Creating a Pre-Vocational Program

In the early years of high school, students with Cognitive Impairment need to begin preparing for vocational training.  Pre-vocational classes are an excellent way for them to do this.  When I taught at the high school level, my pre-vocational class ran the school’s recycling program, filled the vending machines, and helped out in the library.  The classes were run like a workplace, and the students felt proud and capable.

Here are some tips for establishing a pre-vocational program for your students:

–Have the students punch in.  Our students were paid $2 an hour, and they got their $2 every day that they worked, without any problems.

–Find jobs that need doing around the school.  Our students broke down boxes in the cafeteria everyday.  They also picked up the recycling once a week, filled the vending machines once a week, and counted the money from the vending machines once a week.

–Provide adequate supervision, but do it discretely.  These students are eager to be trusted, and they will behave up or down to expectations.  Give them tasks to do on their own—actually, have them do as much of the work as possible, on their own—but make sure an adult it watching, around the corner.

–On payday, organize a trip to the bank.  My students were paid once a month, and we would walk to the bank that day.  They were encouraged to have savings accounts, where they would deposit half of their paychecks.  Then, we would make a trip to a convenience store, on the way back, so that they could enjoy the immediate benefit of their efforts.

–When behavior problems and defiance occur, don’t preach blind obedience.  I have heard too many well-meaning adults say, “When you’re in a real job, you will have to do what your boss says, no matter what.”  That isn’t exactly true.  The boss has the final say, but there are ways to discuss and resolve disagreements.  Teach the students this kind of problem solving, and the behavior problems should decrease.

And a final thought:  have fun!  Pre-vocational classes are a relaxed atmosphere, in which you will be able to spend time and get to know your students, without having to push academics as hard as you are used to.  You are teaching very meaningful skills, and they will be eager to learn them.

Recipe for Reading

When I was completing my special education student teaching, my host teacher insisted that she could teach any student to read.  She then handed me a very battered copy of Recipe for Reading by Nina Traub. 

“Get this book,” she said emphatically.  “If there is only one book you get, for teaching reading, get this one.”

So I got the book.

Recipe for Reading is based on the Orton-Gillingham program for teaching phonics, and I have been very happy with both its implementation and its results.  My first year of teaching, three of my students were non-readers.  By the end of the year, they had all achieved at least a second grade reading level.

Here are the reasons that I love Recipe for Reading:

–You don’t need any special materials for its implementation.  With a pen, some paper, and a pack of notecards, you can get started right away.

—The lessons are very simple: the sound is introduced, the students complete a multi-sensory activity to help remember the sound, the students write words, phrases, and sentences using the sound, and the students complete reading activities involving the sound.

–Strategies for spelling are taught along-side strategies for reading.

—Multi-syllabic words and syllabication are taught as soon as CVC words are mastered.

–The lessons are intended to be taught one-on-one, but I’ve had a great deal of success teaching them in small groups.  One time, all twelve of my students needed to work on the same skills, so we did the lessons whole group.

–The lessons are quite structured, but there is a great deal of room for the teacher to use their knowledge and judgement.

If you want to use Recipe for Reading in your classroom, I would recommend using the Primary Spelling Inventory, to place students in groups, based on their skill needs.  I have used a number of phonics programs, and I think Recipe will be one that will stand the test of time.

Phonemic Awareness

My first year teaching, none of my students—not even the non-readers—had any difficulty identifying rhyme, segmenting, or blending sounds.  If students could not read, it was because they did not know all of their sounds and phonetic rules.

Ten years later, the vast majority of my non-readers have all of the sounds memorized, but they are not able to blend them into words.  Perhaps it is because students are introduced to phonics so quickly, that they don’t have time to practice working with rhyme and sound.  Whatever the reason, phonemic awareness is a growing problem with our students.  These students tend to “spin their wheels” with reading—learning the sounds but never actually improving their ability to decode.

I now begin my school year with a phonemic awareness assessment for my students.  Those who struggle are given sound-hearing activities, before their reading instruction even begins. 

This is the sequence I use, for teaching phonemic awareness:

–Students are first introduced to rhyme.  They will practice coming up with words that rhyme with a given word.  After they understand the concept, they are given picture sorts to complete.  They will first do these as a whole group, then with a partner, then independently.

–After students have mastered rhyme, they will complete picture sorts based on initial sound, then final sound, then vowel sound.

–Using pictures, we will “clap out” CVC words, based on sound.  The students will be taught to clap once for each sound.

After completing and mastering these simple activities, I have found that phonics instruction becomes markedly easier.  Students are able to hear the sounds in the words, so blending and segmenting phonemes becomes easier.  Not only are they able to memorize all of the sounds, but they are also able to decode and construct words, using the sounds.  Phonemic awareness gives meaning to phonics instruction. 

Involving Students in IEP Meetings

Students at the secondary level need to be involved in their IEP meetings.  At this age, they know they have a disability, whether you’ve discussed it with them or not.  And, when they become adults, they will need to know their strengths, their limitations, and the supports that they need.

I like to start involving students in IEP meetings as soon as possible.  I have had an eighth grader lead the majority of her meeting, and I have had all students take an active role in the IEP process.

Here are some tips for increasing student involvement in IEP meetings:

–Begin by having the student list their top three accomplishments. 

–Discuss questions involving transition ahead of time.  Have the student prepare the answers that he/she will present at the meeting.

–Give the student a list of his/her accommodations.  Have them present these to their teachers, and ask for them when necessary.

–Have the student come up with goals and he/she would like to accomplish within a year.  Use these to write their goals and objectives.

–Have the student bring work samples, to illustrate their strengths and needs.

–Prepare in advance, and have the student lead as much of the IEP meeting as they are comfortable.

Becoming involved in the IEP meetings is a process.  Don’t expect the student to lead the meeting your first year working with him/her.  But as you involve your students in their meetings more, you will see increased self-awareness.  The students will begin to understand that they are capable people, who just happen to have disabilities.  Knowledge helps to demystify special education.  Your students will understand that they still are free to dream and able to make their dreams a reality.  And they will understand the help and supports that they will need to ask for, in that process.