Special Ed Advocate Newsletter
At Wrightslaw, our goals are to help you gain the information and skills you need navigate the amazing, confusing world of special education.
Reading and research; double-dipping - kids with disabilities and Title
I reading programs; effective methods to teach reading; teaching adolescents
to read; teaching late bloomers; retention as an intervention; caselaw
about reading; Wrightslaw programs in VA & OK; find help in the Yellow
Pages for Kids.
1. From the Editor: Reading & Research
Most children with disabilities have significant deficits in reading. These children need research-based instruction that targets their reading problems. But most children do not receive research-based reading instruction so they do not learn to read proficiently.
In this issue, we look at reading and research based instruction. Research psychologist Reid Lyon is Chief of the Child Development and Behavior Branch, National Institute of Child Health and Human Development, National Institutes of Health. Dr. Lyon answers questions about reading research, myths, late bloomers, teaching adolescents, and retention.
In last week's issue of The Special Ed Advocate, Sue Heath answered a parent's questions, offered strategies for getting help, and recommended a plan in Teaching a Child to Read: Special Ed or Reading First? Sue's answers led a speech therapist to ask about "double-dipping" . . .
2. Double-Dipping? Are Kids with Disabilities Barred from Title I Reading Programs?
"I work as a speech therapist for a public school system. We have been told that students may not have Title I reading resource and special ed goals in reading because this is "double-dipping" into federal monies. Is this true?"
What do you
think? Are kids with disabilities barred from Title I Reading programs
to prevent them from "double dipping?" In Double-Dipping:
Are Kids with Disabilities Barred from Title I Programs, Pam Wright
and Sue Heath answer these questions - and suggest strategies to get information
from your school and school district.
3. What Works in Teaching Children to Read?
"Whole language" is embraced by some, cursed by many. For whom is it appropriate and for whom is it inappropriate? (Is it possible to tell in advance for whom it will work or won't work?)
Dr. Lyon discusses instructional approaches, strategies & programs that are most beneficial for kids at different phases of reading development in What Works in Teaching Children to Read?
reading programs and/or strategies do you recommend for high school students
who are reading at 3rd grade level?"
5. Late Bloomers: Are We Teaching Kids to Read Before They Are Ready?
am concerned about beginning reading instruction at earlier ages. What
about the 'late bloomer' whose cognitive skills are set by nature and
will NOT be rushed, who is ready to read in the last half of Grade 1 ...
or not until Grade 2, or Grade 3? By that time, reading instruction may
be two years' beyond these kids, and they are 'left behind.'"
6. Is Retention an Appropriate Intervention?
"Retention is a commonly used reading intervention. Do you see retention as an appropriate intervention? Please explain the scientific evidence supporting retention as an intervention."
Read Is Retention an Appropriate Intervention? to find out why Dr. Lyon says "Retention is hard to study experimentally because this is not a condition you can do randomized trials with - NOR WOULD YOU WANT TO!!!"
Retention & Social Promotion has articles, resources, and flyers about retention and social promotion.
Special Education Law and Advocacy Training Programs focus on four
areas: special education laws, rights & responsibilities; how to
use the bell curve to measure progress & regression; SMART IEPs;
and tactics & strategies for effective advocacy.
Wrightslaw programs are usually "sold out" so if you plan to attend, don't procrastinate - register today!
8. Caselaw: Reading
Are you an advocate for children with learning disabilities or reading problems? Reading at Wrightslaw includes cases about dyslexia, reading, and tuition reimbursement.
Evans v. Rhinebeck Central School District, U. S. District Court, Southern District of New York. Excellent case about tuition reimbursement, procedural and substantive issues, FAPE, dyslexia, objective measurement of progress.
v. Florence County School District IV. Tuition reimbursement case;
focuses on an appropriate program and IEP for Shannon Carter, a child
Florence County School District Four v. Shannon Carter, 510 U.S. 7, (1993).If the public school defaults and the child receives an appropriate education in the private placement, parents are entitled to reimbursement for the child's education. This ruling opened the door to children with autism who receive ABA / Lovaas therapy. Links to all decisions, transcript of oral argument in Carter
Caselaw about Reading
9. Need Help? Visit the Yellow Pages for Kids with Disabilities
If you are looking for help - or a helper
- visit the Yellow Pages for
Kids with Disabilities. Your
state Yellow Pages has
many resources - evaluators, therapists, tutors, special Ed schools, advocates,
organizations, and support groups.
Special Ed Advocate is a free online newsletter about special education
legal and advocacy issues, cases, and tactics and strategies. Subscribers
receive "alerts" about new cases, events, and special offers
on Wrightslaw books.