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<blockquote data-quote="InsaneCdn" data-source="post: 487227" data-attributes="member: 11791"><p>Loth - </p><p>We went through something similar, only the problem was writing, not reading.</p><p>Dozens of kids here have the reading problem though - and the dinosaur SD here actually has programs that work for reading problems (NOT, of course, for writing...!)</p><p></p><p>SO... in case it helps...</p><p>Any kid who is at least 2 grades behind in reading, is sent to Reading Recovery.</p><p>This is in lieu of English and Social/History classes.</p><p>They work with similar subject areas as their mainstream class, but the work is tweaked to their skill level, and then they are worked with to improve their skills. They develop writing skills in parallel with reading.</p><p>They have academic IEPs that lay out what the goals are for this term - and a game plan. And THAT is what they are graded against.</p><p>THEN, they are mainstreamed for the rest of the day. For math or science, they have a "buddy" in class who will read to them the requirements of the assignment and/or work on as a joint project. (my K2 is often the "buddy"...) Of course, art and music and PE are never a problem anyway, for most Learning Disability (LD) kids.</p><p></p><p>Usually, it takes 2-3 years to catch up. The program continues into H.S.</p><p></p><p>This is not a Special Education class... it is a RECOVERY class. These are all normal kids, with a learning disability - and NO behavior issues. As soon as behavior issues or pervasive developmental disorders come into play... they are not sent to Reading Recovery. This significantly reduces the stigma of the separate class.</p><p></p><p>---</p><p>Second option -</p><p>I don't like this one as well, but it works, too.</p><p>Special Education room can pre-record all reading materials needed for the day... and load into ipod or similar, for the student.</p><p>They can then listen - rather than read - and keep up from there.</p><p>Not quite as good as an interactive aide, but... way better than nothing.</p><p>Does require resources, though... to do the recordings!</p><p></p><p>---</p><p>I came close to clobbering one principal... who told us that difficult children issues were not serious enough to justify taking resources away from kids who actually have serious disabilities....</p><p>Really? Yup. No help AT ALL... until he started going off the rails with behavior problems, depression, and anxiety... all of which could have been avoided if only help could have come when it was needed (gr 1, rather than some patchwork help at gr 7, finally getting somewhere in gr 10)</p><p>We had to get the therapist to strong-arm the psychiatrist into sending a disability letter to the school system... declaring his depression and anxiety to be severe enough to qualify as an intensive-needs student.</p><p>(to get help with WRITING! - we didn't know until later that there was even MORE going on...)</p></blockquote><p></p>
[QUOTE="InsaneCdn, post: 487227, member: 11791"] Loth - We went through something similar, only the problem was writing, not reading. Dozens of kids here have the reading problem though - and the dinosaur SD here actually has programs that work for reading problems (NOT, of course, for writing...!) SO... in case it helps... Any kid who is at least 2 grades behind in reading, is sent to Reading Recovery. This is in lieu of English and Social/History classes. They work with similar subject areas as their mainstream class, but the work is tweaked to their skill level, and then they are worked with to improve their skills. They develop writing skills in parallel with reading. They have academic IEPs that lay out what the goals are for this term - and a game plan. And THAT is what they are graded against. THEN, they are mainstreamed for the rest of the day. For math or science, they have a "buddy" in class who will read to them the requirements of the assignment and/or work on as a joint project. (my K2 is often the "buddy"...) Of course, art and music and PE are never a problem anyway, for most Learning Disability (LD) kids. Usually, it takes 2-3 years to catch up. The program continues into H.S. This is not a Special Education class... it is a RECOVERY class. These are all normal kids, with a learning disability - and NO behavior issues. As soon as behavior issues or pervasive developmental disorders come into play... they are not sent to Reading Recovery. This significantly reduces the stigma of the separate class. --- Second option - I don't like this one as well, but it works, too. Special Education room can pre-record all reading materials needed for the day... and load into ipod or similar, for the student. They can then listen - rather than read - and keep up from there. Not quite as good as an interactive aide, but... way better than nothing. Does require resources, though... to do the recordings! --- I came close to clobbering one principal... who told us that difficult children issues were not serious enough to justify taking resources away from kids who actually have serious disabilities.... Really? Yup. No help AT ALL... until he started going off the rails with behavior problems, depression, and anxiety... all of which could have been avoided if only help could have come when it was needed (gr 1, rather than some patchwork help at gr 7, finally getting somewhere in gr 10) We had to get the therapist to strong-arm the psychiatrist into sending a disability letter to the school system... declaring his depression and anxiety to be severe enough to qualify as an intensive-needs student. (to get help with WRITING! - we didn't know until later that there was even MORE going on...) [/QUOTE]
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