Details, Details, Details

Written by Sandy Gauvin


I have a dear friend who, as our Consulting Resource Teacher, does much ofrepparttar special education testing in our school district. Recently, I asked her what information teachers can give to help her know exactly what to look for in each child she tests.

This is what she told me:

Most ofrepparttar 109329 teachers do a wonderful job withrepparttar 109330 referral forms. However, it is NOT helpful to me when a teacher writes, "... is below grade level in reading," or "... is not working up to his potential in math." This is too general. I like it when a teacher gives me specifics such as, "The child...

a. ...cannot follow more than a two-step direction." b. ... seems to know his sight words one day, but thenrepparttar 109331 next day, it's like he's never seen them before." c. ... is easily distracted." d. ... has a very short attention span, especially when it comes to his written work, but during show and tell or read-aloud, he's very attentive." e. ... seems to have a better visual than verbal memory." f. ... does not knowrepparttar 109332 letter names, but when givenrepparttar 109333 name and asked to point to them, he is able to do so (It could be numbers instead of letters). g. ... is well liked and has many friends (orrepparttar 109334 opposite)." h. ... functions best inrepparttar 109335 morning (or afternoon)." i. ... understands what he reads very well." j. ... contributes a great deal of information during class time."

The more detailrepparttar 109336 teacher can give merepparttar 109337 better.

a. Does he notice number and letter reversals, inversions, etc.? b. Can she follow print? c. Does he get mixed up when doing addition or subtraction on an unlined piece of paper? d. Does she rub her eyes, squint, turn her head to one side orrepparttar 109338 other?

This is all helpful information.

To Test or Not To Test - That Is the Question

Written by Sandy Gauvin


Little Suzy has really been having a hard time getting some of her assignments done. When she reads in class, she struggles with many words, and her mother reported at conference time that Suzy spends hours each night on homework.

Atrepparttar same time, Suzy carries on intelligent conversation, and when you ask her about what she learned fromrepparttar 109328 class, she has some good feedback. She is getting excellent grades in math class and, when she does experiments in science class, she knows exactly what to do and gets great results.

Youíve thought about referring her for testing, wondering if a learning disability is getting inrepparttar 109329 way of her reading Ė a skill that underlies everything a child does in school. You know she struggles with reading, yet she does so well orally and mathematically. Should you test her?

Little Johnny canít remember his multiplication facts. Much ofrepparttar 109330 time, he struggles with subtraction facts as well. His reasoning skills for determining whether he should add or subtract, multiply or divide, are faulty. And when he writes a math problem on paper, there are no columns. The numbers are all overrepparttar 109331 place. He gets very confused withrepparttar 109332 entire process as well.

But, boy, can he read. He reads books that are way above whatrepparttar 109333 other students in his class read. The words in them are harder, and they are more difficult to understand.

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