Top products from r/specialed

I wasn't intending for this to turn into a giant wall of text, but it kind of got away from me. So... sorry.

I'm starting a SPED credential program in a few weeks, so this process is fairly fresh in my mind. This is all assuming you don't have a credential from another state (I think the process is a bit different). Your BA doesn't really matter (mine's in history) it's just important that you have one. Each university has different requirements, but one thing they ALL have in common is that you will need to take and pass the CBEST and the CSET.

The CBEST is pretty easy, as I'm sure you've learned from your practice test.


The CSET is a different story and definitely requires studying. There is no SPED CSET, so it's recommended that you take the multi-subject, which is actually 3 separate tests (or 4 if you decide to add on the writing test, but it is not necessary). I used the Princeton Review guidebook and passed each one the first try, but I've heard of a lot of people who needed to take it 3 or more times to pass.


You will also probably also be required to get your Certificate of Clearance from the CTC. I think some programs let you do this after you've been admitted, but I'm not sure.

Most universities make it pretty easy to add on your Masters to your credential. AFIK it's not a requirement to get hired in most districts, but it certainly won't hurt you. It also adds a pretty significant pay bump over time. There's a lot of good reasons to get it, and it's pretty easy to add on, so why not?


The rest is really just finding a program that suits you. Some programs allow you to get your credential in 4 quarters, some take 2 years. You could do it all online, aside from your student teaching. A lot of programs will let you do a teaching internship in lieu of student teaching, which allows you to work as a teacher while getting your credential. Keep in mind though that finding an internship position can be hard. My district usually has 1-2 a year and gets flooded with applications.

As for working as a para, I highly recommend it. Again, I can only talk about my district, since that's what I know, but the very few para jobs they have are usually only open to union members. They also frequently hire subs for the year instead of opening up a new position. I've been a sub for the last 3 years and haven't had much trouble finding work. I usually manage to get a long term position for at least half the year (I believe as a substitute teacher you can only be in one classroom for 30 days, or 20 days in a sped class).


As a sub (either para or teacher) you get to work in all kinds of different classrooms and with different age groups, which, if you don't know it already, might help you narrow down which age group you want to work. Working as a substitute para could also help you figure out which type of special ed credential you want to get, if you don't already know. You work in all kinds of different classrooms, and you'll find the kinds of classrooms you like (I was terrified to work BI and I ended up loving it... but middle school+ mod/severe is not a setting I enjoy).

I think it's a great way to get a feel for what your day-to-day in a classroom will be. Depending on the position, you may be dealing with parents to some degree (like, if you end up as a 1:1), and you'll work closely with the teacher so you'll get at least a small understanding of the amount of work that she has to do.

TL;DR: Take the CBEST, the CSET, and get your CTC thing. Find out the rest from the university. And definitely work as an aide, or a sub!

Well, there are the study guides. They are expensive but lots cheaper than taking the test over and over.

The real issue, it sounds like, is that she has not been well prepared for doing reading intervention. Ask her how many sounds are in the word "car" if she says 3, she needs more phonemic awareness knowledge. She definitely needs to make sure she is teaching with blendable sounds as well. That video is from the University of Florida Literacy Initiative. I would highly recommend following them on facebook as they often post very good, up to date information for teachers regarding effective practices and interventions.

More great books: Strategies that Work, CORE Teaching Reading Sourcebook, Words Their Way, Bringing Words to Life and everything else by that author.

Now, this one is much harder, but it changed my life as a teacher. She needs to read this book. It is dense. It is hard. It covers EVERYTHING we know about how people acquire and utilize the ability to read. It also covers what can go wrong. It is fantastic. A buddy to read this with would be great. I have a study guide for this book, I read it in grad school, that I would be happy to email along if you want to pm me an email for her.

If she wants to tell me what kinds of questions she's seeing that she doesn't know, I'd be happy to send along resources or chat with her.

This is a terribly tough spot. The ethical thing to do is to emphasize that dyslexia and dysgraphia are seriously impacting his ability to do grade level work, and that your hourly fee may be better utilized by placing him with a tutor who is experienced in helping dyslexic students, and can deliver an Orton-Gillingham based program with the utmost fidelity. However, what also needs to be considered, is that it takes about 2-3 years to progress through a program like that, and while he is concentrated in a program to become the best reader his disability will allow, his high school years are still going to be happening, and expecting more and more out of him; this seems to be much of a "too little, too late" predicament.

Generally, appropriate instruction is first thing to address, while employing ideal accommodations and modifications. But I can't help but think that A&M should maybe be at the forefront in this scenario because he has so little time left?

If these parents have $$$, and private schooling could be a consideration, that would add another layer to this issue. Would private schooling, specializing in dyslexia, be his best/better option?

So many factors and variables to consider. Tough spot for sure. You've compiled a pretty great list of resources, and I admire your tenacity to learn about dyslexia. You may want to add Ben Foss's "Dyslexia Empowerment Plan" to the list (he also has a website).

To tag on, check out:


http://www.amazon.com/Essentials-Cross-Battery-Assessment-Dawn-Flanagan/dp/0470621958


It has scoring software that modifies average ranges for ELL students taking into consideration individual backgrounds and rates of English acquisition. It's indispensable to my district's ELL psychs. Would make a great gift for any school psychologist in your life!

I'd teach some metacognitive strategies so he can start interacting with the text as opposed to just decoding, and begin to recognize when he isn't understanding what he's reading. Strategies That Work by Harvey is a great resource that I use all the time. My favorite is Question, Connection, Reaction- you have three different colored stacks of sticky notes and while reading, students need to write down a question they have about the text, any connections they can make (to another story, their life, etc.), or reactions they have to what they are reading. Takes a lot of modeling at first.

My favorites for reading support:

1. You Read to Me, I'll Read to You series. There are many different types.
   
   
2. Recipes. I would custom make guided reading recipes with pictures. As we read, we would have the ingredients and prepare the dish. Easy things like pudding. "First we need a bowl. Then we need a spoon. Next we put the milk in the bowl. Then we open the box. We mix the pudding. We put the pudding in the fridge. We wait. We eat!" It's not perfectly repetitive text but you could tweak it; that one's just off the cuff.
   
   
3. Lego Duplo Read and Build. Read the story and on each page is a Lego figure or task that you build as part of the story. When you're done, you can act it out!
   
   
4. I know some people are anti-food as a motivator, but sometimes I would offer mini M&Ms, a piece of popcorn, or a goldfish. I would place that food item on the period of the sentence. They would read me the sentence by pointing to each word and once they got to the food, they get to eat it.
   
   

Are you in the Toronto area?

I didn't count how many books there are... 2 or 3 dozen maybe? If you want them, it's kind of an all or nothing deal. Most of them are bundled together with twine in small stacks. I'm not going to undo them.

Here are a few examples based on whatever book was on the top of some of the stacks. You'll notice none of these are particularly recent.

• Home is a Learning Place
  
  
• 100 Ways to Enhance Self-Concept in the Classroom
  
  
• Children with Exceptionalities in Canadian Classrooms
  
  
• I Need a JOB! Straight Talk About Working
  
  
• Inclusion of Exceptional Learners in Canadian Schools
  
  
• Yes, They Can!
  
  
• Complete Learning Disabilities Handbook
  
  
• No More Teachers, No More Books
  
  
• Autism Spectrum Disorders
  
  
• Teaching Students with Special Needs in Inclusive Settings

Overcoming Dyslexia is the best book on the subject.

edit: dyslexia is not a disease.

I just heard back about the exciting job I interviewed for a few months ago. I didn't get it, but found out it was a close race and a splinter skill was the difference between multiple people getting it.

I've been reading more recently: Just Mercy, which I highly reccomend; Twelve-by-Twelve; Tribe; A Renegade History of the US; and At Risk Youth.

I know I still need to compile and post about the Social Skills course I took last month, and I will, I've just been busy with school, work, and life.

I've been a special education teacher for 10 years and I haven't found anything like what you are describing. However, two books that helped me understand what some of my students have to deal with are Overcoming Dyslexia and Look Me in the Eye

Also the Wrightslaw website that deals with Special Education Law. I've used that quite a bit

Midwest in the USA here. At least where I am from, it includes mental, learning, and physical disabilities. It means more than having the students in the general education classroom. It involves purposefully planning and implementing lessons so that the learning is accessible to all students, regardless of abilities. For example, a book may be read to students who couldn't normally read it due to a reading disability. Information may be chunked or scaffolded to accommodate various learning styles, preferences, and/or memory issues. The classroom would be set up so students in wheelchairs or on crutches can access everything in the room they would need.

I would read this [http://www.amazon.com/Rethinking-Disability-Inclusive-Practices-Practical/dp/0073526045/ref=sr_1_1?s=books&ie=UTF8&qid=1425943027&sr=1-1&keywords=rethinking+disability+a+disability+studies+approach+to+inclusive+practices]

I’ve written a short handbook covering the important elements of #Phonics. It will be out on Wednesday.

99p. Read it on your iPad or iPhone in full colour:

https://www.amazon.co.uk/dp/B07ZNT8D6P

The colour paperback will be available later in the week.

this book really helped me with my class/practice. I’ve taught in therapeutic classrooms for about 12 years now and it was a game changer.

Also, getting trained on collaborative problem solving helped immeasurably.