The basics of the game are to create a hand and have the most hands before any player runs out of cards. A hand is created by adding together the fraction cards of the same suit to equal one. There are three suits in three different colors. The sixteenths suit is red, the twelfths suit is blue, and the tenths suit is green. Within a suit, the cards show fractions that can be added together. When you have cards that total together to equal 1 in that suit, you have a hand. For example, in the twelfths suit or blue cards, you might have ¼ and 1/3 and 5/12. Those fractions when changed to equivalent fractions with the same denominator can be added to equal 1 such as 3/12 plus 4/12 plus 5/12 equals 12/12 or 1. Using graphical depictions on the colorful cards, the student can quickly make the mental calculations required while learning and reinforcing the concepts of equivalent fractions and adding of fractions. Each suit uses a different application for representation of the fraction amount such as eggs in a cartoon for the twelfths suit, water in a water bottle for the tenths suit, and a close up view of a ruler for the sixteenths suit thus teaching the concepts of numbers, fractions, and measurement. To aid even further the quick mental calculation, the ruler graphic used in the sixteenths suit also depicted cute little brown ants and green grasshoppers to visually and quickly see one sixteenth unit and 4 sixteenths units. This visually helps the student to remember that 1 grasshopper is 2/8 or 4/16 allowing for quick denominator change and adding along with the addition of the number of ants to better see and calculate the ones. This is an excellent use of visuals for mental calculation and concept reinforcement.

Along with the colorful concept depictions, the game play is simple and fast moving to motivate and encourage even the most reluctant of math learners. The play really does make it fun while teaching the complex concepts and the “why it works” behind the math.

Many special needs populations should benefit from the colorful representations of the fractions in comparison of equivalency especially learning disabled students. I will give suggestions for modifying the cards or adding to the cards that can work, especially if you wish to include your special needs students in play with your other students. These are merely suggestions. You may feel that they are more complex or work intensive than the benefit brings. You can decide that for yourself. If you have students who really need more tactile and kinesthetic representations, start with tutor-aided demonstration games where the student has a tutor to help him manipulate real objects of an egg carton with wooden or plastic eggs, a liter water bottle with the same graduated increments (if the student needs more than just counting the line markings to visually see the amount, use a clear water bottle and pre-measured colored plastic page strips that can be slipped inside the bottle to represent water to the desired level), and an oversized ruler or card-drawn ruler (if needed or to add more textured manipulation for the student who needs multisensory input to attach meaning to objects and words, and allow for the same visual effect for quick mental calculation, use appropriately sized models of an ant and a grasshopper). For blind and DeafBlind students, I would use the real objects first to help the student grasp the representation of the fraction and addition of fractions. The cards are easily brailled with the fractions each card represents and the word name or fraction name with the word suit to distinguish suit differences. After the student fully grasps the object representations, tactile markings can be placed on the cards to remind the student of the components for calculation. Or the cards can be brailled with the additional cell for the suit fraction such as the ¼ card of the twelfths suit can be brailled with “3 eggs” or the 3/12 fraction cells. Thus, the card would have the ¼ braille cells (with or without the number braille sign), the word twelfths or the number 12 and ths cells for 12ths representing the suit, and the braille cells for 3/12 or “3 eggs to cover all of the needed information to play the game successfully depending on the memory aids needed for the student. It must be noted that tactile markings and braille cells will make it necessary to be gentler when shuffling and during game play. Tactile markings may have to be reapplied occasionally, too. Again, these modifications are just ways to try to make the cards more useful to more student populations.

Fractazmic can be found at http://www.fractazmic.com for just $6.95. The website also describes other ways to play and listings of other great card games to learn other math concepts.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

One difference from the kits I have had in the past was the fact that once you built the robot using the instructions and then programming it once in some way either by a device on the robot itself that let you do minimal directional changes or the robot merely would go until it hit something and then change directions via a sensor or you used a very simple computer software program to give limited directions. Now as a teacher, I had access to other ways and programming languages to do more advanced programming, but the kits never gave you that kind of thing. So, you would build the kit and play with it a little bit doing the simple things you could do with it, but mostly you just watched it move and twirl some. Neat at first, but it was quickly boring. This kit includes a manual called “Electronics Lab” (teacher’s key provided as a download with a code with purchase) that uses inexpensive alligator clips found at hardware and electronics stores or the TeacherGeek web site that you use at first for connecting to switches, creating different circuits, and exploring different elements of electronics as you change the bug in different ways. You can’t do that with most of the other kits I have found.

Another difference is that the Bug is a simple build with student-friendly parts making it easy for students as young as third grade to create and enjoy a fun project. It is also capable of being used to go further as mentioned previously with the lab manual and a few inexpensive parts. Most kits I have found were just too simple or way too complicated and involved. I like the fact that I can use the same kits with all my students and let them go as far as their interest and ability allows them to go.

I also must mention what might be a third difference and is the final wiring manual. After building and exploring, the last manual does an excellent job as a last challenge to permanently wire the bug including soldering. It checks understanding of schematics by letting them figure out the final schematic, followed by placing the wires according to the schematic, and then prepare the wire for wiring, and finally soldering. The teacher check’s off at each step to make sure the final results in a robot bug that goes forward, can be reversed by pushing a switch, and most importantly, doesn’t short circuit. The soldering instructions are included and are easy to follow and clear making first time soldering as easy as can be made. Some kits require you to look up soldering somewhere else, or their instructions are very lacking in detail and unclear. My students enjoyed the build and are still exploring much to all our delights.

Accessibility isn’t really advisable here for every group, but with supervision, this could be used by many tactile learners, learning disabled students, and some ASD students, especially Asperger’s. I brailled the steps for me by scanning the documents in, but I needed sighted help, of course, checking things some. I could feel the wire placement and even soldering once cooled, but I still will use a sighted aid. Blind and DeafBlind students who are older and more skilled can learn to do these projects, too, if you braille the instructions, give them a sighted helper, and teach them to know what they are feeling. I only let the oldest and most capable blind students solder, but feeling where they would solder first and then lightly and carefully, they can be taught with patience and practice. Try on practice parts first, of course.

Check out this project, accessories, and other products from TeacherGeek at http://www.teachergeek.com. The best thing about this project is the price. The single bug kit is $29.98, but multiple packs of 10 and 50 allow you to get enough for the whole family or co-op classes for as low as $6.29 for each bug. For the next three months, my readers can also get 10% off any of the TeachGeek products by using the code:hschool. Now there is no excuse not to try. In fact, this comes just in time for Christmas, so why not get Bugged!

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

For grades 5-12 with some extensions below if providing lots of help or group effort, the siege engine is sure to provide many hours of educational fun, if not chaos. The kit provides the parts for two projects: a trebuchet and a catapult with each being suitable to lay siege to any number of miniaturized castles or villages. The spiral-bound guide provides history, numerous historical trivia facts, safety guidelines, and activities teaching concepts from science, technology, engineering, and math. You will also find additional resources to supplement and enhance your study, as well as, all the national teaching standards covered by the activities. You are given just what you are needed to begin your exploration of the fun and learning of siege machines and even going beyond.

The projects were easy to assemble. From the easy-to-remove, pre-punched parts to gluing (specific type of glue is required and doesn’t come with the kit, but it is sold by Pitsco, Inc. and is easy to find at other online sites, inexpensively) to final construction, the steps were fairly easy to follow. The pictures were a bit dark, but they were ok. You will need a few tools, but they are inexpensive and found in most homes already or can be purchased at hardware stores.

As far as accessibility, hands-on projects are usually very good for a variety of special needs students including tactile learners, learning disabled, ASD students, and even blind and DeafBlind students. For those with reading issues and learning disabilities who have trouble following complex steps, I actually made a list of step by step instructions for each of the projects simplifying the steps into easier language and more manageable steps. For blind users and myself, I scanned in the instructions making sure that the document was scanned using the Optical Scanner Recognition (OCR) software and saved it as a .txt file easily used by a brailled display. Adobe .pdf files cannot be read by a braille display. On an Apple machine, a .pdf file can be read if it is a text file and not a picture or.jpg file. There is a template page for using to bend the metal clips into specific shapes for holding certain pieces together in specific ways. I used thin lines of puffy paint or plain white paint can be used, too. This allowed me to feel how the wire needed to be bent and let me do that part myself. Even as old as I am, I still like to do as much of a project myself as I can. I am sure most students are the same way. It isn’t very fun just watching someone else do everything. Even if a child can only hold a piece as it is glued or wire is inserted and clasped, the child really feels a part of the project and remembers more if allowed to do even the smallest of things to help. The details were not hard to follow and didn’t take that long to complete, but the sense of accomplishment even for me was empowering.

Hands-on and simple designs are truly a great way to explore the complex concepts of math, physics, engineering, problem solving, and history. Even these small versions are great ways to learn, but don’t be surprised if your students ask to build a life-size one. Well, I won’t tell you not to, since I loved throwing water balloons from the one we built, but I would say consult a Boy Scout first! Smile…

To check out the Siege Machines kit or any of the other Pitsco, Inc. projects, head to http://www.shop-pitsco.com. You find this kit in the Homeschool area for $64.95 or the Trebuchet or Catapult kits individually for $33.95 and $29.95 respectively. Price-wise the kits are pretty good. I paid more money in the past for less quality materials or simply had to scrounge around for my own which was often difficult. The convenience and affordability will be plusses for your homeschool. Remember it is always best to learn by doing.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

The game play is simple. It is played in quick rounds in the Memory Game fashion. You lay out cards with colored backs, a printed number 1 to 6, and an animal image on them and the other side is white with a perfectly centered printed word with each black letter clearly printed about 3/8” high. The font used is very similar to actual print handwriting, but properly sized and spaced for modeling of proper manuscript which I think is a plus. After laying the shuffled cards for each game group face down, you and your student each take turns flipping over two. If the cards match, you say the word several times in a clear voice. You keep the cards you matched for later scoring. Obviously, the one with the most matched sets wins. In the beginning, the tutor prompts the student in reading the correctly matched pairs. Use excited voices having a little celebration every time either you or the student makes a match.  A fun, but slightly disappointed voice saying, “oh, no,” or something similar should be used when there isn’t a match to help encourage fun game play.

That is all there is to play, but the learning begins immediately. The cards in the game are divided into card decks of about sixty each with two copies of the thirty words used to make each story book. The book has a matching colored cover and animal image because the story is about that animal. Book 1 is about a skunk. Book 2 is about a snake. Books 3, 4, and 5 are about a bear, a penguin, and a unicorn respectively. Book 6 is about a zebra. The card set for each book is also divided into six groups of five words. The back of each card shows the number of the group it is in. The numbers stand for games dividing the words of the book into smaller chunks to play with at a time making it easier to learn and remember the smaller group of words. When the student has mastered the words in game one, you move to game two words. After mastering the words for games 1 and 2, there are two test sentences using all of the words from the two sets. If the student can read these sentences, he is ready to move to game 3. There are test sentences after game 4 and again after game 6. After mastering the words and test sentences for game 6, the student is ready to read story book 1. You can print the test sentences out on paper individually or in groups, but I think the best way is to use the cards themselves placing them in sentence order. Later, the student can be asked to create the sentences with the cards themselves in preparation for writing. Each book and word sets repeats the same game play and increases in word difficulty. Each round is quick and fun, but the words are already being etched into memory. You can play as many rounds as the student’s attention span allows knowing that every little bit is useful. Follow the student’s leading. As the student learns the five words in a set, they naturally want to play the next set which leads to perfect pace of continued learning.

In addition to fun learning, the educational aspects go beyond word recognition even though that alone is great. By the time all six books have been learned with thirty new words per book, the student has learned a hundred and eighty words. That is a lot of words, but because the words have also been carefully chosen to be predominantly the most common English words (forty-two out of the fifty most common) the ability to recognize more words out of other reading sources increases. The confidence that brings to a beginning reader is very motivating.

The most unusual feature found in this product and perhaps the best almost goes against the convention that modeling of proper grammar is a must. The author has chosen to write his story without the use of capitals and punctuation. However, his chosen technique might do better for the preparation of learning grammar and reading fluency than all the modeling and lessons on larger capital shapes and squiggly lines and dots do in repeated instruction. The story is written without the conventions of grammar and punctuation as just the words they have learned on the cards, but with breaks in the printing where pauses should be teaching the student naturally the proper phrasing of reading and purposes of commas and end punctuation without having those confusing marks to distract from the natural process. After the book has been successfully mastered, tutor and student can explore the concepts of inflections and lead into the learning of the simplest punctuation. The natural pauses they discover in the reading leads naturally to the use and purpose of commas. Students can then be taught how to write in their own capitals to show the beginning of a sentence and place appropriate punctuation in their own books. As would be expected, the use of breaks to show more in-sentence commas is used more and more as the student progresses through the six story books.

With these features leading to a natural priming of the brain for learning to read, you may wonder about phonics. The author has addressed the initial teaching of phonics as well by introducing it after successful completion of game six of each series, you can use cards of the series to show the patterns throughout the series and introduce new words that follow those patterns. For example, three patterns can be found in the book 1 series: (-ay), (-un), and (-o). The words using the (-ay) pattern in book 1 are day, play, and stay. The teacher can use those cards to demonstrate how the first letter changes to create a new word and to help the student create more new words by using other initial letter sounds. The author details all of the books’ patterns in Rules and Teacher’s Guide that comes with the set. This is the simplest method to begin the teaching of phonics, but the best for setting the stage for a true and deep understanding of the mechanics of reading and spelling.

In terms of accessibility, the series is perfect for many special needs populations including those with processing disorders due to the non-distracting, clear, crisp, and contrasting print of the cards and story books where the words are displayed. The illustrations in the books are reminiscent of pencil sketches found in the textbooks of days gone by. Often times, this kind of drawing is great for attracting autistic and learning disabled students due to the unusual contrast it details for the objects drawn. This is normally even good for low vision readers especially when done on regular book paper. The glossy pages which are great for young beginning readers does make the details of some very involved sketches less crisp for students with acuity and perception issues, though. The tutor will need to verbally describe these illustrations to these low vision students. The size and font of the print for both cards and books are larger than many such reading products, so may be fine for those with milder low vision issues. Teachers of some students who need much larger print may need to create larger word cards and magnifiers or a CCTV for the story books. The kinesthetic use of word cards and the game play are useful tools for tactile learners and those who need multisensory techniques. Adding objects with the cards initially can help those who have receptive language disruptions and other processing disorders. The cards were easily brailled for blind and DeafBlind students. For the blind and DeafBlind teacher such as myself, I brailled the cards with not only the word, but also the game number and the book animal to help me keep the cards properly separated for ease of use and to prevent confusion while teaching. I used clear adhesive brailling plastic to place the sentence strips on the storybook for my reading along with the student. I copied the exact phrasing breaks the author used to provide the same natural fluency features. These braille sentences can be used separately for the blind and DeafBlind student, if necessary. The beginning braille reader benefitted the same from this phrasing technique without the braille punctuation and capital cells as the sighted student to my delight. It is wonderful to see a product that is useful as is or so easily modified to benefit the possible varying abilities of many students.

The Reading Game, along with progress sheets and other teaching suggestions, can be found at http://thereadinggame.com for just $24.95 which is a great price for the gift of literacy. The strategies here are simple and easy to implement, but the foundations for reading, spelling, and writing are etched into the brain ready to take your student fully prepared to become a great reader.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

The stories are all about the lives and activities of normal teens. There are stories in several different genres to help most teens find one that will grab their attention. The advanced vocabulary is properly used and sprinkled throughout the story. At the bottom of the page, the words used on that page are listed with a pronunciation guide, part of speech used, and a clear definition. A listing of the chapter’s used words is at the end of each chapter to aid in review. There is a glossary at the end with all the words, definitions, part of speech, and pronunciation guide, too.

The vocabulary used is in total for all four books in the series well over three hundred. Each book uses about three hundred, but there is some overlap. The books also use some of the words in different parts of speech and with slightly different content meaning to help the student really see how the words can function and make them a part of their own vocabulary to some extent. The use of the vocabulary in these stories, though, can really help them be better prepared for the advanced vocabulary found on the college entrance exams.

One of the students I gave these books to for reading assignments, Ryan S., was impressed enough with just the first few chapters that he is writing his own review on The $ummer of $aint Nick (dollar signs are intentional and part of the title). I will put an excerpt here, but if Ryan grants permission, I will post his full review when he has finished the book and review:

“I have read 9 chapters so far in my book. I love the book.  The vocabulary words I have not ever heard before like the word  Besmirch that means discolor. The book does show how to say word and meaning. but I will not be using these words in my writing. The book was interesting.  I liked the book because the boy who found $300,000 gave to those who needed money and was not selfish with the money he found. He gave money to people in community who needed help. He gave anonymously because he did not want the attention and praise.”

Even with his honesty of not wishing to actually use the words in his own writing due to their complexities and awkwardness, Ryan admits that he is learning to recognize and understand these new words. Along with his interest in the story leading him to read more, this new knowledge really shows the CaféVocab series is successfully completing its mission.

As far as accessibility, the pronunciation guide and definition are good for all students including those with slight reading delays. It would be more beneficial if audio and electronic text versions could be found on-line to help more who are print disabled, blind, or deafblind. Hopefully, this could be something added to the series in the future if the publishers really want to help more students while expanding their market.

There are currently four books in the series: Operation High School, The $ummer of $aint Nick, Planet Exile, and I. M. for Murder. Each book costs $12.95 and can be purchased Maven of Memory Publishing at http://www.vocabcafe.com.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

TOUCH POINTS

by Renée K. Walker

You may remember me describing here the troubles I have had getting doctors in my area to provide me interpreters. That fight continues, but I now have completed the first battle. Though I can’t speak of the specific circumstances or resolution, I can describe the process that I have been through now and that the process worked. At least for one incident, compliance to the ADA law and education to help those who come into this particular situation in the future has been met. That is what the advocacy process can do. We all need to learn the skills to advocate for ourselves, but at times, we need help to move the mountains before us.

The best way to begin is to call and ask for an appointment first. Once the organization has given you an appointment, tell them your specific communication needs that fall under ADA law for effective communication. This could be the CART system, which is where you have a typist who has been trained in medical or legal interpreting depending on your setting, or it could mean an ASL interpreter, or some other form of communication. If the office tells you that they don’t provide interpreters or your method of communication, try to remain calm and use the moment to educate the personnel regarding the ADA law. Explain that it is required by law and offer to provide the personnel with a copy of the law section that pertains to the situation. You can also direct them to the National Association for the Deaf’s (NAD) website at www.nad.org or the ADA website at www.ada.gov. Document your call and its contents in some way. If you use relay services, save the transcript. If you have a hearing person call for you, see if they will write a summary of the transcripts. In my state, the laws allow me to record conversations without the permission of the other party. That could be a possibility, but you have to check the laws of your state first. You do not want to be in violation. A written record is usually quite sufficient. Even if the office personnel stated they weren’t interested in the ADA information, mail them a copy anyway asking them to please look it over and seek legal advice if they wish. Respectfully ask them to consider your need. Call the office again after giving them a little time to do as you requested, documenting the phone call. Many times this opportunity to educate politely is all that is needed to help people to understand your needs and their responsibilities. Often, the personnel didn’t mean any disrespect. They just were unfamiliar with the law and had not had any prior experience with disabled persons needing communication assistance.

In the event that your needs are still not met, please don’t get discouraged and give up or go to an appointment using just a friend or relative who can communicate with you. The ADA law has been written to help you. There are reasons the ADA law stipulates using a qualified interpreter. Family and friends may not be able to translate the complex medical or legal concepts to the patient in an effective manner. Often times, emotional situations may be difficult for them to handle, and the family member or friend may resort to hiding some information. The love and concern is understandable and commendable, but it is not appropriate when the patient’s ability to make decisions regarding their health or legal issue is hindered. It is the patient’s right to decide the form of effective communication they need and want, but understanding why the ADA law was written is also important in helping the patient function on his own behalf.

Your next step should be to contact your state’s local advocacy agency or ADA attorney. The attorney assigned to you will then work with you to get the information regarding your complaint. If non-compliance is determined, the advocate will contact the organization and inform them of your complaint against them, providing the legal information that the organization needs to understand in order to best serve you. This may be enough to resolve your situation and help you get your communication needs met.

If not, you are not alone. Your advocate will help you with the next steps. If you wish to proceed, the advocate will file on your behalf a complaint to the Department of Justice (DOJ). You will provide input as to what you would like to receive from the organization that is in non-compliance, such as an appointment where an interpreter is provided to allow effective communication. Once the complaint is written, you will receive a copy and give final approval to allow the advocate to file the complaint with the DOJ. DOJ prefers to start off with using a third-party mediating company. This company provides people who are trained to remain objective and help the parties in a dispute come to an agreement. In this situation, they help the organization understand the need for compliance to the ADA and the best procedure to do that. They also help educate both parties in how to best meet the needs of the complainant (person filing the complaint). The mediation meeting takes place at a neutral place or using telephone conference or whatever method works best for the parties involved. Your advocate is with you throughout the process. You can decide if you want the advocate to speak for you or if you want to speak for yourself asking help from your advocate as needed. The process of mediation is not a court trial. It is an informal meeting for discussion. The mediator helps to keep the discussion flowing and working toward resolution. Either party can end the mediation process at any time. All conversation during the mediation is completely confidential, so you and the other parties can be open. You are not forced into anything, but you do have lots of support from your advocate and the mediator to help things run smoothly and professionally.

Hopefully, the mediation meeting will lead to a resolution plan. The plan itself may take several months or more for the respondent (the person you are filing the complaint against) to fully complete all aspects of the plan depending on the situation and the complexities involved. When all is complete, you will be notified. If you are to be given an appointment using effective communication, that will be part of the plan. You will be given the opportunity to arrange that appointment. The mediation process and your case will not be closed until you and your advocate agree that the plan has been completed as prescribed.

Should the mediation process fail, the DOJ will then take the case back and a federal trial may then be held. I am not familiar with that process yet, and hope I will never have to go that far. I would prefer that education and/or the mediation process would be enough to secure my rights to effective communication in medical and legal settings. From my experiences with the mediation process so far, I can see that it is highly effective, and the results are probably very successful in many cases.

Remember as you request for your needs to be met, that you are not only advocating for yourself, but you are also advocating for others who will follow you. If we all are more willing to use the resources available to us to enforce the ADA law, we can educate more organizations and make the lives of all disabled a little easier.

If you have comments about this topic, you may write a letter in braille or print to Renée Walker, 143 Williamson Drive, Macon, GA 31210; or you may email me at rkwalker@wynfieldca.org. You can also read and comment on my blog at http://www.deaf-blindhope.wordpress.com. You can also check me out at www.facebook.com/reneekwalker.

The Scruble Cube rotates in different directions and in different layers to allow you to move individual portions of the cube from one face to another. If you remember a Rubik’s Cube, each peg on each face of the cube had one of six colors. By moving the pegs in various movements, you could line one face with all of the pegs of one color. If you were really good maneuvering, you could make each face a different color. Scruble Cube is different in that the variously colored pegs have capital letters on them along with a number in subscript. The numbers are the number of points the letter will give you if you use the letter in a word up, down, or across a face or even scrolled across two faces similar to Scrabble. Words made in diagonal do not count. I can’t begin here to really explain how this works, but fortunately, I don’t have to do that. The game comes with detailed explanations on the rules of the game variations, cube basics of pattern recognition and initial steps, along with details and diagrams of the various ways to manipulate the pegs to spell words. The steps are easy to follow, so before long you will be racking up points with your great word finds. I admit the game might not be a perfect match for everyone especially if you really hate word games, but again, it could spice up spelling practice alittle for those who might need the twist. For others who really love word games, it can be fun. A little disclaimer: Warning! It can be addictive.

Educationally, the game is great for teaching students of all ages to learn pattern recognition and then build good spelling skills. For the youngest of children, you can create two, three, or four letter words and give the cube to your student to find the word you created. This will help build the skills needed to master the basics of the cube. Over time, Scruble Cube can easily improve spelling skills and build a stronger vocabulary as students try to improve their word scores.

Using Scruble Cube with special needs students is a snap, too, since many varying abilities and issues can benefit from the cube in several ways once the student has letter recognition and the beginning understanding that letters build words. Being able to start with two letter combinations to build three letter words allows even young, beginning readers a chance to play. Scruble Cube can even be played alone with or without the use of the scoring system. Being DeafBlind, I had to find a way to be able to play. I simply made adhesive plastic sheets using 2 braille cells: one for the braille letter and one for the number. I didn’t use the number or letter sign to save space. I simply remember the first cell is the letter and the second cell is the number. If you don’t care to use the scoring system or decide to let someone else add the scores for you, you can simply braille the letter for each cube which does fit better on the peg. There are scoring bonus pegs to for two and three times the letter score. You can braille that as the number and the braille letter “X” to identify those pegs or you can leave those cells as blank if you don’t want to use those cells in play. You would just make sure a blank isn’t in the middle of your word, of course. The instruction sheet detailed how many copies of each letter and number I needed to braille. I got sighted help to place the cells on the appropriate peg. The cell didn’t interfere with rotation, and the rotation can be easily done without damaging the braille cells. With this simple addition, even blind and deafblind can practice their spelling skills and have fun trying to improve their word scores. In my case, we don’t use the provided timer. I take a bit longer to play, of course, but the family is used to games taking a little longer when I play. I also play a lot by myself. It is a lot of fun to challenge myself, or even challenge the family to see if they can find my words on the cube. As I mentioned, I don’t really care for word games, but I do like keeping my hands occupied. The combination of rotation and ability to play with three to five letter words did make it a little addictive even for me. There are a lot of ways to enjoy this word game.

You can purchase Scruble Cube on-line or at many popular stores such as Toys-R-Us® for as little as $24.99. You can find out more at http://www.scrublecube.com or on their Facebook page at http://www.facebook.com/scublecube. Whether you have a student who needs a little enticing to practice spelling or you love word games, this is worth a twist. Remember, though, I warned you. It can be addictive.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog.

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

Tri-cross fits that bill easily, but also in a way that will entice even younger players in the family as it helps to teach them fair game play, social skills, and important game skills like strategy. The game is a cross between checkers, chess, and even Stratego in its varying game versions. As a certified teacher and curriculum developer, the game jumped out at me with its usefulness in any educational setting as well as home setting to further reinforce skills. A few of the skills besides social skills that can be taught with this game are logical thinking, cause and effect, predicting, outcome interpreting, abstract thinking, memory, and visualization (I will add that this can even help the blind visualize in various ways, too.) Despite my love of games, I am not very good with strategy due to learning disabilities that I have. I avoid games like chess and only play checkers with non-challenging players to avoid frustration. Tri-cross, though, didn’t intimidate me. I actually won the first game against my husband who loves and excels at chess. No, he didn’t let me win. He would forget while planning his strategies about the additional rules that certain pieces couldn’t jump certain other pieces. I seemed to be good at remembering that (even though I can’t remember any of the moves for chess pieces) and would catch him. That made me a fan of Tri-cross right away, of course. My husband loved the game, too, because it gave him new ways to think about game play. There are five ways you can play this game which will keep the fun going and be helpful in teaching skills, too. You can play the game with pieces face-up, so that you always see where the pieces that can jump other pieces are and develop strategy skills, or you can play the game with all the pieces face down until opponents meet in a possible jump situation. Players then turn the pieces over to see if a jump can be made. After play, the pieces are then turned back over. You would then do well to try and improve your memory skills to know where those pieces are and move them in useful ways. Other versions add excitement and challenge to the game to keep Tri-cross exciting for years to come.

Tri-cross is very durable and well-made in any of the formats from eco-friendly travel game to the more decorative wooden table-top format. This is extremely pleasing to our family as we have seen the American game industry drop its standards for game quality over the last few decades. One would be proud to own any of the formats and be assured that it will last to pass down over the years.

Of course, my readers know that I have other needs that make gaming more difficult now than when I was younger. Being totally deaf and blind, I can’t play games the way I used to play. Of course, you can’t stop an avid game player from seeking and playing however possible. Tri-cross, I am glad to say, was easy to make accessible to me. I would imagine that certain formats would be easier to make tactile, but I was able to make the two formats I was given tactile for my needs without any real difficulty. I received the travel version and the boxed, hard tag board game format. The wooden table-top would probably be the easiest to work with, but certainly not necessary. I made clear, adhesive braille labels for the game pieces and the board itself. I brailled the dots (I didn’t bother with the number sign, since there is no need for letters in the game. The Tri-cross piece can be labeled with a “T” cell which isn’t used for numbers in braille or left plain because the six intersecting lines are quite tactilely distinct from the other pieces. I can remember the dots are for numbers and save space) for the numbers of each piece and for placement of beginning pieces for one of the game play versions off to the side of the starting positions. The grid of the board which is designed like a large, thick cross or plus sign might seem a difficulty, but I placed thin, low-profile textured markers used by the blind and DeafBlind on each of the squares used for game play. I used a different texture marker for the center’s Tri-cross square which is the objective for one of the winning options. This way I knew exactly when I had my piece moved appropriately into each square, but the marker didn’t affect the movement of pieces on the board at all. I can’t say from pictures if the wooden version provides a tactile grid or not, but that would make it much more accessible if it did. Regardless, the game formats are very durable and easy to make accessible which is a big plus for me and my readers which is why this review will be found on both my homeschool/educational blog and my DeafBlind Hope blog.

Find out more about this game at http://www.gamesforcompetitiors.com. Though challenging, don’t let that scare you off. The developers provide great game instructions and play tips in print and on a CD that is provided with each game format. The prices start at $19.99 for the eco-friendly travel version and range upwards to $35.95 for the wooden table-top format which are a really good prices for this well-made game. If you want a game that is fun, but fun with a purpose, Tri-cross is for you.

To read other reviews about this product and others from The Old SchoolHouse Crew, go to the TOS Crew blog

Though I was provided a product to review for this blog, I have not been compensated in any other way, and the opinion expressed here is entirely my own.

What interested me more, though, was what she said next. Joyce Meyer said she taught that class in short shorts and smoking cigarettes. She smoked so many cigarettes, she said, that smoke filled the room where she and her guests couldn’t see each other. I thought to myself that I know some people who would have tried to shut her down if it was a church sponsored or advertised event or at the very least they would have stopped going and told everyone they knew about that woman who was disrespecting God by reading scriptures while dressed so inappropriately and smoking like a “choo choo”. I know in my own life that I have had people criticize me and tell me to stop doing something that I felt God was leading me to do because I wasn’t perfect. I had sin in my life. I sometimes sinned while I was doing what God wanted me to do. I wasn’t necessarily meaning to sin. I just did. I sometimes have a temper. I sometimes get passionate about something or angry and use certain colorful expressions or even profanity. I was trying to do right. I often failed, but I was trying. I wanted to be good at what I was doing for my Lord, though, so I kept trying. Doing it in the face of harsh criticism was very difficult at times, but I kept trying.

It is obvious though that God wasn’t disrespected. He wasn’t offended or angered. God was pleased with Joyce Meyer. She was doing what He wanted her to do which was teach His word to others. God was pleased with her even though she wasn’t doing it in perfectly the right way. He blessed her efforts and brought her more students and increased her borders of influence. God is still doing that today. God anointed her though she was imperfect because she wanted to do His will. That was enough. Along the way, God helped her to learn how to do His work in better ways. Eventually, He used her husband to point out that she really should dress more appropriately. Eventually, God showed her that she should stop abusing His temple, her body, by smoking and helped her to stop.

In the same way, God was pleased with me. My teaching improved. He sent me to various places to teach that were difficult in many ways, but honed my skills even more. God showed me patterns in some of the students I taught that were more of a challenge and helped me to develop better ways to teach them. When I was better prepared, God gave me the desire and life situations to confirm the desire was from Him to prompt me to begin teaching first just a few students out of my home to now a growing, accredited school that helps all kinds of students including some with needs that other schools haven’t been able to reach. God is helping us to reach those students’ needs successfully. He is even now using my more recent situation of being Deaf and blind to help me to understand even more the needs of people like myself and giving me the desire and resources to begin helping others like myself become more independent. Along the way, he has helped me with my temper to learn more how to control it when it isn’t appropriate, but given me the courage to use it to help fight what is wrong. I am still not perfect in so many ways, but God is pleased with me, and He is anointing me to do the work He has for me.

The criticism is often still there from those I don’t know to even those very close to me. It can still be difficult at times, but I have learned that it is more often the work of Satan in those voices and in the voices in my own mind trying to lessen my impact and weaken my spirit. I have to focus on the lessons I have learned.

From that knowledge that God is pleased with me and blessing my efforts of doing His will for me, I am learning a new lesson that I also see Paul teaching in 1 Corinthians 4:3-5.

³But [as for me personally] it matters very little to me that I should be put on trial by you [on this point], and that you or any other human tribunal should investigate and question and cross-question me. I do not even put myself on trial and judge myself.  ⁴I am not conscious of anything against myself, and I feel blameless; but I am not vindicated and acquitted before God on that account. It is the Lord [Himself] Who examines and judges me. ⁵So do not make any hasty or premature judgments before the time when the Lord comes [again], for He will both bring to light the secret things that are [now hidden] in darkness and disclose and expose the [secret] aims (motives and purposes) of hearts. Then every man will receive his [due] commendation from God. Amplified Bible (AMP)

I am learning to let go of the worry about my mistakes and the fear that I will displeased God with my mistakes. That is true freedom found in knowing Christ as Savior and Lord. God is pleased with me in spite of my mistakes. He already knows my flaws and what mistakes I will make. He knows we aren’t perfect. He knows what we are going to do wrong before we even do it. He also sent His Son, Jesus, to live like us. Jesus understands what we go through. He didn’t sin, and He can help us to learn how to live right. We find these promises in Jeremiah 1:4-5 and Hebrews 4:14-16. He is pleased with me simply because I have chosen to love His Son and chosen to try to do what is right with the help of Jesus. I can be free because I am confident that God loves me and is pleased with me. I can be free because I am confident that because I am trying to follow that God will lead me in His way and bless my efforts.

This freedom can be found by everyone. It is found by choosing Christ and wanting to do right and allowing Christ to help us learn while we are also being used to reach others in spite of our imperfections. Part of that means we also have to learn that we can be blessed by others who are imperfect, but anointed, too.

Then I was angry. Closed captioning is very important to Deaf and Hard of Hearing people. Even I use it by reading very close. No, I don’t get everything, but I get enough. With Closed Captioning, I can watch TV shows and movies that others are watching and talking about which helps me to feel connected. More importantly, with Closed Captioning, I can learn from others about faith, love, and the ways to a better life through Christ. Closed Captioning is necessary for accessibility. The Deaf need the accessibility to the Hearing world. They need, I need, the access to the message of the Bible in this way, as well as the others I use. I have looked and found only Charles Stanley out of Atlanta who has partial captioning when the pastor speaks. The only full captions I have found have been on the LDS channel. They provide captions for the songs, message, and everything. I really prefer that. The words of the hymns and contemporary songs have a message themselves. I should be able to learn from the music, too. The problem with that is I don’t agree with the LDS, so that isn’t an option for me. It is a shame that other Christian denominations don’t seem to have the compassion for others as the LDS do, though.

Why does the Church not see the need for this? Too many pastors are saying it is because of the economy. Let me note here that Closed Captioning equipment and therefore, services, too, have been decreasing in costs in recent years, so lack of money can’t really be an excuse. Even if it is money, if Believers truly believed their Bibles, and if Believers truly lived the words they read, then the economic situation wouldn’t matter. Believers need to present the need to God, and then believe the word He promised to provide for all our needs. Truly, though, I see they have money for the things they really want to do and give to most often. Many brag of what they send to far, remote places to spread the Gospel. I think that is wonderful, but if there are those who are needy within your own back yard or even in your own house, why not put a priority there before you venture to far mission fields?

The Church in America, I believe, is failing in its mission. It isn’t about doing the Father’s business. All too often it has become its own business seeking money for its own agenda by catering to making people feel good. It isn’t about speaking the Truth. This shows as there isn’t enough faith to bring in the resources and to serve its members’ needs. Love is short when the faith is lacking. Wake up, Church!