We had my daughter’s IEP today but was not signed. She has LD in reading, writing and math. She is 5th grade, age 10, reading about mid 3rd grade level, she has difficulty with decoding words. Her other problem is s l o w processing speed. She is going to have modifications in Social Sudies, Science, spelling and is in a small math group of 11 kids which is working well. She is in a co teaching environment, 2 classes where they have 2 regular teachers and 1 special ed (about 50 kids total).
The problem was a difference of opinion among the professionals on direct reading instruction- whether to provide it. In grade 5 they no longer have it in the regular class, so her special educ teacher felt perhaps she would benefit from being pulled out approx 1 hour day with another teacher who does direct reading instruction. The teacher consultant thought that her needs could all be met in the regular classroom. Problems to being pulled out are; she does not like and is sensitive to being pulled out (she did it in grades 2-4), and her schedule would have to change (she’d go to gym with another class not hers). Her one regular teacher who teaches language arts was not there (wife had baby), so we decided to wait to get his opinion.
I am torn, should I have her pulled out during school or perhaps do it privately after school (which we’ve done before) or ?? Direct reading instruction does help her but her progress is slow.
Later off the record as I was helping out at school, her spec educ teacher told me if we (parents) insist they will provide it at school. But the 5th grade counselor told me later that “Don’t put Chelsea in that basic classroom, she’s too social..”. I said what about 1 hour/ day for reading instruction, she said she could get that in her regular classroom. However her spec educ teacher who would do it said she doesn’t, she has 11 spec edu kids in her class and does modifications/ accomodations but no direct reading instruction.
These teachers/staff want to help and I feel all have Chelsea’s best interests at heart. Any comments/ advice?
Thanks, Marla
Re: direct reading instruction
Not a final answer, but I have two comments.
From your description, there shouldn’t be any question about Chelsea NOT having individual reading instruction. She needs it.
Maybe the better question than “whether to offer it in school or not” is “who will do it”. I have found that the person doing the instruction and the approach they take can make a world of difference. I would just be looking for the person who gets it done, regardless of where and when.
It always takes a long time, even with a very good teacher/method/student match, for progress in true reading-based l.d. to occur — frustrating but true. It just takes longer than we expect.
Hope that helps.
Carol
Re: direct reading instruction
Marla:
You are so lucky! Your daughter sounds a lot like mine, but mine is not getting anywhere near the help. I had to get her qualified under ED.
I think my daughter reads at about a mid-3rd grade level as well. Whenever she happens to read something (anything) aloud to me I am horrified at her decoding. The sad thing is that she has had tons of direct reading instruction (none of which was provided by the school, which is under a whole language philosophy).
You may have to look into tutoring for your daughter. I believe it is imperative that children learn to read. (I didn’t have my daughter tutored last summer as she had tutoring every summer since kindergarten and I wanted to give her a break). The problem is that in special ed. they don’t want to remediate, they want to accomodate.
Even if you were to have your daughter pulled-out, you would want to find out exactly what type of reading instruction she would receive. I don’t trust the public school system to provide effective reading instruction, even for LD children. If you found out she would be getting very small group or individual instruction with a real direct instruction program, I would say have her pulled out!!!
Right now I’m afraid my daughter may reading on a 3rd grade level forever. If you can do anything to prevent this from happening to your daughter, do it!
Good luck to you.
Sincerely,
Margo
Re: some ideas on reading instruction
Hi Marla,
If I may make a suggestion….. I would get her some help and fast. The longer children struggle to read the more likely it is they will always struggle and may eventually throw in the towel. Two very good methods for teaching decoding skills are Phono-Graphix and Lindamood-Bell. If you ask around you should be able to find a tutor in one of these methods. For a book that gives direction in Phono-Graphix you can check out Reading Reflex (usually carried at most major book stores).
Best regards,
Gwen
Basically, you’ve been told off the record that the pull-out will not provide the DI that she needs (inappropriate placement). You have two choices; to insist that they provide DI in an appropriate placement; pull-out with small group of children with like disability or to pay for the therapy on the outside. You have to weight the pros and cons. Another possibility would be to get them to shoulder some of the cost of outside therapy not easy to do without filing for due process.
Helen