reg. ed. concern

modify the format of the test so that what is tested is your students’ knowledge of the subject. if they all do better on multi choice, make the whole test multi choice or just leave off the essay altogether and grade based on the first part of the test. think about making the essay into short answer questions.

Are the issues/topics in the essay questions beyond your students’ abilities to comprehend? I provide my LD Resource students,who take the regular ed. 8th grade history, a study guide with the test information and answers. The classroom teachers have been very open to this. They simply want to know, come test time, how the student got the answers he/she gives. I then use this guide to review and prepare my students for the test. On test days, students are not allowed to use these study guides- but hopefully by their own study efforts and my coaching- they understand the chapter issues/topics well enough to provide an answer to the essay questions. Usually the classroom teacher will accept any answer that comes even close depending on the individual’s abilities. In my opinion, the essay questions often cover the real “meat” of the chapter, while multiple choice type questions often cover only names and dates.
Again, my opinion here, but I stress the reason and issues behind history- it seems to help students remember the names and dates better.

If the student has a second grade reading level in eighth grade, he shouldn’t be in a teamed class. He should be in a self-contained history class. He also should be in a reading class and learning how to read. The placement obviously is wrong. If this can’t be changed, then ask the essay question orally and you write down his answer if he has a problem with written expression. The worst thing that you can do is give them the answers. They did this to my daughter and at age 24, she still hasn’t forgiven her teachers for doing that. In my opinion, if you have to give answers, the placement is totally incorrect!

If the students are able to learn the material and it is only the reading/writing part of the test that creates problems then give the tests one on one orally and write their answers for them.

You can write accomodations and modifications into the IEP that all social studies tests will consist of objective questions, T/F, multiple choice, matching, etc. only. You can also permit them to tell you the answer to the essay question orally.

The only thing that comes to mind is to have a sit down with the reg. ed teacher and explore what she might think about the reality of having 2nd grade readers taking an 8th grade essay test. It might not have occurred to her. You might present it this way. Tell her all your training still leaves you uncertain of an approach to this problem. They’re reading at a low level. How can they answer the 8th grade question much less in 8th grade writing? They can’t spell words they can’t read.

I’d wait until next fall to have this conversation with her otherwise you might have to ‘fess’ up that you’ve been helping them this year. Let next year’s kids take a test completely on their own and then tell her ‘this year’s kids are really struggling - I can’t get them through this… any ideas???” and see what she says.

Or ask her point blank - any chance they could take the entire test in multiple choice format.

Good luck.

Are the students with the low reading level LD? Or are their cognitive abilities on a level with 2nd grade reading levels? Modifications and accomodations suggested may work with the LD students, but for students with cognitive limiations, the gap is too great.

cognitive level is the same as their peers. Many are a) absent a lot, b) have trouble understanding complex information asked in the essay, c) have a low reading level, period….. it’s a dilemma for me. My students as of last year were placed in reg. ed. classes except for math. I have thought about a separate History class for the youngster, but he understands the material just as well as (or very close to) his peers. He just can’t read it, or answer long complex questions. I have 10 students who are in a similar boat, so I could never have them dictate their answers to me, not enough time. I don’t believe I should be giving them the answers to the essay. I figure if it is that much of a bother, multiple choice would be more beneficial. there must be a way to get to the meat of history through mult. choice instead of essay questions. History is not my minor nor major, I could never make up a multiple choice test as well as the regular ed. teacher. I just don’t want to get her angry or defensive. I am just trying to figure out the best thing for my students I don’t want them to be so frustrated, nor do I want them to depend upon me for answers. thanks, rebecca faye

FInding a way to get them to dictate answers can help. Another thing you can do is structure the essays more for them so that they know exactly what information is needed. I’m thinking of things like “What were two things farmers liked about tariffs and why?” It also really helps to explicitly teach things like “reflecting the question.” My kiddos learned through lots and lots of practice how to “answer in complete sentences that reflect hte question” so that when a question said “What were two reasons for the Civil War?” they would start with “Two reasons for the CIvil war were…” through the course of a year or so they got better at putting decent information at the end of the questions to :)

One of the biggest issues in those classes is the prevailing attitude that it’s a waste of time; as long as they are right, you’re fighting a losing battle. If you have to modify the tests to the point that they’re sort of regurgitating something, or you’re giving them answers… it’s sending them loudly and clearly that message about just how STUPID they really are, and that this absurdity is something to endure. Any way you could be doing something useful like teaching them to read?

As of last year, my spec. ed. students have been fully included except for 50 minutes of math which I teach. I really feel this is a disservice to my students, but what can I do. the biggest reason for the inclusion, is the year before I started, the spec. ed. students were only included for gym, and behavior was awful!!! I mean high school kids hiding under desks, rubbing feces on the bathroom, etc. So administration has decided full inclusion (except for math). I don’t completely agree with it. but that is the way it is for now.

as well as not providing FAPE for all students.

One shoe des not fit all.

Helen

I am progressively getting more concerned with this thread. Where do you teach Rebecca? Do you have time to teach your kids how to write a paragraph? Have they even been taught how to write a paragraph? Do you have any remedial programs to use? I have had a lot of success with Step Up to Writing for structural writing skills. Those of you living under these conditions of lack of placements in your school, have you empowered the parents to fight for their kids? A good threat of Due Process by parents could help a lot. I always worked behind the scenes if I knew that I couldn’t get something for a student but the parent could. What about advocates in the area? Could they help you? It seems that there aren’t any guidelines to determine placements. Students in my school, with that low of reading levels wouldn’t be in inclusion classes.