1. Age Calculator: The biggest life saver when figuring out age for testing. Those pesky little dates are very important for the big tests. Mentor teacher said to bookmark this so you don't have to spend five minutes trying to figure it out.
2. Kindergarten Ideas: Mrs. Bremer's Class blog is great for Kindergarten level learning. Great fun, art projects. I liked the site word activity. Helpful for unit plan creation.
3. Montessori Mom: This site helped me create most of my instruction for my unit plan. My student needed more tactile instruction and Montessori is the way to go. Gives a great overview of how Montessori instruction works. Blog.
4. Montessori Printables: Free Montessori printables and ideas for instruction. Montessori America, Canada, UK, and Australia- more international links for education!
5. Procedural Safeguards: This is a document that is given to every parent who is involved in an IEP meeting. SPED teachers need to know this information regarding parent's rights. Utah document.
Monday, March 3, 2014
Wednesday, July 31, 2013
Independent Study for Facilitating Services
This class has been FILLED with new resources for a future special educator. Most of my resources have been affiliated nationally or for the state of Utah, but this class took a turn east for North Carolina. My future teaching opportunities will most likely end up on the east coast and I need to familiarize myself with the services offered in my home state.
Parent Services : Exceptional Children's Assistance Center is a parent information hotspot. They have links and classes in different areas ranging from NC law, IEP forms, new parents, workshops, and training centers.
Public Schools of North Carolina: This is the basic site for exceptional children in public schools by the Board of Education. This site gives more resources for parents as well as state sanctioned teaching practices.
Autism Society of North Carolina: The Autism Society of North Carolina strives to create a community where people within the autism spectrum and their families receive respect, services, and support based on individual differences, needs, and preferences. The organization works to directly improve the lives of individuals and families affected by autism through advocacy, training and education, and direct services.
ASPEN: Asperger Autism Spectrum Education Network- ASPEN provides families and individuals whose lives are affected by Autism Spectrum Disorders (Asperger Syndrome, Pervasive Developmental Disorder-NOS, High Functioning Autism), and Nonverbal Learning Disabilities with education, support, and advocacy. It is important to learn more about AS/ASD to better understand and relate to your child.
Vocational Rehabilitation Services: Services people with disabilities in the areas of employment, independent living, assistive technology, Client Assistance Program (CAP), and disability determination. These services are provided to people with physical, psychiatric or intellectual disabilities and to individuals who are deaf or hard of hearing or have other communicative disorders to assist them with living independently and with finding a job and staying on the job.
Parent Services : Exceptional Children's Assistance Center is a parent information hotspot. They have links and classes in different areas ranging from NC law, IEP forms, new parents, workshops, and training centers.
Public Schools of North Carolina: This is the basic site for exceptional children in public schools by the Board of Education. This site gives more resources for parents as well as state sanctioned teaching practices.
Autism Society of North Carolina: The Autism Society of North Carolina strives to create a community where people within the autism spectrum and their families receive respect, services, and support based on individual differences, needs, and preferences. The organization works to directly improve the lives of individuals and families affected by autism through advocacy, training and education, and direct services.
ASPEN: Asperger Autism Spectrum Education Network- ASPEN provides families and individuals whose lives are affected by Autism Spectrum Disorders (Asperger Syndrome, Pervasive Developmental Disorder-NOS, High Functioning Autism), and Nonverbal Learning Disabilities with education, support, and advocacy. It is important to learn more about AS/ASD to better understand and relate to your child.
Vocational Rehabilitation Services: Services people with disabilities in the areas of employment, independent living, assistive technology, Client Assistance Program (CAP), and disability determination. These services are provided to people with physical, psychiatric or intellectual disabilities and to individuals who are deaf or hard of hearing or have other communicative disorders to assist them with living independently and with finding a job and staying on the job.
Friday, April 26, 2013
Severe K-6
Math Lessons: http://www.updc.org/counting-objects/ & Touch Math
The website is the Utah Personnel Development Center. It is a program for teaching one-to-one correspondence and counting objects in random order. The site has four different unit videos for examples.
Touch Math is a methodology that can be tremendously helpful for some children. It reaches children who need kinesthetic learning techniques and visual cues when counting. This program will eventually be faded out for children and not every child will grasp onto this concept. But for some children, Touch Math really grabs their attention and teaches strategies for counting.
Prompting Hierarchies: http://instructionalprogramming.weebly.com/uploads/1/3/7/3/13733774/prompting_hierchies.pdf
This PDF is a great resource to print off and laminate for a reference. Prompting hierarchies provide a systematic method of assisting students to learn and use new skills, as well as, a framework for teachers and TAs to communicate about a student’‛s learning and level of independence.
Step-by-Step IEP and IP Planning: http://instructionalprogramming.weebly.com/
This blog was created by one of my professors at Westminster College. This site has helped me go through my planning and provided templates for previous Instructional Planning. Great snap shot for teachers and TA's.
Looking Up On Down15 minute movie clip
I was introduced to this movie from a friend of mine and I fell in love with it. Professor Feuerstein founded the institute in 1965 in Jerusalem working with families and children with Down Syndrome. "Prof. Feuerstein’s main thesis is that human intelligence is not a fixed entity, but rather that human beings of any age, culture, or economic conditions have an inherent and unpredictable propensity to improve their cognitive abilities regardless of age, status, cultural background, or even developmental disabilities. Around this thesis he developed a unique educational method, directly flowing from the theory that enables the development of learning aptitude and the enhancement of intelligence." --It's worth a look! Institute Website
The website is the Utah Personnel Development Center. It is a program for teaching one-to-one correspondence and counting objects in random order. The site has four different unit videos for examples.
Touch Math is a methodology that can be tremendously helpful for some children. It reaches children who need kinesthetic learning techniques and visual cues when counting. This program will eventually be faded out for children and not every child will grasp onto this concept. But for some children, Touch Math really grabs their attention and teaches strategies for counting.
Prompting Hierarchies: http://instructionalprogramming.weebly.com/uploads/1/3/7/3/13733774/prompting_hierchies.pdf
This PDF is a great resource to print off and laminate for a reference. Prompting hierarchies provide a systematic method of assisting students to learn and use new skills, as well as, a framework for teachers and TAs to communicate about a student’‛s learning and level of independence.
Step-by-Step IEP and IP Planning: http://instructionalprogramming.weebly.com/
This blog was created by one of my professors at Westminster College. This site has helped me go through my planning and provided templates for previous Instructional Planning. Great snap shot for teachers and TA's.
Looking Up On Down15 minute movie clip
I was introduced to this movie from a friend of mine and I fell in love with it. Professor Feuerstein founded the institute in 1965 in Jerusalem working with families and children with Down Syndrome. "Prof. Feuerstein’s main thesis is that human intelligence is not a fixed entity, but rather that human beings of any age, culture, or economic conditions have an inherent and unpredictable propensity to improve their cognitive abilities regardless of age, status, cultural background, or even developmental disabilities. Around this thesis he developed a unique educational method, directly flowing from the theory that enables the development of learning aptitude and the enhancement of intelligence." --It's worth a look! Institute Website
Monday, April 22, 2013
Assessments
Ethics and Considerations
Testing Ethics Policy
This site specifically tells teachers what is good and legal practice for different types of testing. This pdf would also benefit parents to know what is legally expected of the state for testing information.
Accommodations
Accommodations and Modifications & NCEO
The Organized Special Education Teacher is a great site that provides ideas for accommodations during testing. The whole blog is for every teacher, home school- to- religious teaching. NCEO is from 2001 but provides information on accommodations and controversies of the different types of accommodations.
Dynamic Learning Maps
Dynamic Learning Maps
The new DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple-choice tests cannot. This new testing will be implemented in 2014 in 14 different states. Special Educators will be using the new form of assessment- now you can brush up on new facts!
Templates of Summary Reports
Sample 1 & Progress monitoring templates
Using the scores from an assessment (let's say the WJ III) you can then progress monitor. This way, a teacher can actually keep data and have more accurate data.
Testing Ethics Policy
This site specifically tells teachers what is good and legal practice for different types of testing. This pdf would also benefit parents to know what is legally expected of the state for testing information.
Accommodations
Accommodations and Modifications & NCEO
The Organized Special Education Teacher is a great site that provides ideas for accommodations during testing. The whole blog is for every teacher, home school- to- religious teaching. NCEO is from 2001 but provides information on accommodations and controversies of the different types of accommodations.
Dynamic Learning Maps
Dynamic Learning Maps
The new DLM alternate assessment system will let students with significant cognitive disabilities show what they know in ways that traditional multiple-choice tests cannot. This new testing will be implemented in 2014 in 14 different states. Special Educators will be using the new form of assessment- now you can brush up on new facts!
Templates of Summary Reports
Sample 1 & Progress monitoring templates
Using the scores from an assessment (let's say the WJ III) you can then progress monitor. This way, a teacher can actually keep data and have more accurate data.
Tuesday, November 27, 2012
SPED Behavior Supports
LRBI Manual : This document incorporates the model of Positive Behavioral Interventions and Supports (PBIS) and Response to Intervention (RtI). It suggests that effective educational practices remain implemented throughout the educational programming and across settings, even when more intensive and intrusive procedures are selected.
Issues with Bullying : The issue of bullying is particularly important for students with exceptionalities and therefore for special educators. It can be an unintended side effect of inclusion: when exceptional children are exposed to the general classroom, the risk of bullying increases.
Positive Behavior Systems : Almost a decade of research has identified the most effective approach to addressing issues of behavior before they become a problem: schoolwide positive behavior support (SW-PBS). The most successful schools use this as part of a continuum of support that involves three levels.
Social Skills and Relationships :
Utah Mental Health Resources : Provides a list of local services and agencies as well as support groups, personal advocacy resources and evidence based practices. Click on an area that pertains to your situation and see what schools are available.
Issues with Bullying : The issue of bullying is particularly important for students with exceptionalities and therefore for special educators. It can be an unintended side effect of inclusion: when exceptional children are exposed to the general classroom, the risk of bullying increases.
Positive Behavior Systems : Almost a decade of research has identified the most effective approach to addressing issues of behavior before they become a problem: schoolwide positive behavior support (SW-PBS). The most successful schools use this as part of a continuum of support that involves three levels.
Social Skills and Relationships :
|
Tuesday, April 10, 2012
Wrap up
Overall, I feel like my experience was ....interesting. I did not work with one particular student the whole time. I saw the relationship between the special ed teacher and the gen ed teacher and found that I do not one like my current example. I learned that respect and communication is key for corroborating with co-workers. I would love to see another example of co-teaching in a positive light for a more well-rounded experience.
Wednesday, March 28, 2012
Three Days into One
2/29- SPRING BREAK! had the week off :)
3/7 - This day was quiet boring. My teacher didn't do anything but sit and observe next to me. As I have spent my time here, she sits with me more and more and will not help out because there isn't much time to help other students. Most of the time I am there is lecture from the General Educator. I get more and more confused of why my teacher sits in the room.
The class lesson was about nouns, verbs, and adjectives. My teacher took notes on her iPad to help with after school lessons.
3/14 It was a reading day. They spent three hours in their 1st period class reading. She sent me home! haha Nothing to observe that day.
3/7 - This day was quiet boring. My teacher didn't do anything but sit and observe next to me. As I have spent my time here, she sits with me more and more and will not help out because there isn't much time to help other students. Most of the time I am there is lecture from the General Educator. I get more and more confused of why my teacher sits in the room.
The class lesson was about nouns, verbs, and adjectives. My teacher took notes on her iPad to help with after school lessons.
3/14 It was a reading day. They spent three hours in their 1st period class reading. She sent me home! haha Nothing to observe that day.
2/22
New exciting news: New BOOKS! She had a huge box of books for her classroom and stalked the shelves. The school also announced that they raised $8,000 for the school! How great is that?! :)
I heard the teacher gave the class a compliment for the first time eve in three weeks. The teacher seemed to be in a very good mood this morning.
Today, the students were learning about sentence structure and compared English and Spanish sentences. Most students did not understand sentence structure in either language. Then the students went to the computer lab. We went to a Math classroom to switch things up a bit. The Math class was much more interesting to me because the students were much more engaged in their learning. I vaguely remember how to do the sam math problems and the students were getting the problems better than me. The teacher would talk around the room to the different groups and helped the students who asked for help. Some students however would just sit there and not do any work until a teacher would help them. They didn't really need the help; they could do it, but just did not have the confidence to do so.
I heard the teacher gave the class a compliment for the first time eve in three weeks. The teacher seemed to be in a very good mood this morning.
Today, the students were learning about sentence structure and compared English and Spanish sentences. Most students did not understand sentence structure in either language. Then the students went to the computer lab. We went to a Math classroom to switch things up a bit. The Math class was much more interesting to me because the students were much more engaged in their learning. I vaguely remember how to do the sam math problems and the students were getting the problems better than me. The teacher would talk around the room to the different groups and helped the students who asked for help. Some students however would just sit there and not do any work until a teacher would help them. They didn't really need the help; they could do it, but just did not have the confidence to do so.
2/14
Class naturally divides themselves boys vs. girls
Beginning of class they read for 15 minutes but most of the students hate it.
The teacher I am shadowing was told to straighten up a bookshelf-she did- then the other teacher just shoved her aside and said "Actually, I can do this later. Just sit down." She said that in front of me and in front of the students... I felt so bad for her :(
However, the Gen Ed teacher was much softer than last time. So i think we're making progress...
For the class, they are learning about poetry and had to find different characteristics of poetry in songs they hear on the radio. I really like this idea because most songs were rap/hip-hip songs, which the students seemed to enjoy. Even though the students liked the activity, they still did not know poetry characteristics. My teacher walked around the room and tried to help but she did seem a little confused. The Gen. Ed. teacher really shot her confidence for the day.
Beginning of class they read for 15 minutes but most of the students hate it.
The teacher I am shadowing was told to straighten up a bookshelf-she did- then the other teacher just shoved her aside and said "Actually, I can do this later. Just sit down." She said that in front of me and in front of the students... I felt so bad for her :(
However, the Gen Ed teacher was much softer than last time. So i think we're making progress...
For the class, they are learning about poetry and had to find different characteristics of poetry in songs they hear on the radio. I really like this idea because most songs were rap/hip-hip songs, which the students seemed to enjoy. Even though the students liked the activity, they still did not know poetry characteristics. My teacher walked around the room and tried to help but she did seem a little confused. The Gen. Ed. teacher really shot her confidence for the day.
Tuesday, February 14, 2012
1st Observation
I have so many mixed feelings from the school so far. When I got there, I had to park across the street in a Spanish Market place and walk through construction to get to the school. I was about 10 minutes early and had to wait for the teacher to get there. That was fine. It allowed me to check out the front office and see what happens everyday.
While I was waiting, this little girl came up to me and sat down. She said "hi, What are you doing here?" (she was the most adorable Kindergartener I have ever seen in my entire life). I told her I was here to help out a teacher today. She thought that was amazing and we started talking on the couch. There was a binder on the floor along with tupperware. She wondered if it was mine and then another (older) girl came up and said it was hers. She sat down with us on the couch and started talking about her binder and the dough that was in her tupperware. She said that the dough was for her class. They were going to make South America with the dough. After talking for a bit, I looked around and there were about 6 six around me and we were all just talking and having fun. I looked over at the secretaries and they were eyeing me down but didn't say anything. They looked baffled more that anything...HA I was shocked too. It's like the students just flocked to me and wanted to talk. The principal came over and stood over me. He didn't introduce himself or say anything to me. It was very awkward actually but then after a minute he left. After about 15 minutes, my teacher came in a rush. She was late, she had to pee. While she was getting settled in the teachers lounge, the first little girl found an stretched out paper clip and gave it to me asking what it was. I told her it was a paper clip and she's like "what on earth is that?!" I explained it to her and tried to fold it back together to see if she could recognize it and she still didn't understand. I told her it can come in different colors and she popped up and said, "can it come in pink?" I said yes and she said she'll keep it forever!
So far, it was one packed morning for only being there 15 minutes. haha. Once the teacher came back from the lounge, we walked back into her classroom down the hall. She had a decent sized classroom but said that she is hardly ever there, she goes out into the regular education classrooms and helps out her students that way. I thought this was odd; i've never seen special education done this way before. I was excited to see how SPED and GenED are mashed together.
We got into the classroom and waited for the teacher and students to come in. The GenEd teacher looked frazzled and came in half dressed. She frankly looked like a mess. Her hair wasn't done, her shirt wasnt tucked in, and her skirt was very wrinkled. Normally i do not notice these types of things but she seemed all over the place. She was tucking in her shirt while the students were coming in. My teacher went over to explain why I was there and the teacher didn't seem to understand why I needed to be there but said it was fine. My first impressions of the GenEd teacher were not very good.
The students picked up books and started reading for 15 minutes while the teacher put things together and got ready for the day. She yelled at her class and said "If your book isn't even open, I know you cant possibly be reading". She said this about 4 times. Then she gave a speech of why reading was important first thing in the morning.
Next, they were finishing off their poetry presentations. Half of the class didnt have anything ready and even forgot the poem they were supposed to present. The teacher was furious and said she is going to call all of their parents; then sent them outside in the hallway to start all over again. All of my teacher's students were part of this group. She went out into the hallway with them and made sure they were quiet. I stayed in the room, feeling awkward as ever. I wasn't sure what to do with myself.
By the end of class, I was having a coughing fit and went in the hallway to get a drink and settle down for a bit so I dont disrupt her class. While I was getting a drink, there was a boy who was walking to the door sulking. He looked so depressed and just awful really. He stood at the door for about a minute before I went over. I asked if he was going to class; he just looked up at me and said, "I hate going to this class". He had these poor pitiful eyes of sorrow. I didn't know how to respond. I was shocked. I have NEVER seen a student so sad about going to school. I opened the door and we both walked in together.
When it was my turn to leave, the SPED teacher walked me back to her classroom so I could get my things and she said that the GenEd teacher is strict and doesnt really understand the role of a Special Educator. The teacher was being nice; she could have said some nasty things about the GenEd teacher but she didn't. I could tell that there was not mutual respect for the two teachers and it just creates awkward tension in the room.
Hopefully my time this week will be much better! More Positivity! More Smiles! I loved my teacher though! She made me feel right at home. Such a sweet heart.
While I was waiting, this little girl came up to me and sat down. She said "hi, What are you doing here?" (she was the most adorable Kindergartener I have ever seen in my entire life). I told her I was here to help out a teacher today. She thought that was amazing and we started talking on the couch. There was a binder on the floor along with tupperware. She wondered if it was mine and then another (older) girl came up and said it was hers. She sat down with us on the couch and started talking about her binder and the dough that was in her tupperware. She said that the dough was for her class. They were going to make South America with the dough. After talking for a bit, I looked around and there were about 6 six around me and we were all just talking and having fun. I looked over at the secretaries and they were eyeing me down but didn't say anything. They looked baffled more that anything...HA I was shocked too. It's like the students just flocked to me and wanted to talk. The principal came over and stood over me. He didn't introduce himself or say anything to me. It was very awkward actually but then after a minute he left. After about 15 minutes, my teacher came in a rush. She was late, she had to pee. While she was getting settled in the teachers lounge, the first little girl found an stretched out paper clip and gave it to me asking what it was. I told her it was a paper clip and she's like "what on earth is that?!" I explained it to her and tried to fold it back together to see if she could recognize it and she still didn't understand. I told her it can come in different colors and she popped up and said, "can it come in pink?" I said yes and she said she'll keep it forever!
So far, it was one packed morning for only being there 15 minutes. haha. Once the teacher came back from the lounge, we walked back into her classroom down the hall. She had a decent sized classroom but said that she is hardly ever there, she goes out into the regular education classrooms and helps out her students that way. I thought this was odd; i've never seen special education done this way before. I was excited to see how SPED and GenED are mashed together.
We got into the classroom and waited for the teacher and students to come in. The GenEd teacher looked frazzled and came in half dressed. She frankly looked like a mess. Her hair wasn't done, her shirt wasnt tucked in, and her skirt was very wrinkled. Normally i do not notice these types of things but she seemed all over the place. She was tucking in her shirt while the students were coming in. My teacher went over to explain why I was there and the teacher didn't seem to understand why I needed to be there but said it was fine. My first impressions of the GenEd teacher were not very good.
The students picked up books and started reading for 15 minutes while the teacher put things together and got ready for the day. She yelled at her class and said "If your book isn't even open, I know you cant possibly be reading". She said this about 4 times. Then she gave a speech of why reading was important first thing in the morning.
Next, they were finishing off their poetry presentations. Half of the class didnt have anything ready and even forgot the poem they were supposed to present. The teacher was furious and said she is going to call all of their parents; then sent them outside in the hallway to start all over again. All of my teacher's students were part of this group. She went out into the hallway with them and made sure they were quiet. I stayed in the room, feeling awkward as ever. I wasn't sure what to do with myself.
By the end of class, I was having a coughing fit and went in the hallway to get a drink and settle down for a bit so I dont disrupt her class. While I was getting a drink, there was a boy who was walking to the door sulking. He looked so depressed and just awful really. He stood at the door for about a minute before I went over. I asked if he was going to class; he just looked up at me and said, "I hate going to this class". He had these poor pitiful eyes of sorrow. I didn't know how to respond. I was shocked. I have NEVER seen a student so sad about going to school. I opened the door and we both walked in together.
When it was my turn to leave, the SPED teacher walked me back to her classroom so I could get my things and she said that the GenEd teacher is strict and doesnt really understand the role of a Special Educator. The teacher was being nice; she could have said some nasty things about the GenEd teacher but she didn't. I could tell that there was not mutual respect for the two teachers and it just creates awkward tension in the room.
Hopefully my time this week will be much better! More Positivity! More Smiles! I loved my teacher though! She made me feel right at home. Such a sweet heart.
Before Observation
Before going into the school, I really had no idea what to expect. I knew it was in a poor area and most people will be speaking Spanish but that did not really scare me or intimidate me. I felt fairly comfortable going to the school. I was more nervous about being on time than actually observing.
When one of my classmates said that the doors were locked once you get into the front office, I realized security would be way more intense than a school where I'm from. She also said the principal didn't know what was going on and that made me nervous as well because I really needed to observe the school only at that time. I hoped that no big mishaps occur.
::Anxious Excited::
When one of my classmates said that the doors were locked once you get into the front office, I realized security would be way more intense than a school where I'm from. She also said the principal didn't know what was going on and that made me nervous as well because I really needed to observe the school only at that time. I hoped that no big mishaps occur.
::Anxious Excited::
Tuesday, January 31, 2012
Goals of this class
My goals for this class are all over the place. I want to know so much of everything!
- I want to know more about autism because it is always changing and evolving with new information.
- I also want to know how SPED can be put in a global scale! Even into 3rd world countries. I dont know how to implement that or where to start, but that's where I want to go in life.
- How can you incorporate progressivism into a SPED classroom? like a Resource class? Students are going in and out of that class about every hour and a teacher has different students all the time.
- IQ Achievement Discrepancy I think is a big problem. I found out that the Canyons district is doing away with it but I wonder if it will really stick and other canyons will follow through.
- I want to know more about autism because it is always changing and evolving with new information.
- I also want to know how SPED can be put in a global scale! Even into 3rd world countries. I dont know how to implement that or where to start, but that's where I want to go in life.
- How can you incorporate progressivism into a SPED classroom? like a Resource class? Students are going in and out of that class about every hour and a teacher has different students all the time.
- IQ Achievement Discrepancy I think is a big problem. I found out that the Canyons district is doing away with it but I wonder if it will really stick and other canyons will follow through.
Highly Qualified Teacher in Utah.
To be a qualified teacher in Utah, you have to pass the Praxis II in your subject area, pass background check, get finger prints done and have a Bachelors in Education from an accredited school.
Subscribe to:
Posts (Atom)