Hernando+-+Gail

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=Week One= Question 1-3 Page 132-133 If there were time allotted for the Teacher, SLP, OT to collaborate on the student needs instruction would be more meaningful and functional. The training we do as LATS could help in decision making needs for access, software, devices etc. As Caitlin mentioned our SLPS and OT have huge caseloads (90-128) and resort to the pull out therapy model to survive. The problem is students become 'lifers' and seemingly never generalize skills they learn in pullout in the classroom. Therapists also express they are uncomfortable working in the class and prefer their own domain. The unfortunate thing is that the expertise 3 professionals collaborating together can bring is much greater than the same three individuals working alone which research proves helps to improve student performance. We have one SLP who started using the inclusive model rather than pull out and did research for a few years. She found that her SLP students succeeded in meeting their goals within ONE year using the inclusive model. The students she started in the pullout model became 'lifers' and never met goals. Unfortunately, the whole higher education system has to change and teach college students these fundamental teaching strategies before they ever spend one day in the classroom which has been proven to ruin chances of changing forever. State, county and school administration has support this model before it can get off the ground.

Question 4 Page 134 Most teachers don't know how to assess skill levels and therefore where to begin working with the students. I am sure you all have students at the 12 month level and people are trying to teach phonemic awareness and phonics and wonder why it isn't working. Not sure if all the students are taking the FAIR testing or if that is sufficient for some of the developmentally delayed populations. The TERA is a good eval tool but in my opinion nothing beats STAGES to really get you in the ballpark.

Question 5 Page 135 This is where LATS can really help students shine in using technology. The bookworm provides practical knowledge of beginning book concepts (title, author, front to back, turning pages, The End) as well as being able to read along with the text and so much more ;-) In addition, using books on computer with text to speech gives additional practice as well as the ability to copy and paste unknown words into a text document, use online dictionaries as well as other digital tools to help develop vocabulary and comprehension. Classroom Suite software gives specific skill practice to help students develop and practice prereading and reading skills.

=Week 2= Four blocks as the name implies incorporates four ways of teaching students to read (guided reading, self reading, writing, working with words). The book was written to provide a resource guide and organizing structure to help teachers differentiate instruction and help students with learning disabilities learn to read and write more successfully in an inclusive environment (not just learn to 'memorize' sight words). 

=Week 3= EyeGaze board, text to speech word processor, alternate keyboard (Intellikeys), word prediction software, graphic organizer software, 3 communication devices BigMac, StepByStep, CheapTalk 4, adapted mouse, TimeTimer, adapted pencil, raised line paper, reusable sticky tape etc.

=Week 4= Benefits - inclusion and collaboration in a functional environment using functional learning activities! Challenges - determining, collecting, developing and implementing a variety of different learning approaches with a variety of students with different learning styles and challenges in a timely manner.

=Week 5=

Mini Lessons are important in the self selected reading process. Selecting- this is very important because students with learning challenges historically have are told what to do rather than given a choice as well as have a peer or adult staff complete the work for them rather than provide leveled reading materials and adaptations to enable them to do their own reading and writing!!! Reading- to build a love of reading starting with topics that interest them leveled to their ability and strategically placed in reading areas to provide access and a format which helps them build reading fluency. Modeling read alouds, choral reading and use of software and websites for text to speech are good mini activities. Sharing- Enable studnets to share thoughts by using printed graphic organizers, picture symbols, writing prompts on the computer and text to speech software to talk for them.