Thursday, September 21, 2017

New Study: Early Literacy and IOS updates

https://www.parent.co/sight-words-are-so-2016-new-study-finds-the-real-key-to-early-literacy/

Thursday, September 14, 2017

OT Position(s) Open at Portland Public School

	OT Job posting - Occupational Therapist - 1.0FTE Join our awesome OT team on the Nationally known and recognized Motor Development Team Application can be filled out here: https://www.pps.net/Page/2158 Position Information
	Work Year: 190 Salary Range: $46,317 - $70k POSITION SUMMARY: The Occupational Therapist promotes the education of students with disabilities by providing screening, evaluation, intervention and consultative services. Provides information to, and establishes relationships with, educational personnel and community agencies regarding total program planning. Observes screens and evaluates students with sensory motor or physical disabilities to determine current level of performance, determines level of service, and drafts collaborative individual education program (IEP) goals and objectives. MAJOR DUTIES AND RESPONSIBILITIES: 1. Observes, screens and evaluates students with sensory motor or physical disabilities to determine current level of performance, determines level of service, and drafts collaborative individual education program (IEP) goals and objectives. 2. Develops and implements direct, indirect and consultative services based on individual assessment results and planning intervention goals. 3. Adheres to established rules, regulations and laws, and works cooperatively to accomplish the goals and objectives of the local education agency. 4. Establishes the procedures for implementing occupational therapy program and participates in the administration, management and maintenance/expansion of the occupational therapy program. 5. Provides information to develop and maintain support for the objective of occupational therapy services and establishes relationships with administrators, school personnel, parents and non-school agencies to facilitate the education of students with sensory motor/physical disabilities. MINIMUM REQUIREMENTS: 1.Bachelor's Degree 2.Must meet current certification requirements as set forth by the American Occupational Therapy Association and must be currently licensed by the Oregon Occupational Therapy Licensing Board. PREFERRED QUALIFICATION: 1.Master's Degree SPECIAL REQUIREMENT: - Position requires the use of a personal automobile and possession of a valid Class C Oregon driver's license to drive to/from different locations. Work hours may include on- and off-campus evening and weekend activities and meetings and district, school and student functions. WORKING CONDITIONS The conditions herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. Persons with certain disabilities may be capable of performing the essential duties of this class with or without reasonable accommodation, depending on the nature of the disability. Work Environment: Work is performed primarily in an elementary, middle, K-8, Alternative and/or High School campus environment with extensive student, parent and public contact and frequent interruptions. Work hours may include on- and off-campus evening and weekend activities, meetings and district, school and student functions. Hazards: Employees may be subject to temperature extremes, fumes, odors, dust and exposure to bodily fluids and blood. Physical Demands: Primary functions require sufficient physical ability and mobility to work in a school classroom, playground and campus setting; dexterity of hands and fingers to operate a computer keyboard and other classroom, library and business equipment; sitting, standing and walking for extended periods of time; kneeling, bending at the waist; lifting, pushing, pulling and carrying school equipment, supplies and materials weighing up to 50 pounds; repetitive hand movement and fine coordination to use a computer keyboard; emotional stability to work effectively under pressure and to keep all aspects of the job under control; hearing and speaking to exchange information in person or on the telephone; seeing to read, prepare and assure the accuracy of documents.
	Posting Timeline
	This job is open until filled. Applications will be reviewed as received. The PPS Human Resources Department reserves the right to make a hiring decision at any point during the posting period.

Application can be filled out here: https://www.pps.net/Page/2158

Tuesday, June 6, 2017

Rewordify

Rewordify claims to simplify difficult English for faster comprehension. Cut and paste articles, text, etc. A similar feature is embedded in Co:Writer Universal and Read & Write, but this is free.

Link: https://rewordify.com/index.php

Tuesday, May 30, 2017

Letter Reversals Article / Tool

Main page:
http://www.yourkidcanread.com/EliminatingReversals.html

Online letter reversal activities:
http://www.yourkidcanread.com/Free%20Stuff.html

Why do dyslexic children reverse letters and/or numbers?

A dyslexic individual usually thinks in very visual terms. They may not realize that the direction of a letter or number matters. For example, a chair is a chair, no matter which way it's facing. Like the chair, a person with dyslexia may think a "b" looks like a "d" - so it must be the same letter.

Letters and/or numbers may be flipped vertically or horizontally.

The most common reversals are letters that are shaped similarly, such as:
6 9 b d p q

* Reversals in children under 8 are normal. However, by third grade, this should be a thing of the past. At this point, if they are not reading at grade level and reversing letters and numbers, you should have your child tested.

What to do about letter/number reversals?

The main idea is to teach the child that direction does matter. Then provide a framework for the child to remember the direction of that letter or number. Here is where you must work with what the child knows. Keep an eye out for which letters and/or numbers they are reversing and then come up with a way to teach the proper direction that the child can remember. For example, the most common letters that dyslexic children reverse is lower case 'b' and 'd'. A possible remedy is to have your child write a series of uppercase ‘D’s across a line (using a colored pencil).

b - d - p - q Reversal Drill

Below is a PDF that you can use with a laptop, tablet, or smart phone to practice these common reversals. We suggest you use the free Adobe Reader Apps for your device.

Click to download

b-d Reversal Activity:

Downloadable b-d Reversal Sheet

Click to download

Ask your child what the letters look like when they are on top of each other. Here they should notice that lowercase ‘b’ fits right into uppercase ‘B’, they don’t take up more space (like the ‘d’s did). If they don’t notice this, point it out.

Make sure your child can see the differences between what they found for the ‘Dd’s and ‘Bb’s. They should notice that you could fit the ‘Bb’s on top of one another, not needing any more room, however, the ‘Dd’s will take up more room, since little ‘d’ sticks out one side.

You can also draw a box around the Bb's and Dd's to see what fits in the box and what doesn't:

Another idea is to have your student learn how to write the letter using direction, clock-wise and counter clockwise:

Sometimes it helps if the child feels the letter or number, in which case you can create "feel boards" using twine and cardboard. With these, you can play games by having the child feel the letter (or number) with eyes closed and have him or her guess what it is.

Make a fist with both hands, thumbs pointing in the air, fingers facing each other. When you put your fists together, it looks like a "bed" (with a headboard and footboard), you can see the direction of the "b" and the "d" in the shape of the hands.

Instruct your student to first make a 'b' with their left hand, when they need to write a 'b' or 'd', so that they can check the shape before writing.

Tuesday, May 16, 2017

Upper limb stretching program

Upper limb stretching program

http://www.evelinalondon.nhs.uk/resources/patient-information/stretching-programme.pdf

Tuesday, February 21, 2017

Smart Classroom Management

https://www.smartclassroommanagement.com

A Trick To Staying Calm All Day Long

by Michael Linsin on February 4, 2017 17

Keeping a calm, unruffled temperament makes classroom management easier.

It effectively removes excitability, which is a major cause of misbehavior.

It makes you more likable and worthy of trust.

It gives you leadership presence and allows you to build effortless rapport.

But for many teachers, it’s also easier said than done.

In fact, the harder you try to stay calm, the harder it is.

You see, when you put effort into something that is by nature effortless, it causes more tension and stress, not less.

read the rest of the article here........https://www.smartclassroommanagement.com/2017/02/04/a-trick-to-staying-calm-all-day-long/

Thursday, February 2, 2017

Universal Design Poster

Friday, January 29, 2016

Lego, In A First, Will Unveil A Minifigure In A Wheelchair

https://www.change.org/p/lego-please-positively-represent-disability-in-your-toys

http://www.npr.org/sections/thetwo-way/2016/01/28/464688159/lego-will-unveil-a-minifigure-in-a-wheelchair-in-a-first

Wednesday, September 16, 2015

Storyboard Creator

Social Story Creator: This is a fun website that allows users to create a story or comic using a variety tools/options. https://www.storyboardthat.com/storyboard-creator

sample: