HDTenEightyP/NetNews huggingface dataset:
From: Paul.Musgrave@f40.n2310.z1.fidonet.org (Paul Musgrave)
Newsgroups: k12.ed.tag
Subject: Pen Pals
Date: Fri, 18 Dec 92 09:55:00 PDT
Organization: FidoNet node 1:2310/40 - EVSC BBS, Evansville IN



    Fellow HORIZONS or G\T students,

        My name is Paul Musgrave. My hobbies include :Chess, Star Trek, Marvel
 comic books (no X-Men, X-factor),  Carmen Sandiego, Destination Mars.  I have
also beat Where in America is Carmen Sandiego and I enjoy writing short
 stories.  I enjoy writing short stories as well.  I attend West Terrace School
 in Evansville.

                 Paul Musgrave

   P.S.  TO Grant Wiseman: Please contact me.  Being a pen pal with you would
be enjoyable.
      P.M.


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uucp: uunet!m2xenix!puddle!2310!40!Paul.Musgrave
Internet: Paul.Musgrave@f40.n2310.z1.fidonet.org
From: John.C..Mickelson@f80.n343.z1.fidonet.org (John C. Mickelson)
Newsgroups: k12.ed.tag
Subject: Re: TEACHER EDUCATION
Date: Fri, 11 Dec 92 16:59:45 PDT
Organization: FidoNet node 1:343/80 - Auburn Ed-Net, Auburn WA

Stephen,

We are a self-contained program consisting of two teachers sharing 50 fifth and sixth graders.  We are doing simulations, problem solving, Math  Olympiads, Literature Based Reading Program for Gifted Students,
Computers, spreadsheets, data bases, word processing, writing, leadership, hands on science and math, and even handwriting.  

We just finished doing a unit on the skeletal system, with the kids actually taking apart owl pellets and assembling the bones from within. Interesting.  What are you doing?


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uucp: uunet!m2xenix!puddle!343!80!John.C..Mickelson
Internet: John.C..Mickelson@f80.n343.z1.fidonet.org
From: Judi.Coons@f218.n321.z1.fidonet.org (Judi Coons)
Newsgroups: k12.ed.tag
Subject: home education
Date: Thu, 10 Dec 92 09:33:32 PDT
Organization: FidoNet node 1:321/218 - K12Net Mail Server, Lanesboro MA

Hello Lori
 
 LL> years ago.  How old are your kids?  My girls are 8 and almost 5.  
some deleted
 LL> These results become part of the student's record, and are only 
 LL> passed on if and when the student changes schools.  
 LL> An interview and portfolio review is acceptable in 
 LL> lieu of testing.  We must then "remedy any 
 LL> deficiency".  We do not have to comply with any 
 
My children's ages are 10 1/2; 9; and 6 1/2. My oldest and youngest are girls and my son is in the middle. Are your girls interested in having pen pals with my girls. It would be great for our children to communicate with each other from different parts of the country. What do you think?  
 
Your response to the types of evaluation methods you can use is great. 
Who writes the portfolio review , you or the certified teacher ?
The school offcials don't have to see the evaluations at the end of every school year? Who determines a "deficiency"? Who  then knows about the deficiency and how do you reassure the officials the problem is resolved?
I am working with school officials at various schools, trying to eliminate their NEED to have standardized tests results as the only  method of evaluation that they will accept from  homeschooling families.
 
Thank you for responding to my first letter. Slowly, I am learning more about the computer.  
Have a blessed holiday season.
 
Judi Coons


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uucp: uunet!m2xenix!puddle!321!218!Judi.Coons
Internet: Judi.Coons@f218.n321.z1.fidonet.org
From: Lori.Loranger@f114.n105.z1.fidonet.org (Lori Loranger)
Newsgroups: k12.ed.tag
Subject: GIFTED CHILDREN
Date: Sat, 12 Dec 92 16:00:28 PDT
Organization: FidoNet node 1:105/114 - The Electronic Educ, Washougal WA

Andrew-
 AP> Can you please tell me, Lori, why you are home 
 AP> educating your kids, and what 
 AP>  abilities beyond the 'norm' do they exhibit?
Underlying our decision to homeschool is our basic philosophy, Libertarianism.
We believe that our children are our responsibility, and not the responsibility of the state.  
Although I could easily argue that my kids are being "better" educated by being home educated, many of our reasons for homeschooling are not academic ones, but are due to the other aspects of the public school system.
For instance, the system teaches obedience to authority and conformance to peers; we believe that one should always question authority and that being and becoming one's own individual self is preferable to being like everyone else.
At our home school, there is constant one on one attention; impossible in the typical classroom.  Each child is allowed to choose their areas of study at any given time, and to find their own level and progress at their own pace.
Amber (now 8) started reading at 3 1/2, and has been a "self-learner" ever since.  BreAna (almost 5) seems to have a good head for math and is very intuitive.  They both have atypically long attention spans, and work well independently.
 AP> Methods to develop such an ability could include:
 AP> the playing of games such as chess ....
 AP> the playing of computer "strategy' games such as SimCity, and Civilisation
 AP> as wide a reading as possible
 AP> training in maths ( as a tool )
It's interesting that you chose the above examples - Amber learned chess by playing with the computer tutor, and just yesterday was teaching BreAna to play it the traditional way (on a board).  She enjoys SimCity and reads voraciously.  She's learned some good math concepts as tools in programming.
 AP> I would be interested to know what and how you are teaching your kids
We really don't teach them- we just allow them to learn.  We make ourselves and a wide variety of learning tools available.  While we may suggest or initiate projects or activities, we don't insist that a particular learning activity be performed; the kids choose what to do when, requesting help when and if it's needed.  I guess we're more of a "home learning" family than a "homeschooling" one!  
 Well, was my answer too long, or did it just give you more questions?
   Thanks for your input, and your indulgence. -Lori L



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uucp: uunet!m2xenix!puddle!114!Lori.Loranger
Internet: Lori.Loranger@f114.n105.z1.fidonet.org
From: Oliver.Day@f71.n381.z1.fidonet.org (Oliver Day)
Newsgroups: k12.ed.tag
Subject: re: You can do REAL Cosmonaut Training!
Date: Thu, 10 Dec 92 22:58:40 PDT
Organization: FidoNet node 1:381/71 - The Anytime School, El Paso TX

Sounds really interesting ...do you have some literature on it that I 
could have... and when is the money to be payed off.....


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uucp: uunet!m2xenix!puddle!381!71!Oliver.Day
Internet: Oliver.Day@f71.n381.z1.fidonet.org
From: Barb.Fowler@p0.f731.n105.z1.fidonet.org (Barb Fowler)
Newsgroups: k12.ed.tag
Subject: Information Source
Date: Tue, 15 Dec 92 11:50:15 PDT
Organization: FidoNet node 1:105/731.0 - Taft Middle School , Lincoln City OR

Pete,
I hope you get this as I don't have access to "E Mail" or whatever area 
this came to me.  (My sysop delivered it.)  I love your idea of having 
professionals on the "net" correspond with students with matched 
interests.  Let me know if you receive this and we can continue from 
there.  In the meantime, I'll have some of my students share their 
profiles in the TAG area--21



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uucp: uunet!m2xenix!puddle!731.0!Barb.Fowler
Internet: Barb.Fowler@p0.f731.n105.z1.fidonet.org
From: Lavonne.Davis-schenck@f112.n323.z1.fidonet.org (Lavonne Davis-schenck)
Newsgroups: k12.ed.special
Subject: Accomodating
Date: Mon, 14 Dec 92 16:51:00 PDT
Organization: FidoNet node 1:323/112 - Mise en Place BBS, Warwick RI

> My question is how did these students get placed in foreign language
  classes?

  Our school's philosophy is to allow anyone wishing to try it to do so.
  This is by choice for most of them, parental pressure for some.

> Is your special services department overloaded, or short staffed?

  Most of the people in special services/resources have little or no
  background in foreign languages.

> How large is your school population?

  Over 600 students.  The town has a large percentage of students whose
  parents are Portuguese speakers, some from Brazil but most from the
  Azores.

> Do these students have language problems in
> expressing themselves in English?

  Some do, yes.  Some of the bilingual students are weak in English but
  pick up the Spanish quite readily, due to its linguistic closeness
  with Portuguese.  Some others have reading comprehension problems; I
  have tried to help some of them with other studies in which I asked
  them to express the idea of a paragraph in a textbook in their own
  words, and they couldn't do it.  Some have short auditory memory.

>  Can you task analyze your course to come up with differing outcomes
>  for those with special needs?

   Could I do it?  Yes.  Would I be able to teach it that way?  I
   envision the complaints from other students and their parents..."We
   are all getting "average" credit for this course.  Why do I have to
   do X amount or X activity when THEY (special needs students) don't
   have to ?

>  Will your administration allow you to use differential grading?

   Doubtful, as different levels are provided in most subjects:
   fundamental, average, enriched, honors (this is apart from
   self-contained).  Their GPAs and class rankings are adjusted somehow
   based on this.

> (I'm not an expert in modifying foreign language courses, but I do know a
> French teacher in a little school who might have some ideas.)

   I'd appreciate anything you could suggest, as I appreciate your
   taking the time to answer me here.

   LaVonne

 -- SPEED 1.20 [NR]: I never really needed those taglines anyway.

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uucp: uunet!m2xenix!puddle!323!112!Lavonne.Davis-schenck
Internet: Lavonne.Davis-schenck@f112.n323.z1.fidonet.org
From: Edward.Dunagin@f540.n226.z1.fidonet.org (Edward Dunagin)
Newsgroups: k12.ed.special
Subject: Hearing Impaired
Date: Thu, 17 Dec 92 06:00:00 PDT
Organization: FidoNet node 1:226/540 - The Tele-Forum Netw, Columbus OH

Hi Meg, you said in part.........................

MP>  I'd be very much  interested in making contact with other
MP>  teachers of the hearing impaired. Although I am teaching in a
MP>  resource room in a public school resource room expect that there
MP>  will still be many areas of concern that I share in comm  with
MP>  teachers employed in a residential program.  Obviously one thing I
MP>  am missing is the opportunity to chat with others in my field.
MP>  Now that I ha gone online, maybe this will no longer be a problem.

     Yeppers, I'm still here. I will speak with two of our hearing
     impaired teachers and request they contact you. Please give me a
     few days for 'tis the season to be jolly!

Peace..................................Ed

 * SLMR 2.1a #1852 * If you cannot convince them...confuse them!!!



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uucp: uunet!m2xenix!puddle!226!540!Edward.Dunagin
Internet: Edward.Dunagin@f540.n226.z1.fidonet.org
From: Dave.Casselman@f20.n3402.z1.fidonet.org (Dave Casselman)
Newsgroups: k12.ed.special
Subject: Test
Date: Thu, 10 Dec 92 21:46:10 PDT
Organization: FidoNet node 1:3402/20

noecho
Test


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Internet: Dave.Casselman@f20.n3402.z1.fidonet.org
From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Whole Language ???
Date: Mon, 14 Dec 92 18:57:21 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT


John, I moved one of your conversations into the SpEd area...so that other readers could find out more about Whole Language situations...unless of course you are a different John Chisholm.  Soozi, SpEd Moderator


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uucp: uunet!m2xenix!puddle!3400!17!Soozi.Miller
Internet: Soozi.Miller@f17.n3400.z1.fidonet.org
From: Shellye.Lindsay@f6.n346.z1.fidonet.org (Shellye Lindsay)
Newsgroups: k12.ed.special
Subject: RE: Hearing/Visually Impaired Students
Date: Sat, 19 Dec 92 09:30:02 PDT
Organization: FidoNet node 1:346/6 - Macs BBS, Spokane WA

hi gary!
>that we will have a student that is visually and hearing impaired enrolling
>>how to communicate with this student(signing) and  2. What materials are
available

pardon the no caps..i have tendonitis and the less i shift, the better.
i am an elem music spec. in mead school district #354, 7 miles north of 
spokane, wa.

we have a hearing and visually impaired student in K
she is seeing less than 5 feet and totally deaf.

i just accessed this channel by chance...hence late reply.

what level is your student at?? 
i teach at the hearing impaired school in my district, know enough sign
to use commands, finger spell, and understand some deaf speech.

one and a half months later, can i ask my specialists something for you??
have you found all you need??
i will help as you ask.
let me know.

shellye  & .l  .l


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uucp: uunet!m2xenix!puddle!346!6!Shellye.Lindsay
Internet: Shellye.Lindsay@f6.n346.z1.fidonet.org
From: Sherman.Davis@f114.n105.z1.fidonet.org (Sherman Davis)
Newsgroups: k12.ed.special
Subject: Hi 
Date: Thu, 17 Dec 92 00:31:28 PDT
Organization: FidoNet node 1:105/114 - The Electronic Educ, Washougal WA

Hi this is Sherman Davis in Camas Washington. I see that you left a different message? Are you looking for a pen pal? I would like to here where you live and what you do their. Hope you wright back.



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uucp: uunet!m2xenix!puddle!114!Sherman.Davis
Internet: Sherman.Davis@f114.n105.z1.fidonet.org
From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: IDEA Transition Regulations
Date: Mon, 14 Dec 92 19:19:24 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

Final Regulations for Part B of IDEA were published Sept. 29, 1992.
     The following is information on significant changes in
Transition regulations which you may find helpful:

*** Participants on the Transition IEP Team:   The requirements
have been strengthened to make it clear that the STUDENT and PARENT
MUST be invited and efforts must be made to ensure their
participation.
***Participation of Outside Agencies:  The new regulations indicate
that a representative of any agency that is likely to be
responsible for providing or paying for transition services must be
invited to the IEP meeting.  School Districts cannot force agency
participation, but there is increased accountability for agencies
to provide transition services whether they attend or not.
***School Responsibility When Services Are Not Provided:  This
section further clarifies that if a participating agency does not
provide agreed upon services, then the school must schedule another
IEP meeting "as soon as possible" and revise the student's IEP "if
necessary."
***Content of the Transition IEP: This was revised to sepcify that
the statement of needed transition services in the IEP must include
the three areas as listed in the definition of transition
services...unless the IEP team determines that services are not
needed in one or more of the areas.  These areas include:
     1.  Instruction
     2.  Community-based experiences
     3.  Employment and Daily Living Skills
If the IEP team does not believe the student needs services in all
of the three areas, then there must be a statement to that effect
on the IEP that includes the basis on which this determination was
made.
***Transition for ALL Identified Students 16 and older:  The law
specifically requires transition planning for students with
disabilities (all disabling conditions whether mild or severe) who
are 16 or older.
***Transition for Students Under Age 16:  The law suggests that
transition planning may begin sooner than age 16.  A footnote makes
it clear that Congress intended for students below the age of 16 to
get transition services if they need them.  A Statement of Concern
is expressed that age 16 may well be too late for students at risk
of dropping out of school.  
     
     Taken from the Nov. 1992, Vol. 7 No. 4 PLUK News (Parents,
Let's Unite for Kids) Eastern Montana College/Special Ed, Billings,
MT.  Subscriptions are available for $10 year: 1-406-657-2055.

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uucp: uunet!m2xenix!puddle!3400!17!Soozi.Miller
Internet: Soozi.Miller@f17.n3400.z1.fidonet.org
From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Conferences
Date: Mon, 14 Dec 92 19:20:25 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

Special Education Conferences & Workshops:

January 25-26
     Americans with Disabilities Act (ADA)
     "Progress of its Implementation"
     Marriot Hotel
     Washington, DC
     404-449-0460

     "Facilitated Communication"
     Doug Biklen
     Syracuse University
     Syracuse, N.Y. 
     315-443-5836

February 19-20
     PEAK Parent Center
     "Strategies for Inclusive Education"
     Sheraton Denver Tech Center
     Denver, CO
     719-531-9400

February 24-27
     LDA International Conference
     "30 Years of Building Bridges"
     San Francisco Hilton
     San Francisco, CA
     412-341-1515

March 18-20
     Dr. Mary Anne Guggenheim
     "Autism Conference"
     Colonial Inn
     Helena, MT
     406-444-2288

April 5-9
     CEC 1993 National Convention
     San Antonio, TX
     1-800-486-5773

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uucp: uunet!m2xenix!puddle!3400!17!Soozi.Miller
Internet: Soozi.Miller@f17.n3400.z1.fidonet.org
From: Meg.Pruett@p10.f17.n3400.z1.fidonet.org (Meg Pruett)
Newsgroups: k12.ed.special
Subject: What goes on here?
Date: Sat, 12 Dec 92 08:21:00 PDT
Organization: FidoNet node 1:3400/17.10 - MET NET BBS, Helena MT

Paul,
     I'm relatively new online myself - since about mid October.  I believe that any chat related to the education of special needs populations is appropriate to this conference.  The trick appears to be to get busy people online and interacting.  Actually, for me going online for some of my communication eases the stress as I don't have to play phone tag.  But, nevertheless it appears to take a lot of effort to get this going.  I've been working locally
trying to build interaction online with the hope of reaching out with issues across the country and internationally - eventually.
     As far as divisions in special education - at least in Montana - you are right.  There have been new terms to come into use, far more multi-handicapping conditions which labels don't accurately reflect, and a big push to recognize that we are educating children with special needs.  (Stress on children; light on special needs.) This has led to providing for their needs to the greatest extent possible while still providing an appropriate educational program- within the regular classroom.  This approach 
also recognizes that there is sometimes a hairline of difference between children
qualifying for spcial programs and some who just miss qualifying. But, I'm sure you were already aware of that.  Anyway, the old divisions are just not as viable in practice anymore although I'm sure that they come in handy for record keeping - for administrative needs.  
     Please do jump in with your thoughts.  The more people we get contributing, the better this confrerence will be.
                                                   Meg

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uucp: uunet!m2xenix!puddle!3400!17.10!Meg.Pruett
Internet: Meg.Pruett@p10.f17.n3400.z1.fidonet.org
From: Meg.Pruett@p6.f17.n3400.z1.fidonet.org (Meg Pruett)
Newsgroups: k12.ed.special
Subject: Hearing Impaired
Date: Tue, 15 Dec 92 06:31:01 PDT
Organization: FidoNet node 1:3400/17.6 - MET NET BBS, Helena MT

Andrea,
     We are checking out the interest level of our high school-age hearing impaired students.  We have one who is quasi interested but is somewhat computer phobic.  Since she attends a school that is about 4 miles from mine this may be a difficult problem to deal with.  I am hesitating to begin the letter writing for fear it may be a let down to your students if my girl drops the ball.  I'll talk with her again and try to get a commitment from her.  What are your feelings on this?  My class is made up of e
lementary students with losses ranging from moderate through profound, congenital and acquired in nature.  Do you know of any elementary classes for the hearing impaired who are online?  If not are there teachers of elem. hi classes online who would like to share ideas or consider a project?                                               Meg

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Internet: Meg.Pruett@p6.f17.n3400.z1.fidonet.org
From: Soozi.Miller@f17.n3400.z1.fidonet.org (Soozi Miller)
Newsgroups: k12.ed.special
Subject: Full Inclusion Report Available
Date: Mon, 14 Dec 92 19:18:23 PDT
Organization: FidoNet node 1:3400/17 - MET NET BBS, Helena MT

NEA Report on Best Practices for Inclusion of Special Needs
Students, NOW AVAILABLE!

     The National Education Association (NEA) has collected
recommendations from researchers, state and federal policy makers,
and from within its own ranks to produce proposed guidelines for
integrating students with special needs into the regular classroom.
     The 77-page report is called "Integration of Students with
Special Needs into Regular Classrooms: Policies and Practices That
Work."  This report is currently available for just the phone call
to NEA:  for more info contact Jeffrey Schneider, Senior Policy
Analyst and Program Consultant, National Education Association,
1201 16th St. N.W., Washington DC, 20036-3290; 1-202-822-7378.


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uucp: uunet!m2xenix!puddle!3400!17!Soozi.Miller
Internet: Soozi.Miller@f17.n3400.z1.fidonet.org
From: Carol.Rundberg@f110.n321.z1.fidonet.org (Carol Rundberg)
Newsgroups: k12.ed.special
Subject: Hello
Date: Mon, 14 Dec 92 20:46:10 PDT
Organization: FidoNet node 1:321/110 - Physics Forum, Amherst MA

HI David,  Are you there? Let's re-establish contact.  I have a question for you as my Clark expert and good old friend.  Regards, Carol Rundberg
(also regards to Barbara)


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uucp: uunet!m2xenix!puddle!321!110!Carol.Rundberg
Internet: Carol.Rundberg@f110.n321.z1.fidonet.org
From: Ted.Kotis@f462.n3625.z1.fidonet.org (Ted Kotis)
Newsgroups: k12.ed.special
Subject: Hearing Impaired
Date: Sat, 19 Dec 92 00:03:48 PDT
Organization: FidoNet node 1:3625/462 - The World According, Mobile AL

Hi! I got the message!  Training <tell me about it> is my problem too.  I know that NTID has the SCPI evaluation, but it is for signing not interpreting.  Still... I feel it provided helpful feedback to me.  I have heard that NAD will come out with a interpreter certification this year.  I hope it is cheaper than RID's <smile>. Here in Mobile we have an interpreter training program at one of the community colleges <I went through it> that constantly drills the students with video tapes and audio tapes.  Ou
r state RID has a lending library including many commercially produced videos and afew locally made tapes.  This are available to members free, except for return postage I think.  Perhaps we could make a deal to share tapes.  You send us tapes of your local deaf folks and we could do the same.  That would build both libraries and give
both of us exposure to new signers.  If y'all are not members of RID I would suggest joining.  It really is worth it in the long run.  That is how we can shape our profession.  Yeah the money stinks here too! <HA! HA!> but I love this profession.  I am freelance and also contract with a service center.  I am planning to, with the new year, pursue the private practice end of it more.  I am lucky where I am.  I am the interpreter and that is all.  No extra duties to burn me out.
Well write back and we will keep the dialogue going.  BYE    TED


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Internet: Ted.Kotis@f462.n3625.z1.fidonet.org