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MrsM's Message:

I am waiting to find out whether I serve this child, or whether his IEP cancels out my including him. He has neurological damage, and his eyesight may change from day or day, or hour to hour. He is learning Braille, and sees a special ed. teacher every day for that and for training on his equipment. The equipment enlarges any text to a size he can read it.
For instance, if I were to make a sentence here in #7, like this, he may be able to read it.
It may still be too small for him to see well. He would be squinting at it for quite a while to decipher the words. He reads below grade level, but I can very much understand why if he rarely has text that he can read.

My question is, if in fact I will serve this child, what do you suggest? Chances are, he isn't missing much except experience and practice in reading. He would bring a large magnifier with him, like a glass paperweight the size of a saucer and as thick as a dictionary, to enlarge any text I put before him. I suppose, as with any child, I will wait and see what I can determine when he arrives. Any additional ideas?

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Discussion Review (newest messages first)
sw 09-12-2007 05:35 AM

Check with your public library. Through them you can locate books on braille or big print books across your state. Fill out the appropriate forms, and this child will be allowed to check out books that he can read. (Or, have your librarian do this for you. I am a school librarian.)

I had a legally blind child who was upset because she wanted to read AR books. I was able to find many books for her by using the public library. Those that I did not have AR tests for were short, so I was able to write tests for them.

Susan/IN 09-07-2007 04:28 PM

I don't understand why he doesn't qualify for services under special ed. under 504 - other health impairments. But you do what you have to.

I think meeting with the mother is a good idea. Once you can find his level of learning, perhaps there is one child he can come with; I wouldn't put him in a group much larger than that. Or, perhaps you can assist him in the room. If he doesn't like being singled out, that might be a much better option - for everyone.

MrsM 09-07-2007 02:27 AM

Other Title I teachers have told me it would make sense for me to not see this child, but the official word at my school is to see him. I talked with the teacher, and he's sensitive enough that if I try to serve him alone, with time to focus only on him, he would feel singled out and not like it. My best option at this point is to have a conference with his mother and see what she says about his needs, abilities, and how I can best serve him. I hope he gets the services he deserves, and his classmates as well.

MrsM 09-05-2007 07:20 AM

I am waiting to find out whether I serve this child, or whether his IEP cancels out my including him. He has neurological damage, and his eyesight may change from day or day, or hour to hour. He is learning Braille, and sees a special ed. teacher every day for that and for training on his equipment. The equipment enlarges any text to a size he can read it.
For instance, if I were to make a sentence here in #7, like this, he may be able to read it.
It may still be too small for him to see well. He would be squinting at it for quite a while to decipher the words. He reads below grade level, but I can very much understand why if he rarely has text that he can read.

My question is, if in fact I will serve this child, what do you suggest? Chances are, he isn't missing much except experience and practice in reading. He would bring a large magnifier with him, like a glass paperweight the size of a saucer and as thick as a dictionary, to enlarge any text I put before him. I suppose, as with any child, I will wait and see what I can determine when he arrives. Any additional ideas?




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