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N o r t h A m e r i c A N D i v i s i o N

Resource Manual

REACH Resource ManualNORTH AMERICAN DIVISION OFFICE OF EDUCATIONOld Columbia Pike | Silver Spring, MD 20904-6600

2008

ACKNOWLEDGMENTS

V E R S A C A R E ®

Special thanks to Versacare® for funding the REACH project.

S P E C I A L T H A N K S T O T H E F O L L O W I N G C O M M I T T E E M E M B E R S :

U P P E R C O L U M B I A C O N F E R E N C E

Sharon Searson, Associate Superintendent of Education

Bobbie Fleck, Special Educator, Rogers Elementary/Walla Walla Valley Academy

Don Bryan, Principal, Spokane Junior Academy

Joanne Carlisle, 7-10 Teacher, Lake City Junior Academy

Gayle Heagar, Biology/Mathematics Teacher, Upper Columbia Academy

Dana Schafer, 3-4 Teacher, Yakima Adventist Christian School

O R E G O N C O N F E R E N C E

Jim Roy, Associate Superintendent of Education

Anita Molstead, Associate Superintendent of Education

Scott Neil, 7-9 Teacher, Hood View Junior Academy

Dottie Chadwick, Head Teacher, Riverside SDA School

Linda Logan, Guidance/Counseling, Portland Adventist Academy

Matt Stanfi ll, Principal, Portland Adventist Academy

Shellie Dale, 4-5 Teacher, Livingstone Junior Academy

Janet Duncan, 5-6 Teacher, Meadow Glade Elementary

N O R T H A M E R I C A D I V I S I O N

Lori Aguilera, Special Educator, Vice Principal, English Teacher, Pacifi c Union

Denise Dunzweiler, Dean School of Education, Southern Adventist University

Bobbie Fleck, Special Educator, Teacher K–12, North Pacifi c Union

Debra Fryson, Associate Director of Education, North American Division

Nettie Gray, Teacher, Lake Union

Diane Harris, Conference Associate Superintendent, Mid-America Union

Wendy Hutchinson, Teacher Vice Principal, Seventh-day Adventist Church in Canada

Kim Kaiser, Conference Associate Superintendent, Atlantic Union

Ingrid Stanley, Teacher K–8, Southwestern Union

Karohn Young, Special Educator, Principal, Teacher, Columbia Union

TABLE OF CONTENTS

1 G E N E R A L I N F O R M AT I O N 5 Introduction .............................................................................................................6

Rationale...................................................................................................................7

Philosophy and Mission Statement ......................................................................9

REACH and Journey to Excellence .......................................................................9

Creating an Inclusive Classroom ........................................................................10

2 C H A R A C T E R I S T I C S & A C C O M O D AT I O N S 1 3 Process for Identifying Characteristics and Related Accommodations .........14

Initiating the Process ............................................................................................17

Characteristics .......................................................................................................18

Accelerated Learners .....................................................................................18

Inattention/Hyperactivity/Impulsivity ..........................................................20

Math .................................................................................................................21

Reading ............................................................................................................22

Writing .............................................................................................................25

Accommodations ..................................................................................................26

Accelerated Learners .................................................................................... 26

Inattention/Hyperactivity/Impulsivity ..........................................................27

Math .................................................................................................................30

Reading ........................................................................................................... 31

Writing .............................................................................................................33

Classroom Testing ..........................................................................................35

Grading ............................................................................................................36

Instructional ....................................................................................................37

Teacher Accommodations Worksheet ..........................................................41

Teacher Accommodations Worksheet (sample) ..........................................42

Classroom Management ..................................................................................... 43

3 M O D I F I E D A C C O M M O D AT I O N P L A N 5 3 General Permission ...............................................................................................54

Letter of Permission ..............................................................................................55

Teacher Screening .................................................................................................56

Optional Screening Tools .....................................................................................56

The REACH Team .................................................................................................58

Modifi ed Accommodation Plan (MAP) ...............................................................59

Modifi ed Accommodation Plan Form ................................................................60

Modifi ed Accommodation Plan Form (Sample) ................................................63

Report Cards ..........................................................................................................66

The REACH Team (Second Meeting) ..................................................................66

MAP (Post-Second REACH Team Meeting) .......................................................66

Public School Testing ............................................................................................70

4 R E A C H T E A C H E R E V A L UAT I O N 7 1 REACH Teacher Evaluation Process ..................................................................72

REACH Teacher Progress Report .......................................................................73

REACH Teacher Progress Report (Sample) .......................................................77

5 A P P E N D I X 8 1 Child Abuse ...........................................................................................................82

Characteristics of Learning Styles ......................................................................82

Suggested Aids for Learning Modalities ...........................................................83

Communicating with Parents ..............................................................................85

Ways Parents Can Help ........................................................................................86

Alphabet Test .........................................................................................................87

Student File Contents ...........................................................................................88

Glossary ..................................................................................................................89

Resources ...............................................................................................................90

Notes .......................................................................................................................94

T A B L E O F C O N T E N T S , C O N T I N U E D

5

General Information

I N T R O D U C T I O N

R A T I O N A L E

P H I L O S O P H Y

M I S S I O N S T A T E M E N T

R E A C H A N D J O U R N E Y T O E X C E L L E N C E

C R E A T I N G A N I N C L U S I V E C L A S S R O O M

1

6

1 . G E N E R A L I N F O R M A T I O N

I N T R O D U C T I O NThe number of students with learning and/or behavioral challenges is

increasing. Adventist educators can make a difference in the lives of students with

varying abilities and needs.

Some of the most important and effective solutions can be found in regular

classroom instructional strategies. For instance, a teaching emphasis that addresses

multiple learning styles (for example, Gardner’s theory of Multiple Intelligences)

will enhance the educational process of all students. This more effective process

has its foundation in the principle of “accommodation,” that is, adjusting classroom

environment and instructional strategies to assist students in experiencing success.

In 1996 Southern Adventist University instituted a Master’s Degree in Inclusive

Education. That same year the Upper Columbia Conference K–12 Board of

Education set up a committee to study the issue of students with special needs and

to assist teachers in working with learning-disabled students more compassionately

and effectively. In 1999 the Oregon Conference joined in this project. Meanwhile

the Potomac Conference hired a conference-level special educator, and other

conferences were attempting to address the need as well. As the need continues to

grow, individual schools have been trying to respond. In 2007 the North American

Division assembled the Inclusion Commission to develop a comprehensive plan to

address the needs of students with disabilities in regular Adventist classrooms.

The driving force of this commission is the belief that every student can

experience success. As we come to appreciate and understand the power of

accommodation, we will see students progress in new ways and in new areas. This

manual provides information on how to assemble a support team of Adventist

professionals who can effectively help a student in need. The role of the public

school is also discussed.

7


R A T I O N A L E“For centuries, civilized societies of people calling themselves Christians tended to

ignore those of their number who had disabilities. This occurred in spite of the clear words of Jesus, who said: ‘But when you give a feast, invite the poor, the maimed, the lame, the blind’ (Luke 14:13, RSV). ‘And the King shall answer and say unto them, Verily I say unto them, in as much as ye have done it unto one of the least of these my brethren, ye have done it unto me’ (Matthew 25:40, KJV). How is it that so many Christians have overlooked those directives?” (James A. Tucker, Journal of Adventist Education, vol. 58, p. 9)

The number of students with learning and/or behavioral challenges is increasing.

In classrooms across North America, regular classroom teachers serve students with

special needs with minimal support. Concerns about lack of resources, training, and

staff need not limit our ministry. The REACH (Reaching to Educate All Children for

Heaven) model provides teachers with resources, training, and ongoing support.

Adventist educators can make a difference in the lives of students with special needs.

Though many Adventist teachers have participated in the education of students

with “invisible” or minimally visible challenges, they are more likely to experience

anxiety when presented with the opportunity to teach students considered to

have moderate and severe disabilities. It is helpful for teachers to understand that

parents’ expectations for these children center primarily on spiritual, social, and

communication goals. Their desire is to have these goals met in our Christian

classrooms with additional supports from family, church, and community. Success

depends primarily upon two necessary attributes: a passionate belief in the value of

every human being and basic problem-solving skills.

Inclusion offers some unique opportunities to both disabled and non-disabled

students. Among them are the following:

A D V A N T A G E S T O N O N - D I S A B L E D S T U D E N T S :

Creating a caring, interdependent community of learners •

Enhancing social competence•

Being inspired by the perseverance of obviously disabled • students or motivated by developing relationships with them

Academic growth from peer tutoring•

8


Learning to think about thinking (metacognition)•

Reducing the stigma of disability•

Preparation for a fully inclusive adult life, embracing differences•

Creating a caring Adventist Church•

A D V A N T A G E S T O D I S A B L E D S T U D E N T S :

Creating a supportive and caring environment where spiritual • growth and eternal salvation may become a reality

Providing positive social and communication role models • which are unavailable in a homogenous grouping

Learning to develop positive relationships with non-disabled peers•

Academic growth from peer tutoring•

Reducing the stigma of disability while increasing self-worth•

Enhancing social competence•

Preparation for full participation as an adult • in the church and community

“‘One advantage of inclusive schools is that the school is able to provide social as well as instructional support.’ (Ritter, C. 1999. Rural Special Education Quarterly, Vol. 18, Issue 2, p. 10). Children who have participated in both inclusive programs and in pull-out programs have shown that they have more self confi dence, friendships, teacher support, better self esteem, and higher academic expectations of themselves when they are in inclusive classrooms. The new confi dence that the students gained in the classroom also showed in social situations. As a result of this new confi dence in social situations, new friendships were forged between children with disabilities and non-disabled children and many existing friendships were strengthened by the increased amount of time spent with other children. The support of the teachers is a very important part of all inclusion classrooms. Inclusion teachers are known to exemplify themselves in teaching, and caring for the children. This increased support by the teachers results in the children trusting and believing in their teachers and in themselves.” (Defi na, L. 2003, How Students Excel in Inclusive Classrooms. www.tiger.towson.edu/ldefi n1/research/paper).

Students desiring a Seventh-day Adventist education deserve this opportunity.

By working together in a cooperative spirit this can be achieved.

9


P H I L O S O P H YThe ultimate purpose of education is to teach students to love and serve God

and others. All instruction and learning must be directed toward this goal. This

can be best achieved by a proactive K–12 strategic plan, motivated by an inclusive

spirit of accommodation, modifi cation, and support intended to meet the needs

of all students. Students desiring a Seventh-day Adventist education deserve this

opportunity. It is expected that teachers, supported by parents, churches, and

administrators, with Divine guidance, will make every effort to meet the students’

physical, intellectual, social, and spiritual needs. This is consistent with the ministry

of Jesus and the ideals of the Seventh-day Adventist Church.

M I S S I O NThe REACH mission is to foster an enriched K–12 school system where students

of varying abilities thrive according to their unique strengths.

R E A C H A N D J O U R N E Y T O E X C E L L E N C EAdventist education is driven by a philosophy outlined in Journey to Excellence.

It states that “We’re committed to educating the whole person—physical,

intellectual, social, emotional, and spiritual.” It is our hope that we, as Adventist

educators, can educate the whole person by meeting the needs of all of our students,

even if they have a disability.

Journey to Excellence states that “Adventist education specializes in creating

experiences that foster a lifelong love of learning ... in a safe and secure environment

where all abilities and talents are honored and accepted.” It is our hope that this

REACH manual will help Adventist educators create an environment in which they

can better meet the various abilities of the students in their classrooms.

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C R E A T I N G A N I N C L U S I V E C L A S S R O O MCreating an inclusive classroom begins with a desire to help all students

succeed. Knowledge and skills are necessary and can be learned. However, success

can only be achieved with a positive and willing attitude. Attitude is everything!

Spiritual, physical, social, and academic are four areas addressed in developing

an inclusive classroom.

S P I R I T U A L

The teacher:

Allows the Holy Spirit to direct•

Continually seeks a deeper relationship with Christ•

Integrates prayer continually in the classroom•

Communicates unconditional love with appropriate boundaries•

Shares vulnerabilities and asks forgiveness•

P H Y S I C A L

The classroom:

Is clutter-free•

Uses calming colors (such as soft blues, greens, and earth tones)•

Allows for unobstructed movement•

Facilitates cooperative learning•

Provides for preferential seating•

Accommodates multi-sensory learning•

Provides for a non-punitive de-stressing zone (see “Escape Place,” p. 49) •

Ensures a comfortable environment (temperature, light, odor)•

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S O C I A L

The teacher:

Creates an environment which embraces differences•

Empowers students to advocate for themselves•

Facilitates self-directed learning•

Communicates that “fair” does not mean equal; rather, it • means giving each student what he or she needs

Enables students to resolve confl ict peacefully • (see “Resolution Station,” p. 50)

Fosters a cooperative working environment•

A C A D E M I C

The teacher:

Modifi es expectations to meet each student’s needs•

Utilizes a variety of teaching techniques (cooperative • learning, differentiated instruction, multiple intelligences, brain compatible learning)

Maintains a structured routine•

Employs a variety of regular and assistive technology•

Encourages active participation •

Celebrates excellence and perseverance •

Does • not diagnose or label

13

P R O C E S S F O R I D E N T I F Y I N G C H A R A C T E R I S T I C S A N D R E L A T E D A C C O M M O D A T I O N S

I N I T I A T I N G T H E P R O C E S S

C H A R A C T E R I S T I C S

A C C O M M O D A T I O N S

T E A C H E R A C C O M M O D A T I O N S W O R K S H E E T

C L A S S R O O M M A N A G E M E N T

Characteristics & Accommodations2

14

2 . C H A R A C T E R I S T I C S & A C C O M M O D A T I O N S

P R O C E S S F O R I D E N T I F Y I N G C H A R A C T E R I S T I C S A N D R E L A T E D A C C O M M O D A T I O N S

This Resource Manual identifi es characteristics and suggests a variety of

accommodations to help students who are having diffi culties in specifi c areas. Lists

are divided into the following categories:

Accelerated learners•

Grading•

Hyperactivity/impulsivity•

Inattention•

Instruction•

Management (Classroom)•

Math•

Reading•

Testing (Classroom)•

Writing•

Additionally, students with moderate and severe disabilities may include the

following as defi ned by the Individuals with Disabilities Education Act , or IDEA. Accom-

modations for these students are typically described on an existing IEP (Individualized

Education Plan) provided by the public school. The following defi nitions are from the

U.S. Department of Education, Building the Legacy: IDEA 2004 at idea.ed.gov:

Autism (including Asperger’s Syndrome): “A developmental disability • signifi cantly affecting verbal and non-verbal communication and social interaction, generally evident before age three, and which will adversely affect a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” Asperger’s Syndrome is on the mild end of the autism spectrum.

Deaf-blindness: “Concomitant hearing and visual impairments, • the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.”

15


Deafness: “A hearing impairment that is so severe that • the child is impaired in processing linguistic information through hearing, with or without amplifi cation, that adversely affects a child’s educational performance.”

Emotional disturbance: “A condition exhibiting one or more of the • following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

An inability to learn that cannot be explained by ° intellectual, sensory, or health factors.

An inability to build or maintain satisfactory interpersonal ° relationships with peers and teachers.

Inappropriate types of behavior or feelings ° under normal circumstances.

A general pervasive mood of unhappiness or depression.° A tendency to develop physical symptoms or fears ° associated with personal or school problems.”

Hearing impairment: “An impairment in hearing, whether permanent • or fl uctuating that adversely affects a child’s educational performance, but that is not included under the defi nition of deafness in this section.”

Mental retardation: “Signifi cant sub-average general intellectual • functioning, existing concurrently with defi cits in adaptive behavior and manifested during the developmental period, which adversely affects a child’s educational performance.”

Multiple disabilities: “Concomitant impairments (such as • mental retardation-blindness, mental-retardation-orthopedic impairment, etc.) the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments.”

Orthopedic impairment: “A severe orthopedic impairment that • adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly (e.g. clubfoot, absence of some member), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).”

16


Other health impairments: A condition that results in “limited • strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

is due to chronic or acute health problems such as asthma, ° attention defi cit disorder or attention defi cit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, and sickle cell anemia …

adversely affects a child’s educational performance.” In practice ° and application, the category of other health impairments encompasses a wide range of medical conditions.

contagious diseases, such as AIDS, may fall within the defi nition of ° “other health impairment.” Chemical dependence, in and of itself, does not fall within the defi nition of “other health impairment,” or any other disability category under the current IDEA. A substance-abusing student will only qualify as disabled within the meaning of the current IDEA if another independent condition exists which constitutes a disability requiring special education, or the use of drugs results in a condition that is covered under of the current IDEA’s disability categories.

Speech or language impairment: “A communication disorder, such as • stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.”

Traumatic brain injury: “Acquired injury to the brain caused by an • external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance.” The term “applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech.” The term “does not apply to brain injuries that are congenital or degenerative,” or to brain occurrences such as strokes or aneurysms.

Visual impairment: Visual impairment, including blindness, is • defi ned as, “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”

17


I N I T I A T I N G T H E P R O C E S SWhen a challenge is encountered, whether behavioral or academic, the teacher

initiates the following process.

1. Identify which of the following broad categories

most closely relates to the diffi culty:


Inattention/Hyperactivity/Impulsivity•

Math•

Reading•

Writing•

2. Within the checklist, identify each behavior you and/or the parent have observed.

3. Proceed to the appropriate accommodation section.


Grading•

Inattention/Hyperactivity/Impulsivity•

Instructional•

Math•

Reading•

Testing (Classroom)•

Writing•

Classroom Management •

4. Use the Teacher Accommodation Worksheet to organize

your strategies and to track the success of each one.

5. Collaborate with parents, REACH specialist, and other

professionals to explore other accommodations.

6. Refer to REACH team for development of a Modifi ed Action Plan (MAP), or

7. Refer to public school for testing.

18


CHARACTERISTICS

A C C E L E R A T E D L E A R N E R S : C H A R A C T E R I S T I C S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

AN ACCELERATED LEARNER: ✔

Has an extensive and detailed memory, particularly in an area of interest

Is refl ective about learning

Has communication skills advanced for age and is able to express ideas and feelings

Has vocabulary advanced for age—precocious language

Asks intelligent questions

Is able to identify the important characteristics of new concepts, problems

Learns information quickly

Uses logic in arriving at common-sense answers

Has a broad base of knowledge—a large quantity of information

Understands abstract ideas and complex concepts

Observes relationships and sees connections

Finds and solves diffi cult and unusual problems

Understands principles, forms generalizations, and uses them in new situations

Wants to learn and is curious

Works conscientiously and has a high degree of concentration in areas of interest

Understands and uses various symbol systems

Has excessive amounts of energy

Has preferred ways of learning, particularly in reading and math

Cannot sit still unless absorbed in something highly interesting

Performs typically at grade level, but also performs well below potential

May possess intellectual capacity equal to that of an adult

May underachieve—often attributed to lack of motivation, laziness, carelessness, immaturity, or behavioral problems

19


Is excellent at conceptual reasoning, abstract thinking, problems-solving, vocabulary; but defi cient in rote memorization, sequencing, and scanning

Has tendency to jump to the end, overlooking steps in the middle

Is frustrated by own inconsistencies; is defensive; feels misunderstood, different

May be distractible, off-task

Loves justice, truth, equity; questions rules, customs, traditions

Is insightful, imaginative, intense, articulate

Is a perfectionist, has unreasonable self-expectations; is highly sensitive to criticism

Sees patterns and relationships readily; generalizes easily

Is talented in art, drama, design, music, sports, story-telling, business, engineering, or sales

Participates in creative and technical hobbies requiring unusual skill

Has excellent understanding of fi gurative language, analogies, satire

Has highly developed sense of humor and sophisticated grasp of complex systems

May be slow and tedious when writing

Fails to complete assignments on time

May develop compensatory strategies on own, if given a clear understanding of the problem

See page 26 for accommodations.

AN ACCELERATED LEARNER: ✔

20


I N A T T E N T I O N / H Y P E R A C T I V I T Y / I M P U L S I V I T Y : C H A R A C T E R I S T I C S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

AN INATTENTIVE LEARNER: ✔ A HYPERACTIVE/IMPULSIVE LEARNER: ✔

Fails to give close attention to details Fidgets with hands or feet or squirms in seat

Makes careless mistakes in schoolwork or other activities

Leaves seat in classroom or in other situations in which seating is expected

Has diffi culty sustaining attention in tasks or play activities

Runs or climbs excessively in situations where it is inappropriate

Has diffi culty organizing tasks and activities Has diffi culty playing or engaging in leisure activities quietly

Does not follow through on instructions and fails to fi nish schoolwork or chores Frequently “on the go” or acts as if “driven by a motor”

Avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort Talks excessively

Loses things necessary for tasks or activities (such as toys, assignments, pencils, books, or tools)

Blurts out answers before questions have been completed

Is distracted by extraneous stimuli Has diffi culty awaiting turn

Is forgetful in completing daily activities Makes unnecessary physical contact

Rushes through assignments with no regard to accuracy or quality of work

Interrupts or intrudes on others (for example, in conversations or games)

Begins assignments before receiving directions Appears to be socially immature

Is easily distracted by auditory and visual stimuli Bothers other students who are trying to work, listen, etc

Does not turn in homework assignments Makes inappropriate comments or unnecessary noises

Frequently does not complete in-class assignments Tends to overreact to situations

Frequently is unable to follow written/oral directions Frequently does not work independently

Has little or no interaction with others Often is not accepted by others

Requires eye contact in order to listen Frequently has no concept of time

Frequently is disorganized Frequently does not keep track of assignments

Does not remain on task (daydreams) Does not respond appropriately to environmental/social cues

Has limited memory skills Is easily angered, annoyed, or upset

Often fails to generalize knowledge Has coordination diffi culty; falls, trips, etc.

Frequently fails screening tools or quizzes Has diffi culty retrieving information

Often shifts for one activity to another

See pages 27–29 for accommodations.

21


M A T H : C H A R A C T E R I S T I C S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

A STUDENT WITH MATH-RELATED LEARNING DISABILITIES: ✔

Has diffi culty recognizing numbers

Fails to solve addition problems

Fails to solve subtraction problems

Fails to solve multiplication problems

Fails to solve division problems

Does not remember math facts

Has diffi culty solving story problems

Works math problems from left to right

Fails to demonstrate knowledge of place value

Fails to change from one math operation to another

Fails to do regrouping

Fails to keep numbers in columns

Has diffi culty with skip counting

Confuses operational signs

Has diffi culty with money concepts

Has diffi culty with measurements

Has number reversals/transposing

Has diffi culty with telling time

Has diffi culty with schedules and sequences of events

Has diffi culty with a number line

See page 30 for accommodations.

22


R E A D I N G : C H A R A C T E R I S T I C S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

A STUDENT WITH READING-RELATED LEARNING DISABILITIES: ✔

• PRESCHOOL

Is prone to ear infections

Is unusually late or early reaching developmental milestones

Has delayed speech, may stutter under stress

Wets the bed past appropriate age

Is late in choosing dominant hand

Has right/left confusion; diffi culty with special concepts; gets lost easily

Struggles with gross motor activities, such as hopping, skipping, or jumping

Struggles with fi ne motor activities, such as tying shoes

Has trouble memorizing (such as phone number, alphabet)

Mixes up sounds or syllables in long words

Has diffi culty differentiating between phonetic sounds

Has diffi culty with time sequencing; mixes up the order of events

Has diffi culty with directions that include more than one task

Creates poorly shaped letters when writing

Has diffi culty writing on a line or coloring within general lines

May have diffi culty reading consistently from left to right

• ELEMENTARY

Appears bright, highly intelligent, and articulate but unable to read, write, and spell on grade level

Has inconsistent performance; may have discrepancies in test scores

Is easily frustrated and emotional about academic work

Sings or chants to recite the alphabet in correct sequence

Fails to demonstrate profi cient word attack skills; has diffi culty with phonics skills

Confuses similar letters and words (angel/angle, dream/drama)

23


Often makes the following mistakes with reading/writing:additions (baby/babey)• omissions (plan/pan)• substitutions (sin/sen)• inversions (mom/wow)• reversals (b/d , was/saw)• numbers (37/73, 96/69)• rotations (b/p, OIL/710)• transpositions (girl/gril)• repetitions (rat/ratt)•

May use mirror writing

Has auditory discrimination problems (diffi culty hearing differences in similar sounds, such as b/p, o/u)

Has diffi culty recognizing rhyming words

Has diffi culty comprehending written material; may lose place when reading

Has diffi culty sequencing (such as events in stories)

Shows some directional confusion

Has diffi culty telling time, managing time, being punctual

Fails to complete reading/writing assignments

Has diffi culty with recalling previous lessons

Has diffi culty segmenting syllables in a word

Has poor spelling, phonetic but inconsistent (such as book, bok, buk, boock)

Exhibits poor use of punctuation

Engages in slow, tedious, incomplete note-taking

Has poor handwriting, poorly shaped letters and irregular spacing

Has diffi culty copying quickly and accurately (from chalkboard to notebook or book to notebook)

Has diffi culty reading printed music

Has diffi culty with organization or is compulsively orderly

Seems to forget often (for example homework, papers, assignments)

May have diffi culty restraining talking

Often does not use complete sentences when speaking or writing

Is clumsy, uncoordinated, poor at ball or team sports; prone to motion sickness

Has diffi culty remembering and following multi-step directions

Has diffi culty with independent activities that include reading and writing

May use either hand for fi ne motor tasks; exhibits confusion with right/left dominance


24


Has short attention span for reading/writing tasks

Seems to zone out or daydream often

Has poor study skills

Does poor work on timed or essay screening tools

Has poor self-esteem

Hides or covers weaknesses with creative compensation techniques

Complains of dizziness, headaches, stomach aches while reading/writing

Falls asleep or shows signs of exhaustions while reading/writing

May seem to have diffi culty with vision, yet eye exams don’t reveal a problem

Thinks primarily with images and feelings, not sounds or words

Exhibits increasing mistakes and symptoms with confusion, pressure, stress, or poor health

• HIGH SCHOOL/ADULT

Exhibits symptoms above

Shows discrepancy between verbal communication and written expression

Has diffi culty writing thoughts in a clear and orderly manner

Is slow reader; may have to read and reread in order to comprehend

Understands auditory material more readily than written material

Has diffi culty with directions

Still confuses letters (such as b and d) especially when tired, stressed, or ill

Has diffi culty with foreign languages

Gets poor grades

Exhibits high frustration level with schooling



25


W R I T I N G : C H A R A C T E R I S T I C S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

A STUDENT WITH WRITING-RELATED LEARNING DISABILITIES: ✔

Frequently fails to form letters correctly

Frequently has sloppy or illegible writing

Frequently fails to punctuate correctly

Frequently has spelling problems—omits, adds, or substitutes letters

Frequently demonstrates letter reversals

Frequently has trouble copying (close-up/distant)

Frequently fails to capitalize correctly

Frequently fails to write within a given space

Frequently grips pencil, crayons, or scissor awkwardly

Frequently shows diffi culty with fi ne motor skills (handling nuts and bolts, screwdrivers, puzzle pieces; or buttoning, zipping, tying)

Frequently shows inconsistencies in printing upper and lower case, printing and cursive

Frequently does not complete written assignments

Frequently has inconsistent spaces between words and letters

Frequently is unsure of right or left handedness

Tires quickly while writing

Says words out loud while writing

Has diffi culty organizing thoughts on paper

Exhibits large gap between written ideas and understanding demonstrated through speech


26


ACCOMMODATIONS

A C C E L E R A T E D L E A R N E R A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________

ACCOMMODATION STRATEGIES Tried/Duration

EffectiveY/N Remarks

Use technology

Offer a variety of options for communication of ideas such as slides, speeches, video

Emphasize high-level abstract thinking, creativity, and problem–solving approach

Have great expectations

Provide for fl exible pacing

Provide challenging activities at an advanced level

Promote active inquiry

Promote self-direction

Offer options that enable students to use strengths

27


I N A T T E N T I O N / H Y P E R A C T I V I T Y / I M P U L S I V I T Y A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Use study carrels

Change seating/groups

Reduce distractions

Give time-outs

Check lighting and noise levels

Remove unnecessary materials from student desk

Accommodate specifi c allergic reactions

Ask the student occasionally what time it is or what subject he or she has next

Find positive incentives for the student to develop the desire to be good

Stand by his or her desk as often as possible when talking to the class

Never publicly call attention to the student’s problems—maintain student’s dignity

Encourage independence/self-management

Send student on an errand when you see he or she has reached frustration point

Avoid excluding student from extracurricular activities

Use rewards and contracts to teach and enforce on-task behavior

Stay close to the student in large areas of confusing situations (for example, fi re drills or assemblies)

Position student out of classroom traffi c fl ow

Let the student know that he or she is accepted as a person, although his or her wrong behavior cannot be condoned

Set up a system of inconspicuous, prearranged signals to help the student

Frequently review class rules and routines

Post classroom rules

28


Provide student with a written checklist of expectations—only essential concepts

Provide a structured but warm atmosphere

Plan ahead—teacher organization and preparation facilitate student success

Focus on student’s abilities rather than disabilities

Shorten assignments and time period

Allow student to work in various positions—standing, sitting, kneeling, etc

Allow student to have an object to manipulate

Provide transition time between activities

Keep directions simple and clear

Establish a routine

Give parents a set of books for home use

Establish eye contact; touch shoulder, use name and proximity when giving instructions

Use clear, simple language, and repeat instructions frequently

Give one part of a sequence of tasks at a time

Have the student handle a stress ball to relieve nervous energy

Be consistent with routine (structure) and consequences

Defi ne expectations in advance

Limit choices

Use genuine praise and positive reinforcement—emphasize the positive

Use “hands-on” materials and manipulatives

Break content into “teachable” segments

Provide immediate and frequent feedback

Allow cursive handwriting or printing

Have the student retell instructions to ensure understanding

Underline key words and use colored paper for markers in reading

Remove time limits from the task

Anticipate problems—be proactive



29


Decrease workload to fi t child’s attention capacity

Be animated, theatrical, and responsive

Stay fl exible

Intersperse low- with high-interest tasks

Not tell students of big events (they will expend a lot of energy anticipating or dreading), but warn of impending transitions and prepare for change

Use background music—it helps to block out other noise

Seat the child next to students who will not provoke him or her, close to the teacher’s desk or on the outer edge of the classroom

Give the most diffi cult students leadership roles

Involve the student in intervention techniques

Set up a buddy system

Use small groups and cooperative learning

Ignore minor behaviors and attend to positive behaviors

Use contracts

Provide breaks and opportunities for controlled movement, (for example, sharpening pencils and running errands)

Block or chunk assignments into time or productive segments—have child work in six 5-minute segments instead of one 30-minute segment

Use self-monitoring checklists

Provide the student with strategies for learning and organization

Encourage goal-setting and mastering challenges (daily, monthly, etc.)

Not criticize the student publicly

Stay calm

Practice forgiveness

Remember the student is neurologically impaired

Re-examine the notion of what is “fair”—“Fair” does not mean that every child gets the same treatment but that each gets what he or she needs



30


M A T H A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Begin with the easiest problems, and add the harder problems in a progressive order on worksheets

Fold or divide math paper into fourths, sixths, eighths, etc., placing one problem in each box

Provide visual clues for problem-solving tasks; use concrete manipulatives

Check to see that the meaning of key symbols is clear (+, –, etc.)

Show relationship of key phrases to their corresponding operation—”all together” (addition), “less than” (subtraction), “how many more” (subtraction)

Use color code, rhythm, signs, jump-rope, etc. for drills

Turn lined paper vertically to help students organize math problems. This keeps the ones, tens, and hundreds in place

Use large graph paper with one numeral written in each square; gradually make the transition to regular paper

Allow a student to use a calculator

Drill aloud to teacher or study buddy (use fl ashcards)

Determine if student is developmentally ready for specifi c concepts

Give immediate feedback. (ideally, self-check and correct within class time)

Reduce quantity of material assigned (odds or evens)

Use real money in situations that the student can relate to

Check the whole problem not just the answer (the student may know how and why but write down the wrong answer)

Let the student work on the black/white board (use large motor skills)

Provide basic math facts

31


R E A D I N G A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Provide student with a “reader” or a recorded copy of the text (for example, RFB&D)

Not call for a child to read aloud to the class unless he or she has had time to practice the passage

Alter size of assignment to challenge yet facilitate success (for example, do even questions instead of the entire page of English)

Assign questions at the end of the chapter before reading the text

Give assignments in terms of time rather than required number of pages; set clear time limits using a timer, watch, or other visible device

Have a “reader” work with student to mark key passages in student’s text

Select books appropriate to level of skill utilizing high-interest low-level books if necessary

Find a suitable paraphrase or condensed version of the book (for example, Shakespeare Made Easy)

Utilize “Talking Books” series

Provide a study guide; orally review key points

Teach students to outline/map stories

Provide students with a purpose to read

Teach students to understand that they read differently for different purposes (to locate information, for pleasure etc.)

Teach through hands-on experiences, demonstrations, experiments, observations, discussion, and visual aids

Give untimed screening tools

Provide screening tools that do not require rote memory recall; instead, test for conceptual understanding; use fi ll-in-the-blanks (with a word bank), multiple choice, short answer, true and false (explain why it’s false), matching, etc.; vary the formats

Read screening tools to students; provide a reading of the test on cassette; allow students to give oral answers

32


Provide technology such as word processors, AlphaSmart*, electronic spell-checkers

Emphasize high-level abstract thinking, creativity, and a problem-solving approach

Have high expectations; give generous praise for specifi c behaviors; strengthen the student’s self-concept

Provide for individual pacing

Promote independence and self-directed learning; teach self-monitoring strategies

Model acceptance and demand respect for individual differences; celebrate diversity; provide a nurturing environment

Focus on development of the student’s interests and gifts

Teach phonics skills through a repetitious, multi-sensory, hands-on-approach (such as the Orton-Gillingham Program)

Grade written assignments according to content, rather than spelling and mechanics

Give pre-reading experiences (for example, stories, visitations, interviews, photos, videos)

Focus not on making the curriculum less challenging, but on providing alternative ways to assimilate the information

Offer different options for communicating ideas, such as Power Point presentations, models, speeches, mime, murals, rap, video productions, creative movement

Require all assignments and homework to be recorded daily in a special notebook

Repetition of step-by-step directions; check for understanding

Seat preferentially (easy access to board, teacher, and positive role model)

Provide a copy of class notes or a “transcriber” to copy notes (may use “No Carbon Paper”)

Teach and assist with organizational skills; use visual reminders for upcoming deadlines and test dates

Use a behavior management system with immediate feedback; provide structured routine

Allow legitimate and non-disruptive movement

Make sure student has an extra set of books at home

Provide peer tutoring

Break presentations into segments; allow short breaks between tasks

*More information about AlphaSmart can be found at www.alphasmart.com.



33


W R I T I N G A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Provide paper with raised lines as a sensory guide to stay within the lines

Try different pens and pencils to fi nd one that’s most comfortable

Have student practice writing letters and numbers in the air

Encourage proper grip, posture and paper positioning for writing

Use pencil grips

Use multi-sensory techniques for learning letters, shapes and numbers (for example, speaking through motor sequence)

Introduce a word processor on a computer

Be patient and positive, encourage practice and praise

Allow use of print or cursive

Use large graph paper for math calculations; keep columns and rows

Allow extra time for writing assignments

Begin writing assignments creativity with drawing, or speaking ideas into a tape recorder

Explicitly teach different types of writing

Do not judge timed assignments on neatness and spelling

Have students proofread work after a delay—it’s easier to see mistakes after a break

Help students create a checklist for editing work—spelling, neatness, grammar, syntax, clear progression of ideas, etc.

Encourage use of spell-check

Have student complete task in small steps

Encourage practice through low-stress opportunities for writing such as letters, diary, making household list or keeping track of sports teams

34


Eliminate student’s need to copy—use a helper, give copy of notes, use old textbook

Use “cut and paste” method for research projects

Accept illustrations as substitute for written assignments

Accept the shortest form of writing

Supply a secretary to write for student

Group students together to write “round robin” story

Encourage students to include the wording of the question in their sentence answer (complete sentence responses)

Use “thinking maps”



35


C L A S S R O O M T E S T I N G A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Encourage student to stop for a moment, rest, and take a few deep breaths if he or she panics during test-taking

Teach student not to change answers on screening tools unless he or she is positive that they are wrong

Double-space and type handouts and screening tools

Give many smaller screening tools, rather than one large test

Allow for alternate testing (oral, dictated, and written by another)

Program worksheets, quizzes, and major screening tools into a computer for students to use

Provide extended time

Reduce the number of questions students are held responsible for, so they may fi nish at the same time as their classmates

Have the student take his or her test in a quiet, undisturbed room

With multiple-choice questions, use capital letters (ABCD) for answer choices to avoid confusion between “b” and “d”

Ease the memory load—group screening tools with 20 or 30 matching questions into more manageable sets of fi ve

List defi nitions on the left, and the shorter names or terms on the right

Provide a list of words to use for “fi ll in the blank” sections

Ask students to list the main points for essay questions, then let them explain their answers privately to the teacher

Have the student read their answers privately to the teacher if handwriting, spelling, or syntax of the answer is unclear

Write the text page number as a reference by the questions in an open book test

Use alternative methods of assessment (for example, demonstrations and projects in place of screening tools)

36


G R A D I N G A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Recognize the correct and acceptable parts of student work

Give a grade for participation in class

Write comments, not just grades, on papers

Evaluate the screening tools of these students personally

Evaluate each student’s progress according to his or her level of performance, not according to peer/s achievements

Establish a minimum level that the student must pass to receive a “C” grade

Give an oral report rather than written, if possible

NOT fail a student who is making acceptable progress

Encourage student to stop for a moment, rest, and take a few deep breaths if he or she panics during test-taking

37


I N S T R U C T I O N A L A C C O M M O D A T I O N S

Student ______________________________ Teacher ______________________________

Date _________________________________ Grade ________________________________



Simplify

Shorten assignments

Extend time for completion

Have individual contracts

Use a buddy system

Use peer tutoring

Break down into small sequential steps and set due date for each step

Use consistent format with predictable, repeated patterns

Give verbal rewards for neat, on-time work

Have student turn in work as soon as completed

Keep a daily assignment sheet/book

Organize notebook—one folder for each subject

Accept homework dictated by student and written by parent

Give options for assignments—oral or written reports, displays, charts

Use learning aids such as computers, calculators, CD players, etc.

If using workbooks, give students pages one at a time, not the entire book

Maintain a master list of assignments for students to check periodically (post or keep in a fi le folder)

Write the text page number as a reference for questions

Supply materials for home use (duplicate textbooks)

Have necessary materials (pencils, paper, highlighters, etc.)

Have students verbalize steps of tasks to you

Establish a home/school communication system

38


Arrange a regular conference time with student to check progress and set goals

Give assignments in terms of time rather than number of pages or problems

Read the directions orally as the student highlights the written directions

Keep directions on the immediate page that a student is working on

NOT let the child evade, avoid, or put aside his or her assignment by continuous talking, acting

Require the student to keep an assignment book

Require the student to keep a monthly calendar

Encourage the student to have a specifi ed time/space for homework

Advise the student to do most diffi cult subject fi rst

Advise the student to study for a short period of time

Use memory aids (acronyms, acrostics)

Use associations and clustering

Make weekly contact with all regular classroom teachers to check assignment completion

Require the student to use a notebook with dividers for each subject

Encourage student to tune into anything written on the board

Teach student to paraphrase—restate information in own words

Use visual aids in giving instructions

Vary teaching techniques (role-playing, demonstrations)

Have the student repeat instructions/exercises or objectives

Teach through the child’s interests and experiences

Underline key words in instructions

Use learning games

Use a variety of materials and tools (computer, tapes, etc)

Always face the student when speaking—maintain eye contact

Establish a daily routine—be consistent



39


Supply a copy of class notes

Not write on the board and speak at the same time

Give extra “think” time after asking a question

Provide frequent feedback

Use short, one-concept sentences and questions

Give only one direction at a time

Have a backup system for directions

Provide an example

Use a syllabus or course outline, as well as a written outline for each unit of study

Double-space typed handouts

Use assessment data to gauge the task to their appropriate level

Provide activities that are short in duration

Give warning before changing activities

Avoid busywork, focus on essential concepts

Continue to reinforce past skills for mastery

Be aware of student’s preferred learning style and provide appropriate instruction or materials

Enrich the curriculum “horizontally” by materials and activities which extend a topic

Give immediate feedback and reinforcement

Get and keep student’s attention before teaching (for example, say his or her name)

Focus on student’s abilities rather than disabilities

State objectives at the start of each lesson

Circulate around the room

Repeat instructions in different words

Make expectations for success clear

In response to questions, have student repeat the question as part of his or her answer

Emphasize important points by color coding, underlining, changing pitch of voice, and mnemonic devices to aid learning

Give summary of key points in each lesson



40


Give the student an activity to do after he or she has listened to several reports or lectures

Encourage the student to say WHAT he or she is writing WHILE writing it

Schedule the most diffi cult subjects in the morning

Be fi rm and consistent but with empathy

Insist that the student complete a task, making certain that it is on his or her ability level and that he or she understands the directions

Encourage active participation rather than memorization of facts

NOT excuse the student from normal responsibilities or normal tasks which he or she can do

Emphasize hands-on involvement and cooperative learning

Minimize abstract, workbook-driven activities

Base the number of problems assigned to student’s ability

Help student identify, develop, accentuate, and celebrate one area of excellence or expertise

Accommodate uniqueness in student’s learning style

Teach student how to set his or her own goals and design his or her own learning plans

Recognize quality and competence, celebrate excellence, and confront complacency

Establish specifi c learning outcomes

Provide student with regular opportunities to make decisions about his or her own learning



41


T E A C H E R A C C O M M O D A T I O N S W O R K S H E E T

Student Name _______________________________________________________________

Birth Date ____________________________ School _______________________________

Grade ________________________________ Date _________________________________

D E S C R I P T I O N O F D I F F I C U L T Y :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

L I S T A C C O M M O D A T I O N S A N D R A T E E F F E C T I V E N E S S :

ACCOMMODATIONS Y/N REMARKS

R E V I E W D A T E :

______________________________________

N O T E S :

____________________________________________________________________________

____________________________________________________________________________

T E A C H E R S I G N A T U R E :

______________________________________

42


T E A C H E R A C C O M M O D A T I O N S W O R K S H E E T S A M P L E

Student Name _______________________________________________________________

Birth Date ____________________________ School _______________________________

Grade ________________________________ Date _________________________________

D E S C R I P T I O N O F D I F F I C U L T Y :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

L I S T A C C O M M O D A T I O N S A N D R A T E E F F E C T I V E N E S S :

ACCOMMODATIONS Y/N REMARKS

R E V I E W D A T E :

______________________________________

N O T E S :

____________________________________________________________________________

____________________________________________________________________________

T E A C H E R S I G N A T U R E :

______________________________________

Sally Hill

8/17/96 Pleasant Valley Elementary

6 4/11/08

Sally chats continuously with classmates and doesn’t fi nish assignments. Scores on

papers she does turn in are low. All spelling is phonetic. Punctuation is erratic. Her desk is

usually messy, and she often reports that she “lost” her papers. She reads with diffi culty.

Get and keep student attention before giving instruction.

Give immediate feedback and positive reinforcement.

Set specifi c learning outcomes & use immediate consequences.

Seat Sally close to me, next to Jill who will not distract her.

Decrease work to fi t Sally’s attention; keep daily assignment book.

4/25/08

I will make a conscious effort to praise Sally whenever she is on task and encourage

her to do her work.

Ima Teacher

43


CLASSROOM MANAGEMENT Adapted from Lifelong Guidelines/LIFESKILLS Program of Susan Kovalik & Associates.

S Y S T E M A T I C C H A R A C T E R D E V E L O P M E N T Christian schools in general—and Adventist schools in particular—exist to

educate young people to be like Jesus, and yet many function as a public school

except for the addition of a Bible class once per day. On the other hand, schools

which know how to really make a difference integrate faith and learning all day,

every day, as called for by Journey to Excellence. One vital component, systematic

and Spirit-led character development, will create a classroom environment ideally

suited to support students with learning differences.

To ensure that character development is intentional, it is suggested that

teachers brainstorm with other key fi gures a list of character traits which refl ect a

relationship with Jesus and the Fruits of the Spirit. This list should include attributes

such as patience, respect, perseverance, initiative, stewardship, courage, fl exibility,

organization, sense of humor, self control, punctuality (an indicator of respect), and

active listening. The list may include as many as 20–25 character traits which should

be simply defi ned. This list should be posted prominently throughout the school

building and in every class where it can be seen and referred to frequently.

The identifi ed character traits should be the subject of a year-long bulletin board

in each classroom. Each week one of the character traits (sometimes referred to as

“light-skills” because they enable students to let their “light” shine, or in the secular

world as “life skills”) and its defi nition is featured and posted on the bulletin board.

Students’ attention is drawn to the trait of the week each morning at worship or

class meeting time where they discuss situations which would benefi t from the use

of the trait, or people they know who are skilled in its use.

Throughout the day students are assisted to think about the application of all

of the character traits as opportunities arise. For example, if a teacher observes a

student picking up a piece of trash on the playground, the student is affi rmed for

using the trait of initiative or stewardship of the earth. If a student is not on task,

rather than reprimanding him, the teacher simply asks him to describe what it would

look like if he were using the trait of responsibility or effort. This requires the young

44


person not only to mentally visualize what he should be doing, but to verbalize it as

well. The teacher then simply suggests that he use the trait just described.

When reading literature, current events in the newspaper, or Bible stories,

students are asked to think about what traits were used or should have been used

and the impact it had on the outcome. Students may be asked at the beginning of the

day to pray, asking the Holy Spirit to reveal one of these areas in which He would like

to assist them to grow. They may be asked to self-evaluate periodically throughout

the day or at the end of the day. It may be helpful, if appropriate, for teachers to share

areas in which they are attempting to grow spiritually. Teachers and students praying

for each other is a huge catalyst for the development of spiritual maturity.

If a student is experiencing repeated failure in the use of important character traits,

it may be useful to have her complete the accompanying “Light-Skill Action Plan”

form which facilitates thinking about what went wrong and how it can be remedied.

This is a form of discipline which puts the student in charge of fi nding a solution to his

or her inappropriate behaviors and does so in a spiritual context. The concept that two

forces, Christ and Satan, are striving to obtain our allegiance may be further driven

home through discussion with the student and prayer asking for forgiveness. Help the

student to see that, while other students may have been injured by his or her actions,

additionally he or she was personally harmed and God was dishonored. At the same

time students should be continually reminded of the unconditional love of God, and

that He only desires their happiness through obedient surrender.

Implementing a character development approach such as is described above

requires of the teacher conscious, habit-forming effort. Beautiful bulletin boards

will have little or no effect if character development is not continually integrated

throughout the school day. On the other hand, teachers enjoy a tremendous sense of

satisfaction and partnership with the Holy Spirit when they learn to see in virtually

every behavior an opportunity to develop Christian character.

Additional valuable resources related to character development can be found at

the following websites, though these are not specifi cally Christian in nature:

www.kovalik.co• m

www.responsiveclassroom.org• /

www.charactercenter.com/Adventures.ht• m

www.charactereducation.co• m

45


L I G H T - S K I L L A C T I O N P L A N

Name ________________________________ Date _________________________________

I did not use the light-skill of __________________________________________________

Because I did not use this light-skill, the following people were hurt:

_____________________________________ ____________________________________

_____________________________________ ____________________________________

To repair the damage I have caused I will ______________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

I understand that the Holy Spirit can help me prevent the problem in the future if I

am willing to listen and cooperate with Him.

I have asked the Holy Spirit to help me.

I would like someone to pray with me for the Holy Spirit’s help.

____________________________________________________________________________

Student Signature, Date

46


T E A C H I N G P R O C E D U R E SIn order to create a smooth-running, inclusive classroom where students know

what is expected of them and can be held accountable for their behavior, it is vital

that specifi c procedures be systematically taught to all students. This is usually done

at the beginning of the school year and may take two or more weeks to accomplish.

Teachers who hesitate to commit this much time, should be assured that the

investment will pay richly in time saved throughout the school year. In addition,

the time investment will ensure that students with learning differences enjoy the

benefi ts of a structured and supportive classroom environment.

Teachers generally have a variety of “nonnegotiables” in terms of procedures.

These should be carefully thought out in advance of the school year and written up

in clear steps. When preparing written procedures for early elementary students it

is helpful to illustrate them (see sample on p. 48). This can be done with clip art or

by involving a talented volunteer. Other procedures can be developed as needed,

involving students in the process. A procedure should be created any time an

activity consistently results in frustration or ineffi ciency, Written procedures may

be placed in plastic sleeves in a binder so that they may be referred to as needed or

laminated, held together on a ring with a copy kept at each cooperative group.

Adults often assume that students have certain knowledge and behaviors which

they may not actually have; therefore, once procedures have been written up,

students must be systematically instructed in their use. This often requires modeling

and role-playing until all students understand what is expected and realize that

nothing less will be accepted.

All procedural instruction should be done in a positive tone and students should

be affi rmed whenever they are complying. When one or more students are observed

not following a previously taught procedure, it is helpful to simply stop the activity and

say, “I notice we are not following our procedure. Is there someone who knows what

we need to do differently?” or “I notice we are not following the procedure. Who will

get the procedure manual so we can review it?” Then allow students to practice what

has just been described. Whenever a relapse occurs, students should be stopped and

the procedure reviewed again. If one particular student persists in noncompliance, he

or she should be dealt with individually (see Light-Skill Action Plan).

47


It is common at certain points in the school year for teachers to realize that they

have gradually relaxed oversight of procedures and that the classroom is becoming

increasingly chaotic. At this point the solution is to share this observation with

students, review procedures and consistently communicate their importance.

A list of procedures to be considered for the beginning of the school year

follows. It is helpful to fi nd creative, fun ways to provide instruction in these.

Arrival (where personal • belongings go, greeting adults and peers)

Morning routine•

Introductions (etiquette • and fi rm handshake)

How to carry chairs safely•

Coming to circle•

Prayer•

Bathroom•

Hand-washing•

Compliments•

Water bottle•

Snack•

Lining up•

Walking in the hall•

Laps•

“Circling Up” (a • procedure for getting kids gathered quickly when at recess or PE)

Kinds of voices • (thinking voice, partner voice, cooperative group voice, etc.)

Lunch•

Lunch clean up•

Peace table (see description • which follows)

“Escape Place” • (sometimes referred to as “Australia”—see description which follows)

Finished early (what • activities are appropriate to do when fi nished early with assignments)

Procedures for use of • any classroom materials (paper, scissors, crayons/markers, pencils, stapler, pencil sharpener, etc.)

Rest time (kindergarten)•

Playground•

Fire drill•

Dismissal•

48


A R R I V A L P R O C E D U R E

Neatly hang coat 1. on coat hook.

Place backpack and 2. lunch bag in cubby.

Greet your teacher.3.

Read the 4. morning message.

Greet at least 3 friends. 5.

Read and follow 6. morning procedure.

49


“ E S C A P E P L A C E ”At various points in our lives negative circumstances converge to stress or

overwhelm. This is true for children as well as adults. Both experience and brain

research reveal that it is nearly impossible to learn when distressed. Resolving a

student’s anguish is critical in order to facilitate his or her learning; therefore, it is

recommended that a small area of the classroom be set aside as an “escape place.”

This should be a pleasant and comfortable area where any student, including those

with learning differences, may choose to go to get refocused.

Teachers, perhaps in consultation with their students, should use creativity to

design the “escape place.” It may be decorated with a theme, and should include

comfortable seating. Other meaningful features might include calming music played

through headphones, a framed picture of Jesus, stress balls, a portable “waterfall,”

a small fi sh tank with fi sh, a stuffed animal or pillows. It may be helpful to include a

timer which would be used to help students monitor the amount of time spent there.

The “escape place” should be located so as to provide as much privacy as possible

while keeping the student within the teacher’s view.

Elementary teachers may introduce the “escape place” by reading the book

Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. The

book tells the story of a young boy who is experiencing one problem after another

and, after each negative event, says that he is going to run away to Australia. For

this reason, some teachers refer to the “escape place” as “Australia.”

Procedures need to be clearly established and taught with regard to this area of

the room and should include when it is appropriate to use it and how long a student

may stay there, as well as how other students should relate to someone who goes

there. When procedures have been clearly taught in a classroom characterized by

respect, it is unusual for students to abuse the privilege. If it is felt that the area is

being overused by a particular student, the teacher should try to understand the

reasons behind the behavior and determine if it is appropriate to limit the number of

visits to the area.

Under no circumstances should the “escape place” be used for in a punitive way

or as a “time out” location. To do so would undermine its purpose.

50


R E S O L U T I O N S T A T I O NConfl ict between students is inevitable, but students can learn to resolve confl ict

in a manner that is consistent with Scripture and which helps to maintain a peaceful,

inclusive classroom. A “resolution station” or “peace table” procedure can be

tremendously useful in accomplishing this goal.

The “resolution station” should be a small table or desk out of the direct view of

most of the class but within the teacher’s view. There should be a small object such

as a paperweight or large button kept on the table. This is used to indicate whose

turn it is to talk. Students should be able to sit across from each other. Some teachers

include a small white fl ag which a student may wave to indicate that adult help is

needed to resolve the confl ict.

For primary students the procedure for using the resolution station is scripted

and students must be taught the following dialogue. Modeling and role playing

work well to accomplish this task.

When one student is offended or angry at another student, he or she should

request that the other student go to the table with her or him. When both are seated,

the script goes as follows:

Offended: (Picks up the paperweight or other object on the table) • I didn’t like it when you _______. (Passes the paperweight to the offender)

Offender: I’m sorry that I _______. Will you forgive me?• (Passes the paperweight to the offended)

Offended: Yes, I will. (Passes the paperweight back to the offender)•

Offender: Can we still be friends? • (Passes the paperweight back to the offended)

Offended: Yes.•

Offender initiates a handshake.•

While the procedure sounds a bit trite when described as above, it somehow

has tremendous power to resolve confl ict if teachers require its use consistently and

refuse to solve students’ problems for them. Role-playing should be used, giving

as many students as possible the opportunity to practice and memorize the script.

51


Young students will enjoy the role-playing which should begin between the teacher

and a student until it is felt that two students are ready to demonstrate it well. It is

helpful to introduce and teach it one day and then review and continue role playing

the next.

Eventually a real confl ict will arise between students. Depending on the

seriousness of the confl ict, it may be appropriate to ask the students involved

for special permission for the class to observe since it is the fi rst “real” use of

the procedure. Requests for privacy should be respected, but often students

will appreciate the opportunity to be “experts” and this will help to hold them

accountable for using the procedure well. If privacy is preferred, the class should

provide it, but the teacher must be in the immediate area to ensure that the

guidelines are followed. This supervision should be gradually faded as students

become skilled at the procedure and recognize its power to resolve confl ict. Students

should be reminded of any steps they forget and affi rmed for what they do well.

Disputes often occur over who will talk fi rst. This is solved by establishing that

the person who issued the request to go to the table is the fi rst person to talk. An

additional advantage of this rule is that it motivates students to initiate use of the

procedure.

Occasionally a student will be taken to the table, but have a frame of mind which

is not conducive to confl ict resolution. This is often evident from body language such

as folded arms, a frowning face, and a refusal to talk or make eye contact. A student

in this state should not be allowed to hold the other “hostage,” so the teacher may

simply say to the offended individual (in the hearing of the offender) “ ______ is not

quite ready to resolve the confl ict now, so why don’t you go back to your work and

she will let you know when she is ready.” Meanwhile, the offender stays at the table.

Some confl icts involve several students. When this occurs, students should

identify whom they have issues with and go to the table in various pair combinations

until all are satisfi ed. This may require some teacher intervention.

Older students do not need to use such a rigidly scripted approach. Teaching

the use of “I statements” will enable them to use their own language. It is, however,

important that all students state specifi cally what they are sorry for. It is too easy to

simply say, “I’m sorry.”

52


Some offenses are too great to be adequately resolved using only the “resolution

station.” In such cases, the teacher may require, or the offended student may

request, an “act of apology.” This may include some sort of restitution if property

was damaged, a carefully crafted letter or card, or a friendship gesture which clearly

communicates remorse. The offender may be isolated, if necessary, for the time it

takes him or her to prepare the act of apology.

A key to ensuring the success of the “resolution station” is for the teacher to

develop the habit of requiring students to take responsibility for resolving their own

confl icts. When a student complains about an injustice, an effective response is,

“And how would you like to take care of that?” This communicates the expectation

that students will resolve their own issues rather than turning them over to an

adult. If they say they don’t know, respond with, “Well, if that had been done to me

I would take the person to the ‘resolution station’ to work it out.” Some individuals

are highly averse to confrontation and will be disinclined to use the procedure, in

which case, it is wise to support them in learning this important skill. The teacher

could partner with the student in a role play to rehearse what she or he will say to

the actual offender. This provides an opportunity to teach the young person to make

eye contact and share their feelings with greater confi dence.

While the process initially requires a signifi cant investment of time and energy,

it pays big dividends throughout the rest of the year as students begin to solve their

problems with minimal teacher involvement.

Students should be assisted to understand that this procedure is Biblical, and

that many problems between adults would be prevented if they had learned how

to use such a plan rather than “stuffi ng” their feelings or sharing the problem with

people not involved.

Additional effective confl ict resolution strategies and lesson plans with a

Christian perspective are available on the Web from Peacemaker Ministries at www.

peacemaker.net/site/c.aqKFLTOBIpH/b.958199/k.AFBE/Young_Peacemaker.htm.

53

Modifi ed Accommodation Plan3

G E N E R A L P E R M I S S I O N

L E T T E R O F P E R M I S S I O N

T E A C H E R S C R E E N I N G

O P T I O N A L S C R E E N I N G T O O L S

T H E R E A C H T E A M

M A P ( M O D I F I E D A C C O M M O D A T I O N P L A N )

R E P O R T C A R D S

R E A C H T E A M & M A P — S E C O N D M E E T I N G

M A P — S E C O N D M O D I F I E D A C C O M M O D A T I O N P L A N F O R M

P U B L I C S C H O O L T E S T I N G

54

M O D I F I E D A C C O M M O D A T I O N P L A N

GENERAL PERMISSIONIf attempts to accommodate a student using the checklists in Section 2 show

insuffi cient results, permission should then be obtained from the parent or guardian

for the teacher or REACH specialist to do simple screening. A form letter for

printing on school letterhead is provided on the following page. Prior to mailing the

permission letter, contact should be made with the parent or guardian explaining

the reason for further assessment.

Classroom teachers can easily administer some screening tools. The results may

be helpful in developing a learning strategy for a particular student. Following this

screening, a REACH team will meet to discuss and review the student’s situation,

including the results. Those results could help the team develop a MAP (Modifi ed

Accommodation Plan) or lead them to seek further permission for more extensive

testing. Sensitivity must be used when conducting screenings to prevent students

from feeling singled out.

55


L E T T E R O F P E R M I S S I O N

Date ________________________________________________________________________

Parent/Guardian _____________________________________________________________

Address _____________________________________________________________________

City, State, Zip Code __________________________________________________________

Student Name _______________________________________________________________

Dear Parent/Guardian:

It is our goal to serve every child. Every classroom has students with a wide range of interest, abilities, and learning styles. In order to best meet the needs of your child, we need to determine his or her specifi c interests and learning style.

He or she is experiencing some diffi culty in the following area(s):

____________________________________________________________________________

____________________________________________________________________________

We would like your permission to conduct screening at the school your child currently attends and it will be provided at no cost to you. The procedure may include: a review of school records, informal and formal evaluations, observation of your child’s activities and work, teacher comments, behavior checklists, and consultation with you. This screening in no way limits or stigmatizes your child. It may, however, prove to be an invaluable tool in assessing your child’s strengths and weaknesses and provide support in meeting your child’s education needs.

We will have a conference with you after the results are available. We will work together to develop a learning plan that will fi t the needs and abilities of your child. To begin the process, please fi ll out the form below and return. You will be contacted following the screening to discuss the results.

Please contact me if you have any questions. My phone number is ____________.

Sincerely,

(Signed by the teacher)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_______ I give my permission for my child to be screened.

_______ I do not give permission for my child to be screened.

Parent/Guardian Signature ________________________________________ Date ______________

56


TEACHER SCREENINGA number of simple screening tools are available for behavioral tendencies,

learning styles, and academic abilities. The results will create a picture of the

student’s ability.

A brief description of some screening tools follows on the next page. Study

these descriptions, and select the appropriate instrument according to the student’s

needs. Avoid over-screening.

Some screening tools described in this section are not included in this manual

because of copyright laws. They may be purchased or borrowed from the local

Offi ce of Education if available.

After screening has been completed, schedule a conference with the parent or

guardian. If further recommendations are needed a REACH evaluation team should

be formed.

OPTIONAL SCREENING TOOLS

H E A L T H / V I S I O N / H E A R I N GBehavior and academic problems can sometimes be prevented or solved

through simple health screening. It is important to ensure that all students have

access to systematic health screening, including vision and hearing checks, by

trained professionals.

B E H A V I O R S C R E E N I N G

A T T E N T I O N D E F I C I T D I S O R D E R E V A L U A T I O N S C A L E , T H I R D E D I T I O N

The teacher fi lls out a school rating form, while the parent fi lls out a home rating

form to identify specifi c characteristics of inattention and impulsive behaviors.

The book then has corresponding accommodations that correspond with each

problem behavior. (Available through Hawthorne Educational Services by calling

573-874-1710)

57


A T T E N T I O N D E F I C I T A C C O M M O D A T I O N P L A N F O R T E A C H I N G ( A D A P T )

The ADAPT Teacher Accommodation Planbook is a guide to help teachers

evaluate a student’s areas of diffi culty leading to the design and implementation

of classroom accommodations. This resource also includes the ADAPT Student

Planbook which helps students plan assignments and track daily performance.

(Available through Specialty Press at 800-233-9273)

L E A R N I N G S T Y L E S A S S E S S M E N T

C A P S O L

CAPSOL is a professional tool which rates the styles of learning: Visual, Bodily-

Kinesthetic, Auditory, Individual, Group, Oral Expressive, Sequential and Global. A

complete scoring sheet is also provided to profi le a student’s learning preferences.

(Available though Process Associates at 800-772-7809)

A L P H A B E T

This is a simple test for grades K–1 to determine a student’s knowledge of

letters. It focuses on 4 different learning styles—Visual, Auditory, Visual/Auditory,

and Auditory/Kinesthetic. Teachers will need to have their own alphabet cards.

(Alphabet Test Recording Sheet is available in Appendix)

A C A D E M I C S C R E E N I N G

W I D E R A N G E A C H I E V E M E N T ( W R A T - 4 )

This is a norm referenced test that can be administered in 30 minutes. The test

assesses word reading, sentence comprehension, spelling, and math computation.

The WRAT can be used with individuals between 5–94 years of age. (Available

through Academic Communication Associates at 800-331-8378 ex. 361. This test

should only be administered and interpreted by a trained examiner.)

58


D I A G N O S T I C R E A D I N G S C A L E ( D R S )

This test covers word recognition as well as word analysis and phonics. There

are various selections with comprehension questions. It is appropriate through

grade 8. (Available through California Testing Bureau/McGraw-Hill at 800-538-9547)

Q U A L I T A T I V E R E A D I N G I N V E N T O R Y - 3 ( Q R I - 3 )

This is an individually administered informal reading Inventory-3 (QRI-3)

inventory (IRI) designed to provide diagnostic information about conditions under

which students can identify words and comprehend text successfully. Reading levels

are provided from pre-primer through high school. (Available through Addison

Wesley Longman at www.awl.com/leslie)

K E Y M A T H

This is an individually administered test designed to provide a diagnostic

assessment of skill in mathematics. Test items are divided into 14 subtests organized

into three major areas—content, operations, and application. Most items require

the subject to respond verbally to open-ended items that are presented orally

by the examiner. KeyMath is a power test, not a speed test, The test should take

approximately 30 minutes to administer. This test is normed for grades K–7.

(Available through American Guidance Services at 800-328-2560)

THE REACH TEAM

R E A C H I N G T O E D U C A T E A L L C H I L D R E N F O R H E A V E N

The REACH team is composed of signifi cant potential advocates in the student’s

life. Parents or guardians, the teacher, and the student select the REACH team

members. The REACH team will come together following the screening and

parent-teacher conference. Their responsibility is to devise a workable Modifi ed

Accommodation Plan (MAP) to ensure the success of the student.

59


The REACH team is to include the parent or guardian, teacher, and student—as

well as one or more of the following:

Head teacher or Principal•

Conference support person•

Pastor•

Other signifi cant helpers•

The teacher is to be the facilitator, scheduling conferences and notifying team

members as needed. The goal of the REACH team is to develop an effective MAP.

The MAP specifi cally outlines the details of the learning expectations as well as

support strategies to reach them.

Initially the REACH team may wish to discuss screening results without the

student present. Getting the student involved may be critical. He or she should be

involved when appropriate.

MODIFIED ACCOMMODATION PLAN (MAP)In developing a MAP, the REACH team reviews the student’s strengths

and needs and lists accommodations. An effective MAP will require student

accountability, commitment by the REACH team members, and creative solutions.

MAP information is NOT to be placed in the cumulative/student record folder.

It is to be kept in a separate folder and shared only after obtaining the permission of

the parents or guardians or the student once he or she is 18 years old.

60



Student ______________________________ Date _________________________________

Teacher ______________________________ Grade ________________________________

School _______________________________ Birth Date ____________________________

Conference ____________________________

S T R E N G T H S :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

P R E S E N T L E V E L O F P E R F O R M A N C E :

Academic assessment scores, social/emotional behavior observations, gross and

fi ne motor skills, etc. Please attach any professional psychological and academic

achievement scores.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

S T U D E N T R E S P O N S I B I L I T I E S :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

61


Subject area: Review Date:

OBJECTIVE(S): ACCOMMODATION(S):

62


PA R E N T / G U A R D I A N R E S P O N S I B I L I T I E S :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

S I G N A T U R E S :

Parent ______________________________________________________________________

Date ________________________________________________________________________

Student _____________________________________________________________________

Date ________________________________________________________________________

Teacher _____________________________________________________________________

Date ________________________________________________________________________

Administrator _______________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

63


M A P ( M O D I F I E D A C C O M M O D A T I O N P L A N ) S A M P L E

Student ______________________________ Date _________________________________

Teacher ______________________________ Grade ________________________________


Conference ____________________________

S T R E N G T H S :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________




achievement scores.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Michael Jones 8 / 26 / 08

Susan Smart 5

Oak Park Elementary 2 / 3 / 98

Washington

Michael is a very sociable. He has lots of friends and kids seem to really like him.

Michael is a happy boy and appears to want to cooperate. He is always very helpful and

kind to other children.

WRAT-4 scores

Word Reading: 3.2 grade level; Sentence comprehensive: 3.6 grade level;

spelling: 2.8 grade mlevel; Math computation: 6.5 grade level

Keep an assignment notebook with assignments and projects listed. Take home weekly

spelling list and practice each night—orally and written. Read orally and silently

each evening for ½ hour on reading level for pleasure. Check backpack for all necessary

textbooks and assignments

64




Reading 8 / 26 / 08

Increase Word Reading

to 4.2 grade level

Increase Sentence

comprehension to

4.6 grade level

Increase spelling to

3.8 grade level

Math Enrichment

Reduce all homework assignments

Use Saxon Phonic Intervention as part of the reading

program

Hot Dots word decoding

Reduce reading assignments

Teacher read all test and directions orally

Use graphic organizers

Use High Interest-low readability books

Hot Dots comprehension cards

Use textbooks on tape

Extended time

Read questions before reading material

Teach vocabulary words prior to reading materia

Teach phonic rule to go with word

Show and teach correct spelling fi rst

Reduce spelling list and use level of tested ability

Allow spell checker for written assignments

Create their own spelling dictionary of common words

Use word wall

Do enrichment pages in math text

Do Math software program

Do Sixth Grade Level Math group

65



____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Parent ______________________________________________________________________

Date ________________________________________________________________________

Student _____________________________________________________________________

Date ________________________________________________________________________

Teacher _____________________________________________________________________

Date ________________________________________________________________________

Administrator _______________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Check and sign assignment notebook when homework is completed. Review and

practice spelling words daily. Listen to his oral reading each evening for 15 minutes.

66


R E P O R T C A R D SIf a student has a MAP, the teacher should indicate the instructional level on the

report card/NAD Progress Report. (Some Conference or Union progress report

forms provide a space for the instructional level.) Teachers in other Conferences or

Unions should indicate the use of a MAP in the teacher comment section by writing

“see MAP.” Inquire at your local offi ce of education to determine which form is in

use. For students whose goals are signifi cantly different from those on a standard

report card, teachers should indicate progress on the MAP and use it as—or in

addition to—a report card.

T H E R E A C H T E A M ( S E C O N D M E E T I N G )The REACH team meets for a second time to:

Review the effectiveness of the MAP after it has been in place •

OR

Review professional testing as soon as it is completed •

The REACH team needs to determine in what ways the student’s performance

has been affected. If the student’s performance has improved, then the team will

determine the continued length of the MAP. The team may modify the MAP. If the

student is still struggling after implementing the modifi ed MAP for a specifi ed trial

period, the team may recommend public school testing.

M A P ( P O S T - S E C O N D R E A C H T E A M M E E T I N G )The professional screening tools may reveal helpful information that will lead to

further accommodation strategies which should be incorporated into a new MAP.

Ongoing evaluation of the process and its effectiveness, followed by revision, is

essential.

67


M A P ( S E C O N D M O D I F I E D A C C O M M O D A T I O N P L A N )

Student ______________________________ Date _________________________________

Teacher ______________________________ Grade ________________________________


Conference ____________________________

S T R E N G T H S :

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________




achievement scores.

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

68




69



____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________


Parent ______________________________________________________________________

Date ________________________________________________________________________

Student _____________________________________________________________________

Date ________________________________________________________________________

Teacher _____________________________________________________________________

Date ________________________________________________________________________

Administrator _______________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

Other _______________________________________________________________________

Date ________________________________________________________________________

70


P U B L I C S C H O O L T E S T I N GIf the local REACH team has determined that further evaluation is needed, it

can be obtained from the public school district. The parent or guardian must send

a written request for evaluation to the local school or district/county offi ce. The

classroom teacher should follow up this referral with a phone call to the school

district special education offi ce. US Federal law requires 90 days maximum to

assess, determine the presence of a disability, and write an Individual Education Plan

(IEP) or 504 Plan. Remember, you are an advocate for the student. Also realize that

the public school special education staff is very busy. Therefore, polite assertiveness

on the part of the REACH team is essential.

Under the Individuals with Disabilities Education Act, free services are available

to qualifi ed students. Services such as speech/language and occupational or physical

therapy vary from county to county. Adaptive equipment, such as an AlphaSmart

keyboard which facilitates word processing and assists in notetaking, may also be

available. (More information about AlphaSmart can be found at www.alphasmart.

com.) Check with your Special Education District offi ce to see what services and

other supports are available. Services in Canada are limited and vary from province

to province. Check with your local conference offi ce to determine what services are

available.

Upon completion of the evaluation, parents will be invited to meet with the

public school team to review their fi ndings and develop an IEP or 504 Plan. It is

important that the parent invite the child’s teacher to attend the meeting so he or she

can better serve the student. The information obtained will be used to modify the

MAP for Adventist school implementation.

71

REACH Teacher Evaluation4

R E A C H T E A C H E R E V A L U A T I O N P R O C E S S

R E A C H T E A C H E R P R O G R E S S R E P O R T

72

R E A C H T E A C H E R E V A L U A T I O N

R E A C H T E A C H E R E V A L U A T I O N P R O C E S SOngoing evaluation is critical to professional growth and to the attainment

of important goals. Being identifi ed as a REACH teacher signifi es that one has

invested considerable effort toward personal and professional growth and has a

strong commitment to all God’s children, regardless of ability or disability. As a part

of this process, interested teachers are asked to self-evaluate using the following

form which will also be used by a representative of the Inclusion Commission

to determine when a teacher has met important criteria for being identifi ed as a

REACH teacher.

The accompanying form lists elements which are essential in any truly inclusive

classroom. Involved teachers are asked to invest some time in thoughtful refl ection

to complete the evaluation. They are encouraged to give specifi c examples which

provide evidence that the element is incorporated in their classroom. The spiritual

elements may be most diffi cult for an outside observer to verify so this area will rely

heavily on self-evaluation. A sample evaluation has been completed to help teachers

think about the kind of responses that may be appropriate.

73


R E A C H T E A C H E R P R O G R E S S R E P O R T

PERFORMANCE INDICATORS EVIDENCE YES NO

• SPIRITUALThe teacher:

Allows the Holy Spirit to direct

Continually seeks a deeper relationship with Christ

Integrates prayer continually in the classroom

Communicates unconditional love with appropriate boundaries

Shares vulnerabilities and asks forgiveness

74


• PHYSICALThe classroom:

Is clutter-free

Uses calming colors (such as soft blues, greens, and earth tones)

Allows for unobstructed movement

Facilitates cooperative learning

Provides for preferential seating

Accommodates multi-sensory learning

Provides for a non-punitive de-stressing zone

Ensures a comfortable environment (temperature, light, odor)

75


• SOCIALThe teacher:

Creates an environment which embraces differences

Empowers students to advocate for themselves

Facilitates self-directed learning

Communicates that “fair” does not mean equal; rather it means giving each student what he or she needs

Enables students to resolve confl ict peacefully

Fosters a cooperative working environment

76


• ACADEMICThe teacher:

Modifi es expectations to meet each student’s needs

Utilizes a variety of teaching techniques (cooperative learning, differentiated instruction, multiple intelligences, brain compatible learning)

Maintains a structured routine

Employs a variety of technology (assistive technology)

Encourages active participation

Celebrates excellence and perseverance

77


R E A C H T E A C H E R P R O G R E S S R E P O R T S A M P L E

PERFORMANCE INDICATORS EVIDENCE YES NO

• SPIRITUALThe teacher:

Allows the Holy Spirit to direct

- When unsure of how to respond to a student’s needs (social, academic, behavioral) I send up a prayer asking for the Holy Spirit’s guidance.- When students are in confl ict with each other and uninterested in resolving it, I remind them that the Holy Spirit can change how they feel if they ask Him to, and offer to pray with them so that this can happen.- When writing Bible or sensitive lesson plans, I ask for the Spirit’s guidance.- I pray for parents who are struggling to relate to either their child or myself.

Continually seeks a deeper relationship with Christ

- I try to direct my fi rst thoughts of the day to God upon waking and try to always begin the day with personal devotions. Currently I am reading the book of 1 Peter and am memorizing particularly meaningful passages.- I participate in a small group which supports me and holds me accountable spiritually.- I listen to Christian music which often speaks to me about situations I am facing.- I am trying to minimize television time which is counterproductive to my relationship with Jesus.

Integrates prayer continually in the classroom

- We begin the day with prayer as a part of morning worship.- Each week a student is identifi ed as the prayer warrior for the week. When I or another student are frustrated or injured (physically or emotionally), I remind the prayer warrior to pray for the one in need. - When a lesson is not going well, as a class we stop and pray inviting the Holy Spirit to show us what is wrong.- When students are in confl ict, they are encouraged to pray about how to resolve the issue. - I share with students examples of how I “pray without ceasing.”

Communicates unconditional love with appropriate boundaries

- When disciplining a student I remind them that nothing they do will ever make me or God stop loving them. This does not preclude consequences.- I always try to give students a fresh start every day and communicate this by beginning with a warm and sincere greeting.- I work hard to communicate the good I see in students whose behaviors are challenging.

Shares vulnerabilities and asks forgiveness

- If I have been inappropriate in my interactions with one or more students, I apologize, following the pattern students are expected to use in the “resolution station.”- I share appropriate examples of instances when I have been under conviction of the Holy Spirit.- If I am sick or have not slept well, I explain to students that Satan may have an advantage with me and ask them to pray for me.

78


• PHYSICALThe classroom:

Is clutter-free

- Collections of materials are hidden in cupboards or behind decorative curtains.- Students are provided 4 times per day to help put the room back in order.- Students are systematically taught organizational skills which help them keep the room clutter-free.- I clear away materials in my workspace each day and once a month I scan the room for accumulated things which are no longer in use.

Uses calming colors (such as soft blues, greens, and earth tones)

- The walls are painted soft sage green. Curtains and bulletin boards are in coordinated colors. - I use the same principles for decorating my classroom as I would my home.

Allows for unobstructed movement

- The room is set up so that I can see and supervise all areas of it from any point where I am likely to be.- Students are able to move freely about their workspaces as well as other areas of the classroom.

Facilitates cooperative learning

- Students sit in groups of 3 or 4 at tables.- Students share a set of “community supplies” (pencils, scissors, glue, etc.).- Theme based instruction incorporates cooperative learning structures.- Competition is minimized in academics and recess/PE.- Students are assisted to know their multiple intelligence strengths.

Provides for preferential seating

- Students are placed in cooperative groups which will support their individual social/emotional and academic needs.- Students with vision, hearing or attentional defi cits are seated to meet their needs.

Accommodates multi-sensory learning

- Language arts and math skills are taught through a variety of centers and students are offered choices as to how they will learn.

Provides for a non-punitive de-stressing zone

- The classroom has an “escape place.” Students are helped to understand that it is not a place where punishment is administered.- Students ask to use “escape place” when they are overwhelmed or not feeling well.

Ensures a comfortable environment (temperature, light, odor)

- Fans are provided during hot weather (the building is not air conditioned).- Chemical use is kept to an absolute minimum.- Fluorescent bulbs are changed regularly to maintain adequate lighting and minimize fl ickering. Incandescent bulbs are used in table lamps around the room.

79


• SOCIALThe teacher:

Creates an environment which embraces differences

- The concept of multiple intelligences is taught the fi rst week of school and referred to often throughout the year. Students use this vocabulary in their conversations.- When working on projects students are encouraged to take advantage of each other’s strengths.- We discuss God’s use of variety in nature. - Students assist those with disabilities in caring ways.

Empowers students to advocate for themselves

- Students are taught to use “I” statements.- When students complain about the behaviors of peers, they are encouraged and supported to resolve the problem themselves.- Shy students are assisted to advocate for themselves. Role-play is often used in this process.

Facilitates self-directed learning

- Students are taught a variety of options for getting help when they need it.- Students are given choice as to how to acquire some skills.- Students are asked to self-evaluate about both academic skills and character traits.- Students are taught the importance of being good stewards of time.

Communicates that “fair” does not mean equal; rather it means giving each student what he or she needs

- Because students understand the concept of multiple intelligences, they know that each person’s needs are different. - We often talk about what one “needs” versus what one “wants.”

Enables students to resolve confl ict peacefully

- We use the vocabulary and concepts taught in the “Young Peacemakers” program.- A “resolution table” is set up in the classroom and students have been systematically taught to use it. They are referred there when a confl ict arises.

Fosters a cooperative working environment

- See above under “physical—facilitates cooperative learning.”

80


• ACADEMICThe teacher:

Modifi es expectations to meet each student’s needs

- Students with signifi cant special needs have an accommodation plan.- Expectations are modifi ed as needed for all students (one student has a home life which makes it very diffi cult for her to do homework; this child is assisted to complete homework assignments when she arrives early before the start of the school day).

Utilizes a variety of teaching techniques (cooperative learning, differentiated instruction, multiple intelligences, brain compatible learning)

- Learning centers, cooperative learning, lecture, independent project-based learning are all methods which are used. Music is often used to teach hard-to-remember concepts and skills. Theme-based concepts are sometimes integrated into PE classes.

Maintains a structured routine

- Procedures are systematically taught at the beginning of the school year. They are consistently enforced and reviewed as needed. - Students know daily and weekly routines and follow them.

Employs a variety of technology (assistive technology)

- All students have access to computer instruction.- Specialized computer programs and “reading pens” are used by students who need them.

Encourages active participation

- Open ended questioning techniques are consistently used to actively involve students in class discussions.- Cooperative learning strategies encourage participation of all students and teacher and self-evaluations provide accountability.

Celebrates excellence and perseverance

- I actively seek opportunities to affi rm positive and appropriate behaviors. Students are affi rmed for achieving their goals and are given opportunities to display their accomplishments at school and church. Perseverance is a highly valued characteristic in our class. I avoid extrinsic rewards as I want students to be intrinsically motivated.

81

Appendix5C H I L D A B U S E

C H A R A C T E R I S T I C S O F L E A R N I N G S T Y L E S

S U G G E S T E D A I D S F O R L E A R N I N G M O D A L I T I E S

C O M M U N I C A T I N G W I T H PA R E N T S

W A Y S PA R E N T S C A N H E L P

A L P H A B E T T E S T

S T U D E N T F I L E C O N T E N T S

G L O S S A R Y

R E S O U R C E S

N O T E S

82

A P P E N D I X

CHILD ABUSEWhen there is reasonable cause to believe that any child served in an offi cial

capacity has suffered abuse—or that any adult known to them in an offi cial capacity

has abused a child—a report must be fi led to the appropriate authorities. Academic

and/or behavioral problems may be related to child abuse; however, it is critical that

good judgment be exercised.

CHARACTERISTICS OF LEARNING STYLESThree of the fi ve senses are primarily used in learning, storing, remembering,

and recalling information. The eyes, ears, and sense of touch play essential roles

in the way one communicates, perceives reality and relates to others. Because one

learns from and communicates most easily with someone sharing their dominant

modality, it is a great advantage for teachers to know the characteristics of visual,

auditory, and kinesthetic learning styles and to be able to identify them in others.

C H A R A C T E R I S T I C S O F A S T U D E N T W I T H A L E A R N I N G S T Y L E T H A T I S :

VISUAL AUDITORY KINESTHETIC

Is distracted during verbal activities, mind sometimes strays Is easily distracted by noises Fidgets, taps pencil or foot while

studying

Writes things down, takes notes Learns through verbal instruction Solves problems by physically working through them

Observes rather than talks or acts Enjoys listening activities, but can’t wait to talk

Will try new thing, touches, feels manipulates

Likes to read, likes descriptions—visualizes in detail Likes to be read to Does not make reading a priority;

would rather be doing

Is usually a good speller— recognizes words by sight Uses a phonic approach to spelling Is a poor speller; writes words to

determine if they feel right

Memorizes by seeing graphics and pictures Memorizes by auditory repetition Memorizes by handling objects

83

A P P E N D I X

Finds verbal instructions diffi cult, needs the visual

Whispers to self while reading, enjoys dialogue Learns best by demonstrations

Remembers faces, forgets names Remembers names, forgets faces Likes to touch people when talking to them—remembers by association

Uses advanced planning, makes lists Talks problems out Expresses emotions physically

Doodles, stares, fi nds something to watch Hums or sings Uses hands while talking

Is meticulous, neat in appearance Does not consider matching clothes to be important Dresses for comfort

Enjoys movies, dramas, art, and other visual presentations

Enjoys music more than art Responds to music by physical movement

Uses words such as “see” and “look” Uses words such as “listen” and “hear” Uses words such as “get” and “take”

SUGGESTED AIDS FOR LEARNING MODALITIESUse the strategies below to sharpen students’ dominant learning modality or

to strengthen a weaker one. Those who use several modalities are more fl exible

learners; therefore, plan to use a variety of learning modalities in daily lessons.

T O H E L P S T U D E N T S D E V E L O P D I F F E R E N T L E A R N I N G M O D A L I T I E S , E N C O U R A G E S T U D E N T T O :

VISUAL AUDITORY KINESTHETIC

Use guided imagery Use tapes Pace/walk as you study

Form pictures in mind Watch TV Physically “do it”

Take notes Speak/listen to speakers Practice by repeated motion

Visualize spelling words Says spelling words aloud to learn Write and say lists repeatedly while moving

84

A P P E N D I X

Use “cue” words Make up rhymes/poems Role-play

Use notebooks Read aloud Exercise

Use color codes Talk to himself or herself Draw

Use study cards Repeat things orally Write on surfaces with fi nger

Use doodling to stay focused Use rhythmic sounds Manipulate a stress ball while studying

Watch TV/movies Have discussions Interact physically

Use written directions Use oral directions Write and say instructions

Use charts, graphs, and maps Use theater Use mnemonics (word links, rhymes, poems, lyrics)

Demonstrate and use drawings and exhibits Use mnemonics Associate feelings with concept/

information

Create a quiet environment Listen to music Create a comfortable environment

Focus by visualizing Repeat instructions orally Visualize and verbalize instructions

Make lists; use a day timer Use tape device to record Use day timer

85

A P P E N D I X

COMMUNICATING WITH PARENTSCreate a partnership with parents. They can provide much useful information.

Learn to communicate opinions without stepping on toes; avoid blaming.•

Do not assume that the parents expect you to do the • whole job, or make things easier for them.

Help parents realize their role as a positive advocate for their child.•

Be sincere and available. Go out of your way to make • conference times when both parents can be involved.

Be honest and frank with yourself and with the parents when setting goals. • Do not predict or promise unrealistic goals but give assurance of progress.

Admit when you don’t have the answers. Encourage • parents to help work on solutions.

Lay out student’s problem in categories: problem • area, strengths, needs improvement.

Keep records. Report not only academic information, but social, • behavioral, and spiritual growth, focusing on the whole child.

Set realistic goals in consultation with parents or guardians.•

Review goals and strategies at least quarterly.•

Keep conferences and phone calls to specifi c concerns • and a limited time frame. Maintain records.

Hold conferences in school (teacher’s territory).•

PA R E N T / T E A C H E R C O N F E R E N C E G U I D E L I N E S :

Be specifi c, honest and compassionate. •

Have a clearly identifi ed purpose. •

State the problems clearly. •

Explain what would be needed to achieve success.•

Keep conversation focused on the desired subject.•

Keep to a specifi c time limit. Give parents the fi nal 5–10 • minutes to discuss any additional concerns

86

A P P E N D I X

WAYS PARENTS CAN HELPLearn to build on student’s strengths, while understanding • and compensating for weaknesses.

Remind your child that his or her disability/• difference provides unique opportunities.

Look for and celebrate incremental successes. Grades are not • the best or only measure of success. Minimize competition.

Model good behavior. •

Have realistic, individualized expectations.•

Learn about your child’s disability.•

Contact sources such as Council for Exceptional Children. • They publish a journal called Exceptional Parents.

Join a parent support group or start one. •

Work with the teacher. Stay in close contact.•

Show affection. Let your child know that you love • him or her. Give lots of hugs and affi rmation.

Listen to your child’s frustrations and validate their feelings • (for example, “You’re really upset” or “That makes you angry”). Help them develop their own problem-solving skills.

Discuss changes or problems that are affecting your children, such • as relocation, blended families, unemployment or peer put-downs.

Use humor and empathy, rather than orders, anger, or sarcasm.•

Establish some daily routines for building security.•

Grant permission whenever possible. When it’s • necessary to say “no,” communicate positively.

Be calm, but fi rm. Give a limited number of directions.•

Exercise regularly and get adequate rest.•

87

A P P E N D I X

ALPHABET TESTThis test is an overall view of the child’s mastery of letter identifi cation and

sounds. An alphabet card pack and a piece of paper and pencil for the child are the

only supplies needed.

SHOW CARD; CHILD NAMES LETTER

SHOW CARD;CHILD GIVES SOUND

SAY SOUND;CHILD NAMES LETTER

SAY SOUND;CHILD WRITES LETTER

m m m m

l l l l

b b b b

t t t t

u u u u

r r r r

s s s s

x x x x

n n n n

qu qu qu qu

e e e e

y y y y

p p p p

a a a a

g g g g

k k k k

d d d d

j j j j

f f f f

i i i i

c c c c

v v v v

o o o o

z z z z

h h h h

w w w w

ch ch ch ch

sh sh sh sh

th th th th

88

A P P E N D I X

STUDENT FILE CONTENTSUse the “Student File Contents” listing as a check list for the items placed in

individual student folders. Attach to the front of the folder or place inside.

S T U D E N T F I L E C O N T E N T S C H E C K L I S T Characteristics and Accommodations

Teacher Accommodations Worksheet

Permission/Letter

Teacher Testing

First REACH Team

MAP

Professional/Public School Testing

Second REACH Team

MAP

89

A P P E N D I X

GLOSSARY

A C C O M M O D A T I O N S

Various and numerous ways to meet a student’s needs. The teacher’s goal is to

change the learning situation so that the student will be in the best position to do

his or her best. Each student is unique, and often a teacher’s willingness to modify

an approach or an assignment will make the difference between success and

frustration.

L E A R N I N G D I S A B I L I T Y

The U.S. Department of Education, in Building the Legacy: IDEA 2004 at idea.

ed.gov, defi nes a learning disability as “a disorder in one or more of the basic

psychological processes involved in understanding or in using language, spoken

or written, which … may manifest itself in an imperfect ability to listen, think,

speak, read, write, spell, or to do mathematical calculations” including “perceptual

disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental

aphasia.” The key to the existence of a specifi c learning disability is a severe

discrepancy between a student’s ability and achievements levels.


A plan of action which is developed by the REACH team and designed to

improve a student’s motivation and performance.

R E A C H T E A M

A group of key individuals in a student’s life who come together to review a

student’s performance and who work to create a successful experience for that

student.

90

A P P E N D I X

RESOURCES

B O O K S A N D M A N U A L SADD: Helping Your Child by Warren Umansky PhD and Barbara Steinberg Smalley.

Available from Warner Books. ISBN 0446670138.

Complete Learning Disabilities Handbook: Ready to Use Strategies & Activities for

Teach Students with LD. Available from www.amazon.com.

Differentiated Assessment Strategies—One Tool Doesn’t Fit All by Carolyn Chapman &

Rita King. Available from Corwin Press, 800-818-7243, www.corwinpress.com. ISBN

0761988912.

Differentiating Instruction in the Regular Classroom—How to Reach and Teach All

Learners, Grades 3-12 by Diane Heacox, EdD. Available from Free Spirit Publishing,

www.freespirit.com. ISBN 129781575421056.

Driven to Distraction by Edward M. Hallowell, MD and John J. Ratey, MD. Available

from Simon & Schuster. ISBN 0684801280.

How The Special Needs Brain Learns by David A. Sousa. Available from Corwin

Press, 800-233-9936. ISBN 1412949874.

Learning Disabilities Handbook. Available from www.myLDTV.com, 707-575-4943.

The Teacher’s Guide to Intervention and Inclusive Education—1000+ Strategies to

Help All Students Succeed! by Glynis Hannell. Available from Peytral Publications,

Inc., 877-739-8725, www.peytral.com. ISBN 139781890455071.

Pre-Referral Intervention Manual. Available from Hawthorne, 800 Gray Oak Drive,

Columbia MO 65201, 573-874-1710. Fax: 800-442-9509. Catalog # 00670 / $36 + S/H.

91

A P P E N D I X

Simple Strategies That Work! Helpful Hints for All Educators of Students with

Asperger Syndrome, High-Functioniing Autism and Related Disabilities by Brenda

Smith Myles, Diane Adreon, and Dena Gitlitz.

Unicorns are Real by Barbara Meister Vitale. Available from Warner Books. ISBN

0915190354. Includes innovative ways to teach children.

You Mean I’m Not Lazy, Stupid, or Crazy by Kate Kelly and Peggy Ramundo.

Available from Fireside. ISBN 0684815311.

You’re Welcome: 30 Innovative Ideas for the Inclusive Classroom by Patrick Schwarz,

National-Louis University, Paula Kluth. ISBN 9780325012049, 0325012040. Includes

three 36-page books.

C U R R I C U L U MSecondary Classroom Material—All Subjects (800-328-2560)

www.agsglobe.com

Elementary Classroom Material—All Subjects (800-428-4414)

www.lakeshorelearning.com

Phonics and Spelling (K–3 ) & Phonics Intervention (4th-adult) (800-284-7019)

www.saxonpub.com

Phonics (K–4) Orton-Gillingham based (605-598-4492) less expensive but good

www.vowac.com

Reading Comprehension Strategies

www.myLDTV.com

92

A P P E N D I X

Teaching Learning Strategies and Study Skills to Students with LD, ADD and Special

Needs by Stephen S. Strichart & Charles T.Mangrum II (Middle & High School)

www.amazon.com

S E R V I C E SRecording for the Blind (Textbooks on tape—annual fee), 1-800-221-4792, Fax: 609-

987-8116, 20 Rozel Road, Princeton, NJ 08540.

V I D E O / D V D“Understanding Dyslexia: A Guide for Educators” Resource for identifying and

accommodating students with learning differences. With companion Resource Kit.

www.myLDTV.com

W E B S I T E SCouncil of Exceptional Children—literature, information, and resources

www.cee.sped.org

Children and Adults with Attention Defi cit Disorder

www.chadd.org

Offi ce of Special Ed and Rehabilitation Services-Publications, studies, link

www.ed/gov/offi ces/OSER/OSEP/

Internet Special Ed Resources—database of consultants

www.iser.com

Information on LD and ADHD

www.ldonline.com

93

A P P E N D I X

Asperger Syndrome— Useful Information for Teachers

www.kusd.edu/students/research-links/bookmarks/asperger.html

Services for parents and educators to provide information and support

www.schwablearning.org/

Inclusive Education-teaching strategies

www.uni.edu/coe/inclusion/index.htm

94

A P P E N D I X

N O T E S

www.nadeducation.org

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