Amanda JenkinsOn 10/19/14, Teachers.Net Gazette wrote: > Who knows better than teachers what measures and practices > offer the best chances for a comfortable and effective > parent conference? > > Pay particular attention to #5.
Students learn to write by writing. E Gads! What a concept! Next thing you know someone will try to convince us that kids learn to walk by walking and learn to read by reading. It is presumptuous to think one can teach writing.
So in answer to the question, “How Do teachers teach kids to write?” the answer is...
I have a student whose eligibility is SLD, but I found out he was in an accident, hurt his head and now has pain and memory problems because of the accident. I am considering starting the process to change his eligibility to TBI, but I would like to know: what is the benefit to the student to change to TBI?
How is his academics? What is the family and their doctor doing in response to the student's physical complaints? As far as I know a change to TBI could make him eligible for an SDC placement - but only if his academic needs are not being met in the SLD classroom. Talk with your APEIS, and start taking data to build a case for new placement if his medical problems are now affecting ability to access curriculum. Good luck and keep us posted.
I am beginning an assignment with severely emotionally disturbed children in a hospital setting. I have a lot of experience with Autistic children as a sub, but I am not a Special Ed. teacher by training. The children will be 8-9 years old. What can I expect? I have NO idea, but they cannot function in a school setting.
On 9/06/14, kt wrote: > On 9/01/14, This and That wrote: >> On 8/31/14, ms.p wrote: >>> Since I teach preschoolers who have special needs, I use >>> lots of velcro for visuals. Where does everyone get velcro? >>> It is so expensive. I've tried putting it on our monthly >>> wishlist to parents, but have received little to no velcro. >>> I could spend a large chunk or all of my tiny classroom >>> budget on velcro. Thanks in advance for any helpful ideas on >>> how to find velcro inexpensively. >> >> I teach the same thing. Some times we can use our school money >> (budget) for Velcro. One year I found a huge roll at Sam's C >> club. If anyone knows of cheap Velcro please let us all know! > I have had some luck with Ebay and Amazon for cheaper velcro. I > also cut my velcro and use the smallest piece I can get away > with it. My paras do to even though at first they thought I was > little overboard until they realized how much we use and how > expensive it is.
On 8/31/14, ms.p wrote: > Since I teach preschoolers who have special needs, I use > lots of velcro for visuals. Where does everyone get velcro? > It is so expensive. I've tried putting it on our monthly > wishlist to parents, but have received little to no velcro. > I could spend a large chunk or all of my tiny classroom > budget on velcro. Thanks in advance for any helpful ideas on > how to find velcro inexpensively.
Beth Special NeedsI'm not sure I understand. Do you call her and she does not respond verbally at all or does she verbally acknowledge when you speak to her, but then see no evidence of follow up? You are correct that you need to inform her of her son's behavior, but for some kids, unfortunately aggressive behavior is so much a part of their day that it would be lik...See MoreI'm not sure I understand. Do you call her and she does not respond verbally at all or does she verbally acknowledge when you speak to her, but then see no evidence of follow up? You are correct that you need to inform her of her son's behavior, but for some kids, unfortunately aggressive behavior is so much a part of their day that it would be like reporting daily to the parent of a typically developing student that their kid was talking in class. I don't call the parents of my kids each time their child is aggressive, unless it a change in the type of behavior or he injures himself or another person. You know the kid is aggressive and you are documenting it and taking data on that. The parent knows the kid is aggressive, she lives with that aggression every day. I suggest you make a very quick one or two minute phone call and only tell her something good he did. "I just wanted to tell you that Johnny was awesome in math today. He rocked his number identification. I'm so proud of him and though you'd like to know. Have a great evening." If she asks about his behavior, then you can acknowledge that he had some aggression, but he really did great in math! Then continue to document the behaviors, but maybe reduce the frequency of the phone calls home about that.
On 10/16/14, Sheila Tiffee wrote: > A parent of one of my students has started ignoring very > important information that I try sharing. I am always trying > to talk about positive things that happen,but this specific > child gets extremely aggressive at times(biting, head > butting, scratching, hitting, etc) therefore I am forced to > inform the parent.There are times that he will cry because > he is in some type of pain. Any time I try to discuss > anything with the parent I am completely ignored to the > point to where I just stop speaking and document instead. > Any advise from some of you veteran SPED teachers that > have been through a similar situation before? I am getting > extremely frustrated.
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No child should have to endure this. No parent should have to feel they have failed their child because of the relentless actions of someone else's child.
Thank you for the parent conference tips!