Jennifer,
Aren't these the same techniques sped teachers in K-12
are trained to use? Don't we already use these
procedures whenever we use the process outlined in
IDEA?

Anita learntoreadnow 


--- "Clancy, Jennifer C"
<clancy.jennifer.c at edumail.vic.gov.au> wrote:


> Dear Jean,

> My secondary school (Grades 7-12) has LD students. I

> am wondering if the measures you use with adult

> students could be adapted to help here. Could I get

> a copy of the 13 Interview questions and also of the

> handouts you use to help students understand more of

> the learning process?

> Thanks,

> Jennifer Clancy

> 

> ________________________________

> 

> From: learningdisabilities-bounces at nifl.gov on

> behalf of Gassman, Jean

> Sent: Fri 13/04/2007 3:08 AM

> To: The Learning Disabilities Discussion List

> Subject: [LearningDisabilities 1058] Re: LD

> Specialist in Washington

> 

> 

> 

> Hi,

> 

> Since my colleagues have written, I am inspired to

> also share what a HUGE difference we have made in

> providing services to students.  I work for the

> Community Colleges of Spokane, ABE division.  We

> have approximately 450 students a quarter enrolled

> in the classes at the sites I serve.  Last quarter,

> I met with 116 students.  I use the same process:

> 

> --Screen using the 13 questions.

> 

> --Interview

> 

> --Write a summary of what the student reported

> 

> --Make recommendations which include strategies

> 

> 

> 

> After the meeting with the student I usually request

> their records if they were in special education

> classes.  When those records come, I go over them

> with the student.  When they have an understanding

> of the process of their placement in special

> education classes, it helps them.  Most students I

> work with feel they were placed in special education

> classes because they were stupid and something was

> wrong with them.  When we start exploring what a

> person needs to be able to learn and how learning

> takes place, they do MUCH better in the classroom. 

> One of my most used handouts describes the brain and

> how long term memory is influenced by emotions.

> 

> 

> 

> The services and strategies that are recommended are

> as varied as the students.  I may refer them to our

> Disabilities Support Service person who has a

> wonderful background in mental health counseling. 

> He provides information about stress management and

> how to stay in school.  He also provides for the

> numerous other services a student may need, such as

> audio tapes, a reader, or chairs.  We have an

> employment counselor that is also available. We have

> an assistant who works with students on the Kursweil

> or speed reading program.  I may tutor in math or

> writing.   The strategies may be handouts on the

> brain, drinking water, food for the brain, stress

> management, memory strategies or thinking

> strategies.  Additional tests may be used or other

> referrals made.

> 

> 

> 

> Another most important part of my job is to help

> students apply for accommodations when necessary.  I

> also meet with students who are not making progress.

>  Because I have an office where students can come

> and visit, it is a great benefit to the students and

> teachers as well.

> 

> 

> 

> I go to a local correction center one day a week. 

> There the services of a learning disabilities

> specialist are very needed.  Most of the people who

> are referred to me have had years of failure related

> to education.  Once they start to look at the pieces

> that are parts of the learning puzzle, they realize

> that they are capable.  I have seen huge changes in

> attitude and in performance.

> 

> 

> 

> The training we received as part of the Learning

> Disabilities Quality Initiative was the key to our

> success.  The system that we use is a working model

> so it is getting better all of the time.  We had

> excellent leadership by Debbie Reck and Candyce

> Rennegarbe.  I am very grateful to be a part of

> something that is life changing.

> 

> 

> 

> Jean Gassman

> 

> ________________________________

> 

> From: learningdisabilities-bounces at nifl.gov

> [mailto:learningdisabilities-bounces at nifl.gov] On

> Behalf Of Smith, Jimmie

> Sent: Wednesday, April 11, 2007 10:13 AM

> To: LearningDisabilities at nifl.gov

> Subject: [LearningDisabilities 1050] LD Specialist

> in Washington

> 

> 

> 

> Hi,

> 

> 

> 

> I'm Jimmie and I am the Learning Disabilities

> Specialist at Renton Technical College.  Since

> Candyce and Judy have both mentioned Renton and the

> UDL project, I thought it was time to speak up.  I

> feel very fortunate to be a part of the team at

> Renton Tech.  As the LD Specialist, I screen

> students who are referred to me using the 13

> questions; I then do an interview which includes

> pretty much a life history.  If based on this

> information, it appears likely that there is a

> learning disability; I administer the Woodcock

> Johnson Test of Achievement III and the WAIS III for

> cognitive ability.  Once this is done, I write up a

> full report of the findings based on the complete

> assessment.  We have a psychologist that I work with

> and when my report is complete, I send it to him to

> review and to sign.  This process works great.  When

> the report is signed, I go over it with the student

> and give the student a copy.  With the student's

> permission, our UDL Project Manager works with the

> instructor, along with me to implement the

> strategies and accommodations that have been

> recommended.  If testing is not done, but only the

> screening and interview are done, strategies are

> still recommended to the student and the instructor.

>  Because of the UDL grant we are able to provide

> these services to our students free of charge.  We

> are also able to help all students by implementing

> strategies in classrooms that are beneficial to

> everyone.

> 

> 

> 

> I do not work with just Basic Studies students, but

> with all students at our school.  There are many

> students in programs who have been struggling

> through school most of their lives and have never

> understood why.  With the process we have in place

> at Renton, we are able to identify and help these

> students.  Sometimes the strategies are very simple,

> but make a huge difference in the success of the

> student.

> 

> 

> 

> My job also includes requesting accommodations for

> GED students who qualify.  Many times these students

> do not have the required documentation for receiving

> accommodations.  If the need is because of learning

> difficulties, I am able to use the process above to

> document the need for accommodations and then

> request the approval from the state.

> 

> 

> 

> I love my job because I love seeing students

> succeed!!  My school, Renton Technical College has

> fully embraced the need to offer services that will

> benefit all students.  That is what the Universal

> Design for Learning grant is all about!

> 

> 

> 

> 

> 

> Jimmie Smith, M.Ed.

> 

> 

> 

> Counselor/LD Specialist

> 

> Student Success Center

> 

> Renton Technical College

> 

> 425-235-2352  ext.5717

> 

> 

=== message truncated ===>
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