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buttercup - hello everyone!
Kathy - Kindernut, are you "doing" inclusion?
Kathy - Hi buttercup!
Kathy - I have an inclusion class, kindergarten.
buttercup - my kindergarten class was an inclusion one last year
buttercup - not so many this year
Kathy - buttercut, how did it work out? did you have extra help
buttercup - i had very very limited help. only about an hour a week
Kathy - I have 16 students, 3 sped, several released from sped but on watch, an extra paraprofessional and half time sped teacher
buttercup - i had 22, 4 sped (one had downs) no para and limited pull out help
Kathy - Hi Laura!
Kindernut - I assume I have an inclusion class . I have two groups but I have a student with FAS and a few students who have had help with speech, and OT - I have a full time teacher assistant
buttercup - is your program full or half day Kathy?
Kathy - wow, butter, that's not much support.
buttercup - no, but we all got through it
Kathy - My inclusion kids spend the k session with me in the morning then go to a sped room for the rest of the day
buttercup - do the sped teachers work with what you are teaching?
Kathy - I'm trying not to refer, when talking to the sped support people, calling the included kids "your kids" as they are OURS
buttercup - good idea
Kindernut - I've only had one day with each class. I have noted some concerns - speech and poor listening skills - and needed directions given again and again
Kathy - butter, it's only our 3rd day of school, so we haven't worked out a routine yet. they are great people, they'll do what ever works, we'll work well together
buttercup - do you just feel completely exhausted by the end of the day?
Kathy - Oh, the speech lang. teacher will come in to do 1/2 hour a week with the class
Kathy - I think it's going to be an exhausting year in spite of the help. the group as a whole is extremely adhd-looking
Kathy - Hi Kate!
Kate - Hi everyone. I teach lst and will be an in-class support (ICS) for the first time this year.
buttercup - i know the feeling, but at the end of my year, i was able to look back and see how far everyone had come
Kathy - Kate, you mean you'll support the classroom teacher in an inclusion class?
Kindernut - Does anyone have a student who does not talk or even seem to communicate and bound to a wheel chair? For I will have one such child and really am not sure where to start.- I will talk with my special ed teacher but the plan is to have this child in with me in K
Kathy - Kindernut, it's going to be a challenging year. How many do you have again?
Kate - No, I'm the reg. ed. person and I'll have a support (sped) teacher in with me all day. It's really looked at as a partnership in my district.
Kindernut - I have 20 students one day and the other I will have 18.
Kathy - Kinder, do you have a good speech/lang person who can set the child up with a communication board? sign lang?
buttercup - wow kindernut! good luck with that. i wouldn't even know where to begin
Kathy - Hi Dj!
Kate - We have 22 students, 5 or 6 of whom are classified (haven't started school yet and not seen any IEP's).
Dj - hello!
Kathy - Kindernut, you'll want some way for the child to demonstrate comprehension so you know where to begin. Have him/her point to pics to respond?
Kathy - Kate, have you taught with this arrangement in the past?
Kindernut - Yes, I know I will have help but we will take it one day at a time. Good tip, I know our school has a communciation board for another student. I'm not sure how they work.
Kate - No, this is new for me. This district has been doing it for a couple years. We have 4 total inclusion lst grades, and 4 second, as well as a K room.
Kathy - Kinder, do you have any info on the child's ability?
Kindernut - Do you mean the pics symbols because I know our school has them! I will be meeting with the parents tomorrow and hope to find out more.
Dj - This is my first year with inclusion and I have 3 autistic children 1 downs and an adhd. so far it's going ok thanks to the teacher and support aide
Kate - Dj, what grade?
Kathy - sure, pic symbols, anything the child can use to demo comprehension
buttercup - wow Dj. and you are still awake? i would be wiped out!
Dj - Kindergarten
Kindernut - I mean I will find out more from the parents I guess I mean I hope the child does have some signs that show he is feeling happy etc.
Dj - It helps to have the teacher with us
Kathy - Dj, how much of the time do you have the help in the room?
Kathy - Dj, how many total in the class?
buttercup - the nice thing i have found is that kindergartners are always so patient, understanding and compassionate when it come to kids with special needs
Dj - They are with me the entire time, otherwise I don't think I would have gone with the program. I wouldn't feel qualified.
Dj - I have 18 students this year.
Kathy - Good point, buttercup. Kindernut can see how this non-verbal student communicates with the other children
Kindernut - Do you know of other activites this child might be included with the children. I think it is hard because the child does not even seem to communicate so .. should this child just be wheeled around to participate say in Gym or would he benefit from another activity?
Dj - The other children have been pretty good. Some seem a bit timid at times.
Kathy - Kindernut, I think he will have to have some adaptive physical ed, but could also watch the other kids
Kathy - Kinder, do you know whether the child has MS, c.p. or ?
Kathy - Kindernut, do you have services from occupational and physcial therapists for the child?
buttercup - the problem i have found with inclusion in my classroom is trying to give these kids everything they need without taking myself away from the others
Kindernut - I have a lot to learn about this little guy. He has just moved here and he has not been in school yet.
buttercup - our help is so limited at our school
buttercup - maybe after meeting with the parents, you'll have more answers, Kinder
Kindernut - I like the idea of getting tips from you folks as to what to ask during our meeting or even to know what to expect. I assume we will have reports from his past and even recommendations for his programming.
Kathy - butter, I'm reminding myself that the included kids are just as much my students and deserve my services as much as the normally developing students do. But it is difficult when you don't have enough support. That's not true inclusion.
Dj - One of my children comes with his own set of lawyers. So he gets pretty much whatever help his parents request
Kathy - Katie, do you have any experience with inclusion classes?
Katie - We have just moved from a segregated model to an inclusionary model...people are stressed...any suggestions of how to proceed?
Kathy - Dj, wow, that's intimidating
buttercup - wow Dj
Dj - Kathy, you said that so well!
Kathy - Katie, share that everyone benefits from being exposed to differences
Kathy - Dj, LOL, I have to live up to my own words
Kindernut - Does anyone else have students with FAS?
Kathy - Everyone learns from each other
Katie - Kathy, I worked in a school where all the the students with specific learning disabilities were in regular classes. Children with more severe difficulties were segregated.
Kathy - What is FAS?
buttercup - i agree. i think of my included kids as one of the group. but when they need help with something, that's time i have to take from someone else in my room
Kindernut - Fetal alcohol sydrome
Kathy - butter, when you meet with the non-sped kids you're taking time from the included kids. Maybe thinking that way will help you feel more comfortable?
Dj - One thing I get really tired of is the other teachers in my building saying they feel sorry for me. I wouldn't have taken this responsibility on if I couldn't handle it.
Katie - DJ, I just joined...what is your responsibility?
Kathy - Oh, FAS, I should have recognized that. I've had kids who were suspected to have FAS, but I didn't follow them long enough to learn whether they really were.
Dj - Having inclusion children in my room with me
Kate - Dj, I can relate to that! In my building the principal asked for volunteers. No one wanted to do ICS. When they find out you are doing it they act as if someone died!
Kathy - DJ, I know. Just tell them they don't know what they're missing!
Kindernut - Yes, this child has this label and is with an adopted family.
Katie - Do you have a choice about having inclusion students? In our system, the kids are just placed.
Dj - I find some of these children behave better than non spec-ed children and they don't even speak. Yet they still follow rules and listen when I say something
buttercup - same here Katie
Kathy - I volunteered too. Figured, I've had lots of sped-type kids who weren't identified, and no extra help. This way, they're identified and I get the help. Our sped people are excellent to work with, too.
Kathy - We do have the choice to volunteer. Since it comes with support, there is no need to force teachers.
Katie - We have excellent special ed people but with cutbacks we don't have enough people to work with the kids.
Kate - I'm in a large building and we were asked if interested...if no one came forth the principal would have placed the kids.
Kindernut - Do you folks find Love and Logic helpful especailly with your special students (I'm not really familiar with Love and Logic just have read postings about it being so helpful.
buttercup - it's an amazing and rewarding experience, that's for sure
Katie - What percentage of your students are identified special ed.
Kathy - I'm not familiar enough with Love and Logic to have an opinion.
Kate - How do you all handle lesson planning? with our inclusion system I've been told that anyone observer walking into the room should not be able to tell who is the reg.ed and who is the sped teacher? We work with all the kids, although my sped partner will do reading with the inclusion kids.
Kathy - Kindernut, do you find yourself calling the inclusion kids "your kids" when you talk to the sped support people? I'm trying not to do that, but not sure what else to call them when say, it's time for them to go with the para to the sped room. "You can take your kids now," sounds as though I don't see them as "ours."
Jodi - Hi everyone. My computers being funny so please bear with me.
Kathy - Kate, so far, I'm doing all planning, the sped people just support. But the teacher said she's willing to do some lessons.
Dj - Goodnight all, I need to go get some school stuff done. Have a great chat!
Kathy - I did suggest NOT grouping the sped kids all at one table, to spread them around the room
Kindernut - It really has only been one ful day each class. I only have about four students who will go out or have the spe teacher in so I would call them by name.
Kathy - OK, Jodi, we'll bear with you
sotpteacher - kathy, our specialists would also take a reg ed kid too so that the group was not so mysterious or secluded
Katie - My son is LD and has been in an inclusionary model...one year it was a disaster because classroom teachers refused to make the accommodations in his IEP.
Kathy - by Dj!
Kathy - hi sotpteacher! Yes, they will work with mixed groups. Their goal is complete inclusion
Kindernut - Each place is different . Where I taught before adapting and even modifying assignment was just a given. Where I teach now some teachers do not seem to think it is their job?!
Jodi - With my young students I often work right in the room and reg. ed students can drift in and out.
Kathy - I've always been comfortable assuming that it's my responsibility to modify in whatever way a student needed.
Kathy - Jodi, that sounds fair for all
Kindernut - I'm just curious - do you guys usually chat on here and know each other?
Jen LS - Right now, I am an educator in an environmental education program where kids come to stay for a week for educational activities. I've had children with CP, and other special needs in my field groups.
Kathy - The sped para told me she was in a classroom where the "reg ed" people wouldn't even take down the inclusion kids' chairs, they left them for her
max - I have been at teachers.net for about 3 to 4 years, nearly daily kindernut
sotpteacher - i have such a hard time sometimes because i want to make all the accommodations but it just gets so overwhelming sometimes.
Jodi - I often struggle with teachers that say if we do that for him/her all the students will want it. How do you deal with that?
Jen LS - My first time in over a year, Kinder.
Kathy - Jen, wow, that opens your eyes to how much accommodating is necessary for true inclusion, eh?
garf/sped/ga - I teach middle school now. Self contained and resource orthopedically impaired
Katie - Jodi, we talk about fair and equal...that seems to help...
max - i taught regular ed for 15 years before sp ed was a part of my life....I just took it for granted that you would teach to each child's needs....
sotpteacher - this is my second time here at this board. i teach kindergartne in rhode island
Kathy - sotpteacher, it sure can be when you're provided with help. That's NOT what inclusion is meant to be.
garf/sped/ga - last year I was itinerant, primarily inclusion for kids with visual and orthopedic impairments elementary and middle school k-6
Kathy - max, I think that's a common attitude among the more veteran teachers, in the earlier days there wasn't much help. you just did what you could with the kids you were given.
Jen LS - I am applying to a grad program to be endorsed for Emotionally Impaired children.
Kathy - sotpteacher, welcome! glad you came.
max - one year i co-taught one period of 8th grade English with a regular ed Eng teacher, 38 students in all, 14 were LD
Kathy - Hi parenteacher and Dabba.
garf/sped/ga - i dont think I could do coteaching nor EBD
Jen LS - max, do you feel the class was too big?
Kathy - 38 students!
sotpteacher - i have had a lot of support when i have done inclusion which is great. it just seems that i end up discussing them so much they seem to get more of my time than anyone else. that sounds strange
garf/sped/ga - I have 10 kids now and 1 para. 8 in wheelchairs and 6 with me all day.
Kindernut - sorry I have to go! I wish I could stay - I'll talk with you folks again on the t.net
parenteacher - why does my screen keep scrolling back to the beginning?
Kathy - garf, why, would it be difficult for you to be assigned to one place? I like moving around too, but can't do that now, am self-contained
max - it was big...but she was a master at orginization and a great teacher ====except....she didn't make any modifications.....not one of the sp ed kids made it, one missed passing by ONE point and she didn't budge....cause he was disorganized and missed some homework assignments
garf/sped/ga - it wouldnt be difficult. I loved itinerant
Kathy - I like itinerant too
Jen LS - max, What did you do? Did you take turns presenting lessons or just provided support for the LD kids?
parenteacher - I love inclusion
max - Jen, that is my area, emotionally disturbed...as our state called it
Kathy - max, that's sad
Jen LS - What's itinerant?
parenteacher - I need more paraprofessional support
Kathy - parenteacher, are you teaching an inclusion class?
max - jen, i supported mainly, English was my weakest area....but it is now a strenght, lol....I learned a lot
parenteacher - No, I work in an elementary school
Kathy - Jen, not being assigned to one class, moving about to different classes
Kathy - parenteacher, are you a teacher?
parenteacher - yes, K-6 inclusion teacher
max - i would never want more paraprofessional support....sorry, like having more kids often
garf/sped/ga - Jen it is going from school to school.
Jen LS - Good for you, max.
Kathy - max, LOL, then it was a success for you!
garf/sped/ga - I served 4 schools
parenteacher - I'm at one school
parenteacher - 20 kids, eleven classrooms, two campuses
Kathy - I like having lots of para support, but then I'm wondering, do the kids get TOO much help and become dependent upon the para? (the inclusion kids)
garf/sped/ga - it was WONDERFUL
garf/sped/ga - no one bothering me
garf/sped/ga - if I had a problem somewhere I could leave and not have to deal with til I came back
Kathy - garf, LOL, you're making me yearn for my itinerant days!
parenteacher - paras have to know when to hover, and when to back off
max - my personal feeling....most paras have a difficult time assisting, they often do.....
garf/sped/ga - I do NOT believe in 1:1 paras
Kathy - max, the sped para I have now is excellent, but I've had the other kind too
max - i have a great para this year , and i really appreciate her
parenteacher - I have a wonderful para; but I have students who need support more than she has time to give
Jodi - Anyone have good tips for guiding paras to assist instead of do for the kids?
max - me either garf!!!!!!!!!!!! absolutely not
parenteacher - I believe classrooms with kids with severe needs should have a para all day
garf/sped/ga - I would rather not comment yet on my para
max - jodi, i find they are often feeding an inner need, difficult to get them to change
Jodi - I've also had problems with other students being overzealous in attempts to "help."
garf/sped/ga - disagree parent
parenteacher - not stuck like glue to the kid, but there to support kid or teacher or other students
garf/sped/ga - that can lead into dependency
parenteacher - why, garf?
parenteacher - what age are you talking about?
garf/sped/ga - because I have seen it happen with kids
garf/sped/ga - I think that if a child needs that much para support they should be in resource
parenteacher - that's where good training is needed
Kathy - garf, that's what I'll be watching for, dependency
garf/sped/ga - any age from K- high school
parenteacher - I have a student with autism; he needs the behavior and language models of the regular class
Jen LS - In my view, I think it would be important to make the para feel valued, and be sure to choose your words carefully. Tell them how much you recognize that they are trying to help the children succeed. Make specific observations of when they're doing too much rather than just telling them that they're hovering.
garf/sped/ga - I am a FIRM believer that resource help is MORE appropriate than a full time para any day
Kathy - If the goal for a child is autonomy, the para would have to back off gradually at least
garf/sped/ga - all the time parent
parenteacher - he can do much of the work, but needs a lot of redirection
Kathy - garf, I might not agree with that when you're discussing the youngest kids and severe physical handicaps
garf/sped/ga - they need to try strategies NOT paras
max - and then after about 5 months of that jen???? lol
sotpteacher - all the trainign in the world can't change them if they entered the job for reasons other than professional
garf/sped/ga - kathy, I am discussing young kids and severe handicaps
parenteacher - but the para helps the child learn the strategies
max - autistic kids often do not get that, too bad....
garf/sped/ga - child with a severe physical disability SHOULD have access to a resource room for kids with physical impairments
Jodi - I've seen real problems for kids with 1:1 paras if their para is absent.
garf/sped/ga - but NOT a full time para.
max - and they don't get paid enough to attrack , at least around here, its nearly min wage, and a very difficult job
parenteacher - that's why the para has to do other things in the class as well
Kathy - garf, a teacher alone with 20 5 year olds and a child who needs adaptations for physical needs would be pretty scary, not safe even, yes? no?
Kathy - Oh, garf, do you mean a fulltime para assigned only to the one student?
garf/sped/ga - but is a full time para appropriate in my opinion NO!!
parenteacher - and if there is more than one child with needs, it gets pretty difficult
max - garf...a resource room around here is on of the least restrictive environments....kids only attend for an hour or so at times, our more high level services are in self contained
garf/sped/ga - YES!! that is what I mean
Kathy - garf, that opinion is based upon your concern that the child will become dependent?
Jodi - If our students have 1:1 para time we can ask that person to do classroom tasks but they can say no -- as they are their for just the 1 child not the class.
garf/sped/ga - why would a high functioning students with physical impairments need full time assistance
garf/sped/ga - yes that is correct
garf/sped/ga - a child would do better to get resource support
parenteacher - high functioning children with autism have behavioral issues that need assistance
Kathy - garf, in case of bathrooming needs, feeding needs, difficulty with mobility
max - when i have a student with a 1:1 i interpert it to mean someone is 1:1 with the student, not any specific person, and there should always be a fading of the support unless it is a severe physical / medical reason
Kathy - I'm looking at this from the perspective of a kindergarten teacher
garf/sped/ga - yes a para is appropriate in those instances, but a fine line needs to be drawn that the person is not for that child only
max - autistic kids will always have some sort of difficulity adjusting into the "regular" world....they need to be taught the skills to survive....and they need to do it on their own
parenteacher - yes, garf, I agree there with you
Kathy - true, garf. but sometimes the law restricts the para's activities. That's counterproductive.
parenteacher - btw, please do not get drawn into discussions with OMK or Obi MOm Kenobi
Kathy - Hi heb, the topic is inclusion
garf/sped/ga - Kathy, you should be working collaboratively with the physiclaly impared teacher to find out what the kid CAN do independently
garf/sped/ga - and when and where the kids needs assistance
parenteacher - she is harassing me on the internet
Kathy - oh I agree, garf.
parenteacher - I have such wonderful classroom teachers to work with
garf/sped/ga - that is what I did last year
Kathy - I'm a believer in building independence!
garf/sped/ga - I supported a little girl with CP
parenteacher - they strive to have all the kids be as independent as possible
garf/sped/ga - actually two of them
parenteacher - they look at each child as individual
Jodi - I can certainly see the use of "program paras" to help students adjust to the regular classroom but I feel that the need for a 1:1 is pretty rare. I had a student with a 1:1 last year becuase of uncontrolled seizures that needed constant adult monitoring and it made sense then.
garf/sped/ga - and we figured out what they could do by themselves and when they needed the para
parenteacher - and take them from where they are farther along the path where they need to go
Kathy - Here's a question, not too off topic. Which is more effective, students copying their names for practice, or tracing an adult's model?
max - last year my class was low functioning, non verbal autistic students, 14 - 17 years old....they had severe behaviors....functional assessment indicated attention getting......
parenteacher - gotta go to dog obedience class--is this chat regular?
max - i would go with that one jodi
garf/sped/ga - It depends on a students prewriting skills
Kathy - I have a para for 3 identified students, but she works with others, too, and my "reg" assistant works with all,
Jen LS - max, do you only work with autistic kids now?
garf/sped/ga - I had a student last year who was WAY TOO dependent on her para.
max - depends on the kid....visual preception, fine motor.....what is the problem
Kathy - parenteacher, the ec/primary group meeets here every tues, but topics vary
parenteacher - so this is from that board, not the sped board?
Kathy - max, not sure yet. but very low fine motor skills.
max - didn't get a fully autistic classroom this year....have a Pre-K - K emotionally handicapped, self contained....in that class are two autistic kids....
Kathy - hi marlee, we're discussing inclusion
Jodi - I had a student once that was coercing a para to pay her to behave in class!
garf/sped/ga - Kathy, I would work on prewriting first
garf/sped/ga - is the student able to isolate finger movements?
Jodi - If he didn't pay her off she would cry!
Kathy - max, so it's homogeneous, all EH kids?
garf/sped/ga - I had a student last year who had GREAT difficulty with fine motor
marlee - Hi everyone, just got home from my Open House!
Jen LS - Jodi, he actually gave into that?
Kathy - garf, yes, good point (prewriting)
garf/sped/ga - could not write her name independently
Kathy - marlee, how did it go?
garf/sped/ga - we worked heavily on prewriting
Jodi - We found out about pretty quickly but she had him going for a few days.
max - have them draw a straight line, over and over....then make a cross line with it (like an L) etc....my Verbal Behavior consultant gave me the secquence of the strokes...don't have them here now
Kathy - garf, any unique techniques you employed (pre-writing) that brought results?
max - kathy, kinda up in the air, have to be EH to staff in this class, but at 4??????????
Kathy - ok, max, I'll look into that, thanks
garf/sped/ga - yes, I used a program called Dubnoff.
Jodi - If writing name on papers is really important we've gotten students a rubber stamp of their name to use wihile working on prewriting.
marlee - It went fine, except one of my new mothers kept glaring at me...I think because I misplaced her son's bus tag tonight with so many parents around and our busy schedule!! It kind of bothers me, but I figure that maybe this is just her personality.
max - ask an OT
Kathy - Dubnoff, thanks. Is it expensive and intricate to use?
garf/sped/ga - I also did finger painting that isolated the index finger
garf/sped/ga - I worked collaboratively with the OT
garf/sped/ga - no, it is very easy
max - marlee....she needs to be glad it was you, most likely I would have misplaced her kid, LOL
garf/sped/ga - you just copy the lessons
Kathy - marlee, lol, she'll come around.
garf/sped/ga - it is an EXCELLENT program.
garf/sped/ga - I have used stencils too
Kathy - Well, I have to leave. Thanks for the support!
marlee - Thanks, she's new to our district. She'll learn, and he is her 1st child in Elem. school.
garf/sped/ga - Stamps, in my opinion, in the early grades is giving up on handwriting
Jen LS - stencils sound helpful
Annie - Is Anyone still on, or is the chat over. I am on central time so I tuned in late.
max - stensils, in small doses, are fun too
max - we are here , annie!!
garf/sped/ga - they are. I made one using a letter press and putting it on a file folder
Jodi - Having a stamp meant the students didn't have to rely on others to lable papers.
marlee - I'm still here, Annie.
garf/sped/ga - that is why I used stencils
garf/sped/ga - I think a name stamp is premature in the early grades
marlee - But I guess it's over at 10:00
Annie - Hi, nice to meet your Marlee. This is my first visit here.
Jodi - We could have done that too, didn't think of it at the time I guess. It was a small issue in the grand scheme that year.
max - marlee, its over when everyone leaves, lol
marlee - Same here, Annie! I've only been on a few times myself. What grade do you all teach?
Annie - I wanted to know if you have used inclusion in your classroom or school?
max - i have offered stensils in the past....the student still learned to write their name....they saw it as two different things...
Jen LS - max, can you give me any advice on applying for my master's in EI? My background is in sec math and soc. stud, b/c my school didn't offer SPed at the undergrad level.
marlee - We do have inclusion in our district.
Annie - I am finishing up my degree in Special Education at Sam Houston State right now
marlee - Are you doing your student teacher now, if you have what's called that?
Jen LS - as a grad or undergrad, annie?
marlee - oops on spelling...
max - jen, once you get studying, just learn everything you can., and you will change how you feel over the years....suprises me that the OLD research still stands and supports best practices.......Skinner based behavioralism, precision teaching, direct instruction,
Annie - I recently visited the Irving Independent School District and they have a wonderful inclusion program. I am undergrad and I am not yet student teaching. I still have methods ahead of me.
Jodi - I've seen some other great modifications for fine motor. Every variation on page fluffers that you could think of and a student that had trouble with thin grips so they drilled holes in film canisters to put around crayons and markers.
Jen LS - Annie, student teaching will rock your world. It's so different.
marlee - I have a lot of friends who are in Special Ed. They are very dear to me---I generally find Special Ed. people to be very kind.
Jen LS - I never appreciated how much teachers do before my experience.
marlee - And great teachers!!
max - i've been in EH for 10 years and learn lots every year...there is NO right answer....and the success rate isn't too great.....it was less "depressing" to think of the future of my 100% needing round the clock care autistic kids than the EH kids I work with, but I do enjoy them...they need the positive behavioral support, and God gave me the patience to give it to them
heb - This is a little off the subject, but on average how much are each of you spending a year of your own money to help in the classroom?
Annie - Thanks Marlee, I love the discipline, and I hope to be teaching content mastery.
max - way too much heb.....way to much, but most of it is my decision....
marlee - I spent A LOT this year! I don't know how much exactly, but I wanted some new things, so I bought them. Looks nice though. How about you?
Jodi - heb, I'm afraid to add it up! LOL
Annie - I am not even in a classroom yet, and I have already spent nearly $200 on books and other things for my classroom
Jen LS - I spend some. Not as much as when I started.
Jodi - I love being able to pick up things at WalMart during back to school time.
max - i most likely will lhave to purchase a file cabinet this year or do without!!! isn't that silly
Jen LS - I keep the receipts and deduct it from taxes.
heb - Would most of you say at least 250 to 300 dollars or more?
Annie - I bet by the time I get my degree, I will have spent way over $500
Jodi - Anyone have any good shopping tips to share?
max - we are in a brand new school, except all sp ed are in ancient portables......awful, awful, awful!!!!
max - more.....
max - i spend that on food for them
Annie - Wal-mart is aa great place to pick stuff up, and garage salesm, thrift stores, and flea markets are fun too.
marlee - 'd they put you in there?
Jen LS - max, are they low-income?
max - jodi, i love the hunt of sale shopping, i buy and save, hubby complains all the time about all our clutter in the garage...
Jodi - I probably average at least $150/year depending on how many books I buy and if i can get any supplies from my school. That is of course not counting food!
Annie - I feel certain that my classroom will be somewhere out in the North forty. No where close to the actual building.
max - usually jen, but like last year i had meals, table setting, etc in the IEPs....and often it was just easier to pick up the stuff when I did my own shopping...didn't have a PO
Jodi - I am a garage sale nut nut I also love Once Upon a Child and Half Price books.
marlee - Annie, what state are you in, again?
max - i purchase things thinking my grandson will enjoy them also as he grows older
Annie - Me,too Jodi. Aren't those places fun!
Jen LS - max, shouldn't they learn that at home?
max - lol annie, we call our area the back forty
Annie - I am in Texas, Marlee
Jodi - I have given gifts to children of friends that I say they can donate to my classroom when the kids outgrow them.
bette/tx - just dropping by hello all
Annie - I can't seem to punctuate correctly on this chat board. (LOL!)
bette/tx - annie where in Texas are you?
max - jen, last year all my students came from upper income families....autistic cuts that line
Jen LS - But it's also part of what we teach at Nature's Classroom. The kids set tables and serve meals.
max - bette, they are transferring some of my older K kids out and bringing in younger ones
Jodi - I have a great set of those big cardboard blocks that came from a garage sale for $3.
Annie - Huntsville, Texas (close to Houston)
bette/tx - max i am getting a student teacher on monday , wednesday and fridays for sept and oct...
bette/tx - max that will be so much easier on you..where are those older ones going?
max - wow bette, that will be fun!!
max - lucky st teacher!!!!
bette/tx - annie i am in Aggieland..where do you teach?? i have visited many child developement centers there last yr
bette/tx - max not many student teachers do early childhood like a program like ours
marlee - I can't either...I'm tired!! Plus my new puppy is all over the place. He just got a hold of a Special K excercize CD and I had to chase him down! For some reason, he's really hyper in the evenings. Any ideas, spec. ed. teachers?
max - one to a lesser restrictive environment...he is doing ok, another to a more restrictive...she would be fine with me, but in the overall interest she isn't good with two of the kids in my room presetnly...so they say
Annie - I am still working on my undergrad in Special Education, but I am hoping to get on with Conroe ISD or the Woodlands
max - marlee, what is a specialk ex CD?????
bette/tx - annie so a student at Sam?
bette/tx - annie do you work at the lab child care center?
Annie - Yes, which one are you referring to? My dad is a Methodist pastor. Yes, I am a student at Sam (Senior, Forever)
bette/tx - annie i meant have you visited the center on campus?
marlee - I don't know--it came in the mail, so I'm not all that worried about it.
bette/tx - annie not sure rather big with a wonderful early childhood center attached to the church...near the campus..think thinking thinking
max - we were thinking of adopting the special K title for our classroom name!!
Annie - No, this semester I will be over at Huntsville Intermediate school, and a school either in Conroe or the Woodlands.
bette/tx - annie my daughter is graduating from blinn and might transfer there or A&Mn
marlee - Well, it's been so nice chatting with you. Time to check my mail and settle my dog down. Thanks!
Annie - Yes, I know the church. It is First United Methodist in Huntsville; excellent program
max - marlee, nice chatting with you also, see ya again, soon???
bette/tx - annie ....sam houston campus is so nice and alot smaller than A&M
bette/tx - max so how many students will you have then?
max - bette, what unit are you doing in class right now???
marlee - Right, Max!! Didn't know you were a gal!! Keep up the great work S.E. teachers---don't know where we'd be w/o you!
max - i learned my cap is 8, and the other teachers don't appreciate that...but they have the same number?????
Annie - Marlee have a great evening. Yes, bette, it is a wonderful school. Now if I could just get up and down those steps. UGH!!!
bette/tx - max this week pets..make a dog out of a paper plate they colored and i made the face and they glued a cut out ears and then glued the plate on to wallpaper samples i had of dog bones..
max - i have 9 right now, but one is in hospital, one will be going to new placement next monday
Annie - bette, what grade do you teach?
bette/tx - max tomorrow a picture of a dog and bone for those prewritting skills of holding a crayon
max - cool, mine did bears hibernating in a cave today, really cute, they tore brown construction paper tomake the cave...
bette/tx - annie i teach early childhood for teenage moms to bring thier kiddos to us while attenind jr or sr high part of Bryan isd and A grant from PEP
bette/tx - max then next week for two weeks apples, then pumkins and then fall
max - my day is sooo long, I just need sooooo many activities....
bette/tx - max mine nap a good 3 and half hours..yeah
max - we are going to do apples next too!!!
bette/tx - max i love apples and fall
Annie - That sounds really interesting. I bet it keeps you very busy though
max - ooooh, bette, 3 1/2 hours!!!!!!! mine are full steam from 8:10 - 2:22
bette/tx - we can not paint with apples thou as we are NEAYc and they do not like food to be used other than eating
bette/tx - max i need that down time at 11:30 am till 3pm
max - really???? I have the NEACY guide....
bette/tx - annie yes i am sure Hunstville district has a program like this
max - do any ever wake up and not go back to sleep???
bette/tx - max that is what i was always told...i love to paint with food..but not here like to use pototoes and carrots
Annie - October is my favorite month, so I too love apples and fall. Guess I better say goodbye for now; Like you all, I have class in the morning. Have a great day!
bette/tx - max yes pat those backs...and they drift off
bette/tx - bye annie..great meeting you..come back in the regular chat room and chat
max - my one that does nap (he is 4 1/2 ) leaves the room with his 1:1, and she is going to be removed as 1:1 thursday....he won't be able to leave then....
