Special Education and Learning Differences

Real Teachers-Real Strategies 6: Leadership

Feb 072012

From Jennifer of Colorado Springs, CO, comes our next intriguing teaching strategy. Jennifer is a junior high school Center Based SIED Level IV teacher. She strives to teach students with emotional and behavioral disorders that they can learn and exhibit the characteristics of being a leader.

Her project: Character Education: Leadership!

Using past and present leaders to teach students with severe emotional and behavioral disorders, how to be a leader. Students are taught through video clips, power point, and their own experiences how to be a leader and what characteristics all leaders have. It is important to be a leader in today’s society. Students learn a new character trait each week. Some traits already learned this year are respect, responsibility, being ready to learn and honesty. The students really respond well to the multi-media format and are eager to learn positive characteristics to show their families and others to learn how to do the same.

Learning Objectives:

Students will learn the importance of positive character. Through character education, students are able to focus their behaviors in a positive manner. Students engage with their peers to practice positive peer interactions and how to support others. Character traits that will be discussed and learned are: being trustworthy, caring, hardworking, compassionate, leadership skills, responsibility, being respectful, ready to learn, being independent, understanding, dependable, helpful, proactive, and many more.

Materials:

In my character education class, I use Power Point, projector software, video clips from classic movies or educational videos, student knowledge (K-W-L charts), and student input.

* * *

Brought to you by We Are Teachers partnership with PCI Education’s Grant Ask: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=%2016870&grantId=75

Real Teachers-Real Strategies 5: Creating Books for Articulation

Teaching Tips 1 Response »

Feb 012012

This teaching strategy is brought to us by Virginia of Andover, MA. She is a Speech/Language Pathologist for students in Early Learning through 2nd grade. Virgina’s teaching technique is to engage her students in a creative adventure to put together a story of the sound or letter they are targeting in their lesson.

Her project: Creating Books for Super Articulation.

Using Target Sounds for the lesson, the students name a stuffed animal or puppet as the main character, such as Ricky Raccoon for ‘r’ words. Using a picture of Ricky along with others chosen by the students they build a book of Ricky’s likes, dislikes, activities, habitat, friends, etc. Each page starts with “Ricky the Raccoon…” This sense of adventure and creating is great for motivating articulation practice of /r/, as well as practicing sentence structures, asking questions making it a multisensory experience. Ricky and the book go home for practice with the student’s parents. Huge interest & success!

Her students really enjoyed this project and have a new one entitled “Lily the Leopard.” This book will incorporate not only /l/, but the vowelized /r/ combinations needed… ar, er, ir, or, ur.

Learning Objectives:

Practice of learned skills including: phonemic awareness, placement, production; syntax: organization/formulation of verbal expression; benefit of model/imitation of therapist and parents; and independent experience. The results are increased sound production and intelligibility from single words to connected speech! Great motivating lessons for articulation practice, intelligibility, and building confidence as an effective communicator.

Materials:

Pictures, construction paper, glue, laminate, markers/computer printed labels and sentence starters, and homework sheet, as well as a small puppet or stuffed animal that can travel home with the book for a week’s practice.

* * *

Brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=17630&grantId=75

Real Teachers-Real Strategies 4: Conflict Resolution Skills

Teaching Tips 2 Responses »

Jan 242012

Our next post is from Lisa from Suffolk, VA, a middle school/high school Special Education teacher. Her strategy is to teach conflict resolution skills with differentiated instruction so each student can learn the skill according to how they learn best.

Her strategy: a Conflict Resolution Menu.

“The students have been learning a unit on how to deal appropriately with conflict. Proper problem solving skills and techniques to all types of possible conflicts they may come across. Since all students learn differently, I created a unit assessment that was Differentiated Instructional (DI) focused. This menu has 3 appetizer activites, 3 entree activities, and 3 dessert activities to choose from. Each student may choose the activities they feel most comfortable doing to demonstrate mastery.”

Learning Objectives:

“The students will demonstrate their knowledge on conflict resolution and problem solving techniques that they can carry with them into adulthood. These skills will help them handle peer conflicts, issues with teachers, and even frustration that may occur from academics. Being able to properly identify a conflict and the appropriate way to handle that conflict is a skill that will help them be successful in school as well as in life.”

Materials:

Conflict resolution lesson, art supplies, conflict resolution menu, problem solving scale, PowerPoint (student choice)

* * *

This post is brought to you by We Are Teachers partnership with PCI Education’s Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app= 17846&grantId=75

Real Teachers-Real Strategies 3: Engaging Reluctant Readers & Writers

Special Education Classroom, Teaching Tips No Responses »

Jan 192012

This post comes from Jennifer in Lima, New York. She is a 1st-2nd grade teacher in Special Education, and her strategy is to help reluctant readers and writers get excited about doing just that: reading and writing!

Her project: Language Experience Stories.

“Students who are not yet excited about reading or who are hesitant to write need a hook. So we made them the characters in the story. I surveyed the children regarding things they like to do. They chose swimming. We created a list of things they did when swimming. I then brought in a blow up swimming pool and other items (floaties, pool toys). We then took pictures of them in the (empty) pool using the item or pretending to swim. From the pictures they wrote their sentences for their stories.”

Learning Objectives:

“Students learned to plan out a story, write their own sentences and then read their story to others. Their confidence grew and they were very proud of their accomplishments. When writing students used a promethean board rather than paper and pencil to make it different for them. Here they were more willing to stretch out the words and were more willing to stay on task.

“The children who created these stories were not enthusiastic about reading or writing prior to writing these stories. During the process they became more involved and excited. Once the story was complete and in their hands they loved it! Not only were they authors who could read their story, they were in the story! They wanted a copy to keep in their classroom and one to have at home. Parents also shared how proud their children were when they brought these stories home.”

Materials:

“With this story it was chart paper, a blow up pool, pool toys, floaties, camera, and a promethean board. Computer and printer were used to create and print the book. With other language experience stories the materials were different depending on the topic that they chose.”

* * *

Brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16609&grantId=75

Real Teachers-Real Strategies 2: A Radio Broadcast

Special Education Classroom, Teaching Tips No Responses »

Jan 162012

Our second post in this series is from Matthew in Carteret, NJ. He teaches 7th and 8th graders.

His idea: Fireside Chats.

Students learning about the Great Depression had the opportunity to step into the shoes of President Roosevelt and create their own fireside chat radio broadcast based on the events of the 1930′s. Students learn the material in the classroom and then record an audio broadcast using the software program Audacity. The tasks involved are research, writing a script, and performing the broadcast. The project has different modalities so that each student in the group can shine in his/her own way.

Learning Objectives:

Students will be able to understand the impact that the events of the Great Depression had on America. They will also be able to relate the information they have learned to today’s economy. Students will enhance their research, writing and technology skills throughout the process of the project.

As well, this project was a collaboration between the students’ social studies and language arts classes. It took place in a variety of settings in our 8th grade. Both in-class support students and self-contained students had the opportunity to create their own group broadcast. The students learned tangible skills while also learning the important characteristics of teamwork.

Materials:

Audacity, an opensource audio recording program. Microsoft word, to type the script. Microphones to record the broadcast. EBSCO and Grollier online for research.

* * *

This post is brought to you by We Are Teachers partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16996&grantId=75

Real Teachers Share Real Teaching Techniques That Work

Special Education Classroom, Teaching Tips No Responses »

Dec 132011

PCI Education collaborated with We Are Teachers offering a microgrant to teachers by asking, “Have you ever taught a lesson that really resonated with a special needs student?”

PCI had fabulous responses to our question and we are excited to share with you real ideas from real teachers that work! These teaching techniques will be posted weekly as “Real Teachers-Real Strategies.” Subscribe now to receive these ideas in your inbox for teaching students with special needs.

Our first post is from Cathy in Irving, Texas.

Her strategy: Re-read and Chart It!

I have students re-read the first few pages of a book and we time how many words read in a minute (with the number read listed on the sides of the page.) We subtract any words missed and then chart it on a graph that they keep track of. They do this every day and their wcpm grows and the chart goes up. They are excited to come in and do this activity all on their own each day. When they read their wcpm reading goal, we start on the next page of the book.

Learning Objectives:

Success and independence in reading!

Materials:

Leveled readers, timer, folder, chart/graph paper and a colored pencil to chart with.

* * *

We Are Teachers in partnership with PCI Education’s Teacher Grant Asks: http://www.weareteachers.com/ideas/partnerask/teachingidea?app=16857&grantId=75

Reaching out to Parents of Students with Special Needs

Uncategorized No Responses »

Oct 182011

Lately, I find myself realizing at all sorts of odd times just how having a son with special needs has affected our whole family. Tucking my 8-year-old daughter into bed last night, she asked how her 6-year-old brother was and I said, “Awesome. He’s still in his pajamas and settling down.” My daughter responded, “Yay! No stripping tonight,” as if it was the most normal thing in the world to say.

Last week, a kind grocery store cashier asked me how things were going with the baby. I did a double take, but then found myself just smiling and saying “Fine” when she held up the Gerber rice cereal box. I’m long past the point of trying to explain that I still serve baby cereal to my son for breakfast because it is one of the few foods he will eat.

Some time after the diagnosis, you begin to realize that things in your family will forever be different from “normal.” I’m not convinced there is a normal anymore, but I guarantee we aren’t it. And yet, every time my son gives me a kiss and flashes that winning smile, I know how deeply blessed we are to have him in our lives.

As an educator and a writer, being a parent of a student with special needs has changed my perspective on many things. Most importantly, I’ve realized how much I appreciate the educators who accept the oddities of our family without judgment and who go out of their way to make life and communication a little easier. Most parents can ask their children how school went that day or who they are having trouble with at school. When your child is nonverbal, that question goes unanswered unless your child is fluent in another form of communication.

When creating curriculum for students who are nonverbal, thinking about how we can better help teachers communicate with parents is essential. That’s why I was so passionate about making sure we included the School-Home Connections Book in Environmental Print Series. This reproducible book with take-home activities provides a short summary of every one of the 160 lessons in the curriculum, allowing parents to get a sense of what their children are learning. It also includes short reinforcement activities parents can do at home to help generalize the learning.

Lately, we’ve heard from our customers that, to facilitate parent communication even more, they need the School-Home Connections and parent letters in Spanish. And thanks to one of our wonderful editors who is bilingual, we are making that happen. Downloadable PDFs of the parent letters for PCI Reading Program and Environmental Print Series, along with the School-Home Connections Book from Environmental Print Series, are available now on our website.

From this parent to all of you working with students with special needs, many, many thanks for your expertise, caring, and understanding.

___________________________________________________________________________________

Jill’s responsibilities include managing the development of proprietary reading curriculums, training customers on PCI’s reading curriculums and other proprietary products, conceptualizing new products, writing sales and marketing literature related to the reading curriculums, staying current on reading and other educational research, overseeing the research conducted on PCI’s products, and staying current on federal and state legislation related to education.

Prior to her career with PCI Education, she was a national reading consultant and a seventh grade reading teacher. In 1999, she was named Teacher of the Year for San Antonio ISD and won the Trinity Prize for Teaching. Haney earned a BA with honors and a Masters of Arts in Teaching from Trinity University in San Antonio. She has additional graduate reading hours from University of Texas San Antonio.

In the name of the CUSTOMER

PCI Company Culture, Special Education Classroom, Special Education Resource No Responses »

Sep 192011

(*Of course, the word “customer” takes on a whole new meaning when your customer is a child struggling to learn and it makes the difference in them having a better, more fulfilling life.)

Where to begin? The summer has been a whirlwind for the Sales and Marketing Team at PCI. The Fall Catalogs are out, the web has new offers and PCI began the year-long celebration of our 20th Anniversary in business.

With so many highlights to write about, I will focus on one for this post – our 2-day leadership seminar with Howard Hyden. Howard is a fascinating speaker that has worked with hundreds, nay thousands of companies in every imaginable industry from food service to major NASA contractors. He is also the founder of the Center For Customer Focus – NOT customer service, he says, customer FOCUS - there is a difference. Simply put, customer focus is getting input from the customer first about what they want or need. Sounds so simple that everyone should be doing it, right? Yeah, not so much. Howard warned everyone that once the seminar was over we would all be hyper-aware of lack of customer focus when we see it and, oh boy, I could write an entire blog about that! Alas, I digress.

Howard pointed out opportunities, shared experiences and gave all of us some great ideas that we can implement in our departments. It was a very enriching two days and during that time I realized that the spirit of PCI is incredibly customer-focused.

It was a great feeling to recognize that some of the key principles that Howard spoke about are things that PCI does quite naturally. For example, when a new product concept is developed, (Bwooop, bwooop, please remember the person writing this is merely a web manager, not an educator / thanks) the Product Development Team takes great pain to see how it will work for a student with any variety of special needs. Will the student be able to hold the card, will the color contrast be enough, are there too many words on the page? Years and years of classroom experience and research are all brought together to address the smallest detail.

In a similar way, when the sales team attends a curriculum fair or presentation, a great deal of work goes in to asking what the customer needs before we start packing. Based on the needs of the student, sometimes the team will customize a group of products into a kit solution specifically for the district or classroom.

No organization can be perfect is every aspect, but I believe PCI has a huge lead over so many companies today, simply because we measure our success by the success of our students.

I would cheer them on every day

Teaching Tips No Responses »

Sep 062011

We gather around televisions to watch award shows where celebrities, many recently out of rehab/prison/the Big Brother house, walk down a red carpet to the theater doors. We marvel at the outrageous clothes and statements, accepting them as models of success, no matter how shallow their morality.

A Wisconsin high school recently put that iconic red carpet to a better use. Fall Creek teachers walked the red carpet, cheered by students, parents, and administrators. There was no paparazzi, no Joan Rivers asking who designed the T-shirts and sneakers, and certainly no line of limos snaking around the block. No one gave them a goody bag worth thousands of dollars, or cornered them at an after-party to negotiate an endorsement deal.

What teachers receive instead are long hours, low pay, mountains of paperwork, and increasingly high expectations. It is not a glamorous profession. Teachers will not get rich, nor will they gain prestige. What they do get is the knowledge that they help mold the leaders, achievers, innovators, and, yes, teachers of the future.

The role models I want my child to look up to are teachers – people who help build a better future for their communities, people who see education as the most reliable path to successful world citizenship, people who care about more than their next movie, ball game, or reality show.

So while there were no gold-plated statues handed out, no acceptance speeches, or Governor’s Balls, the teachers at Fall Creek High School were recognized as stars, lighting the way to the future.

If you have any fun/heartwarming stories of teacher appreciation, please share them in the comment section, we would love to hear your story and maybe even blog and share it with the world!

________________________________________________________________________________

Carin Lamontagne is a Senior Content Editor and Submissions Editor with PCI Education. For over four years, she has been key in developing process for product submissions and has spent a great deal of her career at PCI working on the software development teams for products such as PCI Reading Program Software, Word Munchers, and Math Munchers.

Prior to her career with PCI Education, Carin enjoyed 10 years in consumer products and specialty retail management. Carin holds a Bachelor of Arts degree in History and Anthropology from Texas State University San Marcos.

You have the most amazing idea. Practical Advice on How to Get Your Product Published

Special Education Classroom, Special Education Resource, Teaching Tips No Responses »

Jun 082011

By Carin Lamontagne, Senior Content Editor and Submissions Editor

You have the most amazing idea. It will revolutionize education. If only someone would publish it…

PCI Education welcomes submissions from teachers, students, parents, or anyone else with a true interest in improving the materials available for students with special needs. So how do you get your submission to us? And how can you improve your chances of having PCI (or any publisher) develop your submission for publication?

Before you send a submission to a publisher, do some research. First, find out whether the publisher accepts unsolicited manuscripts. PCI Education does; some other publishers do not. Then, determine what market the publisher serves. In the case of PCI, we serve students with special needs; specifically, students with learning disabilities or with intellectual and/or developmental disabilities. Next, determine what types of products the publisher is putting out on the market. Check the publisher’s website or catalog for recent additions to the product line. For example, PCI has been focusing on core programs in the most recent years, although supplemental products continue to be a part of our line-up. Next, look for products that may compete with your submission. This is information PCI specifically requests from submitters, but it is a good idea to complete this research no matter which publisher you choose. If there are similar products on the market, focus on what makes yours different.

Once the research is done, find out what submission policies the publisher has established. These policies and the submission procedures will usually be posted on the publisher’s website; for PCI, look here: PCI Product Submissions Policy. Follow the instructions as closely as possible to increase your chances of success.

Finally, send your submission to the publisher for review. Depending on the submission, the publisher, the time of year, and a variety of other issues, review can take days, weeks, months, or even years. Many publishers have a “don’t call us; we’ll call you” policy, and you may not receive feedback unless they choose to accept your submission for publication. PCI informs authors when their submissions have been received, and we contact authors again when the decision to accept or reject has been made. Be aware that many publishers do not return submissions, retaining or discarding them after acceptance or rejection. PCI returns all rejected submissions that include adequate return postage.

We understand that people who work directly with students often have the best ideas for teaching those students, and we have seen submitted product ideas lead to successes in the classrooms. So if you have the next Cooking to Learn, or Academic Curriculum Framework, submit it for review. At PCI Education, we know that innovation comes from necessity. We take product submissions very seriously, and we strive to give each submission a full and fair review. We see our submitters as customers, partners, and resources; and we all share a common goal: providing solutions that help individuals with special needs and learning differences attain success in school, at home, and in the community.

__________________________________________________________________________

Older Entries Newer Entries