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Page 169 text:
on, ending with sixth period. After each class was a thumbtack showing what each person ' s grade was. A blue thumbtack represented an A, white represented a B, a green thumbtack meant a C, and yellow indicated a D. Red thumbtacks, few and far between, meant the student failed the course for that nine weeks. As one looked across the rows of grades, one noticed most of the thumbtacks indicated the students had brought their grades up. This method of motivation encouraged students to raise their grades so others could see their accomplishments and admire their success. Speaking of admiration, these students have done many things to admire. It took courage to adopt and settle into a routine schedule with their studies, school activities, and personal activities. They did it, and thanks partly to the teachers: Mr. Brett Bollinger, Mrs. Susan Handy, Mrs. Debra Ann Lechner, Mr. Charles Earle, Mr. Michael Smith, and the rest of the PM staff " special " students continued to show us just how special they really were. Mrs. Karen Napier-Johnson, who Brigette Barr ' 87 quickly looks up vocabulary words In a dictionary for a science assignment. filled in for Mrs. Michelle Bums who was on a maternity leave, taught two English classes: one math and two basic reading classes. She had just come from a special education school called West Central Joint Services in Wayne Township. She said, " I felt Perry Meridian had a very good program and the teachers were very helpful. " She stated that Perry was a big school, and it took her " about a month to figure out where aU the classes in the school were located. ' She concluded that she " liked teaching a variety of classes. It was different from any other department because I didn ' t have to teach the same subject aU day. " by Nanci McEwan SPECIAL ED 165
Page 168 text:
^nw«i«^««^i^iW^Hi ' ' You are Somebody . 99 " There ' s no such thing as I can ' t. " That ' s what Mr. Michael Smith, assistant aide to the Special Educa- tion teachers, told his students. Mr. Smith worked ' ith both black and white mildly mentally handicapped students. He had concern for students and sometimes acted as a covmselor, or rather, just someone to talk to. Mr. Smith had a son with some of the same problems as his students, and he considered this an advantage in relating to the students. An assistant aide was a helper who carried out the teacher ' s plans on an indi ' idual basis. The purpose of the program was to find the potential of Rusty Morris ' 84 reads his paper. the student and see that they used all of it to the fullest. Students who participated in the Special Education program had to write a paragraph every day on a dif- fer ent subject. They practiced things that they wUl use in every day life such as budgeting and comparison shopping. Students kept up on cur- rent events by reading the newspaper. Mrs. Debra Ann Lechner, assis- tant, said, " We work hardest to get the students out of the program and into a regular curriculimi. " Mrs. Lechner had been teaching for three years but this was her first year at Perry Meridian. Students were encouraged by stressing their strong points and working hard at their weak ones. They sometimes worked in groups and or had discussions about their work. Most of the students could handle the regular curriculum with a little adaptation or assistance. One important rule was to keep students involved in school activities, like clubs and convocations, etc., rather than have them form their own groups shut off from other students in the school. Mrs. Susan Handy, specia l educa- tion teacher, explained the adaptive typing program. " The program was for students who didn ' t have com- plete use of all fingers on both hands. There are two parts to the typing pro- gram: career oriented typing or typing for personal needs. The student decided which one he took. " Mr. Brett Bollinger was really in- terested in finding out about com- puters and applying them to the pro- grams at Perry. He taught the special education freshman English class with Mrs. Lechner. Mr. Bollinger en- joyed the English class he taught and hoped to continue with the resource room. The resource room was a program where students received individual care and assistance in maintaining passing grades and study habits for their classes. The students also received aid in acquiring mobility skills. Another adapted class was adapted physical education. Mr. Chuck Earle, pe teacher, said, " The adapted physical education class was especially rewarding because of the small class size and individualized in- struction. " The pe department used scooter boards to play scooter soccer and scooter hockey for the first time. A new class project that was assigned in adapted physical educa- tion was a program for weight con- trol. Students with weight control goals participated and used a study guide called " Fitness for Life. " They made line graphs to chart their weight gains and losses. The entire special education pro- gram with the new techniques and suggestions was a great success. This was proven by the progress of many students. Mr. Earle, for exam- ple, named James Robertson ' 86 for showing remarkable progress in his weight loss goals. Mr. Bollinger said that Dennis Gayles ' 86, and Sandra Carter ' 86, also did especially well in his freshman English class. One part of the program helped students motivate themselves extremly well. In room 201, a room that students could go to for extra help during homeroom and study hall, there was a bulletin board showing the students ' grades. Their names were posted in alphabetical order, and after their names were squares of construction paper with their first period classes, second period classes, third period classes and so 164 SPECIAL ED
Page 170 text:
A Time for SometMiig Extra Summer school in Pern ' township was a place where students came to school diuing the summer for four weeks and learned about subjects of their choice. At Perr}.- Meridian the following courses were offered: Enghsh I, II, III, and I ' , insight- people , science fiction , Algebra III ES, and drivers ' education . Book rental cost was two dollars except for drivers ' education which was seventy-seven dollars. Students who took drivers ' education _ realized that they did not get an academic credit for the course, and their grade would not be used in figuring their grade point average because the course wasn ' t equal to a fuU semester credit. It wasn ' t even half of a semester credit. The Driver ' s Education teachers went over the same ideas as in the regular course, but they didn ' t go into it in depth as well as during regular school. Any student who planned to take summer school at schools other than Perry Meridian and Southport had to get written per- mission from Mr. Robert Banks, counselor, in the guidance depart- ment. Transportation was not provid- ed for students who took summer school. At Southport, US History I and II, US Government, sociology. Algebra III ES, and drivers ' educa- tion were taught. It gave students an opportunity to take a wider variety of courses instead of only having one main summer school to go to. Mr. Robert Dunn explained how simimer school worked, " There were eight weeks of summer school with two sessions of four weeks. Each class was two hours long which meant that in one session, one got eighty hours of knowledge. " He also explained about why he thought peo- ple took various classes, " In English, most students were trying to make up for flunking the course. In Algebra III ES, advanced students were taking their second year of algebra and just trying to get it out of the way. In drivers ' education, they tried to get it out of the way of their schedule and wanted to take it while there was good weather. " Suzi Thoman ' 86 said, " I went to summer school to take drivers ' education and to go ahead and take Algebra III ES to get it out of the way. The classes were easier and longer. " Patrick Cherry ' 86 stated, " I went to learn how to drive a car. It 166 SUMMER SCHOOL
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