Bored me!
I had a chance to go the theater and didn’t take it. My day didn’t go at all the way that I planned. Now I’m so bored!
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4 July 2009
3 July 2009
Independence Day
Tomorrow is Independence Day. The Fourth of July is a big holiday for our country, and these days we really need a big holiday. I have always loved this day; what other country believes in an inalienable right to pursue happiness! Independence Day is also a time to reflect on the concept of independence.
Image via Wikipedia
For people with disabilities, independence is an important goal. Congress has stated that encouraging independent living for people with disabilities is the policy of the United States government. IDEA, Section 601(c). Indeed, one of the purposes of special education is to prepare children with disabilities for independent living. IDEA, Section 601(d)(1)(A).
Before passage of the EHA, the predecessor of the IDEA, in 1975, education of children with disabilities, who were then called "handicapped," was iffy at best. According to the legislative history of the EHA, which is quoted in the seminal Rowley decision by the Supreme Court, millions of children with disabilities were then either totally excluded from school or were warehoused until they were old enough to drop out. Bd. of Education v. Rowley 478 us 176, 191, 103 LRP 31848 (1982). At the time, it was estimated that of the eight million children who required special education, only about 3.9 million were receiving an appropriate education. Bd. of Education v. Rowley, 478 US 176, 191, 103 LRP 31848 (1982).
These numbers are shocking. 1975 was not long ago. Yet we have made real progress since then. Special education may have its detractors, but it is now widely accepted. Very few children with disabilities are now excluded from school. Some still do not receive an appropriate education, but there are now remedies available when that happens. We have come a long way!One other important indicator of independence is very encouraging. In the 2008 presidential election over 14.7 million people with disabilities cast a vote. This is a record number and more than 3.8 million more people with disabilities voted last year than in 2000. Here is a blog post about this excellent story.
I realize that we are not finished. I do not advocate the display of a banner reading "mission accomplished." But as we look forward on this Independence Day to how we can do a better job of educating children with disabilities, let us also look back for a moment and congratulate ourselves on the excellent progress we have made in what in public policy terms is a very short time.
Happy Independence Day. 
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Thanks for subscribing! Jim Gerl
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2 July 2009
Editorial: Duncan’s teacher-pay plan has merit
Teachers are the most important factor in student success and the best teachers should be rewarded, according to a Washington Post editorial praising U.S. Secretary of Education Arne Duncan's push for teacher merit pay. Duncan's plan calls for increasing the Teacher Incentive Fund from $97.3 million to $487.3 million. The Washington Post
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Studies: Small changes in genetic code tied to schizophrenia
New research published in Nature suggests that genes affecting the immune system may be linked to schizophrenia. Above, an illustration of the DNA double helix.
Small genetic changes in brain development, memory and the immune system may trigger schizophrenia, according to three new studies published in the journal Nature. Similar genetic changes have also been tied to depression and bipolar disorder, says Dr. Tom Insel, director of the National Institute of Mental Health. National Public Radio
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Toyota developing wheelchair steered by user’s brain waves
Toyota is researching technology that could someday allow people with disabilities to control wheelchairs with their thoughts. A computer program in a cap worn by the user transforms brain waves into commands to move forward, right or left. Disability Scoop
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Duncan: Effective teachers
US Secretary of Education Arne Duncan spoke to the National Education Association today, calling on its members to work with him toward the goal of ensuring that “every child in America is learning from an effective teacher—no matter what it takes.”
That’s a noble goal. In my view, it requires that educators shed their allegiance to [...]
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Book Club crafts
Here’s the craft we did for today. Well, it was more like a treat. We made chocolate frozen bananas. It was very simple. For the 6 of us, we used:
Approximate freezing time (depends on your fridge): 90 minutes
3 bananas (cut in half)
nuts & whipped cream (optional)
6 popsicle sticks
Chocolate syrup or Chocolate fudge (may take longer to freeze)
bowl for the chocolate
plate for the bananas to put in the freezer
fingers for licking
Instructions: Cut the bananas in half. Let the children peel the bananas. After the bananas are peeled, insert the popsicle sticks into the wider half of the banana. Pour chocolate syrup or chocolate fudge into a medium sized bowl and let the kids have at it. They will have fun coating them. For variety, you can also use nuts & whipped cream when the bananas are ready. After coating, put bananas on the plate and place in the freezer. Now, for the grand finale- lick chocolate off fingers!!
Have fun! Until next time!
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New Supreme Court Decision- Part IV (Hearing Officer Authority)
Those of you who follow this blog know that I was concerned about the school district's argument that hearing officers lacked authority to grant reimbursement. I had never heard this argument made before. NOTE: I have a bias here, I am a due process hearing officer for a growing number of states and I train hearing officers across the country. A few commentators have dismissed this issue as a "nonstarter," but at least three justices asked questions concerning the argument at the oral argument. Maybe others gave this argument little attention, but believe me, hearing officers were taking it seriously.
As my preliminary analysis noted the supremes specifically noted at page 17 of the slip opinion that both hearing officers and courts have the authority to grant reimbursement for un
Specifically, the Court ruled that the district's argument concerning hearing authority ignores the Burlington decision. The high court stated that the Burlington decision interpreted IDEA "... to authorize hearing officers as well as courts to award reimbursement notwithstanding ...(Section 615's) silence with regard to haring officers." n. 11, Slip Op at p. 13. The opinion goes on to state that by amending IDEA without altering the text of the section, Congress implicitly adopted the Supreme Court's construction of the statute regarding hearing officer authority to award reimbursement.
Forest Grove Sch Dist v TA 557 U.S. ____, 109 LRP 36046 (6/22/2009) is an important decision for hearing officers to cite in their decisions. It is clear that this decision reiterates the ruling of Burlington that hearing officers ,like courts, have broad equitable discretion to award an appropriate remedy where there has been a violation of IDEA.
here are some additional resources: First, a couple editorials applauding the ruling: St. Louis Dispatch and Boston Globe. The SCOTUS blog resource page concerning this case includes analysis, briefs by the parties, amicus briefs and a transcript of the oral argument at the high court. A law review article written before the decision discusses some policy concerns can be found here. This link has three perspectives on the ruling.
Image by onecle via Flickr
Specifically, the Court ruled that the district's argument concerning hearing authority ignores the Burlington decision. The high court stated that the Burlington decision interpreted IDEA "... to authorize hearing officers as well as courts to award reimbursement notwithstanding ...(Section 615's) silence with regard to haring officers." n. 11, Slip Op at p. 13. The opinion goes on to state that by amending IDEA without altering the text of the section, Congress implicitly adopted the Supreme Court's construction of the statute regarding hearing officer authority to award reimbursement.
Forest Grove Sch Dist v TA 557 U.S. ____, 109 LRP 36046 (6/22/2009) is an important decision for hearing officers to cite in their decisions. It is clear that this decision reiterates the ruling of Burlington that hearing officers ,like courts, have broad equitable discretion to award an appropriate remedy where there has been a violation of IDEA.
here are some additional resources: First, a couple editorials applauding the ruling: St. Louis Dispatch and Boston Globe. The SCOTUS blog resource page concerning this case includes analysis, briefs by the parties, amicus briefs and a transcript of the oral argument at the high court. A law review article written before the decision discusses some policy concerns can be found here. This link has three perspectives on the ruling.
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Thanks for subscribing! Jim Gerl
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1 July 2009
My how time flies!
Happy July- my birthday month. The 27th to be exact. I will be 39!. I cannot believe it. I still feel like a teenager. How can I possibly almost be 40??? Also, how can I have two men-children that are graduated from high school? Two done, two to go. I’ve said it before and I will say it again, “My how time flies!”
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D.C. Teachers Become Central Office Fellows
Chancellor Michelle A. Rhee, who presided over the firing of 250 teachers last month, is also continuing her attempts to build bridges with District educators by bringing six of them into her office for a five-week summer fellowship.
The teachers are: Aris Pangilinan (math), HD Woodson High School, a winner of the 2009 Agnes Meyer Outstanding Teacher award presented by The Washington Post Educational Foundation; Brooke Buerkle (social studies), Columbia Heights Educational Campus, named Outstanding First Year Teacher by DCPS in 2008; Cynthia Robinson (first grade), H.D. Cooke Elementary, who serves on the board of the Capital Area National Association for Bilingual Education; Lynn Lahti-Hommeyer (elementary science resource), Bruce-Monroe Elementary@ Parkview, honored at a 2006 White House ceremony with a presidential award for excellence in mathematics and science teaching; Margaret Slye (literacy professional developer), Scott Montgomery Elementary, a former Teach For America corps member, and Tondra J. Odom-Owens (fifth grade), Savoy Elementary, who co-wrote the current fourth grade learning standards in reading and language arts for DCPS.
Two of the well deserving Fellows are colleagues close to my heart, Aris Pangilinan who's making us Filipino teachers proud, and Tondra Owens (NBCT) who was with my National Board Certification class with George Washington University.
Did I apply? Yes. Did I make it? Obviously no :( I need to do better in phone interviews; there'll be next time.
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Consumer Watchdog on Autism therapy insurance
On behalf of the families of two children with Autism, a consumer advocacy groups claims that regulators in California (US) are allowing insurers to deny access to needed therapy. Consumer Watchdog seeks to require the Department of Managed Health Care to mandate that insurers pay for treatment based on applied behavior analysis for children with [...]
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30 June 2009
Pretty Pencil Pinwheels (Easy summer craft)
Pretty Pencil Pinwheel
This is one of the crafts were going to do tomorrow @The Book Club. It’s very easy to make.
Taken from: http://crafts.kaboose.com/pretty-pencil-pinwheel.html
By: Amanda Formaro
Difficulty: Easy
Age: 7 and up
(4.5/5)
Pinwheels are an age old craft that your Grandma will remember. Put together these pretty wind decorations and stick them in your garden.
What you’ll need:
- Colored card stock or construction paper
- Thumbtack or stick pin
- Pencil with new eraser
- White craft glue
- Scissors
- Sequins
- Pattern
How to make it:
- Print the pattern onto plain copy or printer paper.
- Cut the square pattern out, cutting on the solid lines.
- Lay pattern on top of colored paper and trace the square. Cut out the square from the colored paper.
- Keep the pattern square on top of the colored square. Either hold it in place with your fingers or tape it down lightly on two of the sides.
- Cut through the pattern and the colored paper along the dotted lines but do not cut in to the center circle.
- Use a thumbtack or stick pin to poke out the holes in every other corner as indicated on the pattern. Set the pattern piece aside.
- Take one corner (one with a hole) and fold it toward the center of the square. Fold the next corner that has a hole and fold it toward the center on top of the first holed corner. Repeat with the other two corners with holes until all four are folded into the center. Glue the folds to each other and to the center. Hold together until dry.
- Push the thumbtack through the center of the pinwheel and into the eraser of the pencil. Make sure the pinwheel isn’t touching the eraser or it won’t spin.
- Glue some sequins to the flaps of the pinwheel and let dry.
Tips:
- You can use plain white paper and have children color with crayons or markers to decorate before cutting out the pinwheel pattern.
- Decorate with lightweight items such as sequins and stickers or glitter glue. Items like buttons and craft jewels are too heavy.
- If the pinwheel isn’t turning properly, try using a longer stick pin rather than a thumbtack to allow more room between the pinwheel and the eraser.
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Happenings and Things to do in South Central L.A. & surrounding areas
Necessity truly is the mother of invention. While I am grateful for L.A. Parent magazine, all of the happenings are in the outerlying areas of L.A., like Torrance to Pasadena, even as far away as LaCañada Flintridge. I don’t mind traveling sometimes, but LaCañada Flintridge is way too far for a 2 hour event that I could find closer in.
That’s why I’m going to put out a weekly or bi-weekly newsletter (I haven’t decided yet) for those who want something a little closer than Torrance, Pasadena or LaCañada Flintridge. I will compile a listing of things in the surrounding areas of free or very low-cost activities to do with your children and family this summer. I wish I would have thought of it sooner. I know it’s because I have more time. Last year at this time the only things I wanted to do was sleep and absolutely nothing. That is not the case now. I’m so less stressed now. I am very, very near to completing my Master’s/Credential program, so my mind is clearer. I’m adjusting to life with much more time on my hand. Something I haven’t had a lot of these past couple years. Now that I have the time, I plan on using it wisely.
Here’s to the summer and having fun with your family! Bye for now!!!
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29 June 2009
My Apologies!
I wouI would like to offer my apologies to several people who e-mailed me and requested a copy of my OCR lesson plan template for Special Education students. There were many things that happened. First, I took a two month leave, the laptop with the lesson plans were on the laptop, I was swamped with school and my family, etc. Everything that could go wrong, did go wrong. However, I would like to correct that. I offer my apologies to: Elona D., Candace T., Jennifer Y., & Cindy W. I will get the lesson plan off the school laptop and e-mail it within the next day or so.
Sorry guys!
Leila
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Book Club time again!
Well, it’s that time again- Book Club time! I will start tomorrow. As of now I have my own children, David & Phillise, and 5 other neighborhood children. I am planning activities for them as we speak. We are going to:
- Make & decorate the cover for the Memory book before I laminate them.
- Take pictures for their library card.
- Visit the library to get library cards for those who don’t have them.
- Check out books from my library or the public library and explain the rules of the book club regarding behavior and participation.
That’s all I got for now. Will post pics tomorrow before the weekend. Bye for now!
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New Supreme Court Decision – Part III (Reasoning)
The recent decision by the supremes in Forest Grove Sch Dist v. TA 557 U.S. _____, 109 LRP 36046(6/22/2009) has been cited by both the parents bar and the school district bar as a major development. We will have to wait and see whether the number of unilateral placements grow as a result.
Before we get to the reasoning of the high court, we should review what the court did not decide. In the all important footnotes to the Court of Appeals decision, it was revealed that the school district had waived the key issues of eligibility and denial of FAPE. Many people had questioned how a student with serious cannabis abuse issues could be eligible. But that issue was not properly before the court. The only issue was whether the 1997 amendments provision {Section 612(a)(10)(C)(iii)} prohibited reimbursement for unilateral private school placements by parents whose child never received special education from a public school.
The court first reviewed its decisions in Burlington and Carter and renewed their holdings that where a school district denies FAPE and a parent's private placement is appropriate and the equities so permit, a court has broad equitable authority to award appropriate relief including reimbursement for private placements. It is interesting that both Burlington and Carter were unanimous decisions by the high court.
The issue then was whether the 1997 amendments required a different result in this case. the Supreme Court rejected the school district's reading of the statutory provision. The Court found that Section 612(a)(10)(C) did not prohibit reimbursement in other circumstances but rather just permits it in the common circumstance where a child is receiving special education in public school. The Court ruled that these statutory provisions were "elucidative rather than exhaustive." Slip Op at p. 11. (Justice Souter's dissent has some fun with this phrase noting that "When a mother tells a boy that he may go out and play after his homework is done, he knows what she means.")
The majority opinion goes on to note that the 1997 amendments do not impliedly repeal the Burlington and Carter decisions. The opinion notes that it would take more than Congress' failure to comment on previous decisions by the Supreme Court to effect a repeal by implication, which is a doctrine that is not highly favored in the law.
The court then notes that the school district position is inconsistent with the remedial purpose of IDEA and the 1997 amendments thereto. The strong purpose of providing children with a disability with a free and appropriate public education was paramount in the reasoning of the court in Burlington, Carter and this case.
In perhaps the strongest statement in the majority opinion, the Court states that immunizing a school district's refusal to find a child eligible "... no matter how compelling the child's need... would produce a rule bordering on the irrational." The court noted the anomalous result of the school district's position in that it would permit reimbursement where a district offered inadequate services but would leave parents without the remedy in the more egregious situation in which a district unreasonably denies a child access to such services altogether. In rejecting the availability of procedural safeguards provided by IDEA other than reimbursement as an alternative, the court once again noted that the "review process is ponderous."
Finally the majority rejected arguments concerning the spending clause and financial burden. The Court noted that school districts have been on notice concerning the remedy of reimbursement at least since the Burlington decision. The argument that the result would encourage less cooperation and more expense was rejected as unfounded because reimbursement is only permitted where the district violates IDEA, the parents' placement is appropriate and the equities do not favor denial or reduction of the reimbursement.
Image via Wikipedia
Before we get to the reasoning of the high court, we should review what the court did not decide. In the all important footnotes to the Court of Appeals decision, it was revealed that the school district had waived the key issues of eligibility and denial of FAPE. Many people had questioned how a student with serious cannabis abuse issues could be eligible. But that issue was not properly before the court. The only issue was whether the 1997 amendments provision {Section 612(a)(10)(C)(iii)} prohibited reimbursement for unilateral private school placements by parents whose child never received special education from a public school.
The court first reviewed its decisions in Burlington and Carter and renewed their holdings that where a school district denies FAPE and a parent's private placement is appropriate and the equities so permit, a court has broad equitable authority to award appropriate relief including reimbursement for private placements. It is interesting that both Burlington and Carter were unanimous decisions by the high court.
The issue then was whether the 1997 amendments required a different result in this case. the Supreme Court rejected the school district's reading of the statutory provision. The Court found that Section 612(a)(10)(C) did not prohibit reimbursement in other circumstances but rather just permits it in the common circumstance where a child is receiving special education in public school. The Court ruled that these statutory provisions were "elucidative rather than exhaustive." Slip Op at p. 11. (Justice Souter's dissent has some fun with this phrase noting that "When a mother tells a boy that he may go out and play after his homework is done, he knows what she means.")
The majority opinion goes on to note that the 1997 amendments do not impliedly repeal the Burlington and Carter decisions. The opinion notes that it would take more than Congress' failure to comment on previous decisions by the Supreme Court to effect a repeal by implication, which is a doctrine that is not highly favored in the law.
The court then notes that the school district position is inconsistent with the remedial purpose of IDEA and the 1997 amendments thereto. The strong purpose of providing children with a disability with a free and appropriate public education was paramount in the reasoning of the court in Burlington, Carter and this case.
In perhaps the strongest statement in the majority opinion, the Court states that immunizing a school district's refusal to find a child eligible "... no matter how compelling the child's need... would produce a rule bordering on the irrational." The court noted the anomalous result of the school district's position in that it would permit reimbursement where a district offered inadequate services but would leave parents without the remedy in the more egregious situation in which a district unreasonably denies a child access to such services altogether. In rejecting the availability of procedural safeguards provided by IDEA other than reimbursement as an alternative, the court once again noted that the "review process is ponderous."
Finally the majority rejected arguments concerning the spending clause and financial burden. The Court noted that school districts have been on notice concerning the remedy of reimbursement at least since the Burlington decision. The argument that the result would encourage less cooperation and more expense was rejected as unfounded because reimbursement is only permitted where the district violates IDEA, the parents' placement is appropriate and the equities do not favor denial or reduction of the reimbursement.
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Thanks for subscribing! Jim Gerl
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WATI Free Online AT Resources on Talk Radio Show
Jill Gierach of Wisconsin Assistive Technology Initiative (WATI) was my guest this morning on No Limits 2 Learning Live!
LISTEN NOW!
We had a great time discussing the resources in their Assessing Student Needs for Assistive Technology manual, (4th edition pdf link here). They are working on a 5 th edition that will be aimed at RTI and curriculum content areas more specifically in organization.
You can also listen on my blog player on the sidebar and access older shows there in the list.
All the best to you!
Lon
Bookmark this on Delicious
LISTEN NOW!
We had a great time discussing the resources in their Assessing Student Needs for Assistive Technology manual, (4th edition pdf link here). They are working on a 5 th edition that will be aimed at RTI and curriculum content areas more specifically in organization.
You can also listen on my blog player on the sidebar and access older shows there in the list.
All the best to you!
Lon
Bookmark this on Delicious
Check out more at http://nolimits2life.com/blog
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Familiar concerns?
Summer in the US finds children and youths out of school and, perhaps, less vulnerable to some of the problems that are associated with the social and academic demands that are part of schooling. As a result, perhaps fewer of the familiar problems illustrated in this poster are apparent during summer.
If summer seems like [...]
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Jani illustrates troubles
Shari Roan’s article entitled “Jani’s at the mercy of her mind” illustrates the difficulties encountered by children with schizophrenia and their families. For those who do not know about schizophrenia in children, this journalistic case study will be a good introduction.
It’s been a rough week. A few days ago, at UCLA’s Resnick Neuropsychiatric Hospital, 6-year-old [...]
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28 June 2009
2009 Promethean ActivSoftware Blogging Contest
OK, I hope I am not yet too late for this. I am reposting from Promethean's Contest blog because I don't want to miss anything...
To kick off the National Educational Computing Conference in Washington, D.C., Promethean USA announces its 2009 ActivBlogging Contest.
Visit our booth at NECC, or, if you won’t be making it to NECC, share your experiences in the classroom and/or online for a chance to win a complete ActivClassroom.
Promethean will also “tweetaway” an ActivBoard+2 each day at NECC, with a complete ActivClassroom giveaway on Wednesday, July 1st. Follow us on twitter during the conference for a chance to win.
Here’s how it works:
*Open to RESIDENTS of the USA ONLY
Choose your own adventure – 3 Ways to Enter:
OPTION 1 – if you are attending NECC
(the National Educational Computing Conference):
(the National Educational Computing Conference):
Visit booth #3204 between 11:00 am and 2:00 pm and sit in on an activity, class or presentation.
Then, blog about what you see/experience/learn.
Ideas for blogging:
- Attend 30 min. class taught by 11 year-old Adora Svitak: Using Technology To Get Kids Excited About Reading and Writing. (Daily presentations at 11:30 each day)
- Take part in the ActivClassroom Game Show (Daily give-aways at 12:00 noon each day – visit www.prometheanworld.com/necc for instructions.
- Experience our Learner Response Systems, ActivExpression and ActiVote at one of our learning stations.(Presentations throughout each day)
OPTION 2 – Online Activity:
Sign up for Promethean Planet (http://www.prometheanplanet.com/ ), check it out and blog about your experience.
Sign up for Promethean Planet (http://www.prometheanplanet.com/ ), check it out and blog about your experience.
Ideas for blogging:
- What is your favorite feature or section?
- What works? What can we improve?
- How do the resources provided support you as a teacher?
OPTION 3 – Your ActivClassroom and the Environment:
We want to know how you are using your ActivClassroom to save resources and protect the natural environment.
Ideas for blogging:
- Do your children use your ActivClassroom technology in ways that conserve energy or reduce paper consumption?
- Do you use teach students to be environmentally conscious using Promethean technology and resources?
- Are there ways that your classroom reaches out into the community, neighborhood or world to promote conservation and/or environmental awareness?
Questions? please check out the contest rules.
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NECC 2009, missed first day :(
I missed today's 2009 NECC 1st day sessions :( but will be there tomorrow :)
But I'm glad they have ISTEVision, ISTE's first-ever onsite communications network where we can get daily and nightly news from all over the conference, feature stories, interviews, session and event simulcasts, 2009 video-on-demand sessions, ISTE Webinars, Second Life™ machinima clips, contest winners, and user-uploaded videos from the members and participants.
They also have ISTEConnect with LiveStreaming, Twittering, Blogging, and a lot more connecting through the social networking sites (Facebook, Ning, etc). I was able to watch the ISTE International Reception through the streaming video :)
This is my Disney World!
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27 June 2009
DEN at NECC 2009…I was there!
I'm glad I didn't miss today's DEN's pre-NECC Birthday Party Extravaganza, "I learned a lot of cool stuff!" is an understatement! Many DEN STARs from across the country came to DC early for the 2009 NECC just to attend DEN’s fourth birthday celebration at Discovery Headquarters today. Here are my favorite presentations from Jen Dorman:
According to her, there's a need to connect with colleagues both within the educational system and worldwide. The solution? Tap into professional networks and harness social networks for professional learning.
All about blogs, vlogs, and glogs!!! I am already proficient with blogs, and pretty familiar with using vlogs. What's new? Glogs! Glogs are like online interactive multimedia posters, which can be published publically or privately, and can also be emailed. It's so cool, colorful and creative that my students will surely become addicted to once I introduce this to them!
I also went to the session by Steve Dembo and loved his presentation: Top Ten Free Web 2.0 Sites. But the URL I have is a broken link and I can't find his presentation in his blog.
NECC is just under a few days away, and we hope you’re as jazzed for it as we are! Our home on the conference floor will be Booth #3228 and we’ve got a packed schedule there. You’ll be able to see presentations such as:
- Discovery the Possibilities with Discovery Educaiton Digital Services
- Multimedia Einsteins: Discovery Education Science
- Using Multimedia in the Classroom with Mimio
- 50 Ways To Use Discovery Education streaming
- Bring 21st Century Teaching to Your Classrooms: Professional Development that Works
- Connecting Formative Assessment to the Power of Digital Media
And who will be presenting these sessions? None other than your favorite DE and DEN presenters, including Hall Davidson, Lance Rougeux, Steve Dembo, Matt Monjan, Jen Dorman, Eren Koont, Alex Morrison, and more!
Don’t forget though, that’s just a fraction of what we’re doing at NECC. Be sure to attend the special Using Multimedia in the Classroom session we’re hosting with Mimio and the four DEN spotlight sessions.
Look forward to seeing you at the conference!
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26 June 2009
Idols Live …(er IDEA Remedies) Tour
I'm very proud that I will be doing the IDEA Remedies Tour next month. Some of my colleagues have suggested that I now think that I'm a rock star. To that I can only say I that I prefer green M & Ms in my dressing room, and the T-shirts will soon be on sale. OK so I'm having some fun here.
I call it the IDEA Remedies Tour because I will be giving presentations in July on the two major remedies that a hearing officer or court may award if the parents/student prevail in an IDEA due process hearing. On July 8th, I'll be presenting on Compensatory Education at the Seattle University School of Law's Eighth Academy for IDEA Administrative Law Judges and Hearing Officers in Seattle, Washington. On July 22nd, I'll be speaking on the Remedy of Reimbursement for Unilateral Placements at the 16th Annual Education Law Conference in Portland, Maine, sponsored by the University of Southern Maine and the University of Maine School of Law. I'm also doing a CLE presentation on Special Ed Law and a session on the role of the federal government at the Portland, Maine conference.
Both conferences are fantastic and exceptional opportunities to network with others in the field, and I have placed links to the registration sites on the left-hand side of the blog. The Portland, Maine Annual Ed Law Conference provides presentations on every aspect on school law. Please come and enjoy the festivities in beautiful Maine. There is also a series of sessions and meetings for Wingspread, a group dedicated to encouraging more diversity in legal education and other higher education. You can support their good work by attending this great conference. For more about Wingspread, go to the link for the conference below and click on the Wingspread information button.
The Seattle University Academy is one of the few trainings dedicated exclusively to IDEA hearing officers and dispute resolution coordinators. All hearing officers should really attend an Academy.
You can learn more about the Seattle Academy through this link. You may register for the conference here and through the link on the left-hand side of this blog.
You can learn more about the Portland, Maine Education Law Conference through this link. You can register for the conference here and through the link on the left-hand side of this blog. (The Reimbursement Session will include analysis of the brand new supreme Court decision.)If you decide to attend either conference, please let me know so that we can have a chance to visit.
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Thanks for subscribing! Jim Gerl
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Keeping it to a clap!
Keeping it to a clap! Well, what does that mean? It means that I will keep the noise down, as far as my thunder thighs are concerned. They used to make so much noise. I’m embarrassed to admit this but, before I started exercising, they used to rub together. Now, they do not. My inner thighs have toned up so much from walking 3.6–5.2 miles/day. Plus, I’ve added the Sand Dunes in Manhattan Beach to my exercise regimen. Oh, the Sand Dune!
So, dear readers, I am going to keep it to a clap! No more thunder! Only the thunderous applause when I reveal the thinner, inner me that’s been waiting to get out for years!!!
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Ellen’s 11 Star Spectacular Super Deluxe Hotel by Larry Schwarz
Ellen’s 11 Star Spectacular Super Deluxe Hotel, written by Larry Schwartz & illustrated by Kelly Denato, is the perfect little book to use with the Open Court Imagination Unit. I guess everyone’s feeling the crunch, ’cause this book is my most recent purchase from Barnes & Noble. It was a great buy: $3.99 for a hardcover book.
On to the review. I would say this book is for someone as young as 3-4 years old. It is the cutest little book. The young heroine, Ellen, lives in an 11-Star spectacular, super deluxe hotel. Her life is fabulous. She has a pet monster who she feeds. She’s a world famous detective who foils jewel heists. That’s a pretty tall order for an 8 year old.
Her life is so exciting. Well, not really. It’s actually a motel outside of Las Vegas, Nevada. She experiences a series of adventures. Or does she? I guess you’re going to have to read it and find out what happens?
I really like this book for use with the 3rd grade OCR Imagination unit. Check it out!
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WATI Director Jill Gierach on Blog Talk Radio Monday, June 29
No Limits 2 Learning Live is proud to host WATI (Wisconsin Assistive Technology Initiative) Director, Jill Geirach Monday, June 29 at 9 a.m. Pacific time.
WATI resources have been some my best and most-used tools in assessing and implementing assistive technology. If you have never explored the free documents on their website, you need to add them to your knowledge base. Due to some budget cuts (we all know about that these days!) and some re-structuring, WATI will be taking on a little different look in the future.
Listen in as Jill shares about free resources from the WATI shelves and join us as we celebrate a wonderful history of WATI support for students with special needs and the teachers and parents that serve them.
If you would like to call in and talk with Jill, call 347 945-5431, Monday, June 29 at 9 a.m. Pacific.
You can listen live here or access the archive after the show on the sidebar player on the blog or Blog Talk Radio/ No Limits 2 Learning Live! show episode.
All the best to you!
Lon
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WATI resources have been some my best and most-used tools in assessing and implementing assistive technology. If you have never explored the free documents on their website, you need to add them to your knowledge base. Due to some budget cuts (we all know about that these days!) and some re-structuring, WATI will be taking on a little different look in the future.
Listen in as Jill shares about free resources from the WATI shelves and join us as we celebrate a wonderful history of WATI support for students with special needs and the teachers and parents that serve them.
If you would like to call in and talk with Jill, call 347 945-5431, Monday, June 29 at 9 a.m. Pacific.
You can listen live here or access the archive after the show on the sidebar player on the blog or Blog Talk Radio/ No Limits 2 Learning Live! show episode.
All the best to you!
Lon
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Check out more at http://nolimits2life.com/blog
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25 June 2009
New stationary bike exercises students’ brains, bodies
Some Illinois students are testing a new stationary bike called the NeuroActive Bike that works out the body and mind at the same time. Students pedal while playing memory games and solving puzzles. Chicago Tribune
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Kentucky educators receive martial arts training
Keith Smith, left, an alternative school teacher in Pendleton County, simulates an Aikido technique to without harm, grab and control a student trying to punch someone, as Smith lays his hands on Todd Brendel, right, a school resource officer for Erlanger-Elsmere Schools during a class at the Northern Kentucky Cooperative for Educational Services in Cold Spring.
Some Kentucky educators are learning the martial art Aikido so they can better restrain students or defuse violence without causing injury. The techniques give educators confidence that they can gain control over a potentially violent situation without harming anyone, an Aikido-trained educator said. The Cincinnati Enquirer
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Students are using Facebook, Web to talk to one another worldwide
Some high-school students in Maryland are working with teens around the world to expand their cultural horizons and learn more about other countries. "It's far more interesting to hear a person your age tell about the volcano than to read in a book about a volcano," said assistant teacher Natacha Steimer after a student in Guatemala told Maryland children about one he likes to visit. The Washington Post
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Chicago hospital offers an online site for autism services
Chicago's Rush University Medical Center has created an online Autism Resource Center that lists area education options and disability services designed for children with autism. The resource also lists information fees, insurance and waiting lists. Chicago Tribune
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How many substitutes does it take…?
The whole question is, “How many substitutes does it take to teach a special education class?” Apparently it takes 9. Yeah, you heard me 9. Apparently 9 is the magic number because that’s how many subs my students ran away during my 2 month absence. Wow!!!
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New Supreme Court Decision – Part II (Literal Interpretation of the Law ???)
On Monday, the United States Supreme Court decided the case of Forest Grove Sch Dist v. TA 557 U.S. ____, 109 LRP 36046 (6/22/2009). The court ruled by a 6 to 3 margin in favor of the parents. One of my thoughts is who switched sides? Remember the same issue (whether a provision in the law limited reimbursement to only those parents whose children had received special ed in a public school) was before the court in the Tom F. case, and the high court deadlocked 4 to 4, with Justice Kennedy recusing himself. Based on the fact of the 4 to 4 vote, most observers thought that Kennedy would join one side and the decision would be 5 to 4. So who jumped ship?
I had observed the oral arguments in Tom F. and I felt that justices Alito, Scalia, Thomas and CJ Roberts formed one group. The other four, I surmised were Bryer, Ginsburg, Stevens and Souter. If that was right, then three justices changed their positions, Souter, Alito and CJ Roberts. Even if I am wrong (and the per curiam decision did not reveal who the two groups of four were), at least one of these justices changed sides since Tom F. Who do you think it was?
This raises serious doubts about the theory of static or literal interpretation of the law by judges. If three of the eight flipped in the matter of a few months, it would appear that judges really do make law, not just interpret it. Most fair observers of the court would say that ideology guides the decisions of a justice more than any "literal interpretation" theory. Sure that is what they all say in the confirmation process, but does anybody really believe that ideology does not affect court rulings? Fortunately special education is not a liberal or a conservative issue. In this field, the lines blur. I believe that special education has widespread support across the political spectrum, and I hope that remains true.
Now for some additional resources: Here is a news article discussing the case. Here is the take of the SCOTUS blog. Here is an article by a mental health law center encouraging a greater focus upon the least restrictive environment considerations concerning the appropriateness of the parent's private placement.
More on this important decision in the next post in this series.
I had observed the oral arguments in Tom F. and I felt that justices Alito, Scalia, Thomas and CJ Roberts formed one group. The other four, I surmised were Bryer, Ginsburg, Stevens and Souter. If that was right, then three justices changed their positions, Souter, Alito and CJ Roberts. Even if I am wrong (and the per curiam decision did not reveal who the two groups of four were), at least one of these justices changed sides since Tom F. Who do you think it was?
This raises serious doubts about the theory of static or literal interpretation of the law by judges. If three of the eight flipped in the matter of a few months, it would appear that judges really do make law, not just interpret it. Most fair observers of the court would say that ideology guides the decisions of a justice more than any "literal interpretation" theory. Sure that is what they all say in the confirmation process, but does anybody really believe that ideology does not affect court rulings? Fortunately special education is not a liberal or a conservative issue. In this field, the lines blur. I believe that special education has widespread support across the political spectrum, and I hope that remains true.
Now for some additional resources: Here is a news article discussing the case. Here is the take of the SCOTUS blog. Here is an article by a mental health law center encouraging a greater focus upon the least restrictive environment considerations concerning the appropriateness of the parent's private placement.
More on this important decision in the next post in this series.
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Thanks for subscribing! Jim Gerl
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Assessing Formats for Accessible Instructional Materials, Part Two
Matching an AIM (Accessible Instructional Materials) format (See part one for format types) with students involves more than just locating a textbook title in etext or qualifying for eligibility to acquire NIMAS files. The correct software, type of reader, text to speech voice, method of access and visual settings for those with orthopedic or low vision issues all combine to make or break the implementation of the text in an alternative format.
In Oregon, we have the Talking Book and Braille Service for our Blind and low vision students. They usually access braille formats or listen through a Braillenote or computer. They use JAWS to navigate the computer and DAISY files that can be in a braille format (.brf).
OTAP, The Oregon Technology Access Program, has begun to develop a new state recognized media provider for accessing titles for those that are not blind - but either orthopedically impaired or having an organic brain dysfunction (See part one for more on eligibility and these conditions). As a teacher or parent gets past the eligibility piece and on into the accessing of materials, you have options of using Bookshare.org and state media providers that are recognized by NIMAC. There are other services that provide public domain texts in e formats such as Gutenberg.org and Lit2Go, etc.
As an assistive technology specialis, I am trying to develop a procedure which will help me streamline the process by which I work with teachers and IEP teams, so that we know what services we want to use for a student to access titles and what software and hardware will best serve the student to access and hear/see the text files.
What areas need to be considered in a Learning Media Assessment?
Below is a sample I have been brainstorming as a possible checklist for a Learning Media Assessment Form. It is a work in progress, but you can take it as it is and tweek it for your own use. I will hopefully have a finished and working document by the time school starts in September, and this is not an all-inclusive form - but it is a start. Let me know your thoughts and feedback. If you are familiar with the SETT method of AT Assessment, you will recognize those pieces in the sample below.
Learning Media Assessment Document
Student information:
Name:
School:
Classroom Teacher:
Case Manager:
Student Diagnosis:
Student Objectives? IEP Goals?:
Planning AIM:
1. Has the textbook and other materials been identified that need to be accessible? List below:
2. Who is the primary contact (your staff) for materials, converted files, etc.
3. What Authorized Users are being used? Bookshare ____; RFB & D ______; Other _______
____________________________;
4. In what settings will the student need text to be accessed? School ____; Home ____; Other _______________;
5. What are needs for implementation/staff training?
Media Assesment:
Check the type of media this student should use:
Audio (Mp3 file only) ___
Audio (DAISY) _____
Etext for large print only ____
Etext with reader _____
Format for etext: pdf ____; txt ____; html ____; BRF ____; DAISY _____; xml _____;
Software Tool used to read etext: K3000 _____; Read Outloud ____; DSpeech ____; TopOCR _____; Wynn _____; iTunes _____;
Hardware Tool: Classmate Reader _____; Mp3 device (i.e., ipod/Zune/Etc.) _____;
Optional readers for blind users (DAISY): AMIS _____; Victor Reader _____; Dolphin _____;ZoomTextPlus _____; JAWS _____;
Hardware Tool: Braillenote _____; PacMate ______;
This is all I have so far. Take this as a start and customize it to fit your needs.
I would suggest visiting the AIM consortium area on CAST and visiting the CAST site in general for more resources.
OTAP is working on a much more extensive set of info sheets and assessment pieces, designed by Gayl Bowser. Check the OTAP site this next fall to see when they will be accessible. Also, I am teaching 2 day classess in the Portland area in August for the Oregon Assistive Technology Summer Institute. College credit will be available through Portland State University. I will be teaching a day on free and low cost print disability tools, and a day on using Access Apps tools. Check here for registration and details. The venue is about an hour from the Oregon Coast as well.
All the best to you,
Lon
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In Oregon, we have the Talking Book and Braille Service for our Blind and low vision students. They usually access braille formats or listen through a Braillenote or computer. They use JAWS to navigate the computer and DAISY files that can be in a braille format (.brf).
OTAP, The Oregon Technology Access Program, has begun to develop a new state recognized media provider for accessing titles for those that are not blind - but either orthopedically impaired or having an organic brain dysfunction (See part one for more on eligibility and these conditions). As a teacher or parent gets past the eligibility piece and on into the accessing of materials, you have options of using Bookshare.org and state media providers that are recognized by NIMAC. There are other services that provide public domain texts in e formats such as Gutenberg.org and Lit2Go, etc.
As an assistive technology specialis, I am trying to develop a procedure which will help me streamline the process by which I work with teachers and IEP teams, so that we know what services we want to use for a student to access titles and what software and hardware will best serve the student to access and hear/see the text files.
What areas need to be considered in a Learning Media Assessment?
Below is a sample I have been brainstorming as a possible checklist for a Learning Media Assessment Form. It is a work in progress, but you can take it as it is and tweek it for your own use. I will hopefully have a finished and working document by the time school starts in September, and this is not an all-inclusive form - but it is a start. Let me know your thoughts and feedback. If you are familiar with the SETT method of AT Assessment, you will recognize those pieces in the sample below.
Learning Media Assessment Document
Student information:
Name:
School:
Classroom Teacher:
Case Manager:
Student Diagnosis:
Student Objectives? IEP Goals?:
Planning AIM:
1. Has the textbook and other materials been identified that need to be accessible? List below:
2. Who is the primary contact (your staff) for materials, converted files, etc.
3. What Authorized Users are being used? Bookshare ____; RFB & D ______; Other _______
____________________________;
4. In what settings will the student need text to be accessed? School ____; Home ____; Other _______________;
5. What are needs for implementation/staff training?
Media Assesment:
Check the type of media this student should use:
Audio (Mp3 file only) ___
Audio (DAISY) _____
Etext for large print only ____
Etext with reader _____
Format for etext: pdf ____; txt ____; html ____; BRF ____; DAISY _____; xml _____;
Software Tool used to read etext: K3000 _____; Read Outloud ____; DSpeech ____; TopOCR _____; Wynn _____; iTunes _____;
Hardware Tool: Classmate Reader _____; Mp3 device (i.e., ipod/Zune/Etc.) _____;
Optional readers for blind users (DAISY): AMIS _____; Victor Reader _____; Dolphin _____;ZoomTextPlus _____; JAWS _____;
Hardware Tool: Braillenote _____; PacMate ______;
This is all I have so far. Take this as a start and customize it to fit your needs.
I would suggest visiting the AIM consortium area on CAST and visiting the CAST site in general for more resources.
OTAP is working on a much more extensive set of info sheets and assessment pieces, designed by Gayl Bowser. Check the OTAP site this next fall to see when they will be accessible. Also, I am teaching 2 day classess in the Portland area in August for the Oregon Assistive Technology Summer Institute. College credit will be available through Portland State University. I will be teaching a day on free and low cost print disability tools, and a day on using Access Apps tools. Check here for registration and details. The venue is about an hour from the Oregon Coast as well.
All the best to you,
Lon
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Autism and insurance in MI
In the US state of Michigan, a major health insurance provider will now reimburse families for the cost of providing therapy for children with autism. The case, Johns v. Blue Cross Blue Shield of Michigan, arose because Blue-Cross-Blue-Shield denied payment for behavioral treatment often called “ABA” to the family of a child with Autism. [...]
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On Becoming a Teacher Leader
Two years ago when I was invited to run as the WTU Vice President of Special Education, I could hear the voice of my mom (who's in the Philippines) whispering to me. It was the same voice that was telling me not to get involved in student activism when I went to college at The University of the Philippines (the country's premiere university). Mom knows very well that I firmly stand for what is right, my passion for what I do is contagious, and that I am overly persistent to get what I want; this could be very dangerous at a very idealistic young age. Two years ago when I was asked to run under the slate of President George Parker, I asked a wise old union leader in my school why I was chosen to lead and he replied looking straight at me "Because you make things happen". Well, I said, they will be dissapointed. I am not an activist, I hate politics, I am very positive and proactive, I have a good relationship with everyone, they definitely will not like me there but, yes, I make things happen.
Two years was spent just observing, listening, trying to make sense of what's going on around me when I sit on the table during executive board meetings. I am a very hyperactive person, it is too difficult for me to sit still and listen for hours during meetings. I guess I am just like my students in some ways, restless. I couldn't take it anymore, I needed to be productive. At the beginning of this year, I submitted my Performance Target Plan to President Parker outlining what I was planning to accomplish as the Vice President for Special Education. Am I right on target? Yes, I should have added more things to do.
This is the heart of what I do as a leader, communicating, connecting and collaborating with the members and our partners. This is the soul of what I do as an educator, advocating for my students. I realized that when I empower, support, encourage and inspire the teachers to do their best for the kids, I am impacting the lives of more than just the students in my classroom.
Last Monday, during the conference, US Department of Education Secretary Arne Duncan emphasized in his speech the important role that the national teachers unions and other leading foundations play in turning around schools and transforming education. Before he ended, he said,
"The education reform movement is not a table where we all sit around and talk. It’s a train that is leaving the station, gaining speed, momentum and direction. It is time for everyone – everywhere – to get on board."
I know I am. Are you?
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24 June 2009
Research on chiropractic effects on LD
Somewhere someone who’s read my two earlier entries about chiropracty and Learning Disabilities probably said, “How can he say chiropractic treatment of LD is ‘bogus?’ Hasn’t he read the research?” Well, I actually did read what research I could find.
I looked for studies about the effects of chiropracty and LD. I didn’t find any [...]
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Kidthing Offers Free Downloads of Summer Books,Videos and Games
Free Games on Kidthing this summer....
Kidthing, the games and ebook player for kids is promoting free games each week throughout the summer. You can download the player for free and the access the free game downloads. There are games such as The Great Outdoors word search and soccer math. July will bring a group of patriotic themed games and activities. Once downloaded, games and books can be accessed off-line on the player, so kids don't need to be on the Internet to play.
My past Kidthing posts still seem to be some of the most popular and if you haven't tried out this player and catalog of books and activities you should give it a try. I have used a switch and interface with the books to allow students to turn the pages and of course many of the books can be read to the students. The access piece matched with the books available, make it great - especially for younger or cognitively lower students. They also have an NEA/Read Across America program during the school year that allows teachers to download a free book a month - many of them Dr. Seuss titles.
We have a lot of fun with kidthing at home and my 7 year old son asks to play and read on there all the time.
All the best to you!
Lon
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Kidthing, the games and ebook player for kids is promoting free games each week throughout the summer. You can download the player for free and the access the free game downloads. There are games such as The Great Outdoors word search and soccer math. July will bring a group of patriotic themed games and activities. Once downloaded, games and books can be accessed off-line on the player, so kids don't need to be on the Internet to play.
My past Kidthing posts still seem to be some of the most popular and if you haven't tried out this player and catalog of books and activities you should give it a try. I have used a switch and interface with the books to allow students to turn the pages and of course many of the books can be read to the students. The access piece matched with the books available, make it great - especially for younger or cognitively lower students. They also have an NEA/Read Across America program during the school year that allows teachers to download a free book a month - many of them Dr. Seuss titles.
We have a lot of fun with kidthing at home and my 7 year old son asks to play and read on there all the time.
All the best to you!
Lon
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23 June 2009
NCLD report
The National Center for Learning Disabilities, a US advocacy group, released a report entitled “The State of Learning Disabilities” today. The report presents broad-strokes data about Learning Disabilities (LD) across the life span, including (for example) data about not only school environments, but also work situations.
Highlights from the report include:
The identification rate of school-age students [...]
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New Supreme Court Decision – Part I
Well it finally happened. The U. S. Supreme Court decided by a 6 to 3 margin yesterday in favor of the parents in the case of Forest Grove Sch Dist v. TA 557 U. S. _____ (2009). The opinion by Justice Stevens was joined by five other justices including Ginsburg and Alito. (Once again, I suggest a new motto for special education: special education - bringing people together.) Justice Souter wrote the dissenting opinion and was joined by Scalia and Thomas.
You can view both the majority opinion and the dissent at this link.
A few preliminary observations: first, the supremes essentially adopted the reasoning of the Ninth Circuit, including the argument that it would be absurd to prohibit the possibility of reimbursement where a district never finds a child to be eligible.
Second, the High Court at page 17 of the slip opinion for the first time explicitly recognizes the authority of hearing officers to award reimbursement. This is important given the school district's argument at oral argument that hearing officers lacked such authority.
There will be more about this decision in subsequent posts. Please stay tuned.
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Thanks for subscribing! Jim Gerl
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Assessing Formats for Accessible Instructional Materials, Part One
Getting curriculum to students in an accessible format can be a challenge, but it is a federal mandate. We are to provide materials in a timely manner which means, "At the same time as the other students".
In Oregon, we are working on a protocol for helping districts and educators streamline the process for identifying what type of format AIM (accessible instructional materials) needs to be in and how to access the materials in a timely manner and implement them.
If you are looking at qualifying some students you have, or you are a parent that knows your child needs textbooks, articles and handouts in an alternative format, but aren't currently getting them, this post might help.
Format:
What are the formats we are talking about? Most common are: Large print; Mp3 audio; DAISY files; text files in a .txt format that can be opened by a text reader (see past posts on my blog for text to speech tools); or a text file that can be opened in a program or web browser with different color text and background. (Access Apps has some great free tools for this)
These formats require an e-copy of the text book or other materials so that the text can be converted, manipulated by an assistant, parent, teacher or the reader.
Accessing the Format:
We will assume for this post that the student has already qualified and eligibility has been proven. Briefly though, the standard requirements for eligibility are that the student needs to 1.) either be blind or visually impaired, 2.) orthopedically impaired to the point where a book cannot be held or pages turned, or finally, 3.) the student has an organic brain dysfunction that causes a processing or reading disorder.
A doctor's letter supporting one of these three eligibilities is needed for accessing copyright protected files through a state authorized media provider of files coming from the NIMAC (National Instructional Materials Access Center).
Another option, Bookshare.org , requires that a competent professional make this determination and it doesn't necessarily have to be a doctor. A special education teacher, a specialist in the field of disability, etc. can make this determination. You can consult the Bookshare.org website under qualifications for membership eligibility for more information. Bookshare is working hard to expand their ability to locate and provide textbooks for students so check them out.
I recently had a visit from a young woman who was a nursing student who wanted to know about some tools to help her access her nursing textbooks. She was able to connect me with a regional school psych who had tested her in community college for eligibility on a learning disability. I was able to send him the Bookshare form and he was able to sign off on her eligibility and fax it in.
These are some of the foundational pieces to setting up access to instructional materials that are copyright protected. We will look at the process of assessing formats for students and implementing in part two.
All the best to you!
Lon
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In Oregon, we are working on a protocol for helping districts and educators streamline the process for identifying what type of format AIM (accessible instructional materials) needs to be in and how to access the materials in a timely manner and implement them.
If you are looking at qualifying some students you have, or you are a parent that knows your child needs textbooks, articles and handouts in an alternative format, but aren't currently getting them, this post might help.
Format:
What are the formats we are talking about? Most common are: Large print; Mp3 audio; DAISY files; text files in a .txt format that can be opened by a text reader (see past posts on my blog for text to speech tools); or a text file that can be opened in a program or web browser with different color text and background. (Access Apps has some great free tools for this)
These formats require an e-copy of the text book or other materials so that the text can be converted, manipulated by an assistant, parent, teacher or the reader.
Accessing the Format:
We will assume for this post that the student has already qualified and eligibility has been proven. Briefly though, the standard requirements for eligibility are that the student needs to 1.) either be blind or visually impaired, 2.) orthopedically impaired to the point where a book cannot be held or pages turned, or finally, 3.) the student has an organic brain dysfunction that causes a processing or reading disorder.
A doctor's letter supporting one of these three eligibilities is needed for accessing copyright protected files through a state authorized media provider of files coming from the NIMAC (National Instructional Materials Access Center).
Another option, Bookshare.org , requires that a competent professional make this determination and it doesn't necessarily have to be a doctor. A special education teacher, a specialist in the field of disability, etc. can make this determination. You can consult the Bookshare.org website under qualifications for membership eligibility for more information. Bookshare is working hard to expand their ability to locate and provide textbooks for students so check them out.
I recently had a visit from a young woman who was a nursing student who wanted to know about some tools to help her access her nursing textbooks. She was able to connect me with a regional school psych who had tested her in community college for eligibility on a learning disability. I was able to send him the Bookshare form and he was able to sign off on her eligibility and fax it in.
These are some of the foundational pieces to setting up access to instructional materials that are copyright protected. We will look at the process of assessing formats for students and implementing in part two.
All the best to you!
Lon
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Healthy youth
Even though many schools in the US have closed for the summer or are about to do so, I want to remind folks that this is not a good time to take a break from considering the mental health needs of children and youth. Although they are likely to wax and wane over time, [...]
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22 June 2009
Supreme court rules…
Supreme court rules 6 to 3 for parents in special education case see blog tomorrow. listen
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Thanks for subscribing! Jim Gerl
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Ted Carr dies at 61
Edward G. Carr, a widely respected respected authority on Autism, was killed in an automobile accident Saturday 20 June. I’ve posted an obituary on SpedPro.
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Edward G. Carr, 1947-2009
Ted CarrEdward Gary Carr, professor of psychology at the State University of New York at Stony Brook, died 20 June 2009 in an automobile accident. Professor Carr, who was know as "Ted" to friends and colleagues, conducted foundational studies about the functions that self-injurious behaviors served and contributed substantially to ...
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A “Bug” in the System: AAC Care Tip to Save You Money
I have to share a tip I found out about this week that could save you upwards of $1500 on repair costs on those expensive dynamic display touch screen AAC devices that are used for communication...
"This is the service/repair department. We have your device ready to send back. Could you call us for details on your repair?"
I had been given a mal-functioning touch screen AAC device from a high school that needed repairs for the second time on a USB port. I was glad it was done and called the service department back to find out what was up.
"Hello Mr. Thornburg. We have replaced a main board in the device. It looked new other than being dirty - more than what we could just clean. I wanted to let you know that we found what looked like roach legs and fecal matter behind the screen. Sometimes if a device isn't working properly and gets stored away in a closet, garage or basement in a box, it becomes the "home" for insects."
I was getting a little grossed out I have to say... "You are kidding me, right?"
"No" he replied. "We see a lot of damage to devices because of bug issues." He went on to say, "We are replacing the board free this time and the USB port is working fine, but we are making a note of the bug issue and the free replacement. If it gets returned again and has the same issue, we will have to charge for the replacement of the board and labor which will run about $1600.00."
"Wow. I think this device is getting stored in a snap lid box from now on. Thanks for the free repair and the word of warning."
I called a different AAC device company's rep and asked if this was a common issue. I was cautioned that although it is not probably an issue for actively used devices, that folks store them away not thinking and the little vents and holes can become an inviting "hotel for insects".
"Be careful though about reporting that this is a common issue because it just can be another factor to cause folks looking at AAC devices to decide against them." the rep advised me. "A post about this could be helpful though just to help people be more aware and care for their devices."
So...there you have it. Who would have known? I guess our repeated repair had a literal bug in the system. I have visited the classroom where this device resides many times and it is a very clean room and a neat and tidy environment. I don't have any ideas about how this could have happened except that the OT that works with the student told me that the device doesn't go home with the student in the summer. "It gets locked up at school through the summer months." I was told. There could be our issue. If you have these type of devices stored away for the summer months you might want to re-think your storage strategies.
I will be advising all our AAC device owners to get a snap lid storage box to put the whole device, charger and case in when not in use. I don't want to see a $1600 dollar repair bill next time and maybe this advice will help you avoid a costly repair bill as well.
All the best to you!
Lon
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"This is the service/repair department. We have your device ready to send back. Could you call us for details on your repair?"
I had been given a mal-functioning touch screen AAC device from a high school that needed repairs for the second time on a USB port. I was glad it was done and called the service department back to find out what was up.
"Hello Mr. Thornburg. We have replaced a main board in the device. It looked new other than being dirty - more than what we could just clean. I wanted to let you know that we found what looked like roach legs and fecal matter behind the screen. Sometimes if a device isn't working properly and gets stored away in a closet, garage or basement in a box, it becomes the "home" for insects."
I was getting a little grossed out I have to say... "You are kidding me, right?"
"No" he replied. "We see a lot of damage to devices because of bug issues." He went on to say, "We are replacing the board free this time and the USB port is working fine, but we are making a note of the bug issue and the free replacement. If it gets returned again and has the same issue, we will have to charge for the replacement of the board and labor which will run about $1600.00."
"Wow. I think this device is getting stored in a snap lid box from now on. Thanks for the free repair and the word of warning."
I called a different AAC device company's rep and asked if this was a common issue. I was cautioned that although it is not probably an issue for actively used devices, that folks store them away not thinking and the little vents and holes can become an inviting "hotel for insects".
"Be careful though about reporting that this is a common issue because it just can be another factor to cause folks looking at AAC devices to decide against them." the rep advised me. "A post about this could be helpful though just to help people be more aware and care for their devices."
So...there you have it. Who would have known? I guess our repeated repair had a literal bug in the system. I have visited the classroom where this device resides many times and it is a very clean room and a neat and tidy environment. I don't have any ideas about how this could have happened except that the OT that works with the student told me that the device doesn't go home with the student in the summer. "It gets locked up at school through the summer months." I was told. There could be our issue. If you have these type of devices stored away for the summer months you might want to re-think your storage strategies.
I will be advising all our AAC device owners to get a snap lid storage box to put the whole device, charger and case in when not in use. I don't want to see a $1600 dollar repair bill next time and maybe this advice will help you avoid a costly repair bill as well.
All the best to you!
Lon
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2009 National Charter Schools Conference
The 9th Annual National Charter Schools Conference is being held here (right at this moment) in Washington DC from June 21-24, 2009. Keynote speakers include urban schools leaders: New York City Public Schools Chancellor Joel Klein and District of Columbia Public Schools Chancellor Michelle Rhee. Additionally, President Barack Obama and Education Secretary Arne Duncan were invited to address the conference.I went to engaging sessions that were mostly about Teacher Leadership and creating Professional Learning Communities. No bulky handouts anymore! Copies of all the powerpoint presentations were given to the participants in a CD, very innovative! Here's a brief summary of my favorite points from the four sessions that I have attended:
- Empowering Teachers to Affect Policy by Steven Hicks and Julie Shively
According to the presenters, who are both National Board Certified Teachers, "Teachers understand - better than anyone - the challenges and rewards of public education and the types of instructional and school improvement strategies that yield the greatest results for their students."
This session has revealed to me opportunities at the national, state, and local levels for teachers in developing policies that affect the classroom! I am grateful that I was given a chance at a national level to share with my colleagues my experiences as a teacher in DC Public Schools. As a citywide teacher leader, I learned a lot of strategies that I can use whenever I sit on the table with the education policy makers in my school district. The most important things that I will remember are these tips:
Tips for teachers in discussing education policy:
Prepare (Know the issue)
- Be ready to present your points succinctly. (30 seconds, 1 minute, 3 minutes)
- Know the opposition's points and be able to counter them.
- Know the opposition's points and be able to counter them.
- Maintain your enthusiasm and sincerity.
- Use a sense of humor and the ability to roll with the punches.
- Know the people you are talking to and their staff. (They can make or break opportunities to speak with their boss).
During the meeting:
- Address the person properly.
- Identify yourself immediately at each contact. have a business card handy.
- Refer to the topic you want to discuss early in the conversation.
- Use your own words.
- Be brief but courteous.
- Establish your own credentials - why are you an expert on this topic?
- If possible give the person something in writing to which they can refer later.
- If something is said off-the-record always respect that and keep it confidential.
- Follow up in writing, making sure to include your contact information.
Cautions:
- Don't begin your discussion with threatening language: "As a citizen..."
- Don't apologize for taking up their time. Just be brief to the point.
- Don't be arrogant, condescending, or threatening.
- Don't argue or back someone into a corner.
- Don't send copies of a form letter, unless you take the time to include a personal note.
- Teacher Leadership in a Learning Community (K-12) by Jay Westover
Equally important is fully understanding what a Professional Learning Community is. A PLC is a collaborative culture focused on results and learning comprised of independent teams...
- working toward the same goal
- through collective inquiry of student data
- and commitment to continous improvement
- to ensure all students learn
In this session, I have learned 5 simple steps in becoming a Professional Learning Community (PLC) that have been effective in helping teacher teams get started in the PLC process. What do we need to create a strong PLC? Here are the 5 Cs of a PLC (for me, it's easier to remember things using a mnemonic):
- Collaboration
- Common Curriculum
- Common Assessments
- Collective Intervention
- Confirmed Instructional Practices
Yesterday's sessions were very informative! Expert presenters were very innovative and knowledgeable about their topic. I left each room equipped with the knowledge that I need on how to engage in collaborative teamwork focused on results and learning; it has also given me the strategies, knowledge and skills to become a better teacher leader. Now I'm ready to roll!
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Strengthening My Teacher Leadership Skills
Yesterday was Sunday, Father's Day; where was I? I was at the Mt. Vernon Convention Center here in DC for the 2009 National Charter Schools Conference.
Keynote speakers include urban schools leaders: New York City Public Schools Chancellor Joel Klein and District of Columbia Public Schools Chancellor Michelle Rhee. Additionally, President Barack Obama and Education Secretary Arne Duncan were invited to address the conference.
I didn't hear them speak anymore today. I could only afford to go to yesterday's Teacher Initiatives workshop sessions sponsored by the US Department of Education because yesterday's sessions were free. There were a lot of teachers coming from the DC Area aside from those who arrived from across the country. There were many public schools teachers yesterday who I guess, like me, were taking advantage of the free professional development sessions conducted by our national teacher leaders, Teaching Ambassadors and Fellows from the US Dep't of Ed, and/or National Board Certified Teachers.
I always go to national conferences and I am used to engaging in meaningful conversations with my colleagues coming from other districts about education policies, theories, philosophies and teaching practices. But there was this weird feeling yesterday. In the past, when I shared during group discussions or with the big group, after I introduced myself as a teacher from DC Public Schools they politely listened to me, no questions were asked, just "ok, fine". Yesterday, after I introduced myself as a teacher from DC Public Schools, people stopped what they were doing, looked at me, and listened intently.
During small group discussions after going through what we were supposed to do, teachers engaged in small talks with me like "So, how do you like your young and aggressive Chancellor?", "It's very shaky right now in DCPS, how are you affected by this?"...there were many more questions; I guess the one good thing about being a DC Public Schools teacher right now is popularity (or is this really a good thing?)
I went to several sessions, mostly on Teacher Leadership and building Professional Learning Communities (PLC) in schools, and learned a lot, now ready to bring back new knowledge to my school and school district. Before the school year ended, I told one of my colleagues that I am now ready for more challenges and to accept more responsibilities. I still want to be a classroom teacher, but I want to assume a different role now. I believe that I can better serve the students and positively impact young precious lives more if I can directly support their teachers and help strengthen their teaching skills and encourage them to implement the best practices of teaching.
Next year's conference will be in Chicago, just FYI for those who would be interested. What have I learned from yesterday? It's here.
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21 June 2009
HBOT skepticism listed
Over on Autism Street, Dad Of Cameron (”Do’C”) has assembled a list of sources that have questioned the strength of the evidence about hyperbaric oxygen therapy for Autism. I’m pleased he included the resources from EBD Blog. Thanks!
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20 June 2009
Celebrate Dads – Support the Special Olympics
Fun. Courage. Determination. Acceptance. Grace. What attribute best describes the dads in your life? This Father’s Day, celebrate dad – or a grandfather, coach, friend or mentor – with a gift to Special Olympics in his honor. With your help we can give the power of sport to one more person. Your contribution changes lives of athletes and brings joy to those around them, all in the name of important people in your life.
Here's how to make a big difference this Father's Day. I just did :D
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