There can be no separate Church for children with disabilities. We are one Church. We follow a single Shepherd. We are ONE FLOCK Statement from the US College of Bishops 1978 One Flock Matters JANUARY, 2012 VOLUME TWO ISSUE #1 A national newsletter for Catholic educators, administrators and parents (K-12) who want to better understand the needs of diverse learners Discussion Circles, a strategy for all grades and subjects provides a way for students to engage in critical thinking and reflection. Collaboration is at the heart of this approach and “built in” is the opportunity for the diverse learner to find their place. Summarizer: Prepares a brief summary that covers the key points and main highlights Discussion Director: Develops a list of questions for the group to discuss Connector: Finds connections between the assignment and the wider world Illustrator: Creates a picture that conveys any idea or feeling the group got from the reading Travel Tracer: Tracks the characters as they move around and the scene changes Word Wizard: Identifies words that are difficult or used in an unfamiliar way Literary Luminary: chooses a selection that the group rereads because it is critical Investigator: looks up background information related to the assignment For a complete discussion circle starter package, including step-by-step directions for instruction and templates for each student to complete according to their role, send me an email at knowspecialeducation@gmail.com Traditional Classroom Classroom that meets the needs of all learners A single definition of excellence prevails Focus on multiple forms of intelligences is evident Student interest is infrequently tapped Students are guided in interest‐based learning Whole class instruction dominates Many instructional strategies are present Coverage of text drives instruction Student interest and learning profile shape instruction Single option assignments are the norm Multi‐option assignments are offered Time is inflexible Time is used flexibly in accordance to student need Mastery of facts and skills are the focus Use of the essential skills to make sense of and understand key concepts and principles is the focus of learning Assessment is at the end Assessment is ongoing and measures instruction and how a teacher must alter and measures the students instruction to be to see “who got it” more effective The Principals’ Corner an opportunity to better understand the needs of diverse learners, to better communicate with parents and to empower teachers to meet those needs No Know Special Education in This School! 5 Keys to help Teachers, Administrators and Parents to Reach, Teach and Raise Students with Learning or Behavior Challenges Three Options to Order: 1. Complete and mail the form on page four of this newsletter 2. Email [email protected]and request an invoice 3. Visit the website www.knowspecialeducation.com and complete the form online Dr. Wedemeyer’s New Book! 30% off for NCEA members! We are ALL One Flock Many teachers don’t realize what a classroom looks like that meets the needs of the diverse learner. When you observe your teachers, what are you looking for?
Transcript
There can be no separate Church
for children with disabilities.
We are one Church. We follow a single Shepherd.
We are ONE FLOCK
Statement from the US College of Bishops 1978
One Flock Matters
JANUARY, 2012 VOLUME TWO ISSUE #1
A national newsletter for Catholic educators, administrators and parents (K-12) who want to better understand the needs of diverse learners
Discussion Circles, a strategy for all grades and subjects provides a way for students to engage in critical thinking and reflection. Collaboration is at the heart of this approach and “built in” is the opportunity for the diverse learner to find their place.
Summarizer: Prepares a brief summary that covers the key points and main highlights
Discussion Director: Develops a list of questions for the group to discuss
Connector: Finds connections between the assignment and the wider world
Illustrator: Creates a picture that conveys any idea or feeling the group got from the reading
Travel Tracer: Tracks the characters as they move around and the scene changes
Word Wizard: Identifies words that are difficult or used in an unfamiliar way
Literary Luminary: chooses a selection that the group rereads because it is critical
Investigator: looks up background information related to the assignment
For a complete discussion circle starter package, including step-by-step directions for instruction and templates for each student to complete according to their role, send me an email at [email protected]
Traditional Classroom Classroom that meets the needs of all learners A single definition of excellence prevails Focus on multiple forms of intelligences is evident
Student interest is infrequently tapped Students are guided in interest‐based learning
Whole class instruction dominates Many instructional strategies are present
Coverage of text drives instruction Student interest and learning profile shape instruction
Single option assignments are the norm Multi‐option assignments are offered
Time is inflexible Time is used flexibly in accordance to student need
Mastery of facts and skills are the focus Use of the essential skills to make sense of and understand key concepts and
principles is the focus of learning
Assessment is at the end Assessment is ongoing and measures instruction and how a teacher must alter
and measures the students instruction to be
to see “who got it” more effective
The Principals’ Corner an opportunity to better understand the needs of diverse learners, to better communicate with parents and to empower teachers to meet those needs
No Know Special Education in This School! 5 Keys to help Teachers, Administrators and Parents to Reach, Teach and Raise Students with Learning or Behavior Challenges Three Options to Order: 1. Complete and mail the form on page four of this newsletter
2. Email [email protected] and request an invoice 3. Visit the website www.knowspecialeducation.com and complete the form online
Dr. Wedemeyer’s New Book! 30% off for NCEA members!
We are ALL One Flock
Many teachers don’t realize what a classroom looks like that meets the needs of the diverse learner. When you observe your teachers, what are you looking for?
Students with diverse needs often feel as though they do not belong. Morning Meeting is a 15 minute strategy that can tether a student to his class regardless of age and regardless of grade. These 15 minutes can make all the difference. (email me for more information)
Morning Meeting is a method that involves
having students of any grade level meet every morning at the same time in a predictable format. The meeting consists of a greeting, sharing time, a group activity, and news and announcements. Students learn focus within a routine, social skill and gain a sense of belonging. Greeting - There are over 50 greetings but many teachers design their own based on students’ needs. Mix up the greetings to keep it fun and make sure everyone feels a sense of belonging to the class.
Sharing Time - Students share news about their lives. Turns are given on a rotating basis or by sign-up sheet. If it is a student’s time to share, they share their news and then get to take responses from classmates.
Group Activity - This is a 4-6 minute group game that incorporates team building skills. These activities give students a chance to practice sportsmanship, cooperation, and other team-building skills.
News & Announcements -Teachers give the students the news for the day, giving students who thrive on routine an idea about what their day will be like. It includes upcoming special events and other daily news of interest to the students.
Hi Bill,
The decision regarding medication should be made
between you and your pediatrician. Although I would
never offer an opinion, I will provide some information.
Ritalin and similar drugs are intended to be used with
students whose neurological impairments include
hyperactivity or attention disorders so they can focus on
academic subjects and appropriate social behaviors.
Parents have said to me, “My son has no attention span.
He is distracted all the time.” It is crucial to understand
that these two behaviors are very different. The student
who has no attention span, “pays attention to nothing,”
the student who is distracted, “pays attention to
everything.” Chemical interventions should occur after
or in conjunction with modification in the curriculum and
behavior management. For many students, modifications
are enough. It can be helpful to discuss medication with
adults who have ADHD (attention deficit hyperactivity
disorder) or ADD (attention deficit disorder without
hyperactivity. Often, they are in the best position to
describe their lives with and without medication. I would
recommend Faking It by Christopher Lee and Rosemary
Jackson, Making the Words Stand Still by Donald E.
Lyman and Driven to Distraction by Edward M. Hallowell
and John J. Ratey. Stay in touch and God bless you! Ellen
The Morning Meeting Strategy
Dear Dr. Wedemeyer,
I am a teacher and a
parent. Many of my students
and my own son, Steven, have
been labeled ADHD. As a dad, I
need to make a decision regarding
medicating my young son. What
are your thoughts on medications
for students with ADHD?
Thank you for your newsletter.
You are a blessing.
Bill
Ask Ellen…
Who is Dr. Ellen M.E. Wedemeyer?
Dr. Wedemeyer, the national speaker and author of No Know Special Education in this School!, began her career in education as a Catholic School teacher (starting yearly salary $15,500). She later became principal, supervisor and the Assistant Superintendent of Special Education for the Archdiocese of Philadelphia.
Dr. Wedemeyer is currently a professor of special education with St. Joseph’s University. She holds state certifications in six areas including Supervisor of Special Education, Supervisor of Curriculum and Principal K-12.
Dr. Wedemeyer was a student with a special need in a Catholic school back when “we didn’t know what we didn’t know” about the diverse learner. It was a Catholic school teacher who changed Dr. Wedemeyer’s life…
JANUARY, 2012 VOLUME TWO ISSUE #1
Are You in the Know?
Where’s Wedemeyer? Since my book launched at the NCEA convention in New Orleans in April, I
have been working with: the Dioceses of Atlanta, Georgia - Allentown, Pennsylvania – Toledo, Ohio
Covington, Kentucky - Bellevue, Washington State – Brownsville, Texas and Trenton, New Jersey
Please contact me to discuss bringing me to your school or diocese or visit the website for more
information --- www.knowspecialeducation.com or email me at [email protected]
Professional Development Provided by Dr. Ellen M.E. Wedemeyer
Some dates in 2012 are still available
Half Day Full Day Key Note
I will always work with you on the fee. Like the baseball movie, if you invite me,
I will come. Just send me an email…
No Know On‐Going Professional Development conducted
By Dr. Wedemeyer with your principals, teachers, or parents
No Know Sage on the Stage‐ is a program in which I work with a select group of teachers within your school or diocese. These teachers gain the knowledge and skills necessary to train other teachers in how to work with students with diverse needs in Catholic schools. We marry the culture of Catholic education with the principles of inclusion and learn the strategies which are both possible and effective.
No Know Guide on the Side ‐ provides Principals
with the knowledge and information necessary
to monitor and shape teacher instruction for
those who learn and/or behave differently. I
work with Principals as they learn what to look
for from the teacher, what really works for the
diverse learner and how to talk with parents.
Each Principal becomes comfortable discussing
diverse needs, the students who have them,
and the instruction that is both possible within
Catholic education and appropriate.
There’s Know Place Like Home – I facilitate a
series of discussions designed to support the
parents of a diverse learner in a Catholic school.
Dr. Ellen M.E. Wedemeyer, Dan Sherman, Principal, and the faculty of St. Madeleine Sophie School in Bellevue, Washington State
“As a Catholic school ministry of St. Madeleine Sophie Parish, we propose to welcome and embrace the children of this faith community, never intentionally turning them away because of economic, social or educational need.”
Written by Dan Sherman, Principal St. Madeleine Sophie School, Bellevue, WA
When the new school at St. Madeleine Sophie Parish in Bellevue, WA, opened in the fall of 2005, it represented the culmination of nearly four years of intensive planning. While extensive waiting lists were the norm in the neighboring parish schools, families with children experiencing learning issues were often discouraged from applying and parents desirous of a Catholic, faith-based education were left with few choices. At St. Madeleine’s, a sub-committee on Inclusion was formed to explore the need. The group listened to many stories shared by parents of these exceptional children of not being able to find a Catholic school that could support them through their child’s formative years. After seven years of operation, and growing from an opening day enrollment of forty-two to over two hundred students, it remains clear that while a single parish’s effort may never generate the resources to match a district’s mandate to be all things for all people, Catholic schools can – and perhaps should - be structured in ways that are intentionally more sensitive to many of these marginalized families. This focus resulted in the current Statement on Inclusion (see above). We have an ongoing relationship with Dr. Ellen Wedemeyer who has proven invaluable in providing insight, direction and practical, hands-on training. Continuing to learn from, and network with the many schools and dioceses that have embraced this same mission will be the key to our future continued success.
JANUARY, 2012 VOLUME TWO ISSUE #1
How Do I Order Dr. Wedemeyer’s Book?
Please Mail This Form and Payment to:
Dr. Ellen Wedemeyer, 321 Trites Avenue Norwood , PA 19074
NCEA # ______________________ (Over 20, please call) TOTAL $______
Visit the website at www.knowspecialeducation.com for more information h
Dr. Wedemeyer’s new book
is available now!
A Newsletter by:
Dr. Ellen M.E. Wedemeyer
321 Trites Avenue
Norwood, PA 19074
(610) 583-9333
To read excerpts from the book or to blog To ask a question for the newsletter about an experience you would like to share, visit or to ask a question in confidence, contact me at www.knowspecialeducation.com [email protected]
Book Ordering Information
Dr. Wedemeyer still has some dates available for professional development for 2012.
