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"Emotional and Behavioral Disorders (EBD) are typically referred to when a child is experiencing emotional problems having behavioral issues."

Emotional and Behavioral Disorders are also referred to as Emotional and Behavioral Disorders, Behavioral and Emotional Disorders, Mental and Behavioral Disorders, and Emotional Behavioral Disability.

There are 7 types of EDB: hyperkinetic, conduct, emotional, and tic disorders, as well as mixed disorders of conduct and emotions, disorders of social functioning, and other behavioral and emotional disorders.

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The website covers (on the left side) seven main groups of information on emotional disorders, which are Types of Behavioral Disorders, Behavioral Disorders by Age, Behavioral Disorders, Behavioral Disorder Treatment, Behavioral Disorder Help, Resources, and Related Topics.

Also, the website offers details on prevalent emotional and behavioral disorders such as pica, ODD, ADHD, and eating disorders.

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DISABILITY

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Featured Articles

Emotional and Behavioral Disorders (EBD) are typically referred to when a child is experiencing emotional problems having behavioral issues. This article helps define emotional and behavioral disorders and what they include such as pica, ODD, ADHD, eating disorders and more.

Introduction Emotional and Behavior Disorders—EBD
Emotional and Behavior Disorders, is also referred to as Emotional and Behavioral Disorders, Behavioral and Emotional Disorders, Mental and Behavioral Disorders, and Emotional Behavioral Disability, also abbreviated EBD. These terms are most often used in education and in reference to children. It is a category that is not precisely defined and about which specialists disagree. In the criteria for special education for children and youths aged 3 to 9, "emotional disturbance" is one of the eligible disabilities.

There is no heading "Emotional and Behavior Disorders" in the DSM-IVR (Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition Revised), but there are a number of diagnoses in each that may often be considered to fit the Emotional and Behavior Disorders category. The International Classification of Diseases (currently ICD-10), on the other hand, has a section (F90-F98) called "Behavioural and emotional disorders with onset usually occurring in childhood and adolescence."

To gain a greater appreciation of what the term means, we'll now look at both of the two manual of mental health disorders to see what specific diagnoses they characterize as Emotional and Behavior Disorders.
EBD and the ICD
Section F90–F98 of the ICD-10, which has the title mentioned above tying it to our topic, contains seven categories of disorders. Here they are, with clarifying examples of the subtopics:

Hyperkinetic disorders, including Attention-deficit hyperactivity disorder (ADHD)

Conduct disorders, including those confined to the family, those not so confined, and Oppositional Defiant Disorder (ODD)

Mixed disorders of conduct and emotions, including Depressive Conduct Disorder

Emotional disorders with onset specific to childhood, including separation anxiety disorder, sibling rivalry disorder, and social anxiety disorder

Disorders of social functioning with onset specific to childhood and adolescence, including elective or selective mutism

Tic disorders, including Tourette's Disorder

Other behavioral and emotional disorders with onset usually occurring in childhood and adolescence, including stuttering, pica, cluttering, thumb-sucking, and Attention Deficit Disorder without hyperactivity (ADD).

EBD and the DSM-IVR
The DSM-IVR has a different organizational system for the most closely corresponding section, which it calls "Disorders usually first diagnosed in infancy, childhood, or adolescence." First, it includes learning disabilities that are clearly not emotional or behavioral disorders or disabilities, like autism and mental retardation. In addition, EBD disorders are not sorted out from other disabilities and placed in separate categories, as you will see in this summary of the seven categories that contain EBD disorders:

Communication disorders including not only stuttering, but also expressive language disorder (which the ICD categorizes as a disorder of psychological development)

Attention-deficit and disruptive behavior disorders, including ADHD, Conduct Disorder, and Oppositional Defiant Disorder (ODD)

Feeding and eating disorders of infancy or early childhood, including pica

Tic disorders, including Tourette's Disorder

Elimination disorders

Other disorders of infancy, childhood, or adolescence, including separation anxiety disorder and selective mutism

Related Article: Behavior Disorder Treatment >>

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Emotional and Behavior Disorders - EBD - Behavior Disorder

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Emotional and Behavioral Disorders (EBD) are typically referred to when a child is experiencing emotional problems having behavioral issues. This article helps define emotional and behavioral disorders and what they include such as pica, ODD, ADHD, eating disorders and more. - BehaviorDisorder.org

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#20 EMOTIONAL AND/OR BEHAVIORAL DISORDERS

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#20 EMOTIONAL AND/OR BEHAVIORAL DISORDERS

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''Since the Americans with Disabilities Act was enacted in 1990, many social barriers have been removed or reduced for people with disabilities. But there is more work that needs to be done for people with disabilities to become more independent and involved in their world. Good health is important to be able to work, learn, and be engaged within a community.''

Having a disability does not mean a person cannot be healthy and lead an active life.

Some tips for staying healthy include being physically active daily, maintaining social connections, avoiding prolonged sun exposure, and using medications responsibly.

''Children with disabilities are more than twice as likely to be victimized as children without disabilities.''

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                                   SUMMARY

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                                   SUMMARY

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The website contains beneficial details about disabilities and health in general.

This page also provides information on healthy living, safety, school, transitions, independent living, and finding support for people with disabilities.

Many options, such as Disability & Health Healthy Living, Respiratory Virus Resources for People with Disabilities, and Disability & Health Emergency Preparedness, involve vast knowledge about maintaining health.

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DISABILITY

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Centers for Disease Control and Prevention

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Since the Americans with Disabilities Act was enacted in 1990, many social barriers have been removed or reduced for people with disabilities. But there is more work that needs to be done for people with disabilities to become more independent and involved in their world. Good health is important to be able to work, learn, and be engaged within a community.

This web page provides information for people with disabilities about healthy living, safety, school, transitions, independent living, and finding support.

Healthy Living

People with disabilities need health care and health programs for the same reasons anyone else does-to stay well, active, and a part of the community.

Having a disability does not mean a person is not healthy or that he or she cannot be healthy. Being healthy means the same thing for all of us-getting and staying well so we can lead full, active lives. That means having the tools and information to make healthy choices and knowing how to prevent illness.
Learn more about healthy living "
Safety

People with disabilities can be at higher risk for injuries and abuse. It is important for parents and other family members to teach their loved one how to stay safe and what to do if they feel threatened or have been hurt in any way.

For more information:
Violence Prevention Injury Prevention Emergency Preparedness
Assistive Technology

Assistive technologies (AT) are devices or equipment that can be used to help a person with a disability fully engage in life activities. AT's can help enhance functional independence and make daily living tasks easier through the use of aids that help a person travel, communicate with others, learn, work, and participate in social and recreational activities. An example of an assistive technology can be anything from a low-tech device, such as a magnifying glass, to a high tech device, such as a special computer that talks and helps someone communicate. Other examples are wheelchairs, walkers, and scooters, which are mobility aids that can be used by persons with physical disabilities.

For more information:

School

In order to help a child fully participate in school, plans can be developed around the child's specific needs. These plans, known as 504 plans, are used by general education students not eligible for special education services. By law, children may be eligible to have a 504 plan which lists accommodations related to a child's disability. The 504 plan accommodations may be needed to give the child an opportunity to perform at the same level as their peers. For example, a 504 plan may include your child's assistive technology needs, such as a tape recorder or keyboard for taking notes and a wheelchair accessible environment.

A different plan is needed for children taking special education classes. An Individual Education Plan (IEP) is a legal document that tells the school its duties to your child.

For more information:

Transitions

For some people with disabilities and their parents, change can be difficult. Planning ahead of time may make transitions easier for everyone.

Transitions occur at many stages of life. For example, the transition from teen years to adulthood can be especially challenging. There are many important decisions to make, such as deciding whether to go to college, a vocational school, or enter the workforce. It is important to begin thinking about this transition in childhood, so that educational transition plans are put in place. Ideally, transition plans from teen years to adulthood are in place by age 14, but no later than age 16. This makes sure the person has the skills he or she needs to begin the next phase of life. This stage in life also involves transitioning one's health care services from pediatricians to physicians who primarily treat adults.

For more information:

Independent Living

Independent living means that a person lives in his or her own apartment or house and needs limited or no help from outside agencies. The person may not need any assistance or might need help with only complex issues such as managing money, rather than day-to-day living skills. Whether an adult with disabilities continues to live at home or moves out into the community depends in large part on his or her ability to manage everyday tasks with little or no help. For example, can the person clean the house, cook, shop, and pay bills? Is he or she able to use public transportation? Many families prefer to start with some supported living arrangements and move towards increased independence.

For more information:
Build or Modify Your Home for Independence pdf icon [2.63 MB/61 pages] external icon
Finding Support

For many people with disabilities and those who care for them, daily life may not be easy. Disabilities affect the entire family. Meeting the complex needs of a person with a disability can put families under a great deal of stress - emotional, financial, and sometimes even physical.

However, finding resources, knowing what to expect, and planning for the future can greatly improve overall quality of life. If you have a disability or care for someone who does, it might be helpful to talk with other people who can relate to your experience.

Find a Support Network

By finding support within your community, you can learn more about resources available to meet the needs of families and people with disabilities. This can help increase confidence, enhance quality of life, and assist in meeting the needs of family members.

Other ways to connect with other people include camps, organized activities, and sports for people with disabilities. In addition, there are online support groups and networks for people with many different types of disabilities.

Talk with a Mental Health Professional

Psychologists, social workers, and counselors can help you deal with the challenges of living with or caring for someone with a disability. Talk to your primary care physician for a referral.

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Disability and Health - People with Disabilities | CDC

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Since the Americans with Disabilities Act was enacted in 1990, many social barriers have been removed or reduced for people with disabilities. But there is more work that needs to be done for people with disabilities to become more independent and involved in their world.

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#19     HEALTH                   DISABILITIES

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#19     HEALTH                   DISABILITIES

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''Research shows that using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks.''

Games not only provide students with entertainment but also enhance their interest in learning and benefit students with disabilities.

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The website emphasizes how games have the potential to aid in learning.

It provides links to games and important information, allowing users to find more details about specific topics.

Some of the games pointed out are Minecraft, Werewolf, and Alba: A Wildlife Adventure.

"Teachers, for example, can use role-playing games in the classroom to help students inhabit different perspectives and understand them as part of larger, holistic systems of thought, explains Matthew Farber, a former teacher and assistant professor at the University of Northern Colorado who studies the intersection of game-based learning and SEL."

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STUDENTS AND TEACHERS

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What happens when a gorilla goes into a battle with a brown hyena in an Australian rain forest?

Tanya Buxton's high school biology students could find out as they embark on March Mammal Madness (MMM), a virtual game modeled after the annual NCAA basketball championship that aims to educate U.S. students about the importance of biodiversity and endangered species.

This is the second year in a row that Buxton has enrolled her Atherton, California, students in the tournament to deepen their understanding of global ecosystems while building community and camaraderie among peers.

Gameplay in school isn't just about having fun though, say Buxton and other teachers, who are increasingly using games and gaming principles to enhance instruction. From Minecraft to the Game of Life and Werewolf, effective games like March Mammal Madness link content with low-stakes competition and can provide a more collaborative, engaging classroom experience-especially for students who may struggle to focus or find their niche in learning. During the pandemic, games have also provided an important outlet that keeps kids connected and motivated remotely.

These claims aren't just anecdotal. According to research, using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks. One study of the popular multiple-choice quiz game Kahoot found that it improved students' attitudes toward learning and boosted their academic scores. In addition, studies have found that virtual games can improve focus and attention for students with ADHD and help students with dyslexia improve spatial and temporal attention, which can translate into improved reading.

But games aren't substitutes for other forms of learning. Like any educational tool, they need to be well-planned and integrated only when they're relevant to the learning objectives.

Think of games not as Band-Aids to fix what's broken in the classroom but as "a pedagogical approach that might help people think differently about what's possible... limited only by a player's imagination and by what a gaming set of rules allows," says Antero Garcia, an assistant professor at the Stanford Graduate School of Education who studies the impact of technology and gaming on youth literacy and civic identities.

Want to integrate well-developed games or just a few gaming principles into your lessons? Here are some approaches to consider to make games a valuable teaching tool.

Test and Learn

In many games, players encounter scenarios that involve making in-the-moment decisions that let them quickly see the impact of their choices in a low-risk setting and then try (and try again) if they falter-skills that are valuable as they go through life, says Garcia.
Hi-Point / Shutterstock.com
Teachers, for example, can use role-playing games in the classroom to help students inhabit different perspectives and understand them as part of larger, holistic systems of thought, explains Matthew Farber, a former teacher and assistant professor at the University of Northern Colorado who studies the intersection of game-based learning and SEL. This system of thinking can become a good entry point for students to learn about their own agency as they weigh possibilities and consider alternate plans of action.

Because games are interactive-unlike books or movies that involve more passive consumption-they may also encourage students to explore new topics and approaches to learning that they otherwise would not consider, he says.

In the virtual game Alba: A Wildlife Adventure, for example, players launch mini-missions where they discover and protect species of endangered animals. Though students might not consider themselves adventurers or conservationists when they play the game, the low-risk setting can get them thinking about larger-scale impacts they could have in the real world, adds Farber. As a follow-up activity, students could conduct further research on animals they encountered or even take local nature walks to identify smaller ecosystems of local wildlife.

Even if teachers aren't using a fully developed game in their class, they can use a process known as gamification, or weaving components of games such as points, leaderboards, and badges into lessons to boost students' motivation. Because students get excited about the competition from earning badges or embarking on a quest, they tend to take more risks-and, in turn, learn from their mistakes, says Manju Banerjee, an associate professor and vice president of educational research and innovation at Landmark College in Putney, Vermont.

When students are researching a topic and conducting a literature analysis, teachers can design curricula to send them on a quest-instead of framing it as a typical assignment-or rethink assessment and "tell a student that he is at a 'novice' level rather than a grade of C-" to reduce academic pressure and encourage participation," says Banerjee.

Learning in Disguise

Though it's not the only reason to play games, the fun of gameplay is a critical part of why they are so successful with children, according to educators, who say that games can help disguise the learning of essential but challenging skills that kids might otherwise resist.
Phil's Mommy / Shutterstock.com
Teachers Joe Dillon and Marina Lombardo, for instance, created a poem-writing activity using Minecraft: Education Edition, in which students move through a maze and visit rooms to learn how to make their writing more descriptive. This game, inspired by Georgia Heard's Six-Room-Poem activity, guides students through specific writing prompts, such as describing an object by focusing on the ambience of its surroundings.

Many games involve a compelling storyline that can quickly hook kids, which is what makes teaching with them so effective, explains Kendra Cameron-Jarvis, an instructional technologist for Buncombe County Schools in western North Carolina. In a game she designed called Discovering the Ancient Pyramids Adventure, sixth-grade students use Google Maps Treks-which provide a 360-degree view of the ancient structures-to go on a quest inside the Great Pyramid and solve a mystery while they explore. The game reinforces what they're learning in class about ancient Egypt, she says.

"It's kind of sneaky-they don't realize they're learning," she says. "Kids are going to have a really good time, and they're going to learn along the way."

Teachers are also increasingly using apps and interactive game platforms like Kahoot and Quizizz -Kahoot says that more than 6 million teachers in 200 countries use its app to date-as fun formative assessment tools to ensure that students are on track with their learning, especially during the pandemic. Cameron-Jarvis says teachers are reporting that the platforms are so engaging, students frequently request to play them as part of their learning.

To increase the likelihood of all students participating, teachers can scaffold the difficulty levels of a game, calibrated to the current ability of the student. For students with special needs in particular, games can be beneficial because they disrupt traditional learning approaches and introduce opportunities for them to succeed where they have often struggled, says Banerjee, who has more than 29 years of experience in the field of learning disabilities.

Banerjee recommends that teachers use a myriad of low-stakes leaderboards-scoreboards that show the names and scores of participants-to highlight often-overlooked activities or skills in a way that recognizes contributions from students who typically do not perform well on traditional assignments. Teachers can give credit to the student with "the most creative calculation error" in a math class, for example, which not only makes learning more entertaining but acknowledges that all students can contribute meaningfully within a classroom.

Bringing Students Together

Though students can play games alone, most education games encourage players to collaborate effectively in teams-a building block for creating strong relationships and skills like cooperation that will be valuable as they progress through school and life, studies show.

These social interactions have been crucial during distance learning, according to Douglas Kiang, a high school computer science teacher at the Menlo School. Since schools went virtual last spring, Kiang has used Minecraft to give students a chance to interact with each other while learning social skills such as teamwork, negotiation, and respect for others. He also plays Among Us with his advisory group of about 10 students.

"I think games are useful in that respect for bonding and for allowing kids to socialize and communicate with each other," says Kiang, who is a nationally recognized expert on game-based learning and technology integration.

Integrating more community-building elements into your classroom doesn't always require playing a multiplayer video game, though, says Cameron-Jarvis. She suggests posting questions in the stream of popular tools like Google Classroom, Flipgrid, and Nearpod, and letting students respond, interact, and debate ideas. Other teachers have used Google tools to make their own versions of traditional games like Connect Four or Tic Tac Toe so that students get a brain break from academic learning.

The important part of using games in the classroom is trying not to gamify everything and to start small, using games with rules that students understand, says Cameron-Jarvis. The mix of games also matters, adds Farber, who says teachers should aim for variety. If you do let kids play games in class, he says, "think about the emotions those games evoke besides strategy and procedure."

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How to Use Gameplay to Enhance Classroom Learning

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Research shows that using games in teaching can help increase student participation, foster social and emotional learning, and motivate students to take risks.

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''Today's special education teachers must be highly-skilled individuals who not just understand the complexities of their students’ needs, but can modify curriculum, and provide supplemental instruction.''

To apply for the special education program this website offers, applicants must have an active PA Instructional I or Instructional II teaching certificate, a bachelor’s degree, and two letters of recommendation.

Some of the responsibilities of special education teachers are assisting students in transitioning seamlessly from one grade to the next, discussing Individualized Education Programs (IEPs) with parents, teachers, and other relevant school staff members, and providing instruction to students either individually, in small groups, or in whole-class settings.

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The website provides information about the requirements for becoming a special education teacher in Pennsylvania. Additionally, it offers a 100% online special education certification program.

As with any typical website, this one also has various categories and subcategories for users to explore.

The website enumerates the responsibilities of special education teachers.

It also provides the special education program curriculum.

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TEACHERS

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Drexel University School of Education - Online
There is a great need for special education teachers as states all across the country are experiencing shortages. Today's special education teachers must be highly-skilled individuals who not just understand the complexities of their students' needs, but can modify curriculum, and provide supplemental instruction.

Drexel University's School of Education certification in special education program prepares special education teachers for these challenges.

​What ​Can ​You ​Do ​with ​a ​Special ​Education (SPED) ​Certification?

Drexel's online Special Education (SPED) certification program seeks to produce professionals who are equipped with the fundamental skills, knowledge, and competencies they require to meet the needs of students at risk for school failure and students with disabilities in multiple settings. The program is intended for those interested in gaining greater skills and expertise and a teaching certification in the area of special education.

The responsibilities of special education teachers typically include:​an

Assess the skills of a student and develop an Individual Education Program (IEP) that meets their educational needs and make updates based on student progress

Teach students individually, or in small group and whole class settings

Discuss IEP's with the student's parents, teachers, and appropriate school staff

Mentor and train teaching assistants who work with students with special needs

Transition students from one grade to the next

How ​to ​Get ​Certified ​in ​Special ​Education

Special Education Certification Eligibility and Admissions Requirements

This online Special Education certification program is for actively certified teachers seeking Pennsylvania's Special Education PreK-12 certification. Candidates must have an active PA Instructional I or Instructional II teaching certificate.

Out-of-state teachers are welcome to participate in the Special Education Program as non-PA certification students.

To be admitted into the Special Education certification program, students must also have a bachelor's degree from a regionally accredited institution.
Required Materials

Completed graduate school application

Undergraduate GPA of 3.0 or higher (graduate GPA will be considered along with the undergraduate GPA)

If you do not meet this requirement, you're still encouraged to apply and your file will be reviewed on an individual basis by the Program Director

Official transcripts from all universities or colleges and other post-secondary educational institutions (including trade schools) attended

Two letters of recommendation-professional or academic

An essay describing why the applicant is interested in pursuing graduate study in this field

Special ​Education ​Certification ​Program Curriculum

The Special Education Certification program is a part-time online program consisting of 27 graduate credits. For students that have not completed the prerequisite courses, the program will require 36 credits: 27 credits in Core Special Education Certification courses and 9.0 credits in prerequisites for certification in special education. The certification areas are Special Education PreK-8 and Special Education 7-12.

Course​ ​descriptions​ ​may​ ​be​ ​found​ ​in​ ​the​ ​ Drexel​ ​University​ ​Catalog.

Most of the coursework in this program requires field hours. Students must have the necessary clearances in order to begin the program.

Learning Outcomes and Program Benefits

There are multiple learning outcomes and benefits of enrolling in the Special Education Certification Program offered at Drexel University School of Education. Through the program, students will:

Gain the skills, knowledge, and competencies necessary to meet the needs of students at risk for academic failure and students with disabilities in multiple settings

Prepare to teach special education at all grade levels from PreK-12

Complete all the courses required under state and federal regulations, as well as the PA General Standards for Special Education and the standards outlined by the Council of Exceptional Children (CEC).

How ​Long ​Does ​it ​Take ​To ​Get ​Certified ​in ​Special Education?

The Special Education certification program is a part-time, accelerated program. Students, on average, complete the program in about a year and a half.

DO YOU NEED TO RENEW THE SPECIAL EDUCATION CERTIFICATION?

For certified teachers in Pennsylvania, a special education certification follows the same renewal cycle as the teacher's original teaching certification. If a teacher converts their Instructional I teaching certification to Instructional II, their special education certification will also be converted.

Teachers in Pennsylvania must complete their Act 48 requirements every 5 years to renew their certification. This includes 6 semester hours of college credit (there is a conversion for quarter hours), or 180 hours of continuing education programming, i.e., professional development.

WHO SHOULD APPLY TO THE SPECIAL EDUCATION CERTIFICATION PROGRAM?

Special Education certification is a great program for teachers who are looking to expand their skills to understand how to teach students with special needs. It also a requirement for teachers who would like to become certified special education teachers. Teachers looking for a rewarding career as a special education teacher would also benefit from this program.

Master​ ​of​ ​Science​ ​in​ ​Special​ ​Education

Credits​ ​earned​ ​in​ ​the​ ​Special​ ​Education​ ​Certification​ ​program​ ​may​ ​be​ ​applied​ ​to​ ​the Master​ ​of​ ​Science​ ​in​ ​Special​ ​Education​ ​graduate​ ​program​.​ ​The​ ​MS​ ​program​ ​offers three​ ​concentrations:​ ​Initial Teaching Certification; Autism​ ​Spectrum​ ​Disorders;​ ​and Collaborative​ ​Special​ ​Education Law​ ​&​ ​Process.​ ​

How ​to ​Apply ​to ​the ​Special ​Education ​Certification Program

The Special Education certification program is offered 100% online. you can get started by filling out the Drexel Online Application.

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Special Education ​Certification ​Program - School of Education

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Change ​the ​lives ​of ​children ​with ​special ​needs ​through ​Drexel's ​Special ​Education ​Certification ​program. ​Learn more about our program and apply.

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#17 TEACHING AND CERTIFICATION IN SPECIAL EDUCATION

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#17 TEACHING AND CERTIFICATION IN SPECIAL EDUCATION

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                     IMPORTANT INFORMATION

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                     IMPORTANT INFORMATION

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"The leading causes of low vision and blindness in the United States are age-related eye diseases: macular degeneration, cataract and glaucoma. Other eye disorders, eye injuries, and birth defects can also cause vision loss."

The time when many eye disorders are detected plays a crucial role. In addition, if the disability is identified early, vision can be saved from further loss.

The eyes are composed of various parts, and some of them are the cornea (the clear front layer of the eye), the iris (the colored part of the eye), and the lens (a clear inner part of the eye).

Some visual disabilities are cortical/cerebral visual impairment (a neurological problem affecting the visual part of the brain that leads to a decreased visual response) and delayed visual maturation (an infant is not showing the usual visual behavior).

Certain conditions could lead to vision loss after birth. Some of them are amblyopia (Reduced vision in one eye resulting from lack of use during early childhood), cataracts (cloudy areas that may appear in some or all parts of the eye's lens), and glaucoma (increased pressure inside the eye).

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This website provides a vast amount of information about visual impairments.

It has at least 100 links, each giving different details.

From the top, it starts with a search button and an option with English or Spanish language.

Below are five general links where it is possible to find many disabilities.

To find everything about visual disability, it is necessary to click on the topic Vision Impairment and Blindness.

Some subcategories of general links are Basics (summary, symptoms, etc.), Research (clinical trials, journal articles, etc.), and For You (children, teens, etc.).

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DISABILITY

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If you have low vision, eyeglasses, contact lenses, medicine, or surgery may not help. Activities like reading, shopping, cooking, writing, and watching TV may be hard to do. The leading causes of low vision and blindness in the United States are age-related eye diseases: macular degeneration, cataract and glaucoma. Other eye disorders, eye injuries, and birth defects can also cause vision loss.

Whatever the cause, lost vision cannot be restored. It can, however, be managed. A loss of vision means that you may have to reorganize your life and learn new ways of doing things. If you have some vision, visual aids such as special glasses and large print books can make life easier. There are also devices to help those with no vision, like text-reading software and braille books.

The sooner vision loss or eye disease is found and treated, the greater your chances of keeping your remaining vision. You should have regular comprehensive eye exams by an eye care professional.

NIH: National Eye Institute

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Vision impairment (low vision) and blindness can have many causes. If you lose vision, you can't get it back. But there are ways to manage; learn how.

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                                             THE TWELFTH WEEK

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                                             THE TWELFTH WEEK

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                               IMPORTANT INFORMATION

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                               IMPORTANT INFORMATION

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"IDEA defines an IEP as “a written statement for each child with a disability that is developed, reviewed, and revised in a meeting..."

A person who can write an IEP is the special education teacher. The special education teacher holds IEP meetings where this teacher, parents/guardians, content teacher, the student, administrator, and service-related individuals are included.

An IEP consists of Assessments and Annual Goal Summaries.

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This website is divided into four sections: Home, Education, About, and Contact, and features a search button.

There is detailed information about an IEP, how to prepare for it, what components make it, and what are IEP goals.

Also, on the right-hand side of the website, there are recent posts featured.

On this website, it is possible to find the link to IEP meeting templates.

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TEACHERS

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Writing an IEP - A Complete Guide for Teachers - Modern Teacher

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This article outlines the elements of the IEP, their significance, and how they're all connected. These tips will help you write quality IEPs

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''Hearing loss is increasingly common among students, with nearly 15% of school-age children experiencing it.''

It is unfortunate that sometimes students with hearing disabilities are misjudged as individuals who do not pay attention or behave properly in class.

It is important to remember that listening plays a vital role in communication. If students are not able to hear clearly, they may miss out on important instructions and tasks which could ultimately lead to poor academic performance and achievement.

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Find out how hearing loss can impact communication and learning and how educators can support students to reach their full potential.

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This website is about the impact of hearing impairments on a student's life.

Next, this website provides many beneficial links about services, ways to help and support students with hearing loss, hearing tests, and many others.

On the right side of the website, there is a link that will take you to the page where you can schedule appointments.

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STUDENTS/SCHOOLS (SOME LINKS ARE RELATED TO DISABILITY)

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"Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community."

Inclusion classrooms are excellent places where is a wide range of students presented. In this way, students can see different personalities and abilities, learn that diverse people exist, spend time with individuals who think and learn differently, and develop empathy.

Universal Design for Learning (UDL) could be a beneficial way to meet the needs of all students.

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This website contains beneficial information about inclusion classrooms.

There are 8 sections providing information about inclusion, peer support and social inclusion, accommodations and modifications, and many others.

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DISABILITY (SOME SECTIONS ARE RELATED TO STUDENTS AND TEACHERS)

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When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community (quote from Understood ):

"Inclusive classrooms are filled with diverse learners. That lets kids talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in reducing stigma for kids with learning and attention issues. It can also help kids build and maintain friendships. "

Understanding inclusion

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms .

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism .

Inclusive learning: everyone's in

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video ›

Books about inclusive classrooms

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An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students. Learn more about what inclusion is, how it can benefit all learners, and how to implement an inclusion program in your classroom and school-wide.

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"Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known."

It is not easy to diagnose autism because there is no test for it. Usulally, it is possible to diagnose it by age 2, but sometimes it could happen that autism is not diagnosed until adolescents and adults ages.

Materials and Resources section is diveded into Partner Toolkit, Fact Sheets, Communit Reports, SEED Graphics, and Links to other Resources podsections.

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I would say that this website contains all necessary information about autism.

There are 11 different sections. Some of them are ASD Diagnosis, Treatment, and Services, Materials and Resources, Real Stories, and Information on Autism Spectrum Disorder for Educators.

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DISABILITY (Different sections could be related to teachers)

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Centers for Disease Control and Prevention

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Info for Educators | Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Tools and information about autism spectrum disorder (ASD) for educators.

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"The rate of non-English-speaking children in the U.S. is growing (12.08 million spoke another language other than English at home in 2019). The rate of children with special needs also continues to increase (about 17% of children have some form of developmental disability in the U.S.)"

Bilingual special education is actually the intersection of bilingual and special education. Bilingual special education services are created for students with more than one language and disabilities.

The key to academic success for bilingual students with disabilities is effective communication between students, parents, and teachers.

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This website provides information about why it is important to have programs that are specifically designed for bilingual students with disabilities.

Basic elements that form the foundation of bilingual special education are also described.

Teachers can access a website providing information on becoming bilingual special education teachers. The website also offers suggested strategies for meeting the needs of bilingual special education students.

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TEACHERS AND STUDENTS WITH DISABILITIES

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The rate of non-English-speaking children in the U.S. is growing ( 12.08 million spoke another language other than English at home in 2019). The rate of children with special needs also continues to increase (about 17% of children have some form of developmental disability in the U.S.). Therefore, special education experts agree schools desperately need specialty programs and bilingual special education services.

Bilingual special education provides basic special education services to kids who speak more than one language and have developmental disabilities. The belief that students with special needs could not learn a second language or receive bilingual education is changing and proving the opposite. In fact, according to the National Dual Language Forum, "school-aged children with disabilities from both majority and minoritized groups in dual language programs can acquire the majority language of the community of schooling and in academic domains to the same level as comparable children with disabilities in monolingual programs." Today, teachers who work at the intersection of bilingual education and special education are in high demand.

Bilingual educators who want to further their careers and hope to teach diverse and exceptional students should check out the Texas A&M International University (TAMIU) online Master of Science (M.S.) in Bilingual Education with a Specialization in Special Education program.

This is a relatively new and constantly evolving field, as educators who work with special education and bilingual students must be highly skilled in teaching methods and language acquisition. Experts today agree exceptional students can succeed in learning another language and understanding multicultural identities, but more educators are needed to teach them.

Bilingual special education researchers recently published an detailing the past and future of bilingual special education. After more than four decades of analysis, experts recognize the particular needs of linguistically and culturally diverse students with special needs. Students with disabilities who are learning a second language must be in programs designed especially for them.

Bilingual special education is a framework based on a few fundamentals:

Cultural resources available in students' communities and family cultures

Socio-cultural connections, or ways that learning connects to students' communities and cultures

Effective learning principles, including teaching complex thinking through conversational instruction and connecting school to real-life student experiences

This collaborative structure is quickly becoming a cornerstone of bilingual special education, where the teacher specialists work as consultants to general education teachers to best help students.

A new report detailing trends among English Language (EL) learners claims teachers need training in language issues to support a wide range of linguistically and culturally conscious ways of teaching.

Exceptional EL students face severe disproportionality.

Researchers from the National Center for Disabilities write, "disparities can be due in part to the current lack of sophisticated assessments and an inability of education professionals to effectively assess ELs for special education." According to the Standards for Educational and Psychological Testing, EL students may appear to have disabilities based on assessment results, even if they don't have disabilities, because of the surprising and sometimes startling effect of their English language abilities.

Open communication between students, teachers and caregivers is crucial. Identifying disabilities among EL learners is a comprehensive process. The National Dual Language Forum notes that welcoming bilingual learners with disabilities into dual language programs improves the success and accomplishments of bilingual learners with disabilities.

The characteristics of intervention associated with bilingual learners with disabilities enrolled in dual language programs start with an engaging classroom. Learning should include ongoing involvement of parents, individualized, systematic, explicit instruction and meaningful and fun opportunities to practice personalized, identified learning skills.

The extensive research is a useful starting point for educators to use tools and checklists to appraise the learning environments for bilingual learners with disabilities.

There is a shortage of bilingual teachers who hold credentials in special education. Delivering appropriate education to pupils who fall into both categories is difficult. A student's cultural and language background may cause academic challenges that are hard to distinguish from real learning disabilities.

A recent blog post on TeachingProject.org about becoming a bilingual special education teacher says the role of a bilingual special education educator looks different in school districts nationwide. For example, a student with special needs might be in a general education classroom with special education support. Some schools pull students out of class or place specialists in classrooms to provide support. However, in most cases, students are educated alongside their mainstream peers.

Educators looking to gain skills in both spaces would benefit from TAMIU's online M.S. in Bilingual Education with a Specialization in Special Education program. The program provides skills to analyze research in bilingual education, utilize evidence-based practices in bi-literate/bicultural teaching and support students with disabilities.

Learn more about TAMIU's online M.S. in Bilingual Education with a Specialization in Special Education program

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The Intersection of Bilingual Education and Special Education

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Bilingual special education provides basic special education services to kids who speak more than one language and have developmental disabilities.

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   #11  BILINGUAL LEARNERS      AND SPECIAL EDUCATION

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   #11  BILINGUAL LEARNERS      AND SPECIAL EDUCATION

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                                                          THE NINTH WEEK

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                                                          THE NINTH WEEK

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Testing accommodations are created to eliminate barricades that could students with disabilities and MLL/ELL students have during testing. In this way, the content and proficiency evaluated with the test is not changed.

Some examples of testing accomodations for MLL/ELL students are giving direct translation of words and giving test and answers in second language.

"MLLs/ELLs may not receive testing accommodations for the New York State English as a Second Language Achievement Test (NYSELAT) unless they have an IEP or a 504 Plan".

Some examples of testing accomodations for students with special needs are separate location, extanded time, and test to be read.

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This website provides crucial information about the testing accomodations such as who can get accomodations, some examples of accomodations, and a a lot of links with all other testing accomodations related topics.

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DISABILITY/ STUDENTS WITH DISABILITIES

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

Who receives testing accommodations?

Students with Disabilities

Students with disabilities who have IEPs or 504 Plans may receive testing accommodations on all assessments, including New York State and New York City assessments, classroom assessments, and auditions. To receive testing accommodations, a student's IEP or 504 Plan team must include the testing accommodations a student requires on the student's IEP or 504 Plan. Work with your child's IEP or 504 Plan team to review and update your child's testing accommodations each year.

Students Who Have Been Declassified

A student who has been declassified from special education services will receive the testing accommodations listed on the Declassification from Special Education Services document until:

The student receives a Regents, Advanced Regents, or Local diploma; or

The student ages out of school at 21 years old.

Monitoring of appropriateness of the accommodations for the student is important although no formal annual meeting will occur. If a student's needs or the type of assessments in which the student participates changes, a 504 plan should be developed to document the current accommodations the student requires.

Multilingual/English Language Learners (MLLs/ELLs)

MLLs/ELLs may receive the following testing accommodations on New York State and New York City assessments:

Flexible setting (1:1 or small group; separate location)

Bilingual glossary: direct word translations, not definitions

Test form: use of English and alternate language test forms at the same time

Oral translation: only available for New York State tests that do not have alternate language forms

Flexible response format: written responses in native language, if using alternate language test forms or receiving oral translations

MLLs/ELLs may not receive testing accommodations for the New York State English as a Second Language Achievement Test (NYSELAT) unless they have an IEP or a 504 Plan.

How do IEP and 504 teams determine eligibility for testing accommodations?

IEP and 504 teams consider the student's individual needs when determining if a student is eligible for testing accommodations. IEP and 504 teams include parents and school staff who review a variety of data and information about the student, including the accommodations the student receives in the classroom, to identify the most appropriate testing accommodations. Testing accommodations are documented on students' IEPs and 504 Plans.

Can students receive testing accommodations if they do not have an IEP or 504 Plan?

Yes, but only in emergencies. Students who have temporary impairments within 30 days of a New York State or New York City assessment may receive certain testing accommodations, if approved by the principal. Principals may only approve the following emergency testing accommodations:

Tests read (for visually impaired students only);

Alternate method of response (for students with an injury to their dominant hand);

Extended time; and

Separate location.

If students will continue to require testing accommodations, the school should begin the referral and evaluation process for an IEP or 504 Plan. as appropriate.

What are some examples of testing accommodations?

Changes to the format of the test: a test can be provided in large print or Braille; a test may also be read aloud via a human reader, audio or digital format

Changes to the way students record their answers: Answers may be typed rather than handwritten, or answers can be recorded in the test booklet, in which case the proctor transfers the answers from the test booklet to the answer sheet

Flexible timing or scheduling: extended time, breaks

Flexible location or setting: a separate location with a smaller group of students

Can students receive testing accommodations on New York State Assessments and Regents exams?

Yes, but there are some testing accommodations that are not necessary or allowed. Students with disabilities will not receive extended time on the Grades 3-8 English Language Arts and Math assessments because these tests are untimed. However, students with disabilities who are eligible for breaks will receive this accommodation. Regents exams are timed, and students with disabilities will receive extended time if they have this testing accommodation on their IEPs or 504 Plans.

On the Grades 3-8 English Language Arts assessment, only test directions that are read aloud to all students may be read aloud to students with the accommodation "directions read." Students are not allowed to use grammar-checking devices.

For students with disabilities whose testing accommodations include "tests read," the IEP or 504 Plan will specify if this accommodation includes tests of reading comprehension. If it does, the student will receive this accommodation on the Grades 3-8 ELA assessment and the ELA Regents Exam.

On the Grades 3-8 Math assessment, students may use counting blocks, counters, or an abacus if they have this testing accommodation on their IEP or 504 Plan. Calculators are not allowed on the Grades 3-5 Math assessment and are permitted only in certain books on the Grades 6-8 Math assessment. Calculators are permitted on all Math Regents exams.

Can students receive testing accommodations on the NYC Gifted and Talented test?

Yes. Parents should review the New York City Gifted & Talented Handbook or contact GTHelp@schools.nyc.gov with questions about testing accommodations.

Can students receive testing accommodations on middle and high school admissions tests?

Yes. Some high schools have their own admissions tests or auditions. If students plan to apply to high schools that have their own admissions tests or auditions, families should contact the high school in advance to make sure the school is prepared to provide the testing accommodations.

The testing accommodations students receive on the Specialized High Schools Admissions Tests are the same as the testing accommodations they receive on other assessments. For students with disabilities, testing accommodations must be documented on the IEP or 504 Plan. Students must have a history of receiving the accommodations they are requesting for the Specialized High Schools Admissions Test. The New York City Department of Education will not approve testing accommodations for the Specialized High Schools Admission Test only, except in emergency situations.

Can students receive testing accommodations on College Board exams?

Students may receive testing accommodations on College Board exams, including the SAT School Day exam. Families must give their consent for the Services for Students with Disabilities (SSD) Coordinator at their child's school to apply for accommodations on their child's behalf. You should discuss this process with the SSD Coordinator at your child's high school during your child's first year of high school. Any testing accommodations approved by the College Board will be in effect for all College Board exams your child takes.

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Testing accommodations remove barriers to the test-taking process so that students with disabilities and Multilingual/English language learners (MLLs/ELLs) are able to demonstrate their knowledge and skills. Testing accommodations do not change the content or skills that a test measures. This page provides answers to frequently asked questions about testing accommodations.

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      #10  TESTING ACCOMODATIONS FOR SPECIAL EDUCATION STUDENTS

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      #10  TESTING ACCOMODATIONS FOR SPECIAL EDUCATION STUDENTS

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"The IPRC process is prescribed by law, under Regulation 181/98 (Regulation 181 – Education Act) of the Education Act".

"The categories of exceptionality are based on student learning needs and not diagnosis. For example, students with Autism Spectrum Disorders are identified under Communication category as their learning needs are impacted by the disruption of their communication skills. Similarly, students with a developmental disability are identified under Intellectual category as their learning needs are significantly impacted by their cognitive skills".

The IPRC must be done at least once yearly.

Usually, student's disabilty remains throught whole period of schooling, and rarely, it could be come to an end.

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The first part of this website is about IPRC (Identification, Placement and Review Committee) process.

Types of exceptionalities are listed and a couple of them are defined. Also, the link with definitons from The Ministry of Education is given.

The website describes what is important when a student has multiple disabilities and if the disbility could change.

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DISABILITY.

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A student is identified as exceptional through the process. The IPRC process is prescribed by law, under Regulation 181/98 ( Identification, Placement and Review Committee (IPRC) Regulation 181 - Education Act) of the Education Act. The IPRC is a formal process used by school boards to decide whether the student is exceptional and in need of special education programs and services. The committee, consisting of the principal (or designate) and two staff from the school board, meets to decide whether a student is exceptional and to determine the placement that will best meet the student's needs. The committee uses information from observations, test results and assessments to determine whether the student meets the criteria to be identified as exceptional. The IPRC then decides if the student is exceptional and which category of exceptionality best describes the student's needs.
What are the Categories of Exceptionality?
The Ministry of Education has defined five categories of exceptionality and 10 sub-categories. The exceptionality categories are:

Communication

Autism Spectrum Disorder

Deaf and Hard of Hearing

Language Impairment

Learning Disability

Speech Impairment

Intellectual

Giftedness

Mild Intellectual Disability

Developmental Disability

Physical Disability

Blind or Low Vision

Multiple Exceptionality

Meets the criteria of more than one of the above
Where Can I Find the Definitions of the Categories Of Exceptionality?
There are two components to the definitions of the exceptionality. The first is the definitions provided by the Ministry of Education and the second is the more detailed criteria used by each school board. The Ministry definitions are fairly broad and the school boards have developed their own criteria to support the process of identification. For example, the Ministry definition for Deaf or Hard of Hearing is:

An impairment characterized by deficits in language and speech development because of diminished or non-existent auditory response to sound.

And the one school board as developed the following criteria for identification:

A permanent hearing loss, substantiated by an audiological assessment (within the previous 12 months) by a registered Audiologist, which results in a need for accommodations and/or modifications to the classroom environment and/or program.

From this example, the broad Ministry definition has been augmented with the criteria the school board will use for identification of exceptionality.

The Ministry of Education provided definitions of each category of exceptionality in the Guide for Educators 2002 and a copy of the definitions can be found on page A18 to A20. At the present time, only one definition has been changed and that is the definition of Learning Disability, found in Policy/Program 8 Learning Disabilities (2014) ppm8. Several other exceptionality definitions are currently under review.

For the specific criteria used by your school board, check the school board website for the Categories of Exceptionality which should be found in the school board Special Education Plan.
What is the link between a medical diagnosis and exceptionality?
The categories of exceptionality are based on student learning needs and not diagnosis. For example, students with Autism Spectrum Disorders are identified under Communication category as their learning needs are impacted by the disruption of their communication skills. Similarly, students with a developmental disability are identified under Intellectual category as their learning needs are significantly impacted by their cognitive skills.

The Ministry of Education has been clear that they believe that the categories of exceptionality are inclusive of all diagnosis and disabilities because they focus on learning needs, in broad categories of behaviour, communication, intellectual and physical. In November 2011, Barry Finlay, former Director of the Special Education Policy and Programs Branch, Ministry of Education, provided clarification about exceptionalities and diagnosis in a Memo to Directors of Education 2011CategoryException[1]. In the memo he provided examples to reassure families that the exceptionalities are inclusive of all students with special education needs. Barry Finlay said:

"All students with demonstrable learning based needs are entitled to appropriate accommodations in the form of special education programs and services, including classroom based accommodations. Inclusion of some medical conditions (e.g., autism) in the Guide's definitions of the five categories of exceptionalities is not intended to exclude any other medical condition that may result in learning difficulties, such as (but not limited to) Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), Fetal Alcohol Syndrome, Tourette Syndrome, Myalgic Encephalomyelitis, Chronic Fatigue Syndrome, and Fibromyalgia Syndrome. The determining factor for the provision of special education programs or services is not any specific diagnosed or undiagnosed medical condition, but rather the needs of individual students based on the individual assessment of strengths and needs."
Who decides if a student is exceptional?
The Identification, Placement and Review Committee (IPRC) determines whether a student is or is not exceptional, according to the categories of exceptionality, defined by the Ministry of Education , and the criteria for identification used by the school board. In deciding whether a student is exceptional, the committee will:

Consider an educational assessment;

Interview the parent(s)/legal guardian(s) unless waived or refused;

Interview the student where practical and permitted by the parent(s)/legal guardian(s);

The parent(s)/legal guardian(s) has the right to be present during the interview;

Obtain and consider a health assessment and/or achievement assessment and/or a psychological assessment if required by the IPRC and with permission of the parent(s)/legal guardian(s);

Examine the description of the student's strengths and needs.

What is the exceptionality if the student has multiple needs?
Many students have multiple needs and may meet the criteria for identification under more than one category of exceptionality and school boards have varying practices. In most school boards the IPRC will look at all of the needs and determine which have the most significant impact on learning. For example, a student with cerebral palsy may have significant physical disabilities as well as a developmental disability. The IPRC may determine that the category Intellectual: Developmental Disability is the exceptionality recognizing that the student's intellectual needs have the greatest impact on learning. However, if the IPRC decides that both the physical and developmental disability are impacting learning they may identify the students under Multiple Exceptionality.

There are variations in the practices of different school boards and in some there may be a dual exceptionality or a main and secondary exceptionality. For more information, on the practices used by your school board, check the school board Special Education Plan or ask the school staff.
Will the student's exceptionality change?
The Identification, Placement and Review Committee must meet at least once per year to review the student's identification and placement. As the needs of a student who has been identified as exceptional are significant and likely to be long lasting, in most cases the category of exceptionality will remain the same throughout the student's school career. However, at each annual review, new information or updated assessments may be presented that requires consideration about the exceptionality. For example, a young student may be identified as exceptional, Physical Disability but as they mature it may become clear that they are intellectually gifted. The exceptionality may change to Intellectual: Giftedness. This is one of the reasons that parents should participate in every annual IPRC review. For more information on the parent role check the article,

Determining if a student is exceptional is only one of the roles of the IPRC. In a future article information will be provided on the placement decision by the IPRC.

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Understanding Categories of Exceptionality - Easter Seals Kids at School

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What is an Exceptional Student? A student is identified as exceptional through the Identification, Placement and Review Committee (IPRC) process. The IPRC process is prescribed by law, under Regulation 181/98 (Regulation 181 - Education Act) of the Education Act. The IPRC is a formal process used by school boards to decide whether the student is exceptional [...]

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         #9                  IDENTIFICATION OF EXCEPTIONAL CHILDREN

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         #9                  IDENTIFICATION OF EXCEPTIONAL CHILDREN

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"ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that affects both children and adults. It is characterized by signs such as difficulty with focus, hyperactivity, and impulsivity".

The first evidence case of ADHD dates back to 1902.

The name that has been used of ADHD is ADD (Attention deficit disorder).

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The article on this website is written by Saul Mcleod, PhD, who has 18 years of experience in the education field.

The website gives a definition of ADHD as well as what are symptoms, varieties, and how to deal with it.

The link for differences between ADD and ADHD is provided on this website.

In the middle of the webpage is information about ADHD in females.

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DISABILITY.

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ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that affects both children and adults. It is characterized by signs such as difficulty with focus, hyperactivity, and impulsivity.

ADHD can make it challenging to complete tasks, follow through on responsibilities, and interact with others. It is important to seek diagnosis and treatment from a healthcare professional if you or a loved one is experiencing signs of ADHD.

It is common for everyone to experience some level of difficulty with attention or controlling impulsive behavior, but for those with ADHD, the problems can be so pervasive and persistent that they can interfere with every aspect of their lives.

The first known documentation of ADHD was from 1902, when it was coined for some children. Since then, the condition has been given numerous names, one of these being attention deficit disorder (ADD).

ADD is often still used today, although the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) only lists ADHD to describe individuals with this disorder, regardless of whether they display signs of hyperactivity.

To find out more about the differences between ADD and ADHD, see the following article: ADD vs. ADHD: What are the Differences?

ADHD is usually first diagnosed in childhood, believed to affect around 11% of school-aged children.

Children with ADHD usually have difficulties concentrating on the task at hand, find that their attention can shift between several things at once, and they may be unable to sit still for long periods of time.

The signs of ADHD are thought to continue into adulthood for more than three-quarters of the cases (Brown, 2013).

While the signs can change with time, they can still interfere with an adult's functioning, specifically in their relationships, health, work, and finances.

It is worth noting that many people might have ADHD without realizing as many can go undiagnosed. Many may realize in adulthood that they have ADHD, or go their whole lives without a formal diagnosis.

Additionally, individuals with ADHD may not exhibit all signs or traits and may have varying levels of each trait depending on the situation. This list of signs is not exhaustive.

ADHD can present differently in children and adults.

This internal restlessness may present in the form of rapid and changing thinking, thoughts, and ideas.

What Causes ADHD?

Genetics

There is uncertainty surrounding the causes of ADHD, although it is generally believed to have neurological and genetic origins. More than 20 genetic studies have demonstrated evidence that ADHD is strongly inherited.

This means that if someone has ADHD, there is a good chance that they have a family member who also has the condition.

Brain differences

Research suggests that there is a structural difference in the brains of those with ADHD compared to those who do not have the condition (Bonath et al., 2016).

It was found that those with ADHD had reduced grey matter volumes in their anterior cingulate cortex, occipital cortex, cerebellar regions, and bilateral hippocampus/amygdala.

This reduction in grey matter volume could explain why people with ADHD have attentional problems since grey matter is involved in learning, memory, cognitive processes, and attention.

However, whether ADHD is the cause or effect of these brain differences is debatable.

Environmental factors

There are believed to be some factors in the environment that may increase the likelihood of someone having ADHD:

It has been believed in the past that certain environmental factors may cause ADHD, although these have not been found to be the case.

Some of the factors that do NOT cause ADHD include watching excessive amounts of TV, eating sugar, family stress, parenting styles, and traumatic experiences.

Even though environmental factors such as family stress do not cause ADHD, they can change the way ADHD presents itself and may result in additional problems such as anti-social behaviors (Langley et al., 2010).

Researchers are continuing to study the exact relationship between ADHD and environmental factors but point out that there is no single cause that can account for all cases of ADHD.

Dopamine levels

Underlying differences in the brain are likely to be an underlying cause of ADHD, with some researchers looking at dopamine as a possible contributor.

Dopamine is a chemical of the brain that regulates emotional responses and is involved in motivation, feelings of pleasure, and rewards.

People with ADHD may have different levels of dopamine compared to people without ADHD (Volkow et al., 2009).

More than two-thirds of people who have ADHD also have at least one other co-existing condition.

Occasionally, ADHD may overshadow other conditions, making it harder to notice.

Likewise, the other condition may overshadow ADHD, making it harder to recognize ADHD signs.

Mood disorders

Studies suggest that up to 53.3% of adults with ADHD may also have depression (Katzman et al., 2017).

Approximately 14% of children with ADHD have depression compared to 1% of children without ADHD. Up to 20% of those with ADHD may also show signs of bipolar disorder.

Typically, the ADHD signs will occur first, followed by the mood disorder, perhaps because of the struggles those with ADHD face.

Anxiety

Up to 30% of children and 53% of adults with ADHD may also have an anxiety disorder. Some anxiety disorders include generalized anxiety disorder, social anxiety, and obsessive-compulsive disorder (OCD).

People with ADHD may find it difficult to keep up with daily tasks and make and maintain relationships, so this could increase anxious feelings as a result.

Likewise, people with ADHD are more likely to experience an anxiety disorder compared to those without ADHD.

Disruptive behavior disorders

About 40% of people with ADHD also have an oppositional defiant disorder (ODD). Signs of this condition involve excessive arguing, losing one's temper, a refusal to follow the rules, a tendency to blame others, and anger.

Conduct disorder (CD) is another behavioral disorder that can occur in around 27% of children, 45-50% of adolescents, and 20-25% of adults with ADHD.

Children and adolescents with CD may be aggressive to others, destroy property, lie, steal, or skip school. Adults, meanwhile, may exhibit behaviors that can get them in trouble with the law.

Tic and Tourette syndrome

Less than 10% of those with ADHD have tics or Tourette syndrome, but over 60-80% of those with Tourette syndrome have ADHD.

Tics include sudden, rapid, involuntary movements or vocalizations. Tourette syndrome is rarer but most severe, involving making involuntary noises or movements on an almost daily basis for years.

Learning disorders

Up to 50% of people with ADHD have a learning disorder, whereas 5% of children without ADHD have a learning disorder, making this a common condition.

Types of common learning disorders include dyslexia and dyscalculia, which can involve problems with how individuals acquire or use new information. 12% of children with ADHD have speech problems compared with 3% of those without ADHD.

These extra challenges can make it harder for a child to manage at school and can worsen feelings of anxiety and depression.

ADHD is a condition that is more commonly diagnosed in males than females, typically three times as many males are diagnosed.

The less overt signs of ADHD in girls mean that they are less likely to be obvious to others, meaning they are less likely to get a referral for an evaluation.

It's not uncommon that females with ADHD are treated for anxiety or depression in the first instance.

Managing ADHD often requires medical, educational, and psychological intervention.

Alongside medication and therapeutic treatments, there are some ways in which individuals with ADHD can implement into their lives to help manage or cope with their signs and navigate everyday life:

Having a consistent schedule with structure and regular expectations.

Making lists of things that need doing daily and adding to them when new ideas emerge.

Keeping a calendar and setting reminders to minimize the chance that important events or appointments get forgotten.

For children - they can write down homework assignments and keep everyday items such as toys and backpacks in assigned spots, so they are less likely to get lost. A child's parent can also establish structure around meals, homework, and playtime.

Breaking tasks into manageable pieces and ensuring regular break times can help with feeling overwhelmed. Taking breaks when studying or working and leaving the room, going for a walk, or doing another task, can help to let out energy and help with feelings of boredom and lack of focus.

Simplify and organize life - e.g., assign specific quiet places to read or undertake a hobby to take a break from everyday chaos.

Reduce unnecessary distractions - distractions such as TV and video games could encourage impulsive behaviors and can be better regulated.

Undertaking regular exercise can help burn energy and stimulate the brain in a healthy way. This can help to focus attention on specific movements and decrease impulsivity, help concentration, and decrease the risk of anxiety or depression.

Regulate sleeping patterns - cutting down on sugar, caffeine, and screen time as much as possible can help with establishing a sleep pattern, as a lack of sleep can exacerbate inattention, hyperactivity, and recklessness.

Promoting wait times - pausing to consider actions can encourage thoughtful responses.

Breathing exercises in times of feeling overwhelmed or when the brain is having multiple thoughts at once can help to calm down.

Other relaxation exercises such as yoga, tai chi, mindfulness, meditation, and spending time outdoors can help calm overactive minds and ease signs.

'because an ADHD brain wants to go on and mindfulness actually wants to do quite the opposite...so whilst mindfulness practice is not the easiest thing for somebody with ADHD to do...even in a limited way...I find it quite helpful.... mindfulness practice, I think is potentially one of the most useful things that an ADHD person could learn...'

Bonath, B., Tegelbeckers, J., Wilke, M., Flechtner, H. H., & Krauel, K. (2018). Regional gray matter volume differences between adolescents with ADHD and typically developing controls: further evidence for anterior cingulate involvement. Journal of attention disorders, 22( 7), 627-638.

Centers for Disease control and Prevention. (2021, September 23). Attention-Deficit/ Hyperactivity Disorder (ADHD). https://www.cdc.gov/ncbddd/adhd/diagnosis.html.

Dougherty, D. D., Bonab, A. A., Spencer, T. J., Rauch, S. L., Madras, B. K., & Fischman, A. J. (1999). Dopamine transporter density in patients with attention deficit hyperactivity disorder. The Lancet, 354 (9196), 2132-2133.

Jeong, S. H., Choi, K. S., Lee, K. Y., Kim, E. J., Kim, Y. S., & Joo, E. J. (2015). Association between the dopamine transporter gene (DAT1) and attention deficit hyperactivity disorder-related traits in healthy adults. Psychiatric genetics, 25 (3), 119-126.

Johansen, E. B., Killeen, P. R., Russell, V. A., Tripp, G., Wickens, J. R., Tannock, R., Williams, J. & Sagvolden, T. (2009). Origins of altered reinforcement effects in ADHD. Behavioral and Brain Functions, 5 (1), 1-15.

Katzman, M. A., Bilkey, T. S., Chokka, P. R., Fallu, A., & Klassen, L. J. (2017). Adult ADHD and comorbid disorders: clinical implications of a dimensional approach. BMC psychiatry, 17 (1), 1-15.

Langley, K., Fowler, T., Ford, T., Thapar, A. K., Van Den Bree, M., Harold, G., ... & Thapar, A. (2010). Adolescent clinical outcomes for young people with attention-deficit hyperactivity disorder. The British Journal of Psychiatry, 196 (3), 235-240.

National Resource Center on ADHD. (2017). About ADHD. CHADD. https://chadd.org/wp-content/uploads/2018/03/aboutADHD.pdf

Sedgwick, J. A., Merwood, A., & Asherson, P. (2019). The positive aspects of attention deficit hyperactivity disorder: a qualitative investigation of successful adults with ADHD. ADHD Attention Deficit and Hyperactivity Disorders, 11, 241-253.

Volkow, N. D., Wang, G. J., Kollins, S. H., Wigal, T. L., Newcorn, J. H., Telang, F., Fowler, J. S., Zhu, W., Logan, J., Ma, Y., Pradhan, K., Wong, C. & Swanson, J. M. (2009). Evaluating dopamine reward pathway in ADHD: clinical implications. Jama, 302 (10), 1084-1091.e

Young, S., Adamo, N., Ásgeirsdóttir, B. B., Branney, P., Beckett, M., Colley, W., Cubbin, S. Deeley, Q., Farrag, E., Gudjonsson, G., Hill, P., Hollingdale, J., Kilic, O., Lloyd, T., Mason, P., Paliokosta, E., Perecherla, S., Sedgwick, J., Skirrow, C., Tierney, K., van Rensburg, K. & Woodhouse, E. (2020). Females with ADHD: An expert consensus statement taking a lifespan approach providing guidance for the identification and treatment of attention-deficit/hyperactivity disorder in girls and women. BMC psychiatry, 20 (1), 1-27.

Saul Mcleod, PhD
BSc (Hons) Psychology, MRes, PhD, University of Manchester

Educator, Researcher

Saul Mcleod, Ph.D., is a qualified psychology teacher with over 18 years experience of working in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Olivia Guy-Evans, MSc
Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

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What Is ADHD? Meaning, Signs, Causes, And How To Cope

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ADHD, or Attention Deficit Hyperactivity Disorder, is a neurodevelopmental disorder that affects both children and adults. It is characterized by signs such

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          #8            ATTENTION DEFICIT HYPERACTIVITY DISORDER        (ADHD)

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Technology can more quickly and easily attract the attention of special needs students, engage them and keep engaged, as well as facilitate the completion of the task.

For example, students with dyslexia could find apps where the materials are read for them.

Next, students who have visual problems, could make bigger or smaller the part they look at.

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The website mentioned the importance of technology use in education students with disabilities.

Also, it describes how technology could be helpful for special education teachers and students too.

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This website is related to teachers, but with description of examples for some types of disabilities, it could be disability related.

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How special education technology improves learning

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We help educators around the world use technology to solve tough problems.

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           #7           ASSISTIVE TECHNOLOGY

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           #7           ASSISTIVE TECHNOLOGY

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Suggested ways of helping parents and teachers are based on a plan called PACT Plus.

"PACT Plus implements a tiered approach to improve reading among sixth- through eighth-grade students with disabilities in public schools".

Some parents' strategies are about how to help with reading at home, writing, and reading multisyllabic words.

Some teachers' strategies are turn and talk, and partner reading.

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This website is made by Professors of University of Maryland.

Strategies for teachers and parents are provided by people who work at the Language and Literacy Research Center at the College of Education in cooperation to Meadows Center for Preventing Educational Risk.

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DISABILITY AND TEACHERS.

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Below are nearly a dozen guides to help parents and teachers improve reading among their sixth through eighth grade students with disabilities. They were created by researchers at the Language and Literacy Research Center at the College of Education in partnership with the Meadows Center for Preventing Educational Risk on a project called PACT Plus. Pact Plus implements a tiered approach to improve reading among sixth- through eighth-grade students with disabilities in public schools. One of the goals of the project is to provide evidence-based technical assistance, professional development, and publications on effective models and their successful implementation for secondary students with disabilities.

Resources for Parents

How Can I Help My Middle Schooler Read Multisyllabic Words?

How Can I Help to Improve My Child's Reading Comprehension?

How Can I Help My Child With Content Area Reading at Home?

How to Motivate Children to Do Their Homework?
How Can I Support My Adolescent's Development as a Writer? How Do I Engage in Partner Reading With My Child?
Resources for Teachers
Adolescent Literacy Resource Menu: A Guide for Instructional Leaders
This guide is organized by commonly experienced challenges (e.g., lack of modeling) to teachers implementing evidence-based adolescent literacy practices with fidelity. Also provided are an explanation of each challenge and resources from established organizations and research centers that instructional leaders can use to address these challenges. Some of these resources are brief documents that a teacher can quickly scan; others are lengthier and may require more time to read and make sense of. Many of the resources are free (e.g., online resources), and some have an associated cost (e.g., books). This guide provides an estimate of the cost and time associated with each resource
Turn and Talk: An Evidence-Based Practice - Teacher's Guide
Turn and talk is an instructional routine in which students use content knowledge during a brief conversation with a peer. Students are provided with a short prompt to discuss content or a skill. Students turn to their predetermined partner and answer the prompt while their partner listens. Then, the partners switch roles to allow the second student to address the prompt. The turn-and-talk routine can be used across all content areas and at any grade level. This guide explains the routine, and provides evidence of its effectiveness, sample lessons using the routine, and solutions to common challenges.
Partner Reading: An Evidence-Based Practice - Teacher's Guide
Partner reading is an instructional routine that incorporates peer modeling into reading text. In the routine, one partner reads a text that is slightly challenging while the other partner corrects errors and checks for understanding. It is most effective to pair students so that one partner is a slightly more skilled reader than the other. Partners take turns being the reader and listener. The more skilled reader reads first, modeling fluent reading for the listener. While following along, the listener is exposed to any difficult words and essentially rehearses the text before reading it aloud. The partners switch roles, and the new reader reads aloud the same text while the new listener provides feedback and checks for understanding. This flexible routine can be used with any content area text in any grade level.

For more information and resources from PACTPlus go to https://www.meadowscenter.org/projects/detail/pact-plus

The Language and Literacy Research Center (LLRC) at the College of Education is an interdisciplinary center within the College of Education that brings together faculty and students from different perspectives. The mission of the Language and Literacy Research Center is to create long-term, productive partnerships amongst researchers, students, and educators in order to further develop our understanding and support of language and literacy development and instruction across the lifespan. The LLRC acts as the educational arm of the Language Science Center.

Visit their Facebook page for more information and up to date posts!

Featured Faculty

Dr. Jade Wexler is an Associate Professor of Special Education at the University of Maryland, College Park. Dr. Wexler is interested in investigating practices to improve reading instruction across the content areas and in the supplemental intervention setting for adolescents with and at risk for reading disabilities and behavior disorders. She is also interested in designing professional development and literacy coaching mechanisms to improve fidelity of implementation.

Dr. Wexler is currently the principal investigator (PI) of an IES funded research project, Project CALI (Content Area Literacy Instruction). Dr. Wexler has published numerous articles in peer-reviewed journals, as well as two books on adolescent literacy and related topics. She has also delivered many presentations and professional development workshops across the country and abroad and often consults with federally funded centers such as the National Center on Intensive Intervention.

Prior to coming to the University of Maryland, she was a Research Assistant Professor and Dropout Institute co-Director at The University of Texas at Austin Meadows Center for Preventing Educational Risk. Dr. Wexler has directed large-scale intervention studies funded by the Institute of Education Sciences, The Meadows Foundation, and The Greater Texas Foundation. She greatly values her partnerships with local school districts and believes it is essential to work together to bridge the research to practice gap. Thus, her work is affiliated with the University of Maryland Language and Literacy Research Center (LLRC), an interdisciplinary center that focuses on language and literacy issues in education.

Dr. Ana Taboada Barber serves as Associate Professor in the Department of Counseling, Higher Education and Special Education (CHSE).

Dr. Taboada Barber studies reading comprehension from a cognitive and motivational perspective. Her work centers on studying the influence of specific motivational variables (e.g., autonomy support, self-efficacy) and cognitive variables (e.g., executive function skills; inference making) on the literacy and language development of elementary and middle school students. She is interested in studying reading comprehension within classroom instructional contexts as well as an individual difference variable. As a former English as a Second Language teacher in full language immersion settings, Ana's work in reading comprehension development is principally concentrated within the population of English Learners (ELs) or emergent bilinguals within the United States. More recently she has extended her focus to include Spanish-speaking students in South American countries (e.g., Chile and Argentina). Ana has also turned her attention to the possible roles that executive function skills (i.e., working memory, inhibition, and cognitive flexibility) as one component of a larger system of self-regulation, play in the reading comprehension of English Learners and monolingual speakers.

At UMD, Ana is the co-director, together with Jade Wexler, of the Language and Literacy Research Center (LLRC) which aims to promote collaborative research among experts and students interested in literacy and language within the College of Education and local education agencies. Ana is also affiliated with the Language Science Center (LSC) which seeks to advance the science and study of language as a University-wide endeavor.

Keep Educating main page

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Language and Literacy Guides for Special Education Students | UMD College of Education

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Keep Educating Language and Literacy Guides for Special Education Students

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           #6        READING AND LITERACY      SKILLS IN SPECIAL         EDUCATION

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                                                THE SECOND WEEK

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                                                THE SECOND WEEK

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''A physical disability is a physical condition that affects a person’s mobility, physical capacity, stamina, or dexterity''.

Some examples of physical disability are Multiple Sclerosis, Chronic Arthritis, Cerebral Palsy, Chronic Fatigue Syndrome, Fibromyalgia, and Loss of limbs.

Individuals with a physical disability could have a hard time with moving body parts daily.

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On this website, it is possible to find a definition and a short description of various types of deformities, including physical ones.

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The examples provided below are intended to be a helpful guide. As per the guide for use [below], the examples are based on an impairment of functioning approach. As such, these examples are not intended to be definitions of disability but associative functional descriptors.

Intellectual

Applies to conditions appearing in the developmental period (age 0-18 years) associated with impairments of mental functions, difficulties in learning and performing certain daily life skills and limitations of adaptive skills in the context of community environments compared to others of the same age. Includes: Down syndrome, tuberous sclerosis, cri-du-chat syndrome.

Specific learning/Attention Deficit Disorder (ADD) (other than intellectual)-learning disability is a general term referring to a group of disabilities, presumed due to central nervous system dysfunction rather than an intellectual disability, covering significant difficulties in the acquisition and use of organisational skills, listening, speaking, reading, writing, reasoning or mathematical skills.

Autism (including Asperger's syndrome and Pervasive Developmental Delay)-Autism is used to describe pervasive developmental disorders involving disturbances in cognition, interpersonal communication, social interactions and behaviour (in particular obsessive, ritualistic, stereotyped and rigid behaviours).

Physical

Used to describe conditions that are attributable to a physical cause or impact on the ability to perform physical activities, such as mobility. Physical disability often includes impairments of the neuromusculoskeletal systems including, for example, the effects of paraplegia, quadriplegia, muscular dystrophy, motor neurone disease, neuromuscular disorders, cerebral palsy, absence or deformities of limbs, spina bifida, arthritis, back disorders, ataxia, bone formation or degeneration, scoliosis. Includes: impairments of the neuromusculoskeletal systems including, for example, the effects of paraplegia, quadriplegia, muscular dystrophy, motor neurone disease, neuromuscular disorders, cerebral palsy, absence or deformities of limbs, spina bifida, arthritis, back disorders, ataxia, bone formation or degeneration, scoliosis.

Acquired brain injury

Acquired brain injury is used to describe multiple disabilities arising from damage to the brain acquired after birth. Results in deterioration in cognitive, physical, emotional or independent functioning. May be as a result of accidents, stroke, brain tumours, infection, poisoning, lack of oxygen or degenerative neurological disease.

Neurological (including epilepsy and Alzheimer's disease)

Applies to impairments of the nervous system occurring after birth, includes epilepsy and organic dementias (for example, Alzheimer's disease) as well as such conditions as multiple sclerosis and Parkinson's disease.

Deafblind (dual sensory)

refers to dual sensory impairments associated with severe restrictions in communication, and participation in community life. Deafblindness is not just vision impairment with a hearing loss, or a hearing loss with a vision impairment. Deafblindness is a unique disability of its own requiring distinct communication and teaching practices.

Vision

encompasses blindness and vision impairment (not corrected by glasses or contact lenses), which can cause severe restriction in communication and mobility, and in the ability to participate in community life.

Hearing

encompasses deafness, hearing impairment, hearing loss.

Speech

encompasses speech loss, impairment and/or difficulty in being understood.

Psychiatric

Psychiatric disability includes recognisable symptoms and behaviour patterns, frequently associated with distress, which may impair personal functioning in normal social activity. Includes the typical effects of conditions such as schizophrenia, affective disorders, anxiety disorders, addictive behaviours, personality disorders, stress, psychosis, depression and adjustment disorders. For psychiatric disability one would normally expect there to be a diagnosis. General issues with behaviour (where there is no specific diagnosis) should be reflected in the support needs data (for example, support needs in relation to 'interpersonal interactions and relationships') rather than here in 'disability group'. Includes: schizophrenia, affective disorders, anxiety disorders, addictive behaviours, personality disorders, stress, psychosis, depression and adjustment disorders.

Developmental delay

applies to children aged 0-5 where conditions have appeared in the early developmental period, but no specific diagnosis has been made and the specific disability group is not yet known.

Guide for use

Disability groups are a broad categorisation of disabilities in terms of underlying health condition, impairment, activity limitations, participation restrictions and environmental factors. The primary disability is the disability that most clearly expresses the experience of disability by a person. It can also be considered as the disability group causing the most difficulty to the person (overall difficulty in daily life, not just within the context of the support offered).

A person's functioning or disability is conceived as a dynamic interaction between a person with a health condition(s) and environmental and personal factors (WHO 2001). Functioning and disability are both multidimensional concepts. Disability is the umbrella term for any or all of an impairment of body structure or function, a limitation in activities (the tasks a person does), or a restriction in participation (the involvement of a person in life situations). The International Classification of Functioning, Disability and Health (ICF) recognises two main components of functioning and disability: a body component comprising classifications of Body Function and Body Structure; and an Activities and Participation component providing a complete set of domains for aspects of functioning from both an individual and societal perspective. Environmental factors represent an important new component of the ICF in recognition of their influence on functioning and disability. Personal factors are also recognised but are not classified.

The disability groupings are a broad description of similar experiences of disability and patterns of impairments, activity limitations, participation restrictions, support needs and related health conditions. 'Disability group' is not a diagnostic grouping, and there is not a one-to-one correspondence between a health condition and a disability group.

This data item should ideally reflect the views of both the person and the funded agency. If there is a difference, the funded agency's assessment should be recorded. (If the primary disability group cannot easily be chosen, then define primary disability as the person's disability to which the service caters.)

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Disability Types and Descriptions - National Disability Services

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National Disability Services (NDS) is Australia's peak industry body for non-government disability service organisations. Collectively, our 1100 NDS members operate several thousand services for Australians with all types of disability. Members range in size from small support groups to large multi-service organisations.

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          #5                 PHYSICAL            DISABILITIES

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When it comes to the establishment of an IEP (Individualized Education Program), by federal law, schools must have parent's or guardian's permission.

Information from parents for their child how the child is doing homework can help teachers find what their are struggles and facilitate them.

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This website describes 5 advantages for individuals with exceptionalities that could be gained from connection to guardians. In addition, when schools and families work together, students would boost their overall academic performance.

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SCHOOLS/TEACHERS

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Of all the factors that determine student outcomes, family engagement is at the top of the list. Partnerships between schools and families can improve students' grades, attendance, persistence, and motivation. Research shows that this is true regardless of a family's race or income.

Although some families proactively engage in their child's education, research shows that teachers can initiate and encourage engagement from all families with positive results.

Involving families of students who learn and think differently is especially important. Schools are required by federal law to seek input from a parent or guardian in the development of a student's Individualized Education Program (IEP). Schools must also provide families with updates on their child's progress toward their IEP goals.

In addition to these mandates, it has been shown that meaningful interactions between teachers and families of students who learn and think differently can build trust, inform instruction, and improve student outcomes.

Who do your students call family?

Before we talk about families, let's consider who makes up a child's family. No two families are the same: Some have more than one primary caregiver. Some don't. In two-adult households, sometimes the adults are married and sometimes they're not. Other factors also influence home life, like multigenerational households and those that provide foster care.

In our resources, we use the term caregiver to refer to the primary adult or adults who are responsible for raising a child, such as parents, grandparents, and foster parents. When we talk about families, we mean the larger support system around a child, including siblings, grandparents, aunts, uncles, or anyone with a consistent presence in a child's life.

The benefits of partnering with families

There are plenty of benefits to establishing relationships with a student's family. Research and classroom experience support these five benefits, especially for students who learn and think differently:

Benefit 1: You can connect your lessons to a student's background knowledge, interests, and culture.

You've seen it happen in your classroom before: When you tie a lesson to students' experiences, their interest skyrockets and they connect more deeply with the material.

There's plenty of brain research to explain why this happens. When students think about something they already know, neurons in their brain become active. These neurons make it easier for other neurons to fire and form new neural pathways. The pathways literally connect new information with old in the brain. In other words, "neurons that fire together, wire together." By linking new learning with old learning, it's easier for students to learn and retain the new information.

Families are valuable sources of information about what can make these neurons fire for children. Research indicates that some students who learn and think differently may have gaps in crucial background knowledge, which can make it harder for them to understand new content. In talking with families, you might learn about their child's strengths and what piques that child's interest - and you might also learn about gaps in that child's background knowledge.

Benefit 2: You'll be able to identify appropriate accommodations or supports.

Connecting with students' families can help you identify the best ways to differentiate or personalize instruction for students who learn and think differently. Families can provide insight about supports that have worked well at home and in prior years at school - and those that have not. Conversations about these effective supports can help build consistency between home and school.

One easy way to get information about where a student needs support is to talk with families about how their child does during homework time. Based on their response, you can decide if you need to make changes to a student's instruction or modify homework assignments.

Benefit 3: You can empower families to support academic goals at home.

Most families believe that school is important and want their child to do well. But they might not know how to effectively support their child's education. Regular communication can help bridge that gap.

Some of the most effective communication you can share is advice about how families can reinforce skills at home. Whether by emails, phone calls, newsletters, or a class website, share with families the math skill you taught this week. Then provide just one or two ways they can practice that skill at home.

Students with IEPs have annual goals and may need to practice certain skills more than their peers do. Research also shows that students who learn and think differently typically have a much harder time completing homework.

Talk with those students' families about how they can reinforce IEP goals over time, but keep in mind that many families find homework time very stressful. It's unclear whether it is beneficial for families to help with homework, as the research is inconclusive. The benefits depend not only on the age and skill level of the student, but on the family dynamic.

For example, it's been shown that if families are frustrated or unsure how to help, then their involvement during homework time can be ineffective or even counterproductive. Additionally, some family members might work in the evenings or might have learning and thinking differences themselves. Remember that every family, just like every student, has different strengths and needs.

So what can teachers do when it comes to homework?

Establish open lines of communication so that families can talk with you about any homework concerns.

Provide general homework tips in a class newsletter or website. For instance, you can provide information like this step-by-step guide for breaking down projects into manageable chunks.

Communicate with families about homework to help their children keep track of assignments and due dates. This is key for students with ADHD or challenges with executive function, who typically take longer to develop skills such as organization and time management.

Remind families that even if they are unable to help with homework, they are already doing the most important thing by loving and encouraging their child.

Benefit 4: You can develop effective and consistent methods for addressing behavior.

When it comes to behavior, a strong connection between school and home is crucial. Longitudinal data indicate that as schools offer more family partnership activities, fewer discipline problems arise. Open lines of communication will allow you to know if something is happening at home that might affect a student's behavior in school. When you know the cause of a behavior, you're more likely to find the best way to help.

Equally as important, families can share ideas for behavior strategies that work at home for you to try at school. Consensus and consistency between home and school can help the student know what to expect and to practice more positive behaviors.

Benefit 5: You can set the stage for high expectations.

This is perhaps the most important thing for you to emphasize in conversations with families. Helping families set high expectations for their child is hugely important. One large research study found that parental expectations had the greatest impact on students. In other words, of all the ways families can be involved in their child's education, nothing matters more than how much they believe in their child's ability to succeed.

Highlighting the importance of expectations can be especially powerful for families who aren't sure how to help with academic goals. Reassure them that they can make a big impact by talking with their child about the importance of school and by providing encouragement.

The research is clear: Partnering with families can help you and your students find success. Use the resources below to help build an effective relationship with students' families.

Getting started in your classroom

Follow these eight tips to build positive relationships with your students' families.

Send home questionnaires to learn more about your students and their families.

Ask your students to fill out a 3×3 card to help you learn more about their strengths, challenges, and effective strategies.

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Family engagement and student success: What the research says

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Research shows family engagement is a big factor in student success. Find out why a strong parent-teacher partnership helps students.

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          #4              FAMILIES AND        EXCEPTIONALITIES       

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As of the 2020-2021 school year, more than 7.5 million children (including infants and toddlers) and youths with exceptionalities by IDEA got appropriate assistance such as special education and early intervention.

''Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, the Every Student Succeeds Act, in December 2015''.

IDEA is divided into 2 parts:

1. Part B - for infants and toddlers;

2. Part C - individuals from 3rd to 21st years of age.

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This website is disability-related. Providing all information about laws could be school-related too. In other words, schools will make known and follow policies/laws.

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This website is official government website about IDEA (The Individuals with Disabilities Education Act).

By links About, Law and Policy, Reports, Grants and Funding, Resources, News and Media, IDEA by State and many others, it is possible to find all necessary information that should be known by individuals with exceptionalities as well as by individuals without exceptionalities.

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The traits of talented students should be well understood. Otherwise, these characteristics could be marked as learning disabilities.

''The Marland Report (1972) estimates that up to 5% of U.S. students are gifted in at least one domain''.

If gifted students' educational needs are not developed, nurtured, and supported, they could be lost.

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Based on the description of the characteristics of talented students, this website is disability-related topic. Furthermore, it could be teacher-related because by knowing these attributes, teachers could recognize gifted students.

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this website describes 10 general characteristics of gifted students such as strong empathy and sense of justice, intellectual curiosity, overexcitability, and critical of self and others.

in the last part is suggested a school for the mentioned students: The Davidson Academy.

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Profoundly Gifted Student Characteristics | Davidson Academy

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Learn more about the common characteristics profoundly gifted students exhibit in the classroom.

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Individuals with Disabilities Education Act

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Additionally, the IDEA authorizes:

In the law, Congress states:

The stated purpose of the IDEA is:

to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;

to ensure that the rights of children with disabilities and parents of such children are protected;

to assist States, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities;

to assist States in the implementation of a statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families;

to ensure that educators and parents have the necessary tools to improve educational results for children with disabilities by supporting system improvement activities; coordinated research and personnel preparation; coordinated technical assistance, dissemination, and support; and technology development and media services;

to assess, and ensure the effectiveness of, efforts to educate children with disabilities.

Learn more about the IDEA Statute and Regulations.

Search the IDEA Statute and Regulations.

On November 29, 1975, President Gerald Ford signed into law the Education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA). In adopting this landmark civil rights measure, Congress opened public school doors for millions of children with disabilities and laid the foundation of the country's commitment to ensuring that children with disabilities have opportunities to develop their talents, share their gifts, and contribute to their communities.

The law guaranteed access to a free appropriate public education (FAPE) in the least restrictive environment (LRE) to every child with a disability. Subsequent amendments, as reflected in the IDEA, have led to an increased emphasis on access to the general education curriculum, the provision of services for young children from birth through five, transition planning, and accountability for the achievement of students with disabilities. The IDEA upholds and protects the rights of infants, toddlers, children, and youth with disabilities and their families.

In the last 40+ years, we have advanced our expectations for all children, including children with disabilities. Classrooms have become more inclusive and the future of children with disabilities is brighter. Significant progress has been made toward protecting the rights of, meeting the individual needs of, and improving educational results and outcomes for infants, toddlers, children, and youths with disabilities.

Since 1975, we have progressed from excluding nearly 1.8 million children with disabilities from public schools to providing more than 6.9 million children with disabilities special education and related services designed to meet their individual needs.

In 2018-19, more than 64% of children with disabilities are in general education classrooms 80% or more of their school day ( IDEA Part B Child Count and Educational Environments Collection), and early intervention services are being provided to more than 400,000 infants and toddlers with disabilities and their families ( IDEA Part C Child Count and Settings).

The Rehabilitation Act of 1973, Section 504 addresses protections for students with disabilities. Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the department.

OCR enforces section 504 in public elementary and secondary schools.

Section 504 states: "No otherwise qualified individual with a disability in the United States... shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...."

OCR also enforces Title II of the Americans with Disabilities Act of 1990, which extends protection against discrimination to the full range of state and local government services, programs, and activities including public schools regardless of whether they receive any Federal financial assistance.

OCR shares in enforcement of Title II of the Americans with Disabilities Act with the U.S. Department of Justice.

For more on the Americans with Disabilities Act, visit www.ada.gov.

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About IDEA - Individuals with Disabilities Education Act

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Additionally, the IDEA authorizes: In the law, Congress states: The stated purpose of the IDEA is: to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further

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                                #3             SPECIAL EDUCATION         POLICY/LAWS

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                                #3             SPECIAL EDUCATION         POLICY/LAWS