Special Education Today

1 March 2010

Jennifer: Learners Seeing Learners

Filed under: Blogger Jennifer, Instructional Strategies, Planning Ahead, Reading and Writing — Anna @ 3:28 pm
Jennifer When I started my new job last fall, I needed to obtain a second credential in order to meet my students’ needs (well, and California’s…). I took one course on reading instruction, and the professor always emphasized the importance of students being able to “see themselves as readers.”



Day in and day out, I think about that as I encourage my students to read in groups, together as a class, and even when they work together using their various forms of communication to complete a task. Some of them are excellent readers, while others need consistent prompting. I’ve spent a lot of time trying to figure out how in the world to get my struggling students to “see themselves as readers” when it takes so much motivation and encouragement to even get them to try to read.

I’ve realized that before they see themselves as readers, they need to see themselves as learners.

I’ve written before about how there are gaps in my students’ learning simply due to how they access curriculum. Computers only scan so quickly, on-screen keyboards and even word-predict programs only type out as fast as the mouse moves, and focusing on material requires a great deal of muscle control. In order to fill in the gaps, I sneak in mini-lessons, develop transition games to at least introduce them to new material, and really try to touch on subjects that may have gotten passed over on the priority list.



While my students have been receptive to these lessons and have retained a lot of the information, the spike in motivation I saw when I started this new daily format has dwindled. I can’t keep changing our schedule around, so I need something else to keep them excited about learning.



So this past week I asked my students what they would learn about if they could choose any topic under the sun. I thought that if I let them take more control over their education, they would be much more engaged and begin to experience how much fun learning can be. We had a class discussion about how many amazing things there are to learn about in the world around us. But I knew I was in trouble when I reminded them that I am still in school; two of them looked at me like I was crazy and another one flat-out said, “What?? Why?!?” — like I had clearly missed the memo that said I could stop now if I wanted to. I don’t think some of my students really understand what it is like to discover something they want to learn about, all on their own.

Anyway, I let one student at random select something she really wanted to learn about, and she chose bugs, particularly ladybugs. I’ve never seen her jump so fast to use her DynaVox; I thought she was going to hit herself in the eye. So, in the spirit of old-fashioned experimentation, I’m planning some lessons and games about bugs this week, and I think I’m required to buy a ladybug habitat too, right? But if that level of excitement is the response I get, then the $14.95 plus shipping and handling will be totally worth it.

I hope that this will kind of be like “show-and-tell” — but instead of looking forward to choosing an item to share with the class, the students will be excited about sharing something they just learned.

Luckily, the state also requires me to take an assessment course, so I’ll simultaneously be tracking the effectiveness of this idea.  :-)

16 February 2010

Jennifer: All-or-Nothing Teaching

Filed under: Blogger Jennifer, Classroom management, Instructional Strategies, Planning Ahead — Anna @ 11:46 am
Jennifer When I first began teaching, I thought I would lose 15 pounds the first week. I figured I was getting enough exercise with all that moving around, so I put the gym off to the side and would only go when I could devote a full hour. Even if I had 30 minutes, I would just say “I’ll go when I can get a real workout” and again delay my gym date.



The result of my “all or nothing” attitude was actually an EXTRA 10 pounds by the end of the year. No joke. I am writing about this not to drum up support for my love of anything baked—especially  chocolate chip cookies—or in hopes of finding someone to commiserate with, but because I have recently found that the “all or nothing” approach that was so detrimental to my exercise habits has recently snuck its way into my teaching as well.

At the end of each week, I review the lessons that were planned and those that were never completed. I recently discovered that the list of lessons completed was much shorter than that of those waiting to be learned. At first I just thought it was because we move at a much slower pace . . . but I feel like that perspective essentially blames the students for how far we get. My students go at the pace that I set, move to the schedule I have put together. The problem was not in their learning needs, but rather in the fact that I would only teach certain subjects if we had at least a full 40 minutes to dedicate to them.

Our class schedule is blocked off in increments of 40 minutes that start with Goals/Communication, Language Arts, Math, and then Science and Social Science if we have time. Considering that each subject involves a class lesson (15 min.) and then modified independent work (25 min.) that requires the use of switch access and modified mouse/keyboards to complete, we usually go over the 40 minutes so that everyone can get their work done.



By the time we get to Science and Social Science, I typically look at the clock, see that we only have 25 minutes until lunch, and feel that we don’t have enough time to learn something new, so we do reading groups or daily review instead. It occurred to me that if I don’t break my “blocking” mentality, I will never expose my students to all of the subjects and lessons they require and are entitled to.



So I looked for times when I could sneak in lessons without detracting from their main goals. For example, our school has “Words of Wisdom,” where every week we are given a different quote to reflect on and discuss. I started taking time in the morning to also include biographies on the quoted individuals and connect the ideas to our social studies.



Instead of having “Communication Time,” during which the students are given conversation topics so they can practice using their communication devices, I started putting science and math word problems up on the board for them to solve in pairs. This has actually helped my students’ comprehension by encouraging them to speak more and initiate conversation. Math is not necessarily their favorite subject, so this week I’m starting to use math riddles with pictures and have a competition to see which team gets it first.



For our restroom/getting settled time after recess, I started taking our huge science lessons and breaking them down into one-step building blocks that we would discuss and then complete a short activity on. For example, we are learning about cells right now, but the textbook throws so many concepts and new vocabulary at my students (whose science background is not necessarily consistent) that I am literally breaking the whole chapter down into 10-to-15 minutes lessons that can be built upon and completed whenever we get a small chunk of time. I am also doing this for our social studies.



I have found that these little chunks are great transition tools because I can conduct oral quizzes and see what my students remember, and they participate like it’s a little game. I’m sure I’ll come up with new ideas of how to fit more into our schedule, but this was a start.



This last week was the first time we really tried out this whole “sneaking in curriculum” thing. But by the end, my students had reached all curriculum areas and retained more information than in previous weeks. The flow of the class was also more relaxed because we weren’t just jumping from one block of information to the next. I think learning is easier to incorporate and feels more “natural” when it isn’t so regimented. Just like with exercise, I think showing my students that even a little bit goes a long way will help them maintain a healthy outlook toward learning overall.

8 February 2010

Kathy: Winter Blues

Filed under: Blogger Kathy, Inspiration, Planning Ahead — Anna @ 4:57 pm
Kathy Let’s see, what to write? Well, it is February in Michigan. Those who live in Michigan would not need me to write anything more; they would just nod and know exactly what I meant. But for the rest of you, it’s grey . . . VERY grey, it’s cold, and it’s getting a little old!



My new semester has begun, which means new students. Our young adults (ages 18 to 26 with disabilities) are assigned to job sites typically for one semester at a time and switch to a different site every semester. Our students spend half the day on the job with a job coach (like me) and the other half at school taking classes that are geared toward independent living.



My group is In-House Custodial, fancy for “we stay at school and clean it.” I am assigned students who are new, are not ready to go out to other sites, or are difficult to place for one reason or another. I also take on stragglers who arrive at school late and have missed their ride to their normal job site.

My group this semester is going to be a bit challenging. I have a few students back from last semester. Pam* has a worsening visual impairment and now uses a cane, but she has a wonderful attitude and works very hard to compensate for her sight loss. Bridget* has food issues and needs to be in a controlled environment like ours, but just when I think I am making progress with her, I find out I have been lied to again! Tim* has an inoperable brain tumor and is undergoing oral chemo; he is now using a wheelchair because his balance has been affected. He is a sweet young man who never feels sorry for himself (just needs to take a nap now and then, which is just fine with me).

Among my new students is Doug*, who resides in a group home and has been suspended already in his first two weeks! Craig* is also new and seems like a nice young man when he is able to actually get out of bed and get to school.



This semester I have had to set some new boundaries. For example, I set the limit of students I can take at once at six. Because I have been assigned one student who is partially blind and another who uses a wheelchair, I asked for some extra help and received two wonderful parent volunteers for two days each week! I really appreciate having those extra hands around.



I am trying to get my group to gel, but so far there have been so many disruptions that I do not feel we have properly begun yet. This week I got the flu and missed two days -- that certainly didn’t help the “gelling process.”

It’s February and I must be really low on vitamin D because everything is a bit of a struggle right now! How are you all getting through the winter blues?

*Names have been changed.

2 February 2010

Jennifer: A Byproduct of Budget Cuts

Filed under: Blogger Jennifer, Budgets, Inspiration, Planning Ahead, Technology and Resources — Anna @ 10:19 am
Jennifer I have to admit, although I am overjoyed at my new job and absolutely love my work, the looming discussion of budget cuts is making me a nervous wreck. It has definitely affected me, not only in how much money I’ve been putting away lately and how much spending I have personally cut back on, but in the decisions I make for my class as well.

Last summer, I spoke with so many teachers who had gotten pink-slipped. They all had thousands and thousands of dollars’ worth of learning materials stored away in their garages—materials they had purchased themselves. Some of those teachers were unable to find jobs again or changed careers altogether; of the ones who were lucky enough to find new employment, some were unable to get the same placement or grade level as before and had to go out and buy all new stuff. Granted, most districts supply their teachers with money to help them supplement curriculum materials, but the budgets aren’t necessarily huge and sometimes teachers are forced to go way out of their way and wallet to get materials that their students really need.

I’m usually one of those teachers who jump at a new learning game or book that will help my students. But lately, I find myself walking around the learning store just long enough to convince myself that I can actually make half the materials or just teach the subject a different way, so I will put the items back on the shelf.



The uncertainty so many of us have been carrying around day-in and day-out has sparked conservation on every level. I’ve made lists that span from how I can stretch a single learning tool for as many tasks as possible, to how I can keep from buying more books and make the ones I have last longer and be more functional. When I arrived at my new classroom last fall, I discovered the teacher before me had torn her workbooks apart and kept the pages in page protectors somewhat cataloged in binders. I found that this method not only keeps the pages nice and makes for easy copying, but because the workbooks are dissected, I use them so much more frequently than I would if they were just on a shelf. It was a lesson in really making my books work for me. While that has helped me stretch my existing books, I have also been making a lot of my own worksheets, data sheets, and planners to keep from buying new, expensive workbooks.



While this conserving mentality has helped me keep my sanity, it has also changed how I teach and how I feel when I am teaching. I think all of this extra time spent creating and planning has drawn me a little closer to what I am teaching. I feel so much more in control of how we are learning, even though I am still following the same guidelines and standards that I always have. I can catalog my own lessons that correspond closely to our textbooks, but still feel like I am tailoring the lessons for my students.



It’s not like this is the first time I’ve ever created a task, but really I think it’s the consistent making of worksheets and activities for each subject that has changed the way I view our curriculum. I have “go-to” books for certain subjects, and I know what the worksheets look like and how I can use them, but when I am making my own worksheets to teach a concept I’ve gone over a hundred times before, it makes me think about it like it’s the first time I taught it. I may even be putting the same old graph or information on the paper, but I enjoy considering how I can creatively present it and make the pages and information work around the lesson. In some ways I prefer this to planning a lesson around how I am going to break down and present an already-made worksheet.



Even with the pending budget cuts, there is still so much to be enjoyed and created to take my mind off of the stress and uncertainty. It’s hard to be a teacher sometimes, especially when I am constantly feeling insecure. But I feel like the growth and experiences I’ve gone through so far this year have made it all very much worthwhile.

18 January 2010

Katie: Easing Transitions

Filed under: Blogger Katie, Parents, Planning Ahead — Anna @ 2:59 pm
Katie With the new semester comes a new challenge: looming transitions. Next fall my students, both the children with autism and those without, will move on to another preschool program or to Kindergarten, depending on need (I wish we could keep them forever!).



This is a difficult transition for any family, I think. All parents want their children to thrive in their education and be prepared for their future. My goal is to assist all my parents in making the best decision for their child and family. Of course, having a child with an exceptionality makes this decision all the more challenging.

I want to make sure that I am doing all I can to provide parents with useful information and help guide them through the decision-making process. How best to do this? I’d like to ask all of you for guidance as I embark on my own decision-making process.

My challenges:

  • Each child has different strengths and needs.
  • Each child is at a different stage in his or her development.
  • Parents are not always fully aware of their rights.
  • Parents are not always fully aware of their options.
  • I’m not even completely aware of all the rights and options parents have.
  • I don’t want to jump to any conclusions about school options (other school districts).
  • I don’t want to let my personal opinion influence a family’s decision (unless there is something that I cannot ethically agree with).
  • I want to give parents ALL the information I can—But what’s too much? What’s most important?
  • I want parents to make the choice themselves without relying too heavily on me (or my team), so that they are well on their way to becoming advocates for their child and family.


What I have done thus far:

  • Asked parents what options they are interested in.
  • Gathered information (mostly general) about those options.
  • Decided to visit potential schools with parents, if they so choose.
  • Gathered information about parents’ rights.
  • Decided not to let my own opinions guide a family’s decision, but rather to give them the tools they need in order to make the best decision for themselves (see below).


What I plan to do:

  • Gather more information about potential schools and parents’ rights and options.
  • Summarize this information for the parents in a way that is easy to understand but doesn’t disregard or minimize any of the content.
  • Plan home visits with each family (both typical peers and children with autism) to discuss “what’s next.”
  • Give parents the tools needed to make an educated decision that works best for their child and family, including:
a) Knowing their rights and responsibilities—that is, the law.

b) Organizing priorities for each child (i.e., academics, socialization).

c) Prioritizing expectations for the school/classroom the child will be in.

d) Knowing what questions to ask in order to learn more about those priorities.

e) Building their confidence in being an advocate and decision maker for their child and family.



How’s this sound? What more do I need? What do I not need?



I strongly believe that the parent’s choice is the right choice, regardless of my own thoughts or opinions. So I want to be sure they are well equipped to make a decision that they are happy with and that leads to success in the future.



Any feedback is good feedback! Parents, colleagues, throw ‘em at me!

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