Faunt,+Spencer+Inclusion+Strategies+in+Writing

=MY INTRODUCTION = = = = = =I Have always had a knack for everything creative. It usually takes me more effort to focus and stay on task, but being filled with ideas and ready to entertain is me "in a nut shell..." = ===This is the second time I have lived here in Southern Oregon. The first time I was here was 1999-2001 when I was at SOU to finish my BA in Theater Arts. While I was here, I acted with the Jacksonville Theater Company. When I finished school, I moved back up to my hometown of Portland. I continued to do various acting jobs while also working at a fitness club in membership sales. Just a little bit over a year after graduation, a good friend from school called and informed me of a job opening as a teacher in Austin, Texas.===

===I moved to Texas where I worked at a private performing arts school called Jackie's. I taught Acting and Story Telling to kids from K-6th. I worked as a teacher and also managed to generate professional acting work. After one year, I missed my family and also had a desire for a more stable income. I moved back to Portland to more familiar territory.===

===My sales background allowed me to secure a job at a large auto dealer in Beaverton, Oregon. I worked there for eight years. Toward the end of my time there, I became very frustrated and I knew I wanted to be in a field where I could help people. I also reflected back on how much I enjoyed my time teaching and volunteering with kids. I decided that being an educator was my path.=== ===I remember having some real challenges with math in junior-high-school. I was very self-concious about my struggles and needed help to succeed. I recollect being held back in math, going into high-school. It made me feel like I was stupid. I was very self-concious about math and in some ways, I still am, even though I've learned some things over time to make me feel better about it. I think these feelings I've had toward math could really help me to empathize with students of mine in the future, struggling in any subject.===

===I have some definite fears about going into a career in teaching Junior-high and high-school students. Most of all, I fear they will not accept me. I have heard many people tell me, "you're very brave," for chosing to teach at the junior-high and high-school levels. These comments certainly make me nervous and, aside from that, I know teenagers can be vicious. Though this fear lingers, as I see more examples of successful teachers sharing their experiences, and learn about more tools for dealing with students at any level, my confidence is building. I have momentarily second guessed the high-school level I have selected, knowing I love to work with younger kids as well. Recently, I have found some real satisfaction in my choice to teach at the 3-4 level, seeing what an incredible opportunity I have to be a vehicle for change and a real mentor. I am hoping for even more of this affirmation that I can take with me from this course. especially with the challenges envolved in being a truly inclusive teacher.===

===I am so blessed to be here and very excited for the future. Southern Oregon is the perfect place for me because I researched the excellent MAT program and my sister, brother-in-law and nieces are all here where I can enjoy a close relationship with them. This program will give me the opportunity to do something that feels purposeful with my life. I am up for the callenge!===

INCLUSION STRATEGIES FOR WRITING
==I chose the topic of inclusion strategies for writing, because I will be teaching Language Arts and this is very applicable to my endorsement. I hope the tools I learn will help me to understand how I can better assist my students at all levels to excell to the best of their abilities in the area of literacy. ==

Five things I learned:

1) Inclusion strategies for writing are part of a larger spectrum of overall inclusion in the classroom. Many of the regular strategies for inclusion in the classroom apply here. Giving students more time, using preferential seating, direct communication with the student and working as closely as possible with the parents are all starting points for working with students with writing or any type of disability.

2) Writing disabilities can be either intellectual or physical. We have a great responsibility as teachers to have awareness of all the many ways students' learning can be challenged by these disabilities. I found one resource, for instance, for visual impairments that is quite a lengthy document. The number of applicable accommodations to one isolated disability are many. As teachers, we have to take the time to not only know what their impairment is, but empathize with them enough to put yourself in their shoes and use all resources at our disposable to give them the education they deserve.

3) Inclusion in writing can be accomplished both by the use of differentiated instruction and also specialized accommodations for individual learners. The differentiated education technique allows for time for teaching, learning and assessment and multiple levels of learners--I like to think of this as a form of "universal" instruction. The specific accommodations are appropriate to learners with disabilities who need accomodations to assist them in the assigned tasks.

4) There are both hi-tech and low-tech accommodations for writing. There are more and more advancements in hi-tech accommodations whether it be in word processing programs or electronics. Many of the low-tech options have been around for a longer period of time and are very applicable accommodations. Educators continue to invent and adapt new ideas to make the learning environment more inclusive for all levels of writers and learners.

5) I found that the accommodations for writers at young ages do not change much for students even at high-school age. Accommodations for writing are rather universal. Whether it be hi-tech or low-tech accommodations the adaptations apply very similarly across the board. The tools are readily accessible and are becoming more available and plentiful, especially as advancements in technology allow.

RESOURCES

My Top Resource... I originally was led to this website by Delicious. The PDF below is a phenomenal specific example of inclusion strategies for visual impairments in writing. Take a look at this link below. Over all, if there were just one resource you were to look at in regards to inclusion strategies for writing, make it the SET website! This website is packed with information that will take you much farther than just adjustments for writing, but tools that may be applied in all areas for special education. Not only is this site full of resources, but also lists valuable events for students and teachers for the purpose of special education support and stories of success about real students. This website receives 5 out of 5!

media type="youtube" key="ojuwycONC_4?version=3" height="360" width="640"

I found this video on Youtube. Though the quality of the video is far from professional, it demonstrates the major low-tech options for making accommodations to help students with disabilities in the area of writing. The video has good information, showing many different writing utencils, often handcrafted specifically for individual students. I think I will give this video a 4 out of 5, simply because it is not the most professional quality in production value, though the information is good.

media type="custom" key="12888276" This Teachertube video starts with the statement that "all students are NOT created equal." Acceptance of this truth is the first step toward having awareness and creating an inclusive classroom. The ideas in this presentation are examples of differentiated teaching. Their are three modes offered for lesson plans: Think-Tac-Toe, tiered assignments, and "RAFT" activities (role, audience, format, topic). The differentiated strategies offer accommodations for varied degrees of disabilities and levels of learning and also adjustments to allow for proper amounts of time for work as well as necessary assessment time. This video does a pretty good job acomplishing the objective of exemplifying differentiated instruction--4 out of 5.

Click on the picture above, it will take you to a link for a blog entitled Edublogs. What a fantastic resource for more things than just this isolated project on inclusion for writing! This blog is for teachers to share a wealth of free educational information and compare tools with one another. It is great to have a forum where teachers can come together as a community to share helpful ideas. This particular link will guide you directly to a page that describes ten apps for learners who struggle with reading and writing. The applications are from Apple for Iphone or Ipad. I really like this hi-tech resource for helpful ideas. I score this resource 4 out of 5 for being a little limited, but still offering great tools.

media type="youtube" key="Jp6MMnjd-kI?version=3" height="360" width="640" This video above was found on Youtube. I found dysgraphia interesting, because I didn't know much about it. It is well explained in this video, and it sets out possible solutions for students with this particular disability. The video is simple, with just one woman speaking and sharing the assistive tools. I would score this 4 out of 5 for accomplishing the objective of identifying the disability and offering ideas to help educators.

media type="custom" key="12888266" This Slideshare presetation is a great resource, because it discusses ideas for accommodations that would be useful in a classroom setting, such as writing buddies, time for guided practice, helpful computer programs and visual outlines. Furthermore, there is an example lesson plan included with the appropriate accomodations for students with disabilities. Because I beleive this to be a very appropriate example for promoting Inclusion in writing, I scored it 5 out of 5.

media type="youtube" key="fXfdP6Mz5sI?version=3" height="360" width="640" In this video from Youtube, Bonnie Terry, M. Ed., explains what a parent can do to help their child write with ease. Good writing skills are essential for effective communication. Learning to write well takes time and practice. In the instance described in this video, a child struggles with getting their thoughts clearly onto paper. This is a good source, because she not only gives a ideas specific to one child's struggles, but she shares her info for further questions. Having the resource of a teacher with 35 years of experience is extremely valuable. I give this video 4 out of 5.

media type="youtube" key="xffcXa9gRcQ?version=3" height="360" width="640" <span style="color: #ff6000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">The "Desktop Desk" is a great example of an accommodation for students with lower-incidence disabilities. The student represented here is shown using the table for daily tasks from writing to eating. To expect a student with such disabilities to simply adapt to their environment and figure out how to operate in school is unrealistic. I like that this particular accommodation really gives a student with a more severe disability the ability to comfortably execute activities in a way that is more natural for their needs. I like this accommodation enough to give it 5 out of 5.

media type="youtube" key="SVa05Hxl9r0?version=3" height="360" width="640" <span style="color: #ff6000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">This Youtube video captures a technique from the Kingston School for Inclusive Education in Abbottabad, Pakistan. I found their technique of using both hands to write very intriguing. It seems that this strategy would be an interesting idea for any student, as the principle is designed to promote balanced left and right-brained thinkers and citizens. The focus could also physically promote concentration that could substantially help to improve a student's overall writing ability. This idea is unconventional, but very interesting and scores 4 out of 5.

media type="custom" key="12925484" <span style="color: #ff6000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">This is a very lengthy document about teaching writing to students, which I found on Slideshare. There are so many items to review in this document about the varied ideas for inclusion strategies for writing, the document is difficult to summarize. Some of the ideas are summarization, word-processing with teacher supervision, sentence combining and pre-writing. If one were to sit down and read over this resource, I think this would deliver valuable information on inclusion strategies for writing. This is more of a study resource, but I would have to give it 5 out of 5 for the breadth of information.


 * <span style="color: #0001ff; font-family: Georgia,serif; font-size: 130%;">__MY CBL PROJECT__ **

My project centered on a Reading Specialist named Sue Kosmatka at Sacred Heart Catholic School in Medford. Sacred Heart is a K-8 school, so she works with students of all ages. The first part of our visit was showing me the facility, which she told me would be considered a "Research Room."

Sue started with Sacred Heart many years ago and the school came to a point when they could no longer afford her services. She then went into private practice as a Reading Specialist and worked with people from all ages up to 22. Years later, she received communication from Sacred Heart that they could use her services again. Even though it was only to be a few hours per week at the school, she and her husband agreed that they could make it work, because her love was really working at that school with the kids. A couple of years ago, one of her past students started into school at Santa Clara with great success, achieving straight "A's." The young man's grandparents decided to donate the entire salary to pay Sue to be at Sacred Heart full time. Since that time, others have followed suit with donations and they now also do an "author's luncheon" and a used book sale to raise more money for their program.

Sue's title is the Program Director and she now has a teacher who is trained as a general educator, named Jill who assists with the students. This year marks the first year that they additionally have a Title 1 teacher, named Mary Jo. Mary Jo is also a Reading Specialist. The program is entitled "Reading Mastery."

I observed Sue working with 2 groups: one was K-2nd and the other was fifth grade. The younger group practiced sounding out words, i.e: __s__ __a__ __id__ said. ATe (to help teach the silent e). ROCk (to teach the silence of the additional k). In their books, they cannot see the picture page until they read the story page. They all practiced reading aloud. They were finally given worksheets where they traced and rewrote sentences.

The fifth grade groups were using a program called "Phonics for Reading." There was a lot of focus on prefixes and suffixes. They were defining the words by using them in sentence. Two examples were fill-in-the-blank exercises: (1) "If you cannot speak, you are __speechless__." (2) "If something can hurt you, it is __harmful__."

They next exercise was reading more advanced stories aloud. They used a strategy called the Linda Mood program. This program addresses the problem of finishing a reading excerpt, but having no concept of what they just read. To help this, they read things with very specific imagery, which forces them to put images together. They would read and then answer fill-in-the-blank questions about the reading. Finally, they practiced defining vocabulary words without using the word in the definition.

//**__<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Interview questions __**//

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. Researching and ordering remedial reading supplies and of course teaching children. My job description also describes me as the director of the program. I think of myself and the other teachers here (Jill and Mary Jo) as co-facilitators. We all work hard and love what we do.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q. What are your responsibilities in your school program //**<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">?

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. My endorsement qualifies me from any age through high-school. In private practice, my oldest subject was 22. In high-school I have faced behavioral issues quite often. Reading on demand is different than reading for pleasure. If they have a poor vocabulary, they get frustrated because they can't decipher meaning. These things lead to self-image challenges, which can be quite detrimental. The oldest individual I worked with was 22 and owned an electrical firm. He was being taken advantage of because he couldn't read contracts as he had severe dyslexia and no awareness of phonemes.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q. What age groups do you work with? What challenges do you face? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. There is not a blanket solution that works for everyone, so of course we try to observe individually as much as possible. One diagnostic process we use is called the "Dibels" score. Dibel's is a test that was developed at U of O, which started around 1994. Another program we use is called "Star Reading," which does not seem as reliable but we try to attain information from as many sources as possible to get the most comprehensive assessment. We do try to spend more time teaching then testing.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q. How do you determine the goals and content of your instruction? How do you know what to teach? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. What tools like Dibel's really do is to help weed out students that we feel need help--so these are indicators. If there is a feeling that a student needs extra attention, a group of teachers along with the parents come together to create an Individualized Learning Plan (ILP). One of the specific goals in this program is to "improve comprehension by 80%." Every five lessons, there is also a mastery test, to see where the child is in their progress. If we find discrepancies, then we can go back and re-teach.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.How do you use assessment results that you feel are the right tools to use? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A.This would be best described as a Research Room. I wish we taught more in conjunction with the general educators in that environment but this would be better described as a "pull out" program. Don't get me wrong, we do interact closely, but most of what we do in this program takes place in this room.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.Are these students always served in a separate environment or do you collaborate in the general education environment as well? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. I call parents every single week and I have a conference at the school at least every other week to discuss progress and answer questions.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.How often do you meet and interact with students’ parents and in what settings? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A.One thing I find to be a problem is that, often times, children are not read to. Due to this, they have a very limited vocabulary. They also do not have a love for literature and they have difficulty quieting themselves and focusing. There are many learning challenges posed by the high-speed world. Kids are often getting much of their stimulus from video games and TV--so it is driven from the outside, rather than coming from the inside.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.What are some of the major difficulties experienced by your students? //**

A.This would be best described as a Resource Room. I wish we taught more in conjunction with the general educators in that environment but this would be better described as a "pull out" program. Don't get me wrong, we do interact closely, but most of what we do in this program takes place in this room. There is a lot of communication with general educators. All of the results that we find in here are always passed on to the general education classroom and we then strategies on how we can help to improve their skills.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.In what ways do you serve as a resource to other teachers? How often do you meet and interact with the general educators? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A. I would bring in a team of occupational therapists to do a screening to help determine how students are processing. Are they processing visually, for instance? We would do specific activities to develop students who are ready to learn. I would incorporate a physician and eye doctor to screen for eye-tracking challenges. Students often quit trying by high-school if obstacles to their learning are not isolated or fixed. If the obstacles are addressed, more efficient learning can take place.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.If you were able to create your own assessment program, what would you emphasize? Change? //**

<span style="font-family: 'verdana','sans-serif'; font-size: 13px;">A.Have a tremendous passion! Love it and leave it if you don't. Chose to associate with others who love it and have a passion for it. Keep it organic.
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 13px;">Q.Any other thoughts to help me become an excellent teacher of reading? //**

REFLECTIONS

I found the opportunity to observe Sue in her teaching environment to be invaluable. Though the observing I did was in her interactions with elementary age students, I believe there is something special about having a well-rounded view point. As a high-school instructor, it will be important to know what my students have come from. If they worked with a reading specialist in elementary school and are still having challenges, for instance, I may have a better understanding of their past experiences.

Sue also had a wide range of experience in her expertise. I felt it was quite a privilege to interact with someone who worked as a reading specialist both in schools and in private practice. She shared experiences that were obviously very special to her in her career. Not only did she have a profound impact on a 22-year-old adult who she was able to help in regards to his company, but she also so strikingly influenced a student, that he went on to an ivy league school and his family donated enough to sustain Sacred Heart’s reading program.

I think it was neat to view a private school program in order to see some of the differences between private and public education. I found out that they have Title 1 teachers at private schools. I also gained an understanding of just how hard Sue had to work to fund-raise money in creative ways for her program. The ideas she shared would be an excellent resource to any teacher in order to have funds to create an extraordinary educational experience for their students. Sue was very welcoming to not only allow me to watch her interacting as a reading specialist with the kids, but also to share with me impactful experiences in her career as a teacher. She left me with a feeling of hope that I will be as devoted as she is to provide a wonderful education to my students, and an excitement that I might have the ability to have a profound positive effect on my students in ways like she has.