Showing posts with label school. Show all posts
Showing posts with label school. Show all posts

Thursday, August 25, 2016

Employment - not.

 
Two days ago, returning from a 1 week family holiday, he quit. Without notice.
 
He gave us no real warning, and, not atypically, disregarded our strenuous advice. In follow-up we hear he was doing the job well enough, his supervisor was surprised he quit. And annoyed he quit without notice.
 
#1 has had various explanations for why he left. I doubt he knows. The one he currently favors is that the work wasn’t interesting enough — he was doing grounds maintenance and he wanted to work with machinery.
 
In our own post-mortem we came up with 10 factors: 
  1. Social isolation, there was really nobody there he would be comfortable with, no other cognitively limited adults.
  2. There was no coaching, no support, no communication channels. It was an unsupported job.
  3. He had no concept of “giving notice”, wasn’t aware that was something one did.
  4. A special needs friend he admires spoke fondly of his (much less appealing, more difficult) job in food services at a sports center and advised #1 to apply.
  5. He was unhappy at not getting “time off for state fair”
  6. He was bored, the job wasn’t exciting any more, wanted to do more interesting things
  7. The holiday took him away from his routine. His memory is odd; after 3 days things seem less familiar. We needed to drive by his work on our return and anticipate reentry problems.
  8. The commute was hard and the novelty of going by bus had worn off.
  9. He has unrealistic work expectations (dream meme scam)
  10. He has a history of quitting sports teams after about 2-3 months, this fits a trend.

I think it all adds up to he got the job prematurely; he’s not ready for unsupervised and unsupported work. Maybe in 4-5 years he could do this work reliably and appreciate it, but he’s not there yet.

Now we have to twist his arm to get him back to his transition program (two years left). He now has no screen time at all before 5pm, so life at home is reading, bicycling, sleeping, and chores. That should make his screen heavy transition program time more appealing.

Saturday, March 28, 2015

Personalized learning with a school iPad in special needs: Feedly and Pinboard shares

I may be have an opportunity to do some more writing, in which case I’ll have more to say about the good and imperfect aspects of our school district’s iPad-based personalized learning program for special needs students.

One imperfect aspect of the program is that it doesn’t exist just yet. The school iPad is real though, so #1 and I are doing something on our own. He completes daily assignments to earn home WiFi services for his school iPad. 

One part of the program that works well is using a Feed Reader [1], in our case Feedly. I’ve subscribed him to a number of Feeds including

  • 6 NYT section feeds [2]
  • 7 local and national road and Mountain Bike blogs, the latter has video feeds
  • Family Calendar feed and photo share
  • CNN Student News (video)
  • Sports: ESPN, Formula1, Golf
  • Local: streets, walking
His daily assignment includes reading one or more feeds and doing a verbal summary of something he’s learned.
 
Today I added a new feed, one based on my Pinboard shares. I use Pinboard as a microblog link-comment platform. Every Pinboard post tag has a feed, and via app.net PourOver and IFTTT rules I publish to Twitter, App.net and my own archives. I started tagging science and other things I want him to study with his first name, and then I added the Pinboard RSS for that tag to Feedly.
 
So when I see a great BBC visualization of exploring the earth’s core, I just add his name to it and it shows up in his Feedly reading list as assigned reading.

[1] When the school program started we could install approved apps from the School’s service app, or “free” App Store apps (meaning ad-supported or exploitative, so superb educational apps like DragonBox are unavailable). So we went with Feedly as a feed reader. Feedly has actually worked quite well, but sadly the school has ended the App Store service leaving many apps of interest to special needs learners in limbo. If Feedly stops working I’ll switch him to using either AOL’s free Feed Reader or Feedbin.

[2] He reads at a 4th grade level. I don’t know why he likes to read the NYT.

Sunday, March 01, 2015

Things we might have done differently: High School

#1 is finishing High School. Some good things have happened in High School, but if we could rerun the tape we’d have tried something different — perhaps a local charter school that specializes in autism disorders.

The Junior and Senior years have been remarkably weak. I think this is partly due to local conditions; we’ve seen problems with leadership, policies, and funding — particularly funding and support for class aides.

I don’t think that’s the whole story though — I suspect very few schools or school districts have figured out how to manage special education for ages 16-19, particularly in integrated settings.

I’m concerned the post-secondary “transition” period will be no better — particularly since care of special needs adults in the US seems to be replaying the history of psychiatric deinstitutionalization (note - did not go well the first time).

No particular words of advice here — except don’t be afraid to do something different after middle school. You might not do better, but you probably won’t do worse.

Saturday, June 22, 2013

My son learns algebra on his iPhone via DragonBox

Friggin awesome.

That's what I got from the look on #1's face when he solved an equation with x on one side, and a numeric expression on the other. He was doing algebra, he knew it, he was proud.

Damn, that was the best $6 I've ever spent.

#1 is entering 10th grade next year in the special needs modification program. He reads at about a 4th grade level (perhaps less) and struggles with basic arithmetic and time calculations. Despite years of practice he can't do long division by hand. Despite this reality, he declined the standard transition programs for a regular junior high academic schedule -- though we worked him down from three languages to one.

Algebra is one of the items on his junior high dream list. That seemed reasonable to me. We weren't getting anywhere with our old arithmetic drills - he was bored and frustrated. Further progress will require years of slow practice on real world problems, and use of his iPhone calculator. Seemed a good time to try something different. So, for his summer homework, we decided to try DragonBox, a French-Norwegian iOS/Android/Windows/OS  X math "game" we'd used with my daughter on an appnetizen's advice (Thanks Jonathon!).

He's been doing it for summer homework several days a week. Sometimes he'll randomly flail at it until the problem is solved, but watching him I could see something else developing. Something that perhaps played to his near-savant visual processing strengths. With DragonBox he was learning negation, reduction, balanced operations, add zero, divide one - basic algebra. A little bit of progress every day - on his iPhone, as a game.

Today he got to the level where the graphical icons were replaced by numbers and variables. When he solved the numeric expression he blushed with pride and joy.

That's worth $6 I'd say.

Now we'll work with transferring these skills to paper. I will do paper operations in parallel with his app operations, then see if he'll replicate on paper what he does in DragonBox (step-by-step), and so on. Maybe it will work, maybe it won't, but in our family we believe in declaring victory early and often (and so life is an unending series of wins, until we die).

I've bought the high school version of the app for #2 and #3 - and I'm following the We Want to Know team's blog.

See also:

Monday, June 03, 2013

Status June 2013

#1, #2 and #3 (neurotypical) made it through another school year. 

By our standards it went well for all. For #3 some encouragement and routine parental attention was needed; I sometimes wonder what parents of neurotypicals do with all their spare time. Joking! I don't know if there really are any neurotypicals, and even an average adolescent can be a heavy challenge.

Managing school for #1 and #2 required rather more effort. That fell largely upon E; a small part of those challenges have been noted here. This is why E and I cannot both work full time; this burden is why so many families of special needs children suffer economic hardship (we are more fortunate). She sometimes pushed, sometimes negotiated, monitored, compromised, met, opposed, allied -- and that was with the school. Then there are the kids.

There is more work ahead, but I've learned not to gather sorrows before their time. We may be wiped out by a meteor before then and the worrying would all be wasted.  Instead, for my own benefit, and for those on earlier phases of the journey, I'm looking backwards -- abetted by the serendipitous discovery of an old unpublished post.

Looking back, despite the tenor of posts often written amidst struggle, much has been achieved. Nothing miraculous, more like the seas wearing away rock over years and centuries, still, progress.

#2 was a great fit at age 2-3y to the DSM III diagnosis of autism. Not Asperger's, straight up autism. This year he completed the advanced academic track of his middle school, won a class-leading award, was on the (non-adjusted) Honor role, plays hockey, mountain bikes, road bikes (a little scary that), inline skates (I no longer tow him), nordic skies, swims well (loves the deeps), is learning Python programming this summer, does his chores, and a bunch more I forget. Witty, charming, seems to be liked by his classmates, insightful, a skilled artist, a happy reader...

It adds up over time. There was no ABA in that history, but lots of work and patience and time and chance. He's not neurotypical; there are a lot of things that will derail him, but he's covered a lot of ground.

#1 has more severe disabilities. He won't go to college. He still has trouble making change and calculating analog times; I doubt his reading tests above 4th grade. But he reads! He writes (email and texts)! Heck, at one point we feared he wouldn't speak.

He does baseball, tennis, golf, swimming, hockey, horse back riding, nordic skiing, soccer, mountain biking -- he plays with adapted teams and he plays with mainstream teams (sometimes at the same time).  He's becoming a skilled road cyclist -- able to give me a good 2 hour ride even it he tends to stay in 9th gear on the hills. He does his chores and his homework, and he does well editing his iPhone calendar and integrating it with the family Google Calendar. He's getting more lawn mowing jobs, he manages the horses at summer camp. He wants to do high school algebra next year [1] so this summer he'll practice on DragonBox+. We're going to teach him more task, time and schedule management skills so that he can be less dependent on his high school class aides [2]. He no longer gets a timeout/respite every 15 minutes [3].

That's a lot of progress.

Now for the summer ... 

[1] Fine with us, I don't think more time on long division will make much difference. He'll work with his special ed teacher.
[2] School aide skills varies widely, as do the skills and interest of the responsible vice principal. We've had some excellent aides, but in the case of #1's year to come we'd prefer to need them less.
[3] It's getting hard to remember how hard those times were. 

Wednesday, May 29, 2013

The end of High School, the end of dreams

Parenting #1 is river canoeing. There are moments of flow, even quiet times. And then there are the rapids and the waterfalls. Now we can hear another waterfall in the distance, perhaps the biggest so far.

#1 is finishing 10th grade. He loves books and school. He is proud when he makes the honor role. He loves his biology class. He wants to take a heavy course load next year. He knows the colleges he wants to attend.

#1 reads at about the fourth grade level. He struggles to solve exercises involving clock time. He can do simple arithmetic. He is not going to go to attend college, he won't get a High School diploma, he will get our school district's equivalent of a certificate of completion.

His cognitive disability means he is not fully aware of the gap between his abilities and his dreams. Disney, it seems, is wrong; it is not enough to believe in yourself. He has thought of himself as a good student, somebody who might help teach 9th grade students. He applied to join his school's leadership team (and, to the school's shame, was ignored).

That is the shape of the next waterfall. He is going to discover, in a way he cannot deny, the truth of his circumstances. This comes to most of us, in one form or another -- but not usually in such a harsh and brutal fashion.

I have started to discuss this with him. I have to somehow explain that no matter how hard he tries, he cannot do what most people can do. It is not his fault, it is not something he can fix by working harder, he simply cannot do this. It is disability without the inspirational movie ending.

Somehow, in the midst of crushing all his hopes and dreams, we have to give him something else. We don't know what the hell that is. Sometimes I think I'll start a business he can work with me on. Mostly I think I'm delusional about that.

This is not easy.

See also

Friday, March 01, 2013

Special education in Minnesota - The MinnPost series on costs and funding

In the 1960s Minnesota education was a mess. It was funded entirely by property taxes; those who had the least need got the most funding, those with the greatest need got the least. [1] The disparities were egregious. Then, in 1971, came the "Minnesota Miracle". Education was increasingly funded through state taxes.
 
This worked very well for Minnesota, until, in 2002, Minnesotans elected GOP governor Tim Pawlenty and a Republican legislature. They reduced state funding and shifted overall funding back to property taxes; this benefitted their base and harmed the state.
 
Now, 11 years later, education in Minnesota is struggling. Not surprisingly, the effects are being felt most strongly in the funding of special needs education. MinnPost, a digital only nonprofit [2], has put a series together on the topic:
The Star Tribune has a also published a related article: Rising special ed cases are huge cost to Minnesota schools.
 
There's a lot of material in the articles. A few key takeaways, with the caveat that the articles are sometimes more anecdote than science:
  • Some of the cost increases may be related to the education and support of students who, as recently as 10 years ago, might have been institutionalized. As we've learned more about educating special needs students, we're also handling more difficult challenges.
  • There are three regional school districts that focus on special needs education, including New Hope's North Education Center in District 287. They serve about 3,600 students, of which 2,000 were referred in from a home district which pays the bill.
  • The average MN student costs $11K/year to educate, the average special ed student costs about $20K/year to educate [2], and the students in the North Education Center supposedly cost $70K/year. [3]
  • A "large" percentage of St Paul's severe EBD students are African-American and only 30% are ever in a regular classroom [4]. There is significant pressure to at least partly mainstream these students.
  • St Paul's special education district spent @98 million on special education, but only received $62 million in state funding. In other words, special education services are an underfunded state mandate [8]. The remaining $36 million came from other educational programs; the term "cross subsidy" is sometimes used to describe this funds transfer [5].
  • Obsolete rules mandating particular adaptive technologies waste money; iPads are much less expensive and much more desirable. [6] 
  • The sequester will cut $7 million in Title I funds [7] and 9.2 million in federal special ed funding.
  • The special-ed population has risen from 13-15% of the state's student body over the past 10 years. [9]
It's challenging to interpret these articles because, as my footnotes attest, there's a lot of missing data. My sense is that the overall demand is stable or slightly up, but that we are educating children who once received little education. Most of all, we are living with the damage done by Tim Pawlenty and his GOP legislature, and their reversal of the "Minnesota Miracle" educational funding system. That damage has been compounded by the Great Recession, demographic trends, and a shift from public to private/charter schools.
 
On the bright side, we are emerging from the Great Recession, the GOP are out of power for the moment, and the Accountable Care Act's mental health funding may allow schools to offload some of their services to the healthcare sector. From our experience, there are ways to improve the quality of special care education while also reducing the costs -- though they may require some 'no-child-left-behind' reforms. We can certainly change laws that mandate use of expensive and obsolete technologies.
 
There are issues here, but they aren't insurmountable.
 
- fn -
 
[1] American public education is often funded through taxes on property. Most nations think this is insane, and a major contributor to America's socioeconomic distress. Most nations are correct.
[2] We donate.
[3] We have two children in special ed. #1 is in a modified track, # in an adapted track. It would be interesting to see where the extra 10K goes; I suspect it's partly for speech and occupational therapy. There's also a lot of administrative overhead in managing special ed students.
[4] How large? No data. 
[5] The 2007-2008 budget was 630 million. Assuming it's now about 660 million, the cross-subsidy would be very roughly a 7% "tax" on other programs but in some articles this is described as 20%. The descriptions of what is meant by "cross subsidy" are not always clear.
[6] I've read that elsewhere. The rules require the devices be single purpose, that rules out modern adaptive devices.
[7] Poverty focused funding, but that includes many special ed students.
[8] Unfunded mandates are a common political vice.
[9] We don't know how much of this arose because of shifts of students out of public schools to private schools, or if this number counts charter schools. Given "wealthy flight" in MN over the past decade this might be little true change.

Tuesday, October 30, 2012

Special education vs. standards based grading: I think we have a problem

Number one reads and writes at a 3rd-4th grade level. Lately, at age 15, his handwriting has become fairly legible.

We're proud of him. I didn't think he'd learn to read or write at all. it has been a long road with a lot of help from teachers, aides and, yeah, his parents.

Now, as a non-diplomate Setting II student with modifications, he's straining his brain to label mitochondria and endoplasmic reticulum while answering questions about demographic transitions. It's probably not the best use of his time, but he seems to enjoy the work and it's good practice for his reading and writing skills, and even for his very (very) short term IQ 60 verbal memory. We're proud of that too. 'A' work by our standards.

Not by the current standards of his mainstream teachers though. He's getting C- or Fail grades -- despite his IEP. At least one teacher feels this is appropriate since he's "minimally meeting expectations".

Yes, we have a problem.

It's not a new problem. It amazes me how many of his teachers have been unable to read an IEP, and how many seem to lack any low IQ experience. Usually this responds to some education and orientation, but things have been getting worse over the past two years. I think part of the problem is that his school is moving to a recent educational fashion: 'standards based grading'...

Educational Leadership:Expecting Excellence:Seven Reasons for Standards-Based Grading Patricia L. Scriffiny

... standards-based grading, which involves measuring students' proficiency on well-defined course objectives (Tomlinson & McTighe, 2006). Although many districts adopt standards-based grading in addition to traditional grades, standards-based grading can and should replace traditional point-based grades....

... 

An A means the student has completed proficient work on all course objectives and advanced work on some objectives.
A B means the student has completed proficient work on all course objectives.
A C means the student has completed proficient work on the most important objectives, although not on all objectives. The student can continue to the next course.
A D means the student has completed proficient work on at least one-half of the course objectives but is missing some important objectives and is at significant risk of failing the next course in the sequence. The student should repeat the course if it is a prerequisite for another course.
An F means the student has completed proficient work on fewer than one-half of the course objectives and cannot successfully complete the next course in sequence....

...

Students who struggle can continue to retest and use alternate assessments until they show proficiency, and they are not penalized for needing extended time. I guide students with special needs to modify their work and, if needed, develop different ways of demonstrating that they've met their proficiency goals. Their working styles can be easily accommodated in this system because modified assignments and assessments require no special adjustments in the grade book. The grade book simply shows where they are in meeting the standards, without reference to how they are demonstrating their learning or what modifications needed to be made....

I wonder what Ms. Scriffiny means by 'meeting the standards'. Does she mean the unadjusted course objectives, or does she mean adjusted standards? Her meaning is unclear, and that is the crux of the question. Other articles I've found on 'standards based grading' suggest that grades for non-diplomate Setting II students are problematic.

This really isn't a complex problem. There are two ways to think about this, and they both lead to the same outcomes.

One approach is to adjust the goals, and then grade on the adjusted goals. This is an excellent approach, though it requires some thought and help to formulate goals and modifications. That can be a problem

There's also a budget approach. Start by asking what purpose grades serve for both mainstream (diplomate) students and corporate executives. They motivate work, they measure teacher or manager quality [1], and they are used to stream students and employees along different paths including promotion, lateral moves (from physics to biology for example), and termination. 

In that context a fixed standard makes sense. But number one is not going to graduate from High School. He is not going to go Michigan State University (his current dream). He is probably not going to have unsubsidized employment. He will probably never live independently. There is no point in streaming him, because he is not in the water. He was beached at birth. For him grades serve only two purposes - they can incent him or they can demoralize him

At the moment, his teachers seem to working on the second mission. Our job is to try to change that, working with both teachers and school leadership. Failing that, our job is to find him a better learning environment.

[1] Alas, both corporations and classrooms are prone to the stack-ranking disease.

See also:

Update: A valued advisor of mine suggests this language be added to the IEP. It says to the teacher, "STOP.... you can't grade the way you normally do."

The case manager may reduce course assignments in number, length, content or weight. Alternative assignments need to be arranged between case manager and teacher.

Grading Modification:

Grading may be based on a student’s personal effort in consideration of the student’s own skills/strengths and disability. Casemanager will help determine appropriate grading. Factors such as attendance, class participation, or other appropriate measures should be used to determine a grade if necessary.
Student should not be graded based on meeting the course requirements set for non-disabled peers. Instead, grading should be based on ...

Sunday, October 21, 2012

Adaptation versus Modification: Critical code words in understanding K12 special education. (plus Settings)

Every discipline has its own special language, and special education is no exception. Common words, like 'accommodation', 'adaptation' and 'modification' can take on special meanings. After years of using these words, it may be surprising to learn that not everyone knows what they mean.

Certainly I was surprised to learn, after years of being a special education parent, that for some teachers there's a significant difference between 'adaptation' and 'modification' in special needs education, whereas for others the terms are synonymous. There appear to be local usage variations and it's not clear that regular education teachers, especially novice teachers, understand the distinctions as well as special education teachers.

From what I read the term accommodation is consistently used for relatively modest changes to education and examination. A student may have additional time to do an exam, or may hear questions rather than read them.

The term modification is usually used to refer to significant changes to a curriculum or testing process. My rewrite of a standard 9th text in World History to a 4th grade reading level would be considered a substantial modification. I believe in some locations the words "change in rubric" is used to mean modification.

The term adaptation is sometimes used as a synonym for 'accommodation', sometimes as a synonym for 'modification' and sometimes for something between the two. The meanings appear to be regional, but this British Columbia school district description matches what I hear from a Minneapolis Special Education teacher ...

Adapted and modified education programs

Adapted Program

This is a program that retains the learning outcomes of the prescribed (regular) curriculum but adaptations are provided so that student can participate in the program. Examples of adaptations include assigning a 'buddy' for note-taking, assigning fewer examples for practice, extending time for assignments and tests. Students on adapted programs are assessed using the provincial curriculum standards set out by the Ministry of Education.

Modified Program

This is a program in which the learning outcomes are substantially modified from the prescribed curriculum and specifically selected to meet the student's needs. Examples of modifications include the student being taught the same information as other students, but at a different level of complexity; or given a reduced assignment (e.g., fewer questions to answer); or the student uses a lower-level reading textbook. A student on a modified program is assessed in relation to the goals and objectives established in the student's IEP.A student's program could include some courses that are modified and others that are adapted.

Another BC document makes clear the practical distinction between adaptation and modification:

Although decisions about modifications to a student’s courses or subjects may take place in grades earlier than Grade 10, a formal decision that an overall program is modified does not need to occur until Grade 10.  The decision to provide modifications, particularly at the secondary school level, will result in students earning a School Completion Certificate upon leaving school rather than credits toward graduation ... 

As a parent of one special needs child who will not graduate from high school, and another who should graduate from college, I love the clarity of the Canadian (BC specifically) distinctions. Adapted means regular diploma, modified means no diploma. 

Knowing this, it's possible to squint hard at a No Child Left Behind document on adaptation vs. modification and spy the political subtext. There are big racial achievement gaps in American schools (Koreans do best), and the there's considerable pressure to do 'adaptations' rather than 'modifications' so more kids get diplomas and go to college. This may explain why some school districts appear to be emphasizing adaptations, and why there appears to be no money, and no market, for adapted modified textbooks. Without adapted modified textbooks, and with cuts to special education resources who can do modifications, we have the situation of my son's utterly incomprehensible college-level human geography text and his impossible biology exams.

Mainstream teachers don't have the time, and perhaps not the training, to do modifications, and it's absurd to think that a shrinking number of special education teachers can generate a unique modified textbook and curriculum for every student. Of course there's no reason someone like me couldn't do modified textbooks to be distributed nationwide, but that appears to be quite inconceivable.

See also

Update 10/22/2012: 

In the US the "Settings" concept is an important complement to the model of adaptation (diploma) and modification (no diploma). There are Levels of "settings":

  • Setting I: less than 20% of time in special education setting
  • Setting II: 20-60% of day in special education setting
  • Setting III: more than 60% of day in special education setting

I suspect Setting I is consistent with Adaptations and a diploma, Setting III means modifications and no diploma and Setting II could go either way.

In the case of my #1 son he's currently in Setting II but might do well in Setting III. At this time, however, he strongly prefers Setting II. I suspect that our school has a limited capacity for Setting III, so Setting II is the only thing we've been offered. That could work well if there were resources to provide modifications for Setting II, and if mainstream teachers were keen to use those resources. Instead we've found our mainstream teachers claim to be completely unaware of how to do modifications; sometimes those claims are credible.

Saturday, September 29, 2012

Sports and athletic participation for special needs students -- and all non-elite students

Recently I reviewed the state of school-based athletic opportunities for special needs students (see also Special Hockey).

The benefits of athletic involvement are clear. They're the same as benefits for neurotypical students, only more so...

  1. Kids who are physically active to their personal bounds are happier, sleep better, and are easier to work with.
  2. We know the best way to boost a middle-aged brain is to exercise (forget crosswords, get up and walk!). There's good reason to think exercise is good for young brains too.
  3. For many of our community team activities, from hockey to cross country running, is the best way to develop social skills and friendships.
  4. For some special needs kids athletic activities can become a major part of their adult life -- indefinitely. (We have special hockey players in their 50s.)
  5. Special needs kids are just as vulnerable to obesity problems as neurotypical kids.

 It's not easy to make this happen though. American schools are notorious for focusing on elite athletics, to the detriment of all non-elites. It's a big problem, but we can chip away at it.

One area we can manage better is the distinction between CI (cognitive impairment) and PI (physical impairment) events. in our school district kids with autism are technically excluded from PI events (in practice "fine motor deficit" can used to fudge the distinction), but CI options can be very limited even for low IQ autistic kids.

The CI/PI distinction is fuzzy. Many CI athletes have some physical disabilities, and most of the PI athletes I know have had at least a learning disorder. I suspect the division was created when Downs Syndrome was more common, and autism less common (or less recognized). We need to develop a more flexible approach.

Special Olympics has done a good job of adapting to changing demographics of special needs, but the schools might be a bit beyond the curve. On a smaller scale Special Hockey has managed to work with a wide range of both cognitive and physical disability -- all on one team!

In the near term I hope we can generate increased demand for activities from special needs parents, and provide more support for volunteer coaches and managers while learning from Special Olympics and Special Hockey. In the longer term I hope to see a kind of reverse- "inclusion" in special needs sports. What we learn from special needs school athletics may work well for all non-elite students.

Saturday, September 15, 2012

Adaptive texts for Special Needs students - Human Geography

There are almost no adaptive texts for special needs students. This year my son's 10th grade human geography class is using a college text -- which his public school cannot afford to distribute.

Since there doesn't seem to be anything we can buy,  each year I pick one textbook to write. My goal is to help his reading, processing and writing skills. I try to pick a topic that is relatively meaningful to him.

I write the mini-text this by reading study guides and assignments then creating a text roughly at his reading level. I draw on the original texbook, my knowledge of the topics, and 

Last year I did 9th grade world history: http://www.faughnan.com/scans/History.pdf

This year I'm starting on 10th grade Human Geography: https://docs.google.com/document/d/1ruxWv2K0ZjfP8jFv124xV7K_i2yh_HW53D9yD6LBPTQ/edit#. (Not much there yet.)

I'm writing this mini-text using Google Docs which supports easy collaboration. So if anyone is interested in contributing please let me know (jgordon@kateva.org). 

I will probably order a copy of the text, that should help bring my notes inline with the "correct" answers. (Experienced students know the "right" answer is not the best current understanding, it's what's written in the text. This is true of both 10th grade geography and family medicine board exams.)

See also:

Wednesday, February 29, 2012

Gates Foundation Shared Learning Collaborative - a special education angle?

I came across the Shared Learning Collaborative (slcedu.org) while attending a conference in Silicon Valley. It's a Gates Foundation funded initiative to enhance American education by providing an open source framework for disseminating and evaluating educational interventions.

The conference was on analytics, so there the SLC representatives emphasized the process of gathering (anonymized) data on learners and interventions, with the goal of matching student traits to a large repository of traits and outcomes [2]. In the ideal world, the system provides a personalized education program. The vision reminded me of the training module in Neal Stephenson's The Diamond Age.

They're not thinking about special education, but of course when I hear "personalized learning strategies" the connection is painfully obvious. Whatever is developed for 'the bottom 10%' [1] is likely to overlap significantly with what our learners need. I'm particularly interested in lifelong learning and training for special education teens and adults; when you're fighting for every bit of freedom that's possible lifelong education takes on new meaning.

The SLC is in early startup phase. Normally I wouldn't track them at this point, but Gates Foundation money is a significant asset. I signed up to be notified of progress. The site doesn't mention this, but they have a twitter feed @slcedu.

-fn
[1] I suppose they could also be focusing on the top 10% who will work for Silicon Valley, but it's pretty clear that the Foundations interest is the bottom 30% of the student population -- the group that, as adults, will be shut out of the world economy. That group overlaps with our population.
[2] The same vision that has been a part of electronic health records since the 1970s.

Sunday, November 27, 2011

High school tips (grade 9)

We're about half-way through grade 9 for #1 son at a Twin Cities public high school. I'd grade the beginning as a 'C', but now we're probably B+.

These are somethings that have worked for us; things have gotten easier as my son learns the system and improves his organizational skills. B+ is pretty good considering the dire funding situations -- aides in particular are hard to find.

  1. We really focus on his "Planner". Dad tries to review all kids planners every day. Stickers and credit for writing things down, especially when assignments are handed out and when they are due. It took about 1 week but now all use planner well.
  2. We use his planner to communicate with his Aides. I think there's some benefit to this. In our school system we cannot contact an Aide directly.
  3. Wrote 1 page dossier on him for teachers to read. They don't get much information on students.
  4. We read the parent portal web site regularly. It's not great software, and I think the teachers struggle to make it work, but it's better than nothing.
  5. His teachers do very well with email. Phones and meetings are a lost cause -- but email works very well. I didn't expect that, nice benefit.
  6. In our IEP we requested gym every trimester. For our guy this is a big help. Physical activity helps him. We sacrificed Art and Technology (computer skills). The former is probably a lost cause, and the latter he gets at home.
  7. We have a regular weekend slot for homework and a classmate/friend with somewhat similar disabilities joins him for this. I think this is helping both of them, it certainly helps my guy.
  8. We are very aggressive on following up on missed assignments. The Parent Portal can help with this -- esp. prior to end of trimester it gets updated. We track down and do missing assignments.
  9. I am surprised that he can do simple algebra and his basic physics equations. I didn't expect that. He does get help from an aide there, but he's still writing out the expressions and completing many of them. I think his science teacher feels we're exaggerating his disabilities.
  10. His history teacher is relatively demanding, which is working well. Of course he's not evaluated at grade level, but to get a B he has to actually work. If he doesn't work, gets a D. This is a good opportunity to push his cognitive limits. It's a fight of course, he wants to scrawl some illegible roughly related words and move on. Even so, it's not that BIG a fight. For this class I review the topics myself, translate them into diagrams and notes that are very close to answering his study unit questions, then give him those to interpret. I think he's picking up some history, but mostly he's learning to read, interpret and write. (I'm also picking up some history. His "World History" class is light years better than what I had. (I've studied quite a bit of history since, but there's a lot to be said for a grade 9 level overview!)
  11. He's done very well with adaptive sports and we continue to sign him up for those. He also does mainstream sports teams, so there's some push and pull there. Either way - real value.

Saturday, January 23, 2010

Judo moves on an atypical mind: Plan iMac

If you told me my 13 yo's measured IQ and reading levels 20 years ago I would not have received the news well.

Among other things, I might have assumed someone like him would be institutionalized.

In reality, things are more hopeful, interesting, and challenging. Whatever level he tests at, he seems to extract the information he is interested in from printed materials -- including newspapers. His reading interests are regrettably focal, but I can work with them.

He can barely print and his hand printed spelling is very poor. On the other hand, he's oddly good at old-style dumb-phone texting. There's something about tapping out each character that helps him slow down and process words. So I've given him texting privileges, and, each day, once school is out, I start texting him from my iPhone. I loathe the high cost of texting, but as an educational aid for my son it's extremely cheap. My superficially indulgent mobile phone experiment has been a robust success.

So how did he figure out the phone? How is he able to tweak every obscure setting despite the awkward UI? How did he learn to text? I can't explain this, any more than I can explain his peculiar game skills and non-verbal visual talents. All I can do is look for opportunities to leverage his strengths against his weaknesses. The struggle feels like a cross between dance and judo.

I've just introduced a new move. The early signs are encouraging.

First, some background. For years we've had to sharply restrict his TV access because he became agitated after watching commercial TV (he does much better movies and commercial-free DVDs).

Being TV free has disadvantages. Besides the loss of the electronic baby sitter (I'd use it if I could), I suspect he could learn from selected videos; his visual processing is far stronger than his auditory processing.

For similar reasons we've had to restrict his computer time, even though he has a relative knack for computer interaction. I have been amazed by his ability to bypass my home security measures. Recently he guessed an obscure password; I suspect he intuited it through a mixture of seeing it partly typed and then coming across it in a different setting. How can someone who tests so very badly be consistently breaking my computer security? There's something there I should be able to use.

So now I've made another Judo move. After years of restricting his computer access I've seemingly reversed course and created a "Learning" account on an iMac I've moved into an area we can supervise. This account provides him and his siblings unlimited access to homework resources, educational web sites, his email and twitter, encyclopedia, educational and scientific videos, iTunes U and the like. It does not, however, give him any access to the web sites and game software he loves to use. To get to that material he will have to hack through OpenDNS and OS X Parental Controls. A good challenge.

Today I saw him playing with Scratch, a visual programming language he learned in grade school. Interesting.

I'll report on how Plan iMac turns out.

Sunday, November 22, 2009

Special education and assistive technology for OS X

Apple has revised two pages on their web site related to special needs (adaptive, assistive) technology:
The first two are now current with Snow Leopard, though I'm personally deferring an update to that Intel-only platform until either April 2010 or a new machine.

I don't see anything equivalent to Don Johnston's Co:Writer word prediction software, however 10.6 includes a new (I don't think this is in 10.5) word completion feature:
... Students can avoid spelling mistakes and reduce keystrokes with the word completion feature of the Mac. After typing a few characters, pressing the Escape key opens up a menu of words to choose from beginning with the characters they typed. It highlights correct word usage, and it’s available in most applications...
Co:Writer might work in an XP or Win2K VM, though I was unable to find any data on that.

Update: There is an OS X version of Co:Writer, it's being updated for 10.6. I realize that Don Johnston sales are almost entirely to schools, but I do think he might market it a bit. At the very least it ought to be listed on Apple's accessibility site. I'll write him about that.

Saturday, October 24, 2009

Unexpected wins and special needs

I’m reasonably good at predicting what two of my children will like and do.

I’m much less accurate at predicting the interests and abilities of my most exceptional son. Sometimes I guess high, but more often I guess low.

When we started playing baseball, I never thought he’d be a competitive and eager ballplayer. His recent soccer playing was completely unexpected. Yes, he is the weakest player on his school team – but he continues to go to practices.

He’s learned more math than I expected he would. I’m glad I listened to the advice of the mother of a girl with Downs syndrome. She told me her daughter got more out of sitting in mainstream history classes than she’d expected.

Today, though, he really surprised me. We’ve had great struggles with him getting off the computer when his earned time has ended. This is where multiple disabilities meet; the limited effectiveness of any punishments or of delayed rewards, frontal lobe dysfunction, ADHD, time perception, limited flexibility, frustration, lock-in, planning issues, and typical adolescent maternal/son power struggles exacerbated by all of his disabilities.

These challenges had led to a rule that both parents had to be present for his computer use; mostly so I could be the enforcer.

A difficult situation, but these challenges are also opportunities. He’s fighting over something he wants to do, but it’s extremely hard for him. It tests his weaknesses. To succeed he must develop new skills and strategies that will work in many life situations. The prize is worth the struggle.

His younger sibs don’t have the dual parent constraint. For my son, this indignity was the last straw. He was ready to deal, and he knew we had a strong position. Nine years of living the Greene approach have made him a seasoned negotiator.

The deal was that he’d use a countdown timer on one of our phones. He had to stop use immediately on the alarm with no parental words at all (it helps this is an iPhone alarm – tasteful and elegant). He had to do this five times in a row. If he succeeded he would revert to having the same privileges as his siblings. I wrote out the rules and five checkboxes and put it on the kitchen wall.

He succeeded on his first run, somehow managing to earn 5 wins in 3 days. (It hadn’t occurred to me that he could take his computer time in shorter segments, thereby shrinking his trial period. I’m intrigued by his intuitive ability to invent strategies like this – without being able to verbalize them.)

So he’s back on the same routine as his sibs – though he’s obligated to forever use the timer. Timer skills, of course, are very helpful for ADHD children and adults. As we’d planned.

Of course I expect he’ll regress. We’ll be back to the struggle again, and he’ll have to earn another five checks in the row. (As I wrote this, however, he completed a 10 minute segment brilliantly – stopping a game in mid-move. I’d have bet $40 he wouldn’t do that.)

Whatever happens now, victory is ours. We now know he can do this, eventually we will win. We, as in he and us.

This afternoon we try mainstream hockey. Another giant challenge. He has many more challenges in his life than I do.

Ok, maybe not many more. Comparable, anyway.

Update 2/18/2010: We still struggle with the computer, but we've definitely made progress. I'd forgotten we used this program (my own disabilities - aging brain) and I might try it again. He did succeed in the hockey program -- really better than I thought he would.

Saturday, September 26, 2009

Mobile phone use with special needs children – more lessons learned

Three months ago, as grade school ended, we let our 12yo son carry a T-Mobile PayGo phone (an old phone we had lying around, unlocked after its AT&T contract ended).

We did the usual thing with posting rules and so on – but they were soon forgotten. In fact, I only remember the rules because I reread my prior post!

So how did it go? Was our son able to handle the complexities of a semi-modern cell phone? (His Nokia is much harder to use, for example, than an iPhone)

It has gone well and he’s done well with the phone. I think having the phone connection to us has been terribly important during his first weeks in Junior High. It’s been a great self esteem boost – one of the few times he can resemble his neurotypical classmates. We had some concerns that he was pestering a former classmate, but we’ve checked into that and it’s good so far. He’s proud of his phone, and careful with it.

On the other hand, he burnt through the T-Mobile minutes pretty fast. I also discovered that, contrary to expectations, I couldn’t get any information from the T-Mobile site on what numbers he was calling. That made me nervous.

After he went through $10 in a week I gave up on the Pay-G plan sand moved his phone to our AT&T family plan ($10/month, $20-$30 or so fee for the new number).

I want him to text as a way to develop some basic communication and writing skills so I signed up for that great 21st century scam – the text plan (200 messages/month, but remember one pays to receive (grrrrrr) as well as send, so this is only about 3 messages sent a day).

I hated to pay for the text messaging, but if it helps him with written language it’s well worth much more. I also opted to try another $5/month service - “Smart Limits for Wireless”. It includes …

Text/IM Limits: I set to 100
Download Limits: I set to zero since he doesn’t have a data plan.
Browsing Limits: Also set to zero
Time of Day Restrictions: none yet
Allowed Numbers: these are numbers one can use even during restricted times. None yet.
Blocked Numbers: Useful if he’s harassing someone
Content Filters

I limited him to about 100 text messages, so with those he receives he might stay under 200. The big thing is the IM limits and the tracking. I’ll report back on how well it works.
I didn’t want to deal with Voice Mail, so I set the phone to forward to a Google Voice number that sends me transcriptions of any messages.
So far this has been a successful experiment. If it continues to go well I may get him a used iPhone with a data plan – so he can carry a much more powerful aide.

Update 10/6/09: Still very successful, and much more essential than I'd expected. Junior High School is somewhat unpredictable, and having a cell phone when soccer is canceled sure helps.

Saturday, July 25, 2009

Scientific American goes nuclear on Ritalin

Edmund Higgins, a clinical associate professor [1], has written a blistering attack on Ritalin, and gotten it published in Scientific American – a magazine that’s presumably sharing the industry’s revenue problems.

Dr. Higgins compares Ritalin (methylphenidate) to methamphetamine. This is the rhetorical equivalent of comparing a human to Hitler; it’s chemically correct but it’s the mark of a crank. It’s a Godwin’s Law violation.

On the other hand, as someone who’s child has been on Ritalin and other ADHD meds for years, I’ve long had the same sort of concerns. Ritalin has an astounding safety record, but we’re messing with the neurochemistry of a rapidly evolving brain over a period of years and decades. I personally wouldn’t use this, or any other, long-term psychiatric medication medication in my child unless all other options had been exhausted and the disability and risks of non-treatment were severe. I’ve previously made the comparison to treating cancer. Nobody should expose a child to life threatening chemicals with severe long term effects– unless the alternative is worse.

Another point in Higgins favor is his interest in animal models. Given the immense difficulty of studying psychiatric medications in children, animal models are pretty much all we’ve got. So let’s see what he says about the animal models, stripping out some inflammatory rhetoric and considering only studies of meds used to treat ADHD. Note that much of this research is more recent that a 2006 review of mine that was pretty reassuring, but that means it won’t have been validated by other researchers …

Do ADHD Drugs Take a Toll on the Brain?: Scientific American

Edmund S. Higgins is clinical associate professor of family medicine and psychiatry at the Medical University of South Carolina and co-author, with Mark S. George, of The Neuroscience of Clinical Psychiatry (Lippincott Williams & Wilkins, 2007) and Brain Stimulation Therapies for Clinicians (American Psychiatric Publishing, 2009).

… In an experiment published in 2003 psychiatrist Eric Nestler of the University of Texas Southwestern Medical Center and his colleagues injected juvenile rats twice a day with a low dose of methylphenidate similar to that prescribed for children with ADHD. When the rats became adults, the scientists observed the rodents’ responses to various emotional stimuli. The rodents that had received methylphenidate were significantly less responsive to natural rewards such as sugar, sex, and fun, novel environments than were untreated rats, suggesting that the drug-exposed animals find such stimuli less pleasurable. In addition, the stimulants apparently made the rats more sensitive to stressful situations such as being forced to swim inside a large tube. Similarly, in the same year psychiatrist William Carlezon of Harvard Medical School and his colleagues reported that methylphenidate-treated preadolescent rats displayed a muted response to a cocaine reward as adults as well as unusual apathy in a forced-swim test, a sign of depression.

In 2008 psychopharmacologist Leandro F. Vendruscolo and his co-workers at Federal University of Santa Catarina in Brazil echoed these results using spontaneously hypertensive rats, which—like children with ADHD—sometimes show attention deficits, hyperactivity and motor impulsiveness. The researchers injected these young rats with methylphenidate for 16 days at doses approximating those used to treat ADHD in young people. Four weeks later, when the rats were young adults, those that had been exposed to methylphenidate were unusually anxious: they avoided traversing the central area of an open, novel space more so than did rats not exposed to methylphenidate. Adverse effects of this stimulant, the authors speculate, could contribute to the high rates of anxiety disorders among ADHD patients…

… In February 2009 neuroscientists Yong Kim and Paul Greengard … injected … mice with either methylphenidate or cocaine daily for two weeks. Both treatments increased the density of tiny extensions called spines at the ends of neurons bearing dopamine receptors in the rodent nucleus accumbens. Compared with cocaine, methylphenidate had a somewhat more localized influence; it also had more power over longer spines and less effect on shorter ones…

Furthermore, the scientists found that methylphenidate boosted the amount of a protein called ΔFosB, which turns genes on and off, even more than cocaine did…

So when I strip out everything else, the bulk of Higgins’ article is coming from 3 animal studies in 2003, 2008, and 2009. All of the studies involved injecting methylphenidate, which is not how it’s used in humans. Injecting Ritalin is a mark of abuse with pretty different pharmacology from oral use.

The most interesting of these articles is Nestler et al in 2003 [2], an article with a rather strange title (emphases mine – incidentally, Nesler is the last listed author, so why did Higgins credit the study to him?) …

Methylphenidate treatment during pre- and periadolescence alters behavioral responses to emotional stimuli at adulthood.

Bolaños CA, Barrot M, Berton O, Wallace-Black D, Nestler EJ.
Department of Psychiatry and Center for Basic Neuroscience, University of Texas Southwestern Medical Center, Dallas, Texas 75390-9070, USA.
Biol Psychiatry. 2003 Dec 15;54(12):1317-29.

BACKGROUND: Methylphenidate (MPH) is a psychomotor stimulant medication widely used for the treatment of attention-deficit/hyperactivity disorder (ADHD). Given the extent of prescribed use of MPH, and because MPH interacts with the same brain pathways activated by drugs of abuse, most research has focused on assessing MPH's potential to alter an individual's risk for adult drug addiction. Data examining other potential long-term behavioral consequences of early MPH administration are lacking, however. METHODS: We investigated the long-term behavioral consequences of chronic administration of MPH (2.0 mg/kg) during pre- and periadolescent development in adult rats by assessing their behavioral reactivity to a variety of emotional stimuli.
RESULTS: The MPH-treated animals were significantly less responsive to natural rewards such as sucrose, novelty-induced activity, and sex compared with vehicle-treated control animals. In contrast, MPH-treated animals were significantly more sensitive to stressful situations, showed increased anxiety-like behaviors, and had enhanced plasma levels of corticosterone.
CONCLUSIONS: Chronic exposure to MPH during development leads to decreased sensitivity to rewarding stimuli and results in enhanced responsivity to aversive situations. These results highlight the need for further research to improve understanding of the effects of stimulants on the developing nervous system and the potential enduring effects resulting from early-life drug exposure.

Why did I say that was a “strange title”? Because an article on rats in a journal called Biol Pyschiatry would normally contain the word rats in the title.

If we simply scaled the dose to humans, but the way, this would be 80 mg (twice daily?!) by injection – which would be a whopping abuse dose in humans. The article has gotten very little attention in the past six years, being cited only four times of which two appear to be reviews.

A related articles query produced a very large number of similar rat studies, including one that, surprisingly, found no effects (surprisingly, because these look like “fishing expedition” studies, when you include publication bias they almost always show some effect.) These are boom times for rat studies of methylphenidate, probably reflecting new NIH funding.

On review I’m left with several only mildly related conclusions …

  1. I’m happy the animal studies are being done. I’d like to see fewer fishing expeditions, and more replication of results. For example, repeat the Bolanos study with a larger group, maybe a different clonal line, and see if the same results appear. These need to be registered studies, so we don’t get messed up by publication bias (which is a huge problem in the low cost animal studies domain). I would really like to see more studies of tolerance effects in rats.
  2. Higgins may turn out to be correct (lots of people are suspicious that stimulants can be used so long, including me) but I think he’s got a crank agenda. His article is more inflammatory than the evidence supports. A more sober article would have been welcome.
  3. You shouldn’t put children on psychoactive medications without a very good reason. Of course that was always true.
  4. Don’t assume any other medications are in any way safer – Ritalin has been studied far more than, say, Stratera.
  5. Scientific American is running out of money. We’ll know they’ve hit rock bottom when they do an article on the scientific evidence for Creationism. They should have known better than to publish this article in its current form.

[1] I have a similar sort of title today, and have had similar roles in the past. In the hierarchy of academia, this title carries less glory than research assistant.

[2] Parenthetically, why does PubMed make it so very hard to find the link to a citation? It’s like they’re trying to hide things.

Sunday, June 14, 2009

Special needs and mobile phones: Why we're starting young

In our community neurotypical children begin carrying mobile phones between the ages of 10 and 15. Many parents prefer to defer use of a mobile phone as long as possible.

How should cognitive disabilities and special needs affect the timing of first phone use?

Since cognitive disorders such as ADHD and autism may limit abilities to use a phone effectively or correctly, one approach would be to delay or defer use. Of course even a child with strong executive functions can lose a phone, so there are strong economic reasons to delay use.

We've chosen instead to move the use date forward, to the earliest time that a cognitively disabled child is likely to be able to follow basic phone rules.

I was mildly surprised by this. I thought we'd favor delay, but when we thought things through the reasons for moving sooner became quite strong.

We are starting out with a minimal cost phone and a simple pay-as-you-go T-Mobile plan. When the money is spent the phone stops working until we "refuel". For now we share a single number and phone, though if Google Voice ever goes live each child will get a lifelong GV number.

Our reasons to move now are:
  1. The phone is a mild status symbol, a sign of "normality". For a cognitively disabled child status symbols of any kind are exquisitely rare. For us the middle school years loom grimly ahead.
  2. Mobile phones are almost essential now. We can start training in the pre-adolescent/early adolescent years when we have more leverage.
  3. Once our children are able to safely use a mobile phone, we'll be able to experiment with different social and independent settings. They will have more learning opportunities.
  4. The phone will open some opportunities for "at a distance" social interactions; we want to see if this will provide options for our ASD kids.
  5. Mobile phone skills are essential for many employment opportunities. Training early is an advantage.
  6. At this time we can afford to replace a lost low end phone.
  7. Location tracking is becoming common. This is valuable for all children, but especially valuable for children who are easily lost (many Asperger's children).
  8. The future.
The last is a big reason. I've owned an iPhone for a year now. The opportunities to deliver cognitive aids, training materials, and support systems through these mobile- computers-that-you-can-by-the-way-talk-on is immense.

Just as computers opened (fitfully and erratically) new opportunities for blind persons, so too may these technologies allow the cognitively disabled to take on new life opportunities and employment. We want to explore these options and leverage what's available starting now. Some time in the next 1-3 years the child phone will be an iPhone-equivalent.

To improve the chances of return if it is lost we've replaced the "wallpaper" with a photograph of a handwritten plea to return the phone.

Lastly, this is taken from our current "phone poster" ...
Phone Rules


1. Don’t dial 911 unless it’s a serious, real, emergency.
2. Only dial from the Names list.
3. Don’t call the Voice Mail number.
4. Keep the phone in your pocket when it’s not in use.
5. Remember your phone manners.
6. If you break the phone rules you lose your phone day (or days).
7. Only use the phone on your phone day.

Remember


1. We know who you call.
2. Anyone you call gets your phone number.
3. It costs us money when you use the phone.
4. If you do well with the phone we’ll add other names to the number list. You will need to pay two stickers for each call.

Friday, May 15, 2009

Camp Courage Minnesota: Teaching reading to persons with cognitive disorders

I just came across this 2004 post (which I’d written, but forgotten) …
Gordon's Notes: Strategies for teaching reading to the cognitively disabled
… has a web site with lots of additional material...
Strategies for Teaching Reading to Students with Severe Disabilities
... Dr. Koppenhaver notes that, in his research … he and his colleagues found that the cognitive processes of learning to read for students with severe disabilities are almost identical to those of typically developing students. The only difference is in their ability to demonstrate skills through standard assessment measures.…
.. See also the UNC center for literacy and disability studies.
It reminds me to write about literacy programs for persons with cognitive disabilities.
Our son is enrolled this summer at Minnesota’s Courage Camps literacy camp from June 28 to July 3 (2007 description). It’s directed by Koppenhaver and his students …
… This unique session is for struggling readers (all disabilities), ages 12-18, who would like a positive literacy experience. Educators under the direction of Dr. David Koppenhaver and Dr. Karen Erickson, national literacy experts, will be working with campers to determine literacy needs and intervention strategies to begin to address those needs… Campers must be ambulatory and independent with self-care….

David Koppenhaver's web site is: http://faculty.rcoe.appstate.edu/koppenhaverd
Koppenhaver is one busy guy. My wife met with the camp director who’s also a paragon of productivity and energy.

We were concerned the camp would be a bit on the dull side, but the program is pretty appealing for an active teen. We don’t, however, underestimate the challenge of getting our 12 yo to go and stay there.

There really isn’t time for a large amount of reading practice, the core value is the individualized assessment and customized reading development program. The camp also trains local educators, several of whom will teach at Highland Jr High School where my son is going this September. At least one other MN Special Hockey athlete will attend.

Update 6/7/09: We visited the Courage Center Camp in May. It's an amazing facility. I hope to have pictures up and link to them. The camp has a twitter feed and a blogspot blog.

Update 6/26/09: The pictures are on a public Picasa web album.

Update 7/3/09: We're back from camp. The session costs us $800. I think the cost may be adjusted by income, but we're fortunate enough (really) to pay full freight. Our son had a very positive experience. It was his first extended time on his own, and he flew through it, largely taking care of himself. He did much better than we'd expected.

On the other hand, as a reading intervention it wasn't so hot. He tested out much worse than he has at school, which is very depressing. Was he fatigued? Not participating? Or is he truly unable to retain reading skills - or, even worse - are his cognitive abilities deteriorating? I hope it's the first two, but I do fear he rapidly loses reading abilities.

The test results, though tough to hear, are, obviously not a flaw of the program. I was disappointed, however, in how limited the recommendations and prescriptions were. I'm proud of myself for only presenting a glassy smile (ok, maybe a quick grimace) when we were urged to "read lots". (Honest, I didn't scream and I didn't rend my garments.)

We did get a useful referral to the Tar Heel Reader site, and we do know our money went to a good cause, so no regrets. I don't think we'll do it next year though. We need to come up with something different, and I think we'll have to do it ourselves.