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Teach students how to communicate effectively, achieve meaningful goals, make good decsions, and more! 

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Teach students how to communicate effectively, achieve meaningful goals, make good decsions, and more! 

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Special Education Model Policies and Procedures

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Procedural Safeguards NEW (1) (1) (1) (1)

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Millions of Copies Sold Worldwide! The Energy Bus, an international best seller by Jon Gordon, takes readers on an enlightening and inspiring ride that reveals 10 secrets for approaching life and work with the kind of positive, forward thinking that leads to true accomplishment - at work and at home.

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Are you unsure IF your student or child needs assistive technology or accessible formats? The AT Decision-Making Tool (ATDMT) is for you! Watch the new overview video or complete the fillable PDF.

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Graduation Requirements Flow Chart for Students - Google Docs

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Autism Center Grab and Go Resource Gallery of Interventions | OCALI

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Answer a few questions about the life you think you will lead. It will only take a few minutes.

Jump$tart's Reality Check online learning tool will help you see the level of income you will need to support the life you imagine. You'll also see examples of the amount of education you'll need for they type of job that will earn you that level of income.

Before you start, keep in mind that local salaries, wages and lifestyle costs will vary throughout the United States and the internal data used in this calculator are national averages updated late in 2023. The results will indicate a ballpark relationship between your expenses and the income you will need to support your dream lifestyle.

Ready?

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Answer a few questions about the life you think you will lead. It will only take a few minutes. Jump$tart's Reality Check online learning tool will help you see the level of income you will need to support the life you imagine.

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My Next Move provides streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals’ next move on their road to a satisfying career.

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The principle of least restrictive environment (LRE) requires schools to provide instruction in the general education classroom for students with disabilities unless the "nature and severity" of the student's disability prevents it (Individuals with Disabilities Education Improvement Act [IDEA], 2004). Additionally, the IDEA mandates access to the general education curriculum with instruction from qualified teachers. To meet the LRE and access requirements, many schools choose co-teaching as a service delivery model. Access to a co-taught classroom alone, however, does not satisfy the legal requirements. Access must also result in improved academic outcomes for students with disabilities.

Recent research provides evidence that, when implemented as intended, co-teaching leads to increased academic success in the general education curriculum and classroom for students with disabilities (Huberman, Navo, & Parrish, 2012; Rigdon, 2010; Tremblay, 2013; Walsh, 2012). While expectations for co-teaching remain high, disappointing results on high-stakes tests for students with disabilities suggest that many co-teaching teams are not providing instruction in ways that realize the tremendous potential of this service delivery model (Murawski, 2006; Scruggs, Mastropieri, & McDuffie, 2007).

Recognizing that co-teaching is a promising vehicle for the delivery of special education to students with disabilities, how can we maximize its potential? The fuel for this vehicle is effective core teaching paired with specially designed instruction (SDI) tailored to the individual needs of students with disabilities. SDI is "instruction directly connected to the student's IEP goals and his or her documented needs ... in any domain in which the student has special needs ... [with] changes in content (but usually not standards), methodology, or delivery of instruction ... [using] ongoing monitoring of progress [and] approaches and techniques that other learners do not generally need" (Friend, 2016, pp. 18-19).

Teachers can intensify instruction by choosing co-teaching approaches that reduce group size and allow for more individualization. Such approaches include station teaching, parallel teaching, and alternative teaching. Table 1 lists examples of how co-teachers might use these higher-intensity co-teaching variations to deliver SDI to meet individual student needs in general education classrooms.
Table 1 Embedding SDI into Co-Taught Classrooms

Co-Teaching Approaches
Opportunities to Embed Specially Designed Instruction (SDI)

Station Teaching

During small-group math groups focused on subtraction with regrouping, two groups use representational models to solve, while the third group uses concrete models, computational tools, and organizational aids, including

base ten blocks

number lines

graph paper to line up numbers

Multisensory language instruction for one guided reading group while other groups focus on basal skills using leveled readers

Explicitly teaching students with recall challenges to engage interactively with reading material using

Self-Questioning Strategic Instruction Model Learning Strategy (SIM®)

ability-level reading passages

Other groups learn basic annotation strategies on grade-level material

Parallel Teaching

During project requiring work with multiple partners, behavioral support for one student using

visual/verbal cueing

self-monitoring strategy instruction

Paragraph writing for students with organizational or task-completion difficulties using

visual/kinesthetic props for brainstorming/prewriting

a writing frame/graphic organizer for composing

a task list for editing

Direct, systematic instruction in solving multi-step algebraic equations using:

visual cueing

color coding

verbal "think aloud" for strategy

look at the equation from left to right

draw arrows to distribute

highlight like terms

combine like terms

move terms across the equal sign

solve

Alternative Teaching

Using data from progress monitoring, one teacher reviews/re-teaches science vocabulary with five students immediately prior to a lab activity, while the other teacher and students review morning work

Explicit instruction on multiplication strategies for students with retrieval concerns using

mnemonics

hundreds chart with manipulatives

Reviewing video models for a small group of students to teach/reinforce turn-taking skills prior to cooperative group activity

Adapted from Friend (2016, pp. 19-21).

Working to realize the promise of co-teaching honors our commitment to the success of students with disabilities. It is not enough to have two teachers in a classroom. Co-teaching with fidelity, special and general educators must work together to provide purposeful and targeted interventions to students with disabilities. Co-teaching can help educators not only comply with legal requirements but also commit to the generous spirit of IDEA, which allows all students access to the great equalizer - a quality public education.

For a detailed description of the co-planning and co-teaching processes, along with implementation resources, see the following Considerations Packets:
References
Friend, M. (2016). Welcome to co-teaching 2.0. Educational Leadership, 73(4), 16-22.

Huberman, M., Navo, M., & Parrish, T. (2012). Effective practices in high performing districts serving students in special education. Journal of Special Education Leadership, 25(2), 59-71.

Individuals with Disabilities Education Improvement Act, 20 U.S.C. § 612 (2004). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C612%2C

Murawski, W. (2006). Student outcomes in co-taught secondary English classes: How can we improve? Reading and Writing Quarterly, 22(3), 227-247. doi:10.1080/10573560500455703

Scruggs, T. E., Mastropieri, M. A., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.

Rigdon, M. B. (2010). The impact of co-teaching on regular education eighth grade student achievement on a basic skills algebra assessment (Doctoral dissertation). Retrieved from ProQuest. (3403056)

Tremblay, P. (2013). Comparative outcomes of two instructional models for students with learning disabilities: Inclusion with co-teaching and solo-taught special education. Journal of Research in Special Education Needs, 13(4), 251-258. doi:10.1111/j.1471-3802.2012.01270.x

Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56(1), 29-36. doi:10.1080/1045988X.2011.555792

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Specially Designed Instruction: Realizing the Potential of Co-Teaching

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The principle of least restrictive environment (LRE) requires schools to provide instruction in the general education classroom for students with disabilities unless the "nature and severity" of the student's disability prevents it (Individuals with Disabilities Education Improvement Act [IDEA], 2004). Additionally, the IDEA mandates access to the general education curriculum with instruction from qualified teachers.

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As a special educator, it has been my passion to collect and share ideas with other educators so ALL students can be successful learners . on this site you will find a variety of my favorite teaching…

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Whether you're searching for a job, looking for talent, helping shape educational curriculum, trying to decide on your future career, or advising someone who is in one of these roles, Ohio's Top Jobs List can help guide you.
​ ​

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Whether you're searching for a job, looking for talent, helping shape educational curriculum, trying to decide on your future career, or advising someone who is in one of these roles, Ohio's Top Jobs List can help guide you. ​ ​

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Click on a button below to find grade-specific student activities.

In-Demand Jobs Week is the statewide celebration of the jobs, industries, and skills that are in-demand* in Ohio. Community leaders statewide are encouraged to partner in planning engaging virtual events and activities that will inspire excitement and awareness among students and job seekers. This year we will be highlighting all of Ohio's top jobs - both in-demand and critical. Join us in celebrating opportunities in Ohio May 1 - 5, 2023!

Find events and activities in your area by visiting the In-Demand Jobs Week Event Map. Contact In-DemandJobs@jfs.ohio.gov to add your events to the map.

What are In-Demand Jobs?

In-demand jobs are those that pay a sustainable wage and offer a promising future based on the projected number of openings and growth. Ohio has in-demand jobs in more than 200 occupations across a wide range of industries. The state developed its In-Demand Jobs List using labor market information, job postings on the state's website OhioMeansJobs.com, JobsOhio regional forecasts and employer forecasts.

For more information, view this booklet and watch this video!

What Is In-Demand Jobs Week?

In-Demand Jobs Week is an Ohio celebration of jobs, industries and skills that are in demand in our state. Ohio urges all its communities to partner with their local industries and community organizations to plan events and activities that will inspire excitement among students and job seekers. In-Demand Jobs Week is celebrated annually the first week of May.

FOR STUDENTS AND JOB SEEKERS

In-Demand Jobs Week gives students and job seekers a great chance to learn more about rewarding local careers - careers for which employers are right now recruiting.

FOR EDUCATORS

In-Demand Jobs Week is your chance to inspire your students about their futures by using the classroom and employer-based activities to focus on well-paying, in-demand careers and pathways.

How do I get started?

Start talking with students about their personal interests in the classroom, and guide them through activities that can help them pinpoint what they love doing. Having students explore their own strengths and talents can help blend career awareness, career exploration and career preparation activities in each child's life. These activities can help students find out what they are good at and define the values that will guide their careers. That's effective career advising!

Here are the steps:

utilizing this toolkit aligns to educator standards:

Ohio Standards for the Teaching Profession Standard 2: Teachers know and understand the content area for which they have instructional responsibility. Teachers connect content to relevant life and experiences and career opportunities.

Ohio School Counselor Standard 2: Direct Services for Academic, Career and Social/Emotional Development. School counselors develop a curriculum, offer individual student planning and deliver responsive services in order to assist students in developing and applying knowledge, skills and mindsets for academic, career and social/emotional development.

For more information contact CareerConnections@education.ohio.gov. Stay tuned to the Department's communications channels for future opportunities.

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In-Demand Jobs Week Toolkit | Ohio Department of Education

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In-Demand Jobs Week is the statewide celebration of the jobs, industries, and skills that are in-demand* in Ohio. Community leaders statewide are encouraged to partner in planning engaging virtual events and activities that will inspire excitement and awareness among students and job seekers.

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Help K-12 students build confidence and prepare for bright careers!

At The DeBruce Foundation, we work alongside education and community partners to help individuals explore, plan, and prepare for jobs of the future. Together, we can prepare students for empowered careers through our new, fully funded, K-12 Career Literacy Resources.

Get to know the new K-12 Career Literacy Resources

The K-12 Career Literacy resources provide educators, career counselors, and parents with support to prepare youth for bright future careers.

These resources are available for free as part of The DeBruce Foundation's charitable mission.

Through The DeBruce Foundation's Agilities framework, students explore their skills, understand their strengths and interests, and learn how to use them for their future careers.

Help students of all ages build confidence and career literacy

The K-12 Career Literacy resources are designed to be integrated into any curriculum. They grow with students on their way to careers. Click below to start exploring right away!

Explore the Agilities for Elementary

Learning about the Agilities is a great foundation for students of any age. In the elementary levels, students learn the names of each Agility and gain awareness of the skills they use in the classroom, at home, and in their community. This understanding builds confidence in their abilities and sets the foundation for future success!

Try it out

Sample these career development resources by downloading the Agilities for Elementary Welcome Kit. It features ready-to-use materials for your elementary students, including sample activities from the full resource kits.

Meet the Agilities

Introduce elementary students to the Agilities through fun, engaging videos! Each video in this series features an overview of an Agility, how that Agility can help at school or home or a future job, and how to practice using that Agility.
These videos are part of the Agilities for Elementary Resource Kit and are also available on the Agilities Kids YouTube channel

Get full access and training (for free!)

Ready for an entire suite of career-building resources for your students? In the Agilities for Elementary Resource Kit, you'll find lessons, videos, implementation guides, and more. Access the Agilities for Elementary resources for free below.

In addition, get free, virtual, asynchronous training to learn how to use these resources to empower your students.

Sign up below to get started!

Explore the Agilities for Middle School

Learning about the Agilities is a great foundation for students of any age. In the middle school grade levels, knowing the Agilities helps students better understand the world of career opportunities ahead of them. By helping middle school students understand their own strengths and interests, you help them build confidence in their abilities and see themselves in future careers.

Try it out

Sample these career development resources by downloading the Agilities for Middle School Welcome Kit. It features ready-to-use materials for your middle school students, including sample activities from the full resource kits.

Get full access and training (for free!)

Ready for an entire suite of career-building resources for your students? In the Agilities for Middle School Resource Kit, you'll find lessons, videos, implementation guides, and more. Access the Agilities for Middle School resources for free below.

In addition, get free, virtual, asynchronous training to learn how to use these resources to empower your students.

Sign up below to get started!

Explore the Agilities for High School and Beyond

Learning about the Agilities is a great foundation for students of any age. As students prepare to launch their careers, it's vital that they understand their value and learn how to navigate the workforce.

Understanding the Agilities helps students make informed, thoughtful decisions about their next steps. From building confidence, to exploring career options, to comparing the pathways to their goals, students will gain the tools to successfully navigate their career journey.

Try it out

Sample these career development resources by downloading the Agilities for High School and Beyond Welcome Kit. It features ready-to-use materials for your high school and post-secondary students, including sample activities from the full resource kits.

Get full access and training (for free!)

Ready for an entire suite of career-building resources for your students? In the Agilities for High School and Beyond Resource Kit, you'll find lessons, videos, implementation guides, and more.

In addition, get free, virtual, asynchronous training to learn how to use these resources to empower your students.

Sign up below to get started!

By integrating the Agilities© into your learning environment...

Students grow confidence and gain Career Literacy to plan for their future.

Educators develop students to be informed career decision-makers.

Families nurture confident youth to have a vision for their future careers.

Administrators build quality career development programming for all students.

What do other educators think?

"Using Agilities helps me better engage students in the classroom, so they can articulate their strengths and interests and connect their experiences to possible careers. The Agilities career development resources are truly unmatched."

-Ellie Lilly, Educator

Learn more for your district, school, or organization

For an overview of these Career Literacy resources, join us for an Introduction to Agilities K-12 Resources for Educators. This one-hour, live, interactive webinar is suited for administrators, instructional coaches, counselors, classroom educators, and those leading after-school programming or other youth development initiatives. If you have questions, please email [email protected] .

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Help K-12 students build confidence and prepare for bright careers with new Career Literacy resources from The DeBruce Foundation.

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Financial Literacy | Life skills | Khan Academy

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If you’re seeing this message, it means we’re having trouble loading external resources on our website.

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If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

Careers brought to you with support from Better Money Habits® Powered by Bank of America® Bank of America, N.A. Member FDIC. Equal Housing Lender. Investment Products: Are Not FDIC Insured, Are Not Bank Guaranteed, May Lose Value

Careers brought to you with support from

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Are you wondering how to land your dream job or negotiate your salary? Finding answers to questions like these can be hard, but we're here to help. We ask real people in real jobs how they make it all work in our new video series about careers.

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Transition Coalition © 2025. All Rights Reserved.

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Ohio Age-Appropriate Transition Assessment (AATA) Library

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Ohio Age-Appropriate Transition Assessment (AATA) Library

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Welcome! This website is a library of curated age-appropriate assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. Viewers can choose to navigate this site by using the horizontal menu or site map that displays internal pages alphabetically.

Educators and families will find formal and informal assessments designed to support transition-aged youth as they work toward life experiences beyond high school. These resources include general assessments for educators, families, and students; assessments for post-secondary employment, college, and independent living; and assessments for health and medical concerns.

Also included on this site are transition and employment resources from the Ohio Department of Education, Ohio Center for Autism and Low Incidence (OCALI), Ohio Employment First, OhioMeansJobs, Office of Special Education and Rehabilitative Services, National Technical Assistance Center on Transition, and others.

The vetting of assessments and resources represents a collaborative effort by Ohio's 16 State Support Teams. This website is designed and maintained by State Support Team 1. Contact State Support Team 1 or call 419.720.8999 if assistance is required.

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Ohio Age-Appropriate Transition Assessment (AATA) Library |

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This website was designed to be a library of vetted age-appropriate transition assessments and transition and employment resources for educators working with transition-aged youth in Ohio schools. The vetting represents a collaborative effort by Ohio?s 16 State Support Teams. THe website is designed and maintained by State Support Team Region 1.

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Crestview - Special Education Legal Update ES/MS. 12.4.24.pptx

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Defensible IEP's High School (Transition)

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Defensible IEP's High School (Transition)

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Crestview - Special Education Legal Update - High School (Transition). 12.4.24.pptx

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Explore Work - Future planning for teens with disabilities

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

We also now offer Teacher Account Subscriptions which will enable you to monitor and track the progress of a group of students you may be working with to complete Explore-Work training activities. Find out more about Teacher Accounts.

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Welcome! If you are a teen who has a disability, you have choices and things to do to prepare for life after high school and becoming an adult. Just like every teen, this is a time of transition. You are preparing to be an adult, get a job, and become more independent.

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Applying for a Job_ The Young Adult's Guide

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Example Transition Activities starting at age 10

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Example Transition Activities starting at age 10

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Transition Guide - Employment - I’m Determined

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A transition guide to help you or someone you love transition to employment and career with a self-determined future.

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Guide from West Virginia- many things apply for Ohio 

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Guide from West Virginia- many things apply for Ohio 

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Google Forms - create and analyze surveys, for free.

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Self-Advocacy and Conflict Resolution Strategies

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Self-Advocacy and Conflict Resolution Strategies

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Self-advocacy skills equip individuals with the strategies to act on their own behalf. Test et al. (2005) identified four essential components of self-advocacy. First, knowledge of self. When students know themselves, including their strengths and weaknesses, goals, support needs, and accommodation needs, they better understand what they need and how to get their needs met. Next, it is also important students understand their rights, including personal rights, educational rights, ways to handle violations, steps to advocate for change, and knowledge of available resources in order to effectively advocate for their needs. A third essential component of self-advocacy involves an individual’s ability to communicate including negotiation, body language, listening, and compromise - all of which are key to resolving conflicts. The final component, leadership, includes knowledge of a group’s rights and knowledge of resources (Test et al., 2005).

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

The Offices for Curriculum, Assessment and Exceptional Children have worked collaboratively since July 2011 in the creation of extensions to Ohio's Learning Standards for English Language Arts and Math as well as the revised standards for Science and Social Studies. A committee comprised of special educators, regular educators, parents, administrators and other stakeholders in Ohio came together in the writing of these extensions to be used for students participating in the Alternate Assessment.

On September 18, 2018 the Ohio State Board of Education adopted the revised grade level Ohio Learning Standards-Extended (OLS-E) for students that are assessed on the Alternate Assessment for Student's with Significant Cognitive Disabilities (AASCD). The OLS-E are specific statements of knowledge and skills linked to the expectations in the Ohio Learning Standards. The purpose of the extensions is to build a bridge that provides grade level access for students with the most significant cognitive disabilities to the content of the Ohio Learning Standards.

Documents and Resources for Ohio's Learning Standards - Extended (OLS-E)

OHIO LEARNING STANDARDS-EXTENDED (revised September 2018)

Ohio Learning Standards - Extended (Revised September 2018) with Learning Progressions

Ohio English Language Proficiency Standards - Extended

Frequently Asked Questions

The Ohio Department of Education (ODE) offers online instructional modules for Ohio's Learning Standards - Extended (OLS-E). Educators can earn contact hours for completing these modules, which can be accessed at ohextendedstandards.org.

Questions?

For more information on the extended standards, contact:

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Ohio's Learning Standards - Extended (OLS-E) also are commonly known as "the extended standards." These standards help to ensure that students with significant cognitive disabilities are provided with multiple ways to learn and demonstrate knowledge. At the same time, the extended standards are designed to maintain the rigor and high expectations of Ohio's Learning Standards.

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Identify what students should know and be able to do

Learning standards explain the knowledge and skills Ohio students should know and be able to do in pre-kindergarten through grade 12. Ohio's Learning Standards instill life-long learning by providing essential knowledge and skills-qualities most sought by today's employers. By teaching our students to apply these skills to what they are learning in school, we can make sure they are on track to graduate from high school and enjoy success in college, careers and life.

Ohio measures the performance of its schools based on how well students are progressing in gaining the knowledge and skills within the learning standards. We do this partly by measuring student performance on annual state tests based on the standards.

ORC 3301.079(B)(3):​ All school districts, community schools, and STEM schools may utilize the state standards and the model curriculum.

Learning Standards By Grade Level

Learning Standards by Content Area

Standards Revision

The State Board of Education has adopted learning standards in many areas: mathematics, English language arts, science, social studies, world languages, fine arts, technology, physical education and financial literacy. In 2016, the Ohio Department of Education started a process of updating all the standards over time.

Thus far, educators statewide helped the Department update the computer science, English language arts, financial literacy, mathematics, science, social studies, technology and world languages and cultures standards. Currently, we also are updating the fine arts standards. Learn more on the Standards Revision page.

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Learning standards explain the knowledge and skills Ohio students should know and be able to do in pre-kindergarten through grade 12. Ohio's Learning Standards instill life-long learning by providing essential knowledge and skills-qualities most sought by today's employers.

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NTACT- National Technical Assistance Center on Transition- Join for Free

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NTACT- National Technical Assistance Center on Transition- Join for Free

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NTACT:C | National Technical Assistance Center on Transition

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The Collaborative (NTACT:C) Supporting you to improve opportunities and outcomes for students and youth with disabilities

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Inspirational Video- Be a Mr. Jensen- MUST WATCH!!

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50 Tips and Questions for Discussion between Co-Teachers

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50 Tips and Questions for Discussion between Co-Teachers

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Questions for Discussion between Co-Teachers Continued

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Questions for Discussion between Co-Teachers Continued

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Questions for Discussions between Co-Teachers

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Supporting students in the Gen Ed Classroom 

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Supporting students in the Gen Ed Classroom 

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TIps for making Co-Teaching more Impactful

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6 Co-Teaching Models (includes pros and cons)

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6 Co-Teaching Models (includes pros and cons)

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How I Know Including People With Down Syndrome Is A Good Thing

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How I Know Including People With Down Syndrome Is A Good Thing

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How I Know Including People With Down Syndrome Is A Good Thing | Matthew Schwab | TEDxCaryWomen

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Sensory Overload (Interacting with Autism Project)

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Sensory Overload (Interacting with Autism Project)

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Sensory Overload (Interacting with Autism Project)

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© 2012

Some people with autism have difficulty processing intense, multiple sensory experiences at once.  This animation gives the viewer a glimpse into sensory overload, and how often our sensory experiences intertwine in everyday life.  

Created as part of Mark Jonathan Harris' and Marhsa Kinder's "Interacting with Autism." Coming in January 1st 2013, IWA is a three-year transmedia project  funded by the federal Agency for Health Research and Quality (AHRQ).  University Professor Marsha Kinder, the Executive Director of the Labyrinth Project at USC, and Mark Harris are heading a team of filmmakers and artists working to build an interactive, video intensive website that will focus on the best available treatments for autism.

FULL CREDITS LIST:

Director and Animator:
Miguel Jiron

Produced and Developed by:
Scott Mahoy, Creative Director of Interacting with Autism

Sound Designer & Mixer:
Katie Gately

Produced for Interacting with Autism
For more information visit:
interactingwithautism.com

Scenario:
Marsha Kinder

Line Producer:
Ioana Uricaru

Cinematographer:
Alejandro Martinez

Paint Animation:
Laura Cechanowicz

Boy: 
Cody Sullivan

Waitress: 
Alexandra Boylan

Gaffer:
Katie Walker

Special Thanks: 
Mark Jonathan Harris, Shelbi Jay Kepler, Mike Patterson, Candace Reckinger, Kathy Smith
t  For more work, check out my website www.mibaji.com

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"One of the most remarkable books I've ever read. It's truly moving, eye-opening, incredibly vivid." -Jon Stewart, The Daily Show

"Please don't assume that The Reason I Jump is just another book for the crowded autism shelf. . . . This is an intimate book, one that brings readers right into an autistic mind-what it's like without boundaries of time, why cues and prompts are necessary, and why it's so impossible to hold someone else's hand. Of course, there's a wide range of behavior here; that's why 'on the spectrum' has become such a popular phrase. But by listening to this voice, we can understand its echoes." -Chicago Tribune (Editor's Choice)

"Amazing times a million." -Whoopi Goldberg, People

" The Reason I Jump is a Rosetta stone. . . . I had to keep reminding myself that the author was a thirteen-year-old boy when he wrote this . . . because the freshness of voice coexists with so much wisdom. This book takes about ninety minutes to read, and it will stretch your vision of what it is to be human." -Andrew Solomon, The Times (U.K.)

"Extraordinary, moving, and jeweled with epiphanies."-The Boston Globe

"Small but profound . . . [Naoki Higashida's] startling, moving insights offer a rare look inside the autistic mind."

"Surely one of the most remarkable books yet to be featured in these pages . . . With about one in 88 children identified with an autism spectrum disorder, and family, friends, and educators hungry for information, this inspiring book's continued success seems inevitable." -Publishers Weekly

"We have our received ideas, we believe they correspond roughly to the way things are, then a book comes along that simply blows all this so-called knowledge out of the water. This is one of them. . . . An entry into another world." -Daily Mail (U.K.)

"Every page dismantles another preconception about autism. . . . Once you understand how Higashida managed to write this book, you lose your heart to him." -New Statesman (U.K.)

"Astonishing. The Reason I Jump builds one of the strongest bridges yet constructed between the world of autism and the neurotypical world. . . . There are many more questions I'd like to ask Naoki, but the first words I'd say to him are 'thank you.'" -The Sunday Times (U.K.)

"This is a guide to what it feels like to be autistic. . . . In Mitchell and Yoshida's translation, [Higashida] comes across as a thoughtful writer with a lucid simplicity that is both childlike and lyrical. . . . Higashida is living proof of something we should all remember: in every autistic child, however cut off and distant they may outwardly seem, there resides a warm, beating heart." -Financial Times (U.K.)

"Higashida's child's-eye view of autism is as much a winsome work of the imagination as it is a user's manual for parents, carers and teachers. . . . This book gives us autism from the inside, as we have never seen it. . . . [Higashida] offers readers eloquent access into an almost entirely unknown world." -The Independent (U.K.)

" The Reason I Jump is a wise, beautiful, intimate and courageous explanation of autism as it is lived every day by one remarkable boy. Naoki Higashida takes us 'behind the mirror'-his testimony should be read by parents, teachers, siblings, friends, and anybody who knows and loves an autistic person. I only wish I'd had this book to defend myself when I was Naoki's age." -Tim Page, author of Parallel Play and professor of journalism and music at the University of Southern California

"[Higashida] illuminates his autism from within. . . . Anyone struggling to understand autism will be grateful for the book and translation." -Kirkus Reviews

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The Reason I Jump by Naoki Higashida: 9780812985153 | PenguinRandomHouse.com: Books

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"One of the most remarkable books I've ever read. It's truly moving, eye-opening, incredibly vivid."-Jon Stewart, The Daily Show NAMED ONE OF THE BEST BOOKS OF THE YEAR BY...

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Looking for resources for your next in-person or virtual event? Not sure where to start using LTC transition tools? No matter your place in the process, title or audience, we have tools for everyone supporting others to live their best life!

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Ohio Center for Autism and Low Incidence

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Expanding Employment Opportunities for Youth using Customized Employment

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On T 2 October 2012, Jim Wright presented on the topic Best Practices in Secondary Math Interventions (7-12) in Deforest, WI. The workshop was sponsored by Wisconsin Educational Resources, LLC.

Here is the PowerPoint and handout shared at the workshop:

Below are additional web links and resources discussed at the workshop--organized according to RTI teacher goal.

GOAL 1: Creating a Supportive Math Instructional Environment. The math classroom that offers explicit instruction, accommodations, and strong core math instruction can reach the widest range of struggling learners.

GOAL 2: Obtaining or Developing Classroom Formative Math Assessments. Teachers who can measure student math skills formatively can efficiently adjust instruction to meet the needs of a wider range of math learners.

Screening/Progress-Monitoring

GOAL 3: Developing a Math 'Intervention Menu'. Math teachers who have at their fingertips a range of research-based intervention ideas can better meet the needs of struggling students.

Here are websites that feature information about Tier 2/3 Math Progreams:

Tier 2/3 Intervention Website: What Works Clearinghouse. This website reviews core instruction and intervention programs in mathematics, as well as other academic areas. The site reviews existing studies and draws conclusions about whether specific intervention programs show evidence of effectiveness.

Tier 2/3 Intervention Website: Best Evidence Encyclopedia. This site provides reviews of evidence-based math and reading programs. The website is sponsored by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) .

Tier 2/3 Intervention Website: Doing What Works. This website is sponsored by the U.S. Department of Education and offers specific guidelines for how to teach effectively across disciplines.The site has a section devoted to math and science, including pragmatic recommendations for putting into classroom practice the specific recommendations of the National Math Advisory Panel Report of 2008.

GOAL 4: Enlisting the Student as a Motivated, Self-Managing Learner. The teacher who can motivate a struggling student to take increased responsibility for his or her own math learning has a greater likelihood of success.

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Best Practices in Secondary Math Interventions (7-12)

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On T 2 October 2012, Jim Wright presented on the topic Best Practices in Secondary Math Interventions (7-12) in Deforest, WI. The workshop was sponsored by Wisconsin Educational Resources, LLC. Here is the PowerPoint and handout shared at the workshop: Below are additional web links and resources discussed at the workshop--organized according to RTI teacher goal.

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Simon Sinek: What Noah Taught Me About Leadership (TRUE STORY) | Live2Lead 2016 【C:S.S Ep.2】

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Why get a job when you can have a career? Whatever field you're trying to pursue, we'll help you achieve your dreams, with advice on education, training, important job decisions, career changes, and more.

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Why get a job when you can have a career? Whatever field you're trying to pursue, we'll help you achieve your dreams, with advice on education, training, important job decisions, career changes, and more.

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Resource: Social Skills, Transition, Academics, Behavior

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Resource: Social Skills, Transition, Academics, Behavior

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Do2Learn began in 1996 through a National Institutes of Health Small Business Innovative Research grant. Our team searches out the most talented and creative teachers and clinicians across the world. These gifted individuals work with our technical experts to transfer their knowledge into formats that we can make available to you.
Since beginning, we have grown into a world-wide resource with over 11 million hits a month. While based in North Carolina, approximately half of our users are from outside of the U.S. Thousands of sites link to us and we can be easily found on most search engines using topics such as 'picture cards', 'facial expressions', and 'job tips'. We hope you find our resources helpful and pass on our link to others.
We believe that simply telling busy teachers, parents, and professionals what they should be doing is not enough. If we explain how to devise a visual communication system using picture cards, we provide free cards to get you started.

When we present the Teacher Toolbox on how to adapt a classroom for children with special needs, we provide resources for behavior management plans, literacy tools, and the materials to create everything in your classroom.

Our approach is to use the latest technology and expert guidance to create innovative and usable solutions.

Learn about DiagnoseFirst, our newest project to help teachers and clinicians recognize the symptoms of ASD.

Pre-employment screening assessments are online or paper tests that some companies require applicants to complete during the application process. Read more about JobTIPS Student Version!

JobTIPS Toolbox PRO is filled with resources to help you coach your students through the challenges of assessing their skills, finding and applying for jobs, and practicing the social skills needed to do well in the workplace.

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

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Students with IEPs Graduation Decision- Making Tool

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Students with IEPs Graduation Decision- Making Tool

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Independent Living Goal Decision Making Tool

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Independent Living Goal Decision Making Tool