DOCUMENT RESUME

ED 089 466 EC 061 401

TITLE Sam's No Dummy! A Summary of "Project Success".INSTITDTION Wayne - Carroll Public Schools, Wayne, Nebr.SPONS AGENCY Bureau of Elementary and Secondary Education

{DREW /OED, Washington, D.C.; Nebraska State tept. ofEducation, Lincoln.

PUB DATE (74]NOTE 18p.; For related information-see EC 061395, EC

061396 and EC 061397

EDRS PRICE ME-$0.75 HC-$1.50 PLUS POSTAGEDESCRIPTORS Curriculum; Elementary School Students; *Exceptional

Child Education; *Language Arts; *LanguageHandicapped; *Motor Development; *ProgramDescriptions

IDENTIFIERS Elementary Secondary Education Act Title III; ESEATitle III; Nebraska

a

S D

EP

AR

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EN

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ED

UC

AT

ION

6 W

ELF

AR

EN

AT

ION

AL

INS

TIT

UT

E O

FE

DU

CA

TIO

N,S

DO

CU

ME

NT

HA

S B

EE

N R

EP

RO

DU

CE

D E

XA

CT

LY A

S R

EC

EIV

ED

FR

OM

.E P

ER

SO

N O

R O

RG

AN

IZA

TIO

N O

RIG

INA

T IN

C, I

T P

OIN

SV

IEW

OR

OP

INIO

NS

S'A

ED

DO

NO

T N

EC

ES

SA

RIL

Y R

EP

RE

SE

NT

01-

FIC

IAL

NA

TIO

NA

L IN

ST

ITU

TE

O.

ED

UC

AT

ION

PO

SIIO

N O

R R

OLI

CV

1.

Y

vske

,t

ti

Mr.

Fra

ncis

Han

nSu

peri

nten

dent

of

Scho

ols

WA

YN

E -

CA

RR

OL

L P

UB

LIC

SC

HO

OL

S

Scho

ol D

istr

ict,

No.

17

Way

ne, N

ebra

ska

BO

AR

D O

F E

DU

CA

TIO

N

Dr.

Irv

in B

rand

t, Pr

esid

ent

Mrs

. Dor

othy

Ley

Mr.

Wilb

ur G

iese

Mr.

Mor

ris

Sand

ahl

Mrs

. Mar

gare

t Lun

dstr

omM

r. M

ilton

Ow

ens

PRO

JEC

T S

UC

CE

SSST

AFF

Mr.

Ric

hard

Met

teer

Prin

cipa

l of

Ele

men

tary

Sch

ool

Proj

ect D

irec

tor,

Titl

e II

I

Mr.

Don

Koe

nig,

Per

cept

ual-

Mot

or T

each

erM

r. P

aul E

aton

, Per

cept

ual-

Mot

or A

ide

Mrs

. Jea

n O

wen

s, C

urri

culu

m M

odif

ier

Mrs

. Vio

la H

artm

an, L

angu

age

The

rapi

stM

rs. M

ary

de F

rees

e, L

angu

age

and

Perc

eptu

al-M

otor

Aid

eM

rs. C

arol

Edm

unds

, Tar

get C

lass

room

Tea

cher

Mis

s Ja

ne W

illia

ms,

Lan

guag

e-M

otor

Aid

e

The

pro

ject

pre

sent

ed o

r re

port

ed h

erei

n w

as p

er-

form

ed p

ursu

ent t

o a

Gra

nt f

rom

the

Dep

artm

ent

of E

duca

tion,

ESE

A T

itle

M, S

tate

of

Neb

rask

a.H

owev

er, t

he o

pini

ons

expr

esse

d he

rein

do

not n

ec-

essa

rily

ref

lect

the

posi

tion

or p

olic

y of

the

Stat

eD

epar

tmen

t of

Edu

catio

n, a

nd n

o of

fici

al e

ndor

se -

men

t by

tae

Stat

e D

epar

tmen

t of

Edu

catio

n sh

ould

be in

fe-1

,-,-

.ed.

But

011

1

He

does

have

som

ethi

n9ca

lled

L D

SPE

CIF

IC L

AN

GU

AG

E D

ISA

BIL

ITY

He

will

oft

en b

e:

A s

low

, lab

orio

us r

eade

r de

spite

an

aver

age

orab

ove

aver

age

IQ.

A b

izar

re s

pelle

r.

Clu

msy

and

slo

ppy

in h

andw

ritin

g sk

ills.

Los

t in

spac

e -

with

dir

ectio

nalit

y pr

oble

ms.

Une

ven

in p

erfo

rman

ce -

- o

ne d

ay to

the

next

, one

sub

ject

toth

e ne

xt.

Con

fuse

d in

pro

cess

ing

wha

t he

hear

s.

A "

reve

rser

" of

lette

rs a

nd n

umbe

rs.

Hyp

erac

tive

and

inat

tent

ive.

Judg

ed a

s la

zy o

r re

calc

itran

t by

teac

hers

and

par

ents

.

Dis

cour

aged

,

Do

you

reco

sniz

ehi

He

90es

toyo

ur s

choo

l/

a o 0 0 0 0 0

Will

you

plea

se h

elp

him

tiew

ants

tole

arn.

He'

s th

e ki

d th

at d

oesn

't le

arn

read

ing

with

a s

ight

wor

d ap

proa

ch -

- -

He

may

hav

e pr

oble

ms

gras

ping

abs

trac

tions

;then

he'

ll ha

ve tr

oubl

e w

ith m

ath,

too.

At t

ime

his

spat

ial h

angu

ps b

ug y

oube

caus

e hi

s m

argi

ns a

re n

on-

exis

tant

; his

wor

k sl

ants

this

way

and

that

. He

has

to u

se h

is f

inge

r to

kee

phi

s

plac

e in

rea

ding

and

he

ofte

n m

oves

his

lips,

mou

thin

g th

e w

ords

.

Yet

he'

s an

inte

llige

nt y

oung

ster

,of

ten

aler

t in

conv

ersa

tion

but

he f

orge

ts d

irec

tions

so

easi

ly.

Rec

ogni

ze h

im?

The

re a

re th

ree

orfo

ur in

eve

ry c

lass

room

and

chan

ces

are

that

he

is a

boy

. if

you

take

time

to in

quir

e, h

is m

om o

r da

d m

ay

tell

you

they

had

pro

blem

s w

ith r

eadi

ng o

rsp

ellin

g w

hen

they

wpr

e ch

ildre

nbu

t did

n't k

now

why

or

wha

t to

do. N

ow w

ekn

ow th

at if

we

use

teac

hing

tech

niqu

esto

mat

ch h

is le

arni

ng s

tyle

, "Sa

m"

can

be s

ucce

ssfu

l.

(e

'redo

ing

thin

gsin

som

epl

ace

/a

ne--

Car

roll

scho

ols

have

been

Alp

i n9

Sam

...

Proj

ect S

ucce

ss. a

Titl

e II

I fu

nded

pro

ject

, beg

an in

1971

in W

est

Ele

men

tary

Sch

ool.

Way

ne, f

or c

hild

ren

with

spe

cifi

cla

ngua

ge d

isab

ility

, Gra

des

1-4.

Und

erly

ing

philo

soph

y w

as a

com

mitm

ent t

oke

epin

g "S

am"

in th

e m

ain-

stre

am o

f ed

ucat

ion.

The

re a

re to

o m

any

Sam

s to

eve

r m

eet

thei

r ne

eds

exce

pt

in a

n ec

onom

ical

cla

ssro

om-b

ased

pro

gram

. In

the

proj

ect,

clas

sroo

m te

ache

rs

are

taug

ht b

y th

e tr

aine

d la

ngua

ge th

erap

ists

,fir

st o

bser

ving

; the

n to

am te

achi

ng;

and

fina

lly a

ssum

ing

the

lead

ersh

ip r

ole.

The

cla

ssro

om-b

ased

pro

gram

is th

e on

ly e

ffec

tive

way

, too

,be

caus

e

Sam

is n

ot ju

st a

"re

adin

g ca

se"

or a

"m

otor

pro

blem

" or

a"m

ath

disa

ster

".

He'

s a

hum

an b

eing

, and

he

need

s un

ders

tand

ing

as a

who

le p

erso

n..

Tha

t's w

hy

Proj

ect S

ucce

ss d

eals

with

the

who

le c

hild

and

all w

ho g

uide

him

and

atte

mpt

to h

elp

him

dev

elop

his

pot

entia

l.

Pr oj

ect

Suc

cess

isdi

vide

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to 3

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s, c

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gred

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e su

cces

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of th

e pr

ojec

t. T

he c

omm

ittee

ssu

gges

t way

s th

e pr

ojec

t can

be im

prov

ed a

nd c

oord

inat

ew

ith o

ther

age

ncie

s to

pro

vide

a

sum

mer

wor

ksho

p to

trai

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ea te

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rs in

the

tech

niqu

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wor

k w

ith S

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hild

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oulik

e w

hat

you

sow

? W

hat

aro

you

9,tin

s to

do

abou

t? T

hree

cur

ricu

lum

gui

des

are

avai

labl

eif

you

are

inte

rest

ed in

impo

rtin

g Pr

ojec

t Suc

cess

into

you

r cl

assr

oom

:L

angu

age

Art

s, M

otor

Per

cept

ion

and

Cur

ricu

lum

Mod

ific

atio

n.In

clud

e $2

.50

per

man

ual a

nd s

end

your

requ

est t

oR

icha

rd M

ette

er, P

roje

ct D

irec

tor,

Wes

tE

lem

enta

rySc

hool

, Way

ne, N

ebra

ska

6678

7.Pl

ease

incl

ude

your

scho

ol n

ame

and

addr

ess.

The

chi

ldre

n an

d st

aff

of P

roje

ctSu

cces

s lo

veco

mpa

ny. C

ome

visi

t us

if y

ou c

an.

urn

tear

y"P

roje

ctSu

cce

ss"

"Pro

ject

Suc

cess

for

the

SLD

Chi

ld"

has

as it

s ge

nera

l goa

l the

pre

vent

ion

of e

duca

tiona

l fai

lure

for

the

elem

enta

ry s

choo

l chi

ld w

ith s

peci

fic

lang

uage

dis

abili

ty (

Gra

des

1-9)

. The

child

who

is th

e ta

rget

of

Proj

ect S

ucce

ss h

as b

een

term

ed th

e Sp

ecif

ic L

angu

age

Dis

abili

ty c

hild

not

bec

ause

lang

uage

is th

e on

ly a

rea

in w

hich

thec

hild

's d

iffi

culty

man

ifes

ts it

self

but

bec

ause

his

cha

ract

eris

tic in

abili

ty

to r

ead,

wri

te a

nd s

pell

with

fac

ility

di:s

pite

a n

orm

al 1

.Q..

has

a de

vast

atin

g ef

fect

upo

n hi

s pr

ogre

ss in

alm

ost a

ll su

bjec

ts o

f th

e cu

rric

ulum

. Wha

teve

r el

se M

s pr

oble

ms,

his

lang

uage

pro

blem

is c

ruci

al a

nd

and

its s

olut

ion

is h

ighe

st p

rior

ity.

A p

resc

ript

ive

Prog

ram

and

cla

ssro

om d

eliv

ery

syst

em e

xist

s fo

r ev

ery

child

in th

e pr

ojec

t in

thre

e ar

eas:

Cl)

A m

ulti-

sers

ory

stru

ctur

e/ li

ngui

stic

lang

uage

pro

gram

whi

ch

inte

grat

es a

ll as

pect

s of

lang

uage

- -

rea

ding

, wri

ting,

spe

aldu

g an

d lis

tenh

ar(2

)M

otor

per

cept

ion

trai

ning

to h

elp

the

SLD

chi

ld im

ders

tand

and

con

trol

his

ow

n bo

dyan

d th

us b

ecom

e m

ore

effi

cien

t and

effe

ctiv

e in

his

mov

emen

ts:

(3)

Cur

ricu

lum

mod

ific

atio

n In

all

subj

ect a

reas

so

that

cla

ssro

om te

ache

rs

beco

me

mor

e ad

ept a

t dev

elop

ing

alte

rnat

ive

stra

tegi

es a

ppro

pria

te to

the

lear

ning

sty

le o

f th

e ch

ild.

Cur

ricu

lum

mod

ific

atio

n is

a tr

ansl

atio

n of

indi

vidu

al n

eed

into

an

indi

vidu

aliz

ed p

rogr

am w

hich

will

kee

p

the

child

fun

ctio

ning

in a

n ad

equa

te m

anne

r- w

ithin

the

mai

nstr

eam

or

educ

atio

n.

Dai

ly p

roce

ss e

valu

atio

n is

ach

ieve

d th

roug

h th

e us

e of

hie

rarc

hy

skill

cha

rts

in. b

oth

the

lang

uage

and

mot

oror

his

inst

ruct

or r

ecor

ds h

is s

ucce

ss o

n hi

s hi

erar

chy

char

t so

that

bot

h kn

ow w

hich

ski

lls h

ave

been

mas

tere

d an

d w

hich

rem

ain

to b

e pr

esen

ted

and

prac

ticed

.