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Barbara Lindsey

SpeEdChange: What a good IEP looks like... - 0 views

speedchange.blogspot.com/...what-good-iep-looks-like.html

iep student support irasocol student2.0

shared by Barbara Lindsey on 11 Sep 10 - No Cached
  • Does your IEP include the student's assessment of their own strengths, needs, issues, desires? If it does not, it can not possibly be a "good IEP." The IEP is not a tool for the school's convenience. It is a plan designed to help the student become the best, most successful, most independent human that student can possibly be. And if does not begin with the student speaking for him or herself, it will fail to do that.
  • The "Individualized Education Program [Plan]," is the central "paperwork" component of American "Special Education" - and, in other forms, not uncommon in other nations. Unfortunately, it is typically (almost always) a deficit-model statement, listing all that is "wrong" with the student
  • The very idea of 'behind'-ness is what's under attack here, A. When you standardize what it means to be an educated child, you create a line in the sand that defines some kids as 'ahead' and some kids as 'behind.' As anyone with a learning disability knows, these sorts of lines are increasingly arbitrary the more you examine them. They shut you out for all manner of reason. They create a situation where those who are 'ahead' get a free bonus happy career, and those who are 'behind' get either the short stick or the sanctimony. Or both.
  • ...6 more annotations...
  • So let me make this the number one idea behind a "good IEP": Start by describing all the things the student is good at.
  • The WATI Student Information Guides (all free downloads) ask you about student abilities in each "area" - the essential first step. But a good IEP goes beyond that. What are the student's interests? What is the best time of the day for the student? What drives this student to succeed? At what? Without this kind of listing, your IEP will fail because you will not be able to leverage student strengths to overcome the things which cause them trouble. The IEP Guidelines start with, "The child's present levels of academic and functional performance." That should be a major bit of writing, not a list of test scores.
  • What opportunities are available to non-disabled students - clubs, sports, arts, music, physical education, socializing? You cannot claim "least restrictive environment" if you deny students the right to participate in these things because they are spending mandatory "extra time" on tasks or in resource rooms, or even, doing homework.
  • If your IEP does not give the student a computer or mobile device to type with or dictate to, and thus the student can not write alongside their peers, they are "not participating" and I want you to write an explanation of that. If that student's IEP does not give them a computer or mobile device which reads to them and thus they must read a different book, or have fewer choices, or go to a separate room, they are "not participating" and I want you to write an explanation of that. If that student's IEP does not give them an appropriately sophisticated AAC device which allows them to communicate in "real time," they are "not participating" and I want you to write an explanation of that. If that student's IEP does not include technologies and strategies to be in the band or on a team or a member of a club or the ability to sit with friends during lunch, they are "not participating" and I want you to write an explanation of that.
  • And remember, "technology" is everything. The chair, the desk, the lighting, and the school itself. And technological solutions can not be restricted by other "educational" policies - such as a "cellphone ban" or a prohibition against iPods or mp3 players.
  • Students need to learn to use their solutions every day, and they need to use those solutions to demonstrate their capabilities.
Barbara Lindsey

Mind - Research Upends Traditional Thinking on Study Habits - NYTimes.com - 0 views

www.nytimes.com/...07mind.html

research learning student2.0

shared by Barbara Lindsey on 12 Sep 10 - No Cached
  • Barbara Lindsey on 12 Sep 10
     
    In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying.
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