I have spent nealy 40 years in the area of Special Education. I have had the pleasure of teaching pre-school, elementary, middle, high school and college levels, as well as, served in school district administration buildings in classroom/legal support positions. I have also spent some time working in a State Department of Education Exceptional Student Services Office and am now currently Division Head and Director of Institutional Research at Alice Lloyd College in Pippa Passes, Kentucky. I also teach special education classes on campus. I have also taught full time teacher preparation at Northern Arizona University on the Tucson Campus, Seattle Pacific University, and at the University of Wyoming in Laramie, Wyoming. In addition to that I have taught adjunct at Seattle Pacific University, City University in Seattle, Ashford University, and Grand Canyon University.
I have experienced directly special education legal issues, process and procedure, and have taught at all levels in every special education category except gifted. My major expertise is diagnostic prescriptive teaching, literacy as it relates to disabilities, technology in special education, and Educational Leadership. My greatest passion in the field is building new programs, implementing and doing the research to see how they work. My Dissertation and principle research interest is in the area of inclusive education, primarily co-teaching of students with disabilities in the general education classroom.
Council for Exceptional Children, Association for the Supervision of Curriculum, National Reading Council.
Teaching Exceptional Children, Published computer assisted instruction, titled PAL, Special Education Basics, college Textbook, Teaching with Precision, college Textbook, Various devotionals at the website, Preachitteachit.com.
I have a B.A. in Secondary Education, a Masters in Special Education (cross categorical), administrative certification, and a second B.A. in Elementary Education. I completed my doctorate in Educational Leadership at Northern Arizona University.
Best Summer Program in the Nation (Honorable Mention, when I was Teaching) Multiple local awards
I love children. I love teaching. I love watching a students entire being light up when they learn something new...this has been an awesome career! My newest love is working with first time college students, watching them go from that level to becoming a teacher in every aspect. Maybe I will never retire, although the first year I don't have fun I will consider it.
I would like to leave a legasy of quality instruction for all students, especially those with disabilities, or those who teach children with disabilities. That includes many things yet to learn, like more how the brain functions, more about the precision of teaching, more about educational reform and on and on...and how about quality of instruction at a higher education level?
Special education students are more like their peers than they are unlike them.
We have yet to reach the level of intensity needed to give mildly disabled students a chance to succeed in school. Too large of teaching groups, lack of data based instruction, lack of research supported instruction, inclusion practices only for the sake of including and saving money, among others are huge barriers.
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The most effective thing she can do is to practice with the child in the form of the language the father wants to use. The more it is BBC English, the more distinct her accent will be. As she gets older
This really is not a special education question. It is really a literacy question. All people have acquire language through the language that they are exposed. Parents are typically the greatest
Exposure to language creates the accent. People who speak different dialects of English are first influenced by the people who raise them, but all other language understood will influence the accent they
If the only reason that your son isn't taking the PARCC test is a result of his disability, which I am assuming that it is, then his right to a Free Appropriate Public Education is being denied. However
If he is getting services because of a lateral lisp, a verbal output problem, then he will see the Speech Langauge Pathologist (sometimes also called Therapist) and won't be in the pull out resource room
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