Music Therapy & Related Issues

The Administrator....

This week I had the opportunity to complete an evaluation in an unnamed school district. The administrator gets my "hall of shame" vote for this week. She requested that I e-mail her the report prior to the meeting; so that she could review it with her "team". I--being a professional--assumed that meant the team that WORKED WITH THE CHILD! But when I arrived at the IEP meeting, I found that neither the special education teacher, the regular ed teacher, the speech therapist or occupational therapist had received a copy! Just what team did she review this report with???
Needless to say, I immediately passed out copies to the team members. I had e-mailed the parents a copy prior to the meeting, because I was sure this administrator would not bother to send them a copy. I can understand why parents get frustrated! YOWEE!

Advocacy Quotes

Hello everyone,

I ran across these two quotes by Thomas Sowell, who has written a couple of books on late talking children. He is a noted economist; not a therapist but he has some very good points. Certainly for those of us who are therapists, they bear thinking of. Kathleen
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"Experts of all sorts, whose money, careers and egos depend on their presumed superiority to parents--have every incentive to apply their theories and dogmas to children, dismissing first hand experiences of parents as mere laymen's illusions."

"While deficient parents do exist, so do deficient people in many fields who want to take over parent's decisions--WITHOUT taking over responsibility for the consequences."

Thomas Sowell

20 Steps to a Good IEP

20 STEPS TO A GOOD IEP

BEFORE THE MEETING:

1. Chart needs of your child that affect the child's ability to meet all of the school's expectations for a typical student, including transition successfully after public education

2. Examine all records relating to your child

3. Review last year's performance

4. Determine if additional evaluation is needed

5. Let the school know in writing before the IEP meeting what you want that will be different, and remind the school of their duty to reply in writing whether they will accept or refuse your proposal

6. Make sure the proper people will be at the IEP meeting

AT THE MEETING:

7. Object, on the record, to procedures that discourage parental participation, and consider re-scheduling the IEP meeting

8. Describe problems your child has that affect "educational" benefit

9. Set goals in each problem area, with appropriate consideration of transition

10. Select interim objectives

11. Set evaluation schedules and criteria for each objective and goal, including the parent role in assessing effectiveness

12. Develop the plan

13. Determine needed related services
14. List resources to be allocated

15. Examine contingencies, such as absence of key personnel or disciplinary infractions

16. Determine where the program will be carried out

17. Remove any unnecessary restrictiveness

18. Plan the transition component

AFTER THE MEETING:

19. Monitor progress

20. Prepare for the next IEP or call for the revision of the current one if there is a lack of expected progress toward the annual goals

Sp. Educators guide to 109 Diagnostic Tests

Special Educator's Complete Guide to 109 Diagnostic Tests
by Roger Pierangelo (Author), George Giuliani (Author)

List Price: $29.95

Product Details

• Paperback: 352 pages ; Dimensions (in inches): 0.94 x 10.93 x 8.22
• Publisher: Jossey-Bass; (August 1, 2000)
• ISBN: 087628893X | All Editions

Editorial Reviews
Back Cover Copy
For anyone involved in the special education process, here is a comprehensive practical guide to the most frequently used and helpful tests for diagnosing suspected disabilities of all kings — intellectual, perceptual, language, achievement, psychosocial and social maturity — from the early childhood years through adolescence.
You'll find detailed information on the make-up and purpose of each of 109 different tests, including subtests, scoring diagnostic patterns if any and specific strengths and weaknesses, all conveniently organized into the following sections:
• Wechsler Scales of Intelligence. This section covers the three most commonly used individual intelligence tests in education, which measure a variety of intellectual areas and compute a Verbal Performance and Full-Scale IQ.
• Intellectual Assessment Measures. Nine different tests measuring skills such as perceptual organization, processing speed, and long and short term memory skills are described here, including the Stanford-Binet Intelligence Scale, Kaufman Assessment Battery for Children, Columbia Mental Maturity Scales, Slosson Intelligence Test-Revised, and five others.
• Achievement Assessment Measures. 31 measures of reading, spelling, writing, and math achievement are covered, including tests such as the Gray Oral Reading Test-3, Woodcock Reading Mastery Tests-R, Test of Early Written Language-2, Test of Written Spelling-3, Key Math-R, and Wide Range Achievement-3.
• Perceptual Measures. The 14 tests in this section help diagnose process and modality strengths and weaknesses and include measures like the Bender Visual Motor Gestalt Test, Test of Auditory Perceptual Skills- R, and the Woodcock Johnson Psychoeducational Battery-R.
• Language, Psychological & Social and Adaptive Measures. This section describes 25 tests in the areas of language, behavior, emotional and social development, such as the Peaboy Picture Vocabulary Test-3, Conners' Parent and Teacher Rating Scales, and Vineland Adaptive Behavior Scale.
• Early Childhood, Hearing Impaired, Occupational & Physical Therapy, and Bilingual Tests. The 29 tests in this section are concerned with a variety of potential disabilities and include measures such as the Denver Developmental Screening Test-R, Carolina Picture Vocabulary Test for Deaf and Hearing Impaired, Purdue Perceptual Motor Survey, and ESL Literacy Scale.

In addition, the Guide thoroughly covers the various stages of evaluation, interpretation, diagnosis, prescription, and remediation and offer up-to-date guidance on gathering information, the parents' role in the assessment process, understanding children's behavior during testing, writing and developing IEPs, and implementing remediation techniques in the classroom.
The valuable appendices at the end of the Guide give you the names, addresses, phone and fax numbers of test publishers... test reference guide by category and by name...a glossary of test & measurement, special education, psychological, and occupational therapy terms...and special education abbreviations.
As the authors point out, "With the proper tests and their proper interpretation, many problems exhibited by students with special needs can be more rapidly and appropriately addressed. As with any event, early diagnosis and intervention can mean all the difference in an individual's life."

About the Author
Dr. Rose Pierangelo has over 25 years of experience as a regular classroom teacher, school psychologist in the Herricks Public School system in New Hyde Park, NY, administrator of special education programs, full professor in the graduate special education department at Long Island University, private practitioner in psychology, member of committees on Special Education, evaluator for the New York State Education Department, director of a private clinic, and consultant to numerous private and... read more

Book Description
For anyone involved in the special education process, here is a comprehensive practical guide to the most frequently used and helpful tests for diagnosing suspected disabilities of all kings intellectual, perceptual, language, achievement, psychosocial and social maturity from the early childhood years through adolescence.

Don't Take Sides on Inclusion

Don't Take Sides on Inclusion
------------------------------------------------
Summary: This is an amazing column. The author describes her journey from a
battle to keep her son mainstreamed in a regular classroom to the
realization that a specialized setting best served his needs. While she
would still prefer that inclusion would work for her child-- that all the
necessary funding and supports were in place-- until they are she recognizes
her child is better served in a special education setting.

By Marcie Roth
The Ragged Edge, September 2003

I have been fighting for children with disabilities to be able to receive a
free appropriate public education since before PL 94-142 -- now called the
Individuals with Disabilities Education Act, or IDEA -- was passed, back in
1975. I have represented hundreds of families as they fought to get their
children that free appropriate public education in their neighborhood
school, in the classroom the child would have attended if they didn't have
a disability.

I have been active in the leadership of national organizations fighting for
inclusion. I've provided training and technical assistance to states,
communities, school districts and schools on exactly how to include
students with disabilities in general ed.

Funded by U. S. and the state department of education, I spent three years
in classrooms across my state, showing school teams how to include
students. I've been widely published on the topic of inclusion, and have
developed a number of tools that are in use today in general ed classrooms.
I can honestly say I've never met a child who can't successfully be
included, under the "right" circumstances, no matter what.

Yet last spring I put my 11-year-old son Dustin on a short bus and sent him
to a segregated school in another county at a cost of $50,000-plus per year
to the taxpayers of my community.

Shocking? You can only imagine.

I have been battling with our school system for four years to get Dustin
the educational supports and services he needs -- and is legally entitled
to -- without success. Despite intervention from the Maryland State
Department of Education, the U. S. Department of Education, Congress, the
White House, and even a superbly honest article by reporter Jay Mathews
that ran in the Feb. 6 Washington Post, Dustin's Individualized Education
Plan -- his "IEP" -- was never implemented. Not for one day.
This is not just my view of things, but the actual "Findings" from the
Maryland State Department of Education. (I have four such "Letters of
Findings.") No behavior support plan, no keyboarding, no extra set of books
for home, inadequate testing, outright lies. And then there was the abuse,
also honestly portrayed in the Washington Post.

Despite it all, rather than implement Dustin's IEP, as required by law, my
school system decided they "couldn't" serve him. They wanted him placed in
a segregated school, in another county.

I was fortunate, though. Because of our high profile (and the Washington
Post article), I was able to reject the hellholes they tried to send Dustin
to (where 4-point restraint and timeout rooms are still in use), and
managed to get him into a truly wonderful school, as segregated schools go.

In less than two weeks, my previously devastated child began to blossom. I
have never seen him as proud as he was when he signed his name to a gift
for his grandparents. He looked at me, beaming, and said "Look what the OT
taught me to do!" Dustin was supposed to have received occupational therapy
services as far back as 1998, but it took until now for it to actually happen.

I bet you're wondering why I didn't take legal action to force implementation of the IEP. I tried. I did as much as I could. A few wonderful people stepped up to help me, but I was unable to afford the legal battle I needed to fight, and I was well aware that even with adequate resources to spend on a lawsuit ($50,000 or more), I was likely to lose anyway. There are very few legal resources for people like me. Just
last year, I spent $8,000 out of pocket, paying expenses for professional
experts to attend meetings -- professionals I would have needed to use as
expert witnesses in a hearing had I pursued a lawsuit. This was in addition
to the $14,000 I spent out of pocket on co-pays for healthcare, after my
really decent health insurance paid its portion.

While I was struggling to pay experts to attend meeting after meeting, as I
fought for my child's right to an education, my school system was paying
lawyers $650 an hour or more to fight parents like me. Where did they get
that money to spend? Taxpayer dollars, of course! They used my taxpayer
dollars -- yours, too -- against my child.

Dustin's neighborhood school should be able to include him. But they have
proven that they have neither the will nor the way to do it. I am a staunch
inclusionist who now says: you're wasting your breath on that argument.

My new friends -- parents of kids in segregated schools -- will fight to
the death to keep these segregated schools -- until we can be guaranteed
that "inclusion" will not hurt our children.

I am far more aware than most that it really is possible to get inclusion
right. I'm also far more aware than most of just how wrong "inclusion" is
when it's not right.

My child will no longer pay a price for my ideology. He's paying a
different price right now -- the price of being segregated from his
non-disabled peers. I get to live with the guilt of allowing this.
Supporting it, even.

If you want to be part of the solution, don't take sides on inclusion. Put
your energy toward demanding full implementation and enforcement of IDEA.
Until our children are assured that the law will really be implemented and
enforced, the rest of the debate is irrelevant.

Marcie Roth is executive director of the National Spinal Cord Injury
Association and a longtime national disability rights advocate.

"There Are No Shortcuts" (about teaching)

There Are No Shortcuts
by Rafe Esquith

List Price: $21.00

Product Details

• Hardcover: 224 pages ; Dimensions (in inches): 0.90 x 8.48 x 5.78
• Publisher: Pantheon Books; 1st edition (April 22, 2003)
• ISBN: 0375422021

From Publishers Weekly
What's a Los Angeles middle-school teacher to do when charged with a bunch of fifth and sixth graders, none of whom speak English at home and most of whom are eligible for free lunches? If you're Esquith, you have them read Twain, perform Shakespeare, play classical guitar and study algebra. You take them camping and to concerts and the theater. How do you manage to do that? If you're Esquith, your school day doesn't run from the usual 8 to 3, but from 6:30 to 5, and you're available on Saturdays and during recess, lunch and vacation time as well. You take on extra jobs and go into debt to pay for the supplements. "I have never claimed to be rational," says Esquith in this intimate, lively account of his 17-year career at an L.A. public school. Part memoir, part manual, but primarily a call for action, Esquith's book is explicitly directed to parents and "concerned citizens" as well as teachers. Esquith has known "anguish and disheartening failure," but hasn't given up. For him, education's "bad guys" often occupy the district, union or school offices and frequently the classrooms. Despite his struggles, Esquith's account is upbeat, witty and usually good-humored. There's rewarding professional success-college for his former students and honors bestowed on him-and refreshing personal achievement: his own development and transformation as he moves from saving the world to setting limits on himself, even though, of course, "there are no shortcuts."
Copyright 2003 Reed Business Information, Inc.

Book Description
The banner in Rafe Esquith’s classroom at Hobart Elementary School reads: “There are no shortcuts.” And his students are a testament to the power of that philosophy. These are kids who speak English as a second language, fourth--and fifth--graders who go to school in a part of Los Angeles where violence and despair are the norms of the neighborhood.

But the statistics are not what you’d expect: Esquith’s students score in the country’s top 10 percent on standardized tests and go on to colleges such as Harvard, Princeton, University of Chicago, Swarthmore, Stanford, and UCLA. How do they do it?

Esquith’s view—that learning isn’t easy and that it shouldn’t be—is an increasingly unusual take among educators. Success, he believes, comes from a strong work ethic and from dedication and perseverance on the part of children, teachers, and parents alike. But such ideas prove to be a hard sell to those who believe that hard work and fun must be mutually exclusive. On the other hand, visitors from all over the world have made a pilgrimage to this astonishing classroom.

Esquith’s students work hard. They are in the classroom at 6:30 a.m. and stay until 5:00 p.m. They come to school during their vacations. Each year the Hobart Shakespeareans, as Esquith’s students are known, perform one of the Bard’s plays—Sir Ian McKellen and Hal Holbrook are passionate patrons. These Renaissance children are outstanding mathematicians and scientists; they read Steinbeck and Malcolm X; they are artists; they play classical music and blistering rock 'n' roll. Above all, they are recognized for their impeccable manners, which serve them well as Esquith accompanies them all over the United States. They are, as many observers have commented, the gold standard in American education.

His former students in middle and high school return on Saturdays, where they read Ibsen, Chekhov, and eight Shakespeare plays a year. In their “Wake Up with Will” program, these eager youngsters travel the world with Esquith and his wife, from London to Paris to colleges all over the country. It’s a classroom where the American Dream really does come true.

There have been no shortcuts for Rafe Esquith, either. He had to learn the hard way: dealing with bureaucratic administrators, antagonistic colleagues, and his own impetuous and occasionally tactless, even confrontational, nature. But his history, peppered with funny and painful incidents, and a gallery of incisive portraits--Miss Mothball, Miss Busy-As-a-Bee, Mr. Incompetent--explains his extraordinary success as a teacher.

His scathing yet loving view from the front lines is the most trenchant look at American education to appear
in many years. It’s a full-alert warning signal, an inspiration, and a guide for teachers, parents, and all the rest of us who care about our country’s children.

Inspiration for veteran teachers, July 31, 2003
Reviewer: A reader from Charlotte, NC United States
Mr. Esquith clearly states why he wrote this book: "...this book is meant to be reminder OF WHAT PUBLIC EDUCATION CAN BE," in addition to giving hope to young teachers. I, too, teach in a large, urban school system (Charlotte-Mecklenburg NC) and I can identify with the rigid, top-down, "the administrators know what's right," abide-by-the-rules-and-keep-the-kids-controlled mentality. It's nice to know that I'm not alone and that someone else has prevailed.
Make no mistake, Esquith IS a freak. He is passionate about teaching. Well ... GREAT! Mozart was passionate about composing, and the world is richer for it. For me, a teacher in public schools now for 8 years and previous experience as a college instructor, this book is an inspiration to NOT GIVE UP. Too often, I fall into the trap of teaching to the bright kids and give up too easily on the less able. I will work harder this year to teach every child, to not let administrators and burnt-out or cynical teachers pull me away from a dream I had in college to create greatness in students. Sometimes the worst place in the world for a teacher with hope is at the lunch table with other teachers who have given up.
I came across Mr. Esquith's book by accident. Other books I've read this summer that have reinforced his message are Levine's "A Mind at a Time", Gardner's "The Unschooled Mind", and Gould's "The Biggest Job We'll Ever Have". And even though I've grown by reading and reflection, guess what? I'll still have to go to some useless In-service session and I'll get no credit for REAL professional growth. Such is the educational establishment, as Mr. Esquith so eloquently points out.
No, this book is not Wong's "First Days of School." It's an inspirational book and a diary of one teacher's battle to achieve high standards against a wave of mediocrity.

The Right Stuff, April 29, 2003
Reviewer: A reader from Los Angeles, CA
This was an inspirational book that moved me deeply. Though many of the stories were humorous, I clearly understood the pathos of Rafe's life process--I cried several times while reading. While he struggled to find meaning in his own life, he gave others the opportunity to fulfill their dreams and aspirations. We, as parents, try to teach our children good citizenship, and hope that during the school day teachers will continue that goal. It is gratifying to see this happening in a public school classroom.
I especially love the economic system he uses in the classroom. These children are learning a lot about life skills. It makes me wish I had been in his class for the fifth grade. They have such fun!
The book was an enjoyable read with many poignant stories about the children of today.

Wonderful work, but..., October 15, 2003
Reviewer: hmigdo1 (see more about me) from Washington, DC
I admire the author. He has an intense dedication to his students. However, having read the book during my second year of teaching, I can tell you that a teacher should not have to sacrifice his/her life to be successful. I hope other teachers of low income children do not feel guilty that their eleven hour days do not stack up to the insane number of hours this teacher spends on his children.

Inspiring and Nostalgic, September 29, 2003
Reviewer: Robin K Mizuno from Reno, NV United States
The inspirations he gives to his students are amazing, he brings out the best from each and every one of them. Although I was not fortunate enough to be part of his everyday class, I was invited to participate in his Math Team and was allowed to sit in his class during my vacation to experience his magic. I've had many great and inspirational teachers since '92, but Rafe was the one who made me realize that living in poverty does not mean I am doomed to never get out. Mr. Esquith in my opinion single handedly changed my life. This book takes you through a full year in the life of being a student in Rafe's class. Rafe is a rarity among teachers. Those who read his book should realize that the author does not expect every teacher to teach the way he does. But by taking some his ideas and implementing them in their curriculum, it may inspire the students to want to become better citizens and teachers to want to become better teachers. Teaching in a class of 40-50 students in two different grades (in 1992 when I was in his class he taught 5th and 6th grade) in a low income neighborhood where every student of his spoke English as a second language is daunting enough regardless whether they were in GATE or not.
Rafe is an incredible individual with tremendous heart. Teachers, students, and parents should read this book and know that there are teachers out there that believe in the future of their students regardless of the bureaucracy they may face.

An outstanding book!, September 19, 2003
Reviewer: Elizabeth M. von Briesen (see more about me) from Charlotte, NC USA
As a mother of young children, I found this book to be extremely helpful in terms of understanding the condition of education today, and where I might best extend my efforts at supplementing at home. I think it is a bit of a stretch to expect the average teacher to employ all of his tactics, as they would have little time left for their own families, but certainly there are many good ideas to work with.
I completely agree that the reading programs we find in public schools today are grossly inadequate, and that they take much of the joy out of reading. Unfortunately, for most teachers, if they want to keep their jobs they must follow the scripted lessons. I am not certain what the best answer would be for their situation, but I am happy to work at home to provide the books and instruction necessary to instill a love of reading and literature in my children.

Rotary 4 Way Test of Thinking, Saying, Doing

The Rotary International has an excellent test to evaluate whether you are thinking, saying or doing the right thing:

1. Is it the truth?
2. Is it fair to all concerned?
3. Will it build good will and better friendships?
4. Will it be beneficial to all concerned?

Asking ourselves these questions before we inflict verbal venom on our brothers and sisters makes us better and more fair-minded human beings.

dealing w/difficult co-workers

Dealing with Difficult Co-Workers
From MHNet

You can't choose your co-workers. Some are difficult to work with: But you must work with them, and it is easier when you recognize some common personality types-and develop skills for dealing with each.

Bully/ power junkie types:

They use anger and their position to gain control. They try to claim others' ideas and are threatened by others’ success.

If you're dealing with bullies, don't fight them. Firmly make your point and stand up for your ideas if challenged. Circulate your ideas to other workers so they won't be snatched.

Griper/complainer types:

They complain constantly but rarely suggest ways to make things better. They spend more time complaining about work than working.

If you're dealing with complainers, acknowledge their concerns but say you must get back to work. Ask them, "Is there something you need?" Don't get trapped in negative conversations.

Silent types: They give one-word answers and don't give you information you need to do your job.

If you're dealing with silent types, ask questions that require longer responses. If you aren't getting enough information, ask clarifying questions.

Can't-say-no types: They always smile and agree. They often take on more than they can handle.

If you're dealing with can't-say-no's, recognize their need to feel liked and appreciated. Make sure they're not overloading themselves with work. Let them know you want constructive criticism from them, not blanket praise.

Negative types: They reject new ideas, saying, "That will never work." They detract from the workplace because negative talk affects other workers.

If you're dealing with negative types, don't argue with them. If they say something won't work, ask them for alternatives. Before presenting an idea to them, prepare yourself for their likely reaction. Privately explain to them how their negative talk affects you.

Staller/slacker types: They never take initiative. They wait for someone else to take control and do the work. If they are assigned projects, they often turn them in at the last moment-or later.

If you're dealing with slackers, ask them questions. Involve them in work discussions and follow up on their projects. Offer help and ask for their input on your projects. Remember that all communication is a two-way process. Your work environment will be more pleasant if you know how to respond to each type.

creating communication conducive classroom

Creating A Communication Conducive Classroom
My notes from the February 2003 “CAMA” conference

1. Allow success. Make sure each student has the appropriate, accessible assistive technology device, matched to his or her strengths and abilities.

2. Make communication convenient. The classroom should be filled with “easy to access” communication opportunities.

3. Encourage conversation. The saying is “Chatting is the last frontier”—when it comes to assistive technology. Don’t just have the students label items and answer questions. Find ways to help them “chat”!

4. Plan ahead! Anticipate the week’s lessons, and what communication symbols, device programming, etc. will be needed so students are truly communicating and not just sitting through hour after hour of instruction.

5. Teach communication ALL day! Don’t schedule “one period” for the teaching of communication. People don’t talk just during “one period” of the day!

6. Find teachable moments and use them. When something spontaneous comes up—use that opportunity to have students communicate further.

7. Use meaningful, age-appropriate instruction. Students will be more motivated to communicate if they have frequent, interesting opportunities to communicate.

8. Aim for 200 plus “switch hits” per day. That can include sequenced scripts on “leveled” devices such as the Ablenet “step by step”.

6 tips-choosing aug/com devices

6 Tips for Choosing Augmentative Communication Devices

What should speech therapists, parents, and users consider when choosing augmentative communication equipment? With so many new devices on the market, there are many things to consider.
The following tips are general guidelines to help individuals evaluate communication devices. While every person is different, these tips will apply to almost all users of communication aids.

1. Look for solutions that are easy to use. Computerized dynamic display screens allow individuals to compose messages using familiar methods that eliminates memorization of complicated codes and increases speed.

2. Choose portable devices. Portability allows nonspeaking individuals to take their "voices" anywhere.

3. Consider flexible devices. Look for devices that offer a variety of access options.

4. Require excellent voice quality. Sound projection and quality are obviously important. See if the voice output can be personalized.

5. Look for a device that "grows" with the user. Think about an individual's needs a few years down the road. Can vocabulary be added and used quickly? Can the person use vocabulary independently?

6. Choose durable, reliable devices. Can the device withstand the stress of daily usage? Look for reliability. Make sure the battery life lasts long enough to meet a user's needs.