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Archive of Special Education Forum Folder
Resource Teachers Share
File Name:  rstchr1.txt
99 Pages
November 12, 1996 - June 14, 1997


SUBJECT:  Re:Frustration     Date:  96-10-12 23:37:22 EDT
From:  Kreeper6

Valdine,
     I understand your frustration completely.  As a jr hi sped teacher with
LDand BD/ED students my school year has been Unbelieveable.  You say that
you've been teaching a while-my first full year will be on Dec18.  There are
3 sped teachers in my school and it has been a nightmare for all of us,
mostly due to the "paperwork process".  I used to Really be behind the least
restrictive environment concept, except that this year the students that are
SED have, and thru no major fault of thier own, all but stopped the learning
the all three of our classrooms.  The laws trying to serve one population of
students are forcing an all but halt in the learning process of others.  I
don't know what the answer is, but you can bet I am trying to figure
something out.

SUBJECT:  Re:Varied Ability Levels in C.     Date:  96-10-13 01:24:40 EDT
From:  Eszter

Have one subject per hour and teach that subject on different levels using
different workbooks for individual grade levels

SUBJECT:  Re:Frustration     Date:  96-10-13 10:18:42 EDT
From:  VALDINE

Dear Kreeper6, et al,
    Thanks for listening. Yes, I have been at this awhile. This will be my
23rd (cringe) year of teaching! Much of it has been good, but I'm trying to
figure out a way to get out and do something with a bit of normalcy. After
awhile, one starts to think that everyone is "strange" or has a disability of
some sort--which isn't true; but who has the time to have a real life and do
a good job? My fun is the computer which I bought to produce better hand-outs
and get into the computer world of teaching to help my kids (plus I like it!)
This profession takes a toll emotionally and physically. I was told by a
professor years ago to "get out" after 3 or 4 years because of burn-out.
Monetarily speaking, this has yet to be possible. If you really love it, stay
in; but consider the consequences. I realize all jobs have their downfalls
(downsizing, cut-throat competion, etc.) but how many people are teacher,
mother, father, counselor, bad guy, paper pusher, behavior management
specialists, teacher guru, listener, super organizer, diagnostician, and
computer geeks IN THEIR JOBS?

SUBJECT:  Re:Varied Ability Levels in C.     Date:  96-10-13 10:38:01 EDT
From:  VALDINE

Jedblack,
    You, first of all, need to get materials that are the best on the
market--lesson plans, keys, hand-outs, etc. Teach the kids a system that
includes self-checking and programmed learning if you have no more than 5 or
6 kids at a time. Don't reinvent the wheel! Also, just learn how to "wing it"
and still do a good job; a sense of humor helps!

SUBJECT:  Re:Metacognitive
Strategies      Date:  96-10-13 17:45:37 EDT
From:  RKoch80206

I am looking for metacognitive strategies for elementary school, learning
disabled students.  Any info would be greatly appreciated.

SUBJECT:  Re:Varied
Ability Levels in      Date:  96-10-13 18:34:30 EDT
From:  HolyFlower

You don't describe the children's placements in their regular classrooms.
Are you dealing with three classroom teachers, which may be manageable for
three grade levels or are you dealing with  four or more?  You may have to
tough it out this year.  Next year, try fo have the resource children placed
in the fewest possible homerooms.  Also try to work with two grade levels
rather than two.  Rule of thumb: The fewer classroom teachers and/or grade
levels you have to deal with the better the job you can do whether you
operate by the inclusion or the pull-out model.

SUBJECT:  Re:Metacognitive
Strategies      Date:  96-10-13 20:03:09 EDT
From:  SusanS29

Please clarify what you mean by "metacognitive strategies."

SUBJECT:  LD students     Date:  96-10-13 21:16:39 EDT
From:  Valgieg

Do LD students do better in rr or in reg. classes?

SUBJECT:  inclusion or
pull-out     Date:  96-10-13 21:18:55 EDT
From:  Valgieg

I am currently a MD teacher working on my masters in LD.  I am curious as to
how resource room teachers feel about pull-out programs vs. full inclusion.
Which is better for students socially as well as academically?  How does
collaboration work if you are doing a full inclusion model?

SUBJECT:
Re:inclusion or pull-out     Date:  96-10-14 08:30:41 EDT
From:  MPbamberg

     I am a resource teacher that does both. I have to
pull out for a special reading program. I do help with
acdemic support in the classroom and co-teach with a math teacher. I like
both plans. It all depends upon the student's needs. Their behavior is better
in a
classroom setting.MPBamberg

SUBJECT:  Re:Frustration     Date:  96-10-14 17:24:48 EDT
From:  ASJ5200

Certainly, it is difficult to work with students who are dealing with
significant social and emotional issues.  In addition, many of these students
are also dealing with learning disabilities.  The district that I work in has
developed a program specifically designed for students with severe
social/emotional issues.  There is a self-contained classroom in the
elementary school, two classrooms in the middle school and two classrooms in
the high school.  Each classroom is 10:1:1 (10 students one teacher and one
aide)  I teach in the middle school.

Our program is in its fifth year at the middle school.  To say the least, we
got off to a very rocky beginning.  Mostly because administation and
mainstream teachers were not trained in how to work with kids who have
significant emotional/social needs.   However, now things are going very
well.  Students are mainstreamed for academic subjects as they are ready.
When possible, students who are mainstreamed are assigned to a class that has
a special education teacher consulting in it.  When a consultant teacher is
not in a class, we do our best to arrange for an aide to provide support to
the mainstream teacher and all of the students in the class.

Another key component to our program is a counselor.  The counselor meets
individulally with each student in the program once a week.  In addition to
the regular weekly sessions, the counselor is available to provide support to
students,  teachers and parents when there is a crisis.  As I'm sure you are
aware, when a student is in crisis no learning takes place.  Often, I will
ask the counselor to see a student if I feel that a crisis is brewing and, as
a result, many problems are prevented.

All of this may sound expensive, but what we tell our superintendent and
school board is that  out of district, more restrictive placements are much
more costly than any of the above mentioned preventive measures.  Prior to
joining the public school system, I taught for seven years at a residential
school for students with significant emotional issues.  Many of the students
had been placed by the courts.  I joined the public school system to help to
prevent students from requiring residential placements.  I truly believe that
a well run program does just that.  In order to have a successful program,
the district needs to commit to keeping it properly funded and provide
training for all staff- mainstream and special education (including aides).

I have found the journal Reclaiming Children And Youth:  The Journal of
Emotional and Behavioral Problems to be very helpful.  Another resourse that
I have found helpful is Allen Mendler's books:  Discipline with Dignity and
What Do I Do When...  How to Achieve Discipline With Dignity in the
Classroom.

I also feel very strongly that these students need to be challenged
academically.  They should follow the same curriculum as all other students
in the building so that when they are mainstreamed they have covered the same
material as their peers.  I could go on and on.  I hope that some of this
information has been helpful.  I would be more than happy to share more
information with anyone who is interested.  You can e-mail me at
[e-mail]

SUBJECT:  Re:Frustration     Date:  96-10-14 20:39:37 EDT
From:  VALDINE

ASJ5200

Thanks for responding to my "purging"! I wholeheartedly agree with what you
are expressing. I, though, did not properly explain my school's situation. We
are a very fortunate jr. high school (7-9) that operates as a middle school,
as much as we can, for grades 7 & 8. We do have a self-contained/part-time
SED room that has had its teacher-pupil ratio just upgraded from 10 or 12:1
to 15:1 with an aide. I'm not sure if the classification of this program has
changed. (The teacher is fantastic.)

However, there always seems to be an unspoken "waiting list"; I can't believe
the number of needy kids in terms from when I first started teaching until
today; and this a nice suburban school district. (What's the problem ?....
Don't get me started...!)

There are three other resource teachers in our school, besides myself
(student pop. roughly 1150). In addition, there is a spec. educ. teacher who
monitors those students who are "on their way out" of spec. educ.-yet
supports them when necessary.  We have a life skills teacher with aides as
well .  We (itinerant/resource teachers) try to do the best we can with the
students who obviously have SEVERE-SEVERE social and emotional difficulties,
but we do seem to make significant inroads with the milder SED students in
the mixed group setting.

All of us (except the monitoring special education teacher whose caseload
does not permit this), including aides, also co-teach/support students in the
regular education classroom from one to two periods a day.

I agree with you about more restrictive environments being more costly; but,
I wonder how school districts can deal with this as they are under budget
constraints and citizen pressure to cut taxes. Clearly, though, something has
to change. Your district sounds wonderful and truly trying to do the best
thing. My district is VERY good; however, the money for more SED rooms just
isn't there as yet. To the credit of my boss, we have added more special
education teachers and aides at the jr. and sr. high levels. But, it just
never seems like it's enough. There just seems to be more and more kids with
SLD (with SED overlays) and strictly SED difficulties. Also, although my
classroom is supposed to service "mildly handicapped" students (1-2 periods a
day), all of we "itinerant" teachers really teach in a true resource
environment; that is, many of our students receive instruction in our classes
for 50% of their school day.

I am interested in your recommedations for reading; I especially liked the
title: Displine with Dignity....

Again, thanks for responding,

V.


SUBJECT:  Re:inclusion high school     Date:  96-10-14 21:46:09 EDT
From:  MiniMabs

How did you convince the regular ed teacher to co-teach?????? I'm a glorified
aide in the room it seems.

SUBJECT:  Re:Metacognitive Strategies      Date:  96-10-14 21:50:22 EDT
From:  MiniMabs

Have you tried the idea of concept mapping? Using a pictorial representation
of how concepts relate like a big map? My HS learning disabled kids really
relate to it. For example I have the cause of WW I in a circle in the center
of the page, then the causes as spokes off it (nationalism, imperialism,
militarism,etc with mini-definitions)

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-14 21:52:27 EDT
From:  MiniMabs

I think inclusion is good for students under 9th grade, and pull out is much
more concise and applicable for the high school student who has to work at
grade level to meet state requirements for graduation. It also prepares them
for college where the program is a drop-in center.

SUBJECT:  Re:special education     Date:  96-10-15 08:47:45 EDT
From:  Ratatat

<<
I am interested in finding information on the internet about special
education. >>

Try these URLS:

http://members.aol.com/susans29/index.html

http://www.nimh.nih.gov/publicat/learndis.htm

http://www.hood.edu/seri/serihome.htm



SUBJECT:  learning disability?     Date:  96-10-15 21:56:14 EDT
From:  Bellmk

I am a second grade teacher.  I have a student who has been retained due to
her extremely poor reading skills.  She is extremely inconsistent in her
reading, and sometimes cannot read a word she correctly read a few sentences
before.  Her basic sight words are poor also.  She has been tested twice for
a learning disability and has not qualified for any services.  She is
considered average in ability, but in achievement she ranges from the
middle/late first grade level to beginning second (when she was at the end of
second grade).  According to any textbooks/resource books on learning
disabilities she fits the perfect definition of an LD student in reading.
She currently receives remedial reading and private tutoring from the school.
I know something is wrong and am looking for any other ideas of other reading
problems, including any info on dsylexia (she does not reverse any letters
when writing).  Are there any other tests that can diagnose reading problems
and help place her in a special program?  Any other exceptions or loopholes
to put her into a special program.  I feel so bad for her and have done
everything I know to modify class for her and give her any services the
school provides.  Thanks.

SUBJECT:  misplacement of special educ     Date:  96-10-16 11:54:44 EDT
From:  GAILSOCCER

I would be interested in any discussion or information on the misplacement of
special ed. students . I am mainly interested in New York state and New York
City schools but any discussion from any state would be welcome. Susan R. (
E-Mail [e-mail] )

SUBJECT:  Re:learning disability?     Date:  96-10-17 09:08:38 EDT
From:  SusanS29

Here's what I would suggest.

First, appeal the decision that said she isn't eligible for LD. In my opinion
they can't have it both ways -- retain her but not provide services. How easy
(and inexpensive) for them.

If the appeal fails (which it might, some state's standards are ludicrously
high), then find a local university with a reading clinic and take her there.

Retention is highly unlikely to improve her reading. Someone needs to find
out what the stumbling blocks are and help her around it. Most university
reading clinics are *outstanding.*

SUBJECT:  Re:misplacement of special edu     Date:  96-10-17 09:10:04 EDT
From:  SusanS29

Gail I think the problem you face lies in your state laws.

Look at your state guidelines for placement in special ed and see if they
line up with what LD experts say about what is and isn't a learning
disability.

I think you'll find that your state has turned your special ed program into a
dumping ground for slow students, students who would be better off just
staying in the regular classroom and doing the best they can.

let me know if you find anything different.

SUBJECT:  Re:learning disability?     Date:  96-10-17 18:21:14 EDT
From:  VALDINE

Ask the special ecuacation teacher or psychologist to give her the Test of
Written Language (T.O.W.L.). This assessment oftens uncovers a learning
disability-if there is one. Much of the time, in my experience, a student who
has reading difficulties, has a more severe problem with written language.

Often times, in my experience, when parents engage a tutor to help their sons
or daughters, this really hinders the students in terms of "qualifying" for
special education services because the students achieves just enough gains
and then does not qualify for special education services. Of course, in many
situations, tutoring, extra help, etc. is wonderful. But, unfortunately,
sometimes, it delays/prevents a student from services when eveyone can see it
is needed-but not quantifiable. You could also explore whether or not she has
difficulty with visual and/or auditory memory. How is her spelling? Does she
spell phonetically or visually? These are questions you could also
explore.

SUBJECT:  Re:inclusion high school     Date:  96-10-17 18:58:36 EDT
From:  APaluck

I'm curious as to how you and the regular ed teacher came to setting up your
collaborative classes. Was this voluntary for both of you? What kind of
administrative support--i.e.--release/planning time, scheduling flexibility,
etc. did you get? How are grades determined? Who assigns grades? What is
parental reaction to your class? I'm trying to set up a
collaborative/inclusive program in our high school, and the logistics and
time constraints are extremely difficult hurdles to overcome. Please let me
know what problems you find, and how you address them.

SUBJECT:  Re:learning
disability?     Date:  96-10-17 22:02:56 EDT
From:  DaveHMNFAP

Have you tried to place your student under the section 504 plan?  Does your
state have this?  Bring this up to your child study team or student
assistance team.

SUBJECT:  Re:learning disability?     Date:  96-10-18 00:29:45 EDT
From:  SusanS29

"Often times, in my experience, when parents engage a tutor to help their
sons or daughters, this really hinders the students in terms of "qualifying"
for special education services because the students achieves just enough
gains and then does not qualify for special education services"

Yes, well there's the problem. In most states the child has to fall *flat on
her face in the mud* academically, and experience a tremendous level of
frustration and failure, before getting "helped."

Sometimes the price to get that help is just too high.

SUBJECT:  Re:Frustration     Date:  96-10-19 10:13:29 EDT
From:  ASJ5200

Valdine,

Another book you might be interested in checking out is William Glasser's
Control Theory in the Classroom.  Although the title sounds as though the
book is full of "psychobabble", it's really an easy read.  In it, he
discusses some of the reasons why students behave the way they do and offers
suggestions for how to deal with those behaviors.

Does your district provide money for you to attend conferences?  I'm not sure
what state you're in, but I have found the annual ANYSEED ( Association of
New York State Educators of the Emotionally Disturbed) conference to be very
helpful.  This year, the conference will be in Syracuse in March.  At this
conference, well known authors in the field share their expertise in large
general sessions and there are numerous small sessions, presented by people
in the trenches, to select from.  The sessions address everything from how to
deal with behavioral/social issues to academics.  If you're interested, I'd
be happy to dig out the address for you.



SUBJECT:  Re:Help getting started     Date:  96-10-19 14:47:23 EDT
From:  SMarr234

Hi,
I am a college student on my way to becoming a special education teacher and
I need help.  I feel as though I am flying by the seat of my pants without
any real instruction on how to handle behavior problems in the special
education classroom, problems with inclusion, increasing parent
participation, classroom management, cirriculum development, etc.  I am
observing in a middle school right now and the only thing I seem to be
learning is how not to run a classroom and how to get the kids through the
system without teaching them anything.  Needless to say, this experience has
been very disheartening.  I want to be the type of teacher that actually
teaches.  One that reaches the students and makes them self-motivated
learners.

So, if anyone has any ideas on where I can find resources on teaching
students to become self-motivated learners or if anyone has any practical
advice I would GREATLY appreciate it.  Please e-mail me at [e-mail].

Thanks in advance.

SUBJECT:  Request E mail penpals     Date:  96-10-19 23:14:25 EDT
From:  JCPIZZA67

I am interested in finding a resource teacher 3-6th grade that has e mail in
their resource room and would like to correspond with my students. Please e
mail me at JCPizza67 if you're interested in this innovative approach to
written communication.

SUBJECT:  Re:learning disability?     Date:  96-10-20 18:55:29 EDT
From:  MarRigby

I do feel bad that the school systems are doing very little to address the
problem of the slow learner. But Special Ed. should not be a dumping ground.
And this is what has happened. Students need to qualify for Sp. Ed. by
satisfying the given criteria that our federal and state government has set
for us.

Obviously, we need to become more objective in our decisions. Parents need to
address their school boards and insist that the city/towns provide remedial
services for their children. I remember each school used to have a Reading
specialist and math specialist in each school to help these kids, but when
budgets got tight, they were the first to go. We need them back.

Marilyn

SUBJECT:  Re:Varied Ability Levels in C.     Date:  96-10-21 06:14:36 EDT
From:  JEDBLACK

Thank you, Valdine and others for your suggestions on coping with varied
ability levels in the resource room.  It was suggested that I get the best
materials out there.  I have been hearing a lot about SRA on the message
board.  The SRA catalog is full of things.  What are some of the best?  My
mentor teacher has suggested Corrective Reading.  This program seems
extremely repetitive and I'm not sure I would like doing something so
structured everyday.  Does anyone have suggestions for really good materials
that a new teacher might start with?  So far I am taking things from here and
there, which seems a bit random. My main concern right now is reading.  The
school has given me no reading books for my students.  Most students forget
to bring theirs' from class or they claim they don't have one. Thanks!

SUBJECT:
inclusion/pull-out     Date:  96-10-21 06:25:32 EDT
From:  JEDBLACK

As a resource teacher and as a parent of a ten year old with LD, I see the
merits of both pull out and inclusion.  My school is mostly pull-out (4, 5,
&6).  My daughter has full inclusion.  The resource teacher comes to her
class twice a week.  Her IEP mandates help in math and written language;
however the teacher comes in during reading.  She is getting no help in math
and writing.  At the same time, she is getting the same lessons that the
whole class is getting.  This is preparing her for less dependence on the RSP
system.
   My students are three and four years below grade level and the teachers
seem to prefer pull-out  I am concerned about how much of what I teach will
be generalized and about what the students are missing in their regular
classrooms.  This is particularly an issue when they have 2-3 pull-outs per
day!.  All of this seems to suggest that I am in the middle on this issue.
Some pull-out and some inclusion would seem to be a flexible system that
would meet the students' needs.

SUBJECT:  Re: learning disability     Date:  96-10-21 16:38:08 EDT
From:  Bellmk

Thank you for the many ideas to help my student.  I will recommend the TOWL
test for her.  She currently is in the Speech/Language program and I spoke to
the Speech teacher who went over her tests.  (the speech teacher is new and
was not the one who tested her) She said her verbal/language scores were
above average except for one area in which she is receiving help.  The speech
teacher claims that she is doing well in this area and will most likely test
out of speech for next year because of how close her score was to not
qualifying.  She also spoke to the psychologist who said she will do
everything she can to make sure none of the kids qualilfy.  No wonder why any
child referred last year did not qualify into any program.  The speech
teacher is going to check over the test results to make sure their is not an
error.  Keep coming with ideas -- it is a help.

SUBJECT:  Re:learning disability?     Date:  96-10-21 20:45:25 EDT
From:  SusanS29

The needs of the slow learner? I have a strong opinion on this.

What the slow learner needs is for people to relax and let him or who be who
he or she is. By definition they won't learn quite as much as other children
during the school year.

But by the time they graduate from high school they'll be able to read, write
and do basic math. How fast they learn will no longer be an issue. They'll
just go on, get a job, marry, raise their children.

Just being a "slow learner" brings no special needs. There's no specialized
teaching or intervention that will make them a "not-slow" learner.

I had a "slow learner" on my caseload once (he also clearly had LD's). The
second grade teacher was bound and determined that he was going to learn to
regroup in second grade; by gum it's second grade material!

Well, he just wasn't ready for it. Between his slightly slower learning
ability and a marked perceptual deficit he just couldn't do it. Guess what
they started to see -- for the first time -- a bad attitude, and behavior
problems. When I finally convinced them to "lighten up," all that
disappeared.

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-21 22:24:25 EDT
From:  Lovely2001

I coordinate an academic support program in a private school. Our caseload
consists of students with LD and ADHD. I am interested in learning about
other professionals experiences and successes.

SUBJECT:  IEP
MODIFICATIONS/INCLUSION      Date:  96-10-22 15:11:45 EDT
From:  Prezbimbam

Any suggestions for appropriate modifications for an 8th grade inclusion
model for history and/or science? Her disabilities are: short term memory,
reading level grade 4/5, poor word attack and word finding skills, very low
level auditory processing - but - she's a happy kid, age appropriate
socially, etc. and not labeled by her friends (and never has been)...which I
why I still insist on inclusion and not pull out...she made the dean's list
all last year, but this year the teachers refuse to comply and/or modify the
IEP and yesterday I requested due process. It's really a joke what they try
to pass off as inclusion. The regular teachers haven't a clue and the SLD
teacher "doesn't have time." Any input would be greatly appreciated - Palm
Beach County, FL - please e-mail - I've left some messages all over this
forum and would be too hard to go find it all again! Thank you!!!

SUBJECT:
Resource Room Teachers     Date:  96-10-22 18:29:59 EDT
From:  PKA RED

I am currently a seventh grade resource room teacher. I am primarily using
the resource room as a tutorial session. Does anyone have any suggestions on
how to run the resource room. Creative ideas are welcome. In addition, I
would like to know how you run your resource rooms.

SUBJECT:  Re:learning
disability?     Date:  96-10-22 19:31:37 EDT
From:  MarRigby

Susan:
I couldn't agree with you more! Our school is excellent about differentiating
between the slow learner and the LD student. But other schools aren't. This
year we have a very strong PPT, which is bound and determined to weed out the
students who have come from other schools and don't belong.

SUBJECT:  Re:Varied
Ability Levels in C.     Date:  96-10-22 20:04:31 EDT
From:  MarRigby

JEDBLACK:
I just ordered the Corrective Reading program. My next door neighbor, who is
also a Sp. Ed. teacher in another town has been using it with good results.
Yes, it is repetitive, but, I think that is what is lacking in other
programs. Corrective Reading also works on reading rate in addition to just
word attack skills. I've tried other phonics programs, but haven't seen any
real results. I hope this works.

Marilyn

SUBJECT:  Re: learning disability?     Date:  96-10-23 16:48:55 EDT
From:  Bellmk

There is some truth to the fact slow learners will always be slow learners
and we should let them be.  But I have to disagree in many cases.  Some
children will eventually "catch up" enough that it won't have affected them
too much, but some children need extra help.  Special ed is not a dumping
ground for all slow students, but some children honestly need the
individualized program geared more to their abilities and levels.  My student
is behind one whole year.  We let her last year try to make it through on her
own abilities, and by being slow. She got frustrated, upset, and down on
herself, her self-esteem was low, not because we made her seem different or
slow, but because she measured herself up to the other students.  It was
obvious to her that she couldn't read like everyone else.  Slow learners will
progress.  My student is not.  By pushing her through, hoping she will make
it through at her slow ability is not even trying to help.  As the grades go
up, the material gets harder and she will  sink even lower.  Reading is a
part of every aspect of life. Even if she is slow she will be treated like
the other students, expected to do the same work.  But she will struggle and
lose more self esteem.  I believe we have to exhaust every possibility before
we can push a child through.  Believe me the parents appreciate it.

SUBJECT:
Re: learning disability?     Date:  96-10-23 19:28:11 EDT
From:  MarRigby

Bellmk:

Oh, I hope you didn't misunderstand what I was trying to say. Yes, yes, yes,
these children need help. But, Special Ed. depts. shouldn't be responsible
for this kind of help. School systems need to provide tutors and remedial
classes for those students who can't keep up. What I was saying was that Sp.
Ed. has been feeling sorry for these kids, because no other school depts.
will do anything for them. We have say "NO!" and let the powers thata be take
responsibility for those who don't qualify.

Marilyn

SUBJECT:  Re:inclusion high school     Date:  96-10-23 20:42:06 EDT
From:  STRICK4325

Dear MiniMabs,

I've been co-teaching on the high school level for a number of years now.
Helpfull hints:  find time to plan together, teach lessons often to establish
yourself with students and teacher, and be willing to do some of the "dirty
work".  Good luck!

SUBJECT:  Re: Help those slow learners?     Date:  96-10-23 21:24:03 EDT
From:  PURUIJI

I could cry some time when I see all the kids that don't quailify to become
LD, but could use that little extra help.  I try to help even regular ed.
kids who are struggling and just never qualified for LD services.  I let the
regular ed. teachers who really trust me decide. Basically, these are the
kids that are failing most everything by the end of the first quarter, or
just are so disorganized and lost that they end up coming to me for their
tests.  Yes, I will secretly mail some parents of some slow learners a study
guide for the "easy multiple choice/no essay" Constitution exam (only 100
multiple choice questions in 40 minutes. Any regular kid could pass this with
at least a 60%! NOT!  Some regular kids barely pass the test.) so the kids
could graduate. I know this is considered blasmaphey.  How could a special
ed. teacher dare help anyone in a school who is not labeld LD/BD, etc. with
some accomodation! "They don't qualify for special services" is the usual
regular ed. refrain. There are regular ed. teachers in our district that feel
PL 94-142 was designed to torture them with more work or don't know that an
IEP is a legal document.  I let the slow learners come to my Resource room
for some help with a long test, or a difficult assignment. Yes, by Christmas
I usually have a pretty big Brekafast Study club.  I even try to have some
excellent regular ed. kids peer tutor my special ed. kids and those annoying
slow learners (who always keep our college-focused junior high/high school
district test scores go down)in homeroom or before school.  You should have
seen "eyes roll" among our gifted and talented/AP teaching staff when I
proposed that our high school district start an alternative night school for
all those slow learners and special ed. kids who drop out during high school.
I keep on trying!  At times it is very, very, exasperating!

SUBJECT:  Re:
learning disability?     Date:  96-10-24 22:06:32 EDT
From:  SusanS29

" She got frustrated, upset, and down on herself, her self-esteem was low,
not because we made her seem different or slow, but because she measured
herself up to the other students. "

Either the teachers are putting unwarranted pressure on her (since you
aren't), or she has untapped strengths that may not be evident on formal
testing but which she senses. In which case she's not really a "slow
learner."

I think one of the very best things to do for these students is help them
develop a strength. I knew a so-called "slow learner" who had the most
beautiful singing voice, and her family helped her capitalize on it. Then
everyone recognized her for her talent, not her reading level.

That said, there *isn't* any way to move a "slow learner" along at a
significantly faster rate. This is sometimes possible with students with
learning disabilities or ADD, but they have untapped strengths to work with.

If tutoring or other interventions make a significant difference, then the
label of "slow learner" was inaccurate.

SUBJECT:  Re: learning disability?     Date:  96-10-25 01:32:35 EDT
From:  MarRigby

Susan:
Well said! I have a student in my Sp. Ed. Resource room that I truly believe
is a slow learner. He really resents being in my room. After talking until
I'm blue in the face, he can't even recognize that he has learning problems.
He really believes that he can do better in the mainstream.

Unfortunately, he just might get his chance. His triennial is coming up, and
it is obvious that he was mislabeled from the start, and he may no longer
qualify for services.

Marilyn

SUBJECT:  Overwhelmed          Date:  96-10-25 20:17:38 EDT
From:  JPernaselc

I am a first year special ed. teacher.  I work with K and first grade in a
self-contained classroom.  I need suggestions on how to create learning
centers in my room while I work with the five different reading groups I
have.  Any suggestions would be helpful?

SUBJECT:  Resource Room Interview     Date:  96-10-27 14:01:27 EDT
From:  SinderS166

I am going on my very first interview.  It is for a Resource Room position in
a (K-3) school.  It is in the same school district (Central New Jersey) where
I did my student teaching.  I am not sure exactly what a Resource Room
teacher does.  Is it just helping Special ed students who are pulled from
class or do I work in the regular ed. classroom?  Reading some of the
messages here has me confused on the axact duties of the job.   Please
help!!!  E-mail me @SinderS166.  Thanks.

SUBJECT:  Re:Resource Room Interview     Date:  96-10-27 18:23:42 EDT
From:  MarRigby

Sinder:
It can be either pull-out, inclusion, or a combination of both. It depends
upon the school district, the individual school or even how you work it out
with staff. I don't think you'll know until you actually get to the
interview. You may also want to be more definitive about your role. You are
going to be their Sp. Ed. Resource TEACHER! You are not a paraprofessional or
a tutor. You will probably be using alternative materials and strategies that
are not currently being used with these students. That's why they need you.
Their needs are not being met in the reg. ed. classroom. Your job will also
be to help the classroom teachers modify the curriculum for these students.
Good luck with your interview!

SUBJECT:  resource and inclusion     Date:  96-10-27 23:45:20 EDT
From:  MCBUTSCH

I am in the middle of a program that provides pure tutoring and pull for
study halls and tests only. I would like to make it a combination of
inclusion and pull out.  I am wondering if anyone has suggestions about
amount of time for either portion.  As my schedule stands I am going to spend
half in classes and half in pull out and test taking. I am working with math
and language arts and three reading.  I ahve twenty students and no ability
to design my own materials because the principal has mandated that teachers
teach the same lessons and assign the same homework. The teachers do not seem
to be very flexible and I have asked them for a lot so far so I am not
comfortable asking that they grade materials that I design and I have no time
to grade it. Although prehaps I should make the attempt to do so--??Any
suggestions would be great- e-mail me at MCBUTSCH

SUBJECT:  Re:Varied Ability
Levels in C.     Date:  96-10-27 23:48:57 EDT
From:  Hottsix

Dear JEDBLACK,
I currently use both the SRA Corrective Reading Series and Reading Mastery
and have seen some wonderful results.  Yes, they are repetitive but I can say
that I my students are rarely bored  with the structure or the repetitive
nature of the programs.  I also use thematic units, etc. which may help to
keep students interested.

SUBJECT:  Re:Resource Room Interview     Date:  96-10-28 11:53:18 EDT
From:  SusanS29

The duties will vary from district to district and school to school.

You have a network of expert sources although you might not realize that yet.
Call the principal you worked with. Ask him or her how they would utilize a
resource person. Ask him or her for referral to others in the district
(outside the people who will be interviewing you) who might have insight
about the expectations. Don't sound "clueless," just that you're doing
research.

Then when you go to the interview, tell them what you did, what you found
out, and how your background could be used to deliver these styles
effectively.

SUBJECT:  Re:Varied Ability Levels in C.     Date:  96-10-28 21:39:24 EDT
From:  MarRigby

Hottsix:

I ordered the Corrective Reading series, and I eagerly await its arrival. If
each lesson is 35 to 50 minutes, how do you find time to use another series,
and could you please explain Reading Mastery? I am very nervous about getting
the whole lesson done in one 45 min. period, and I have some very difficult
students. Please provide me with some encouragement if you can.

Marilyn

SUBJECT:  Re: Help those slow learners     Date:  96-10-29 17:25:59 EDT
From:  Bellmk

It is great to know that someone wants to help these kids whether they are
labeled special ed or not.  My purpose when I refer a child for testing is
not to get them labeled but to get them the extra help they need.  The point
is to help, not to label, judge, or put down.  Many people do not see this.
You are definitely a dedicated person out to better each individual child.


SUBJECT:  Re: learning disability?     Date:  96-10-29 17:30:07 EDT
From:  Bellmk

Marilyn:
Thank you for the explanation.  I agree that the schools or school districts
need to provide more services for children who need help, such as remedial
tutoring, etc.  This is especially important as the standards to qualify for
special education has gone up and less kids who need help do not qualify.
Unfortunately I am in the predicament where my student can only receive
limited help, because of time and money.  It is sad.  The only thing I can do
is try to help her any other way possible.

SUBJECT:  Re:Varied Ability Levels
in      Date:  96-10-30 00:11:37 EDT
From:  SYD820

I am a LD/resource teacher in a school that contains many many low achieving
students.  Currently, I have 5 self-contained students who vary in age and
ability levels.  My lowest student is 8 years old and is a non reader.  My
oldest are 11 years old and are reading at the first grade level.  I am also
supposed to be servicing 5 other children at the same time, two of which can
not even write their names and know no beginning sounds.  I am supposed to be
teaching them all reading at the same time!!  I have no classroom aide at
this time either.  If anyone has any ideas or suggestions, please write back
or e-mail me at [e-mail].  Thank You.

SUBJECT:  looking for new job     Date:  96-10-30 00:19:02 EDT
From:  SYD820

I am a teacher in the Chicagoland (south suburbs) area.  I am certified in
elementary ed. and have a masters in cross cat. special ed.  I am desperately
looking to get out of the area I am teaching in now.  I'm willing to teach
special ed. or regular ed.  Please e-mail me if anyone has postings.  Thanks.
[e-mail]

SUBJECT:  Reading Clinic     Date:  96-10-30 17:12:58 EDT
From:  TScudder

Has anyone heard or used Gale Mayo Moyers reading clinic? it is in San Diego
Or Lindamond Belle in Solana Beach CA., they are suppose to be the founders
of the Linda Moyer or something like that method? Please E-mail at AOL
TScudder.  Thankyou


SUBJECT:  Re:Varied Ability Levels in      Date:  96-10-30 19:00:02 EDT
From:  SusanS29

Are these students at or near what we would consider "normal
intelligence?"

SUBJECT:  susans29     Date:  96-10-30 19:50:29 EDT
From:  SYD820

no. they are all below average in all academic areas.  usually at least 2
grade levels below.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-10-30 19:53:06 EDT
From:  SYD820

yes.  they are all considered in the average to low average range of
intellegence.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-10-31 00:48:46 EDT
From:  SusanS29

Gosh I don't know what to say. There has to be some reason why they're not
learning...

SUBJECT:  Worksheet prep     Date:  96-10-31 21:11:46 EDT
From:  BJack8965

Hi-I am still looking for a program (IBM or Mac) that can prepare worksheets
for little kids.  It would have to be able to make fairly large letters, at
least 6cpi. Also looking for a customizeable program for reading, spelling,
language, math.  If you know of something I could use, pleae email to
BJack8965.  Thanks, Barbara J

SUBJECT:  Re:special education``     Date:  96-10-31 21:13:35 EDT
From:  BJack8965

Try the Council for Exceptional Children.  If not online, you state Education
Assn could get you the number or address.  Also, state colleges or state
department of education should help.  Failing that, ask ERIC database.
Barbara J

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-31 21:15:53 EDT
From:  BJack8965

I hate in-class.  You end up spending lots of time being a teacher aide,
wiping noses, and so on.  You spend little time with the child you are there
to serve. And you have little or no control over what's going on.  I love
pull out.  Barbara J

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-31 21:17:54 EDT
From:  BJack8965

I like pull out because I control what happens and am responsible for what I
do.  I don't like in-class because we aren't trained for it and you end up
being an aide.  Most of the time I go to the class and they are either eating
or going to the bathroom or playing outside, and I get to do nothing academic
or from IEP.  Barbara J

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-31 21:19:26 EDT
From:  BJack8965

Pull out best for little kids too because otherwise no control and little
input.  Very sloppy and I don't get to teach, only wipe noses, open milks,
and clean up room.  Barbara J

SUBJECT:  Re:learning disability?     Date:  96-10-31 21:21:30 EDT
From:  BJack8965

The inconsistency would seem to indicate LD.  Have the child go through the
Child Study Team for a workup.  That will help her get what she needs as well
as keeping you off the hook.  Barbara J

SUBJECT:  Re:inclusion or pull-out     Date:  96-10-31 22:27:59 EDT
From:  SusanS29

"I like pull out because I control what happens and am responsible for what I
do. "

I have done both -- in class and pull out. It's *very* clear to me that I was
able to do far more creative, aggressive and *effective* teaching in
pullout.

SUBJECT:  PULL OUT     Date:  96-11-01 00:10:13 EDT
From:  ALamb

Info is needed on research pertaining to pull-out programs v. inclusion
programs for special ed. students. Please help. Thanks.

SUBJECT:  Re:PULL OUT     Date:  96-11-01 09:57:15 EDT
From:  SusanS29

ALamb if you hear of a good study comparing the two I'd like to know about
it, but here's the problem.

To do this you would need a very large school district who allowed someone to
do research while they were making the switch -- in stages, not cold turkey
-- from a pullout model to Inclusion.

It would be expensive to match the children so a good control study could be
done. Because of the *many* variables (and the need to independently measure
the cooperation of the classroom teachers in the inclusion model) it would be
awfully hard to do.

If, for instance, 60% of the regular teachers cooperated well with the
inclusion program and 40% didn't, all inclusion students (and their match
pairs in the pullout program) would have to be pulled from the research.

Most districts don't allow anyone to do research involving their special ed
programs because parents don't always understand that researchers do
understand confidentiality issues. So there's another huge level of
difficulty while the program is explained and permissions granted.

During that period there's the very real possibility that a significant
number of parents will put their foot down and say "I want my child in
inclusion NOW -- how dare you use my child for a guinea pig!" (or -- "Don't
you DARE move my child into inclusion just to be a guinea pig!") Of course
that isn't accurate but it can be very hard to explain statistical research
methods to parents.

You could avoid that by comparing schools within a district, with some going
to inclusion and some without, but based on only one district that wouldn't
be statistically valid, because schools vary tremendously. The support staff
(esp. principal, since the buck stops there) would have a lot to do with
whether inclusion "worked" in that school or not.

So then, if you go that way (the only reasonable way to do) -- you'd have to
have maybe 20 school districts who did that, and then do a meta-analysis
(statistical analysis of one issue researched in many ways in many studies).

My guess is that within ten years such meta analyses will be done -- but now?

I fear all you will get will be opinion. So do your research based on
opinion, but examine carefully for underlying assumptions which may or may
not be valid.

To use a parallel example, the overwhelming number of "regular" teachers are
convinced that retenetion -- at least occasionally -- is a good intervention
that helps some children. Statistical analysis doesn't support this at all
and in fact shows retention to be a devastatingly negative action in the long
run (the students are five times more likely to drop out of high school
without graduating, *not* a good outcome). Nevertheless these teachers'
opinions are extremely hard to sway. They see the research and continue to
give their reasons why they think it's a good idea.

That's their right; they're professionals and entitled to a professional
opinion. But if you want to report accurately on such a major issue you have
to get past assumptions.

SUBJECT:  RE:  PULL OUT     Date:  96-11-01 18:24:33 EDT
From:  GiegUrband

I just did a research paper on inclusion vs. pull-out,
a couple of the articles I found were:
"Students' Preferences for Service Delivery:  Pull-Out, In-Class, or
Integrated Models"  in Learning Disabilities Quarterly, April 1989.

"Comparison of a Full-Time Mainstreaming Program and a Resource Room
Approach"  in Exceptional Children, v. 51, 1984.

Hope these two can help you.  I agree more research needs to be done in this
area.

Valgieg

SUBJECT:  Re:Varied Ability Levels in      Date:  96-11-01 19:28:56 EDT
From:  STE JANS

I teach Resource K-6 to students of all levels, (aut, beh, ld, emh, ohi, oi,
vi, pdd).  I'm currently piecing together reading and language activities.
Can anyone suggest a good reading series that carries many different
levels?

SUBJECT:  Re:Getting by....     Date:  96-11-01 19:50:01 EDT
From:  STE JANS

I  currently have a resource class of 37 students with various labels (aut,
beh, ld, emh,ohi, oi, vi, pdd) in grades K-6.  Most days I feel like I just
get through without accomplishing much actual teaching.  I spend the majority
of my time testing new referrals, doing papaerwork, counseling students with
severe family problems, or trying to get regular ed teachers to collaborate
on our lessons (without much luck usually).  I do all pull out because of the
size of my classload, and the fact that they are in 15 different homerooms.
I've only been teaching a few years, but am already considering a career
change.  Anyone have any ideas on how to get more accomplished?

SUBJECT:
Re:Getting by....     Date:  96-11-01 21:57:54 EDT
From:  HolyFlower

You have a horrible situation!  Dealing with fifteen homerooms is ridiculous!
Where was your administrator when your children were scattered about so many
homerooms?

A resource room teacher for about twenty years, I remember years when I had
nine homerooms spread across three or four grade levels.  Our adminstrators
realized the folly of this and gradually over the years reduced the number of
homerooms by placing the children on a grade level into fewer homerooms.

I now have the ideal situation.  I deal with three homerooms all on one grade
level.

SUBJECT:  BEHAVIOR MANAGEMENT     Date:  96-11-02 13:34:16 EDT
From:  PKA RED

     I AM CURRENTLY TEACHING GRADES 6 AND 7 REGULAR AND SPECIAL ED CLASSES. I
AM LOOKING FOR CREATIVE BEHAVIOR MANAGEMENT TECHNIQUES. I AM CURRENTLY USING
A RAFFLE REWARD SYSTEM. ANY FURTHER SUGGESTIONS?

SUBJECT:  pen pals/ideas     Date:  96-11-02 16:55:56 EDT
From:  Blue5203

I am a first year resource teacher K-5 pull out...I am looking for another
class that could be pen pals with my students...please email if interested.
Also am looking for creative ideas.  I have two students that stay in my room
for 3 hours.  I want them to have independent activities that aren't always
the worksheet or the computer..thanks
Blue5203

SUBJECT:  Re:Getting by....     Date:  96-11-03 12:15:57 EDT
From:  STE JANS

The problem with having all the students put into the same room is that the
regular classroom teachers all fight about the number of Spec Ed students
they each have on their rosters.  We have begun this " WONDERFUL" ABC
accountability that holds teachers responsible for all the students in their
class.   This means that my resource students are included in their end of
year test scores. Therefore, no one wants all of the Spec Ed students because
it will make their scores seem extrememly low.  Everyone keeps asking if
their is some way that the number of spec ed students could be noted on the
final test scores, but no one has an answer.  We really need another resource
teacher, but no one can do anything about that either.  So in the meantime, I
do what I can, with the small amount of time that I have with each student.
It all doesn't make much sense to me.  I've decided to get my masters in
Special Ed, administration, maybe I can make a difference there somehow.


SUBJECT:  Re: Frustration     Date:  96-11-03 15:40:18 EDT
From:  VALDINE

Aren't you listening? Are all of you happy with your current situation with
special edcucation students, sped laws, and the way your principal,
supervisor, and local school board responds to your requests and problems? Do
you have the support of your superintendent? Does your school district
provide up-to date technology (i. e. computers, limelighters, etc.)? I have a
hard time believing that all of you are satisfied nor content with the
current state of your teaching program. If this is to be a forum, let's
express ourselves freely and honestly.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-11-03 16:56:00 EDT
From:  SNarkie152

STE:
I am using a program called "One On One :Indivdualized Reading"  It's a
complete guide for managing one on one instruction in the classroom, or like
myself in a resource program.  I have a group of 5;  all on different levels.
It is published by CTP Ctreative Teaching Press and got it through Hammett's
Educational Store.  The children use their own tradebooks appropriate for
their level.  The program guides you in mini-lessons, evaluation, written
responses  and  how to conduct individual conferences.  This is my first year
doing Resource (I'm a speech therapist, 3/4 of the time), and this book has
gotten me off to a good start. Good luck.

SUBJECT:  Re:to Frustration     Date:  96-11-04 18:12:23 EDT
From:  GailyG

Ask the NEA for the list of questions  that Bob Chase aked the Fed. Dept.
about Inclusion.  They responded concerning the impact of one particular
child on the education of the other children in the classroom.  That must be
considered in assessing placement.  Document, document, and use the PPT
process.  Also use behavior plans, grading, etc. as pre-referral strategies.
Good luck.

SUBJECT:  Re:Frustration     Date:  96-11-04 18:13:29 EDT
From:  GailyG

You said it, honey!

SUBJECT:  Re:Varied Ability Levels in      Date:  96-11-04 20:21:37 EDT
From:  ANPRI

Stand your ground with the regular ed, teachers or you will go crazy.  You
let them know when you will pull their students.  It is not beneficial to you
or the students to have a multi-age/level group doing several different
skills at a time.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-11-04 20:34:01 EDT
From:  ANPRI

Get trained by the Orton-Gilliham method for teaching dyslexics--its proven
to work with all LD students, not only those whom are Dyslexic.  EPS has
wonderful materials that are phonics-based that work well with these
students.

SUBJECT:  help me     Date:  96-11-05 13:33:28 EDT
From:  DrdPrtRbtz

I am getting my masters degree in special education....I am swamped with work
if anyone has a research paper i would appreciate if u could email it to me
... any topic...I am lost on how to begin this paper....HELP

SUBJECT:  Re:help
me     Date:  96-11-06 10:14:17 EDT
From:  SusanS29

Get someone else's paper via e-mail?

That's plagiarism. Folks, please don't do this.

SUBJECT:  Dyslexia     Date:  96-11-07 00:03:55 EDT
From:  MiteeLoe

If anyone knows of a of a good test for Middle School students who are
exhibiting dyslexic tendencies I would sure appreciate the name and address
of such an assessment.  Thanks

SUBJECT:  Re:help me     Date:  96-11-07 00:54:41 EDT
From:  MarRigby

If I were you, I'd go to your professor and ask for suggestions. Another idea
would be to go to your library, and take a look at other research papers that
could be found in various periodicals. Good luck.

SUBJECT:  Re:Frustration     Date:  96-11-09 02:16:51 EDT
From:  Boomstead

Boy, can I relate.  Money dictates. My Full-time Learning Support classroom
was changed to a Resource room a couple of years ago. (grades 1-6)  Last year
I had 22 students. (2 SED, 1 PDD, and 2 MR-the rest were Specific Learning
Disability. I feel that the power can be found with the parents of your
students. They sure don't listen to us! The placement of SED students into
our classrooms is unfair to everyone. (including the SED student)  Keep your
chin up! The squeaky wheel gets the attention.

SUBJECT:  Re:LD students     Date:  96-11-09 02:19:36 EDT
From:  Boomstead

I believe that the best scenario for Learning Disabled students is a
combination of instruction in the reg. class(with appropriate support), along
with instruction in a small groups in the resource room setting.

SUBJECT:
Re:inclusion or pull-out     Date:  96-11-09 02:22:12 EDT
From:  Boomstead

I am a primary resource room teach.  I feel the best model for our students
is not a full inclusion setting.  I believe that a certain amount of
"pull-out" is necessary to insure necessary small group instruction. And
inclusion is beneficial for the development of social skills,

SUBJECT:
Re:learning disability?     Date:  96-11-09 02:28:04 EDT
From:  Boomstead

Go to the parent. In Special Education the parents has a lot of "pull."  A
parent can request to have their child receive appropriate testing.  In the
mean time you need to be collecting a lot of data.  (IRI's, Running Records,
anecdotal notes) That way you have done your homework.  And DO NOT let  her
slip through. Sometimes the "system" can be very frustrating. Hang in there!
Have you ever heard of the Stevenson Reading Program?

SUBJECT:  Re:Resource Room
Teachers     Date:  96-11-09 02:34:52 EDT
From:  Boomstead

I am a Primary Resource room teacher-grades 3-6.  I operate my classroom with
my aide going into the classroom, and I remain in the classroom to work on
Reading, Math, and Written Language.  For classroom management purposes, each
of my students have a workbox that contains remedial material that they can
do independently. I also have centers, and writing journals for the students
to complete while I am working in small groups, I also use a lot of parent
volunteers. (at least 2 a day)

SUBJECT:  Re:Overwhelmed          Date:  96-11-09 02:39:34 EDT
From:  Boomstead

Centers are a must for your primary resource room. They are a great classroom
management tool. Subscribe to mailbox magazine for some ready-made file
folder games. I always have the computer as a center, the library, a
listening center (taped books), news center (current events), and a
"pair-share" center where 2 buddies can work together on a task. (editing,
math drill, ect)
-Wendy

SUBJECT:  Re:BEHAVIOR MANAGEMENT     Date:  96-11-09 02:50:03 EDT
From:  Boomstead

For a 6th and 7th grade behavior management system, I would make it more
functional.  My Learning Support students love my checkbook system. Students
receive real checkbooks complete with ledger and checks.(check your local
bank)  At the beginning of the year, WE discuss what kinds of tasks/behaviors
warrant deposits, and which ones warrant a withdrawl. THEY keep their own
accounts in order.  They then "go shopping" in our classroom store.
(inexpensive  and donated items) They learn how to write a check, write out
number words, write their signature, and even learn a little about budgeting
their money.  They LOVE their checking accounts. I have been doing it for 9
years! Functional Math!!!

SUBJECT:  Re:PULL OUT     Date:  96-11-09 13:39:02 EDT
From:  DBGRANT

Inclusion vs Pull out . Look at the the book The Illusion of Inclusion- a
Comprehensive Critique of a Current Special Education Bandwagron Ed. James
Kauffman, Daniel Hallahan Proed 8700 Shaoal Creek Bld, Austin Texas, 78757
isbn 0-89079-612-2
also LD Forum issue for summer 95 July several articles on Inculsion Botom
line no apparent data to demostrate that acde, progress has been made.
Adminst. loves and politican model but as you say some students do not
benefit from.
dan dbgrant@aol

SUBJECT:  dept chair from hell     Date:  96-11-09 20:08:07 EDT
From:  SWEET34636

i have a department chair from hell.....

1) No back up for teachers...none of us.  Parents or child is always right
and the teachers are considered insensitive.

2)  Anytime we want to do something...send an invite for open house she must
look it over and see if it is "ok".

3)  Can hold no IEPS alone.

4)  Does not like the way we speak, stand, or our personalities....

5)  We must raise our hand everytime we  want to speak in a dept meeting.

I should mention she has a Masters in Psychology.  Help there are several of
us in the dept who are willing and really ready to quit to her constant
nastiness with us.  All info in the dept is negative.  My doctor thinks i am
developing ulcers and i will soon be having this officially checked out.  I
am really at my wits end, might want to look for another job because i cant
take this.  It is really sad as i love this secondary school, the community,
and most of all my RS students.

HELP!!

SUBJECT:  Re:dept chair from hell     Date:  96-11-09 22:01:23 EDT
From:  HolyFlower

1) It might help in remaining serence if you think of your dept chair as an
insecure, frightened person.  Thus, you should not take any negative opinions
expressed by her personally, no more than you would the negativism of an
emotionally disturbed child.

2) Write about what the chair says and does.  Creating a journal describing
what goes on will accomplish two objectives: Forcing yourself to put on paper
what has been happening will give a more precise understanding of the
situation (and, hence, perhaps some answers).  Expressing what is happening
in itself will also relieve a good bit of the stress.  Don't hold it all
inside.

3) Meet at regular intervals with your spec ed colleagues, such as at a
coffee shop after work once every two weeks, to offer each other mutual
support. and to collaborate it developing coping responses.



SUBJECT:  Re:inclusion or pull-out     Date:  96-11-09 23:02:26 EDT
From:  SusanS29

"I am a primary resource room teach.  I feel the best model for our students
is not a full inclusion setting.  I believe that a certain amount of
"pull-out" is necessary to insure necessary small group instruction."

NIce to hear that! I think inclusion is wonderful for students who can't be
expected to keep up with the regular curriculum. They get great benefits.

But when a child *is* able to learn -- if the teaching is specialized enough
-- no obstacles must be put in the way.

There's no way a sixth grader wants the rest of the class to see him still
working on multiplication facts or struggling to sound out two syllable
words. This is *not* helpful to the LD student.

SUBJECT:  Re:dept chair from hell     Date:  96-11-10 05:22:02 EDT
From:  SWEET34636

Holyflower,

Thanks so much for the bit of advice.  I am feeling so stressed out.  I love
my students, the school, all the other faculty (certificated and classified),
parents,  and the community.  I absolutely dread going to work due to this
one person.  I cry at home many evenings out of great sadness...it pains me
so that this person is givng me so much grief.  I have spoken to a CTA rep as
a last resort.  I did not file a grievance or anything i just needed to
unload.  It seems that this woman has a reputation for this....dont know why
nothing has been done.  At her last job they were, supposedly glad to see her
go -- because she is so mean.  This does not do much good in making me feel
better.  It hurts...I love the kids and what i do...  I am currently
considering applying at other districts, i can't go on living like this.  My
CTA rep told me to compare my evaluations from last year.  I did just
that...one eval was from her in which she mentioned feeling tension in the
classroom.  The other evals were from 2 different administrators one of whom
evaluated me 3 times.  All the other evals mentioned what a nice, positive,
classroom atmosphere and the obvious rapport i have with the students.  I
just dont know what to do....Thanks Holyflower for your advice...a little
kindness has gone along way.  Thank you.

SUBJECT:  Re:dept chair from hell     Date:  96-11-10 12:09:17 EDT
From:  SusanS29

Friend you have to get a grip on this. Get professional help if that's what
it takes, because you don't have a balanced perspective on this.

Since she's not the only one responsible for evaluating you, you're safe. You
can be sure the other people in charge know very well both her reputation and
how she works on a day to day basis.

I don't want to sound harsh, but this is life in the working world... there
are some remarkably difficult people out there. Even if you get out from
under this person, it isn't the last time you'll have a very difficult
supervisor to work under.

Get a handle on getting some perspective -- whatever takes to do that.

Good luck to you.

SUBJECT:  Re:Resource Room Teachers     Date:  96-11-11 20:19:12 EDT
From:  STE JANS

Boomstead-
You're class sounds like a dream to me.  An assistant that actually helps
you-teachers that want an EC teacher in their classroom to do inclusion, and
room in your classroom to do centers.  I have 3 centers -very tight workspace
in my trailer.  I am now up to 38 students on my roster, and was told "that
wasn't that many, talk to me when you hit 45".  That should be around Xmas-
we have 5 new referrrals every week.  My students also have work folders with
remedial independent work, which sadly to say they spend a lot of time doing.
I have to live with the useless assistant because no one wants to fire her.
Also- no one would take the job, so for now at least shes a body when I have
to leave the room.  I'd appreciate any ideas on how to keep from being so
frustrated with myself.  I think I'm doing the best I can with a bad
situation.  Anyone else have any space saving ideas too- centers and such?


SUBJECT:  Re:Resource Room Teachers     Date:  96-11-12 00:00:23 EDT
From:  LorBis

I just read your post about your class-it sounds like our school when I used
to teach full-time (I am now part-time since the baby was born). Anyway, I
still have a lot of kids in my room at one time doing a zillion different
things.  Just today, I put the kids on a rotating schedule of different
activities to do at their seats while I work with individual or small groups.
Some of the activities include art projects (which I will change weekly-these
are easy activities the kids can do on their own), sentence strips ( I write
sentences from their reading books on sentence strips, cut them into puzzle
shapes which they have to read in order to put them together, then they copy
them for handwriting practice), clay, (here they make their spelling words
out of clay, copy them in a notebook), sand words, (writing their spelling
words in glue and sprinkling with sand), puzzles, computer, and yes, they do
work in that "remedial" folder once a week too.  I have other activities that
I included in their folders, but I can go into more detail if you email me.
This will take a few days for the kids to get used to, but once it's running
somewhat smoothly, they will know exactly what to do at any given time.  I've
done this when I worked in a self-contained class and it worked well.  Good
luck-email me if you need anymore ideas.  Oh yeah-my whole intention for
doing this was to reduce the time they spend working on worksheets
independently.

SUBJECT:  Eligible???     Date:  96-11-13 20:10:31 EDT
From:  TFP5090

I would appreciate any comments, feedback or suggestions concerning this
situation.  I'm feeling frustrated right now.

I went to a team meeting concerning a grade four boy who has had a history of
school difficulties.
He had a full psych eval which revealed a full scale IQ of 85 (WISC-III) with
no discrepancy between verbal and performance.  All standard scores for
academics were in the high eighties or above which to me meant that he is
achieving at his ability level.

Here's the concern.  This student has a health problem, and takes medication
which causes drowsiness.  He was on it when evaluated.  Recently he was also
diagnosed with ADD, and is also on ritalin.

Four out of six team members want this student to be eligible for special
education services because he is not on *grade* level.  The school
psychologist tried to explain that he may always struggle with his learning,
would benefit from modifications, and is working at his ability level.
No go.  I suggested a 504. NO.  I suggested that we bring in the Special Ed
director to help discuss eligibilty. No.  I offered to assist with
modifications.  No.  They want him to be *mine.* (Resource Room-pull out)

I am more than willing to work with any student that requires special
education services.  I feel that this student, however, is not being given
the chance to participate in a general ed  program.

Oh, yes...one more thing...In *private* the teacher told me a few days before
the meeting that she didn't want any *stress* this year, and wasn't going the
be responsible for this student.  At the meeting however, she very
professionally stated all kinds of modifications that she was implementing in
class.

Has anyone had a similar situation?  Am I over reacting because of this
teacher's attitude? Should this child be eligible?  By the way because of
time limitations, the meeting will have to reconvene next week to make a
decision.  Thanks in advance for your help.

SUBJECT:  Re:Request E mail penpals     Date:  96-11-13 20:25:09 EDT
From:  U5054

I don't have e mail in my room, but I have several 4th & 5th graders
(inter-related resource) wanting penpals.  I'm willing to post at home - AOL.
Interested?   U5054

Janet

SUBJECT:  pen pals     Date:  96-11-13 20:39:43 EDT
From:  DEAN2TCHR

I know many of you have already established pen pals, but... we have just
gotten hooked up on Netscape at school with a dedicated phone line!!!  If any
one out there would like to e-mail back and forth with Middle School Resource
students please let me know.  Thanks.

Netscape address is:
[e-mail]

AOL address is:
DEAN2TCHR

Thanks again.

SUBJECT:  Re:Request E mail penpals     Date:  96-11-13 20:44:37 EDT
From:  DEAN2TCHR

I will ask my students tomorrow if they would like to write to 4th and 5th
graders.  I was hoping for students more their age.  But who knows, they may
love to write to elementary students.  Thanks so much for answering:)  I'll
be in touch tomorrow.

pdean

SUBJECT:  Re:Eligible???     Date:  96-11-14 00:55:57 EDT
From:  SusanS29

"I am more than willing to work with any student that requires special
education services.  I feel that this student, however, is not being given
the chance to participate in a general ed  program."

Would he be taken out of the regular classroom and put in a special one? That
would really be a travesty.

SUBJECT:  Re:Eligible???     Date:  96-11-14 01:11:44 EDT
From:  MarRigby

Wow! Do you have a Sp. Ed. coordinator?  He/she needs to be invited to this
meeting, whether they want him/her or not! That person is also an
administrator. What is the worst that can happen if you invite him/her? Your
staff is trying to intimidate you! Who is on this team that will not let you
invite this person? To me, this child does not qualify for services. He fits
the description of the slow learner to me.  Has it ever been documented that
the child was functioning on a higher level  before beginning all this
medication? Also, I'm sure that if the psychologist noted that the child was
too tired to function, he/she would have broken the testing into shorter
sessions to accomodate for the drowsiness.

However, he sounds like he could be a candidate for 504 services based on his
health problems and ADD. Under a 504 plan he may qualify for tutoring if need
be.  Try posting this in the 504 topic. There are some very knowledgeable
people there who know a great deal more about 504 than I do.

That teacher sounds like a real winner. Very lazy! I'm not sure what you
could do about her, especially if she has other students of yours, and you
need to work with her on a regular basis.

Marilyn



SUBJECT:  Re:Eligible???     Date:  96-11-14 01:17:20 EDT
From:  MarRigby

How about calling your Sp. Ed. coordinator, and asking him/her how to suggest
ways with dealing with this particular situation. You are really stuck
"between a rock and a hard place". Good luck!

SUBJECT:  Re:Resource Room Ideas     Date:  96-11-14 21:56:23 EDT
From:  Mrebel

I'm a 7th grade resource room teacher/consultant. I take content-area
material and teach mini-lessons in the resource room. I try to break it into
pre-reading activities (direct instruction of new vocab, etc.) outlining
techniques(skimming & scanning); We do a lot of work on how to take tests - I
make up my own for each area after consulting with the content teachers - The
students look forward to my "pre-tests".  I'm not real big on worksheets &
folder work (too boring).

SUBJECT:  Re:Resource Room Teachers     Date:  96-11-14 23:23:31 EDT
From:  U5054

I have 4th & 5th graders.  I have set up the first hour and the last hour of
the day as study skills/study hall.  The rest of the day is divided into
groups of reading skills, written expression, and math groups.  The first
hour is my busiest.  One of the reading groups is geared toward decoding
skills right now.  I do lesson plans for each group, and seperate plans for
my FAS and MH kids.  Work folders for each student has directions, games, or
books to work on.

SUBJECT:  Re:pen pals/ideas     Date:  96-11-14 23:40:57 EDT
From:  U5054

I have fourth and fifth graders that are interested in having penpals.  Every
single one of my students has written language as a goal.  I am a first year
teacher as well.  One of the things my class is working on is a Wall of Fame.
We write letters to different people and ask them to join our Wall of Fame by
returning a letter and/or picture to be included on the W of F.  I have a big
map on the classroom wall where we display all their letters that they get
answered.  I started the year with a form letter that we composed.  The
fourth graders are still using it with one added sentence/question.  Most of
the fifth graders are comfortable enough to write their own letters now.  I
use addresses from a book by M. Levine called THE ADDRESS BOOK.  It's
great....you can find movie stars, singers, political people, & others in the
book.  The kids LOVE IT!!!  We have sent out over 60 letters, but have only
gotten 25 replies as of this date.  The kids are still enjoying it.   email
me if you want to give it a try

Janet
U5054

SUBJECT:  Re:Resource Room Ideas     Date:  96-11-15 16:49:16 EDT
From:  STE JANS

Those are good ideas and I'm sure they work with only 1 or 2 grade levels ,
even 3.   I have k-6 all day and they are at times pulled at the same time.
I have up to 11 students at once-any grade level.   They cant all be pulled
at different times because I have 38 students with more coming.   If you
leave out lunch and specials, I'm left with 5 hours to serve 38 kids.  Also
the regular ed teachers arent very cooperative and flexible with times- some
not all. Some of my students are in for 45 minutes, 60, 75, 90, 150 and even
180.  Is there anyone out there with a similar situation?  I was just told
today my number on my roster can go up to 50 because I have an assistant (who
happens to be useless) .  I'm very FRUSTRATED!!!!!!   Anyone else like me
anywhere?????  I swear this is a real situation -it just sounds
UNREAL!!!!

SUBJECT:  Re:Resource Room Ideas     Date:  96-11-15 16:55:43 EDT
From:  STE JANS

Oh yeah I forgot to add my kids are classified all areas- Autistic, Beh/Emot
Hand, LD, EMH, OI, OHI, PRE/Dev Delayed, VI, !!!!!  I think I'm in over my
head- its only my 3rd year teaching !!!

SUBJECT:  Re:Resource Room Ideas     Date:  96-11-15 17:43:22 EDT
From:  R u Niz

Maybe I'm nuts.  I used to be considered a Resource Room Sp-Ed teacher.  The
maximum # of students I was allowed by the State of Illinois to carry on my
caseload was 20.  This number could rise to 22 ( and did a few times) with a
waiver.  Beyond that, an aide or an additional teacher would be required.  It
was/is also law that I could not serve students at the same time who had an
age range of more than 4 years.  Now our program is called a Continuum of
services.  As of Tuesday I have 16 students, four of whom are listed as
severe LD.  Apparently my caseload will again reach 20.   Due to the fact
that my students are Jr. High level, and classes are departmentalized, to
serve the severe and mild cases I have only two prep periods a week.  The job
gets tougher and the planning time gets shorter.
Solutions offered by fellow Sp-ed teachers:  If the aide we share comes to me
for an entire period, leave her work to do with the class and take a prep.
Or, send the students to the regular ed class with a packet of work I have
prepared for them and take a prep.  I find both solutions unacceptable and
question the legality.

How can anyone carry a caseload of 38 students with the disabilities
described in the previous post and survive, let alone teach?  Is this a
public or a private school?  You make my job look like a piece of cake.

Now let me share something great.  One of my severe kids made honor roll this
week.  I'm so proud of what he accomplished, I just had to share.  By the
way, he had to pull at least C's in his mainstream classes to do this and I
reduced the modifications this quarter to see how he'd do.

SUBJECT:
Re:re:Eligible???     Date:  96-11-15 17:51:11 EDT
From:  TFP5090

"would he be taken out of the regular classroom and put in a special one?
That would really be
a travesty."

Susan...they want him to receive all his major subjects in my resource room
which is a pull out program.

SUBJECT:  Re:re: Eligible???     Date:  96-11-15 18:00:42 EDT
From:  TFP5090

"Wow!  Do you have a Sp. Ed. coordinator?  He/she needs to be invited to this
meeting, whether they want him/her or not."

Marilyn...I spoke with the sped. coordinator, and according to him, all
medically involved situations are different, and should be dealt with at a
school level.  Now that I have meeting notes, etc.  I will review them with
him, and ask his opinion on the situation.

The next team meeting has been postponed by parent request until the end of
the month.  I asked permission to meet this boy, test him, and observe.

I met him, and actually he was quite focused, and not that far off base
academically.  I asked him if he would be willing to read to the principal,
and he was quite excited.  He can read out of his grade level book with
decent fluency. Comprehension was fine.  I will bring as much "evidence" of
his functioning levels to the next meeting.

By the way.... he poured his heart out to me about a number of family issues,
yet refused to talk to the school social worker when I suggested it.  He also
told me that his mother said he was going to be out of the room all day for
help. He wants to be in class.

Thanks for your comments, feedback, and support, Marilyn.  I appreciate
it.

SUBJECT:  Re:re: Eligible???     Date:  96-11-15 19:24:27 EDT
From:  MarRigby

Hi Again!
Your case had me so intrigued that I asked my own Sp. Ed. coordinator what
you could have done! She couldn't believe that you were prevented from
inviting your special ed. coordinator to the meeting. She did say my advice
to you was right--to call your coordinator and discuss it with him/her.

 So you did, and it seems that your coordinator doesn't want to face a team
of angry teachers! Of course each case is judged on its own merits. That's
why we have PPTs in the first place, to look at an individual student! Is the
principal involved? What side of the fence is he on? Will your coordinator
give you feedback once you give him all the data? Good luck!

Marilyn

SUBJECT:  NEED INFO!     Date:  96-11-15 21:29:28 EDT
From:  Luannev

Hi I am a Elem/SLD Ed. major and I am trying to write a term paper about the
developmental delays  in premature children. I am not having much luck
finding info. If anyone has info or a good idea where to look it would be
VERY helpful!! Thanks [e-mail]

SUBJECT:  Re:Frustration     Date:  96-11-16 00:06:29 EDT
From:  BCleven870

I am experiencing the same problem.  I have K-3 LD/BD/EMH  all on totally
different levels.I am working seven days a week to try and plan lessons on
all levels.  Then with all of the staffings I have to attend I have teachers
upset with me that I am not meeting the minutes stated on the IEP.  I wish I
could find an easy solution.  If you hear of any please let me know.

SUBJECT:
Re:inclusion or pull-out     Date:  96-11-16 00:12:46 EDT
From:  BCleven870

I like my pull out program much better than inclusion.  The reason, the kids
think of my room as a " safe place".  This is their place to shine and to not
feel that they are dumb or stupid.  My students self esteem soars in the
resource room, when they go back to their classroom they try to blend in and
try their best not to answer questions for fear of being wrong.  The things I
have a problem with is having to cancel classes because of staffings and
getting my kids to leave when it is their time to go.  They would stay in my
room all day if I let them,

SUBJECT:  Re:re:re:Eligible???     Date:  96-11-16 12:04:40 EDT
From:  TFP5090

"Is the principal involved?  What side of the fence is he on?"

Marilyn...the principal wants special ed placement.

"Will your coordinator give you feedback once you give him all the data?"

I'm hoping that now that I have meeting notes, etc. the coordinator will have
more information, and when we sit down to discuss the situation will be able
to give me some advice.  This is the first time this has happened to me, and
I'm sure the coordinator has seen this before.  I think he thought that we
would be able to handle it at a school level, and now he will know there was
a lot of disagreement, and the issue will have to be resolved.

Once again, Marilyn, thank you for your support and feedback.

SUBJECT:  retained
students     Date:  96-11-17 14:25:17 EDT
From:  Dbw345

Please help.  I teach in a full inclusion school, and we are seeking more
effective strategies for dealing with students who are retained. If the
strategies didn't work the first year in a grade, we are concerned that they
aren't effective the second year either.  We are open to all ideas including
multi-age classrooms and other alternatives to retention in the same grade.


SUBJECT:  Child having difficulty      Date:  96-11-17 16:31:27 EDT
From:  RickTag

I am working with a student who suffered a traumatic brain injury a few years
ago.  She seems
to have difficulty retaining new information in her classes.  Any suggestions
to help her with
her content subjects.  We already review new vocabulary daily from
flashcards, modify her tests
to have fewer items on a page and fewer multiple choices for each question.
Do to poor spelling
and writing skills we have her dictate essay answers.  By the way, she is a
fourth grade  student
who according to previous records is a multisensory learner.

SUBJECT:
Re:learning disability?     Date:  96-11-18 01:28:15 EDT
From:  SLWags

I just had to say you sound like a very caring teacher and I was touched.
The child you describe sounds just like my daughter, except that she does
receive resource room help.  Unfortunately, I can't seem to get her teacher
to modify the classwork for her at all.  Right now, I have to send her a
letter to modify a unit reading test which was taken in regular class with
modifications.  I wish she could have you for her teacher.

SUBJECT:  Re:inclusion
or pull-out     Date:  96-11-18 02:02:05 EDT
From:  SULLYandMD

   First of all, its not a case of either or!!  Discuss the least restrictive
enviroment at the IEPC.  Nothing can be more restricting than to put a kid in
a class where the teacher isn't sure how to deal with the child. The kid gets
a watered down cirric. or he develops a poor self concept.
   Sometimes I wonder who we, the special educators, are trying to kid.  The
kids know who is at the top of the heap and who is at the bottom of the
barrel.  We need to get real.  Some kids find "their helping teacher" in
their classroom about just as much fun as having their mommy tie their shoes!
On the other hand, its not fair to miss a hands on project to drill vowel
sounds.
     Ask yourself and then the classroom teacher can he do what the others
are doing? Can the assignment be discreetly altered?  If the answer is no to
either one of these questions then DON'T do it. (Of course my asssumption is
that the administration is into what's best for kids and not letting
economic, political or trendy policies influence placement. Ha,ha!) I've been
the classroom teacher, the pull out teacher and the inclusion teacher.
Education is not a one size fits all program.  When will we be professional
and begin to see the light?

SUBJECT:  Re:retained students     Date:  96-11-18 02:27:14 EDT
From:  SULLYandMD

Just retain the student and put him in the best teachers classroom.  You know
who that teacher is.

SUBJECT:  Re:Eligible???     Date:  96-11-18 10:43:22 EDT
From:  Ratatat

<<Has anyone had a similar situation?  Am I over reacting because of this
teacher's attitude? Should this child be eligible?  >>

He should be eligible for whatever accommodations are necessary to meet his
specific needs as a student diagnosed with ADD under Section 504, and
according to the Dept. of Education policy clarification memorandum of 1991.
Low average IQ does not qualify a student as disabled, but ADD can if it is
interferring with his ability to learn at his ability level.

SUBJECT:
Re:retained students     Date:  96-11-18 10:51:12 EDT
From:  Ratatat

<We are open to all ideas including multi-age classrooms and other
alternatives to retention in the same grade. >>

You are right that there is no point in "re-cycling" the child through the
same material again.  Understand, first of all, I believe that retention is a
poor accommodation for a child who is having problems learning.  What is
important is to find out at what point the child is currently performing, and
work from that point toward reasonable goals of achievment.  It is important
to do some "prescriptive" education, meaning that you need to very specificly
know the areas and processes with which the child is having problems and
address those with supports and remediations designed to "shore up" those
areas.

SUBJECT:  Re:inclusion or pull-out     Date:  96-11-18 14:22:50 EDT
From:  SusanS29

"I like my pull out program much better than inclusion.  The reason, the kids
think of my room as a " safe place".  This is their place to shine and to not
feel that they are dumb or stupid. "

I have had the same experience. Of course, my kids always experienced success
with me... and they really liked that.

I think we have to consider the kids' perceptions. Does a sixth grader want
to be working on times facts at the back of the room where all can see? No
way. Does a fourth grader want to work on elementary phonics in front of her
peers? No way.

SUBJECT:  Re:retained students     Date:  96-11-18 14:26:45 EDT
From:  SusanS29

First suggestion is stop retaining. It won't help.

Second suggestion is since the horse is out of the barn, do some diagnostic
testing. At the very least do some diagnostic teaching.

Now that these kids have been retained the school has an unyielding
obligation to find out what these kids' difficulties really are and how to
teach them more effectively.

SUBJECT:  Re:inclusion or pull-out     Date:  96-11-18 14:27:41 EDT
From:  SusanS29

"Some kids find "their helping teacher" in their classroom about just as much
fun as having their mommy tie their shoes!"

AMEN.

SUBJECT:  Re: Resource Ideas     Date:  96-11-18 17:30:49 EDT
From:  N Johnson8

I am currently a new teacher in the resource room setting. I taught
self-contained EMH/TMH for two years of 5th grade.  I am currently serving 32
students(K-5)  with EH, EMH, and LD all day with a part-time aide for 2 hours
each day.  The resource teacher next door is serving 38( 3 EH and the rest
LD.)  My classroom is consisted mostly of kids who have behavior problems.
My principle observed my classroom and I received low marks in my
management-at the time there 18 kids all of whom have varying needs
emotionally and academically, with no assistants..
  I went to observe another school-to help with my classroom management!  It
was in no comparison, because her classroom consisted of a max. of 10
kids-where they also come to see her by grade level and at any given time I
have 3 different grades in the class with various levels.
   This has become a little frusturating; but comparing my class to another's
where we are teaching similiar curriculm-except her numbers are much more
managable!
 Being new I almost created the problem for myself-any suggestions for things
to keep busy for kids who have little desire to do anything
independently!

SUBJECT:  Re: Caseloads     Date:  96-11-18 18:44:14 EDT
From:  R u Niz

Hey, Susan--Ratatat...
I keep reading posts from teachers who are carrying immense caseloads of
cross-categorical students.  I know there is a law concerning age ranges
served in the same space at the same time.  Refresh my memory, does the law
say anything about the number of students?  In Illinois, it appears to be
increasing.  Is this a state by state or district by district decision?
I know that my program works better with small groups (obviously).  As the
numbers increase and my teaching space decreases I'm feeling less effective.

Thanks.

SUBJECT:  Re: Caseloads     Date:  96-11-18 20:15:43 EDT
From:  Ratatat

<< Refresh my memory, does the law say anything about the number of students?
In Illinois, it appears to be increasing.  Is this a state by state or
district by district decision?>>

I believe that this sort of thing would be in your state's education code.
The feds certainly have said nothing specific about it in the special
education laws.  The parts of the laws that would apply would be "least
restrictive environment," "appropriate education" and to "meet the needs" of
a student.

An overburdened classroom might be in conflict with these mandates.

SUBJECT:  A
question     Date:  96-11-18 23:10:23 EDT
From:  LorBis

I teach in a resource room and most of my students come to me for replacement
reading (no inclusion for me thankfully).  I have a situation where many of
their regular class teachers regularly send the students to me to get some
"extra work" for the times they are not in my class because "the morning work
is getting too hard for him", or "the class is still doing reading."  It has
been done this way since before I became the resource teacher, but I feel
this is the kind of area where the regular class teachers should be making
modifications for their special ed students.  It is hard enough for me to
keep all of my kids busy when they're with me, let alone keep them busy with
what ends up being busy work when they're not with me.   Does anyone else
find themselves in a similiar situation?  Suggestions?

SUBJECT:  Re: Resource
Ideas     Date:  96-11-18 23:33:07 EDT
From:  Lady Bert

May I suggest you check your state regs. for how many children you are
allowed to service at once.  It sounds like you are over loaded!!!What is the
max. for your load period....It should be around 20-25..Check it out and
stand by the regs. and the max. the best you can..

SUBJECT:  Re:Eligible???     Date:  96-11-18 23:46:40 EDT
From:  DebbieFr

Isn't one of our jobs a professionals to service kids in the least
restrictive placement possible? It seems to me that this placement needs to
be the first step to see if the students needs can be meet. Ie. Can this
young man be academically successful while in the regular class with
modifications? What are the parents feeling on the issues?

SUBJECT:  Re: Resource
Ideas     Date:  96-11-19 20:50:29 EDT
From:  STE JANS

i habe the same problems as you do.  My roster is currently at 37, with a
full time aide.  Dont be jealous of the full time aide, shes pretty much
useless.   Anyhow- i set up 2 computers with various games, a listening
center, and they also have the DREADED work foldes which they work on daily.
I know these arent very wonderful, creative ideas but I also do the testing
for  the new referrals in our school and all the paperwork... so it doesnt
leave me much time for creativity.  We are testing new students at a rate of
about 8-10 every every 3 weeks.   At least half of these will place and of
course the first setting thats tried is resource.  I know my number will
easily reach 40 by Christmas.  l was told that I can reach 50 alltogether,
maybe more because I have that great assistant..   I pretty much have already
decided to switch over to regular ed next year.. Im really glad I got my
double certification while I was in school. Its a shame beccause i love
special ed but I'm getting too stressed out by the enormity of my situation.
I also know the kids are not getting as much time as they deserve, which isnt
necessarily my fault, but of which I still feel responsible.

SUBJECT:  Re:
Caseloads     Date:  96-11-19 20:52:46 EDT
From:  STE JANS

Ru Niz- Each state has different limits. Ive taught in 4 states and they have
all been different.  I wish I knew an answer, but like you Im feeling less
and less effective everyday.

SUBJECT:  Re:A question     Date:  96-11-19 21:02:36 EDT
From:  STE JANS

Hi LorBis- weve chatted before on this subject I believe.  In my situation i
have teachers sending out all their busy work that the students dont finish
so I can make sure It gets done.  I even have one teacher that keeps her
students from coming to me, and tells them if they dont finish their
classwork they cant come out to me.   Like Im all fun and games, and their
the real teachers.   Ive had several students not do my homework, saying that
they had to do other work first.   Even as far as the behavior goes they
sometimes act different.  Im in a trailer and they come out to me with the
attitiude that the same things/rules dont apply in my room.   Ive talked to
my principal and she has said she will discuss it with them, but no results
so far.  They also never send me lesson plans, or even notes on what they are
working on in their classes..  Even after many notes and constant requests,
There are 17 of them, and only 1 me, so Im pretty stuck.  Any ideas would be
appreciated here too.

SUBJECT:  Re:A question     Date:  96-11-19 21:44:13 EDT
From:  ItIzShana

" Ive had several students not do my homework, saying that they had to do
other work first.   Even as far as the behavior goes they sometimes act
different.  Im in a trailer and they come out to me with the attitiude that
the same things/rules dont apply in my room. "

I have that same problem in my resource room! I'm not in a trailer, but they
do think that the rules don't apply to them. And they don't do my homework.
They don't think of me as being a "regular" teacher, even though I see my Jr.
High School students for Reading and/or Math instead of going to their
regular class.

Marilyn

How can teachers dare keep their students from coming to your room??? Have
you told these teachers that once that IEP is written, you are mandated by
law to serve these students? They have no choice but to send them.

SUBJECT:
Re:Varied Ability Levels      Date:  96-11-19 22:01:09 EDT
From:  LDentel

I have used the Project Read program very successfully in grades 1-6. It has
several strands dealing with reading and writing. It is multi sensory and
phonetically based.

SUBJECT:  Re: Caseloads     Date:  96-11-20 10:17:11 EDT
From:  SusanS29

"I know there is a law concerning age ranges served in the same space at the
same time.  Refresh my memory, does the law say anything about the number of
students?  In Illinois, it appears to be increasing.  Is this a state by
state or district by district decision?"

As far as I know it's a state-by-state decision. Personally I think it's
appalling to even put EMR students in with LD students. Their educational
needs  as well as effective teaching practices are quite different.

Sometimes I fear that the golden age of special education has passed, and
that legislators will continue to muddy the water (attempting to save money)
until special education again becomes the "backwater dumping ground" it so
often was before 94-142.

SUBJECT:  Re:A question     Date:  96-11-20 10:23:20 EDT
From:  SusanS29

"How can teachers dare keep their students from coming to your room??? Have
you told these teachers that once that IEP is written, you are mandated by
law to serve these students? They have no choice but to send them.  "

When this happened to me, I went to the room to get the students. This ended
it pretty roundly, except for one mean-spirited teacher who then started
sending the students *every single day* -- even if some special hands-on
activity with a guest speaker was involved.

Example: in Fourth grade they studied state history, and Daniel Boone was
very prominent in our state's history. A fellow who was a history buff came
to the fourth grade dressed in period clothes. He had the rifle of the time,
food of the time, etc., and pretended to be Daniel Boone. It was a wonderful
history lesson.

This teacher sent the students. Fortunately students from two other classes
didn't come, so I asked -- and returned the students to this great program.

I also stayed. Then I knew what was going on (and the teacher couldn't claim
I did it just to get myself some free time).

After doing this sort of thing a couple of times the nonsense stopped.

SUBJECT:
Re:A question     Date:  96-11-20 19:55:24 EDT
From:  MarRigby

I've never had that particular problem. What happens often is that the
teachers get involved with what they are doing and forget to send them. Most
of the time I call for them, and there's no problem.

I do have another problem, though. I have a 13-yr. old student who came from
a full-time Sp. Ed. program with an SEM label, who is as obnoxious and rude
as can be. However, I think he should also have had an LD label. After seeing
the psyche., indicating average intelligence, this child CANNOT read. For
some strange reason, his IEP states that he is reading at the 4th grade
level! No way! The problem is that he will not allow me to assess his reading
level, much less even attempt to give him materials that he can work with. My
principal is going to try and assess his reading level on Monday, using the
Spache. Once we do have a grade level, how do I go about getting him to work
at his appropriate level? Most of the students in his group are working at
approx. the fourth grade level, but he can't do it. I'm thinking Merril
Linguistics until my SRA Corrective Reading program comes in.

SUBJECT:  Re:
Caseloads     Date:  96-11-20 20:03:16 EDT
From:  R u Niz

Susan--I agree that it does not make sense to place EMR students with the
LD--I know it bothers my LD students.  It's even worse, though, to place
behavior disordered students into the mix.  I've been wondering if I came
back to work just in time to watch the special ed programs fall apart.

When I really get depressed about my situation, I read the messages from the
teachers in worse situations, and then I dig back in.  I have an emotionally
disturbed student this year who joined us in September as a non-reader (7th
grade student functioning at 1st grade level).  After two and a half months
of Dolch words and SRA she has begun to read sentences out loud from the
computer and today from the 7th grade Language Arts book.  The look on her
face as she realizes she's reading is why I'm in this field.  It helps make
the other garbage go away for awhile. : )
P.S.  Hope you feel better soon!

SUBJECT:  Re: Caseloads     Date:  96-11-20 23:31:44 EDT
From:  STE JANS

Ru- I keep looking for situations worse than mine,  but can't seem to find
any.   Today I found out I am receiving 3 more new students,  1 3rd grader
LD, 2 1st graders, and 1 is a severe behavior problem , mom doesn't want
meds or a BEH class, and the regular classroom teacher keeps whining she
wants him gone all day.   I keep trying to nicely explain you dont take a
child from reg class and directly place in self contained.   She says we have
to get him out as much as possible as often as possible, I don't want him as
my problem anymore.   So I nicely say that he is  a child , not a problem,
and he is still only coming to me for part of the day.  So he is now OUR
problem.  Its the law and thatsthe way we all have to do things.   Of course
before this I never heard a peep from her, or a single question on how can we
help this kid.

SUBJECT:  Re:A question     Date:  96-11-21 09:31:33 EDT
From:  Ratatat

<<The problem is that he will not allow me to assess his reading level, much
less even attempt to give him materials that he can work with.>>

It's the student that's so oppositional, or the school psych?  Sorry, I got a
bit confused reading your post.  I'm assuming it's the student.

SUBJECT:  Re:
Caseloads     Date:  96-11-21 09:32:38 EDT
From:  Ratatat

<<After two and a half months of Dolch words and SRA she has begun to read
sentences out loud from the computer and today from the 7th grade Language
Arts book. >>

How terrific, and how rewarding.  Brava.

SUBJECT:  Teaching Strategies     Date:  96-11-21 09:42:59 EDT
From:  Ratatat

I've just bumped into what look like excellent resources while "surfing" the
web this morning.  I found them on the Council for Exception Children pages.
Anybody know about them?

"Instructional Classroom Management: A Proactive Approach to Behavior
Management" by Edward J. Kameenui and Craig B. Darch, 1995.  Synopsis: The
primary difference between instruction approach to classroom management and
all other approaches is that before an action or problem occurs, the teacher,
carefully and strategically, teaches all that is required so that the
students will have the information necessary to behave appropriately.  The
authors offer a 180-day plan or curriculum for teaching appropriate behavior.
Teachers will learn how to use effective teaching procedures in social and
behavioral skills instruction.  ISBN: 0-86586-0636-1, CEC Catalog #S5126,
209pp, $22.40.

and

"Teaching Social Skills:  A Practical Instructional Approach," by Robert
Rutherford, Jane Chipman, Samuel DiGangi and Kathryn Anderson, 1992.
Synopsis:  Interventions to help teachers develop prosocial behavior in
students who are withdrawn, immature, or aggressive.  The program addresses
23 specific skills.  Before selecting an intervention, the teacher must
decide whether the student can't or won't behave appropriately.  CEC Catalog
#S5063, $79.

CEC Catalog orders 1-800-232-7323.

SUBJECT:  Re:A question     Date:  96-11-21 18:40:13 EDT
From:  MarRigby

Ratatat:

Definitely, it's the student who is so oppositional.  I want to help him
improve his reading skills, but he won't even let me test him. He refuses to
work on anything lower than the other students are working on--approx. 4th
grade level. I really want to help this kid, but he doesn't want the help. He
won't even let me talk to him. I am not ready to give up on this kid. He just
came from a full-time Sp. Ed. class with an SEM label. I don't want to send
him back into full-time until I've tried everything there is to try. How does
one establish a rapport with a student who is so oppositional?

Marilyn


SUBJECT:  Re:Varied Ability Levels in      Date:  96-11-22 20:09:58 EDT
From:  MENTOR3346

I definitely agree w/frustration ! I tch JH LD Res kids. My main dissat. is
that I have VERY little control over my students' curric. anymore. I've been
working w/ this population for 14 years; self-contained @ 1st & now resource
(which USED to be for the "less severe".) . Inclusion is good for some kids,
but NOT ALL. It has made things more difficult for me, the regular ed tchr,
and for the majority of kids. I predict the educ. pendulum will swing back
w/in 5 yrs.

SUBJECT:  Re: Caseloads     Date:  96-11-22 22:00:26 EDT
From:  SusanS29

" The look on her face as she realizes she's reading is why I'm in this
field.  It helps make the other garbage go away for awhile. : )"

That, my friend, is a stupendous outcome. I hope you'll remember this the
next time you're really bummed out... :) And yes, finally I'm feeling MUCH
better. PHEW!

SUBJECT:  Re:A question     Date:  96-11-22 22:04:17 EDT
From:  SusanS29

" I am not ready to give up on this kid. He just came from a full-time Sp.
Ed. class with an SEM label. I don't want to send him back into full-time
until I've tried everything there is to try. How does one establish a rapport
with a student who is so oppositional?"

He's protecting a very bruised and battered ego, and I'm not sure it's even
fair to call it oppositional under the circumstances.

I would try to find a way to teach him skills based on the fourth grade work.
Perhaps he has splinter skills you can help pull together.

Sometimes these kids can learn syllables, and when they can, if you write out
words in two colors like this (the asterisk is a big dot, in a second color)

      re*li*a*ble

they can start to work on harder words.

I would take the fourth grade work and work on sight words *from that,* and
try to find ways to teach him from that. He's had enough; he's humiliated by
his deficits and he's not going to have his nose rubbed in it any longer.
That's his percpetion and I'm *certain* doesn't reflect what you have in
mind, but since you aren't gonna change his mind, you aren't gonna win this
one.

SUBJECT:  re:unsupportive reg. teacher     Date:  96-11-23 11:59:03 EDT
From:  Writes4pay

<< I even have one teacher that keeps her students from coming to me, and
tells them if they dont finish their classwork they cant come out to me.  >>
Your principal needs to remind this teacher that federal law has more clout
than she does and federal law says nothing about students having to "earn"
their way to resource help each day.
Talk about stressing out the very students who don't need the additional
stress!!!! I would file a major complaint with the administrators over this
one.
Candy

SUBJECT:  Re:re:unsupportive reg. teac     Date:  96-11-23 15:12:21 EDT
From:  STE JANS

Ive already talked to my administrator about this and other situations.  This
is her first year at our school, so shes trying to see all sides.   I get the
feeling her feelings are, side with 1 resource teacher, or 18 regular ed
teachers.  (I deal with 18 different homerooms now)   One of the regular ed
teachers really ticked me off the other day.   I'm at the point wher I'm
going to ask the principal to call a meeting with all the teachers of
Resource students.   This way we can discuss the real PURPOSE of resource,
and what is expected from teachers on both sides.   The seem to have the
impression that is a big dumping ground for al the students that they are
tired of dealing with-or take up too much of their time.    If the principal
doesn't help, I'm going to the Exc. Childrens Department myself, and asking
them to step in.   I'm tired of being nice, and getting walked all over..


SUBJECT:  Re:A question     Date:  96-11-23 20:23:45 EDT
From:  MarRigby

Susan:

Thanks very much for your input. I did have a minor success with him
yesterday. I explained to him what a learning disability is, and explained to
him that he had a learning disability in Reading. He seemed quite impressed
when I told him that he was intelligent, and not SLOW! That was the first
time he let me talk to him at all.

I will do as you suggest, and try to work with him at the fourth grade level.
I will be working with his whole group on the SRA Corrective Reading Program,
so he won't feel that he is being treated differently.

I'm not sure that he is oppositional, either. But he is very disrespectful
and even somewhat intimidating.

Marilyn

SUBJECT:  Re:re:unsupportive reg. teache     Date:  96-11-23 21:11:55 EDT
From:  SusanS29

"<< I even have one teacher that keeps her students from coming to me, and
tells them if they dont finish their classwork they cant come out to me.  >>"

I might go further. I might go to the principal, and map out a problem, such
as "parents and teachers should know more about how I spend my time and what
happens in the Resource room."

This would set you up to send home a weekly report to parents on how much
time their child spent in the resource room, and what was done during that
time. Be sure to include on this form the amount of scheduled time.

Then you'll have the *parent* upset, and the *parent* has clout.

SUBJECT:  Re:A
question     Date:  96-11-23 21:13:56 EDT
From:  SusanS29

"I'm not sure that he is oppositional, either. But he is very disrespectful
and even somewhat intimidating."

Marilyn I'm sure he is... :) But my feeling is that labeling a child
"oppositional" is a *real* action-stopper.I really don't know if you can
teach the child effectively using my approach, but I think it's safe to say
that what was going on before was unlikely to result in reading gains (no
criticism there meant toward *anyone* -- this kid has managed to tie people
up in knots!)

SUBJECT:  Re:A question     Date:  96-11-24 04:02:56 EDT
From:  C1R2MEYER

     Have you tried taped books?  I think your "oppositional" student could
benefit from following along with taped books (at the same level everyone
else is reading--4th grade).  You could also have other students use taped
books so that no one felt singled out.
 However, make sure you talk slowly when taping and use a lot of expression.
The Carbo method advocates having only a couple of minutes of tape--which
students need to listen to at least twice and complete comprehension
activities before moving on to the next portion of the text.
I think that once this student feels like he is a valued part of the grou,
you will have more success in assessing him and setting up a program to meet
his needs.
  (even if most of it is informal assessment).

SUBJECT:  Resource Room Student      Date:  96-11-25 21:06:00 EDT
From:  TabickH

I am a New York City regular ed teacher and chapter leader. We are having a
problem in my school and I would like the help of a Resource Room teacher in
the New York City school system. Our Resource Room students are provided with
45 min. of Res. Rm. a day, they are receiving untimed tested in a modified
location. When it comes to grading Reading and Math on the report card they
are being graded by how they function per grade standards for their grade.
The parents are very upset. They feel the students should be judged taking
into considerationt their disability. The classroom teachers have been told
by the administration that the standards for the grade level are to be met or
marked accordingly. Who is correct and what can be done to help these
students who are getting mixed vibes.

SUBJECT:  Re:Resource Room Student      Date:  96-11-26 01:55:59 EDT
From:  SusanS29

Where I taught, when the child was instructed by the resource teacher in a
subject, the resource teacher graded. On the report card there was a box by
each grade that could be checked off "Below Grade Level."

That way the student could get acknowledgement for the fact that he or she
was working hard and progressing, but the report card wasn't misleading.

SUBJECT:
Re:Resource Room Student      Date:  96-11-26 19:57:10 EDT
From:  R u Niz

In Chicago, we mark the grades with an * and on the report card write
"modified instruction".  The student is graded according to his own ability,
not measured against everyone else--the "modified instruction" signals that
modifications have been made in the instruction.

Even my colleagues don't agree about grading.  I feel that if a student is
doing his best work--good effort, turns in work, participates fully--and is
progressing toward or is achieving IEP goals, that student should be eligible
for "A" or "B" grades. A fabulous Sped teacher that I work with believes that
anything above a "C" on a modified subject misleads the parents and student.


SUBJECT:  Re:Resource Room Student      Date:  96-11-27 02:46:40 EDT
From:  SusanS29

"I feel that if a student is doing his best work--good effort, turns in work,
participates fully--and is progressing toward or is achieving IEP goals, that
student should be eligible for "A" or "B" grades. A fabulous Sped teacher
that I work with believes that anything above a "C" on a modified subject
misleads the parents and student."

I agree with you. Make sure that the *fair* grade *doesn't mislead.* This
isn't hard (smile).

I didn't give a lot of A's, but occasionally I did, and when I did those kids
had worked *very* hard.

Why work hard if no matter how hard you work, you'll never get anything above
a C?

SUBJECT:  Re:Resource Room Student      Date:  96-11-27 17:21:44 EDT
From:  MarRigby

I think that as long as I specify that the student is working below grade
level, I am covered.

By giving a hard-working student less than he deserves is perfect ammunition
for that student to drop out of school when he comes of age.

Marilyn

SUBJECT:  Re:Resource Room Student      Date:  96-11-27 23:42:17 EDT
From:  LorBis

I've always had the prblem of classroom teachers asking me why a student
would get a high grade if they are in special ed.  I feel if they are pull
out replacement in a subject, working at their level and doing a good job,
then they deserve the grade they earn.  On our report cards we indicate the
name of the reading (or whatever subject) series, and this allows others to
see that it was modified.

SUBJECT:  Re:Resource Room Student      Date:  96-11-28 11:14:18 EDT
From:  SusanS29

"On our report cards we indicate the name of the reading (or whatever
subject) series, and this allows others to see that it was modified."

I see a problem with that. That will explain things tactfully to the staff,
but many parents won't understand the distinction.

Another problem for me would have been that I only taught reading to the most
severe cases, where several years of standard remedial reading had failed. I
didn't use *any* series. If I taught them all their spelling, sometimes there
was no spelling book, but if we used a formal spelling book the words were
often simplified (endings and prefixes dropped, for instance) and/or the list
shortened.

Maybe it would be good to list the major accommodations in the "comments" box
that most report cards have?

SUBJECT:  Re:Resource Room Student      Date:  96-11-28 23:55:33 EDT
From:  LorBis

"I see a problem with that.  That will explain things tactfully to the staff,
but many parents won't understand the distinction."

So far, we have had no confusion with doing this.  Most parents attend the
Parent-Teacher conference in November, and we explain and show them the
notation on the report card.  As far as using a particular series, I usually
use one as my main curriculum for a given child, but then I will use whatever
methods necessary to supplement whatever it is the child needs.  Besides, I
am having a lot of success with a particular reading program that is helping
even my most remedial students.  Also, we have been told that other than
denoting a reading series, we are not allowed to indicate in any other way
that the child is a special education student.  If I had my way, all of my
students would be graded using  "G" (Good), "S" (Satisfactory), "I" (Is
improving), etc., anyway.

SUBJECT:  Re:Resource Room Student      Date:  96-11-30 14:10:20 EDT
From:  MarRigby

LorBis

"Besides, I am having a lot of success with a particular reading program that
is helping even my most remedial students."

Which series are you referring to? Please share with us.

Marilyn

SUBJECT:  How do you?     Date:  96-11-30 22:10:06 EDT
From:  C Blatt

       How do you make it through   the  day?  anyone else  here from  NYC.
As  a  RR    Teacher  in  NYc  I see 30 children throughtout  a school day
and wher before  we saw childre spread out over  5 periods  now  we msut see
children spread out over   six periods which gives us less tiem for preparing
materials and we are giving no money for  materials.  let me  know abotu you
in other  states.  E.  Mail m e at  C. Blatt

SUBJECT:  Re:Resource Room Student      Date:  96-12-01 01:36:29 EDT
From:  LorBis

Marilyn-

I've been using Stevenson Reading Skills for several years and have had a lot
of success with it.  It gets them reading,  but it moves s-l-o-w-l-y.  Email
me if you want more info.

Laurie

SUBJECT:  Re:Resource Room Student      Date:  96-12-01 15:32:08 EDT
From:  MarRigby

Laurie:
The Sp. Ed. Resource teacher that taught K-4 last year was using it. I did
look through it, but came to the conclusion that it was better for younger
students than the ones I work with (Gr. 5-8). I am waiting to receive the SRA
Corrective Reading program, which is more geared to older students. Thanks.

Marilyn

SUBJECT:  Re:Resource Room Student      Date:  96-12-01 18:52:11 EDT
From:  MarHolland

I've heard good things about Stevenson.  I'm working with Project Read
Phonology - and I'm really excited about it.  They have a program for older
students called Project read Linguistics.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-12-01 22:16:16 EDT
From:  Newuserbw

When you have varied ability levels in the Resource Room, the only option I'm
aware of is separate lesson plans, sometimes for each student. As a beginning
teacher, it's difficult. Try to remember that whatever you do this year, you
can use as a structure at least for next year.  The first year or two can be
extremely time-consuming.

SUBJECT:  Re:Resource Room Teachers     Date:  96-12-02 00:09:17 EDT
From:  WCUSU95

I am a  High School Resource Teacher and the way I have set up my program is
to use the students' content areas as a means of teaching metacognitive, text
book, learning strategies, etc.  I have found as the students get older and
their academic work load gets "heavier" they are more open to this approach.
Also, I have found that I experience much less resistance, since the work
that needs to be done is done, and I am meeting the goals that I need to meet
- this way everybody's happy, but most importantly, the students are being
successful!

SUBJECT:  Re:A question     Date:  96-12-02 00:31:14 EDT
From:  WCUSU95

I have found this to be a problem in high school, as well.  My solution is
to talk to the teacher involved and very politely, but firmly explain that I,
too, have work that needs to be done AND I have students assigned to me
during each period of the day.  Sometimes regular ed teachers will send these
students down to Resource because they don't want to "deal" with them.  This
is not okay!!  These teachers have a responsibility to teach these students,
and provide the necessary accommodations in the classroom.  You may want to
suggest ways that will help the teacher to accommodate your students in
his/her classroom and also let him/her  know that your suggestions will not
only help the LD students, but the regular ed kids as well.   I have also
gone into the classrooms and observed and have been able to offer the
teachers and my students suggestions.  Remember, you are the expert when it
comes to accommodations for Learning Disabled Students.  Good Luck!!

SUBJECT:
Re:Resource Room Student      Date:  96-12-02 00:43:20 EDT
From:  WCUSU95

Although I do not teach in New York City, I do teach in New York State.  It
seems to me that as long as a disability is  being accommodated, then there
shouldn't be a problem.  These students should be tested with the
accommodations listed on their IEPs.  These accommodations level the playing
field, they don't give the kids an advantage - or they shouldn't.  I always
tell regular ed teachers to remember what they are testing - "Are you testing
science, or are you testing  how fast a student can read a question and write
an answer down?"  Try to find out what the teacher has trouble with and then
ask him/her if time should be an issue?

SUBJECT:  Re:Varied Ability Levels in     Date:  96-12-02 01:26:11 EDT
From:  LorBis

You are right about the separate lesson plans for individual children, (or
small groups, if you are lucky enough to be able to form some).  That's how
my class is run-and since I am in my third year of resource, I can definitely
tell you that by year 3, everything is running like clockwork.  And I thought
a resource room would be easier than a self-contained class-HA!

SUBJECT:
Re:Project Read     Date:  96-12-04 22:47:37 EDT
From:  MarRigby

Could someone please describe the Project Read program? Who are the
publishers? How much does it cost, and who is it primarily aimed toward? Is
it basically a word attack program, a comprehension program or both? I'm very
curious.

Thanks.

Marilyn

SUBJECT:  Re:inclusion high school     Date:  96-12-06 00:13:34 EDT
From:  Dr oz

get with the problem - co-teaching is being a highly paid aid. It is not a
workable program - unless you are a lazy teacher who doesn't like to plan
c0-teaching is not the best use of your skills. It is very helpful to go in
once and a while to support and see what your kids are doing, and to teach
strategies children need but the classroom teacher might not know about - but
when you are in the class everyday someone is teaching, and the other is just
aiding. Co-teaching is an idea that shouold have died in the 70 when it
didn't work the first time - the only thing different is the name.
Co-teaching is a method dreamed up by admist. who love to tell classroom
teachers how much hellp they are getting

SUBJECT:  Re:learning disability?     Date:  96-12-06 00:15:43 EDT
From:  Dr oz

labels mean nothing - if she had a label what good would it do her? stop
worrying about what her problem is and start finding strategies she can
use

SUBJECT:  Re:inclusion or pull-out     Date:  96-12-06 18:18:38 EDT
From:  INYMINYMO

Dear Re:inclusion or pull-out

I think it would be much better for the students if I could be sent into the
regular classroom instead of pulling out students.  But that would take a big
chunk of time and a lot of energy to keep track of the students.  Guess we
all need to be willing to take a few risks.

SUBJECT:  Touch screen Comp. softwear     Date:  96-12-06 18:56:59 EDT
From:  WingDoc1

     I need some assistance with a progamable teaching aid for bilingual ed.
I would like an object oriented testing of vocabulary skills using a picture
based touch screen computer aplication. I need it to help students
improvement from Spanish to English.  Please help write to
[e-mail]

SUBJECT:  Testing Accommodations     Date:  96-12-06 20:43:51 EDT
From:  WCUSU95

   I teach High School Resource - grades 10 through 12 and am bogged down
providing testing accommodations to my students.  I do plan for most of the
tests, as the students have to sign up the day before - that way at least I
am prepared......my question is -  I was wondering how other high school
resource teachers deal with this.  It sometimes seems that that is all I do.
I start feeling very frustrated because I am torn between the students who
are scheduled to be in class, and those who need the accommodations.  Just
looking for suggestions - I know there is no easy answer.  By the way I don't
have an assistant.

SUBJECT:  Re:Resource Room Teachers     Date:  96-12-07 17:17:53 EDT
From:  LandMBrice

To PKA RED
Hi! My name is Michele and I am an Elementary Resource Teacher. Although the
age range I work with is younger than 7th grade, I think some of these
strategies may help you and make teaching a little more interesting than
having a tutorial type setting. I find using thematic units within my groups
enables me to adapt my lessons easily to each student/group as well as
learning new information for myself.
     Currently we're working on the Skeletal system. My students are learning
the names of the bones as well as strategies in organizing thoughts and
written language. I integrate their goals/ objectives within the lessons so
they are learning the skills and don't even know it. They are being taught
parts of speech and grammar by taking information they read and then having
to use the cloze procedure. I enjoy games, so I also take the readings and
omit verbs, adjectives, nouns, etc. (just like Madlibs) and I have my
students fill in the blanks with the correct type of word. They find this to
be very fun and they also learn grammar usage at the same time. I also bring
in hands on materials (bones they can look at through a magnifying glass,
x-rays, etc.) They really make a connection and remember the information as
well as the skill. I try to do theme units on the topics they are learning in
their other classes. This takes planning, but once it starts it tends to roll
smoothly and the kids really enjoy learning something new. Plus you'll have
the unit for next time. I hope this helps. If you have anything you'd like to
share, I'd love to hear about it. Thanks.

SUBJECT:  Legal Quest.-Transportation     Date:  96-12-07 17:37:52 EDT
From:  LandMBrice

I work in the public school setting and I am obligated to give services to
students who live in our home school area. My problem is that I have to
arrange transportation for this student from his parochial school to my
school. The child's teacher and I have agreed with the days and times that
would work. Frankly, I have only one hour per day to service this child where
it would meet his needs. I put in the paperwork for transportation. The
Transportation Dept called and said they were unable to fulfill my request
and I could only transport kids at a certain time - obviously these times
interfere with other groups/responsibilities. Considering I have more than
one child on my caseload and I'm unable to totally rearrange the current
schedule, I don't see how Transportation can dictate when I give services. Is
this legal? I'm trying to find out at my end. Please let me know.

SUBJECT:
Re:Legal Quest.-Transportati     Date:  96-12-08 08:24:26 EDT
From:  MSer714

I don't know what state you teach in but I've never heard of a teacher having
to transport students!!  Do you have the proper insurance in case of an
accident?  In my district, the administration is responsible for arranging
transportation - kick it back to their court.  You should NEVER assume that
responsibility.  Good luck.

SUBJECT:  Merrill Linguistics     Date:  96-12-08 08:43:00 EDT
From:  MSer714

Does anyone have any opinions regarding the Merrill Linguistics program?  I
used it about 10 years ago and I thought it did a good job in working with
EMR and LD kids.  Is it still in use?

SUBJECT:  Re:Legal Quest.-to MSer     Date:  96-12-08 13:04:18 EDT
From:  LandMBrice

I work in NY. I don't personally pick up the student, but I am responsible to
arrange for transportation through our districts Transportation/Special Ed
Division. This is fully insured. I just want to know if Transportation can
dictate what times I can service my students coming from a parochial/private
setting. Years ago we didn't have to service these students - but you know,
cost cutting measures. Public schools get more money in Sped. Ed. if they
take back their students who are enrolled elsewhere.

SUBJECT:  Re:Merrill
Linguistics     Date:  96-12-08 17:39:04 EDT
From:  MarRigby

My partner still uses Merrill Linguistics, and they are still very much
available. However, when checking in the catalogue last week, we found that
the books are incredibly expensive! I can't remember which catalogue I was
looking in--maybe Educators Publishing Service.

SUBJECT:  study&organization
skills     Date:  96-12-08 21:17:09 EDT
From:  Spyderchix

I teach in a HS resource room for EI/LD and would be interested in finding
info on teaching of study and organization skills.  Thanks Denise

SUBJECT:  Legal
Quest Resp to MSer     Date:  96-12-09 19:02:44 EDT
From:  LandMBrice

Thank you for your input, however, I think you may have misunderstood. I do
not personally pick up the students. I have to make arrangements for them to
be picked up through our Transportation/Sped. Division. I want to know if it
is legal for transportation to dictate when I can service my students. The
days and times are the only ones that work for the student, myself and his
teacher. I'm at the understanding that transportation has to be given at our
request not transportations convenience. I'm checking on it here. Just wanted
to know if anyone knew otherwise. Thanks.

SUBJECT:  New Resource Teacher     Date:  96-12-10 23:55:47 EDT
From:  BevSwickey

I have just started a half-time position at an elementary school that opened
yesterday.
This is my first teaching position and I am glad to be half-time...for now
anyway. I'm not AS swamped as I would be if I had kids all day.
There was only one school in the district until ours opened and the area was
split. In the split, 18 out of 25 in the LD program where on our side!  The
resource teacher that was at the other building travels between the two,
teaching all the reading sections at my school in the morning leaving me with
teaching mostly math in the afternoons.  (We do this since they are learning
with alphabetic phonics and I am not trained in that yet)
(all the specials teachers have to travel for the remainder of the year!)
I am looking for any advice on starting up in the middle of the year.
The kids are getting a switch from a teacher that still comes to the building
and a new teacher so I am concerned about them knowing that I am the new
teacher not the other teacher's aide!
It should be a very interesting year!
Thanks,
Beverly

SUBJECT:  Re:New Resource Teacher     Date:  96-12-11 19:22:31 EDT
From:  LandMBrice

Beverly,
Congrats on the position. I started in the middle of the year my first year
too. I have been teaching special ed for 6 years and have had various
options. For the past two years I have been teaching Resource. Starting when
programs have been in full bloom can be more stressful than starting a new
program in the middle of the year. Being new and unsure doesn't help, but use
it to your advantage. Establish with the students that you are also in
charge. Try not to succomb to the roll of an Aide - that would handicap you
come the following year. Knowing that you need help and are willing to
receive advice is a good thing for you. Seek the advice away from the
students if possible and when in front of the students try and come off as
confident - not a know it all (regardless of how awkward you feel).
Confidence is great acting tool for teachers and it makes kids feel safe
within their environment. When you aren't confident, kids can sense this and
take full advantage - thus creating a management issue between you and the
students. Also, learn what you can from the other teacher as well as make
decisions for yourself. Remember, everyone has his/her own teaching style and
whatever program/way works for one person, it doesn't work for another. Don't
be afraid to try your own things. At first you may get some flack, but in the
end you will be more comfortable with what you know you are capable of. That
doesn't mean throw away the ideas from your colleagues - just take the advice
and use it so you become a better teacher. I hope this helps. If you'd like
to talk more my address is LandMBrice. I'm from NY. Good luck! - Michele

SUBJECT:
Re:Resource Room Teachers     Date:  96-12-12 18:54:26 EDT
From:  AlisonMU

I am currently a resource teacher and am interested in joining Council for
Exceptional Children.  Does any have any information on this organization?  I
was a member when I was a student and was wondering if they have any
information on line?  If anyone can help I would appreciate it!
Thanks AlisonMU

SUBJECT:  Re:New Resource Teacher     Date:  96-12-13 19:08:01 EDT
From:  BevSwickey

Thank you for responding to me!  I certainly appreciate all your advice and
am looking forward to a great second semester.
I have now finished my first week and have loved it.
There is just so much to learn!

Any more advice for a beginning teacher would be great!
Thanks,
Beverly

SUBJECT:  Re:Resource Room Teachers     Date:  96-12-15 11:16:58 EDT
From:  SBauman939

TO PKARED:  I have been running a resource room in a middle school for the
past 8 years.  I have experimented with many diferent approaches.  I have
found a good mix:  6th graders: a combo. of Rdg. and Writing skills plus
helping them with their HW and studying for exams. 7th: a combo. of Study
Skills program, rdg and writing skills and HW/Exams; 8th: heavy on Writing
program for prep. of RCT's in Writing. Also, lots of time given to helping
individuals with Math and other subjects.  8th graders are notorious for not
doing their HW. This provides a "safe" place. I tell them from the outset
that we will do "my work" and then "their work".  Sometimes, one or the other
doesn't get done. Fridays are usually"game" or free days, can do whatever,
including playing games on the computer. I also do a lot of the educ.
evaluations, and enforce the IEP for tests ( special location is the resource
room)  My room is NEVER empty.  Hope this is of help.
S. Bauman939

SUBJECT:  NEED HELP IN DH     Date:  96-12-17 20:46:26 EDT
From:  PJ29204185

I'm looking for any hands-on activities for sixth grade DH in the area of
English.  I'll take anything.  My kids are very low level, and very active.
I need to keep them busy.  Please help!!  Lesson plans or activity ideas
would be greatly appreciated.  Please e-mail or fax at 419-331-5417.  Thanks
bunches.

SUBJECT:  Re:Varied Ability Levels in      Date:  96-12-18 04:54:18 EDT
From:  JMatheson

A difficult job at best, but as a Special Education Teacher for 27 years, and
a Resource Specialist for 16 of those years you might look at the following
programs:  Corrective Reading, Reading Mastery, Spelling Mastery, Expressive
Language and Corrective Math.   Its a long list but the rewards are great:
Placement test which match your student' s achievement level;  success rate
is at 90% plus so self-esteem improves;  all students are successful;  very
little time is needed for  setup which allows more time for you to meet and
work with the teachers;  your IEP Goals and Objectives are easy to write and
monitor;  and you can monitor your entire program using Curriculum Based
Measurement.  Search out and visit those folks in your area who are using the
Direct Instruction Approach.
Jess

SUBJECT:  Re:Varied Ability Levels in      Date:  96-12-18 22:42:57 EDT
From:  MarRigby

Jess:

I would love to hear about how the Corrective Math program works. I had
thought about getting the ones for Fractions, and Decimals, Fractions and
Percents. But, where is everyone getting all the funding from? I was
fortunate to have been able to order the Corrective Reading program this
year, but am anxiously waiting for this to arrive.

Marilyn

SUBJECT:  ADD/organizational skills     Date:  96-12-18 23:57:31 EDT
From:  BevSwickey

I have just started a new job as a half time resource teacher.  One of my
students is coming in 3 times a week for 30 minutes each time to work on
"organizational skills".  The other teacher told me to do things that would
increase her attention span and help her become more organized.
Does anyone have any ideas? Remember, she only comes to me 3 times a week so
I need an activity that would be appropriate for her schedule.
The other teacher has been helpful but is busy with her caseload and
traveling between schools.
Thank You,

Beverly

SUBJECT:  Re:Merrill Linguistics     Date:  96-12-19 18:14:02 EDT
From:  Dr oz

that is an oldie but goodie I have a copy I got about 6 years ago

SUBJECT:
Re:Frustration     Date:  96-12-19 20:38:49 EDT
From:  PAK331

Valdine,
I am also a middle school sped teacher.  Although, my program is suppose to
be self-contained , I've branched out to a bit of a mix of inclusion,
mainstreaming and resource room.  It's pretty creative.  The paper work not
too bad.  But each year is different and requires much creative juggling.
Part of the problem is the lack of awareness and insight about special
education on the administrator's part.  They want us to be flexible with
iep's to meet the needs of the regular teacher!?!?!  What happened to meeting
the needs of the special needs students?


SUBJECT:  Re:learning disability?     Date:  96-12-19 20:53:03 EDT
From:  PAK331

Try Wilson Reading Program.  If you are not trained it it, find someone who
is.  Contact Wilson Reading people in Massachusetts.  They are all over the
country.  Sometimes you can find some one who is in the process of being
trained and needs a student to work with.  I've seen such success stories
with students using Wilson.

SUBJECT:  Re:PAK 331     Date:  96-12-20 00:37:12 EDT
From:  Lmazzola

I finally got the school to provide my 14 year old daughter with phonics
instruction (I have been requesting reading intervention since she was in 3rd
grade). The schools here use a whole language program with a very small
phonetic component. I am trying to get them to commit to the Wilson program
(they have aWilson trained person on staff). If you could give me any info
that would validate my position (that Wilson is the preferred method for the
older student) I'd really appreciate it.

Thanks,

Lisa

SUBJECT:  Pen Pals     Date:  96-12-21 14:42:45 EDT
From:  BevSwickey

I am interested in getting pen pals for approx. 4 of my students-1 3rd grade,
3 fifth grade. Maybe more. I am in a small suburban district in Oklahoma and
I think the kids would love to exchange ideas with kids from another part of
the country. (I have one student who requested a pen pal from Canada!-I told
him I'd see what I could do!)
I want to start it up after the Christmas break. If anyone is interested,
e-mail or post another message here.
Thanks,
Beverly

SUBJECT:  Re:special education     Date:  96-12-24 13:27:49 EDT
From:  QPritchard

I would like to know the employment opportunities available for the
california area in the above field

SUBJECT:  Autism & Korean Language     Date:  96-12-27 07:13:29 EDT
From:  DS12345

I need resource person or family who is familiar
with austism & can communicate in the Korean
langauge

SUBJECT:  SUBSTITUTE. needs help !!??*     Date:  96-12-27 18:39:26 EDT
From:  SongBrd222

I am A sped teacher getting back into the teaching world. I will be
substituting SPED and regular ed kids K-8. Does anyone out there have any
suggestions for me regarding what I may expect? Does someone have any "hints"
for me so that I will be the BEST Substitute that keeps getting called?
I am interested in finding information on the internet about special
education also..Anyone know of some good websites where I may be able to
learn about the latest info in the SPED World?.
Thank you very much for your time..I wish you a safe and happy holiday
season..
[e-mail]..............p.s. I start Subbing on Jan. 3...
THANKS !!!!!
Labeling individuals, learned helplessness, fiffering elgibility standards,
identification procedures, language disorders, dyslexia  etc...   Thanks if
you can email me asap

SUBJECT:  Re:SUBSTITUTE. needs help !!??     Date:  96-12-28 15:02:54 EDT
From:  SusanS29

For Subs I think the best thing you can do is put together a kit of materials
you can use if the lesson plans can't be found (until a nother teacher on the
same grade level can help -- always check with them if you have a problem),
if activities take too long, etc. Go prepared. Sometimes the best teachers
break a leg, and it's the first time in their life they walked out of the
classroom without lesson plans...

SUBJECT:  Re:special educationQPritch     Date:  96-12-28 16:03:46 EDT
From:  JOLYR

Are you kidding, California is begging for Special Education Teachers, All
levels, all disabilities!!
I don't have an address or anything, but I can tell you that if you write to
the state of california, education department, they would be able to connect
you with school districts in need of teachers all throughout California, you
basically would have your pick!!


SUBJECT:  Any Good Conferences?     Date:  96-12-29 16:08:24 EDT
From:  PKVAU

My name was recently drawn in random drawing from school district to go to
any state or national conference at their expense. I am looking for some
really good ones and would like some imput. I don't want to end up at one
that stinks.I live in Texas and would love to go somewhere far away!  If you
know of any please let me know. I currently teach sp. ed. resource, K-5, all
disabilities. I also have my Educational Diagnostician degree and am most
interested in areas of reading/language arts and specific reading
disabilities such as dyslexia.
    I also think it would be helpful when people have requests to list the
state in which they live. The standards we work under are so different from
state to state it might help to hear from others with similar conditions.
           Hope to hear about some great conferences!

SUBJECT:  Re:Any Good
Conferences?     Date:  96-12-29 20:39:19 EDT
From:  SusanS29

LDA is coming up in Chicago in Mid-February.

SUBJECT:  Need Ideas for mult.
handicap     Date:  96-12-29 22:23:13 EDT
From:  NiskyEdTec

  I'm the Educational Technologist in my school district.  I have an art
teacher and a home & careers teacher who are dealing with multiply
handicapped students (with no training, of course...).  These students have
little fine motor ability and a couple are blind.  Any suggestions for
strategies or activities?  M. Greene (please email: NiskyEdTec)

SUBJECT:  Re:Pen
Pals     Date:  97-01-01 16:05:36 EDT
From:  KDM33

I would love to set up a pen pal situation.  I am a resource specialist from
Ca.  I have 28 students K-6 who would love to write back and fourth.  E-Mail
me at KDM33 @ aol.com for more info!
Thanks,
Kristin

SUBJECT:  PLEASE READ THIS!!!     Date:  97-01-01 23:38:40 EDT
From:  Mmkid1

I probably shouldn't be here. I'm not a special education teacher; I'm a
senior in high school.  However, I am considering a career as a sped teacher,
and I would appreciate your help.  What educational goals should I set for
myself?  What path should I follow to ensure a position teaching disabled
children?

I am in the process of applying to college, and I'm wondering what I need to
do with my life.

Thanks.

SUBJECT:  Re:PLEASE READ THIS!!!     Date:  97-01-03 20:12:15 EDT
From:  BlossomZ

Hi!  Sure you can be here!  I think a good thing for you to do is get out and
volunteer in various classes with a variety of students to get an idea of
what you like and what you don't.  I'd be happy to talk.  You can e-mail me
at BlossomZ.

SUBJECT:  Re:PLEASE READ THIS!!!     Date:  97-01-04 15:16:02 EDT
From:  MarRigby

Another great idea is to try and get a position as a camp counselor at a day
or overnight camp for Special Needs children. There are also summer
recreational programs run by towns and cities for Special Needs children. It
will look impressive on a resume.

Marilyn

SUBJECT:  Re:NEW FOLDER     Date:  97-01-04 15:58:10 EDT
From:  Asada63

Does anyone know of inclusion models I might copy for my situation ? I am
serving five kids in an inclusion 7th grade math class. So far I have been
rather like a teacher's aide. I do a pullout review session before tests in
which I try to reteach concepts through direct instruction. I also pullout
for tests because my students have modifications that other students don't
have. I feel unable to meet their needs in the regular class because we are
trying to make these kids fit the curriculum instead of the other way around.
Yet, pulling them out isn't the answer because that defeats the whole
purpose. The curriculum is just too fast-paced and difficult. The students
who are successful are the ones with support at home. The rest are failing.
There has got to be a better way. Does anyone have any ideas ? Please Email
me at [e-mail]

SUBJECT:  Mmkid1     Date:  97-01-04 16:09:46 EDT
From:  DKelly5873

What a great idea to network in this area.  Getting volunteer or camp
counseling experience is so valuable to feel good about the direction you are
going.  In addition I would contact colleges you are interested in attending
and find out: 1 If the college has a certified special ed program.  As an
advisor at a medium size college in south New Jersey our special ed program
is getting harder and harder to get into that program.  You could get
accepted into the college but not get acceptted into the program.  So ask
what the requirements are to get into that specific major.  I wish you much
success

SUBJECT:  Re:inclusion     Date:  97-01-04 18:36:30 EDT
From:  LakJ17



SUBJECT:  Re:INCLUSION     Date:  1/4/97 9:50:26 PM
From:  LakJ17

I am in a school district that is currently reevaluating it's position on
inclusion.  We are asked to bring some "hard data" to the meetings in March,
and I wondered if anyone out there would be willing to answer a short
questionaire for me? You don't have to give your name, only identify yourself
as a parent, teacher, or student.
Do you think inclusion works?
What are the benefits of inclusion vs. a pull-out program?
What are the negative aspects of inclusion?
Thank you for your responses.  You can E-mail me at LakJ17 @ aol.com or
respond in this space.

SUBJECT:  Re:Reposted MessagesNew Reso     Date:  97-01-05 15:06:20 EDT
From:  DeborS

I'm a new Special Educ Teacher - I'm currently teaching Resource Reading to
6,7,&8th graders.  I would appreciate any ideas on lesson plans/curriculum.
I am currently using Carbo's taped reading method.  Any ideas will be
appreciated!

SUBJECT:  Re:Resource Room TeachersI      Date:  97-01-05 19:44:44 EDT
From:  Dianamatt

I have always tried to stay with the books used in the reg. curriculum and
adapt so that the students feel like they still belong on grade level.. You
can jump around in the book and supplement with your own work or worksheets
from another level that covers the same skill or area the book is dealing
with,  Yours, however, will be on a lower level, most times they won't notice
because you'll keep referring them back to the "reg. ed" textbook. Unless a
student is way below grade level, this works with great sucess.  I actually
have students who are doing work ahead of their peers in the reg. class.
They think they're top dogs! I do however skip a lot of the bs work that so
many textbooks feel the need to include and really stick to those skills that
I see as life-skills and those that they will actually use some day!!  Hope
this helps.  I have used this method in grades 3,4,5,7&8.

SUBJECT:  Re:Resource
Room TeachersI      Date:  97-01-06 18:49:58 EDT
From:  R u Niz

I also use the regular ed texts whenever possible.  We read aloud together
more than the kids in the regular ed class do and complete the written work
together.
I also recommend the Barnell Loft Multiple Skills series.  It has done
wonders for my kids.  We also use an old SRA kit to reinforce phonics skills.


I try to choose several novels each year--some because they are thought
provoking, like A Tast Of Blackberries--to talk about the loss of a friend
through death-- or the Outsiders--because my students think it's risque.

SUBJECT:
pull-out,cwc,consultant     Date:  97-01-06 22:28:29 EDT
From:  Deitch1

I am a middle school resource teacher. We are going through changes that the
regular educators have successfully side stepped for many years; the special
education teachers are being assigned to a specific team.  We will be
responsible for providing services to both LD, SED, and EMH students in a
resource setting and in CWC's.  This will mean being responsible for 4-5
subject preparations as well as case managing 20-25 cases; not to mention
doing the testing for re-evaluations.  Does anyone have a suggestion how to
more effectively distribute 7 resources teachers between 6 teams?  I would
like to hear how other schools schedule their students; and the resource
teachers job description and daily schedule.  This is getting rediculous.





SUBJECT:  Re:pull-out,cwc,consultant     Date:  97-01-06 23:25:10 EDT
From:  DebbieFr

First- What is CWC's, this is not a term that I am familiar with in Texas.
I am a middle school teacher  also. I would 2 types of configurations.

1-resource English, Math and Reading teacher ( using three )
4 teachers split team load  teacher a-6th
                                        teacher-b-7th
                                        teachers c&d-8th- (larger numbers
here) or which ever grade is biggest

1teacher per team does in class help and resource needs
extra teacher does testing, paperwork, floats when other teachers need help

Just out of curriosity why do you feel things are getting ridiculous??

Also, if your cases loads are only 20-25 you are lucky.

SUBJECT:
Re:pull-out,cwc,consultant     Date:  97-01-07 20:25:21 EDT
From:  R u Niz

I think things are getting a bit ridiculous, too.  I have one 40 minute prep
period on Monday morning and one 40 minute prep period on Tuesday morning.
The rest of the time I teach.  I teach 7 periods straight on Wednesday,
Thursday, and Friday.  Those two preps are supposed to be my class
preparation time and my testing time for annual reviews and for initial case
study preparation.  I only have 16 students on my current caseload (soon to
climb to 18) but 4 of the students are self-contained--hence the crazy
schedule.  We used to be able to count self-contained students as 3--meaning
my current caseload is the equivalent of 24 students.  I have the services of
an aide 2 periods a day.  By the way, I teach in a closet.  And yes, I know
there are other Sp-Ed teachers who have it worse.

SUBJECT:
Re:pull-out,cwc,consultant     Date:  97-01-07 21:39:06 EDT
From:  DebbieFr

Why are you all having to do testing??? We have diagnostitians that are
trained to do the testing in Texas. Do you have training in testing and
interpretation??

SUBJECT:  Re:pull-out,cwc,consultant     Date:  97-01-07 22:48:49 EDT
From:  Deitch1

Thanks for the replies!!  First, we have learning specialists that setup the
evaluation plan, but most  of them do only the intelligence test; the
resource teachers administer the other test such as the achievement test,
diagnostic math and reading test; then the specialists compile the
information and writes the diagnostic summaries and conducts the initial
staffing and IEP meetings.  I am lucky my master's program included many
testing courses, but many of the teachers with under graduate degrees have
not experience with the diagnostic test.  This is a little scary considering
this one of the major components in diagnosing whether there is a disability
present.
My next response is to the question about what are cwc's!!  Class Within a
Class.  The director of our special education program believes them to be
very effective; the regular educators in our building are for the most part
in total disagreement with this concept.  We are being asked to go peddle
this concept and beg for one of the regular educators to take us into their
classroom to achieve the service concept.  I personally don't believe it will
work when both teachers are not 100% in wanting to work together.
I am concerned, because I not only case manage 25 students, but I have 3
pull-out math classes, one social studies class, and one reading class.  I
see 46 students through these 5 classes with no assistance from an
instructional aide.  All the resource teachers in the building operate in
situations pretty similar to mine.  Next year we may be facing 5 preperations
which is challenging alone, but 1-2 may be forced team teachering!  I see
teacher burn-out!!!  I love my job and my students, but I am not sure the
students will be the winners with this situation continuing.

SUBJECT:
Re:pull-out,cwc,consultant     Date:  97-01-07 22:51:30 EDT
From:  Deitch1

debbieFr:  Are you saying you have 2 resource teachers per team?  What a
dream situation if that is true!!

SUBJECT:  Re:pull-out,cwc,consultant     Date:  97-01-08 01:47:54 EDT
From:  SusanS29

"Why are you all having to do testing??? We have diagnostitians that are
trained to do the testing in Texas. Do you have training in testing and
interpretation??"

In Missouri, the resource teachers do all testing (and interpretation) for
academic progress as part of the IEP preparation.

A testing team does more in-depth testing for the initial evaluations and for
the three year re-evals.

SUBJECT:  SpeEd Publications     Date:  97-01-08 16:03:47 EDT
From:  CRob913195

I've been out of the classroom for several years and am ready to prepare
myself to head back.  Which publications are the most helpful to you?  I'm
interested in current topics, not necessarily in depth statistical reports.
Thanks.   C

SUBJECT:  Re:pull-out,cwc,consultant     Date:  97-01-08 18:51:01 EDT
From:  R u Niz

I was trained to do testing and evaluations as part of my graduate degree. I
also worked for three years in the University based LD clinic as a teacher
and diagnostician.  I want to be involved in the diagnostic part of the job.
Unfortunately I have seen some very shoddy diagnostic work.  I'm sure there
are great diagnostic teams somewhere in this country.  They just don't serve
my area.

SUBJECT:  Re:pull-out,cwc,consultant     Date:  97-01-08 20:02:02 EDT
From:  DebbieFr

Deitch1,
  No, I suggested if you have 7 teachers and 6 teams that you place 2
teachersw with the team that has the largest number of students. We have 5
teachers in my building and it sounds like our numbers are even higher than
yours. This is how we are divided up.

1. Resource Math-6 class periods ( apx. 70 students )
2. Resource English-6 class periods ( apx. 80 students )
3. Resource Reading-5 class periods (apx. 65 students )-covers my class for
lunch
4. Content Mastery-6th grade
5. Content Mastery-7th and 8th grades ( this is my job )

If you are unfamiliar with the Content Mastery program I will be happy to
send you information. We have found that this is just as effective way to
help students in regular ed. classes instead of going into the regular ed.
classes.

SUBJECT:  Preschool Teacher Wits End!     Date:  97-01-08 21:22:36 EDT
From:  Tinydcr

I am a preschool teacher at a newer Christian preschool. I teach the 4 and 5
yr old class. The director and other teachers are getting no support from the
church members. Most of them didn't want the program to begin with. The
trouble is, I LOVE MY JOB! I love the kids! I love making a difference! And
when I am forced to do so using so little (we have no materials, no support,
everything is wrong!) it takes more than imagination! I don't want to quit
(i.e., give up) because I feel it wouldn't be fair to the kids. I look at it
like this: I only want for these kids what I'd want for my own. I can't see
why the church members can't look at it that way! I am looking for ways to
live through my frautrations without giving up. I keep hoping that sooner or
later they will wake up and see what a wonderful program we could have. As it
is now, our materials collection looks worse than what you might find in a
very poor inner city school. I would like to look for ways to put a fire in
their bellies! I could go on and on and on and this probably makes little
sense, but I don't have the space to really begin to tell what things are
like. Any comments or personal e-mail to my address ([e-mail]) would
be greatly appreciated.

SUBJECT:  Re:Preschool Teacher Wits En     Date:  97-01-08 23:14:04 EDT
From:  DebbieFr

I am not sure that you have posted this in a helpful area. This is a board
for special ed. teachers to share ideas. Try the preschool area under the
express yourself message boards or see if there are boards that deal with
Christian Education.

SUBJECT:  Resource Programs     Date:  97-01-09 04:27:28 EDT
From:  Johnsdye

I am in need on any resource programs that work. ASAP  thanks

SUBJECT:  Re:Varied
Ability Levels in C.     Date:  97-01-10 22:00:27 EDT
From:  Farrout97

Your first year is always the hardest.  You may have to become assertive and,
basically, tell the regular education teachers:  "Hey, this is the time I
must take your students because I am required by law to see this student so
many hours per week for this particular subject."  You will have to work
around some classes; it all depends on what is required by your school
district and state what students MUST attend.  I know you are trying to be
accomodating, but hang in there; it does get easier.  You are doing your
best.  Other suggestions:  do your direct instruction in groups; while you
are doing DI, have your other students working on independent items - such as
language arts or math.  For Math:  Look at the Touch Math program - it is
excellent for SLD students.

SUBJECT:  Re:inclusion or pull-out     Date:  97-01-10 22:11:39 EDT
From:  Farrout97

Valgieg, I have done pull-out and inclusion.  I found pull-out to be more
effective some years than others - it all depends on the level of the
children.  Last year, my students did extremely well with inclusion; however,
this year, the students are not.  The levels (especially the reading -
phonics and/or comprehension) are significantly lower than their actual grade
and were not able to master the various skills.  Socially, it all depends on
the grade level of the students.  I have also had a full-time class and found
that my students were better off in a full-time class than in a larger class
due to academic difficulties and behavior difficulties.  In a full-time
class, I was able to assist in their learning of social skills which was
greatly needed.  Pull-out versus full inclusion all depends on the beliefs of
the teachers and the school district -  positively or negatively.

SUBJECT:
Re:Resource Programs     Date:  97-01-10 22:18:08 EDT
From:  Farrout97

What type of resource programs - reading, language arts, math, social skills,
behavior, ???

SUBJECT:  Re:inclusion or pull-out     Date:  97-01-11 13:25:18 EDT
From:  SpedAdvoRN

This is to respond to Farrout.  In my school district (I am a parent of a
child with an LD), there are 2 choices, #1-INCLUSION which is a catch phrase
for dumping the child in all mainstream classes OR
#2- 1 period in Resource Room with an aide (I call this the bandaid
approach).  All the other students who are grouped with the aide have
different needs (cross-categorical).  No one is actually receiving any
individualized instruction, rather they usually do homework.  These types of
"services" keep the Sped. Director out of trouble with her constant parroting
of Least Restrictive Environment (LRE)

I am fed up!

SUBJECT:  Woodcock Johnson-R  help me!     Date:  97-01-12 18:48:00 EDT
From:  JABCDE

When analyzing data from WJ-R for a child who has been retained, do you...1)
use age or grade norms when figuring discrepancies,   2)  split & compare
cognitive to age norms, and academic to grade norms,   3)  use age norms
across the board?  I have been told to use age norms for regular cases, but
have never gotten a good answer to this specific problem from the guys in the
ivory tower.  I'd appreciate knowing how other special ed teachers deal with
this issue.  Go ahead and email me at [e-mail]   Thanks!

SUBJECT:  Woodcock
Johnson-R help me!     Date:  97-01-12 18:52:50 EDT
From:  JABCDE

Same question as previously posted, but my address is all caps:  JABCDE.


SUBJECT:  Re:Woodcock Johnson-R  help me     Date:  97-01-13 02:26:35 EDT
From:  SusanS29

"When analyzing data from WJ-R for a child who has been retained, do you...1)
use age or grade norms when figuring discrepancies,   2)  split & compare
cognitive to age norms, and academic to grade norms,   3)  use age norms
across the board?"

Use both age and grade. It may reveal some interesting and useful
information. In addition, next year you may have sound reasons for using one
or the other. Either way you'll have good comparative data.

SUBJECT:  Re:New
Resource Teacher     Date:  97-01-15 02:10:00 EDT
From:  SULLYandMD

As a resource teacher I feel that my role is to make the student successful
in THEIR classroom.This is my focal point. You'll find the role magnifies
flaws in our system.  there are teachers who do not want sped ed kids, don't
know anything about special ed,don't want to know and then those who want to
but don't know how to.  then ther's curriculum....and that's why I adopted my
philosophy...make them successful for today, for this moment.  After all the
classroom is 80% of their world.

SUBJECT:  Re:MET?IEPC meeting times     Date:  97-01-15 03:38:36 EDT
From:  SULLYandMD

How do districts handle all the spec ed meetings?  There are usually 3 to 4
screenings/ meetings on a child before the IEPC.  Teachers start resenting
the meetings and the principal goes crazy trying to arrange a time for
everyone to meet.  Any creative solutions?

SUBJECT:  Educational Evaluations     Date:  97-01-15 21:56:00 EDT
From:  LBeren

Our elementary special ed. team is looking for current testing materials to
replace the Woodcock Johnson-Revised.  We currently use the WJ-R along with
the Detroit Tests of Learning Aptitude, but would like other
suggestions/ideas to add to our protocol.  Does anyone have any experience
with the new Diagnostic Achievement Battery (DAB), the Gray Oral Reading
Test.....?   Thanks!

SUBJECT:  Re:Need Ideas for mult. hand     Date:  97-01-15 22:49:38 EDT
From:  DUSBECK

I would recommend that the art teacher concentrate on letting the students
experience texture, media and movement without worrying too much about
gaining skills,also the multi handicapped teacher may have skills that could
be practiced in the art setting such as grasp , attention to task, decreasing
tactile defensiveness etc.  As for the home and careers teacher, are there
jobs within the school that the students could do?  Folding, collating,
stuffing envelopes, washing cafeteria tables, sweeping floors, folding
laundry, towels for home ec anything along those lines? Hard to tell with
just a multi handicapped label how much they can do, in 17 years I've seen a
lot of levels still called multi handicapped.

SUBJECT:  Re:inclusion     Date:  97-01-16 01:54:57 EDT
From:  JEDBLACK

I am a Resource Teacher.  I think inclusion works if there is the right kind
of support from all teachers and from special ed. staff.  General Ed.
teachers must be willing to use teaching methods that are appropriate to sped
kids.  This takes a great deal of collaboration between gen. ed. teachers and
the sp. ed. teachers.  If sped students are placed in a class without this
type of support, I feel they are better off in a pull-out program.  The
benefits of inclusion are many:  self-esteem, understanding of individual
differences, role models from the general population, less labeling, and
exposure to more advanced curriculum are a few.  Some advantages of pull-out
are: sp. ed. control of what and how material is taught, small groups with a
relaxed atmosphere, reduces failure episodes in front of a large class,
individual accomodations are easier, and  maximizes opportunities for quick
feedback for student efforts.

SUBJECT:  Re:pen pals/ideas     Date:  97-01-20 15:22:24 EDT
From:  Sue1218

I have a resource room of K-5 students.  If you still need to find pen pals,
my students would love to write to your students. Sue1218

SUBJECT:  Re:REPOSTED
MESSAGES     Date:  97-01-21 17:58:07 EDT
From:  DGood425

I am glad to see that some of you have found the way to work with LD students
but what about those that don't grasp phonics. I have found this with many
students and would like other programs that are successful for this type of
student. What about Marie Carbo, 7 intelligences and all of that. Please
reply soon.

SUBJECT:  Re:inclusion or pull-out     Date:  97-01-21 18:07:29 EDT
From:  DGood425

both have their advantages and disadvantages. It all depends on how it is
done. I have done self contained and resource and I sure like the control I
had over what was being taught and how when I had my own class. As a resource
teacher, I find it very hard to make up for all the student is missing in the
minimal amount of time I have with them. When I did some inclusion, I wound
up being a "helper because I was only in the room and hour. I didn't go to
school for that.It is nice to be involved in inclusion when you can be in the
same classroom for the majority of the day. Resource can be nice in that you
get to work with smaller groups of students. So it all depends.

SUBJECT:
Re:REPOSTED MESSAGES     Date:  97-01-22 01:20:36 EDT
From:  SusanS29

"students but what about those that don't grasp phonics. I have found this
with many students and would like other programs that are successful for this
type of student."

DGood what I do in those cases is "push" the sight vocabulary. I have found
that once they have a solid base of *instantly* known sight words (and I mean
SOLIDLY known -- retain them for 2 months) -- they do better with the phonics
also.

SUBJECT:  Other methods of reading     Date:  97-01-23 19:39:55 EDT
From:  Bluejnbabe

I have used Carbo's Recorded book method - worked great for some kids. Those
kids were higher IQ and really needed to work on fluency and comprehension
most of all. The method I use now working w/ LD in pull out program is more
eclectic with great imput from Reading Recovery, Patricia Cunningham (Phonics
They Use), Benchmark Word Identification (compare/contrast or analogy method)
and Edmark Sight word for the really young emergent reader. All work with
some kids and/or to some degree. I don't think there will ever be 1 program
or method that will work with all troubled readers. Just keep trying them all
til one fits that kid. I am learning every day how differently these kids
learn and how differently they need to be taught.


SUBJECT:  Re:Woodcock Johnson-R  help      Date:  97-01-24 19:41:28 EDT
From:  RRTeach

We almost always use grade norms -- after all you can't expect a child to be
educated beyond the grade he is in.

SUBJECT:  Don't be so honest!     Date:  97-01-24 20:15:42 EDT
From:  PURUIJI

Well, here we go. My principal tells me confidentially that I am "too honeset
and candid" with my special ed. parents when it comes to
talking/hinting/implying that the regular ed. techers are not making
accomodations for the kids.  He told me not to tell them to much about the
regular teachers.  I thought I had to look out for the special ed. kids.
Isn't that my job. I hear quite a bit about how much paperwork I make the
regular teachers fill out, or how come I invite them to all those MDC's?, how
come I expect some kids to take tests in my Resource room?, I am an enabler
of those LD/Bd kids, etc.  HELP!

SUBJECT:  Re:Frustration     Date:  97-01-24 23:55:33 EDT
From:  SUDSX5

Valdine, I coldn't have said it better myself!!!

SUBJECT:  Re:REPOSTED MESSAGES     Date:  97-01-25 13:00:43 EDT
From:  DBGRANT

Once students have a base of words then analysis or critical thinking
approach can be attempted.
How are these pattern words alike not like, Are the consonants the same ,
different? what sounds alike.
As errors develop this can be used to point out the location of these errors
missing begining, middle, end.
context clues as words are used in a sentence the student creates and reads.
The part of the whole idea.
Generate ideas of favorite letter, favorite, Does the word create a picture,
or feeling or sound pattern to address the metacognition. Pursue the
frustration of learning and the joy of learning and compare to past successes
or failure so to develop the metacognition or thinking about thinking as the
learner is learning the words and sounds. I believe and have seen students
with little knowledge base or skill base overcome with the attitide of an "I
Can" Learner - An Fairminded Learner of thinker.
Focus notonly on the mechanics of the phonics but the Critical Thinking of
the learning process. To learn a new :chunk" of information requires a
triangle of skills- knowledge - attitude.
As students develop that Socratic Literacy the other literacies will follow
dbgrant

SUBJECT:  Re:Don't be so honest!     Date:  97-01-25 13:03:32 EDT
From:  DBGRANT

Doing your job is a danger as advocate it is out job to point the need for
improvement by the regular teacher. It sounds as if you have a job  ahead
with educating and winning over your teachers.
Good luck and wishes on doing the job
dbgrant

SUBJECT:  Re:Don't be so honest!     Date:  97-01-26 19:52:02 EDT
From:  R u Niz

I went into special ed as a teacher because I felt that these students needed
an advocate.  Usually on these boards the advocate is the person involved in
the lawsuit on the side of the parents and student.  What you are doing in
the classroom is every bit as important!  I was criticised by my case manager
for going to a local school board meeting and explaining the law and the
private school's right to encourage evaluations of suspected learning
disabled students.  The result of this intervention was the formation of a
parent support network and the hiring of a full time Sp-Ed teacher in that
Catholic school.  Keep on giving the parents and student support--if you
don't, who will?

SUBJECT:  Re:Don't be so honest!     Date:  97-01-26 22:29:43 EDT
From:  Edadpg766

Thank God for the many open and honest teachers like yourself that I meet
each day.  I am a Special Education Advocate and I have found that when I
direct a question to a teacher the Administrators squirm.  Sometimes the try
to answer for the teacher.  Don't listen!  Continue with your "advocacy" for
your children.  Other than the parent the teacher spends the most time with a
child and therefore in my book you know the child pretty well.   You should
be praised!!!!!!

KEEP TALKING!!       :)    :)   :)    :)BE HONEST!!!!!!     YOU WILL SLEEP
BETTER!!!!!!!!

SUBJECT:  Re:Resource Room Teachers     Date:  97-01-29 21:12:29 EDT
From:  Sheilee

Hi..I am a High School Resource teacher.  I have 5 students per class all
working on different assignments.  Then I have other students coming in to
take tests from their mainstreamed classes.  I am supposed to read the tests
to some of them.  It is mind boggling at times.  Has anyone come up with a
good procedure to handle this situation.  I cannot have an assistant.  I have
thought about using student tutors, but by students get embarassed.  Any
ideas would be appreciated

SUBJECT:  Re:Resource Room Teachers     Date:  97-01-30 00:04:47 EDT
From:  LorBis

Your class sounds just like mine, but several grades higher.  I teach 1-4.  I
have devised some learning stations with easy, hands-on activities that
reinforce what we have been working on in reading groups.  The students
follow a schedule that takes them from one activity to the next, every 20
minutes or so.

I don't know how you would apply this to your age group, but if you want some
suggestions, email me.  It helps in my situation because everyone is working
on something they can do with minimal involvement from me, which enables me
to conduct my reading groups, etc..

In the meantime, maybe you could look into parent volunteers to come in
occasionally and help out.

Laurie

SUBJECT:  Re:behavior management ideas     Date:  97-02-01 16:28:19 EDT
From:  DNoris25

please send me any new and original behavior management ideas

SUBJECT:
Re:Resource Room Teachers     Date:  97-02-01 18:22:32 EDT
From:  DebbieFr

If you can get the tests ahead of time you can put them on tape. And then
just have tape recorders and headphones ready for your test takers. You
should be able to spend the time with your resource class.

SUBJECT:  Re:behavior
management ideas     Date:  97-02-02 12:41:48 EDT
From:  BA3NORTH28

I didn't find out what age or excreptionality you are working with, but I
have taught pre-K through high school.  In Florida, we have Varying
Exceptionalities groupings.  I have found several resources for ideas:
           1)  other ESE teachers who have successful behavior management
programs - you need to network with others at your grade level and disability
level.  My experience (over 15 years) has shown that ESE teachers are the
most caring and sharing teachers that I know.
           2)  I have used a lot of ideas from a book called "Tough Kids" and
a companion piece with forms that you can copy called "Tough Kids Tool Box".
If you want details (publisher, etc.) please send me a message.
          3)  I have also been trained in a program that teaches you to
observe and document behaviors in terms of antecedents (what happened right
before the inappropriate behavior), behavior, and consequences (what the
student received when the behavior occured- i.e., attention, removal from
task, etc.)  If you want information on this, please let me know.

It would be helpful, sometimes, to know what state people are teaching in
because programs and procedures vary so much.  I can't tell you how much
parent and administration support matter when you are trying to help a
student have appropriate classroom and learning behaviors.

SUBJECT:  Re:REPOSTED
MESSAGES     Date:  97-02-02 13:10:35 EDT
From:  BA3NORTH28

I have found that the SRA Reading Mastery and Corrective Reading series are
very successful in assisting those children who do not have much success with
phonics.  Reading Mastery is for children in the elementary grades and
Corrective Reading for middle and high school.  Corrective Reading can be
used with students at the upper elementary level (4th and 5th).  There are
placement tests for each level.  I like these programs because they use
direct instruction with a script for the teacher, including corrective
techniques.  At the lower levels there are lots of visual cues for the child
to remember phonics rules.  SRA also has a great corrective spelling program.
I use the Morphographic Spelling for middle and high school students that I
work with in private tutoring.
My county ESE department has made direction instruction an effective teaching
practice for all ESE teachers (mildly handicapped classes) and we use it both
in resource and self-contained classes.  We get a lot of training support for
the programs.  My school's ESE department has had so much success with
Reading Mastery that we recommended it to our school to improve reading
scores in the regular class.  With administrative support (for training and
materials) we have recently initiated RM into all of our regular grades for
use with a small group in each class (only if the regular teacher wanted to
do so).  We have about 50 students involved with the program.  Seven teachers
are using the program for their lower students.  Our drop-out prevention
teacher works with the fourth and fifth grade students.  Our ESE teachers did
the initial placement testing and helped with what to order.  Everyone has
been very pleased with this collaborative effort between regular teachers,
ESE teachers and administration.
      If you want details, send me a message.

SUBJECT:  books on tape     Date:  97-02-02 19:49:19 EDT
From:  STENNIS

any resources for books on tape for middle school
students who need a slower speed than books for the blind?STENNIS


SUBJECT:  worksheets on disk?     Date:  97-02-02 19:50:49 EDT
From:  STENNIS

does anyone use science/ss books in middle school that have the worksheets
already on computer disk so that a child with fine motor difficulties can do
them on the computer?? STENNIS

SUBJECT:  RESOURCE ROOM TEACHERS     Date:  97-02-03 17:42:44 EDT
From:  Benidorm1

Hello. I am currently doing an internship with resource room students. I
would like to know why is it that the Resource Room teachers allow their
students to surse or get a lot of special privileges. Any help would be
greatly appreciated.


                                           Thank You

SUBJECT:  Re:Don't be so
honest!     Date:  97-02-03 18:05:41 EDT
From:  RRTeach

You do need, however, to keep in mind that you must still be a professional.
Unfortunately, I've seen some teachers try to build up their own reputations
by knocking down other people.

SUBJECT:  Re:RESOURCE ROOM TEACHERS     Date:  97-02-03 18:09:49 EDT
From:  RRTeach

 Benidorm1 writes << I would like to know why is it that the Resource Room
teachers allow their students to surse or get a lot of special privileges.
Any help would be greatly appreciated. >>

That's quite a generalization.  My resource room students never curse and any
priveleges they get, then work hard for.



SUBJECT:  Re:Frustration     Date:  97-02-03 20:56:13 EDT
From:  Kel1Marc1

I am a self contained MiMH teacher at the elementary level.  I have a huge
problem.  How do I manage students who I feel there LRE is 100% mainstreamed
with consultation and also instruct those in my room 100%?  It is getting
very frustrating butting heads with regular ed. teachers everyday.  I feel I
am cheating those students who could be mainstreamed.  Only have one
paraprofessional have 10 students in class and one mainstreamed want to
mainstream more but could not service them with only one aide.  I feel I am
getting burned out and I am only in my second year.  Need some advice.
Administration is living in pre historic times, also can be very passive. e
mail me with any suggestions please.

SUBJECT:  Re:LD students     Date:  97-02-05 22:37:57 EDT
From:  Plumski48

I have been a resource teacher for 20 years.  I still prefer the pullout
program.  My students (k-5) prefer to come to my room for individual help and
quiet setting.  I have worked in the regular classroom on occasions.  It can
be successful depending on the teacher that you work with.  You have to have
the right chemistry.  It is most successful when my students have gained
enough skills that they are more capable of succeeding in the regular class
setting.    It is also beneficial for the other regular class students.  It
is hard to meet the goals and objectives of your IEP though.
There are good points to both models, and you have to be flexible and try
both.  I have a fairly big school (500 kids) and am the only special
education teacher, so it is hard to cover all the classrooms.  If you want to
do very much inclusion, it takes planning a year in advance.  You need to
place your students in rooms strategically, and then pray that no one moves
in or is identified in the rooms that you had not planned to work in.
I am rambling, but you can get my drift.  I guess I prefer pullout unless you
have plenty of resources in your building.  Good luck.

SUBJECT:  Re:caseloads     Date:  97-02-07 02:08:16 EDT
From:  SULLYandMD

I teach in a building a 260 kids K-5.  We have 2 and a half resource
teachers.  We do mostly pull out and push in when we can.  We also have title
teacher and special reading teacher.

Question:  Is there a creative way to manage case loads?  We like the idea of
following the caseload K-5  (Parents feel supported, continuity of program
etc.) We don't really feel as good about each taking a grade or two for the
year for a number of reasons.  As it is now, we're each assigned a teacher
and we get the referals out of that room.  It works fairly well but we keep
thinking there's a better way.  Any creative suggestions?  We're already
thinking for next year.

SUBJECT:  Re:SUBSTITUTE. needs help !!     Date:  97-02-07 22:19:33 EDT
From:  Teachhumor

hi

just remember teachers are attached to their kids, so be kind in leaving your
notes, and REMEMBER to leave notes to the teacher that is positive about her,
one sub left a note telling me my humor lesson was great could she have a
copy - she even said I was clever - you bet I use that teacher every chance I
can

SUBJECT:  Re:Any Good Conferences?     Date:  97-02-07 22:21:33 EDT
From:  Teachhumor

Go to the Sopris conference in Col. It will have published authors presenting
on the very latest info. get into fron ww.sopriswest.com or call  800 547
6747

SUBJECT:  Re:Resource Programs     Date:  97-02-07 22:32:47 EDT
From:  Teachhumor

I have been using a program that uses humor to teach reading skills, and the
kids love it e-mail at
teachhumor

SUBJECT:  Re:REPOSTED MESSAGES     Date:  97-02-07 22:44:32 EDT
From:  Teachhumor

teach them sight words that have word families in them for ex. if they can
read bat, then cover up the b soon they will learn to isolate the sounds e
mail me for me info

SUBJECT:  Re:Don't be so honest!     Date:  97-02-07 22:46:47 EDT
From:  Teachhumor

your employer is your children, that's who you owe your loyality to, but
since the school system pays the bill here is an idea
print up a list of accomdation - and sit down with the parent and teacher and
check off the ones that the three of your agree will work - also give a list
of accom. for the parent - if you don't have the info on these things e-mail
and I help u out

SUBJECT:  Re:behavior management ideas     Date:  97-02-07 22:49:28 EDT
From:  Teachhumor

try humor - not SCARcatis but gentle humor to control, - greatly exag. will
helpl want more tips e-mail me

SUBJECT:  Re:LD students     Date:  97-02-07 22:55:48 EDT
From:  Teachhumor

the reason why you like pull out program is because THEY WORK - going in the
classroom means only one teaches the other aids

SUBJECT:  Re:books on tape     Date:  97-02-08 11:24:33 EDT
From:  C Blatt

           If you are already  a  Books on  tape subscriber then you can
contact any Library for the  Blind to borrow Books on tape and  one the
exists is called  The  Recording for the  Blind and  Dyslexics.  if
interested in  Number just E  Mail me.

SUBJECT:  Looking  For     Date:  97-02-08 11:26:45 EDT
From:  C Blatt

        If  you intend   to attend the  LDA  Convention In  Chicago  form
February 18-21   1997 then  please E Mail  so that    we can find away  to
meet if we are AOl  users.

SUBJECT:  Re:NEW FOLDER     Date:  97-02-08 15:01:39 EDT
From:  Grams44

I'm new to the Internet and have just found this area.  I don't even know the
lingo!!!!  However, I think that it could be a big source of information and
encouragement.  I teach elementary LD students -----k-5th in Oklahoma.
Would like to discuss curriculum and methods of behavior management.

Thanks  (Ratatat   . . .  whence cometh the name?)

Grams44


SUBJECT:  Re: Help those slow learners     Date:  97-02-12 01:36:31 EDT
From:  Susie C F

Thank you for having an unselfish wish to help these children.  My family is
unique.  I have 5 gifted first cousins, two learning disabled nephews who are
delayed in speech, and my son is autistic.  My husband is an Air Force
recruiter, and he sees so many students within the school system who cannot
pass a test of basic English, math, etc.  A frighteningly huge number of
these children cannot do this, yet are passing high school.  These are our
children going out into the world, and will directly affect those around them
in the future.  I grew up in Alabama, and the schools do not get enough
funding to adequately help.  It is a blessing to see someone who is willing
to try to get the proper help to these children, and to keep them in school.
It is very hard on their self-esteem to try hard to get the information
processed, and just cannot.  PLEASE do not give up.  : )

SUBJECT:  Re:behavior
management ideas     Date:  97-02-12 04:21:21 EDT
From:  Susie C F

I am a parent of an autistic child of 4 1/2.  I live in Alabama.  Anything
you could send me on behavior management would be wonderful.  Please e-mail
me at -  Susie C F

SUBJECT:  Re:behavior management ideas     Date:  97-02-12 04:23:56 EDT
From:  Susie C F

I have a 4 1/2 year old autistic child.  Anything you have that could help to
get his tantrums under control would be marvelous.  Please e-mail me at -
Susie C F ---- and please give me your address, in case I have
questions.

SUBJECT:  Re:NEW FOLDER     Date:  97-02-13 03:11:44 EDT
From:  SULLYandMD

Love to chat  with you. I'm in the same position.


SUBJECT:  Re:NEW FOLDER     Date:  97-02-13 03:14:42 EDT
From:  SULLYandMD

Love to chat with you ratatat.  I'm in the same position.


SUBJECT:  NEED HELP....WILLIAMS SYNDROME     Date:  97-02-25 19:27:00 EDT
From:  WWe007

   I have a kid with Williams Syndrome, and don't know anything about WS.
I'm having a hard time finding info. on it.  Can anyone help?

WWe007

SUBJECT:  DLM Materials     Date:  97-02-27 23:18:29 EDT
From:  WelJan1

I have been trying to locate the DLM company.  They are no longer located in
Allen Texas, and I can't find a catalog with a new address or phone number.
Can someone help me???  Thanks.

SUBJECT:  Re:DLM Materials     Date:  97-02-28 00:06:31 EDT
From:  LorBis

DLM is now owned by SRA.  All of their stuff is in the SRA catalog.  Sorry I
don't know SRA's phone # or address.

SUBJECT:  IEP TESTING: New test needed     Date:  97-02-28 21:59:34 EDT
From:  KWMAJ

I am looking for alternatives to the PIAT and Woodcock which we use now.
Looking for a cloze reading comp. and writing sample that is more than
sentences.

SUBJECT:  Re:IEP TESTING: New test nee     Date:  97-03-02 16:56:47 EDT
From:  Parsons4U

Try using the WIAT instead of Woodcock.  The scores correspond with the WISC
III if that's what you use.  The WIAT takes a good writing sample with a
prompt for grade 3 and up.  As far as CLOZE tests, there are many on the
market in SPED and READING DIAGNOSTIC handbooks.  Sometimes I make my own.
Just ink out every 5th word as appropriate.  That's sometimes better because
you can use  it on a story the child is reading.

SUBJECT:  New to Resource     Date:  97-03-02 20:04:46 EDT
From:  VPeter9901

Hi,
  I am the mother to a 5(almost 6) year old boy who is autistic and is fully
included in reg. Kindergarten with an aide.  He will continue on the for the
1st grade and there is talk of the the resource teacher becoming the
facilitator of his program.  Right now the spec ed teacher at the school who
is a preschool teacher is in charge of his program.  She doesn't feel that
she knows the upcoming curriculum and that is why resource is being brought
in.  Mind you this is not an inclusive school setting.  My son is the only
student at the school in this situation.
  My question to all of you resource teachers out there is how would you feel
about adding an autistic child to your caseload?  Are any of you doing that
now?  Would you feel it a burden or a new and exciting challenge?  My son is
verbal and nonaggressive.  He is lacking in social skills and abstract
thinking skills.  He is a sweet little boy that all the adults at school
like.
   They are sending her for a week of TEACCH training.  I think that will
help her.  Also the spec ed teacher will stay involved as long as necessary.
Any opinions on this subject would be greatly appreciated.    Thanks.

SUBJECT:
Anyone Using Saxon Phonics?     Date:  97-03-09 01:18:10 EDT
From:  DR CARLILE

I am on the Governor's Reading Initiative Committee in Texas and am looking
for classroom information from teachers using the Saxon Phonics program with
their students. I would like to know the pros and cons--and what level you
teach. Thanks for the help. Dr. Carlile

SUBJECT:  The Chosen     Date:  97-03-09 18:03:06 EDT
From:  SWEET34636

Has anyone taught The Chosen?  I am having to do this, and the students are
not interested at all.  My students are Hispanics, and are very upset that
none of the curriculum material at the sophomore level is directed toward
them. Anyway, I need some help on teaching The Chosen.

Thanks.

SUBJECT:  Re:DLM Materials     Date:  97-03-09 21:23:51 EDT
From:  Mdmk19

SRA
Macmillan/McGraw Hill
P.O. box 543
Blacklick, OH 43004-0543

1-800-843-8855

SUBJECT:  Re: Help those slow learners     Date:  97-03-10 22:37:19 EDT
From:  JPirtle347

To PURUIJI
It is very frustrating to want to help those children that do not qualify, or
would not qualify for SPED, but still need something.  It makes it even
harder when there is no support from reg. ed. teachers.  The problem is that
there is no "in-between".  You are either special ed. or reg. ed.  The  SPED
committee at my elementary school is looking into some options for those reg.
ed. kids who aren't actually SPED, but are failing.  We hope to have a group
of reg. ed. teachers as a committee to provide other reg. ed. teachers
support for those students who are having problems in the classroom.  They'll
give suggestions on modifying work for "Little Johnny" who can actually do
math, but just can't finish all fifty problems. We are going to use this as
an intervention before some children can be referred to sped.  The thing is
that so many of these students ARE NOT SPED, they just learn differently than
others (or maybe they can't learn as much or at the same rate.)   I truly
feel that if all teachers (including SPED) would just take a look at how they
are teaching they would see that they are leaving about half of their class
in "LA LA Land"  because they aren't teaching the way those kids learn.
Plain old learning styles.  I wish I had a dollar for every student that was
referred to me for sped that only needed to hear the directions more than
once, or actually see how the tadpole turns into a frog rather than hear
about it.  We, as teachers and adults, learn things differently.  I can read
a recipe three or four times, and still have to go back and read it aloud
before I finally know exactly what to do.  Why should our students be any
different?

SUBJECT:  Re: Help those slow learners     Date:  97-03-11 09:54:06 EDT
From:  Lmazzola

 JPirtle347 wrote:

The thing is that so many of these students ARE NOT SPED, they just learn
differently than others (or maybe they can't learn as much or at the same
rate.)   I truly feel that if all teachers (including SPED) would just take a
look at how they are teaching they would see that they are leaving about half
of their class in "LA LA Land"  because they aren't teaching the way those
kids learn.  Plain old learning styles.

I agree with you 100%. Except for one thing - this is true for ALL students.

I believe (as in, this is MY OPINION, from my own experiences) that many
teachers get to a point where the curriculum is set (and has been, without
much change for many years) their lesson plans, tests, etc. are developed and
they get into "cruise" mode. Almost NEVER altering anything for anyone.

Someone once quoted some statistics, I'm sure I don't recall the exact
numbers, but essentially they illustrated that 65% of the population are
"visual" learners, the balance being distributed between auditory and
kinestetic learners. Yet, in our classrooms, MOST of the lessons are taught
in a lecture or auditory format. It's no wonder education is in crisis!

Lisa

SUBJECT:  Re: Help those slow learners     Date:  97-03-11 22:59:19 EDT
From:  JPirtle347

If teachers were required to provide accomodations and modifications for reg.
ed. kids as well as my sped kids, I think they would be surprised in the
difference they would see in their students.  Nevermind the lower number of
sped referrals I would see each six weeks.  As chairperson of our my school's
sped. dept. I've tried some new approaches to helping the reg. ed. teachers
deal with these students who need something else.  I observe the student
personally, then provide the teacher with suggestions and ideas on how to
help the child.  Most of the responses from the teachers have been pretty
good.  I have had some teachers to tell me to mind my own business. What they
don't realize is-  this is my business-  I'm the one who decides if these
kids need some type of sped service.  Before I even consider testing, they
MUST try some type of interventions with the student.  The interventions are
mods. and accom. that could benefit more than just one or two kids in the
room.  I hope that collaboration between reg. ed. and sped improves.  Things
would be so much easier for everyone- especially the children.


SUBJECT:  Opinions, please     Date:  97-03-11 23:20:30 EDT
From:  LorBis

I need your opinions and input.  For those of you who have students for full
replacement subjects, such as reading,  and you are in charge of grading
those students, do you ever have problems with regular classroom teachers
complaining that the special ed. students' grades are too high?

When I have students who get grades in the 90's (we use numerical grades
here) at their instructional level, I get teachers who complain that these
grades are too high for a special ed. student.  I explain that it is their
level, etc., but the feeling still persists.

Also, I run into problems dealing with the content areas.  With lots of help
and modification, some of my students can do quite well in social studies and
science, yet if there grades are too high, again I get complaints.  The
teachers claim that it makes it appear as if these kids are making it on
their own.  Legally, supposedly, we are not allowed to make any notation on
the report cards that indicate the student is a special ed. student.  I am
talking about grades 3 and 4.

Any input?  Thanks.
Laurie

SUBJECT:  Re:Opinions, please     Date:  97-03-11 23:53:48 EDT
From:  JPirtle347

To LORBIS
I have in the same situations with reg. ed. teachers complaining that I
"give" answers to students on tests.  All of my resource students are in reg.
sci. and s.s.  I go into the class, make sure the kids are taking notes,
doing h-work, that sort of thing. ( I'm also there to make sure my kids are
getting any accom. that they need- of course I couldn't tell the reg. ed.
teacher that.)  The last time I had that complaint I let the teacher have the
option of reading a test to my kids herself.  She chose to do so.  Three of
the four sped. students in the room made B's, and the other made a C!  The
teacher was so impressed, and appreciative.  I also volunteered to review the
entire sci. class for a big test coming up.  The teacher was surprised to
hear how many questions MY kids could answer.  MAKE them see these special
kids ARE SMART!!!  Put these reg. ed. teachers in a position where they can't
say we give our kids answers.  Volunteer to let her give your kids a test (as
long as she provides acccom. that they need.)  So many teachers have this
misconception that sped students do not know as much as reg. ed.  WRONG-
they just have their own "special way" of showing what they know.  If we know
that we are doing our job, and that our students are learning, then I
honestly can't worry about what narrow-minded teachers think.

SUBJECT:
Re:Opinions, please     Date:  97-03-12 01:06:05 EDT
From:  SusanS29

"I need your opinions and input.  For those of you who have students for full
replacement subjects, such as reading,  and you are in charge of grading
those students, do you ever have problems with regular classroom teachers
complaining that the special ed. students' grades are too high?"

Yes. I had teachers try to tell me that none of these students should get
more than a C. However, the district did the responsible thing and revised
the report card to help solve this problem. There was a box to check if the
student was working "below grade level." Of course no student getting all his
math, or written expression, or reading, would be on grade level in those
subjects.

I gave out few A's, but I did occasionally. I caught real flack about it
once, took the student's work (written expression) to the principal, and
asked for his backup -- and he gave it. It's probably the only A that girl
ever received, and she worked her buns off for it. Fourth grade -- big deal.
Sheesh.

I also had my own "honor roll" for students who got all satisfactory or
better for "effort." Effort is what counts in the long run in this world --
not grades.

SUBJECT:  Re:Opinions, please     Date:  97-03-12 21:49:23 EDT
From:  DDrummer3

JPirtle347 - I agree!!!  When reg. ed teachers "implied" that the students
were not actually earning their own grades, I invited them into my resource
room to observe.  First, they were impressed and surprised by how much extra
work these kids put in for their classes (extra t-notes, study guides, etc)
and they found the kids really did know the material even if they had to
express it in a different way (dictating or having tests read).  That was 5
years ago, now I have fewer referrels and more reg ed teachers coming in
asking  "what can I do for Johnny, he's not in sped - but could use extra
help?"  It's great - inclusion strategies ARE benefitting more and more
students not in sped.  It may be a slow process....but it's in the
works!

SUBJECT:  Information please     Date:  97-03-13 13:28:50 EDT
From:  Kellyrick

I need information on how children get placed in an LD setting originally and
how the classifications work.

If the eligibility commitee says that there is a "specific" learning
disability, don't they have to name it?  (i.e.  dyslexia, developmental
aphasia...etc.)

If they test and find a child eligible for special education, what do they do
then?  Just place them in special ed or do they try and narrow what the
disability is?

If they do not test for specific learning disabilities, how do they determine
what is an "appropriate" education?  Also, if they have never been tested for
specifics, how do they determine the least restrictive environment...even if
they later catch up and score high enough to not need services.

For example, what if a child is dyslexic, is identified by the state as being
learning disabled, but is never tested specifically for dyslexia, how can
that child be taught appropriately in order to learn the material presented.
As well, what if he is able to compensate for this dyslexia later in life and
scores high enough on the tests to render him ineligible for special ed?  Is
it the least restrictive environment to just say he is no longer
eligible......he still has dyslexia, so therefore, while he may be able to be
mainstreamed because he can compensate for it,  what happens a few years
later when things get tougher?  Never having been identified properly, he
still is not getting what he needs and now won't because he has been rendered
ineligible for services.  One more thing...because he was only identified as
having a reading deficit, and dyslexia affects everything....how can the
regular ed teacher know what to look for to teach him or to grade his papers
fairly?

I live in Chesapeake, VA and they tell me that they do not do tests for
dyslexia, yet they tell me my middle son has a specific learning disability.
They can not give me a specific name for what his learning disability is.  I
read that whole law cover to cover and it seemed pretty black and white to me
that if they have a specific learning disability, then it has a name.  If
they don't or one can't be found, then they qualify under "other health
impaired" or "seriously emotionally disturbed".

Help!

SUBJECT:  Re:Information please     Date:  97-03-13 15:42:54 EDT
From:  SusanS29

"If the eligibility commitee says that there is a "specific" learning
disability, don't they have to name it?  (i.e.  dyslexia, developmental
aphasia...etc.)"

No. In fact they're required to label it as "learning disabled in the area of
-- reading, math, and or written expression.  It has to be put in academic
terms.

Federal law doesn't really care if a child is perceptually impaired unless
that perceptual impairment interferes with his academic progress in one of
those three areas. In fact I have a child who is clearly perceptually
impaired, but who is no longer eligible for an IEP (and this in a state which
gives help more willingly than many others.) She's not behind enough
academically to be eligible.

"If they test and find a child eligible for special education, what do they
do then?  Just place them in special ed or do they try and narrow what the
disability is?"

The focus is on the subject... which can make a real problem. Some teachers
focus *entirely* on the academics without regard to *why* the child is having
the difficulty he or she is, which I'm sure you are aware can lead to
inappropriate remediation techniques.

"If they do not test for specific learning disabilities, how do they
determine what is an "appropriate" education?"

You're looking at these terms and thinking like a person knowledgeable about
learning disabilities. You're going to have to shift gears and think like
(sigh) a beaurocrat to make any sense of this.

"Appropriate" education means enough support but not too much. In other
words, if the child can progress with "mainstreaming" and only 30 min. a day
in a resource room, then that's what's appropriate. If the child needs 2
hours of support a day, the school district may not deny that because "that's
not how they do things."

If the child truly needs to be in a special class, they can't refuse "because
everyone gets resource help -- we don't have LD classes." They also can't
have special classes but not resource-type help.

So -- appropriate means that it meets the child's placement needs, not that
the methods match the child's learning styles.

In fact a parent can (and many have) sued districts because of sloppy
paperwork, but you can't sue because they chose clearly ineffective ways to
teach their child (because they didn't understand the implications of the
test results, for instance.)

Parents do have other recourse if that kind of situation (with little or no
progress) continues for several years.

The district is allowed to try less restrictive environments first (such as
inclusion or resource) even if the parent wants a special class. I have seen
cases where we were certain a child would need a special class -- but tried
"resource" first and it worked well. I've also had LD students for whom
resource wasn't enough, but parents wouldn't approve a special class. By
fifth grade those kids (two in particular I'm thinking of) were in a mess 'o
trouble academically.

"Also, if they have never been tested for specifics, how do they determine
the least restrictive environment...even if they later catch up and score
high enough to not need services."


SUBJECT:  Re:Information please     Date:  97-03-13 15:49:20 EDT
From:  SusanS29

(more)

Least restrictive environment isnt determined by test scores. In my state
they do test for the *cause* of the LD. It's clear from the posts that not
all states do, but in my state (state definitions of LD differ -- remember
these are beaurocracies) -- they require evidence that what most experts
think of as a "learning disability" is there for the child to be called LD.
There's a concept (grin). In other states, *any* student a certain amount
below grade level *for any reason* is classified LD unless an IQ test shows
that they're retarded/developmentally delayed. Needless to say those states'
services are clogged with nice kids who have an IQ of 80 and ought to be
encouraged to develop their strengths -- they're doing the best they can
academically. The research is clear that these kids, if nurtured and kept in
school, will learn what they can learn, leave school, and have a nice life --
families, children, home, job, etc. But put them in an "LD" room and everyone
thinks ... well... that they're LD! Then often they get labeled lazy. Worse,
those teachers' experience will be colored. They may forget whatever they
ever really knew about LD. Basically LD has been redefined in these states to
mean "slow learner." Meanwhile, children with an IQ of 140, clear perceptual
problems and struggling to earn C's *won't* be eligible -- they're on grade
level. It's like Alice Through the Looking Glass.

"For example, what if a child is dyslexic, is identified by the state as
being learning disabled, but is never tested specifically for dyslexia"

Depends on what you mean by "dyslexia" -- there are many different
definitions.

Where I am we *certainly* serve "dyslexic" students. If you mean reading,
they get reading help. If you've broadened the definition to mean math (which
really should be called dyscalculia) -- if they need math help they get it.
If you've broadened the term to include written expression (which really
should be dysgraphia) they get that if they need it. *Where I am* the
appropriate "Why is this happening?" questions are asked.

So I think you could fairly say that in some states they very much do test
for "dyslexia" -- but use the terms they're required by law to use -- LD in
the areas of ... etc.

" what happens a few years later when things get tougher?"

That student is eligible to be re-tested at any time it's appropriate.

"One more thing...because he was only identified as having a reading deficit,
and dyslexia affects everything....how can the regular ed teacher know what
to look for to teach him or to grade his papers fairly?"

Gee -- we never had a problem with that. We just did what was necessary. We
specifically taught the child to read the key words in math problems as part
of the reading instruction. Sometimes we used social studies or science for
reading, or we provided alternate ways to do the work. We'd let students
dictate their answers. They can tape the lectures. When they're older they
can use Talking Books if their reading isn't adequate.

There are many and multiple solutions. The whole point of these interventions
are to allow the child to progress in spite of them -- not sandbag him or
her.

SUBJECT:  Re:Information please     Date:  97-03-13 18:25:55 EDT
From:  Kellyrick

ok...I do have a clearer understanding now...and yes....more questions.

I have 5 children but the ones I am referring to are the eldest three
(stepchildren) ages 8,10, and 12.  All were in the LD setting when I came
into their lives and all have since been diagnosed with ADD.  The 8 year old
just had his triennial and is now being mainstreamed into the regular
classroom.  He is fine.  His whole problem appears to be the ADHD.  As well
with my 12 year old. However, my 10 year old still struggles even medicated.


He has improved 200% since being medicated, however, he has a severe speech
and language processing problem.  He doesn't appear to hear the differences
in sounds (f's&th's, drain was spelled jrain)....he also does the classic
dyslexic reversals .....bab for dad, 4+6=2 instead of 4+2=6....3x4=21....and
reading....well, he can read....very slowly (which I tell him is better
because his retention is better than anyone elses in the family).

However, this child has failed tests because of these reversals and because
he spells things the way he says them.

He has no deficit that would require him to be placed in a special math
class...his input processing seems fine there...it's just the output.

I guess the real issue isn't whether or not he is identified as being
dyslexic, but if he's not tested, how do I incorporate those adaptations he
needs into his IEP?  How can you make an adaptation for something that had
never been identified?  And what adaptations do I need to have them make?  I
know what works here at home....but we all know that it is different when you
have 20 of them to deal with.  Would a 504 for his regular classes be
appropriate in conjunction with his IEP?  His teachers very rarely see it
because he tries so hard...he will work for hours at home until his homework
is perfect.  I have sent some of the uncorrected work to his LD teacher just
so she can see what she is working with.  She has been a great big help!

So, what do I need to do to help him or ensure that his test scores are a
true reflection of his knowledge?  He decided last year that he was too
stupid to be anything but a construction worker.  We have since turned that
thought pattern around, however, if he continues to fail, then it won't take
long to lose him again.

Thanks!

SUBJECT:  Re:Information please     Date:  97-03-13 22:06:19 EDT
From:  DBGRANT

Kellyrick
you must purchas the book Successful Intelligence How Practical and Creative
Intelligence Determine Sucess in Life Robert J. Sternberg Simon & Schuster
under 25$. WE - teachers - society must break away from the numbers and
labels to look at what a lerner can do and not do. Look at the thinking
skills in the aspects that Reven Feuertein does in Dynamic Asessment .
briefly what does the student bring to the event  - task - say learning to
read a passage.
What errors are made? What are the learners strategies for the task/ What are
the strengths? What is the avenue  or intelligence  -visual/graphical.
lingusitic, kinesthic (sic) interpersonal, etc.  that is the most successful
for this task. Howe does this learner respond to strategies presented to hom
or her?

ie an enagaged learning event with the teacher facilatingthe intelligence of
the learner.
dbgrant

SUBJECT:  Re:Information please     Date:  97-03-14 01:41:24 EDT
From:  SusanS29

"I guess the real issue isn't whether or not he is identified as being
dyslexic, but if he's not tested, how do I incorporate those adaptations he
needs into his IEP? "

I don't understand... what tests have been done?

SUBJECT:  Re:Information please     Date:  97-03-14 18:14:58 EDT
From:  Kellyrick

ok...here's the list

For Speech:

Peabody Picture vocab
Goldman Fristoe Test of artic.
Educational assessment (observation by third party)
Conversational Sample

For Reading
KTEA

He currently is allowed to take all his tests in the LD room, and have oral
testing where appropriate....as well as additional time to take the tests.
This is almost there....however, he has still failed tests because the
teacher did not recognize why he made the errors.  His IEP is not specific
enough.  Or maybe I am a control freak...I just hate to see him struggle and
get so discouraged when he tries so hard.  He gives 200 percent.

Last year..to learn his multiplication tables, he did extra homework and
practiced for 4-5 hours EVERY day for a week so he could catch up.

The other thing I have been seriously thinking about is homeschooling him.
All of his teachers report that I have gotten through to him where they
can't...

SUBJECT:  Re:Information please     Date:  97-03-14 18:22:21 EDT
From:  Kellyrick

None of the tests have been done for dyslexia...since they don't in this
state...so specific adaptations have not been made to accomodate his learning
style.  And I don't know which ones to ask for......

My thought pattern is that if he were "flagged" as being dyslexic, then that
would cue the teachers on what approach to use to teach him....without me
having to request a conference in the first week of school and bug them to
death all year long with explanations as to what his progress is with
learning...etc,etc,etc...so that they will take it into account when they
give him academic tests.

Make sense?

SUBJECT:  Re:Information please     Date:  97-03-15 03:15:40 EDT
From:  SusanS29

".however, he has still failed tests because the teacher did not recognize
why he made the errors."

Kelly I don't understand this. On a test (not daily work, on a test) it
doesn't really matter why you got it wrong.

SUBJECT:  Re:Information please     Date:  97-03-15 03:18:24 EDT
From:  SusanS29

"None of the tests have been done for dyslexia...since they don't in this
state..."

Kelly "dyslexia" just means "learning disabled in the area of reading."

They did a reading test, and I have to assume that his reading scores, while
maybe not as high as you would like, weren't low enough to qualify him for LD
services.

If you're insisting that they use the word "dyslexia" you will *never* win;
there isn't a state in the country that uses that term. They *all* use
"learning disabled.*

If they test his reading level, and he reads too high to be eligible, the
school's diagnostic process stops there. *For their purposes* there's nothing
more to test.

SUBJECT:  Age vs. Grade Norms     Date:  97-03-15 12:29:40 EDT
From:  Heyentah

My district has only 3 psychologists in it and they all insist the IEP team
qualify kids for SPED based on grade-only based norms on the WJ-R, PIAT,
K-TEA, or latest, WIAT. They refuse to look at WJ-R reading scores because
<they are too high> they use the PIQ or VIQ rather than the FSIQ compared to
subtest scores rather than cluster scores inorder to show a 16-17 point
discrepancy AND they will use a single assessment instrument to make a
determination!!! If you were in my shoes, what would you do? Is this the norm
or am I justifiably concerned? signed Concerned

SUBJECT:  Re:learning disability?     Date:  97-03-15 13:06:11 EDT
From:  Graytank

these kids are only able to learn what their brain circuits catch.  I get so
tired of reg. ed. teachers saying, "They're so lazy. I they'd try they cld do
it."  These people need to know that that's part of the reason the kids
appear lazy or ' act out'.  Their brains absorb so much and then it's ......
Sure, some are more E.D. than L.D. so they try the lazy act, but the truly LD
isn't lazy, they're FRUSTRATED!  Sp. Ed. is much more complex than it used to
be.  More kids are labled than before, the teachers aren't prepared, not
enough useable material is out there, etc.  Sometimes people are hired and a
background check isn't done and schools end up with some doozies!  Oh,
well.

SUBJECT:  Re: learning disability?       Date:  97-03-15 13:15:57 EDT
From:  Graytank

Mar, I don't know how many school have the Mastery Assistance Program.  It's
for the students that don't quite qualify for Resource, but are LD.  This
program entitles the kids to bring their reg. classroom work to us for help.
We can then modify the work to their abilities.  There are no specified times
for them to come, except they MUST attend at least 60 min. a week.  It helps
their self esteem because they are doing the same work as the class, only
it's modified for them.  Many reg. ed. kids ask me how they can come to
M.A.C. (LAP, etc.)!  I enjoy modifying work!  If anyone knows of a $
lucrative way to do this, let me know, please.  Graytank@AOL


SUBJECT:  Parent Wants to Help     Date:  97-03-15 20:16:23 EDT
From:  MirKitty

I am the mother of an 8yr old boy. My husb & myself adopted him 2 yrs ago
from the state. He is cat. EH & is placed in a Res. rm w/6 other students & a
2 full time aides. He is opposit./defiant disorder & therefore, is quite a
handful at times. He is 3rd grade, rdg at K, only months behind in other
academic areas; quite a whiz at science (loves it!).

His tchr is young & not as aggressive as we would like when it comes to
beh.mgmt. (ex: "I sent him to Time Out, but it took him 5" to get there &
even then, he was still sticking his tongue out the door at the other
kids"!). We simply feel that he should not be allowed these kinds of
freedoms, but should be quickly called to task. We have made suggestions both
on the telephone & at conference, but she is reticent to be a disciplinarian;
preferring instead to "build up" & be "positive" rather than negative. This
is all well & good, but, still, he is taking unfair advantage of her good
nature!

My question is this: How can we best support her as his teacher (she is a
good teacher & we are well pleased with his successes under her care, but for
the constant & at times, outrageous, behavior) yet still succeed at having
his aggression curbed? He will readily lie, cheat (attempting this past wk to
forge new grades for himself on his daily report! He was caught by me & a
telephone call to her has solved this problem, she is good about responding
right away to our concerns),  & manipulate others to his satisfaction. He is
also a warmhearted, tender individual whose first 6 yrs of life were a living
hell & we know we face an uphill battle!!!

As teachers, how would you best like to have a parent intervene with
administration in securing services for him (if this is what he would need)
or in expressing/showing support? Thank you so much for your help!!

SUBJECT:
Re:Age vs. Grade Norms     Date:  97-03-16 01:42:23 EDT
From:  SusanS29

Call your state department of education and get a copy of your state's
diagnostic standards.

I *think* you'll find that the school psychologists are "following the
rules." They can't do anything else; student records are audited to make sure
all the children who receive special education help are truly eligible for it
*by state diagnostic standards.*

How they do it in my state will be different than how they do it in yours,
because the federal law says that each state can decide for itself how it
will choose its special education students.

SUBJECT:  Re:Parent Wants to Help     Date:  97-03-16 01:46:25 EDT
From:  SusanS29

"(ex: "I sent him to Time Out, but it took him 5" to get there & even then,
he was still sticking his tongue out the door at the other kids"!)."

I think you should trust her a little. She can't afford to get into a "battle
of wills" with the child. She can't physically force him into time-out, and
very often the best reaction to something like  the tongue thing is to ignore
it, and not rise to the provocation.

I have taught such a class myself. It would be nice if students never stuck
their tongues out, but as special education teachers we have to remember why
the students are in our class. We have to keep ourselves focused on what the
major goal for the student is. Responding to the tongue thing would actually
reinforce him in several ways for doing it: he gets extra attention; he
"baits" the teacher into coming down to his level; he forces the teacher to
respond on his terms instead of hers; etc.

My own feeling is that you're lucky to have a teacher who won't blow this
tongue thing out of proportion, and focus on the bigger issues.

SUBJECT:  Re:DLM
Materials     Date:  97-03-16 12:18:22 EDT
From:  Scott VanZ

This is outdated information.  SRA has moved once again!

NEW INFORMATION!

SRA/MCGRAW-HILL
220 Danieldale Road
DeSoto, TX  75115-9960

1-888-SRA-4KIDS
FAX  [phone]

SUBJECT:  Re: Help with my thesis     Date:  97-03-16 21:01:02 EDT
From:  SkipperMic

I am a special education teacher in CA.  I am working on my thesis.  The
topic is "Differing attitudes of special education and inclusion in the
different regional parts of the U.S.".  I am looking for teachers or
administrators who would be willing to distribute my questionnaire to their
staff and then return it to me (I'll pay all the postage).  If you would be
willing to help please e-mail me at MichSpEd.  Many thanks to anyone willing
to help!!!

SUBJECT:  Re:Age vs. Grade Norms     Date:  97-03-16 22:06:52 EDT
From:  RRTeach

I'm not sure what your concern is?  There is nothing wrong with using grade
norms although I report and our CSE considers both.  If I could report only
one, I would use grade because it is not reasonable to expect a child to have
academic achievement beyong the grade he is in if he's been retained.

There is also nothing wrong with using the PIQ or VIQ rather than the full
scale IQ to statistically determine the presence of a learning disability if
there is a significant discrepancy in the scores.

However, it is wrong to rely on a single assessment.

SUBJECT:  Re:Information
please     Date:  97-03-16 22:57:27 EDT
From:  RANLEE7636

Kelly,

You sound like a very concerned parent for your stepchildren.  I wonder if
state advocacy group such as PACER (not sure if they are a national group)
could provide you with a lot of the information you need.   Just a thought


SUBJECT:  Re:Varied Ability Levels      Date:  97-03-19 15:26:12 EDT
From:  Chopin33

Just an idea for you to consider...one elementary school utilizes a program
called Accelerated Reader in which the children read books at their ability
level.  When complete, they take a short comprehension test on the computer.
This has yielded an extreme increase in individual reading abilities and is
used by regular as well as special educators, like myself.  It's an activity
that the children enjoy and can do independently.  Additionally, the software
program prints a report of their progress and reading levels.  You may wish
to look into this or a similar program.

SUBJECT:  Re:Varied Ability Levels      Date:  97-03-19 19:04:35 EDT
From:  MarRigby

Please let us all know who publishes this "Accelerated Reading Program", what
platform it's on (IBM/Macintosh). I'd be very interested in this type of
program.

Also, I purchased a program called "Reading Search" (Great Wave Software),
and although the program itself is wonderful, the program keeps bombing all
the time. Does anyone know if they have come out with a newer version that
doesn't bomb?

Marilyn

SUBJECT:  POSTCARDS     Date:  97-03-21 00:39:10 EDT
From:  Blue5203

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

SUBJECT:  Need a
penpal from NC     Date:  97-03-21 19:53:41 EDT
From:  Jcdot47

Is there any NC special education teacher out there who wants to correspond
via AOL with me about NC sp.ed. compared to FL sp.ed.?  We want to move to NC
and I'd like to hear what it's like to teach there. PLEASE write. I love to
answer my mail!  Address is JCDot47. I'm C-Carolyn
and my husband, also an educator (HS voc. ed) is J-Jim.

SUBJECT:  NJ CEC
Conference 5/2/97       Date:  97-03-24 18:13:05 EDT
From:  EdenSvcs

The New Jersey Federation Council for Exceptional Children will be holding
its annual conference on Friday, May, 2, 1997 at the Sheraton Woodbridge
Place Hotel in Woodbridge, NJ, 8:00 a.m. to 4:00 p.m.

This conference will feature over 25 presentations on topics ranging from:
advocacy, assessment, assistive technology, behavior management, bilingual
special education, computer-assisted instruction, co-teaching, emotional
disturbance, inclusion, language development, legal issues, professional
development, sensory integration, social skills, teaching strategies and
transition.

Conference is $45.00 for CEC members; $55 for non-members. Registration
deadline: April 25.

For more information or to receive a registration form, please e-mail Cheryl
Bomba at [e-mail].

SUBJECT:  Re: classroom management      Date:  97-03-27 23:14:01 EDT
From:  A algazi

I am working as a long term substitute , assuming all teaching duties from
now until the end of the school year. The students are 8th graders and two of
my periods are inclusion classes.
The students are rude and difficult to manage and display a real attitude .
I'm looking for a really good book to read to manage 8th graders. It is
partially an inner city school. Also the students are very lathargic about
the work ( across the board) and don't do Homework and don't want to think.
Hands on is difficult because of the lack willingness to use self control on
the students part.HELP!

SUBJECT:  Re: classroom management      Date:  97-03-28 12:40:38 EDT
From:  SusanS29

"It is partially an inner city school. Also the students are very lathargic
about the work ( across the board) and don't do Homework and don't want to
think. Hands on is difficult because of the lack willingness to use self
control on the students part."

Talk to the other teachers and find out what school policy is, what they do,
etc.

SUBJECT:  Re:Varied Ability Levels in C.     Date:  97-04-03 00:10:21 EDT
From:  Sm mus stu

I am a second year resource teacher and had your same concerns last year.
One thing that really worked for me, my aides, the students, the teachers and
the parents was to work with the students on their classwork.  I pulled the
students out by classroom and consulted with the teachers ahead of time to
find the areas of greatest need.  This worked out great because my students
did not fall behind in their classwork and I was able to modify assignments
on the spot to meet their IEP goals and lower frustration level.  I am able
to use my resources and training to apply to the student's greatest need
today instead of when my lesson book allows it! L.L.

SUBJECT:  Re:inclusion or
pull-out     Date:  97-04-03 00:21:50 EDT
From:  Sm mus stu

I am a resource teacher in California, and I am working on my master's degree
in LD as well.  I feel most effective when I do pull my students out, because
I have the freedom to slice back when necessary and pull from my own
resources and training without interrupting the regular classroom.  In my
program I work with the students on the work that they are doing in their
classroom, so that when I pull them out they are not missing a beat.  But I
am able to modify on the spot and remediate when necessary.

SUBJECT:  Tired of
Night School     Date:  97-04-08 01:42:33 EDT
From:  Sm mus stu

Is anyone else completely burned out by working a full week and going to
night classes to fulfill a credential?  I do my best to give my students the
best of me even though I am so tired, then I try to concentrate and give what
is left to my night classes, and then nothing is left for my family.  I love
my RSP job, but sometimes feel that I will never be finished with all of my
credentialing.  Now CLAD!?!?

SUBJECT:  Re: classroom management      Date:  97-04-08 01:47:52 EDT
From:  Sm mus stu

Try looking in the professional book section under the author's name of Lee
Canter.  He has written several good books on classroom discipline.  Also,
give the students something to work towards or for.  Give plenty of rewards
or points to earn towards things.  These things don't even have to cost you
money.  It could be lunch with you in your room (although bringing home baked
brownies can up the ante!).  It could be fun time on Fridays including
computer time or game time.  PAT time is my favorite management tool of
choice.  It stands for preferred activity time.  As a group the students earn
minutes or lose minutes towards fun day on Friday.

SUBJECT:  Dual Certification     Date:  97-04-12 09:17:44 EDT
From:  RBrown6347

I am presently completing my Bachelor's degree in Education and will be
recieving a dual certification in Middle Grades Education and Behavior
Disorders.  (I have all of my classes except practicum in BD.)  The last
class I am taking (Methods and Materials in BD) requires the students to
write an IEP with hypothetical data.  I am interested in obtaining real
information from real teachers.  All of the other students in my class are
working on their Master's degree, are already in the school system, and have
access to plenty of Special Education Resources.  I am at home (with a home
day care - seven  2 - 3 year olds) and have disabilities of my own! (HA!)

Please help!  I need YOUR experience.  I am okay with writing the goals,
objectives, describing present level of performance, testing and behavior
modifications (for regular ed. and spec. ed. ) on the IEP.  What is giving me
a FIT is the grading modifications.  Does a student with behavior disorders,
low academic functioning, yet, average IQ recieve grading modifications in
his regular education classes?  If so, what kind of modifications? Shouldn't
the regular education teacher modify lessons to accomodate his learning
abilities (as well as the "regular" students) so that modifications do not
have to be made to his actual grade?  Shouldn't we give him what he earns (no
more, no less)?  Shouldn't we set goals & objectives for him to reach, not
trip over?  I have so many questions concerning this!  I can understand that
a students with intellectual disabilities and a low IQ needs grading
modifications and inclusion in regular classes (for social interaction).  But
shouldn't we be expecting more from those with average, albeit, low average,
IQ's.  Isn't that why we have IQ scores?  To have an idea what thier
potential is?

I have heard stories about regular education teachers that really frighten
me, especially since I am to be one.  Are they as difficult to deal with
concerning special education students as it seems?  I am looking through rose
colored glasses?  I am a middle-aged mother of two.  I have worked most of my
life and know all jobs are tough in one way or another and can only expect
teaching to be the same.  Please respond ASAP since I have to complete this
IEP.  I would love to correspond more with you to become better prepared for
the "real" world of teaching.

SUBJECT:  Re:Dual Certification     Date:  97-04-13 12:50:19 EDT
From:  PKVAU

Grading an Emotionally Disturbed or Behavior Disordered student can be
extremely difficult. We are required to have an ARD meeting  if the student
fails 2 6week periods.We can usually accomodate students with academic
modifications such as reduced assignments, extra time, going to Content
Mastery Lab for extra help, etc.
     The biggest problem comes when the student is more than capable of doing
the work (academically capable) but just doesn't care and does NOTHING. These
students are not motivated by any kind of consequence or reward and have
learned that because of their *handicap* they can get away with not doing
things. OF COURSE -this does not apply to ALL ED/BD students. Some are
legitimately unable to focus/function in school. I'm just tired of bending
over backwards for the students who have been given every
intervention/modification possible and just refuse to do any work.We  have
had several of these lately and it's getting to the point that the regular ed
teachers just give them a passing grade because in the end our interventions
are not successful. This creates a whole new problem that drives me crazy. I
have actually had an ED student tell me that he knows he will pass any way so
why do the work. Our psychologists have tried all kinds of interventions as
well. But we can only do so much in a school setting and we seldom get
reinforcement from home. The worse part for me is spending so much time
trying to get this kid to produce a little work that it takes away from the
other kids who are struggling to learn to read and write better. I wish
someone had a solution but I'm afraid this problem could only get worse. Many
of these kids expect things to be just given to them and won't put out any
effort to better themselves.
    Please know that not all ED/BD kids are like this. Most are truly
grateful for the time and love you give them. These are the ones that we can
truly make a difference with.

SUBJECT:  Foreign languages/LD child     Date:  97-04-15 16:20:25 EDT
From:  BCoke9

Our school is planning on exposing 1st - 4th grade to Spanish, 5th and 6th to
German, and 7th and 8th to French.  Does anyone know how this would effect LD
children.  These are children who struggle with reading, writing, and
organizing their toughts and then expressing them.  Are there any studies
regarding this?
BCOKE9 - Please Email me @aol - need anwer soon.  Today is 4/15/97

SUBJECT:  I
need HELP     Date:  97-04-16 14:44:34 EDT
From:  Sydney5555

THANKS FOR READING! I need information on a type of teaching device.  Anyway,
It is called a white board (you know the kind of chalkboard that you use
markers on) that has a PC output.  The output is a printer.  It will print
out whatever is written on the white board.  It would be great for my kids
because they have deficits in memory and this tool would help their brains
change short term memory (of an important lesson) to long term memory.  I
need to research  data on why this board would help Resource Room kids.
Could anyone help me with any info on where to find literature on line about
this? Please email me at Sydney5555 because I am new to this board and not
sure if I will be able to find it again. THANKS FOR YOUR TIME!!!!!!

SUBJECT:
Please Come        Date:  97-04-17 18:43:19 EDT
From:  C Blatt

  Friday   April 18  1997  at  9:00  NYC time  to the  private room and  type
in  LD  CHat.  This is to  bring together  people so that we can bring a
message loud and clear we nee  Ld  CHat and talk abotu what  we ould like to
see  developed in   Better   Medical  Network.  The more that  show up then
the stronger the message.

SUBJECT:  Re:I need HELP     Date:  97-04-17 21:06:53 EDT
From:  R u Niz

Are you talking about a dry erase board that connect to a computer?  I've
never heard of one, but it sounds interesting.

SUBJECT:  Re:Please Come        Date:  97-04-17 21:07:55 EDT
From:  R u Niz

C Blatt--is that AM or PM?

SUBJECT:  BilingualSED.Please help me.     Date:  97-04-18 04:12:59 EDT
From:  Curleyk

Hello, thank you for reading.  I am currently studying for my BS in Special
Education and my BA in Spanish.  However, I would like to go further in this
field and I need information.  I am looking for a University that offers a
Master's Degree in Bilingual Special Education or Multicultural Special
Education.  I know New York Universtiy offers one, however, I would like to
explore my options....If you know of a school that offers this program, or if
you know where I can find the information that I am looking for, PLEASE drop
me a line:
[e-mail]  or
[e-mail]

Thank you very much...Kristen Curley


SUBJECT:  Re:Please Come        Date:  97-04-18 10:11:18 EDT
From:  SusanS29

"  Friday   April 18  1997  at  9:00  NYC time  to the  private room and
type in  LD  CHat.  This is to  bring together  people so that we can bring a
message loud and clear we nee  Ld  CHat and talk abotu what  we ould like to
see  developed in   Better   Medical  Network.  The more that  show up then
the stronger the message."

Yes, this is true. A good turnout will show AOL that there is a demand for
this kind of chat.

SUBJECT:  Re:I need HELP     Date:  97-04-18 10:14:36 EDT
From:  SusanS29

"Are you talking about a dry erase board that connect to a computer?  I've
never heard of one, but it sounds interesting."

Yes. I have seen it advertised in specialty catalogs but can't think where.
You might ask at a place like Radio Shack. They might know.

I'll see if I can find it; I *know* I've seen it somewhere.

SUBJECT:  Re:Please
Come        Date:  97-04-18 10:15:12 EDT
From:  SusanS29

"C Blatt--is that AM or PM?"

In case she doesn't get back I'm going to speak up: it's PM.

Susan

SUBJECT:  Re:Taping literature     Date:  97-04-23 21:10:44 EDT
From:  Janice1274

A suggestion for taping literature.......We had the drama club at the high
school tape ours.  It worked well,  they drama students really got into it,
making the text very exciting.  However, make sure they are being supervised,
some of the readings were really hard to understand.  It would be a good
community project for a club also.

SUBJECT:  Re:PAPERWORK!!!!!!!!     Date:  97-04-23 21:14:20 EDT
From:  Janice1274

Any one have any wonderful organizational ideas for dealing with school based
committees (testing,committee meetings etc)?  I am getting ready to start a
program (LD resource) at a new elementary school.  Any suggestions on what's
new that works?

SUBJECT:  Re:Metacognitive Strategies      Date:  97-04-26 07:55:03 EDT
From:  Boulevard

There are also some good ways of using graphic organizers for critical
thinking skills.  For example, compare/contrast, prediction, etc...I use webs
for almost all of the themes we work on in the classroom.   Since I'm in an
elementary setting, I use Webs for Language (I think it's from ECL Publ.) -
the webs are already printed for about 50 topics (we just did the rainforest
one last week because the kids are studying S. America) and have the topic
sentence included.  Nancy

SUBJECT:  Re:Getting by....     Date:  97-04-27 19:05:10 EDT
From:  ECity86389

I am new to this board and your posting is several months old by now.
However, I also am a resource teacher with LD, MiMH, OHI, EH, and
you-name-it. These students all take their tests with the regular class, but
then their tests are pulled and submitted separately under MY name. This
keeps their scores from being detrimental to the regular ed. and makes the
reg. teachers much happier.

There is really NO way to make the reg ed teachers happy, I've found out.
Unless we take the special kids all day, every day.  Actually, I take that
back. I work with a few teachers who are remarkably compassionate and sincere
about their work. Bless them!!

Evelyn

SUBJECT:  Resource Students and math     Date:  97-05-01 07:21:16 EDT
From:  TacyC

I am looking for Resource teachers who have had experience with the TERC
*Investigations* series published by Dale Seymour.  What do Resource Teachers
need to know about the program?  How can they best support the regular ed
program, etc.  Anything will be helpful.  As a regular ed teacher, and former
Resource teacher, I want to share some of these ideas with regular ed and
resource teachers.  You can post on this board or e-mail me tacyc @aol.com.
Thanks.

SUBJECT:  Prep for functional exams     Date:  97-05-02 07:30:00 EDT
From:  Ck40

Hi!
I have a 15 y/o daughter H-F Autistic/multiple L.D daughter.  She just failed
the Maryland state functional writing test for the third time. Her score was
330 for the second time (passing is 340)
She can take it again during the summer.  She had virtually no preparation
this time (did not even have an English class ist semester)
I am hopeful if we concentrate on preparing her enough she can make up those
ten points and get over this hurdle.  However, I don't feel I can depend on
her school to provide the prep.
I am asking for info of any kind: books, workbooks, softwear, worksheets, and
also any kind of motivational IDEAS to help get and keep her practicing the
writing.
I don't have any problem with "teaching to the test" just to get her through
this, because that is just how I helped her pass her Md. citizenship test. We
worked a half hour a night with flash cards etc, on nothing but testing info.
So I know she can do it this way.
Thanks for ANY help anyone has to offer.  My e-mail is [e-mail]
Christina (Angie's mom)

SUBJECT:  Re:Getting by....     Date:  97-05-02 09:33:37 EDT
From:  SusanS29

"These students all take their tests with the regular class, but then their
tests are pulled and submitted separately under MY name. This keeps their
scores from being detrimental to the regular ed. and makes the reg. teachers
much happier. "

This seems to me to be terribly dishonest. There must be students in there
who should have the non-reading portions read to them or who would reveal
what they have learned better (the point of it) with extended time or in
quiet circumstances.

Administering these tests in the standard way  but then pulling them serves
only to artificially inflate the school's scores,and does nothing for the
students.

I know you have no control over this, but I am appalled by the
administration's decisions here. If some of the parents of these kids find
out how it really should be done... oh boy.

SUBJECT:  Re:Prep for functional
exams     Date:  97-05-02 17:40:06 EDT
From:  R u Niz

Have you ever tried power writing with your daughter?  If the Maryland
writing test is anything like the written subtest of our Illinois Goals
Assessment test, then she will be given a prompt and be expected to write an
essay about the prompt.

Power writing is very structured.  Paragraph one=topic sentence+2 supporting
details.  Paragraph 2=Topic sentence(the same as the first supporting detail
in paragraph one) +4    sentences supporting the topic sentence.  Paragraph
3=Topic sentence (the same as the second supporting detail in paragraph one)
+ 4 sentences supporting the topic sentence.  Paragraph 4 is almost identical
to paragraph one except that you add a concluding statement--I tell my
students to use this paragraph to tell the reader what you already told him
and add what you think about it here.  For example:
     "Should Schools Be Open All Year?"

     No,  schools should not be open all year.  Children can learn all they
need to learn in the time between September and June.  Children need
vacations.
     First, children can learn all they need to learn between September and
June._____________________________________________________________________________________________________________________________________support
the idea....
     Secondly, children need vacations.__________________________support...
     In conclusion, children so not need to go to school all year....

This structured writing has been very helpful to my students who have
learning disabilities.  As they become more comfortable with the essay
writing, they can become more creative.  The structure helps them to keep the
writing logical.


SUBJECT:  Re:Prep for functional exams     Date:  97-05-02 22:30:44 EDT
From:  Ck40

Dear RuNiz,
Thank you for the wonderful explanation of power writing.  My daughter works
best when things are VERY concrete and structured and this sounds wonderful!!
Now I want to ask you if you have any sample prompts you can share with me.
The Md. state functional test is two parts, one writing sample of narrative
and one of expository, both using given prompts.
Thanks again,
Christina

SUBJECT:  Re:Getting by....     Date:  97-05-03 09:18:55 EDT
From:  RRTeach

Susan--actually in NYS, the way things currently are, all students who are
classified as handicapped have their tests pulled and submitted separately.
Many of these student have had the tests modified (questions read, answers
recorded, etc.) but many have not.

When the schools results are reported by the Commissioner and published in
the newspapers the scores for special education students are omitted from
this new "School Report Card".  This is a big deal here - especially for
schools in poverty areas or very small schools.  If one or two handicapped
students fail the statewide reading test - even by a point, in a small
school, the school suffers. We are reported in the media as a school in need
of improvement, property values in the area drop, etc.

The building I work in is tiny for the size of the district but we have
special education classes on all grade levels and many of our students come
from other schools. Our principal likes having these students here and they
are well integrated into our curriculum. This would be unlikely to continue
if their failure of these tests lead to the principal being taken to task.

I truly doubt that in ECity's district they are segrating the testing just to
make the regular education teachers happy. I would suggest that perhaps she
isn't fully aware of why this is being done.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Linda Polsky
PATCHogue, NY
email:  [e-mail]
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If a man speaks in the woods and there is no woman to hear him,
is he still wrong?


SUBJECT:  Re:Prep for functional exams     Date:  97-05-03 10:15:55 EDT
From:  Ratatat

< She had virtually no preparation this time (did not even have an English
class ist semester)>

I agree that the preparation is important, but I'm wondering too if they are
providing reasonable and appropriate accommodations for her because of her
disabilities, like untimed testing.  Another example of an accommodation
might be a large print test booklet and/or answer sheet.  These are really
designed for children with visual impairments (but not blind), but can be
very helpful for children with other disabilities.

BTW, my ADHD son is taking The College Board SATs today using this
accommodation for the first time (he got utterly "lost" on the small bubbles
of the Scantron answer sheet last time).

I'll let you know what he says about the large block answer sheet when I talk
to him later.

SUBJECT:  Re:Prep for functional exams     Date:  97-05-03 15:41:58 EDT
From:  R u Niz

Expository essays are the "How To..." essays.
Try:

1.  How to make a peanut butter and jelly sandwich. (Recipes in the cookbook
translate well into expository essays.)

2.  How to tie a shoe

3.  How to choose a movie to see. (Or a record...book...etc).

Narrative:

1.  Tell about your favorite vacation

2.  If you could spend a day with your hero, what would you do?

3.  If you were in charge of the world today, what would you change about it?


SUBJECT:  Re:Prep for functional exams     Date:  97-05-03 18:18:06 EDT
From:  RRTeach

My favorite expository essay -- how to annoy your mother (or teacher).

SUBJECT:
Re:Prep for functional exams     Date:  97-05-04 07:32:30 EDT
From:  Ratatat

<BTW, my ADHD son is taking The College Board SATs today using this
accommodation for the first time (he got utterly "lost" on the small bubbles
of the Scantron answer sheet last time).>

Thought I'd let you know what he said.

First, "Mr. Independent" decided, once he saw the new answer sheet that he
didn't want it!  It has to be used with a big text question booklet and he
decided against it!

However, he did get unlimited time, and was tested in a smaller, quiet room
with only a few other children.

His preparation for the test was to "memorize" the instructions for eac
section beforehand.  And, he used a Princeton Review computer program for
practice on the reading comprehension section.

He said that knowing he had as much time as he wanted, and being in the
small, comfortable room made ALL the difference in the world for him.  He
reports that he never felt flustered, pressured or nervous, and knowing the
instructions really, really helped.

What's interesting is that he only need to take about 20 extra minutes!  And,
he could have had up to double time to use.

Now we wait to see how the scores come out.  His first SAT test which he took
with regular timing, etc..., he bombed!

SUBJECT:  math learning disability     Date:  97-05-07 21:42:08 EDT
From:  Palumbosa

 Does anyone have any insights into helping kids with learning disabilities
which seem to be very specific and limited to math.....sometimes there also
seems to a fine motor/handwriting component as well.  I'm looking for ways to
help a 10 year old girl who has high verbal skills and good social skills,
but has high math anxiety and proven learning disability in math.  Any ideas
for strategies to try, intervention, curriculum approaches, computer programs
would be very helpful.  THanks... [e-mail]

SUBJECT:  Re: prep for
functionals     Date:  97-05-08 00:07:13 EDT
From:  Ck40

Thanks for your suggestions of prompts and also thank you to Ratatat for her
information on the test booklets and answer sheets.  I appreciate all.
Christina

SUBJECT:  Re:math learning disability     Date:  97-05-09 00:11:08 EDT
From:  RSMama01

Have you tried Touch Math?  It works great for basic skills!

SUBJECT:
Re:Information please..     Date:  97-05-09 13:03:22 EDT
From:  Rickeldren

Susan,

Ok, I am back...with a different screen name.  So, he is in special ed.  As a
matter of fact they wanted to put him in a self contained class this year.  I
just got the end of the year testing back and he made 3 years progress.
However, I had a long talk with his teacher and explained things for her and
she kept a close eye on him and we worked his butt off.

The test answers..for example...3X4=12...he knows this fact however....60-70%
of the time he will write it as 21.  This is only one example.  A test is
given to test knowledge...not writing ability.  If he is not identified as
having this sort of problem...only a reading problem...he will continue to
fail tests...and get increasingly frustrated...because he knows the answers.


Maybe I am being a little dramatic...because he has made all this progress
and missed the honor roll only by one point....however, if his "knowledge"
had been tested....he would have had straight A's.  What can I have included
in his IEP to have this taken into consideration or what tests does he need
to bring this out?  Whatever...how can I better take care of him so that he
feels like he is as smart as he really is?

SUBJECT:  NYC's Consultant Teacher Mod     Date:  97-05-09 17:19:58 EDT
From:  MJ McD P

I would like to hear from any teachers involved in the Consultant Teacher
Model in NYC.  I have been involved  with the model for three years.  Have
been a Resource Room teacher in Nyc for 13 years.  Have to admit I really
enjoy the CT model.  I would really like to hear from others involved with
this program in NYC

SUBJECT:  Re:Prep for functional exams     Date:  97-05-11 11:33:09 EDT
From:  Jcdot47

Hi,
I am a FL Specific Learning Disabilities teacher and we have used FL Writes
training with our special education students, which is very similiar to Power
Writing.  Our scores soared this year in regular and special education.  I
went to a Power Writing workshop and I was very impressed because it goes
even further than our FL Writes training.  Good Luck!

SUBJECT:  Re:Prep for
functional exams     Date:  97-05-11 11:38:44 EDT
From:  Jcdot47

I just read another post about modifications in testing, I neglected to tell
you our special ed students had several modifications made. First, it was
small group testing. I took 2 at a time to my own room. Next, it was untimed
and could be broken into several segments with breaks in between.  Last, I
was allowed to transcribe for two of my children who had visual motor
deficits.  I had to write it word for word, offering NO suggestions, even for
capitalization and punctuation. Check to see what modifications are allowable
in your district.  Federal law dictates some type of modification.  As a
parent insist on your child's rights during testing. Carolyn

SUBJECT:  End of the
Year Frustration     Date:  97-05-11 23:08:53 EDT
From:  Hartberry

I am a 9th grade LD Resource Teacher.  Would appreciate hearing from others
about strategies
on how to motivate students to keep up with their work in the regular
classrooms.  Seems like my
students have gotten worse.

SUBJECT:  To Spec Ed/Resource Teachers     Date:  97-05-12 12:50:36 EDT
From:  Kelly11477

As a parent I want to thank all special education teachers for the time, love
and energy that they put into teaching our children, often against all odds.

Thank you for being cheerful and noticing the children's strengths or finding
them in the midst of chaos...revolving doors, tons of paperwork, and in the
midst of noise, noise, noise.

Thank you for making sure that parents are truly informed of our rights and
given the information to make the best placement decisions for our children.
And thank you even for ramming it down our throats when you really know
better how our children are going to fare at the next level and we are not
"getting" it.

Thank you for putting up with one thousand and one changes to the way the
parents does things and even complimenting us when we find a combination that
works.  Thank you for sharing what works for you.

Thank you for recognizing that you are burned out and asking for help and
thank you for letting me help.  Thank you for sharing your very special
children with us, all the while hovering to make sure that we don't say or do
the wrong thing.  Thank you for trusting me with them.  Thank you for letting
me hug them...Thank you for inviting me to your class because to be near
those special children was the very thing I needed to heal my hurt...all the
love and hugs.

Thank you special ed teachers for being there and for caring.

SUBJECT:  Re:To
Spec Ed/Resource Teach     Date:  97-05-12 17:50:59 EDT
From:  R u Niz

Kelly---

Bless you!  Your post was a wonderful gift at the end of a long day...nearing
the end of a long school year.

Thank You!  I hope you have a blissful summer.

SUBJECT:  Re:To Spec Ed/Resource
Teach     Date:  97-05-12 20:04:38 EDT
From:  MarRigby

Kelly:
Thank you so much. It's great to be appreciated. Do you mind if I share your
letter with my Sp. Ed. Cluster at our next staff meeting?

Marilyn

SUBJECT:  Re:To Spec Ed/Resource Teach     Date:  97-05-12 20:21:10 EDT
From:  RRTeach

Kelly -- Thank you for reminding me why I do this.


SUBJECT:  Educators     Date:  97-05-13 18:15:51 EDT
From:  C Blatt

   if  you  have  a disabilt yourself and face all ods to overcome it and be
the bast that  you can be then  please come and share with others where in
teh   General disabilty Board go  to  Disability and then  General  disabilty
and then    new Folder   Educators with  Dis Abililities and share away.

SUBJECT:
IEP Season     Date:  97-05-13 21:46:45 EDT
From:  Jmotheduck

I am a k-6 resource teacher with 32 students. Luckily I only have one mother
from hell.  I feel like an accountant during tax season.  The paperwork here
in GA is unreal - I've taught in NY, TX and LA - and nothing compares to the
redundant mess of NCR paper my job here creates. Luckily, I love my students
and my school.

SUBJECT:  Re:Educational Evaluations     Date:  97-05-14 20:44:03 EDT
From:  WMccorm348

When we have an independent evaluator, that person usually likes to use the
DAB or Gray Oral. I like the Gray Oral information and have wanted to order
it, but haven't been able to spend the money. The DAB is very difficult.  I
don't feel it is the best test for giving information on comprehension and
will often guarantee eligibility because it is so difficult.

SUBJECT:  Re:NEED
HELP....WILLIAMS SYND.     Date:  97-05-14 20:56:55 EDT
From:  WMccorm348

The special education library has information on Williams Syndrome. I have a
student with this syndrome. Do you want to e-mail me?

SUBJECT:  Re:NEED
HELP....WILLIAMS SYN     Date:  97-05-14 21:12:41 EDT
From:  R u Niz

I may be getting a student next year who has Williams Syndrome.  Have you
found a source for teaching methods that are effective with your
student?

SUBJECT:  Re:To Spec Ed/Resource Teach     Date:  97-05-14 23:16:48 EDT
From:  RSMama01

Bless you!  I will share this with other SPED staff.

SUBJECT:  Re:special
education     Date:  97-05-15 23:21:49 EDT
From:  LUCLAR

Contact Orton Dyslexic Society in Manhattan for information on Dyslexia

SUBJECT:
Re:LD students     Date:  97-05-15 23:29:03 EDT
From:  LUCLAR

They do better in the resource room  because most of them like the one-on-one
instruction. Transition to the classroom can be effective if there is
cooperation by all teachers

SUBJECT:  Re:learning disability?     Date:  97-05-15 23:33:19 EDT
From:  LUCLAR

Talk to your multidisciplinary team and ask for an evaluation of child

SUBJECT:
need help interviewing     Date:  97-06-07 00:15:52 EDT
From:  ANDYJILL

HI everyone.  I am a recent graduate (May 96) I have had about 9 interviews
since.  I have not secured any position that I interviewed for.  I have
excellent grades 3.89 in major and 3.56 overall.  I look good on paper but
must stink in interviews.  Any suggestions?  I usually leave interviews
thinking(Well, I know they think I am a nice person but with little knowledge
of the field)  Its funny b/c I have a 3.89 in my major (Elem/Sp Ed) and I
feel as though I was know nothing) I truly dont remember alot of the various
ways to help students with reading and math problems, for example.  In
addition, my whole reason for going into education is to get kids to feel
good about themselves and believe that they are important.  In addition, I
want to teach kidds how to solve and avoid conflicts.  Education is secondary
to me almost.  Is this a bad attitude for someone who wants to be a teacher.
Should I change fields...psyhcologist perhaps?


SUBJECT:  interviewing questions     Date:  97-06-07 00:36:06 EDT
From:  ANDYJILL

Hi again, for those of u who read my last posting, I somehow sent it beforeI
was ready to.  Opps--1st tiime user.  Anyway, I have interviewed for both
Elem/ and Sp Ed jobs and I dont get them.  Mostly because I get stumped on
the questions as well as the essays that I have to write on the spot.  I
stink under pressure.  Any suggestions on how I might anwer the following
questions: How do you know what to teach?  I thought the answer is by looking
at the school district's curriculum guide for the particular grade level.  In
the guide are objetive that need to be met.  However, if teaching a child in
special ed., you also need to look at IEP goals and obj.  What do u think of
the anwer?
What is integrated instrruction?  I thought it was integrating various
content areas in an activity?
How would you teach reading?  I thought by first getting the students
interested in the reading topic, then introduce any vocab. that's unfamiliar,
review any rules i.e. words with "ou".  Then I would do soem predicting of
the story, then have students read story either by partner reading, aloud
reading, silent indiviual reading and so on, next, I would assess themon
their comprehension of the story, and finally have them respond creatively to
the story( i.e.by either writing their own ending) --What do u think of this
answer--honestly?  I really have little experience and what to know what ways
seem  best for the kids.( I know it's different for each child) soo, could u
give me some other  ways/

What about computer technology how have u used it in your daily instructions?

As a resource room teacher how do u go about setting up your classroom?  I
was asked this once and I thought it was so hard to answer being that I never
had any exposure to this type of classroom or support service.

I know, I have so many questions but i just want someone to give me a
chance!!  I know I could make children feel so good about themselves  I truly
appreciate your time you've taken to read my long and complaining letter.
PLEASE GIVE ME SOME EXPERT ADVICE!  thanks-  I am extremely willing to try
anything and learn about anything.  PLease EMAIL me at [e-mail] with
any comments, suggestions or ideas! thanks again


SUBJECT:  Re:need help interviewing     Date:  97-06-07 06:47:29 EDT
From:  Ratatat

<In addition, my whole reason for going into education is to get kids to feel
good about themselves and believe that they are important.  In addition, I
want to teach kidds how to solve and avoid conflicts.  Education is secondary
to me almost.  Is this a bad attitude for someone who wants to be a teacher>

Since self-esteem is a by-product of having done something well, the best way
to help a child feel better about themselves is to give them the tools and
skills they need to learn so they can do well in school, thus feel good about
themselves.

Personally, I wouldn't want either of my children to have a teacher who was
not intereted in their emotional well-being, nor would I want a teacher who's
primary interests was other than teaching.

I don't think the two should be mutually exclusive, but rather equal in the
goals a teacher would have each year - especially in the elementary grades
when there is so much growth and development happening.

SUBJECT:  Re:interviewing
questions     Date:  97-06-07 06:50:48 EDT
From:  Ratatat

<I am extremely willing to try anything and learn about anything.>

I have a few friends who took a long sabatical from teaching while raising
their young children.  When they were ready to go back into the classroom
they first got their names on the rosters for substitute teaching which led
to full-time positions.  You might consider this.  Or, taking a job as a
kindergarten or first grade assistant just to get the experience, exposure
and mentoring.  You might be well served to spend some time in classrooms
under the guidance of an experienced teacher for a while.

SUBJECT:  Re:Child
having difficulty      Date:  97-06-07 09:44:17 EDT
From:  JPETORCH

this homepage is well worth visiting and I know that they teach some tramatic
brain injury children and adults.

hppt://www.erickson-learning.org

Jim

SUBJECT:  Re:need help interviewing     Date:  97-06-07 19:15:53 EDT
From:  RRTeach

<<Education is secondary to me almost.  Is this a bad attitude for someone
who wants to be a teacher>>

Yes - it is. Education is primary. The other things you mention are
strategies to help you educate the students.

SUBJECT:  Need help interviewing     Date:  97-06-08 13:20:36 EDT
From:  ANDYJILL

You all have made some EXCELLENT points.  I think that it's hard for me to
express myself.  You -Ratatat and RRTeach-helped me alot already.  I truly
want to teach and yes, through teaching I can help them develop inner
motivation and academic successes, which intern boost their self confidence.
Perhaps, I am not expressing myself clearly...THIS IS WHY I STINK ON
INTERVIEWS.  I just need tiime to gather my thoughts and ideas.

Q: If I don't know anyone in a particular school district, how do I find out
their Reading Philosophy?

Q: What goes into an IEP?  This is my understanding:  Goals and Objectives
for each content area-both short-term and long-term, mastery criteria for the
objectives, date of mastery, present level of performance in each area,
related services and amount of the service, testing and scores exit criteria,
name and signature of people involved on IEP committee.  In a students file
there's a NORA and pyschologist testing.   Have I missed anything?

When I was in school, I never learned how to write an IEP?  Any suggestions?

THANKS AGAIN

SUBJECT:  Re:Need help interviewing     Date:  97-06-08 18:24:46 EDT
From:  MarRigby

ANDYJILL:

One suggestion for you would be to understand and have specific knowledge
about current teaching philosophies used in the communities in which you want
an interview. If you are interested in teaching in the early grades, phonemic
awareness is a hot topic. If possible find out beforehand what the most
important aspects of their curriculums are. In some states, there are
specific mastery tests, which governs what is taught in the classrooms.
Another important quality will be to know how to modify curriculum goals to
all students in your classroom. Hope this helps as well.

Marilyn

SUBJECT:  Re:Need help interviewing     Date:  97-06-08 20:21:32 EDT
From:  RSMama01

I suggest you also read up on SPED law.  Much of that can be found
on-line--IDEA as well as state.  You might wish to take a re-fresher course
for help with the IEP.  It can be complicated and you want as much info as
possible.  Which state are you applying?  Maybe somebody out there in on-line
land will be able to give you specifics.  I would not be afraid to ask before
an interview (perhaps when you request the initial forms) a copy of the
school districts reading philosphy.  I would think that they would be
impressed if you ask.  Also, make sure you understand what you are
interviewing for--resource, special day class-learning handicap or
severe--full inclusion specialist etc.

SUBJECT:  Re:Need help interviewing     Date:  97-06-08 22:51:46 EDT
From:  Ratatat

<Q: What goes into an IEP? >

If you want to be an expert on this get "Negotiating the Special Education
Maze" by Andersen, Hayden and Chitwood.

SUBJECT:  Re:Need help interviewing     Date:  97-06-14 11:02:36 EDT
From:  PKVAU

I have to wonder where you went to school. Did you do some kind of student
teaching? Most of the new teachers I see graduating are very well educated on
special ed but not necessarily reading.  Since as a special ed teacher we
teach reading/writing most often I would suggest you do some reading in that
area. Guided Reading by Gay Sue Pinnel and Fauntas is excellent,  Reading
With the Troubled Reader by Margaret Phinney is another great one. I would
also suggest you look at some info on Reading Recovery and the techniques
they use. Another excellent book is Regie Routman's new one - Literacy at the
Crossroads. I'm still reading it.
     My biggest suggestion would be to find a really good teacher and visit
with her (or him). Nothing teaches like experience. I've been teaching
special ed 15 years and I still love going into other teachers rooms to learn
from them.
           Good luck