Wednesday, May 6, 2009

NATIONAL DAY TO PREVENT TEEN PREGNANCY


Today is our National Day to Prevent Teen Pregnancy. Check out http://www.stayteen.org/ for a quiz for high school students. Many teens might say the quiz is "silly." But...it opens the door for the more important activity of starting a conversation. A delicate conversation topic as a teacher! But...having a class where 2 of my students were pregnant the following year, I regret not having those conversations. Providing information about local health departments, information on how many students are NOT having sex, and role playing situations may make a difference in your student's life. Don't be afraid to open the door, many students don't have anyone else to talk to and appreciate the opportunity for dialogue.

In spirit of the day, here are a few facts about teen pregnancy from the National Campaign to Prevent Teenage & Unplanned Pregnancy:

*Three out of ten teenage girls in the United States get pregnant at least one before age 20 -- Shocking right?

*The United States has the highest teen pregnancy rate in the industrialized world -- twice as high as in England or Canada and eight times as high as in the Netherlands or Japan.

*Almost 50% of teens have never considered how a pregnancy would affect their lives. That is why it is important to talk!

*Parenthood is the leading reason why teen girls drop out of school. Less than half of teen mothers ever graduate from high school and fewer than two percent earn a college degree by age 30.

*Children of teen mothers do worse in school than those born to older parents -- they are 50 percent more likely to repeat a grade, are less likely to complete high school than the children of older mothers, and have lower performance on standardized tests.

*Two-thirds of families begun by a young unmarried mother are poor. More than half of all mothers on welfare had their first child as a teenager.

*Eight out of ten fathers don't marry the mother of their child. These absent fathers pay less than $800 annually for child support, often because they are poor themselves. Children who live apart from their fathers are also five times more likely to be poor than children with both parents at home. The cycle of poverty goes on and on....

*The daughters of young teen mothers are three times more likely to become teen mothers themselves

*The sons of teen mothers are twice as likely to end up in prison.
Can you open the door?

Sunday, August 10, 2008

Help! I've been offered 2 positions in special ed. One as a 2nd grade teacher at a full inclusion school and one as a high school resource teacher?

1st Listen. To yourself, that is.

*What grade level or age group drew you towards working in special ed?
*From the interview, which administrator & school team did you connect with?

2nd Investigate. Ask your potential school sites a few more questions on a site visit. Did the interview team give you a tour of the school? If not, request one. Find out:
*The number of students on your caseload.
*What are the disability codes of the student you would be serving. To over-generalize....developing a plan for a a student with autism, emotional disabilities, or low-incidence disabilities often take more time, teaming & special skills.
*The referral process for special education. Are they "dropped" in and first sign on school struggle, or does the school have strong pre-referral team & strategies?
*What new-teacher mentor programs are in place?
*How many assistants or para-professionals would you be working with? Would you be their supervisor?
*Talk to another special or general education teacher in the building to get a feel for the attitude towards special education, students in general and the administration.

This is a tough decision, but congratulations on having options. Special ed teachers are in high demand and the good special education teachers are in even higher demand! Special ed teacher have an average burn out on 5 years. Do yourself a favor, gather information and choose a good match in a job site for your strengths. I've found out that for myself an extra 20 minute commute to work is worth the time & gas money, because I love my school philosophy, teachers, assistants, administrator, job duties & students. (Why else would I be blogging about school in the summer!) :) Good Luck. There are no wrong decisions.

Monday, June 30, 2008

What websites give free teacher resources for a secondary special education teacher?


Number one: Teachers.net. Specifically, the special education teacher chatboard As a college student to more experienced teacher, I always found help and insight to issues on this chat board. I find the best ideas and resources come from other teachers and parents.

Number two: Yahoo & Google. Specifically the yahoo news and google news sections. It is easy to find relevant, interesting, motivating material that can be adapted to different objectives. Instant, low prep, easy, literacy based, lesson plans! For example:

*Teacher reads news story, students journal their thoughts & responses
*Teacher reads news story, students pick out main points and summarize
*Teacher gives news stories to pairs, they read & report back.
*Teacher gives out news story, guided practice on a specific reading strategy (predicting, skimming, questioning, etc.)
*Students get on web and choose a news story to do one one of the above strategies.
*Students give speeches/present their news story
*Students complete or design graphic organizer for news story.
*Students can edit their writing and/or discuss thier findings.
The lesson plan list goes on & on....!

I have found I can meet the needs of different levels of readers using yahoo & google news stories, but another resource is http://literacynet.org/cnnsf/archives.html. It features abridged news articles for students with lower reading levels.


Number Three: http://www.teachers-direct.co.uk/resources/wordsearches/ I am picky. There are a million free wordsearch/crossword puzzle makers out there. This one is my favorite because of the ease of use and the quality of the finished product. I also like that you can create online interactive wordsearches that are paper-free. My students love word searches! I use them to introduce new vocabulary/topics. They are great to have on hand to keep students busy, especially to keep those student busy while waiting for others to finish. They also come in handy when that 45 min. lesson plan only takes 30 minutes!
I hope these are helpful. Please send more questions & comments!

Friday, June 20, 2008

What can general education teachers do to help students with autism in high school?

Lots! Many, maybe even most, students with autism will be in the general education classes. Because students on the Autism Spectrum have difficulty reading social cues without proper supports they can be be shunned by peers and labeled annoying/troublemakers by their teachers. Employing a "hidden curriculum" strategy by general education teachers can be very effective & helpful for the student. It is also very low prep and easy to implement.

The “hidden curriculum” is the set of rules that are not directly taught, but are assumed to be known. The hidden curriculum can represent many things and is different for each student. Hidden curriculum's are found in social interactions, body language, idioms, metaphors, slang and/or classroom routines. One student with autism may understand that he needs to not talk to a peer when the teacher is talking, but may not understand that he also needs to pay attention to his peers during discussion.

So how do you use the hidden curriculum? First, identify behaviors that are leading students to be shunned, “troublemakers,” or driving you nuts! If you have time interview their parents/other teachers to find the largest areas of need. Talk to their other or past teachers. Make those lunch room gossip sessions useful! (or those oh so valuable staff development classes?)

Then make a visual of “Classroom Guidelines” of rules for the student to follow. They may sound obvious like...when in class, it is appropriate to answer 4 questions during the discussion. Answering more than that is not giving other students a chance to answer.....or when in class keep pokemon cards in your backpack. It is ok to take them out after you have finished the assignment.....

Visually post or present the student with a list as a teaching tool and reminder, it can be hung up in their area or put in their notebook. Reward students with praise when they follow their “hidden” guidelines independently, do not punish when they need visual or verbal reminders.

Read more about low prep strategies for students with autism, hidden curriculum,and autism resources.

Sunday, June 8, 2008

I need help with a special needs child with uncontrolled ADHD.

Ah, the impulsive, distractable & hyperactive. Quite the combination!

First & last, develop a relationship with the student. Find out what they are good at. Find out what they like. Find out what motivates them. Spend the first interactions of the day checking in with them....how was their morning? what did you eat for breakfast? what are your plans for the weekend? Nice job yesterday when you were listening during reading....etc. I have found with my students with "extreme ADHD" the strength of the relationship is everything. All the strategies in the world, wouldn't work for me if I didn't have that positive relationship.

That said, many students with ADHD benefit from the same strategies being used with students with autism. In spite of the name research explains that Attention Deficit Hyperactivity Disorder, like autism is more of a language/processing disorder. SOCCSS, situation-options-consequence-choice-strategy-simulation is an important tool, because it is a visual map of the cause/effect that many students with ADHD struggle with. They just don't get how their actions could result in a negative consequence.....and therefore ....blame the world. Also, like students with autism, students with ADHD often have trouble seeing the other person's perspective. Social stories....not the ones using boardmaker, (although that is fine, if you have that kind of time) , but the ones you just jot down in a note to a student....can work wonders. Often times the student with ADHD loves to argue. Write down your expectations & why you are setting that expectation in a note. Then ask them to write back assess their understanding.

Find more information on these strategies and more ...here

Wednesday, June 4, 2008

Autism & Teacher Help Desk Survey....

Hello all-

I'd like to let you know about my new book, Classroom Strategies that Increase the Success of Students with Autism.

Working with students & people with autism has always been a passion of mine. Last year after seeing a need, I was given the OK to hold social-cognitive groups for my students with autism. Although I advocated for this to happen, it also cut into my prep time and increased the amount of prep I needed to do. The strategies in this book are low prep, easy to start & effective! Even if you don't have specific time for social-cognitive groups, these strategies can be intergrated into the day. Please give it a look if you work with any students with autism.


I am starting a new website (http://http://www.teacherhelpdesk.com/) and I'd like your help. I have a short 1 page survey at http://www.surveymonkey.com/s.aspx?sm=hTm2QRU16LSG8YB_2bHbkiqQ_3d_3d I would appreciate your input. As a thank you for your time the survey includes a website where you can view the table of contents & purchase the new book on autism for a discount.



Thank you for your time!
:) Summer's is around the corner!
Rachel

Monday, June 2, 2008

www.teacherhelpdesk.com

Hello world.
Please visit http://www.teacherhelpdesk.com & Teachers helping teachers for all your special education & new teacher resource needs. Hope this is helpful. Thanks much!