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This is a good website for teacher and parents on teaching students with a high incidence disability.

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Shayna Guenther is the co-founder and co-director of Learning 2 Play, Inc., a social skills center, based in Toronto, Ontario, Canada. She has nine years of experience implementing Applied Behavior Analysis (ABA) with children and youth with ASD. She graduated from the University of Nevada, Reno with Masters in ABA and is a Board Certified Behavior Analyst (BCBA). She incorporates discrete trial teaching (DTT), verbal behavior (VB), precision teaching (PT), and direct instruction (DI) into her programming. Good social skills are important predictors of positive, long-term outcomes for people with special needs. Social skills, such as turn taking and joint attention, are the foundation upon which many other crucial skills are built. Without addressing social skills, the goal of inclusion [for individuals with autism] falls short of the mark.
Autism Ontario (2006)

A marked deficit in social interaction plays a marked role in the diagnostic criteria for Autism Spectrum Disorders (ASD). Therefore, it is imperative for comprehensive treatment programs for individuals with ASD to include social skills training.

Interaction with people is a key part of society. It is critical to be able to smile and say hello to sales clerks at stores, exchange money with cashiers, and make small talk with neighbors, teachers, and peers. Appropriate social tools could be the difference between independent or facilitated/supported living. It should come as no surprise then that when provided with the proper social skills training, many individuals with ASD are able to more easily integrate themselves into their schools and communities to the benefit of all concerned.

Learning 2 Play, Inc.

Learning 2 Play, Inc. (L2P) is an organization in Toronto, Ontario, Canada, that I co-founded and co-direct (with Dana Dalal). It offers 12-week social skills classes to children and youth with and without ASD.

L2P teaches essential skills that are the foundation for lifelong learning, well-being, and social development (e.g., self-reliance, oral communication, and social skills). The curriculum was designed by us - adapted from current research and revised to meet individual learning needs. The program begins teaching elementary play skills and systematically progresses to conversational and interpersonal skills, as well as school social skills.

Children enter L2P with a diverse range of needs, experiences, and abilities. All individuals are assessed in order to establish program goals. Then they are placed in a small group (two to six children per group) according to age and ability. Both individual and group goals are fostered. Regular meetings with parents and other professionals to discuss a child's needs and progress are welcome and encouraged.

Incorporating the theory of Applied Behavioral Analysis (ABA), our program is unique in that our students actively participate in establishing their learning goals and self-monitoring their outcomes. An important part of our program involves the use of video modeling and video feedback as a teaching tool in order to facilitate modeling and social understanding.

Teachers at L2P use an errorless approach to learning through prompting and prompt fading techniques. In this way, they set children up for success. Through a variety of experiences, children learn the interpersonal skills required in order to communicate and cooperate with others. As they develop self-confidence, they become more receptive to relating to others and learning new skills. Children are encouraged to make choices, negotiate with others, and set goals for themselves. Teachers support children's social development by modeling problem solving and alternative ways to manage conflict, as well as creating role-playing opportunities and praising appropriate behavior.

Why Use the Principles of ABA to Teach Social Skills?

(Adapted from: Autism Ontario (2006). Living with ASD: Adolescence and Beyond. Toronto, ON.)

Behavioral objectives are:

Very specific in their content

Definable and measurable

Individualized

Behavioral objectives help:

Determine if change has occurred through measurement

Determine if the treatment is effective

Prove/disprove intuitive assumptions. (NB: Assumptions may be biased by our own experiences [or lack of], can be limited by our knowledge, or can be influenced by our personal beliefs.)

Prompting and prompt fading techniques:

Include the use of visual/textual aids

Teach the development of self-regulating skills

Teach the development of organizational skills

Direct individuals on what to do in specific social situations

Enhance receptive and expressive emotional/social communication

Can be used to express and understand feelings

Assessing Social Skills

Pre- and post- assessments are an important indicator of progress and should be also be used to determine individualized goals. In order to conduct social skills assessments, the term "social skills" needs to be operationally defined so that the behavior is observable and measurable. Because social skills encompass a wide range of skills from giving and receiving items from others, to turn taking with games and in conversations, to continuing a conversation, to saying only appropriate topic matter when having a conversation, it is difficult to do this.

Psychological tests address social skills, but few are comprehensive in scope. Published research and books reveal that all-encompassing assessments are limited. Some that exist include:

Partington, J.W. (2006). The Assessment of Basic Language and Learning Skills:ABLLS-R Protocol. Pleasant Hill, CA: Behavior Analysts, Inc.

McKinnon, K. & Krempa, J. (2002). Social Skills Solutions: A Hands-on Manual for Teaching Social Skills to Children with Autism. New York, NY: DRL Books, Inc.

Quill, K.A. (2005). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Baltimore, MD: Paul H. Brookes Publishing Co.

Silver, K. (2005) Assessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties: A Toolkit for Parents and Professionals. London, England: Autism Initiatives.

Taylor, B.A. & Jasper, S. (2001). Teaching Programs to Increase Peer Interaction. In C.

Maurice, G. Green, & R.M. Foxx (Eds.), Making a Difference: Behavioral Intervention for Autism (pp. 97-162). Austin, TX: Pro-Ed.

Learning 2 Play, Inc. has incorporated ideas from the above assessments into our own, which is tailored to our learners.

Prerequisite Skills

Social skills classes, by their very nature, are not as intensive as one-on-one ABA therapy. Therefore, just like inclusion settings, it is recommended that children develop certain pre-requisite skills before joining social skills classes. These skills should be demonstrated with proficiency in various situations. Children should be able to:

Communicate needs and desires

Follow one-step instructions from adults

Imitate one-step actions of adults

Imitate one-step sequences with objects

Respond to delayed contingencies (i.e., reinforcement is delivered following a period of time, rather than immediately following the target behavior)

Wait quietly

Transition from one activity to another and from one area to another with minimal assistance

Keep disruptive behavior at a minimum in a controlled environment

Skills Taught in a Beginner Program

(Skills are selected and adapted according to the individualized needs of the learner.)

Requesting items from peers

Reciprocating greetings with peers

Giving and receiving items from peers

Imitating simple and complex actions of peers (both from close up and from a distance)

Imitating peer play

Following peers' directions

Taking turns with toys and simple games

Tolerating toys being shared

School readiness skills (e.g., attending, waiting, transitioning, complying, following group instructions, raising hand, etc.)

Skills Taught in an Intermediate Program

(Skills are selected and adapted according to the individualized needs of the learner.)

Requesting assistance from peers

Requesting attention from peers (e.g., "Look." "Watch me." "Check this out." etc.)

Eye contact with peers

Interactive play (involving commenting to peers, etc.)

Sharing toys and other items

Pretend play

Joining in play already in progress

Peer games (e.g., Musical Chairs, What Time Is It?, Mr. Wolf, throw and catch, etc.)

Offering toy items to peers (e.g., "Which one do you want?" "Do you want this?" "Here you go?" etc.)

Initiating simple conversation (e.g., "Do you like this?" "What's your favorite...?" "Guess what?" etc.)

Skills Taught in an Advanced Program

(Skills are selected and adapted according to the individualized needs of the learner.)

Initiating and maintaining conversation

Staying on topic

Using appropriate transition statements to change the topic

Talking about appropriate subject matter only

Interrupting appropriately

Role playing appropriate social behavior in a variety of situations (e.g., at a restaurant, on public transportation, in a grocery store, etc.)

Initiating play (e.g., "That's so cool, can I play?", "Check this out", "Can I see that?", etc.)

Personal space

Co-operation skills (e.g., sharing ideas clearly, accepting/incorporating others' ideas, commenting on others' ideas, etc.)

Identifying and dealing with teasing

Telephone skills

Perspective taking (i.e., making inferences about others' likes and dislikes during conversation, showing empathy, etc.)
Watching and commenting on a movie and/or video game

Summary

Social skills classes break down specific complex social skills (such as: taking turns, conversation, sharing, joining a group, working with others towards a common goal, understanding facial expressions, tone of voice, etc.) into smaller components and then teach those components systematically. Small class sizes allow the development of friendships and teach skills necessary for the inclusion into classrooms and communities. A comprehensive curriculum based on key elements of teaching social skills to students with ASD includes:

Structure, routine, and predictability

Explicit and individualized instruction

Visual presentation of topics

Repetition of key concepts and vocabulary

Guided practice during the learning process

Role play and discussion

Contingent reinforcement

Ongoing assessments to analyze and adapt teaching and test for learning

References

Autism Ontario (2006). Living with ASD: Adolescence and Beyond. Toronto, ON.

Baker, J.E. (2004). Social Skills Training: For Children and Adolescents with Asperger Syndrome and Social-Communication Problems. Shawnee Mission, KS: Autism Asperger Publishing Co.

Cornish, L.K. (2005). How to Find Your Groove. Thousand Oaks, CA: Groovy Kids.

Gutstein, S.E. & Sheely, R.K. (2004). Relationship Development Intervention with Young Children: Social and Emotional Development Activities for Asperger Syndrome, Autism, PDD and NLD. New York, NY: Jessica Kingsley Publishers.

Huggins, P. (1997). Teaching Cooperation Skills. Longmont, CO: Sopris West.

McConnell, K. & Ryser, G.R. (2005). Practical Ideas that Really Work for Students with Asperger Syndrome. Austin, TX: Pro-Ed.

McKinnon, K. & Krempa, J. (2002). Social Skills Solutions: A Hands-on Manual for Teaching Social Skills to Children with Autism. New York, NY: DRL Books, Inc.

Partington, J.W. (2006). The Assessment of Basic Language and Learning Skills: ABLLS-R Protocol.Pleasant Hill, CA: Behavior Analysts, Inc.

Quill, K.A. (2005). Do-Watch-Listen-Say: Social and Communication Intervention for Children with Autism. Baltimore, MD: Paul H. Brookes Publishing Co.

Silver, K. (2005). Assessing and Developing Communication and Thinking Skills in People with Autism and Communication Difficulties: A Toolkit for Parents and Professionals. London, England: Autism Initiatives.

Taylor, B.A. & Jasper, S. (2001). Teaching Programs to Increase Peer Interaction. In C. Maurice, G. Green, & R.M. Foxx (Eds.), Making a Difference: Behavioral Intervention for Autism (pp. 97-162). Austin, TX: Pro-Ed.

Weiss, M.J. & Harris, S.L. (2001). Reaching Out, Joining In: Teaching Social Skills to Young Children with Autism. Bethesda, MD: Woodbine House.

Program Materials

www.linguisystems.com
www.scholarschoice.ca
www.superduperinc.com

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The "Whats" and "Hows" of Teaching Social Skills | Organization for Autism Research

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Shayna Guenther is the co-founder and co-director of Learning 2 Play, Inc., a social skills center, based in Toronto, Ontario, Canada. She has nine years of experience implementing Applied Behavior Analysis (ABA) with children and youth with ASD. She graduated from the University of Nevada, Reno with Masters in ABA and is a Board Certified Behavior Analyst (BCBA).

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This is a good website for understanding UDL and inclusion.

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By implementing UDL, higher education IT leaders can have a profound, quiet, positive (dare we say, sneaky?) impact on learner persistence, retention, and satisfaction-all while fostering best practices and reducing the number of unplanned urgent IT requests.

Credit: Rawpixel.com / Shutterstock.com

A Very Short Digression about Cards

To become top-ranked poker players, aspiring superstars need to develop a core group of card-playing skills that go way beyond "know when to hold 'em, know when to fold 'em." Experts learn the various combinations of cards that rank higher or lower, as well as how rarely such combinations occur in the game. They understand how various factors influence their confidence in the cards they have been dealt-the number of players at the table, the number of cards that have already been played, how other players are betting, checking, raising, and calling. They can bluff and indicate that they have great cards when really they don't. All of these ideas and tactics are part of playing the game at an expert level.

Another strategy that you've probably seen in movies about the Old West is to hide aces-the best cards-up your sleeve and hope that no one else sees you employ them to put together winning hands. Of course, that's cheating, and it could get you beat up (or worse).

But in colleges and universities, marshaling resources from unexpected sources isn't cheating. It's an expert-level practice. Let's explore how to find some aces "outside our game" and bring them into our IT work for maximum impact. I promise that almost no one will challenge you to a shootout at high noon.

Aces Up Our Sleeves

College and university information technology (IT) leaders are often in situations analogous to our poker-playing friends. Our goals are to serve student, faculty, and institutional needs through the tools and systems that we adopt. Decisions that we make can hinder or enhance access across the curriculum and interactions among all of our users.

On the yearly EDUCAUSE list of Key Issues in Teaching and Learning, "accessibility and universal design" jumped from 12th place in 2015 to second on the list in 2018 and is 5th on the list for 2019. Most of the advice for IT leaders in this area has focused on accessibility-making sure systems and tools meet the legal requirements for serving users with disability barriers.

That approach allows us to "check the box" to meet requirements, but it seldom moves the needle on the bottom-line concerns of our presidents, provosts, and chancellors: learner persistence, retention, and satisfaction. The concept of universal design for learning, or UDL, applied from an IT perspective, gives us three "aces" that we can use to make those strong public signals and stretch limited IT resources to have an outsized positive impact for our learners and colleagues.

Ace #1: Interface Design

Based on the neuroscience of learning, UDL offers learners three main benefits: multiple means of engagement, multiple means of taking in information, and multiple means of taking action. UDL goes way beyond disability-based accessibility, responding to all sorts of barriers that learners face in whatever interactions they have, not only with content but also with each other, instructors, support staff, and the wider world. Outside in-person conversations, the way that learners engage with colleges and universities is through our web sites and learning management systems (LMSs)-most often on their mobile devices.

One concrete strategy that IT leaders can implement is to adopt consistent navigation elements across systems such as web pages and the LMS. This lowers a barrier of having to learn new "look and feel" elements for each system supported by the institution.

An advanced-level UDL practice is to give everyone the same cards, so to speak. Instead of providing instructors, designers, and support staff with empty LMS shells or web-page templates, build a standard shell that includes a navigation and content structure that follows accessibility and design best practices, such as a shallow subfoldering structure and alternative-version requirement for media elements. Allow users to change the structure if they prefer (to avoid the "you're forcing us" argument), and rely on the inherent inclination of humans to adhere to default structures.

Ace #2: Inclusive Procurement

CIOs and IT leaders are in a unique position to influence the overall ease of access across all systems supported by colleges and universities. By training purchase-level staff in IT and the accounts office in how to assess Electronic Information Touchpoints (EITs) for extensibility and accessibility features, we can silently increase the ease of use and interaction for the entire campus community. Kirsten Behling and I wrote recently in Reach Everyone, Teach Everyone about an expert-level procurement strategy:

By adopting the mind-set of offering at least plus-one choices for users of EITs, many institutions are using recent legal settlements as a call to proactive action. Some are creating procurement policies that ask the vendors who supply EIT resources to prove, through a Voluntary Product Accessibility Template (VPAT), how usable their technologies are for diverse populations (spoiler alert: even when vendors have VPATs and claim their products are widely accessible, test anyway, because there is not yet any centralized authority that checks the validity of VPATs). As more institutions ask vendors about usability and inclusive design as a routine part of their procurement processes, vendors are taking a harder look at incorporating UDL into their products.

Ace #3: Slimming the Bottom Line

UDL strategies help keep costs down across the institution. As a key plank in the approach to open and inclusive pedagogy, UDL reduces learner attrition and keeps more dollars at our colleges and universities because learners stick around when they feel that they can choose their own paths through their studies. As IT leaders, it is when we make this bottom-line argument that we most often convince our colleagues. It's also key that we frame the argument in terms of access, writ broadly as mobile-device access to interactions, rather than accessibility, which colleagues can hear as applying to only a small segment of our learners.

An expert-level UDL strategy is to adopt a wider perspective at leadership meetings. By talking about how our system- and application-level IT design, procurement, and budgetary decisions expand access for all learners, we actually reduce the need to assign resources intensively to perform accommodations-making one change, one time, for one learner. Accommodation needs will never go away, but with the UDL framework, we can make the argument for inclusive benefits beyond students with disabilities. Imagine a student who is a single father who has to drop his daughter off at school and then drives 45 minutes across town to work. Giving him a way to do his course readings via alternative formats (say, read-aloud to the Bluetooth connection in his car) can be the difference between dropping out and keeping up.

Adding Aces to the Hand You're Dealt

Adopting UDL is actually much more of a mind-set shift than it is a change to our established IT processes. It really is like adding cards to the deck that we didn't have before, expanding our options and resources. IT leaders in colleges and universities can build on existing practices by designing interfaces to be inclusive, implementing inclusive procurement practices, and guiding campus leaders about the cost-saving aspects of UDL. By quietly playing these aces behind the scenes in an iterative way and from a learner-support perspective, we can both avoid arguments about academic freedom from instructor colleagues and marshal our limited resources away from intensive and unpredictable single-accommodation responses, toward broader design choices that save us, our colleagues, and our learners time, effort, and struggle.

And that's no bluff.

Thomas J. Tobin is the Conference Programming Chair and Faculty Associate in the Learning Design, Development, and Innovation department at the University of Wisconsin-Madison.

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Universal Design for Learning: Three Aces Up Our IT Sleeves

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By implementing UDL, higher education IT leaders can have a profound, quiet, positive (dare we say, sneaky?) impact on learner persistence, retention, and satisfaction-all while fostering best practices and reducing the number of unplanned urgent IT requests.

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This is a good website for teacher and parents on inclusion.

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Having your student with Down syndrome included in the general education classroom with proper supports can often seem like a pipe dream. Just look at the statistics: only 16% of our loved ones with intellectual disabilities (ID) are included in general education classrooms most of their school day.

But the research and federal law back up full inclusion with support, so how do we get there? Well, I was lucky enough to find inclusion expert, Nicole Eredics from The Inclusive Class. This amazing inclusion teacher has created a huge database of resources to support full inclusion for even students with Down syndrome. You can also buy her book (shown below) with over 40 modifications for students with the most significant needs.

Nicole Eredics moved to California from British Columbia, where she started her career in teaching. "In British Columbia the system is set up for mandatory inclusion. That's the norm. All teachers were trained how to include every type of learner in their classroom. We all co-taught, and inclusion never happened in isolation. I was shocked by the lack of support for inclusion when I moved to the states," Eredics says.

From this stark difference, The Inclusive Class blog was born. Eredics uses webinars, research-based evidence, podcasts and loads of resources to teach parents and teachers how to successfully include all learners. She says students with Down syndrome can in fact be included, but that child needs a lot of support. "You can't place a child with an intellectual disability with same age peers if you're not getting any support," Eredics explains.

5 Tips From the Inclusive Class To Help Support Inclusion for Students with Down Syndrome:

Show your child's school what successful inclusion looks like.

"When inclusion isn't the standard, the parent is going to have to be on the ground making it happen," Eredics explains. Get to know the school climate, the principal, staff, and teachers. Share the video below with your child's school, and watch more examples of what inclusion looks like here. Sometimes seeing is believing.

2. Demystify your child.

"You know your child best, so show the school what he's capable of doing," explains Eredics. This should include describing in detail your child's strengths, weaknesses, wants and needs. Check out the one-page bio of Troy. A fellow rockin' mom was the original creator of this idea. Go here if you want to create one.

Eredics says videos are also helpful. Show your child interacting with peers, doing a favorite activity, mastering a skill. "Many teachers are fearful of how a student with an intellectual disability will impact their classroom. It's important to facilitate and encourage a strong relationship with the school, where they feel comfortable asking you about your child," Eredics says.

3. Demand that your students with Down syndrome gets the support he needs.

Eredics says students with intellectual disabilities obviously needs a well-planned IEP, but more important parents should ensure the IEP is being carried out with fidelity and that the student has one-on-one support.

"The child is either going to need a paraprofessional to help facilitate the physical participation in the classroom or the class should be co-taught. I have never seen a student with ID successfully taught without the support of one of those teaching methods," Eredics describes.

4. Ensure your child has appropriate accommodations and modifications.

Just as important as a paraprofessional or co-teaching method, is appropriate accommodations and modifications. There is a difference, and both are needed. " Accommodations are the pathways to learning like eyeglasses to see, a special pencil grip to write, or an audio book to read along," Eredics explains.

Modifications are an absolute MUST for students with Down syndrome, because it allows them to access grade-appropriate curriculum at their level. "They're still learning the same content, but learning expectations are different. Content can be simplified, or the child can learn one aspect of the material. Alternative assessments and eventually alternate diplomas fall under modifications," says Eredics. Click here to get more details about accommodations and modifications.

Eredics says it may also be helpful for parents to help create modifications. "There was never an expectation that the parent must do more at home, but we also were glad to work with parents that wanted to help. Request the textbook, curriculum, and lesson plans ahead of time," says Eredics. Many states have actually modified the Common Core for students with the most significant cognitive disabilities, and many teachers don't even know about this resource. Click here to get the Essential Elements.

5. Get teacher buy-in!

Eredics says the biggest barrier to inclusion for students with Down syndrome is the teacher. "If you have a teacher who's not willing and resistant, inclusion will never work. The teacher is not only responsible for academics, but also the social aspect of the classroom. They create a community and set the tone. If the teacher is excluding the student, it doesn't matter how much you advocate. Even though you have the law on your side, it really comes down to that teacher's personality. Over the years, talking to people this is the #1 problem. Point blank," she says.

Eredics encourages parents to volunteer in their child's school and start learning who the teachers are in higher grades. Request teachers who seem to have heart and an open-mind. Start the inclusion conversation before they even begin school. And don't be afraid to request a change of teacher if your child is being excluded.

Nicole Eredics's book for parents and teachers called Inclusion in Action: Practical Strategies to Modify Your Curriculum will be available next month. "The book includes specific modifications for students who have intellectual disabilities," says Eredics. Stay tuned for more information and a book review.

Check out her website here: www.theinclusiveclass.com

Is your child with Down syndrome included in a general education classroom? What has been the biggest reward and challenge? I'd love to hear about your experiences. Comment below.

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5 Tips for Including Students with Down Syndrome in a General Education Classroom - Inclusion Evolution

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Having your student with Down syndrome included in the general education classroom with proper supports can often seem like a pipe dream. Just look at the statistics: only 16% of our loved ones with intellectual disabilities (ID) are included in general education classrooms most of their school day.

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This resource is good for teachers to find materials to teach students with ADHD and Autism.

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Materials for special needs children

Early childhood is regarded as the pivotal point in human development. In fact, 85% of a child's brain develops by the age of 5 which is why an early childhood educator needs to be aware and instrumental in aiding the special needs child in any way.

Research shows that children suffering from any kind of learning or physical disability benefits immensely from pre-kindergarten education. Parents often notice problems that their child is having long before their first introduction to school, but for many that first step into a classroom setting is when problems become more apparent to both parents and to their teachers.

There are a variety of different problems that children can have from learning problems like retaining information, dyslexia, social or behaviour problems like ASD, ADHD, ADD and others. Although it is not the early childhood educators place to define or diagnose a disability in any student, it is the teachers duty to pay heed to red flags and to communicate effectively with parents and staff when such needs arise.

Early education can play a critical role during this important developmental period. Research linking early intervention to both cognitive and socio-emotional gains has fuelled the proliferation of early childhood programs since the early part of the twentieth century.

Once a child is identified as having special needs, it is then the educators position to be aware, sensitive and effective in making the most out of the classroom environment for those children. Once children are referred to professionals for review and a diagnosis has been made, it is always a collaborative effort between the teacher, the administration and the parent.

Teachers can refer a parent when help is requested to a variety of special services available like Child Find, for example, a state-wide initiative to locate, identify and refer as early as possible all young children with disabilities and their families who are in need of Early Intervention Programs or Preschool Special Education services.

After the Individuals with Disabilities Education Act (IDEA) was passed in 2004, it was mandated that all state public schools evaluate students demonstrating signs of potential disabilities. Once a child is diagnosed it then becomes the school districts responsibility to provide adequate special education assistance. If eligibility is decided then parents are eligible for services for their child. Generally this process is not an overnight one and meanwhile teachers need to do the best they can to prepare before and through every school year to handle and provide the best possible environments for those children.

The Little Leaner strives to provide both educators and parents with as much current information, research and pedagogical ideas and teacher materials for special needs children.

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Early childhood is regarded as the pivotal point in human development. In fact, 85% of a child's brain develops by the age of 5 which is why an early childhood educator needs to be aware and instrumental in aiding the special needs child in any way.

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This is a good website for parents and teachers on learning disabilities and ADHD.

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By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd)

If you ask someone how they learned to read nonverbal cues in everyday conversations, they may reply that they learned these things through observing the interactions of family and friends; many people may reply that they aren't quite sure how they know that a certain expression means a friend is bored or annoyed — they just know. This is because for most people, the skills needed for social interaction come 'naturally' during the process of growth and development. However, for many individuals this process may not be so effortless and direct social skills instruction may be necessary (Canney and Byrne, 2006; DeGeorge, 1998).

Students who may benefit from social instruction

While many students — both those with and without disabilities — may struggle with reading nonverbal cues and engaging in social interactions, certain individuals are more likely than their peers to have difficulty with these interactions (Canney and Byrne, 2006; DeGeorge, 1998; Elksnin and Elksnin, 2000; Fussell, Macias and Saylor, 2005; Parsons, Leonard and Mitchell, 2006):

Students at risk for school failure;

Students with Fetal Alcohol Spectrum Disorders (FASD);

Students with learning disabilities (LD), particularly those with nonverbal learning disabilities (NLD or NVLD); and

Students with Attention Deficit Hyperactivity Disorder (ADHD).

The ability to navigate everyday social interactions can frequently present significant challenges for these students. While there are differences in the way these difficulties present themselves, most students who struggle with social interactions will exhibit difficulties in similar situations. For example, students with learning disabilities may interact frequently with peers on an informal level, but may have less experience and competence when it comes to engaging in more formal interactions (Schumaker and Deshler, 1995).

Social situations that present difficulties for students with disabilities can range from the fairly simple (engaging in a conversation with a peer) to the extremely complex (determining whether someone who seems friendly is actually harming you) (De Bildt et al., 2005). Because of this, social skills are often broken down into categories, or types of skill according to the level of complexity and interaction. An example of one way of categorizing social skills can be found in the table below:

Foundation Skills

Basic social interaction

Ability to maintain eye contact, maintain appropriate personal space, understand gestures and facial expressions

Interaction Skills

Skills needed to interact with others

Resolving conflicts, taking turns, learning how to begin and end conversations, determining appropriate topics for conversation, interacting with authority figures

Affective Skills

Skills needed for understanding oneself and others

Identifying one's feelings, recognizing the feelings of others, demonstrating empathy, decoding body language and facial expressions, determining whether someone is trustworthy

Cognitive Skills

Skills needed to maintain more complex social interactions

Social perception, making choices, self—monitoring, understanding community norms, determining appropriate behavior for different social situations.

Social interactions are incredibly complex and the list presented above is not exhaustive in terms of the skills that students may need to successfully navigate social situations. Additionally, each student's 'social skill profile' is different. Some students with disabilities may have strong foundation skills but lack appropriate interaction skills; others may require assistance in developing more basic skills such as making eye contact.

Because so many students in the classroom — both general and special education — may need some type of social skills instruction, it can be helpful to understand both the importance of social skill development and the most effective ways of remediating social skill deficits. For the purposes of this article, we focus on the social needs of students who may function fairly well academically, but who struggle with daily social interactions; a group which includes students with learning disabilities. Many of these students may have adequate or well—developed foundation skills, but need extra help developing higher order social skills.

Social skills are important for inclusion

Educators strive to reach each and every student in the environment that is the least restrictive and the most conducive to their learning. This means that many children with disabilities spend part or all of their day in the general education classroom. While these students are physically present and included in the classroom with their peers, students who are unable to interact appropriately with their peers cannot be said to be fully included (Waltz, 1999).

Because of these inappropriate interactions, students with LD may find themselves socially isolated or ostracized by their peers. For example, students with learning disabilities may have difficulties controlling physical or verbal impulses; they may shout out answers without being called on or inadvertently say something thoughtless or rude to a classmate (Hayes, 1994; Lavoie, 2005). Students with learning disabilities may also have trouble recognizing personal space and appropriate levels of physical contact (Hayes, 1994). These types of difficulties or other social skills deficits can serve to isolate students with learning disabilities, resulting in missed social opportunities.

When students miss out on the numerous social opportunities present in a typical classroom they are missing out on opportunities for academic enrichment (collaborating on projects, working in pairs, participating in class discussions) as well as personal and social enrichment (making new friends, playing games). There are a number of benefits, both academic and interpersonal to developing social competence:

Acceptance by peers;

Positive self—concept;

Academic achievement; and

Successful employment (DeGeorge, 1998; Elksnin and Elksnin, 2000; Fussell, Macias and Saylor, 2005).

Social skills instruction

The good news is that social skills can be fairly easily integrated into a special or general education curriculum using a variety of methods. Research has shown that social skills can be taught to students with disabilities — particularly those with nonverbal deficits — as long as educators teach skills directly and use a structured approach to instruction (DeGeorge, 1998; Elksnin and Elksnin, 2000; Peterson et al., 2006). A structured approach would involve "identifying critical social skills and then teaching them through modeling, role—playing and performance feedback" (Peterson et al., p. 2, 2006).

Generalizing social skills to new situations

One difficulty with social skills instruction is that many students with disabilities may struggle with generalizing new skills to different situations (Elksnin and Elksnin, 2000). You can help students generalize social skills in several ways:

Teach students new skills in the setting where they are most likely to be used (i.e. on a bus, in a restaurant, in the classroom, etc.) (Elksnin and Elksnin, 2000; NCLD, 2005); if this is not possible, role playing can be an effective substitute (Hayes, 1994);

Teach social skills that are valued by the student's community (parents, peers, teachers, family members, etc.); these skills are more likely to be reinforced (Elksnin and Elksnin); and

Teach social skills with a variety of mediums (video, books, games, software, etc.) across a variety of settings and situations (Elksnin and Elksnin, 2000).

Strategies for teaching social skills

Because students use social skills in nearly every aspect of their day, every moment has the potential to be a 'teachable moment'. To take advantage of this, you should try to teach social skills throughout the school day in a variety of ways. Some methods for introducing social skills include:

Incidental teaching — using a natural interaction between a student and adult to practice a skill (Elksnin and Elksnin, 2000);

Reading and discussing children's literature and videos — many children's stories are on social skills topics such as making new friends, dealing with bullies, or encountering new situations (DeGeorge, 1998);

Social skill autopsies — after a social interaction discuss what the child did, what happened, whether the outcome was positive or negative and what the child will do in the same situation in the future (Elksnin and Elksnin, 2000; Lavoie, 2005); and

Use of social stories — social stories are a successful way of teaching social skills to students with PDD/ASD (Waltz, 1999) because they can provide students with a narrative or script about a variety of situations and appropriate behavior.

Multimedia and social skills instruction

While research into the use of multimedia tools to teach social skills is fairly recent, there are a number of reasons to consider using multimedia technologies to augment your social skills instruction. Many types of multimedia technologies can be an excellent match for the specific learning styles and preferences of students with disabilities (virtual environments, simulations, videos, etc.) and new technologies are emerging rapidly.

For students with learning disabilities who are visual learners, videos, simulations, virtual environments, pictures and other multimedia can be effective teaching tools (Parsons, 2006; Parsons, Leonard and Mitchell, 2006). Additionally, many of the teaching and generalization strategies mentioned in the previous section mesh nicely with a variety of multimedia tools. Students seem to learn social skills best when they are taught in authentic situations using a variety of mediums. Activities listed above such as role playing, listening to social stories, observing peer behavior, and conducting social skills autopsies can all be augmented with the use of multimedia tools.

While there are commercially available software programs to teach social skills to students with disabilities, with some basic technology tools, it is also possible to create your own social skills tools; these tools can then be tailored to the specific needs of your students. For example, you could video tape your students in class or around the school and then use the video to conduct a discussion or "autopsy" of the social interactions. Still images from the video could be captured and used to create a slide show with text or loaded onto a handheld personal digital assistant (PDA) to be used as reminders when the student is in mainstream environments. It may make sense to use a combination of tools — both purchased and 'homemade' — for a variety of situations and skills. Consider the following resources and see more in the CITEd article, Multimedia Instruction of Social Skills.

Multimedia resources
References
References

Canney C., & Byrne A. (2006). Evaluating Circle Time as a support to social skills development - reflections on a journey in school-based research. British Journal of Special Education, 33(1), 19-24.

de Bildt A., Serra M., Luteijn E., Kraijer D., Sytema S., & Minderaa R. (2005). Social skills in children with intellectual disabilities with and without autism. Journal of Intellectual Disability Research, 49(5), 317-328.

DeGeorge K.L. (1998). Using children's literature to teach social skills. Retrieved on March 14, 2007 from http://www.ldonline.org/article/6194. Elksnin L.K., & Elksnin N. (2000). Teaching parents to teach their children to be prosocial. Retrieved March 14, 2007 from http://www.ldonline.org/article/6036.

Fussell J.J., Macias M.M., & Saylor C.F. (2005). Social skills and behavior problems in children with disabilities with and without siblings. Child Psychiatry and Human Development, 36(2), 227-241.

Hayes M.L. (1994). Social skills: The bottom line for adult LD success. Retrieved November 21, 2007 from http://www.ldonline.org/article/6176. Lavoie R. (2005). Social skill autopsies: A strategy to promote and develop social competencies. Retrieved November 21, 2007 from http://www.ldonline.org/article/14910.

Lavoie R. (2005). Social skill autopsies: A strategy to promote and develop social competencies. Retrieved November 21, 2007 from http://www.ldonline.org/article/14910.

National Center for Learning Disabilities (NCLD). (2005). Helping children with LD find social success. Retrieved November 21, 2007 from http://www.ncld.org/content/view/955/.

O'Connor M.J., Frankel F., Paley B., Schonfeld A.M., Carpenter E., & Laugeson E.A. (2006). A controlled social skills training for children with Fetal Alcohol Spectrum Disorders. Journal of Consulting and Clinical Psychology, 74(4), 639-648.

Parsons L.D. (2006). Using video to teach social skills to secondary students with autism. Teaching Exceptional Children, 39(2), 32-38.

Parsons S., Leonard A., & Mitchell P. (2006). Virtual environments for social skills training: comments from two adolescents with autistic spectrum disorder. Computers in Education, 47(2), 188-206.

Peterson L.D., Young K.R., Salzberg C.L., West R.P., & Hill M. (2006). Using self-management procedures to improve classroom social skills in multiple general education settings. Education and Treatment of Children, 29(1), 1-21.

Waltz M. (1999). Pervasive Developmental Disorders: Finding a Diagnosis and Getting Help. O'Reilly & Associates.

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Practicing Social Skills: How to Teach Your Student Social Interactions

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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This is a good resources on ADHD, Autism, and specific learning disability.

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In this section: Acquired Brain Injury | ADHD | Autism Spectrum Condition | Blind and Vision Impairment | Deaf and Hard of Hearing | Health Conditions | Intellectual Disability | Specific Learning Disability | Mental Health Condition | Physical Disability |

The primary responsibility of any post-secondary education provider is to deliver the best possible academic experience for all students. Students may reach their goals and realise their potential in different ways - and this is true particularly for students who have a disability. Staff may encounter students who are mildly or severely hearing or sight impaired, who have long or short term medical disabilities, mobility disabilities, psychiatric or psychological disabilities, or a learning disability. In the context of inclusive teaching practices which enhance the learning of all students, it is useful to have a basic understanding of the implications that a specific disability or health condition may have in order to better meet the needs of students.

Even though two people may have a similar condition or disability, they are unlikely to have the same needs or experience of disability or require identical strategies and adjustments to support their learning. Rather than make assumptions about the impact of a student's condition on their learning, ask them what assistance or accommodations they need.

A health condition is variously disabling depending on the extent to which the education provider makes provisions for their inclusion. For example, a person who uses a wheelchair will have no difficulties negotiating a well-designed accessible building but will be disabled in a poorly designed one. But even within the same provider, students with the same disability or condition may have very different needs. This can be as a result of the following factors:

The type or extent of the impairment; for example, 'vision impairment' refers to a broad range of conditions with very different implications for the student

The student's previous educational experience; some students may have already developed effective study skills, while others may have only recently developed an understanding of their disability

The nature of the study; a student studying physical sciences may have very different assistance requirements than one who is studying law

The teaching format; a student's needs will vary according to whether they are undertaking practicum work, e-learning or lab work, for example

The level of study; postgraduate study will require different skills than an undergraduate course

This section offers insight into the experience of living and studying with a disability or health condition, defines the terms you may encounter and suggests specific strategies for accommodating needs. Disabilities and health conditions can result from injury, illness or genetic disorders - but remember, your focus is the implication of the disability or health condition for learning, not the specific disability itself. Your job is to make reasonable adjustments to teaching and assessment practices in order to minimise the impact of the student's disability.

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In this section: Acquired Brain Injury | ADHD | Autism Spectrum Condition | Blind and Vision Impairment | Deaf and Hard of Hearing | Health Conditions | Intellectual Disability | Specific Learning Disability | Mental Health Condition | Physical Disability | The primary responsibility of any post-secondary education provider is to deliver the best possible academic experience for all students.

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This is a good website for teacher to learn more about instructional technology.

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Start the New School Year With More Fun, Engaging Techniques and Resources Than You'll Probably be Able to use all Year!

Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning.

I believe that if you can get students involved and motivated effectively enough, you can improve their learning habits over the long term.

With that in mind, here are 10 highly engaging uses of technology in the classroom, along with dozens of tools and resources for implementation. Most of these involve free web based tools, so that's an added bonus!

Interactive Collaboration

The 2014 Gates Foundation report, Teachers Know Best: What Educators Want from Digital Instructional Tools, indicates that teachers want tools "supporting student collaboration and providing interactive experiences". These types of tools are fun and engaging, and they support 21 st century skills like collaboration, communication, and creativity.

Learning this compelled me to write the article, " 20 Fun Free Tools for Interactive Classroom Collaboration", which has been in the top 10 most popular posts on the site since I published it in May. We followed that in July with " 5 More Cool Tools to Take Classroom Collaboration to a New Level ", another popular post. So there you have over two dozen fun free interactive collaboration tools to consider using in your classes this year!

Gathering Feedback

The potential to gather structured feedback in moments is a powerful aid to instruction, and thanks to proliferation of Internet enabled devices, it's never been easier. Hi-tech or lo-tech, it's easy to gather student input and feedback in today's classrooms. Here's a number of tools and techniques for doing so:

Surveys/Polls (using any Internet enabled device): When you use web based survey and polling tools, users can often participate from any web-enabled device. SurveyMonkey is a popular web based survey tool that provides for a small survey at no cost. Doodle, Polldaddy, and SurveyAnyplace, are a few other alternatives.

Clickers: Also known as Student Response Systems, these devices make it really easy to gather student feedback. Click here to read a story about a contest winner we had on the site back in 2010 who used Clickers to help improve FCAT scores.

Plickers: This is a relatively lo-tech, and highly affordable alternative to clickers that does not require students to have an electronic devices! Learn more here.

More advanced, education-specific tools: Apps like Socrative are great examples of the maturing tool set available to educators.

Twitter! Twitter is a unique, fun way to gather feedback when students have a way to tweet. Create a unique hashtag and have students use it in their tweets, to create a custom stream of student tweets. In this article, a College of Westchester teacher explains how Twitter helped engage her students in the course material.

Embedding Questions in Videos

Today's students consume video like drinking water. As today's teachers leverage this fact by using video for instructional purposes more than ever, free tools that enable educators to embed questions are powerful aid. When students are asked to consume video content outside of class, how can you help to ensure that they are really engaging with the content? Here's an excellent approach.

EduCanon: I recently created this '3 Minute Teaching with Technology' Tutorial Video showing how easy it is to use EduCanon to do this.

EdPuzzle (edpuzzle.com): I haven't tried this one yet, but I heard about it at FlipCon14, and people seem to really like it!

Ed.ted.com: This is a different approach - one that allows for the building of a quiz and other interactive content after the video is viewed.

Active Learning

This is a personal favorite of mine. Tech tools can be great for active learning in the classroom. Whether your preference is for Inquiry Based Learning, Constructivist Learning, Experiential Learning, or one of the various other labels for or sub-categories of Active Learning, there are applications and resources available to enable this teaching construct in your classroom. Here's a few web based resources for further exploration:

Social Learning

Bandura's Social Learning Theory posits that "people learn from one another, via observation, imitation, and modeling". Of course, the type of socialization that occurs via "social" computer tools is certainly different than face-to-face social interaction, but it still offers opportunities for social learning. Moreover, when it comes to blended and online learning, making an effort to bring social elements into the picture can truly help to fill one of the gaps that digital learning can have when contrasted with face-to-face learning.

Some resources to learn more:

Using Technology to Help to Ensure Engagement With Digital Content

As digital learning content becomes increasingly commonplace, one challenge we teachers are faced with is how to make sure that students are engaging with content they are consuming. Unlike the traditional textbook, digital content generally lends itself to much easier distraction.

One technique to help ensure that this type of content holds students' attention is to make it interactive, requiring responses and actions during consumption. We've already looked at embedding questions in videos as one example. Other techniques can include clicking on simple response requests, embedding discussion forums in content, or using techniques like K-W-L or WSQ. Whatever approach you take, it's worth considering some sort of measure to help ensure engagement.

Student Created Presentations

I've written a few times about the inspiring nature of student created content. Surely, one of the most rewarding moments a teacher can have is when they see the pride a student's face when they share something they have created.

In the article, Student Created Content is an Exciting and Inspiring Learning Tool that Teaches Many Skills, we look at student uses of iBooks and iMovie. As another example, I shared presentations created by students in my Emerging Information Technologies course using a variety of presentation tools in this article.

Project Based Learning

One very well-known form of Active Learning is Project Based Learning, and technology lends itself to PBL in so many ways. Heck, there's no need for me to write much more on this when so many others have!

Digital Makerspaces

The Makerspace Movement is of my favorite new 'trends' (although I really kind of hate that word) in education. While I fully embrace the many non-digital Maker tools that are available and should be a part of any robust school-base Maker Space, digital tools can also be used to create. Here's a few resources focused on the intersection of 'Digital' and 'Maker' in the education space:

Flip Your Class to Free up Class Time for More Engaged Learning

One of the primary challenges in getting engaged in the classroom can be making the time for it. If a course has a lot of learning content that has to be delivered, many teachers will use class time to that end. Flipped teaching and learning is a technique that addresses the question, "What is the Best use of Valuable Face-to-Face Class Time?" by making more class time available to be used as you see fit. Getting active and engaged is a great way to use that time!

Here are some select resources for learning more about flipped teaching and learning:

Well, there you have it ... a plethora of engaging using of technology for your classroom. Have fun!

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10 of the Most Engaging Uses of Instructional Technology (with Dozens of Resources and Tools)

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Are you looking for ways to integration technology in your lesson plans and courses that provide for an engaging experience for you and your students? Fans of instructional technology know that it can be fun and inviting, and engaged students are far more likely to be learning.

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This website is good for teacher to use when finding ways to teach students with high incidence disabilities and information on Inclusion.

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This resource is good for teachers and parents on learning disabilities.

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Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus.﻿﻿ In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

What Are Learning Disabilities?

According to the website LDOnline, the most common learning disabilities include:

Dyslexia: A reading disorder

Dyscalculia: A mathematical disability

Dysgraphia: A writing disability

Auditory and Visual Processing Disorders: "Sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision."

Nonverbal Learning Disabilities: A neurological disorder that causes problems with "visual-spatial, intuitive, organizational, evaluative and holistic processing functions."

Often, students with learning disabilities will have an Individualized Educational Program or 504 Plan which details teaching accommodations. These are usually similar to the general suggestions offered below.

How to Help Children With Learning Disabilities Succeed in School

Most instruction at home or in school can be adapted to accommodate the needs of students with learning disabilities such as dyslexia or other learning problems. These strategies can be used to modify instruction in most subject areas to improve students' comprehension of tasks and the quality of their work.

These approaches, incidentally, can also be helpful for most students who prefer a clear, structured educational program.

Set the stage for learning by telling children why the material is important, what the learning goals are, and what the expectations are for quality performance.

Use specific language. Instead of saying, "do quality work," state the specific expectations. For example, in a writing assignment, a teacher might grade based on correct punctuation, spelling, and the inclusion of specific points. If your child does not understand what his teachers expect of him, contact the teacher and ask for details you need to help your child. Suggest the teacher may want to begin posting that information on a school website so others can use it as well.

Teachers should develop a scoring guide, share it with students, and provide models of examples of each level of performance.

Never use a student's work as a public example of poor work for the class to see. This is humiliation, and it has no place in any classroom or home.

Have the student repeat back the instructions for a task to ensure he understands. Correct any miscommunication before he begins the actual work. Check back on the student as he works to ensure he is doing the work correctly. Prompt him as necessary to ensure that he corrects any mistakes before he finishes.

Clearly define classroom expectations for work and behavior. Post them, and use them as a basis of all interactions and class projects. Making your requirements a part of the classroom or homework routine will help the student meet expectations.

Use graphic organizers to help students understand the relationships between ideas.

Instruction should include specific, step-by-step instructions that are explicitly stated by the teacher and modeled for the student.

Create models of quality work that students can see and analyze. Include both spoken and written explanations of how the work fulfills academic expectations.

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The Best Strategies for Teaching a Child With Learning Disabilities

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Learning disabilities are surprisingly common. They are a result of differences in brain structure but do not relate to intelligence, behavior, or focus.﻿﻿ In short, they are differences that make it difficult to succeed in a typical American school, though they may have relatively little impact on tasks of daily living.

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This is a great resource for parents of children with disabilities.

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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This is a good resource for teacher on Inclusion
And IEPs.

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Sign up for
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determine the placement are likely to be held in violation of federal law.
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Kids Together Inc. (TM) disability, inclusion, rights, information & resources

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Sign up for Free Newsletter Say NO to Labels Say YES to NO Stereotypes Supporting "Individuals" NO Generic Services Welcome to our Your suggestions, comments, corrections and feedback are needed toaward winning website! Designed for YOU! Parents, professionals, advocates and self-advocates make thisall-volunteer website a more valuable resource for everyone!

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This resource allows teachers and students to access different videos they made and embed questions.

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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This is a good resource for teachers when teaching students with disabilities.

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Feelings and emotions make us human. Without them we would essentially be robots. However, even though feelings and emotions are integral parts of the human experience, they aren't always valued. We tell kids that it's OK to feel their feelings. However, when they do, sometimes we invalidate ... read more

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Feelings and emotions make us human. Without them we would essentially be robots. However, even though feelings and emotions are integral parts of the human experience, they aren't always valued. We tell kids that it's OK to feel their feelings. However, when they do, sometimes we invalidate ... read more

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This resource is good for teachers to help students with disabilities and specific learning disabilities.

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Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

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This resource is good for teachers to teach social skills.

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Teaching Social Skills
To Kids Who Don't Have Them

(yet)

Do any of these comments sound familiar?

"I tell him to stop doing that, but he keeps on doing it. Darn. This kid must have been raised by wolves!"

"That kid knows how she is supposed to behave. She CHOOSES to misbehave."

"If I ask him what he is supposed to be doing, he can tell me. He knows better, so why isn't he doing it?"

Y ep. Some kids know (intellectually) what they should be doing in any particular set of circumstances, but they've never (physically) done it before. They have not practiced the "correct" behavior for that setting or event. In fact, they've had a great amount of practice demonstrating the present "inappropriate" action. It is ingrained in their memory and behavioral repertoire. It is difficult for humans to all-of-the-sudden display a completely different behavior than we've been showing for years. Could you engage in an immediate change in your behavior pattern? Changing a habit is no easy task. To get an idea of what it's like, try this activity:

(YES!...Do now activity right now.) 1. Cross your arms across you lower chest. 2. Uncross your arms, and then cross them again.

Chances are that you crossed them the same way each time. Notice how one arm goes over the other with it's hand tucked under its biceps (upper arm). At the same time, the hand of the lower arm has it's hand resting on top of the biceps of the other limb.

OK, now unfold your arms again, but this time switch their positions so that the one that was on the bottom is now on the top (and vice versa). Now unfold the arms and do it in your old way. Now unfold the arms and cross them in the new way. Repeatedly switch back and forth between the two positions.

All right. It took you awhile, but you were able to do it. Does this new position feel a bit uncomfortable and odd? Yes. It's not your ingrained way of doing things. However, I now want you to show this new way of crossing your arms for the rest of your life. Don't ever make a mistake or revert to the old way.

Do you think that directive might be difficult to follow? Yep . Now imagine what we are asking our socially unskilled kids to do when we say "Just do it.". We're expecting them to immediately change a behavior that is indelibly etched into their brains, feels "comfortable", and has been "assigned" to them by other adults who have labeled them as the type of person who "does that thing". Kids who display the wrong behaviors as they interact with others will have a long and arduous path to travel as they work to change to "a better way of doing things".

Thank goodness they have a patient and supportive teacher like you. You'll support them as they undertake the struggle to show the new action. You'll be sure to focus on progress rather than perfection, recognizing and drawing attention to evidence of the new way as it emerges rather than attending to vestiges of the old reaction pattern.

Why Don't Our Kids Have Social Skills?
Social skills are those communication, problem-solving, decision making, self-management, and peer relations abilities that allow one to initiate, build, and maintain positive social relationships with others. Deficits or excesses in social behavior interfere with friendship, adult-child relationships, learning, teaching, and the classroom's orchestration and climate. One's social competence is linked to peer acceptance, teacher acceptance, success of inclusion efforts with students with disabilities, and post school success.

____________________________

Deficits in social skills can be viewed as mistakes in learning. Arnold Golstein, a renowned expert in the teaching of social skills to students with behavior disorders and challenges believes that there are four primary reasons that explain why students are socially unskilled:

(1) They don't know another way to (re) act other than their present pattern of behavior. Many of our youngsters never learned "appropriate behavior" for social settings (situations in which they must interact/cope with others). Perhaps they did not receive this guidance in the home (either because of lack of training by elders or another system of values & behaviors being taught). Perhaps they did have good role models in the home and neighborhood who promoted "good" behavior, but our youngsters didn't notice the actions and/or emulate them as well as other kids (just like some kids learn to read without formal instruction previous to school, while some learners need the structured process of reading instruction).

(2) They know (cognitively) other ways to behave, but haven't had enough practice to display them competently. Many of my former students could tell me (after the fact) what they SHOULD have done in that situation. Those failures to display the behaviors that were being promoted in my self-contained classroom of students with severe behavior disorders pointed to the need for more and varied practice in their use. That instruction became a part of each day.

(3) They tried another way, but it didn't work for them the first time (s) they tried it, so they assume that it would never work for them. Given their failure experience, they return to the previous action pattern. Remember that humans show behaviors for a reason. Any behavior you show has a benefit. If there wasn't a "payoff" for demonstrating the behavior in a situation, you would stop doing that action. We show behaviors for one of two general reasons: Doing so (1) brings something desireable to us (positive reinforcement), OR (2) keeps something undesireable away (negative reinforcement).

This explanation applied to me in a certain setting when I was a younger man. One night, a female friend of mine joined me in a gathering spot for young singles (The "Philosophers Bar"...It's motto: "I think. Therefore I drink."). She saw me using various "pick up lines" to meet women. She told me that if I really wanted to make a positive impression on a woman, that I should "compliment something she's wearing", "make introductions", and "just be yourself". I tried this approach a few times and failed miserably. I quickly returned to the quirkly comments that were so solidly embedded in my repetoire. I learned an important lesson that night... Never be myself! No, No... What I mean to say is that I needed to be persistent and modify my new actions in order to experience success with them. I needed more than a "just do it" instruction. I needed ongoing training with performance evaluations and revisions in goal setting in order to make the more socially appropriate replacement actions my new modus operandi.

(4) Tension and anxiety interefere with the ability to perform the practiced behavior well in real life. I can also apply this explanation to a personal situation. I'm an avid white water kayaker (one who paddles a small boat down raging river rapids and over small water falls while dodging rocks). I paddle "class 3" rivers (of 5 and 1/2 levels of difficulty). If I flip over, I'm able to execute an "Eskimo roll" to right my craft and keep paddling. A paddling partner decided that it was time for me to paddle a "class 4" river. I paddled furiously and anxiously down the rock strewn, furious malstrom of two parts hydrogen and one part oxygen, forgetting my usual relaxed paddling style. I went over one 7 foot waterfall into the jaws of hell, was flipped, and found myself repeatedly banging on my helmeted head while I tried, poorly, to right myself to the surface. The hard beating while being twisted and twirled in that hellacious water discombobulated me. I was unable to accomplish my usual effortless Eskimo roll, and out-of-breath exited my boat underwater in panic to then take a long pinball machine swim down more turbulant rapids. Bruised, battered, and coughing up much of the river from my lungs, I dragged my sorry, beaten carcass up onto shore. My never-fail roll had failed due to panic. Soon though, with specialized practice on lesser rivers and in certain spots on that class 4 river, my skills became useful there. I now enjoy class 4 rivers, demonstrating the indicated actions even under pressure.

(perhaps through So...Ask: Is it a skill deficit (the student cannot tell you the correct response for a social situation and the actions are not in the student's behavioral repetoire) or a performance deficit (the correct action can be identified by the student when questioned, and has been practiced, but is displayed only during the role playing practice situations). A skill deficit usually responds to direct instruction of the necessary skills (inappropriate) behavioral response. We need to arrange for the "payoff" to be greater than the rewards acquired by the present inappropriate action. A willingness to change one's behavior is also a necessary factor. To assess and promote this "readiness to change" in a youngster, look for Dr. Mac's package in the advertisement boxes on this site. task analysis and shaping). A performance deficit usually requires a quarantee that demonstration of the new behavior will bring at least the same amount of benefits as the present

_____ __________________________________________

Displaying poor social skills is likely to get one rejected by others (other kids don't like them and won't associate with them). Others of our kids work hard to show the new and better behaviors they've been told to show but are still rejected by others (perhaps due to a long-time character reputation or maybe because others don't like the awkward and unsure demonstration of the newly learned behaviors which don't appear "natural"). At other times, our pupils may still fail because they have difficulty monitoring and controlling their behavior when unexpected reactions occur. They misread social cues given off by others (examples: 1. Not noticing the rejection actions by others that non-verbally/verbally say "Get lost. Leave us." 2. Viewing the positive social forays of others as being threatening). If rejected because of their behavior (past or present), they'll rarely (if ever) get the chance to display the "correct" behaviors under naturalistic circumstances and therefore will probably fail to incorporate them into their behavioral repertoire.

Others of our kids will not respond positively to social skills instruction because they don't see the skills as being necessary/useful (Example: 1. Assisting the teacher, 2. Avoiding conflict with adults, 3. Disagreeing in an non-confrontational manner). The behaviors they display now seem just fine to them. They obtain the attention, objects or power they seek.

Are you are a teacher of students with behavior disorders? If so, are you teaching social skills to your students? Are you doing so in structured daily lessons? If not, why not? The defining characteristic of kids with EBD is their inability to build and sustain positive relationships. Kids with EBD are A Note to Teachers of Students with Emotional & Behavioral Disorders (EBD)
3 times more likely than general ed kids to be rejected because of their behavior. It's time to use more than point systems to " manage" the behavior of these pupils. We need more than " The curriculum of control". We must teach the skills we wish to see displayed by our behaviorally challenged students.

Dr. Mac's book FOR kids with behavioral challenges!

Use it as the activity-filledsocial skills program for your learners. Includes 100 free lesson plans that are aligned with the content of the book

Click here to order & for more information

W hat Exactly Is Social Skills Training?
If our kids don't have 'em, we've got to teach 'em. "Social skills training" is a general term for instruction conducted in (behavioral) areas that promotes more productive/positive interaction with others. We teach social skills to students who are (at present) socially unskilled in order to promote acceptance by teachers (and other adults) and peers. A social skills training program might include (among other things):

1. "Manners" & positive interaction with others
-how to approach others in social acceptable ways
-how to ask for permission rather than acting impulsively
-how to make & keep friends
-how to sharing toys/materials

2. Appropriate classroom behavior
- work habits/academic survival skills
-listening
-attending to task
-following directions
-seeking attention properly
-accepting the consequences of one's behavior

3. Better ways to handle frustration/anger
-counting to 10 before reacting
-distracting oneself to a pleasurable task
-learning an internal dialog to cool oneself down and reflect upon the best course of action
4. Acceptable ways to resolve conflict with others
-using words instead of physical contact
-seeking the assistance of the teacher or conflict resolution team

Examples of Social Skills for Pre-Schoolers

1. Skills that will help in later instruction (example: listening skills)

2. Skills that enhance success in school/daycare settings (example: asking a question)

3. How to make and keep friends (examples: asking for something, asking others to play)

4. Feelings:
-awareness of own and other's feelings (Called "Theory of mind"...being able to predict how
others might feel in a situation, understanding that others might not feel as you do)
-coping with negative feelings

5. Positive, non-aggressive choices when faced with conflict

6. Dealing with stress:
-what to do when you make mistakes
-handling teasing and taunting

Social Skills Terms/Definitions:
Socially Skilled: The ability to respond to a given environment in a manner that produces, maintains, and enhances positive interpersonal (between people) effects.

Social competence: One's overall social functioning ... a composite or multitude of generalized social skills. Social competence can be improved by teaching social behaviors/social skills.

STEPS TO FOLLOW IN TEACHING SOCIAL SKILLS

Essentially, we teach new or replacement social skills like we teach academics; directly and actively. The steps are the same: Assess the level of performance/skill, prepare the materials, introduce the material, model it, have them practice it, and provide feedback. If you purchase a social skills curriculum (see the listing at the bottom of this page), it will probably include an assessment device, lessons, and activities. Teaching is a matter of following the directions in the kit. If you're on your own in developing a curriculum and devising lessons, here's how to develop a curriculum that is designed for your students:

Pre-teaching
* Select the students who need training in certain skills via an assessment device. Many assessment instruments can be found free-of-charge on the internet.

* Identify powerful reinforcers that will motivate the students to attend to lessons and attempt new behaviors. (Examples: group and/or individual points, raffle tickets, progressively moving a paper dog along the wall toward a food bowl which earns a reward upon reaching the dish)

* Identify and specifically define the target behaviors to be taught. Decide which behaviors are needed. Define them precisely so that everyone agrees on what is to be accomplished (...what the student will be able to do/show after instruction).

* Task analyze the target behavior(s) (If this listing of sequenced actions is not done for you by a packaged program. If you are unfamiliar with the procedure, go to task analysis on this site.)

Teaching social skills
-Create groups of 3-5 youngsters with similar skill deficits. Small groups give students a chance to observe others, practice with peers, and receive feedback.

-Remove obstacles to learning (Examples: close class door, remove corrections officers)

-Meet early in the day so that kids are attentive and have the whole day to practice what they learn in your lesson.

-Introduce the program, its content, and why and how it will benefit them (Examples: It will help them to return to general education classes; help them obtain and keep a job; result in less trouble with teachers/parents; impress their boyfriend's/girlfriend's parents when they meet them; be able to convince the police to release them if stopped).

-Set up the rules and regulations (Identify the behaviors you'll prompt, recognize, and reward during lessons: One person speaks at a time, pay attention, be positive in comments ...all of which may need to be taught in the initial lessons.)

-Teach the easy-to-learn skills first to ensure student (and teacher) success and reinforcement. Use the traditional teaching model of:
- Tell them

- Show them

- Provide "Guided practice", meaning:
With the steps provided on a handout, have them
-discuss when the behavior could be used
-role play it (at least two different scenarios with right & wrong behaviors being demonstrated).

- Provide feedback (with lots of encouragement and specific praise)
-from oneself
-from peers
-from the teacher

- Practice, practice , PRACTICE via homework assignments, review sessions, assignment in real-life settings, and surprise "tests" (Example: Your student has been learning to handle interactions with authority figures...Send the student on an errand and have an unknown teacher confront him/her, accusing the pupil of "forging" a hall pass. If the student performs poorly...runs, is rude, etc...the teacher says "This is a test. How did you do?")

* Given that the behavior of group leaders is emulated by their followers, teach to the high status kids in your group first. Have them demonstrate the new behaviors and be seen being rewarded. Have your lower status kids demonstrate the behaviors after the leaders do so. Make sure the lessons are interesting and fun so that kids look forward to the lessons. For example, start the teaching of "following directions" by having them cook/make candy, play "Simon says (Kids who make mistakes go to the back of the group and try to work their way forward. Don't have them sit out: They're the ones who need the practice!), or do magic tricks. Then move to more school-based examples.

-Promote generalization to different settings/circumstances by:
-practicing in different settings and under various conditions
-prompting and coaching the student in naturally occurring situations throughout the day
-having the student submit self-report forms for each class period
-meeting with the students to discuss their performance in and out of school.

-Monitor the behavior outside of the lessons. Keep track of the display of the behavior for IEP documentation, motivation of the student, etc. Have the student self-monitor/self-assess in order to build internal motivation/control.

-Adjust and enhance the skills as necessary.

-Recognize and reward its display in everyday school situations. When you see a good situation for a student to display a "new" behavior, prompt it's use with cues and hints (as subtle as possible, but as strong as necessary).

Example:
Pedro is going to be congratulated by the principal for being "Most improved student" with regard to behavior. As the principal approaches, the teacher whispers into Pedro's ear "Remember to wipe the booger off your finger before shaking hands with Mr. Yoon."
Wording for more socially advance student
"What do we do with boogers before we shake hands?"
(The student must decide on correct course of action)

Social skills training, helps individuals make better choices in situations.

SUMMARY

We want to strive for the lofty goal of all of our students interacting positively with others ... especially us! In order to promote more socially skilled and appropriate actions among our pupils, we must move beyond simply telling them to stop what they are doing wrong.While we might tell them which behaviors to avoid, we then need to teach them what they should be doing in those situations.

Sometimes, the process involves pre-teaching, in which we work to prepare a pupil for the change process through a discussion of the drawbacks of displaying the present inappropriate behavior (e.g., rejection by peers, penalties from school administration), and the benefits of adopting a particular replacement for it.

Do remember: Humans show specific behaviors because there is a benefit to doing so.In order to fully convince the student to change his or her ways, the benefits of the new actions must outweigh those of continuing the old patterns of behavior.The new ways must also be viewed by schoolmates as being acceptable.Often, packaged social skills programs promote social actions that, while esteemed by adults, would never be shown by any self-respecting, socially accepted kids in the mainstream.In that case, becoming skilled in the new behavior does little to promote acceptance and positive interactions.

Sometimes, we don't want new behavior skills to "generalize" (be applied in settings outside of school). If my former students had used their "school skills" after school on the streetcorner or ball field, they would have been ostrasized or victimized. Outside of the school building they had to "act street".

As with the teaching of academics, begin with the prerequisite skills and then move on to the more advanced ones. Your curriculum will be comprised of the skills that are most important to classroom decorum and your students' social needs.

While the teaching of social skills consumes time during the school day, over the weeks and months we gain back lost academic instructional time as our students display more acceptable behavior. Our school life becomes more productive and personally/professionally rewarding. The same applies to the school-based and outside lives of our students.
Activities
1. Look at this list of commonly needed social skills. Think of students you know who would most benefit from instruction in each one. (You could use this list as your assessment device and assign students to groups by skills)
-Saying "please" and "thank you"
-Dealing better with anger and frustration
-Asking questions in an appropriate manner of body language, wording, and voice tone.
-Accepting the consequences administered by the teacher
-Accepting responsibility for one's own (mis)behavior
-Dealing with losing/frustration/making mistakes/insults and so forth in an appropriate manner (devoid of yelling or physical aggression)
-Initiating a conversation with others

-Accepting "No" for an answer
-Joining a group activity already in progress
-Following directions
-Making friends
-Complimenting others
-Understanding the feelings of others (and accepting them as valid/OK)
-Compromising on issues
-Cooperating with peers
-Coping with taunts and verbal/physical threats/aggression from others
-Seeking attention in an appropriate manner
-Waiting one's turn

2. Behaviorally/specifically define the following behaviors that you might decide to teach (see the home page link on "behavioral recording" if you are unclear on this procedure)
-Asking permission
-Avoiding fighting with others
-Interrupting others appropriately
-Showing sports(wo)manship

Click here to read possible definitions (but try to define the behaviors first... No cheating!)

3. Task analyze the following behaviors (Delineate, in order...if there is an order...the sub-behaviors that must be displayed in order to accurately display the desired behavior that you have identified and defined.) (See the home page link on (
"task analysis" if you are unclear on how to conduct this procedure)
-Listening
-Following Directions
-Respecting the opinions of others
-Accepting praise from others
-Apologizing for wrong doing
-Greeting others
-familiar/family/friends
-unfamiliar
-adult
-peers
-same gender
-different gender
-younger

Click here to read possible task analyses of each behavior C'mon...try it first)

4. A student displays social skills that appropriate in his/her cultural group, but are not desirable in the mainstream North American culture (e.g., lowering one's eyes when spoken to by an adult, physically fighting when mother's honor is insulted by another). Is it appropriate to teach the "right ways" (as viewed by school personnel)? When, how and why would you do so?

5. Obtain a social skills curriculum. Evaluate it using the following form:

__________________________

McIntyre Evaluation Form for Social Skills Curricula
2001

Name of Curriculum:

Date & Publisher:

Designed for which ages/grades?

Designed for special education or general education kids?

If designed for general education students, could it be adapted for special education students?

If so, what would need to be done to adapt the materials?

Does it have an assessment component to determine which skills need to be taught?

Does it have prepared lessons for each skill?
-For how many skills (total)?
-Are the skills task analyzed?
-Is the instructional format same for all skills?

Are all necessary materials included?

Are sufficient practice activities provided?

Does the curriculum contain suggestions for ways to motivate the students?

Are there suggestions for adapting to individual student needs and strengths?

Are provisions made for the maintenance and generalization of behaviors?

Does it includes forms for:
-Identification of students who would benefit from program
-Lessons
-Review of lessons
-Reinforcement/Reward/Feedback
-Assessment of mastery of skills
-Monitoring/Documentation

Is the material appropriate for ages of the students who were identified?

Is the material appropriate for the stated objectives?

List the positive and negative points of this curriculum:

Give your overall evaluation of it's usefulness:

Samples Of Social Skill Instructional Units

Videos & DVDs for Teaching Social Skills at Home & School

This site offers videos/DVDs of students displaying the appropriate behavior for various events. Videos are available for different age groups, and while designed for students with PDD/Aspergers Syndrome/Autism, they would also serve well for others in the elementary grades. The scenarios would work well as part of a structured social skills training program, or perhaps for periodic "free time" viewing followed by discussion and role play. The following words were written by me after a review of the videos:
"I finally found the time to watch the Model Me Kids DVDs and I'm glad that I did so. Model Me Kids videos provide a valuable resource for teaching children appropriate behaviors that will serve them well in school and other group situations. I can imagine teachers making use of these video vignettes as part of their planned social skills instruction, or in a spontaneous manner during a "teachable moment". Thanks for sharing them with me. I look forward to seeing the new one presently in development."
- Tom McIntyre ("Dr. Mac"), Professor and Coordinator of the Graduate Program in Behavior Disorders, Department of Special Education, Hunter College, NY & www.BehaviorAdvisor.com

Social Skills Curricula/Kits

Dr. Mac's book for kids with behavior challenges. It's the
ONLY book written FOR kids. Parents can read it along with their children. Many teachers use it as their social skills curriculum (see the reviews by parents, teachers, kids, teachers, and professional organizations on the home page of this site). Appropriate for kids 8 to 18. Written on a fourth grade reading level (Just like this web site! HA!)
Click here for more information
Just read the reviews!

"Sensitive and thorough."- School Library Journal

"Encouraging.... Parents of children with behavior challenges would benefit from reading this book."- Children's Literature

"Excellent material."- Voice of Youth Advocates

"Chock-full of information."- School Library Journal's Curriculum Connections

"A great book-very practical and helpful. Positive, encouraging, and supportive."-Eleanor Guetzloe, Professor Emerita, Department of Special Education, University of South Florida

"Kids who use this book will not only make their own lives better, but also ease the lives of family adults, classmates, and teachers."-Steven R. Forness, Ed.D., Professor, School Principal, and ChiefEducational Psychologist, UCLA Neuropsychiatric Hospital, Los Angeles, CA

Skillstreaming: Perhaps the most popular program for teaching social skills.

(for adolescents)

___________________________________________________

Sign up for Dr. Mac's "B-list"! (Behavior List).

B-Listers have total access to thousands of intervention strategies on this site, and receive

periodic "How-to-do-it" newsletters on Classroom Behaviour Management.
JOIN US!

Author: Tom McIntyre at www.BehaviorAdvisor.com

DoctorMac@BehaviorAdvisor.com

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Teaching Social Skills To Kids Who Don't Have Them (yet) Do any of these comments sound familiar? "I tell him to stop doing that, but he keeps on doing it. Darn. This kid must have been raised by wolves!" "That kid knows how she is supposed to behave. She CHOOSES to misbehave."

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This is a good resource for teachers to use when communicating with parents.

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The best way to avoid crises with parents or even, heaven forbid, due process, it's good to have regular communication methods in place. If parents know you are open to hearing their concerns, you can nip any potential misunderstandings that lead to a crisis in the bud. Also, if you communicate regularly when you do have concerns about problem behaviors or a child in crisis, parents won't feel blindsided.

Find Out How a Parent Prefers to Communicate

If a parent doesn't have an email, that won't work. Some parents only have email at work, and may not want to receive messages by email. Some parents may prefer phone calls. Find out what are good times for a phone message. A traveling folder (see below) is a great means of communication, and parents may just prefer to respond to your messages in a notebook in one pocket.

Parents Are Stressed

Some parents may be embarrassed about having children who need services; for some parents, parenting is a competitive sport. Some special education children are poorly organized, extraordinarily active, and do poorly at keeping their rooms clean. These children can stress parents out.

Another issue for parents of special education children is that they often feel that no one sees the value of their child because of their challenges. These parents may feel the need to defend their child when you really just want to share a concern or work out a mutually agreeable solution.

Don't Play the Blame Game

If these children weren't challenging, they probably wouldn't need special education services. Your job is to help them succeed, and you need their parents' help to do it.

Make Your First Email or Phone Call a Positive One

Call with something positive you want to tell the parent about their child, even if it's "Robert has the greatest smile." After that, they won't always pick up your emails or phone calls with dread. Keep records. A communication form in a notebook or file would be helpful.

Handle your parents with TLC (tender loving care) and you will usually find allies, not enemies. You will have difficult parents, but I will discuss them elsewhere.

Email can be a good thing or an opportunity for trouble. It is easy for email messages to be misunderstood since they lack the tone of voice and body language, two things that could assure parents that there is not some hidden message.

It is good to copy your building administrator, your special education supervisor or a partner teacher all of your emails. Check with your special education supervisor to find out who he or she would like to see receive the copies. Even if they never open them, if they store them, you have a backup in case of a misunderstanding.

It is especially important to email your supervisor or building principal a heads up if you see the trouble with a parent brewing.

Some parents may prefer a phone. They may like the immediacy and the sense of intimacy created by a telephone call. Still, there is potential for misunderstanding, and you never know exactly what frame of mind they are in when you call.

You can set up a regular phone date, or just call on special occasions. You might save this for just good news, since other kinds of calls, especially calls involving aggression, may put parents on the defensive since they haven't' had a chance to prepare for it.

If you leave a message, be sure you say: "Bob ( or whoever) is fine. I just need to talk (ask a question, get some information, share something that happened today.) Please call me at . . . "

Be sure to follow up on a phone call with an email or a note. Restate briefly what you talked about. Keep a copy.

Traveling Folders

Traveling Folders are invaluable for communication, especially on completed projects, papers or tests. Usually, a teacher will designate one side for homework and the other for completed assignments and the communication folder. Often a daily Home Note can be included. It can be part of your behavior management plan as well as a means to communicate.

It is still good to save copies of parent's notes, or even both sides of the conversation, so you can share them with an administrator should you see trouble coming down the pike.

You might want to either put a plastic insert with a list of what should come home each night and directions for how to complete the folder or staple the same to the front cover of the folder. You will find parents will be pretty good at packing this folder in the child's backpack.

Stay In Touch

However you decide to communicate, do it on a regular basis, not just when a crisis arrives. It might be nightly, for a communication folder, or perhaps weekly for a phone call. By keeping in touch, you not only can share concerns, but you will be eliciting the support of parents in reinforcing the good things you want to see happen for their child.

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Communicating with Special Education Parents

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The best way to avoid crises with parents or even, heaven forbid, due process, it's good to have regular communication methods in place. If parents know you are open to hearing their concerns, you can nip any potential misunderstandings that lead to a crisis in the bud.

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This is a good resource for teachers on assistive and instructional technology

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We believe technology transforms the way we teach and how students learn. It allows a child with special needs to reach their potential and exceed. Technology gives a child a voice, fosters independence, and allows students to succeed in their school, home, and community environments. When we use technology effectively it opens doors for students that otherwise may be closed. Technology in NSSEO includes instructional technology, assistive technology and informational technology. These branches work together to provide services to students and staff to foster improved outcomes for students.

799 West Kensington Road Administration Office

Mount Prospect, IL 60056-1111

Director of Innovative Learning and Technology:
Christy Crabtree
847-463-8120 | ccrabtree@nsseo.org

Assistive Technology Coordinator:
Susan Mahoney
847-463-8142 | smahoney@nsseo.org

847-463-8195 | Innovative Learning and Technology Administrative Assistant: Jessica Eller
jeller@nsseo.org

847-463-8133 | Angie Villanueva | Professional Learning Administrative Assistant
avillanueva@nsseo.org

Focus ↓

Focus

The Instructional Technology Department utilizes technology to support curriculum, instruction and assessment. Providing 21st century tools, such as iPads, SmartBoards, response systems, digital cameras, laptops, multimedia and online learning, enables teachers to engage students, differentiate learning, and improve student outcomes. Professional Development, coaching and consultation provides support to schools and classroom teams to maximize student learning.

The Assistive Technology Department helps teams in the consideration, acquisition, implementation and effective monitoring of assistive technology. This is accomplished through the use of trials of low tech through high tech tools to provide augmentative and /or alternative communication and individualized supports to help students' access curriculum and achieve success in their educational program.

The Informational Technology Department provides a robust network of wired and wireless devices, telecommunications and the infrastructure necessary to support administrative, instructional and assistive technologies. It provides the tools necessary for student learning and for staff to do their jobs effectively.

Who We Are ↓

Who We Are

Our technology team consists of highly qualified special education teachers, speech and language pathologists, program assistants, network administrator, database manager, building level technicians and technology liaisons.

Our instructional and assistive technology team members keep informed of current knowledge and skills in the field by attending and presenting at local, state and national conferences on educational and assistive technology.

Services ↓

Services

Coaching and consultation with special education staff, general education staff and parents

Assessment and training in use of augmentative and alternative communication devices and supports

Lending library of books, software, assistive technology devices and curriculum materials

Modification of instructional materials

Networking opportunities for member district Assistive Technology Coordinators

Infinitec North Liaison Representative for NSSEO programs and member districts

Coordination and implementation of subscription services for staff and students

On line Help Desk for technology support

Calendar of Professional Development ↓

The following link will give you access to all of the Curriculum & Technology and the Professional Development sessions being hosted by NSSEO.

Calendar of Professional Development →
Questions regarding the on-line registration process may be directed to Shalini Mukhopadhyay | smukhopadhyay@nsseo.org

Contact Directory ↓

Contact Directory

Find Someone Who Can Assist You by Going to our Assistive and Instructional Technology Staff Directory →

Forms / Guidelines / Referral ↓

Forms / Guidelines / Referral

Infinitec↓

Infinitec

Workshops
Infinitec North Nomination Process →
A group buy is a great opportunity to receive amazing products at a discounted price, which the vendors are only offering to Infinitec Coalition Members. The vendors are picked by our Group Buy Committee based on the feedback from Coalition members and the success of previous Group Buys. Please follow the following instructions to insure that you receive your product in a timely manner. Infinitec's Group Buy will runs from April 15, 2016 to December 15, 2016. Here are the vendors offering discounts for FY17 (Fiscal Year 2017).

Group Buy Order Forms from Infinitec:

Unique Learning Systems and News2You →

Attainment →

Don Johnston →

Cadan Group Buy →

Cadan Exclusive Pricing for Modularhose and Time Timer LLC →

Group Buy Directions:
1. Go to Member Services in the main set of tabs on the home page.
2. Click on Group Buy in the dropdown.
3. Click on Group Buy FY 17 on the dropdown on the left side of the page
4. Click on the vendor of your choice for the order form.
5. Fill out the Infinitec Group Buy order form with contact information.
6. Make Purchase Order out to the COMPANY who makes the product: Unique Learning Systems & News-2-You, Attainment, Don Johnston, Cadan Group Buy, or Cadan.
(DO NOT make your Purchase Orders out to UCP/Infinitec.)
7. Fax or Mail forms & Purchase Orders to: Crystal Shields, Fax: 708.444.4204 or Infinitec Southwest, 7550 West 183rd Street, Tinley Park IL 60477
8. Please send all checks and make all checks payable to the company who makes the product-DO NOT make check out to UCP/Infinitec. They will be returned.

Newsletters / Technology Plan ↓

Newsletters / Technology Plan
NSSEO Technology Plan 2015 - 2018 →

Quick Sheets / Guidelines↓

Quick Sheets and Guidelines

Google
The following links are to Quicksheet PDF handouts:

Calendar

Docs

Drawings

Drive

Forms

Gmail

Google+

Sheets

Slides

Training Videos
G Mail
Sending an email →

Responding to an email →

Managing email →

How to unsend an email →
Calendar Quick Start →

Close

Choose color

black white green blue red orange yellow

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We believe technology transforms the way we teach and how students learn. It allows a child with special needs to reach their potential and exceed. Technology gives a child a voice, fosters independence, and allows students to succeed in their school, home, and community environments.

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This is a good resource for teachers and parents about apps for social skills.

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Social Skills Apps for Kids with Special Needs | Common Sense Education

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Cultivate kids' communication skills. Explore this Social Skills Apps for Kids with Special Needs Top Picks list of 19 tools curated by Common Sense Education editors to find relevant and engaging edtech solutions for your classroom.

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This is a good resource for teachers on UDL.

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"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all." (CAST)

UDL Explained by Chris Bugaj

Digital tools facilitate flexibility, offering multiple ways

Each individual needs to assemble a set of
learning tools to meet his or her unique needs.

"Toolbelt Theory" is based around the idea that as humans we are tool users, and that we choose tools most effectively when that choice begins with the Task at hand, and then considers the Environment in which that task must be performed, the Skill set of the individual (the tool chooser), and the Tools which are available (Thus the acronyn TEST)." --Ira Socol

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"Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all."

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This is a good website for teachers about IEPs.

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Select a link below to jump to the relevant page section.

1. Preface

The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.)

Guide to the Individualized Education Program
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Office of Special Education and Rehabilitative Services
U.S. Department of Education
July 2000

Credits

This guide was developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.

Editor: Lisa Küpper, NICHCY

Production: Jean Kohanek, NICHCY

Disability Art: Madison, Moore, www.disabilityart.com

Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
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To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.

This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA.

The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability.

Additional copies of this guide are available from:

ED Pubs
Editorial Publications Center
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398

(877) 4-ED-PUBS
(877) 576-7734 TTY
(301) 470-1244 Fax

The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. Before taking a detailed look at the IEP, it may be helpful to look briefly at how a student is identified as having a disability and needing special education and related services and, thus, an IEP.
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Step 1. Child is identified as possibly needing special education and related services.

"Child Find." The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct "Child Find" activities. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated. Or —

Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.

Step 2. Child is evaluated.

The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

Step 3. Eligibility is decided.

Clearly, the IEP is a very important document for children with disabilities and for those who are involved in educating them. Done correctly, the IEP should improve teaching, learning and results. Each child's IEP describes, among other things, the educational program that has been designed to meet that child's unique needs. This part of the guide looks closely at how the IEP is written and by whom, and what information it must, at a minimum, contain.
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A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.

Step 4. Child is found eligible for services.

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 5. IEP meeting is scheduled.
By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is:
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Current performance.
The IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about "current performance" includes how the child's disability affects his or her involvement and progress in the general curriculum.

Annual goals.
These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.

Special education and related services.
The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child.

Participation with nondisabled children.
The IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities.

Participation in state and district-wide tests.
Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead.

Dates and places.
The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.

States and school systems have a great deal of flexibility about the information they require in an IEP. Some states and school systems have chosen to include in the IEP additional information to document their compliance with other state and federal requirements. (Federal law requires that school districts maintain documentation to demonstrate their compliance with federal requirements.) Generally speaking, extra elements in IEPs may be included to document that the state or school district has met certain aspects of federal or state law, such as:
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IEP Forms in Different Places
While the law tells us what information must be included in the IEP, it does not specify what the IEP should look like. No one form or approach or appearance is required or even suggested. Each state may decide what its IEPs will look like. In some states individual school systems design their own IEP forms.

Thus, across the United States, many different IEP forms are used. What is important is that each form be as clear and as useful as possible, so that parents, educators, related service providers, administrators, and others can easily use the form to write and implement effective IEPs for their students with disabilities.

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Transition service needs.
Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs.

By law, certain individuals must be involved in writing a child's Individualized Education Program. These are identified in the figure at the left. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, the school system representative may also be the person who can interpret the child's evaluation results.
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These people must work together as a team to write the child's IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services.

Each team member brings important information to the IEP meeting. Members share their information and work together to write the child's Individualized Education Program. Each person's information adds to the team's understanding of the child and what services the child needs.

Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home. (See box on page 12 regarding parents' possible need for an interpreter.)

Teachers are vital participants in the IEP meeting as well. At least one of the child's regular education teachers must be on the IEP team if the child is (or may be) participating in the regular education environment. The regular education teacher has a great deal to share with the team. For example, he or she might talk about:

the general curriculum in the regular classroom;

the aids, services or changes to the educational program that would help the child learn and achieve; and

strategies to help the child with behavior, if behavior is an issue.

The regular education teacher may also discuss with the IEP team the supports for school staff that are needed so that the child can:

To help decide what special education and related services the student needs, generally the IEP team will begin by looking at the child's evaluation results, such as classroom tests, individual tests given to establish the student's eligibility, and observations by teachers, parents, paraprofessionals, related service providers, administrators, and others. This information will help the team describe the student's "present levels of educational performance" -in other words, how the student is currently doing in school. Knowing how the student is currently performing in school will help the team develop annual goals to address those areas where the student has an identified educational need.
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The IEP team must also discuss specific information about the child. This includes:

In addition, the IEP team must consider the "special factors" described in the box below.

It is important that the discussion of what the child needs be framed around how to help the child:

Based on the above discussion, the IEP team will then write the child's IEP. This includes the services and supports the school will provide for the child. If the IEP team decides that a child needs a particular device or service (including an intervention, accommodation, or other program modification), the IEP team must write this information in the IEP. As an example, consider a child whose behavior interferes with learning. The IEP team would need to consider positive and effective ways to address that behavior. The team would discuss the positive behavioral interventions, strategies, and supports that the child needs in order to learn how to control or manage his or her behavior. If the team decides that the child needs a particular service (including an intervention, accommodation, or other program modification), they must include a statement to that effect in the child's IEP.

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Special Factors To Consider
In addition, the child's placement (where the IEP will be carried out) must be decided. The placement decision is made by a group of people, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate. In some states, the IEP team serves as the group making the placement decision. In other states, this decision may be made by another group of people. In all cases, the parents have the right to be members of the group that decides the educational placement of the child.
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Placement decisions must be made according to IDEA's least restrictive environment requirements-commonly known as LRE. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.

The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

What type of placements are there? Depending on the needs of the child, his or her IEP may be carried out in the regular class (with supplementary aids and services, as needed), in a special class (where every student in the class is receiving special education services for some or all of the day), in a special school, at home, in a hospital and institution, or in another setting. A school system may meet its obligation to ensure that the child has an appropriate placement available by:

providing an appropriate program for the child on its own;

contracting with another agency to provide an appropriate program; or

utilizing some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child.

The placement group will base its decision on the IEP and which placement option is appropriate for the child. Can the child be educated in the regular classroom, with proper aids and supports? If the child cannot be educated in the regular classroom, even with appropriate aids and supports, then the placement group will talk about other placements for the child.

Depending on the needs of the child, the IEP team needs to consider what the law calls special factors. These include:
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When the IEP has been written, parents must receive a copy at no cost to themselves. The IDEA also stresses that everyone who will be involved in implementing the IEP must have access to the document. This includes the child's:

Each of these individuals needs to know what his or her specific responsibilities are for carrying out the child's IEP. This includes the specific accommodations, modifications, and supports that the child must receive, according to the IEP.

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Parents' Permission
Before the school can provide a child with special education and related services for the first time, the child's parents must give their written permission.

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Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student's IEP, certain suggestions can be offered.
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Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.

Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. Schools can encourage teamwork by giving teachers, support staff and/or paraprofessionals time to plan or work together on such matters as adapting the general curriculum to address the student's unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development.

Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.

It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services. Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.

The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident.

If the child's behavior interferes with his or her learning or the learning of others, the IEP team will consider strategies and supports to address the child's behavior.

The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address:
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the child's progress or lack of expected progress toward the annual goals and in the general curriculum;

information gathered through any reevaluation of the child;

information about the child that the parents share;

information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork);

the child's anticipated needs; or

other matters.

Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP.

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Look at Those Factors Again!
When the IEP team is meeting to conduct a review of the child's IEP and, as necessary, to revise it, members must again consider all of the factors discussed on page 11. This includes:

The IEP team must also consider the "special factors," as listed earlier.

There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following:
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OSEP Monitoring
The U.S. Department of Education's Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. Every two years OSEP requires that states report progress toward meeting established performance goals that, at a minimum, address the performance of children on assessments, drop-out rates, and graduation rates. As part of its monitoring, the Department reviews IEPs and interviews parents, students, and school staff to find out:

whether, and how, the IEP team made the decisions reflected in the IEP;

whether those decisions and the IEP content are based on the child's unique needs, as determined through evaluation and the IEP process;

whether any state or local policies or practices have interfered with decisions of the IEP team about the child's educational needs and the services that the school would provide to meet those needs; and

The IEP is the cornerstone of special education. Writing and implementing an effective IEP involves many people, many different steps, and collaborative decision making.
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The information provided in this guide about the IEP has been fairly general. To help you get better acquainted with the various parts of the IEP, a sample IEP form is presented on the next pages. The sample IEP form includes space for all of the information that an IEP must contain under federal law. (Remember that IEP forms in your area may require more information that may be of value to the student and those implementing the IEP.) The different parts of the sample are paired with direct quotes from the law, so that you can easily see:

how the law defines what type of information goes into the various parts of a child's IEP, and

how this information goes together to create an educational program for a particular child.

Attachment A presents the IDEA's regulations for "Individualized Education Programs" (§§300.340-300.350). Under §300.347, where "IEP content" is described, we have included additional information primarily from Appendix A and Attachment 1 of the regulations. This information can be very useful in developing a fuller understanding of what type of information is important to capture about a child in the IEP.

whether the school has provided the services listed in the IEP.

This guide is intended to help states and school districts write IEPs that comply with IDEA. Writing effective IEPs is a very important first step in improving educational results for children with disabilities.

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Use of this IEP form, or any other form, will not, in and of itself, ensure compliance with IDEA's Part B requirements. Whether or not a state or local education agency chooses to require or recommend that teams use this form for IEPs, all IEP team participants including parents need to receive clear guidance and training regarding Part B requirements and to understand the importance of the IEP in focusing instruction to meet the unique needs of each child with a disability. TOP Individualized Education Program (IEP)
Student Name [ Space to write ]

Date of Meeting to Develop or Review IEP [ Space to write ]

Note: For each student with a disability beginning at age 14 (or younger, if appropriate), a statement of the student's transition service needs must be included under the applicable parts of the IEP. The statement must focus on the courses the student needs to take to reach his or her post-school goals.

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From the Regulations:
If you would like more information about special education, children with disabilities, the IEP process, or the IDEA, contact your state education agency or your local education agency. Additional sources of information include the following:
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Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/

National Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013
(800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY)
E-mail: nichcy@aed.org
Web: www.nichcy.org

Technical Assistance for Parent Centers--the Alliance
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966
(612) 827-7770 (TTY)
E-mail: alliance@taalliance.org
Web: www.taalliance.org

The IDEA Partnership Projects

Associations of Service Providers Implementing IDEA Reforms in Education (ASPIIRE)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(888) 232-7733; (703) 264-9456
(703) 264-9446 (TTY)
E-mail: ideapractices@cec.sped.org

Families and Advocates Partnerships for Education (FAPE)
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY)
E-mail: fape@pacer.org
Web: www.fape.org
Final Regulations for IEPs:
§§ 300.340--300.350 TOP
Attachment A presents the Federal regulations for Individualized Education Programs (IEP). These regulations cover areas such as IEP meetings; the IEP team; parent participation; and the development, review, and revision of the IEP.

Under §300.347--"Content of IEP"--we have included additional guidance on the various parts of the IEP. Generally, this guidance comes from Appendix A and Attachment 1 of the federal regulations for IDEA, which were published March 12, 1999, in the Federal Register.

This extra information is intended to highlight and clarify what information needs to be included in a child's IEP.

Individualized Education Programs

§ 300.340 Definitions related to IEPs.

(a) Individualized education program. As used in this part, the term individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§ 300.341-300.350.

(b) Participating agency. As used in § 300.348, participating agency means a State or local agency, other than the public agency responsible for a student's education, that is financially and legally responsible for providing transition services to the student.

(Authority: 20 U.S.C. 1401(11), 1312(a)(10)(B))

§ 300.341 Responsibility of SEA and other public agencies for IEPs.

(a) The SEA shall ensure that each public agency-

(1) Except as provided in §§ 300.450-300.462, develops and implements an IEP for each child with a disability served by that agency; and

(2) Ensures that an IEP is developed and implemented for each eligible child placed in or referred to a private school or facility by the public agency.

(b) Paragraph (a) of this section applies to-

(1) The SEA, if it is involved in providing direct services to children with disabilities, in accordance with 300.370(a) and (b)(1); and

(2) Except as provided in § 300.600(d), the other public agencies described in § 300.2, including LEAs and other State agencies that provide special education and related services either directly, by contract, or through other arrangements.

(Authority: 20 U.S.C. 1412(a)(4), (a)(10)(B))

§ 300.342 When IEPs must be in effect.

(a) General. At the beginning of each school year, each public agency shall have an IEP in effect for each child with a disability within its jurisdiction.

(b) Implementation of IEPs. Each public agency shall ensure that-

(1) An IEP-

(i) Is in effect before special education and related services are provided to an eligible child under this part; and

(ii) Is implemented as soon as possible following the meetings described under § 300.343;

(2) The child's IEP is accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; and

(3) Each teacher and provider described in paragraph (b)(2) of this section is informed of-

(i) His or her specific responsibilities related to implementing the child's IEP; and

(ii) The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

(c) IEP or IFSP for children aged 3 through 5.

(1) In the case of a child with a disability aged 3 through 5 (or, at the discretion of the SEA a 2-year-old child with a disability who will turn age 3 during the school year), an IFSP that contains the material described in section 636 of the Act, and that is developed in accordance with 300.341- 300.346 and 300.349-300.350, may serve as the IEP of the child if using that plan as the IEP is-

(i) Consistent with State policy; and

(ii) Agreed to by the agency and the child's parents.

(2) In implementing the requirements of paragraph (c)(1) of this section, the public agency shall-

(i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an IEP; and

(ii) If the parents choose an IFSP, obtain written informed consent from the parents.

(d) Effective date for new requirements. All IEPs developed, reviewed, or revised on or after July 1, 1998 must meet the requirements of §§ 300.340- 300.350.

(Authority: 20 U.S.C. 1414(d)(2)(A) and (B), Pub. L. 105-17, sec. 201(a)(2)(A), (C)

§ 300.343 IEP meetings.

(a) General. Each public agency is responsible for initiating and conducting meetings for the purpose of developing, reviewing, and revising the IEP of a child with a disability (or, if consistent with § 300.342(c), an IFSP).

(b) Initial IEPs; provision of services. (1) Each public agency shall ensure that within a reasonable period of time following the agency's receipt of parent consent to an initial evaluation of a child-

(i) The child is evaluated; and

(ii) If determined eligible under this part, special education and related services are made available to the child in accordance with an IEP.

(2) In meeting the requirement in paragraph (b)(1) of this section, a meeting to develop an IEP for the child must be conducted within 30 days of a determination that the child needs special education and related services.

(c) Review and revision of IEPs. Each public agency shall ensure that the IEP team-

(1) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and

(2) Revises the IEP as appropriate to address-

(i) Any lack of expected progress toward the annual goals described in § 300.347(a), and in the general curriculum, if appropriate;

(ii) The results of any reevaluation conducted under § 300.536;

(iii) Information about the child provided to, or by, the parents, as described in 300.533(a)(1);

(iv) The child's anticipated needs; or

(v) Other matters.

(Authority: 20 U.S.C. 1413(a)(1), 1414(d)(4)(A))

§ 300.344 IEP team.

(a) General. The public agency shall ensure that the IEP team for each child with a disability includes-

(1) The parents of the child;

(2) At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

(3) At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;

(4) A representative of the public agency who-

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency;

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) If appropriate, the child.

(b) Transition services participants. (1) Under paragraph (a)(7) of this section, the public agency shall invite a student with a disability of any age to attend his or her IEP meeting if a purpose of the meeting will be the consideration of-

(i) The student's transition services needs under § 300.347(b)(1);

(ii) The needed transition services for the student under § 300.347(b)(2); or

(iii) Both.

(2) If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student's preferences and interests are considered.

(3)(i) In implementing the requirements of 300.347(b)(2), the public agency also shall invite a representative of any other agency that is likely to be responsible for providing or paying for transition services.

(ii) If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain participation of the other agency in the planning of any transition services.

(c) Determination of knowledge and special expertise. The determination of the knowledge or special expertise of any individual described in paragraph (a)(6) of this section shall be made by the party (parents or public agency) who invited the individual to be a member of the IEP.

(d) Designating a public agency representative. A public agency may designate another public agency member of the IEP team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this section are satisfied.

(Authority: 20 U.S.C. 1401(30), 1414(d)(1)(A)(7), (B))

§ 300.345 Parent participation.

(a) Public agency responsibility-general. Each public agency shall take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate, including-

(1) Notifying parents of the meeting early enough to ensure that they will have an opportunity to attend; and

(2) Scheduling the meeting at a mutually agreed on time and place.

(b) Information provided to parents. (1) The notice required under paragraph (a)(1) of this section must-

(i) Indicate the purpose, time, and location of the meeting and who will be in attendance; and

(ii) Inform the parents of the provisions in 300.344(a)(6) and (c) (relating to the participation of other individuals on the IEP team who have knowledge or special expertise about the child).

(2) For a student with a disability beginning at age 14, or younger, if appropriate, the notice must also-

(i) Indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student required in 300.347(b)(1); and

(ii) Indicate that the agency will invite the student.

(3) For a student with a disability beginning at age 16, or younger, if appropriate, the notice must-

(i) Indicate that a purpose of the meeting is the consideration of needed transition services for the student required in § 300.347(b)(2);

(ii) Indicate that the agency will invite the student; and

(iii) Identify any other agency that will be invited to send a representative.

(c) Other methods to ensure parent participation. If neither parent can attend, the public agency shall use other methods to ensure parent participation, including individual or conference telephone calls.

(d) Conducting an IEP meeting without a parent in attendance. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parents that they should attend. In this case the public agency must have a record of its attempts to arrange a mutually agreed on time and place, such as-

(1) Detailed records of telephone calls made or attempted and the results of those calls;

(2) Copies of correspondence sent to the parents and any responses received; and

(3) Detailed records of visits made to the parent's home or place of employment and the results of those visits.

(e) Use of interpreters or other action, as appropriate. The public agency shall take whatever action is necessary to ensure that the parent understands the proceedings at the IEP meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.

(f) Parent copy of child's IEP. The public agency shall give the parent a copy of the child's IEP at no cost to the parent.

(Authority: 20 U.S.C. 1414(d)(1)(B)(i))

§ 300.346 Development, review, and revision of IEP.

(a) Development of IEP. (1) General. In developing each child's IEP, the IEP team, shall consider-

(i) The strengths of the child and the concerns of the parents for enhancing the education of their child;

(ii) The results of the initial or most recent evaluation of the child; and

(iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

(2) Consideration of special factors. The IEP team also shall-

(i) In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

(v) Consider whether the child requires assistive technology devices and services.

(b) Review and Revision of IEP. In conducting a meeting to review, and, if appropriate, revise a child's IEP, the IEP team shall consider the factors described in paragraph (a) of this section.

(c) Statement in IEP. If, in considering the special factors described in paragraphs (a)(1) and (2) of this section, the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to receive FAPE, the IEP team must include a statement to that effect in the child's IEP.

(d) Requirement with respect to regular education teacher. The regular education teacher of a child with a disability, as a member of the IEP team, must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including assisting in the determination of-

(1) Appropriate positive behavioral interventions and strategies for the child; and

(2) Supplementary aids and services, program modifications or supports for school personnel that will be provided for the child, consistent with

300.347(a)(3).

(e) Construction. Nothing in this section shall be construed to require the IEP team to include information under one component of a child's IEP that is already contained under another component of the child's IEP.

(Authority: 20 U.S.C. 1414(d)(3) and (4)(B) and (e))

§ 300.347 Content of IEP.

"(a) General. The IEP for each child with a disability must include-

"(1) A statement of the child's present levels of educational performance, including-

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

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Additional Guidance
An IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. Thus, if a child's unique needs require goals that address the child's present levels of educational performance in nonacademic areas of instructional need, such as behavioral skills, communication and language skills, self-determination skills, job-related skills, independent living skills, or social skills, the statement of present levels of educational performance in the child's IEP should provide information regarding the child's present levels of educational performance in those areas.

**********

"(2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to-

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;

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Additional Guidance
Each annual goal must include either short-term objectives or benchmarks. The purpose of both is to enable a child's teacher(s), parents, and others involved in developing and implementing the child's IEP, to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

An IEP team may use either short-term objectives (that generally break the skills described in the annual goal down into discrete components) or benchmarks (which can be thought of as describing the amount of progress the child is expected to make within specified segments of the year), or a combination of the two, depending on the nature of the annual goals and the needs of the child. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

A child's IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. This may, depending on the child's needs, include annual goals that relate to the child's needs in such areas as behavioral skills, communication, self-determination skills, job-related skills, independent living skills, or social skills.

A public agency is not required to include in an IEP annual goals that relate to areas of the general curriculum in which the child's disability does not affect the child's ability to be involved in and progress in the general curriculum. If a child needs only modifications or accommodations in order to progress in an area of the general curriculum, the IEP does not need to include a goal for that area; however the IEP would need to specify those modifications or accommodations. [Appendix A, Response to Question 4, 64 Federal Register, page 12472 (March 12, 1999).]

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"(3) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child-

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with paragraph (a)(1) of this section and to participate in extracurricular and other nonacademic activities; and

"(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

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Additional Guidance
The type and amount of services to be provided must be stated in the IEP, so that the level of the agency's commitment of resources will be clear to parents and other IEP team embers. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service and stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of a special education or related service to be provided to a child may be stated in the IEP as a range (e.g., speech therapy to be provided three times a week for 30-45 minutes per session) only if the IEP team determines that stating the amount of the services as a range is necessary to meet the unique needs of the child. For example, it would be appropriate for the IEP to specify, based upon the IEP team's determination of the student's unique needs, that particular services are needed only under specific circumstances, such as the occurrence of a seizure or of a particular behavior. A range may not be used because of personnel shortages or uncertainty regarding the availability of staff. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The term "on behalf of the child" includes, among other things, services that are provided to the parents or teacher of the child with a disability to help them to more effectively work with the child. . . Supports for school personnel could also include special training for a child's teacher. However, in order for the training to meet the requirements of §300.347(a)(3), it would normally be targeted directly to on assisting the teacher to meet a unique and specific need of the child, and not simply to participate in an inservice training program that is generally available in a public agency. [Attachment 1-Analysis of Comments and Changes (Attachment 1), 64 Federal Register, page 12593 (March 12, 1999).]

If the IEP team determines that a child with a disability needs extended school year services to receive a free appropriate public education , the public agency must ensure that the child receives those services. A public agency may not-(i) Limit extended school year services to particular categories of disability; or (ii) Unilaterally limit the type, amount, or duration of those services. 34 CFR §300.309(a).

Section 300.346(a)(1) requires that, in developing each child's IEP, the IEP team, shall consider-(i) The strengths of the child and the concerns of the parents for enhancing the education of their child; (ii) The results of the initial or most recent evaluation of the child; and (iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

Section 300.346(a)(2) requires that the IEP team also:

i. In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

ii. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

iii. In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

iv. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

v. Consider whether the child requires assistive technology devices and services.

**********

"(4) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(3) of this section;

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Additional Guidance
The IEP team must consider the extent, if any, to which the child will not participate with nondisabled children in the regular class; the general curriculum; and in extracurricular and other nonacademic activities. If the IEP team determines that the child cannot participate full time with nondisaled children in the regular classroom, the general curriculum, and in extracurricular and other nonacademic activities, the IEP must include a statement that explains why full participation is not possible. [Attachment 1, 64 Federal Register, page 12593 (March 12, 1999).]

The IEP team must consider whether or not the child's education can be achieved satisfactorily in the regular classes with the use of supplementary aids and services. The IEP team must consider the full range of supplementary aids and services that if provided, would facilitate the student's placement in the regular classroom. [Appendix A, Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

In determining the extent, if any, to which a child with a disability will be removed from the regular educational environment, a public agency must ensure that:

(1) such removal occurs only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [34 CFR §300.550(b)(2)];

(2) a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum [34 CFR §300.552(e)]; and

(3) each child with a disability participates with nondisabled children in nonacademic and extracurricular services and activities to the maximum extent appropriate (34 CFR §300.553).

**********

"(5)(i) A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment; and

"(ii) If the IEP team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), a statement of-

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;

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Additional Guidance
The IEP for a child with a disability must include a statement of any needed modifications in the administration of State or district-wide assessments, and must, if the IEP team determines that it is not appropriate for the child to participate in a particular assessment, provide a statement of why the particular assessment is not appropriate for the child and how the child will be assessed [34 CFR §300.347(a)(5)]. If the IEP does not indicate any needed modifications or that the particular assessment is not appropriate for the child, this is an indication that the IEP team has determined that the child will participate without modifications in the assessment.

**********

"(6) The projected date for the beginning of the services and modifications described in paragraph (a)(3) of this section, and the anticipated frequency, location, and duration of those services and modifications; and

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Additional Guidance
An IEP that clearly states how often, how long and in what location the public agency will provide the specified services and modifications, and when services and/or modifications will begin meets the requirements of 34 CFR §300.347(a)(6).

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"(7) A statement of-

"(i) How the child's progress toward the annual goals described in paragraph (a)(2) of this section will be measured; and

"(ii) How the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of-

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

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Additional Guidance
Each public agency may determine the appropriate method for informing parents of their child's progress. However, the agency "must ensure that whatever methods, or combination of methods, is adopted provides sufficient information to enable parents to be informed of (1) their child's progress toward the annual goals, and (2) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year." [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

Generally, reports to parents are not expected to be lengthy or burdensome. The statement of the annual goals and short-term objectives or benchmarks in the child's current IEP could serve as the base document for briefly describing the child's progress. [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

The IEP team must revise the IEP to address any lack of expected progress toward the annual goals and in the general curriculum [34 CFR §300.343(c)(2)(i)].

**********

"(b) Transition services. The IEP must include-

"(1) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program); and

"(2) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.

**********
Additional Guidance
The IEP team, in determining appropriate measurable annual goals (including benchmarks or short term objectives) and services for a student, must determine what instruction and educational experiences will assist the student to prepare for transition for secondary education to post-secondary life. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999).]

Although the focus of the transition planning process may shift as the student approaches graduation, the IEP team must discuss specific areas beginning at least at age of 14 years, and review these areas annually. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999). ]

If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR §300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective for the student set out in the IEP [34 CFR §300.348(a)].

Nothing in Part B relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency [34 CFR §300.348(b)].

If during the course of the IEP meeting, the team identifies additional agencies that are likely to be responsible for providing or paying for transition services for the student, the public agency must determine how it will meet the requirements of §300.344. [Appendix A, Response to Question 13, 64 Federal Register, page 12475 (March 12, 1999).]

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"(c) Transfer of rights. In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with § 300.517.

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Additional Guidance
If the public agency receives notice of the student's legal incompetence, so that no rights transfer to the student at the age of majority, the IEP need not include this statement. Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).

The IEP could include a description of the rights that have been transferred, but it need not.

**********

"(d) Students with disabilities convicted as adults and incarcerated in adult prisons. Special rules concerning the content of IEPs for students with disabilities convicted as adults and incarcerated in adult prisons are contained in § 300.311(b) and (c).

(Authority: 20 U.S.C. 1414(d)(1)(A) and (d)(6)(A)(ii))

§ 300.348 Agency responsibilities for transition services.

(a) If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with § 300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.

(b) Nothing in this part relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.

(Authority: 20 U.S.C. 1414(d)(5); 1414(d)(1)(A)(vii))

§ 300.349 Private school placements by public agencies.

(a) Developing IEPs. (1) Before a public agency places a child with a disability in, or refers a child to, a private school or facility, the agency shall initiate and conduct a meeting to develop an IEP for the child in accordance with §§ 300.346 and 300.347.

(2) The agency shall ensure that a representative of the private school or facility attends the meeting. If the representative cannot attend, the agency shall use other methods to ensure participation by the private school or facility, including individual or conference telephone calls.

(b) Reviewing and revising IEPs. (1) After a child with a disability enters a private school or facility, any meetings to review and revise the child's IEP may be initiated and conducted by the private school or facility at the discretion of the public agency.

(2) If the private school or facility initiates and conducts these meetings, the public agency shall ensure that the parents and an agency representative-

(i) Are involved in any decision about the child's IEP; and

(ii) Agree to any proposed changes in the IEP before those changes are implemented.

(c) Responsibility. Even if a private school or facility implements a child's IEP, responsibility for compliance with this part remains with the public agency and the SEA.

(Authority: 20 U.S.C. 1412(a)(10)(B))

§ 300.350 IEP-accountability.

(a) Provision of services. Subject to paragraph (b) of this section, each public agency must-

(1) Provide special education and related services to a child with a disability in accordance with the child's IEP; and

(2) Make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP.

(b) Accountability. Part B of the Act does not require that any agency, teacher, or other person be held accountable if a child does not achieve the growth projected in the annual goals and benchmarks or objectives. However, the Act does not prohibit a State or public agency from establishing its own accountability systems regarding teacher, school, or agency performance.

(c) Construction-parent rights. Nothing in this section limits a parent's right to ask for revisions of the child's IEP or to invoke due process procedures if the parent feels that the efforts required in paragraph (a) of this section are not being made.

(Authority: 20 U.S.C. 1414(d)); Cong. Rec. at H7152 (daily ed., July 21, 1975))

IDEA Local Implementations by Local Administrators (ILIAD)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(877) CEC-IDEA; (703) 264-9418; (703) 264-9480 (TTY)
E-mail: ideapractices@cec.sped.org

The Policy Maker Partnership (PMP) for Implementing IDEA 97
National Association of state Directors of Special Education
1800 Diagonal Road, Suite 320
Alexandria, VA 22314
(703) 519-3800; (703) 519-7008 (TTY)
E-mail: nasdse@nasdse.org
Web: www.nasdse.org

Regional Resource Centers

Northeast Regional Resource Center (NERRC)
Learning Innovations
20 Winter Sport Lane
Williston, VT 05495
(802) 951-8226; (802) 951-8213 (TTY)
E-mail: nerrc@aol.com
Web: www.wested.org/nerrc/

Serving: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont.

Mid-South Regional Resource Center (MSRRC)
Human Development Institute
University of Kentucky
126 Mineral Industries Building
Lexington, KY 40506-0051
(859) 257-4921; (859) 257-2903 (TTY)
E-mail: msrrc@ihdi.uky.edu
Web: www.ihdi.uky.edu/msrrc

Serving: Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, Washington, DC, and West Virginia.

Southeast Regional Resource Center (SERRC)
School of Education
Auburn University Montgomery
P.O. Box 244023
Montgomery, AL 36124
(334) 244-3100; (334) 244-3800 (TTY)
E-mail: ebeale@mail.aum.edu
Web: edla.aum.edu/serrc/serrc.html

Serving: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Oklahoma, Puerto Rico, Texas, and the U.S. Virgin Islands.

Great Lakes Area Regional Resource Center (GLARRC)
OSU Center for Special Needs
700 Ackerman Road, Suite 440
Columbus, OH 43202
(614) 447-0844; (614) 447-8776 (TTY)
E-mail: daniels.121@osu.edu
Web: www.csnp.ohio-state.edu/glarrc.htm

Serving: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, and Wisconsin.

Mountain Plains Regional Resource Center (MPRRC)
Utah state University
1780 North Research Parkway, Suite 112
Logan, UT 84341
(435) 752-0238; (435) 753-9750 (TTY)
E-mail: cope@cc.usu.edu
Web: www.usu.edu/mprrc

Serving: Arizona, Bureau of Indian Affairs, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah, and Wyoming.

Western Regional Resource Center (WRRC)
1268 University of Oregon
Eugene, OR 97403-1268
(541) 346-5641; (541) 346-0367 (TTY)
E-mail: wrrc@oregon.uoregon.edu
Web: interact.uoregon.edu/wrrc/wrrc.html

Serving: Alaska, American Samoa, California, Commonwealth of the Northern Mariana Islands, Federated states of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Republic of Palau, and Washington.

Statement of Transition Service Needs--34 CFR §300.347(b)(1)

"The IEP must include...[f]or each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced- placement courses or a vocational education program);"

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Present Levels of Educational Performance

[ Space to write ]

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From the Regulations:

Statement of Present Levels of Educational Performance--34 CFR §300.347(a)(1)

"The IEP for each child with a disability must include . . . a statement of the child's present levels of educational performance, including

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;"

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[ Page 1 of 5 ]

Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)

[ space to write ]

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From the Regulations:

Statement of Measurable Annual Goals, Including Benchmarks or Short-Term Objectives--34 CFR §300.347(a)(2)

"The IEP for each child with a disability must include . . . a statement of measurable annual goals, including benchmarks or short-term objectives, related to

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;"

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Special Education and Related Services [ space to write ]

Supplementary Aids and Services [ space to write ]

Program Modifications or Supports for School Personnel [ space to write ]

**********

From the Regulations:

Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347(a)(3)

"The IEP for each child with a disability must include... a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with 34 CFR §300.347(a)(1) and to participate in extracurricular and other nonacademic activities; and

" (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;"

--ALSO--

Beginning Date, Frequency, Location, and Duration of Services and Modifications--34 CFR §300.347(a)(6)

"The IEP for each child with a disability must include . . . the projected date for the beginning of the services and modifications described in 34 CFR §300.347(a)(3), and the anticipated frequency, location, and duration of those services and modifications;"

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[ Page 2 of 5 ]

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children

[ space to write ]

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From the Regulations:

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children 34 CFR §300.347(a)(4)

"The IEP for each child with a disability must include . . . an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in 34 CFR §300.347(a)(3);"

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Administration of State and District-wide Assessments of Student Achievement

Any Individual Modifications In Administration Needed For Child To Participate In State Or District-wide Assessment(s)

[ space to write ]

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From the Regulations:

Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347(a)(5)(i)

"The IEP for each child with a disability must include . . . a statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment;"

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If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment

Why isn't the assessment appropriate for the child?[ space to write ]

How will the child be assessed?[ space to write ]

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From the Regulations:

If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347(a)(5)(ii)

"If the IEP team determines that a child with a disability will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), the IEP must include a statement of

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;"

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[ Page 3 of 5 ]

How Child's Progress Toward Annual Goals Will Be Measured

[space to write ]

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From the Regulations:

How Child's Progress Will Be Measured--34 CFR §300.347(a)(7)(i)

"The IEP for each child with a disability must include . . .

a statement of how the child's progress toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;"

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How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year

[ space to write ]

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From the Regulations:

How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347(a)(7)(ii)

"The IEP for each child with a disability must include . . . a statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year."

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[ Page 4 of 5 ]

(Beginning at age 16 or younger if determined appropriate by IEP team)

Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages

[ space to write ]

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From the Regulations:

Statement of Needed Transition Services--34 CFR §300.347(b)(2)

"The IEP must include . . . for each student with a disability beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages."

Definition of "Transition Services"--34 CFR §300.29

"(a) As used in [Part B], "transition services" means a coordinated set of activities for a student with a disability that:

"(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

"(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and

"(3) Includes: (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.

"(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction or related services, if required to assist a student with a disability to benefit from special education."

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(In a state that transfers rights to the student at the age of majority, the following information must be included beginning at least one year before the student reaches the age of majority)

The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]

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From the Regulations:

Age of Majority--34 CFR §300.347(c)

"In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with 34 CFR §300.517."

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[ Page 5 of 5 ]

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If the child has limited proficiency in English, the IEP team will consider the child's language needs as these needs relate to his or her IEP.

If the child is blind or visually impaired, the IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that the child does not need this instruction.

If the child has communication needs, the IEP team must consider those needs.

If the child is deaf or hard of hearing, the IEP team will consider his or her language and communication needs. This includes the child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

The IEP team must always consider the child's need for assistive technology devices or services.

For more information about these special factors, see §300.346.

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Will Parents Need an Interpreter in Order to Participate Fully?
If the parents have a limited proficiency in English or are deaf, they may need an interpreter in order to understand and be understood. In this case, the school must make reasonable efforts to arrange for an interpreter during meetings pertaining to the child's educational placement. For meetings regarding the development or review of the IEP, the school must take whatever steps are necessary to ensure that parents understand the meetings--including arranging for an interpreter. This provision should help to ensure that parents are not limited in their ability to participate in their child's education because of language or communication barriers.

Therefore, if parents need an interpreter for a meeting to discuss their child's evaluation, eligibility for special education or IEP, they should let the school know ahead of time. Telling the school in advance allows the school to make arrangements for an interpreter so that parents can participate fully in the meeting.

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Supports for school staff may include professional development or more training. Professional development and training are important for teachers, administrators, bus drivers, cafeteria workers, and others who provide services for children with disabilities.

The child's special education teacher contributes important information and experience about how to educate children with disabilities. Because of his or her training in special education, this teacher can talk about such issues as:

Beyond helping to write the IEP, the special educator has responsibility for working with the student to carry out the IEP. He or she may:

work with the student in a resource room or special class devoted to students receiving special education services;

team teach with the regular education teacher; and

work with other school staff, particularly the regular education teacher, to provide expertise about addressing the child's unique needs.

Another important member of the IEP team is the individual who can interpret what the child's evaluation results mean in terms of designing appropriate instruction. The evaluation results are very useful in determining how the child is currently doing in school and what areas of need the child has. This IEP team member must be able to talk about the instructional implications of the child's evaluation results, which will help the team plan appropriate instruction to address the child's needs.

The individual representing the school system is also a valuable team member. This person knows a great deal about special education services and educating children with disabilities. He or she can talk about the necessary school resources. It is important that this individual have the authority to commit resources and be able to ensure that whatever services are set out in the IEP will actually be provided.

The IEP team may also include additional individuals with knowledge or special expertise about the child. The parent or the school system can invite these individuals to participate on the team. Parents, for example, may invite an advocate who knows the child, a professional with special expertise about the child and his or her disability, or others (such as a vocational educator who has been working with the child) who can talk about the child's strengths and/or needs. The school system may invite one or more individuals who can offer special expertise or knowledge about the child, such as a paraprofessional or related services professional. Because an important part of developing an IEP is considering a child's need for related services (see the list of related services in the box on the previous page), related service professionals are often involved as IEP team members or participants. They share their special expertise about the child's needs and how their own professional services can address those needs. Depending on the child's individual needs, some related service professionals attending the IEP meeting or otherwise helping to develop the IEP might include occupational or physical therapists, adaptive physical education providers, psychologists, or speech-language pathologists.

When an IEP is being developed for a student of transition age, representatives from transition service agencies can be important participants. (See the box below for more information about transition.) Whenever a purpose of meeting is to consider needed transition services, the school must invite a representative of any other agency that is likely to be responsible for providing or paying for transition services. This individual can help the team plan any transition services the student needs. He or she can also commit the resources of the agency to pay for or provide needed transition services. If he or she does not attend the meeting, then the school must take alternative steps to obtain the agency's participation in the planning of the student's transition services.

And, last but not least, the student may also be a member of the IEP team. If transition service needs or transition services are going to be discussed at the meeting, the student must be invited to attend. More and more students are participating in and even leading their own IEP meetings. This allows them to have a strong voice in their own education and can teach them a great deal about self-advocacy and self-determination.

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The Regular Education Teacher as Part of the IEP Team
Appendix A of the federal regulations for Part B of IDEA answers many questions about the IEP. Question 24 addresses the role of the regular education teacher on the IEP team. Here's an excerpt from the answer:

"...while a regular education teacher must be a member of the IEP team if the child is, or may be, participating in the regular education environment, the teacher need not (depending upon the child's needs and the purpose of the specific IEP team meeting) be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting. For example, the regular education teacher who is a member of the IEP team must participate in discussions and decisions about how to modify the general curriculum in the regular classroom to ensure the child's involvement and progress in the general curriculum and participation in the regular education environment.

"Depending upon the specific circumstances, however, it may not be necessary for the regular education teacher to participate in discussions and decisions regarding, for example, the physical therapy needs of the child, if the teacher is not responsible for implementing that portion of the child's IEP.

"In determining the extent of the regular education teacher's participation at IEP meetings, public agencies and parents should discuss and try to reach agreement on whether the child's regular education teacher that is a member of the IEP team should be present at a particular IEP meeting and, if so, for what period of time. The extent to which it would be appropriate for the regular education teacher member of the IEP team to participate in IEP meetings must be decided on a case-by-case basis."

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Related Services
A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

Audiology services

Counseling services

Early identification and assessment of disabilities in children

Medical services

Occupational therapy

Orientation and mobility services

Parent counseling and training

Physical therapy

Psychological services

Recreation

Rehabilitation counseling services

School health services

Social work services in schools

Speech-language pathology services

Transportation

If a child needs a particular related service in order to benefit from special education, the related service professional should be involved in developing the IEP. He or she may be invited by the school or parent to join the IEP team as a person "with knowledge or special expertise about the child."

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Transition Services
Transition refers to activities meant to prepare students with disabilities for adult life. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service providers such as the vocational rehabilitation agency--whatever is appropriate for the student, given his or her interests, preferences, skills, and needs. Statements about the student's transition needs must be included in the IEP after the student reaches a certain age:

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Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.

Age of majority. Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.)

Measuring progress.
The IEP must state how the child's progress will be measured and how parents will be informed of that progress.

More information will be given about these IEP parts later in this guide. A sample IEP form will be presented, along with the federal regulations describing the "Content of the IEP," to help you gain a fuller understanding of what type of information is important to capture about a child in an IEP. It is useful to understand that each child's IEP is different. The document is prepared for that child only. It describes the individualized education program designed to meet that child's needs.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.
http://www.ed.gov/pubs/edpubs.html
To obtain this publication in an alternate format (braille, large print, audio cassette, or disk), please contact Katie Mincey, Director of the Alternate Format Center, at (202) 260-9895, or via e-mail at Katie_Mincey@ed.gov.

This document is also available online at:

PDF (549K) MS Word (145K)

2. Introduction

3. The Basic Special Education Process Under IDEA

4. A Closer Look at the IEP

5. Contents of the IEP

6. Additional State and School-System Content

7. The IEP Team Members

8. Writing the IEP

9. Deciding Placement

10. After the IEP is Written

11. Implementing the IEP

12. Reviewing and Revising the IEP

13. What If Parents Don't Agree With the IEP?

14. Summary

15. Sample Form

16. Information Resources

17. Attachment A

Last Modified: 08/30/2019

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individualized education programs; special education; disabilities; special needs students;

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Archived: Guide to the Individualized Education Program

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The purpose of this archived guide is to assist educators, parents, and State and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children.

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This is a good website for teachers to use for instructional technology.

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The Tech Edvocate - Authoritative EdTech News & Commentary

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Authoritative EdTech News and Commentary

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This resource is good for teachers about inclusion.

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Curriculum modifications play an essential role in the academic and social/emotional success of students with intellectual disabilities. With students who have disabilities spending more time in the general education classroom, general education teaching practices need to evolve to include adapting and modifying curriculum so it is accessible and achievable.

So, how can administrators and special education teachers help staff make the successful transition to creating accessible and achieveable lessons for all?

Develop shared values - As education professionals, we are concerned with closing achievement gaps and creating more equitable learning environments. Therefore, it makes sense that our classrooms reflect our value systems and embrace students with a wide range of backgrounds and abilities. Have conversations with staff members that center on creating equitable classrooms and then explore strategies for including all students in the classroom and school community. Develop the mindset that "all students" are "our students".

Help teachers understand their role and responsibilities - Research tells us that teacher "buy-in" is greater when they understand the reasons for change. Teachers typically take greater ownership of the process and are more likely to implement it with fidelity. "Underscoring the importance of the work, and that it is based on research, and not the latest whim" is essential to success (Murray & Brooks, 2017).

So, why must general education teachers take on more responsiblity for modifying curriuclum for students with disabilities in their classroom? First and foremost, T he Individuals with Disabilities Education Act, (2004) mandates that students with disabilities have a legal right to access and make progress in the general education curriuclum.

Second, while the education of students with disabilities has long been the responsibility of the special education teacher in self-contained special education classrooms, research and experience tell us that the social, emotional, and academic outcomes of students with disabilities are greater when they are educated in general education classrooms. As a result, we are seeing a shift in placement, with general education teachers having a wider range of learners to instruct.

Finally, 70% of the school day is allotted to academic instruction during which all students - including students with disabilities - need to have access to meaningful, appropriate, and engaging learning experiences.

Provide professional development - In all fairness, general education teachers are typically not given any training or information on how (or why) curriculum needs to be modified for students with intellectual disabilities.

Give teachers the tools that they need to be successful when modifying curriculum and plan time for professional development. For example, provide step-by-step instructions on how to make modifications. Whether you meet as a staff, a grade-level, or in-person, provide information on modifying curriuclum and multiple resources that will set teachers up for success.

In addition to giving teachers the "why" behind the need for modifying curriculum (see above), equip teachers with examples, websites, and tools for instruction.

Give the gift of time - As educators, we juggle a thousand things in a school day. Most of us don't even take a break to eat lunch! Since time is a luxury, one of the best ways to get teachers modifying curriuclum is giving them time to do it. Plan time to meet with teachers (either individually or in groups) and modify a lesson together. Better yet, collaborate on a series of modified lessons or even create a bank of modified materials.

Coach and communicate - Support staff through the process of learning to modify curriculum. Learn about teacher needs and challenges. Set goals with teachers (individual and/or groups) and follow-up. Check-in with them on a regular basis and provide support as needed.

Identify the runners, joggers, walkers, and sitters on your staff - K now who you are working with. Author, Becca Silver, writes that it's important to know the speed that teachers are willing and able to make changes. She suggests identifying four groups:

Runners - These are your fastest changing teachers. They will begin planning out their next steps before they leave the staff meeting. They are motivated and on a mission. S tay out of their way but praise is appreciated.

Joggers - Joggers are the direction-followers. They play by the rules and want to get everything "just right". They are also very co-operative. T o support joggers in learning how to modify curriculum, first model the modification, give them step-by-step directions, and then watch them complete the modification independently . Encourage them to support others (which they love to do). Be generous when praising Joggers - they love it!

There isn't much change taking place and you might need to move mountains to get them to meet with you. When you do end up meeting with the walkers, present information in small, "bite-sized" pieces so as not to overwhelm them. Offer to co-plan or even co-teach the lesson. Be prepared to re-schedule.Walkers - Walkers are slow to embrace change.

Sitters - Sitters are the least likely to make big changes. They are resistant even when you provide them with a wide range of supports. Be patient and work on building a relationship first. Get to know their classroom challenges and concerns. Ask them what they are already doing to support their students with disabilities. Best to build off their established routines rather than introduce new ones.

Do you have any suggestions to add? What has or has not worked with your staff?

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An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.

# data[].attributes.body
This is a great resource for teachers about inclusion.

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As teachers, we overhear snippets of our students' conversations often replete with new buzzwords and phrases. We watch as students simultaneously check their text messages, comment on a photo on Instagram, and finish their Algebra homework. In the small moments before class begins, we can observe the forces in popular culture that shape our students'...
Read More

TCICP created Diagnostic Teaching Teams (DTT) in partnership with New York City's Department of Education to examine complex learners through the lens of different school staff members, including school leaders, social workers, guidance counselors, and teachers. Complex learners are frequently referred to as "challenging", "struggling" or even "troublemaking," and for any single individual trying to...
Read More

The Problem:

There's a child in my class who is easily triggered, and I don't always know how to help him...I don't feel like my school community has the tools to do this kind of work.

The Solution:

Most teachers can identify with the situation. All we want to do is help, but everything we do that might be "helpful" makes it worse for the child who is in crisis. The Inclusive Classrooms Project has supported many school communities to develop an environment that fosters feelings of safety and calmness for kids who are "easily triggered.

The Problem:

There's a child in my class who is easily triggered, and I don't always know how to help him...I don't feel like my school community has the tools to do this kind of work.

The Solution:

Most teachers can identify with the situation. All we want to do is help, but everything we do that might be "helpful" makes it worse for the child who is in crisis. The Inclusive Classrooms Project has supported many school communities to develop an environment that fosters feelings of safety and calmness for kids who are "easily triggered.

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As teachers, we overhear snippets of our students' conversations often replete with new buzzwords and phrases. We watch as students simultaneously check their text messages, comment on a photo on Instagram, and finish their Algebra homework. In the small moments before class begins, we can observe the forces in popular culture that shape our students'...

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This resource is good for teachers and parents on supporting students with disabilities.

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Child Mind Institute | Transforming Children’s Lives.

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The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

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This is a good resource for teachers when working with parents of children with special needs.

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A parent of a preschooler in my class corners me every day at pickup and drop-off time with so many questions about her child! This child has special needs, and I understand her mother's anxiety and concerns, but I don't always have the time to talk with her for as long as she'd like. What can I do?

Parents, being wonderfully human, will put themselves into their children's shoes, identifying with their difficulties, as well as with their successes and joys. In the case of children with special needs, parents' questions, anxieties, and tendency to over-identify with their children can become much more pronounced. It may be hard for them to understand what their children are going through, so quite a few experience extreme reactions that range from guilt, fear, and worry, to overidentification with their special-needs children's vulnerabilities. All parents secretly hope that their children will achieve what they themselves weren't able to accomplish in life. But it becomes clear that those aspirations most likely will not be realized by their special-needs children. There is perhaps no worse situation than experiencing such feelings all alone.
Suggest Support Groups
Most parents are very eager to find ways to improve the opportunities for growth and development for their special-needs children. So having the chance to interact with other parents in similar situations, to share experiences and receive practical help, can be of tremendous value.

Support groups are tailor-made for these needs. Such groups can also be helpful for teachers. Although teachers are trained to work with children, they are often not fully equipped to deal with all of the emotional challenges involved in working with special-needs children and their families. So some teachers like to participate in a support group. Others find it to be an excellent resource for parent referrals. And they are comforted by knowing there are others besides themselves supporting these parents.
Plan Teacher Participation
Teachers can also gather a great deal of information about community resources and programs through the groups. An ideal situation would be one in which the teacher and parents have an ongoing working relationship: The parents would have regular access to the support group, while the teacher periodically visits with the group, which a number of her students' parents attend. This would create something similar to a supportive extended family.
Create a Model
The model that I recommend for the support group itself requires awareness of the six functional-emotional developmental capacities. These are the ability to:

focus and attend

engage with others

read and respond to emotional signaling

problem solve

use ideas creatively

use ideas logically

It is very helpful for the group to review and think about each of the children in light of this framework. They can share information about how they try to mobilize these different functional-emotional developmental capacities. Group members can exchange thoughts and explore the types of interactions that seem to work for each of them. They can also look at how the support group functions vis-a-vis these same six levels. For example, they can examine how well they're able to:

focus and attend to one another

truly listen to one another

engage and trust one another

read and respond to one another's nonverbal signals

be empathic and responsive

help one another verbalize what's on their minds

If the teacher is part of the support group, she can look at how she facilitates these capacities in the classroom.
Try Self-Examination
It's very helpful for teachers and parents to look at their own individual differences. They need to examine the way they themselves process information; how they respond to sounds, and visual and spatial information; and how they can become better at using their motor systems. As they look at themselves, they can gain greater empathy for the children's problems. All in all, the support group can be very useful in developing a deeper understanding of the children. It can also help by encouraging brainstorming of practical issues, such as available services, what kinds of progress can be expected, and so on.
Start Small
The best way to form such a group is for either a teacher or a parent to agree to be the coordinator. This person can send out notes to all parents, inviting them to attend a get-together. Sometimes, with the teacher's cooperation, the idea of a group can be raised at a back-to-school night or PTA meeting. Try to form a group that has somewhere between 4 and 10 members. If there are more who are interested, plan to start a second group.

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Working With Parents of Children With Special Needs | Scholastic

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A parent of a preschooler in my class corners me every day at pickup and drop-off time with so many questions about her child! This child has special needs, and I understand her mother's anxiety and concerns, but I don't always have the time to talk with her for as long as she'd like.

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This is a good website for parents and teachers on autism.

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This resource is good for parents on support for their child with disabilities.

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The Federation empowers families so that they have the information and resources they need for their children. We work with families with children from birth to adulthood, providing individual assistance, training, and leadership development and support. We focus on education, early intervention, health care, transitions, children in foster care and group homes, and building strong family engagement to support all children, especially those children with disabilities, those at risk, and those with economic, cultural or linguistic barriers.

Enter a keyword or phrase to search our website for resources, trainings or assistance.

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Federation for Children with Special Needs

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The Federation empowers families so that they have the information and resources they need for their children. We work with families with children from birth to adulthood, providing individual assistance, training, and leadership development and support.

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This is a good resource for teachers teaching students with high-incidence disabilities.

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Welcome to the SAGE edge site for Teaching Students with High-Incidence Disabilities, First Edition.

The SAGE edge site for Teaching Students with High-Incidence Disabilities by Mary Anne Prater offers a robust online environment you can access anytime, anywhere, and features an impressive array of free tools and resources to keep you on the cutting edge of your learning experience.

To ensure that all students receive quality instruction, Teaching Students with High-Incidence Disabilities prepares preservice teachers to teach students with learning disabilities, emotional behavioral disorders, intellectual disabilities, attention deficit hyperactivity, and high functioning autism. Focusing on research-based instructional strategies, Mary Anne Prater gives explicit instructions and strategies for teaching students with special needs, and includes examples throughout in the form of scripted lesson plans. Real-world classrooms are brought into focus through teacher tips, embedded case studies, and technology spotlights to enhance student learning. The book also emphasizes diversity, with a section in each chapter devoted to exploring how instructional strategies can be modified to accommodate diverse exceptional students.

Acknowledgements

We gratefully acknowledge Mary Anne Prater for writing an excellent text. Special thanks are also due to Nancy Burton of Concord University, Lisa L. Sigafoos of The University of Texas at Austin, Gavin W. Watts of The University of Texas at Austin, and Veda Jairrels of Clark Atlanta University for developing the resources on this site.

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Teaching Students with High-Incidence Disabilities: Strategies for Diverse Classrooms

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Welcome to the Companion WebsiteWelcome to the SAGE edge site for Teaching Students with High-Incidence Disabilities, First Edition.The SAGE edge site for Teaching Students with High-Incidence Disabilities by Mary Anne Prater offers a robust online environment you can access anytime, anywhere, and features an impressive array of free tools and resources to keep you on the cutting edge of your learning experience.

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This is a good resource for teachers and parents on Autism.

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This is a good video for teacher and parents to understand the IEP process.

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Understanding the IEP Process: The Basics of an Individualized Education Program (IEP)

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This is a good resource for teachers and parents to use when looking for books on special education.

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Special Needs Book Review is the number one review site for parents of special needs children to read about the latest releases and best sellers of literature relating to autism, aspergers and other special needs areas

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This is a good website for teacher about UDL.

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​We welcome submissions from educators. If you would like to share a lesson plan, planning tool, instructional material, website, or anything else that facilitates the implementation of Universal Design for Learning, please complete the contact form here.

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​We welcome submissions from educators. If you would like to share a lesson plan, planning tool, instructional material, website, or anything else that facilitates the implementation of Universal Design for Learning, please complete the contact form here.

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This is a great website for teacher and parents to get information on disabilities, IEPs., and UDL.

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How can we help?

I want help with behaviors , learning , and everyday skills

We are Understood.
We are the lifelong guide for those who learn and think differently. In the past year, we've helped more than 20 million people discover their potentials, take control of their lives, and stay on positive paths.

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Discover what's possible when you're understood.

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Helpful guidance from Understood

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Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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This is a good resource for teachers to learn about strategic instruction.

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The Center for Research on Learning based at the University of Kansas has been studying the best ways to help promote effective teaching for over 25 years. The center has developed numerous strategies that are placed into an overall program called the Strategic Instruction Model (SIM Strategies) In essence the Strategic Instruction Model is about promoting effective teaching and learning of critical content in schools. SIM strives to help teachers make decisions about what is of greatest importance, what we can teach students to help them to learn, and how to teach them well.

The Center for Research on Learning developed specific learning strategies for assisting students to understand information and solve problems. A learning strategy is a person's approach to learning and using information. Students who do not know or use good learning strategies often learn passively and ultimately fail in school. Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.
Word Identification Strategy
In this strategy students are taught how to sound out words that are complex; they may have prefixes or suffixes added to the stem or root of the word. Meanings of the prefixes and suffixes and root words are also taught. The Making Spelling Sense and Making Spelling Sense II, as well as the ASW Spelling and Phonics Program incorporate this word identification strategy along with the eight spelling patterns.

In the SIM research study, students made an average of 20 errors in a passage of 400 words before learning this strategy and the patterns. Having learned the Word Identification Strategy, students reduced their errors to an average of three per 400 words. Reading comprehension increased from 40 percent on the pretest to 70 percent on grade-level passages.
Writing and Comprehension Strategies
The SIM Sentence Writing Strategy teaches kids to recognize and write 14 sentence patterns with four types of sentences: simple, compound, complex, and compound-complex. Research results showed that students wrote an average of 65 percent complete sentences on the pretest and an average of 88 percent complete sentences on the posttest.
Strategic Instruction Model (SIM) Paraphrasing Learning Strategy developed by the center.
The Paraphrasing Strategy is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words. The Paraphrasing Strategy is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words. Using grade-level materials, students performed at a 48 percent comprehension rate before learning the strategy. After learning the strategy, these students comprehended 84 percent of the material.

That is exactly what students do when they learn to take notes from what they read in the ASW Reading, Writing, and Study Skills Program and the ASW Premium program. The programs incorporate a visual/kinesthetic method for teaching kids of all ages how to read for meaning. The program addresses how children acquire information. They include strategies for learning how to paraphrase critical information, picture (visualize) information and use color-coding to promote understanding and remembering, write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests.

Additionally, when reading, students learn how to take notes, use graphic organizers, identify connections, identify pairs of items, create mnemonic devices, create study cards, and use the study cards or graphic organizers to learn the information. Research has shown that before students learned this strategy, they correctly answered an average of only 8 percent of test questions related to paired information when the paired information was identified for them. After they mastered the strategy, they correctly answered an average of 85 percent of the questions about paired information that was identified for them. When given reading passages to study on their own, they answered an average of 22 percent of test questions correctly before instruction in the strategy versus answering 76 percent correctly after mastering the strategy.
Paragraph Writing Strategies
This is taught in the ASW Writing Program, ASW Reading, Writing, and Study Skills Program and the ASW Premium program. Studies show that when students learn a specific strategy for organizing ideas, planning their point of view, planning the sequence they will write the information/ideas down they improve their writing scores an average of 31%. Research results showed average pretest scores of 40% and posttest scores of 71% of the available points.

The Strategic Instruction Model Lends Itself to Game Playing

The Sentence Zone is supported by the Strategic Instruction Model (SIM) Sentence Writing Strategy developed by the center. The Sentence Zone also incorporates color with a visual/kinesthetic method for teaching sentence writing through game playing.

The SIM Sentence Writing Strategy teaches kids to recognize and write 14 sentence patterns with four types of sentences: simple, compound, complex, and compound-complex. Research results showed that students wrote an average of 65 percent complete sentences on the pretest and an average of 88 percent complete sentences on the posttest.

The Comprehension Zone: Rocket Rap is supported by the Strategic Instruction Model (SIM) Paraphrasing Learning Strategy developed by the center.

The Paraphrasing Strategy is designed to help students focus on the most important information in a passage. Students read short passages of materials, identify the main idea and details, and rephrase the content in their own words. That is exactly what students do when they play The Comprehension Zone. The Comprehension Zone is a visual/kinesthetic method for teaching kids of all ages how to read for meaning. They play for main idea, details, both, or to sequence what they have read or listened to. The Sentence Zone and The Comprehension Zone: Rocket Rap address how children acquire information. They include strategies for learning how to paraphrase critical information, picture information to promote understanding and remembering, write sentences and paragraphs, monitor their work for errors, and confidently approach and take tests.

Additional Reading Strategies Supported by the Strategic Instruction Model

No single strategy is a panacea. For example, there are reading strategies that help:

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Strategic Instruction Model (SIM) Strategies - Bonnie Terry Learning

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The Center for Research on Learning based at the University of Kansas has been studying the best ways to help promote effective teaching for over 25 years. The center has developed numerous strategies that are placed into an overall program called the Strategic Instruction Model (SIM Strategies) In essence the Strategic Instruction Model is about promoting effective teaching and learning of critical content in schools.

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This is a good resource for teacher about using technology in the classroom.

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Education Technology (EdTech) Media & Community: EdTechReview

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A platform to discover the latest and useful EdTech & Education focused global news, trends & insights, research, reports, product reviews, resources, & more.

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This is a good resource for teachers about IEPs.

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Students who require extra help and support might be eligible for special services that provide individualized education programs (IEPs) in public schools, free of charge to families. Understanding your role in educating a student with an IEP will benefit both you and the student.

The Individuals with Disabilities Education Act (IDEA) makes teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. The IEP describes the goals set for a student for the school year, and any special support needed to help reach those goals.

The IDEA requires states to provide free appropriate public education to students who are eligible for special education from ages 3 to 21, in the "least restrictive" environment. This means that kids with disabilities should learn alongside their classmates who don't have disabilities as much as possible.

Who Needs an IEP?

Students who are eligible for special education services require an IEP. Students could be eligible for many reasons, such as if they have:

Students might have a learning disability if they are consistently unable to meet standards that are normal for their age range. Some common signs of a learning disability can include:

trouble mastering tasks or applying academic skills to other tasks

trouble with communication and language processing, as well as expressive and receptive language

a lot of frustration with school and homework

having strong general knowledge, but not being able to read (dyslexia), write (dysgraphia), or do math (dyscalculia) at that level

needing ongoing, step-by-step guidance for tasks

poor grades despite a lot of effort

poor memory of spoken or written material

not being able to remember problem-solving steps if they don't understand the tasks or the logic behind them

not being able to remember skills and facts over time

How Are Services Delivered?

Usually, the services outlined in an IEP can be provided in regular education classrooms. In other cases, they might be given in separate classrooms or even separate schools, depending on the students' needs. Some students may have an IEP for one subject area only, while others may have one for all academic subjects and for social skills instruction.

Students with IEPs can participate in all subject areas, especially classes like science, social studies, art, music, library, gym, and health. It is critical for regular classroom teachers to read students' IEPs and be familiar with the services and monitoring required by the plan.

Services can also be provided in a separate supported environment within the school. In this setting, groups of students with similar needs are together for small-group instruction. A certified special education teacher is the instructor and other school personnel (aides or support teachers) help with teaching.

Students who need intense intervention, though, may be taught in a special school environment. These schools have fewer students per teacher, allowing for more individualized attention. Teachers in these schools usually have specific training in helping students with special educational needs.

How Are Students Evaluated?

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom.

The first step is to gather specific data regarding the student's progress or academic problems. This may be done through:

a conference with parents

a conference with the student

observations of the student

analysis of the student's performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps teachers and school personnel decide on the next step. Strategies specific to the student could be used to help them be more successful in school prior to any formal testing. If this doesn't work, the child can receive an educational assessment, which could identify a specific learning disability or other health problem.

Note: The presence of a disability doesn't automatically guarantee a child will get services. To be eligible, the disability must affect how the child does at school.

To decide on eligibility, a team of professionals will consider their observations, as well as how the child does on standardized tests and daily work such as tests, quizzes, classwork, and homework.

Who's on the Team?

The professionals on the evaluation team can include:

classroom teachers

occupational therapist

physical therapist

psychologist

special educator

speech therapist

vision or hearing specialist

others, depending on the child's specific needs

If more testing is needed, parents will be asked to sign a permission form that details who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language.

After the team members finish their assessments, a comprehensive evaluation report is developed. It includes an educational classification and outlines the skills and support the child will need.

The parents can review the report before the IEP is developed. If they disagree with it, they will have the chance to work with the school to come up with a plan that best meets the child's needs.

How Is the IEP Developed?

The next step is an IEP meeting, during which the team and parents decide what will go into the plan. Also, a regular classroom teacher should attend to offer suggestions about how the plan can help the child's progress in the standard education curriculum and how it can be used in a regular classroom setting, if that's appropriate.

At the meeting, the team will discuss a student's educational needs - as described in the evaluation report - and develop specific, measurable short-term and annual goals for each of those needs.

What Does the IEP Include?

The cover page of the IEP outlines the related services and supports students will get and how often they will be provided. These can include many different things; for example, transportation; speech-language pathology and audiology services; psychological services; physical therapy and occupational therapy; recreation, including therapeutic recreation; social work services; and medical services (for diagnostic and evaluation purposes only).

If the team recommends several services, the amount of time they take in the child's school schedule can seem overwhelming. To ease that load, a professional may talk with a child's teacher to come up with ways to help but won't offer hands-on instruction. For example, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child's day isn't interrupted by therapy. The child who has trouble with handwriting might work one-on-one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child's comfort and dignity should be a top priority.

If a child has academic needs and is working below grade level, services may be offered outside the regular education classroom. Students might get small-group instruction in a particular subject area (usually language arts or math) by a special education teacher along with other students who have similar needs.

How Often Should the IEP Be Updated?

The IEP should be reviewed annually to update the goals and ensure the levels of service meet the student's needs. During the school year, progress monitoring is done often to make sure the student is achieving goals set in the IEP. IEPs can be changed at any time on an as-needed basis.

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and stay informed.

If parents disagree with any part of the evaluation report or the IEP, mediation and hearings are options.

It is important for teachers to understand the IEP process and their role in delivering instruction to students who have an IEP. Any questions related to an IEP can be directed to the team or the case manager assigned to a student.

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Individualized Education Programs (IEPs): Tips for Teachers

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IEPs make teachers of students with special needs responsible for planning, implementing, and monitoring educational plans to help the students succeed in school. This article is for educators.

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This is a good resource for teachers on strategies for the inclusive classroom.

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A great introduction to the concepts behind UDL can be found at CAST's website .
Take Action: View the video and reflect on your teaching practices. How are you engaging students? How do students show what they know? How are students presented with material?
3. Support Important Life Skills

As a seasoned educator, when I hear the term "life skills", I often think of tasks that are performed by our more severely disabled students, many of whom are not in a general education environment. When I do this, I am shortchanging my students, many who lack very necessary skills they need in order to be a productive and contributing member of society. Many general education mainstream students cannot perform the following simple tasks:

telling time from an analog clock

writing a simple letter

signing their name in cursive

note taking and study skills

Many of the teachers that I work with have a "Study Skills Thursday", where students clean out their backpacks, organize their binders and notebooks, and focus on developing and self-reflecting on both short and long-term goals. I also do locker checks with some of my students. The battle is half won if a student comes to school organized and prepared.
Take Action: Find or create a survey for your students to gauge what essential skills they have, and what they need (I use this Learning Skills and Work Habits Student Self-Assessment Checklist from Teachers Pay teachers). How can you incorporate instruction in these skills into your everyday schedule? Take Action: Try to find a common time to sit and meet with your grade-level Special Education teacher. How can you work together to improve student learning? Draft a plan to hand to your administrator; perhaps you can receive a stipend for your planning time!
4. Engage in Collaborative Planning and Teaching

No classroom is an island, especially an inclusive classroom. Opening up your room to service providers, paraprofessionals, special education teachers, and parents gives you valuable opportunities to participate in collaborative teaching. Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together. This often spans grade levels and subject areas.

5. Develop a strong Behavior Management Plan

Having a successful inclusive classroom depends upon having control of your classroom. It is essential to have clearly communicated expectations and goals, that are accessible to all students. Your classroom environment should be tailored to better suit diverse students' needs. With students' and specialists' input, create a checklist or action plan for students.
Take Action: Look through student IEPs to see if any student has a formal Behavior Intervention Plan (BIP). Consult with your Special Education teacher for resources on how to establish and strengthen behavior management in your classroom. If possible, have the SpEd teacher observe and give feedback.
Some specific behavior management strategies that support effective instruction are:

Posting daily schedules

Displaying classroom rules and expectations

Encouraging peer to peer instruction and leadership

Using signals to quiet down, start working, and putting away materials.

Giving students folders, labels and containers to organize supplies.

Checking in with students while they work

Utilizing proactive rather than reactive interventions as needed

Speaking to students privately about any concerns

Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.

There are many pieces to the puzzle for creating an effective inclusive classroom. Communication is key, and collaboration with other educators and professionals has a great benefit to all.

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5 Effective Strategies for the Inclusive Classroom | KQED Education

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Students with special and exceptional needs are placed in inclusive learning environments more frequently than in the past. For general educators with a limited special education background, this can often be anxiety provoking and stressful. Here are five strategies that have been successful for working with students in the inclusive classroom.

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This is a great resource for teacher on inclusion.

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The Inclusive Schools Network, sponsored by Stetson & Associates, Inc., is a web-based educational resource for families, schools, and communities, providing information and resources that facilitate inclusive education practices.

We support schools around the globe by sharing tools and strategies to increase opportunities for students with disabilities and build knowledge of inclusive education.

Join us each year to celebrate Inclusive Schools Week™ and recognize the accomplishments of schools and communities in ensuring equity and access for all students.

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Inclusive Schools Network | Supporting Inclusive Education

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We support schools worldwide with tools and strategies to increase opportunities for students with disabilities and expand awareness of inclusive education.

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This is a good resource for teacher to learn more about IEPs, UDL and teaching strategies for students with disabilities.

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This is a good resource for teachers to get more information on technology in the classroom.

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TeachThought – A Critical Thinking Classroom

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TeachThought promotes critical thinking and innovation in K-12 classrooms

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This resource is good for teachers. It has info on UDL, social skills, and technology strategies.

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We Are Teachers - Ideas and inspiration for reaching the next generation

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We Are Teachers is a proud community of K-12 educators, sharing ideas, resources, and awesome freebies and giveaways.

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This is a good website for parents and teachers on ADHD.

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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This is a good resource for teachers to use for teaching students with disabilities.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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This resource is good for teachers on technology in the classroom.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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This is a good resource for teachers to have when teaching students with disabilities.

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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This is a good website for parents and teachers on ADHD.

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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This resource is good for teachers on inclusion and teaching students with disabilities.

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Posted on July 22, 2022 in News

I know that many of you are already aware, but I want to officially welcome all visitors to check out my new site, InclusionRules.com. In addition to loads of new content, the most popular content from PaulaKluth.com will be available on InclusionRules.com too.

InclusionRules.com is where you can find ...

Posted on July 22, 2022 in News

In August and September of 2022, I am offering my Co-Teaching Kickoff event to get us all back into the game of collaboration, co-planning, co-visioning, and, of course, co-teaching.

This opportunity is for all team members, including administrators ...

Posted on February 02, 2021 in News

In case you missed the news, the UNCONFERENCE has started!

Come and learn from the voices featured in All In: Creating Inclusive Virtual Classrooms!

While some students with disabilities are heading back to physical classrooms, many are still in virtual or hybrid settings. As we begin the second semester, it is so important that we continue to engage these learners and seek creative ways to include and support them and their peers without disabilities.

If you value inclusive education and are ..

Posted on June 27, 2020 in News

I have been having so much fun working virtually with book clubs this summer- it has helped me to connect with so many of you in a personal way. To keep the fun moving forward and to provide inclusion energy and support for your inclusive activities, I wanted to share a handout that I've been using with study groups, book clubs, and steering committees who are using ...

Posted on March 24, 2020 in News

We may be sheltering in place, but Coaster refuses to "stay"! I have made him available to all of you as of last week via my YouTube channel.

To support teachers and families who are teaching and learning virtually, I released this clip so teachers of young children can share storytime with their students and teachers of older students can craft lessons about ...
More Posts "

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Toward Inclusive Classrooms and Communities

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This resource is good for teachers to have on educational technology and teaching strategies.

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TeacherVision provides teachers with expertly curated teaching resources and printables across all subjects for grades pre-K to 12.

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This resource is important for teachers and parents to  have because it has information regarding laws about special education.

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Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

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Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

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This is a good resource for teacher about UDL.

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Find out more about CAST. We’re busting barriers to learning, until learning has no limits®.