|Julie Brickhouse – Eastern Elementary – 5 children ages 8-11
Opening Windows on Literacy” funding to teach reading, writing, math and science using high interest activities at school and at home.
It is difficult to find age appropriate, high interest, low vocabulary books.Funding requested for five National Geographic Windows on Literacy Big Books and three switch interfaces for third through fifth grade students with significant disabilities. The National Geographic books will provide families with many high interest, low vocabulary reading opportunities with their children. The switch interfaces will be used for independent access of books on the computer at home.Since National Geographic books are paperback, they can be easily laminated to ensure durability in the classroom and travel from school to home.
|Deborah Cox – Wintergreen 24 children – ages 5-8 Special Ed Cog-Language
Using Music CDs to Learn and Teach Special ed students age 5-8 with cognitive and communication difficulties.
Funding to utilize music to teach basic skills in Math and Reading. The songs, raps, and chants will provide meaning and relevance and promote learning in an exciting and fun environment. Students will share their learning experiences through song with their non-disabled peers, teachers, and family members.
|Savannah Grigg – Wintergreen 6 children – ages 8-11 Autism
Edmark Reading Program – Level 1 Seven autistic students grades 3 – 5. Students with varying ability and reading levels.
Some students are just beginning to learn phonic sounds, others are working on recognizing sight words, and still others are able to read simple passages on the first or second grade level.Since language is so difficult for many, they dread reading instead of enjoying it. Request funding for the complete Edmark Reading Program – Level 1. This program provides research based methods for instructing students who exhibit extreme difficulties with reading and has been used for many years with students unable to read using any other program.
|Tiffany Johnson – Hope Middle 9 children – ages 11-14 Severe MR
Adapted Books and Switches
Nine students age 11-14 with significant language disabilities requiring assistive technology to interact with others and the computer. Request funding to make it easier for these students to access computer software, such as adapted books, as well as communicate with their peers and the teaching staff. It will also be possible for students to get an adapted book set that will allow them to read something more age appropriate.
|Rhys Potts – EB Aycock 7 children – ages 11-17 Severe MR
Start-To-Finish Literary Sets
Non-verbal students with significant physical and cognitive disabilities. All use augmentative communication devices, gestures, sign language, or picture communication. They are all non-readers and need multimedia to learn. Books can be uninteresting unless they have multimedia, voice, tangible objects, and if they are adapted with textures, pictures, etc. The Start to Finish Literacy Starters books come in sets of three about one topic. Topics include recycling, Africa, traveling, cars, etc. In addition to the set of three books there is a CD that narrates the book with pictures for the computer.
|Samira Fahkry Said – Eastern Elem 19 children – ages 7-8 EC, LD, mild MR
Talking Dictionary-Spell Corrector
Language Class of ninteen students age 7-8 with LD, mild cognitive delay and/or other health-impairment. who have a difficuly with independent writing activities. These students needs more hands on learning tools that provide multi-sensory input to be successful. Request funding for Children’s Talking Dictionary & Spell Correctors for each of students to use in classroom during Language Arts. This tool speaks words and reads definitions out loud. This product not only helps with reading but also helps edit their writing using the phonemic spell corrector.
|Vicki Saunders – Sam D Bundy Elementry 6 children – ages 7-8
Touch Widows for Adapting Computer Screens
Six moderate MR students ages 7-8 with varying disabilities and reading difficulty. Accessing the computer in a typical way is somewhat difficult for most of the students. The Touch Window will give students direct interaction with the computer by allowing them to select choices directly on the screen. Students just touch an object or word on the screen and the computer responds.Request funding for two Touch Windows along with voice-supported software to give students the ability to gain more independence in using computers as well as a high degree of success which will in turn raise their self esteem.
|Linda Sitton – Wintergreen 5 children – ages 5-9 MR
Listening Center with 3 Headphones, Player-CDs
Self-contained TMD class with 5 students age 5 – 9. Request funding for listening center in the areas of listening, concentration, auditory discrimination, and phonemic awareness. The activities involved in the listening center will enhance student abilities in the areas of auditory discrimination, early literacy, and promote independence within the learning environment.
|Carla Whitehurst – Elmhurst Elem – 20 Chld Grd K-5 Austism, MR Lang Skills
Augment Communication Equipment
20 EC students grade K-5 with moderate cognitive and language disabilities. Request funding for augmentative communication systems to allow students will participate in making choices for lunch, snacks, and activities; participate in games and “sharing” activities; participate in literacy-building activities through vocabulary development and sentence construction using pictures, picture symbols, and voice output; and indicate wants and needs, including emotions and physical feelings. The project will assist children with a wide variety of special needs in developing their communication skills in both the school and home settings.
|Sarah Williams – AG Cox 10 children ages 11-14 Mod MR-Autism
Ten moderate TMD and 3 autistic students ages 11-14.
Cognitive and physical disabilities make it difficult for them to fully participate in a regular PE class. Funding requested for more equipment that is adaptable to the physical needs of these students and encourages them to actively participate in the entire 45 minute PE class with non-disabled Peer Helpers. More specialized equipment would encourage the development of these students in the areas of communication, cognitive, motor, social- emotional and physical health needs.