Check-In

What is one new learning you've gained thus far in the school year? (yourself, students, your team, your school....?)

Catching Up

As first quarter ended, I found myself buried in to-do lists. I've been looking forward to today (teacher planning day), so that I can catch up with busy work and start planning for second quarter. Another fresh start!


However, two of my students from first quarter will not be returning. One has moved out of the country. This was surprisingly difficult for me. As a speech therapist, I never expected to be dealing with so many challenging student issues (such as abuse, neglect, hunger, etc.)


On her last day of school in Shakopee, she shared many personal issues that made it especially hard for me to let her go.


Now it is time to look ahead. As educators, we have to be resilient, as I am quickly learning.

Homework. How much is too much.

I was talking to a few young teenagers who attend other schools in different districts. I work with these teenagers at a dance studio in Eagan, mn. I asked them about how much homework they receive a night, especially for math since I am a math teacher. I found that they would get about three hours a night for all of their classes and on average, 30-40 math problems a night. I was shocked to hear the number of math problems they were doing because I only assign about 10-15 max and usually give ten minutes of work time at the end of class. Most of my students bring home 5-7 homework problems a night. Funny thing about this is I came across this arrival and wanted to share.

How much homework do you assign? Is it meaningful and have a purpose? Or do you find it being a time filler? Thoughts.....

The interesting artical I found and a good read.

http://www.greatschools.org/students/homework-help/251-homework-is-too-much.gs

I am having issues to get the link to work. This is my first time blogging from an I-pad! Will fix later

S.W.A.T.: Grocery Store

Last week for S.W.A.T , We took the DCD-SP and Autism programs to the grocery store. We had the opportunity to go shopping for the Highschool FACS department.

The grocery list was divided into food groups: dairy, fruits, veggies, breads, meats, and misc. Each group was assigned a food group along with picture symbol directions and Isle location to where they could find that item. By doing this, students worked on reading and following directions which related to their IEP goals and Objectives. Students also had the opportunity to compare item prices and practice money skills by purchasing times. These skills were related to IEP goals and Objectives.

Not only did we work on academic goals, we practice social skills, social appropriateness, communication skills. These skills were generalized in the community setting, which is exactly what my students need.

Overall, the fieldtrip went GREAT. Students were able to apply functional skills in the community setting while working on their IEP goals and Objectives. We will continue to do this during SWAT time for the rest of the year.

The Big "Apple" Debate

As a special educator, I have heard MANY great things about Ipods and Ipads. After going to many accredited conferences (such as Closing the Gap) as well as learning about integrating these pieces of technology in my Grad Classes, I want to use this in my classroom.

Currently, Shakopee Public Schools do not support Apple. I've been ask, "what is so great about Ipods/Itouches and how would you use them?". The following information explains why an Ipod/Ipad would be beneficial in the classroom.

* For students who struggle with academics, communication, emotional regualtion, and social understanding, Ipods and Ipads can be used within the special ed setting and mainstream settings.

* Supports often times make students "stand out" and look different from his/her peers. Ipod/Ipad helps a student look more socially acceptable

* Assertive technology will allow students to learn to become independent with in a mainstream, inclusive environment.

* Students will be able to use special education apps within the mainstream environment without looking different from their neuro-typical peers

* Ipods/Ipads can be used to work on IEP goals and objectives related to academics, communication, emotional regulation, social understanding, friendship skills, and much more.

Mainstream and Educational Settings:
* Students can look at visual schedules and check off items as they are completed
* use homework app to keep track of assignments and tests
* use writing web apps to organize ideas before writing
* use "voice to text" or voice recording to record answers to questions
* type notes, answers to questions and homework assignments
* listen to relaxing sounds/music during independent work times or as a break if student is becoming overwhelmed
* visually communicate needs
* research information related to a topic of study and cut/paste information into notes on ipod touch
* reading or listening to a story
* practicing academic skills
* playing a game with a friend at break time
* creating/reading social stories related to specific social needs
*viewing videos of themselves engaged in appropriate target behaviors (video-self modeling)
* previewing social behaviors before lunch, recess, assemblies, fire drills, and other social situations.
* AAC apps for students who are non-verbal
* Speech and Language Apps

For more information, check out httpL//www.delicions.com/kkautz
and
iTeach Special Education- iDevices in Special education (Facebook)