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Understood.org is a great resource for teachers, families, & employers. This is a toolkit for navigating IEPs, and this link also includes a larger downloadable file that will serve as a great resource for a new teacher (general education or special education) in the classroom setting.

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An Individualized Education Program (IEP) serves as a roadmap to help you support many of your students who learn and think differently. It describes an individual student's strengths and the services and supports the school will provide the student. An IEP also fosters collaboration between educators, families, service providers, and the student.

The IEP is powerful - but it can also be daunting if you're not familiar with it. That's why we created this toolkit.

Demystify the laws, definitions, and processes of the IEP

Give practical and actionable tools to clarify your role as a teacher

Ensure that all students with IEPs thrive (whether during in-school learning or distance learning)

Looking for resources to give to family members of students who have IEPs? Share these tools:

About the Author

About the Author

Brittney Newcomer, MS, LSSP is the director of instructional design at Understood for Educators, which she joined after serving in public schools for more than a decade as a teacher, evaluator, and curriculum manager.

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An Individualized Education Program (IEP) serves as a roadmap to help you support many of your students who learn and think differently. It describes an individual student's strengths and the services and supports the school will provide the student. An IEP also fosters collaboration between educators, families, service providers, and the student.

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Why I work to remove access barriers for students with disabilities | Haben Girma | TEDxBaltimore

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Why I work to remove access barriers for students with disabilities | Haben Girma | TEDxBaltimore

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This is a great TED talk by Haben Girma that focuses on removing the access barriers our students with disabilities may face. Girma shares her experiences working as a lawyer as a woman with disabilities in today's society.

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Public service lawyers as pioneering advocates: Haben Girma at TEDxBaltimore 2014

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Haben Girma is the first deafblind graduate of Harvard Law School. She applies her unique perspective as a Skadden Fellowship Attorney at Disability Rights Advocates to remove access barriers for students with disabilities. The White House has recognized Haben as a Champion of Change.

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5 Tips for Teaching Special Education Online

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5 Tips for Teaching Special Education Online

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This article focuses on tips for educators currently embarking on the distance learning journey with students in special education classrooms. This article is a must read if you are currently on this journey, or even the hybrid journey with your special education class!

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"This is no small task!"

T his time of uncertainty requires us to change how we deliver education al services , at least in the short term. M any special education teachers, paraprofessional s, and administrators are wondering how to provide online services to students with disabilities. As a former special education teacher and administrator, I realize this is no small task! Here are five tips to get started with virtual special education services:

1. Review the student's Individualized Education Plan (IEP) or 504 Plan to identify the most important goals, objectives and services for the learner. This will assist with lesson planning and service provision. (Be sure to follow local and state due process protocols if the student's IEP or 504 Plan needs to be amended for online services.)

2. Use technology for meetings and/or explicit instruction. Google Hangout, Skype, and Zoom are great choices. This new learning environment demands ongoing communication between staff, teachers, support staff, parents and students in order to ensure success. Some of these services are offering premium versions for free to educators during the quarantine. Plus, using these tools to meet and chat online makes this challenging situation better, and students would LOVE to see your face.

3. Remember to evaluate your learner's needs for assistive technology as these needs may be different now that special education services are being delivered online vs. in person. Check out this great article called " 5 Assistive Technology Tools That Are Making a Difference " by Alvernia University and another entitled " Free Online Assistive Technology Tools to Help With Reading, Writing and Math " by Jamie Martin .

4. For the students who can independently navigate learning activities, consider the use of Hyperdocs. Here is an excellent blog (and tip sheet) on using them: " Personalized Learning w/ Hyperdocs " by Marcee Harris. You can also use a similar strategy if you have students who will need assistance. Create a Hyperdoc for the parent or caregiver providing step by step information and activities so they can guide learners that are less independent.

5. Use what you have! You know what works with your learners , so now it's time to think about how a typical face - to - face lesson can be delivered online. Here are a few suggestions to get you started:

Maybe you've normally had a student read a text to you and then you verbally pose questions to check comprehension . What if , instead, you had the learner record themselves reading to you and then summarizing the story? Try this using tech tools like Screencastify , Loom , Seesaw or Anchor !

You also have students that may have already been using online learning or web-based programs to build skills right in your physical classroom . Share the log in information with parents (or students depending on level of functioning and/or age). Build this into their daily schedule .

Consider assigning life skills tasks that can be done from home! Cooking, laundry, even organizing their bedroom can be an assignment. Be sure to provide scaffolds like a task analysis or checklist, though.

I hope these ideas serve as a spark as you brainstorm and consider the changes to programming you must make for learners with disabilities.
Please r emember : colleagues, parents , community members, Learners Edge and many other individuals and organizations are here to support you as you continue to provide quality services to our students.
Recommended Learners Edge Courses on this Topic:

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5 Tips for Teaching Special Education Online

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"This is no small task!" T his time of uncertainty requires us to change how we deliver education al services , at least in the short term. M any special education teachers, paraprofessional s, and administrators are wondering how to provide online services to students with disabilities.

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8 Important Tips for Working with a Child with Special Needs

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8 Important Tips for Working with a Child with Special Needs

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This article by Karen Wang highlights 8 tips for anyone working with a child with special needs. The most honorable thing about this article is that it comes from a parent's point of view of what works with their child.

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BY Karen Wang

Now that my 11 year old son is able to participate in more community activities, I am often asked, "Do you have any tips for working with Louie?"

As the population of children with special needs continues to grow, more and more scout leaders, soccer coaches, religious education instructors, librarians, music teachers and other adults are finding themselves working with these children for the first time.

Many of these adults are volunteers who generously give their time and expertise; others are highly trained in their field, but have little or no knowledge of disabilities.

Here are eight important tips you should pass on to people who will be working with your special child.

1. Interact

The biggest mistake that adults make when they meet someone like Louie is failing to interact with him. Usually they try asking him a question (he hates questions, he won't answer), then the adult gives up and starts talking to me. One time a person shouted questions at him from across a field and couldn't understand why Louie ran away!

The same rules of polite conversation apply to adults and children. First, introduce yourself and explain how you are connected to the child. Depending on the child's special needs, it may be necessary to take the child's hand, place a hand on the child's shoulder or even touch each other's faces to make a proper introduction.

Then explain the activity that you will be doing with the child. Explain the different steps of the activity, including the beginning and the end - while making as much eye contact as possible.

2. Observe

Some children with special needs perceive sensory input in different ways and may be unable to verbalize discomfort. Remember that all behavior is communication. Always keep a lookout for these differences and think about what the child's behavior is communicating to you. If you're not sure what you're seeing, ask the child's parents or other adults for advice.

3. Use Common Sense

My son had a negative experience in an adapted swimming class many years ago. The children in the class ranged in age from 3 to 18, and the two instructors had the children sit on the edge of the pool with their feet in the water while they took turns working individually with each child.

There were several problems with this plan. First, the water was deep and the children sitting at the edge were in constant danger of falling in. Second, the children were shivering while they waited for their turn, which heightened their anxiety and overall discomfort. Third, the younger children all cried when one of the instructors swam up and suddenly scooped them into the water away from their parents.

All of these problems could have been avoided easily with common sense: put safety first and arrange the environment for physical and emotional comfort.

By contrast, the Inclusion Basketball League at the Friendship Circle was a model of common sense and positive support. On the first day, pairs of children practiced passing the ball to each other to build up their confidence. Adults circulated around the gym to make sure everyone was safe and having a good time. Children who needed a break had space to relax. During the game that day, each child had a chance to throw the ball and score.

4. Be Flexible

Some adults say that they will not change the way they do things to accommodate one person in a group. But the whole point of teaching is to use a variety of methods to help another person understand and master new skills. For example, if a child refuses to let go of a parent, bring the parent into the activity for a few minutes to reduce anxiety, then fade out the parent.

If a child does not have the appropriate motor skills for an activity, help the child go through the motions and assign a buddy to help the child practice on the sidelines for a few minutes. In a religious education class, a child may have difficulty understanding some concepts; but when those same concepts are presented in a game or hands-on art project, they make more sense.

5. Be Consistent

If a set of rules is presented to the group, apply those rules consistently to everyone. Years ago I signed up my son for a preschool martial arts class. On the first day, the instructor explained to students and parents that if a child was having any type of behavior issue, he would ask the parent to sit with the child.

Throughout the lesson, my son Louie was squirming and had difficulty understanding the rapid directions. I waited for the instructor to wave me in. Instead the instructor told my son that he would have to leave the class if he could not sit still. After class I waited for all of the other families to leave so that I could have a private conversation with the instructor about his inconsistency.

When I signed up Louie for a pottery class a few years later, Louie had an instructor who stated all of his expectations and the day's schedule at the beginning of class. The instructor kept track of the students like Louie who needed extra support and assigned teaching assistants to sit with those students. My son flourished in this classroom because of the instructor's consistency - even though the instructor had no previous experience with students with disabilities.

6. Use visual, auditory or tactile cues

Having the right cues in an environment can mean the difference between participation and non-participation for many children with special needs. I bring a camera everywhere and get photos of my son's regular routines and favorite places. Louie sorts through the photos in an album or on the computer; sometimes we make the photos into a storybook about an activity.

We also use index cards with simple written instructions to help Louie remember the rules for appropriate behavior - if your child does not read, substitute a hand-drawn cartoon or other picture for the words.

Yesterday I was volunteering in the school library and I heard a first grade teacher softly singing instructions to her students. As soon as she started singing, every single student became quiet and attentive. Other auditory cues are clapping, snapping or whistling. I used to have a neighbor who whistled a unique tune to call his children home to dinner every evening. It worked every time - his children responded by whistling the same tune as they ran home.

Tactile cues such as gently touching a person's shoulder, offering a blanket or other soft fabric, or providing silly putty are easy ways to mark a transition and get a person's attention. On a few occasions I have seen people try to grab or push Louie to get his attention during an activity, which is never a good idea. He loses his balance easily, and it only confuses him without re-directing his attention.

7. Have a plan. And a back-up plan.

You know what they say about the best-laid plans. In the world of special needs, there is always a Plan B, and usually a Plan C. Make sure that there is space to calm down and move freely if things go badly. Think about what each participant can do instead of focusing on what they can't contribute.

8. Be Positive

A positive attitude is the single most important quality for anyone who works with children with special needs. I've seen highly trained specialists unable to interact with Louie because of their negative attitude and assumptions. But some people with no experience or knowledge of his disability have jumped right in and changed his life for the better. That's why we keep signing up for more activities. We might even end up in an activity with you someday.

What tips do you share with volunteers and professionals who are working with your child? Tell us in the comments below.

Latest Special Needs Products

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8 Important Tips For Working With A Special Needs Child - Friendship Circle - Special Needs Blog

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Now that my 11 year old son is able to participate in more community activities, I am often asked, "Do you have any tips for working with Louie?" As the population of children with special needs continues to grow, more and more scout leaders, soccer coaches, religious education instructors, librarians, music teachers and other adults...

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism

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This article provides strategies and resources for teachers servicing students with autism. There are 5 categories within this website that go further into detail for a total of 30 strategies that can be implemented for students with autism in your class.

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Because approximately 1 in 59 students are diagnosed with autism, learning how to help students with this disorder in the classroom is so important.[1] Teaching young students with autism communication skills and learning strategies makes it all the more likely that they'll reach their academic potential later on. And the more you learn about autism spectrum disorder, the better you'll be able to prepare these students for lifelong success.

Autism spectrum disorder (ASD) is a developmental disability that causes hypersensitivity to sights, sounds, and other sensory information. Symptoms of autism generally fall into three categories:[2]

Communication issues

Social impairment

Repetitive behaviors (known among the autism community as "stimming")

Here are 15 fun activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles. Whether you play them one-on-one or as group activities, these are excellent ways to keep students with autism engaged and ready to learn.

Social Skills Activities for Elementary Students with Autism

A common characteristic of students with autism is trouble communicating or connecting with their classmates. Use these social skills activities to teach kids with autism how to recognize social cues, practice empathy, and learn other important life skills.

1. Name Game [3]

This fun group communication activity teaches students with autism an essential skill: how to introduce themselves and learn someone else's name. To play this game, gather your students in a circle so they can all see each other. Start by pointing at yourself and saying your name ("I am Mr. or Ms. _____."). Then, ask the child on your right to share their name just like you did and then repeat your name while pointing at you. Have each child take turn saying their name, then pointing at another child in the class and repeating their name.

The Name Game is an especially fun social skills activity for children with autism to do at the beginning of the school year. That way, they'll be able to learn their classmates' names and get a head start on making new friends.

2. "How Would It Feel to Be ____?" [4]

Next time you read a book to your class, try asking your students how it would feel to be the main character in the story. If you're reading a picture book about Cinderella, for example, you could ask how they would feel if they had two evil stepsisters who were mean to them. Or if you're reading Peter Pan as a class, you could ask them what happy memories they would think about to fly with magic pixie dust.

This can help students with autism learn empathy as well as how to see situations in their lives from another perspective. It can also teach them how to recognize emotional cues by encouraging them to put themselves in the perspective of another person.

3. Sharing Time [5]

Sharing time is a classic elementary school staple, and it can also be a great social-emotional learning (SEL) activity for kids with autism. Every week, have one kid in your class bring something that they'd like to share with the class. This will not only show students with autism how to discuss their interests with others but also how to practice active listening. And if they're fascinated by something another student brings in (or vice versa), they may even make a friend.

4. Emotion Cards

These printable cards for students with autism can help them learn how to recognize different emotions in themselves and others. Cut out each one with scissors and shuffle them in a deck. Then, go through each card and see if your student can recognize the emotion without looking at the word.

If they get stuck, that's okay-just show them the word and give them context for the emotion shown. If the card is "embarrassed," for example, you could say, "When a person is embarrassed, they might feel like they have done something silly or wrong on accident."

5. Board Games with a Twist

Teaching children manners can be a helpful way to boost social skills and explain the importance of being polite. This simple, but effective activity puts an etiquette-related twist on a simple game of chess, checkers, or mancala by requiring players to wish their opponent "good luck" or "good game" before and after they have played.

6. What Would You Do?

For a take-home activity you can share with families, try this What Would You Do? game. Families can go through different scenarios together and decide how they would react with questions like "How would you help?" or "What would you say?"

This activity keeps social skills sharp and reinforces relationship-building skills.

Sensory Activities for Children with Autism

Because children with autism are often hyper aware of sensory input, it's helpful for educators to provide accommodations so their students can focus in class. These activities involving sensory stimulation can keep kids with autism grounded in the present and comfortable learning with the rest of their classmates.

7. Sorting with Snacks Activity [6]

This tactile activity for children with autism can be a fun way to engage students during math time. Give everyone in your class a food that is easy to sort, like chewy snacks or small crackers. Multicolored snacks are ideal, but you can also use food that comes in different shapes, textures, or sizes.

First, ask them to sort the food by color, shape, or another characteristic. Then, use the snacks to teach students basic math skills like counting, adding, or subtraction. Once they've grasped the concept you want to teach, reward your students by letting them eat the snack.

8. Vegetable Paint Stamps [7]

This art activity for children with autism engages touch and sight to keep students focused on their assignment. Before class begins, cut slices of vegetables like potatoes, cucumbers, or peppers. Hand out a few vegetable slices to each child along with a cup of paint. Instruct your students to dip the bottom of the vegetable slice into the paint and then press it against a piece of paper.

As your students use these homemade stamps, they will make vibrant botanical impressions on their paper. From there, your students can either leave them as they are or finger paint to transform them into whimsical artwork.

9. Scientific Slime Experiments

Slime is not only a popular craft for young children but also a great sensory activity for autism in class. There are plenty of simple slime recipes online-look up your favorite and have fun making it with your students. You can use this as a tactile art activity if you'd like or as a science activity for elementary students.

10. Fidget Toys

Fidget toys are a well-known sensory tool for helping children with autism and other sensory processing disorders stay calm and focused. Depending on your available resources, you can either stock your classroom with a few fidget toys or make some of your own.

We Are Teachers has compiled a list of eleven fidget toys you can make on a budget with your students. From classics like fidget spinners to repurposed pipe cleaners or popsicle sticks, you're sure to find something useful for your classroom.

11.Auditory Sensory Play

When the phrase "sensory play" comes up, visual or textual activities usually come to mind first. Autism Adventures, however, suggests including activities that involve sound-with a few examples to get you started:[15]

Musical chairs

White noise machine

Simon Says

Noise-cancelling headphones

Rhythm instruments like shakers, rain sticks, or drums

12. Sensory Bin

Sensory bins can be useful for two reasons. First, they encourage differentiated instruction or independent play-both of which can have academic benefits for students. And second, they're a straightforward and accessible sensory experience for students with autism.

The Kindergarten Smorgasbord has put together a few useful tips for making your own sensory bin. Use them as a guide to set up a sensory bin that will best accommodate your students' needs.

Calming Activities to Prevent Autism Meltdowns in Class

When students with autism are feeling overwhelmed, the intense response that they feel may cause them to lose control of their emotions. This is called an "autism meltdown" and is different from when students without autism act out in class. While the best strategy for autism meltdowns is to seek help from a school specialist, these calm down activities can help to de-escalate stressful situations.

13. Grounding Techniques

Grounding techniques are designed to help us focus on the present during stressful situations. Here are a few grounding activities for kids with autism to try if they seem agitated:[8]

Count to ten or recite the alphabet as slowly as you can

Listen to calming music and pay attention to the different instruments

List five different things that you can see around the room

Try stretching or simple yoga exercises and focus on how your body feels

Hold something tactile like a piece of clay or a stuffed animal

For older students with autism, you could also try mindfulness meditation. This can produce a similar effect and help students tune into the present rather than getting carried away by their emotions.

14. Student Retreat Zone [9]

When a student with autism is overwhelmed, giving them a place where they can relax and take a break from sensory stimulation can sometimes go a long way. Designate a corner of your class as the "Student Retreat Zone" and fill it with sensory toys, picture books, comfortable seats, and calming activities that students with autism could do on their own.

Let every student in your class know that if they feel anxious or stressed, they can always take a few minutes to decompress in the Student Retreat Zone. That way, you don't have to single your student with autism out but still let them know that it's an option. If your student with autism seems like they could use some time away from class, you could also ask them if they'd like to read or work on homework in the library for a while.

15. Calm Down Drawer [10]

Tactile toys can help children with autism calm down if they're agitated since their minds are so attuned to sensory information. If you have children with autism in your class, fill a drawer in your classroom with toys that could help neutralize overwhelming emotions. When your student seems stressed or has trouble focusing, give them a sensory toy or two to help them relax.

Here are a few ideas for sensory toys to put in your "calm down drawer:" [11]

Play dough

Fidget toys

Stress balls

Weighted blankets

Aromatherapy pillows

16. Coloring

According to a partner article by The National Institute for Trauma and Loss in Children published by We Are Teachers, coloring pages can be a great mind-body exercise for calming down and focusing on the here and now.[16]

Keep a few coloring pages on hand, and suggest them as a calm-down activity when your students are overwhelmed. For a few free coloring pages to get you started, check out this resource from Disney.

17. Calm-Down Cards

If your student with autism struggles with calming down after feeling strong emotions, calm-down cards can be a helpful resource. A mother whose child has autism has created a how-to on creating your own calm-down cards at And Next Comes L.

Each card has a helpful idea for calming down after a stressful moment. Plus, the author notes they can also be useful for children with anxiety-a great resource for your classroom to have.

18. Mindful Breathing

Mindfulness is a technique that encourages children to keep their mind in the present and deal with uncomfortable emotions. If your student is struggling to calm down, try watching this mindful breathing video to help them regain composure.

Effective Teaching Strategies for Children with Autism

In some cases, the learning characteristics of students with autism may differ from the rest of your class. But luckily, the right teaching strategies and methods can keep children with autism on track to finish the school year strong. Try these tips, educational accommodations, and resources for students with autism to help them learn concepts that might otherwise be difficult for them to grasp.

19. Bring Special Interests Into Lesson Plans [12]

Many children with autism have a fixation on certain topics or activities. Take advantage of what they're passionate about and use it while teaching students with autism to help them focus in class. If a child with autism loves outer space, for example, you could plan a math assignment about counting the planets in our Solar System.

20. Use Multisensory Learning

Many kids with autism are multisensory thinkers and don't focus as well when assignments only engage one of their senses. Renowned scientist and autism advocate Dr. Temple Grandin once said, "I used to think adults spoke a different language. I think in pictures. Words are like a second language to me." [13]

For this reason, lessons that engage several senses like sight, hearing, and touch can make students with autism more responsive in class. You could, for example, teach children with autism how to read with magnet letters or sing a patriotic song to learn about American history.

21. Try a SMART Goal Challenge

If a student with autism is having a hard time with school, sit down with them and pick a SMART goal to work on over the next month or semester. SMART goals are an effective way to help children with autism reach their potential, and they are: [14]

Suppose, for example, that your student with autism is having trouble learning how to recognize emotions. You could make a goal with them to practice flash cards with emotions on them every day for five minutes and for the student to recognize each card by the end of the month. As long as the SMART goal hits all of the criteria, it can help your student focus on ways to make progress.

22. Provide Clear Choices

According to educators at the special education program of St Joseph's University, children with autism may become overwhelmed when given too many options.[17] Keep this in mind while creating assignments for your students or asking them questions in class. That way, you're more likely to keep your student with autism focused and comfortable choosing an answer.

23. Create a Strong Classroom Routine

In an article with Scholastic, educator Kim Greene reminds teachers that students with autism work best with a strong daily structure.[18] She suggests posting your class schedule for every student to see and, if possible, providing visuals and extra transition time to students with autism.

24. Offer Accommodations for Students with Limited Motor Skills

Some students with autism may have more trouble with activities that require fine motor skills than others. In an article with the Indiana Resource Center for Autism, renowned scientist and advocate Dr. Temple Grandin suggests offering accommodations-like typing on a computer instead of writing-to mitigate these challenges.[19]

When it comes to specific accommodations, it may depend on the individual. It's always a good idea to reach out to a student's family to determine the best resources for their child.

Activities for Autism Awareness Month in April

April is Autism Awareness Month, a time when we celebrate neurodiversity and help students with autism feel welcome in private or public schools. Although parents may not want their child's autism diagnosis to be shared (and you never should without their permission), you can still teach your class about inclusion this month without mentioning a certain student.

Use these three games as autism awareness activities during April or whenever you want to teach a lesson on diversity.

25. "Just Like Me" Activity

For this activity, gather all of your students together on the floor so they can all see each other. Have each child take turns sharing something about themselves, like:

"I have a pet dog."

"I can play the piano."

"My birthday is in September."

"I love to play soccer."

"My favorite color is yellow."

If a statement also applies to other students (like, for example, they also play the piano), instruct them to raise their hands. This will help remind students that they share more similarities than differences with their peers and that they can always find something to talk about.

26. Picture Books About Diversity

By reading a story about inclusiveness to your class, you can help them remember to be kind to everyone and look out for people who are different.

Here are a few picture books about diversity that you can share with your students:

The Sneetches and Other Stories by Dr. Seuss

I'm New Here by Anne Sibley O'Brian

It's Okay to Be Different by Todd Parr

Everywhere Babies by Susan Meyers and Marla Frazee

The Girl Who Thought In Pictures: The Story of Dr. Temple Grandin by Julia Finley Mosca

The last book on this list, The Girl Who Thought in Pictures, is about a famous researcher who was diagnosed with autism and has since stood as an activist for people with her condition. It is perfect for helping kids understand autism a little better without calling out a specific student.

27. Apples and Actions Game [15]

This object lesson starts with showing your student an apple. Pass the apple around the class and, as you do, have each child insult it and drop it on their desk or the ground. After every child has dropped it and said a mean thing to it, cut the apple in half and show your students all the bruises inside.

Explain to them that our words have consequences and that everything we say can make an impact on someone else. Just like how insulting and dropping the apple can bruise it, being mean to a classmate can have big effects on them. That way, your students will always remember to be kind.

28. Autism Bulletin Board

The puzzle piece is a popular autism awareness symbol. For a simple yet meaningful way to teach your students about autism awareness, create this puzzle piece bulletin board from Mrs. D's Corner. Each piece fights against negative stereotypes by reminding your students that people with autism are intelligent, empathetic, important, and so much more.

29. Teach Students About Historical Figures with Autism

Although the disorder wasn't discovered until the twentieth-century, people with autism have made important contributions to history, and it's important to educate students about them-not just in April but throughout the year. Here are a few well-known figures who are diagnosed with or believed to have had autism to get you started:[20]

Greta Thunberg

Vincent van Gogh

Temple Grandin

Albert Einstein

Emily Dickinson

30. Hold a Professional Development Session on Autism

It's so important to teach faculty about autism awareness, too. If you're a school administrator, consider holding a professional development session on teaching students with autism or sharing a few resources.

For example, the Regional Educational Laboratory Program has put together a helpful resource for administrators on how educators can support students with autism during remote learning.
Sources:

1. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. https://www.cdc.gov/ncbddd/autism/data.html.

2. The National Institute for Mental Health. A Parent's Guide to Autism Spectrum Disorder. https://www.autism-watch.org/general/nimh.pdf

3. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

4. Dougan, R. Social Emotional Learning Guidebook: Ideas for Incorporating SEL Activities into your Classroom. https://www.dvc.edu/faculty-staff/pdfs/SEL-Guidebook.pdf.

5. Shapiro, L.E. 101 Ways to Teach Children Social Skills. The Bureau for At-Risk Youth, 2004.

6. Autism Parenting Magazine. Sensory Play Ideas and Summer Activities for Kids with Autism. https://www.autismparentingmagazine.com/best-sensory-play-ideas/.

7. Autism Speaks. 10 Fun Summer DIY Sensory Games for Kids. https://www.autismspeaks.org/blog/10-fun-summer-diy-sensory-games-kids.

8. Noelke, K. Grounding Worksheet. https://www.winona.edu/resilience/Media/Grounding-Worksheet.pdf.

9. Tullemans, A. Self-Calming Strategies. Autism Spectrum Disorder News, July 2013, 23.

10. Center for Disease Control and Prevention. Data & Statistics on Autism Spectrum Disorder. Retrieved from cdc.gov: https://www.cdc.gov/ncbddd/autism/data.html.

11. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

12. Blanc, M. Finding the Words... When They Are Pictures! Helping Your Child Become Verbal! Part 1. Autism/Asperger's Digest, May-June 2006, pp. 41-44.

13. Larkey, S. Strategies for teaching students with Autism Spectrum Disorder and other students with special needs. Learning Links: Helping Kids Learn, 3, pp. 1-5.

14. Penn State Extension. More Diversity Activities for Children and Adults. R https://extension.psu.edu/more-diversity-activities-for-youth-and-adults.

15. Autism Adventures. Sensory Play in the Classroom . www.autismadventures.com/sensory-play-in-the-classroom/

16. The National Institute for Trauma and Loss in Children. 5 Calming Mind-Body Exercises to Try With Your Students. We Are Teachers. April 2018. https://www.weareteachers.com/mind-body-skills/.

17. Saint Joseph's University. Techniques for Teaching Students with Autism Spectrum Disorder. https://online.sju.edu/graduate/masters-special-education/resources/articles/techniques-for-teaching-students-with-autism-spectrum-disorder.

18. Greene, K. Teaching Students with Autism Spectrum Disorder. https://www.scholastic.com/teachers/articles/teaching-content/teaching-students-autism-spectrum-disorder/.

19. Grandin, T. Teaching Tips for Children and Adults with Autism. Indiana Resource Center for Autism. https://www.iidc.indiana.edu/irca/articles/teaching-tips-for-children-and-adults-with-autism.html.

20. Autism Community Network. Famous-With Autism. https://www.autismcommunity.org.au/famous-with-autism.html.

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30 Activities, Teaching Strategies, and Resources for Teaching Children with Autism - Waterford.org

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Use these activities to help children with autism feel welcome in your class while addressing their symptoms and individual learning styles.

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Helpful Online Resources for Teaching ELLs

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Helpful Online Resources for Teaching ELLs

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This Edutopia article provides the special education teacher with resources that can be used in the class to support ELL students. There are also other articles provided at the end of this article that will send you to more resources for ELL students!

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Whether you're having school remotely or in person, online learning is a powerful tool teachers can leverage to support English language learners (ELLs). Research shows that ELLs' learning is enhanced by interactive visual aids and access to lessons they can follow at their own pace.

There are many free or inexpensive digital resources that teachers can use to create these learning experiences. Lessons can be recorded as they are conducted online in real time so that students can later access the content without a teacher present. Teachers can also incorporate audio, images, or videos into their lessons. These resources can support ELLs with fun, engaging tools that help them review and build vocabulary and literacy skills.

In a classroom, ELLs can benefit from online learning at a station that the teacher sets up as part of a lesson in which students rotate through centers or stations. A study published in the journal Language Learning & Technology concluded that "tablet computers, as well as other mobile technologies, are ideal tools to foster learner autonomy." Supplemental virtual lessons can help differentiate instruction to meet the needs of ELLs (as well as other students with diverse learning needs) who may be at different language proficiency levels or need additional practice with discrete skills.

I've collected a list of additional approaches and resources I've found especially helpful in my own English as a second language classroom. All of the resources below are helpful for all students, not just ELLs.

Using Videos to Support ELLs

Many computers allow users to record what is happening on the screen in real time, and also have the option to simultaneously record the user's voice. Your recording will be saved as a video file, which you can share with students or upload to your online learning platform. You might also ask students to do this themselves and share their recordings with you. Teachers can use narrated screen recordings for many activities: modeling read-alouds, conducting mini-lessons, editing essays, and showing students how to do effective online research. This Digital Trends article has information on different ways to record your screen.

YouTube Education, which is free and has no ads, curates YouTube's content for educational purposes and allows teachers to create a playlist that can be shared with students. Some of my favorite playlists are Essential Literature, which gives clear and concise summaries of popular texts, and National Geographic, which has videos of varying lengths about topics ranging from plants and animals to geography and history. Both of these playlists allow you to turn on closed captions so that students can read the text as they watch the video, which is particularly helpful for ELLs.

ELL Learning Apps and Websites

Kahoot! is a tool to create interactive audiovisual learning games, reviews, and assessments. Students can compete in games against each other in real time, from any device, by using a simple code. The premium subscription-based distance learning tools are currently free to support distance learning during the Covid-19 pandemic.

Quizlet is a digital flash card program that many students find useful for studying vocabulary. Teachers can use, and customize, premade study sets or make their own. The free version has ads; a paid subscription provides access to the ad-free platform.

Newsela has high-interest current events articles, with corresponding images and questions, that are offered in up to five different Lexile levels. To support distance learning during Covid-19, the entire site is currently free-usually most of the content is available only with a paid subscription.

CommonLit is a free site that has over 2,000 fiction and nonfiction reading passages searchable by title, genre, grade level, literary device, and Lexile level. It also has a growing library of content in Spanish. Texts have guiding questions and assessments, and many are organized into units of study.

Duolingo is a helpful free language learning app that offers English as a second language courses in more than 20 first languages. Its adaptive software is designed to resemble a game and can allow students to compete against themselves-or their friends.

BBC Teach has an extensive collection of free teaching resources in over 30 subjects, including English learning for adults. It also has interactive lessons with rich videos and graphics.

The British Council is the United Kingdom's international organization for sharing British culture and language. Its website has a variety of useful links and mobile apps with activities, games, and audiovisual lessons.

These resources are all available on any computer or mobile device. While some of the video-rich resources require significant bandwidth, many of these resources automatically adapt to slower internet speeds, making them more accessible to all students. In classrooms, it could be helpful to set up a station with a few devices that leverage these digital resources.

For students at home, many internet service providers, including Spectrum Broadband, Mint Mobile, Comcast, Altice and Cox, are currently offering free internet access and mobile data packages to support distance learning-be sure to read the fine print because some providers will automatically charge people after the free period is over.

For students who don't have access to an internet-enabled device, tablets can cost as little as $35. Chromebooks, simple internet-enabled laptops, start at $75.

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Helpful Online Resources for Teaching ELLs

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Websites and teacher-created videos make content more accessible for English language learners-whether they're in the classroom or at home.

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How to Teach Students with Special Needs ( & Everybody!)

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How to Teach Students with Special Needs ( & Everybody!)

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This video focuses on the 'how'. This means this video focuses on how education can be approached by teachers for the success of all of their students.

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How To Teach Special Needs Kids (and Everybody)

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In this video, Mrs. Dorkewicz gives 5 tips for special education teachers. The tips are aimed at increasing the success of special education teachers through using different strategies in the classroom.

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FIVE TIPS FOR SPECIAL EDUCATION TEACHERS | mrsdorkewicz

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LD Online: All About Learning Disabilities & ADHD

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LD Online: All About Learning Disabilities & ADHD

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This website is a great resource for educators of students with ADHD or learning disabilities. From strategies to support readers with Dyslexia to resources for parents to support their children at home, this website has what every educator needs!

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Developing good organizational skills is a key ingredient for success in school and in life. Although some people by nature are more organized than others, anyone can put routines and systems in place to help a child become more organized. The Coordinated Campaign for Learning Disabilities has compiled a list of strategies that parents can use to help their child develop good organizational skills.

In the first chapter of her book, Homeschooling Your Struggling Learner, Kathy Kuhl explains how she came to the realization that school wasn't working for her son and decided to do what she never thought she could: stay home and teach him.

tudents' emotional responses to challenging situations can influence their concentration, perseverance, application of learned skills, and interactions with others. Even with safe and supportive classroom environments, students often have difficulty because they lack the communication skills to address challenging situations.

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LD OnLine: The world's leading website on learning disabilities and ADHD

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

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Accommodations & Modifications: Teaching Students with Visual Impairments

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Accommodations & Modifications: Teaching Students with Visual Impairments

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This article is a great resource for understanding and implementing modifications and accommodations for students with visual impairments. The author, Carmen Willings, provides educators with a wide range of strategies to provide an equitable education to students with visual impairments.

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Teaching Students with Visual Impairments

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By: Carmen Willings
teachingvisuallyimpaired.com
​Updated March 13, 2016

What is the difference between accommodations and modifications? A colleague of mine once shared an easy way to remember the difference: "a" comes before "m" in the alphabet. Likewise, accommodations happen before modifications. The following details what accommodations and modifications are:

Accommodations

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.

The purpose of accommodations is to decrease or to eliminate interference from the disability. These accommodations would be tied to district and state testing. Accommodations must be part of the student's ongoing instructional program and not introduce during state-required assessments. When choosing accommodations, they must:

Be based on current individualized needs;

Reduce the effect of the disability to access the current curriculum;

Be specific about where, when, who and how the accommodations will be provided;

I nclude current input from parents, teachers, student, and therapists;

Be based on current specific needs in each content area.

Select those that are appropriate and meet the student's needs. Remember each state identifies acceptable or standard accommodations as well as conditional accommodations. Be sure to check with your state's allowable accommodations. Georgia, where I currently teach, has a list of standard accommodations on the Department of Education website. The following is a list of possible accommodations to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Please remember that this should not serve as a checklist. The purpose of an accommodation is to level the playing field and NOT provide an unfair advantage over others. Only identify accommodations that are required for the student to access his or her education. Provide teachers with a list of the student's Unique Visual Needs at the beginning of the school year and update should there be changes.

Changes in the medium used:

braille

large print

audiotape

electronic text

oral testing/scribing

Changes made in the way materials are presented

Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.

The teacher or presenter should verbalize all information as it is written on the board or overhead.

Information presented on the board should be in a high contrast color.

Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

The computer screen should be eye level and tilted to avoid glare.

Use recorded text as needed.

Classroom recording of lectures/instruction by the student.

Large Print textbooks/materials.

Braille textbooks/materials.

Clear, dark copies of worksheets.

Use of a reading guide to assist in keeping place while reading and completing worksheets.

Present materials against a plain background

Use a good contrast background and present on a contrasting tray or mat.

Time requirements:

Time and a half or double time

Consideration for the student's reading/writing speed

Consideration for the time needed to use adaptive equipment

Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning

Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

Avoid activities requiring extensive visual scanning.

Avoid visually cluttered materials.

Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.

Use of bold line paper.

Use of raised line paper.

Abbreviated homework assignment (includes all concepts, just fewer items).

Shorter written assignment.

Oral testing.

Changes in Setting:

preferential seating in the classroom for all films, assemblies and demonstration lessons.

seated facing away from windows.

permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

Open and close doors fully (a half-open door can be a dangerous obstacle).

Eliminate unnecessary background noise. Consider isolation headphones.

Eliminate clutter from the room, particularly in aisles and movement paths.

Place materials in consistent places so that students know where particular items are always located.

Preferential locker position and locks with keys vs. combination locks.

Use of task lighting as needed.

Modifications

Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements. When choosing to modify the curriculum be sure to make decisions:

Based on the student's current assessment results of the student's abilities;

Based on the student's current skills based on current assessments;

Based on the student's emotional well-being;

To help the student be successful; and

After trying the use of supplementary aids and services.

The following is a list of possible modifications to include in the student's IEP to ensure the student with visual impairments can be successful in the school. Select those that are appropriate and meet the student's needs.

Reducing assignments so a student only completes the easiest problems;

Altering assignments to make them easier;

Requiring a student to learn fewer materials that are required by the State's academic content standards;

Providing help to a student via hints or clues to the correct answers on assignments and tests.

Test Taking

Students who plan to attend college will be required to take standardized tests as part of college admissions criteria. Accommodations for the ACT, PSAT, SAT and AP programs are overseen by Services for Students with Disabilities (SSD), which is part of the College Board, the major nonprofit organization that sponsors pre-college and college admissions tests. College Board requires that requests for accommodations be submitted well in advance. A student must have a documented disability and the student and the school must complete the SSD Student Eligibility Form that must be signed by the parents or guardians. Family Connect, AFB's website for parents of children with visual impairments, provides more information on these accommodations.

"Materials should be adapted only to the extent necessary for efficient learning. If regular materials can be used in conjunction with environment adaptations or low vision devices, such an approach is preferable to using specialized materials.
​-J.M. Stratton: JVIB, Jan 1990 (84) 3-5

This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that have multiple disabilities. Select those that are appropriate for the student.

This form identifies possible recommendations for accommodations that can be beneficial for students with visual impairments or blindness that is following the standard course of study. Select those that are appropriate for the student. ​

Accommodations for Students who are Blind or Visually Impaired Recorded Presentation

Ensuring the student has access to the curriculum and entire educational environment is a key role of the Teacher of Students with Visual Impairments. This presentation provides an overview of accommodations for students who are blind or visually impaired. I discuss considerations for providing accommodations, go over common accommodations, strategies for preparing the student for job accommodations and strategies for communicating needs to teams and employers.
Objectives:

Considerations for providing accommodations

Common accommodations

Preparing student for job accommodations

Communicating needs to teams and employers

Includes:

Recorded Video Presentation

Transcript

Presentation handout for note taking

﻿Request a Certificate of Completion
To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements. ​
System Requirements:
Presentations are recorded PowerPoint presentations in a MP4 video file. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the Webinar pages are closed member pages available to individuals who have purchase access to the presentation.

Accessible Content for Individuals who are Blind or Visually Impaired Recorded Presentation

Start with accessibility in mind when creating documents and design instruction to ensure access for students who are blind or visually impaired. This presentation provides suggestions in supporting teams by providing guidance on how to create accessible materials, documents, presentations, and web content.
Objectives:

Identify strategies to create accessible materials

Identify strategies to create accessible documents

Identify strategies to create accessible slides

Identify ways to make presentations accessible

Identify ways to create accessible websites

Includes:

Recorded PowerPoint Show Presentation

Transcript

Presentation handout for note taking

Printables & Links to VideoResources discussed in presentation

Request a Certificate of Completion
To receive a certificate of completion for 1 contact hour, complete the short survey on Google Forms. If you have any accessibility issues with the form, please don't hesitate to let me know and we can make other arrangements. ​
System Requirements:
Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation.

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By: Carmen Willingsteachingvisuallyimpaired.com​Updated March 13, 2016 What is the difference between accommodations and modifications? A colleague of mine once shared an easy way to remember the difference: "a" comes before "m" in the alphabet. Likewise, accommodations happen before modifications.

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Braille Institute:
The Braille Institute is an excellent resource for students with vision impairments, parents of children or teens with vision impairments, and/or educators of students with vision impairments. The Braille Institute offers a plethora of resources for children and teens with vision impairments. The link below will send you directly to a page full of these resources!

From the site:
Braille Institute is a non-profit organization whose mission is to positively transform the lives of those with vision loss. We offer a broad range of free programs, classes and services serving thousands of students of all ages helping to demonstrate that vision rehabilitation is a beginning, not an end.

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Youth Services

Braille Institute offers programs for blind and visually impaired youth, both nationally, and here in Southern California. Click the links below for more information how to get your child involved!

The Braille Challenge® is an academic competition designed to motivate braille literacy in blind and visually impaired students. The purpose is to emphasize their study of braille, while rewarding their success with fun-filled, but challenging, local and national events. Any visually impaired student who reads braille is eligible to participate in the preliminary Braille Challenge events, which are held from January through the end of March throughout the U.S. and Canada.

Celebrating 20 years of braille literacy, the Braille Challenge National Finals is a remote event in 2020. Click here for more information!

Cane Quest is a challenging orientation and mobility contest for students in grades 3-12. There are several Cane Quest regional events across the country that your child can compete in! Visit the Cane Quest regional events page to learn more about the event.

If you are an Orientation and Mobility Specialist and would like to help support this program and earn CEUs, please contact the appropriate regional coordinator or download and complete the O&M volunteer application form provided.

Free Braille Books & Storybook Kits!

The Braille Special Collection program is designed to increase braille literacy and foster a love of reading by providing blind and visually impaired children with FREE braille books and storybook kits throughout the year. The books are completely free of charge for any blind/visually impaired child or VI teacher by signing up for the Special Collection. Click to learn more and see the latest catalog!

Our Child Development Program offers free early intervention services designed to educate families about the developmental needs of children and families who are blind and visually impaired. Our trained Child Development Consultants work with parents and family, as well as medical and educational professionals, to respond to the needs of these infants, toddlers and preschoolers. Any child living in the Southern California area -from birth to age 6 - who is blind or visually impaired is eligible for Child Services.

Braille Institute's Youth Program aims to create a solid foundation among school-age youth (ages 7 to 19) by working with educators and parents through workshops led by our Child Development Program, to set realistic goals based on each student's ability. Our curriculum supports the nine areas of the Expanded Core Curriculum.

Braille Institute's Summer Reading Program offers children and teens of all abilities the opportunity to participate in a fun and friendly challenge. Designed to encourage braille literacy and prevent the "summer slide" in reading achievement, participants read as much as they can during the summer months to strengthen their classroom confidence and have fun.

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Braille Institute offers programs for blind and visually impaired youth, both nationally, and here in Southern California. Click the links below for more information how to get your child involved! Braille Challenge The Braille Challenge® is an academic competition designed to motivate braille literacy in blind and visually impaired

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California Department of Education:
The CDE also provides educators with resources for the enrichment of the education of English Language Learners. One resource that stands out from the rest lies within the standards for English Language Development or ELD. These are standards set apart from the CCSS that were made to help guide the learning of ELL students.

From the site:
There are many programs and services to help students who do not speak, read, write or understand English well as a result of English not being their home language. The overall goal of the various programs is to improve the English language skills of English Learner students, Immigrant students, Migratory students and provide information to their parents about services available.

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COVID-19 English Learner Resources
Resources, models, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students during distance learning and the transition to schools reopening during the COVID-19 outbreak.

English Language Development Standards
Assembly Bill 124 (Chapter 605, Statutes of 2011) requires the State Board of Education approve standards for English language development for pupils whose primary language is a language other than English. These standards shall be comparable in rigor and specificity to the standards for English language arts adopted.

English Learner Roadmap
Guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Equal Opportunity & Access
Discloses the practices of the California Department of Education to ensure equal, fair, and meaningful access to its employment and program services.

Multilingual Education
The resources on this web page offer information on the development, implementation, and location of multilingual programs.

Parent Notification
Information and resources from the California Department of Education about the Parent Notification forms.

Reclassification
Information on how a district determines whether or not an English learner student has sufficient English proficiency to be reclassified as a fluent English speaker.

Resources
Information regarding newcomer students, programs for English learner (EL) students, FAQs regarding appropriate EL teacher authorizations, and educator and parent newsletters during distance learning.

State Seal of Biliteracy
This program recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

Title III
Language instruction for English learner and immigrant students.

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COVID-19 English Learner Resources Resources, models, webinars, newsletters, and guidance regarding English learner, immigrant, newcomer, and migratory students during distance learning and the transition to schools reopening during the COVID-19 outbreak. English Language Development Standards Assembly Bill 124 (Chapter 605, Statutes of 2011) requires the State Board of Education approve standards for English language development for pupils whose primary language is a language other than English.

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Alexander Graham Bell Association for the Deaf and Hard of Hearing:
This site is linked within the LBUSD website resources for students with special needs and the educators who support them. The AG Bell association's goal is to support all children who have hearing loss or impairment by providing them with the resources they need to hear and speak.

From the site:
Working globally to ensure that people who are deaf and hard of hearing can hear and talk.

We want all families to be informed and supported, professionals to be appropriately qualified to teach and help children with hearing loss, public policy leaders to effectively address the needs of people with hearing loss, and communities to be empowered to help their neighbors with hearing loss succeed.

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Here at AG Bell we are working globally to ensure that people who are deaf and hard of hearing can hear and speak. We are here to provide support, information, resources and more to help guide you on your journey.

We want all families to be informed and supported, professionals to be appropriately qualified to teach and help children with hearing loss, public policy leaders to effectively address the needs of people with hearing loss, and communities to be empowered to help their neighbors with hearing loss succeed.

Whether you are a parent who has just learned that your child has hearing loss, or you are a young person with hearing loss yourself, there are many others in our community like you. Welcome to AG Bell.

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Specialists: Supporting Students with Special Needs

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Specialists: Supporting Students with Special Needs

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California Department of Education:
The CDE provides educators, in both general and special education, resources targeted to support students with special needs. Most notably, the CDE provides resources that are connected to the Common Core State Standards that are used within California schools.

From the site:
California will provide a world-class education for all students, from early childhood to adulthood. The Department of Education serves our state by innovating and collaborating with educators, schools, parents, and community partners. Together, as a team, we prepare students to live, work, and thrive in a multicultural, multilingual, and highly connected world.

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Common Core Resources for Special Education - Special Education (CA Dept of Education)

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Resources and guidelines on the Common Core State Standards (CCSS) for the Special Education Community.

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National Center for Learning Disabilities:
This site was also linked from LBUSD's district website resources for students with special needs and their educators. The goal of the NCLD is to improve the lives of children and adults with learning disabilities by providing them with the resources they need to succeed.

From the site:
The mission of NCLD is to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues—by empowering parents and young adults, transforming schools and advocating for equal rights and opportunities. We’re working to create a society in which every individual possesses the academic, social, and emotional skills needed to succeed in school, at work, and in life.

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National Center for Learning Disabilities

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The National Center for Learning Disabilities is excited to announce the opening of its 2024 Anne Ford and Allegra Ford Thomas scholars. Both scholarships are for students with specific learning disabilities, such as dyslexia, dyscalculia, dysgraphia, etc. However, students with both a learning disability and attention deficit hyperactivity disorder (ADHD)...

The National Center for Learning Disabilities is excited to announce the opening of its 2024...

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National Center for Learning Disabilities

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Working to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues.