AOL File Library: 2,301 to 2,400/aol-file-protocol-4400-2301-to-2400.zip/AOLDLs/Special Ed Library/Archive Resource Teachrs Share 1/TCHRSHR1.txt

Text File | 2014-09-22 | 229KB | 5,318 lines

Archive of Special Education Message Board Folder:
RESOURCE TEACHERS SHARE
October 30, 1995 - October 3, 1996
FILE NAME:  TCHRSHR1.TXT
412 Messages - 99 Pages

SUBJECT:    Resource Teachers in touch
Date:  95-10-30 21:40:55 edt
From:  AP80

I'm trying to put together a data base of Resource Teachers from across the
country so that we may share concerns and help solve problems together.  I've
had a great response so far and welcome anyone to join us.  Please e-mail me
and tell me some basics, i.e. the level you teach, the types of
classifications in your classes and, if you'd like, a description of a
pressing issue.  I'll get back to you.

SUBJECT:    Re:Resource Teachers in touch
Date:  95-10-31 17:27:36 edt
From:  SusanS29

I would like to add:

Of course we always welcome parent participation in this forum, but it would
be nice for the teachers to have one folder where they could network.

I'm not going to ask non-teachers to stay out, but I hope we can keep the
folder focused on its important purpose.

So, folks -- please don't be offended if you post here and I have it moved to
another folder.

SusanS29-Host, Special Education Forum

SUBJECT:    Re:Resource Teachers in touc
Date:  95-10-31 21:49:50 edt
From:  Alke

I am currently teaching LD students in math and science in our high school.
The range as far as grades is concern is that my students range from 9th
graders to 12th graders. My most pressing concern is the fact that my
undergraduate degree is in social studies and I just received my Master's
degree in Special education.  I am alarmed to find out that I am not the
"expert" anymore in my field.

It is been a rude awakening for me and a struggle.  I do not have any
background experience in math and science, so it has been a struggle.
Additionally, I am disappointed with the attitudes of alot of my students who
have just given up.  I spend about 75% of my daily lesson, trying to
motivating them to try and not give up.

alke

SUBJECT:    Science/Math Resource Struggle
Date:  95-11-01 20:10:41 edt
From:  Camnbeth

Dear Alke,
Keep on spending as much time as needed motivating your kids. Many of your
students are probably so frustrated after struggling through school for 9+
yrs. About your concern of not having any experience in Math or Science- join
the crowd! Many Special Education program do not require or offer Science
methodology classes and only a few math methodology courses. I am working in
a middle school, and learn right along with my kids! I utilize the teachers
and let them know if I don't understand/have knowledge of the information
they teach. In addition, request a copy of the teacher's editions the
teachers are using, and read/study the info.; visit the classroom and sit in
on lectures. Most importantly, don't be afraid to let your students know when
you don't have/know the answer. Search together to find out- this allows you
to model how to discover new information, and also let's your kids know that
you don't "think you know ALL" and it's alright to speak up when you don't
know something! Keep a folder of all the teacher's tests; worksheets;
projects; and note outlines to refer to next year. You'll have your job all
figured out and things will run much more smoothly!! Spec. Ed. is no easier
field, and although they may act as if they know all, not Special Educator
has the key to all content area doors of knowledge!! Good Luck!!!

SUBJECT:
Science/Math Resource Struggle
Date:  95-11-01 21:49:48 edt
From:  AP80

Dear Alke,
Hang in there.  Camnbeth's advice was right on target.  The best techniques
we can give our kids is to model how we find information and apply it.  It's
sometimes better not to overknow a subject or you may make assumptions about
what your kids know.  Take Care.

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-01 23:09:15 edt
From:  LKittredge

I too am an LD teacher but at the middle school level.  I am currently
teaching LD Reading and English to 6th, 7th, and 8th graders and As of Monday
I will be starting a self contained class of Physical Science for kids who
couldn't make it in an inclusion setting.  The level of frustration is
enormous.  Can anyone out there help me?  I have absolutely NO background in
any of the sciences much less this one.  Will gladly share any and all info
collected.
LKittredge


SUBJECT:    Literature in the RR
Date:  95-11-03 21:58:22 edt
From:  SConrad

     My basic function, as it was explained to me was to do skill building in
the resource room.  My students hated the basal readers ( and I did too), so
I have started using Steck-Vaughn short classics.  My students really love
them.  They are not only giving me basic comprehension info., but they are
comparing  different pieces, and writing about them.  My concern is, that my
supervisor will not appreciate the reading "program" as much as my children.
Do any of you think I should go back to thr traditional materials?  Thanks
for any input you may give.

SConrad

SUBJECT:    Re:Literature in the RR
Date:  95-11-03 23:10:10 edt
From:  AP80

Dear SConrad,  Send your supervisor the following message:  Dear
(Supervisor),  you've been so supportive so I'm eager to share a recent
success.  The literature series I switched to (because my kids were bored
with the other) has really lit their fires.  They seem to enjoy it and now
look forward to the lessons. (Add any other positives you can think of--if
your supervisor is interested in student success, he/she shouldn't object; if
he/she is into power, you could have a problem.  Write back in that case.
Keep in mind, that there might be a legitimate reason why your supervisor
might not want you to use that series.  Keep an open mind, but trust your
instincts or those of more experienced teachers.
If you'd like to join our data base linking Resource teachers, e-mail me and
I'll add your name.  AP80
(Ann)

SUBJECT:    Moved from another folder
Date:  95-11-03 23:19:16 edt
From:  SusanS29



SUBJECT:    Laison
Date:  95-11-03 20:33:37 EST
From:  RKAteach
Posted on:  America Online

I am currently teaching LD/MR in an elementary school.  I see a strong need
for a laison to work with the parents and community to inform them of special
education procedures and laws. This would help my position tremendously and
allow me to teach.  Have any of you seen this or know of any?  I want to
start this in my district.

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-04 09:10:24 edt
From:  Honiedu

Currently I have developed a form of "Inclusion" on the 7th grade level.  We
have 16 learning disabled and emotionally handicapped students grouped with
14 regular PCEN students.  I push into science, social studies and Englsih
with them.  I have two resource classes a day.  Great program and wonderful
success for these students

Honiedu.

SUBJECT:    Re:Laison
Date:  95-11-04 14:44:27 edt
From:  AP80

In our district we have BOCES (Board of Cooperative Educational Services) and
they provide services to component school districts.  One service they
provide is a Parents of Children with Disabilities forum.  They hold meetings
regularly with specific topics.  If you'd like more information, contact:
Mindy Fitzpatrick, SETRC, BOCES, South St. Rd. Auburn, NY  13021.
PS:  Would you like to join our data base of resource teachers?  We are just
starting up and hope to use e-mail and this message board as a way to share
info and concers.  If you'd like,  send me the following info:  level you
teach, types of classifications, name & address of your school.  We'll
include you and soon hope to get some meaningful communication established.
Ann Payne (AP80)

SUBJECT:    Re:Honeidu's program
Date:  95-11-04 14:48:41 edt
From:  AP80

That sounds great.  I'd like to hear more about it.  Do you have any info you
could download?  I teach Resource in a middle school but all my kids are
scheduled into Resource.  I'd like to do some push-in but would like more
info on how it works, i.e. how do classroom teachers adapt to it, how do
youwork plans.  My fear is that I'd become an aide in the classroom.
Also, we are establishing a network of Resource Teachers across the country
to share info and concerns.  If you'd like to join, e-mail me info about your
level, classifications, name & address of your school (optional, but if we
get a newsletter going for Resource Teachers, at times I may have to resort
to US mail)  Ann Payne  (AP80)

SUBJECT:    New RR teacher needs help
Date:  95-11-05 14:02:05 edt
From:  Simmonsjef

I'm a new resource teacher, and I would like some advice from some
experienced teachers. I teach 3rd, 4th and 5th grade math, reading and
language arts. I need some advice as to how to teach reading. Do you use
basal readers, literature or skill series? How do you have enough time to
teach reading when there are a few different levels at once in the classroom?
How do you teach English? Do you use an English series or Daily Oral
Language? Right now I am using a skill series to teach reading called
Insights. I feel like the children aren't really learning. I find that I
don't have a lot of time to teach English, so I am using Daily Oral Language.
I just feel like there could be a better way of teaching. Any
suggestions?

SUBJECT:    Re:AP80
Date:  95-11-05 14:55:18 edt
From:  LTaylor283

This is your sister, Stop telling everyone your name.  give out an alias,
like Nancy M1-She is going to kill me.  Seriously, this share line is great.
I am going to tell my other sp.ed teachers.

SUBJECT:    Re:New RR teacher needs
help
Date:  95-11-05 16:29:38 edt
From:  AP80

Jeff, you shouldn't have to reinvent the while.  Look into what resources are
available to sp. ed. teachers, check with more experienced staff and don't be
afraid to ask questions.  Our area is very ill-defined and over-inclusive.
No one could know everything about all types of classifications, levels,
subjects, etc. and if that is what is really expected, then there isn't much
of a commitment on your district's part to your kids.  Since you're new, you
don't want to rock the boat too much, but you are entitled to appropriate
guidance from qualified people.  Can your supervisor point you in the right
direction?  Is there a college or university near you that trains sp.ed.
teachers?  Does the basal or language series your school uses have a strand
for slower or reading disabled students?  Your reading teachers can be a
wealth of information.  Above all, hang in there--you've been given an
assignment that would be difficult for anyone.  It is doable with the
appropriate guidance.  Keep bugging people until they help you.
If you would like to join our data base of Resource teachers, send me your
name, name & address of your school, types of classifications and I'll add
you.  Soon we'll get a type of newsletter together where we can address
concerns like yours.  AP80

SUBJECT:    Re:AP80
Date:  95-11-05 22:34:24 edt
From:  SusanS29

LTaylor it's perfectly acceptable for a person to use his or her real name,
and many people do it.

What isn't safe (and will be removed from view) are personal phone numbers
and addresses.

SusanS29-Host, Special Education Forum

SUBJECT:    WARNING TO ALL
Date:  95-11-05 22:35:36 edt
From:  SusanS29

DO NOT POST YOUR ADDRESS AND PHONE NUMBER PUBLICLY.

It WILL be removed!

*E-mail* only for this data base.

PLEASE.

SusanS29-Host, Special Education Forum

SUBJECT:    Resource Teachers Network
Date:  95-11-10 00:33:16 edt
From:  AP80

We have over 35 Resource teachers from across the country who have responded
to our call to form a data base.  Sometimes I feel so isolated, being the
only Res. teacher in my building (there are 8 in our district, but we rarely
have a scheduled get together).  It's great to talk to Res. teachers all over
who have the same problems.  I've gotten a number of good ideas I plan to try
in my building.  Anyone who'd like to hook up with us is welcome.  Ann

SUBJECT:
Block Scheduling and ADD kids
Date:  95-11-10 14:36:29 edt
From:  MiniMabs

Hi! My high school wants to go to  4 - 75 minute blocks each day for
classes.All kids except for 15 really low functioning kids are totally
mainstreamed. I need ideas on how to help on training regular class teachers
to deal with the ADD kids and severe behavior management kids in such a big
block of time!

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-11 12:31:03 edt
From:  DWadzeck

1-6 resource teacher in texas....mostly LD with SH and a couple of ED
kids....small rural school
17 years experience....first year spec.ed...main concern is classroom
teachers who don't like idea of my modifying for students....they feel if
students are made to do the work others do they will do fine.  would like to
chat about this....regarding any ideas on helping classroom teachers
understand that these kids can't do what others do....ex. corrections on
tests....handwritten...not writing answers on tests, but in complete
sentences on other paper...etc.

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-11 12:39:23 edt
From:  DWadzeck

am new to all this AOL.....just finished going through all the messages and
found a couple of really good ones....this is great.  thanks for all your
sharing


SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-11 20:32:58 edt
From:  LD Teach80

I'M ALSO NEW TO AOL.  JUST FINISHED READING ALL THE MESSAGES.  WHAT DO I DO
FROM HERE TO JOIN THE DATA BASE?

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-13 21:13:25 edt
From:  JTMOC

Does anyone know anything about a reading program called "Action Reading"?
Is it a legitmate
program or a hoax? Thanks.

JM26


SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-13 21:20:46 edt
From:  LD Teach80

Has anyone had any experience with Ron Davis's orientation training for
people with dyslexia?  If so, was it effective?

SUBJECT:    Re: Davis Orientation
training
Date:  95-11-13 22:21:11 edt
From:  AP80

I'd also like information on the above.

SUBJECT:    Re:Literature in the RR
Date:  95-11-13 22:32:36 edt
From:  AnnToreen

Hi SConrad,
All that really matters is that you turn your kids into book loving, reading
machines, right? Once they can read then they can self-educate. If those
traditional reading materials were effective for your students they wouldn't
be your students. That's how I look at it. I have found that most of my
students are visual-kinesthetic learners...very creative...right brained.
Basals bore them to death. They want something clever, creative, stimulating,
relative. Your books sound great because the students are responding to them.
There should be no question as to their appropriateness. Do what works.
That's my moto. This means being an advocate for your students (hey, who else
if not us, right?) and saying, "I am doing this because it is the best for my
student, so back off Jack!" :)
Hang in there. AnnToreen

SUBJECT:    Re:Resource Teachers Network
Date:  95-11-13 22:38:07 edt
From:  Honiedu

Please include me in Resource Teachers Share Connection.  Eileen and I work
together in a Middle School Inclusion Program.

Honiedu

SUBJECT:    Re:Literature in the RR
Date:  95-11-13 23:12:04 edt
From:  DWadzeck

would like to know more about literature....what do you use?  thanks,


SUBJECT:    Re:New RR teacher needs help
Date:  95-11-13 23:49:26 edt
From:  AnnToreen

Hi Simmonsjef, (Part one)
I teach LD, 1st through 5th grade. I've been doing this for ten years. If my
students have over an 80 IQ they average 1 to 2 years progress in one year
time. The Language Experience Approach is very effective. The kids have a
collection of stories that they've dictated and edited as I wrote and guided.
(excellent for the language disabled) (great model for written language) They
each have a notebook with their stories to reread at home. The whole book
goes home in the summer. We do one story per week in small groups, by
ability. I take out select words and replace with vocabulary words. The
students pick their spelling words from their story, or if a particular skill
has been emphasized (ex: a lot of words had the 'ing' ending in the story)
then pick only those words. I also use novels because they are far more
interesting. I assess progress and needs continuously. If I see that they
need something today, I teach it today or tomorrow. Sometimes I am planning
as I teach. If they're reading and a few miss some compound words, then I
teach compound words. They get it when they need it to be successful in their
current reading material. While they are oral reading I make sure they are
using all of the appropriate strategies for decoding unknown words and that
they can do this independent of me. The use of phonics is only one of many
strategies. I stress reading for meaning.( Ex: What word would make sense
here that has that beginning sound? Finish reading the sentence then go back
and ask what word would make sense? Let's stop and think about what's
happening in the story? Now let's go back and try again. )    It will shock
you at how effective this is. Find out about Reading Recovery strategies by
Marie Clay. To emphasize reading for meaning using syntax and semanics, I use
sentences from their books that I wrote on a sentence strip tag board. I cut
the sentence into words. The kids reassemble. Each group has one sentence per
week. They are all stored in a pocket chart on the wall. One of their center
activities is to go to the pocket chart, find their words and assemble into a
meaningful sentence. I give the page number in the book where it can be found
if they initially need help. They really learn how to analyze the structure
of a sentence and what makes sense or not, AND they absolutely love doing
them. If you are stressing 'ing' words, cut all of the 'ing's off and let
them figure out where to put them so that the sentence makes sense. It fun
and you can teach a lot through them. I also use the Sunday comics cut up and
laminated. The kids have to read and sequence onto a pocket chart. This
requires sequencing, monitoring syntax and semantics, attention to picture
cues and a few laughs along the way. Depending on ability or difficulty of
strip, I may mark on the back which one goes first, middle or last, to help
them out a little. There are quite a few strips that are wordless for your
very beginning readers. For comprehension I use Reciprocal Teaching...very
simple. The kids ask the comprehension questions. This gets them to think of
questions AS they are reading...voila...they are comprehending. They think
it's a lot of fun. I also have Reading Response Journals. Every day they
respond to what they have read. I have a bunch of generic comp, ques. that
were printed on computer then laminated. Each group goes to a bulletin board
to find their question and write the answer in their journals. (EX: What is
the main idea of the story? What do you think caused the problem in the
story? Is this story based on fantasy or reality? Is the main character being
a good friend? Why or why not? What caused the main character to be so afraid
in the story? Why do you think so? How would you change the ending of the
story?) You can think of hundreds of them! I have a file and I pick what is
most appropriate for today's reading. (I also ask them to set weekly reading
goals in their journal as well) On Fridays we conference with
journal........See part two..

SUBJECT:    Resource Database
Date:  95-11-13 23:56:53 edt
From:  REAnders40

 I'm very new to the Online system, but this sounds exactly like what I've
been looking for! I am a 4th-5th grade Resource teacher in a district that
has little to no funding or info. on how to or where to find appropriate
materials to help my kids. I would love to join any program that will help
me.


SUBJECT:    Re:New RR teacher needs help
Date:  95-11-14 00:19:53 edt
From:  AnnToreen

Hi Simmonsjef, (part two)
(RE: written language.) The journals are how I do written language stuff. We
conference every Friday. We talk about their responses to their stories and
the quality of the writing. It's very effective because it relative. You are
teaching to the moment and the immediate personal need. Progress is faster. I
have designed vocabulary and spelling study guides that incorporate the best
strategies for learning. Both guides require writing sentences using their
words.
(RE: meeting all of their needs.) The only way I have been successful in
teaching in a multi-age, multi-ability, multi-subject classroom is to use
learning centers or work stations. If I'm teaching reading, I pull them out
during their reading times.(no skin off regular teachers back if you give the
grades, which I do) The kids will come for an hour per subject. Within that
hour I pull them for group instruction for 20 to 30 minutes. The rest of the
time they are doing center work that meets individual or group needs. The
kids have a paper that tells them what centers they are responsible for, for
the week. They chose the order , as long as they all get done within time
allotted. This takes some patience and work on your part and a lot of
training for the kids...but...when up and running, the classroom runs itself
and your'e just pulling groups. It's great!!!! The kids come and go quietly
while I have back to back 30 minute lessons all day. I have 33 kids. My aide
pulls some groups or individuals and monitors centers. AND if you absolutely
have to, you can write IEPs all day while the kids do centers all day. Can
you see the possibilities? ;)      Hang in there. Read a lot. Build your own
professional library. I wish you luck. Hope this helped.....AnnToreen


SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-14 00:39:40 edt
From:  AnnToreen

Hi DWadzeck,
These teachers need to be reminded that they are being discriminatory towards
these students. Their disability is not being accommodated. Would you be a
reasonable person to ask a man with a fake leg to run a 4 minute mile because
it can be done by an athelete with two legs? NO!  But you could reasonably
ask him to take a walk with you! :) Then why would you expect a person with a
reading disablity to read math word problems because the average person can?
It would be reasonable to verbally give him the math challenge and then let
him take it on. I have learned that when it comes to my students, I am their
only advocate. Sometimes I have to take on their battles to overcome
ignorance and intolerance. The teachers have a hard time with our kids
because they have disabilities that aren't seen. When I give them my analogy,
it seems to help visualize it for them.     AnnToreen

SUBJECT:    Re: Davis
Orientation training
Date:  95-11-15 11:03:04 edt
From:  SusanS29

I have read Ron Davis' book. Although I'm sure his approach works very well
with some children, I think we need to remember that there are multiple
causes of reading problems. First we must find out what's interfering, and
then plan our strategy from that.

In addition, Davis' major diagnosis is autism, not dyslexia, which -- to me
-- suggests that his approach may be more suitable for some kinds of learning
than others.

In my experience it was language problems most likely to interfere with
severe reading problems, and in that case it's unreasonable to ask the child
to read above his or her language skills. Some children also are extremely
concrete and won't learn to read just from a printed page no matter what
techniques are used.

SUBJECT:    Re:Resource Teachers Network
Date:  95-11-16 21:54:16 edt
From:  Honiedu



Found a real great Book called" LD is not Learning Dumb".  If interested
contact Honiedu AOL and I will give you the particulars.

SUBJECT:    Re:Resource
Teachers Network
Date:  95-11-16 21:56:06 edt
From:  Honiedu

Please enter me in your Database

Honiedu

SUBJECT:    Re:Resource Teachers Network
Date:  95-11-17 16:45:00 edt
From:  SusanS29

Honiedu since you didn't write it, it's not an advertisement. Please post the
particulars publicly so we can all have a chance at this book!

Thanks.

SusanS29-Host

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-17 21:15:38 edt
From:  NCMomma

I am also a new resource teacher with 3rd, 4th, 5th, and 6th grade elementary
students.  I teach in an inner city "at risk" school.  The main thing that I
have learned so far is not to expect "big" improvements to happen quickly.
We have to just chip away day by day.  One of my biggest problems is that I
am not only battling learning disabilities but "environmental" disabilities.
It's no wonder that so many of my students have learned so little.  I am
spending a lot of my time using the Multiple Skills series and the rest on
basic reading skills (yes, phonics).  I stress routine and have found that my
students do much better when they know what to expect.  We repeat the same
routines day after day and I have found that most have accepted the
procedures as routine.  I had my first observation by my principal yesterday
and received an A+ rating. I was so excited.  I would be glad to share my
schedule with you in more detail if you would like.  Just leave me a message
in E-mail.   Lots of luck... Claudia

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-17 23:27:27 edt
From:  SMccaughey

I teach in a Resource Room K-8.  I have been using the Wilson Reading Program
which is phonetically based.  It follows a structured routine, and teaches
students to associate keywords and sounds to each letter/blend etc:  It also
teaches the students solid phonetic rules, starting with the very basic and
working its way up.  I have seen great improvement in my student's decoding
skills, and spelling, even the student's with severe reading disabilities.
The program stresses the "tapping" of letter sounds, and I now have students
tapping with their fingers all over the place.  My reading group currently
consists of 3 5th graders and 4 sixth graders.  In lang. arts, my 5th graders
are working on the same activities as the regular 5th grade, but with
modification.  I also use the Daily oral language, but find that the students
relate to the editing better if they are editing another student's work.
Good luck!

SUBJECT:    Good Reading Material
Date:  95-11-18 08:53:19 edt
From:  Honiedu

"L.D." Does Not mean Learning Dumb was brought for me by one of my parents
who is a social worker.  What a wonderful book for personal and classroom
use.  It is available for $19.99 and they accept Visa or Master Card.  Phone
number is 201-763-2499.  I recommend this book highly and if purchased you
all will be pleased.

Additional Information:  Honiedu AOL

SUBJECT:    Re:Resource Teachers in touc
Date:  95-11-18 09:10:55 edt
From:  Honiedu

Hi AnnToreen,

     It certainly isn't easy being a resource teacher.  I've been teaching
for 32 years now and became a special education teacher 13 years ago.  I have
always been a child's advocate and continue this support with my
grandchildren.  There are absolutely marvelous teachers out there who are
willing to change their styles to meet the needs of all our students,  AND
then there are those who know it all "which isn't much" and no matter what
you say or do are going to continue to put down the self esteem of the child
who needs to achieve academically.  These are the teacher we need to target.
If we are not our students advocate not one will be.  You can't win the
all.

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-18 11:33:52 edt
From:  Ratatat

<<The program stresses the "tapping" of letter sounds, and I now have
students tapping with their fingers all over the place.>>

I know a first grade teacher who has her master's in reading.  She has been
tapping her chin to "show" the cadence of words to children for so long that
sometimes she does it when she is talking to adult colleagues!  She is really
something - let me tell you!

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-18 22:01:53 edt
From:  Honiedu

Ratatat
     There comes a time when we must think about packing it in.  I know I am
soon to be in that category.  I got a kick out of the first grade teacher
tapping her chin.  I guess I better be aware of such behaviors if I start to
do this after 32 years in the field.

Honiedu

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-18 23:19:06 edt
From:  SusanS29

Remember the old "Dick and Jane" series?

My grandmother, who taught first grade for years, loved to tell the story
about the first grade teacher who had a flat tire. This version is edited for
AOL :).

"Oh, oh, oh!
"Look, look, look!
Darn, darn, darn!"

SUBJECT:    Re: Physical Science for LD
Date:  95-11-19 20:47:54 edt
From:  HJ Wally

I teach Physical Science to LD students in a Middle School.  Here are some
suggestions: 1) I f there is a Remedial Science program in your school, find
out what text they are using.  If you like it, consider ordering it or at
least use it for a reference.  The Remedial Science teacher and I both use
"Physical Science" by Globe publishing Company.  It's a hardcover text with
one concept per chapter presented on only two pages with questions after
every paragraph.2) Use hands on whenever possible. This does not mean you
have to do labs.  My students love making collages. For example,  we just
finished an energy unit and they are currently cutting out magazine pictures
which illustrate different forms of energy and then making a poster.3) they
love to color so I do projects like this often.Hope this helps!

SUBJECT:
Re:Literature in the RR
Date:  95-11-19 20:50:38 edt
From:  HJ Wally

My advice:  stick to whatever works. Stech Vaughn materials are great and it
sounds like your students are successful.

SUBJECT:    Re: Inclusion
Date:  95-11-19 20:53:52 edt
From:  HJ Wally

I am interested in info regarding successful inclusion of LD/remedial
students into heterogenous classes.  Does it work when there is a special ed
teacher in the room?

SUBJECT:    Re: Inclusion
Date:  95-11-19 21:41:20 edt
From:  AP80

HJWally, this is a copy of an e-mail I just sent on this issue:
 About 5 years ago I helped develop a program to move previously-tracked
"slow learners" into regular classrooms with support.  I did this because my
kids were being, for the most part, automatically placed in "basic skillls"
classes because of their low reading/writing levels.  These kids got a
reading lab every day (the reading teacher focused on content in their
regular classes-a bit like Resource for non-handicapped kids)  My kids got
the same class plus me.  It worked great.  We provided a great deal of staff
development.  The remedial staff and I helped to modify presentations,
homework & tests.  The original agreement called for not placing more than 3
of these kids per class and keeping enrollments to about 21-22.  Now with
budget cuts, the every day reading was cut.  Class sizes soared and teachers
had no time to deal with ourkids needs.  We have the program on paper only.
The kids are struggling and the president of the Bd. of Ed. recently wrote an
editorial saying our schools have never been better (they cut 20% of the
staff last spring).  The beauty was that many of the techniques we pushed
worked well for everyone, not just for slow or LD kids.  When will the public
learn?

SUBJECT:    to: l kittredge
Date:  95-11-19 22:40:26 edt
From:  SRPAQ

Start with simple copncepts which pupils can take away with them. For
example, they can rub their hands together. How does it feel. The heat is
caused by friction when two objects come together.
Where can they see this used? Sneakers grab the ground because of friction.
The same is true of tires on a car. Without friction things would move
freely. Sometimes we do want things to move easily. This is why we use oil in
our cars to prevent the moving parts from heating up too much as they work. I
suggest you try to find elementary science books in the library but don,t let
the kids know the level. One authjor who used to write fine elementary
science books is Schneider.

Good luck!  I am on AOL occasionally. My name is SRPAQ

SUBJECT:    Re: Inclusion
Date:  95-11-19 23:12:47 edt
From:  Honiedu

Presently I am in the English,social studies and science classes with 16 LD
and EH students and 14 regular education students.  I have two resource
classes a day and work my duty with the regular ed students.  This is the
second year of the program and we have it now on the 6th and 8th grade level.
I teach 7th grade.  All the curriculum remains the same and the students
selected are highly motivated with low skills and a terrific parent
support.

SUBJECT:    Re: Inclusion
Date:  95-11-20 19:36:02 edt
From:  Jnorris801

I am a RR teacher in a small rural school of 3rd-5th grades.  For the last 3
years we practiced Inclusion.  I team taught with the regular classroom
teachers.  I really enjoyed teaching in this setting, but we had to
discontinue it this year.  The students are very low academically and need a
lot of one-on-one instruction.  I feel that Inclusion can work very well, but
there must be collaboration between the Sp. Ed. and regular classroom
teachers.  I am glad that we have this folder.  I enjoy reading the messages.
We all need a place to vent!!!!!!


SUBJECT:    Re: Physical Science for LD
Date:  95-11-20 22:44:05 edt
From:  Oynk oynk

I taught 8th grade physical science for self contained students for several
years.  None read above a 2nd grade reading level, but they all did well,
learned a lot, and liked what they did.  I can't tell you everything I did,
but if you tell me what unit you are working on, (simple machines,
elecriticity, acids and bases...)I can give you some ideas.  You can post, or
I don't mind email either.

The best thing of all was that we did not water down the curriculum.  If your
students are truly LD, then they are capable of learning physical science. .
they just have problems reading the text, writing the answers, and using rote
memory skills.  I know I am sometimes in the minority, but I don't think you
need to abandon the standard text or use coloring activities.  You will need
to supplement the regular text a lot, but I have always found it to be a big
boost to self-esteem to use the same textbook as everyone else.   These
student's can learn the material if we present it in a way that they can
learn.  The best compliment my students ever got was when the regular ed.
physical science teacher told his classes that he didn't think that some of
them would be able to pass the LD midterm exam.


Good luck

SUBJECT:    Sp Ed Philosophy
Date:  95-11-21 20:37:34 edt
From:  Katmattson

Help!!  I have a form that must be completed by Dec. 4.  This is the
assignment:   Describe your philosophy of teaching.   Another is, describe
your personal style of teaching.  Do you think WHATEVER WORKS  is an adequate
personal style?    I am trying to write a coherent response.  I know some of
you out there have some good suggestions.   I teach 4th & 5th grade SLD in a
resource environment.I appreciate any help.

SUBJECT:    Re:Sp Ed Philosophy
Date:  95-11-22 10:31:42 edt
From:  SusanS29

Kat, I was asked that in a job interview once, and I said "Actually I'm
rather eclectic" and elaborated on drawing from various approaches to achieve
effective ends." Just fancy words for "Whatever works," right? (grin)

PS I got the job.

SUBJECT:    Re: Inclusion
Date:  95-11-22 18:41:36 edt
From:  AnnToreen

Hi Jnorris801,
I teach RR, 1-5 grades. How far below grade level can they be and still be
successful in an inclusive setting? My students are at least 2 yrs
behind...some 3. I just don't understand how inclusion can be successful. How
did you make that conclusion? Did it just feel right? Or did you have
concrete evidence? I took one 3rd grader from a K reading level to 2.2 level
in one years time. I honestly don't think that kind of progress is possible
without some serious instruction on HIS level using HIS learning style. I can
see it if they are performing on level and all they need is learning style
accommodations or modifications to accommodate a particular disability. How
can they learn on grade level if they lack the prerequisites? If you have
time, please tell me how you did it.    AnnToreen

SUBJECT:    Re:Sp Ed Philosophy
Date:  95-11-22 18:59:44 edt
From:  AnnToreen

Hi Kat,
"I do whatever works" implies that you are an expert in your field and that
you have an expansive repertoire of different approaches (which says that you
constantly self-educate and keep up with the current research), have a clear
understanding of how each of your students learn and perform, feel strongly
about individualizing instruction, and care that your students get the very
best. It also implies that you are creative and flexible. To me, that is more
than adequate. It is excellence. If one approach worked for all, we would see
more successes with our students in the regular classrooms.   AnnToreen

SUBJECT:
Re: Inclusion
Date:  95-11-23 00:03:11 edt
From:  SusanS29

"I honestly don't think that kind of progress is possible without some
serious instruction on HIS level using HIS learning style."

Ann I have had exactly the same experience.

SUBJECT:    Re:Sp Ed Philosophy
Date:  95-11-23 00:04:14 edt
From:  SusanS29

""I do whatever works" implies that you are an expert in your field and that
you have an expansive repertoire of different approaches (which says that you
constantly self-educate and keep up with the current research), have a clear
understanding of how each of your students learn and perform, feel strongly
about individualizing instruction, and care that your students get the very
best. It also implies that you are creative and flexible. To me, that is more
than adequate."

I agree, Ann, but I think she needs to follow her "I do what works" statement
with something like what you said, to back it up -- or it could sound like
empty posturing.

SUBJECT:    To:Jnorris80
Date:  95-11-23 21:00:18 edt
From:  Honiedu

Inclusion only works when the teacher is willing  to work with the program
and the students to meet their academic successes.  My 7th grade students are
mainstreamed  and I move with them.  Did you do your program this way?

SUBJECT:
Re: Inclusion
Date:  95-11-24 12:44:14 edt
From:  TIMF56737

I am a RR teacher in a rural school grades 3-5.  I also do in-class support
for 5th grade math and science.  This is my 4th year of in-class support.  We
have learned that it is still necessary to offer total programs in the
resource center for math.  The students we place in the in-class support
group are almost capable of functioning on their own-but not quite.  We have
been very successful when students are properly placed.  The most important
thing is how well you can work with the regular classroom teacher.

SUBJECT:
Re: Inclusionou
Date:  95-11-24 20:41:41 edt
From:  EKardell

our school has a number of classes with special ed. teachers co teaching with
regular ed teachers.  They are 3rd and 4th grade classes.







the teachers got to pick who they would like to co teach with.  I was a
teacher observing because I was interested in working in this situation.
Both teachers in each of the 4 classes I spoke with thought it was working
well interestingly one of the classes I observed my cousins daughter was in
she is a Gand T student and did not realize she was apart of any pilot
program.  The program continues to grow most often principals being less
eagar than the teachers.lk

SUBJECT:    To: JNorris 801
Date:  95-11-25 09:40:44 edt
From:  Honiedu

I would like to know the particulars as to why the program did not work for
you and your staff.

SUBJECT:    Re:New RR teacher needs help
Date:  95-11-25 23:34:07 edt
From:  RANLEE7636

Hi Simmonsjeff
Thanks for asking your question. I've enjoyed reading the responses.  I'm a
resource teacher K-5 for the second year in a culturally diverse elem.
suburban district after eleven years in a middle school same district. We use
SRA Reading Mastery as our basic series in the RR, but I feel once the kids
get blending (It takes some a LONG time) they really need more. My partner
has ordered 5-6 copies of familiar books (Amelia Bedila, The Quilt Story,
Frog and Toad Adventures etc.) and we do a fair amount of reading from those
also. We read them aloud and although difficult for the kids they are very
motivating.  I also use a lot of picture books for teaching particular skills
such as pattern words etc.  Even the older kids enjoy reading and listening
to them.  A note of thanks  to Ann Toreen for your ideas I've used several
before and loved the additional ones.  We seem to have similar philosophies
for teaching spec. ed. reading. Hope to hear from you again.

SUBJECT:    Re:
Inclusion
Date:  95-11-25 23:46:55 edt
From:  RANLEE7636

I was an inclusion special ed. teacher for 11 years in a huge (2000 students)
suburban middle school.  The program was very successful most of the time.
The key is choosing your mainstream teachers (we could there were so many!)
carefully. It's absolutely essential to have excellent communication between
sp.ed. teacher and mainstream teacher. Styles don't have to be the same, in
fact it's almost better if you have contrasting personalities as the kids see
both work in a helping situation.  I was fortunate enough to have fairly
consistent partners so didn't have to switch each year.  I learned more about
teaching than I have in any other setting by watching masters at work, it was
a marvelous experience.  I had to leave because of cut backs and probably
will not go back as I am in another really good situation,  but I would go
for it if you can. It's by far the best situation for the kids, both special
ed and non special ed.  The parents love it too.

SUBJECT:    Re: Inclusion
Date:  95-11-26 14:40:55 edt
From:  Laodice

I've been working in pre-school classrooms for 25 years and have been working
in an inclusive classroom for about 8 years now.  We almost always have
people with autism, and right now we have someone with Asperger's Syndrome,
or high functioning autism.  Also, we have another with autistic tendancies
who does not function very highly, but is coming along quickly as he learns
he is safe with us.  With all the disabilities, enthusiastic teachers, a
special needs educator in the building, and various therapists, we still
could not make it without the inclusive atmosphere.  We need not only the
levity of the typically developing child, but his help, as well.  OnLine, I
am Laodice.

SUBJECT:    Re:AP80  resource  teachers
Date:  95-11-26 19:48:44 edt
From:  AMorris376

I think this resource line is just great. I teach a vocational lab and we do
everything that can fit in my budget.
Most of the students find that using  hands on  in everything that we do is
the best teaching method.
The projects that the students  love the best include grocery store shopping
and using the telephone book the best..
Your A.Gary


SUBJECT:    RE:HELP FOR MILD LD KIDS
Date:  95-11-28 22:38:35 edt
From:  DHEC15

I am writing a research paper regarding kids with mild learning disabilities
in the regular classroom.  My limited research shows that these kids do just
as well if not better academically and socially when they are in regular
classes rather than resource rooms.  I would love to hear from teachers and
parents if they have had any experince with this situation.  This will
certainly add to my paper's validity to have actual experiences from people
all across the country.  Thanks for your time!!

SUBJECT:    Telling time
Date:  95-11-28 23:59:35 edt
From:  TATurtle

Help! I am teaching a group of four children time concepts and they are not
getting it. I have tried everything I can find and I've run out of ideas.
They can all read an LCD clock but their IEP's require them to read a face
clock ( I did not create the IEP and my facilitator says that I have to live
with it until the annual meetings) and I just can't seem to make the
connection. I need any and all ideas I can get. Please E-mail any information
to TATurtle. Thanks!!!!!!!

SUBJECT:    Re: Slingerland approach
Date:  95-11-29 14:34:29 edt
From:  Rebock

Seeking any resources, preferrably on-line, regarding Beth Slingerland's
approach to instruction.  email me at

[e-mail].

Thanks.

SUBJECT:    Re:RE:HELP FOR MILD LD KIDS
Date:  95-11-29 22:33:12 edt
From:  AP80

I teach in a middle school Resource Room.  All of my kids are in regular
classes and come to me for 1 period of support daily.  We used to have a
basic skills track for slow learners and my LD kids were automatically placed
in those classes due to low reading levels.  7 years ago we eliminated that
track and put all kids into regular classes with curricular modifications, if
necessary, or alternative testing techniques as indicated in I.E.P.s  All
these kids were given pre- and post Woodcock Johnson Reading Mastery Tests.
In almost all cases, both slow learners and LD kids made vast improvements in
their reading comprehension levels (1-3 years growth!).  We theorize that
it's due to the exposure the language of instruction and to higher level
skills expectations.  Teachers were given staff development in the summer to
learn how to modify their presentation, practice and evaluation.  When asked
each year, not one teacher was willing to go back to the "old way" even
though this way involves more work.

SUBJECT:    Re:Telling time
Date:  95-11-29 23:28:35 edt
From:  Oynk oynk

MECC has a computer program (Apple II -I'm sure your school has just a few
IIEs around :-) ) called clockworks which is pretty good-especially the drill
and practice.  Many school systems subscribe to the MECC library so you might
find it lying around.  If your press the option key and the a key at the same
time when it first boots up you can access the teacher options and change the
settings so that they can begin telling time to the hour and then progress to
5 and 1 minute intervals.  The kids have seemed to like the program and the
drill and practice is not nearly so boring.


SUBJECT:    Re: Inclusive settings
Date:  95-11-30 19:20:17 edt
From:  DLH1960

I am a consultative teacher for EH and MH students in inclusive environments.
I travel to 33 elementary schools monthly to provide behavioral plans,
curriculum modifications  and  and a listening ear to the general ed
teacher's concerns.  I am the case manager for these children and coordinate
all efforts for a successful environment.  I have found that the most
successful cases are with teachers who willingly volunteered for the child.
I have had quite a few frustrating situations with the teacher who got
"stuck"  with the down syndrome kid.  Our school system is huge and at this
time we are providing enhanced aides with the down syndrome children on a
case by case basis.  The EH children are not as fortunate and if they are not
successful after a specified time we will move them to a more restrictive
environment.  This is the first year for my position so if anyone has some
tips on collaborative efforts at the elementary level, I would appreciate
it!!  I log on approx. 2-3 times per week and my code name is DLH1960.  I
think we all need to be sharing on this topic- some of you are experts and
have been doing this for awhile  and the rest of us are trying to catch up.
Have a good weekend!

SUBJECT:    Re: Inclusive settings
Date:  95-12-02 00:58:23 edt
From:  PS ALEX1

This is interesting.  I have been a resource teacher for two years in a K-5
building.  I provide services to my students in many ways.  As I read the
messages everyone has left, I think many of us are useing the same terms for
services but meaning different things.  I provide services through
consultation, mainstreaming (providing services within the classroom), pull
out (in the resource room only when necessary), and full inclusion.  In my
district, full inclusion students have severe disabilities( MI, AI, etc.).
Children with mild disabilities (SPL, LD, EI, some POHI)  are mainly
supported in the general education class.  For these students I provide
classroom support, test support, and make modifications to the curriculum and
assignments when needed.  Full Inclusion is a parental choice in my district.
These are students whom would normally be sent to the basic cross categorical
program in the dictrict or to a centers program.  When the parent makes the
choice to have their child fully included into an age appropriate classroom
in their neighborhood school, they are saying it is more important for my
child to be exposed to their peers.  This means the main focus of the
students education may be daily living skills and social skills, academics
may take a back seat; although, not thrown out the window.  By the way, this
year we have 1 1/2 resource teachers for grades 2-5 with 1 1/2
paraprfessionals, a first grade co-teaching classroom (1 general ed teacher
and 1 special ed teacher whom is responsible for K-1), and a teacher
consultant who comes to the building one day per week.  Our program is
working well.  I include as many general education students into my pull out
groups as possible.  I only have two pull out groups this year,  4/5 reading
and 2 reading.

SUBJECT:    Re:Resource Teachers in touc
Date:  95-12-02 17:27:49 edt
From:  JDCD95

I am a new resource teacher at the elementary level.  As a job target this
year I am putting together an informal reading inventory.  I am trying to
gather imformation on assessment and reading strategies.  If you have any
information that would help please e-mail  me.  Any suggestions as to where
on the internet I can find this type of information?

SUBJECT:    Re:Telling time
Date:  95-12-02 19:26:03 edt
From:  LPalmer112

First, You can call a M-Team to change the IEP at anytime of the year.  I'm
not saying give up on the children learning the skill of the analog clock,
but we are continually assessing children on a daily basis.  You can adapt
and change daily.  Also, most IEP have a  place to mark outcome and
recommendations.  One option is to mark child has not met objective and
either continue skill or discontinue skill and move to next one.  You can
always go back and retry at a later date. Good luck!

SUBJECT:    Re:RE:HELP FOR
MILD LD KIDS
Date:  95-12-02 19:36:37 edt
From:  NCMomma

I am in the process of working on my Master's Thesis on "Inclusion versus the
Resource Room." It would be great if we could share.  I am also interested in
getting opinions from the various teachers online.  I wish we could put
together some kind of questionaire that could be distributed. Any ideas?
Also, when is your paper due?  Please E-Mail me with your response. I check
my mail via flash session everyday.

SUBJECT:    THESIS TOPIC
Date:  95-12-02 19:55:07 edt
From:  NCMomma

I am currently teaching special education while completing my Masters Degree.
When I began to  plan for my thesis, I wanted to study the idea that many
students are "environmentally" disabled rather than "learning" disabled.
Since I couldn't find much info on this idea, I changed to "Inclusion versus
the Resource Room."  Now that I am teaching in an inner city, at risk school,
I am more convinced than ever that many of these children's learning problems
come from their environment.  I would still love to do my paper on this.  Any
suggestions?  Maybe I could use the Share members as a study.

SUBJECT:
Re:Literature in the RR
Date:  95-12-02 23:21:43 edt
From:  LILISHM62

   Good for you SConrad!!  It is very important that our students gain the
full meaning of any read material and apply it to real life experiences.  Sp
Ed students  need to fully understand text to gain the language comprhension,
this is praxis at it 's full --helping students make meaningful connections
to read material.  Your administrators should be educated in your need for
high interest -low vocabulary materials ....so don't be afraid explain to
them all of the language applications that you are doing with the
Steck-Vaughn.

SUBJECT:    Re:RE:HELP FOR MILD LD KIDS
Date:  95-12-03 02:14:16 edt
From:  PS ALEX1

One area I have found which made a difference for some of my LD kids to be in
the general education class was Math.  Last year I taught a group of 6 LD 3rd
graders math on a pull out basis.  This year I have 8 LD 4th graders in one
classroom for math, the 6 from last year and two more.  What they have gained
this year that they did not get last year is:  more exposure to
mathematically terminology, exposure to how other kids figure out the same
type of problems (modeling), teacher pleasing behaviors, socialization
skills, and the understanding that other kids have difficulty with math at
times also.  For some of these students I modify certain chapters greatly.
But that is ok. They may master a skill or two more being pulled out over the
course of the year.  But by staying in they are gaining life long learning
and working habit skills.

SUBJECT:    Re:THESIS TOPIC
Date:  95-12-03 02:20:09 edt
From:  PS ALEX1

Have you tried reading up on how some groups (ethnic) are over identified as
special education students.  There is an argument that the testing procedures
and materials along with the school setting and instruction is making them
appear handicapped.  I have a document I haven't read yet about a school
district in Indiana (I think) which was recently cited for this.

SUBJECT:    Adult
Non Reader
Date:  95-12-03 08:44:48 edt
From:  Honiedu





     I am looking for good published materials for a 36 year old adult that
wants to learn to read.  I have "Hooked On Phonics" and am looking for
another complete source.  Highly motivated individual.

SUBJECT:    Re:RE:HELP FOR
MILD LD KIDS
Date:  95-12-03 19:36:12 edt
From:  MRSHUS

The most important aspect by far is working with a teacher who is really
interested in making it work. Do not "hook up" with one who is just willing.
I know.  I wound up being an aide!

SUBJECT:    Re:Adult Non Reader
Date:  95-12-04 23:04:18 edt
From:  Oynk oynk

Laubach (sp) has pretty good stuff.  You can get it from New Reader Press.
Our local library has most of their programs in the new readers section and
they are used a lot by the literacy volunteers of America.

SUBJECT:    Writing
instruction
Date:  95-12-06 00:16:05 edt
From:  JANO S7900

I'd like to chat with a teacher using "Power Writing" with upper elementary.


SUBJECT:    Re:New RR teacher needs help
Date:  95-12-08 00:12:28 edt
From:  JoshJ7083

     In the K-5 school that I teach, we combine the services of all the
Resource Specialists, ESL teachers, Reading Specialists, Special Day Class
teachers, Title 1, SIP teachers and our aides to provide small group
instruction for all students needing help in language arts.  We have a common
language arts time for grades 1-3 and 4-5 so that no child misses any
instruction in their classroom.
     Students are placed in small group according to need and grade level and
regardless of their label.  For example, one group may be in the fifth grade
working on a third grade level with comprehension needs.  We use effective
reading strategies and skills to improve comprehension and fluency using
literature on the students' level but connected to the content of the
classroom.  Assessments include running record/miscue analysis on graded
level passages of an IRI, anecdotal records, various rubrics to show ongoing
progress, journals, informal portfolios, and teacher, parent and student
input.
     Much of our intervention model is based on Reading Recovery strategies,
with Success For All and Accelerated Schools of Stanford as other models of
successful intervention programs.  We (the support staff) have educational
inservices throughout the year to keep us current in education and to
brainstorm ideas for specific needs of our students.
     It worked!  Last year each child made at least 2 years growth in reading
and the average growth was over 3 years.  Each school has different needs to
assess. We'd be happy to share info on what worked for our school.
Kathy

SUBJECT:    To:AP 80 re: tracking
Date:  95-12-08 19:25:19 edt
From:  HJ Wally

I also teach RR in a newly converted Middle School. ( we were a Jr. High up
until last year)  We have three teams of teachers on each grade level and the
remedial kids were supposed to be evenly distributed.  However, only 1 team
got the remedial tracking. Problem 1: the remedial sections are larger than
the regular sections Problem 2: Many Resource kids are on the two teams where
there is no remedial.  This has been a disaster!  The reg. ed teachers do not
know how to deal with the Resource kids.  They assign too much work and do
not explain assignments.  Being in classes with brighter kids has not helped
the Resource kids at all. It is frustrating!

SUBJECT:    To: ALEX1 Re: Math
Date:  95-12-08 19:34:12 edt
From:  HJ Wally

I agree that it is easier to mainstream kids for Math, but what about for
English?  I find that my RR students who are mainstreamed for English have a
terrible time becuase of their deficits in vocab., decoding, comp., and
understanding directions.

SUBJECT:    Re:To:AP 80 re: tracking
Date:  95-12-08 20:26:21 edt
From:  AP80

Is the reason that the Remedial kids are only in one section that there's not
enough support staff,i.e. one remedial teacher can't support kids in all
sections.  Is that the reason they don't redistribute the kids?  Would your
district consider investing in any staff development to re-educate classroom
teachers on how to modify for problem learners.  When we did that, many
teachers reported that the techniques and strategies we showed them worked
for many other kids, too.  They were caught up in covering the book, rather
than teaching to the objective, a natural dilemma due to cramming more and
more into their curriculums(ae).  It's not that inclusion doesn't work, it's
that few districts are commited to rethinking what they do. good luck.

SUBJECT:
Re:HJWallly re English class
Date:  95-12-08 20:32:44 edt
From:  AP80

All of my resource kids (middle school LD) are in regular English classes.
We cut down the number of vocab. words as well as being selective about which
ones they are most likely to use; we have the literature on tape (some
professionally done, others done by good readers here in school), which are
used in conjuction with me reading to them and them reading to me;  I also
show videos, if available, of the reading selections;  they work on their
assignments in my room so I can reinterpret the directions, if necessary.
They get modified spelling lists and have tests read to them.  A few also get
to dictate their lengthy responses (if LD in writing).  They all use a word
processing program with a spell check (written in their IEP) to cope with
spelling and editing for written works.  I am constantly trying to "stretch"
the kids,increasing the expectations as needed.  It's a lot of work, but the
payoff is great!

SUBJECT:    Re:To: ALEX1 Re: Math
Date:  95-12-09 02:18:55 edt
From:  RANLEE7636

I found that being in the mainstream English classroom (8th grade) on a daily
basis helped immensely.  Once I really learned the curriculum I could
anticipate difficulties students were going to have and make individual
adjustments for each student.  I loved the 8th grade English curriculum at
the middle school I was in and it did help that I worked with one teacher for
a number of years and that we learned one another personalities and teaching
styles well. It also works best with ideally only 5-6 special ed kids to a
class.  Sometimes my numbers were up to 10-12 and that was very difficult.  I
did pull outs for reading tests aloud for any student that needed it.  We
read almost all literature aloud for everyone.  If there ever was an
assignment that needed to be done silently, one of us would take out all the
weaker readers and assist them with it.  Larger research assignments were
very difficult of course, for LD kids.  I greatly modified the Thea Holton
approach Let me tell you!!  I guess the most important thing is that you need
to be working with a mainstream teacher who is commited to inclusion and who
respects you as a professional.  LD kids and well organized MMI (Minnesota
abbrev.) for the most part had little trouble with inclusion in English IF
they were willing to work.  I also taught a pull out reading class for all
8th grade special ed. students who were 4 or more years below grade level.
Special ed kids at a higher reading level had a mainstream remedial reading
class. Hope this helps you out.

SUBJECT:    Re:Laison
Date:  95-12-11 21:52:58 edt
From:  MRSHUS

Resource teacher for 8th graders - reading and English - kids are classified
mostly PI (perceptually Impaired) some NI (neurologically) and ED
(emotionally disturbed)  Beck Middle School, Cropwell Road, Cherry Hill,
NJ

SUBJECT:    Re:To: HJ WALLY  Re: English
Date:  95-12-12 22:18:37 edt
From:  PS ALEX1

     All of my RR students, grades 2-5, are mainstreamed for english
regardless of their reading level.  I do a variety of things based on each
child's needs.  For some the teacher needs to be sure they read all materials
to the class.  For others we will use a buddy system, modify the assignments,
or provide similiar assignments on the same topics but at an easier level.
For writing, the teachers can not expect the same type of writing they may
get from everyone else.  We brief our teachers through some simple to do
forms on what the student's difficulty is, strategies which work with the
student, and what they can reasonable expect from the student.  Some of our
teachers have a difficult time adjusting to accepting  lesser quality work as
being o.k.  But they all adjust.  Our district has been doing this for a
while.
     The RR level kids almost always fit into of the reading groups taught by
a RR level support teacher or the Learning Consultant in our building.  This
way they also get some english instruction in a smaller group setting.  Our
reading groups are based on reading ability not certification.  Right now I
teach a 4/5 group of 8 students  3 of which are not special education
students and 3 of the 5 that are, are not reading certified.  Here is where
decoding and vocabulary development happens.

SUBJECT:    Re:Resource Teachers
Network
Date:  95-12-14 18:12:37 edt
From:  LuckyHope

Hi, and I am SO glad to have found this board!

I teach in a program called EXTENDED RESOURCE.  I have 4th graders for Lang.
Arts and Reading and a group of 1st graders for the same later on in the
morning.  I am totally responsible for all lessons, grades, assessment...plus
I write ALL the curriculum, which is developmental. I will be happy to share
and to gain insights, too!

SUBJECT:    EXTENDED RESOURCE
Date:  95-12-14 18:33:48 edt
From:  LuckyHope

I have a position in a public school which is known as an Extended Resource
Teacher.  I have 7 4th grade LD students from 9-11 am.  I have a large
classroom and I am responsible for ALL of their reading, spelling, and
writing.  They do not miss anything since their mainstream teacher runs her
Language Arts program at the same time.  I use the FOCUS series books, the
SOUND OUT! phonics program, and a skills series in large print for
comprehension.  My kids file their work in a hanging file system and work in
pairs and teams.  I use a Listening Center and a reading tent for kids who
need the space alone.  Homework every night.  My spelling program focuses on
word building--week one we do EAR, week 2 it is HEAR, week 3 it is HEART,
week 4 it is HEARTLESS, week 5, HEARTLESSLY...Etc.  My kids have gone from D
spellers to A's.  We also use acronyms for cues.  Nothing we do is without
personal meaning.  Every sentence in word attack drill refers to a student or
activity in school.  We built the word HOLIDAY from HO, LID and DAY.  They
drew pictures of each next to the word in a strategy column.  I also have a
CLUB gimmick which I use to hook their attention.  I would like to share
ideas about writing appropriate developmental curriculum to meet IEP
objectives!!!!!!!.

SUBJECT:    Re:Resource Share
Date:  95-12-17 16:59:04 edt
From:  Holz5182

What a gift this board is!!!  Just a couple of quick notes: TA Turtle: try
clockworks by MCC if you can find it (e-mail me if you can't, maybe we can
work something out, I have 3 or 4 copies) JDCD95: Try the Analytical Reading
Inventory--good instrument.  Also, Rena Lewis at San Diego State University
(e-mail address unknown) has LOADS of good stuff and may be willing to
help--she's great.  AP80: Sign me on!!  I am the RSP for 48 (count 'em--48)
elementary students with SLD.  One is autistic, two w/ TBI.  We are on
YEAR-ROUND MULTI-TRACK (yikes!) system.  I have one aide, and roving
assistence--sometimes the "rover" is an aide and sometimes a SPED
Credentialed teacher--see next memo for my pressing need, if you haven't
already guessed.

SUBJECT:    Yr.-Round, Multi-track--HELP!!
Date:  95-12-17 17:06:20 edt
From:  Holz5182

I have 48 students on year-round multi-track, 6 students on one track, 12 on
another, 9 on a third and the rest on the last.  This is a class that I
inherited 4 months into their school year.  They have been on a completely
individualized pull-out program, hence, every kid is doing something
different.  The materials I have to work with are almost exclusively SRA's
Reading Mastery, expressive writing, etc.  Good materials, but not designed
to be done on a 1:1 basis.  So, How do I create groups that don't get fouled
up by the tracks? (No, I cannot "track" my kids, my SELPA sez it's
discriminatory).

SUBJECT:    Re:Resource Share
Date:  95-12-17 20:33:08 edt
From:  AP80

To Holz5182, I tried to download our last Resource Share news but AOL doesn't
recognize your screen name.  Have I got it right?  AP80

SUBJECT:    Re:Resource
Teachers in touc
Date:  95-12-19 20:21:37 edt
From:  Teacher481

I sympathize with you. I am teaching replacement math with seventh, eighth,
and ninth graders.My undergraduate degree was in Human Developement. I tought
college level courses.But I never tought in a public school before. I also
have a masters in special education,but I hardly feel like an expert! Don't
be so hard on yourself. I'm sure your a fine teacher. The fact that you care
so much puts you ahead from what I have seen. Maybe it's because I'm a first
year teacher, but I get so tired of hearing other teachers complain about the
majority of special students. I don't have a classroom so I have to travel
using other teachers rooms during thier free periods. I'm always being asked
how can you stand them or they tell me how this one or that one is a lost
cause. What bothers me most is when ever anything is out of place or missing,
they imediately think it had to be one of my students. So far it has never
been one of mine. But boy if it ever is I get the feeling I'll never hear the
end of it or they will generalize infering that you just can't trust "those
kids". I got off on a tangent, what I wanted to say is stick with it. You
make a bigger impact than you may think.
Good luck, Mary

SUBJECT:    Merry Christmas
Date:  95-12-19 20:22:47 edt
From:  Honiedu

Seasons Greetings From New York

We had a nice break from school today as a storm is upon us on Long Island.


 Here's hoping you all have a restful vacation and a Happy New Year.

SUBJECT:
AP80
Date:  95-12-22 13:06:28 edt
From:  Holz5182

Thanks for reading my note!  My address is Holz5182
@aol.com  I'm still new to this "on-line" business so maybe I did something
wrong.  In the words of one of my SL teacher friends: "I'm a widdle bit
foozed" (one of her little guys said this to her)
HEY EVERYONE--Merry Christmas!!  Happy Chanukkah! Good Kwanzaa! SAFE NEW YEAR
:-D!

SUBJECT:    Resource Kids Are The Greatest
Date:  95-12-22 13:12:33 edt
From:  Holz5182

If you are going to CA state CEC conference or National CEC Conference in
Orlando I'd love meeting some of y'all.  I'll be sharing (and as a fundraiser
for our local SCEC chapter, selling) some buttons that say "Every Child
deserves a Special Education" and "All Children Deserve Special Education"
Hope to see some of you there!!

SUBJECT:    Re:Merry Christmas
Date:  95-12-22 20:45:52 edt
From:  RANLEE7636

Holiday Greetings to all "special eders" on the board.  This is a great
network; I enjoy and empathize with all of you.  Have relaxing and safe
vacations.

SUBJECT:    Forming a Learning Center
Date:  95-12-27 10:20:24 edt
From:  Jose321

Teacher of primary DH ( grades 1-5) seeking info on cross-categorization.
Want to work with LD teacher next year as to serve students. Presently have
15 students and NO AID. Hope to be able to group the students next year as to
assist them better. Recently employed in rural school with pull-out program.
Want to change this way of thinking. I don't think it will be easy. Any help
would be appreciated.       I work in Ohio.         JOSE 321

SUBJECT:    R.R.
Teachers in Touch
Date:  95-12-29 10:37:35 edt
From:  SMSS

I would love to be part of this.  What do I do to participate?  I  have been
teaching  in the RR for 17 years and am enjoying the changes that are
constantly taking place.  The only thing that hasn't changed is that these
kids need all the stroking they can get, along with basic skills.  I have
just become interested in America Online so I will need very concrete
directions as to what to do.

SUBJECT:    Re:R.R. Teachers in Touch
Date:  95-12-29 15:04:00 edt
From:  AP80

SMSS, if you would like to be put in touch with other Resource Teachers,
e-mail me any of the following info (it's all optional-you can still be put
in touchwith others via your screen name only:
Name, school, number of students, level, types of disabilities, whether or
not you have an aide, and any burning issues you'd like to bring up.  AP80
(Ann)

SUBJECT:    Re:Resource Teachers Network
Date:  95-12-31 17:39:24 edt
From:  SAMPAHM

As a resource teacher, how do you deal with the limited english proficient
student who is referred to special education.  What type of assessment
procedures have you found to be culturally and linguistically appropriate.
I'm doing graduate work in this area and would love to hear from other RSPs
regarding this issue.  Thanks!

SAMPAHM

SUBJECT:    Re:limited Engl. proficient
Date:  96-01-01 13:29:46 edt
From:  AP80

I can't answer your questions regarding appropriate testing and evaluations
for the limited English proficient sp.ed. student, but I have a list of about
50 screen names of other Resource teachers, some of whom may be able to
answer your question.  If you are interested in the list, e-mail me and I'll
e-mail it back.  AP80

SUBJECT:    Re:New RR teacher needs help
Date:  96-01-01 17:34:16 edt
From:  MScurr3710

I am a special day class teacher.  I have found it useful to have kids answer
a daily question in their journals.  Then I pinpoint areas of need in
English.  Another daily assignment is to have 5 sentences on the board which
focus on the Eng., i.e. verb tenses, there, their, they're or two, too,
too--I could give you others.  We always talk about the written work.  Kids
like it.

SUBJECT:    Re: Inclusion
Date:  96-01-03 16:08:52 edt
From:  ROBCIM

I have been teaching for 13 years 3 have been in resource room.  I teach in a
k-2 building
with 700 students. There are  three resource teachers and we all  do
inclusion. This is my first
year doing inclusion. There is no doubt in my mind that it is beneficial to
my students. They are 1st graders and there are only 16  children in the
class because it was an inclusion class. I am in the class for two periods a
day, Reading and Math. The classroom teacher and myself have only a 25 min.
planning period per week. That is not enough, planning time is crucial for
inclusion to work properly. We team teach at times, I have three classified
students in the room who I primarily work with. I do teach the whole class at
times too. This helps me to feel more like a professional and not like an
aide. It is hard to give up the control when your used to your own classroom.
We work hard at communication and we talk about any problems that may arise.
If anyone has any pros or cons on their inclusion experiences I would love to
hear about them.
Thanks.
Robbin


SUBJECT:    Re:Resource Teachers in touc
Date:  96-01-03 16:24:51 edt
From:  ROBCIM

Hi,
I am a k-2 resource teacher. My students are mostly NI ,PI CH, AH. I also do
inclusion in a first grade classroom. I would very much like to get in the
network. I think this  is a great idea. Thanks.
Robbin

SUBJECT:    Emotional Literacy Curr.
Date:  96-01-04 03:53:10 edt
From:  Rsuthe1956

Hi!  I am a Resource Teacher (not currently in the classroom).  One of my
responsibilities is placement of Severely Emotionally Disturbed students at
the elementary level in Special Day Classes.  I am also responsible for
providing curriculum and behavioral support for the SED teachers.  One of the
major concerns I have is the lack of emotional literacy curriculum.  I have
been unable to locate catalogs regarding this curriculum area.  I know that
there are programs in use and have heard that many private schools use this
type of curriculum.  I would also be interested in learning about schools
(private or public) who have been successful in the teaching of emotional
intelligence.  Please e-mail me at [e-mail] if you can help me.
Thanks!

SUBJECT:    Re:Emotional Literacy Curr.
Date:  96-01-04 07:32:06 edt
From:  Ratatat

Though the whole idea of emotional "literacy" or "intelligence"  may prove
one day to be a real concept, at the moment it is just a theory one someone's
part.  I saw the 60 minutes program too.  What is interesting is the
behaviors of the children and the methods that were designed to address them
were almost identical to behaviors and methods one sees with ADHD child with
severe symptomology.  If you want to investigate a program of behavior
modification that has been developed by one of the top ADHD researchers and
has been studied and tested to work, check out the work of Russell Barkley.
In fact, he produced a 30 minute video on ADHD in the Schools which give a
very clear explanation of this system of immediate feedback.

SUBJECT:
Re:Honeidu's program
Date:  96-01-06 21:51:00 edt
From:  ShWorth

I am a resource teacher at a K-6 school. I also have had the fear of becoming
a aide in the classroom but I have found some good solutions. Once a week I
go into 5 differnt classrooms. I set it up before hand with teacher who want
to team teach. I will send suggestions their way. We have done quite a few
projects suggested from  Scholastic On Line from AOL. Teachers and students
have liked that. Sometimes I help them with their projects but they usually
want to do new ones and then we both do end up teaching it. It has been great
going into the regular classroom once a week. It is good for my students and
also the other kids too. If you have any questions, please Email me

ShWorth

SUBJECT:    Re:New RR teacher needs help
Date:  96-01-06 23:21:32 edt
From:  ShWorth

Kathy- Please Email me info about your program. My Email address is ShWorth.
Thanks.

SUBJECT:    Re:LD/EMH Resource teacher
Date:  96-01-14 00:02:34 edt
From:  JShaw54418

I am glad that I have found this board!  I am a LD/EMH teacher K-5 with 17
students.  I know I am lucky at the light load.  My problem is lack of
materials and lack of funding. (Isn't everyone's?)  Any suggestions for
reading/math materials would be great!
Thanks!

SUBJECT:    3 moved messages...
Date:  96-01-14 15:48:43 edt
From:  SusanS29



SUBJECT:    Resource room advice
Date:  96-01-06 13:06:30 EST
From:  ASKSHORT
Posted on:  America Online

I will be teaching a graduate level class this semester related to "Teaching
in a Resource Room Setting." ( I have taught in this setting for 7 years at
the elementary and middle school levels.)  It is important to me for the
students to get the "realistic" as well as the "idealistic" picture of
teaching students within this environment.  Suggestions/advice/past
experiences-good and bad-- would be GREATLY appreciated from parents,
students, educators, and administrators. [I plan to share the responses with
my students.]

In special ed sometimes we believe we have all of the answers and forget that
we are only one small part of a "TEAM"!!  It is my goal that this course will
provide the students with perspectives from all members of their potential
team.

Some of the topics we will cover (not necessarily in this order) are:
organization of a Resource program, communication/consultation skills,
continuum of services, paperwork, modifications, roles of the teacher,
conferencing, transition, IEPs, effective strategies.

Thank you!!  [None of us can do this alone.....   :)  ]



SUBJECT:    Re:Resource room advice
Date:  96-01-06 14:39:18 EST
From:  AP80
Posted on:  America Online

Most Resource rooms I know of, especially on a secondary level, are
supplemental in nature, i.e. you're supporting the student in his regular
classes by remediating, accommodating and otherwise dealing with his
disability as if affects his learning in other classes.  As such, it is
IMPERATIVE that the Resource teacher have excellent interpersonal skills.
You cannot do your job without the help ofthe classroom teachers.  You must
join what they join, eat lunch with them, play golf, bridge, poker, whatever,
with them.  As services are cut, our kids will be the first to feel them (
such as in remediation).  We need to get the classsroom teachers' support
within the classroom to help our kids.  By the same token, we need to provide
whatever assistance they need, i.e. help with modifications, sharing our aide
for clerical work if it leads to helping the teachers meet our kids' needs,
providing a shoulder to cry on, doing behavior charting in their classes
(even if it's not one of our students).  It's really important that, as we
gain credibility (it should be a given, but usually it's not.  I had a
principal ask why I was in sp. ed. since I was so bright!), we need to press
our administration to leave us lots of consultation time.  Fight those duties
that interfere with your ability to do your job.  There's lots more I could
add, but that's all for now.  Good luck.



SUBJECT:    Re:Resource room advice
Date:  96-01-06 15:07:15 EST
From:  She Sol 42
Posted on:  America Online

I've been teaching resource room for 8 years - grades 7-12.  As the last
respondent stated it is essential to build positive, trusting relationships
with the other teachers in the building. This also helps you feel more a part
of the school and if the resource room teacher is part of the main stream of
the school the resource rooms kids are more likely to be as well.
       Remember that you are a special educator because your chose to be.
Your colleaques chose to be regular educators.  They need time and support.
    I try to observe and interact with my kids in a variety of settings, such
as the lunch room, sports, dances, in the hall, and on field trips.  I
encourage them to get involved in clubs and sports.
      Regarding the main focus of instruction, I concentrate on teaching the
kids how to organize themselves, set realistic goals, and develop little
tricks for compensating for their weak areas.


SUBJECT:    Three more moved messages...
Date:  96-01-14 15:49:27 edt
From:  SusanS29



SUBJECT:    Re:Resource room advice
Date:  96-01-06 16:55:34 EST
From:  Bons Temps
Posted on:  America Online


Hi!  My name is Dawn.  I have taught special ed. for 3 years.  My first  two
were in a self-contained class and this is my 1st in a resource room.  I have
23 children from K-5th grade.  Most I see 30 min a day some I see for up to
3hrs.   The paper work is killer but as you become familiar with it the paper
work becomes easier to deal with.  It takes a while to get used to dealing
with 23 individual kids all with different and unique needs.  But I feel with
the help of God I am making a difference.   Its a challenge but its worth it.
Good Luck!!!!



SUBJECT:    Re:Resource room advice
Date:  96-01-06 19:57:44 EST
From:  SBeebe2555
Posted on:  America Online

Hi!  I am an administrator in Special Education.  I was a resource room
teacher for eight years before moving to my current position six years ago.
I also had the opportunity to be a guest speaker in a graduate level course
entitled "Teaching in the Resource Room".

There's so much to say about teaching special education students, whether it
be in regular education classes, resource rooms, or self-contained
classrooms.  In reflecting on my experiences in the classroom I guess I would
have to say that I found one of the most important things to be my
relationships with my parents.  Since we, as educators, have influence on
kids only six hours a day and parents have this influence the other eighteen,
a collaborative relationship of trust and mutual respect can have a
tremendous impact on a teachers success in helping students with
disabilities.

     The second thing that comes to mind is that special education teachers
can't afford to forget the reason they entered the field.  The things that we
learn in college only begin to prepare us for what it's really all about.
Experience can be very different than what we envision teaching to be all
about.  The stress can be overwhelming, to say the least,  but the rewards
are gratifying beyond words.

     I guess the last thing I want to say before I sign off is that when I
spoke to the graduate class on Resource Teaching, I was very honest.  I
talked about the good and the bad.  I had many students come up to me after
the class was over and tell me they appreciated hearing both sides.    I
think it's important for future special education teachers to know what it's
like in the real world so that only those that have a true dedication to
advocacy of disabled students enter the field.



SUBJECT:    Re:Resource room advice
Date:  96-01-08 00:54:26 EST
From:  MSG5373
Posted on:  America Online

As both a person with a learning disability and a special education teacher I
feel resource rooms are an essential part of the special ed program.  A lot
of schools are eliminating them in favor of inclusion, but they are
neglecting the kids who need individual or small group help.  I am 22 and
when I was in elementary school there was no resource room and I suffered
because of it.  Some kids just need the extraattention to survive.  School
systems need to remember that!


SUBJECT:    three more moved messages...
Date:  96-01-14 15:50:04 edt
From:  SusanS29



SUBJECT:    Resource curriculum advice
Date:  96-01-08 17:31:14 EST
From:  SGallico
Posted on:  America Online

I am a K-5 resource teacher in my second year.  Do any of you veterans have
any advice on
planning for a wide range of abilities, and do you find it is more beneficial
to work with
students using regular class assignments (modified) or to try and group
students according to
levels and instruct them using programs other than those used in the regular
class setting.
I do some of both, but sometimes become frustrated.  (I use SRA Reading
Mastery which is
not used by most of our regular classroom teachers)  HELP



SUBJECT:    Re:Resource curriculum advic
Date:  96-01-09 14:31:11 EST
From:  BluesfanDB
Posted on:  America Online

Hi !  My name is Beth and as a special education teacher with husband who
keeps moving, I have been in 3 schools in the past 3 years ( and yes we are
moving again and I'll have 4 state certifications).  I have always taught 8th
grade but every school has had a different idea on what a resource teacher
should do.   With inclusion, I work very closely to the classroom teacher and
have resources for them  on modifications and behavioral advice.  For the
students I work with them on KU learning strategies to help them in the
regular classroom and to prepare them for high school.   We also work on time
management, prioritizing, organization and some social concerns.  In another
school, my role was to teach reading in the resource room and that was it.
The administration felt that the special ed teacher was on its way out and
felt that they were responsible for the sped students reading requirement.
Warn your students that there are some out there who believe we are only
there for one subject.  Tell them to be flexible and open minded.  Good Luck!



SUBJECT:    Re:Resource room advice
Date:  96-01-10 08:03:33 EST
From:  Msgspirit
Posted on:  America Online

'Sounds like you have your plans in good order. 'Been out of the resource
room for 16 years but the thing that was difficult with me was getting the
classroom teacher to recognize levels of functioning, potential-i.e. they
often would think that an 80 IQ child functioning below grade level but who
was on target for ability was "Worse and needed help" moere than the 135 IQ
child functioning below grade level and much below potential. Stress teaching
reading skills in hiearchy-not grade level.

SUBJECT:    three more moved
messages...
Date:  96-01-14 15:50:46 edt
From:  SusanS29



SUBJECT:    Re:Resource curriculum advic
Date:  96-01-10 08:08:25 EST
From:  Msgspirit
Posted on:  America Online

I used SRA materials years ago-LD students need much practice in phonics and
decoding skills-my children were 1-3 but had usually been place so far ahead
in the classroom that it was impossible to work with classroom materials. I
took them where they were-used the Dolch sight word list for grouping-drilled
sight words through games and introduced word families+ beginning ending
consonant sounds to teach sound blending. Many LD kids do not hear the sound
differences-that's a skill that needs to be taught within itself.



SUBJECT:    Re:Resource 9-12
Date:  96-01-12 10:54:09 EST
From:  Hodges AE
Posted on:  America Online

I'm currently teaching in a 10-12 resource room.  The best advice I can give
is that resource room teachers need to create positive relationships with the
regular ed faculty, not be afraid to be advocates for special education
students (with other faculty, administration, and yes, even parents), and to
know each student's strengths, weaknesses, and learning styles.  This sounds
like a lot of running around, and it is, but I've found that students in
special education tend to get the shaft from my regular ed. counterparts.
The contention I keep hearing is, "Why spend so much money on the bottom of
the barrel?"  Sad, but true.  Thus, it is our job to change that view of
special education students and to help the students bridge their specific
areas of need.  Happy to give more info if you ant it, just e-mail.



SUBJECT:    Special Strategies Needed
Date:  96-01-12 17:22:09 EST
From:  BRAshton
Posted on:  America Online

(please address to Kate c/o ...)

I have a new 4th grade student who scored very high in Visual Sequential
Memory and Auditory Sequential Memory, but very low in Auditory
Discrimination and Visual Closure.

QUESTION:  Can anyone suggest some very specific strategies or programs to
assist this student with spelling and reading comprehension.

SUBJECT:    End of
moved messages!  :)
Date:  96-01-14 15:51:45 edt
From:  SusanS29





SUBJECT:    Re:Special Strategies Needed
Date:  96-01-13 10:57:02 EST
From:  SusanS29
Posted on:  America Online

What tests were used to make these determinations? Some tests are a lot more
reliable about pinpointing strengths and weaknesses than others are.

If these results come from the Slingerland or the DTLA I would shelve them
and observe the child. In addition, tests of memory only involve short-term
memory. A child can have adequate short-term memory and yet have great
difficulty holding on to information long enough to say it's "learned."

I've written a book on this topic. If you'll give me a little more
information about the student I bet I have some things up my sleeve that
might help. :)



SUBJECT:    Reading Recovery
Date:  96-01-13 14:32:24 EST
From:  KPenn1838
Posted on:  America Online

Are you aware of the number of students who have been served in Reading
Recovery that end up as resource room students?



SUBJECT:    Re:Resource room advice
Date:  96-01-13 20:18:59 EST
From:  Honiedu
Posted on:  America Online

Contact Honiedu/AOL for information Inclusion in the Middle School


SUBJECT:    Reading Strategies
Date:  96-01-18 11:59:04 edt
From:  Brewerlo

Help, please.  I am taking a required reading class for my MLS program, and
although I have taught in secondary education for 23 years I have never had
to take a "reading" class so I feel as though I am lost with many of the
topics we are going to be working with.  I need to build a file of reading
teaching strategies.  I have spoken with our LD teacher and our Chapter One
teacher, and both have offered help, but are so busy right now that I'm not
sure when they will be able to sit down with me.  Can anyone out there offer
help.  What strategies are currently being used, and are they successful?
Where do I go to find information about how to teach some of these particular
reading strategies?  Any help that any of you can give me would be greatly
appreciated.
I am at home today because our school is closed here in Kansas due to the
blizzard and the wind blowing at 45-50 miles per hour.  I discovered this
wonderful resource by just browsing through the education folder on AOL.
Thanks so much to all you who started this sharing.  I am going to make the
teachers in my building aware of this excellent resource.

Please add me to the list.

Brewerlo

SUBJECT:    Re:Literature in the RR
Date:  96-01-18 20:57:52 edt
From:  TessTea

Make sure you justify whatyou are doing, skills-wise. Your lesson plans
should indicate that you are building comprehension (skill) and addressing
decoding/word recognition in context. If you don't keep plans, start! It's
the best way to document your actions, and cover yourself.

SUBJECT:    Re:Moved
from another folder
Date:  96-01-18 21:01:04 edt
From:  TessTea

RE:Liaison
I have thought about it, too.  Parents are so uninformed (some teachers,too).
I actually worked up outlines for presentations to parents a whill back, when
I was working in NY. Never got to put them to use.

SUBJECT:    Where is everyone ??
Date:  96-01-19 19:46:12 edt
From:  Honiedu




SUBJECT:    Re:Where is everyone ??
Date:  96-01-19 20:43:13 edt
From:  SMSS

After having so many snow days, I don't know about anyone else, but I haven't
been able to get back into the swing of things(nor have the kids).  Next week
will be the first full week of school we have had in five weeks so I guess my
RR program will run smoothly again.  I find that the kids have more trouble
than I do settling down when their routine is disrupted.

Does anyone have any suggestions for a lession on teaching persuasive writing
that is a bit unusual?

SUBJECT:    Re:Where is everyone ??
Date:  96-01-19 23:50:56 edt
From:  AP80

SMSS, I don't know how old your students are, but mine are middle schoolers.
I have contacted parents to let them know about our pursuasive essay and
asked for their help.  Uusually kids want permission for something from their
parents that parents are resisting.  If you can find something the parents
might be willing to give in on if they got a VERY pursuasive letter about,
the kids might be willing to put forth more effort ( my own kids' English
teacher did that to me and we ended up with a puppy that I swore I didn't
want and now love!)

SUBJECT:    Re:Where is everyone ??
Date:  96-01-20 17:06:26 edt
From:  SusanS29

Tell me more about what you mean by "persuasive" writing. Where the writer
argues a point of view?

I have an approach to written expression that could work very well... give me
a few details of what you have in mind.

Susan

SUBJECT:    Re:Where is everyone ??
Date:  96-01-20 17:54:52 edt
From:  SMSS

One of the goals in my students IEPs are that they are able to write a
persuasive letter or paragraph.  I work in a RR with 4th,5th, and 6th
graders.  All my periods are replacement periods and of the six periods I
teach, two are for Language Arts.  One thing they have all written about is
trying to stay up later on a school night and they enjoyed that assignment
but I would love to think of a different idea.  I would appreciate any
input.--Thanks

SUBJECT:    Project for SpecEd Students
Date:  96-01-20 18:06:41 edt
From:  CC80

I am a Special Education teacher in the state of PA.  I teach an emotional
support class - K through 6.  We developed a special project two years ago.
Bears around the world.  We are looking for a class or a school to adopt a
bear(stuffed) for the remainder of the school year.  It teaches geography on
all levels.  My class was recognized by the Senate of PA and by the President
of the United States.  If you are interested in participating in this project
please contact me ASAP.  I will give you further information on how this
project works.  (Deveops PenPals and self esteem)      CC80

SUBJECT:    Re:sp. ed
math, lang, hist.
Date:  96-01-20 22:19:10 edt
From:  Icj1

hi to all, this is my first time on line and i went into the education file.
was i ever happy to see other teachers like me.  i teach rsp student 7th and
8th .  i, like many of you was not master of any subject but i stuck my neck
out so that i might learn  more for my students my goal is to beat math.  my
sch.dist. is involved in math renaissance  it is a wonderful program and i
have learned so much more then basic math skills.  the hardest thing that i
had to do was to stick my neck out and not be afraid to ask for help from my
fellow teachers. and not worry about what they thought of my skills.   i am
really looking for someone to help me in algebra.  i still don't know what x
is ha ha. hope to speak with you guys again.  bye  icj1

SUBJECT:    Re:Project for
SpecEd Studen
Date:  96-01-21 09:51:58 edt
From:  SMSS

I'm curious what this project is about.  We have three Resource Rooms, plus
one PI class, in our school  and this might be something we might be able to
do as a group.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-01-21 19:35:50 edt
From:  Icj1

hi i'm pretty new at this . i'm not even sure i'm doing this right.  can
someone help?  my name is icj1 i know it sound silly but its the best i can
do for now. i sent a note 1-20-96 did any one read it
help to anyone thanks icjl

SUBJECT:    Re:Resource Teachers in touc
Date:  96-01-24 00:49:48 edt
From:  Terr244

Hi!
  I have been teaching for 17 years. I once taught a Resource class -many,
many years ago.
I am now teaching 3rd grade. My husband would like us to move, and I have
been thinking about going back to Resource.
  I would greatly appreciate any information you could give me about what it
is really like today.

Thanks,
Terry

SUBJECT:    Special Strategies Needed
Date:  96-01-25 16:47:01 edt
From:  BRAshton

(please address to Kate c/o ........)

I have a new 4th grade strudent who scored very high in Visual Sequential
Memory and Auditory Sequential Memory, but very low in Auditory
Discrimination and Visual Closure.

QUESTION:  Can anyone suggest some very specific strategies or programs to
assist this student with spelling and reading comprehension.

SUBJECT:    Math
Strategies
Date:  96-01-26 22:29:24 edt
From:  Lady Bert

I am a Resource Room teacher(K-5) and I am looking for any effective
strategies to use in basic
math concepts-including ways of working with facts.  My bag of tricks is
emptied for a 4th
grader.  Any help will be appreciated.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-01-27 10:08:16 edt
From:  Honiedu



     Resource today depends upon the district you are with.  Resource for
many of us is a special education program while some districts consider
resource room a learning center.  Today most resource teachers on the East
Coast are working in small groups providing supplementary skills in deficit
areas of need.  Others are a part of inclusion where they actually travel
with the students and provide support to the regular classroom teacher.  If
you would like a description of our program contact me. Honiedu AOL and I
will download my description at my level.

SUBJECT:    Writing
Date:  96-01-27 10:12:12 edt
From:  Honiedu


     What state are you in ??? Our state requires the students to take a RCT
writing course.  What level are you looking for ???

SUBJECT:    RegentsResource
students
Date:  96-01-27 10:20:54 edt
From:  Honiedu


     What is going to happen to the resource room students when NYS requires
all regents classes ??  The resource student has a difficult time passing the
RCT's.  How will they ever pass the regents?  Some of us including myself a
veteran of 34 years did not pass our regents exams due to poor testing
ability.  Now are our students going to be deprived a high school diploma or
will they be exempt?.  Personally, I feel the RCT's are excellent and the
only one that needs to be changed is the essay requirement for social
studies.

SUBJECT:    Re:RegentsResource students
Date:  96-01-27 20:30:53 edt
From:  AP80

I agree with Honiedu regarding the new proposals for Regents exams.  The
idea, as I understand it, is to allow a lesser range (say 50-65) to be
considered passing for a local diploma.  That won't help, however, the LD
language or reading kid who needs modified language.  I'm sure the state is
not going to put out a modified version of all of the Regents exams, although
that's not a bad idea.

SUBJECT:    Re:EXTENDED RESOURCE
Date:  96-01-28 01:46:28 edt
From:  ShWorth

I would love to know the publisher of the Focus Boooks and the Sound OUt
series. Could you EMail me to ShWorth with that info. Thanks

SUBJECT:    Susan
S29/Regents and NYS
Date:  96-01-28 09:56:21 edt
From:  Honiedu

Dear Sue,

     Any chance of finding out about the regent proposal for all secondary
level classes??  Please contact me Honiedu AOL.  I would appreciate your
expertise on the matter.  Regards, Carol

SUBJECT:    Re:Susan S29/Regents and NYS
Date:  96-01-28 14:05:18 edt
From:  SusanS29

Carol, I'm sorry... I'm in Missouri and I don't know anything about NY's
Regents except that they have it... :/ Sorry.

SUBJECT:    Dyslexia
Date:  96-01-28 20:09:10 edt
From:  TJCordell

I am looking for a way to teach a fourth grader to read.  Although he can
identify the letters of
the alphabet he cannot associate the sounds.  Does anyone know a good program
which can
help?  My school suggested "Hooked on Phonics" .  Laugh, Laugh.

SUBJECT:
Re:Dyslexia
Date:  96-01-29 22:45:30 edt
From:  SusanS29

TJ I have had very good luck by starting with sight vocabulary in such cases.


Sometimes once they've learned some sight words (about 200) they begin to
develop some phonics also, because the printed word has become more "real" to
me.

In my experience these kids are very concrete. Put a rock in their hands and
they'll look to see if it's sedimentary or crystal. Have them sound out the
word "rock" and /r/ /o/ /k/ is completely meaningless... think about those
phonics -- auditory symbols of visual symbols.

Put a rock in his hand, and teach him the word "rock."

SUBJECT:    Re:Resource
Teachers in touc
Date:  96-01-30 22:39:55 edt
From:  Rhythm1000

LOL  I can identify....... same situation here..... Except  bachelors in
psych.... I love to motivate kids...
#1  BUILD A RELATIONSHIP WITH THE KIDS Learn more about them... what they do
what their interests are...
#2  EARN THEIR TRUST....This is a crucial part of the process

#3  ASK THEM WHAT THEY WILL BE WILLING TO WORK FOR.... Alot of times they can
save you hours of guesing time....

#4  TEACH WITH A PASSION AND UNIQUENESS  Just because I can't spell doesn't
mean I don't do a great job ...!

# 5  ALWAY BE HONEST WITH THEM  Don't  BULLSHIT  cause they will know.. if
Sammy knows more about algebra than you do (this has happened to me) tell him
this is not your strong area... look it up and find out....then share it with
him... he will have more respect for you

# 6  USE HUMOR AND  TAKE TIME FOR YOURSELF>>>  laugh at yourself.. let them
feel comfortable making mistakes by showing that your comfortable making
mistakes.....

Just a few ideas   I am a new teacher myself.. but worse  I only have an
emergency cert....LOL

SUBJECT:    Re:Project for SpecEd Studen
Date:  96-01-30 22:51:10 edt
From:  Rhythm1000

Absolutely.... I have a classroom of 10 EH girls in a Private Residential
Self Contained Setting....    I have a few that could really benefit from
this..... Please Email me Rhythm1000 or post another message with MORE
INFO...

SUBJECT:    Dear Community
Date:  96-01-30 23:02:58 edt
From:  Rhythm1000

As a new teacher in Special Ed I am finding it hard to come up with thematic
units and curriculum ideas.... I teach a special ed self contained class in a
private residential setting........
I have a degree in psych  but no real experience with education...

I NEED:

IDEAS FOR THEMATIC UNITS for 10 girls  grades 7-12  performance levels 7th
grade average, one 4th, and an 11th....

IDEAS FOR LESSON PLANNING .. How do I do this for longer term?  Their needs
seem to change so much every week!

IDEAS FOR TEACHING ENGLISH   Help me make this fun for them... the Romace
Novel was a good idea Susan 29!

                                                               Thankyou
Send E-mails to Rhythm1000

SUBJECT:    Re:Resource Teachers in touc
Date:  96-02-01 12:15:33 edt
From:  SAMPAHM

I just sent a message regarding the RT database and request for journal
recommendations, etc.  Would you please e-mail your response: [e-mail]

Thanks!
Patricia

SUBJECT:    Dawn in the Resource Room
Date:  96-02-03 01:13:55 edt
From:  Heyentah

WHOA! Dawn, the maximum you're allowed to have the children in your room is
49% of the instructional day--your kids are receiving instruction at your
school for 6.12 hours? With lunch, recess, etc, are they there for over 7
hours? Be careful.
*>*
\_/

SUBJECT:    Want a button, too?
Date:  96-02-07 09:09:34 edt
From:  Holz5182

I've had several requests on how to buy "Every Child Deserves a Special
Education" and "All Children Deserve Special Education" buttons. Just FYI,
e-mail me your request, I'll e-mail you the address for the fundraiser and
we'll get them sent off.
<smile> Holz5182

SUBJECT:    Re:RE:HELP FOR MILD LD KIDS
Date:  96-02-09 20:35:16 edt
From:  MKrie76255

I KNOW THE FEELING!! Last year, I was an aide. This year I am a true teacher.
You need to find someone that compliments your style, not overrides it. I
cannot explain the difference between the two years other then THIS YEAR IS
WONDERFUL. I followed a group of inclusion students from 5th grade to 6th
grade. I teach on a two person team for 2 1/2 hours per day. I work with one
teacher during reading and math in the morning. In the afternoon, I go into
the other classroom with the same group of students. I have 10 inclusion
students. There are also 12 Title One students in the group and 7 students
with no special needs just in the one classroom.Between the two teachers
there are 58 students.WOW!!! It is a lot of work, but it is working
wonderfully. We have regrouped our two classrooms in to three groups for
math. Reading and English are done as a whole. I am already planning to
continue this next year with a new group of students, BUT not with a new
group of teachers. The rest of my day I do pull-out.
C.Krieger


SUBJECT:    EDMARK, need publisher info
Date:  96-02-11 13:44:15 edt
From:  RKelt

I need the name of the publisher for the EDMARK sight word program.

SUBJECT:
Grade Book
Date:  96-02-17 14:51:21 edt
From:  SHarmsR

I am an elementary level resource room teacher.  I am looking for an
organized (perhaps computer-based) way to keep grades.  It is difficult with
each student's individual programming to use the standard grade book form.
Any suggestions?  Thank you.
SHarmsR

SUBJECT:    Re:Grade Book
Date:  96-02-17 16:21:52 edt
From:  SusanS29

SHarms I used an electronic grade book when I had a resource room.

I set each student up as an individual class, and each of their objectives
was listed in the "student" part. Then I could easily enter, say, per centage
scores on scorable work they had done.

It takes a lot of tweaking, and it may not be worth it, but both parents and
skeptical classroom teachers are quite dazzled by it, which can make it
valuable PR.

SUBJECT:    Emotional/social literacy
Date:  96-02-17 17:02:30 edt
From:  Dr LindaH

We use RIGHT CHOICES a video driven social skills training program
schoolwide for social/emotional curriculum and for the discipline plan with
raffle tickets and alternative behavior referrals Dr LindaH e-mail at aol or
813-985-9344    6405 S Queensway Dr Tampa, Fl  33617 if you have any
questions.   It has the skills of problem solving, apologizing, negotiating,
responding to teasing, keeping out of fights etc.  No planning required
posters, video lessons,  plans, scripted role plays, quizzes, coordinators
manual let me know if you have any questions.

SUBJECT:    Test-Taking Strategies
Date:  96-02-18 21:47:04 edt
From:  Honiedu


     Looking for some test taking tips you use to teach children "how to take
tests" such as Mid-Terms, Finals and CAT.  These are for 27 students
currently being service in an "inclusion model" for 7th grader in a middle
school setting.

Thanks,  Honiedu AOL

SUBJECT:    Re:New RR teacher needs help
Date:  96-02-21 20:38:23 edt
From:  RStorey640

I am the teacher of a Language Development Self-Contained Classroom.  We
utilize Direct Instruction techniques in the teaching of reading, math,
spelling and language.  These, along with other whole language approaches,
seem to give my students strong reading, language, math and spelling skills.
One thing that I really stress is being to actually use their skills in all
academic areas (transfer).  The direct instruction programs (SRA) have proven
to be very successful!!!

sstorey

SUBJECT:    Praise!
Date:  96-02-23 13:57:07 edt
From:  JWhite1393

I think the job that you're doing is great.  I'm starting college in the fall
of 96.  This is what I'm going for.  It takes a lot to do a job like this.  I
just hope that I can cut it.  To all of you who are there and are doing a
good job.  Thank you.  Kids are our most precious resource.
YOUR WONDERFUL!!!!!!!!!

SUBJECT:    Re: Inclusion
Date:  96-02-25 20:30:59 edt
From:  Bush2U

Hi,  I teach resource 5th-8th and have seen Inclusion really work.  However,
for the lower grades I don't think that it is as effective.  Students do need
some basic skills to survive in an Inclusion setting.  You would be
surprised, though, what resources you have for these students right there in
the classroom.  I have found that other students in the classroom can be a
big help to those who have trouble in the regular classroom.  These students
need to be carefully selected, but they are learning by teaching themselves.
When a student is helping another student they are reinforcing these skills
for themselves.  They must not only tell how to do something, but must think
of a way to explain it.  This really makes them think.  So both parties
benefit.

Inclusion for the lower grades can only work if you still get to work with
the students that need extra help on occasion.  This is necessary to teach
skills that the regular class has already mastered.

SUBJECT:    Re:to: autistic
middle school
Date:  96-02-28 11:06:43 edt
From:  SAY237

I WOULD LIKE ANY INPUT FROM TEACHERS OUT THERE WHO DEAL WITH AUTISM (HIGH
FUNCTIONING). I CURRENTLY USE A STONG BEHAVIOR MANAGEMENT PROGRAM AND SEEM TO
HAVE A SUCCESSFUL CLASSROOM. I AM ALWAYS LOOKING FOR MORE IDEAS TO ENHANCE MY
PROGRAM. THIS COMPUTER IS ONE WAY!!                                   C.K.
SAY237

SUBJECT:    blue/green algae injections?
Date:  96-02-28 19:05:29 edt
From:  AP80

A parent recently called me and asked what I new about a new technique that
involves injecting a child with blue/green algae as an alternative to Ritalin
treatment.  Has anyone heard of such a thing?

SUBJECT:    Imagery (visual & ???)
Date:  96-02-29 22:42:23 edt
From:  Bequal


I am a teacher/grad. student looking for information on visual imagery and
imagery for the other senses.  Any help would be appreciated!

SUBJECT:
Re:blue/green algae injections
Date:  96-03-01 01:32:33 edt
From:  SusanS29

INJECTIONS?

Now that is truly bizarre.

Until now all I've heard of is tablets or capsules. Their claims are
incredible. According to the people who multi-market this stuff (here on
line, just subtly enough that Terms of Service doesn't get after them)... it
cures everything from arthritis to ADD to high cholesterol.

Before anyone injected my child with *anything* I would want multiple
research studies done and approval from the FDA.

seems to me that injecting it makes it a medication. Blue green algae is
classified as a "food supplement," not a drug. That means people can market
it without proving that it's effective. They can *claim* just about anything
they want. And they do.

SUBJECT:    Re:Test-Taking Strategies
Date:  96-03-03 22:55:53 edt
From:  RANLEE7636

Really good test-taking strategies for higher functioning middle school and
high school LD students(also excellent for students without LD) are available
from the U of Kansas Center for Research on Learning (formerly, I believe,
the Center for Reasearch on LD.)  They have several fine strategy programs
ranging from Sentence Writing to Paraphrasing, Word Identification, having
kids actively involved in the IEP process (called I-Plan), Test Taking, etc.
The catch is that the strategies are fairly complex to learn, so they are
only offered from certified instructors trained by U K at workshops.  I used
the Strategies for several years at the middle school level, but as our
program become more inclusive with lower ability students, they were more
difficult for the students.  The ideal way to instruct the strategies are in
small groups (fewer than 10) with follow-up in a mainstream class that you
support with the same students.  Senior High students would really benefit
and I know of at least one other district in my area (Mpls./St. Paul) that
trains all their Sr. High special ed. staff in them.  If you are interested
in these strategies or in receiving their publication called Strategrams
write to:  The University of Kansas
                                    Center for Research on Learning
                                    Robert Dole Bldg. Rm. 3060
                                     Lawrence, KS 66045
Hope this helps.

SUBJECT:    Buttons
Date:  96-03-05 09:18:12 edt
From:  Holz5182

Several people requested buttons st a time just before my h.d. crashed and I
lost everything :-[  If you wanted a button, please get a message to me
again, and I apologize for the delay!!
*>*
\_/  Holz5182


SUBJECT:    TDoffel?
Date:  96-03-05 09:20:12 edt
From:  Holz5182

I there someone out there with a screen name similar to this?  I have been
trying to contact you re: your request but am not having luck.  Help??
*>*
\_/   Holz5182

SUBJECT:    Re:Susan S29/Regents and NYS
Date:  96-03-05 23:06:34 edt
From:  HJDJ794

Check out the most recent issue of NY teacher.  It talks about the Regents.
Supposedly the Regents programs will be phased in over several years.  They
will start with only one subject ( I forget which) and gradually to all the
subjects.

SUBJECT:    Label the child dyslexic?
Date:  96-03-07 14:43:11 edt
From:  GailFeld

I am a veteran LD teacher who regularly attends the Orton Gillingham
Conference in N.Y.  I have never been able to get an answer to: Why doesn't a
school psychologist "label" a child dylexic rather than LD? Several books
suggest that it a relief to both children and their parents when the student
can call himself or herself "dylexic" rather than saying that they have
trouble with reading and are learning disabled. What is so special or
"nonspecial" about the word dyslexia?

SUBJECT:    Re:New RR teacher needs help
Date:  96-03-07 23:15:57 edt
From:  KZammuto

From: KZammuto

I have been teaching Resource Students for 15 years.  I have students form
K-6.  I have found that the Direct Instruction programs marketed by Science
Research Association (SRA) have been successful in nearly every case.  Most
of my students are dismissed from service by the time they enter Junior High
School.  These programs also have proven themselves through research.

SUBJECT:
RR Load Weight System
Date:  96-03-07 23:26:58 edt
From:  KZammuto

From:  KZammuto

My district is currently investigating the posibility of developing a
weighting system for severity of disability to help adjust case loads.  We
would like to have this system so we can reduce case loads to a managable
number.  It is our intent to be able to have the flexibility in our time to
do inclusion type activities with more students.  Currently our Resource
caseloads are such that we are unable to offer services to those who need
pull out and also do inclusion.  Many of us have as many as 7 different
spelling groups during a 20 minute time slot.  This occurs because of
scheduling difficulties and the fact that we individualize instruction (We
also use Direct Instruction and do not wish to change this due to the
benifits it affords our students.).  In Illinois we are limited to a maximum
of 20 in Resource and not to exceed a half day of service.  In many cases 20
students can require you to have a large number of groups to plan for if you
really want to take the student from where they are to where they need to be
educationally.  I understand that Speech and Language Therapists have done
this type of weighting but I have not been able to obtain the criterion that
has been used.  Any information you could send me would be greatly
appreciated.



SUBJECT:    Re:Grade Book
Date:  96-03-10 19:31:13 edt
From:  Jwerks

There are freeware and shareware gradebook programs available in the software
library right here... good luck.

SUBJECT:    Re:edmark
Date:  96-03-10 19:36:55 edt
From:  Jwerks

Edmark probably is the publisher of the sight word series.  I saw their booth
at Closing the Gap in Minnesota-They also have great software-
1-800-728-6317

SUBJECT:    Re:Grade Book
Date:  96-03-12 22:53:03 edt
From:  Bertjgmk

Jwerks,
I''m new to this.  You mentioned there are freeware and shareware grade books
available here.  Can you guide me?  Thanks.
Julie

SUBJECT:    Re:Resource Teachers in touc
Date:  96-03-13 20:12:37 edt
From:  LDABEL

I teach special ed. in a one-school system. I have taught for 15 1/2 years. I
also am the supervisor of speical ed. for my school system so I have
additional duties concerning budgets, contracts, attending all meetings, etc.
Our school is a K-8 school and we feed to a county high school. We also serve
preschoolers through contracts and our more severely involved children
through contracts. Love my job but can't keep up with new rules and regs.
Also, I live in a rural area--it's hard to find OT.PT, vision specialists for
kids who move in from larger areas and expect services to begin the next
day.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-03-15 22:57:58 edt
From:  Honiedu

     Where to you hail from ?  Sounds like the hills of somewhere.  Rules and
regulations are always changing.  Now our students don't have to have formal
tri-annuals done.  We just have to meet the the phychologist and we fill out
a form.  If no changes are needed we do not do another psych. examination.
The phychologist is no loger required to sit at a CSE.  This is going to be
difficult.  How do academic teachers get an EH label without a psychologist's
input..

SUBJECT:    Re:Label the child dyslexic?
Date:  96-03-15 23:05:37 edt
From:  Honiedu

     Dyslexia is a term used freely and means a "poor reader."  My
phychologist said that in testing the children ,he has seen very few truly
dyslexic children.  I guess there  is a special part of their examination
they give to find this area of concern     Certainly children reverse letters
and cannot decode words.  I feel that this is caused by a leaning disability
compounded often by ADD and a language deficit. I am not an expert, but am
familiar with the Orton Group and the ways they teach.  I use many of their
methods myself.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-03-16 09:04:06 edt
From:  Ratatat

<<     Where to you hail from ?  Sounds like the hills of somewhere.  Rules
and regulations are always changing.  Now our students don't have to have
formal tri-annuals done.  We just have to meet the the phychologist and we
fill out a form.  If no changes are needed we do not do another psych.
examination.  The phychologist is no loger required to sit at a CSE.  This is
going to be difficult.  How do academic teachers get an EH label without a
psychologist's input..>>

What do you mean that you don't have to do a tri-annual?  If you live in the
US, then a triannual is required by IDEA...no state can have requirements
that are LESS than the federal guidelines.  A medical evaluation team meeting
is required.   Each child MUST be evaluated by two separate professionals
from different disciplines  And the IEP must be reviewed at least once a year
(could be more if you need) in a full IEPC meeting.

SUBJECT:    MVPT??
Date:  96-03-18 01:12:25 edt
From:  Heyentah

Someone asked and I can't remember  - What's MVPT?
I feel dumb!


*>*
\_/  Heyentah

SUBJECT:    Standard Scores
Date:  96-03-19 00:48:37 edt
From:  LHTeacher1

What is the difference between a SS and a Percentile Score?

SUBJECT:    Re:Resource
Teachers in touch
Date:  96-03-20 00:33:11 edt
From:  Oynk oynk

<<What do you mean that you don't have to do a tri-annual?  If you live in
the US, then a triannual is required by IDEA...no state can have requirements
that are LESS than the federal guidelines.  A medical evaluation team meeting
is required.   Each child MUST be evaluated by two separate professionals
from different disciplines  And the IEP must be reviewed at least once a year
(could be more if you need) in a full IEPC meeting.>>

In VA we can choose to eliminate one part of the triennial.  Additionally we
can use scores that are up to 365 days old.  That CAN in essence do away with
the triennial if you choose to omit the psychological, and the child has had
a physcial within the last year.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-03-20 08:28:32 edt
From:  Ratatat

<<<What do you mean that you don't have to do a tri-annual?  If you live in
the US, then a triannual is required by IDEA...no state can have requirements
that are LESS than the federal guidelines.  A medical evaluation team meeting
is required.   Each child MUST be evaluated by two separate professionals
from different disciplines  And the IEP must be reviewed at least once a year
(could be more if you need) in a full IEPC meeting.>>

In VA we can choose to eliminate one part of the triennial.  Additionally we
can use scores that are up to 365 days old.  That CAN in essence do away with
the triennial if you choose to omit the psychological, and the child has had
a physcial within the last year.>>

I'm not sure, but I think we are confusing simply definitions.  In my mind a
triennial is the requirement that a student have a FULL evaluation once every
three years.

How can Virginia have different regulations that are "less" than the federal?
If I am understanding that to be the case, it is in violation of IDEA.

SUBJECT:
Re:Resource Teachers in touc
Date:  96-03-22 21:46:28 edt
From:  Honiedu


     I did not say we do not do triannuals.....I said that you just have to
meet with the psychologist and discuss the student involved,  If the present
phychological is sufficient you don't have to do a formal assessment.  You
better check......My school system is not in the habit of creating there own
rules and regulations.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-03-23 21:46:19 edt
From:  Honiedu

correction Re:"  their own"

SUBJECT:    Re:Sp Ed Philosophy
Date:  96-03-26 21:03:51 edt
From:  Bubbagvv

from: bubbagvv

I am currently in my second year in a K-5 Resource room in an at-risk school
in Iowa.  I do enjoy hearing from others and sharing ideas.  I'll be back!


SUBJECT:    application questions
Date:  96-04-02 11:08:21 edt
From:  CLOCKI

In filling out applications I came across two questions that gave me a hard
time.  I was wondering how anyone else would answer:
1.  A parent comes to you and complains that what you are teaching his child
is irrelevant to the child's needs.  How would you respond?

2.  A student is doing poorly in your class.  You talk to her, and she tells
you that she considers you to be the poorest teacher she has ever met.  What
would you do?

E-mail me at CLOCKI. Thanks!

SUBJECT:    Stevenson
Date:  96-04-04 22:27:36 edt
From:  LEG17

I am in trying to find information on the Stevenson program.  I am very much
against using it, and want to know if there is any research to back up its
methods.  The resource teacher who used it this year had little success while
my program based on reading recovery did very well.  Our school is in the
midst of a battle and I need to know others experiences.  Please email me at
LEG17.  Thanks!

SUBJECT:    Self Awareness Curric. Needed
Date:  96-04-07 13:21:44 edt
From:  Lorelie388

I am working on developing a curriculum for a self awareness (for lack of a
better name) curricullum for K-12 LD students.  Our school believes that kids
with LD need to understand the issues surrounding their differences in order
to cope with them efectively and become responsible, confident adults.  Does
anyone have resources or ideas to share?  I have some I'd be glad to post if
anyone is interested.   Please e-mail response, if possible.  Thanks!

Leslie

SUBJECT:    character education
Date:  96-04-08 18:53:40 edt
From:  MMccaffrey

Hello!
I am interested in any school that has had success in character education. My
school is interested specifically in building responsibility and self
control. We are a small urban school and are in the brainstorming stage of
this program that we would like to begin next year. Please e-mail me with any
ideas or success stories
Thanks!
Maureen


SUBJECT:    Re: Inclusion
Date:  96-04-09 19:19:13 edt
From:  RLH74027

Inclusion is a concept that is suitable for some LD/LH students.  But let's
face it we are here to help the students, not stroke parents who do not
understand that the best place for their child may not be the regular
classroom.  Inclusion is to make them feel better about themselves, not to do
what is best for the student.

As special ed / RSP we must concern ourselves with what is best for all
students.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-04-10 23:42:46 edt
From:  ROSARIOL

I do not know if I quaify as a respirce teacher, but would very much like to
share.  I am a speech pathologist in a New York City Hospital and presently
in an Early Intervention Program and Pediatrics. I treat children from 0 m.
to 16 years


SUBJECT:    number of kids per class
Date:  96-04-11 16:13:03 edt
From:  GEber6439

I am teaching resource and am wondering how many kids per class other
resource teachers are asked to teach.  I teach both math and language to
middle school age kids, but am feeling like there is just not enough of me to
go around.  The rumor for our incoming class of kids says more are on the
way... Help!


SUBJECT:    Re:number of kids per class
Date:  96-04-11 17:28:11 edt
From:  Caz46

I am currently a middle school LD teacher who services 31 resource students.
This year I have one literature class of 10 students, a 7th grade resource,
and an 8th grade resource.  The remainder of my day is within regular
classrooms.
Chris

SUBJECT:    Re:number of kids per class
Date:  96-04-11 17:49:46 edt
From:  AP80

GEber6439, I am also a middle school Resource Teacher.  I have 5 kids per
class, 5 classes.  I do supplemental instruction, no primary instruction.
All of my kids are in regular classes and are expected to receive a regular
high school diploma, not an IEP diploma.

SUBJECT:    Re:R.R. Teachers in Touch
Date:  96-04-11 23:22:50 edt
From:  JSSPAIN

Hi, I am really interested in becoming a part of this.  I have been a
Resource teacher for 2 years.  I currently teach 6th. grade science and
social studies, and inclusion math.  I also have a 7th. grade reading and
language arts class.  How do I join your network???JSSPAIN

SUBJECT:    Resource
Teacher Needs Help!
Date:  96-04-11 23:27:25 edt
From:  JSSPAIN

Hi,  I am trying to put together a project for my Social Studies class and I
need some help.  I am trying to collect a post card representative of each of
the 50 states.  If anyone would be interested in mailing me a post card from
their state please E-mail me at JSSPAIN.  Thanks, I need all the help I can
get.

SUBJECT:    Titanic
Date:  96-04-11 23:33:59 edt
From:  JSSPAIN

I am putting together a unit for my Resource Center on the Titanic.  I find
the subject to be high interest and motivating to my students.  I would
appreciate any lesson ideas, resources or information that might enhance the
material I already present to them.  If you have any ideas, please E-mail me
at JSSPAIN.  Thank you!!!!

SUBJECT:    Re:number of kids per class
Date:  96-04-20 00:38:44 edt
From:  HCTA

This is my first year at the middle school. I'm teaching in both "push-in"
and "pull-out" situations. In both, my caseload is no more than 5 LD students
in a group. I may have up to 25 students total as part of my caseload. I've
not heard of any changes in this number to date.

SUBJECT:    ADD Inservice
Date:  96-04-21 14:27:58 edt
From:  MPK AT BB

Help!  I began my new job as a RSP in January, 1996.  The regular ed teachers
at my school bring up an inordinate number of students to SST for ADD.  They
really push parents to get their kids on Ritalin asap.  On May 23 I am giving
an inservice on alternative causes for attentional problems.  I would like to
suggest that many students are inattentive because of emotional problems,
allergies, or lack of assimilation into our somewhat unstructured,
overcrowded classrooms.  Does anyone have any suggestions for ways that I can
delicately approach this issue?

Many thanks to AnnToreen and RANLEE7636  for your suggestions.  You guys are
my mentors!  Bless you!

SUBJECT:    Re:ADD Inservice
Date:  96-04-21 21:08:14 edt
From:  SusanS29

"On May 23 I am giving an inservice on alternative causes for attentional
problems.  I would like to suggest that many students are inattentive because
of emotional problems, allergies, or lack of assimilation into our somewhat
unstructured, overcrowded classrooms.  Does anyone have any suggestions for
ways that I can delicately approach this issue?  "

I would skip the allergies thing. No one with any real credentials in the ADD
field buys into it.

However, lots and lots of things present as ADD. When teachers were given a
workshop on ADD and then asked to pick out students with ADD, the ones they
picked out were not quite as smart as average. The children's behavior was
appropriate for their mental age.

Other things that can look like ADD: undiagnosed learning disabilities,
*severe* home problems (such as an ugly divorce), sexual or other abuse,
depression (which is likely to be aggravated by Ritalin), hearing or vision
acuity problems.

Not only that but if the child does have ADD Ritalin won't fix everything,
isn't suitable for all children and doesn't even work about 20% of the time.

Teachers just shouldn't be saying what medication a child should be on. They
don't have the background for it. They should refer the kids for diagnosis
and let the pros sort out the source of the child's difficulties.

SUBJECT:
Public Law 101-476
Date:  96-04-22 22:56:02 edt
From:  EXPLORA95

If anyone has any articles regarding this subject please e-mail me at
EXPLORA95.  I am doing research for a class.  thank you.

SUBJECT:    Re:Resource
Teachers Network
Date:  96-04-25 00:12:19 edt
From:  JBoby

Lucky this is the kind of Reaource Room I am dealing with in a rural school.
Please send me any help.  Thanks JBoby

SUBJECT:    REG STAFF INSERVICE
Date:  96-04-27 10:42:47 edt
From:  TandM Sell

Help.  I'm developing a staff inservice "Meeting The Needs Of Secondary Level
Learning Disabled Students Within The Regular Classroom."  Any suggeestions
on information to include or do's and don'ts would be appreciated.

SUBJECT:
Re:Adult Non Reader
Date:  96-05-05 13:27:21 edt
From:  STMABON

My School District and many other organizations have had success with the
Scottish Rite Reading Program.  For adults it consists of 160 one hour
videos.  Orton Dyslexia also uses it and can answer your questions.  Look
into it...I think you'll be pleased.

STMABON

SUBJECT:    academic vocabulary
Date:  96-05-07 21:24:39 edt
From:  SandyHolt

Looking for strategies to use to build comprehension of academic vocabulary.
Any suggestions?

SUBJECT:    Annual i.e.p. timeline
Date:  96-05-08 07:52:18 edt
From:  MPK AT BB

Thanks to SusanS/29 for help on the  ADD inservice.  My principal now wants
me to focus on how emotionality might lead into ADD type behaviors.

I have a parent who is insisting that her child's annual iep be moved up
almost a month early.  As I am currently swamped, I told her that she should
expect it to be held around the same time as the previous year.  Does she
have any legal rights on this issue?  ( We just had an adendum meeting !)

This message board is a lifesaver!  Thanks to all!

SUBJECT:    Re:  Inclusion
RLH74027
Date:  96-05-08 08:01:34 edt
From:  MPK AT BB

I work in an elementary school that implements full inclusion.  Many times
making that sped student feel better about themselves is what is best for
them.  I feel that especially in the primary grades, almost all students have
the right to be included.  In our model I attempt to remediate the disability
through modifying existing classroom assignments.  It takes a great deal of
communication on my part with the classroom teacher but when you see some
pretty severe kids being invited to birthday parties or when a parent tells
you how proud their kid is that at open house he had the same projects on
their desk that everyone else did, it is worth it! I also think that sped
kids need exposure to the good modeling that regular ed kids can provide in
social situations. I'm not saying it can work for all kids at all levels, but
people should consider it for some individuals.

SUBJECT:    Re:Annual i.e.p.
timeline
Date:  96-05-09 23:00:11 edt
From:  SusanS29

"As I am currently swamped, I told her that she should expect it to be held
around the same time as the previous year. "

It's a team, and no one person should have excessive influence... and all
should be working together.

In the interest of peace I would try to compromise.

SUBJECT:    consultant taechers
Date:  96-05-10 16:21:46 edt
From:  MeCYou

Next year I will be a Resource /Consultant teacher.  I know very little about
consultant teaching and would appreciate any info you may have.  I will be
pushing into classes at the middle school level and can't anticipate what to
expect.  Any advice/info would be welcomed!!

SUBJECT:    Re:Resource Teachers in
touc
Date:  96-05-13 18:39:55 edt
From:  BonoMurf

I teach a mix of junior high and high school students who are learning
disabled and emotionally disturbed in Resource Room. They are grouped
heterogenously in my class. I have difficulty motivating these students and
getting them to stay on task. I am also concerned about how the mainstream
teachers in the school view the "Resource Room" . I  am interested in ways to
educate these teachers and help them become aware of the job of a Resource
Room teacher and the role of a special education student. I look forward to a
response.Thanks.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-05-13 18:51:08 edt
From:  BonoMurf

I have taught physical science for the past two years to eighth grade
students. Before teaching this self-contained class, I had no prior
experience with any of the sciences. I learned the information about 2 days
before the students. I continue to struggle and learn with these students. I
have asked for advice and help from the mainstream teachers who have been
cooperative but I sometimes feel like a pest. I think the key is to keep all
concepts simple and elementary using a lot of multisensory activities.

SUBJECT:
Re: Physical Science for LD
Date:  96-05-13 19:01:46 edt
From:  BonoMurf

HJWALLY I too,  teach physical science using the Globe textbook. It is my
second year as a special education teacher and I am happy to see that you do
alot of collages and coloring. My students like this alot too.I have a little
more confidence now. Thanks

SUBJECT:    Co-Teaching Reg/Sped Kids
Date:  96-05-23 23:40:17 edt
From:  CoTeachNet

I have been co-teaching in an REI environment for 7 years.  A team of
teachers decided (without my input) to divide their two classrooms into three
sections of heterogeneous students for a math unit to last a full quarter.  I
have one of these sections which is comprised of 13 students including my two
IEP'd kids who are very mild (100 minutes per week) which meets 40 minutes a
day, 5 days a week.  This wasn't done with my "blessing", but even the admin.
says since I am certified reg ed., there isn't a problem.  I am the only
teacher in the classroom, responsible for the full planning, teaching and
assessing of this curriculum.  I am also in the middle of ARs and MDCs for my
other students.  I know that we are supposed to be able to teach a "small"
group of mixed students for a "fixed" amount of time, but what are the legal
ramifications of this kind of setup, if any?  How "big" is a "small" group?
How long is a "fixed" amount of time?
I am told since I am a "co-teacher", parents won't be concerned about who
teaches the curriculum.  But now I find I need a special ed. teacher to help
me teach this class and have had to go to my Title I teacher for MY
co-teaching assistant!

What a mess!  I am in Illinois.  Any ideas who I can contact for exact legal
language on this?  I was hired specifically to be a collaborative LD teacher,
but I feel I am being taken advantage of because I am multicertified!
Thanks for any help you can give me.
CoTeachNet

SUBJECT:    Re:Co-Teaching Reg/Sped Kids
Date:  96-05-25 19:07:14 edt
From:  Caz46

I sympathize with your situation, but it would appear to be very legal.  I am
also a multi-ceritified LD resource teacher involved with REI or inclusion.
I teach a language arts block for 80 minutes per day to a group of students
some of which are LD.  I have no problems with this arrangement.

I think the issue here though is the fact that you were not included in the
decision making process and obviously this time of the year is hectic with
meetings and paperwork.  My concern would be directed more towards the
following:  Are your other LD students time and needs being met?

SUBJECT:
Re:Co-Teaching Reg/Sped Kids
Date:  96-05-29 21:26:11 edt
From:  CoTeachNet

Dear Caz;
Thanks for your response.  Yes it is a hectic time of year.  The kids I see
in other classrooms are doing just fine, but in the class I teach, well,
let's put it this way:  I share an office with 6 other LD resource teachers
and the other day I half-jokingly asked if any of them had 3rd period free
because I needed an LD teacher in my own class!  Don't get me wrong.  I enjoy
this, but I still wonder if it is best practice.
CoTeachNet

SUBJECT:    Re:Resource Teachers in touc
Date:  96-05-29 22:53:38 edt
From:  JESS J

Res. Teacher in SE MAsaaachusetts has been at it for 20+ years and has
variety of exp. with all kinds of kids and teachers and the latest fads.
Let's talk.
Jess J

SUBJECT:    Re: Inclusion
Date:  96-05-29 23:18:55 edt
From:  DMLimon

Dear fellow Special People,
I am completing my Master's Project on Bilingual Special Education
(curriculum, parental involvement, linguistically appropriate goals and
objectives, and Teacher-Assistance-Teams).  I would be very interested to
hear what other people are doing to accomodate and meet the needs of the
culturally and linguistically diverse exceptional student (CLDE).  Please
e-mail me at [e-mail].  I'm a seventh year bilingual special education
teacher in a junior high in Southern California.
Thanks for your time!
Diana  :-)

SUBJECT:    Reading Resource
Date:  96-05-30 09:56:03 edt
From:  Samtea

I have taught reading resource on middle school level for two years.  Most
success in increasing reading level and vocabulary recognition  has been due
to a reading program called Lit Tech.  Also using Electronic Bookshelf books
and computer testing for my higher level readers (3rd grade and up). Steck
Vaughn books are great too.  Not too long and on middle school interest
level.  Also read a few of the Pace classics as a group:  Dracula, Christmas
Carol & Jekyll/Hyde.  My students really liked these stories more than I
thought they would.  We later watched movies to see how different they were
and my kids were upset that some of their favorite parts from novels were
omitted from the movies.  Am looking for more reading materials on middle
school level.  Would like to be included in any newsletters, etc.  Thanks!
This is my first time to see this section and have enjoyed reading the mail
today.

SUBJECT:    Re: RR Classroom
Date:  96-05-30 19:26:55 edt
From:  JodieEnne

I have just graduated from college.  I have a job in a resource room for next
school year.  I would like some help from some experienced RR teachers.  How
do I start the year off?  How do you come up with a schedule?  Anything you
feel is important to help me out in my first year.

SUBJECT:    Re:Resource Teachers
in touc
Date:  96-05-30 19:39:56 edt
From:  JodieEnne

To JESS J
I will have a resource room next year.  Very excited but also nervous.  I
graduated last year from college.  Had  a wonderful experience while student
but have tons of questions.  Please give me any ideas on how to schedule the
kids, set up the room, ANYTHING??? Thanks, Jodie

SUBJECT:    Re:Resource Teachers
in touc
Date:  96-05-31 18:48:48 edt
From:  AP80

JodieENNE, I'm a middle school Resource Teacher and would like to help but
it's probably best for you to get help from someone who teaches the same
level.  Are you elem., middle, or high school?  If middle, contact me for
some hints:  AP80  (Ann)

SUBJECT:    First year SPED teacher! Help!
Date:  96-06-01 00:45:20 edt
From:  FOZZYBERRY

I am looking for any advice on where a person should start once they have
landed that first job.  What do they do next?  It all seems so overwhelming!
How did you transition from the  previous teacher  or do you?  Any advice
would be greatly appreciated! Thanks in advance!

Fozzyberry @aol.com

SUBJECT:    Re:Resource Teachers in touc
Date:  96-06-01 09:12:22 edt
From:  PWhite9191

I am in a K-6 classroom that is labeled VE (Varying Exceptionality). My
students are primarily SLD and EH. Sometimes I have EMH, Physically and/or
Visually handicapped students as well.

SUBJECT:    Re:Literature in the RR
Date:  96-06-01 09:20:11 edt
From:  PWhite9191

In our county, the SRA Reading Mastery Program is the county-mandated reading
program for SLD and EMH programs. I use this program as the basis of my class
but I also pick a theme for each nine week grading period and we do a variety
of activities related to that theme. We have done a biography unit and each
child did a report and project on a president. We just finished a unit on Tom
Sawyer and Huck Finn. The children had to write from a character's
perspective in their journals. They read their selections to the class in
costume. I had some wonderful Becky Thatchers, Toms, Hucks, and even a few
Sids! They really enjoyed it! Readers can get really boring and repetitive if
we don't jazz it up. I also like the idea of them being introduced to classic
literature. (One student even recognized Tom's fence painting antics in a
cartoon he saw recently!)

SUBJECT:    Re:Resource Teachers Network
Date:  96-06-01 09:27:34 edt
From:  PWhite9191

I am going to a new elemetary school in the Fall and will be the only SLD/EH
resource teacher at the school for K-6! As my fear, dread, and apprehension
build, my sanity is slipping. I would love to be part of a data base or forum
for sharing! I need all the help I can get! I'm really concerned about
scheduling. Any suggestions?

SUBJECT:    Re:Literature in the RR
Date:  96-06-01 09:41:02 edt
From:  PWhite9191

I am using a wonderful reading series based on classic literature. It is
called Bringing the Classics to Life and is published by EDCON, Long Island,
N.Y. The series cosists of 35 booklets, each one based on a classic novel and
is divided into 5 reading levels. Each book is abridged and is divided into
10 chapters with text, comprehension questions, activity pages, vocabulary,
etc. for ach chapter. Some of the titles include: Tom Sawyer, Huck Finn, Sea
Wolf, Captains Courageous, Black Beauty, Teasure Island, Call of the Wild,
Rip Van Winkle, War of the Worlds, and many more. My students have loved
these selects! They are also fairly inexpensive. The books can be duplicated
for each student. A place called Teach & Play Smart carries them. Their
number is 1-800-600-8818. These books are great for my SLD students and I
like the fact that  the different books are on a increasing level of
difficulty.

SUBJECT:    Re:HJWallly re English class
Date:  96-06-01 09:59:31 edt
From:  PWhite9191

There is a great computer program called Write Out Loud! It is published by
Don Johnson. It is a great word processing program for my kids because it
reads the text back to them by the letter, word, or paragraph. The best part
is the spell check. It reads the choices to the child so they can hear if
that is the word they want. It's terrible to tell a child to look up a word
they can't spell. This program solved that problem. I've been very pleased
withthis program.

SUBJECT:    Re:Resource Teachers in touc
Date:  96-06-02 23:55:28 edt
From:  JodieEnne

AP80(Anne)  I am going to be in a middle school.  I'll have students from 2 -
6 grade.  Any advice would be great!!

SUBJECT:    Re:Resource Teachers in touc
Date:  96-06-03 20:16:32 edt
From:  PIsenb1070

IAfter teaching emotionally handicapped students for nine years in a
self-contained classroom, I have decided to make a change.  Next year I will
be teaching learning disabled students in a resource setting.  I will be
using SRA Direct Instruction for reading and language because I have found it
to be very successful.  What I could use help with is other types of
materials and activities  that have been successful with other resource
teachers.  I will have grades 1-5.  Any suggestions you may have would be
great.











SUBJECT:    Re:New RR teacher needs help
Date:  96-06-03 20:22:07 edt
From:  PIsenb1070

I/m starting in a similar classroom in the Fall.  Can you give me some
suggestions for centers?


SUBJECT:    Re:Resource Teachers Network
Date:  96-06-03 20:35:37 edt
From:  PWhite9191

I would very much like to be part of a resource teacher network. Sometimes I
feel like I'm fighting the battle alone. Reading your messages makes me feel
like others are "singing my song"!

SUBJECT:    Re:Resource Teachers Network
Date:  96-06-04 19:44:18 edt
From:  JodieEnne

I would love to be part of a resource teachers network.  I have just landed
my first resource room job and am excited but nervous.  I would love to be
able to talk with more experienced resource room teachers.

SUBJECT:    high school
consulting
Date:  96-06-04 23:36:46 edt
From:  HWC2212

I have been teaching special ed for 16 years and am presently a consulting
teacher in a central Illinois suburban highschool of about 600. I consult
with regular teachers, write curriculum, and tutor, and sometimes just
problem solve for LD, BD, and some EMH students. We ( 3 other teachers) use
inclusion when it is relevant to their needs. We teach our ownclasses when we
can not mainstream and we are trying to add to the school's college prep
curriculum a more applicable, school to work curriculm for high risk
students. We are also trying to start a mentor program for these kids. any
suggestions or hints are more than welcome.

SUBJECT:    Technical trainning
Date:  96-06-05 22:36:07 edt
From:  PROFTECK

I am looking for interested parties looking for a new trainning programme
regarding material handling equipment (forklifts). After I had done some
research in this domaine , I have notice that there are no schools looking in
this particular field. So, I have decided to do so for the past 3 years and
having some sucess in some  privite interprises, but to my surprise nothing
is concrete with school commissions so far. Remarkable it seams!!!

Note;(Even if companies are crying for trained techniciens,because none are
being found)

SUBJECT:    RRST needs help with dyslexia
Date:  96-06-07 01:56:18 edt
From:  KyKylie

Hello.  I  have not had the opportunity to work with so many kinder students
as I have this year.  I've  been assessing many  children with ADD and
autism.  My question is about dyslexia. I have a parent who wants info on
what to do with her daughter this summer to help her learn her alphabet,
numbers, simple words. I am not very informed about dyslexia, as it seems so
much can fall under this category.  The mom says she herself is dyslexic and
suspects that her daughter is also, from the classroom teacher's comments and
her daughter's inability to  remember the basics. Any suggestions for
materials I can read or materials to help the parent work with her child?
Anything is appreciated..

SUBJECT:    Re:Stevenson
Date:  96-06-07 23:29:33 edt
From:  Ruffles424

My district is also using Stevenson in the spec. ed. dept.  I would be
interested in any pros and cons in regard to this program.
Please e-mail me at Ruffles424

SUBJECT:    Re:Resource Teachers in touc
Date:  96-06-13 22:40:04 edt
From:  Rabin MH

I am a intermediate resource teacher in Las Vegas. I teach both the pull0out
method and the push in model. I would love to join your group. I am always
looking for new ideas.

SUBJECT:    Reading program for decoding
Date:  96-06-16 00:07:27 edt
From:  Calvinjess

I have been using  the SRA Corrective Reading Program for the past 2 years
and have had much success with it.  It starts out with sound/symbol
correspondence and blending phonemes to form words (Level A).  It is geared
for learning disabled students, 3rd grade and up.  I have also used it with
2nd grade and even some of my higher functioning 1st graders.  I use it with
ADD/ADHD students, too.  It is fast paced, very teacher/student interactive
and generally keeps their attention.

It is NOT the SRA reading series most of us remember using when we were in
school (reading those stories on the little cards and then anwering the
questions).  It is much more of a multisensory approach and I have found it
to be useful in improving reading, decoding, and spelling skills.

The kids seem to enjoy it and my 4th and 5th graders really liked the short
stories found in the Level B book.  Some of the stories get pretty silly
around Lesson 20 or so!  My kids were very motivated to do the work and I
adapted the program a little to fit my students' individual needs.  For
example, in the Level B book, the students answer comprehension questions in
the workbook.  The answer key makes it obvious that one word answers or
phrases are expected.  I have my students answer each question in complete
sentences.  (They sometimes ask me why the book doesn't leave them enough
room to write the answer.  I reply with something like, "Oh, they do that
sometimes to save room.  Just squeeze it in underneath."  If they only knew!)
This way they are showing me lang. arts skills as well as comprehension
skills.

I guess I cannot say enough about it.  I use it in my private tutoring
sessions as well as with groups of up to 8 students (individual is ideal but
groups of 4-5 work seem to work well, too).   I recommend a minimum of at
least 2 days a week.  It is best to try and complete all of the Level A book
in one school year.  That book contains 65 lessons.  The series is expensive
($85 just for the teacher's manual) but it is well worth the money.

SUBJECT:
Title 1 Reading
Date:  96-06-18 12:35:08 edt
From:  RHenley754

I am looking for information about Title 1 reading programs for my neice who
is taking-over an existing program.  Any information you can send will be
appreciated.  Please respond by e-mail.
Thank you,
R. Henley

SUBJECT:    Co Teaching/Team Teaching
Date:  96-06-18 15:01:19 edt
From:  AKLorah

I am a graduate student working on a degree in special education (LD and ED)
and am intrested in co teaching ideas and models.  If you have any that have
worked or have not, for whatever reason, I would love to hear about them.
Thankyou for sharing!

SUBJECT:    Re:Co Teaching/Team Teaching
Date:  96-06-18 16:20:33 edt
From:  Caz46

I would recommend the following book to help with different models for
co-teaching:  Including Students With Special Needs, A Practical Guide For
Classroom Teachers, written by Marilyn Friend and William Bursuck.  It is
published by Allyn and Bacon.  It is a great resource for any collaborative
needs and discusses most categories covered under IDEA as well as at-risk
kids.  Good luck.

SUBJECT:    FREQUENCY 4 METALS pls hlp.
Date:  96-06-19 17:37:01 edt
From:  YanisK



SUBJECT:    FREQUENCIES 4 METALS HELP!!
Date:  96-06-19 17:23:51 EDT
From:  YanisK

I am working on a project for two years now, Last stage involves molecule
disturbanbce of some metals, if sound transmition  take place at the wright
frequencies, I am working with Lead, copper gold and silver. Unfortunately
was given the wrong frq. Is there any study or book on this object?
Any assistance will be greatly apreciated, Please E-MAIL for  YanisK
Thank you

SUBJECT:    New RR Teach. Needs Ideas
Date:  96-06-20 11:31:27 edt
From:  TNTBush

I am a new RR teacher in Texas, and I was wanting any suggestions/helpful
hints for grades 6-12.
I would especially like tips on behavior mgmt. in a resource room.

SUBJECT:
Re:Resource Teachers in touch
Date:  96-06-21 22:20:11 edt
From:  Teach948

Happy to join your "club".  Teach K-2 Resource Center, 8 years. Love it.
Language Skills main focus plus attention, perception both visual and
auditory and fine motor.  Most kids have ADHD tendencies.  Would like info
on:  Up to date software for language skills, new "kits" or materials on the
market.  Happy to share ideas.  e-mail at 948teach.aol.com

SUBJECT:    Re:Opinions
on Inclusion
Date:  96-06-22 17:04:49 edt
From:  FOXY1028

I am a Resource room teacher from grades k-7th.  I am really enjoying the
position and have had a lot of success in both pull-out and push-in programs
which I have implemented.  My district is pushing hard for inclusion which
will place students from our self-contained classes (who have servere reading
disabities - some even non-readers) into grade level reading programs in our
2nd - 4th grade classes.  I have a lot of concerns for these children and was
wondering if anyone has had experience with inclusion and the success rate
and frustration level of these types of children.  I do not want them to be
turned off from reading (they are already showing some emotionality when
reading is required).  Any ideas.  Thanks!  MMPR

SUBJECT:    SPED referral help
needed
Date:  96-06-27 14:04:28 edt
From:  MoandPete

I am a second grade teacher in Massachusetts.  This summer, a group of
special ed. teachers and myself are trying to restructure our school's
referral into SPED.  What I'm looking for is some ideas from other districts
and the process followed.  Does any school out there have a child study group
or whatever it may be called that is used as a step before referral?
     What we'd like to develop is a first meeting between the teacher and
SPED staff that would be used as a brainstorming technique.  Possibly give
out stategies and ideas that may help the child and teacher.  THEN, if these
don't help, go  back to a SPED meeting and possibly suggest teasting.
   Please send info on your district and how this aspect of prereferral is
handled.
Thanks!

SUBJECT:    Re:consultant taechers
Date:  96-06-28 20:03:15 edt
From:  HaileyN

I am also interested in doing this. Please write to me and tell me what you
found out and what you are going to be doing next year. [e-mail].

SUBJECT:
assessments
Date:  96-06-29 16:29:12 edt
From:  JKSinger

Help!  Need help on assessments.

SUBJECT:    New Sped Resource Teacher
Date:  96-07-01 17:23:31 edt
From:  Hiker22737

I am also a new resource teacher for grades one thru five.  I would be very
interested in sharing some ideas regarding starting a new program.  If one
has any suggestions with materials etc. that would be very helpful!
Thanks!!!!

SUBJECT:    Re:Resource Teachers in touch
Date:  96-07-03 16:43:03 edt
From:  ConnieHaun

I have just started using AOL and I would like to get in touch with other
special teachers.  I currently teach 9-12th graders in the areas of math and
science.  The program is based on inclusion of students in the general
education classroom with myself as a cooperative teacher.  I have found this
to be a very successfull program for the students and would like to share
ideas about the program with anyone interested.

I have a question to anyone doing this program on how they deal with grading
procedures for those students who are unable to met the epectations of the
course.  At present I have come up with a 15 point scale which gives them a
special grade on their transcript, ie. Sp Pre-Algebra B.

SUBJECT:    Re:Moved from
another folder
Date:  96-07-03 16:55:48 edt
From:  ConnieHaun

SusanS29 - I work in Las Vegas and our district has started FOSE, Friends of
Special Education.  Actually a parent of a child with ADHD was very
instrumental in starting this program.
For more information write to:
     Clark County School District
     Speical Student Services
     2832 East Flamingo Road
     Las Vegas,Nevada 89121
in care of Cathy Mellor
or call 702-799-5243 or 702-799-5472

SUBJECT:    Re:assessments
Date:  96-07-03 17:12:46 edt
From:  ConnieHaun

Please be more specific on what areas of need you have.  I find the Brigance
test to be fast and easy.  It is a good start with finding grade level
abilities of the student.  From there I use informal measures to fine tone
the problem areas :  class observations, homework, test and assignments.  The
general teacher can be a great assest in the students abilities if they are
mainstreamed.


SUBJECT:    parent advocacy groups
Date:  96-07-07 17:29:35 edt
From:  TalithaV

I have a former student whose mother is looking for an advocacy group to help
her with her learning disabled daughter.  She tries very hard to help her
daughter and would like to learn more.  Does anyone have any info. on a group
which might need her needs.  I have the address to CEC but this is oriented
more towards educators than to parents.  please email me at talithav@aol
Thanks

Shannan

SUBJECT:    Re:Resource Teachers Network
Date:  96-07-08 14:58:13 edt
From:  SBDROGIN

I'm a liberal studies major studying to become an elementary teacher.  I've
worked with a literacy program in the past, but it was for adults.  Is there
any good resource I can turn to to help tutor a 7 year old girl who has
problems processing information?  She has difficulty recognizing colors,
numbers from 1-25 out of context, small case letters.  I'm trying to
incorporate as many methods as possible (visual, kinesthetic, audio, etc.).
Her mother is having her tested--she may be dysgraphic, but I don't have a
concrete conclusion as of yet.  Any help would be greatly appreciated.

SUBJECT:
Re:Resource Teachers Network
Date:  96-07-08 15:06:40 edt
From:  AGanguzza

I have been a resource room teacher for six years.  The last 2 years I have
been working in North Carolina, and it has been a real learning experience
for me.  Beginning in August, I will be teaching in a new school that is just
K-3 with approximately 850 students.  I am excited to be starting the
resource program in this school and would like to get off on the right foot.
I would appreciate any suggestions other resource teachers my have on things
that really worked for them.  In the past two years, I have found a real need
to improve collaborative efforts between teachers and resource teachers.
Other areas that I am specifically interested in are teaching prosocial
skills, improving organizational skills, study skills and parent/ teacher
communication.  Please E-mail me at AGanguzza.  Thanks!

SUBJECT:    Re:Resource
Teachers in touc
Date:  96-07-08 20:04:21 edt
From:  CoteDJ

My name is Denise Cote and I'm a Resource Specialist at a K-8 school in
Fresno, California.  Our school population is approximately 30% African
American, 30% Asian, 30% Hispanic and 10% Other.  I am interested in how the
Internet can help me provide service to my students and make my paperwork
more efficient.  I would like to start with entering a student database of
MicroSoft Works and would appreciate connecting wtih someone who has done
that.

SUBJECT:    Re:RRST needs help with dysl
Date:  96-07-08 20:15:14 edt
From:  Dyslexic4D

I highly recommend reading the book TO TEACH A DYSLEXIC.  It's a good,
entertaining and instructive read.  It has many good suggestions for both
parents and teachers.

SUBJECT:    internet scavenger hunt
Date:  96-07-09 15:13:53 edt
From:  TREYAN

RR teacher seeks a lesson-plan  for introducing students to the internet,
i.e., scavenger hunt of sorts.
e-mail   [e-mail]

SUBJECT:    Re:Resource Teachers in touc
Date:  96-07-09 17:49:00 edt
From:  VMitch1169

I'm not a resource teacher, but just a "plain ol' classroom" teacher who is
now teaching students mainstreamed into the classroom. Last year, I had 9 RSP
in one classroom and this year will probably have 12. I am new to AOL and
would love input on how to best use the resource teacher. Also how do you
balance the different abilities in one classroom.


SUBJECT:    Re:Literature in the RR
Date:  96-07-10 22:18:41 edt
From:  GGastright

The supervisor at my school approves of the Steck-Vaughn short classics.  I
don't think you have
anything to worry about .  I think a good reading program uses a variety of
different materials.  Always document in your lesson plans the skill you are
working on.  Good luck!    P.G.

SUBJECT:    Computer literacy for deaf
Date:  96-07-11 09:15:57 edt
From:  MAR81034

I need to develope a list of goals and objectives for a computer literacy
curriculum for Deaf 5-14 year old youngsters. Does anyone out there know of
any literature already developed

SUBJECT:    New Resource Teacher HELP
Date:  96-07-11 15:35:44 edt
From:  JodieEnne

I just found out that instead of having a LD Resource Room for grades 4-6 I
will have LD/DH non-categorical for grades 1-3.  I also found out that it's
an all-year school and will start on July 22nd instead of Sept. 5.  I'm
nervous and excited.  Any suggestions would be great.  Please e-mail me at
[e-mail]

SUBJECT:    Content Mastery Center
Date:  96-07-12 14:45:43 edt
From:  FRUMI

Just got a new job.  Starting up content mastery center in small rural
highschool.  They never had anything except resource before (the severe and
profound kids go to a county center).  Any ideas on startup.  They are not
even sure of what space I will have - maybe only section of library.  Please
answer here or e-mail [e-mail]

SUBJECT:    Schizophrenia
Date:  96-07-15 18:05:51 edt
From:  Signed Me

I will be working with a student who is diagnosised as schizophrenic and I am
searching for information about schizophrenia in the classroom.  The district
I am in has about 850 kids (pre-K - 12) and I will be responsible for this
students academic success.  She is a freshman now and we will be in school
together for four years.  I want to help this student but I have no specific
experience with this disease.  If anyone has any thoughts, ideas,
suggestions, personal experiences, books related to schizophrenia in the
classroom, etc. I would be very greatful.  Pleas contact me at:
[e-mail]
Thanks a bunch

SUBJECT:    TEACCH PROGAM
Date:  96-07-16 15:17:02 edt
From:  KDaly42254

 I AM A RESOURCE TEACHER AT AN ELEMENTARY SCHOOL. nEXT YEAR I WIIL HAVE A
FIRST GRADE STUDENT IN MY CLASS WHO IS CLASSIFED AS AUTISTIC LIKE.  HE WILL
BE  IN MY ROOM FOR 49% OF THE SCHOOL DAY. MY SUPERVISOR HAS SUGGESTED THAT I
USE THE TEACHH PROGRAM WITH HIM. I AM LOOKING FOR ANY INFORMATION ABOUT THIS
PROGRAM OR WITH WORKING WITH AUTISTIC CHILDREN . ALSO IF YOU HAVE ANY IDEAS
ON SCHEDULING I WOULD APPRECITATE IT. THANKS KATHY

SUBJECT:    Please help...
Date:  96-07-16 22:23:56 edt
From:  Fanciful99


I 'd like to try using  behavior contracts with cooperative learning groups
in a"regular" English classroom filled with disinterested and disruptive
students.  Since my stash of behavior mod stuff is pretty dusty and I was
hoping someone might be willing to help by sending a few things.  I can
retrieve PC or Mac files but would need to be told which  to use.

If it is not too much trouble, PLEASE send any or all of the following:

1. Examples of behavior contracts you've found useful, regardless of age.

2. A list consequences that has been used at each level in a successful
point/level system.

3. A list  of jobs or chores appropriate for different age levels.

4. A list of rewards appropriate to different age levels

Thank you VERY much.

[e-mail]

SUBJECT:    Phonics
Date:  96-07-16 22:49:21 edt
From:  Danal1952

I am a regular ed. teacher who is currently working on a degree in special
ed.  My sixth grade daughter has ADD and is trying to improve her spelling
skills.
She has slightly below grade level reading skills and does not like to write.
She is working on mastering the first 400 words from the list of "most
commonly used words in the English language.  I realize her phonic skills are
very weak and wish to help her. I would appreciate suggestions as to any
spelling or phonics programs.  Thanks!

SUBJECT:    New Teacher
Date:  96-07-17 12:32:40 edt
From:  VSnider566

I will start teaching in August. I will have a 7-8 grade resourse. If anyone
has any advice for a new teacher I would be ever so grateful!!!!  I am also
interested in your databank. Please e-mail me at VSnider566.

Thanks,
Vickie

SUBJECT:    Re: Inclusion
Date:  96-07-18 21:17:17 edt
From:  LDentel

I have found that the inclusion of mild to moderate LD students can be very
successful in the classroom- when a special educator is present or when there
is a considerable  amount of collaboration between the regular ed. teacher
and the LD specialist. The annual test scores for my students prove that
inclusion can work. I work with fifth and sixth grade students in a very
progressive district in New England. In addition to their inclusion in the
regular classroom, they also receive direct instruction on study and
organization skills for forty minutes each day in my resource room.

SUBJECT:    Re:
Inclusion
Date:  96-07-19 00:53:07 edt
From:  SusanS29

"I work with fifth and sixth grade students in a very progressive district in
New England. In addition to their inclusion in the regular classroom, they
also receive direct instruction on study and organization skills for forty
minutes each day in my resource room."

Yes. I have also found that for LD students, some direct instruction (not
always study skills, sometimes skills and content) go a long, long way.

Some would argue that this is not "full inclusion." If it isn't, I'm not in
favor of full inclusion for all students under all circumstances. I believe
that if a student will gain from a small amount of time outside the classroom
it should be available.

I do *not* agree with the old style of shunting all retarded students away
from "normal" students or -- even worse in some ways -- programs for the
physically disabled away from traditional education just because of physical
barriers.

We've come a long way. I don't want to throw th ebaby out with the bath
water.

SUBJECT:    Re: Looking for. . .
Date:  96-07-20 20:46:01 edt
From:  Daisytime

I am substitute teacher and also a literacy volunteer.  My first adult
student has me stumped.  I have had a lot of success tutoring children in
reading but any method I try with P. does not seem to connect.  He is 42
years old and reads at a low second grade level.  Phonics did not work, sight
vocab. does not seem to work.  Currently he is selecting  non-fiction books
from the children's library and we spend a half-hour reading (he reads, I
tell him words he does not know).  He has picked up a few words this way as
he has been reading sports books (mostly about baseball).  However, the words
are soon lost to him.  Word cards have not seemed to help.  We are spending
another half-hour learning to tell time and this is going much beter (putting
a uqrter on the 3 and 9 for the guarter hours made a good visual).  Please
e-mail ([e-mail]) any reading tips as I am getting frustrated but I
don't want to give up on him as two others have.  I have seen a very little
improvement and this keeps me going.  Thanks in advance.

SUBJECT:     Need help
W/Remedial reading
Date:  96-07-23 01:08:40 edt
From:  AShimizu

What Remedial reading programs work best for students with learning
disabilities in elementary schools?  Please help.

SUBJECT:    Re: Need help
W/Remedial read.
Date:  96-07-25 19:02:52 edt
From:  FLH2Os

The SRA Direct Instruction program works wonderfully with LD kids.  It's very
structured, provides a lot of repitition, but also moves quickly so you can
keep their attention.  I've seen rapid progress using this program.

SUBJECT:
Re:Resource Teachers Network
Date:  96-07-26 11:47:42 edt
From:  Tiff1920

Hi!  I will be beginning a new position as an RSP teacher in the fall.  I
have experience doing private tutoring and also working with low cognitive
children but I would like any tips or words of wisdom from those already
experienced in this position.  I am also in charge of the student assessment
team.  Any ideas for scheduling, testing, great programs, etc.?  Thanks!

SUBJECT:
Re:Collaboration
Date:  96-07-28 02:12:45 edt
From:  Maded

I am a special ed resource teacher in New York. I currently teach 5- 8 grades
- My job as I see it is to insure each child is given the support he or she
needs in order to learn- if  that means boosting their self-esteem-than
that's what I do. However, I would really like to hear and share info on how
to collaborate with regular ed teachers, who do not perceive that special ed
children need extra supports, testing mods, etc. So happy to see there is a
forum for resource room teachers
Sincerely, Maded

SUBJECT:    Re:Title 1 Reading
Date:  96-07-28 14:14:33 edt
From:  Ahardball

What grade level is your niece going to be teaching?  How will the program be
set up?  I am a middle school Title I resource advisor in CA.  Maybe I can
help.

SUBJECT:    writing strategy
Date:  96-07-30 11:34:59 edt
From:  Terryanng

I need help locating materials for or information on how to get the materials
for the Cognitive Strategy Instruction in Writing program.  It came out of
Michigan State University, the work of Carol Sue Englert.  If anyone can help
me, e-mail at [e-mail] or I will check the board.  Thanks!

SUBJECT:
Re:Resource Teachers in touc
Date:  96-07-30 22:10:37 edt
From:  CCDMW

Hi! I'm starting out teaching transfering to LD/ED resource, k-5 next year.
I would love to hear any ideas on how experienced teachers managed curriculum
and time, meetings, student scheduling, etc. with other teachers.
Thanks!

SUBJECT:    Re: Inclusion
Date:  96-07-31 19:04:49 edt
From:  CRAFTYJP

I am a fifth grade LD resource teacher in a rural school setting. I  want to
increase my inclusion time from one hour per day to full inclusion but have
run into various stumbling blocks. Scheduling, large numbers of LD students,
stubborn regular ed teachers and administrative differences have been
constant road blocks for me. Does anyone have any suggestions on how I can
deal with one or all of those problems? E-mail at [e-mail]

Thank you for any suggestions.

SUBJECT:    Re: Inclusion
Date:  96-07-31 19:57:00 edt
From:  SPED 708

Hello!  I am a special education at an inner-city school in Chicago.  I am
the only sp ed teacher at the school and I am responsible for students
ranging from K-8.  I came to the school during its first year as an inclusive
school.  We have encountered some problems such as scheduling prep times with
teachers, homework confusion and student dependency on me rather than
performing in their classrooms.  We have also experienced some successes
throughout the year too.  I can't wait until the fall begins!  I am always
looking for new tips and advice about inclusion programs so if anyone has any
helpful hints, please contact SPED 708 on AOL.  If you just want to swap
stories, that's fine too!

SUBJECT:    Re: Inclusion
Date:  96-07-31 19:58:54 edt
From:  SPED 708

Please put me on your database for resource teachers.  I have really enjoyed
reading all of the interesting information about special education.

SUBJECT:
re:new to area
Date:  96-07-31 20:20:45 edt
From:  CCDMW

Hi! I am transfering from secondary education to elementary next year.  I
will be teaching resource for students with learning disabilities, OHI, and
ED.  I will have four self-contained students as well.  Any 1st year tips on
management or curriculum would be greatly appreciated.

CCDMW

SUBJECT:    PPI Teacher
Date:  96-07-31 20:56:19 edt
From:  KERSTYN

Hello everyone! My name is Kerstyn and I am a Pre Primary Teacher in
Michigan. I am  interested in finding out if there are any other PPI teachers
out there. I  would love to swap ideas with you! I am particularly interested
in getting information on parent involvement (in PPI, it is a state mandate
that we provide our parents of PPI students, some information and resources
on parenting, unfortunately, out of a class of 24 students. the most parents
who have ever shown up to a PPI parent meeting is 5). I am also interested in
gathering information on authentic assessment and how you assess your PPI
students. Anyway, I am looking forward to talking with all of you! (Hopefully
I can find this board again, since I happened to stumble upon it accidently!)
Feel free to email me! You might better get a response that way!    Kerstyn


SUBJECT:    Stevenson
Date:  96-08-01 00:45:34 edt
From:  LorBis

I've been using Stevenson with success for three years. I'd love to swap
ideas and information with anyone else who uses it.

SUBJECT:    Re:Content Mastery
Center
Date:  96-08-01 21:15:43 edt
From:  GJake4

I found a great catalog called "Kids In Between"  800-481-3708  They seem to
have a lot of material (reproducibles) in many subject areas and most of it
is written at the grade 4 level which is about where the majority of my 9-12
kids with LD fall. Give it a try!

SUBJECT:    Mainstreaming / Inclusion
Date:  96-08-01 21:55:24 edt
From:  Cari Ooooo

 Resource Teachers-I need your input!
I am currently  researching/writing  a paper on the advantages and
disadvantages of mainstreaming/inclusion. I welcome your opinion on this
matter. Also if you have any unqiue experiences or personal success stories
related to mainstreaming.
Any comments? E-mail Cari Ooooo@ aol.com

SUBJECT:    SECONDARY PEN PAL EXCHANGE
Date:  96-08-02 20:43:45 edt
From:  NMiller867

TO ENHANCE WRITING SKILLS, WOULD YOUR CLASS LIKE TO BE PENPALS TO STUDENTS IN
PROSPECT PARK, PENNSYLVANIA - C/O INTERBORO HIGH SCHOOL.  WE COULD SHARE
TRAVEL INTERESTS IN AREA, CLASS LETTERS AND EXCHANGE VIDEOS.

SUBJECT:
Re:SECONDARY PEN PAL EXCHANG
Date:  96-08-04 15:04:04 edt
From:  Terryanng

I would love to participate with you in a penpal exchange.  I teach Resource
in a Middle school in Northern Utah.  I have done this in the past and it's
been a great experience.  You can e-mail me at [e-mail]

SUBJECT:    RSP
research
Date:  96-08-05 21:58:27 edt
From:  SEMtorres

Hi everyone.  I am a high school math teacher  who has been working on a
research assignment which focuses on the following 4 questions:

1. What materials do you need in your classroom to                    more
effectively work with RSP students?

2.  What role do you think the RSP teacther or aide should play in your
classroom?

3.  What should we (RSP program)  be teaching in our study skills classes
that would make our students more successful in your class?

4.  Do you think there is a better system of placing RSP students in your
classes?

I would greatly appreciate any response.  thanks.

SUBJECT:    Re: Slingerland
approach
Date:  96-08-06 14:55:21 edt
From:  Da La Be

Slingerland approach is used at Prentice Day School in Southern California.
Wonderful all sensory approach to teaching.  Benefiting Dyslexic, ADD, ADHD,
language arts difficulties.  All around curriculum K thru 8th.

SUBJECT:    Re:
Consultation
Date:  96-08-06 17:48:26 edt
From:  TFP5090

Hello... I am new to AOL, and just discovered this Message Board.  I think
it's a great way for special ed teachers to share and give each other
support.  I am a Resource Room Teacher in CT. (K-6)  In the fall I will start
the year with 20 direct students, and 10 indirect/consultation students.  I
hope that someone will be able to help me.  I feel that I could use some help
with practical and easy consultation techniques.  My schedule is so hectic
that I often feel that I don't consult with reg. ed. staff often enough
concerning my indirect/consultation students.  I try to set up a specfic
consultation plan for each student which includes looking a work on a regular
basis, and "chatting," but I could use some new ideas.  It seems that so much
is always going on, and these students don't get equal attention.  Thanks!
I look forward to sharing with other Resource Room Teachers from around the
country!

SUBJECT:    Re:SECONDARY PEN PAL EXCHANG
Date:  96-08-06 19:26:58 edt
From:  SPEDLRE

I will be teaching 8th grade students-primarily LD and Mild disabilities and
would like to find a group of students who would like to share info about
their region.  We are located in Cecil County, Maryland.  Please e-mail me
([e-mail]) if you are interested.  Thanks, Pat

SUBJECT:    Re:Resource
Teachers in touc
Date:  96-08-08 22:59:04 edt
From:  PMaxw91553

I am a resource teacher at a Middle School in Newport, RI.  We're having a
very difficult time with rising numbers of students and very low scores,
especially in reading and writing.  I can carry a caseload of up to 30
students legally.  The hot topics are diverse learners (inclusion), reading
scores, and changes in certification.

SUBJECT:    Re:Honeidu's program
Date:  96-08-08 23:04:40 edt
From:  PMaxw91553

I am a resource teacher at a middle school in Newport, RI.  I'd love to be
involved with sharing information with other resource teachers.  We are
struggling with inclusion.  Some aspects of it are going really well, while
others are not.  I co-teach in a few classes.  Give me any info.

SUBJECT:    Re:New
RR teacher needs help
Date:  96-08-08 23:07:23 edt
From:  PMaxw91553

This year we started the SRA Corrective Reading Program at our Middle School.
It is a direct instruction, phonic based approach.  It gets back to the
basics and I've really seen improvement with my LD students.  It has various
levels from a primer level to about a 4th grade level.

SUBJECT:    Re: Inclusion
Date:  96-08-08 23:16:53 edt
From:  PMaxw91553

I work with 6th and 7th graders in a middle school.  The students are not
tracked and for the most part all students are included.  I am the resource
teacher and I work with the regular ed teachers.  Modification is the key.
Grading is a big issue.  This year, I plan to do most of the grading for my
students in language arts classes.  This way if they are working to their
ability, they can be rewarded with high grades.  Success depends a lot upon
the motivation of the students.

SUBJECT:    Re:Inclusion
Date:  96-08-09 12:04:47 edt
From:  HThehorrib

I teach K-3 resource, but my school will be going inclusive for 4-5 this
year.  K-3 will next year.  I was happy to hear that there is some support
for continued pull-out where needed.  Our plan for grades 4-5 involves no
pullout, although our self contained teacher will have some kids for a 3-hour
block.  I feel like everyone will tell me I'm missing the point if I still
want to pull some of my little ones for reading instruction.  Any suggestions
on how to move from resource to inclusion in primary grades?
                                    Thanks!

SUBJECT:    Lesson or activities
Date:  96-08-10 12:26:16 edt
From:  DGrif59949

I am a new inclusion teacher in as middle school.  Can you give me
suggestions of activities to do with students when we have free time and
students are not in a specific mainstream class.  We    will have a kitchen
area.

SUBJECT:    Re:content mastery/resource
Date:  96-08-10 13:57:42 edt
From:  Sidclare

another "newbie" requesting help in the form of strategies or "stuff" for
brand new content mastery room (actually a space)-grades 9-12.  never before
done at the school-only resource math/english.  will be the liason with reg.
ed. teachers who have never dealt with content mastery....bringing change to
a school who resisted content mastery--including the sp. ed. teachers...so
would appreciate any points of view...thanks.

SUBJECT:    Inclusion
Date:  96-08-11 14:50:01 edt
From:  Pink322

     This September I will be initiating an inclusion program in a third
grade class.  This is a new experience for both myself and the third grade
teacher. We want to be successful!  Does anyone have any helpful hints?  If
so, e-mail me at Pink322.  Thanks!

SUBJECT:    Re:Honeidu's program
Date:  96-08-12 20:11:23 edt
From:  SBauman939

Hi!  I am a RR teacher in a suburban school outside NYC. Middle grades, 6-8.
My emphasis is on 8th graders.  All my students are classified.  My program
is curriculum driven, I work in close contact with the mainstream teachers.I
have some students with whom I do consultation--both direct and indirect.
Some of our self-contained classes are in the inclusion model.  I,
personally, do not think the way it is implemented in our school is
effective.  The spec. ed. teacher becomes the assistant to the mainstream
teacher.  Would love to hear about other middle school RR programs.
S. Bauman 939

SUBJECT:    thematic teaching
Date:  96-08-13 13:43:11 edt
From:  KS719

Looking for resources, tips, etc. on using a thematic teaching approach in an
early intervention (preschool) program for special needs students.  Please
email KS719 ASAP...Thanks so much..Kathy


SUBJECT:    Re:New RR teacher needs help
Date:  96-08-13 18:35:08 edt
From:  TPteacher

Last year was my first year teaching resource and I loved it.  It was very
difficult to teach to different levels at the same time. I taught the same
age groups but I found that if I incorporated hands-on activities that they
could do together, things were much smoother.  Also, one day, one group read
orally while the other group was reading aloud and  so on.  I always provided
a few minutes at the end of each session to come together as a group.

SUBJECT:
Re:New RR teacher needs help
Date:  96-08-13 20:48:01 edt
From:  DEAN2TCHR

I have been teaching resource students for quite a while now.  I'd love to
talk to you some more.  Can you please tell me what age group you work with?
Do you have students included in the regular classroom too?  What state are
you in?

I'm in Colorado.  I work mostly with sixth and seventh graders.  We have an
inclusion model, with pull out help for students who need it.  I also teach a
low level math class.

School starts next week and as always I am looking forward to a new group of
sixth graders, as well as renewing friendships with previous students.

If you respond, I'll try to assist with suggestions.
DEAN2TCHR

SUBJECT:    Re:SECONDARY PEN PAL EXCHANG
Date:  96-08-13 20:53:11 edt
From:  DEAN2TCHR

I am going to try and start a web page with my sixth and seventh resource
students.  I would love to have them start with pen pals from another area.
The students don't start for another two weeks.  Maybe you and I could iron
out some details before then??

Contact me at [e-mail]

SUBJECT:    Re:Resource Teachers in touc
Date:  96-08-13 21:21:21 edt
From:  SBauman939

I teach in a Middle School in Westchester County, NY. I have 5 classes of
classified students, mainly 8th graders.  We have 4 Special Ed teachers in
the school, 2 teach primarily self-contained classes, and 2 of us teach
mainly resource.
Would love to share ideas wih people in the Middle Schools.
SBauman939

SUBJECT:    how to motivate sp.ed. stud.
Date:  96-08-13 23:02:38 edt
From:  Dficlt1

I am currently writing my masters degree paper on how to motivate special
education students.
I teach LD/BD speech and health as well as a couple of Resource level courses
in a suburb high school.  I am looking for ANY creative ideas on how I might
motivate my students - I'm running out of creative ideas HELP!! Please e-mail
with any thoughts! Thank you-
DFICLT1

SUBJECT:    Re:R.R. Teachers in Touch
Date:  96-08-13 23:04:18 edt
From:  Dficlt1

I would also like information regarding becoming involved with other resource
teachers! Always looking for NEW ideas!!!
E-mail me please!!
DFICLT1

SUBJECT:    Re:New RR teacher needs help
Date:  96-08-14 20:45:21 edt
From:  SPEDLRE

I will be teaching 7th and 8th grade students in a resource room.  I would
like to know if anyone has had success with the SRA Corrective Reading
programs with students at this level.  Some of the students will be 14, 15,
and maybe older.  Their reading levels will vary of course.  I have been
successful with a 6th grade SRA program in a district mandating the SRA
program-(Students receive direct instruction, including reading, spelling and
math when they enter this district).
      The district I am in is rural and does not have a mandatory
reading/language program.  I want to use the Corrective reading and Spelling
with Morphographs if they will work.  Can students be successful without the
familiarity of the scripted approach?

SUBJECT:    Re:Resource Teachers in touc
Date:  96-08-14 21:02:22 edt
From:  SPEDLRE

I will also be teaching in a Middle School resource setting.  I have 7th and
8th grade students in a rural Maryland district.  This will be a new school
for me and I have not received the exact number or subject of classes.  The
school has primarily 2 special ed teachers for each grade-6-8.  There will be
approximately 12 students in each of my classes.  There is not an inclusion
program in place currently, only a "volunteer" program.  I would like to
share ideas on study skills, life skills and interesting games you have
tried.  Thanks Pat K.

SUBJECT:    Re:Resource Teachers Network
Date:  96-08-14 21:53:01 edt
From:  Alw71

I have just switched from teaching SEBD self-contained to Interrelated
Resource (predominantly SLD, but some EBD and OHI)  for K-5.  Resource is
totally new and SLD is too!!!  PLEASE send me ideas and information of any
kind on scheduling, inclusionary techniques, as well as anything you have
found helpful/important.  E-Mail me at [e-mail] (that is if this can be
read by non-AOL users)  I REALLY APPRECIATE THE HELP!!!  THANKS :-D

SUBJECT:
Special Ed in High School
Date:  96-08-15 11:19:45 edt
From:  Clwisdom

My sis-in-law is a resource teacher for a small school district in Oregon.
She has resource kids from elementary all the way through high school.  She
is not sure always how to help the high school students.  All Sp. Ed.
education classes are focused on younger students and working toward closing
the gap and exiting the student from the program (learning disabled
students).  However, many remain in program in high school.  Any words of
wisdom, thoughts on priorities (i.e. still working on basic skills, or
helping with classwork, etc.) and suggestions for practical resources she can
turn to?  Her district is small, so she's a bit on her own up there!

SUBJECT:
Re:writing strategy
Date:  96-08-15 20:16:39 edt
From:  SPEDLRE

There is an article in the Learning Disabilities Research & Practice-Volume
11 Number 2 1996 on "The Cognitive Strategy in Writing: Welcome Releif For
Adolescents With Learning Disabilities"  This is a research study that
analyzes the positive impact on students in an experimental setting.  There
are a lot of references at the end of this selection.  There is a book out by
the authors, Grahm, & Harris "Cognitive Strategy Instruction" ( I think this
is the title).  Grahm, Harris & Macarthur have a number of writings on using
strategy instruction including the use of a word processing program with the
writing process (Macarthur)

SUBJECT:    Re:Resource Teachers in touch
Date:  96-08-15 20:32:07 edt
From:  Nimrod Too

I teach K-2 classified students in small group settings.  I have been working
with special ed. students for 19 or so years and have 3 certifications.  I
feel my strength is working with children with computers.  I would love to
share ideas/ thoughts through this program.  e-mail me at:
[e-mail]

SUBJECT:    Re:Resource Teachers in touch
Date:  96-08-15 20:36:19 edt
From:  Nimrod Too

Excuse that e-mail.  I'm at:  [e-mail]

SUBJECT:    Re:Stevenson
Date:  96-08-17 21:36:33 edt
From:  SGould1016

I have been using Stevenson for the past two years and have had success.  But
I do tend to skip some areas because my student's profiles aren't severe
enough to warrant everything they cover.  Also, it sometimes seems that it
plods along too slowly and is too repetative.  How quickly do you progress?
I sometimes get impatient with the slowness of it.

SUBJECT:    New Teacher
Date:  96-08-18 01:19:39 edt
From:  VSnider566

I am a brand new teacher and I will have 7-8th grade Resource Room.  I would
love to trade ideas or just chat with anyone else who is teaching middle
school. Please e-mail me at VSnider566. Thank you.

SUBJECT:    Re:Stevenson
Date:  96-08-19 00:42:24 edt
From:  LorBis

The rate of success of my students depends on their abilities-some move
fairly quickly while others plod along.  In our area their is a graduate
level course given on Stevenson.  The instructor happens to work in  my
district and stresses the importance of following the sequence of the program
in order to achieve success.  It gets so boring to me at times that I find my
eyes closing as the kids read!! I hate the stories.  However, it does seem to
work, and that is our goal, I suppose.  I think we all want faster results,
but this is a slow program!

SUBJECT:    Re:Stevenson
Date:  96-08-19 00:43:55 edt
From:  LorBis

Oops-in our area there is....   It's late!

SUBJECT:    sharing
Date:  96-08-19 02:03:12 edt
From:  KReyno3376

This will be my second year as a resource teacher in a 7-8th grade middle
school. I do 4 periods of math and am trying to convince our new principal to
let me teacher one period of Corrective Reading to show her the results.  I
tested all our 7th grade resource students last year and am hoping to
handpick about 5 students for the class.  Looking for any ideas to teach
math--have a little of this and a littleof that and am hoping to try a SRA
Connecting Math Concepts with one of my classes.  Would like to hear from
anyone teaching these and or any math ideas that have been successful.
KReyno3376  thanks

SUBJECT:    Re:New RR teacher needs help
Date:  96-08-21 00:32:08 edt
From:  M JSU P

I am a first year teacher and i am having trouble trying to get enough
material to teach Language Arts, Literature, Written Expressions, Math.  I am
in a High School setting teaching 9th graders with one Middle School class.
I need help on finding the right text for each subject.  Any catalogs you all
could suggest would be a great help.  I am struggling but still have my head
above the water.  You can send me e-mail straight to me at M JSU P.

Thanks for your support
Mark

SUBJECT:    Special Ed and Block Schedul
Date:  96-08-21 22:40:28 edt
From:  C3535

We will be starting block scheduling this Sept. and I'm interest in knowing
how the LD students in your schools have responded to the longer time
periods.  Our classes are going to be 90 minutes long.  I'm particularly
concerned about structuring the Resource time to meet the needs of my
students. Any ideas?

SUBJECT:    First week of school
Date:  96-08-24 12:50:06 edt
From:  Arlene213

I am a first year Resource Teacher teaching second, third and fourth grade.
I would like to do something to wow them.  I do not have any ideas or I am
just nervous and cannot think straight.
Can anyone help me? Please either post ideas on the bulletin board or email
me directly.  Thank you, thank you, thank you.  Arlene

SUBJECT:    Resource Room
Social Studies
Date:  96-08-24 13:01:26 edt
From:  MJLefler

     I am a new resource room teacher doing SS.  I would like to spend the
year taking an imaginary car trip across the U.S..  It will be a good way to
do maps, learn capitals and points of interest.  I would also like to receive
postcards from all 50 states to share with the kids, and we in turn would
send a post card to you from West Virginia.

     Send cards to ELKINS MIDDLE SCHOOL
                           c/o MJ Lefler
                           Robert E. Lee Ave.
                           Elkins, WV  26241

                           include your return address

THANKS!!!

SUBJECT:    Re: Resource Aide
Date:  96-08-24 14:33:36 edt
From:  Klouch

I have worked with many LD children K-8 and have had excellent results.  I
used flash cards, basal readers, picture cards and anything to break through
to the individual child.  I used a reward system that worked.  I promised
each child (group of 3 I was working with) a cake if they would get a 100% on
their spelling test.  It took a few weeks but you never saw children work so
hard.  I eventually went to a cupcake for each correct word (max of 10 words)
and eventually tapered off to cookies.  Children work well with rewards and
this seemed to be the key to starting these totally nonreading children on
the path to reading.  These three children had been tested and were said to
be unable to teach reading to. These were 12 year old boys.  Two years later
one reads about a 4th grade level.  The other two still struggle. KLouch

SUBJECT:
Re:Resource Teachers in touch
Date:  96-08-25 21:17:20 edt
From:  MKSUE

I would like to join Resource Teachers in touch.  I'm a new special education
teacher in high school.  Have had one year as intern in middle school
resource room and 2 years as an assistant in high school social/emotional
resource room.

SUBJECT:    full inclusion
Date:  96-08-25 22:25:23 edt
From:  Mndy Sharp

As a Resource Specialist, I would like ideas for working with full inclusion
students.

SUBJECT:    Re:Special Ed and Block Schedu
Date:  96-08-27 20:25:04 edt
From:  Apple ahh

I just started a new job in a high school that uses block scheduling.  It
seems to be hard on resource students.  I'm trying to learn how to alter
activities more.


SUBJECT:    Power Struggle with aide
Date:  96-08-27 20:35:29 edt
From:  Apple ahh

This is my very first time to have a full time aide assigned to me.  I'm
finding myself in a power struggle with her.  I would love to get tips from
teachers that have experienced this.  Please e-mail me or leave a message on
the board.  She wants to be the teacher and she's taking over my job.
Another teacher suggested that I send her on errands and have her take one or
two students to another room for one-on-one help.  I make use of that
suggestion every chance I get.  I can't keep her out of the room all the
time.  Sometimes she's very helpful but I find I am not able to set the
climate in my classroom.  Today she even took over my conversation with the a
school police officer.

SUBJECT:    RR in the elementary school
Date:  96-08-27 21:08:57 edt
From:  Robfaith

We are two RR teachers seeking others to share ideas and vent! Welcome back
to school! Of special concern are issues with push-in model and accommodating
severely NH students in the mainstream.

SUBJECT:    Re:Resource Room Social Studie
Date:  96-08-27 22:27:31 edt
From:  DeEtteMC

What a wonderful idea.  I'll have my kids send you a postcard from
Atlanta!

SUBJECT:    Reading Curriculum
Date:  96-08-27 22:56:15 edt
From:  HoganDog

I am a first year resource room teacher and am interested in hearing about
good reading and writing curriculums for primary and intermediate.  Please e
mail me.

Thanks

SUBJECT:    Re: Need help W/Remedial rea
Date:  96-08-27 23:13:56 edt
From:  Linnins

I use the SRA Reading Mastery Program and have found it to be very useful for
my students. It is a very structured, phonetically based program that is
scripted. This helps beginning teachers feel comfortable with the program but
can get boring if you teach it year after year. My students have made good
progress using this program.

SUBJECT:    Re:Power Struggle with aide
Date:  96-08-28 00:14:00 edt
From:  SusanS29

"Sometimes she's very helpful but I find I am not able to set the climate in
my classroom.  Today she even took over my conversation with the a school
police officer."

The next time this happens you simply have to assert yourself.

When someone like this comes, immediately assign her something to do -- "I
need to talk to the officer. Please circulate among the students and make
sure they don't need any help. I should be back shortly."

You cannot tolerate this and maintain control, and eventually that will lead
to problems maintaining authority over the students.

SUBJECT:    Re:Stevenson
Date:  96-08-28 16:08:55 edt
From:  Pjkl3

I have also used the Stevenson method for teaching reading and have found it
very successful.  I know that the stories are boring, but you don't have to
do each and every story.  After a letter pattern is introduced, just do one
or two of the related stories to make sure that they get the pattern, then
you can go on to other activities.  My students enjoyed playing teacher by
going to the board and explaining why the letter patterns made a specific
sound (using the mnemonic that they were taught).  They also enjoyed playing
games with letter pattern cards and searching for specific letter patterns in
easy-to-read literature books.  With a little creativity, you can follow the
Stevenson philosophy but not bore them to death by only using the stories in
the readers.

SUBJECT:    Re:New RR teacher needs help
Date:  96-08-28 17:37:16 edt
From:  JGowans

My co-worker has had great success with SRA reading and writing
(morphographic) programs.  Jr. high and high school L.D. kids.  They retain
it!

SUBJECT:    resource room-el ed
Date:  96-08-28 22:27:48 edt
From:  Robfaith

We are two resource room teachers looking to share ideas and vent when
necessary.Welcome back to school!!!!

SUBJECT:    Re:Power Struggle with aide
Date:  96-08-29 10:31:19 edt
From:  LuckyHope

Been there, done that...
A couple of ideas:
1.  She needs to be needed.  Tell her that YOU NEED HER.  YOU NEED HER SO
MUCH that you want her to take over responsibility for one entire area in
your classroom.  Open up several NON-CURRICULUM choices--bulletin boards,
paperwork/records, etc.  Let her think she is making a terrific choice.
Carve out a classroom niche--even a desk and chair in the corner and
encourage her to use it as a personal work-station. THANK GOD she has come
along to help you out with this critical issue!  She should be beaming.
UNLESS...she insists on doing that job totally and STILL insists on direct
student management right along with it.  Then try:

Shake your head with an admiring grin.  "You are a born teacher", you gush.
"I think you should get certified.  In fact, I could write a reference for
your college program.  We could TEAM TEACH someday!"  She is seriously
busting with pride.  You lower your voice and touch her arm confidentially.
"I really hope you do go for teaching certification," you say. PAUSE. Eye
contact. "Unless you are certified in the classroom, state law can't permit
you to be the leader in the classroom."  Blame that old law thing. Now go in
for the kill:"You have so many great leadership qualities.  I wish I could
give you more opportunities for direct contact with the kids but STATE LAW is
pretty strict about instructional and discipline guidelines.  We wouldn't
want to get audited.  Let me know PLEASE if I can help you with continuing
ed.  You'd be GREAT!"  Ever after that when she jockeys for control, smile
and be firm:"Sorry, Susie, that's a teacher responsibility."
You told her what she needed to get the control she wants.  She has to pay
the price to move beyond frustrated teacher to certified professional.  Until
then, the status quo is clear. Don't get mad and don't talk about her
negatively. Teachers and aides each fulfill a separate role.

SUBJECT:
Doctorate in Special Educati
Date:  96-08-30 13:48:13 edt
From:  Phylbird

Can you recommend a school that offers a doctoral program in Spec. Ed.

SUBJECT:
Re: Inclusion
Date:  96-08-30 23:03:12 edt
From:  LORSY

I am a new teacher applying for my first job as a resource room teacher. Does
anyone have a list of questions that might be asked and hints for my
interview? Appreciate any help!

SUBJECT:    study skills
Date:  96-08-31 09:55:19 edt
From:  TEACHGATES

I am looking for study skill programs I can use with high school LD students.
Either post information or email me [e-mail]
Thanks

SUBJECT:    Info on career
Date:  96-08-31 21:56:57 edt
From:  MAUI043

Hello,
I am thinking about returning to college to become a special education
teacher and would like to get some information on this subject if possible.
I'm not clear on what the differences are between  "special class" teachers,
"inclusion", "resource" teachers, etc.  If anyone has the time to explain the
different classroom settings it would be greatly appreciated.  Also, what are
the negative aspects to this career?  Maui043

SUBJECT:    Re:Info on career
Date:  96-08-31 23:18:08 edt
From:  LorBis

Inclusion teachers and resource teachers are both certified in Special
Education.  By "special class", I'm assuming you mean kids in a
self-contained class that deals with their disabilities.  In this case, the
teacher is also a certified Special ed. teacher.  On the negative side, I can
tell you as a resource teacher that I sometimes have so many kids placed in
my class that it's impossible to feel as if any of them are getting the help
they need and are entitled to.  That's my biggest "downer" about the job.
Otherwise, I love the kids, and it's very rewarding when they do learn things
other people thought they couldn't.

SUBJECT:    Re:Info on career
Date:  96-08-31 23:26:11 edt
From:  LorBis

Special class teachers usually have a self-contained class where they keep
the same students all day long.
Some of the different self-contained classes include classes for learning
disabled students, classes for mentally retarded students, classes for
emotionally disturbed students, and others.  It can vary from state to state.
A resource teacher usually deals with students who are having difficulties
and have been classified as learning disabled.  The program is usually a
pull-out program, and the students come to the resource center for whatever
subjects they need help with.  In my state, they can be pulled out for
complete replacement of subjects, where I am responsible for their grades, or
they can be pulled out for support in the subjects that give them difficulty.
Here, the classroom teacher gives them their grades, and I work with the
classroom teacher to help them with their programs.  Inclusion means that a
special ed. teacher will go into a class and kind of team teach with the
regular class teacher so that the identified special ed students do not have
to be pulled out of their regular class.  Hope this helps .

SUBJECT:    4th Grade
Pen Pals
Date:  96-09-01 16:51:38 edt
From:  RoseTheTAZ

I'm a fourth grade teacher in Bradenton, Florida.  I would like to hook up
with a similar grade level teacher in Canada who would like to have their
class become pen pals with my class.  I am originally from Hanover, Canada
myself.  If interested, please e-mail me at: [e-mail]

SUBJECT:    Teaming
with SPED,ESL,TITLE 1
Date:  96-09-01 20:57:25 edt
From:  Mud Spud 1

AT our elementary school we are pooling resources with SPED, ESL, and Title 1
staff to meet the needs of students. We are trying to maximize our resources
and minimize duplication and fragmentation of services. We are in Oregon. I'd
be interested in your input.  E-mail: Mud Spud 1 @aol.com

SUBJECT:    New teacher
needs help!
Date:  96-09-02 15:05:59 edt
From:  LORSY

I am going into my first year of teaching as resource room teacher. Please
email with any ideas/info concerning reading programs, discipline,
scheduling?
Also, 504, IDEA.
Thanks so much!
[e-mail]

SUBJECT:    homework ideas
Date:  96-09-02 23:45:58 edt
From:  LorBis

I could use some suggestions for creative ideas for homework.  I have several
students that I've had for the last 3 years and it's getting hard to come up
with homework that will keep them interested, if such a thing exists!  Any
suggestions will be appreciated.

SUBJECT:    Thanks LucyHope/SusanS29
Date:  96-09-03 18:16:40 edt
From:  Apple ahh

Thanks to the two teachers that offered suggestions regarding the power
struggle with my aide.  Those are very good suggestions and I will use them.
I thought my problems might be over because it appeared that another teacher
needed her.  She won't take her, though.

SUBJECT:    Re:Title1 needs new tricks
Date:  96-09-04 00:47:04 edt
From:  BLJJr

     After 15yrs of teaching pull out remedial reading, I'm the new Title1
Community Liason.  My job consists of half day remedial reading K-2 and half
day community resource center. Please, if anyone has information on how to
establish resource center, scheduling, community activities or any other
helpful hints, Please E-mail me.      Thank You !!!!

E-Mail- [e-mail]


SUBJECT:    Re:Resource Teachers in touc
Date:  96-09-04 19:05:16 edt
From:  Clove44

I felt the same way, when i started teaching special ed. You just have to
hang in there, You will enjoy after awhile.

SUBJECT:    Re:Science/Math Resource
Str
Date:  96-09-04 19:13:17 edt
From:  Clove44

Just try teaching students who are on different levels in, You will really
have your work cut out for you. When I started. I had books from grades 4 all
the way up to the 12th grade. Good advice about the teacher's guide though.
Good luck

SUBJECT:    graduate thesis
Date:  96-09-05 07:42:23 edt
From:  KarinMRH

I am preparing my proposal for a graduate thesis in spec ed.  anyone have any
ideas for me to write about.  difficult to get parental permission so my
searches are limited!

SUBJECT:    Re: Inclusion
Date:  96-09-05 15:04:48 edt
From:  JTorpey106

I am begining an idependent study in Graduate School and will be focusing on
inclusion.  Anyone that can give me any information or experience with this
topic would be appreciated?  Anyone who has found  this program successfull
email me.

SUBJECT:    needs assessment?
Date:  96-09-06 02:05:28 edt
From:  AzDzrtSky

My psychologist partner and I are trying to come up with new services that we
can provide special education and regular education programs with.  We are
bilingual and both Ph.D.'s.  We would like to know what else besides quality
psychoeducational evaluations are needed.   We already do ADHD/ADD, school
laws, etc., training and would like to expand our inservice business.  Can
you give me your ideas about what kind of needs are not being met in the
schools-any grade?

SUBJECT:    Maintaining Legal Timelines
Date:  96-09-06 23:46:17 edt
From:  DESERT1Z

How are other Resource Specialists coping with the stress of maintaining
special ed timelines?   Any difficulties coordinating calendars, services,
etc. with other team members?  I'm looking for suggestions on what seems to
be an ongoing problem--atleast with many of  the RS's in my district.
Thanks!

SUBJECT:    Re:RE:HELP FOR MILD LD KIDS
Date:  96-09-06 23:47:50 edt
From:  Spedldy

What type of summer teacher training did the teachers receive?  Can you be
specific?  I teach in a middle school where our NI, PI, ED students are
departmentalized.  Many of our regular teachers comment that they never
received any training in special education.

I am new to AOL and I enjoy reading these messages.  I've received several
great ideas.  Thanks!
Spedldy

SUBJECT:    Re:consultant taechers
Date:  96-09-07 12:39:43 edt
From:  MJ McD P

I have been a Resource Room for 11 years.  In addition for the last three
years I have been working as a Consultant Teacher on the elementary level.
I feel very poisitive about the CT program Iwould like to touch base with
others involved in the CT program especially in NYC

SUBJECT:    Re:consultant
taechers
Date:  96-09-07 20:50:24 edt
From:  SHEEBA5322

I am sorry I can't help you in sharing CT experiences but perhaps you could
help me.  I just received dual Prov. Certification in Special/Elementary Ed.,
New York.  I have Masters in Edu. with B.S. Business.  Having a difficult
time finding a job on Long Island.  Going to NYC Board of Ed. recruitment on
Monday. Any advice from an eleven year veteran?

Please E-Mail any info. to
[e-mail]

Thanks,
Sheeba


SUBJECT:    Career Advice
Date:  96-09-07 23:23:31 edt
From:  TinSol

I am planning to return to work in '97 as a Resource Teacher and would like
advice on strategies to prepare myself-books on current teaching methods,
test resources, interviewing skills, etc.  Thanks!!

SUBJECT:    Re:SRA Direct
Teaching
Date:  96-09-08 19:54:26 edt
From:  MarRigby

I would very much appreciate opinions on the effectiveness of the SRA Direct
Teaching materials. I'm desperate for a phonics program that works for L.D.
resource students in Gr. 5-8.

Marilyn

SUBJECT:    Re:Resource Teachers in touc
Date:  96-09-10 19:58:42 edt
From:  GSutcli325

I am teaching 4th and 5th grade.  Most of my kids are LD some are EI.  They
all come from a very poor background ( i.e. drug abuse, physical abuse,...) .
There are 2 boys that have that real tough guy attitude and are becoming more
of a behavior problem.  I would appreciate any advice on a behavior
management system or a token economy system that is pretty easy to
implement.

SUBJECT:    Resource Room
Date:  96-09-10 20:12:21 edt
From:  Mrs BigGuy

Hi, Pat here!  Would love to talk to others about populations and congruence



SUBJECT:    Need Help - congruence
Date:  96-09-10 20:38:28 edt
From:  Mrs BigGuy

2 to 3 classrooms in pull-out grade level
uncooperative classroom teachers
cl. tchrs set in ways
R.R. teacher accpted, but students viewed as problems
cl. r'm tchr's instruct major concepts during pull-out
principal non-receptive to above concerns
HOW DO WE PROVIDE FOR OUR STUDE4NTS?


SUBJECT:    Re:study skills
Date:  96-09-10 23:16:17 edt
From:  LambKamp

Anita Archer, Anita Archer, ANITA ARCHER!!!

SUBJECT:    Re:SRA Direct Teaching
Date:  96-09-10 23:19:33 edt
From:  LambKamp

It's expensive.  It works. It's worth the money!

SUBJECT:    Re:SRA Direct Teaching
Date:  96-09-10 23:29:12 edt
From:  LambKamp

Just found this board -- it looks wonderful!  How do I sign up?  Also, if
anyone knows of a worthwhile news group or such, please pass along.
I, too, have had some problems with aides, but usually centering on their
lack of inherent ability to be sensitive to the nuances of teaching LD kids
in general, and my teaching style in particular: "I made EVERYONE read out
loud!", mising the whole idea  of many assignments, offering unsolicited
(nagging) and incorrect assistance -- constantly! -- talking and talking when
I have a few minutes and am desperately trying to schedule, write IEPs, etc.,
continually giving me "wonderful" new ideas for things we might do, and
generally being somewhat lacking in a basic middle school school education!
She focuses most of her efforts on getting answer keys from teachers, and
just doesn't seem to get the idea of teaching SKILLS, not facts.
I try very hard to listen, so that there are no hurt feelings, but feel that
I am being ground down by having to try to teach her (in 2 minute
blip-verts!) things that have taken me decades to absorb and synthesize.
As another member said, you just CAN'T keep them out of the room forever!
What if the copier is down?

SUBJECT:    Reinforcement Schedules
Date:  96-09-12 16:26:36 edt
From:  Cutasc

What would be an appropriate amt. of time (percentage or ratio) to devote to
reinforcement in
a resource setting??

Please email me at:

[e-mail]

Thank You!


SUBJECT:    Re:Reinforcement Schedules
Date:  96-09-12 20:37:40 edt
From:  SusanS29

Answer:

depends (on what the child needs).

SUBJECT:    Re:New teacher needs help!
Date:  96-09-14 19:12:15 edt
From:  SR92050

Organization is most important!  Get as much information as you can from the
general education teacher (assignment sheets, schedules for projects, test,
labs.....).  Work out a large matrix/chart with the students' names and when
they are with you.  Each morning go thru your info and jot down what needs to
be done and when so the kids can see what the expectations are.

Make friends with everyone-so they are comfortable with you and the kids.
Emphasis that that you are all working together to help the student(s).

Good luck!

SUBJECT:    READING COMPREHENSION
Date:  96-09-15 18:10:56 edt
From:  CaseylB9

I need strategies to improve reading comprehension for elementary and middle
school students.  I would like mnemonic devices, checklists, practical
techniques.  Feel free to e-mail me directly with your ideas at
[e-mail]

SUBJECT:     Organizational Stategies
Date:  96-09-18 19:57:57 edt
From:  Kkrow

 I need some ideas to share with parents at a Special Education  Workshop re:
organizational skills and /or study skills for LD and EH students  -  K - 12
, in local school district setting.

SUBJECT:    Re:Honeidu's program
Date:  96-09-20 21:51:34 edt
From:  HAYO2U

I also teach special education in the elementary schools. I have been
involved in many levels of service for special education students over the
past ten years, from self-contained to full inclusion.  Each year is
different because each year the students and teachers that I work with are
different. Whatever approach you try, make sure it best meets the needs of
your students and do not be afraid to try something new.

SUBJECT:    Touch Math
Date:  96-09-21 12:20:35 edt
From:  JEDBLACK

Can someone give me the phone number where I can order materials for Touch
Math?  e-mail address is
[e-mail]    Thanks.

SUBJECT:    Working with paraprofessionals
Date:  96-09-22 10:54:10 edt
From:  Apple ahh

I would like to hear from teachers working with paraprofessionals.  I'm
finding that the majority of my time is spent planning how to deal with my
paraprofessional.

SUBJECT:    Re:Working with paraprofessi
Date:  96-09-22 15:06:45 edt
From:  HolyFlower

1) Your administrator should delegate to you most of the responsibility for
interviewing and hiring your paraprofessional to you.  This confers greater
authority to you in dealing with the paraprofessional.  The applicant should
meet the administrator only in the last stage of the hiring process.  Ask the
applicant to give examples of  when she has taken initiative beyond routine
duties in previous employment. 2) After the interview, ask for a writing
sample.  Give standard oral instructions to applicants such as  "Would you
mind writing a pararaph or two about why you are interested in working in
education.   This is an opportunity for you to tell us more about yourself ,
your interests, hobbies, etc."  A writing sample can be revealing as academic
strengths and weaknesses.  3) Give preference to experience with children and
to academic credentials.

SUBJECT:    Re: Organizational Stategies
Date:  96-09-22 15:22:16 edt
From:  HCTA

Just read your message. I gave an orientation for my 6th grade LD students
and their parents before school started.  Most of it dealt with how to
organize.  I suggested the use of a 3 inch 3-ring binder.Dividers and pocket
folders were color coded for each subject and placed in the binder according
to the students schedule. In front of the binder an academic school planner
(we use a commercially made one) was placed along with a pencil pouch
containing the necessary instruments. A ruler was attached to the rings. It's
important that anything the student need be attached to the binder. This way
all the students need to be prepared are the binder and textbooks. I
suggested homework how-tos also.  This year at least the first month of
school  (and maybe longer) will be spent teaching study skills. I have
several resources. If I can help further, e-mail me and I'll get back to
you.

SUBJECT:    Inclusion Cross Categorical
Date:  96-09-22 15:34:19 edt
From:  LRAndrella

Next year we will begin inclusion with cross categorical ( LD & DH) grades
3-6.  This will involve 3 Special Ed Teachers.  We are looking for
information regarding success and pitfalls of such a program.  Please send
replies to LRAndrella via e-mail.

SUBJECT:    new to resource
Date:  96-09-22 18:06:57 edt
From:  MRagonese

I just signed on to AOL and this looks loke an interesting area, however it
doesn't seem like anyone has entered a message since Nov. '95,  unless I am
doing something wrong!!  Help!

SUBJECT:    Re:new to resource
Date:  96-09-22 22:35:28 edt
From:  LorBis

You didn't scroll down far enough.  Also, hit the button that says "Find New"
and it will give you posts since the last time you signed on.  Hope you found
this message!

SUBJECT:    Re:New RR teacher needs help
Date:  96-09-25 22:41:58 edt
From:  Walk106003

Dear Simmonsjef,

   In our classroom we have a program called Corrective Reading. We really
love it and see that it is about the only material that can accomplish our
goals.  It can be ordered through many resources and for 3 different levels.
All lesson are about 30 minutes and include skills, comprehension and
phonics.

SUBJECT:    Audio Books
Date:  96-09-27 17:08:55 edt
From:  PastaKitty

I am an Inclusion Teacher in a Middle School.  I teach LD students in 8th
grade.  To assist them in getting through the required reading.  I am seeking
Audio Copied of the books.  I have found Audios for The Slave Dancer nad for
The Giver.  Does anyone know where I might obtain the Audio Version of Under
The Red-Blood Sun??

I would appreciate any input.

SUBJECT:    Re:Audio Books
Date:  96-09-27 20:04:28 edt
From:  SusanS29

Pasta what about Talking Books?

SUBJECT:    spec ed. preschool
Date:  96-09-29 09:15:20 edt
From:  JIMBWLR

Hi!  I'm looking for any ideas, units, etc. for teaching preschool special
education.  I would appreciate anything you could send.  Please e-mail
me....jimbwlr.  Thank you sooooooooooo much!

SUBJECT:    Re:Resource Teachers in
touc
Date:  96-09-29 16:48:33 edt
From:  DJPartridg

I also want to join the data base.  Am an English teacher to 7th and 8th
grade LD students.  Always can use help.  Will share any ideas I have.  Let
me know.  Dianne

SUBJECT:    High School Inclusion
Date:  96-09-29 19:32:41 edt
From:  Kredsmom

I am a Salem State College student currently enrolled in a course called the
The Contemporary High School.  I am working on a project called Inclusion
Classes in the high school, how we can make them work. I am interested in any
feedback from regular or special education teacher in regards to both good or
bad experiences, what works and what doesn't work in high school.

SUBJECT:
Re:Resource Teachers in touc
Date:  96-09-30 20:11:49 edt
From:  ACrens9530

ACrens 9530-I teach a primary LBD resource unit in Lex. Ky.

SUBJECT:    Re:
Inclusion
Date:  96-09-30 20:14:53 edt
From:  ACrens9530

he last school I was at had the LD teacher go around to 11 different
classrooms and help with their work. She was a wel;ll paid assistant!  But on
paper everything worked great!  A lot of teachers were not pleased

SUBJECT:    Re:
InclusionI
Date:  96-09-30 20:16:28 edt
From:  ACrens9530

Inclusion does not work for everyone!!1!!!!

SUBJECT:    Re:SRA Direct Teaching
Date:  96-09-30 21:55:05 edt
From:  JSistrunk

<I would very much appreciate opinions on the effectiveness of the SRA Direct
Teaching materials. I'm desperate for a phonics program that works for L.D.
resource students in Gr. 5-8.>

Try Angling for Words Series by Caroline Bowen, available from Academic
Therapy Publications, 20 Commercial Blvd., Novato, AC 94949-6191. It is
inexpensive, but excellent.  It's based on Orton-Gillingham principals
(multisensory, structured, sequential, etc.).  I have had great success with
it.  Recipe for Reading by Nina Traub (from Educator's Publishing Service) is
also very good, and I usually use that program with younger children.
Good luck!

SUBJECT:    Re:SRA Direct Teaching
Date:  96-10-01 20:02:42 edt
From:  MarRigby

Thank you for your suggestions. I already ordered the SRA series. I've heard
some favorable comments about it. But I would sure like to hear some more! :)
My next-door neighbor is also a Sp. Ed. Resource teacher, and she likes it,
but has suggested making sure that there is also time for literature as
well.

SUBJECT:    Re:SRA Direct Teaching
Date:  96-10-02 18:58:17 edt
From:  SMSS

Am in the process of placing my order for the next year.  I would love to
hear more about SRA Direct Tea hing.  I have done Ort-Gil. and would love
some phonic based reading programs.

SUBJECT:    Re:SRA Direct Teaching
Date:  96-10-03 00:03:16 edt
From:  Mmccddss

you should look at the cove school program purchased through DLM. it's simple
to use but so effective with struggling readers. it's really adaptable for
older nonreaders as well.

SUBJECT:    Re:New RR teacher needs help
Date:  96-10-03 20:55:05 edt
From:  Eszter

I suggest that you do writing every day, phonemic awareness, and
comprehension skills such as visualization. I'll think of more. I just got
home. I teach LH children in a private school

SUBJECT:    Re:Working with
paraprofessi
Date:  96-10-03 21:00:14 edt
From:  TessTea

Grat idea, but rare in this life. My experience has been that
paraprofessionals are hired separately, by pogram directors, and assignments
tend to be pot luck. I once had to take over for someone else, and spent 3
months of sheer hell in dealing with 3 parafrofessionals. Not just 1, but 3
critical eyes, of no help whatsoever. Admin was sympathetic, but not helpful.
I was  not prepared for this sort of nonsense, and desperatley needed my
supv. to lay down the law to the ringleader. I felt as if there were 3 extra
children in the room.

SUBJECT:    Re:Resource Teachers NetworkI
Date:  96-10-03 21:00:22 edt
From:  Eszter

I have a learning disabled class in a private school, have my RSP certificate
and would like to have contact with your network. My e-mail is [e-mail]
Thanks!!!!

SUBJECT:    Re:Audio Books
Date:  96-10-03 21:03:26 edt
From:  TessTea

Have you considered making your own recordings of the required reading? You
might be able to use volunteer parents or students to do the reading. Take a
look at Marie Carbo's work on the, especially "How to Record Books for
Maximum Reading Gains". She is based in the learning styles theiry, but
regardless, the technique is useful.

SUBJECT:    Re:spec ed. preschool
Date:  96-10-03 21:04:40 edt
From:  TessTea

Theme-a-saurus is a gread set of resource books for preschool special ed.
They're thems based on simple concepts: circles, popcorn, etc.