Special Education » Special Needs

Baking Cookies While Attending Online Schools at Home

admin — Tue, 16 Mar 2010 19:42:36 +0000

Online schools could provide the solution to many of the problems faced by mature students. With more and more people finding that they need extra qualifications to advance in the employment market, mature students are often faced with a dilemma; how to obtain those coveted higher educational qualifications whilst juggling work, family and financial commitments. The ability to study online gives a prospective mature student the opportunity to study for a degree and other courses through their online education programs.

By studying through online schools, students are able to maintain their current standard of living, while working towards a better lifestyle. As such, there are many online schools offer a multitude of degree programs. But for those looking to pick up a new skill, better their performance at work, meet people, or just have fun, online classes are also a great idea. I also believe that attending online schools are perfect for people who are working full time because of the flexibility it allows. Since there is often no set class time, you can study and do the course work at your own pace, and whenever it is convenient for you!

ARE ONLINE SCHOOLS CONVENIENT FOR SPECIAL NEEDS STUDENTS?

Online schools have revolutionized the workplace for skilled teachers and administrators. The result of this union is the ability to create a tailored classroom for gifted, struggling and needs-based students that, until the advent of online learning, were often segregated to specialty teaching groups to meet their potential. As such, online schools can be of great help to students with disabilities allowing them to access materials in a digital format from home. However, if the material is not accessible, it can isolate students and lower their standard of education. But overall, online schools offer advantages over their campus-based counterparts. If you are looking for convenience, program choice, and a more satisfying classroom experience, you may find that online schools are superior to traditional college campuses. These type internet schools can obviously market almost anywhere in the world – they don’t care whether students come from Bar Harbor, ME or Chula Vista, CA. Last month alone, it was reported that there were over 4.5 million searches for ‘online college’. That’s a lot of searches! That this tells me is that there are a lot of people looking to expand on a particular skill set and/or better their existing knowledge. It may also mean that more and more students with special needs find it more convenient to learn from the privacy of their home in their own environment.

IS ATTENDING ONLINE SCHOOLS RIGHT FOR YOU?

Don’t get me wrong here, yes it is true, online schools are held to the same strict standards of quality, learning effectiveness, accessibility, and affordability by which traditional learning institutions abide. It has even been noted that man online schools have some of the best faculty in the country. There are hundreds of Accredited online schools that recruit only the best professors in their fields, most of whom are currently working in the their respective field. Another great reason why you should attend an online school is that they have limited overheads; they do not have to heat or cool classrooms for students, or repair buildings. Which brings me to my main point here that online schools will often cost less and take less time to complete making it easier for some to get the education that has been only dreamed of!

I believe that online schools are definitely the schools of the future although the heart of the battle in recognizing it full stop is really all about the personal contact between a student and teacher. Now, if you can push all the distraction aside since you have complete control of your environment, studying from home online can provide an education at a much lower cost than a brick and mortar school. Any online school merits exploration and asking the correct questions may assist students in selecting a suitable program. And certain online schools may also provide the opportunity to interact with students and teachers through message boards, email addresses, and live chat. Besides, is the half hour lunch break at traditional brick and mortar schools really enough time to socialize anyway? It is important to start today and research the possibilities of a new promotion at an existing company or even a new career of your dreams.

By: D. Grace

Support Diverse Learners in Mathematics

admin — Mon, 22 Feb 2010 05:37:00 +0000

“Supporting Diverse Learners: Teacher Collaboration in an Inclusive Classroom,” by Wendy S. Bray, copyrighted in 2005 by The National Council of Teachers of Mathematics, focuses on the need of collaboration between general education teachers and special education teachers to facilitate fair and successful learning for each individual student. This article speaks mainly to general education teachers about reform based mathematics and how general classroom teachers can implement this new style of learning in a way that will benefit all students, even special education students. Furthermore, the article searches for ways to help special needs students learn in their own special way, in order to keep up with the other students in their regular classroom.

The article begins by discussing the challenges learning disabled students face when integrated in a classroom that uses the reform-based, constructivist mathematical approach, which focuses on whole group discussions, small group discussions, and problem solving. Some of these problems include: LD students not participating and/or “focusing on nonmathematical aspects of tasks (Bray).” Next, the article discusses how a group of teachers manage this type of classroom. One tactic they implemented is “small, teacher-led groups (Bray)” where the teachers played games and did other activities, encouraging the students to talk about their mathematical thinking.

Another tactic the teachers used is breaking students up into groups according to their ability and what they needed to work on. In these groups teachers did not just tell the students what to do to solve a problem, but instead they asked the students questions to help them figure out on their own what they needed to do. These teachers also gave their students “opportunities for choice (Bray),” which allowed students to choose what they wanted to work on, individually, with a group, or with the teacher. This gave the teachers the opportunities to work with students individually. The end of the article discussed how the three teachers collaborated to discuss the progress of individual students, and what should be done to help them continue to grow.

This article was written by Wendy S. Bray, “a doctoral candidate at the University of North Carolina at Chapel Hill (Bray).” She is a “former elementary classroom teacher,” and “her research interests include mathematics education and teaching strategies that facilitate learning for students with special needs (Bray).” Her information came from her research, and her information was supported by excerpts from various books and journals of education professionals including: “Effects of Reform-Based Mathematics Instruction on Low Achievers in Five Third-Grade Classrooms” by Baster, Woodward, and Olson; “Mathematical Problem-Solving Process of Primary-Grade Students Identified as LD” by Behrend; “Four Variables for Success” by Coleman; “How Effective Is Inquiry Learning for Students with Mild Disabilities?” by Mastropieri; and “Mathematical Instruction for Elementary Students with Learning Disabilities” by Thornton. She also ascerts that her information supports the Equity Principle, which she also cites from the “National Council of Teachers of Mathematics.”

We have students achieve success in reading and writing through individualized instruction, where they learn at their own pace, so why don’t we do this in math? I feel that the idea that this article circles is a great one. To learn math students need to participate in discovery learning. They need to understand the “why” of mathematics before they are really going to begin to understand and learn the concepts. Students also need to learn at their own pace. Everything is connected in mathematics and if students do not understand one concept before the class moves on to the next, pretty soon that student is going to fall way behind.

This is unfortunately what happens to most learning disabled students that are integrated into the regular classroom. So, in my own classroom I will try to implement the constructivist approach for learning mathematics and simultaneously create an atmosphere where every student can succeed, no matter what pace they learn at. I will do this by creating learning centers around my classroom. The subject of these learning centers will be based on the mini-lesson that is taught the first day. Students will pair up and move around the learning centers at their own pace. The beginning stations will focus on the “why” of the concept, helping students deepen their understanding, so that when they work their way around to the other stations they will be ready to try a variety of ways to solve the problem, with the collaborative help from their partner.

Before each pair moves to the next station I will check their answers to make sure they are progressing in their understanding correctly. We will do this the entire week, giving those students with learning disabilities plenty of time with their partners to understand the concept. Some pairs will finish before the end of the week. These pairs will continue to work on the concept, but at a higher level. At the end of the week the class will discuss what problem-solving techniques they tried and what they have learned.

This article was very useful. I had never thought of grouping students according to ability in math. I have heard the effects of this grouping in other subjects as a valuable way to individualize teaching, and I was surprised that I have yet to see this technique implemented in mathematics. I wholly agreed with all the approaches these teachers took in this article, except for the approach took in the “Opportunities for Choice” section. It seems that the students would just pick something that they were good at if given a choice to work on anything.

I know I wouldn’t choose something that I had trouble with. I am skeptical that this approach would help students very much. Otherwise, this article gave me much insight as how to help students with learning disabilities grow in the classroom with regular classroom students. This approach allowed more opportunities for students to discuss their ideas and deepen their understanding, while providing them with the help they needed to understand concepts that would be integral for their understanding in future lessons.

By: Jamie Burchfield

Illinois Schools Celebrate Funding

admin — Thu, 11 Feb 2010 01:40:48 +0000

It’s a rare occurrence when both of the state’s teachers’ unions and the governor come to an agreement on funding. That’s exactly what Illinois Schools experienced in March of this year when Governor Rod R. Blagojevich received the endorsements of the Illinois Federation of Teachers and the Illinois Education Association. The praise was given for the Helping Kids Learn plan, which provides $10 billion to Illinois Schools over the next four years.

Illinois Schools were given further reasons to celebrate when the State Board of Education announced an increase of over $700 per pupil in minimum state and local funding. This will increase those foundation funding amounts to $6,058 per pupil annually.

These investments will increase fiscal year 2008 monies by $1.5 billion. This amount is unprecedented in Illinois Schools. The plan is three times larger than any increase in the history of Illinois Schools.

Why so much and why now? Gov. Blagojevich says that the Illinois Schools…”have been chronically underfunded for decades. Our Helping Kids Learn plan is not just an investment in schools, it’s an investment in our future, in our children.” Much of the pressure for Illinois Schools to improve comes from the No Child Left Behind (NCLB) act, which set Adequate Yearly Progress markers for all schools in the nation. Teachers and administrators in Illinois Schools have been challenged by meeting the demands of lower classroom ratios, testing special needs students, and working in old and inadequate buildings.

Part of the plan will provide $200 million to help districts afford special education teachers. This is the first increase for special needs Illinois Schools have seen since 1985. Funds will also provide for special programs and transportation for special needs students.

Other components of Helping Kids Learn include funds for the Preschool for all Program in Illinois Schools. The $69 million dedicated to this initiative will help provide the support and materials to implement all day kindergarten throughout the state. Finally the plan includes a $1.5 billion investment in construction, improvement and renovations for deteriorating Illinois Schools.

Educators in both teachers’ unions are emphatic that the opportunities Illinois Schools will gain from the increase in funding will go a long way to address the achievement gap and help all students succeed. According to James Dougherty, president of the Illinois Federation of Teachers, “By increasing the Foundation Level by more than $700 per student, we’re starting to level the playing field between the educational haves and the educational have nots.” Parents in Illinois Schools are also excited about the increased funds. While the NCLB act still sparks debate in Illinois Schools, it seems to have put a spotlight on education that is resulting in positive changes for children.

By: Patricia Hawke

My Child has Autism! What is My Role in His Education?

admin — Fri, 01 Jan 2010 10:42:15 +0000

I am the proud mother of two young children that were diagnosed with Autism Spectrum Disorder a few years ago. One is now in grade one and the other will register for kindergarten in the spring.

As a teacher, I already had some experience with IEP (Individualized Educational Plan) meetings which helped me a great deal with my son’s first IEP. I was able to also inform my husband which also did a lot of research on the matter so he was already well prepared to face our son’s IEP.

Over the 17 years of teaching experience that I possess, I soon discovered that most parents tend to lack both information and confidence in their role and what type of services they can obtain for their child.

One of the sad things that I also have learned is that depending on the school, the services vary and if you do not ask for them, you will not necessarily have them offered to you either.

Both my children are situated on opposite ends of the spectrum, my daughter being on the higher end making her diagnosis “light Autism” while my son is non-verbal which puts him on the lower end, diagnosed with “moderate to severe Autism”.

Having both their special needs, they also need different services. For example, my daughter needed some physiotherapy but my son benefits from the use of the sensory room at school as he is hypersensitive in several areas.

What does the term “special needs” really mean? Well, it simply means that your child needs special services and material to help him grow and reach his full potential in life. Henry Winkler, the actor known as the Fonz in Happy Days, who gave an amazing presentation as a keynote speaker at the NMSA (National Middle School Association) annual conference held at Minneapolis two years ago, explained his challenges with Dyslexia and the way education and his parents helped him out succeed in life. He also made it clear that his Dyslexia made him a child with special needs. This child has grown up as a successful man and actor cherished by his fans. One of the things that I remember the most is the fact that he thanked both educators and his parents for not giving up on him.

All this made me realize that the role of a parent of a child with ASD is not only to raise him with love and patience but also to provide him with the best services, materials and tools possible to help him live a full and happy life. And one of the multiple roles that a parent has to fill is the role of advocate. It does not matter if your child is verbal or not, if his diagnosis is light, moderate or severe on the spectrum. You have to remember that your child has a disorder that affect his communication skills and makes him unable to fend for himself. But foremost, your child is four going on five years old and sees you as his voice. The person that he can trust will fight for him, his best interests and his rights.

As your child advocate, it is not only your role to fight for your child but also to research the various schools, their services and all the opportunities that are available to your child. Do not enter the meeting room like a bull in a china shop as doors will be closing on you…and your child. Don’t be shy! Ask questions; investigate the various services that can be offered to your child. Meet with various school administrators, school divisions and the people responsible for the special needs programs.

For instance, in several schools where I taught, the following services which are provided in my son’s school were never an option there. Such services are: Music Therapy, occupational therapy activities including: bowling, skating and swimming, sensory room, physiotherapy equipment such as a swinging beam, a modified bike, a weighted vest, a special chair, a pressure vest, the use of PECS (Pictures Exchange Communication System), the participation to Special Olympics activities and more.

Another tip that I can give you is to set up a meeting with the administrator of your school prior to the first day of school. Share with them your child’s habits, needs and explain to them how to deal with their frustrations, hypersensitivities issues, needs, routines and more. Introduce your child to them. At the IEP meeting, ask them for the creation of a social story book to introduce your child to his new surroundings by looking at various pictures in advance: future teacher(s), classroom, gym, teacher aid, music room, sensory room, secretary, administrators, etc. You will see the level of anxiety diminishing in both your child and you.

Let your love for your child guide you. Be your child’s advocate and his voice.

By: Sylvie Leochko

Special Tax Deduction For Special Needs Cases

admin — Wed, 30 Dec 2009 12:37:03 +0000

A child is diagnosed with several developmental disorders along with delayed motor, cognitive and social developmental skills. Specialists confirm that the child will need a support program for two conditions if he/she were to attend college.

The parents are referred to a particular school that has courses designed for the child’s conditions. The school offers students with learning disabilities the help they need in order to be successful in completing their college curriculum and become competent and successful in their chosen field of study, thus making them responsible and productive members of society. Unfortunately, the school does not offer any actual college courses. Instead it provides a 12-month program that includes tutoring and specialized social, academic, and independent living skills in order to help the students be successful in a college environment. The school determines that the child is in need of the specialized remedial training prior to and while attending college because of one of her conditions.

The parents are now facing more than the normal college tuition and expenses. Luckily though, in a Private Letter Ruling 200729019, the IRS has stated that a parent may deduct as a medical expense the tuition paid to a special school for the benefit of the special needs child. This means that the IRS now looks at whether the taxpayer could deduct as a medical expense the tuition they paid for the child to attend the school.

Regulation §1.213(d)(1)(v)(a) states that ordinary education is not a medical expense. Section 213 defines medical care as amounts paid for the diagnosis, cure, mitigation, treatment or prevention of disease, or for the purpose of affecting any structure or functions of the body.

Ordinary education is not and has never been medical care; the cost of medical care includes the cost of attending a “special school” for the mentally or physically challenged individual if the primary reasons the child attends the school is to alleviate a physical or mental handicap. IRS regulations also state that the cost of care and treatment of a mentally or physically challenged individual at an institution is within the meaning of “medical care”.

“Special school” (sometimes referred to as institution) within the meaning of IRS regulations are determined by the content of its curriculum is to help the student to compensate for or overcome a handicap. Parents may therefore deduct as a medical expense the cost of their challenged child’s participation in a course that was specially designed to meet the child’s needs.

The IRS will allow as deductible medical expense for the tuition paid to these special schools based on the following facts:

· The school was established to help children with special needs.

· The child was diagnosed with certain developmental disorders and the school focused on some of those disorders.

· A physician recommended the child attend the school.

If you would like further information or to ask questions on this matter, please visit my blog, TaxResolutionaries, to post comments and questions. If you are in need of tax debt assistance, please seek a reputable firm to assist you in resolution.

By: Sharon Raines

Long Island Schools Putting Fewer Students in Special Education

admin — Sun, 15 Nov 2009 21:20:42 +0000

Over the last couple of years, Long Island schools have been placing fewer students in Special Education classes. Instead, some students at Long Island schools with special needs have been receiving tutoring to help them keep up with their school work.

Mainstreaming Students in Long Island Schools

On the face of it, mainstreaming special needs students attending Long Island schools into a regular classroom as much as possible makes sense. If the special-needs student can attend classes with his or her peers, there is a cost savings for the board of education. No matter what we want for our children attending Long Island schools, there are only so many dollars available for education.

For too long, children who were “different” were kept away from the mainstream. Students in the regular education stream didn’t have a lot of opportunities to get to know them or interact with them. Special Education students were the object of suspicion and/or ridicule, simply because other students didn’t understand them; all they knew was that these other children were different. Being different was not something to be celebrated at that point.

Any measure that helps students attending Long Island schools learn to be tolerant of others can only be for the good. Humans tend to be suspicious of things (and people) they don’t understand. With time, mainstreaming can help to reinforce the idea that there is no “Us” and “Them” at Long Island schools. All students are in the environment to learn together and to learn from each other.

Long Island Schools Need to Ensure Students Don’t Fall Through the Cracks

It would be most unfortunate if, in the interest of saving a few dollars, students who need to be in a different learning environment to do their best work were denied access to Special Education programs. We shouldn’t be too quick to either segregate students from their peers or to push them into the mainstream learning environment in Long Island schools.

Instead, we need to take the time and allocate the appropriate resources so that a thorough investigation is conducted when a student is having trouble learning at Long Island schools. Only with a proper diagnosis of a difficulty, can a plan be implemented in Long Island schools to address that student’s needs.

Our children are our most valuable resource. When they don’t get the support they need to become effective learners, we are setting them up to fail in life. It would be far better for teachers and administrators at Long Island schools to find out what the students’ needs are and find the resources to meet them, whether in the regular classroom or an alternate one.

By: Patricia Hawke