How can you meet children's needs when working in small groups and having
independent work going at the same time?
SUBJECT: Balancing PI class
Date: 96-01-07 17:41:12 EST
From: Msctea
Hi!
I've been teaching PI classes on and off for 8 years. The trick is a balancing act. I usually divide the class period between group and individual work. The group work is usually a "life skill" type lesson, where the individual work is aimed toiward IEP goals you've set. My 7th grade PI students have individual work folders in math, with a weekly "goal sheet". Soemtimes we get to it, sometimes we don't. But they resist the work less when they can see the goal they're working towards. (The skill they're trying to improve.)
Msctea
SUBJECT: foreign languages
Date: 96-01-13 23:08:12 EST
From: DMora64290
How can I make modifications, within reason, for my students with add and
adhd, dyslexia, etc., in my regular 'Spanish I classroom????
SUBJECT: Re:foreign
languages
Date: 96-01-14 14:30:15 EST
From: SusanS29
Well, each child's needs will be different.
BUT-one thing you could do is teach them to make study cards for their vocabulary: English on one side and Spanish on the other. Someone should check the Spanish for accuracy.
They can carry these with them, and any time they have a moment to study, flip through a few cards.
One good trick: if they're going through the stack and don't know one, they should stick it back in the stack six or seven cards back from the top, and keep doing that. This way they see the ones they don't know more often, and it really helps.
One *crucial* intervention is untimed tests. My daughter's Spanish teacher does this easily by allowing her to come in before school to start the test. She also allows her to stay after school to finish it. Some kids really need a little more time to retrieve information; it's part of their learning problem. Others have had years and years of frustration with tests, and unless the time restraints are removed, they panic and often do *far* less than their best.
Tell us more about the difficulties you notice and maybe we'll have more
ideas.
SUBJECT: Modifications
Date: 96-01-15 23:31:48 EST
From: LinzeeCo
I work with LD and 504 kids and need ideas for modifications for students in regular classrooms. Extra time is a big issue and is hard to accommodate. Also, poor spellers who are doing poorly in regular ed. classes because the teacher counts spelling and will not allow any oral testing. If a kid is disabled in his written expression but knows the answer how do we convince the teacher that it is okay to let him do the test orally. I could go on and on. Any one else as frustrated as me?
SUBJECT: Self contained P.I.
Date: 96-01-17 19:31:55 EST
From: CMyers1947
There is no easy way, but basically have a review at the beginning of the class done on the overhead for all levels. Then give them their assignments for the period and work explaining new work with each group for 10 minutes.
When finished wander and help and also use students in more advance groups as
mini-tutors when they have finished their own work.
SUBJECT: Re:Modifications
Date: 96-01-17 23:03:39 EST
From: JBrown2376
add oral exams as a modification in the child's IEP. the teachers will be
legally responsible for allowing the child to take oral exams. i did it for
my child
SUBJECT: Re:Modifications
Date: 96-01-18 20:59:23 EST
From: SusanS29
Linzee how about educating the parents? If *they* start hollering "504" and
"OCR" the school will listen.
SUBJECT: reading programs
Date: 96-01-22 18:42:45 EST
From: HotPam2
Does anyone know anything about the Orton Gillingham program or a good
reading program for children that do not learn through phonetics? I would
greatly appreciate any responses.
SUBJECT: Re:Modifications
Date: 96-01-23 18:37:17 EST
From: HCTA
One modification I would suggest re:spelling. Talk to the classroom
teacher(s) about multiple choice spelling tests. Give the students 3-4
choices (with 2-3 incorrect spellings and one correctly spelled) Students
must be able to identify the correctly spelled word. If your IEP's are
written in such a way that spelling is not to be graded, than your classroom
teachers are bound by law. Now a days teachers are liable if modifications
are not being met and may even be sued in civil court!
SUBJECT: Re:reading
programs
Date: 96-01-31 18:20:34 EST
From: CanoeChris
Orton Gillingham is an intensive program providing a rich phonetic understanding and instructional approach. I highly recommend Project Read from Bloomington MN, by Tori Green & Dr. Marylee Enfield. As a Title 1 teacher in a K-5, physically or otherwise health impaired, and K-3, general ed inner city school I have found this training invaluable. It incorporates much of Orton Gillingham with emphasis on using all modalities.
SUBJECT:
Re: reading programs
Date: 96-02-03 08:39:32 EST
From: Laurjames
how would one new educator get a copy of Project Read. I am an intern in
special education and am interested in any information regarding reading
programs and lesson plans using cooperative groups, adaptations,
modifications etc.for any subject area.
SUBJECT: reading programs
Date: 96-02-03 21:39:50 EST
From: HotPam2
If you know of any workshops on Project Read please let me know. Is there a way you can preview the material before purchase? If you're using it, how did you get started? Does you school use the program or did you initiate the use?
Any input would be greatly appreciated.
Thanks Pam
SUBJECT: Re:Modifications
Date: 96-02-04 00:45:16 EST
From: KarenACE
Hi- if the child has a 504 plan, you can insist that the teacher allow extra
time for testing. It is a violation of the child's civil rights to not allow
the modifications. I have never seen a teacher refuse to modify the
requirements when a civil rights law suit is mentioned. It is a shame that
it should ever come to this, but in the years that I have been an advocate, I
have had to make that threat now and then. KarenACE
SUBJECT: Re:reading
programs
Date: 96-02-11 20:36:03 EST
From: JLewis3193
For helping students with disabilities learn to read, try the Stevenson
Language Program. It uses a lot of association cllues to help the students
remember the letter sounds. They are based in
Attleboro, MA. I have been using it in a Resource Room and it has been
working very well.
SUBJECT: Re:Teaching PI
Date: 96-02-14 21:00:59 EST
From: Skiwhiz345
For school I'm doing my career speech on being a special education teacher.
In my outline I must include accademic curriculum before I get to college.
What classe should I take before entering college to become a special
education teacher? thanks
SUBJECT: Re:Teaching PI
Date: 96-02-14 22:36:14 EST
From: SusanS29
I think it's *very* important for prospective special education teachers to take a rigorous high school academic program. That will allow you to get the most possible out of your college coursework. For instance, if you take a class on contemporary drama in high school, you will at least have *some* exposure to it if there isn't room for it in your college curriculum. If you take chemistry and physics in high school you'll get a lot more out of your college science.
And-if you end up being, say, a resource teacher at the high school level -- you'll end up drawing on every bit of knowlege you gathered along the way -- and you'll discover gaps, places where knowing more would have made it easier for you *and* your students.
So keep your general education as broad-based as possible. Take lots of
literature, lots of science, lots of history. It will pay off.
SUBJECT: Literacy
& PI/MPH
Date: 96-02-17 14:38:36 EST
From: Audbuff
I have an 8 year old multiplihandicapped/nonverbal son who loves books and
reading and has some excellent emerging literacy skills. His school seems
unable or address teaching him basic reading skills. Does anyone know of any
materials or programs for teaching reading to this population. Re: Project
Read and Stevenson Language Program, where do you get them? Post or email to
audbuff@aol.com
SUBJECT: Re:Audbuf
Date: 96-02-23 20:44:58 EST
From: JLewis3193
You can get information for the Stevenson Reading Program by calling them directly. They have an 800 number. Call 800 information and ask for the number for Stevenson Language Program based in Attleboro, Mass.
SUBJECT:
Re: reading programs
Date: 96-02-29 19:54:40 EST
From: JBrooks809
I have had good success using the Sentence Master Reading program ( computer) put out by Laureate Learning of Winooski, Vt. Also find that the Reading Milestones series ( available from Edmark, I believe) is very good.
SUBJECT:
Re: Teaching PI
Date: 96-03-18 11:30:09 EST
From: SIMPLE T2
I teach12 PI students, grades 2-5 with one 1st grader. Scheduling is always a problem, but I try to group for reading, using Reading Mastery program the best I can. I do have an aide which is wonderful. For Math, I also try to group where I can by the skills they're working on, but more often than not, have many individuals. Try to work with one or two to get them started and then let them take over while you work with others. SIMPLE T2
SUBJECT:
Re: Modifications
Date: 96-04-07 18:22:04 EST
From: MATAYOH1
A solution to your problem could be to add a strategy to his I.E.P. that states "student must be tested orally." This woul require the teacher to do this by law. Also, suggest to the teacher to have oral tests for the whole class. This would not make the P.I. student feel different from the other students. Maybe a student volunteer, a trustworthy one of course, from a higher grade could help to test this student orally. Or, allow this student to tape record his responses to the tests. I hope this helps!
SUBJECT:
Re: reading programs
Date: 96-04-20 16:52:27 EST
From: JBMORIA
I am a teacher assistant in a trainable impaired room, self contained. We have found success with the Cove reading program. It seems to work well even with our lower students.
SUBJECT: whole language/impactonlang.
Date: 96-04-20 22:54:54 EST
From: Sahulburt
I am working on a paper about whole language and its impact on the language disabled? Does anyone have any insights?
SUBJECT: Re:Teaching PI
Date: 96-04-25 20:29:30 EST
From: Adda H
I teach a class of primary PI - K-3 and have had great success with Reading
Mastery. I am using Speaking Dynamically - which is software for a Mac
computer - for 2 non-verbal children. I was wondering if anyone else is
using it, and how is it going? Adda H
SUBJECT: Re:reading programs
Date: 96-05-27 19:42:30 EST
From: RAEMY0984
I have a child with a fine motor disability and ran up against some very
recalcitrant teachers who considered it an affront to be expected to modify
teaching style for children who could be taken out for sped. I used to cry
for my child at night for fear of his loss of self esteem. We worked it
out,but for awhile I felt so alone. Reading this board made me feel so much
better. Now I realize there are teachers there who care more for children
than their workload or school budgets. Please continue to push for teaching
methods that do not track on the elementary level, or any level. I really
admire you, and appreciate your commitment.
SUBJECT: Re:Teaching PI
Date: 96-06-17 23:32:43 EST
From: DWhite1037
It's extremely difficult! It can be done. Also, it helps to have to the necessary support of a full time paraprofessional.
dm
SUBJECT: Re:Literacy & PI/MPH
Date: 96-06-17 23:35:07 EST
From: DWhite1037
You can call the Stevenson company directly by dialing 1-800-343-1211 I think.
SUBJECT: Re:reading programs
Date: 96-06-23 17:57:49 EST
From: MARCJANES
I used the Stevenson Reading Program with first and second grade PI children.
I loved it, the children were successful and the parents were thrilled!
SUBJECT:
Math
Date: 96-07-22 14:17:59 EST
From: Blayer88
I am looking for computer programs for my students that are physically
disabled and do not write. They have computers or powerbooks and need to
solve problems using the computer just like the other students write in the
class. I work with students from preschool through high school and they are
all in their home schools. Thanks
SUBJECT: Re:whole language/impactonla
Date: 96-07-28 21:47:58 EST
From: SDyr
I teach a self-contained PI class. I have found that a whole-language approach hinders the language and reading skills development of PI kids.
There's too much given at a time. These kids need a very structured approach
to reading and intensive phonics instruction. Whole language is based on the
assumption that kids will just absorb certain basic reading/language skills
without it actually being taught. WRONG !
SUBJECT: long term
Date: 96-08-27 11:23:41 EST
From: MY1PEANUT
My son is now in grade 5. He has been in a resource room since 2nd grade. I'am sure he will always be. Can you tell me how these children do with social pressures in middle school and high school? I see he is treated different now, and I,am afraid for him. Also how do these children fair in life, do they suceed?
SUBJECT:
What exactly is PI?????????
Date: 96-08-28 11:46:55 EST
From: SongBrd222
can someone please tell me what these initials stand for and
explain....?????I am a special ed teacher re-entering the field after 12
years of abstentia and I need to get back into being informed. Thanks so
much.....sincerely,
Songbrd222
SUBJECT: PI is.......
Date: 96-09-07 17:02:47 EST
From: Rosie227
PI stands for perceptually impaired. Auditory, visual and kinisthetic signals
are not processed adequately or do not interact adequately. This results in
learning problems. After many years teaching, I sometimes think it doesn't
mean anything at all.
SUBJECT: The kids need to know
Date: 96-09-07 17:04:31 EST
From: Rosie227
I am working on a unit to teach 7th grade pi kids about learning disabilities. Has anyone tried this? Any ideas out there?
SUBJECT: Re:PI is.......
Date: 96-09-08 10:25:34 EST
From: SusanS29
Well... there's the confusion.
In my state PI means "Physically Impaired." We don't have a classification called "perceptually impaired." We just use "learning disabilities."
SUBJECT:
Re: The kids need to know
Date: 96-09-08 10:27:52 EST
From: SusanS29
I have an idea, Rosie.
Give them an idea of what it's like, sort of like Rick Lavoie's FAT CITY tape.
Make them copy a sentence off the board using their *right* hand if they're left handed, *left* hand if they're right handed.
Erase it before they're done and start putting up another one.
Do the same thing with a math problem and then, after they've copied them, tell them you'll grade off for columns that aren't straight.
Read them a story, but substitute a word in Spanish for every fifth word.
Then start asking comprehension questions.
You get the drift.
SUBJECT: Re:The kids need to know
Date: 96-09-08 20:14:12 EST
From: Rosie227
A misunderstanding-I'm working with kids who have learning disabilities.
Today I found a book called A Survival Guide for Kids with LD- also one about
ADD. They look really good. Free Spirit Press. Intend to use them with my LD
class for a unit on LD. Think this is much needed.
SUBJECT: Re:reading programs
Date: 96-09-09 21:44:49 EST
From: Spedldy
I just received a pamphlet on Orton Gillingham. There is a $20 workshop in
Trenton, NJ on Sat., Sept. 28 in the 9 A.M - 12:30 P.M. Pre-register by
Sept. 18th. For further info contact the Orton Dyslexia Society: NJ
branch 908-879-0466
SUBJECT: Re:What exactly is PI???????
Date: 96-09-09 21:54:17 EST
From: Spedldy
In NJ, PI stands for perceptually impaired. NI stands for neurologically impaired.
SUBJECT: Re:What exactly is PI???????
Date: 96-09-11 16:53:48 EST
From: SusanS29
"In NJ, PI stands for perceptually impaired. NI stands for neurologically impaired. "
Just to show how states vary-In Missouri, PI means Physically Impaired,
and we don't have a "neurologically impaired" category.
SUBJECT: Re:Teaching PI
Date: 96-09-23 19:48:14 EST
From: Munkel
I'm using Reading Mastery, too, I also use SRA Reasoning and Writing and
their direct instruction for spelling. All this direct instruction takes a
lot of time. I have to alternate between the Language and reading programs
(each day I do one and assign individual review work for the groups I'm not
with at that time. The kids did very well last year. It's the only system
I've found so far.
SUBJECT: Assistive Techn for Phys Im
Date: 96-10-03 18:15:08 EST
From: SteveL5577
Any suggestions for non-verbal physically impaired students related to their
generating written out put . Presently we are utilizing a Macintosh computer
and a track-ball with one button to lock down the cursor and the other to
double click. For writing Co-Writer and Write Out Loud are being used but we
are searching for a method the students to generate the initial sound-letter
on to the Co-Writer program without the use of a key board. To peform simple
math computations, work sheets scanned, enlarged and pasted into Kid Pix so
that numbers can be typed. We are also using Kid Pix for simple spelling
tasks. Any other thoughts, ideas or solutions would be greatly
appreciated.
SUBJECT: going alone
Date: 96-10-11 16:07:01 EST
From: DDM11
I am a spec.ed teacher with 12 primary PI children,(various classifications), some who cannot write their names. The class is very young and I have just lost my two aides.( A numbers game).
Can anyone give me any suggestions on what they can do independently while I
am teaching specific groups reading and math?
SUBJECT: Re:going alone
Date: 96-10-11 22:15:33 EST
From: LorBis
Set up learning stations that don't require reading. For example, a
listening center with a tape recorder and headphones for listening to a book,
a perceptual center where they can use puzzles, parquetry blocks, tangrams,
clay for molding letters, an art center where they can follow simple
step-by-step illustrated directions to complete an seasonal art project, all
might help keep them busy while you conduct reading and math groups. After a
group has finished a lesson, give them work related to the activity to take
back to their seats to work on while you meet with the next group. Hope this
helps-good luck!
SUBJECT: Re:going alone
Date: 96-10-12 08:18:13 EST
From: DDM11
Thanks for the imput! They are really great ideas! Worth trying! DDM
