What is the Future of Resources for Special Education?

 PCI Company Culture, Special Education Classroom, Special Education Resource, students with autism  2 Responses »
Jan 202010
 

by Lee Wilson

What is the future of instructional resources for Special Education? Two people who will have a huge impact on PCI’s contribution to this challenge joined the company in December.

Erin Kinard is our new Vice President of Product Development/Publisher and she is leading the team that has created best sellers like PCI Reading Program, Environmental Print, and the Non-Readers series.

Tim Holt is the new Content Director for Technology and will be leading our efforts to use technology in innovative and powerful ways for the special needs populations we serve.

Blended Products  – Media and Content

What does this mean for our customers?  We are betting that the future of classroom resources for special ed will be built on products that are built on blended media and that blend a variety of content.

On the media side this means products that blend traditional print materials with innovative technologies like virtual worlds, social media, and just-in-time professional development for teachers.  Different formats will provide greater access to the content to students who struggle with traditional media.  The engagement and motivation of video games can keep students focused in new ways.

On the content side, schools are being asked to teach academics while also preparing students with special needs for transition.  With Environmental Print Series, PCI delivered on this promise.  Core literacy standards like main character are covered in the context of stories that introduce signage.  Moving forward more of our products will build on this combination so that you and your students get a “twofer”  of academic skills and life skills.

PCI knows how to craft products that address the learning styles of students with special needs – the research proves that.  Erin and Tim add expertise in the other areas.  Over the next 2-3 years expect to see a series of products that deliver on the promise of high quality print and innovative technology that work together as a complimentary blended system.

The Long and Short of “A”

 Teaching Tips  1 Response »
Jan 152010
 

by Kristi Lindsay

Just when Ethan, my beginning reader, successfully mastered words with the short “a” sound in his reading, along came the long “a” sound. The small phonetic reader he brought home over the weekend was written with a combination of short and long “a” words. He was able to read the short “a” words and the long “a” words with the “a-consonant-silent-e” pattern. However, the text also included a variety of other long “a” patterned words.letter-a

After struggling through the reader several times, I decided that Ethan needed a visual to remember which words had the short “a” sound and which had the long “a” sound. So, we made a two-columned chart on a piece of paper with the headings “Short a” and “Long a”. We searched through his reader for all of the short and long “a” words, I read them out loud, and he wrote them under the appropriate columns.

After our chart was completed, Ethan read all of the short “a” words without help. Then we focused on the long “a” column. Together, we identified which letter or letters made the long “a” sound and underlined them. In some words, vowel teams such as “ae” and “ai” made the sound. For other words, “ay” or “a-consonant-silent-e” made the long “a” sound. Ethan and I looked for similarities in the words, and he was able to make several good observations about the letters that made the long “a” sound and began to formulate rules for these spellings. As we looked over the words, Ethan said, “There sure are a lot of different ways to make the long ‘a’ sound!” I agreed.

As Ethan read the story again, he used the chart to help decode long “a” words. We placed the chart in his reading folder for easy reference.

Making the chart helped Ethan distinguish between the short and long “a” vowel sounds. Creating and displaying a chart like this can help ESOL students and struggling readers classify and identify spellings of each vowel sound. Then, after making the chart, the students can derive the rules for spelling the vowel sounds, such as vowel teams, vowel-consonant pairs, and vowel-consonant-silent “e”. Understanding and being familiar with the different spellings of vowel sounds aid in reading new and unfamiliar words. Plus, if students make charts, they can use the words in the charts to help them sound out and decipher new words that follow the same patterns. Any reference, visual, or aid to help students be successful readers is a valuable tool. Our simple chart made all the difference for Ethan and his ability to read the long and short “a” words in his reader. And, he continues to use it to help him read other texts. I’m sure we’ll make more charts for the other four vowels!

How to Get Your Ideas Published By PCI, Part 2

 Academic Standards, Teaching Tips  1 Response »
Jan 042010
 

by Leslie Buteyn

Recently, I posted about getting your product ideas published by PCI . As part of the team that reviews the product ideas you submit, I’d like to share some specific suggestions.

Design the product for students with special needs.

PCI develops print, software, and electronic products for students in grades K to 12+ in all subjects, including reading, language arts, math, science, social studies, community, behavior-social, communication, life skills, transition, and school-to-work. We develop these products for students with intellectual and developmental disabilities as well as for students with learning differences. Many of our products are also effective for students who are at-risk or English Language Learners. Ensure the product idea you submit fits with the types of products we develop. Articulate what subject area your product addresses and what student population you’re targeting in your product submission description.

Address academic standards.

PCI’s products are rooted in academic standards while still addressing life skills and 21st century skills. Make sure that any idea you’re presenting is tied to state and national content area standards.

Be innovative.

We’re looking for new and different ways to reach students with special needs. Flex your creativity muscles and stretch yourself to find unique and successful ways to teach concepts and skills. What new spin can you put on a product that will make it more effective with students? The key to success is rooted in student engagement, so think about how to develop a product that teaches required skills in a fun, engaging way.