAGES AND LD   Date:  97-04-19 09:27:16 EDT
From:  SusanS29

BCoke9 my guess is that they will make this as much fun as possible.

It will probably include songs, cultural studies -- a variety of things. Even
if your child doesn't learn much foreign language it will probably be quite
enriching... and your child might surprise you... children have a natural
ability to absorb language.

Likely it won't be presented in textbook format but more naturally. He might
do OK.

SUBJECT:   Re:Resource    Date:  97-04-19 18:56:43 EDT
From:  R u Niz

Susan--I also have to write "High School" IEP's for my eighth grade students.
The logis is that the year for the IEP overlaps the entrance into high
school.  I have been having some difficulty demanding "simple Resource" time
for my students as well.

Our school received a fax from the local high school on Thursday of last week
telling us that we need to "modify" the IEP's of the incoming freshman
according to the 1996-1997 contract.  The case manager and I just looked at
each other.  Contract?  Then I told the case manager that I had no intention
of modifying anything on demand.

We get a lot of "we don't offer those programs" comments, too.  We were even
inserviced by the district three years ago and told we should visit the local
high schools to find out what programs are offered.  In my case that would
involve visiting about 7 or 8 different high schools on my own time.

I've pretty much decided to write the IEP's the way I think they should be
written--with the parent's input--but I'm pretty sure the high schools change
them when the students arrive.

SUBJECT:   Re:Resource    Date:  97-04-20 01:05:56 EDT
From:  GPick10629

I just joined the internet and saw this subject re: resource in high schools.
Our State just passed into law higher graduation requirements for the
incoming freshman in 1997/1998.  My son will be a H.S. freshman next year and
has been in except. ed.(LD/Speech) since age 3.  His case manager was told by
the H.S. that he should not be on a standard diploma track because of his low
standarized reading scores.  The case manager also teaches my son science and
stated that his IEP would reflect the need for modifications and resource
classes for certain subjects.  We were then told by the H.S. Except. Ed.
specialist that after 9th grade no resource classes were offered if my son
wanted a standard diploma.  We found the state statute that requires high
schools to provide resource classrooms for students with disabilities to
ensure them the ability to receive a standard diploma, as long as the
grade-level curriculum was being taught.  Unfortunately, the high schools
haven't provided this and we're in for a bumpy ride in the fall.  After all
these years we've discovered that just because its written on paper, it
doesn't mean it's being implemented.  I'm glad there are people here who know
what steps we can take to help our children.  Thanks!

SUBJECT:   Re:Resource    Date:  97-04-20 09:12:57 EDT
From:  Ratatat

< We were then told by the H.S. Except. Ed. specialist that after 9th grade
no resource classes were offered if my son wanted a standard diploma.>

Ultimately, it will be the school that gets the bumpy ride.  The school may
not prohibit a student from participating in a program for which they are
qualified, with or without accommodations.  Even though your child receives
services under IDEA his civil rights are still protected by both Section 504
and ADA from discrimination.

SUBJECT:   Re:Resource    Date:  97-04-20 18:47:07 EDT
From:  SusanS29

"I've pretty much decided to write the IEP's the way I think they should be
written--with the parent's input--but I'm pretty sure the high schools change
them when the students arrive."

Quietly educate those parents you can trust about this posssibility...

SUBJECT:
Re:half time/ele. self conta   Date:  97-05-14 21:13:29 EDT
From:  SCoates123

Help!  I am a new teacher and have a half day self contained classroom for
first through fifth grade EMI/TMI  students.  I am supposed to focus on
reading and math, and am having trouble figuring out how to run a schedule.
I have two and a half hours to meet the needs of 10 students ranging in
levels from pre-reading to a second grade reading level.  Any suggestions on
how to organize my day?  I have the students divided into three groups.  I do
not have a para-professional, so I need some productive activities for the
other students when I am working with groups.  Please E-Mail me with any
ideas that might be working for you.

SUBJECT:   Re:half time/ele. self conta   Date:  97-05-14 23:20:19 EDT
From:  RSMama01

Touch Math can be done pretty independently.  Try books on tape.  Writing
centers can also be helpful and book baskets.  What does EMI and TMI stand
for?

SUBJECT:   end of the year   Date:  97-05-16 20:03:34 EDT
From:  BClos63380

Does anyone have any good ideas for the end of the year.  I always find it
difficult to keep the students motivated at this time of the year.
Especially the last week.  I am an interrelated itinerant teacher  I have 7
students at one school and 10 at the other.

SUBJECT:   toddler education/methods   Date:  97-05-16 21:00:13 EDT
From:  Cofpaint

i know about the Montessori system, does anyone know of other
alternatives/methods ?

SUBJECT:   Re:IEP MEETINTGS   Date:  97-05-31 09:38:30 EDT
From:  JBEZER

Help! Have a Kindergartener with visual motor-perceptual, integration
difficulties-so I'm told. Can't seem to get school to provide resource help,
even after teacher's request. Have spent great deal of money for professional
evaluation outside of school and still school is dragging feet! I am not sure
what resources are available so as to request them. Thank-you.

SUBJECT:   Re:IEP
MEETINTGS   Date:  97-05-31 20:09:29 EDT
From:  Ratatat

<Have spent great deal of money for professional evaluation outside of school
and still school is dragging feet! I am not sure what resources are available
so as to request them. Thank-you.>

Have you made a formal request IN WRITING to the Director of Special
Education for your district that your child be evaluated by the school's
educational study team for eligibility for services under the Individuals
with Disabilities Education Act?

Once you put your request in writing a clock starts to tick.  Since you
already have the evaluative data, it should move along.  The school *may*
need to add some assessments to be sure they have looked at all aspects of
learning that might effect your child.

You should be in touch with your state's Protection and Advocacy Office.
Each state is mandated to have one.  They have some good publications,
referrals and advise.

SUBJECT:   IEP   Date:  97-06-02 16:12:17 EDT
From:  JBEZER

Ratatat-Thank-you for your help! The private pshychologist has sent letter to
school and has not yet heard from them. He requested special ed services for
my son as a learning disabled youngster.Are you familiar with various intell.
tests? On a WISC there is a verbal I.Q. of 80, Performance I.Q. of 68, full
scale I.Q. of 72, Berry development Test of visual Motor Integration- raw
score of 7, standared score-75 and a VMI percentile of 5. What does this all
mean? The end result is extreme deficiencies in visual perception skills,
visual motor integration abilities and spatial relationships.My son is 6 1/2.
Is there a good source that would direct me in helping with IEP if we do get
to that point?  Thank-you!

SUBJECT:   Re:IEP   Date:  97-06-03 23:56:19 EDT
From:  RSMama01

You do need to get to the point of the IEP.  Average IQ is 90 and above.
80-90 is low average.  Don't be alarmed because your child is very young.
IQ's may change as the child becomes a bit older but not always.  Your child
obviously has learning difficulties and you will be eligible for SPED
services.  Remember that the school district has 50 days after you signed the
consent for assessment to have the IEP where they sit down and go over the
results together with you as a team.  At that time, the appropriate placement
will be discussed.  If you are not in year round school, this may all be
delayed until September.

SUBJECT:   Re:IEP   Date:  97-06-04 20:20:44 EDT
From:  MarRigby

JBEZER:

Without academic testing, we still don't have enough to go on. Only if your
child's academic achievement scores are significantly below his intelligence
testing (usually about 22.5 points below) will he qualify as a learning
disabled student. Otherwise, he may not qualify. Instead, he would be
considered a slow learner, and hopefully he would qualify for some type of
remedial services, but not under Special Education.

Marilyn

SUBJECT:   Re:IEP   Date:  97-06-05 08:36:50 EDT
From:  JBEZER

Thanks for your reply Mar. The school psychologist has set up a meeting with
me for this Monday.How do we get academic scores? I thought the private
pshychologist covered all the bases. Could you give me examples of remedial
services? Would this "IEP" still be involved?Since I did request verbally and
in writing last January that there be some evaluation done and they did
nothing, I wonder if it would be unreasonable to ask that they expedite
things a bit.I have read every message in this resource room- what an eye
opener and blessing! JB

SUBJECT:   Re:IEP   Date:  97-06-05 09:58:16 EDT
From:  Ratatat

<My son is 6 1/2. Is there a good source that would direct me in helping with
IEP if we do get to that point?  Thank-you!>

*IF*?  I hope not *if*.  Make your request IN WRITING that your child be
considered for special education support.  Once you do that the school's
multi-discplinary team can look at the evaluative data you now have, and
decided if any further testing might be needed.  They school is obligated to
evaluate all areas that might be impacting your child's ability to learn as
would be expected given his scores.

You can contact NICHCY (National Information Center for Children and Youth
with Disabilities) and ask them to send you information about what the laws
say, and a list of regional resources for you to contact.  Make sure to ask
them for a copy of Appendix C of IDEA - this is the part of the law that
explain, in pretty clear English, what the obligations and rules are
governing IEPs.

SUBJECT:   Re:IEP   Date:  97-06-05 09:58:52 EDT
From:  Ratatat

Ooops.  You can contact NICHCY at 1-800-695-0285

SUBJECT:   Re:IEP   Date:  97-06-05 10:04:43 EDT
From:  Ratatat

<How do we get academic scores? I thought the private pshychologist covered
all the bases. Could you give me examples of remedial services? Would this
"IEP" still be involved?>

When a school needs to evaluate a child to see if they are elgible for
services/special education they will test the child's "ability" or potential
(IQ), and compare it against their current level of performance or
achievement.  If there is a significant gap between the two, it should
indicate if your child needs special education.  With a wide enough group of
tests, they can then pinpoint what kind of services your child needs by
seeing (through the comparison), in what area you child has the widest gaps.

An IEP is the name given to the INDIVIDUALIZED Education Plan that is
developed after they evaluations are complete and they know specifically what
kind of unique educational support your child needs in his areas of
disability.  And, remember, the parent is considered an EQUAL partner in the
process.  You are a member of the IEP committee that designs your child's
individualized education program.

To gain a better understanding about how all of this should work, see if you
can find the following book:  Negotiating the Special Education Maze by
Anderson, Chitwood and Hayden and published by Woodbine.

SUBJECT:   Re:IEP   Date:  97-06-05 12:45:27 EDT
From:  KevisB

Also, Protection and Advocacy may run parent IEP trainings parents in your
state.

SUBJECT:   Re:IEP   Date:  97-06-05 19:40:09 EDT
From:  Mithue

When a parent at my school requests testing by writing their request to the
principal, our timeline starts. Instead of a pre-ARD meeting, we schedule an
ARD with the parent, teacher, and other committee members. This does not
automatically assure that testing will be recommended by the committee. If
not, we will reschedule a follow-up meeting in a few months to see if the
child is making progress. Sometimes immaturity is an issue, or attention
skills are poor. Never do we dismiss a parent's concern without rechecking on
the child's progress. If there is progress, albeit slow, testing is most
likely not recommended. In order to qualify for sp. ed services with a
learning  disability, a severe discrepancy on TWO educational tests must be
documented and that's difficult to do with young students (< grade 2).
Sue

SUBJECT:   Re:IEP   Date:  97-06-06 08:39:23 EDT
From:  JBEZER

Mithue, I have found what you say is indeed the procedure. My January request
was followed up in March with another mtg. Again, assuming most issues with
my son are developmental, the next mtg. was scheduled for next Oct. I
accepted their opinions and still felt there was more to his difficulties and
sought a private evaluation. It is my understanding that if a child's
difficulties are not dealt with early, the gap will widen with each year and
I could have a behavior problem with him. Then he would most likely get more
attention. I'm not willing to chance that and then be told he must have
medications to learn. I respect and have faith in our school pshyc. and pray
he will do the same tests and more.

SUBJECT:   Re:IEP   Date:  97-06-08 19:05:47 EDT
From:  MarRigby

JBEZER:

Although a psychologist usually does some of his/her own educational
screening, it is necessary for more than one professional to do the testing.
On our consent for assessment forms, there are lines for us to indicate who
is responsible for each part of the assessment. For instance, both the
psychologist and the Sp. Ed. teacher may test for processing disorders using
two or more  different assessments. The Sp. Ed. examiner will do more
intensive individual achievement tests using assessments for each major
subject area such as Reading, Math, and written language. Also, many of these
assessments have nationally-normed standard scores which can be compared with
IQ tests to determine whether a learning disability exists. (The majority of
Sp. Ed. students qualify under this label). Each category of Sp. Ed. has its
own set of criteria in order to qualify under IDEA.

If a student does not qualify under any of the IDEA labels, a child who is
struggling academically may receive remediation services, but not from Sp.
Ed. teacher and no IEP is written. Hope that helps.

Marilyn

Marilyn

SUBJECT:   res room interv questions   Date:  97-06-08 21:55:21 EDT
From:  ANDYJILL

Hi, I graduated last year.  I am currently interviewing 4 jobs. In PA?  any
interviewing questions u might think I should be prepared 4.  Thanks?  How
might I do research on the school districts if I applied to 60!!!!!!
My email address is [e-mail]    :)




SUBJECT:   Lesson plans   Date:  97-06-13 11:34:33 EDT
From:  CHABLIS96

I will be student teaching in a 2nd grade inclusion classroom next fall.  I
will be observed a number of times and would appreciate any great lessons
which have worked for any of you.  Please e-mail me with any info which would
be helpful.  Thanks so much!

Chablis '[e-mail]


SUBJECT:   Re:Lesson plans   Date:  97-06-13 19:55:55 EDT
From:  RRTeach

Doing your own thing while student teaching in an inclusion class can be a
tricky thing -- too many personalities involved. You might want to wait to
meet the people you will be working with first and then follow their lead.
You also need to be thoroughly familiar with the curriculum and the needs of
the students before you start planning. If you can meet with the cooperating
teacher before you start planning, you can get on the right track.