Slow Down and Let Students Accommodate for Life!

Print Disabilities provide the pleasure of teaching the use of tools and strategies that will take students and carry them on past school years and build a foundation for life. If we slow down and allow kids time to learn to use these tools the way they would really like to use them, they will actually grab onto them and begin to self-accommodate. Here is my most recent "back to school" example:I was in a high school meeting yesterday where we were designing our implementation strategy for modification and accommodation of content. The teachers have built blogs for content that are closed and secure for student access by password only. We had grand plans for amazing content and then someone stopped and commented:
"Maybe we need to wait on developing too much content and just spend the first part of fall quarter letting students spend time learning to use the text to speech tool, going to the page with all the hyperlinks to the teacher blogs for modified content, use the Mp3 download tool and save content to listen to. We need to give time for practice. We could give them some fun sample content that they could practice with."
Of course, no one could argue. We had all been discussing over-arching goals, tools to use, and content from Bookshare.org for specific students. These were good plans and necessary, but we had momentarily forgotten to slow down take a breath and allow ourselves to lay a foundation.We decided that the number one goal was to help these students with print disabilities develop a life skill of being able to use these tools for things they would need to do like reading news, accessing web sites and filling in online forms, spelling correctly, etc.
If we give students opportunities to use a text to speech tool, convert to Mp3 tool, spell checkers and use the e-text files so they can read and explore content that motivates them, then maybe they will REALLY learn how to use these tools for the reasons we want them to have them anyway. Once they have got the implementation down, then we can add more content and develop our curriculum goals. What can it hurt to let them "play" with the technology for the first 3 weeks? So we had our "Ah-ha moment" and relaxed. Now everyone is ready to explore, work on developing content, but not under so much pressure.
When you implement new technology for the first time, folks can be stressed, nervous and fear failure. If the teachers feel that way, how about the students? Some students take to tech, but for many with print disabilities, the low stress plan will really pay off. We are taking that path this next month of September and I will let you know how it goes.

All the best to you!
Lon

No Limits 2 Learning Live will host Leanne McFoose, Developer of the InterACCT system for Dynavox next Wednesday at 10 a.m. Pacific. More details to come next week.

Lon is an assistive technology specialist and professional development trainer who lives in Oregon and serves 12 districts in 7 counties. He hosts the No Limits 2 Learning Blog and The No Limits 2 Learning Live Talk Show on Blog Talk Radio. He is sharing as a contributing writer on LD LIVE!

LD Online: Dyslexia and High School

LD Online reprinted Melinda's article from her Seattle PI Reader Blog, Learning Connections.

Last week I visited a local high school to observe a freshman. Even though the end of school is near, I wanted to see first-hand how the teachers were implementing accommodations and modifications for his severe dyslexia.

Before school began in the fall, I had met with this student twice a week to build his reading, writing and study skills. He began the year rating school as a "-1" on a one-to-ten scale. By mid-winter, he had moved his self-assessment of school to a "10." Since then he had become increasingly discouraged. Finally I realized that I better get a first-hand look at what was going on in his classes.

So, his teacher kindly let me sit in the back of the class. I spent the hour noting the tasks that he was asked to complete along with the other students in his literature class. Read More

Back to School Basics: Access for Students that Get Overlooked

Back to school means back to supporting learning for some students that "fall between the cracks." More and more, we see children struggling that don't have a visible or severe enough disability to qualify for special services and an IEP. That doesn't mean they should get lost in the shuffle and not have the tools to accomodate for their learning style and lack of skills.

I was doing a training in a high school with regular classroom teachers that were getting access and support technology training for the kids that were in their classes that also had IEP's and needed either modified or accomodated curriculum and instruction. When we were through with the day training, their summary of the day included the realization that the tools we explored were good for ALL students and that they probably had more "regular" students with print disability needs that were more severe than the IEP students they were preparing for. Read More

About the Author
Lon Thornburg is an educator and an assistive technology specialist and trainer. He combines success principles and motivational methods with goal setting, planning and assistive technology to help people overcome barriers. Lon also has a podcast and live online talk radio show. See players below


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Succeeding at School With ADHD

Free Back-to-School Handbook for Parents and Teachers of Students With Special Needs

In this free expert booklet, ADDitude magazine has assembled its best academic resources including a back-to-school checklist for parents, a sample letter introducing your child to new teachers, daytime medication guidelines, and learning strategies for students with attention-deficit disorder and learning disabilities.

ADDitude magazine, the leading publication for families and adults living with attention deficit disorder (ADHD), has released a free, downloadable back-to-school handbook for the parents and teachers of students with ADHD and learning disabilities.

Top learning specialists and ADHD professionals contributed to 9 Ways to Achieve Success at School, the 14-page booklet that contains proven strategies for:

-- Securing appropriate academic accommodations via an Individualized Education Plan (IEP) or 504 Plan
-- Working with teachers and school administrators to begin the school year right
-- Talking with your child about his goals, fears, and challenges for the year ahead
-- Managing common ADHD symptoms like distractibility in the classroom
-- Studying smarter and completing homework assignments on time
-- Strengthening reading, writing, and math skills at every grade level
-- Managing daytime doses of ADHD medication at school

"Back-to-school time can be overwhelming -- even scary -- for children with ADHD, especially if last year was rough," says Susan Caughman, editor-in-chief of ADDitude. "This free handbook gives those students and their parents the tools they need to begin this year with confidence and a clear goal of success."

What can you do now to ensure that your child begins her next school year poised and prepared? Begin with ADDitude's summer checklist for parents, then work through "10 Conversations to Have at the Start of the Year," both included in 9 Ways to Achieve Success at School. Inside this booklet you'll also find a sample letter to your child's teacher and "Social Skills 101."

Lisa's Lingo

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Lisa Parisi is a fifth-grade teacher and educational innovator in inclusion classrooms.
Check out her thoughts at Lisa's Lingo

Lisa writes about her Successful Inclusive Classroom and I enjoyed speaking with her about how she sets up a classroom to work for a roomful of learning diversity. I posted a link to her site from Learning Connections---check out the comments, too!

Lisa notes four maxims in setting up a truly inclusive classroom for success ---

#1: Do not separate the children. They should not stand out for being classified. Remember: inclusion means to be included, not separated.

#2: Don't hide special needs. Point out that we all need assistance at times. Make it available to everyone

#3: Mix the teachers up and allow students to choose their style of learning.

#4: Keep students in the classroom as much as possible. Eliminate as many pull-outs as you can.

She uses lots of technology in her classroom. Lisa's students all have their own blog pages http://herricks.org/webpages/spcollaborative/
and Lisa posts videos on ustream

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Thanks, Lisa!

Article: Disabled and Driven

"People with LD are very smart because we
constantly have to figure out a different way"

Individuals with learning disabilities face daily challenges even after leaving school.

Learning Disabilities may stem from differences in how an individual gains information - listening, reading, picking up on social cues, and/or differences in how information is sorted and remembered- affecting sequencing, comprehension, and memory, and/or differences in output - speaking, writing, coordination.

If you haven't read Disabled and Driven, check it out!

The man looked at his middle-aged employee incredulously.

She could not immediately complete a project and would need more time, she told her boss, because she is learning disabled.

"No you're not," he responded.

Read More

Carl Chew, Teaching & Civil Disobedience

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Podcast: Melinda has an indepth conversation with Carl Chew

Carl talks about how parents can opt their kids out of the WASL---

Carl Chew teaches 6th grade science at Eckstein Middle School in Seattle. This April, when he refused to administer the WASL (Washington Assessment of Student Learning), Carl was suspended for two weeks without pay. See Seattle PI Article

How do we insure quality education for ALL students? Is your state one of the thirteen or so with high-stakes testing? Do high stakes test improve education, and if so, how?

The WASL is a complicated issue and in fact, a complicated test! Each student must answer questions by writing in several booklets for multiple subjects---reading, writing, math, and science. Each student creates over 40 pages of handwritten responses that must be hand scored! The test used to be administered at three grade levels but now but now is administered every year from 3rd to 10th grades and beyond for those who don't pass. $ $ $

Read More of Carl Chew's Thinking

Story Links:

• Real Change
• ABC News
• Tacoma News Tribune - Editorial
• The Associated Press

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Listen To The Interview with Carl on Odeo.com

Doug Gill, Director Special Education Washington State

Join us!
Wednesday June 25
9:00 AM PDT

Bring your questions and concerns about special education and join us Wednesday for a conversation with Doug Gill. Currently the Director of Special Education for Washington State, Doug Gill served on the President Bush's Commission on Excellence in Special Education. The commission formed by Executive Order in 2001, disbanded in July 2002 after issuing their final report to the President--- A New Era: Revitalizing Special Education for Children and Their Families.

Of note this week, Congress is working to revamp the American with Disabilities Act (ADA) this week, working toward a new version of the ADA Restoration Act.

Interview: ADDA Board Members

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Melinda talks with Attention Deficit Disorder Association (ADDA) board members Linda S. Anderson, MA, MCC, SCAC, president, and Beverly Rohman, ADDA Conference Co-Chair, about the upcoming 13th National Conference, July 10-13, that will be held at the Hyatt Regency Minneapolis.

Linda Anderson is a master certified coach and founder of Getting Clear. She has been actively involved in the world of adult ADHD, since 1993 and has been a coach for over a decade.

Her mission is to help ADHD individuals transform failure into success and struggle into achievement through awareness, access to resources, connection to skilled professionals and the support of other ADHD adults.

Beverly Rohman is a graduate of the University of Pittsburgh and a long-time advocate, ADHD coach and consultant for learning differences and school searches. She is the founder of The Learning Connections, which is dedicated to helping adults, families, and students who struggle with ADHD.

Her mission is to promote a world where the challenges of learning differences and ADHD are identified, managed and ultimately valued.

WASL: Interview with Shannon Rasmussen, WEA Rep

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Melinda talks with Shannon Rasmussen, President of the Federal Way Education Association and the head of a Washington Education Association (WEA) task force that studies education reform about the WASL.

What is the WASL?

The Washington Assessment of Student Learning (WASL) measures student learning of skills and knowledge important to our children’s success in school and life. Educators use WASL results to improve teaching and to do a better job of meeting every student’s academic needs. (Read More)

Educators don’t trust Terry Bergeson’s WASL numbers

To much fanfare, Superintendent of Public Instruction Terry Bergeson has now released WASL test scores for the Class of 2008.

The good news: Most seniors passed the reading and writing WASL. The bad news: Bergeson’s WASL figures appear to be inaccurate and may not give the full picture.

In fact, superintendents in several school districts dispute the WASL numbers Bergeson released.

Federal Way EA President Shannon Rasmussen said WEA members continue to oppose Bergeson’s emphasis on the WASL as a high-stakes test, and they believe it takes too much time away from classroom instruction.

"We support high academic standards, but we fundamentally disagree with how Terry Bergeson is implementing the WASL," Rasmussen said. "We've lost faith in her." (Read More)

An Interview with Christina Samuels

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Melinda chats with Christina Samuels, Education Week Special Ed Reporter.

Since 2004, Christina Samuels has been covering special education and student health for Education Week . She also is the author of "On Special Education," a blog that follows the world of disabilities and giftedness and how they intersect with schools.

Before joining the staff of Education Week, she was a reporter for the Washington Post, covering a fast-growing school district in Northern Virginia.

Teach Your Children Well

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Join Melinda and guests Rich Weinfeld and Michelle Davis
Wednesday May 21 9 AM PDT

Life-long educators, authors and special needs advocates, Rich Weinfeld and Michelle Davis started an internet radio talk show six weeks ago. Teach Your Children Well: Hot Topics in Education on Voice of America debuted April 16, 2008. Believing that all children learn, RIch and Michelle hope to share advocacy strategies with parents and teachers. Rich and Michelle bring years of experience as educators, administrators, and graduate level instructors.

Michelle and Rich direct the Special Needs Advocacy Training Institute based on their book, Special Needs Advocacy Resource Book: What You Can Do Now to Advocate for Your Exceptional Child’s Education.