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Archive of the Special Education Message Board Folder:
Materials/Methods/Curriculum
May 26, 1995 - November 20, 1997
FILE NAME:  methmat2.txt
406 messages - 84 Pages

SUBJECT:  writing disability  Date:  95-05-26 08:45:18 EST
From:  St Matt

My 5th grade son has been diagnosed with a writing disabilty.  His reading
comprehension and general knowledge  are on a 10th grade level yet he writes
on a 3rd grade level.  Are there any things that we can work on over the
summer...any suggestions to help make 6th grade assignments more manageable?
Thanks  St Matt

SUBJECT:  Re:writing disability  Date:  95-05-27 10:59:23 EST
From:  LTroudy

Another idea I have used is a tape recorder.   Have him tape his story or
answers on a tape recorder.  If he is fluent and has adequate comprehension
skills, then this should assist with recall.  He will then transcribe it.  I
usually recommend that a parent or aide start the transcribing process, until
the child becomes comfortable with it.  It takes them awhile to get the hang
of it but it really works.  I use this at home with my bright verbal child
who hates to write as well as my LD child who is creative, dysfluent and very
poorly organized.  You can assist with organization by having the child work
off of cue flashcards.  The speech and language teacher assisted me with this
idea and it has really helped.  He begins with the first cars .  It says
FIRST,  the 2nd card says  NEXT, the 3rd card says THEN, and the 4th card
says FINALLY , and the last card has a variety of words.  It could say  IN
SUMMARY or  THEREFORE.... There is a book called Power Writing which has
several ideas for teaching a child to write in a sructured sequential
process.  I love the program as a form to teach writing, but not as a way to
get through an assignment when you do not know the program.  I always say
teaching  the structure of writing during writing, ( not creative writing )
teach spelling during spelling etc. Try not to overlap to many skills at one
time   If he is writing something for science, keep it as pure to science as
possible - you help organize the writing portion, let him share his science
knowledge.  More damage is done to the child's self esteem becasue the area
of writing so pervasively affects ALL areas of education.  He needs to see
that he is valued first for his knowlege.  If he sees what he has dictated
come down on to paper  via you or an aide  - he will know that he is smart.
If he has to validate his intellectuality through his own writing process, he
will soon become frustrated and give up.  It has taken several years to
launch my 6th grader into independent writing, but it has occured this year
because he is confident of his knowledge and that it is not always tied to
his written product.  The computer is another great tool, if you can get the
teacher to work with you in that area.  ( We even typed our spelling words 5
time each )

SUBJECT:  Re:writing disability  Date:  95-05-27 11:07:39 EST
From:  JCNiccolls

My students use visual organizers to help them organize their ideas.  This
gives them a "map" so they "know where their writing is going". Help your
child divide assignments into logical groups, then draw a circle on a piece
of paper and address each group on one page.  Put everything down in short
phrases, and someitmes use quick pictures to represent his ideas.  Then put
it down for a while, and come back to start a draft.  When writing the draft,
use a colored pen or marker to cross ideas that have already been used, as
well as ideas that duplicate each other.

Talk with his teachers about how to adapt his classroom assignments too.  I
know many gen ed teachers ask their students to whip out a paragraph in a
very short period of time--easy for most of the kids for very difficult for a
child like yours.  Make sure he isn't receiving undue stress "finish your
paragraph or else" during the school day.

Good luck!

SUBJECT:  Re:writing disability  Date:  95-05-27 18:52:27 EST
From:  SusanS29

"Another idea I have used is a tape recorder."

When I use a tape recorder I combine it with the note cards. That way the
child begins to learn to evaluate the relative worth of each idea and of how
to sequence them, valuable writing skills. THEN they tape from their note
cards.

SUBJECT:  Resource Room Biology  Date:  95-05-29 09:58:25 EST
From:  Tusii23

I teach Regents Biology to a heterogenous class of
students(RR/REGULAR ed)I'm looking for ideas on how
to implement current technology(computers,laser disc,video)into teaching this
group........any ideas?

SUBJECT:  Re:Methods/Materials  Date:  95-06-29 09:34:37 EST
From:  DocVision

I am a Special Ed. teacher in the NYC public school system with students
around the ages of 6-9 years old.  I was hoping that someone could E-Mail me
with an address to gain information about the Rain Forest and also Spiders.
I need these tools (any info whatsoever) to teach these inner city learning
disabled children about our ecosystem and planet.
                                 DocVision

SUBJECT:  Tricks/Tips for 5th/6th
Grade LD  Date:  95-07-04 00:19:12 EST
From:  BShrout

I am an LD teacher whose students are 5th & 6th graders.
I am willing to exchange tricks & tips for helping this age group.
Anyone Interested?

SUBJECT:  Vision Therapy  Date:  95-07-04 20:43:57 EST
From:  Dirtmom

Please, does anyone have any experience with vision therapy for a tracking
problem.  My adolescent son, who has ADD, no behavior problems, and is a
slow, but age level reader has been recommended to have vision therapy at a
cost of $800. and at a location 45 minutes from our home.  His only problem
is that he moves his head when he reads and cannot print worth beans, while
his cursive is beautiful.  I would like to know if there is a reasonable
chance that this will help him to read faster as he is a very slow reader
with great comprehension.  Please E-mail responses as I have two babies and
do not get on line very often.  Thank you

SUBJECT:  Re:Need spelling ideas for LD  Date:  95-07-04 20:47:52 EST
From:  Dirtmom

I got Spellbound,Super Solvers, by The Learning Company for my really poor 12
year old speller. He loves it and will use it without being reminded.  This
kid HATES spelling.  He has ADD but will sit with this software for 45
minutes, when he is off his medication.

SUBJECT:  Re:Vision Therapy  Date:  95-07-05 01:37:08 EST
From:  PeterCB55

Before you make an investment in vision therapy, I would consider having your
son's vision examined by an pediatric opthamologist and consult with them
about the wisdom and value of "vision" therapy. To my knowledge, albeit
limited, there is no established basis for assuming that the therapy will or
will not provide results where writing or reading is concerned. While there
are a number of "vision" therapies being marketed, few to my knowledge have
established their credibility on a scientific basis. Most, of course will
report "remarkable" changes in a few children, but it is really difficult to
establish whether in fact it was the treatment or the expectation of benefit
for the simple act of spending time with a caring adult that benefitted the
child and contributed to their "improvement". I would ask them to provide you
with documentation regarding the outcomes from this form of treatment and
find out if these outcomes vary depending upon the nature of the disorder. In
addition, I would suggest that if your child's cursive writing is adequate, I
would wonder about the possiblity that factors other than motor control or
visual-motor integration problems being the issue (i.e., carelessness,
inattention, etc).

PeterCB55

SUBJECT:  Re:Dyslexia\dysgraphia  Date:  95-07-05 11:54:04 EST
From:  Nicole31

You have a right by law to have him helped in special education.  YOu need to
research for what to do in your area.  He needs help not and you are going to
have to fight for him.  Good luck.

SUBJECT:  Re:Vision Therapy  Date:  95-07-05 16:50:01 EST
From:  SusanS29

" I would ask them to provide you with documentation regarding the outcomes
from this form of treatment and find out if these outcomes vary depending
upon the nature of the disorder. "

While an excellent suggestion, I would caution parents that often the
documentation provided is of questionable (at best) value. For instance, I
heard of one study "proving" vision therapy works. Independent evaluators of
the studies found that up to 53 different interventions were going on with
the children, any one of which could have accounted for the students'
progress. I think the suggestion of a second opinion from a pediatric
opthamologist to be an excellent one.

"In addition, I would suggest that if your child's cursive writing is
adequate, I would wonder about the possiblity that factors other than motor
control or visual-motor integration problems being the issue (i.e.,
carelessness, inattention, etc). "

I have seen this to be the case with children who have ADD as well as certain
forms of learning disabilities more than once. Printing is quite distinct
from cursive motorically and lends itself more to interference, particularly
by ADD.

SUBJECT:  Re:Methods/Materials  Date:  95-07-15 10:14:02 EST
From:  MacMc2

I think the Touch Points method of teaching math is wonderful myself!!!

SUBJECT:
Supplemental Activities Needed  Date:  95-07-15 10:30:15 EST
From:  MacMc2

   I am looking for activities that can be done in small groups.  Hopefully,
I can find some that involve "household" materials.  These activities are
going to be used as supplemental in a Mastery Learning approach classroom.
(i.e., toothpick bridges, what sinks and floats, etc.)  Books with these type
of activities or actual activities would be helpful.

SUBJECT:  RSP  Date:  95-07-20 17:21:56 EST
From:  MLandrum

I was just hired on waiver as an RSP teacher at my school.  I have taught
regular school and have a masters in reading and a reading specialist
credential.  I am a little nervous about what is expected in the RSP
classroom.  Can anyone out there tell me how to run an RSP classroom or give
me some good resources.  The book at our college library are too old!

SUBJECT:
New Dyslexia Resource Assn  Date:  95-07-27 00:29:39 EST
From:  AbilityWP

Announcing the Formation of
Davis Dyslexia Association International

The goal of DDAI is to increase worldwide awareness of:
what dyslexia and related learning styles are
the perceptual gifts, talents, or potential for genius that accompany
dyslexia
how to correct the learning disability aspects

DDAI will do this through:
membership-sponsored newsletters
publications and books
book reviews and notification of current research
professional and parent workshops
seminars, conferences and symposiums
professional certifications in the Davis procedures
a forum for networking and sharing information
collaboration with educators, authors and researchers
You are invited to join us. Basic Membership includes subscription to The
Dyslexic Reader and 10% discount on books, materials and workshops.
Introductory dues are $50/year or $80/2 years.

For more information, send e-mail to AbilityWP on AOL or call
1-800-729-8990

SUBJECT:  ARCHIVED MESSAGES  Date:  95-08-01 19:45:06 EST
From:  Ratatat


!!!!!!! N O T I C E !!!!!!!

PREVIOUS POSTS HAVE BEEN ARCHIVED INTO THE SPECIAL EDUCATION LIBRARY FOR YOUR
DOWNLOADING CONVENIENCE.

Ratatat
Assistant Host, Special Education

SUBJECT:  Re:RSP  Date:  95-08-03 17:43:15 EST
From:  CHRGER 66

It depends where you are located. Different systems have different job
responsibilities. Give us a hint. We're in So.Cal and things here could be
worlds apart from where you are.

SUBJECT:  Re:Methods/Materials  Date:  95-08-04 22:02:58 EST
From:  Chkdrn

Please tell me more about the touch point Math.  I have never heard of this.
My daughter is 10 years old and is in a self contained LD class, but will be
mainstreamed into the 4th grade. Math is a major issue with her. She probably
has not even mastered 1st graade math at this time, However, her reading is
not too far behind her expected performance level. Please help with
suggestions.  Thanks!

SUBJECT:  Re:Methods/Materials  Date:  95-08-07 22:52:21 EST
From:  JuneTeach

I have been tutoring a hopefully-soon-to-be 3rd grade girl. Reading is just
at grade level, but math is a major challenge. After two months of
3-days-a-week tutoring, single-digit addition facts are still a challenge. I
have gone through readiness concepts, including classification, patterns,
seriation, class inclusion, etc. With less than three weeks to go until
school starts, we are doing drills with addition facts using twins,
neighbors, hidden numbers, etc. These have produced good results
(relatively!), but I would appreciate any new ideas, controversial ideas, and
just plain wild ideas. Can you help?

SUBJECT:  Re:Methods/Materials  Date:  95-08-08 07:18:29 EST
From:  Ratatat

See if you can get your hands on the following article.  It save my
daughter's *math* life at a similar age.  She is now doing very, very well
with math.

Myers, Ann C. and Thornton, Carol A., The Learning Disabled Child - Learning
the Basic Facts, "Arithmetic Teacher", December 1977.

I know it is old, but it works!

SUBJECT:  Re:Tricks/Tips for 5th/6th Grade  Date:  95-08-22 19:55:37 EST
From:  LINDA RED2

I'M A MOTHER OF A SIXTH GRADER THAT IS LD AND IT IS VERY FRUSTRATING FOR ME
TO TRY AND TEACH HIM ANYTHING THAT HAS TO DO WITH READING. MY DAUGHTER ALSO
IS LD AND HAS THE SAME PROBLEM AND IS IN 8TH GRADE . IF YOU HAVE ANY TIP FOR
ME I WILL BE ETERNALLY GRATEFULL.

                                                            THANKS


                                                   LINDA RED 2


SUBJECT:  Help me teach spec. ed.  english  Date:  95-08-28 10:28:23 EST
From:  Spm67

I have just accepted a job as a special education teacher for learning
disabled students in a high school self-contained/special day class.  One of
my responsibilities will be to teach english to my students.  Any strategies,
techniques, ideas, lesson plans and advice  would be greatly
appreciated!!!

SUBJECT:  Re:Tricks/Tips for 5th/6th Grade  Date:  95-08-31 21:48:47 EST
From:  SusanS29

Linda, I hope you find the help you need, but please -- don't post using all
caps. It's hard to read.

Thanks!

SusanS29-Host

SUBJECT:  Re:Help me teach spec. ed.  engl  Date:  95-09-05 21:19:36 EST
From:  SandyBlume

To: Spm67

This may seem like an odd question, but what do you mean by English? Writing,
reading, grammar?  I can help with some reading suggestions if that would be
helpful.  Sandy Blume, Madison, WI

SUBJECT:  Tips/tricks for LD 5th/6th grade  Date:  95-09-12 10:34:05 EST
From:  NJ H2O VU

I would be very interested in any and all of your valuable tips, as I have a
daughter with LD that is about to enter the 5th grade, she is extremely
nervous about this coming year, plus the fact that she is starting a brand
new school.  Thanks, NJ H2O VU.

SUBJECT:  Great Book!  Date:  95-09-30 20:18:15 EST
From:  PattiMcHam


I thought you might be interested to know about a SUPER book I just read. It
is called "Taming the Dragons: Real Help for Real School Problems".  It has a
lot of very practical advice for parents of children with ADD/HD and L.D. For
example, on one page it might say, Problem: Your child often forgets her
spelling book", then it gives a solution. Every possible academic, social,
and behavioral problem is brainstormed for you.

It also gives information about ADD and ADHD, Learning disabilities,
medications, special education laws, and how to deal with some of the
behavioral issues as well.

I think you can special order from any bookstore if you give them the title
and author (Susan Setley, who by the way happens to be the host of our
message board). If you want to order it directly from the publisher: Starfish
Publishing Co., 6510 Page Ave., St. Louis, MO 63133.  Nice job,
Susan!!!!!

SUBJECT:  Re:Great Book!  Date:  95-09-30 22:42:07 EST
From:  SusanS29

Patti thank you for the kind words but I have to make a small correction:
this book is available nationwide, but only at WaldenBooks and Borders.

SUBJECT:
Juvenile Detention Education  Date:  95-10-03 21:26:21 EST
From:  WTex23

I currently work in the first-ever Female Juvenile Detention Center for
Texas.  The age range is from 12 years to 18years of age.  The length of stay
at our facility is anywhere from 6 months to about 3 years.  Anyone out there
that is in the Juvenile Corrections field or anyone who works with delinquent
juveniles is encouraged to share their experiences/info/ideas -- This first
year seemed like a milestone - any info or ideas would be wonderful!  I
encourage anyone interested in corresponding to E-Mail me at WTex23 or write
to me at:  Michael Balderas, Education Activities Coordinator, Coke County
Juvenile Justice Center, Bronte, Texas 76933.

SUBJECT:  Re:Great Book!  Date:  95-10-05 11:21:53 EST
From:  ItsMeJulie

I too, have to sing praises to Susan for her book "Taming the Dragons" Real
Help for Real School Problems!!!!!

Susan, you will never know how much difference it has made in our lives !!!

Thank You!!

Julie

SUBJECT:  Re:Help me teach spec. ed.  engl  Date:  95-10-06 23:43:39 EST
From:  ElBerkoff

Iteach high school special ed. and work primarily with kids who have LD.  I
have created a Shakespeare unit that uses the book and the movie for: Much
Ado About Nothing, Hamlet, and  Henry V.  Instead of having the kids pore
laboriously through every line of the play, I give them the plot, character
descriptions, historical relevance, and go over specific excerpts of the
play.  After the kids see the movie - which I also use as a mini-media unit
within the Shakespeare unit, we do comparison/contrast between the book and
the movie.  After all three plays have been "done" we then do the
comparison/contrast between the plays.  Those three plays encompass a
tragedy, comedy, and a history.  All three movies are relatively recent, and
have actors/actresses that the kids recognize.  I start the unit doing MUCH
ADO... because it's the easiest to understand, is basically about sex (gets
the kids' attention fast!), and can easily be compared to any soap opera on
daytime television.  The next play I do is HAMLET, because the contrast
between the comedy and tragedy is pretty apparent, and then the last one is
HENRY V.  That play tends to be more difficult for the kids, and I usually
spend about half the amount of time on that one as I do with the others.

At first, the kids are pretty anti-Shakespeare, but after a couple of days,
they get really into it.

Another book that I do with the kids is MAUS by Art Spiegelman.  It is a
graphic novel (serious comic book) about his father's experience during the
Holocaust.  The fact that the book is so visual really pulls the kids in, and
the story itself is terrific (it won all kinds on awards awhile ago...)
There is a CD Rom program about the making of MAUS where the author discusses
a number of things about the book, why he wrote it, etc.  It's pretty
incredible to be able to see and hear him on the computer.

Other units I have include Fahrenheirt 459 (about book burning - set in the
future) and a short story unit.  If you would like lesson plans, contact me
directly.  My address is ELBERKOFF.  I would be happy to send you copies of
any material that I use.

I do a morphographic word program with the kids that's terrific for
vocabulary work, reading comprehension, spelling, content area vocab, and
prep for any standarized test that has a vocab. section.   Again, I'd be
happy to send you copies of anything I have.     Good luck!

SUBJECT:  Using CD
Rom with LD Children  Date:  95-10-15 22:35:44 EST
From:  HFayne

Has anyone used CD Rom Encyclopedias or other CD Rom Information sources with
LD youngsters?  Please share successes and failures.  Thanks.

SUBJECT:  Re: Touch
Point Math  Date:  95-10-17 13:05:09 EST
From:  Caldwelltb

I am working with a third grader who is currently doing math at a first grade
level.  Could someone tell me where I might find the Touch Point math progam?

Thank you

SUBJECT:  Re:Using CD Rom with LD Children  Date:  95-10-17 18:59:07 EST
From:  CoTeachNet

We have Macs and use a wide variety of CD Rom reference materials (Grolier's,
etc.).  It is wonderful for LD children because they don't have to sit and
read so much.  CD Rom contains pictures, sounds, and even short videos.  I
highly recommend them.
CoTeachNet

SUBJECT:  LD in writing Gifted in Math  Date:  95-10-20 14:37:43 EST
From:  Tplammer

My 4th grade son has been diagnosed with a  learning disability (difference)
in writing, but is gifted in math.  His school is team teaching and places
children according to their reading standard scores.  Due to the LD, he tests
poorly, therefore is placed in the lower skilled math group.  He sets high
expectations for himself, and works hard, sometimes placing himself under a
lot of stress.  A possible recommendation has been to move him to the higher
math group, and therefore Language arts group, but accomodate him in LA.  He
needs the math challenge, but I don't want to stress him out in LA.  Any
suggestions would be appreciated. Thanks. Also, resources for brass tacks
strategies to help him conform his correct (but not from the book) answers if
he is going to spend his life being measured by standardized test scores.
Thanks TPlammer

SUBJECT:  Moved--Vygotsky        Date:  95-10-21 13:16:40 EST
From:  SusanS29



SUBJECT:  Vygotsky                              95-10-18 22:52:42 EDT
From:  LDCANDGCC
Posted on: America Online

If anyone is using Vygotskian techniques - zone of proximal development,
etc... - with children in your classrooms please let me know what you're
doing,  how you set it up and most importantly if it's working!! !  Any input
would be most helpful!! Reply ASAP!! Thanks---

SUBJECT:  Re:LD in writing Gifted
in Math  Date:  95-10-21 20:08:53 EST
From:  Oynk oynk

I don't know how feasible it is in your situation, but many of our LD/Gifted
kids (or for that matter just LD kids) are put on 2 different teams.  They
are in the lower team for maybe lang. arts, and reading-but move to a higher
team for the rest of the day.  It is sometimes a little confusing at first,
kind of depends on the child's ability to cope.



SUBJECT:  co-teach algebra high schoold  Date:  95-10-21 21:54:59 EST
From:  Amneuberg

Looking for suggestions/tips/information about co-teaching in a high school
algebra class with many special ed students in combination with many
others.

SUBJECT:  Halloween  Date:  95-10-28 08:46:35 EST
From:  RTRS 5

I need a one-day 45 minute lesson for Halloween. I am subbing that day in a
high school spec ed class and would like a cool, scary lesson? Any ideas ?
THANKS!

SUBJECT:  Communication Software  Date:  95-10-28 22:21:49 EST
From:  Uto1

Does anyone have recommendations for software programs that they have used
with children who understand language but who are unable to communicate with
words.  I know two six year olds who would be so happy to have a touch screen
or mouse to use to  express themselves.  I look forward to any ideas you may
have.  Thank you.

SUBJECT:  Re:Halloween  Date:  95-10-29 16:04:52 EST
From:  SusanS29

Read them scary poetry. If they're able they can act it out... One coudl be
the Raven and croak "Nevermore!" Over and over.

Turn the lights out, draw the blinds and hold a flashlight under your
face...

SUBJECT:  Music Resources  Date:  95-10-31 18:14:04 EST
From:  Bennerg

I need music resources or curriculum for children ages 6 months to 18 years
who are students in a school run by the Board for Mental Retardation-- some
children are profoundly affected-- any suggests on books or resources would
be appreciated- my on line address is bennerg  at aol

SUBJECT:  Social Skills  Date:  95-11-05 19:21:05 EST
From:  AMPPJP

I am a first-year school psychologist in a suburban school district, teaching
social skills to special needs classes.  I was trained as a traditional
"test-diagnose-program" psychologist.  Any ideas regarding curriculum,
techniques, resources to help teach any social skills are welcomed!

SUBJECT:
Re:Communication Software  Date:  95-11-11 04:11:27 EST
From:  BAKSHTARA

TOUCH WINDOW CAN BE USED WITH PRACTICALLY ANY MACINTOSH EDUCATIONAL PROGRAM
(ESPECIALLY LAURIETTE (SPELLING MAY BE INCORRECT)). CHECK WITH YOUR LOCAL
UNIVERSITY TO FIND OUT IF AND WHEN THEY WILL BE HAVING A TECHNOLOGIES AND
DISABILITIES AWARENESS FAIR (CA. STATE NORTHRIDGE HAS ONE IN SPRING AT THE
LAX MARRIOT)   EILEEN (BAKSHTARA)

SUBJECT:  Re:Music Resources  Date:  95-11-11 04:17:44 EST
From:  BAKSHTARA

WE LISTEN TO MUSIC ALL THE TIME IN MY CLASSROOM. BECAUSE MY STUDENTS (SEVERLY
HANDICAPPED) RANGE IN AGE FROM 12 TO 22, I HAVE THEM LISTEN  AND SING TO
ROCK AND ROLL, COUNTRY, AND SPANISH MUSIC. WE ALSO LISTEN TO MUSIC OF OTHER
COUNTRIES. STUDENTS CAN GRASP INSTRUMENTS WITH THE AID OF MASKING TAPE (THIS
TAPE DOES NOT HURT WHEN TAKEN OFF). EACH STUDENT HAS THEIR OWN UNIQUE SENSE
OF RHYTHM.
               ENJOY!!!
         EILEEN (BAKSHTARA)

SUBJECT:  Re:Communication Software  Date:  95-11-11 22:25:44 EST
From:  SusanS29

Please do NOT post in all caps.

Thank you.

SusanS29-Forum Host

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  95-11-15 18:25:23 EST
From:  SJC9195

I am a first year special ed teacher who has several LD fifth graders.  It is
a frustrating time for them because they are really becoming aware of the
"special help" they receive and do not like it at all.  They don't like to
admit that they need the help.  Any tricks/tips for getting through to them
and keeping them interested?  The big problem seems to be
reading/writing/grammar.  Any ideas would be appreciated!!!   Thanks!

SUBJECT:
Re:Tricks/Tips for 5th/6th G  Date:  95-11-16 19:04:32 EST
From:  SusanS29

SJ I've written a book on the subject. The suggestions are broken down very
specifically though.

Give a specific problem and I'll be glad to help if I can... but what you
posted so far is a little too vague for me to tap into.

SUBJECT:  visual proc.  Date:  95-11-16 19:07:48 EST
From:  Dizzyd1734

I have a 1st gr. girl  diagnosed with visual processing, memory,
perception,and fine motor problems.  She has a limited auditory attention
span, and has some med. issues.  Is there a program designed for this type of
problem?  Should she also rec. OT, her fine motor skills are weak?

SUBJECT:  Re:
Touch Point Math  Date:  95-11-17 23:50:30 EST
From:  ASKSHORT

The "touch point" method you noted is actually called "Touch Math".  Their
phone number is (800) 888-9l9l.  I have used this technique and trained
several teachers in this as well as another very effective approach called
the Strategic Math Series.  The Strategic Math Series also offers strategies
for solving and writing word problems.  Email me (ASKSHORT) if you want
further info.  Have fun ! :)

SUBJECT:  Moved from another folder  Date:  95-11-18 23:03:32 EST
From:  SusanS29



SUBJECT:  Role of Reading Specialists   Date:  95-11-18 21:13:43 EST
From:  TGregg2517
Posted on:  America Online

I am a reading teacher in  a middle school.  We have a schoolwide program and
our goal is to raise the standards for all students. This is the first year
we no longer have target students.  I am assigned to different teams in the
school.  The school is also in its first year of using a block schedule.  I
assist in many different ways.  One way is with curriculum integration. I am
very new at this job.  I have been a reading teacher for three years.  Each
year I have been at a different school and level.  Any suggestions for
working with middle school kids with reading?

SUBJECT:  Re:Social Skills  Date:  95-11-30 10:54:53 EST
From:  JPBrumbach

I teach social skills to a variety of special ed students, mostly 9 and 10th
graders, SLD to DD.  I use a variety of materials to stimulate conversation
but mostly spend time talking about and practicing the basics of getting
along, setting and accomplishing goals, considering others, making good
choices, practicing other ways of doing and seeing things.  This year, we
wrote a grant to purchase and use a camcorder. Students film themselves and
evaluate and practice various social skills.  They seem to benefit by talking
over these things and alot just by having attention and praise which they
lack in other areas.You can reach me at my husband's address, JPBrumbach
(Paula Brumbach) for names of some books I have used.

SUBJECT:  Re:Social Skills  Date:  95-11-30 17:01:55 EST
From:  SusanS29

Paula if you would be willing to put that list of books into a text file,
we'd love to make it available in the Special Education library.

SUBJECT:
Re:Methods/Materials  Date:  95-12-04 19:03:41 EST
From:  JHarrin560

Consider purchasing Microsoft Dangerous Creatures CD-Rom.  This program has
the information which you are seeking.  Best of luck!  A2Mom

SUBJECT:
Re:Tricks/Tips for 5th/6th G  Date:  95-12-04 19:07:34 EST
From:  JHarrin560

Would like information on improving multiplication skills.  Thank you,
A2Mom

SUBJECT:  Re:Music Resources  Date:  95-12-13 19:43:48 EST
From:  SGolub1000

Please give some of the names of the albums, cassettes or CD's you use. I
just started working in a transition program for severe/profound  physically
handicapped kids ages 12-21.What types of music or videos do you suggest for
adapted aerobics. Any suggestions will be greatly appreciated. Thankyou.
Sara

SUBJECT:  transition program  Date:  95-12-13 19:48:31 EST
From:  SGolub1000

Suggestions for teaching name, letter and number recognition to older
severe/profound multiply handicapped students is appreciated. The students
range in age from 12-21. I need age appropriate activities. Any suggestions
in the areas of leisure/rec and food prep is also appreciated. Thanks much.
Sara

SUBJECT:  Orton-Dyslexia  Date:  96-01-03 21:57:16 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  Orton APPROACH  Date:  96-01-03 14:09:07 EST
From:  SMSS

I teach a program quite similiar to Orton G, it is called Alphabet Phonics.
It is a very sequential phonics program which I have found to be quite
successful with. If you need more information on this program, Cambridge
Press offers some of the materials.  I'm not sure you could work the entire
program without training but it is something you should look into.  I had a
mentor for three years (twice a week) and she was trained in Texas where this
program is used in regular classes also.  Hope this was some help.

SUBJECT:
Self-Advocacy  Date:  96-01-03 22:02:03 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  Self-advocacy skills  Date:  96-01-03 10:38:37 EST
From:  MichTKH

Hi!  We're looking for research, activities, personal experiences, and
opinions on self-advocacy skill development in handicapped individuals.  This
information may be incorporated into teacher training.  All of your help will
be appreciated!    Thanks, Tracy

SUBJECT:  Visually impaired  Date:  96-01-07 00:21:51 EST
From:  AAFrink

Does anyone have info. on current teaching methods  used with visually
impaired students?  Please E-mail me  AAFrink.

SUBJECT:  Re: Touch Point Math  Date:  96-01-14 18:10:07 EST
From:  MARC6867

I am a first year teacher in a LD/ED modified classroom.  I too have heard
about the Touch Point Math program, but do not know where to get it.  Could
someone please give me some help?

SUBJECT:  Methods/tchg. visually imp.  Date:  96-01-15 14:15:58 EST
From:  TeacherLys

I'd be happy to give you some ideas.  What, in particular (curriculum areas)
are you teaching?  You can e-mail me!
TeacherLys

SUBJECT:  Re:Social Skills  Date:  96-01-16 23:48:28 EST
From:  Coranda

Richard LaVoie made 2 wonderful videotapes.  One is Fat City: understanding
Learning disabilities and there is a newer one just on social skills.
Channel 13 PBS may have shown one.  They did show a great tape called, I'm
Not Stupid..  They are great.

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  96-01-16 23:50:40 EST
From:  Coranda

Have them write and read about themselves.  Share stories they dictate to you
or write together.  Let them bring in some of their favorite books.  Writing
poems is fun also.

SUBJECT:  Re:Social Skills  Date:  96-01-17 10:10:22 EST
From:  Ratatat

<<One is Fat City: understanding Learning disabilities and there is a newer
one just on social skills. >>

One is:  How Hard Can This Be?  FAT City! (Frustration, Anxiety, Tension)
The other one is Last One Picked, First One Picked on, and they can be
ordered from either the PBS video catalog, or the Connecticut LD association
at 203-838-5010.

SUBJECT:  Re:Social Skills  Date:  96-01-18 19:28:39 EST
From:  DJust42892

Have you tried Goldstiens SkillStreaming? it is wonderful

SUBJECT:  Adult
learners  Date:  96-01-22 21:48:11 EST
From:  DHatch2055

I'm trying to locate some resources on Motivating Adult learners.  Any good
suggestions?

SUBJECT:  EDMARK, NEED PUBLISHER  Date:  96-02-12 13:18:39 EST
From:  RKelt

I need the name of the publisher for a program titled "EDMARK."

SUBJECT:
Re:EDMARK, NEED PUBLISHER  Date:  96-02-12 18:51:11 EST
From:  HLC 594

Hi!

Edmark is a company that produces and sells many products including the
Edmark reading program, TouchWindows for the computer...

I am on vacation and don't have their address in front of me.  If someone
doesn't post it get back with me and I will drive out to school and get it
for you.

-Holly

SUBJECT:  Re:EDMARK, NEED PUBLISHER  Date:  96-02-12 18:52:13 EST
From:  HLC 594

Hi again,

I forgot, I think if you type Edmark under keyword you will get to them on
AOL.

-Holly

SUBJECT:  Re:Dyslexia\dysgraphia  Date:  96-02-13 00:40:44 EST
From:  V73W

Hi!  To anyone out there. I am a Special Ed teacher in Arizona and  I would
like some information on any programs that exit to aid students with
dyslexia.  Send reply to V73W.  Thank You.

SUBJECT:  Re: Touch Point Math  Date:  96-02-17 19:31:11 EST
From:  MornStr98

Caldwelltb:  I don't have the commercial program for touch point but have
adapted it for my students in the resource room. It is very successful. Each
number has a corresponding number of points that the children memorize and
use to add and subtract. No facts memorization needed for fast math
calculation.They get so good at it that they can do it in their heads. In
fact I'm taking my 2 3rd graders into a reg. ed. math class to teach it to
them in 5 minilessons that my kids will help to execute! How rewarding for
them.  I hope! If you are interested I could e-mail you a description of what
I do.

SUBJECT:  Behavior Contracts/plans  Date:  96-02-18 22:38:19 EST
From:  CHorton333

I am a first year special education teacher trying to develop a behavior
modification plan.  I am looking for any ideas that will help me "get the
ball rolling."
Thanks!


SUBJECT:  Need Lesson Idea Fast  Date:  96-02-19 10:55:20 EST
From:  JOHNLOREY

I am a graduate student in special ed and I need a lesson plan with
modifications for special ed students fast!!! It should be creative, but I am
used to EI students, and this needs to be more advanced.  Please E-Mail at
JOHNLOREY asap--project due Wed., and I can't seem to get an idea together--I
am used to working fast!!
Thanks in Advance
Lorraine

SUBJECT:  Alternative Assessment  Date:  96-02-23 16:28:15 EST
From:  CHRISTYSCI

I teach an eigth grade science class.  I have a total of 30 inclusion
students.  I have done many different alternative assessment, but I need more
ideas.  I would appreciate any help.  Also my students would love pen pals.
I teach 5 different classes and have a total of 155 students.
Thank you for your help.  e-mail address [e-mail].  Also, I have a
great internet newspaper project for students, if anyone is interested.

SUBJECT:
Art in Special Ed  Date:  96-02-24 14:29:32 EST
From:  BETHELEWIS

I am an art teacher in a residential treatment center.  I would like to
communicate with other art teachers who work with children with special
needs.  Perhaps we could share ideas.  I have been working in this field for
12 years yet know few other art teachers to communicate with.

SUBJECT:
Re:Behavior Contracts/plans  Date:  96-03-10 18:51:11 EST
From:  Dyesguy

Need more info on types of students in your class.  Will be happy to help
!

SUBJECT:  Re:Behavior Contracts/plans  Date:  96-03-10 18:52:03 EST
From:  Dyesguy

By the way I'm not dyesguy I'm Di.

SUBJECT:  Re:co-teach algebra high sch  Date:  96-03-15 23:00:21 EST
From:  MOUSE12386

I strongly recommend the "Key" series developed in Berkeley.  These are
progressively, programmed math workbooks that allow each student to progress
at their own pace, and allows them to self check as they go.  There are 4
workbooks in each series.  Currently they are available in Decimals,
Percents, Algebra, Geometry, and Measurement.  They can be purchased for
about $30 (in reproducibles) per set. Contact:  Key Curriculum Press, PO Box
2304, Berkeley, CA, 94702

SUBJECT:  Re:Art in Special Ed  Date:  96-03-16 21:42:59 EST
From:  BethTTeach

Are you familiar with the national program Very Special Arts. You may go
through them to find other artistw who have worked with the special ed
population.

SUBJECT:  Literature  Date:  96-03-18 20:57:27 EST
From:  QUICVIK

Help!  I am looking for literature books for elementary school age children
that show different types of disabilities in the book.  The story doesn't
have to be about a disabled child but shows one in the pictures.
Thanks.

SUBJECT:  Educable Mentally handcapped  Date:  96-04-05 22:39:32 EST
From:  DUGSBEE

I am in the process of putting together a unit for my eigth graders on
learning to  drive. I need ideas on how to teach them everything they need to
know to pass their written test. I went to the and got the mannuals from the
DMV but they will be impossible for my students to read. I am openning to any
suggestions Thanks Dugsbee

SUBJECT:  Help for Middle non-readers  Date:  96-04-09 21:14:06 EST
From:  KUC49

Great Leaps Reading has had phenomenal success in Florida with middle school
non-readers. Uses phonics/sight phrases/motivational stories in precision
teaching format. Write Great Leaps Reading/Box
138/Micanopy,Florida/32667

SUBJECT:  phonetic literature  Date:  96-04-11 11:46:20 EST
From:  MAHales

We are working to develop a reading list of phonetically adapted literature
and are looking for suggestions from people working in the field.  We are
only looking for literature (i.e. books, short stories, plays, etc), not
workbooks.

Any suggestions you have would be appreciated.

Please email your suggestions to:  [e-mail]

Thanks!
Mary Ann Hales, Publisher
The Cottage Press

SUBJECT:  Help with my project  Date:  96-04-14 19:59:58 EST
From:  Love Creek

I am currently working on my SPED credential at CSU, Chico.  My assignment is
to describe various physical disabilities, present an awareness activity, and
present possible curriculum modifications.  Broad, I know.  Any ideas?

SUBJECT:
whole language?  Date:  96-04-21 08:57:07 EST
From:  Sahulburt

Hello teachers!  I am working on a paper covering the ideas of whole
language...
I'm looking for feedback from teachers on how whole language is impacting our
special education
      classes, specifically the language disabled.

How do you feel about inventive spelling?
How do you feel about phonics?
How do you feel about whole language in general?
Feel free to email at Sahulburt    (My name is Stacey and I'm working on a
paper for my graduate school class at George Mason University...any insight
would be helpful.  Thanks!)

SUBJECT:  Blind 3-yr-old  Date:  96-05-08 18:17:50 EST
From:  LDABEL

I am responsible for providing services for a blind 3-yr-old child. She is
currently enrolled in a therapuetic day care. We are in a rural setting a
feel lucky to have an O & M specialist see her twice a month. What else
should I do for this child? I've had visually inpaired children before in
elem. school and that was lots easier than this seems to be. Any help would
be appreciated. Thanks.

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  96-05-30 09:25:38 EST
From:  C Lion136

I have a 13 year old who is Autistic (Pervasive Developmental Disorder). He
is on first grade reading and math level. He has great difficulty with
concepts such as money. He is verbal. He attended our local K-12 grade school
this year with great success. He was in a fifth grade regular education class
and resource/self-contained class. I read in a Paul Harvey column last year
about a method for teaching reading to LD children, but he didn't say where
to write for info. Do you know of any method I could try to help him learn to
read? He also has fine motor problems, so he did his written work on a
computer and had oral tests. He is on fifth grade level in Science and Social
Studies. Any tips will be greatly appreciated.

Thank you,

Charlotte Fountain
C [e-mail]

SUBJECT:  Help..Teaching Summer School  Date:  96-06-05 12:51:45 EST
From:  Sxty Doll

Hi..

I just got my teaching assignment for the summer and I have at Risk
Kindergarteners..The theme is the Olympics...The subject is Reading...  I
would love some I deas..

Thanks

Rhonda

SUBJECT:  Re:Help..Teaching Summer Schoo  Date:  96-06-05 15:32:03 EST
From:  SusanS29

First -- have these kids already finished kindergarten? Why are they
considered "at risk?"

SUBJECT:  Re:Music Resources  Date:  96-06-05 15:41:21 EST
From:  Linnins

Hap Palmer has a whole series of records that teach concepts, games, motor
activities and songs. This is a regular spe. ed. mainstay for primary
classrooms. You can find them in most teacher supply stors/catalogs.

SUBJECT:
Re:Tricks/Tips for 5th/6th G  Date:  96-06-08 01:55:26 EST
From:  DDAInt

You might try the Davis Symbol Mastery method, which involves forming words
and modeling their meanings in clay.  This was developed for remediation for
dyslexics, but has also proven very successful when incorporated into early
reading instruction in grades K-2, and has also sometimes been helpful with
autistic youngsters.  There is no guarantee that this will work with the
autistic/PDD 13 year old, but it is a self-paced and low key means of helping
children gain conceptual understanding of letters & symbols, and of the
meanings of abstract words. Certainly, if other methods haven't worked, this
is worth a try.  Most kids find working with clay to be relaxing and fun, so
this method also removes a lot of stress from the teaching/learning process.

More information is available at our web site, http://www.dyslexia.com/.  The
method is fully described in the book, The Gift of Dyslexia, and there is now
a Symbol Mastery Kit available with  all needed materials.

SUBJECT:  Re:Social
Skills  Date:  96-06-08 10:20:36 EST
From:  MPalmero

One book that I find very helpful is Pro- Social Skills by Arnold P.
Goldstien.  Actually any thing by Goldstien is good.  Also look for the
Skillstreaming books.  There are Early Childhood, Elementary and  I think
there is one for secondary.  I also like Boys Town Curriculum.

SUBJECT:  Re:Need
spelling ideas for L  Date:  96-06-11 16:21:22 EST
From:  COACHCREEL

To:  Spelling Ideas
From:  Creel

Spell Dodger is also an excellent program.  You can input your own Spelling
words and print out a list.  This instructional game is almost like pac man.
It is very goog instruction for students who have a distractible mind such as
ADD/ADDHD.


SUBJECT:  Re:Methods/Materials  Date:  96-06-11 16:26:28 EST
From:  COACHCREEL

Touch Math Approach or the Strategic Math Series is good.  She may not
understand the concept of what numbers actually are.  Strategic math series
teaches that.  Contact the University of Kansas on how you can get this
strategy.  It has multiple series, such as,  addition, subtraction,
multiplication and division.  Some school districts are adopting this.  You
can check with your Local School District (Special Ed. Department) and they
may have the material or can get it for you easier.


SUBJECT:  Applied Scholastics  Date:  96-06-11 16:54:10 EST
From:  CPiszchala

I am looking for information on "Applied Scholastics"
{an approach to teaching low IQ kids) If anyone can help me locate
information on this method, Id appreciate it!

SUBJECT:  "Frye" readability
scale?????  Date:  96-06-13 17:32:19 EST
From:  HistFan

Back in my college years, (it seems like a hundred years ago!) I remember
using something that I think was called the Frye (sp?) readablity scale.  You
would take passages from a book, count the number and length of the words,
and figure out the reading level.  Does anyone have any information about
this?  Is it still used?  Is there something better out there to determine
the reading level of a text when it's not given?  I would appreciate any help
with this.  (feel free to e-mail me)

SUBJECT:  help with assignment  Date:  96-06-13 21:49:23 EST
From:  Wifeof74

I am working on my masters in SPED.  I need help with an assignment that I am
working on concerning peer tutoring in the SPED classroom (secondary).  I
will be creating a booklet for "tutors" to use while working with my
students.  Any help will be great.

SUBJECT:  Re:help with assignment  Date:  96-06-17 20:02:29 EST
From:  BBQUILTS

What area of special area is your assignmet geared towards?

SUBJECT:  Re:Help
with assignment  Date:  96-06-19 20:10:07 EST
From:  Wifeof74

I will be gearing this to a class called General Life Skills .  In this class
we will cover Health and Government.  I teach high school level
children.

SUBJECT:  Autism and Inclusion  Date:  96-06-26 00:27:02 EST
From:  DReed10166

I am in the process of reviewing information on Autism and Inclusion for a
thesis topic.  Is there anyone who has suggestions for resources on
this/these subjects.

SUBJECT:  Using Mnemonics with LD elem  Date:  96-06-27 11:07:46 EST
From:  TalithaV

I am looking for some particular journal articles on using Mnemonics with LD
elementary school students.  The articles are in the Journal  Learning
disabilities research and practice, 1992-1995 Does anyone know where I can
get a copy of the article quick.  My paper is due soon.

Shannan
[e-mail]

SUBJECT:  Visual Prompts for Writing  Date:  96-07-01 00:29:15 EST
From:  SCHACKMAN

I am a special education teacher at the middle school level and will be
teaching a pull-out language arts class for next year.  Does anyone know
where I could get some interesting visual prompts to motivate my students to
write?  I am looking for interesting pictures that could spark students'
imagination for writing.  Any suggestions would be helpful.  THANKS

SUBJECT:
Re:Visual Prompts for Writing  Date:  96-07-01 22:51:08 EST
From:  SusanS29

Shackle, I have used photos from the back pages of LIFE magazine very
successfully.

They're often very humorous, with interesting juxtapositions. One of my
favorite was a hen with about 10 chicks and one orphaned kitten under her
wings...

SUBJECT:  Re:Using Mnemonics with LD e  Date:  96-07-02 10:20:50 EST
From:  Ratatat

<<
I am looking for some particular journal articles on using Mnemonics with LD
elementary school students.  The articles are in the Journal  Learning
disabilities research and practice, 1992-1995 Does anyone know where I can
get a copy of the article quick.  My paper is due soon.>>

Have you tried Keyword ERIC and searched that database?

SUBJECT:  Re:Using
Mnemonics with LD e  Date:  96-07-02 16:37:08 EST
From:  SusanS29

Only problem with ASKERIC is that you'll get some cites but not all... and
only the cites, not the article.

The INFO HIGHWAY hasn't caught up with research needs completely yet... a
library is still the best place to research a paper.

SUBJECT:  LH-SDC  Date:  96-07-09 16:10:18 EST
From:  SPEDTeachr

I'll be teaching a 4-6 LH-SDC this year and I'd like to try using
centers...anyone tried that in this situation before?  Also do pen pals work?
Anyone interested?  Let me know soon...SPEDTeachr


SUBJECT:  Re:"Frye" readability scale?  Date:  96-07-10 17:00:33 EST
From:  Terryanng

I have a copy of the Frye readability scale at school.  If you would like me
to send you the info. let me know by e-mail at [e-mail]

SUBJECT:
writing strategy  Date:  96-07-10 17:04:02 EST
From:  Terryanng

I am looking for information on how to obtain materials for the Cognitive
Strategy Instruction in Writing program that came out of Michigan State
University.  Carol Sue Englert was the author, I believe.  I read an articel
about it in the latest issue of Learning Disabilities Research & Practice and
have accessed information describing the program and i am very interested.
If anyone can help, you can e-mail me at [e-mail] or I will check
the board periodically.  Thanks!!

SUBJECT:  Stuffed Animal Ambassadors  Date:  96-07-13 03:04:40 EST
From:  TMMarty

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

SUBJECT:  Rythmic Writing  Date:  96-07-15 12:48:04 EST
From:  GGMANDBNM

My child enters first grade in the fall.  Last year he failed to learn "site
words" (or how to read anything at all) in a K-5 class where all the other
children did learn to read ("elite" private school).    To my dismay I
learned, after the fact, that the method used was the old "look-say," and I
told myself the "look-say" method and his just "not being ready"   were the
reasons he had not learned to read.   But the school  insisted we test him
and the result was an incredibly low (2% with 50% being average) score for
"visual processing" (above average or superior on everything else).  He has
worked with an Orton-Gillingham tutor this summer, and will go to a different
private school this fall, that uses "Open Court" (sequential phonics, I have
been told).   MY QUESTION:  this new school has a pull-out resource room that
uses "Rythmic Writing," and I would appreciate information on what this is.
My current plan is for him to NOT go to their resource room, but to stick
with his O-G tutor, who will be informed in advance by the first grade
teacher of the concepts being introduced in the classroom Open Court reading
curriculum.  But I want to be prepared for all of our options and thus would
appreciate someone's input on "Rythmic Writing."

SUBJECT:  Re:Rythmic Writing  Date:  96-07-15 16:36:49 EST
From:  StarfishPC

I'm not sure what "Rhythmic Writing" is but when a child is in trouble the
method used to help has to be matched to his or her needs.

If this approach doesn't match your child's needs there's not much point. If
it does -- do both.

SUBJECT:  Re:Resource Room Biology  Date:  96-07-15 18:04:57 EST
From:  Pops 94

I too am resource bio., phys sci and health teacher for HS.  Did you get any
assistance with the computer technology?  Could use some ideas also.  Have
IBM compatable and IIc Apple computers.  Pops 94

SUBJECT:  Life Skills class  Date:  96-07-15 18:08:55 EST
From:  Pops 94

I need information for LIFE Skills class.  HS  students are working in 5
areas of school week. Collecting cardbord, aluminum for recycling-relattes to
math etc.  Walmart assoc. work- relates to social skills, following
directions.  Other days am exploring for more information within community to
work with.  Need curriculum for academics in afternoon after 1:00 - 3:00.

Thanks.

SUBJECT:  Need Help--Please!  Date:  96-07-16 21:26:32 EST
From:  Fanciful99


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

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

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

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

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

4. A list of rewards appropriate to different age levels

Thank you VERY much.

[e-mail]

SUBJECT:  Re:"Frye" readability scale?  Date:  96-07-18 21:45:53 EST
From:  CurrieKM

Someone probably told you this already, but... Word for Windows had a tool
called Grammar Check and after typing your document, you can check the
grammar.  It doesn't do a great job of this but at the end it does give you
"readability" information using Frye and other methods.

SUBJECT:  non verbal
students  Date:  96-07-20 13:53:24 EST
From:  ACCATHY

I would love to hear from anyone that has had experience teaching nonverbal
children with average intellengance to read.

SUBJECT:  Low Readers In RR  Date:  96-07-26 18:49:06 EST
From:  Nellerina

I am looking for info on the best way to remediate decoding and/or
comprehension in a middle school RR (students on a 2-3 gr. read. level).  I
have found it very difficult to stick with a program and still help with
mainstream classwork.  Any suggestions?  Please E-mail me at Nellerina.
Thanks!

SUBJECT:  Re:  Life Skills  Date:  96-07-30 02:15:08 EST
From:  C1R2MEYER

A good book that outlines functional academics and strategies to teach these
skills is
The Syracuse Community Based  Curriculum Guide
(or Community Referenced?).
It covers ways to teach students to count dollar combinations (using a dollar
to cover the change method), ways to teach students to tell time or follow
picture schedules, ways to teach students to match change combinations on a
picture card and then purchase items from a vending machine.  It also
highlights the important signs that these students should recognize
I''ve also used ads from papers and we've practiced counting out real money
or practice ordering from real menus before going to that particular
restaurant.  Also, we set up a paper recycling project at the school and my
students had to sort the paper and collect it from various bins. And, they
handled the can recyclying (smashing cans with a hand can smasher).
We've also done integrated activities where regular ed kids (from a social
studies class) come in once or twice a week and we've built hands-on projects
or worked on team building skills before a field trip.  Hope this helps

SUBJECT:
frye readability scale  Date:  96-07-30 10:39:51 EST
From:  Terryanng

To those who wanted a copy of the frye readability scale.  I'm sorry, but a
glitch deleted your mail and I've lost your addresses.  Please e-mail me at
[e-mail] and I will get that right out to you.  sorry for the
inconvience.

SUBJECT:  Teach  Date:  96-08-08 07:36:38 EST
From:  Dmt089

I am a parent as well as a teacher and I would like to know about TEACH
method that they use in Special Education schools.  Is there a focus on
behavior?

SUBJECT:  The Phonics Game  Date:  96-08-17 22:55:40 EST
From:  JIDUFFY

Is this just another expensive learn to read gimmick like Hooked on Phonics
or can it really help a 6th grader with dyslexia who refuses to read because
it is difficult. He also has ADD.

SUBJECT:  Re:The Phonics Game  Date:  96-08-18 10:21:06 EST
From:  SusanS29

"or can it really help a 6th grader with dyslexia who refuses to read because
it is difficult. He also has ADD."

A child with both dyslexia and ADD has a double whammy. I hope the people who
work with him can avoid being too judgmental; he's been asked for many years
to do something that's *extremely* hard for him. It's quite possible that for
years he has been given reading material that was too hard for him, adding to
the frustration. You'd be amazed at how easily even trained specialists can
rationalize this.

If you live near a university I would strongly recommend taking him to a
reading clinic at a university with a graduate education program. Usually
these reading clinics are *excellent.* They know how to relate to kids of all
ages, and as for the frustration -- well, they've seen it all before.

The actual work is usually done by graduate students, but they're guided by
some of the best minds in the field. These graduate students are eager to
make a difference and work terrifically hard.

It would include a thorough diagnostic workup, and usually they have a
sliding scale.

SUBJECT:  math in the Resource room  Date:  96-08-18 16:08:27 EST
From:  FJKELLY

Does anyone out there know of any good series of math books that work well
for middle school ld kids who have replcaement math in the resource room?
Most series are too busy, too wordy or just not appropriate skill wise.
We've got money to but a series for our 6-8th graders...probably about 15-20
kids in all.  But they are on levels from 3-6.  Any suggestions?  You can
e-mail me at FJKelly or respond back in this forum.  Thanks!!  Karen

SUBJECT:
Re:math in the Resource room  Date:  96-08-18 23:48:29 EST
From:  LorBis

Try some of the math books in the Steck-Vaughn catalog.  They're consumable,
the pages are not busy at all-I've used them myself, although with younger
kids.  My only problem with them is that sometimes there is not enough
reinforcement for a given skill-you have to use other methods for that.

SUBJECT:
curric./assess.for CDS  Date:  96-08-19 23:38:23 EST
From:  LLM1227

To my fellow experienced teachers:
   I will be starting my first teaching job in a few weeks. It is in the
middle school (6-8) and I am responsible for the Cognitive
Disabilities-Severe program.  I am replacing a teacher of 20 years and the
administration does not want any of his programming continued!  My training
in school dealt very little curriculum and assessments for students with
severe cognitive disabilities.  I  have nothing to start with and no real
ideas where to begin with these kids.
   To those of you that have taught in this area, do you have any
recomendations for current and good functional curriculums, academic
curriculums and goals, and assessments, that you would be willing to share?
As I said, I have nothing to start with and I am the only CDS teacher in the
school.  My background is with 12 years of Recreational Therapy so working
with people with multiple handicaps is not at all new to me.  I understand
adaptation and basic daily living skills.  What I need to know is, what else
is appropriate to be focusing on in a school setting?  I also know nothing
about good assessments for use in this area.
   I would appreciate any help anyone can offer. I begin in 2 weeks.  I am
excitied and want to do a great job.  You can e-mail me here or  directly at
[e-mail]    Thanks so much.

SUBJECT:  Health Ed.  Date:  96-08-21 21:56:51 EST
From:  WBCraig

I am creating a health/sex ed. curriculum for high school students in a
resource/pull-out setting.  The students are non-readers and function on a
3/4th grade level.  I have not had any success in finding anything
appropriate for this population.  I would appreciate any suggestions.

SUBJECT:
SP-ED ENGLISH  Date:  96-08-25 19:17:55 EST
From:  JimSuzannC

I AM IN MY FIRST YEAR TEACHING ESE (7TH YEAR TEACHING OVERALL)  I HAVE 2
UNITS OF ENGLISH.  I WOULD APPRECIATE ANY HELP.  SUZANN CORNELL.  PLEASE
E-MAIL TO [e-mail]

SUBJECT:  Re:SP-ED ENGLISH  Date:  96-08-27 08:00:32 EST
From:  SusanS29

Suzann I hope you find the information you need -- and thanks for posting --
but please post in both upper and lower case.

Thanks.

SusanS29, Host

SUBJECT:  reading tips for mr   Date:  96-08-27 21:49:35 EST
From:  Remein

i am a new teacher of the mr, physically fragile, and bd in middle school. i
would like some suggestions on how to approach reading with 1st grade level
students who only recognize the alphabet, but do not know the sounds.jw

SUBJECT:
Re:reading tips for mr  Date:  96-08-27 22:20:04 EST
From:  LorBis

Try the Stevenson Language Skills program.  I've been using it for several
years and it does help disabled  readers to learn how to read.  If you need
the address, please email me and I will send it to you.

LorBis

SUBJECT:  Need Ideas Desperately!  Date:  96-08-28 21:49:08 EST
From:  TeachKer

I am looking for activities for my special ed. 3rd-5th grade class to be able
to complete while I am working with a small group.  Their reading levels are
Primer - First.  This makes it very difficult.  Please email me with ideas -
TeachKer on AOL

SUBJECT:  Re:Reading-- MR students  Date:  96-08-29 23:23:38 EST
From:  C1R2MEYER

Make reading as functional as possible.  Work on identification of critical
sight vocabulary such as signs and grocery words.  Use a dictated language
experience approach to talk about daily experiences and gradually build up
sight word vocabulary.  Use a lot of repetition and direct instruction
techniques.  Plan for transfer and generalization.  Make reading as
meaningful and relevant as possible.

SUBJECT:  Wilson Language Program  Date:  96-09-01 20:13:53 EST
From:  GBurkh4916

I have taught SPED for 12 years (5 in SEBD and 7 in moderate/extensive Junior
High). One of my biggest problems and concerns has been lack of material to
teach my reading kids how to decode words and my English students how to
spell. I went to a conference this summer on the Wilson Language Program. IT
IS GREAT!!!!!!!!

I finally have the tools to teach the decoding and encoding that I have never
had before. e-mail me for more information at either my AOL address
GBurkh4916 or the address I check more often [e-mail].

SUBJECT:  Touch
Point Long-term  Date:  96-09-03 13:09:15 EST
From:  Castermind

I am interested in the long term effects of children taught this way.  I
tutor most HS students and see them quite bogged down by this method.  There
was a previous message, some time back, that mentioned the students not
understanding the concept of, say, addition, and that is what I have seen.
In addition, they do not "get" the decimal system with touch point.

I use concrete materials that get around those problems--they could easily be
used from the start.

SUBJECT:  Assessment? Help!  Date:  96-09-06 20:59:19 EST
From:  HistFan

I am a PA sp.ed. teacher, with a mostly LD population. Our district is
looking for a new test to use for year-to-year testing by the teacher, for
use in IEP planning.  Any ideas where I can get info. about what tests
everyone else uses, and what's the latest research on assessment?  None of
these topics in Educator's Network seem to be relevant.  Thanks in advance
for any help - feel free to email me.

SUBJECT:  Adults MRs  Date:  96-09-14 19:53:43 EST
From:  DAYFLA

Need help to organize a group of new teachers who will be teaching math,
reading, daily living skills to adult MRs.  Any and all ideas appreciated.
Please e-mail to DAYFLA.
THANKS!!

SUBJECT:  Re: Touch Point Math  Date:  96-09-18 08:58:30 EST
From:  MMartin961

You can order a catalog for Touch Math by calling 1-800-888-9191.

SUBJECT:
Re:reading tips for mr  Date:  96-09-20 20:21:35 EST
From:  STEVE PATG

I use Stevenson also, and have been for 3 years.  I have hit a roadblock, as
my very low functioning kids cannot visualize and associate, and therefore
cannot retain the sounds and skills.  They trip up on the blending every
time.  I love the program, but am not sure it will work with very limited
kids.  I am working with the DLM Functional Word cards for life skills
reading, and have found them more appropriate even though the pictures could
stand updating(they are from the 1970's).

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  96-09-20 21:10:51 EST
From:  HAYO2U

I work with LD 5th graders.  The levels range from nonreaders to
approximately a 4th grade reading level.  In writing, we always use graphic
organizers.  The more able students put most of their own ideas on the
organizer, while the others work with a teacher to organize their thoughts.
My students do better when they are taught transitional words to help them go
from one thought to another.  They always start with a main idea sentence and
end with an ending sentence.  Find a way to teach your students structure and
organization when they are writing.

SUBJECT:  Reading Series  Date:  96-09-29 17:59:07 EST
From:  DKteach75

Our self-contained classes are looking for a new reading series that is
successful for Learning Disabled &  Mental Disabled-Educable students at the
elementary level.  We have been using Focus-a 1976 edition.  What are some of
you using? You can e-mail me at [e-mail]

SUBJECT:  new primary sped-HELP  Date:  96-10-01 18:46:16 EST
From:  LizzieCap

I am a new primary sped teacher. I recently taught 5th grade prior to my
move. What a huge difference!!! I knew I was in for quite a change but I
really didn't realize how much. I really need some ideas on ways to teach
reading at this early level. We are encouraged to use the basils, however,
the students can not read them. Also , I would appreciate any information on
learning centers. You may e-mail me at [e-mail]. Thanks!!!

SUBJECT:
Chicago Math  Date:  96-10-12 20:15:30 EST
From:  Spyhopper

My district adopted Chicago Math / Everyday Math.  We are strongly encouraged
to use it.  Some of my students are included in the regular program and have
help from an instructional assistant.  It's going okay there, although the
reading level and the limited practice seem to leave these kids hanging and
without much progress.  I have 7 kids in grades 4 to 6 that I'm working with
on a pull out model for a variety of reasons with really scattered skills.
Any ideas on how to use this program with them?

SUBJECT:  SpEd & ESL  Date:  96-10-12 20:19:39 EST
From:  Spyhopper

My school is an ESL magnet school  We are hesitant to place ESL kids in
special ed, but some are eventually placed.  We hare finding a pattern of
really severe learning disabilities in  reading and written language amongest
Ukranian boys.  For example a 3rd grader who has yet to learn all the
alphabet letter names and cannot spell his last name.   Has any one else seen
this pattern?  We suspect Chernobyl, but have no proof.  Does anyone know of
any literature supporting that idea?  (please e-mail to [e-mail])


SUBJECT:  Freire for the classroom  Date:  96-10-14 19:59:22 EST
From:  C924c

Anyone using liberatory teaching in LD/ED classes at the high school level
please contact me (Craig Carscallen) at [e-mail].  If you are interested
in opening a dialogue - please contact me!

SUBJECT:  IPP  Date:  96-10-15 07:08:49 EST
From:  Scrapatch

Anyone familiar with the program IPP, Integrated Protocol Program, I believe.
I would like to receive any good or bad information on it. Something to do
with developement and small and large motor skills.Thank-you.

SUBJECT:  Re:Music
Resources  Date:  96-10-15 23:59:07 EST
From:  Amryann

Try tapes, instruments, whatever..but don't forget to just present simple
singing with no accompaniment.  I have found that these kids no matter their
age seem to respond really well to their name being sung or a favorite song.
It does not have to be complicated.  As you present some songs over and over,
you will notice one child may have distinct preferences for specific songs,
while another may prefer a specific instrument, or a specific movement to
music.  Build on these preferences and use any available movement to teach
them to signal for continuance of a preferred activity.  Just do it all with
lots of love and patience and you will be amazed at what these kids can
communicate through music..

SUBJECT:  I need help  Date:  96-10-19 12:57:56 EST
From:  User706763

I am a parent of a child with Duchenne Muscular Dystrophy who has some
accompanying Ld's. He has a problem with auditory comprehension/processing.
He has been tested to have strong rote memory skills but I believe only
through visual repitition. He is in third grade and still does not know his
addition and subtraction although he teacher states he is grasping concepts.
The school is resisitent to any more pull out programming for him as he gets
pt/ot/speech/adaptive pe etc...I feel he needs remediation. I all ready am an
advocate and rather than fight them on this and taking months.  What would be
a good math program for him if I had his aide do some tutoring with him on
the side to show them his academic achievemnt will improve with direct one-
on- one no distraction tutoring.  He has an average IQ and should be able to
do this.  Meanwhile he is feeling very badly about himself and overwhelmed
and I need to do something fast. I hope some one can help.

SUBJECT:  Re:Social
Skills  Date:  96-10-20 08:53:13 EST
From:  JClemas

Communication Lab (available through Communication Skill Builders) is good.
It addresses listening skills, body language, tone of voice, etc... .  I've
used this with my spec. ed. students (as well as regular ed. 4 & 5 graders).


SUBJECT:  Re:Communication Software  Date:  96-10-21 19:48:39 EST
From:  DKenn7190

I work with Sp. ed preschoolers and we have a touch screen.  I have looked
into talking text writer and programs made by Mayer Johnson.  They make great
programs to help kids express themselves.  You can program different
sentences etc.

SUBJECT:  Re:Music Resources  Date:  96-10-21 19:50:28 EST
From:  DKenn7190

High/Scope has some excellent music and movement books.  Also, music by Ella
Jenkins, Hap Palmer

SUBJECT:  CLASSROOM MODIFICATIONS  Date:  96-10-22 14:02:18 EST
From:  Prezbimbam

Is there anyone who has successful IEP modifications for use in 8th grade
level history and/or science in an inclusion model (a VERY BAD ONE, but has
the label of inlcusion)? My daughter is a happy kid, but her disabilities are
related to bad short term memory, low auditory processing abilities, word
finding, word attack, and reading on about the 4/5 grade level. She's a
wonderful visual learner, and works well with tricks to remember things (E=
Queen Elizabeth/England - etc.). I've just filed for due process, and now
doing my homework. They finally allowed taped books into the IEP but they
also think that hearing/reading it once through will actually teach her how
to read the words that she doesn't know! So...anything will help! Please
e-mail only. Thanks!

SUBJECT:  Re:I need help  Date:  96-10-23 20:12:21 EST
From:  Queenouniv

We use Saxon Math with my Hearing Impaired kids, and in Resource at my
school.  The constant repitition and incremental progress have really helped
(last year at first grade level, now at the end of the third).  Have you seen
this Program?


SUBJECT:  Re:Social Skills  Date:  96-10-26 08:03:17 EST
From:  KFilppula

Elementary ED teacher looking for social skills curriculum ideas for grades
1-5.  Any ideas or resource suggestions would be greatly appreciated!

SUBJECT:
Pre school handicapped  Date:  96-10-27 20:40:41 EST
From:  Linniepo

These must be lots of you guys out there who teach this population. It's the
latest "new" area in spec. ed. Looking for people to exchange ideas, themes,
good teacher resource books with. Hoping to hear from you creative
people!!!

SUBJECT:  Re:Pre school handicapped  Date:  96-10-29 17:43:45 EST
From:  Rbteacher

I am a new preschool handicapped teacher who previously taught mostly upper
intermediate-high school mildly handicapped.  This is truly new and a bit
overwhelming to me.  If anyone else out there who teaches in this area has
some words of wisdom, I'd be eternally grateful.  I posted a note in the
Early Intervention mailbox too but have not had any response.  I have 7 3-5
yr. olds,  all with varying disabilities, some very severely impacted.  After
a week and two days in the classroom, I already feel inadaquate in terms of
providing meaningful instruction and just keeping track of what they're all
supposed to be learning (for IEP and administrative documentation). I have
two great EA's but I'm not sure I'm giving them correct information or using
them appropriately.  I'm the 4th teacher in this room in 3 years and really
want to be successful here.
Help!

SUBJECT:  Please help with dyslexia   Date:  96-11-01 22:37:02 EST
From:  AB176

I have an 8 yr old son with visual impairment, ADHD, and recently diagnosed
with severe auditory phonological dyslexia. He cannot read yet. I am looking
for anything to help at home - such as software, materials, anything!

  He is trying so hard - and we are already using sight words and reading
mastery program in school.  The public school here is not very good at all -
so I need to do as much as I can. He is getting furthur and furthur behind.
The doc that recently dx him says he needs a program called "auditory
discrimination in depth" The only place locally cost $15,000. The school
can't even help! Please don't say to fight the school system - we already
are. OCR is presently here - and there is already a compliance agreement. (he
can't keep waiting on them!)

If anyone has any ideas of things or programs I can do - please help. He is
getting so frustrated - and I don't want his self esteem to get any lower -
or for him to hate reading.

Thanks for any help!         AB1747

SUBJECT:  Re:Please help with dyslexia  Date:  96-11-04 21:39:53 EST
From:  Mithue

Auditory Discrimination in Depth is by Lindamood-Bell, Inc and facilitates
auditory perception of phonemes and analysis of phonemes in words by relating
articulatory gestures to sounds in words.  Latest revision builds in the
visualization components, which facilitates sound to print sequencing and
memory. For instance,lip poppers are /p,b/,  lip coolers /f,v/, smile sounds:
ea, i, long a, short e, short a, short u. Color encode sequences of isolated
sounds begins the sequence of reading, next: color encode of syllables, next:
color encode of complex syllables, next: spelling simple to complex
syllables, then reading simple syllables to regular reading and spelling
program.  Students learn letter sounds by placement of sounds paired with
code words describing placement also facilitates retrieval skills.  Your
school's speech therapist should also provide services.
Mithue

SUBJECT:  suicide  Date:  96-11-08 18:13:58 EST
From:  CMiddle477

I am in need of a form to use to assess suicide with children in
school/therapy. We have an agency wide form used by my Mental Health center.
However, it is more for adult clients. Many students in Special Education/
E.H. classroom, will use suicide for attention seeking. However, we have had
many psychiatric hospitalization recently due to this issue. Some of you work
with children and made have a specific form. Some of you may have some ideas
for a form so that my school/agency can develope. Iam a Clinical Therapist
contracted to work in the E.H.Spec.Ed  grade school classroom. Thanks,
Sandra

SUBJECT:  Re:Juvenile Detention Educat  Date:  96-11-11 02:57:41 EST
From:  ASmith2294

There is a great book by a Canadian educationist called LIFE IN SCHOOLS.  An
example paraphrase, and one I've often referred to in my own work with these
students, is" I began to become effective with these students when I
validated their experiences as worthy of inquiry".

SUBJECT:  Spec. Lesson
Presentation  Date:  96-11-14 06:36:28 EST
From:  Jenn238

I am a grad student and am writing a paper on lesson presentation
effectiveness in Resource rooms.  I have so far observed 2 elementary RR
classes.  If anyone has any tips for presenting a good lesson I would really
appreciate it.  Please e-mail me at [e-mail]  I've only got one week
until its due!

SUBJECT:  time-off task checklist  Date:  96-11-16 13:08:49 EST
From:  LisaW96

I desperately need a checlist for obserivng time-off task behavior.  I need
it by Nov. 28, 1996.  If you know of a good one please e-mail and tell me the
name and where I can get more information on it.  Thanks, Lisa

SUBJECT:
Re:time-off task checklist  Date:  96-11-18 13:49:54 EST
From:  SusanS29

Lisa, look in your school's library for information on Quay Observations.
They're quite systematic.

SUBJECT:  Re:Methods/Materials math  Date:  96-11-18 17:05:49 EST
From:  CYNKERO

I am working with a highly motivated LD sophomore with math difficulties.
Has anyone heard of the Kumon method?  Her father feels that this is the only
way his daughter will ever "get it."  I am willing to try anything.  The
young lady is now in Geometry.

SUBJECT:  Re:Methods/Materials math  Date:  96-11-18 18:03:54 EST
From:  R u Niz

I have a student who is attending tutoring sessions using Kumon.  I'd like to
know more about it , too!

So far all I know is that she repeats drills in basic math facts--+ - x etc.
She is identified as severe LD although I believe she is EMH and
misidentified, so her experiences with Kumon may be limited.

SUBJECT:
Re:Methods/Materials math  Date:  96-11-18 19:45:12 EST
From:  Lmazzola

Kumon is a repetitive, self directed Math program with built in review. It
was not the right program for my ADD, 11 y.o., but that's just my experience.
I have been told that they have now incorporated this methodology into a
reading program as well.

Lisa

SUBJECT:  Re:Methods/Materials math  Date:  96-11-18 20:40:29 EST
From:  R u Niz

Yes, You're right.  My student has reading in her Kumon classes as well.  She
also has homework.

SUBJECT:  Re Content Mastery  Date:  96-11-20 13:58:47 EST
From:  DTaylor484

I am a Content Mastery Teacher in a Middle School.  I am condidering teaching
Spalding Phonics in this setting.  Other students are coming in for help in
other subjects.
   Any ideas how I can do all this at the same time will be appreciated.

SUBJECT:
Re:Pre school handicapped  Date:  96-11-20 14:06:33 EST
From:  BCOP1234

I'm responding to your message because I too am fairly new to sped preschool.
I work in an inclusive community based program.  I also taught in a self
contained "7th" grade prior to this.
I am looking for someone to share ideas with.  I've been working with
preschoolers, age 3-5, with fairly mild delays over the last three years.
Inclusion is new to me and was also new to the program I'm involved with now.
Please be specific and e-mail me if you have ideas or concerns that I could
help with.    [e-mail]

SUBJECT:  Re:Social Skills  Date:  96-11-20 21:51:34 EST
From:  SignessX1

Hi.  Nice to see another school psychologist in this area.  This is my first
visit.  I am a third year SP working in a day treatment program.  I could
probably give you more info than I can write here.  I will give you a bit now
(I'm in a hurry to get somewhere) and try to supply you with more details
later.  Basically, there are three ways to work on social skills with kids;
individual counseling, unstructured groups and structured groups.  Often, a
combination of them all works best.  I have generally run more unstructured
groups.  These tend to have more of an impact on the more "Socially inept"
kids than on the more anger control types as they tend to take it more
seriously.  A good suggestion for starting out, if you are unsure of your
abilities as a group leader (which are among the most difficult to develop),
is doing an in class group.  This way, behaviorally disordered students are
most likely to be in control.  They think of it as a class room situation
rather than counseling.  Anyway, I've done bunches of groups both ways as
well as individual.  If you'd like more info on specific ideas and cirriculm
info, pleas Email me with more info on your situation and what type of
setting and kids you'll be dealing with.

Scott Goldsmith
[e-mail]

SUBJECT:  Benchmark Reading Strategy  Date:  96-12-03 19:07:13 EST
From:  Kinglys

I am looking for any one with experience in teaching the Benchmark reading
strategy.  I have a 4th grader in desperate need of more help.  Please E-mail
with any information    Kinglys@AOL. COM
Thank You!

SUBJECT:  Re:Benchmark Reading Strateg  Date:  96-12-12 17:03:11 EST
From:  Dr oz

send me info on benchmark also or post it here
thanks

SUBJECT:  Re:The Phonics Game  Date:  96-12-30 18:10:06 EST
From:  BlossomZ

Hi just saw your posting about the game.  I know the game.  It is not as bad
as Hooked on Phonics.  The games have some merit. But as a teacher, I would
use the games in combination with other methods.  Besides, this child isn't
going to want to read just because of these card games. My son has add/LD and
someone sent it as a gift.  He has yet to use it!  I'm planning on taking the
card games to my classroom as additional practice for students that need
phonic practice.  (I also teach Special-I like to say Alternative learners)
Ed!

SUBJECT:  New &Innovative for K-3 LD  Date:  96-12-30 18:20:23 EST
From:  BlossomZ

I am in search of new and innovative materials/catalogue to teach reading and
Language Arts to "alternative learners" (LD)  In particular, games,
multisensory methods, or anything else that's more than the usual workbooks
etc.

SUBJECT:  Re:New &Innovative for K-3 LD  Date:  96-12-30 18:21:42 EST
From:  BlossomZ

Anyone with info can e-mail me directly at BlossomZ@aol  -Thanks!

SUBJECT:  math  Date:  97-01-04 16:22:57 EST
From:  SMaster840

I have an exceptionally bright 4th grade boy who is young for his grade level
(just turned 9) and is experiencing real difficulty with word problems.  any
suggestions

SUBJECT:  Re:math  Date:  97-01-05 16:17:40 EST
From:  MarRigby

He needs to know the language that's needed to solve the problems. An example
would be when he sees the phrases "how many more", "what is the difference"
implies that he is going to subtract. "What is the total" can imply addition
and/or multiplication. The word "each" can indicate multiplication or
division. For instance if you know the total, and you need to find out how
many in each part, you would divide. If you know how many in each part, you
would multiply to find the total. Drawing pictures to illustrate the problem
may help.

SUBJECT:  lesson plans  Date:  97-01-07 17:44:25 EST
From:  Gccox

Does anyone know of any GOOD computer programs to help with lesson plans.  My
district is demanding we show plans for each individual child, color coded,
for each day.  I have 13 students whose plans take me between 7 and 8 hours a
week to generate. HELP!!! thanks e-mail at [e-mail]
Carolyn MC teacher, NJ

SUBJECT:  Orthopotic Vision Therapy  Date:  97-01-10 00:53:51 EST
From:  RSH1520

My 4th grade daughter with LD was diagnosed at the end of 3rd grade.  She
sees a private tutor 2x/week and has LD resources in a pull out situation at
school. She failed the school eye exam in 3rd grade and eventually got
glasses in September of 4th grade.  I see little progress academically. After
seeing 3 opthamologists (1 pediatric), we were just introduced to orthoptic
vision therapy by an optometrist.  Is this "snake oil" treatment or are there
merits?  [e-mail]

SUBJECT:  Re:Orthopotic Vision Therapy  Date:  97-01-10 10:53:57 EST
From:  SusanS29

"... we were just introduced to orthoptic vision therapy by an optometrist.
Is this "snake oil" treatment or are there merits? "

It's snake oil but they don't believe it. The studies done on this approach
are badly contaminated because the children received all sorts of *other*
interventions at the same time -- academic support at school, tutoring, maybe
individual counseling, family counseling, etc.

Everyone involved with the child would like to take the credit, but if the
optometrist is doing the study, the optometrist credits his or her exercises
as the reason for the solution. The reason for the solution might simply have
been the passage of time, or the cumulative effects of academic support, etc.

Even the most severely LD student -- if he or she has normal or near normal
intelligence -- should make at least a half year's progress in their most
difficult subjects.

If your child isn't making progress, challenge the methods. Talk to the tutor
and take a new approach there. Talk to the LD teacher and take a new approach
there. If what they're doing isn't working, there's undoubtedly another way
to approach the subject.

SUBJECT:  Re:math  Date:  97-01-13 00:11:19 EST
From:  DLRSM

Can he do the problems if you re them questions to him?  If yes, then
there'syour answer..it's called "oral exams"..  If he can do the problems
after you've interpreted them for him,  try giving him written test using the
same terminology you use when you redescribe the problem.

SUBJECT:
Re:Orthopotic Vision Therapy  Date:  97-01-14 13:01:29 EST
From:  RSH1520

Is there anyone out there with any knowledge of this "vision training" on a
positive or negative nature?  I'm looking for personal or professional
feedback.  Please inform me of any published materials on this subject also?
Thanks for any input.  RSH1520 @aol.com or here.

SUBJECT:  Teaching Spec. Ed. in
Hawaii  Date:  97-01-17 22:04:30 EST
From:  AKlock5925

Aloha!  I am looking for anything anybody can help me with in the area of
Down Syndrome and writing grants for Special Education.  I am teaching in a
very remote area on the island of Maui in Hawaii, and while the islands are a
tropical, beautiful paradise the school system is not.  I just moved here
from Michigan and can truely appreciate what we have back there.  I have one
down syndrome child and the rest are E.I. or L.D.  I have hardly any
supplies, but I do see things starting to turn around, but I need help in
trying to access information about the grants available for special ed
students.  I would like to by a Mac computer with different adaptive pieces
for it.  If anyone can help I would love it.  I would also like parental
information to pass on to my parents.  You can email me at AKlock5925
Aloha!!

SUBJECT:  Writing/LD  Date:  97-01-17 22:58:26 EST
From:  RUN 1 1 1

I'm looking for any new methods or ideas for motivating reluctant writers.
Also, has anyone worked with the software program Inspiration.  I'd like to
find out more about it, and if it's worth buying for my LD students.  e-mail
[e-mail]

SUBJECT:  No more mainstreaming  Date:  97-01-17 23:01:46 EST
From:  Stamps30

I am a Chicago urban teacher who's tired of teaching children who have no
desire to learn.  I am a fourth grade teacher and I have a student in my
classroom who can't spell the word six.  He's working at first grade level.
I tried to have him tested, but now the C.E.O. of the Board of Education is
telling us not to staff these children but to modify their work.  I have to
make time from the 27 students I have in my classroom and help this child.  I
have peer tutoring also.  I have computers with reading and spelling software
to help him.  Half of my class is not on fourth grade level.  A have 10
students that are on level and try very hard.  The rest of my class shouldn't
even be in fourth grade.  They are reading at second grade level.  I guess I
have to meet the kids where they are and try like hell to take them where
they need to be.  Even if I manage to bring the child up to third or fourth
grade, what will happen when they go to fifth grade and aren't ready for it.
At my school all they do is pass children on.  It's not fair to the child at
all.  I try different incentives to stir the childrens interest. My classroom
is very active and not passive.  Still I feel that I have a long way to go
with 1/3 of my students.  I only have five more months with them.  How can I
bring my students that are on second grade level up to fifth grade level in
five months?

SUBJECT:  Re:No more mainstreaming  Date:  97-01-18 01:44:31 EST
From:  SusanS29

"How can I bring my students that are on second grade level up to fifth grade
level in five months? "

You can't. Teach them where they are, encourage them, praise them.

I think it's grossly unfair to characterize fourth graders who are reading on
a second grade level but expected to be at a fifth grade level within five
months as "children who have no desire to learn."

If you can't ditch this double-whammy you've placed on them -- an
interpretation that they don't *want* to learn combined with a goal to have
them at grade level for five months -- how about taking a sabbatical? You
could visit schools, maybe get some new ideas.

SUBJECT:  Re:No more
mainstreaming  Date:  97-01-20 16:30:41 EST
From:  Stegajvf

You didn't mention anything about these children who are (I assume) being
mainstreamed. What kind of modifications were written in their IEP? what (if
any) objectives are they suppose to be working on? what kind of support does
Special Education give you or the students?
    Mainstreaming DOES work, but it also takes a lot of effort on all parts
(parent, sp. ed teachers, reg. ed teachers, administrators, etc...) If you
are  frustrated with the children not making the progress they should (which
DOES NOT mean getting on level in reading in 5 months) talk to the committee
that made that decision in the Admission, Review, Dismissal meeting. Talk to
the special ed teachers about what different modifications could be made.
      I don't think a lack of motivation is the problem with the students.
Most children have a strong desire to learn. What changes is attitude about
being unsuccessful at school no matter how hard they try. Start where they
are and let them progress at their pace. True- they will not be reading at
5th grade level in 5 months. BUT they will enjoy school and be much more will
to take risks with their learning. Learned helplessness is the biggest
disability of all. Praise them for their efforts no matter how small they may
seem to you. A journey of a thousand miles begins with the first step.

                  If children don't learn the way you teach - teach the way
THEY learn!

                                                                     PKVau -
using son's screen name ;-)

SUBJECT:  Re:No more mainstreaming  Date:  97-01-20 17:58:13 EST
From:  R u Niz

I also teach in Chicago--The CEO is demanding that interventions be tried
before students are seriously considered for special ed.  There is a
procedure in your school for this.  Go to the school case manager--in Chgo
this is usually the school counselor--and request the services of the
Intervention Assistance Team.  They will convene as a Multidisciplinary group
to help advise you and set up specific interventions.  They must also set a
date to reconvene and determine whether or not the interventions are working.
This is to be done for each student you feel is at risk of failure due to
learning problems.  If progress is not being made with interventions in
place--you can ask for a full case study.  At any time the parent of a
student can skip this step and request an evaluation.

As you know, the Chicago Board of Ed will no longer allow students who are
significantly below grade level in reading or math, or who are truant, to
move up from 3rd, 6th, or 8th grade without attending summer school unless
they are identified as Special ed.  I'm rather interested in watching what
will happen this summer.

SUBJECT:  Re:No more mainstreaming  Date:  97-01-21 14:48:20 EST
From:  SusanS29

"      I don't think a lack of motivation is the problem with the students.
Most children have a strong desire to learn. What changes is attitude about
being unsuccessful at school no matter how hard they try. "

YES. That's what happens. Good for you!

SUBJECT:  Re:Please help with dyslexia  Date:  97-02-01 03:04:40 EST
From:  CZ Sissy

AB176, I noticed you are in Florida.  You have a good resource at Florida
State Univ.  Dr Joseph Torgesen has been doing some good research on
phonological processing problems.  I received a brochure recently that
announces he is to be one of the main speakers at a Lindamood-Bell conference
in San Francisco in March, 97.  They are the authors of the program you
mentioned.  I hope he can give you some guidance.  Good Luck!

SUBJECT:  Re:No
more mainstreaming  Date:  97-02-01 19:42:22 EST
From:  Maupin

I'm a special day class teacher, and I take 3 extra general education sixth
graders into my room "unofficially" for reading. Their self-esteem has soared
and their behavior and work habits in their general ed classes has improved.
Most special education teachers are overworked (I have 18 students!) but we
all are in the business of helping kids.  Talk with your special ed staff,
and see what might be arranged, or what advice they can give.  They are a
valuable resource.

SUBJECT:  Re:COUNTING MONEY  Date:  97-02-06 11:48:02 EST
From:  MINEHUNTS

Please help me!  My 11 year old LD child has all sorts of LD but one we are
having alot of trouble with lately is recognizing and counting money.  She
has always has sequencing problems so it doesn't surprise me, I just wish I
knew some method that might help her.

SUBJECT:  Re:  Tape on kids w/LD  Date:  97-02-06 11:51:08 EST
From:  MINEHUNTS

Has anyone seen the video F. A. T. City.  It's wonderful for teachers,
parents and kids.
It stands for Frustration, Anxiety, and Tension.  Try it!!!

SUBJECT:  Re:COUNTING
MONEY  Date:  97-02-06 22:01:39 EST
From:  Mithue

She probably has trouble where to begin.  I teach students to put coins in
groups according to highest value on down to smallest value.  Use a hundreds
table 1-10 on first line, 11-20 on next line etc.  Teach counting by 10's,
5's, 50's 25's. If she has 2 quarters, 3 dimes, 4 nickels, and 6 pennies, in
order it's: 50 cents + 30 cents + 20 cents + 6 cents. 106 cents is the same
as $1 and 6 cents.  Also use word problems. I want to buy some gum ( 35
cents)  and fingernail polish ($1.59). How much do both cost all togeher? Now
take out a hand-ful of money to count out.  Make trips to McDonald's and have
her count out money.  Hands on practice does so much more than book learning
for money skills.

SUBJECT:  Aug Com/AT  Date:  97-02-08 21:48:57 EST
From:  JKaplan29

I would like to exchange Aug Com and Assistive Tech ideas with someone.  I
teach Multiple Disabilities ages 3-10.  I have Boardmaker on my computer.

*<:-) Janette

SUBJECT:  Re:Visually impaired  Date:  97-02-08 22:59:28 EST
From:  MACK73DEN

What specifically are you looking for? There are many resources and some ways
of adapting the regular classroom materials.  Let me know.

SUBJECT:  Braille
reading 3rd grader  Date:  97-02-08 23:01:34 EST
From:  MACK73DEN

I would like to communicate with anyone who needs to adapt braille materials
from a regular classroom.  Techniques and problem solving.

SUBJECT:  Social
skills material  Date:  97-02-11 19:42:19 EST
From:  Tracey868

I saw many good ideas for materials for teaching social skills the only
problem is can someone direct me on where to find these things
Ex. Pro social skills
Thanks
Tracey

SUBJECT:  Re:  Tape on kids w/LD  Date:  97-02-11 22:55:26 EST
From:  JKaplan29

I have FAT city and it is wonderful! It really teaches people how it feels to
be LD.

SUBJECT:  ??Lindamood ???  Date:  97-02-13 18:09:51 EST
From:  TashaVR

I need information about a computerized Auditory Processing Development
program by the Lindamoods.  Anyone familiar with the program?  Please e-mail
me ASAP.  [e-mail].

SUBJECT:  Re:writing disability  Date:  97-02-23 08:40:34 EST
From:  Nlove39414

Look at SRA's Expressive Writing.

Nancy Gill
Excel Alternatives, Inc.
520 Lake Mary Blvd. ,Suite 301
Sanford, FL 32771
407-321-2918 x168

SUBJECT:  Re:Methods/Materials  Date:  97-02-23 08:42:23 EST
From:  Nlove39414

Check National Geographic and the Dept. of Ed. in Washington, DC

SUBJECT:  Re:
Touch Point Math  Date:  97-02-23 15:32:08 EST
From:  Jlocts

I am ed consultant who loves "Touch math"

1-800--888-9191
Innovative learning concepts
719-593-2448

SUBJECT:  research papers in spec ed?  Date:  97-02-23 16:06:36 EST
From:  LVH

I'm looking for information regarding methods and materials for teaching the
research paper to high-school special ed students, or studies pertaining to
same. Should the research paper be taught in special ed? What has worked for
you? If you're willing to share or point me in the right direction, I'd
greatly appreciate it. Thanks. LVH (Laura Hine)

SUBJECT:  The Wilson Reading
Program  Date:  97-02-25 10:42:44 EST
From:  HOMEYJACK

I am looking for more information on this reading program.  I know it is from
the Boston area, and was created by Barbara Wilson.  I was told it deals with
12 steps in multi-sensory techniques, but what are they, and how do they
work?

SUBJECT:  Re:Orthopotic Vision Therapy  Date:  97-03-02 01:41:39 EST
From:  Upsidjsign

It may not be "snake oil" at all.  Usually opthamalogists are focused on eye
diseases while optometrists are more ocncerned with eye movement & functional
vision.  kind of like the difference between physical therapy & Physical
education--one is to lessen the effects of trauma;  the other is to prepare
you for lifelong fitness.   I hope this analogy makes sense!  Anyway, you
probably are into  something good.  Just make sure that both parties
COMMUNICATE!  That way they can both offer input into your daughter's
therapy!  Good luck!

SUBJECT:  Re:research papers in spec e  Date:  97-03-02 01:54:53 EST
From:  Upsidjsign

Of course the research paper should be taught in sp. ed.!  Research skills
can be taught at any level!  i am a Sp. Ed. teachere with a DH child in full
inclusion.  When she was in first grade, she had to write a one page research
paper about whales as a fullow up to a unit studied in class.  We sat down to
talk about what she remembered.  Her memory was that:
         * Whales live in the ocean. They are not fish.
         * Some whales have teeth.  Some have baleens.+
         * Whales eat small ocean animals. #
+  I had to look up "baleen".  Sorry, I never did whales before.
#  She and I looked up "krill" and "plankton".
Then I helped her organize these ideas into a report.    Well, that was 5
years ago.  She's still at it, and has now learned how to include a
bibliography.  Small steps, yet ever forward.

I think your students can learn how to do a paper.  Just start with topics of
interest to them, and introduce essential research concepts one at a time.
And...encourage, encourage, encourage!  Small steps do pay off!  Good
luck!

SUBJECT:  Re:Orthopotic Vision Therapy  Date:  97-03-02 16:33:18 EST
From:  Ratatat

<<Usually opthamalogists are focused on eye diseases while optometrists are
more ocncerned with eye movement & functional vision. >>

Actually, the pediatric ophthalmologist that I reviewed this with has a
subspecialty in eye muscle and nerve coordination!

SUBJECT:  Re:Orthopotic
Vision Therapy  Date:  97-03-02 22:22:31 EST
From:  SusanS29

"It may not be "snake oil" at all.  Usually opthamalogists are focused on eye
diseases while optometrists are more ocncerned with eye movement & functional
vision.  "

Not at all. Opthomalogists know all the physical  and functional stuff about
vision. The problem is that these optometrists have NO good (good) research
to support their claims. NONE (I've read it.) It's all terribly designed and
horribly controlled. Their "research" proves nothing at all.

The way to use vision therapy -- if you must -- is over the summer (but drop
any tutoring.) Have a reading pre-and post-test done. I think you'll find
that when *only* vision therapy is used (no support from school, no reading
instruction, no tutoring, etc.) -- that NO gains are made.

SUBJECT:  Re:Aug
Com/AT  Date:  97-03-08 10:22:34 EST
From:  SYMBOLTALK

Hi Janette,
 I just read your message on wanting to share ideas for Augmentative
Communication and Assistive Technology.  I'm interested too.  I am a special
ed. consultant  working strictly with students with severe disabilities that
need AAC and AT.  The age range of the students I serve is 3 years to 19
years at 4 schools and in 6 classrooms.  Most are in self-contained
classrooms, but some are fully included in regular education settings.  All
of the students in self-contained classrooms go out into the community for
community based instruction.......sometimes related to  vocational skills and
some related to daily living and recreation skills.  Anyway, I'm interested
in sharing ideas that will hopefully help my students and yours.

Beryle

SUBJECT:  Re:handwriting  Date:  97-03-11 19:25:25 EST
From:  KShatlock

I teach children in grades K-3 in a private school for children with Learning
Disabilities.  We are currently teaching the D'Nealian form of manuscript
handwriting to all students in these levels.  I would like to hear from other
teachers as to which method they use and find to be successful with their
students.  Also, I'd like other teacher's opinions of teaching D'Nealian
handwriting to Special Education students.

SUBJECT:  Re:handwriting  Date:  97-03-12 00:14:36 EST
From:  SusanS29

I really didn't like D'nelian at first -- just because it was different.

It's more efficient to print with than traditional "ball and stick" printing,
and since letters are made with one stroke, it's easier for the LD student to
learn to make them consistently.

I have found that by teaching the dysgraphic student *one on one* (in a small
group, but one-on-one within that group) I've been able to teach all students
to write legibly. That doesn't mean they're no longer dysgraphic -- just that
they can cope with it better.

These students should *not* be taught printing or cursive in a classroom
setting.

SUBJECT:  Re:Aug Com/AT  Date:  97-03-12 22:35:07 EST
From:  JFVH

Hi!  I'm a special education teacher. I have access to many Aug. Com Devices.
I would like to know how other teachers use them in their classroom and how
the successful these students are at generalizing these skills in all
domains.
I mainly use low tech in my classroom at this times (CHEAP TALK Modules,
Cheap Talk 4, Rocker Switches, Big Macs). I have one student that uses a Hawk
and One that uses a Super Hawk. I have experience with the Dynovox, Alpha
Talk and Lap top Computers. I have 2 students that use PECS and a static
board. I believe no matter how limited the child's access or cognition every
person has a right to have a voice. Even if it is one message.
You can contact me at [e-mail].

SUBJECT:  Re:I need help  Date:  97-03-15 22:47:49 EST
From:  LLewis3119

Touchmath works well with my students, all though I do not have any students
with the challenge you stated it may be worth a try. Good Luck

SUBJECT:  reading
materials  Date:  97-03-16 20:44:11 EST
From:  AXChristy

I am currently a regular ed. teacher in graduate school for special
education.  I hope to teach LD next year.  Part of my current college project
is to find and review reading methods or materials.  I have a few already,
but I thought maybe here someone would mention a MUST SEE material.  Since I
am currently teaching middle school, I am looking for things for that age
level.  I am interested in getting a variety...any suggestions?  Thanks if
you can help.

SUBJECT:  multicultural special ed  Date:  97-03-17 12:50:30 EST
From:  Smoborn

I am looking for resources on special education strategies specific to
Hispanic, Asian and Pacific Island children with mild to moderate
disabilities.  My focus is on Micronesian children but little has been done
with that ethnic group.  Anyone information is appreciated.  If anyone else
is researching the same topic, I would like to correspond.  Thanks.

SUBJECT:
Modofications  Date:  97-03-18 12:04:22 EST
From:  Graytank

Does anyone know of anywhere to find pre-modified texts/worksheets for 3-6
grade L.D. kids?  I do all modifications and just wondered if there was a
place that has that done!  Central Tex. is the area

SUBJECT:  research  Date:  97-03-18 16:25:40 EST
From:  SchuMan24

I need a research paper to present to a graduate class dealing with an issue
of education and physical disabilities.  Are there resources available on the
net where I might find this research?  If so could you post them?  Any help
would be appreciated!

SUBJECT:  Re:reading materials--  Date:  97-03-22 19:18:07 EST
From:  Parsons4U

Look at the Project Read Materials for Comprehension--specifically "Report
Form" and "Story Form".  They're great and then can be applied to
writing.

SUBJECT:  daydreaming  Date:  97-03-24 12:48:35 EST
From:  KleenTeeth

My son is in the 5th grade and up to last week was doing great in school.
Two of his teachers are stating that he was daydreaming in class.  These same
to teachers gave a test and it backs their statements as he didn't do well.
Any suggestions to get him to stop his daydreaming in class?  KleenTeeth

SUBJECT:
Re:daydreaming  Date:  97-03-25 15:11:32 EST
From:  SusanS29

"My son is in the 5th grade and up to last week was doing great in school.
Two of his teachers are stating that he was daydreaming in class."

When they see him daydreaming, just walk down the row and touch him lightly
on the shoulder. Eventually just seeing the teacher come will bring him back,
and eventually having her look up to scan and see if he's on task.

SUBJECT:  Re:
Project Read  Date:  97-03-26 18:21:18 EST
From:  RSJNCAMP

Please give me more information about Project Read and where/how I could
contact them for information.  I have heard about this program before and am
interested, but do not have a contact. Thanks.

SUBJECT:  Help/reading materials
3-8  Date:  97-04-01 00:56:59 EST
From:  WMehnert

I service a parochial school in special ed.  We are currently looking for
series for Reading which does not use whole language approach.  My partner
and I are looking for a basal type-series which has heavy emphasis with
reading skills.  We need a series which starts about 2/3 grade level and goes
to 8th, with high interest/low vocab.  Any Ideas-inexpensive would also
help.

SUBJECT:  Re: Project Read  Date:  97-04-01 00:58:01 EST
From:  WMehnert

Check your local library.  Last time I checked they had the info on Project
read.

SUBJECT:  Deaf Reading  Date:  97-04-01 16:36:38 EST
From:  ShelleySP

Please help me find reading materials for my deaf middle school students.
They obviously have many language and vocabulary problems- but we still have
the need to read.  Any good high interest low vacab book non-insulting books
out there you can suggest??

I'm not good at re-finding websites.  Please be so kind as to e-mail me:
               [e-mail]

I appreciate it!

SUBJECT:  Re:Help/reading materials 3-8  Date:  97-04-01 20:50:15 EST
From:  Scott VanZ

I have done a lot of reading in the area of reading instruction.  You are
wise staying away from a whole language basal series.  One excellent program
for special and/or special education is READING MASTERY published by SRA.  If
you want further information, please e-mail me.
[e-mail]

SUBJECT:  DIRECT INSTRUCTION  Date:  97-04-01 20:59:56 EST
From:  Scott VanZ

Is there anyone out there that teaches LD resource?  If so, are you using
Direct Instruction materials from SRA?  I want to use these materials, but am
told by district coordinators that they don't work.  I have used DI in the
past and found it to be the most successful program available.  Also, I am
fighting with pull-out programs.  They (the dist. coordinators) want me to be
in the classroom full time and do no pull-out.  I believe that if a kid has
not been successful in regular education and now is receiving LD services,
they need intensive work.  How can that be done in the classroom without
making them stand out?  I do understand that some kids need only minor
support in the classroom, so I'm not saying I am totally against inclusion,
but that seems to be  the exception.

I am very interested in hearing from others.  Please feel free to e-mail me
with your ideas or suggestions.   Thanks for your support!
[e-mail]

SUBJECT:  Re:DIRECT INSTRUCTION  Date:  97-04-03 00:12:58 EST
From:  MarRigby

Scott:
We've "talked" before. When we did I was waiting for my SRA Corrective
Reading program to arrive. Now that I'm 1/3 of the way through both B1 and
B2, I see some small successes. However, for the students with the most
severe reading disabilities, I'm finding that although they are learning to
recognize letter combinations, they are still having major problems blending
different segments of words into whole words without sounding each word out.
An example may be a word like "which". So they sound it out, wh i ch, and
then say the word correctly. When should the process become automatic? I'm
not sure. What I do like about the program is the consistent review in each
lesson. Each new skill is practiced over and over again. Nothing gets lost.
Overall, I'm pleased with it.

Marilyn



SUBJECT:  Whole Language & LD  Date:  97-04-03 22:06:10 EST
From:  LATBENCH

I'm a SED (LD/BD/EMH) major at Illinois State University.  In my
Foundations of Reading class we have been learning about the
Whole Language approach to teaching the language arts.  This is not
a special education course and I wonder if the whole language approach
works with students with learning disabilities.  In the few courses that
I have taken in my major, the instructors have mentioned several times
that a classroom that is "too busy" can distract students with LD from
their tasks and learning.  I would appreciate your thoughts and/or
experiences with whole language and learning disabilities.
Thanks,
Kim

SUBJECT:  Re:Whole Language & LD  Date:  97-04-04 00:35:24 EST
From:  SusanS29

" This is not
a special education course and I wonder if the whole language approach
works with students with learning disabilities. "

Depends on the nature of the child's learning disability. I have had it work
very well for some students but it was a terrible choice for some
others.

SUBJECT:  SusanS29 Whole Language & LD  Date:  97-04-04 13:30:23 EST
From:  LATBENCH

Currently I volunteer in a self-contained class with 10 students with severe
LD (half are also in wheelchairs) with short attention spans.  These students
are often off task and wander and roll about the room.  Their ages range
between 11 and 14, but they read at first and second grade levels with no
evidence of reading strategies.  Their spec ed teacher using a basal program
(high level 1) with worksheets.  The stories are boring and the kids show no
interest.  Next week I'm going to teach the reading class and plan on sharing
"Ira Sleeps Over." I have extra copies for them to read independently.  I
have planned 3 group projects for the students to pick from.  The kids listen
to me, but I don't know how they will handle working in groups since they are
usually work independently.  I'm I getting over my head?

SUBJECT:  Re:SusanS29
Whole Language & L  Date:  97-04-04 14:18:08 EST
From:  SusanS29

"The kids listen to me, but I don't know how they will handle working in
groups since they are usually work independently.  I'm I getting over my
head?"

I have no idea, but my guess is that the freshness of your approach will
really help you out.

Since they're pretty severely involved, they probably have poor
problem-solving skills. They will probably need a lot of help to work in
groups successfully.

Clearly what's been done up to now hasn't worked (assuming these kids are of
normal or near normal intelligence). A fresh start seems urgent.

SUBJECT:
Re:Whole Language & LD  Date:  97-04-04 15:39:36 EST
From:  Sdacea

I taught an LD class of 1-5th graders at one time.  The system went from
total phonics to whole language, with minor teacher prep (BAD DEAL).  I
modified; used the ' basal'  that went with the whole language package, used
phonic program called "Sing, Spell, Read, and Write" which is great, used
word analysis and my students learned to read.  The Whole Language concepts
of writing, thematics, Big Books, and experiencial learning is great for
LD's.  I do believe that phonics, word analysis (families) and invented
spelling all need to be used. Whatever works works best was my own philosphy
and five years later still is.

SUBJECT:  Re:DIRECT INSTRUCTION Scott  Date:  97-04-06 23:06:47 EST
From:  WMehnert

I agree with you.  I think Adminis. and everyone must remember what the
best/least restrictive environment for each individual child.  Unfortunately,
I think everyone has jumped on the band wagon and are promoting inclusion.
Yes, we would like to see our students in the regular classroom, but what is
best for them.  Is it inclusion, it's an individual decision, not a catch-all
cure.

SUBJECT:  Re:SusanS29 Whole Language &  Date:  97-04-06 23:07:49 EST
From:  WMehnert

Who are you? What are your credentials?

SUBJECT:  Re:SusanS29 Whole Language &  Date:  97-04-06 23:45:05 EST
From:  WMehnert

Sorry, I apologize for my rudeness.  I know who you are and I respect your
credentials, knowledge and experience.   I hope you accept my apology, I have
no excuses, just sincerity.

SUBJECT:  Re:SusanS29 Whole Language &  Date:  97-04-07 01:05:56 EST
From:  SusanS29

"Who are you? What are your credentials?"

I taught students with learning, attentional and/or behavioral problems for
18 years. I have a master's plus post-graduate work in special education,
including specific training including diagnostic testing, diagnostic teaching
and prescriptive teaching.

Now I'm a writer (related issues) and do some work as an educational
consultant.

SUBJECT:  Re:SusanS29 Whole Language &  Date:  97-04-07 01:06:49 EST
From:  SusanS29

"Sorry, I apologize for my rudeness."

Huh? I didn't think it was rude. I thought it was a sensible question.
:)

SUBJECT:  Re:Sing, Spell, Read and Wri  Date:  97-04-07 09:48:33 EST
From:  RSJNCAMP

Looking for more information on Sing, Spell, REad and Write program.  I see
that people refer to it often and are happy with results.  I work in a
REsource program and am looking for something for students with learning
disabilites, reading below grade level.  Most are third and fourth grade,
readinag one to two levels below.  Please send information (address/ phone
number) where I can reach  this program.  Thanks!

SUBJECT:  Jrnl of LD  Date:  97-04-08 23:59:35 EST
From:  DrLaz620

Im trying to contact what used to be called the Journal of learning
Disabilities.
Anybody have any info?  Number to contact?  Are they still in existence?  On
the Web?  etc.

Thanks so much for your help!

Happy teaching y'all!

SUBJECT:  Safety Signs  Date:  97-04-10 00:15:31 EST
From:  SS106

Hi there:
    I am looking for safety signs in color for transition students (18-22 yrs.)
that I can download and print.  Anyone out there have some?  If so, please
send email to SS106.
    Thanks!
Sara

SUBJECT:  Skill streaming  Date:  97-04-10 07:50:29 EST
From:  Ratatat

Moved Message:



SUBJECT:  skillstreaming elem  Date:  97-04-09 23:16:01 EDT
From:  ATRIO

i am looking for information from someone who is teaching skillstreaming to
students in the elementary school, grades 4-6.  any information would be
greatly appreciated.

SUBJECT:  Reading  Date:  97-04-12 12:53:26 EST
From:  BellaTch1

Has anyone tried the Pathways reading program its a generic reading
recovery i'd like to hear your comments.please.

SUBJECT:  Re:SusanS29 Whole
Language & L  Date:  97-04-13 11:48:33 EST
From:  LATBENCH

Clearly what's been done up to now hasn't worked (assuming these kids are of
normal or near normal intelligence). A fresh start seems urgent.

Just wanted to let you know that the "Ira Sleeps Over" lesson went
great.

SUBJECT:  In Search of D.I. Materials  Date:  97-04-20 16:34:20 EST
From:  Scott VanZ

Hello,

     I am doing some planning for next year and am in search of several DI
programs.

     I know that most people in this group don't have extra materials, but
thought if you knew of anyone that did, you could send the information on to
me.

     I am hoping to adopt for next school term:

          Reasoning & Writing Levels A and E
          Spelling Mastery Levels A, B, C
          Connecting Math Concepts ALL Levels

     My school has copies of Corrective Mathematics Add, Subt, Mult and Div,
but I would like personal copies of the Teacher Materials.

    I have these materials, but am in need of certain components:
           Reading Mastery III (1983) Teacher Pres Bk A
           Reading Mastery IV (1983) Teacher Pres Bk Set
          Distar Arithmetic I --  Need Student Wkbks and Teacher's Guide.

     Finally, Does anyone have a Distar Language I Kit that they are no
longer using.  I have 2 kids that need this next year.

                Thank you for your continued encouragement and support.  If
anyone has any of the above mentioned materials they are willing to part
with, I may be contacted the following ways:

email:  [e-mail]

SUBJECT:  Re:The Wilson Reading Progra  Date:  97-04-22 00:21:18 EST
From:  RSH1520

You can reach  Wilson Language Training
                       175 West Main Street
                        Millbury, Ma. 01527-1441
                        508-865-5699
order # 1-800-899-8454  Fax #[phone]
Hope this helps.

SUBJECT:  Re: Journal of LD  Date:  97-04-28 20:40:49 EST
From:  C1R2MEYER

Try this website:  http://www.ldanatl.org/
It's great & has a lot of information

SUBJECT:  SRA & Phonemic Awareness  Date:  97-04-28 20:48:22 EST
From:  C1R2MEYER

I belong to a group called Sped-talk  (out of the Univ. of VA)
Anyway, a professor recommended a very well researched study of SRA  (I think
it was the reading mastery program).  Anyway, the research on this program
was outstanding  (it was done by a professor who runs one of the direct
instruction talk groups).  I'll try to remember to get the web site when I go
to work.
     Additionally, the web site that someone listed (in the reading folder)
regarding 30 years of research on how children learn to read is phenomenal.
It really highlights the importance of phonemic awareness  and the fact that
teaching context clues can sometimes do more harm than good.  Check it out.
The web site is listed in the reading folder section.

SUBJECT:  Re:SRA &
Phonemic Awareness  Date:  97-04-30 17:04:59 EST
From:  Scott VanZ

The name of the research article is "The Research Base for Reading Mastery,
SRA" by Bonnie Grossen, PhD at the University of Oregon.  The web site for
this article is:   http://darkwing.uoregon.edu/~adiep/rdgtxt.html

Also more info about Direct Instruction may be obtained at the web site:
http://darkwing.uoregon.edu/~adiep/

Scott

PS  I would be interested in chatting with others who are using Reading
Mastery or are considering its adoption.

SUBJECT:  Re:SRA & Phonemic Awareness  Date:  97-05-01 08:27:56 EST
From:  Lmazzola

Scott:

I am a product of the SRA program, having used it in the lower grades of my
elementary education - 1st and 2 nd grades, if I remember correctly. (Close
to 30 years ago - MY GOD, am I that old??)

All I can tell you is that, for me, it was perhaps the strongest motivating
factor in my "reading" education. I loved the fact that I could go at my own
pace, the stories weren't terribly long and they were interesting. If I
finished my other work early, I could easily complete some of the SRA cards
while waiting for the class to finish, etc.

I don't know if the SRA program is designed the same way now, as it was then,
but that was my experience with it. I am terribly disappointed that SRA and
Phonics are no longer found in America's classrooms as they once were. In my
HUMBLE opinion!

Lisa

SUBJECT:  Re:Great Book!  Date:  97-05-01 21:20:11 EST
From:  CEKINSUR

To Susan 29
I'm not familiar with your book"Taming the Dragons"  Please send info to
[e-mail]
Thanks!     Thanks!

SUBJECT:  I Need Help!!  Date:  97-05-02 22:27:35 EST
From:  Booey26

I am currently a special ed major and am doing a project for my
Language/Reading in Sp.Ed class.  I really need some ideas for the following
project:

"You, a sp. ed. teacher, and a regular ed. teacher have the responsibility
for preparing an 8th grade class for the next 9th grade Proficiency test.
Your focus is The Bill of Rights.  Although you work with an 8th grade class,
there are at least 5-8 students who read 3 grade levels below 8th grade.
Comprehension is the major difficulty.  In addition, the students manifest
writing problems.  Fluency in expression of ideas and the capacity to relate
ideas in print to personal experience are difficulties.  As the special ed
(resource room) teacher, your responsibility is to work specifically with the
5-8 students who read below grade level.  Your goals are (1) to facilitate
their success on the Proficiency test and (2) to enable the students to
demonstrate progress in their expression of ideas."

So now, I need some ideas as to planning for addressing the content of the
Bill of Rights, addressing the writing problems, and also for providing
feedback or evaluation of ongoing progress.  PLEASE - any ideas will be
helpful!!!  Thank you very much for your help.
 - Danelle

SUBJECT:  Re:I Need Help!!  Date:  97-05-03 15:13:48 EST
From:  R u Niz

The Bill of Rights is actually very exciting!  You can make it come to life
for those students.  Before reading the actual material to them:

1.  Try role playing situations that are affected by these rights, such
as--only let the students with brown hair discuss their favorite CD with you.
Or, only those students who have turned 13 can speak in class.  Give them a
copy of a cartoon from the newspaper with some of the important words cut
out.  Then introduce them to the right of Free Speech.

2.  We don't teach Religion in public schools, but have your students discuss
how they'd feel if the law was passed in Congress demanding that everyone
become Buddists.  That should lead into a discussion of Freedom of Worship.

3.  Watch your newspaper for a few days and you should be able to find
pictures of people protesting something (people are always protesting
something :).  Use these pictures to illustrate the need for Freedom of
Assembly.

4.  You can usually find examples in the classroom for the rights to Due
Process. search and seizure etc.  Role playing would work here, too.

There are several books available that present the actual words of the
Constitution on one side of the page with an easy to read "translation" on
the other side of the page.  I only expect my kids to learn the information
from the "translation."

Matching tests or Fill in the Blank (for which you provide a word bank) or
Multiple Choice tests are easier for some poor readers.  Is there any reason
you can't read the tests to your students?  After all, this is not really a
test to measure reading, but a social studies test.

Remember to drill daily--lots of repitition.  This will help them to remember
the facts.  Sometimes I keep score on the board and give prizes to the
student (or Team) that can answer the most questions.  Sometimes, after we do
this oral drill, I say, "Surprise!  You just passed an Oral Exam!"  Then I
give them credit in  the record book--it takes away some of the testing
anxiety.

SUBJECT:  Re:I Need Help!!  Date:  97-05-03 21:24:17 EST
From:  Booey26

Wow, I never expected such an awesome response!  Thank you so much for those
wonderful ideas.  You mentioned books available that present the translation
of words....Do you remember what the title of one is called and where I can
find it?  Maybe at Borders?  Thanks again!!!

SUBJECT:  Re:writing disability  Date:  97-05-04 07:27:03 EST
From:  Crawkie

Not only do I have students in my class with this writing problem, but I also
have a close friend whose son had this problem.  I strongly recommend getting
these students keyboard proficient as early as possible.  Make sure that
"student may keyboard assignments whenever possible" is added to their IEPs
each year.  Also add to the IEP to "give verbal answers to tests and quizzes
whenever possible."  In my own classroom I have two computers and a printer
available to these students.  (I had to "fight" for this equipment).  I have
two typing programs installed on them, and do not install games onto the
computer hard drive.  Games are kept on disks/CDs to be used as rewards only
when all work is done.

 My friend followed my advice and bought her son a computer when he was in
6th grade.  At that time his standardized test scores, particularly in Math
were at the 10th gr. level.  But he was doing poorly with his report card
because of difficulty with the written assignments.  She took him to the
local night high school, and enrolled him in typing classes.  She enrolled
with him and typed along with him.  He began doing most of his written work
on the computer.  My friend also made sure the above things were placed in
his IEP.  That boy is 19 now, and a computer wiz, taking college classes at a
local junior college (it's smaller and "warmer" for him) where special
tutoring and assistance is given to students with problems like his.

Don't leave any stone unturned for your son.  Keep trying to find ways to
assist him. Good luck!

SUBJECT:  Re:SRA & Phonemic AwarenessT  Date:  97-05-04 10:23:22 EST
From:  RSJNCAMP

The SRA program that we went through in elementary school so long ago (cards
at our own pace) is NOT the same program now used and referred to as Direct
Instruction.  The SRA cards are still in classrooms but tend to be used
sparingly.  Direct Instruction is a whole other ball game.

SUBJECT:  Re:I Need
Help!!  Date:  97-05-04 14:31:28 EST
From:  R u Niz

Border's does carry many books related to the Constitution.. The book I
usually use I think I found at a Teacher's Store.  I don't have it at home
right now...I think the title is  The Constitution, Then and Now.  It has
activity pages and section questions.

SUBJECT:  Re:SRA & Phonemic AwarenessT  Date:  97-05-04 18:05:13 EST
From:  Lmazzola

<<The SRA program that we went through in elementary school so long ago
(cards at our own pace) is NOT the same program now used and referred to as
Direct Instruction.  The SRA cards are still in classrooms but tend to be
used sparingly.  Direct Instruction is a whole other ball game.>>

Can you explain how SRA Direct Instruction works?

SUBJECT:  What is DIRECT
INSTRUCTION?  Date:  97-05-04 20:15:25 EST
From:  Scott VanZ

Here is a short description of DI.    People are always asking, "what is DI?"


The following was written by Bonnie
                            University of Oregon

What is Direct Instruction?

 Engelmann's Direct Instruction (DI) is a specific model of instruction
within a larger more generic category of teacher-directed instruction.  The
goal of DI is to accelerate learning by maximizing efficiency in the design
and delivery of instruction.  Many are familiar with the rapid pacing and
choral group response punctuated by individual turns that characterize the
delivery of a DI lesson.  Few are aware of the design, the heart of which is
a complex theory of generalization.  Engelmann hypothesized that children
would generalize their learning to new untaught examples and situations, if
the children could respond perfectly to a smaller set of carefully
engineered tasks.  For example, in spelling children who learned 600 word
parts called "morphographs" and 3 rules for connecting them could spell
12000 words.  Children rehearse the 600 word parts and 3 rules to a level of
automaticity that allows them to spell the 12000 words with ease.  On the
other end of the spectrum from basic skills, recent research has applied DI
design to teaching higher order performance, such as deductive and inductive
reasoning in history, literary analysis, chemistry, earth science, legal
reasoning, problem solving, critical thinking, ratio and proportions and
more (see Kameenui & Carnine, in press).  Much intervention research has
investigated the principles of sequencing and design and refined them over
the years.
 The design theory would be extremely time-consuming to teach to inservice
teachers in workshop settings.  The complexity in the design though is a
function of the specific content and concepts to be taught, so by providing
teachers with developed lessons, the complex job of design was already
completed.  Teachers using the packaged programs could learn the design
theory while they teach, rather than before they teach, and later begin to
extend and modify the programs or even apply the theory to design
instruction for other content for which they had no programs.
The goal of the programs was to include every piece that was necessary to
make the lessons successful.  This was not to make the programs
"teacher-proof" though, anymore than airplanes are "pilot-proof."  DI
designers test the programs carefully before publishing them, just as
aeronautic engineers test airplanes before marketing them.  Each DI program
is extensively revised based on specific student error data from the field
test.  Scripting the lessons allowed sharing of these "polished stones"
across teachers.  Also scripting helped reduce the amount of teacher talk.
According to Engelmann's theory, children learn by working through the
sequence of tasks with carefully timed comments from the teacher.  Children
learn little from straight teacher talk.  Too much teacher talk decreased
pupil-motivation, drew out the lesson length unnecessarily, and often caused
confusion by changing the focus of the tasks, disrupting the development of
the larger generalization, of which a teacher the first time through is
usually unaware.
Even though the programs are carefully tested and scripted, successful use
of them requires training in the special techniques of delivery.  Teachers
must make many decisions in response to the children's performance.  Some of
the most important decisions involve placing each child appropriately and
moving the children through the lessons at a pace that maximizes their
learning potential.
The scripted presentations are only part of the whole lesson, and the DI
lessons are only part of the whole school day.  The lessons also include
opportunities for group and independent work.  A good DI teacher also
creates additional activities that allow students to make use of their
learning in various situations.

Submitted by Scott
[e-mail]


SUBJECT:  Re:I Need Help!!  Date:  97-05-05 10:06:23 EST
From:  Booey26

Thanks again!

SUBJECT:  Re:Help me teach spec. ed.  e.  Date:  97-05-05 19:53:09 EST
From:  JKissel623

The problem with these children is that they don't learn the rules for
putting English together as a language. They must learn the rules for noun
phrases and then they must learn the rules for prepositional phrases.  The
verbs will fall into place depending on whether there is a single subject or
multiple subjects.  Theach noun phrases first and then do something with
them.  See "The Bees and The Bears" for a curriculum to do this.  AG Bell is
reviewing nd may publish.  E. Quigley is the acquisitions editor.

SUBJECT:
Auditory Processing Questions  Date:  97-05-05 19:57:05 EST
From:  JKissel623

A big problem with special children is their lack of ability to process
questions.  They just don't recognize what the questioner is asking and
therefore, don't know what to respone to.  The walk away.  I found a great
program for early teaching in the Slosson catelogus called "Articulation
Stories for Younger Students."  The children have to listen and respond
appropriately at a very young age, say three, four and five.  I love it.

SUBJECT:
Re:Sing, Spell, Read and Wri  Date:  97-05-07 16:50:43 EST
From:  PIKAPP42

wher do you live?  It can be bought at most teacher stores.  If you are
unable to get it in your area I can look for the 1-800 number in my files at
school.

SUBJECT:  Re:I Need Help!!  Date:  97-05-11 04:26:54 EST
From:  EllenH7839

You might use a thought cluster for teaching writing skills.  Students draw a
circle in the center of their paper and several smaller circles around it.
In the center circle, they write the topic--"freedom" or ""Bill of Rights,"
etc.  In the outside circles, they jot down whatever words come to their
minds about the topic.  From there, they can usually group their ideas into
two or three groups (They may need help with that for awhile.)  Go on to
topic sentences, etc.

SUBJECT:  Teaching Preschool Disabled  Date:  97-05-15 11:20:47 EST
From:  Northnr

I have a almost 4 yr old with Down Syn> She attends Head Start but I am
looking for good teaching ideas to use at home with her. We would like to
work on numbers, letters, colors, shapes and potty training. Can anyone
suggest some materials. please respond to me privately.

Kathy Petersen

SUBJECT:  Re:Dyslexia\dysgraphia  Date:  97-05-16 17:08:48 EST
From:  JHR13

There are many out there tat can help you get started call all agenncies ,
seekout any and all help get in touch with CHAD DIFFERENT DISORDER  BUT
KNOWLEDGABLE MOTHERS  YOU ARE HIS/HER ONLY HOPE ALL THE LAWS IN THE WORLD
WON't HELP IF YOU YOURSELF DON'T KNOW THEM.. GOOD LUCK BE STRONG THE LAWS
EXIST BECAUSE IT IS RIGHT AND JUST .

SUBJECT:  Success for all reading Prog  Date:  97-05-28 06:00:40 EST
From:  Scot4236

I'm a full inclusion special ed. teacher whose school is going to begin using
the success for all reading program in grades 1 through 5 next year. I don't
feel that this program was developed with special populations in mind and I
wanted to know if anyone has had experience with this program. Does it work ?
Are there noticable gains? Will inclusion work with this model or is a
resource setting better? What can I expect....ect.  The program seems to be
well developed, I just don't want my kids left behind or pushed to the side
in the name of TAAS scores. Thanks for your time.

Scott

SUBJECT:  Cross Age Teaching  Date:  97-05-30 00:51:18 EST
From:  Chardonay0

I am thinking of using regular ed. 5th grade students to tutor my primary ER
class next semester.  I would appreciate any suggestions from anyone who has
used cross age teaching between regular classes and special ed. We are in a
regular elementary school.  Thanks

SUBJECT:  reward certificates   Date:  97-06-04 20:26:04 EST
From:  Sauerls

Looking for ideas for certificates for end of year for class---- most
improved reader, etc. are ok but would like ideas for clever  awards which
can be created with computer programs.

SUBJECT:  methods for aspergers in reg  Date:  97-06-06 20:10:01 EST
From:  Tina Mati

Need methods used for primary grade student with asperger's in regular
education.  Any ideas? -TinaMati

SUBJECT:  Calculators  Date:  97-06-06 23:59:02 EST
From:  ANDYJILL

I recently was asked,"Would you use a calculator in your classrooma and why
and how?"
I am curious to read anyone's response to this question.  Obviously the
answer is YES but how would you?
Email me [e-mail]
:)

SUBJECT:  Re:Calculators  Date:  97-06-08 20:42:24 EST
From:  KErnhart

my daughter was allowed to use after she had learned the concept.   example{
after learning -+ she used it in dividing and multiplying only with the steps
which require - and+ to get the answer.

SUBJECT:  Re: great resource-Asperger'  Date:  97-06-11 23:02:21 EST
From:  Kaseyy

An excellent book I've found for use with students with Asperger's syndrome
or other disabilities of this type:

Teach Me Language: A language manual for children with autism, Asperger's
synrome and related developmental disorders
by Sabrina Freeman PhD and Lorelei Dake, B.A.

ISBN: 0-96800985-0-9

SKF Books
20641 46th Avenue
Langley, British Colombia
CANADA  V3A 3H8

Lots of practical lesson plans on how to teach the more subtle aspects of
communication and socialization. Great!

SUBJECT:  Scientific Reading   Date:  97-06-22 18:12:38 EST
From:  SPOOSTEP

I am looking for some basic info on a reading instruction method, the
Scientific Reading System, which many public school districts use.  If anyone
can refer me (via e mail) to some books or a center which teaches this
method, I would be most grateful.

SUBJECT:  Official Update  Date:  97-06-25 05:43:02 EST
From:  Ratatat

This folder has been consolidated with another folder of almost identical
topic, "Curriculum/Methods/Materials," which has been logged and archived
into the Special Education Library for you to download and read at your
leisure.

SUBJECT:  written language  Date:  97-06-25 15:56:46 EST
From:  JRIT01

How do I teach an LD student about written sentances, paragrapghs, so that
they understand it? I would appriciate any help. I am a student teacher.
Thank you.

SUBJECT:  Re:written language  Date:  97-06-25 16:14:36 EST
From:  RSMama01

Project Read:  Written expression is a good step-by-step process.  Remember
to break the information down that you wish to teach.  Start with a barebones
(subject--verb)  and go from there.  "Written Expression" has it broken down
nicely for you.

SUBJECT:  Re:written language  Date:  97-06-25 19:37:50 EST
From:  MarRigby

Curriculum Associates puts out a two workbooks called Lessons in Writing
Sentences, Book 1 and Book 2. It's also pretty inexpensive. I use them all
the time, and I really like them.

Marilyn

SUBJECT:  New teachr: gr.3-5 LD  Date:  97-06-25 23:34:29 EST
From:  Rflutterby

I am currently student teaching and will then go straight into my own class:
LD grades 3 to 5.  I am trying to plan some thematic units which focus on
social studies topics.  How do I plan for the needs of all three grade
levels?  Suggested topics are welcome.  I was told since I have students for
3 grade levels, that gives me three years to cover all three levels.  It was
suggested I plan for three year cycles with each year covering some topics
from each grade level - rotating all the topics over the three year period.
Any suggestions on how to accomplish this?   Please post for me or send to my
email at [e-mail]         Thanks for any assistance you can
provide.

SUBJECT:  Re:Official Update  Date:  97-06-26 08:43:17 EST
From:  Willsons

Could you please give instructions again for accessing the Special Education
Library for the purpose of down loading?

Thank you!

SUBJECT:  DISTAR LANG  Date:  97-06-26 13:15:26 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  DISTAR LANG  Date:  97-06-26 10:10:27 EDT
From:  Scott VanZ

I am a spec ed resource teacher... I am currently looking for a copy of the
DISTAR LANGUAGE I kit published by SRA.  If anyone has a used copy they are
no longer using, please email me!  I need a copy by Aug 1, 97

Thanks
Scott
[e-mail]

SUBJECT:  Teacher Network  Date:  97-06-26 13:22:52 EST
From:  Ratatat

Moved from another folder:



SUBJECT:  Teacher Network  Date:  97-06-26 10:12:54 EDT
From:  Scott VanZ

I teach elem spec ed in the Kansas City area.  I would like to network with
other teachers who use Direct Instruction - SRA materials.  Please post a
message or email me directly!

Say it fast...
Scott
[e-mail]

SUBJECT:  Re:Official Update  Date:  97-06-26 16:24:53 EST
From:  Ratatat

<Could you please give instructions again for accessing the Special Education
Library for the purpose of down loading?>

Sure.  The easiest way is this:

Use KEYWORD:  Families and in the window scroll to EDUCATION, then in the
next window scroll to SPECIAL EDUCATION.  The next window will have a button
for the Special Education Forum Library

SUBJECT:  Re:Official Update  Date:  97-06-26 22:27:41 EST
From:  Willsons

Thank you!

SUBJECT:  Re:DIRECT INSTRUCTION  Date:  97-06-28 13:55:45 EST
From:  MSilver783

I woul d like to communicate with people who have used direct instruction
from SRA.  I am considering making it the basis of a tutoring center.  Please
E Mail me if you have used this so I can ask you some questions.  Your help
is greatly appreciated!!

SUBJECT:  Re:Rainforest Unit  Date:  97-06-28 20:48:52 EST
From:  Speckledm

I am in the midst of student teaching and am planning a rainforest unit for
students 6-9 yrs diagnosed with LD eligible for ESY.  I am looking for
creative and fun ideas for language arts, social studies, and cool web sites.
If you can help me I would appreciate it.  Please e-mail me at
[e-mail] with your ideas.  Thanks!!

SUBJECT:  Re:Rainforest Unit  Date:  97-06-30 10:24:18 EST
From:  Rflutterby

To Speckldm:                       I am also student teaching right now and
as soon as I'm finished I go straight into my own classroom.  I'll be
teaching Special Ed. (LH), grades 3-5.  If you would like to communicate
about classroom experiences, planning, class management, etc,  you are
welcome to email me.  I'd love to share with someone at the same stage of
teaching as I am at.  About rainforest, I was considering a unit on the same
topic.

Have you considered trying to create the rainforest environment within your
own classroom?  I haven't thought it all the way through yet but I was
thinking it would be great to indicate the layers of the rainforest.  The
Canopy, of course, would cover the ceiling.  OR instead of creating the
environment in the entire room, what about painting a huge mural.....

I'm an advocate for using the arts across the disciplines.  Therefore, what
about getting some music (there are CD's with "sounds of the rainforest") and
have students use creative movement or pantomime to portray specific animals
of the rainforest.  Or using creative drama/ story dramatization act out a
literature selection about the rainforest.  Let students try creating new
endings for the story and act them out.  What about using instruments and
voices to recreate their own "sound of the rainforest".  Whatever you do,
make sure you incorporate some children's literature.  I try to find the ones
that have rich, colorful illustrations to hold my student's attention.
Anyway, that's it for now.  Hope this helps get your unit launched into
action.  Bye now.

SUBJECT:  Circle of Friends  Date:  97-07-01 21:11:14 EST
From:  Pj Acx

Please help. Several years ago I had used and had information about a peer
interaction program for students who were included called: Circle of Friends.
I have since moved, and my written material about the program didn't seem to
make the move with me! Does anyone have any of the articles and material
about Circle of Friends or know where I can find it? I would like to give
some information to parents. I would be willing to send SASE to anyone who
had copies of the material. You can post or e-mail me directly (pjacx) if you
prefer. Thank you. -Debbie

SUBJECT:  Re:Rainforest Unit  Date:  97-07-02 19:43:56 EST
From:  Peggy 620

Try the CD:  Imagination Express:  Rainforest by Edmark.
The kids write and illustrate a book and they can access info from the guide
on the CD as well.  It is perfect for the ages you listed.

SUBJECT:
Re:Orthopotic Vision Therapy  Date:  97-07-02 21:05:43 EST
From:  LMCGZ

Ok..this isnt science but as a teenager I was diagnosed with a visual
tracking problem....  after weeks of intensive work..my eyes worked together
better... did that make my ld go away? nope... but the headaches did...and
some tension...  For a kid struggling that might not be a bad thing...
now 20 years later... my son has a tracking problem... I haven't sent
him....but I think about it...

SUBJECT:  Re:Social skills material  Date:  97-07-02 21:12:17 EST
From:  LMCGZ

"add wharehouse" (boy that spelling doesnt look right)..any how they put out
a wonderful catoloug.....  call the 1 800 directory for a number

SUBJECT:
Re:Skill streaming  Date:  97-07-02 21:21:03 EST
From:  LMCGZ

I have been using skillstreaming with behavioral coaching with kids in
elementary school for about 4 yrs now...  some good news ..some bad news...
what would you like to know?

SUBJECT:  Re:Social skills material  Date:  97-07-03 07:39:07 EST
From:  Ratatat

<"add wharehouse" (boy that spelling doesnt look right)..any how they put out
a wonderful catoloug.....  call the 1 800 directory for a number>

The number is 1-800-233-9273 for the ADD WareHouse Catalog

SUBJECT:  autistism in
reg. ed. 1st gr  Date:  97-07-05 20:23:18 EST
From:  HanHerrick

I am looking for ideas/suggestions for teaching a fully included student with
autism in my regular ed. first grade class.  This student has strong visual
skills (reading & spelling).  His weaknesses are concentrated in auditory,
comprehension, and social skills.  He is particularly interested in
directions, maps, signs, etc.
     School starts in August, but I am currently doing research on the
above-mentioned for a univ. course & so I'll be prepared for my new student.
     Any info. or suggestions would be greatly appreciated.  Please send
E-mail to: [e-mail]  or post a message here.  Thank you, Merci,
Gracias, etc.


SUBJECT:  Re:Help me teach spec. ed.    Date:  97-07-06 14:13:36 EST
From:  WLMSBRG

I am an experienced elementary spec ed teacher and have accepted a job in a
high school spec ed classroom.  I am very much interested in your lesson
plans on Shakespeare and Hamlet.  My e-mail address is [e-mail]
Thanks!

SUBJECT:  I HAVE THE POWER  Date:  97-07-07 16:14:54 EST
From:  SPEDTeachr

I'm in the process of creating a unit about Learning Disabilities - what they
are, famous people who have them, activities to do with regular ed. kids that
show them what LDs are like, etc.
I read about the program "I Have The Power" on another message sight...sounds
great, but the author didn't know how I could get my hands on the program.
Any help would be appreciated!!!!

SUBJECT:  ANITA ARCHER matrs.  Date:  97-07-07 16:26:20 EST
From:  SPEDTeachr

I have seen the 'Skills for Success' materials by Anita Archer in my former
district, but now am in new place...  Does anyone have a telephone number
and/or name of publisher that I could contact for a catalog????   Thanx for
your help...

SUBJECT:  Re:ANITA ARCHER matrs.  Date:  97-07-08 14:56:01 EST
From:  MarRigby

Skills for School Success is published by Curriculum Associates, Inc., P.O.
Box 2001, North Billerica, MA 01862-0901. Phone [phone]  Fax (800)
366-1158.

Marilyn

SUBJECT:  constructivism  Date:  97-07-08 23:39:18 EST
From:  RobertR846

Does anybody have any good new research on the results from the use of this
theoretical approach to teaching  high school age children, with a specialty
in the sciences?


SUBJECT:  Re:I HAVE THE POWER  Date:  97-07-10 22:25:40 EST
From:  RSH1520

Your unit sounds very interesting.  Would you share it?  I feel it could be
useful in my district. Please respond here or at RSH1520. Thanks.

SUBJECT:  new
site  Date:  97-07-13 18:55:12 EST
From:  Blue5203


I have just created a new site that is still under heavy construction but I
wanted to get it up and running....I would love for you to visit...It is
called: Shelley's Freebies for Teachers
http://members.aol.com/Blue5203/free.htm

SUBJECT:  RE: Sing, Spell, Read & Writ  Date:  97-07-13 21:26:11 EST
From:  TChamb1008

My wife has used this program with great success in her 1st grade class.

You can get info on the internet or look up International Learning System(?)
ILS in St Pete. Flordia. I knoe they have an 800 #.

e-mail me if you haven't found it yet and I will get some more info for you.


SUBJECT:  Need DISTAR LANG I  Date:  97-07-16 08:53:36 EST
From:  Scott VanZ

I am looking for a used copy of DISTAR LANGUAGE I kit by SRA....   I need
this kit for this fall, but can't afford to purchase a new one.  If anyone
has one at their school that is collecting dust, I would be glad to
purchase.....

Please e-mail me ASAP-----

Thanks,
Scott
[e-mail]

SUBJECT:  FRANK SHAFFER READING PROG  Date:  97-07-16 16:04:56 EST
From:  KECVM

I AM LOOKING FOR THE FRANK SHAFFER WEBSITE AND WANT TO FIND OUT ABOUT HIS
MATERIALS FOR TEACHING READING.  IF ANYONE HAS ANY INFORMATION ABOUT THE
FRANK SHAFFER WEBSITE OR KNOWS WHO TO CONTACT HIS WEBSITE, PLEASE E-MAIL ME.
THANKS.  [e-mail]

SUBJECT:  Re:FRANK SHAFFER READING PRO  Date:  97-07-17 00:52:46 EST
From:  CZ Sissy

Try:  http://www.frankschaffer.com/frntpage.html

SUBJECT:  Re:Success for all
reading P  Date:  97-07-18 08:37:28 EST
From:  MSorenso

I've done author visits at West Central Academy in inner city Minneapolis, a
Success for All school, and was really impressed by the dedication of the
teachers, the climate, and the desire of these at-risk kids to begin reading.
If the administration is supportive and creates a climate of mutual respect
and inspiration, it really works.  SFA was created by Hopkins to help at risk
kids set their expectations higher than they would ordinarily -- and it seems
to be working, at least at WCA.  The reason some classes are reading my books
(I write adventure, sports, mysteries, humor -- all hi-los for 4th-8th grade
written at RL 2) is that for older students (above grade 6), Hopkins has
designated no books, so many SFA K-8 schools are using mine.  Also, when the
younger kids are REALLY low, the teachers have them begin with some of my
books and then move into the SFA program books, when they're ready.  If you
want more info on my books, email me and type in the subject line "SFA
hi-los."
Overall, SFA is a great program and I wish you the best next year!

SUBJECT:
CharL  Date:  97-07-19 00:41:53 EST
From:  RSH1520

I'm interested in the teaching technique of CharL.  Is it similiar to Wilson,
Gillingham or some other program that teaches phonics?  Does it focus on
phonemes? Any information would be great.  Thanks  RSH1520

SUBJECT:
Re:Orton-DyslexiaI  Date:  97-07-20 07:07:11 EST
From:  MoeCamDan

I would like more info on the Orton Program

SUBJECT:  language arts resources  Date:  97-07-22 06:45:04 EST
From:  EllenH7839

Grammar and writing workbooks that work well for many children with special
needs are described at our website at http://www.chamile.com/humpties/.

SUBJECT:
Spelling programs  Date:  97-07-23 10:16:28 EST
From:  HABES4506

Hi!  I am a special ed. teacher.  I am looking for a spelling program that is
very phonetically
based, and primarily word families.  It needs to provide lessons that focus
on one syllable per
lesson.  Does anyone have any suggestions.  I am looking for first through
fourth grade for
my L.D. students.  Many thanks!  Habes

SUBJECT:  Study skills  Date:  97-07-23 15:22:20 EST
From:  VtTbear

Does anyone know of study/time management skills curriculum or programs that
were written by Don Deschler (?spelling)?  I need to work on these skills
with students in grades 7-8, any infor would be helpful.

SUBJECT:  Re:SRA &
Phonemic Awareness  Date:  97-07-23 21:33:32 EST
From:  Ribs76

Hope I'm not to late to  chat with you regarding Direct Instruction.  I have
recently (2/97) begun using Reading Mastery Fast Cycle with my delayed
readers in grade one and two. I was impressed with the progress however I was
only able to get them through book A and B.  So far I enjoy using the program
in my resource room.  I am curious and excited about moving some of the
children into Book C and D.  Those levels seem so much more in line with the
other reading materials in the building.  It is somewhat controversial within
my building  (reading recovery vs. reading mastery)

I am very interested in learing more about DI and hoping I can get my
district to spring for the October conference in Calif.  I'm in NY and would
love to know if there are any other conferences on this subject.

SUBJECT:
WRITING CURRICULUM  Date:  97-07-24 18:10:32 EST
From:  Gramonhome

Searching for good ideas about writing cirruculum for a technology based
special education classroom.  Groundwork and pilot program was successful.
Now there is a need to advance to the next level.

gramonhome

SUBJECT:  Re:new site  Date:  97-07-26 07:58:49 EST
From:  Becka59

Can't find your new site. What's up? Any ideas?

SUBJECT:  Bilingual Special ed  Date:  97-07-26 16:13:53 EST
From:  EveGonz

I have currently been assigned a bilingual special ed class (learning
disabled). I have lots of materials and curriculum info for english speaking
special ed students but I have no materials, methods etc for a bilingual
spanish special ed class. Is there anyone out that that can help.
Please.

SUBJECT:  Re:Bilingual Special ed  Date:  97-07-26 16:34:09 EST
From:  RSMama01

You didn't say what grade level.  There are a lot of picture books in easy
Spanish available now.  Also, there are some wonderful--Spanish English
Dictionaries.  Your local Teacher's store should have plenty of stuff.

SUBJECT:
Re:Orton-DyslexiaI  Date:  97-07-26 18:40:37 EST
From:  SPOOSTEP

Contact the Orton Dyslexia Society (web address is ods.org) for info on the
Orton-Gillingham method and other structured, multisensory reading
instruction methods.  There are about eight which meet the Society's criteria
and which have a proven record of helping dyslexic students, though ODS does
not recommend one method over the other.
I am the mother of a child who has made extraordinary success with another
method recognized by the Society, the Lindamood Auditory Discrimination in
Depth program, and I'd be happy to share our experiences.

SUBJECT:  Re:Spelling
programs  Date:  97-07-28 12:47:57 EST
From:  Don McCabe

If you are really interested in a spelling program that works with word
families, you should contact the AVKO Foundation and ask about their
sequential spelling and the source book for all word families from the -at
cat family to the -cious precious, suspicious, delicious families.  Their
address is 3084 W. Willard Rd, Clio MI 48420.

SUBJECT:  Re:Bilingual Special ed  Date:  97-07-28 16:18:41 EST
From:  EveGonz

Opps the grade level is for 4th thru 7th. Thank you I appreciate any
information you can provide me with. :-)

SUBJECT:  Re:Spelling programs  Date:  97-07-29 19:56:18 EST
From:  Boss1252

As a parent of an ADD/Dyslexic (on medication but brilliant) child I must
caution you in one or two areas.  The first is, try if you can to ferret out
if a medical diagnosis has been made on any of your children if you can.
This will be a great help in giving you insight into their learning
processies.  I say this because PHONICS MEAN NOTHING TO PEOPLE LIKE MY SON.
They learn by word recognition when they read and do not always associate a
letter with a sound.  They also do not "see" the letters in the words in the
same order as we do, so spending a lot of time teaching them phonics will not
necessarily bring the desired result in word attack or spelling.  I remember
my son interjecting an r for example in a word that has none.
     The spelling will come but it may not be through orthadox methods.  i.e.
You may find that wrote memory works just as well.  (Oh and don't forget that
there is a difference between oral spelling and the motor imprint to write
the word correctly.) And, there are still words today that he cannot spell
(we won't even begin to talk about his grammar recognition).  This is why he
went to college with a computer that has heavy duty word processing.



SUBJECT:  Re:Counting Money  Date:  97-08-01 09:53:58 EST
From:  JGreene571

This goes back to an entry in February.  Hope you are still monitoring.  I
find that young children have a really hard time changing between coins
(nickels, dimes and quarters) when they need to count assorted change.  What
I do is when I teach the nickel I tell them that there is one dot on a
nickel.  With the dime there are two dots, the quarter-five dots.  Now they
have something concrete to use when they count and can switch easily.  Down
the line they begin to internalize and don't need the dots.  (a touch
math-type technique)

SUBJECT:  Re:CharL  Date:  97-08-03 16:33:33 EST
From:  TChamb1008

I don't know exactly where to send you concerning a critique of their
program, but I know it's being used at the Charlotte F. Lockhart Academy in
Kennasaw, GA.

My wife looked at it briefly for a homeschool program, I'll try to get a
summary on the program from her and get back to you. I think she has the
address of the company where it is published.

SUBJECT:  learning centers  Date:  97-08-04 09:46:55 EST
From:  Cody120431

I am just beginning my master's project on the use of learning centers in a
blended (inclusive) primary classroom.  I am looking for resources and
research on the subject.  I would greatly appreciate any help.  You can post
a message or email me.  Thanks.

SUBJECT:  Re:Social Skills  Date:  97-08-05 21:05:09 EST
From:  OLVelez

The resource room in my school has a great book called "Skill Streaming in
Early Childhood".  It contains detailed lesson plans on a variety of
different skills.  It has worked wonders with my class of MR/ED 5-7 year
olds.  (Sorry, but I can't seem to remember the author.)

SUBJECT:  Re:Tricks/Tips
for 5th/6th G  Date:  97-08-10 23:18:36 EST
From:  SheaStark

I am a first year teacher of SED working with LD.  I certainly could use all
of the help I can get.  I don't know that I will be able to reciprocate with
anything worthwhile but I am willing to try.  Lemme know.

[e-mail]


SUBJECT:  Multiple Intelligence Theory  Date:  97-08-15 10:17:50 EST
From:  LANIV10142

I just finished a course on Howard Gardner's Multiple Intelligence Theory and
thought that it is a perfect fit for the special education field.  Does
anyone here use Gardner's approach in his/her classroom?  How does it work?
Do you see an improvement in your students' feelings of self-worth, their
progress in academic skills, etc?

SUBJECT:  Re:Multiple Intelligence The  Date:  97-08-15 13:17:22 EST
From:  PBTanguay

LANIV - could you explain Gardner's Theory on Multiple Intelligence for us
please?

SUBJECT:  Block schedule & RSP   Date:  97-08-17 12:50:02 EST
From:  BRGG

I am a high school administrator and have a crazy groupd of RSP teacher 4
and they want to teach 4-5 subject in a class -I think we should limit the
offereings in each class  to better served students...Any Scheduling
ideas

SUBJECT:  Re:Multiple Intelligence Theor  Date:  97-08-18 10:00:46 EST
From:  JGreene571

We have experimented with Gardner's theory in our elementary school.  On each
grade level the classroom teachers in conjunction with the related arts
teachers develop units that incorporate the multiple intelligences such as a
unit on community.  The kids are divided up amongst the teachers and rotate
through each station during a six week period. (Each teacher is only
responsible for his or her own piece with the kids rotating through) The math
unit may revolve around money and how it would be used in the community.
(many hands-on experiences)  The related arts teacher may be involved with
creation of a project that could be made and sold at a buy-sell day.  It's
all inter-related and offers many multisensory activities that lead to
success for all.  My own experience has been that 99% of the kids truly get
involved and learn.  An extra bonus is that during the six-week cycle,
behavior problems have shown a drop-off.

SUBJECT:  Re:Multiple Intelligence The  Date:  97-08-18 11:32:37 EST
From:  LANIV10142

Multiple Intelligence Theory was developed by Howard Gardner and his
colleagues at Harvard, and basically states that there are 7, possibly 8,
different types of intelligence that have been isolated through many types of
research:  neurology, psychometrics, examination of prodigies and experts,
examination of "savants," and other studies.  These seven are
verbal-linguistic, mathematical-logical, visual-spatial, bodily-kinesthetic,
intrapersonal (knowing yourself), interpersonal (knowing others), and
musical-rhythmic.  The eighth is the naturalist, who can identify and use
his/her knowledge of nature to survive.  Gardner believes that everyone
possesses varying degrees of each intelligence, from birth and through
experience.  Schools stress mainly the mathematical-logical and the
verbal-linguistic intelligences.  If we want to reach everyone, we need to
recognize that there are many ways of being smart.  To teach, using an "MI"
approach, we need to incorporate other intelligences into our instruction,
not all of them in every lesson, but some of them.  In this way, we can help
children to learn in a manner in which they can feel comfortable and
successful.  His book, Multiple Intelligences:  The Theory in Practice, goes
into this approach in great detail.  I find this very exciting. I can't wait
to get back to school and try it out.

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  97-08-23 22:21:33 EST
From:  DPendziwat

I am beginning my first year teaching a 5th 6th LD combination class.  I
would be willing to exchange ideas.

SUBJECT:  Peer Note-taking Systems  Date:  97-08-24 12:04:05 EST
From:  BNM Fluh

I am planning a peer note-taking system for a hearing impaired 7th grader.
Does anyone have any ideas or information on systems they have tried?  How
did you identify good note-takers?  Did you use a reward system for the
note-taker?  Anything you can suggest would help.  Post a message or email me
at [e-mail].  Thanks!

SUBJECT:  DISTAR Language  Date:  97-08-24 12:13:05 EST
From:  Scott VanZ

I am still searching for a used copy of DISTAR Language I kit by Engelmann--
Publisher SRA.....     I have the workbooks for the 1987 edition, but can't
find the Teacher Presentation Books.  I could buy a new copy, but they are in
a revision and I would really like to get a used copy so I can spend the hard
earned money on the revised edition later next year.

If you or anyone you know of that teaches and is no longer using their 1987
DISTAR Language Kit, please e-mail me with information.  I will gladly pay
something plus postage for the kit.   Quick responses are appreciated since
my school has already started for the year!

email w/ info to:  [e-mail]

SUBJECT:  Re:Peer Note-taking Systems  Date:  97-08-24 23:09:13 EST
From:  Mars000210

Hello, since my two children use note takers I have found that the children
chosen should be good writters. So accessing the English teachers from the
year before to indentify those students whose writting ability is above
average helpfull. It's a poor idea to allow the child to chose someone to
take notes for them. They usually chose someone they know and this interfers
with the quialty of notes and friendships.
        In the schools where my children attend the state has mandated
community service hours that the children need to complete high school
requirements for graduation. Thus note takers can complete thier services
hours in the course of the year by taking notes for my children.
        It is still voluntary situation. For a school system that doesn't
have this requirment the incentive to help another child will make it harder
to find students to help. Maybe extra credit points can be given a an
incentive.
        Switiching note takers durring the year helps too. All kids get tired
of providing this service at some point. ( Another incentive is that the kids
never run out of thier own writting paper as they use NCR paper provided by
the school). I also give each child a present at different times of the year
along with a note of thanks. Barb

SUBJECT:  Re:Peer Note-taking Systems  Date:  97-08-25 06:44:14 EST
From:  Ratatat

<        It is still voluntary situation. For a school system that doesn't
have this requirment the incentive to help another child will make it harder
to find students to help. Maybe extra credit points can be given a an
incentive. >

Barb,

Another system I've heard of is that the teacher asks for two or three people
to volunteers as note-takers at the beginning of the year.  She/he does this
in a way that protects the identity of the student needing notes (in high
school this can be a big issue).  She explains that one of the kids in one of
her classes has a problem with processing and needs the assistance of a good
notes to use along with their own notes.

The teacher then rotates the note-taking job between the chosen students
throughout the year in whatever cycle works best for the situation.

If NCR paper can be made available, this is best.  If not, then the
note-taker can be given permission to copy the notes on the school's copy
machine in the school office, and leave the notes in the teacher's mailbox.
The student who needs the notes then must stop by and pick them up at the end
of the day from the teacher.  This gives the teacher a chance to review the
notes to make sure that the note taker is doing an adequate job, and to touch
base with the student to check-in about how the system is working.

Also, some teachers have very good notes and outlines of their own that can
be copied and shared with a student who needs note-taking support.  In
addition, many teachers use a lot of overheads.  These should be copied and
given to the student as well.

SUBJECT:  Re:Peer Note-taking Systems  Date:  97-08-25 09:30:40 EST
From:  Mars000210

Thanks Ratatat, that may be an issue this year with my middle child going
into high school ( today is her first day). I will certainly keep that in
mind this week. Thank You Barb

SUBJECT:  Re:Peer Note-taking Systems  Date:  97-08-29 13:18:40 EST
From:  Socadream

These are all excellent suggestions!  My daughter is beginning 9th grade and
can do her own notes (spelled her own way tho) becaue of great note taking
skills drilled/taught to her by spec ed since 3rd grade.  I think for her
this was the key to her now being in all honors classes.  However, this
option is still included in her IEP, along withthe use of a taperecorder and
small electronic dictionary (will take wordds spelled phonetically).  I found
its easier to list all options on the IEP...seldom are they needed because
the teachers then seem to be willing to make the easier accomadations.  The
key here seems to be teach these kids the coping skills/note taking skills
from an early age--then they can compensate and be more independent--my
daughter is so proud of this!!


SUBJECT:  Re:Peer Note-taking Systems  Date:  97-08-30 08:07:14 EST
From:  Mars000210

Hello, I agree a child still needs to develope note taking skills. The
earlier the better, but as you mentioned the child will take notes with
mispelled words. The  problem we encountered occured when teachers expected
the notes to be perfect, no mispelled words or a phrase that corresponded to
very specific instructions by the teacher, many teachers provided notes on an
overhead and wanted them copied word for word. We had placed in my girls
plans that notes taken by the girls couldn't be marked down if there were
spelling mistakes or that if the notes weren't copied exactly as the teacher
wanted as long as the information that was needed was included in the notes.
This allowed the girls to develope note taking skills without a lot of
frustration. Take Care Barb

SUBJECT:  Departmentalizing Sp. Ed.  Date:  97-08-30 10:38:20 EST
From:  JBSK

I am a high school Administrator in CA and have a group of RSP and SDC
teachers that are doing their own thing.   Suggestions have been made to
"Departmentalize" so teachers can specialze rather that teach 3-5 subjects
each period.  When they do teach more than one subject they seem to use
packets and call that individualizing.  I,  yes the "I" word, think the kids
need more.  Any ideas, reseach or help?   You can e-mail me too.

SUBJECT:
Re:Departmentalizing Sp. Ed.  Date:  97-08-30 13:53:57 EST
From:  MarRigby

JBSK:

One middle school in our area did something like this: They divided the
Special Ed. students into groups, and each teacher taught a specific area
within the four academic areas. Then they were mainstreamed for their
specials classes--PE, Art, Music etc. It takes a creative group of
professionals in both Sp. Ed. and Reg. Ed. to work it out, but I'm sure it
can be done.

Marilyn

SUBJECT:  Re:Departmentalizing Sp. Ed.  Date:  97-08-30 16:04:51 EST
From:  Becka59

I've been teaching emotionall handicapped children for 16 years.  I have
found that the students in my classes are on a variety of levels and have
differing needs.  In my self-contained classes, I was expected to teach
whatever subject that student needed at that particular time of the day time
and at their individual level.  There were times that I taught three
different subjects during one period.  This obviously is not the ideal
situation, but a harsh reality.  My last year in the high school I taught at,
I taught 13 different subjects in 7 periods.  Often, work was done
individually by the student, but a curriculum addressing their individual
needs and level.  I have currently been using HIGH SCOPE in my classroom.
Although I'm back to teaching elementary after 6 years in high school, this
program is available for pre-school thru high school. I love it.  See
http://www.highscope.org    I hope this perspective helps.

SUBJECT:  teacher
website  Date:  97-08-31 15:22:48 EST
From:  Blue5203

I have created a website called Shelley's Freebies for teachers.  Come by and
visit for free offers of instructional materials, office supplies and
posters....http://members.aol.com/blue5203/free.htm

SUBJECT:  Textbooks on tape  Date:  97-09-01 06:20:12 EST
From:  Rbrtrao

Check out Recording for the Blind and Dyslexics website at www.rfbd.org.
They have nearly 80,000 textbooks for use by students who cannot read
standard print.

SUBJECT:  Peer coaching / tutoring  Date:  97-09-03 19:15:54 EST
From:  LADYDI2X5

 I am looking for a model of peer coaching , How did you get started ? What
did you do to prepare the students to tutor or help their peers with their
homework / schoolwork ?
Please reply to [e-mail] Thanks

SUBJECT:  Earobics at CAPD conference  Date:  97-09-04 08:27:05 EST
From:  Concepts1

Cognitive Concepts, Inc. invites everyone to stop by the Earobics exhibit
booth at the upcoming "Symposium on the Assessment & Management of CAPD"
October 17-18, 1997 at the Ramada Plaza Hotel in Greenville, NC.

The conference, sponsored by the Department of Communication Sciences &
Disorders at East Carolina University, will feature several outstanding guest
faculty who will discuss the scientific foundations of CAPD, intervention
strategies, and the scientific basis of clinical approaches.

All in attendance at the conference will have the opportunity to view and
experience "hands-on" the Earobics Auditory Development & Phonics programs.
Dr. Jan Wasowicz, the program's creator, will be present to answer questions
about the theoretical and scientific basis of the Earobics programs.

Please stop by and say hello.
For registration information contact the Office of Allied Health Education at
[phone].
For more information about Earobics visit www.cogcon.com


SUBJECT:  adult education  Date:  97-09-06 20:51:56 EST
From:  AM3638

Is there a chat and a teachers' exchange for teachers of Adult Education. If
you know of any please Email to AM3638@AOL

SUBJECT:  Part-Time special education?  Date:  97-09-07 17:13:12 EST
From:  Eeyorecwp

I was just given a new assignment teaching students with pull-out services
for anything that
they can't handle in the regular education classroom.  Some of them are being
pulled out for everything except one subject, but the district says there is
just no room in the full-time
classes.  Don't remind me about the law, I already know the district is in
violation, so that won't
help me any.
Anyway, the students have terrible attendance problems, and I'm told that I
cannot use any
of the real-life teaching that was so successful with my students last year.
Last year I taught
Moderate-severely limited students with behavior disorders, also in a
inner-city school district.  I thought nothing could be as bad as the stuff I
had to wade through last year, but this district is just incredible.  I
cannot believe some of the stuff they are spouting off on.
So, what I'm looking for are ideas that will make this stuff meaningful to
these students: I'm supposed to keep them in their social studies/science
classes *until they begin to fail*, and then I can pull them for
'assistance'.  Never mind that most of them aren't quite sure about their
own community, we're going to teach them about early American history.
ARRRRRRGH!
I proposed having them write letters in order to teach the skill, either to
each other in different
classes, or through a pen-pal exchange.  I proposed checkbook math, menu
math, and market
math(similar to the Remedia publications books) for the math classes as the
students are
all stuck on basic facts, and percentages/fractions.
This was all 'okay, that is good, but its not in the basal reader/math so you
can't do it.'
HELP!


SUBJECT:  Re:Part-Time special educati  Date:  97-09-08 14:18:34 EST
From:  Lynnebl

It is not unusual for learning disabled children to receive their education
from a combination of regular and special education classes.  Least
restrictive environment, right?  However, it sounds to me that you are
implying that the school has changed children's placements without IEP
meetings.  If this is so, it is against the law.

It is sad that they are fighting at teacher that is willing to be creative
and use different strategies to teach students.

SUBJECT:  Re:Part-Time special
educati  Date:  97-09-08 20:15:35 EST
From:  Eeyorecwp

Well, yea, they also changed my job assignment without asking me or changing
my
contract.  That didn't matter to them...
And yes, they see the students failing before their eyes, and yet they still
do the same thing.  I just can't believe it.  It is sickening.  But, what can
I do?  I'm not a new teacher, but I'm new(soon, I hope, to be old!) to the
district.
Its a shame, I really don't mind teaching in the inner-city districts becasue
I like helping the kids and seeing how different places are making it with
little money... that was how I came up with this real-life teaching anyway...
the curriculum materials you need for this are fairly cheap, though a
computer does help!!
I guess... I'm just going to do it anyway, and hope for the best.  That is...
if I ever get the kid's schedules...


SUBJECT:  Re:Part-Time special educati  Date:  97-09-08 22:32:46 EST
From:  Lynnebl

<Well, yea, they also changed my job assignment without asking me or changing
my
contract.  That didn't matter to them...
And yes, they see the students failing before their eyes, and yet they still
do the same thing.  I just can't believe it.  It is sickening.  But, what can
I do? >

Eey.....Are you stating that it is commonplace for your school district to
change a student's placement without an IEP meeting?  What about turning your
district into OCR or OSEP anonimously?  It seems as though parents have the
most power to change things if they would only use the laws to their child's
benefit.

SUBJECT:  Re:Part-Time special educati  Date:  97-09-10 17:57:40 EST
From:  Eeyorecwp

So far as I know they aren't changing placements without having IEP meetings.
I meant that
they changed MY job assignment.
I've been bounced 5 times since the year started.
Now we're on Day 9(tomorrow) of no special education services.


SUBJECT:  Re:Part-Time special educati  Date:  97-09-13 09:23:46 EST
From:  Lynnebl

<<Now we're on Day 9(tomorrow) of no special education services.>>

Offering no special education services to students who require these services
in their IEP is a change of placement in my book.  Does anyone know how much
leeway the school has at the beginning of the year before beginning to follow
the IEP and it's modifications?

SUBJECT:  Re:Part-Time special educati  Date:  97-09-13 20:15:06 EST
From:  Ratatat

<Does anyone know how much leeway the school has at the beginning of the year
before beginning to follow the IEP and it's modifications?>

All students with IEPs are supposed to have the IEP in place and implemented
on day one.  A change of placement is 10 days.  If a student's IEP is not
being followed for that period of time then the IEPC has to be reconvened in
order to determine a new plan that will work.

SUBJECT:  Re:Part-Time special
educati  Date:  97-09-14 08:06:13 EST
From:  Mars000210

Hello, it's just a thought here, but I have found that many times it takes a
few weeks for new teachers to get organized themselves. I always look at the
system the teacher is sending home and review  my childrens IEP plan and call
each teacher durring the first few weeks of school and review the the
accomedations and how to implement them into each teachers class. The
teachers usually know and want to implement the accomedations but don't
realise the importance of starting them at the begining of the school year. I
found that they were going to implement them, but that they hadn't gotten to
them yet because they hadn't hit that part of their teaching plan were they
were needed ( in their opinion).
         An example: note takers with daily notes sent home. A teacher who is
lecturing, but not require the other children to write down notes of the
lecture, might not realise that your child can't remember the lecture without
notes to follow later. They have to be made aware of that and you both have
to brain storm how notes of lectures will be given to your child, even
thought the rest of the class may not take notes at that time. So the problem
here is not that they were really being non complient, but rather viewed the
accomedation as something that was not needed till later when notes would be
required for the class as a whole.
       It really helps to call early and discuss why the accomedation isn't
being done from day one.
This prevents a lot of misunderstanding.
       Take Care Barb

SUBJECT:  Re:DISTAR LANG  Date:  97-09-15 17:54:18 EST
From:  WAYSTEVE

A book is available titled "Teach Your Child to Read in 100 Easy Lesson".  It
is the SRA DISTAR reading program adapted for Parent and Child.  You can
order it on-line from Amazon.com.

SUBJECT:  Re:Music Resources  Date:  97-09-16 07:18:51 EST
From:  ElfKat

Am trying to locate materials written by Dr. Richard D Weber for use in music
in special ed.
They were orig. written in the 1960's and '70s -- titles were something like
"Musicall" and "Sight Sound & Symbol."
I was a piano student of the late Dr Weber and need to view these materials
for an upcoming research project.  Reply to [e-mail]   Thanks.

SUBJECT:  "
I NEED HELP !!!!  "  Date:  97-09-18 20:31:28 EST
From:  Obofbag

Hello all, Thanks for taking the time to read this:
      Im a teacher with little experience with inclusionary settings. I am in
great need of your ideas, input,  strategies , management ideas , etc that
this general educator can employ when working with kids with special needs. I
currently teach sixth grade . Any ideas ?? Please help me out ,...Thanks
E-Mail Ideas if possible to [e-mail]


SUBJECT:  listserv  Date:  97-09-18 20:43:50 EST
From:  PRubincan

I am looking for listserv addresses on special education. The ones that I
have are no longer in service. I am looking for info on transition and school
to work programs. Thanks

SUBJECT:  Inclusion &grading contracts  Date:  97-09-19 23:32:58 EST
From:  MStar945

Need input on designing grading contracts for severely disabled students.
This will hopefully boost our credibility (spec ed) and eliminate the notion
that "we have to pass the kid because they're special ed" as I have I heard
so often from reg ed.  It will be my professional dev plan this year and I am
searching for ideas.  The aforementioned students are lower IQ with severe
learning disabilities.  Some are actually qualified for a much more
restrictive setting in a life skills class, but the parents refuse to allow
these services.

SUBJECT:  Re:listserv  Date:  97-09-20 19:14:52 EST
From:  Willsons

This is not a listserv address, but this type of information is available in
books which can be ordered from:
Academic Therapy Publications
20 Commerical Boulevard
Novato, CA 94949- 6191
I was looking through that catalog today (for materials for much younger
children) and this caught my eye because transitional materials can be
difficult to find: Career Inventories for the Learning Disabled. There are
other materials that might be of interest to you.

SUBJECT:  math and spelling  Date:  97-09-22 11:16:32 EST
From:  KathyCS

I am looking for help for my third grade son.  He reads at grade level,
however, his spelling is still at early first grade level.  He cannot
distinguish vowel sounds and he has a very poor rote memory and poor
sequencing skills. His math skills are also very low.  He has been trying to
learn addition and subtraction by touch math for two years, but his one to
one correspondence and/or counting skills are so poor that he makes frequent
errors.  This weekend I made him a big number line with sandpaper numbers and
I'm thinking this may help.  Any ideas would be appreciated.  The most
accurate label for him would probably be NVLD with a somewhat below average
IQ.

SUBJECT:  Re:math and spelling  Date:  97-09-22 12:53:09 EST
From:  Mars000210

Hello, you wrote:

<His math skills are also very low.  He has been trying to learn addition and
subtraction by touch math for two years,>

   Have you tried to let him use a calculator for all math computations. This
may not get the the route cause of why he can't add and subtract, but it will
give him an alternate means of understanding how to come to the correct
answer.

   My children couldn't do rote numbers, times tables were awfull to
remember, they could get a different answer for the same problem each time
they worked the math problem out. The calculator at least freed them from the
frustration of doing math. They understood the concept and after using the
calculator for a few years they now can do most of the times tables in thier
head ( a bonus we didn't expect). We are into algerbra now, and both girls
like doing math.
   If you chose to use a calculator, get a big one, we found one that was a
larger unit that could sit on the desk with two handles on each side. It
seemed to work better for the first two years, the little hand held one's
(even with big numbers didn't quite work as well). It was heavy enough to sit
on the desk and be used, but the handles made it easy to use as a hand held
unit, as well as being portable. So it was the best of both worlds.
Take Care Barb

SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  97-09-22 18:31:33 EST
From:  The 6 peas

I'm new to this age group-I could use help if I can pick your
brain-Behavior,rewards,ANYTHING! Thanks-The 6 Peas.

SUBJECT:  Re:math and
spelling  Date:  97-09-23 09:15:14 EST
From:  HanSolo343

Barb-  Thanks so much for your message.  I'm very inclined to go with the
calculator at this point.  It seems like so far he's just been wasting a lot
of time not getting anywhere.  When your children used a calculator for
larger math problems such as 56 x 34, were they supposed to do each step
separately, as one would manually, or were they allowed to enter the whole
problem on the calculator?

Thanks again.  Kathy

SUBJECT:  TechnoRanger Journal  Date:  97-09-23 11:59:03 EST
From:  RMeth96618

TechnoRanger Journal is a neat resource for special ed. The issue I got had
20 MB of adapted units, including augmentative communication boards, for the
Macintosh computer. If you'd be interested, call Legacy Resources at
888-777-2970. At $30, it was a good deal.

SUBJECT:  social skills  Date:  97-09-23 20:56:49 EST
From:  CAKERSII

i am an instuctional aid working with students with severe learning
disabilities.i am teaching in a vocatoinal program would love ideas on social
skills related to their jobs would appreciate some helpthanks

SUBJECT:  Re:math
and spelling  Date:  97-09-23 21:24:33 EST
From:  Mars000210

Hello, you wrote:

< were they supposed to do each step separately, as one would manually, or
were they allowed to enter the whole problem on the calculator?>

   No, the girls just use the calculator to their best advantage, to come to
the correct answer.  We did allow that a certain amount of the math problems
the girls must show examples of how to work the problem on paper. I think
this is important because as the math progreses, such as in alegebra you need
to know how to the problem is set up and worked. My youngest is doing
alegebra 1 now and I can see that working problems helps with her
understanding, but she still uses the calculator to make do most of the
problems. I am not a math teacher, but it seems to me learning the steps is
just as  important as arriving at the correct answer. If a child can show
examples of each type of math problem, and then calculated answers for the
majority of the work. The child has then demostrated that they have learned
the math concept.

   In reality what do we want for most of our children in relation to math,
that in their avocation or personal lives they can arrive at the correct
answer. Not that they can sucessfully recite the times tables.

Take Care Barb


SUBJECT:  math  Date:  97-09-23 21:55:34 EST
From:  KathyCS

Thanks so much for your help, Barb.  I'm beginning to see a ray of hope.

SUBJECT:
Re:Inclusion &grading contract  Date:  97-09-25 09:27:31 EST
From:  KathyCS

In her book Classroom Success for the Learning Disabled, Suzanne H. Stevens
has a pretty good discussion of grading practices.  I think these ideas would
be appropriate for the children you describe.  Basically, she says you can
either give one grade for content and another for form ( this would be most
applicable for a student of average intelligence with LD) or you can give a
grade showing  the grade level the child is at such as  B/3  even if the
child is in sixth grade.  This would be for a child who was at the third
grade level in a particular subject and working well.  Another alternative
would simply be to write 3/LD, thereby giving an explanation of the grade
level at which the child was working.  And she adds a final option of
omitting a grade for these children and simply writing LD.  One thing is
certain, it would be terribly demoralizing to consistently give failing
grades to children who are working to the best of their ability.

I hope this helps.

Kathy

SUBJECT:  computer program ideas  Date:  97-09-25 17:57:14 EST
From:  AliCattzz

anyone have any computer programs that a teacher can use in order to help
create curriculum lesson plans. please give me your ideas if you have any.
email me at [e-mail] or [e-mail].
Thankyou.

SUBJECT:  Fingerspelling/ reading skil  Date:  97-09-25 22:01:40 EST
From:  WVV Hiker

Greetings,
    Does anybody know where I should look, or does anybody have any info
regarding the use of fingerspelling to help improve sound symbol awareness
and improve reading???  Thanks.    Anne

SUBJECT:  Re:Great Book!  Date:  97-09-28 10:41:34 EST
From:  AliKatt96

Please send me info on the book mentioned.!Ico-teach a 4th and 5th grade
class,
Thanks

SUBJECT:  Re: Touch Point Math  Date:  97-09-28 10:50:16 EST
From:  AliKatt96

I will like to implement your ideas in a co-teaching classroom.
Please e-mail any info appreciated!
Thanks.

SUBJECT:  Curriculum Based Measurement  Date:  97-10-09 13:02:09 EST
From:  Stantons4

As a teacher, I'd appreciate if anyone has experienced CBM as an alternative
to the standard Wechsler and Woodcock-Johnson manner of assessment...thanks!
Please contact [e-mail].

SUBJECT:  Re:Part-Time special educati  Date:  97-10-11 00:16:56 EST
From:  CROWNST

Once an IEP is signed, it goes into effect.  The District must provide any
and all stipulations in that IEP.  Or, you can file a non-compliance.  What
is it you are waiting for...I am new? Crownst

SUBJECT:  Re:Part-Time special
educati  Date:  97-10-11 00:18:04 EST
From:  CROWNST

If an IEP is not being followed....and the provisions of that IEP meet the
childs needs, file a
non-compliance complaint to get things into compliance Crownts

SUBJECT:  Re:" I
NEED HELP !!!!  "  Date:  97-10-11 00:20:05 EST
From:  CROWNST

Can you be more specific?  Crownst

SUBJECT:  Re:math and spelling  Date:  97-10-11 00:26:29 EST
From:  CROWNST

Dear KathyCS:  Re:  Math....have you tried using manipulatives for
math....they offer a tactile component which might be helpful to your
son....especially if he has favorite animals or colors or shapes....there are
so many wonderful manipulatives to learn from.....or tiny cars, or marbles or
buttons, or crayons or stuffed animals.  I would try lots of different
things...
if something like touch math hasn't worked in 2 years....you are right to
look to other methods...
or combination of methods, i.e., using manipulatives to represent each dot of
touch math and then counting up the manipulatives.  Using his
fingers...puting number in his head and adding the
other with his fingers.  There are lots of wonderful ideas.  Tell me more,
maybe I can help. Crownst.  Keep up the good work and don't give up....


SUBJECT:  Re:Tricks/Tips for 5th/6th G  Date:  97-10-12 18:47:15 EST
From:  J LH Smith

<I am a first year special ed teacher who has several LD fifth graders.  It
is a frustrating time for them because they are really becoming aware of the
"special help" they receive and do not like it at all.  They don't like to
admit that they need the help.  Any tricks/tips for getting through to them
and keeping them interested?  The big problem seems to be
reading/writing/grammar.  Any ideas would be appreciated!!! >

Resource can be done different ways, but the 2 most common is the content
mastery model where the students come for extra help with their assignments
or direct instruction model where the special education teacher teaches the
core subject areas that the ARD committee recommends.  If you are teaching
the students using the direct instruction model for reading/ writing
/grammar.  You and them can have a wonderful time learning.  You could teach
thematic units to grab the students attention. Then the students could do
additional research, write stories or reports with illustrations.  Then they
could present to the class and practice questioning and responding to
questions.  One day every week, the class can spend time with you having
short lessons on grammar and analzing sentences for grammar and spelling
mistakes.
Over the years what I found teaching high school and elementary special
education students  is the students want to learn.  However, some lessons do
not motivate or teach the LD student.  It is important for you to create
interest, and a way for the students to share that interest with others. If
you want the students to gain vocabulary from the units have them work
together in groups to look up the words.  Then have them to use some of the
vocabulary in their stories.

I would also suggest word processors with spell checks and thesaurus.  Many
times LD's have to use lower level vocabulary because they have such a hard
time spelling or problems with word recall.  I like the talking word
processors because the students can hear what they are writing.

I would like to suggest that you not focus on the the reason the LD's are
coming to you for assistance.  Your class needs to be creative and artistic
where you will assist them in problem solving only if they want your help.
LD's are very good thinkers, and many times they like a good problem.
Praise each student for the progress that he makes by saying, you must feel
very good about your accomplishment (or something like that).

A few other things that helped is getting the students to increase their
reading speed and a good spelling program.  When the students write, have
them to write the word down on a separate sheet of paper and have you check
it.  If the student has dictionary skills, have him to look it up.  If the
student is a lower level student, write the word for him.  With both
students, analze the words together and celebrate the letters the student got
right.  However, for those students who write so fast that they don't think
about spelling, highlight a few of their misspelled words in their story and
have them correct it by using one of the above methods.

LD students are my favorite type of student to teach and I hope you will
enjoy them too.

Special Education Teacher (15 years experience), Mrs. Smith

SUBJECT:  low
level-hi interest  Date:  97-10-12 20:49:38 EST
From:  Kelsgart

I am looking for some good middle school level materials for Earth Science &
Geography which are written on a 2 grade reading level.  I am creating my own
materials now for my seventh grade students, but it is very time consuming.
I am trying to challenge them with the general education curriculum so when
we gradually transition to the regular class we will be aware of concepts and
skills they are using.  So far so good, but I need materials.  Email me at
[e-mail].

SUBJECT:  Need a lesson  Date:  97-10-15 12:20:13 EST
From:  Cr8Nhavoc

HELP! I am an education student taking a special education course. My next
assignment is to teach a lesson to the class and pretend one of the class
members has some kind of disability. The purpose of this assignment is to
show how I would deal with that mainstreamed student and make them feel
included while managing their behavior as well.  If you have any ideas for me
please e-mail me. I am totally lost for ideas.

e-mail: Cr8nhavoc
              or
           MissTeacha

SUBJECT:  Ideas for autistic students  Date:  97-10-19 10:13:52 EST
From:  RachPA1

I am a preservice teacher in my junior year of college.  For my psych of
learning class I have to give a 20 minute presentation on autism.  I want to
get the class involved as much as possible.  I am looking for any type of
worksheet or exercise or any materials would allow me to get the class
involved and let them see what is may be like to be autistic. If anyone can
help, you can email me a [e-mail].  Any suggestions would be GREAT!
Thanks alot.

SUBJECT:  Trade Books  Date:  97-10-19 11:37:16 EST
From:  JaniceR919

I'm interested in finding titles of Trade Books that I could use in my 5th or
6th grade reading classes that would give me the opportunity to discuss/teach
self-esteem, getting along with others, and understanding other students with
special needs.  A few that I can think of already are The Pinballs, The
Summer of the Swans.  Thanks

SUBJECT:  Spelling Programs  Date:  97-10-25 23:14:37 EST
From:  DTKosbar

I'm interested in ideas for spelling programs for elementary students with
disabilities in writing (spelling).  After testing my students and seeing
their spelling areas of concern; vowel combinations, adding endings, etc. I'm
trying to think of an organized way to teach them, that is not "dittos".


SUBJECT:  Re:Spelling Programs  Date:  97-10-26 00:14:07 EST
From:  Willsons

I am a Speech & Language Therapist. As long as I have taught, I have
routinely incorporated phonemic awareness activities into my articulation and
language programs. Last year I was searching for a tool to help a student who
had weak auditory processing skills, very poor encoding and decoding skills,
and seemed to like approaches that engaged his tactile sense. I happened upon
a product called Touchphonics. I have hesitated to post about it, because
people might think I am selling it (I am not!), and because I had just begun
to use it. However,
having used it since July, I can tell you that I am very excited about it.
Although it gives you definite guidelines, it is not a rigid program that you
have to follow; it is a supplemental tool. I have used it in a great variety
of ways, for students with different needs: articulation, spelling, reading,
upper level vocabulary, etc. It includes a diagnostic inventory that is a
great help for knowing where to start teaching. It is on the Net. They offer
a video that shows you what the product is all about.

SUBJECT:  Making Geometry
Fun  Date:  97-10-30 11:44:02 EST
From:  CNJS4

I'm a grad student currently working on LD/ED certification.  I'm observing
in a self contained Geometry class and am required to develop a learning
project.  Want to develop a game to be used in the classroom to help the
students internalize the vocabulary and related concpets in particular.  Am
considering a "pictionary-type" game.  I'm just curious if anyone has tried
anything related or has any suggestions regarding what does and doesn't work.
Greatly appreciate any feedback.
Please E-mail me at [e-mail]
Thanks
Nicole

SUBJECT:  Re:Trade Books  Date:  97-11-02 10:54:52 EST
From:  PKVAU

Do Bananas Chew Gum (can't recall author at the moment) is about a boy with
dyslexia. Sixth Grade Can Really Kill You, Barbara Cooney is about a girl
with learning disabilities and the way she tries to hide this fact from her
friends. Both are pretty good, around 4th grade reading level.Be a Perfect
Person in Just 3 Days, Stephen Manes, is another good one - easier to read,
very funny. It's about a boy who learns that being perfect is not all it's
cracked up to be. Molly's Pilgrim, Barbara Cohen is another good one that
tells of an immigrant's daughter and her embarassment at her mother's
accent/ways. She comes to appreciate her mother and is not so embarassed by
being different. This one is about 3rd grade reading level.


SUBJECT:  Re:Music Resources  Date:  97-11-02 18:32:13 EST
From:  Hots07

Did you ever find anything?

SUBJECT:  Resources for older students  Date:  97-11-11 12:57:14 EST
From:  HEYZQ

I work with a class of multihandicapped deaf students aged 18-22 and am
always on the look-out for resources-- literature books, posters, lesson
ideas, etc.  that are set at a low reading level with lots of pictures but
that use pictures of adults/teens with or without special needs.  I'm so
frustrated with finding great info on, for example, safety posters-- but
pictures of preschoolers (or worse yet bunny rabbits and teddy bears).  My
students need to identify themselves as adults but get no help in this from
the "education industry".  Anyone have any ideas?  Anyone sharing my
frustration?   HELP!!!

SUBJECT:  Red vests?  Date:  97-11-12 18:11:20 EST
From:  Df3450

 Hi,  there are 5 of us, paraprofessionals who work in a middle school
setting in  Minnesota,
today our sp. ed. teacher  { Female}   told us that we have to make and wear
red vests with the words
HELP and WANT in 2 places on our chests. We work with multiple and severely
handicapped
6.7.8 graders.  The teacher says this is for the visually impaired to use it
as a sight to look at the words and use it to communicate with us, 3 of out
students are considered legally blind, they have a  problem  with the eye
signals going to the brain, I cant remember the proper termanalgy
right now.... but we are wondering.....as any one heard of research of this
kind?  Whats the possibility of this working successfully? We are all
supportive of out teacher, but we feel this is
a a far out idea. In our school district we use mainstreaming and she wants
us to wear these vests in the the classroom. All 3 of these students, Ive
mentioned , are in wheelchairs and  we are usually positioned behind them or
on the side of them in the classroom. We do use Speakeasys and switches, so
the communication is constant.  We feel the vests will really set us apart
from the reg. kids and the signs on our chests are really too much. Will we
be come the laughing stock of the school? we think so.... Any thoughts on
this, Id welcome them...
email can be sent to   [e-mail]         thanks Peggy
ps.. I plan on going to the vice. princ. and tell her the same thing as I
wrote above.....

SUBJECT:  Science/Social Studies Curr.  Date:  97-11-12 21:05:21 EST
From:  Mrckeymous

What ideas are out there concerning Science and Social Studies curriculum for
4th-6th grade students in a self-contained resource room.  The students I
have read at a 2nd grade level and are low LD/ high EMH level.  Presently I
pick and choose using various themes depending on their interests.  I have
used old disgarded 4th grade curriculum in the past.  I struggle with what
curriculum to use - Life Skills or that which is geared to regular division.
Their IEPs do not call for science or social studies goals. These kids do not
know how to use a real textbook.  Is there any benefit to taking notes? Any
ideas are welcome.  (this board or mrckeymouse @aol.com.) Thanks in advance
for your ideas!

SUBJECT:   Palentology curic:Any ideas  Date:  97-11-12 21:35:25 EST
From:  Ish4030

I am in the process of designing a science study on dinosaurs for my second
grade classroom.
Has anyone ever developed this type of curriculum? Any suggestions?

Storkie

SUBJECT:  Re:Juvenile Detention Educat  Date:  97-11-12 21:45:48 EST
From:  Ish4030

Michael:
I will pass this information on to a few individuals I know in the
corrections field.
Buy the way would your inmates be interested in receiving mail from an all
male corrections facility in California?
                                                                   Post a
message here...
                                                                   Looking
forward to your response!

STORKIE***

SUBJECT:  Re:Communication Software  Date:  97-11-12 21:52:21 EST
From:  Ish4030

Do you happen to know the exact date of the Macintosh Educational program and
the contact at CA. State Northridge..
Email me (STORKIE) at [e-mail]

SUBJECT:  Re:Music Resources  Date:  97-11-12 21:55:50 EST
From:  Ish4030

Eileen:
I attended a conference recently in which various drum rhythms were usud to
help children-adults with learning disabilities concentrate better.If you
would like more information. contact STORKIE

SUBJECT:  Re:Spelling Programs  Date:  97-11-15 20:04:26 EST
From:  Scott VanZ

Have you seen the SPELLING MASTERY program by SRA!  It is the BEST!

SUBJECT:
Autistic Teacher Needs Help!  Date:  97-11-16 16:38:33 EST
From:  I Teach DJ

I just started my first teaching job at a private center for children with
autism. My classroom has virtually no materials. I am spending hours every
night coming up with ideas for lessons and then creating these lessons. I
would greatly appreciate any lesson suggestions and ideas any one has. My
students are in their teens but, function at an extremely low level PreK, K,
and 1st grade levels.  E-mail me at the following address or leave me a
message here.

E-mail I Teach DJ @ aol.com

SUBJECT:  Ideas for autistic class  Date:  97-11-25 23:52:21 EST
From:  C1R2MEYER

For I Teach DJ:
     Since it sounds like the students you teach are significantly below
grade level (with possible cognitive delays) I would recommend going to a
functional curriculum.  Try to go on a field trip each week and take the
local bus.  Have students help you plan and appropriately use their tokens.
Use functional curriculum Make picture books for nonverbal students so they
can tell people in the malls what they would like to get.  Start bringing in
ads, newspapers, etc..  Talk about sale items, try to get students to say how
much something costs.  See if they can compare two sale prices and figure out
(with the help of a number line) which item is cheaper.  Make a lot of simple
foods.  There are picture symbol recipes available on the market.  This would
be a very appropriate reading lesson.  Students have to read labels, compare
ingredients, make sure they have the right measuring cup, and can mix and
complete a very simple recipe.  Purchase The Syracuse Community Referenced
Curriculum Guide which details lessons that are very appropriate for this
level of functioning.  Use the dollar to cover the change method (e.g., have
student pick out something in ad they like & then count out REAL dollar bills
for the number before the decimal and one to cover the change (e.g.,
$7.35--count out seven dollars and add one to cover the change).  Start jobs
around the school (e.g., recycling, picking up trash, etc.), and stick to
routines.  These students need a consistent routine and schedules.  Hope this
helps.

SUBJECT:  b/d reversals  Date:  97-11-30 21:09:15 EST
From:  Ribs76

Does anyone have any easy tricks for b/d reversals.  Feeling desperate!

SUBJECT:
Re:b/d reversals  Date:  97-11-30 23:12:37 EST
From:  Cem50170

I know just how you feel!  I told my second graders last year that they could
NOT go to third grade still mixing up b and d.  Needless to say, they still
are.  I've tried showing them the "bed" with fist together, thumbs up.  One
student in particular has turned this into his own method-he says
"a, b [holds up left thumb], c, d[holds up right thumb]" It works for him
when he thinks about it.
   I also tell them to look for the little b in big B.  If they can turn it
into a capital B by adding the top part it's a b.
   At a conference I heard a teacher who tells a story about "Billy b" who
loves baseball and when he gets home he always picks up his bat first, then
his ball.
  And then I still just keep reminding.  I have one student who always just
writes his p backwards.  I don't know any trifor that.