Classrooms, learning skills, Unique Issues

Reading with LOCAN

WHAT IS LOCAN?

LOCAN is a new method for teaching reading.

Most children who have not learned to read by the third grade are probably figurally-dominant. They are labeled “learning disabled” or “dyslexic” because they cannot read. Concrete learners will also probably struggle to progress in reading with any of the existing methods. Or, if they do learn to “read,” it will probably be reading without comprehension. All children who are preliterate or non literate can benefit from LOCAN!

LOCAN is a hieroglyphic language, making it direct and concrete. Every word in the language has its own glyph. Picture-characters (or glyphs) stand for words. One picture-character equals one word. The meaning is directly represented in the symbol. Children first learn to read logos, trademarks, stop signs, etc. It is the natural way to learn to read. LOCAN extends this natural experience into the English language.

It is easy to acquire vocabulary, and is much easier than Continue reading “Reading with LOCAN”

Classrooms

Using SOI with the Learning Disabled

Learning disabilities are defined as the absence of learning abilities.

SOI testing can be used to identify students at risk for school success.

The SOI is a broad-spectrum test measuring multiple different abilities to help you gain information about which learning abilities are developed and which are undeveloped.

TESTING MEASURES

There are many types of learning disabilities; the learning disabled do not all have the same profile. It is essential to any academic placement program to know which specific abilities have not yet been developed. This is the specific information that SOI testing provides.

SOI IS DIFFERENT

SOI training materials are designed specifically to teach one learning ability at a time to optimize learning and Continue reading “Using SOI with the Learning Disabled”

learning skills

Empowering Students to be Successful: SOI Paradigm

Working with children with learning challenges and concerns for the past twenty years has given a meaningful direction and purpose to my life. I have traveled extensively from New Delhi, India to Pittsburgh, Pennsylvania; Denver, Colorado; and Sacramento, California in my journey as a student and a facilitator for the children with learning issues and their families.

I started my career as a remedial education teacher at Educare, New Delhi, where I learned the basics of the Orton Gillingham approach of teaching phonics and reading skills under Dr. Sunita Sodhi. This was a very fulfilling experience of understanding the concepts of learning disabilities and helped me to do my PHD in the area of learning disabilities in math (dyscalulia) among the elementary grades.

I landed in Pittsburgh in the summer of 2003 with my family and worked as a volunteer with the Learning Disabilities Association of America for almost two years and simultaneously joined the 32 Degree Masonic Learning Center to do my certificate course in remedial education therapy under IMSLEC (International Multi-Sensory Language Education Council). This gave me an opportunity to study and gain insight into the details of the language teaching process and improve my style of teaching along with the correct pronunciation.

I enjoyed working with students and could observe the significant changes with the remedial education but always wondered for how long to provide these interventions to the students. School systems have been giving modifications to students with learning issues within the regular classrooms such as extra time to finish the assignments, assessing the student on multiple choice questions, or using the scribe to write the answers for them. These accommodations and benefits are available in the United States as well as in India.

This does help the students stay in the mainstream schools in an inclusive environment, but I always failed to understand that what happens to the child when he/she steps out of the school environment and interacts with the community at large. This system and the accommodations/modifications do not equip the students to apply problem solving skills, use their memory skills, or build comprehension abilities.

Our present education systems both in the United States and India are helping the students to do well in schools by modifying the environment but not giving them the essential learning skills and abilities to become independent learners.

My family and I moved to Denver in 2008 and I started working with a local school district as a substitute special education teacher. I started Continue reading “Empowering Students to be Successful: SOI Paradigm”

inspiration

Success Stories Are The Best!

Who doesn’t love a good success story? Take a look at some of these stories about the SOI-IPP program!


This program has moved our intervention with students to a level not seen anywhere else in our district and, I dare say, to a level not seen in most districts in Texas. We have truly implemented an effective RTI program. SOI has put in place the protocols for intervention, provided tracking and structure to our progress monitoring, and built an incredible support team for students and teachers.

We have seen a documented drop in our special education referrals in the last five years due to this program. SOI/IPP is foremost an intervention program that helps students be more successful with school, but it is also a cost effective way of identifying those in need and preventing unnecessary referrals for special education or dyslexia.

– R.M., principal in Lubbock, TX     


I am taking this opportunity to thank all of you who have made it possible for my son, Ryan, to be a participant in the SOI program… He has shown great improvement in his writing skills, enough that his SOI specialist has recommended he no longer needs to see Ryan. Another area in where Ryan has shown improvement is in his reading. Although he is still five years behind, he has jumped three grade levels in just one semester. Continue reading “Success Stories Are The Best!”

Classrooms

How SOI Sparks Spread

There is a woman in Waterloo, Ontario (Canada) who has been offering SOI remediation for years. Last year, I got a call from a Special Ed teacher who lived a few hours drive from Waterloo. Her son had been SOI assessed and was helped tremendously through an SOI program.

Could she get the training for SOI somehow? Since the woman in Waterloo only trained assistants, the Special Ed teacher made arrangements for herself and another to fly to B.C. to receive SOI Basic Training. Recently, they have been able to use SOI assessment to take a ‘snapshot’ of a student’s abilities and accurately read their strengths and weaknesses. They see potential come alive as students get insight into how their brains function; how their self-esteem improves as teachers and parents appreciate their efforts. Best of all, they get a clear strategy on how to improve learning in all areas!

At the same SOI Basic Training, there was a Special Ed teacher from the Fraser Valley in BC who was not currently working in a school. She knew first-hand about SOI/IPP because of a private school here in Burnaby that uses it. The family lived too far away for her children to attend the school and enroll in an SOI/ IPP program. So the woman took SOI/IPP training and she now home schools her own children and has a growing business helping other students, as well.

Last September, she began IPP with a young boy who had a dyslexic profile and a very poor attention span. She retested him at Christmas, although he was not yet finished his program. The results were already amazing! Visual processing skills, memory skills, and attention span were all very much Continue reading “How SOI Sparks Spread”

certified learning, Classrooms, inspiration, learning skills, SOI News, soi-ipp, Testing, The Basics, training, Unique Issues

Building a Real Student Support Team

YOUR SCHOOL CAN DEVELOP A VERY PROVEN WAY OF ADDRESSING RESPONSE TO INTERVENTION (RTI) THROUGH YOUR STUDENT SUPPORT TEAM AND HAVE STRATEGICALLY TAILORED INTERVENTIONS TO MEET INDIVIDUAL STUDENT NEEDS.

What if you were able to…

  • anticipate, identify, and intervene with ninety percent of your “at-risk” students in kindergarten or first grade
  • help eliminate students’ self-esteem issues related to failure in school
  • bypass reliance on the observations of overextended classroom teachers for most intervention referrals
  • develop an individual and developmentally appropriate plan to effectively intervene with students by the first semester of kindergarten
  • develop an efficient, systematic, easily documentable Student Support Team/RTI procedure for teachers as well as students
  • significantly reduce your Special Education referrals and greatly reduce the number of non-qualifying referrals

What do schools need besides money?

More important than money, they need the information to make good decisions. We have an education system that demands more of young children than they can deliver developmentally.

The system is demanding academic skills that are not accessible to a child until their motor sensory, visual, and cognitive skills are in place.

Our frenetic lifestyles, work schedules, and testing agendas rob our children of appropriate early learning experiences both cognitively and physically. As a result, we are labeling some students with learning disabilities that, given the right interventions, might never cross the threshold into Special Education.

Teachers are frustrated and dismayed because at least twenty-five percent of their students are not able to do what they are asked academically. They come to a Student Support Team meeting with their concerns. “Student can’t read, can’t spell, can’t do math, and can’t pay attention.” What are we to do? How can the student go to the next grade level without the requisite skills in place? How will they ever pass the standardized tests? Continue reading “Building a Real Student Support Team”