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This is a Facebook group/organization that posts regularly with information on techniques and ideas that teachers and parents can use for their students.

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eSpecial Needs, St. Louis. 23,909 likes · 33 talking about this · 122 were here. Providing the best in adaptive equipment and therapy solutions for children and adults with special needs. Shop with...

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National Center to improve Practice in Special Education. 

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National Center to improve Practice in Special Education. 

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This organization helps support the effective use of technology in the Special Education classroom. They have links for resources, trainings, and video support showing how diffrent technology is used in the classroom.

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[ Index of site (text-only)]

The National Center to Improve Practice (NCIP), located at Education Development Center, Inc., was funded by the U.S. Department of Education, Office of Special Education Programs from 1992-1998 to promote the effective use of technology to enhance educational outcomes for students with sensory, cognitive, physical and social/emotional disabilities.
More About NCIP
Accessibility of this site: NCIP is committed to providing accessible formats and options to assure that people with disabilities are able to utilize this Web site to the fullest extent possible.

[ Home | Library | Videos | Tour | Spotlight | Workshops | Links ]

This material was developed by the National Center to Improve Practice (NCIP), located at Education Development Center, Inc. in Newton, Massachusetts. NCIP was funded by the U.S. Department of Education, Office of Special Education Programs from October 1, 1992 - September 30, 1998, Grant #H180N20013. Permission is granted to copy and disseminate this information. If you do so, please cite NCIP. Contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by NCIP, EDC, or the U.S. Government. This site was last updated in September 1998.

Education Development Center, Inc.

This site is best viewed when using Netscape 1.12 or higher.

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Index of site (text-only)] The National Center to Improve Practice (NCIP), located at Education Development Center, Inc., was funded by the U.S. Department of Education, Office of Special Education Programs from 1992-1998 to promote the effective use of technology to enhance educational outcomes for students with sensory, cognitive, physical and social/emotional disabilities.

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This website is the blog of a SPED teacher who posts their own advice and resources on teaching SPED.

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classroom tips, teaching ideas, special education, technology tips, elementary grades, sped, behavior management

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Intervention Central is full of different studies and strategies that tackle intervention training for teachers, families, and other involved individuals.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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The Vanderbilt Peabody college has provided this public information regarding all of their research on special education, and this includes so many different aspects of SPED.

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Peabody College of Education and Human Development

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The following list represents a sample of the research projects currently being conducted by Special Education faculty members:

Behavior Analysis Internship at the Susan Gray School for Children

This project is designed for current students enrolled in the Behavior Analysis program and either the Early Childhood Special Education or Child Studies programs. During this semester-long internship, students receive individualized supervised experiences collecting data in early childhood settings, assessment and treatment of problem behavior and stereotypy, and assessment of and intervention for improving adaptive and pro-social behaviors.

For further information, contact Jennifer Ledford or Erin Barton.

Efficacy of Parent-implemented Treatment in Infant Siblings of Children with ASD

This 5-year research project funded by the National Institute of Deafness and Other Communication Disorders is a two-site project with the University of Washington. It seeks to move the field toward a new method of managing the risk for communication disorders in infant siblings of children with ASD.

For further information contact Paul Yoder.

Embedding Working Memory Training within Math Problem Solving

In this project, Tier 2 mathematics intervention is conducted one-to-one by Vanderbilt tutors for 15 weeks, three times per week, 30 minutes per session with second-grade children with mathematics difficulty. The goal to improve math concepts, calculations, and word-problem solving skill. Effects of mathematics intervention, with and without working memory training, are examined. In the 2015-2016 academic year, 150 students in approximately 50 classrooms across 12 MNPS schools will participate. (U.S. Department of Education, Institute on Education Sciences)

For further information contact Lynn Fuchs or Doug Fuchs.

Faith and Flourishing Project

This research project explores the place and prominence of faith in the lives of people with disabilities and their families, identifies avenues for equipping congregations to be more welcoming and inclusive, and works to promote movement in seminaries and denominations.

For further information contact Erik Carter or visit the project Web site.

Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions

This project, known as A3, has two arms: one in reading and the other in mathematics. In the A3 reading project, Tier 2 reading intervention is conducted by Vanderbilt tutors for 15 weeks, three times per week, 45 minutes per session with students in grades 3-5 who have reading difficulty. The goal to improve decoding, fluency, and comprehension performance. Effects of reading intervention, with/without embedded working memory training and with/without language instruction, are examined. In the 2015-2016 academic year, 200 students in approximately 50 classrooms across 20 MNPS schools will participate. In the A3 math project, Tier 2 mathematics intervention is conducted by Vanderbilt tutors for 15 weeks, three times per week, 45 minutes per session with students in grades 3-5 who have reading difficulty. The goal to improve multiplication skill, fractions performance, and early algebraic thinking. Effects of math intervention, with/without executive function training and with/without embedded language instruction, are examined. In the 2015-2016 academic year, 125 students in approximately 50 classrooms across 12 MNPS schools will participate. (U.S. Department of Education, Institute on Education Sciences)

For further information contact Doug Fuchs or Lynn Fuchs.

Improving Understanding of Fractions among Students with Mathematical Learning Difficulties

In this project, Tier 2 mathematics intervention is conducted by Vanderbilt tutors for 12 weeks, three times per week, 30 minutes per session with fourth children who have mathematics difficulty. The goal to improve understanding of and operational skill with fractions. Effects of mathematics intervention are examined. In the 2015-2016 academic year, 240 students in approximately 60 classrooms across 12 MNPS schools will participate. (U.S. Department of Education, Institute on Education Sciences)

For further information contact Lynn Fuchs.

Intervention Effects of Intensity and Delivery Style for Toddlers with Autism Spectrum Disorders

This 5-year research project funded by the National Institute of Mental Health is a multi-site project with the Universities of California-Davis, and Washington. It seeks to test the relative efficacy of two teaching methods (discrete trial training and play-based training) and two implementation intensities (15 hours vs 25 hours a week) on a variety of outcomes in toddlers with ASD.

For further information contact Paul Yoder.

National Research Center on Learning Disabilities

This five-year research project funded by the U.S. Dept. of Education's Office of Special Education Programs, assisted by the University of Kansas through a subcontract, is designed to (1) Identify gaps in knowledge and conduct research on LD identification; (2) Conduct research on state LD assessment and identification policies and practices; (3) Analyze LD prevalence variations across and within states; and (4) Design, implement, and evaluate a dissemination and technical assistance approach that links research with practice.

For further information contact Professor Doug Fuchs or visit www.nrcld.org.

Passport To Literacy

This four-year program of research will provide efficacy and replication trials of a widely used reading intervention. In two studies, we explore reading interventions of varying intensity for students with reading difficulties and disabilities.

For further information contact Jeanne Wanzek.

Preventing and Understanding Mathematics Disability

In this project, Tier 2 mathematics intervention is conducted one-to-one by Vanderbilt tutors for 15 weeks, three times per week, 30 minutes per session with second-grade children with mathematics difficulty. The goal to improve math concepts, calculations, and word-problem solving skill. Effects of mathematics intervention, with and without embedded language instruction, are examined. In the 2015-2016 academic year, 120 students in approximately 75 classrooms across 15 MNPS schools will participate. (National Institutes of Health)

For further information contact Lynn Fuchs or Doug Fuchs.

Reading for Understanding

This research project focuses on instruction to assist students in middle and high school in better comprehending and understanding material in the content areas. In a series of studies, we explore a literacy intervention embedded in social studies content and its effects on content acquisition and reading comprehension for middle and secondary students.

For further information contact Jeanne Wanzek.

Small Group Instruction for Improving Social and Academic Behaviors

This research project is focused on developing procedures for improving social and academic behaviors of young children with ASD through small group instruction in classroom settings; and for assisting typical classroom staff to use the procedures.

For further information, contact Jennifer Ledford.

Tennessee Behavior Change Project

This research and technical assistance project focuses on designing and evaluating high-quality, multi-tiered systems of support for students with and without disabilities. We equip school- and district-level teams to implement schoolwide interventions with fidelity and high impact.

For further information contact Blair Lloyd or Erik Carter.

TennesseeWorks Employment and Transition Project

This statewide systems change project is focused on improving employment and other postschool outcomes for young people with intellectual and developmental disabilities. It involves research aimed at (a) understanding the professional development needs of educators and service providers, (b) exploring the post-school expectations of students and families members, (c) capturing community-level change efforts, and (d) identifying factors that shape the early outcomes of youth with disabilities.

For further information contact Erik Carter or visit the project Web site.

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The following list represents a sample of the research projects currently being conducted by Special Education faculty members: Behavior Analysis Internship at the Susan Gray School for Children This project is designed for current students enrolled in the Behavior Analysis program and either the Early Childhood Special Education or Child Studies programs. During this semester-long internship, students receive individualized supervised experiences collecting data in early childhood settings, assessment and treatment of problem behavior and stereotypy, and assessment of and intervention for improving adaptive and pro-social behaviors.

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This site has amazing virtual field trip links. It is useful to allow students to see places that they may not ever have the opportunity to go to. It can also be used to increase the amount of background knowledge for students before new lessons/units.

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Virtual field trips allow children to visit places around the world without ever leaving their homes. Through virtual field trips, they can visit other states, countries across the globe, and even other planets. This allows children to experience places they wouldn't get to see otherwise. Virtual field trips are also great for when you can't get out due to illness or can't afford to travel. Here are several free resources your family can use to take virtual field trips.

Zoo & Aquarium Free Virtual Field Trips

Dublin Zoo - Watch the giraffes, zebras, rhinos, elephants, and penguins of this Ireland zoo via live webcams.

Franklin Park Zoo- Explore this Boston zoo using an interactive map and videos.

Houston Zoo - Observe animals in several of the zoo's exhibits via live webcam.

Marineland Dolphin Adventure - Learn about dolphins, sea turtles, and more during a video-based tour of this marine mammal park in Florida.

Monterey Bay Aquarium - Watch sea creatures in this California aquarium with the live animal cam.

National Aquarium - Take a virtual tour of this aquarium located in Baltimore, Maryland.

San Diego Zoo - View live videos, learn about animals, play games, and more on this interactive website.

Zoo Tours - This YouTube channel visits zoos around the US.

Observe Wildlife With Free Virtual Field Trips

Africam - Watch animals in the African bush using live webcams.

All About Birds - Observe birds all over the US and world via live webcams.

Explore - View animals around the world with these live webcams.

Nature & National Parks Free Virtual Field Trips

Great Lakes Now - Learn about the Great Lakes of North America with this series of video-based virtual field trips.

Mount Everest - Explore this peak in the Himalayan mountain range through 360-degree photos and informative articles.

The Nature Conservancy - Learn about ecosystems around the world with video-based tours.

The Nature Conservancy of Oklahoma - Explore nature in Oklahoma through videos and photographs.

Son Doong Cave - Explore the world's largest cave with 360-degree images.

The Virtual Rainforest - Learn about the rainforest with this interactive tour that includes informative videos and articles.

Yosemite National Park - Tour this national park located in California through interactive panoramic photographs.

Visit Farms With Free Virtual Field Trips

Eggs in Schools - Take a video-based tour of several egg farms.

Farm Tours - Learn about agriculture through these virtual tours of farms in Canada.

HenCam - Observe chickens on a small backyard farm in Massachusetts.

Purina Farms - Learn about the animals at Purina Farms with this virtual field trip.

History Museums Free Virtual Field Trips

Anne Frank House - Take a 360-degree tour of Anne Frank's home in Amsterdam.

The British Museum - Browse the online galleries of this museum, which is located in London.

Colonial Williamsburg - Take a 3D tour of the world's largest living history museum.

Corrie ten Boom Home - View the home in 360 degrees as the digital guide tells Corrie's story.

Museo Galileo - Virtually tour this museum dedicated to Galileo in Florence, Italy.

National Women's History Museum - Learn about trailblazing women while exploring the museum's virtual exhibits.

Old Sturbridge Village - Learn about life in 1830s New England with this 3D tour.

September 11th Memorial and Museum - Explore the museum with this interactive video-based virtual tour.

Smithsonian Museum of Natural History - Virtually explore many current and past exhibits of this museum located in Washington D.C.

War & Military History Museums Free Virtual Field Trips

Battleship New Jersey - Take a video-based tour of the US's most decorated battleship.

Beyond the Battle Field - Watch a behind-the-scenes video-based field trip of the Museum of the American Revolution.

National Museum of the US Air Force - Take a virtual tour of this museum located in Dayton, Ohio.

The National World War II Museum - Learn about World War II with this series of video-based field trips.

Historical Sites, Landmarks, & Monuments Free Virtual Field Trips

Ellis Island - Visit Ellis Island with this video created by Scholastic.

Historic Philadelphia - Take a picture-based tour of historic sites in Philadelphia, PA. Stops include the Liberty Bell, Independence Hall, Betsy Ross Hall, and more.

Mount Rushmore - Explore this national memorial located in South Dakota through 360-degree images.

Mount Vernon - Take an interactive and informative tour of George Washington's home in Virginia.

The Statue of Liberty - Learn about the Statue of Liberty through the videos and photographs in this virtual tour.

The White House - Go on a 360-degree tour of the President's home.

Art Museum Free Virtual Field Trips

The Dalí Museum - Take a 360-degree virtual tour of this St. Petersburg, Florida, museum and view online galleries of Salvador Dalí's artwork.

The British Museum - Browse the online galleries of this museum, which is located in London.

Google Arts and Culture - View the art collections of over 500 museums and galleries. Some of the museums also offer full virtual tours.

The Louvre Museum - Explore exhibits at this famous art museum in Paris, France.

MetKids - Explore the Metropolitan Museum of Arts, located in New York City, using an interactive map and videos.

Learn About Space With Free Virtual Field Trips

Boeing Aerospace Tour - Join Boeing on a virtual field trip to the Johnson Space Center.

Callisto: Space Innovation Tour - Explore the Orion Spacecraft with a video-based field trip.

International Space Station - Take a video tour of the space station.

Johnson Space Center - Tour Johnson Space Center in Houston, Texas, with this series of videos from Boeing and Discovery Education.

Mars - Explore the surface of Mars in a 360-degree view while learning about the planet and space exploration.

NASA Glenn Research Center - Take a look around the facilities with these interactive virtual tours.

Factory & Business Free Virtual Field Trips

Amazon Fulfillment Center - Learn how Amazon fills customers' orders with this online field trip.

Mount Olive Tour - Find out how pickles are made with this video tour.

Taylor Guitars Factory - Watch guitars being made with this video-based factory tour.

Community Helpers & Services Free Virtual Field Trips

Clover Post Office - Visit the Clover Post Office in North Carolina to learn how mail is delivered.

Martin County Sheriff's Department - Join a group of preschoolers for a video-based virtual field trip to the sheriff's office in Martin County, Florida.

Memphis Fire Department - Watch a video tour of the fire department.

Republic Services - See what happens to our trash with virtual field trips to landfills and recycling centers.

Explore the World With Free Virtual Field Trips

AirPano - Visit locations all over the world virtually with 360-degree videos and photographs.

Borneo - Travel to Borneo, the third largest island in the world, and learn about the rainforest with this video.

Holy Land Tour - Virtually visit Bethlehem, Jerusalem, and more.

The Journey of Water - This video explores Columbia's paramo ecosystem and follows water's path to the kitchen sink.

The Most Dangerous Ways to School - Watch children all over the world travel to school with this 13-episode documentary series.

Rick Steves' Europe - Visit and learn about Europe with this YouTube channel.

Vatican Museums - Virtually tour numerous museums, chapels, and galleries.

World of Wonder Travel - Take virtual trips around the US and the world. The website includes a free printable passport and stamps to track field trips.

360 Cities - This website provides interactive 360-degree videos and images of locations around the world.

Miscellaneous Free Virtual Field Trips

National Geographic Education - This YouTube playlist includes virtual field trips to various locations.

Discovery Education - Discover Education offers a wide variety of virtual field trips.

Google Earth - "Fly" anywhere in the world in seconds, explore hundreds of cities in 3D, take guided tours, and create your own maps and stories.

Google Maps Street View - Type in any address, select street view, and explore the area. Not only can you take a virtual trip down the streets, but you can also "step" into many museums, landmarks, and other attractions. Here are some I've found.

Free Printable Field Trip Journal & Log

Our 20 Ways to Save on Field Trips post includes a free printable field trip journal and log. This printable works well for both in-person and virtual field trips.

Other Resources You May Enjoy
Free History Unit Studies and Lesson Plans Free Science Unit Studies and Lesson Plans Homeschool History with YouTube Homeschool Science with YouTube
Free Curriculum for All Subjects and Every Grade - Simply choose a subject from the menu on the main page to get started.
Note: This post was originally published on March 16, 2020 and has been updated for accuracy and comprehensiveness.

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Free Virtual Field Trips - Freedom Homeschooling

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Through virtual field trips, your children can visit other states, countries across the globe, and even other planets.

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Perkins e-learning shares practical ideas for us in the classroom on a range of topics for educating students who are blind, visually impaired, deaf blind, or have multiple disabilities.

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We have created websites on a range of topics where we share practical ideas for use in the classroom or at home. If you are an educator or family member interested in the education of students who are blind, visually impaired, deafblind or have multiple disabilities, we invite you to sign up and receive notifications when new posts are published. Additionally, we encourage you to share your own activities and ideas with our community.

Classroom activities and resources for making science accessible to students who are blind or visually impaired.

Dr. Lilli Nielsen's techniques that emphasize simple ways to change the environment so that a child becomes an "active learner."

Lots of activities in all subject areas for students who are blind or visually impaired, including those with additional disabilities or deafblindness.

Interactive site with hands-on activities, information and resources for anyone interested in all aspects of literacy, including for children with additional disabilities or deafblindness

Paths to Technology is designed to assist educators, families and students in learning and staying current on ever-changing technology for students with visual impairments and blindness.

Explore ideas to promote independence as students prepare to leave school and prepare for the world of work.

A practical resource for teachers, rehabilitation workers and parents interested in transition for youth in Asia who are blind or visually impaired with additional disabilities. Includes functional activities and case studies.

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We have created websites on a range of topics where we share practical ideas for use in the classroom or at home. If you are an educator or family member interested in the education of students who are blind, visually impaired, deafblind or have multiple disabilities, we invite you to sign up and receive notifications when new posts are published.

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NOD researches, develops and demonstrates creative approaches to disability employment issues.

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Sign up for the engagement survey

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"These organizations understand that by harnessing the talents of people with disabilities, they reap the benefits of a more innovative, diverse and dedicated workforce," said NOD President Carol Glazer. "The Leading Disability Employer Seal honors organizations who have not only embraced inclusivity but have taken concrete steps to break down barriers for individuals with disabilities and create an environment for all to thrive."
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The National Organization on Disability (NOD) increases employment opportunities for Americans with disabilities. Our programs and services enable companies to realize the competitive advantages of hiring people with disabilities.

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Google drive (Google sheets, Google document, Google slides) allows people from all over to collaborate on one document, real time.

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Monroe City Schools made a YouTube channel full of teachers teaching various lessons such as math, science, and ELA. There is a wide range of grade levels.There are also many read alouds for students of all ages and levels.

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Welcome to the Monroe City School Board Youtube Channel

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This website is great for differentiation and engagement in the classroom concentrated on math and science.

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Hi! I'm Shana McKay from Scaffolded Math and Science. I was born and raised in Massachusetts and started my teaching career here in 2004. You can read more about my background in my or skip down below to get to the good stuff.

Below are links to posts I think you may like: math word walls, math pennants, math cheat sheets... There are a lot of free resources to find here. By subscribing , you'll have access to even more free resources.

©2020 Scaffolded Math and Science

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fun math teaching ideas and activities for middle school and high school

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math pennants and free reference sheets.

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Hi! I'm Shana McKay from Scaffolded Math and Science. I was born and raised in Massachusetts and started my teaching career here in 2004. You can read more about my background in my or skip down below to get to the good stuff.

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The Use of Technology in Special Education

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The Use of Technology in Special Education

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This website discusses the need and usefulness of technology in the Special Education classroom.

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The Use Of Technology In Special Education: Application And Solutions

In the modern world, we're witnessing the gradual erasure of borders. This process is related not only to business or politics. Nowadays, almost any person despite their citizenship of physical state can get medical or educational services all around the world. To regulate such relationships between a person and international organizations, there are dozens of specialized commissions creating laws and standards.

The educational standards claim that students with disabilities should be provided with opportunities to realize their potential. They should participate in education and training on the same basis as students without disabilities and that they are not subject to discrimination. Due to the progress in the IT industry, digital technologies are easily accessible and widespread which allows using them for providing students with new opportunities.

Here is how technology can simplify the educational process for people with disabilities.

How Modern Technology Helps Students With Special Needs

According to the National Center For Education Statistics, in 2015-2016, the number of students served under the Individuals with Disabilities Education Act (IDEA) in the US was 6.7 million. This number is equal to 13% of all public school students. While the percentage of such students stays pretty much the same during the last years, the total number of them has increased by 0.3 million since 2011-2012. The percentage distribution of different disabilities types is presented in the National Center For Education Statistics website.

These numbers tell us that there can't be a single technological solution that would suit the needs of all students with special needs. Due to the high diversity of types of disabilities, the best possible outcome can be guaranteed by the use of custom-made solutions designed according to the requirements of a particular group of students.

Special technology allows increasing the independence of a particular student freeing him from the constant need for direct teacher involvement. As a result, a student can choose the speed of learning that is convenient for him which leads to more personalized learning. When a student doesn't inhibit the learning process for the whole group, it allows reducing the anxiety level which plays a significant role in education as well. Implementation of technologies in special education allows simplifying the communication and improve the academic skills of students with disabilities.

Edmentum, a company with deep expertise in the creation of eLearning solutions, notes the following advantages of using technologies in special education:

"Technology makes it possible for a classroom to be enhanced with individual learning events, allowing instructors to provide greater flexibility and differentiation in instruction. Teachers can use technology to offer a variety of learning opportunities and approaches that engage, instruct, and support special education students with a myriad of tactics designed to appeal to individual learners. No longer are students stuck in a classroom they don't understand, trying to learn at a pace they can't keep up with or participate in."

PowerSchool, another leader in eLearning solutions development also shares an important opinion:

"Technology can help school staff improve IEP compliance necessary for state and federal guidelines as well as ensure adequate and timely funding is procured. Special education management solutions can verify the correct services are not only being offered to all appropriate cases but also tracked and reported on to maximize reimbursement. With the right technology, educators can develop and manage compliant, high-quality special education documents using intuitive guided actions and business rules aligned with IDEA and other federal and state laws. Reporting functionality can help manage compliance, identifying timelines and which teachers are on track or which teachers have fallen behind. Technology can also help educators run required state and district reports, and if allowed, send data directly to relevant government agencies."

From common words, let's move to something more specific.

Applying Technology In Special Education: Breaking The Barriers

There are many ways of how technology can help students with special needs. For example, some kinds of disabilities don't allow students to use handwritten text that is an integral part of "traditional" education. Using technical tools intended for human speech recognition and synthesizing, you can avoid the necessity to use paper and pen during the lessons. Such technology would be also helpful for students with disorders that don't allow to process visual information correctly.

The adaptive computing technology allows using digital devices to bypass challenging tasks. Screen reader applications such as JAWS along with specially designed Braille keyboards allow visually challenged students to use the computer.

Augmentative communication systems help students with speech problems to overcome the communication barrier. Such systems use picture charts, books, and specialized computers providing functions of word-prediction for more effective communication.

Before applying for services of a company that develops technologies for special education, consider the following advice:

Pay attention to the cost of a given solution and its potential effect on the learning process.

Prefer a technology that is not difficult to master.

Make sure that the application you're going to choose is reliable and will naturally integrate into the educational process.

Focus on user-friendly and intuitive solutions.

Possibility to implement custom functionality that meets your requirements or customize the existing solution.

From Issue To Solution: Examples Of Web-Based Special Education Solutions

Modern software allows minimizing the effort required for taking a step towards the student with a disability. Web-based solutions help to participate in an education process to the same degree with other students.

Web-Based Service For Distance Learning

Due to some forms of disabilities, students with special needs can face issues associated with moving over long distances. Web-based learning solutions allow providing educational services taking into account the interests of students and educational organizations. The task is to offer students an easy-to-use and intuitive tools for purchasing online courses, scheduling, and tracking the academical progress.

An example of such tool is Devengo, an integrated cloud-based service for online booking and payment:

Using this software, students can order one of the available educational courses online without leaving home. Also, there's the possibility to hire a specialist who has the skills required for teaching students with a particular form of disability.

Lightweight And Intuitive Video Chat For Online Learning

Neat and intuitive web-based chatting applications allow creating online classes that help students with disabilities to communicate with each other and the teacher. Such virtual classrooms allow both learners and teachers from different parts of the world to participate in live classes. Low cost of such an approach to the educational process is one of its main advantages. Students don't have to worry about travel expenses. All that is required is a laptop or tablet with access to the internet.

An example of a solution for all these issues is XB Chat - an intuitive web-based chatting app with the possibility to hold audio/video and text conversations. Chat rooms for up to five users allow reading lectures for small groups of students. In case of need for individual sessions, teacher or student can initiate a new person-to-person chat. Using the screen sharing feature, the teacher can demonstrate presentations to the whole class. The app also allows for recording the lessons. It means that the content remains accessible after being delivered.

Online App For Assessing Individual Academic Performance

Special education software helps students with disabilities to reach their potential. Individualized Education Program (IEP) Software simplifies the work with children that have learning issues caused by brain injuries, developmental delays, or intellectual disabilities. Response to Intervention software provide tools required for assessment of students' knowledge. Such solution helps to monitor the learning progress and visualize it as a set of charts. Also, it allows simplifying the reporting.

Online Staff Performance Management System is an intuitive and easy-to-use performance management tool for educators:

This application provides teachers with better insight into student progress. It allows tracking an educational plan for the student and making changes if needed. Educators can manage individualized education plans better which helps students to reach higher results.

Web-Based Solution For Workflow Automation And Compliance With Standards

Automated workflow and creation of a single database of all students can reduce the amount of paperwork and improve the efficiency of an educational organization. Web-based software for educators helps following the requirements of education laws and regulations with minimum effort:

It provides a bunch of predefined templates for completing forms. Also, the possibility to import and export data was implemented. All documents created with this module can be saved as a PDF file or printed.

Conclusion

The use of technology in special education helps break the barriers for people with disabilities and provide them with access to the most relevant educational programs. Properly designed software and hardware allow students with special needs to get modern education and achieve any required information online.

Technology helps provide students with individual learning events, enables reaching higher flexibility and differentiation in educational methodologies. With modern technology, teachers can adapt to the possibilities of a particular student with minimum effort and choose one of the dozens of available learning tactics designed to meet the needs of individual learners.

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The Use Of Technology In Special Education

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Wondering what's the Use Of Technology In Special Education? Check what you need to know about the Use Of Technology In Special Education.

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If anyone needs help understanding the different categories of Special Education and what they entail, this is a great site. It breaks everything down in a way that is easy to understand.

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Understanding the
13 Categories of Special Education

After an have you ever left your school wondering:

What just happened? What did I sign?

Is my child getting the best possible services?﻿

Am I asking the right questions? Does this plan really meet my child's needs?

I want you to never feel this way again! You can fully understand the IEP process and become the best advocate for your child. I know that no one cares about your child's future the way you do. So, let's get started down this road, TOGETHER.

Special education is a broad term used to by the law (IDEA) to describe specially designed instruction that meets the unique needs of a child who has a disability. These services are provided by the public school system and are free of charge. Services can include instruction in the classroom, at home, in hospitals and institutions. Learning disabilities cover a wide spectrum of disorders ranging from mild to severe. They can include mental, physical, behavioral and emotional disabilities.
﻿

There are 13 categories of special education as defined by the Individuals with Disabilities Education Act (IDEA). In order to qualify for special education, the IEP team must determine that a child has one of the following:

In order for the IEP team to QUALIFY a child for services, the student must be found to have one of the 13 categories of special education and it must adversely affect their educational performance.

WHAT IS THE GOAL of SPECIAL EDUCATION?

Special education makes it possible for your child to achieve academic success in the least restrictive environment despite their disability. The federal law governing the system is called the Individuals with Disabilities Education Act or IDEA. IDEA entitles all children with learning disabilities to a free appropriate education (FAPE). Examples of "appropriate" programs include:

A specific program or class for your child. ﻿﻿﻿﻿﻿﻿﻿﻿﻿﻿

Access to specialists. ﻿﻿﻿﻿

Modifications in the educational program such as curriculum and teaching methods.

There are hundreds of unfamiliar terms and acronyms in the IEP process. When you have time, I encourage you to review the terms and definitions appendix.

HOW DO I GET STARTED?

If your child is struggling in school, having social or behavioral problems, or if you suspect they have one of the 13 categories of special education, you can request an evaluation. Some school districts request that you meet with your school's student study team before conducting an evaluation. If your child does not qualify for services under IDEA, they may qualify for modifications under Section 504 of the American Disabilities Act of 1973.

If you child attends a private school you should read my special section on this in order to understand your rights if your child has a learning disability but attends a non-public school.

You may also be interested in purchasing the easy to read IEP Guide which provides you with all the information located on this web site along with sample request letters, a sample SST and 504 plan and IEP Tips in a workbook format. You can view the Table of Contents to see if it might be valuable to your situation.

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Understanding the 13 Categories of Special Education

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After an have you ever left your school wondering: What just happened? What did I sign? Is my child getting the best possible services?﻿ Am I asking the right questions? Does this plan really meet my child's needs? I want you to never feel this way again!

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Distance Learning has used Zoom so much. I have used it as a teacher and a student. It can be used for Collaboration Teams to meet and decide the best course of action for students.

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Modernize workflows with Zoom's trusted collaboration tools: including video meetings, team chat, VoIP phone, webinars, whiteboard, contact center, and events.

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PBS is great for kids of all types, but they have put together resources for Distance Learning.  It is for student's in Special Education and Regular Education.

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PBS Digital Studios - view the PBS LearningMedia Collection HERE

PBS Digital Studios is a network that connects, inspires, and cultivates the next generation of public media enthusiasts. We create bold, thought-provoking programs that illuminate the world around us. We bridge the gap between new and existing audiences at PBS by meeting people where they are-online and across different streaming platforms.

Crash Course - Welcome to school without the Classroom! Crash Course is part of the PBS Digital Studios network on YouTube.

Deep Look - See the unseen at the very edge of our visible world. Get a new perspective on our place in the universe and meet extraordinary new friends. Explore big scientific mysteries by going incredibly small.

It's Lit - It's Lit! is a series of smart, funny video essays from PBS Digital Studios about our favorite books and why we love to read. Hosted by Lindsay Ellis, the series delves into topics like the evolution of YA, how science fiction mirrors our own anxieties, and why the book is sometimes just a _bit_ better than the movie.

It's OK to Be Smart - This is a show about science. But it's probably not about science the way you're used to it. Hosted by Joe Hanson, author of the science blog, It's Okay to be Smart. Part of the PBS Digital Studios network.

Origin of Everything - Every aspect of our daily reality, whether its the words we use, the pop culture we love, the technology that get us through the day, or even the identities we give ourselves, emerge from thousands of intersecting histories. And on this show, we're going to explore them ALL! . . . Okay, maybe not ALL, but you get the idea.

Eons - Join hosts Hank Green, Kallie Moore, and Blake de Pastino as they take you on a journey through the history of life on Earth. From the dawn of life in the Archaean Eon through the Mesozoic Era - the so-called "Age of Dinosaurs" -- right up to the end of the most recent Ice Age.

The Art Assignment - The Art Assignment is a weekly PBS Digital Studios production hosted by curator Sarah Green. We take you around the U.S. to meet working artists and solicit assignments from them that we can all complete.

Physics Girl - Join host Dianna Cowern as she puts her MIT physics degree to the test. With experiments, demonstrations, and cool new discoveries, Physics Girl sheds new light on the fun, adventurous side of physical science.

Google Virtual Museums

Google Arts & Culture's collection includes the British Museum in London, the Van Gogh Museum in Amsterdam, the Guggenheim in New York City, and literally hundreds of more places where you can gain knowledge about art, history, and science. This collection is especially good for students who are looking for ways to stay on top of their studies while schools are closed.

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At-Home Learning | Louisiana Public Broadcasting

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PBS Digital Studios - view the PBS LearningMedia Collection HERE PBS Digital Studios is a network that connects, inspires, and cultivates the next generation of public media enthusiasts. We create bold, thought-provoking programs that illuminate the world around us.

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This website has hundreds of tools that can be used in and out of the classroom to assist student's with special needs; ranging from physical disabilities to learning disabilities. It is also geared towards students from Kindergarten to Graduation.

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

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

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

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

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

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

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picture exchange communication system cards

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Do2Learn: Educational Resources for Special Needs

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

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This article explains why technology has its benefits in the classroom. From creating more engaging environment to preparing students for the future!!!
Allison Primm

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Top 5 Benefits of Technology in the Classroom

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Technology has transformed life as we know it, and the classroom looks much different than it did 50—or even 10—years ago.

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Here are different ways this school is using technology to help teachers collaborate!!!

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How It's Done

Virtual Collaboration: Share Work Products on a Common Drive

By sharing work products on Google Drive, Wildwood teachers know what their colleagues outside of their collaboration group are doing. They also know how they're doing it. This enables them to replicate and/or get ideas from each other.

Even without meeting in person, they have instant access to work products, like:

Schedule Time for Collaboration

"Teacher collaboration at Wildwood is really intentional," says fourth-grade teacher Karl Wiedegreen. "It's intentional with the common preps we have. We have grade-level meetings. We have opportunities when we want to come in the morning to work together, stay in the afternoon and work together."

Making time for that collaboration is often a burden that falls to the school's leadership. Mary Beth Cunat, Wildwood's principal, plays a large role in scheduling time for teachers. "A principal must do what it takes to remove the obstacle of 'too much to do' and 'not enough time,'" says Cunat.

Leveraging the master schedule to ensure common preparation time between her teachers is one way that Cunat helps make collaboration work for them.

"When we have our preps," says Wiedegreen, "they're aligned to each other so that those grade-level teams can meet and work together on anything that we're doing in our units. We can look together and say, 'OK, what are we working on? What are we doing? Are we in the same area? Are we at the same pace?'"

"When teachers are able to collaborate and have planning time during the day, especially built into the schedule, you have somebody there, a partner that has your back and will be there --because teaching is quite difficult," says fourth-grade teacher Georgia Melidis. "It's very involved. We wear many hats, and you need somebody there that really understands you, and supports you, and is there sometimes to vent to, or to ask to help problem solve."

Cunat works in other ways to support her teachers in making time for collaboration:

She provides a substitute teacher for half days once per quarter to ensure collaborative work.

She provides extra time for peer-to-peer observation.

She offers to create an agenda for teacher preparation once per week.

She encourages her teachers to attend conferences, school site visits, and professional development together.

She invites her teams to share out at school-wide staff meetings.

She encourages all staff to leave their doors open, fostering a transparent, collaborative environment.

"One of the biggest challenges of any school is when people go into their rooms and close their doors," says Cunat. "That's the way teaching used to be, right? So you have to begin making it not OK to close your door."

Create Collaboration Teams

Cunat pairs teachers by their grade, content, and strengths. When she paired Wiedegreen with Melidis, she looked not only at their teaching strengths, but also at how their personalities would complement each other.

"We are very different people," says Melidis about Wiedegreen. "Now when I look back, I see that that really works to our benefit because he is the more social one, and he has the energy of aliveness. I have more of the workability energy where we just work so perfectly as a team."

Once teachers begin experiencing success as a team, they start feeling connected to each other, expanding collaboration outside of their meetings and transforming the school culture.

"New teachers are oriented to it," says Cunat. "And anyone who might prefer not to still has to show up and offer their best thinking -- it is expected and unheard of to do otherwise. Once the teachers convey that, the move from a culture of compliance to a culture of commitment has started."

Use Protocols and Agendas to Resolve Teacher Conflict

Wiedegreen and Melidis weren't looking forward to working with each other at first.

"The truth is that we didn't really like each other," says Wiedegreen.

"We really did not get along," agrees Melidis.

When Cunat's teachers run into issues with colliding personalities, she recommends using protocols and agendas in collaborative meetings to help overcome those challenges.

"Protocols set the expectation that this is about the work, not about the personalities involved," she explains. "Building success through a protocol begins to help others see the value of a colleague's contribution. For instance, an inquiry protocol about a student work sample and the kind of thinking that had to have occurred to make it focused on students, not adult dynamics. This is always a win because teachers walk out of a meeting knowing they have done something right by kids."

Protocols and agendas not only keep the focus on the students' work rather than the teachers' personalities, but they also assure that everyone is on point during their collaboration time. They foster efficient and productive collaboration, and they help collaborators see their colleagues' value.

"We discussed that working together will create an easier experience for us in the long run," says Wiedegreen, "and it has because everything we do, we do together. Two minds are greater than one. I learn from her; she learns from me."

Through building trust, appreciation, and partnership, teachers cease to view their collaboration as a hindrance. Instead, it becomes an essential source of support, and the reflection, planning, and shared practices benefit the students.

"When she put us together, it was hard at first," admits Melidis, "but when we were able to sit down and get to know each other and plan our lessons, we started appreciating each other and our differences. And we really worked on our strengths, put them together. And now, I can't teach without him, it seems like, because we sit down and plan together after school, before school, and any time we have a break during the day."

Co-Plan Your Lessons

A typical planning session between Melidis and Wiedegreen starts with preparing their lesson for the following day by supplementing the materials together, strategizing how they'll teach, and asking each other how they think their kids will respond to the lesson. As collaborative teammates, Melidis and Wiedegreen can bounce ideas off each other and problem solve together.

"When teachers plan, it really positively impacts the students," says Melidis, "and this is because the teachers are prepared, they have problem solved already, and they're reflecting on all their lessons together."

"We've created this type of relationship," Wiedegreen reflects, "where it's OK to come in and say, 'What are you doing on journal prompts? I need to know right now and take it.' Or, 'What are you doing in the afternoon for math? I know that we're working in fractions, but do you have anything that you're going to do besides what's being asked inside the curriculum?' Or, 'Hey, I know we're reading this novel. Are you starting to introduce the characters? Are you having them look at it before we read, or are you looking at it when you're reading?' . . . So when we have a partner to work with and to collaborate with, it makes it so much easier. My job is really easy when I have someone to help me burden the load, help me when I'm in need of support, and be there so I can actually support her, too. It makes our job way easier, and we actually have a great relationship that way."

Getting Started

When first exploring teacher collaboration, Wiedegreen describes how humanizing his colleagues helped the process. His tips for teachers getting their feet wet with teacher collaboration:

Talk to each other.

Get to know your peers.

Understand that your colleagues are human with their own issues and lives.

Share your ideas instead of keeping them to yourself.

"By sharing things that you do really well, it's going to give every school -- every student in that school -- an opportunity to thrive and to learn great things," says Wiedegreen. "So instead of saying, 'Wow, that's really weird, and I would never do that, and your class is crazy,' think and ask them why they do these things, and what are the benefits. Start to realize maybe they're crazy because they're all talking together, they're all learning together, and start to see the great things that we're all doing at the school."

More on Teacher Collaboration

What if your principal doesn't schedule collaborative time?

What if you don't have a principal to create your agenda?

How do you create collaborative teams if you come from a small school with one or two teachers per grade?

How do you create a culture where asking for help is OK?

For more ideas on making teacher collaboration work at your school, visit " Making the Most Out of Teacher Collaboration." Explore and delve into the rich discussion in the comments.

Resources

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By sharing work products on Google Drive, Wildwood teachers know what their colleagues outside of their collaboration group are doing. They also know how they're doing it. This enables them to replicate and/or get ideas from each other.

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PREP: Parental Readiness and Empowerment Program

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PREP: Parental Readiness and Empowerment Program

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This website help parents improve performance, retention, and access to equal educational opportunities.
Allison Primm

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A parent from the PREP Minneapolis workshop at Hennepin County Library shares why PREP is so important for families. A parent from the PREP Minneapolis workshop at Hennepin County Library ...

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A parent from the PREP Minneapolis workshop at Hennepin County Library shares why PREP is so important for families. A parent from the PREP Minneapolis workshop at Hennepin County Library ...

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This article provides readers with fast facts about IEPs. Althoug, short and sweet it helps reader to gain a better understanding of an IEP, it's purpose, who it is used for, and who is involved it its development. It also provides readers with jump links that allow us to gain more in-depth specifics as it relates to IEPs.
Phynecha Richard

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The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

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This organizations works to provide resourses, tools, and promote soulutions for parents, educators, and perople with autism. This website provides us with an understand of what autisim is,  and what it looks like. This site is amazing and provides a magnatiude of benifical resources, websites, article, apps, and more for people with autism.
Phynecha Richard

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3 Ways To Model Collaboration and Partnership in Schools and Classrooms

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3 Ways To Model Collaboration and Partnership in Schools and Classrooms

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This article provides readers with of effective strategies that could be used in building partnerships. This reading provides examples in the classroom, the community, and from a digital stance. These are all awesome ideas that could be implemented in our classrooms! Some may already be in use.
Phynecha Richard

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Future of Learning

Project-Based Learning

SEL & Mindset

There may not be a skill that is getting more attention today than collaboration. We use the word so often that we tend to assume what it means and how it’s realized. It has even been identified as the most important professional skill in the new economy (see Forbes). Because of this new-found importance, a common reason people get fired is their inability to effectively work with others (see Workopolis piece on personality).

Collaboration is a great term, but I actually prefer the word partnering. Collaboration sounds like working with others while partnering sounds like a long-term investment in a relationship that is mutually beneficial to all.

Our work environments are becoming more collaborative each day and are constantly extending to new parts of the world. The days of working in jobs as isolated cubicle inhabitants are rapidly disappearing. Companies can train people on technical skills, but really want people who come prepared to partner.

Human capital is our most precious resource. Collective thinking and working produces better ideas. Better ideas produce more innovation. More innovation produces more leadership, customers, brand approval and ultimately success. Our potential partners are all around us. They are local companies, non-profits, experts, entrepreneurs, advocates and civic leaders. They need us and we need them. It’s mutually beneficial to combine our resources and collaborate for better work.

Partnering also provides all of us with opportunities to continually learn and improve. We all need mentors, especially young people. We meet our mentors and guides through projects and partnerships. We also solve problems through partnering. The more we collaborate, the more likely we are to address the global challenges – i.e. climate, food, employment, health and wellness and so much more. It’s reciprocal. When we partner, we solve problems. When we work to solve problems, we create opportunities for work and learning. If we want educational experiences and lifelong learning to be both experiential and relevant, partnering is the vehicle.

Our challenge as educators is whether we walk the walk. We ask our students to collaborate, or partner, but do we truly do it ourselves? How can educators model true collaboration and partnering to our students? Here are three extended categories focused on just that:

Collegial Collaboration

In terms of modeling, this might be the most important. Our students are witnessing our collaboration, or lack thereof sometimes, each and every day on our campuses and in our classrooms. They are watching and listening to what we say through our collegial interactions. If we publicly bad mouth our administrators, colleagues, parents or students, we are demonstrating that we don’t take the collaboration, or partnering, seriously. After all, our stakeholders and colleagues are our partners in education. We need to show them the respect they deserve as team members. So, we need to show our students that we value the ideas, opinions and contributions of those we work alongside in every way. Here are some ways we can do that:

Teachers could trade classes for an hour, a day or even longer. Gotta start somewhere right?  We can trade with grade level or subject area job-alike to start but then expand from there. We ask students to work with different students all the time. It’s our turn as well.

Co-Teach a lesson, a project or course. Naturally, this could be any lesson in any course with any teachers. This doesn’t have to be reserved for established teams or linked courses. Any two or more teachers could decide to plan and implement a cross-curricular learning experience for their collective students.

Teach Collaboration.  If this is the most desired skill, then we need to explicitly teach it. We need to teach and model for our students how effective teams work and how our collective work can improve through teaming. We can assess it, score it and give feedback on it using collaboration rubrics (see Buck Institute Sample Collaboration Rubric). Don’t just say we’re doing a group or team project, but rather work on designing effective teams based on skills and interests. Then also create reflective opportunities for students to get feedback from large groups of diverse students.

Organize schoolwide projects and challenges. Designing discrete opportunities with a real, public product can clearly demonstrate the power of partnering between students, staff and community. For example, New Tech High School Napa Principal Riley Johnson kicks off each school year in order to get students and staff collaborating immediately.

Give students chances to reflect. One of the best ways to engrain social-emotional skills like collaboration is through consistent and focused reflection. Point out to students WHY you’re trading classrooms for the day or co-teaching. Give them a chance to discuss what went well and what didn’t, or ask them to write personal reflections on what they think you, as a teacher, did or didn’t do well.

Community Collaboration

Most graduate profiles these days place value on students being connected with their communities in order to produce active citizens who are engaged in their neighborhoods and local needs. We also like the idea of the impact of service and volunteer education where students learn and experience empathy for others. And, as we look more towards our students being engaged in real-world challenges and relevant academic work, we know that our local communities are rich with potential projects. Here are just a few ideas to consider when trying to model community partner building:

Stakeholder Roles: Do we invite community members to serve on committees, boards and school initiatives? We should. At my last high school (Minarets High School), every teacher hired was interviewed by students, parents and community members. Let’s make sure all of our decision-making bodies have bodies outside of education.

Advisory Boards 2.0: Career and Technical Education (CTE) has long required teachers and programs to have Professional Industry Partners. But this practice could be replicated through all classrooms. Our communities are ripe with experts, professionals, practitioners and leaders in all fields and disciplines, and many are eager to pass on their knowledge or develop talent pipelines. With a little effort, we can make them a regular part of our programs. They will make us better and be our students’ mentor networks as well.

Service Learning: Almost every community has dozens, if not hundreds, of non-profit organizations ready and waiting for invites from educators to partner with students. Through service learning, students can do real work (writing, speaking, researching, designing, and management) while gaining valuable lifelong partners and mentors (see Senior Legacy Experiences or C.A.S. programs). Think about the student response to the recent school shooting in Florida–they are changing the game. That’s what students can do when engaged and empowered in real work. Don’t know where to start? Check out these resources: Real World Scholars, Do Something.Org, Generation On, WE, Community Toolbox and Sign Up Genius.

Digital Collaboration

The majority of our future collaboration will be digital. Indeed, many of our students will work with people all over the world that they may never meet. Google has already revolutionized how many of our teachers and students are working on a daily basis. Here are some thoughts on how we can model digital partnerships to our students:

Personal/Professional Learning Network (PLN): Educators who are on Twitter and other social media focused on connecting and collaborating with other educators understand the value of developing their PLNs but if you’re not, you should know that PLNs are a great avenue to develop your practice. They are also a great place to share work, follow hashtags and collaborate with other educators. But more importantly than simply developing a PLN, we can show our students how it works. Educators need to share this form of collaboration with their students. Our students are entering a global and digital economy that will demand they know how to devise and maximize their various professional and personal learning networks.

Social Media: Speaking of social media (an often taboo term with far too many educators), let’s reverse that type of thinking. Our students desperately need to be shown that they can (and need to be taught how to) use these tools to learn, better the world and ultimately partner with others. Too many schools and educators are still viewing social media as a disruptive evil versus the new literacy that it is. Connect with students on social media? I say yes. Show them how to be appropriate, professional and responsible. I know many educators that are effectively using social media to get and give feedback, advance work and understand student voice. If we are afraid of this, we need to get over it.

Writing the Right: Our students are expected to write, and rightly so. They are also expected to digitally publish and share their work (although many classrooms are, unfortunately, not quite there yet). This is another great opportunity to model 21st-century skills. As a teacher, it’s worth looking for ways to show students that sharing their writing can inspire others, and help in the practice of reflective thinking and getting feedback from others. You can even write collaboratively with a colleague on a blog, a feature story or a book. Great resources for educators to start blogging are WordPress, Blogger, and Weebly.

As educators, let’s commit to walking the walk and carrying a large collaboration (partnering) stick. We all have the tools, and we need to be the mentors, leaders and partners our students deserve when it comes to learning what collaboration looks like, and how valuable it can be.

For more, see:

Collaboration: Key to Successful Teams and Projects

Balancing Choice, Collaboration and Community

Teaching Collaboration Through Preparation and Project-Based Learning

Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures, please see our Partner page.

Michael Niehoff

Michael Niehoff is a Getting Smart Columnist. He is a teacher, leader, blogger, and student advocate.

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Epic reading is a great distance learning tool that I have used with my own students. Teachers can set up an epic reading account for their class, providing each student with an account. When studnets access the account they are provided with unlimited access to thousands of books (audio, picture, chapter, etc.). Teachers are able to assign readings to students and follow up questions about the book. This website also allows teacher to monitor the books and reading time of the students.
Phynecha Richard

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This website is created by Debroah Stewart. She provides preschool teacher with fun, interactive, and englaging activities that make learning fun. She also provides readers with tools and resources that helps teachers with classroom management, planning, and  minimizing stress.
Phynecha Richard

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Every email I'll send your way is written to inspire, encourage, inform, and equip you. Sign up for my weekly Teach Preschool newsletter by filling out the quick from below.

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Organization Helping Blind Children and Their Families

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Organization Helping Blind Children and Their Families

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This is an excellent website to help families know about there rights, education and general information.
Allison Primm

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Non-Drug Interventions for Treating Attention Deficit Hyperactivity Disorder (ADHD)

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Non-Drug Interventions for Treating Attention Deficit Hyperactivity Disorder (ADHD)

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This website discusses how being consistency aids in creating structure and decreasing behavioral problems for students with ADHD. Also, it explains how rewards should be granted for rules being followed.
Carrie Williams

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SOURCES:

Searight, R. American Family Physician, Nov. 1, 2000.

FamilyDoctor.org: "Attention-Deficit Hyperactivity Disorder (ADHD): Treatment."

CDC: "Attention Deficit/Hyperactivity Disorder (ADHD): Treatment."

National Resource Center on ADHD: "Parenting a Child with ADHD (WWK2)."

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SOURCES: Searight, R. American Family Physician, Nov. 1, 2000. FamilyDoctor.org: "Attention-Deficit Hyperactivity Disorder (ADHD): Treatment." CDC: "Attention Deficit/Hyperactivity Disorder (ADHD): Treatment." National Resource Center on ADHD: "Parenting a Child with ADHD (WWK2)."

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A quick and easy way to keep up with notes, data, and assessments!!!
Allison Primm

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Quick and Easy Notes: Practical Strategies for Busy Teachers

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With so many required assessments, it’s understandable why the word itself may bring up negative feelings for teachers. But understanding the different types of assessment and how you can use them to support your reflection and planning is important.

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4 Examples Of Technology In The Special Education Classroom

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4 Examples Of Technology In The Special Education Classroom

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This website gives examples of 4 different types of technology that benefits students with special needs. It explains how technology aids teachers and makes learning easier to meet the individual needs of each student.
Carrie Williams

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Image attribution flickr user Vancouver Film School.

4 Examples Of Technology In The Special Education Classroom
contributed by University of West Alabama Online
This is sponsored content. Sponsored or not, we never publish any content we don't feel meaningfully contributes to innovation and growth in your teaching. You can read more about our sponsored content policy here.
Every student can benefit from a personalized approach to their education but this is especially true for students who require special education services. Technology is making it easier for teachers to deliver an education that works with each student's unique needs, whether those are due to learning differences, neurodivergence or lapses in education.

Students with health impairments and mental-health issues increased by around 50 percent over the past decade. That number includes students with attention deficit hyperactivity disorder, epilepsy, mobility impairments or mental-health issues such as bipolar disorder. The Individuals with Disabilities Education Act governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and teens with disabilities.

"What we're seeing is that about half of that population are kids with pretty severe disabilities, major behavior issues, medical issues; they're probably some of the most complicated issues that school divisions face," said John Eisenberg, the assistant superintendent of special education and student services at the Virginia Department of Education and former president of the National Association of State Directors of Special Education. "The costs associated with educating kids with disabilities has significantly increased."

Differentiated learning techniques, which often allows for a student with special needs to remain in a mainstream classroom, can help reduce the costs associated with special education. Techniques for differentiated learning in the past have included specialized classrooms and extracurricular tutoring, but advancements in technology have made education for students with special needs more accessible and less expensive over time. The least expensive iPad was $499 when they were first released in 2010. Now, faster models with more functions and better displays are priced around $300.

Being able to teach students with special needs in conjunction with their classmates has more than just monetary advantages. According to the International Society for Technology in Education (ISTE), integrating students with disabilities into mainstream classes with the use of technology for special education teachers typically has positive outcomes for the students. It reported, "[Technology in classrooms allows] students with special needs to learn without a special curriculum. They can consume - and learn - the same materials as their peers, which helps prepare them for the same assessments.

"Additionally, being on the same timeline and curriculum as their peers can help ensure that students with special needs develop positive self-esteem and the skills they need to succeed after graduation," the ISTE continued. An Irish study of students with Down Syndrome confirmed what the ISTE reported. The study found those students who were included in mainstream classes had a "distinct advantage" over those who were not. "The research is there to show that children with Down Syndrome in a mainstream class bring a level of calmness to the class and school. Society benefits as well as the child," the results found.

Technology And Special Education

Text-To-Speech Programs

Many web browsers have text-to-speech capabilities, which is helpful not only for those who are blind or have low vision, but also for a variety of other learners. Students who struggle with decoding, prefer to listen to audio or have learning disabilities like dyslexia benefit from lessons being read aloud. Using the same programs, some nonverbal students can use text-to-speech to communicate. Popular programs include Speak It!, which reads inputted text, and BookShare, an extensive selection of audio books.

Dictation Programs

Dictating programs transcribe speech, which in the context of education, can be either the teacher's or the student's. These programs help students with motor skill impairments that prevent the use of a typewriter or pen. Completing assignments becomes possible tasks for students, as well as taking notes, but teachers can use the program to transcribe the lesson as an alternative. Dictation programs include Dragon NaturallySpeaking and WordQ.

Interactive Boards And Touchscreens

Adaptive apps paired with tablets can help students communicate and learn. They're as portable as a laptop but lighter and less expensive than most models. The ISTE blog explained how a tablet helped a nonverbal third-grade student finally attend classes with other third-graders.

Using an augmentative communication system on a tablet, she was able to create sentences, something she had never done before. There is a wide variety of both Apple and Android tablets on the market, and costs vary with features and size. SMART Technologies pioneered the interactive wall-board more than 25 years ago and remains one of the market leaders.

Virtual Learning

Classrooms are no longer restrained to schools; classrooms are anywhere there is an internet connection. Students with disabilities that cause them to miss school don't need to fall behind on their schoolwork. Whether it's as simple as using Skype to call into their class or using dedicated software created for distance learning, students learning from home or a hospital can stay on track.

Education Requirements And Career Outlook

Nationally, the outlook for special education teachers is good. The BLS predicts a national increase of eight percent in special education employment by 2026. The 2017 median pay for special education teachers was $58,980. Requirements for the job vary by state.

The Alabama Department of Education's Office of Teaching and Leading provides information about the requirements for working as a special educator in Alabama. The ALSDE requires teachers to have completed a bachelor's degree and a teacher preparation program, which can be done concurrently at select institutions. All degrees and certificates earned must be from accredited institutions. Some subspecialties in special education, such as ones that provide physical therapy in addition to education, require additional training and certification.

Starting Or Continuing Your Education Career

Learn more about the advantages classrooms gain when they combine technology and special education. The fully online teaching degree from the University of West Alabama will help you develop the skills and knowledge needed to change your teaching focus or to start working in this in-demand teaching specialty.

With our program, you'll learn the latest in technology for special education teachers while studying in a convenient and flexible online format. Degrees offered online include M.A. Teaching, M.Ed. High School Education, M.Ed. Physical Education and M.Ed. Special Education, among others.

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4 Examples Of Technology In The Special Education Classroom -

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4 Examples Of Technology In The Special Education Classroom contributed by University of West Alabama Online This is sponsored content. Sponsored or not, we never publish any content we don't feel meaningfully contributes to innovation and growth in your teaching. You can read more about our sponsored content policy here.

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Intervention central is the holy grail of classroom interventions in one spot. Their resources are free for teachers to use and range from behavior management to academic support.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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The International Dyslexia Association strives to provide support for all people living with dyslexia as well as the educators of these students. The website provides resources not only for educators as well as students and their families.

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Five Ways to Collaborate With Families of Students with Disabilities

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Five Ways to Collaborate With Families of Students with Disabilities

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This website explains five ways teachers and families of students with disabilities can create partnerships resulting student achievement increase through invovement.
Carrie Williams

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Five Ways to Collaborate With Families of Students with Disabilities

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Five Ways to Collaborate With Families of Students with Disabilities From the Marshall Memo #435
“Families’ involvement in their children’s education stands o…

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This website has many resources for special education as well as general educations. It's mainly centered around reading and spelling, but it has many free resources as well as blog posts and book reviews that could be helpful for a general education teacher.

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When your child is a struggling learner, it can be scary.

My son struggled with reading and spelling, so I know firsthand what that fear feels like.

You feel responsible for making sure your child grows up being able to read and spell proficiently, because you know that your child's future options will be limited without those essential skills.

You don't want to see your struggling learner blocked from reaching his full personal potential, and you would do almost anything to help him overcome his struggles.

What Is a Struggling Learner?

A struggling learner has to work harder than others around him in order to accomplish the same task or learn the same thing. The child may be a year or more behind grade level in one area or in all subjects.

There are many possible reasons for the child's struggles. He may have physical disabilities that affect sight, hearing, mobility, or coordination. Or he may have learning differences such as dyslexia, dysgraphia, or auditory processing disorder. Interestingly, a struggling learner may be gifted in some areas, such as a child who is amazing with math but does not read.

One very common reason for learning struggles is that the child has not yet been taught in a way that works for him. For example, he may need the structure and logic of a phonetic approach to reading, but he is being taught with a whole language approach.

10 Tips for Teaching a Struggling Learner

There are very specific teaching methods that you can use to help your struggling learner succeed. One of the most important things you will want to do is to use curriculum and teaching strategies that can be customized to meet his needs.

Even if other methods have failed to work for your child, the ten tips that follow will help you reach your struggling learner.

1. Teach Through Direct Instruction

Direct instruction is a proven method in which the child is taught exactly what he needs to learn. With direct instruction, the information is presented very clearly through well-tested materials that rule out the possibility of misinterpretation and confusion. And your child is shown exactly how to apply the information, too. The explicit teaching of language rules and patterns means that your child doesn't have to guess or struggle to figure out how to read or spell a difficult word.

2. Choose an Incremental Approach to Lessons

Incremental means that lessons start with the most basic skills and gradually build up to more advanced skills. Each lesson builds upon previously mastered material, and gradually increases in difficulty.

Incremental instruction provides a " no gaps approach " that allows your child to learn one new piece of knowledge at a time in a well-thought out, logical sequence. With this approach, kids can successfully climb to the top of the learning ladder-step by step by step-and reap the rewards of mastery in reading and spelling without all the struggles along the way.

3. Understand the Importance of Multisensory Instruction

Multisensory learning happens when sight, sound, and touch are used to learn new information. Children learn best when they can use all their senses. When children can see a concept as it is explained, hear about it, and then do it with hands-on activities, it is easier for them to learn and retain the new information.

In a multisensory spelling lesson, for example, your child can see a new word spelled out with letter tiles, hear and see a demonstration of a related spelling rule, try out the spelling rule for himself by manipulating the letter tiles, and say each sound of the new word as he writes it out on paper. This combination of activities uses multiple pathways to the brain.

4. Give Your Child an Advantage by Teaching the 72 Basic Phonograms

Kids who struggle with reading and spelling often have a misconception: they think that the key to reading and spelling success is memorizing strings of letters. But the fact is that it's very difficult for children to memorize words this way. They often just get frustrated and give up.

There's a better way. Teaching phonograms helps kids see spelling as a doable task. A phonogram is a letter or letter combination that represents a sound. For example, CK is a phonogram that says /k/ as in clock; OY is a phonogram that says /oi/ as in oyster.

Each sound in a word can be represented by a phonogram. If your child learns the phonograms and which sounds they represent, reading or spelling the word will become so much easier. If he knows that the sound of /j/ at the end of a short-vowel word is spelled with DGE, the word bridge becomes simple to read and spell.

5. Teach Just One New Concept at a Time

When you dump too much information into your child's mental " funnel," your child's memory can only attend to a certain amount of the new information. Teaching one concept at a time respects the limitations of your child's short-term memory, and allows concepts and skills to be more easily stored in the long-term memory. And that means significant amounts of meaningful learning can occur.

6. Teach Reliable Rules

Children are really helped by knowing a few reliable spelling rules. For example, knowing the rules about doubling consonants at the end of words can help them spell words like floss, sniff, and fill. When your child learns trustworthy spelling rules-like the Floss Rule -he'll have some guidelines to help him make the right letter choices.

7. Teach Reading and Spelling Separately

On the surface it may seem to make sense to teach reading and spelling together. But in reality, although they are similar, reading and spelling require different teaching techniques and a different schedule. Reading is easier than spelling, and teaching these subjects separately is much more effective for most kids. Separating these subjects allows kids to progress as quickly as possible through reading while taking as much time as needed in order to become an effective speller.

8. Make Review a Priority

Consistent review is the key to getting spelling facts and spelling words to "stick." Teaching something once or twice does not mean your child has actually mastered it. Mastery takes time-and practice.

Review doesn't have to be boring, either. Have your child practice spelling concepts with letter tiles and flashcards and through dictation. Use a variety of techniques to ensure that your child retains what you are teaching.

9. Keep Lessons Short but Frequent

Short, frequent lessons are much better than longer, sporadic lessons. In a short lesson, your child's attention is less likely to wander, and you'll find that you can actually accomplish more. Keep the lessons upbeat and fast-paced, and use teaching tools and activities that engage the child's interests.

Start with 15-20 minutes per day, five days a week. You can adjust the length of the lessons up or down according to your individual child's attention span and specific needs. (Here are guidelines for lesson length for teaching reading and teaching spelling.)

10. And Finally, Recognize the Power of Encouraging Words

In the ups and downs of the daily grind, we sometimes get so focused on teaching and "improving" our kids that we forget to encourage them. The first nine tips are all built into the All About Reading and All About Spelling programs, but putting the power of encouraging words to work in your homeschool is all up to you!

For many people, using encouraging words doesn't always come naturally, so we created a way to help moms and dads remember how important it is. Be sure to visit our blog post on 7 Ways to Be the Teacher Your Child Needs and download the free poster as a reminder.

Teaching a struggling learner can be difficult, but the tips above can help make it a lot easier-and I know that from experience. Just take it one day at a time. Before you know it, your struggling learner will be doing things in life that you never dreamed were possible!

Is your child struggling in reading or spelling? We're here to help! Post in the comments below, give us a call (715-477-1976), or send us an email (support@allaboutlearningpress.com).

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10 Tips for Reaching Your Struggling Learner

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When your child is a struggling learner, it can be scary. My son struggled with reading and spelling, so I know firsthand what that fear feels like. You feel responsible for making sure your child grows up being able to read and spell proficiently, because you know that your child's future options will be limited without those essential skills.

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What is an IEP? Learn the ins and outs of an Individualized Education Program (IEP).

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What is an IEP? Learn the ins and outs of an Individualized Education Program (IEP).

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This website explains what an IEP is and the purpose of the IEP. It describes who is a part of the IEP team and describes the goals. The website also serves as a guide to what to expect in an IEP meeting.
Carrie Williams

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You asked to have your child evaluated for special education services. Now it's time for the IEP meeting, but you're not sure what to expect. What's in an IEP? How can you prepare for the meeting?

What is an IEP?

The IEP, Individualized Education Program, is a written document that's developed for each public school child who is eligible for special education. The IEP is created through a team effort and reviewed at least once a year.

Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she's a child with a disability and (2) she requires special education and related services to benefit from the general education program.

The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn't specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state.

IEP team members

The members of the multidisciplinary team who write your child's IEP include:

You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education

General education teacher(s) who can share information about classroom expectations and your child's performance

A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations

An individual who can interpret the results of your child's evaluation and use results to help plan an appropriate instructional program

A representative of the school system who knows about special education services and has the authority to commit resources

Individuals with knowledge or special expertise about your child that are invited by you and/or the school district

Representatives from transition services agencies, when such services are being discussed

Your child, when appropriate, and whenever transition is discussed

Contents of the IEP

The IEP is a document that is designed to meet your child's unique educational needs. It's not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child.
At the least, the IEP must contain these pieces of information:

Present levels of educational performance

Information about your child's strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as language development, behavior, or social skills, should be discussed, as well.

Goals

The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level.

The requirement for objectives and benchmarks - with which to measure progress toward goals - was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child's IEP must include "a description of how the child's progress toward the annual goals ... will be measured and when periodic reports on the progress the child is making toward annual goals will be provided" - for example, at the same time report cards are issued for all students.

This chart from Understood.org, a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child's IEP goals are "SMART."

Special education and related services

Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way - to the maximum extent appropriate for both - to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they'll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP:

The extent, if any, to which your child will not participate with nondisabled kids in the regular class and other school activities

When services will begin, where and how often they'll be provided, and how long they'll last

Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16)

These special factors will be considered and addressed in the IEP, depending on your child's needs:

Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others

Language needs as related to the IEP if he has limited mastery, or proficiency, in English

Communication needs

Assistive technology devices or services required in order to receive FAPE

Necessary accommodations in the general education classroom

To see what an IEP looks like, visit Understood.org .

Your role at the meeting

Parents often feel overwhelmed when they attend an IEP meeting because so many people are there. The time goes by quickly, and you may feel rushed. Education jargon can be hard to understand, yet you're supposed to be a full participant in the meeting. Here are some ideas that may help to reduce your anxiety, increase your participation, and facilitate the process.

Communicate regularly with school staff so that you'll have an idea of what the teachers may say at the meeting.

Prepare your thoughts before the meeting by writing down the important points you want to make about your child. If you'd like, ask to have your information included in your child's IEP.

Take someone with you to serve as your support system. If a spouse or family member can't attend, ask a trusted friend to go with you. If you decide to bring a friend or advocate, you should inform the school so they are aware of whom you're bringing. Be prepared for them to question who the person is and why you have decided to include them in the meeting. The school should tell you if they have a specific policy on other attendees at the IEP meeting.

Ask questions if you don't understand the terms being used. If necessary, arrange to meet with individuals after the meeting to review their statements or reports.

Try to stay focused and positive. If anyone becomes frustrated or angry, ask to have the meeting continued at another date. It's hard to develop an IEP when emotions have taken over the process.

Remember that you can sign to show you participated in the meeting, but you don't have to agree to the goals or services at the meeting. You can take the IEP home to review, get input, and return later.

What happens next

Written parent permission is necessary before the IEP can go into effect. If you agree with only parts of the IEP, let the school know so services can begin for your child. Once you sign the first IEP, you have granted your permission for the school to provide ongoing special education services for your child.

Although you may change your mind after signing the IEP and withdraw your permission, you should be aware that this action may have legal implications. (Consult with an advocate before taking this action.) Write a letter to the school that tells why you've changed your mind and which parts of the IEP you disagree with. Most likely, the school will want to hold another IEP meeting to discuss your concerns.

The IEP is reviewed at least once a year. However, if you or the teacher believe that your child isn't learning or making progress or has achieved the goals sooner than expected, a meeting may be scheduled to revise the IEP. If you feel that an IEP review meeting is needed, put your request in writing and send it to the school and/or district administrator.

Work collaboratively with the staff responsible for your child's IEP. Ask what you can do to reinforce skills at home.

Visit Understood.org for a collection of resources on how to make sure your child's IEP is working .

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You asked to have your child evaluated for special education services. Now it's time for the IEP meeting, but you're not sure what to expect. What's in an IEP? How can you prepare for the meeting? The IEP, Individualized Education Program, is a written document that's developed for each public school child who is eligible for special education.

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This website provides resources that will help kids realize and appreciate their own abilities as they try to accomplish their own idividualized goals by focusing on what they can do instead of what they can't do.
Carrie Williams

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The Can Do! page just for kids!!

T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams.

Click on the icons below to try them out yourself!

Who are Can Do! Kids?

C an Do! Kids are kids who focus on what they can do instead of what they can't. Can Do! Kids use their abilities in whatever way is best for them in order to do the things they want... whether it's reading a book, drawing a picture, being a friend, playing a sport, or reaching a goal or dream. The cool thing is, EVERY kid can be a Can Do! Kid!

Even if some things are hard to do,
most people have abilities...
we each have our own "constellation" of abilities.

Take a cyber side-trip by
following this star to learn more about your
constellation of abilities.

*

Can Do! web pages Copyright &copy 1997-2013, Maribeth Bush. All rights reserved.

Artwork by Peter H. Reynolds, Copyright &copy 1997-2013, Peter H. Reynolds. All rights reserved.

# data[].attributes.attachment_link.description
The Can Do! page just for kids!! T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams. Click on the icons below to try them out yourself!

# data[].attributes.body
This website provides resources that will help kids realize and appreciate their own abilities as they try to accomplish their own idividualized goals by focusing on what they can do instead of what they can't do.
Carrie Williams

# data[].attributes.attachment_link.readable_text
The Can Do! page just for kids!!

T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams.

Click on the icons below to try them out yourself!

Who are Can Do! Kids?

C an Do! Kids are kids who focus on what they can do instead of what they can't. Can Do! Kids use their abilities in whatever way is best for them in order to do the things they want... whether it's reading a book, drawing a picture, being a friend, playing a sport, or reaching a goal or dream. The cool thing is, EVERY kid can be a Can Do! Kid!

Even if some things are hard to do,
most people have abilities...
we each have our own "constellation" of abilities.

Take a cyber side-trip by
following this star to learn more about your
constellation of abilities.

*

Can Do! web pages Copyright &copy 1997-2013, Maribeth Bush. All rights reserved.

Artwork by Peter H. Reynolds, Copyright &copy 1997-2013, Peter H. Reynolds. All rights reserved.

# data[].attributes.attachment_link.description
The Can Do! page just for kids!! T he Can Do! Kids page has fun online activities for kids to try out, and interesting can do stories and resources that will help kids realize and appreciate their abilities as they try to accomplish their goals and reach their dreams. Click on the icons below to try them out yourself!

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Pros and Cons of Technology in the classroom

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Pros and Cons of Technology in the classroom

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This website discusses the pros and cons of using technology in the classroom.  While this website seems to be an advocate for the use of technology, it also details some of the draw backs.
Amy Matherne

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Collaboration of students in the classroom

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Collaboration of students in the classroom

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This website describes ways for students to collaborate with one another in the classroom.  We sometimes only think about teachers collaborating with each other, but it can be fun and helpful for students to also collaborate.
Amy Matherne

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The days of students silently working independently from textbooks at desks neatly arranged into perfect rows are long gone! In today's classroom, you're more likely to see students standing or sitting together around tables or huddling on the rug, gesturing and talking excitedly, drawing diagrams on tablets, sketching ideas on whiteboards, or gathered around computers.

Collaborative learning is a 21st-century skill that is at the top of most districts' curricula. When students work collaboratively, they become involved in a process that promotes cooperation and builds community. New ideas are generated as students give one another feedback. Collaboration creates a culture that values every student's strengths and an environment that believes that everyone can learn from one another.

Here are eight activities and tools to foster an environment of collaboration in your classroom.

1. Play games!

Collaboration doesn't necessarily come naturally to students. It is something that requires direct instruction and frequent practice. One of the best ways to train your students to work collaboratively is through game playing. Cooperative classroom games help students become critical thinkers, learn to work with one another and establish a positive classroom environment. The best part? Kids have fun while developing these skills! Check out these ideas from TeachHub and TeachThought.

Source
2. Give everyone their moment in the spotlight!

Put your students' affinity for selfies to good use with Flipgrid, a simple yet powerful tech tool that allows students to express themselves creatively and amplify their voices.

Teachers create grids with topics of discussion and students respond with recorded videos to talk about, reflect, and share via webcam, tablet, or mobile device. Talk about active, engaged learning!

Read this article to learn more about how the six C's of 21st-century learning are an intrinsic element of the Flipgrid experience.

3. Save the last word!

Tap into your students' visual skills with a fun strategy called Save the Last Word for Me.

How to do it: Prepare a collection of posters, paintings and photographs from the time period you are studying and then ask students to select three images that stand out to them. On the back of an index card, students explain why they selected this image and what they think it represents or why it is important.

Divide the students into groups of three, labeling one student "1," one "2" and the other "3." Invite the 1s to show one of their chosen images and listen as students 2 and 3 discuss the picture. What do they think it means? Why do they think this image might be important? To whom? After several minutes, the 1 students read the back of their card (explaining why they picked the image), thus having "the last word." The process continues with student 2 sharing and then student 3.

4. Create a safe space for discussion.

Edmodo is a multi-platform, kid-safe platform that is perfect for active learning. Kids can share content, have a dialogue (in or out of the classroom), and even get parents involved! Tools like Learning Communities and Discussions have made Edmodo one of the most popular free education tools on the Web.

5. Zoom in on the details!

Zoom is a storytelling game that is a classic classroom cooperative activity. It gets kids' creative juices flowing and allows them to not only tap into their own imaginations but create an original story together.

How to do it: Form students into a circle and give each a unique picture of a person, place or thing (or whatever you choose that goes along with your curriculum). The first student begins a story that incorporates whatever happens to be on their assigned photo. The next student continues the story, incorporating their photo, and so on. (Younger kids may need some coaching around appropriate language, topics and so on.)

6. Try Brainwriting!

Brainstorming is a common element of collaborative learning. But sometimes a brainstorming session only results in the easiest, loudest, most popular ideas being heard, and higher-level ideas never really get generated.

The general principle of Brainwriting is that idea generation should exist separate from discussion-students write first, talk second. When a question is introduced, students first brainstorm on their own and write down their ideas on sticky notes. Everyone's ideas get posted on a wall, with no names attached.

The group then has a chance to read, think about and discuss all of the ideas generated. This technique provides a level playing field for the best ideas to surface as students combine, tweak and come up with original, higher-level solutions.

7. Dive into a Fishbowl!

Fishbowl is a teaching strategy that lets students practice being both speaker and listener in a discussion. The steps are simple. Form two circles with student desks, one inside the other. The conversation begins as kids on the inside circle of the Fishbowl respond to a teacher-provided prompt. The first group of students asks questions, expresses opinions and shares information, while the second group of students, on the outside of the circle, listens carefully to the ideas presented and observes the process. Then the roles reverse.

This strategy is especially helpful for modeling and reflecting on what a "good discussion" looks like, for making sure that no one is left out of the conversation, and for providing a structure for discussing controversial or difficult topics.

Check out this link from Facing History and Ourselves for a step-by-step explanation and watch these middle schoolers demonstrate a Fishbowl on YouTube.

8. Give every student a voice.

We've all witnessed the group activity where the students with the strongest verbal skills or personalities end up taking over the conversation, crowding the rest of the students out. Teaching your students how to have meaningful conversations by introducing the rules of collaborative conversation and giving them specific language to articulate their ideas is a valuable investment.

These sentence stems from TeachThought are just the ticket for providing the scaffolding necessary so that all students can receive the level of support they need in order to be communicate successfully.

What are your best strategies for encouraging collaboration? Tell us in the comments.

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8 Fun Ways to Help Your Students Collaborate in the Classroom

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Here are eight great games, activities and tech tools to help your students learn to collaborate in the classroom. Build your student community!

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This website has a step by step guide to what happens during an IEP.  This would be a great guide for parents understanding the IEP process for the first time.
Amy Matherne

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You've learned the basics of what an IEP is, and how it can help your child. But how do you request an IEP and get your child's special education program started?

The more you know about how to get an IEP and how it's put into place, the more active a role you can take in the process. This guide can lead you to the information, advice, and insight you need for this step in the journey.

Getting the IEP Process Started

Determining IEP Eligibility

Once your child has been evaluated and testing results are in, the school has to determine if your child is eligible for an IEP. To do this, they have to answer two questions:

Weighing Options If Your Child Isn't Eligible for an IEP

One thing you can do is request a 504 plan for your child. Like an IEP, this plan would provide accommodations or other supports that give your child access to learning.

You can also look into getting an independent educational evaluation (IEE). This kind of evaluation is done by professionals outside of the school. Learn more about IEEs.

There are also measures you can take to dispute the school's findings. These include mediation and something called a due process complaint. That's typically a last resort to resolving a dispute, however.

Preparing for What's Next

If the school finds your child eligible for an IEP, there's nothing you need to do to get the IEP ball rolling. That will happen automatically and quickly-within 30 days. But you'll be part of the IEP team creating and overseeing your child's IEP. Under IDEA, you have the right to participate in every step of the IEP process.

Here are the next steps in the IEP journey:

About the Author

About the Author

The Understood Team&nbsp

is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Melody Musgrove, EdD&nbsp

served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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You've learned the basics of what an IEP is, and how it can help your child. But how do you request an IEP and get your child's special education program started? The more you know about how to get an IEP and how it's put into place, the more active a role you can take in the process.

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This website offers a digital library for school children of all ages.  Books are even broken down into grade levels.
Amy Matherne

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Your Wellness Matters to Us

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Embed instant resource access into your library's website with any of these buttons.Contact Abdo Digital Service Team if you have questions about adding access to your website.
World Health Organization (WHO)Centers for Disease Control and Prevention (CDC) Coronavirus Information

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To help stop the spread of COVID-19, schools and libraries are closing across the country. ABDO wants to ensure that readers everywhere continue to have the opportunity to learn and grow during this unprecedented event.Our digital products are available for free now through June 2020.

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This website has information for public schools for help with research and tools with assisting special education students.
Amy Matherne

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Research

In this report, Education Sector, independent think tank, describes Florida's special education voucher program as "seriously flawed." More"
In this report, Education Sector, independent think tank, describes Florida's special education voucher program as "seriously flawed."
The U.S. Government Accountability Office (GAO) issued a report on "Additional Assistance and Better Coordination Needed among Education Offices to Help States Meet the NCLBA Teacher Requirements."
The U.S. Government Accountability Office (GAO) issued a report on "Additional Assistance and Better Coordination Needed among Education Offices to Help States Meet the NCLBA Teacher Requirements."
Several national studies funded by the Office of Special Education Programs (OSEP) are available on U.S. Department of Education's website.
Several national studies funded by the Office of Special Education Programs (OSEP) are available on U.S. Department of Education's website.
The National Center on Educational Outcomes offers an online accommodations bibliography that allows viewers to search a collection of empirical research studies on the effects of various testing accommodations for students with disabilities.
The National Center on Educational Outcomes offers an that allows viewers to search a collection of empirical research studies on the effects of various testing accommodations for students with disabilities.

Tools

Guides

Truth in Labeling: Disproportionality in Special Education
This guide provides educators with basic information about disproportionality -- what it is, what causes it, and what the implications are for students, schools, and the community. More"

Teaching Students with Autism
"Teaching Students with Autism"provides a brief summary of how K-12 educators might think differently about students with autism, capitalize on their strengths, provide supports to address their challenges, and facilitate positive social relationships among students with and without autism.. More"

Twice Exceptional Dilemma
The "Twice-Exceptional Dilemma" outlines proper identification, delineates the roles and responsibilities of school districts and educators, and suggests accommodations and resources for addressing the needs of these unique students. The "Twice-Exceptional Dilemma" is available for purchase through the NEA Professional Library. Or you may download and print your own copy of the "Twice-Exceptional Dilemma" ( , PDF, 906KB, 36 pps.) at any time.

IDEA and NCLB: Intersection of Access and Outcomes
The National Education Association and the National Association of State Directors of Special Education joined together to produce this manual to provide guidance to states and local school district leaders who will be responsible for the implementation of both laws.More"

Understanding the Path to Being a "Highly Qualified" Special Education Teacher

After the IDEA Improvement Act of 2004 many special education professionals had trouble figuring out how IDEA's "Highly Qualified" provisions apply to them. We help untangle the question by taking it one step at a time.

Read the definition of a Highly Qualified Special Education teacher.

Free Online Tool Helps Write Individualized Education Programs

NEA offers all educators a free online tool for writing Individualized Education Programs (IEPs) as part of a Teacher Toolkit. The IEP and other tools can help teachers meet requirements of both IDEA and "Highly Qualified Teacher" provisions in the federal so-called "No Child Left Behind" Act.

NASET Provides "Transition Toolkit"

The National Alliance for Secondary Education and Transition (NASET) is offering a toolkit to help districts evaluate and improve secondary education and better prepare all students, including those with disabilities, so they can succeed in the future.

Planning Sheet Helps Parents with Teacher Conferences

Parent-teacher conferences are held at least once a year in nearly every school district in the country. While they are an excellent way for parents and teachers to communicate with one another, they are typically one of the most stressful events of the year -- for teachers and parents alike. Completing this "Conference Planning Sheet for Parents" can help you have a more productive meeting with your student's teacher.

NEA Offers 'IDEA Briefs' to Help Explain Law

NEA's 'IDEA Briefs' is a new series of documents that are issued to explain developments about and aspects of the Individuals with Disabilities Education Act (IDEA). "IDEA Briefs," which use a question-and-answer format, offer detailed information important to educators, administrators, parents, and others who are interested in serving the educational needs of students with disabilities.

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In this report, Education Sector, independent think tank, describes Florida's special education voucher program as "seriously flawed." More" In this report, Education Sector, independent think tank, describes Florida's special education voucher program as "seriously flawed." The U.S. Government Accountability Office (GAO) issued a report on "Additional Assistance and Better Coordination Needed among Education Offices to Help States Meet the NCLBA Teacher Requirements."

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The Department of Education released a blog that provides parents with specific resources to assist parents as they learn about specific disabilities.

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Disabilities - My Child's Special Needs - Parents - ED.gov

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Find information about disabilities, special education, and related services for children in school. Includes information on individualized education programs (IEPs), disability organizations, professional associations, laws, and early intervention services for infants and toddlers.

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This blog provides information for teachers on specific ways to implement assistive technology into the classroom.

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Technology Solutions That Drive Education

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This is just one example of how technology can give students who think and learn differently a more personalized and accessible learning experience.

Referred to as assistive technology, these tools are "any type of equipment or software that helps people to work around the challenges they have, whether that be with learning, communication or mobility," explains Kara Ball, an elementary science and STEM education specialist for Baltimore City Public Schools and a special education expert at Understood, a nonprofit organization providing support for people with disabilities and their families.

But what types of assistive technology tools are out there? And how can educators best use them in a modern learning environment to help students of all abilities reach their full potential?
MORE ON EDTECH: Read about the 2020 ed tech trends that focus on equity and tech accessibility.
Examples of Assistive Technology in the Classroom

Nearly 7 million students in the U.S. - almost 14 percent of all students - received special education in the 2017-2018 school year under the Individuals with Disabilities Education Act (IDEA), according to the most recent figures from the U.S. Department of Education.

To ensure those services are provided and that instruction is inclusive of all learners, school districts are increasingly integrating assistive technology tools in general education classrooms.

Ball categorizes them into two areas: high tech and low tech. High tech refers to devices or equipment with digital or electronic components, such as augmentative communication devices, alternative keyboards and power wheelchairs. It also includes software or built-in accessibility features on devices such as text to speech, word prediction and optical character recognition. Low tech refers to simple adaptive tools such as timers, graphic organizers and flexible furniture.

"Assistive technology really gives students the ability to access grade-level content and allows them to be independent," Ball says.
Discover how immersive technology sparks critical thinking, communication, collaboration and creativity.
Adopting Assistive Technology in a Modern Learning Environment

As schools increasingly embrace modern learning environments and integrate technology into classrooms and the curriculum, they must also be mindful about potential barriers of technology in special education.

Here are a few ways educators can use digital tools in the classroom to meet the individual needs of their students and help them through learning challenges:

For students who are blind or visually impaired: Today, many devices such as Google Chromebooks come with audiovisual assistance. For example, Chromebooks have a built-in screen reader called ChromeVox, which reads content out loud for users on the Chrome browser. Chromebooks also have features that make on-screen content easier to read, such as screen magnifiers, high-contrast mode and select-to-speak. Teachers can also plug in or pair a Braille keyboard with Bluetooth if students need Braille support. Popular cloud-based applications such as G Suite for Education and Microsoft Office 365 also have dictation capabilities, allowing students to type by using their voice.

For students who are deaf or hard of hearing: Ball says she uses FM systems - wireless devices that directly transmit sounds to a hearing aid - to communicate clearly with students who have hearing loss, even in a noisy classroom. For teachers using video technology in the classroom, there are educational apps such as Flipgrid with closed-caption features, as well as videoconferencing tools such as Microsoft Teams, which comes with live captioning and subtitles.

For students with speech disabilities: Speech-to-text software and word prediction tools can assist students with speech disabilities in communicating with their teachers and peers. For example, Office 365 applications have Dictate, an AI-enabled add-in that allows students to speak into a microphone and have their speech converted into text on the computer.

For students with learning, cognitive and developmental disabilities: Besides creating VR experiences for students with autism, tools such as memory aids, audio books and text-to-speech systems are especially helpful for students who need assistance with learning, attention and organization. One particular tool is Microsoft's Immersive Reader, which was specifically designed to support students with dyslexia and dysgraphia. With the Immersive Reader, students can have text read out loud and broken into syllables - even in other languages. Microsoft's Tell Me feature allows students to access commands on Office 365 applications without having to remember them. There are also downloadable fonts such as OpenDyslexic, which can enhance readability and reading speed for students with dyslexia, Ball says. Plus, there are handy smart tools such as the Livescribe Echo Smartpen, which acts as an all-in-one microphone, speaker and storage device.

For students who need mobility assistance: One way teachers can optimize their classrooms for all students is by adopting flexible furniture, a key component of a modern learning environment. Standing desks, wobble stools and even exercise balls give students more freedom and comfort to move around in the classroom, Ball says. Another example is having students use interactive displays or touch-screen monitors if they aren't physically able to use a keyboard or computer mouse.

With assistive technology, schools can create more inclusive classrooms and empower students with disabilities to participate in the general education curriculum.

"If I'd had any of those options available to me, I probably would have been a very different student," says Ball, who has dyslexia and dyscalcula. "Being able to give students these resources to help them be independent is really the benefit of these technologies."

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Assistive Technology in The Classroom Empowers Students with Disabilities

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Assistive technology (AT) is available to help individuals with many types of disabilities. Learn how assistive technology gives students a voice in their education.

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This article provides 7 useful websites that provide teachers with tips and information as they begin building a collaborative classroom.

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Collaborative classrooms are the learning environments of the future. Schools around the world are saying goodbye to the conventional lecture-based learning space where the students remain inert in their respective seats and the teacher remains at the head of the class. In these new collaborative environments, teachers transition from doing all the talking to purposely creating opportunities for students to learn. At the same time, they are facilitating their learners' thoughts and discussions about what they learn. In this post, we'll discuss collaborative classrooms further and discover resources to help you build your own.

What are Collaborative Classrooms?

Teachers, school administrators, parents, students, and societies can benefit from the collaborative learning model. That's because this model is advantageous in comparison to a traditional classroom in every respect.

Here are some of the most beneficial characteristics of collaborative classrooms:

They allow respect to be given to all participants-students and teachers.

They build community and value all contributions to deepening understanding and knowledge.

They promote the social and emotional development of students in addition to academic development.

They involve the active participation of learners.

They demonstrate listening, paraphrasing, compromise, and open-ended thoughtful questions on behalf of the teacher.

They provide access to a wide range of research tools.

They engage and motivates students to achieve.

They promote having clearly-defined goals to measure progress.

They allow the teacher to readily move throughout the space and engage with different groups.

Collaborative classrooms, from conception to fruition, involve parents and students so that the greater community becomes invested in the project and excited about its outcome. If you are looking at developing your collaborative learning environment and need inspiration, there are a variety of free resources to assist you. Below are 7 trusty resources you can use to get started.

Collaborative Learning Resources

1. Edutopia - Remake Your Class. This site provides instructional videos and blogs that guide you through the process of building a collaborative learning environment.

2. Wridea. This online ideas tool allows students to document and organize ideas that can be shared with friends for better participation and coordination of group projects.

3. WeVideo. From K through 12 to higher education, there are a wide range of uses for this video storytelling tool.

4. Inside the Collaborative Classroom. This resource features a host of videos, articles, and PDFs to explain and demonstrate the core principles of collaborative classrooms.

5. PodBean. It is said that teaching cements knowledge. Turn learners into educators and give students the chance to create educational podcasts by using this audio blogging tool.

6. Padlet. Padlet is a visual board-based brainstorming and creativity tool that lets learners share ideas easily.

7. Buncee. This is a collaborative presentation tool that brings learning to life. Let your learners use it to develop skills in creativity, storytelling, and digital citizenship.

Get started building your collaborative learning environment today by using these innovative tools to make the learning experience fun and engaging for students.

Additional Reading

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7 Helpful Websites That Assist With Building Collaborative Classrooms

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Collaborative classrooms are the learning environments of the future. Schools around the world are saying goodbye to the conventional lecture-based learning space where the students remain inert in their respective seats and the teacher remains at the head of the class.

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This website provides effective RTI strategies for special needs students of all ages.It gives ideas and responses of all Tier 1, Tier 2 and Tier 3 approaches.

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Response to Intervention Strategies | A Guide for Teachers

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We researched response to intervention strategies for students in tier one, two, and three. Learn about RTI and when a child will require special education.

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This article is intended ted to help parents as they discover the territory of IEP for the first time. Parents often enter completely clueless and don't know where to begin. This article could be useful to share with parents as they begin the IEP process.

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En español | In Spanish
by Theresa Rebhorn

Being a parent is the most wonderful-and hardest-job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated.

Your child's education is most likely an area of great interest to you. As a child with a disability, he or she may be eligible for special education services in school. If so, then it will be important for you to learn:
Quick links:
The good news is that there's a lot of information available for parents. ( 1) This guide can help you learn what you need to know. It explains the basics of the special education process and gives you information on how to be an effective partner with your child's school.

Introduction

Thanks to a powerful and important federal law called the Individuals with Disabilities Education Act, or IDEA, children with disabilities are entitled to a " free appropriate public education " (often called FAPE). ( 2) This means that schools must provide eligible children who have a disability ( 3) with specially designed instruction to meet their unique needs at no cost to the children's parents. This specially designed instruction is known as special education. ( 4) IDEA includes a great deal of information to help states design special education programs for children with disabilities. IDEA also includes regulations to protect the rights of parents and children. ( 5)

Getting to know IDEA will be very useful to you, because it is the basis of your child's educational rights. Detailed information is available on the official IDEA site established by the Department of Education, at: https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D.

The Center for Parent Information and Resources can also help you learn about this law. Many publications in the Repository of Resources explain IDEA's requirements. Some publications are short, others go into detail.

It's also helpful for you to know the policies of your state and local school district. These must be based on, and consistent with, IDEA's minimum requirements, but they often spell out important details about procedures and guidelines in your area. Call or write your state department of education (or your local school district) and ask for a copy of your state (or local) special education regulations. There may also be a special education handbook or parent guide available from your state or local district.

One of the most important parts of the special education process is creating a plan for your child's education. This plan is called the Individualized Education Program, or the IEP. ( 6) The IEP is the foundation for your child's education, and you are a very important member of the team that develops it. Your child's IEP lists the special education services your child will receive, based upon his or her individual needs. This is why it is so important that you understand and help develop your child's IEP.

If you've never helped to develop an IEP before, the information we've included in this guide may seem overwhelming. It helps to think of the IEP both as a process and as a document to be written. Understand the process one step at a time-it has many parts. Learn the process of writing the document the same way. It, too, has many parts.

You will quickly become familiar with all the steps to writing an IEP. If your child continues to receive special education each year, you will soon become an IEP expert yourself!
§ Special Symbols in This Issue §
___________________________

As you read the explanations about IDEA, you will find references in the form of endnotes, because they appear at the end of this document. These point you to specific sections of the Federal regulations, such as §300.320 . You can use these references to locate the precise sections in the Federal regulations that address the issue being discussed.

For example, an endnote may refer you to §300.320 when the topic being discussed is "content of the IEP." (The § symbol means "section." The 34 CFR refers to Title 34 in the Code of Federal Regulations.) This reference tells you that, to read the exact words IDEA uses to describe the content of an IEP, you would look under Section 300.320 in IDEA's regulations.

Visit CPIR's online version of the IDEA regulations, beginning at:
http://www.parentcenterhub.org/repository/partb/

___________________________

A. The IEP Process

1. What's involved in developing my child's IEP?

Developing your child's IEP involves two main things:

the IEP meeting(s), where you, your child (at times), and school staff members together decide on an educational program for your son or daughter; and

the IEP document, which puts the decisions from that meeting in writing.

Among other things, this document lists the services and supports your child will receive.

The entire IEP process is a way for you and the school to talk about your child's needs and to create a plan to meet those needs. Let's look at the process, starting with the IEP meeting.

The IEP meeting is somewhat formal. By law, certain people must attend. People sign in to show who is there. Lots of papers are looked at and passed around. People will talk about your child, his or her needs and strengths, and what type of educational program would be appropriate. You should feel free to ask questions and offer suggestions. You will also want to feel comfortable that the team has spent enough time talking and planning before filling out the various sections of the IEP. We'll tell you more about what to expect in this guide.

2. Where and when do IEP meetings take place?

You and the school agree on where and when to have the IEP meeting. Usually, meetings are held at school during regular staff time. This means the meeting can happen before, during, or after the regular school day. By law ( 7), the school must tell you in writing:

the purpose of the meeting;

the time and place for the meeting;

who will be there; and

that you may invite other people who have knowledge or special expertise about your child to the meeting.

Also-

It may take more than one meeting to write a complete IEP. If you find more time is needed, ask the team to schedule another meeting.

You may ask for an IEP meeting at any time, if you feel that changes need to be made to your child's educational program. Some teams like to meet near the end of a grading period to talk about the student's progress and to make changes to the IEP, as needed.

3. Does the IEP meeting have to be in person?

No. When holding an IEP meeting, you and the school may agree to use other means of participation. For example, some members may participate by video conference or conference calls.( 8)

4. Who attends the IEP meeting?

Under IDEA, certain people (listed next) must be part of the IEP team. ( 9) It is important to note that there doesn't have to be a different person for every role. Often, one person carries more than one responsibility on the team.

You, as Parent(s)

School Administrator -a member of the school district who knows about the general education curriculum (the same curriculum taught to children who do not have disabilities) and the resources available to the school. This person must also be qualified to provide or supervise special education services.

General Education Teacher -at least one general education teacher, if your child is (or may be) participating in the general education class.

Special Education Teacher -at least one of your child's special education teachers or, if appropriate, at least one special education provider who works with your child.

Evaluation Personnel -someone who knows about your child's evaluation, what the evaluation results were, and what the results mean in terms of instruction. This could be a school psychologist, an administrator, or one of your child's teachers.

Your Child-if the IEP team will be talking about how to prepare your child for life after high school (called transition planning | 10), your child must be invited to the meeting. Otherwise, deciding when and how your child will participate in the IEP meeting is a decision you and your child can make. Students are encouraged to take part in developing their own IEPs. Some students in elementary school come to the meeting just to learn a little about the process or to share information about themselves. As students get older, they take a more active role.

Other members of the team ( 11)

In addition to the people listed above, you and the school can invite other people to the IEP meeting. This can include:

Translators or interpreters -If English is not your first language, or if you communicate by using sign language or in another mode, the law says the school must provide an interpreter, if you ask for one.

Transition personnel -If the IEP meeting will include planning for your child's life after high school, staff from outside agencies may be invited to attend with your consent. This is especially important if an outside agency may be responsible for providing or paying for transition services. An example of such an agency might be the Department of Vocational Rehabilitation.

Others with knowledge or special expertise about your child -Many parents find it helpful to have a support person at the IEP meeting. This may be another parent, a friend, an advocate, or a consultant. Others could include student friends, specialists, tutors, educational consultants, or school staff. It can also include therapists or other related services personnel who work with your child. Both you and the school have the right to invite such individuals to join the team.

5. What do different team members bring to the IEP process?
The Special Education Teacher
Your child's special education teacher is a specialist about disabilities and individualized instruction. He or she understands how and when to use different teaching styles and instructional methods to meet your child's needs. Usually, the special education teacher-
As you can see, there can be many people on an IEP team. While everyone shares in the discussion, you will find that each brings his or her own point of view and experience. Let's look at what each person might add to your child's IEP.

The special educator can talk about how lessons may need to be adapted or modified to help your child learn. He or she may also talk about the supports and supplementary aids your child may need to fully participate in learning and other school activities, such as assistive technology, an instructional assistant, or peer buddy. The special educator may take the lead in developing your child's goals, focusing on those areas where your child has special instructional needs. In many schools, the special educator also makes sure that all the people who help your child follow the plan written in the IEP.
The Parent(s)
As a parent, you bring very important information to the IEP meeting. You know your child's strengths and weaknesses and all the little differences that make your child unique. Your knowledge can help the team develop an IEP that will work best for your child. Tell the team what goals are most important to you and to your child. Also share your concerns and give insights about your child's interests, likes and dislikes, and learning styles. By being an active IEP team member you can ensure that your child's IEP is developed with thought given to long-term needs for a successful adult life. Your job at the IEP meeting is to:
The General Education Teacher
The general education teacher knows the curriculum for your child's grade level and what students in general education classes are typically expected to do. If your child is going to be educated in the general education classroom for any part of the school day, then the general education teacher will talk about what your child will be taught and expected to learn. He or she may also talk about any supports, changes, and services your child needs to be successful. The general education teacher may also tell the rest of the team what he or she needs to help your child understand the general education curriculum and achieve the goals listed in the IEP.

learn and understand the process;

share information;

ask questions;

offer suggestions;

keep the team's focus on "the big picture" and your child's long-term needs; and

speak up on your child's behalf.

Being actively involved in your child's IEP is your choice. To help you participate, the school must make reasonable efforts to:

schedule the IEP meeting so you can come; (12)

provide an interpreter for you, if needed; (13)

inform you about the meeting; (14)

inform you of your rights and where to find help in understanding them. (15)

If you can't attend the meeting where your child's IEP is developed, the school will need to use other ways to ensure you can participate, including individual or conference telephone calls or video-conferencing. ( 16) However, if you decide not to participate in writing your child's IEP, the school can hold the IEP meeting without you. ( 17) It may not provide initial services to your child, however, without your consent. ( 18)

Your Child
When your child participates in the IEP meeting, it can have a powerful effect. Just having your child at the meeting can make the IEP process come more alive. Requests and suggestions that come directly from your child can carry more weight than when you voice them. Many parents are sometimes surprised when they hear their children speak about their disability, their educational desires, and their goals for the future. And sometimes teachers learn things about their students that they didn't know before.

Depending on your child's age and ability, the role he or she plays as an IEP team member can be as broad as your own or limited to what you and your child feel most comfortable with. When your child is part of the IEP process, the program can be much more worthwhile to him or her, instead of something to put up with. Taking part in IEP meetings also helps your child learn to speak up for him or herself and develop valuable self-advocacy skills.

The Administrator
The administrator at the IEP must know what resources the school has available. This person must also have the power to commit the resources needed so that services can be provided as outlined in your child's IEP.

6. What happens at the IEP meeting?

At the IEP meeting ( 19) the team will develop, review, and/or revise the IEP document. You and the other team members will work to create an IEP that is educationally appropriate and that the team can agree on. Before the meeting, school staff usually write down their ideas of what needs to be in your child's IEP. It's a good idea for you to jot down what is most important to you. You can share these ideas with other members of the team before the meeting, if you wish. You can also ask the school to send you draft ideas, so you can look them over before meeting. Team members can also get copies of your child's recent tests or evaluations.

During the meeting, each person takes a turn in the discussion. The discussion will include talking about:

your child's strengths;

your concerns for enhancing your child's education;

the results of the most recent evaluation of your child; and

your child's academic, developmental, and functional needs.

The team will also talk about what is sometimes referred to as "special factors" ( 20) or "special considerations," asking and answering the following questions:

Does your child have communication needs?

Does your child need assistive technology services and devices ? ( 21)

Does your child's behavior interfere with his or her learning or the learning of others?

Does your child have a visual impairment and need instruction in or the use of Braille?

Is your child deaf or hard of hearing and have language and other communication needs?
If the answer to any of these questions is "yes," the team will talk about what your child needs and include this information in the IEP.
Does your child have language needs related to his or her IEP, because of limited English proficiency ? ( 22)

Usually, your child's main teacher goes first. If your child is already receiving special education services, this will probably be the special education teacher. If the meeting is to write your child's first IEP, then this person may be the general education teacher. The teacher begins with how your child is doing in school. He or she will describe your child's strengths and needs and how the disability affects your child throughout the school day. Then specialists, like a physical therapist or a speech therapist, will discuss how your child is doing in these areas. They will talk about your child's needs and how they plan to support your child's education. Goals for the year, related services, and all of the required parts of the IEP will be talked about and decided.

It's a good idea to share your ideas as the meeting goes along. As a parent, you are an equal member of the IEP team and an expert on your child. If you have questions or concerns, speak up. Ask for more information or an explanation if you need it. If you disagree with something you hear, respectfully say so. Explain why, or offer your point of view. The IEP meeting is a conversation and a dialogue. You and the other IEP team members are putting your heads together to design an effective program for your child. The main purpose of the meeting is to agree on each part of the IEP so that the document can be written and services can start.

7. May a member of the IEP team be excused from attending an IEP meeting?

Yes, in certain circumstances some members of the IEP may be excused from attending an IEP meeting. ( 23) However, you and the school must agree in writing to excuse the member.

An IEP team member may be excused from an IEP meeting if the member's area of curriculum or related service is not going to be discussed or modified at the meeting, assuming you and the school agreed in writing. Also, an IEP team member whose area of expertise is going to be discussed may be excused if the member gives written input into developing the IEP to you and to other members of the IEP team before the IEP meeting. Again, you and the school must agree in writing to excuse the member of the IEP team.

B. The IEP Document

8. What is in the IEP?

In each state or school district the IEP form can look different. Under IDEA, the items below must be in every IEP. ( 24) We'll be discussing each one in detail.

Your child's present levels of academic achievement and functional performance;

Annual goals for your child;

How your child's progress will be measured;

The special education, related services, and supplementary aids and services that will be provided to (or on behalf of) your child, including program modifications or supports for school staff;

An explanation of the extent (if any) to which your child will not participate with children without disabilities in the regular class and in school activities;

Any modifications your child will need when taking state or district-wide assessments;

The dates when services will begin and end, the amount of services, as well as how often and where they will take place;

How and when you will be informed of your child's progress;

By age 16 (or younger, if the IEP team so decides), postsecondary goals and the transition services (including courses of study) that your child will need to reach those goals;

Beginning at least one year before your child reaches the age of adulthood (usually 18-21, depending on your state law), the IEP must include a statement that your child has been informed of any rights that will transfer to him or her upon reaching this age. Reaching the age of adulthood is called the "age of majority" in IDEA. ( 25) Not all states transfer rights upon reaching adulthood. Refer to your state's special education regulations to find out how this issue is handled.

Each one of the items above is discussed during the meeting and filled in on the IEP form. Let's take a closer look at each of these.

1 | Present Levels of Academic Achievement and Functional Performance

This section of the IEP describes how your child is doing in school, based on current information. "Current" information usually means information no more than a year old. The present levels of academic achievement and functional performance statement (commonly called "present levels") should cover all areas of development where your child may need support. Some examples are:

Academic skills-math, reading, writing

Daily living or self-help skills-dressing, eating, using the bathroom

Social skills-making friends

Behavior

Sensory skills-hearing, seeing

Communication skills-talking

Mobility-getting around in school and the community

Vocational skills-working

Also included in the present levels statement is information about how your child's disability affects his or her involvement in the general education curriculum. (If your child is preschool age, the team will focus on how the disability affects his or her involvement in typical preschool activities and development.) In other words, you and the rest of the team will talk about the impact your child's disability has on his or her ability to learn and do the kinds of things that children without disabilities learn and do. This information is then included in the IEP.

Where does the information for your child's present levels come from? If your child is new to special education, this information will come from the tests and observations done during your child's evaluation for eligibility. If your child's IEP is being revised, the information may come from evaluations done during the year (by the school or from an Independent Educational Evaluation or IEE ( 26).

Teachers and others who work with your child may offer information gained during your child's day-to-day school routine. Information that you as a parent share can also be included in your child's present levels. A well-written present levels will describe:

your child's strengths and weaknesses;

what helps your child learn;

what limits or interferes with your child's learning;

objective data from current evaluations of your child; and

how your child's disability affects his or her ability to be involved and progress in the general education curriculum.

Below is an example from a well-written present level for a 5th grader with learning disabilities. We've used bold to indicate such useful parts of present level statements as:

objective data from evaluation,

strengths,

weaknesses,

what helps learning, and

what hinders learning.

Example of a Present Level Statement
___________________________________

Results of standardized testing using the Woodcock-Johnson (WJ-R) show David's basic reading skills are at a beginning 4th grade level (standard score = 89). His basic writing skills are at a 3.7 grade level (standard score = 81). [objective data from evaluation] His performance in basic reading and writing is significantly below his ability.

David makes errors when he reads and has difficulty decoding () long words [weakness], but his comprehension skills are strong. David uses context cues and picture cues to help him understand what he is reading [what helps learning]. He has a strong reading vocabulary .

When writing, David frequently misspells words and uses incorrect punctuation . It is much easier for David to express himself by speaking rather than by writing. He sometimes gets frustrated when writing and hurries through written work [what hinders learning].
___________________________________

Often, the present levels statement includes teacher observations as well as information from evaluations. This information can give a more complete picture of what helps your child learn and what limits your child's learning. For example:

He needs a quiet, separate place to do individual work.

She learns quickly when working in a small group.

He understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult and doesn't work as well for him.

She imitates other children and learns from them. (27)

Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nod for yes, head shake for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch.
Here is another example of a statement that might be part of a present levels. Note its emphasis on describing functional performance.

In short, the present levels statement of academic achievement and functional performance:

describes how your child is doing in school, and

identifies those areas where he or she is having difficulty.

A clearly written and thorough present levels is important, because it is the foundation for all of the IEP. Goals are written based upon your child's present levels. Special education and related services are provided based upon your child's present levels and the goals that result from those present levels. So take your time in writing the present levels statement. Be thorough. The information you include will be the stepping stone to writing the rest of the IEP.

2 | Annual Goals

Once your child's needs are identified, the IEP team works to develop appropriate goals to address those needs. An annual goal describes what your child can be expected to do or learn within a 12-month period.

In the past, IDEA required that annual goals be broken down into short-term objectives or benchmarks-in other words, the steps along the way to achieving the goals. This is no longer required in an IEP, except for children who will be taking alternate assessments aligned to alternate achievement standards. If that is the case with your child, you'll also focus on writing short-term objectives or benchmarks to accompany your child's goals. (How the IEP team decides if a child will take such alternate assessment is discussed under # 6, Modifications to State or District-wide Assessments.)

The annual goals (and, if appropriate for your child, short-term objectives) section of the IEP builds upon your child's present levels of academic achievement and functional performance. The present levels statement identifies what your child needs. The goals (and, for some, accompanying objectives) should be written to address those needs.

Writing goals can be one of the hardest parts of developing an IEP. One reason for this is because goals can cover so many different areas. Depending upon your child's needs, some goals may target areas of the general education curriculum. Other goals may target learning developmental or functional skills-for example, teaching your child how to eat independently, to use public transportation, or to read Braille. Still another area for goal-setting may be your child's social or emotional needs. These don't come under a typical "academic" curriculum. But if your child has social or emotional needs, then goals to meet those needs would be written into the IEP.

A well-written goal should (a) be positive, and (b) describe a skill that can be seen and measured. It answers the questions:

What? . . . skill or behavior?

How? . . . in what manner or at what level?

Where? . . . in what setting or under what conditions?

Here's an example of an annual goal, written for David, whose present levels of academic achievement and functional performance were shown above. The IEP team developed this reading goal for David by looking at the information in his present levels:

Annual Goal for Reading | David will achieve a reading score at the 5th grade level or above, as measured by the Qualitative Reading Inventory (QRI).

3 | Measuring Your Child's Progress

Effective goals are critical parts of your child's IEP. Keeping track of your child's progress is just as important. How will you and the school know if your child is making enough progress to reach a goal by the end of the year? This information must be included in the IEP. The IEP team must decide:

how your child's progress will be measured; and

when periodic reports on your child's progress will be provided to you.

Often, information on how well your child must perform in order to achieve the goal is spelled out. Using David again as our example, you can see this type of information in the phrase "at the 5th grade level or above" in his annual reading goal. It's not enough for David to make progress in reading. The goal specifically mentions being able to read at the 5th grade level or above. This type of information is called evaluation criteria.

Sound evaluation criteria are written in objective, measurable terms. In David's case, these will be set by the QRI, the test the school will be using to measure his reading skills. The QRI will identify a specific score (or range of scores) that indicates a child is reading at the 5th grade level. David must achieve that score, or above, in order to achieve his annual reading goal.
Given a list of 20 unfamiliar words that contain 8 of more letters, David will decode them with:
Another way the IEP team could define how David's progress will be measured is by setting target dates for specific kinds of progress. According to his present levels statement, David has difficulty decoding long words. Because decoding is a critical component of reading skill, the team might set targets for his progress in this area. For example:
By June 15, Vicky will complete the obstacle course unassisted, as documented by the adapted physical education teacher.
In other instances, progress is not measured in number scores:

In this example, the teacher will observe and take notes while Vicky completes the obstacle course. Teacher observation/notes are one way of checking progress. Other ways of checking progress may include:

In addition to describing how your child's progress will be measured, the IEP must also describe when periodic reports on that progress will be given to you as parents. As examples, IDEA mentions the use of quarterly reports that come out at the same time as report cards. ( 30) But the periodic reports may take another form or schedule, depending on the policies or practices in your area.

4 | Services and Supports

Under IDEA, there are a variety of services and supports available ( 31) that your child may need as part of his or her free appropriate public education. These services and supports include:

Special education;

Related services;

Supplementary aids and services;

Accommodations and modifications; and

Program modifications or supports for school staff.

All of these services and supports are designed to help your child:

reach his or her annual goals;

be involved and make progress in the general education curriculum;

participate in extracurricular activities (such as after school clubs or sports) or other nonacademic activities (32) (such as recreation activities, athletics, or employment); and

be educated and participate with children without disabilities in these kinds of activities.

Let's take a look at what these services and supports involve.

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. In the case of your child, this means education that is individually designed to address your child's needs. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child. Special education for any student can consist of:

It is also important to remember that the education, services, and supports outlined in your child's IEP do not necessarily cover your child's entire education. The IEP only addresses those educational needs resulting from your child's disability. If your child needs special education support throughout the school day, for all activities, the IEP will cover all these needs. If your child doesn't need special education support in one or more areas (for example, physical education, music, or science), then the IEP will not include these subjects. Your child will access them through the general education curriculum/class, with no additional special education services.
B. Related Services
It's also important to understand that special education is not a place. It's a set of services that can be provided in many different places, depending on the child's needs. IDEA strongly prefers that children with disabilities be educated in the general education classroom with their peers without disabilities. If your child is going to spend any part of the school day not participating with peers without disabilities in the regular class and in other school activities, then the IEP must include an explanation as to why not. This will be discussed in more detail under #5, Participation with Children Without Disabilities.

To help your child benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services ( 34). Many of these services are listed below.
Related Services Related services can include, but are not limited to, any of the following:
_________________________________________________________

Assistive Technology ( 35)

Audiology

Counseling Services

Early Identification

Interpreting Services

Medical Services

Occupational Therapy

Orientation and Mobility Services

Parent Counseling/Training

Physical Therapy

Psychological Services

Recreation

Rehabilitation Counseling

School Health Services and School Nurse Services

Social Work Services in Schools

Speech-Language Pathology

Transportation

_________________________________________________________

It is the IEP team's responsibility to review all of the evaluation information, identify any related services your child needs, and include them in the IEP. Typically, schools have staff who provide related services (such as speech therapists or occupational therapists) to meet the needs of their students. But if a related service is not available from the school, the school can contract with a private provider, a public agency, or even another school district to provide the service. Your school district is responsible for making sure all services listed in your child's IEP are provided, even if the district does not directly provide these services. (You'll find additional information about the school's responsibility for related services, including specific limitations and exclusions, summarized in the box at the end of this section on related services.)
The Range of Related Services: Limits, Responsibilities, and Exclusions
Goals are often written for a related service just as they are for special education services. This includes specifying how a child's progress will be measured.

IDEA's list of related services is quite long, isn't it? Yet these are not the only services that can be considered as a related service. Others often made available include artistic and cultural programs such as art, dance, and music therapy.

IDEA makes specific exclusions to what may be considered a related service -two, in particular:

Medical services may be provided by a licensed physician but only for diagnostic or evaluation purposes. (37)

Medical devices that are surgically implanted, such as a cochlear implant, may not be provided as a related service. Related services also do not include optimizing how such a device functions, maintaining the device, or replacing it. (38)

The school system remains responsible for monitoring and maintaining medical devices that are needed for the health and safety of the child. This includes breathing, nutrition, and other bodily functions. The school is also responsible for routinely checking the external parts of a surgically implanted device to make sure that it is functioning properly.( 39)

C. Supplementary Aids and Services ( 36)

This part of the IEP focuses on the other kinds of supports or services (other than special education and related services) that your child needs to be educated with children without disabilities to the maximum extent appropriate. Some examples of these additional services and supports are:

adapted equipment-such as a pencil grip, special seat, or cut-out cup for drinking;

a one-on-one aide;

assistive technology-such as a computer, special software, or a communication system;

training for staff, the student, and/or parents;

adapted materials-such as books on tape, large print, or highlighted notes;

peer tutors; and

collaboration/consultation among staff, parents, and/or other professionals (such as an occupational therapist, a behavior specialist, or a mobility specialist).

D. Accommodations and Modifications for Your Child
The IEP team must work together to make sure that your child gets the supplementary aids and services he or she needs to be successful. Team members should talk about your child's needs, the curriculum, and school routine, and openly explore all options to make sure the appropriate supports for your child are included.

For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and strengths. Doing so can help students access the general education curriculum and other learning materials and activities. Accommodations can also help students demonstrate what they have learned. This type of individualization is part of what's "special" and "specially designed" about special education. ( 40)

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

working in a small group

working one-on-one with the teacher

For example:
What is most important to know about modifications and accommodations is that both are meant to support individual children in their learning.

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

1. Jack will have shorter reading and writing assignments.

2. Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

3. Jack will have test questions read/explained to him, when he asks.

4. Jack will give his answers to essay-type questions by speaking, rather than writing them down.

You and the other members of the IEP team will probably spend time discussing your child's learning needs and the ways in which classroom instruction, testing, homework, and school activities can be modified or adapted to help your child access the general education curriculum, demonstrate his or her learning, and participate with students who do not have disabilities. If the IEP team decides that your child needs a particular modification or accommodation, this information must be included in the IEP.

E. Program Modifications or Supports for School Staff ( 41)

Supports are also available for those who work with your child, to help them help your child:

achieve his or her annual goals;

be involved in and make progress in the general education curriculum;

participate in extracurricular and other nonacademic activities; and

be educated and participate with children who do not have disabilities.

An example of one such support might be to arrange for key personnel involved with a given child to receive training related to that child's needs.

5 | Participation with Children without Disabilities

As we said earlier in this guide, IDEA strongly prefers that children with disabilities be educated in the general education class with children who do not have disabilities. In fact, it requires that children with disabilities be educated with their peers without disabilities to the maximum extent appropriate for each child. ( 42) In keeping with this requirement, then, each IEP must include:

"...an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in [extracurricular and nonacademic activities]. . . " ( 43)
Therefore, if your child is going to be removed from the general education class for any part of the school day, the IEP team must include an explanation in the IEP.

Just because a child has severe disabilities or needs modifications to the general education curriculum does not mean that he or she may be removed from the general education class. ( 44) Accommodations, modifications, and supplementary aids and services can, and often do, play an important part in supporting children with disabilities in the regular educational environment. Removing a child from this environment may occur only if the nature or severity of the child's disability is such that educating the child in regular classes cannot be achieved satisfactorily, even with the use of supplementary aids and services.( 45)

6 | Modifications to State or District-Wide Assessments (46)

IDEA requires that students with disabilities be included in general state or district-wide assessments, with appropriate accommodations, if necessary. ( 47) Testing accommodations are commonly made in the same areas as the instructional modifications discussed earlier: scheduling, setting, materials, and student response.

The IEP team is responsible for determining whether your son or daughter will participate in each assessment given by the state or district-and how your child will participate. Some children may need no testing accommodations or modifications in order to demonstrate what they've learned and can do. Many, however, will need accommodations in order for their academic achievement and functional performance to be validly and accurately measured. It's important for IEP teams to know what type of accommodations can be made without invalidating a child's test scores and which accommodations the state permits. (This information should be available from your state department of education.) Once the IEP team determines which accommodations in testing, if any, would be appropriate for your child, these must be listed in the IEP and provided to your child during the actual assessment.

It's also possible that a specific state or district general assessment may not be appropriate for your child, even with accommodations and modifications. He or she may need to be assessed using an alternate assessment. If so, your child's IEP must include a statement of:

why your child cannot participate in the regular assessment; and

why the particular alternate assessment to be used is appropriate for your child. (48)

The participation of students with disabilities in state and district general assessment programs is an evolving area within IDEA as well as within general education law (the No Child Left Behind Act). Final regulations in this area were published in April 2007. ( 49) A wealth of information on the subject is available from the National Center on Educational Outcomes (NCEO) and the Center on Standards & Assessment Implementation.

7 | Location and Duration of Services

Each of the services your child needs is written down in the IEP. The IEP must also include:

how often your child will receive the service(s) (number of times per day or week);

how long each session will last (number of minutes);

where services will be provided (in the general education classroom or another setting such as a resource room); and

when services will begin and end (starting and ending dates).(50)

The IEP team may also consider whether or not your child needs to receive services beyond the typical school year. This is called Extended School Year or ESY services . ( 51) Some children receiving special education services may be eligible for ESY services. Ask your state and local school district for a copy of its guidelines for determining eligibility for ESY. If you or your child's teachers feel your child needs ESY services, it should be discussed during the IEP meeting.

8 | Reporting Your Child's Progress

Under IDEA, you must be kept informed of your child's progress on IEP goals. ( 52) As mentioned earlier (see #3), the IEP team will decide when periodic reports will be provided to you and include this information in the IEP. A "periodic report" might be issued quarterly, for example, when the school system issues report cards.

Look in your child's progress reports to see whether or not your child is making adequate progress to reach his or her goals by the end of the year. If not, then you will want to talk to the IEP team about how to address the lack of expected progress.

9 | Transition Services

As your child gets older and nears age 16, the IEP team-including your child-will consider many questions about his or her future after high school. What will your young adult do? Will he or she go to college or a technical school? Will he or she work? In what kind of job? What appeals to your child? What kind of preparation, knowledge, or skills will be needed? What kind of supports? Will he or she live independently or continue to live at home? Will you need help from other agencies to carry out these plans?

Answering these questions-and many more!- is called transition planning . ( 53) By the time your child is 16 years old, the IEP must describe the transition services needed to help him or her move from high school to life as an adult in the community. ( 54) The IEP team can also decide to start transition planning with your child at a younger age, if the IEP team considers it appropriate. The transition plan must then be updated every year and specify:

measurable postsecondary goals for your child related to training, education, employment, and (where appropriate) independent living skills; and

the transition services needed (including what your child will study) to help your child reach those goals.

Consider the range below of postsecondary possibilities for your child and determine which are appropriate, given your child's interests and preferences, skills and experience, and need for accommodations or supports:

postsecondary education (such as a 2-year or 4-year college or business school);

vocational education (to prepare for working in computers, auto mechanics, or hotels/restaurants, for example);

integrated employment (including supported employment);

continuing and adult education (such as classes offered by your community adult education office or department of recreation);

adult services (such as a day program or group home);

independent living; or

participating in the community.(55)

Whenever the team is going to talk about transition, your child must be invited to the meeting. Services must be based on your child's needs, taking into account his or her skills, preferences, and interests. Services can include: instruction, related services, community experiences, developing employment and other adult living objectives, and (if appropriate) daily living skills and giving your child a functional vocational evaluation.( 56)

A lengthy discussion of transition planning is beyond the scope of this guide for parents. However, because transition planning is so important, we are pleased to explore this topic much more fully in the separate Transition Suite.

We'd also recommend that anyone interested in transition planning visit the websites of these two projects for the wealth of information they offer:

National Secondary Transition Technical Assistance Center (NSTTAC)
https://youth.gov/federal-links/national-secondary-transition-technical-assistance-center

"Age of majority is the legal age established under state law at which an individual is no longer a minor and, as a young adult, has the right and responsibility to make certain legal choices that adults make."( 58) Thus, when people use the term age of majority, they are generally referring to when a young person reaches the age where one is considered to be an adult. Depending upon your state law, this usually happens at some point between 18 and 21.

At this juncture in your child's life, the state may transfer to your young adult all (or some of) the educational rights that you, as parents, have had up to the moment. Not all states transfer rights at age of majority. But if your state does, then the rights and responsibilities that you have had under IDEA with respect to your child's education will belong to your son or daughter at the age of majority.

Beginning at least one year before your child reaches the age of majority, you and your child will receive written notice from the school telling you of the upcoming transfer of rights (if any). When this happens, the IEP must include a statement that you have received the notice and have been told about the transfer of rights.( 59)

There are some exceptions to this transfer of rights. For example, some children with disabilities may need to have a guardian appointed to make decisions for them. Other students may not have the ability to give informed consent ( 60) regarding their education. Or your child may be fully capable of making these decisions but still want your help in these matters. In all these cases, the state will have procedures by which parents can be appointed to continue representing their child's educational interests. ( 61) You will need to check your local and state policies to find out how this issue is handled.

C. Deciding Your Child's Placement

9. What is placement? How is my child's placement decided?

Once the IEP team has decided what services your child needs, decisions must be made about where services will be provided. Where your child's IEP is carried out is called . As the parent, you have the right to be part of the group that decides your child's placement.( 62)

In deciding your child's placement, the group must make sure that your child has the maximum opportunity appropriate to learn with children who do not have disabilities-in academic, nonacademic, and extracurricular activities.( 63) This part of the law is called Least Restrictive Environment or .

Least Restrictive Environment is explained in IDEA as follows:

. . . To the maximum extent appropriate, children with disabilities . . . are educated with children who are nondisabled; and . . . special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. ( 64)

IDEA also says:

The child's placement is determined at least annually; is based on the child's IEP; and is as close as possible to the child's home.

Unless the IEP requires some other arrangement, the child is educated in the school that he or she would attend if the child had no disability.

When looking at placement options, consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs.

A child with a disability may not be removed from education in age-appropriate regular classrooms just because he or she needs modifications to the general education curriculum. (65)

Often, the IEP team makes the placement decision. In some places, the placement decision is made by another group of people. In either case, under IDEA, the group that makes the placement decision must include you, as the parent(s), and others who:

are knowledgeable about your child;

understand the meaning of your child's evaluation data; and

know the placement options. (66)

When discussing placement, the group should consider your child's unique needs and determine what the least restrictive placement for your child is, based upon those needs. A placement that is least restrictive for one child may not be least restrictive for another. What is least restrictive for each child is based on that child's unique needs. This means that the school system may not use a "one size fits all" approach to educating children who have a disability. Decisions must be based on individual needs as stated in the IEP, not on-

the child's disabling condition or label (such as placement in a special class for students with intellectual disabilities just because a child has a cognitive impairment);

disability program categories (placement in an particular program for students with learning disabilities (LD) just because a child needs LD services);

the location of staff;

the funds that are available; or

the convenience of the school district. (67)

In making placement decisions, the group looks to another important part of the IDEA, the continuum of alternative placements . ( 68) The continuum includes the different options where children can receive services. These options include placements such as:

a general education class;

a special education class;

a special education school;

at home; or

in a hospital or other institution.(69)

A student's placement in the general education classroom is the first option considered by the group making the placement decision. ( 70) Can your child be educated satisfactorily in the general education classroom? What aids, services, and supports does your child need to make this possible? If the group decides that your child's needs can be met in the general education class, with supports, then that placement is the least restrictive environment for your child.

D. Participating in the IEP Meeting

So, your first IEP meeting is coming up. How do you get ready? Here are some suggestions.

10. What do I do before the meeting?

__ Review the information on your child -from home, school, or private sources (such as doctors, therapists, or tutors). Ask yourself, "Do these records show the full picture?" Fill in any missing pieces, if you can. Bring your records to the meeting. You can also bring examples of your child's work (on paper, audiotape, or videotape) to show specific concerns or insights you may have.

__ Talk with your child about the upcoming IEP and ask about school. "What things are hard? What things are easy? What's important for you to focus on this year?" Your child may have a lot to say about his or her needs and interests. Students are often much more aware of their strengths and weaknesses than parents realize. Make notes on what your child says.

__ Think about your child's involvement in general education classes. Consider his or her learning style, special education needs, and social needs. How can these needs be addressed in the IEP? What kinds of supports or services might your child need in order to be successful in the general education class? Ask your child what he or she needs or doesn't need in the way of support.

__ If your child will be attending all or part of the IEP meeting, explain how the meeting works in a way that he or she can understand. Let your child know how important the meeting is and that his or her opinions and input are valuable. You may need to prepare your child to speak up at the meeting. Talk with your son or daughter about how to share his or her feelings about what is being proposed.
Answer the following questions about your child as a way to prepare for the IEP meeting.
__ Do a Positive Student Profile ( 71) (see the box below) to share with the team. To do this profile, answer questions about your child, which will help you organize your thoughts and focus clearly on your child's strengths, needs, and goals.

_______________________________

Doing a Positive Student Profile ( 72)

1. Who is ____________? (Describe your child, including such information as place in the family, personality, likes and dislikes.)

2. What are __________'s strengths? (Highlight all areas where your child does well, including school, home, community, and social settings.)

3. What are ________'s successes? (List all successes, no matter how small.)

4. What are ________'s greatest challenges? (List the areas where your child has the greatest difficulties.)

5. What are _________'s needs? (List the skills your child needs to work on and the supports he or she needs.)

6. What are our dreams for ____________? (Describe your vision for your child's future, including short-term and long-term goals.)

7. Other helpful information. (List all relevant information, including health care needs, that has not already been described above.)

_____________________________

__ Brainstorm with people (teacher, friend, family members, tutor, therapist, consultant) to get ideas before the meeting. Write down things you feel must be included in the IEP. Decide how you want to share this information with the other members of the IEP team.

__Ask other team members if they can share their ideas about your child's program ahead of time.

__ Know your rights. Review the IDEA regulations and accurate summaries. Take the regulations with you to the meeting in case you need them.

__ Are there any areas where you and the school might disagree? Plan how you want to handle these. List any information that might support your position. Think of alternatives to offer if the school is not willing to accept your first suggestion. Decide where you can compromise and where you can't.

__ Consider whether you'd like to invite another person to go with you to the IEP meeting. This person should have special knowledge or expertise about your child or with respect to your child (a related service provider, for example, a past teacher, a specialist in your child's disability, or a friend). Another person may think of things during the meeting that you do not. As a courtesy, let the school know if someone will be attending the meeting with you.

If an advocate will be attending the meeting with you, review your agenda together before the meeting. Above all, be sure that the advocate understands what role you would like him or her to play in the IEP process.

11. What do I do during the meeting?

Use your notes to keep yourself and the team on track. Keep the focus on your child's individual needs and in creating a plan that will lead to success. Remember your child's social and emotional needs, including the need to be with peers that do not have disabilities. Encourage the other members of the IEP team to use simple language, so that anyone reading the IEP can understand and carry it out.Stay focused

Ask questions
If a team member says something you don't understand, ask the person to explain. If someone says something about your child you don't agree with or have a question about, ask for more details. What backup information supports the person's statement (teacher notes, checklists, evaluations)? If you have different information, be sure to share it.

Make sure you don't accept or reject a goal for your child based on incomplete information. If a present levels statement is appropriate, there should be data to support it. If a goal is appropriate, there should be documentation to back up the need. You want to make sure that decisions are not made based upon a single event or random observations.

Be thorough
Make sure you agree with the language in the present levels of academic achievement and functional performance before you finalize annual goals for your child. Try not to move away from one area until you are confident that it adequately addresses your child's needs. If you find that needed information is not available at the meeting, have the team make a note of what is missing, who will get the information, and when they will get it by. Then you can agree to move on and come back to discuss the issue when the needed information is received.

12. What can I do if we don't agree?

If the team cannot agree on a particular item after several minutes of discussion, add it to the team's "parking lot" of concerns and suggest coming back to it later. Avoid getting stuck debating a particular point over and over, especially if it feels like you are not getting anywhere. You need to be clear in your mind on where you can and cannot compromise. Communicate this in a reasonable and calm way. Sometimes, the following words can help the team resolve an issue.

"What will it take for us to reach an agreement on this issue?"

"Why don't we just try this for 6 weeks and see how it works?"

"I understand that you can't say yes to this request. Can you tell me who does have the authority? How do we get that person here?"

"We can all agree that this is not an easy issue. But we need to find a solution that will work for (your child) that we can all live with."

"I just don't see this as being appropriate for (your child). There have to be other options we haven't looked at."

13. I'm concerned I'll get too emotional. Any suggestions?

One of the most difficult things in an IEP meeting can be keeping emotions under control. It is easy at times for anyone at the meeting to get frustrated. Everyone has demands placed on them that are outside their control. The teacher has concerns about meeting the needs of all her students, including your child. Therapists may be concerned with how many children they need to work with and how to fit everything that needs to be done into a single school day. The administrator may be worried about having enough staff,

supplies, and equipment on a daily basis. And, like any parent, you want what is best for your child, even though the law says you are only entitled to what is appropriate. It is a challenge to balance all these needs and demands. The key to reducing frustration and avoiding conflict is to be respectful of each other, even when you don't agree. Keep coming back to the purpose of the meeting-to develop an appropriate IEP for your child.

14. What if we still don't agree?

If you've done as much as you can and still cannot come to agreement on the IEP, there are several options open to you.

__If this is your child's first IEP, you can refuse to give permission for the school to implement the IEP.( 73) In this case, your child will not receive the special education services outlined in the IEP.

__Ask the school to give you prior written notice ( 74) on the issue(s) under disagreement. Written notice must tell you in detail what the school is proposing or refusing to do, why, and what information it used to reach the decision. This includes:

-telling you other options the school considered and why they were rejected;

-describing each evaluation procedure, test, record, or report used as a basis for the action being proposed or refused; and

-describing any other factors that are relevant to what the school is proposing or refusing to do.

With this information, you may be in a better position to convince the school to rethink its decision or to proceed with the next step below.

With mediation, you and the school sit down together and try to work out the disagreement with an impartial third person called a mediator. The mediator does not work for the school system or make any decisions for you or the school. The mediator helps you and the school talk about your differences and work toward an agreement.

The due process hearing is a formal, legal procedure where both you and the school present your views on the dispute to an impartial hearing officer. After all the evidence is presented and witnesses have spoken- much like in a court case-the hearing officer decides the case and tells you and the school how the matter is to be settled. He or she issues the decision in writing.

You request a due process hearing by filing a due process complaint that must contain specific information ( 77), with a copy sent to the state department of education. Within 15 days, your school system must convene a resolution meeting between you, as parents, and relevant members of the IEP team. The purpose of the meeting is for you to discuss your due process complaint, which gives the school system the opportunity to resolve the dispute. This resolution meeting need not be held if you and the school system agree to waive the meeting or agree to use mediation instead. ( 78)

__You can also file a written state complaint ( 79) with your state's department of education. When you file a state complaint, you must tell the state what part of the IDEA you believe the school has violated. You must also state the facts as you know them and provide copies of any documents or correspondence on the matter you may have. The state will investigate your complaint, request documents if necessary, and give a written decision.

There is a lot to know about each of these ways of resolving problems with the school. The premier source of this information is CADRE, the National Center on Dispute Resolution . Visit CADRE at:
http://www.cadreworks.org/

__Finally, if this is not your child's first IEP, you can revoke consent ( 80), in writing, for the continued provision of special education and related services to your child, even though you previously gave your consent. Once you revoke consent, the school system may no longer provide special education services to your child, and they may not try to override your revocation of consent. There are also a number of other consequences that may arise, such as how your child will be disciplined. Therefore, it is important for you to ask questions about how your child's education will be affected before revoking consent.

15. When the IEP is completely written, am I supposed to sign it?

As the IEP meeting comes to a close, you will probably be asked to sign the IEP document. Depending on the state you live in, your signature on the IEP will mean different things. In some school systems, your signature on an IEP means that you agree with the IEP. In other states, a parent's signature on the form simply means that the parent attended the IEP meeting.

There is no regulation that says you must sign the IEP immediately at the end of the meeting, or at all. If you feel the need to wait before signing the IEP, if you need to "sleep on it" or share it with your spouse/child's tutor/consultant, say so. You may wish to list specific items in the IEP that you want to think about before signing ("I'm still uncomfortable with ____, and I'd like to think about it some more"). This lets the school know where you stand and gives everyone time to think of possible solutions or compromises.

Whatever you decide, read the IEP document in its final version before signing. This is also a good time to review the list of concerns you prepared before the IEP meeting. Did the team talk about all of those items?

When all the talking is done, if you are comfortable with the IEP, go ahead and sign. If you agree with everything except one item, you can sign your agreement and add a statement about the one item you disagree with. The team can implement all of the IEP except that one item, until you do resolve it.

16. What do I do after the IEP meeting (and before the next one)?

Hurrah! You've completed your child's IEP. Now that you have a well-written IEP, you may want to schedule a follow-up meeting after a month or six weeks, so you and the rest of the team can talk about how things are going. Watching your child work at school and talking with the staff will help you keep track of your child's progress. Remember, if you ever feel that the IEP needs to be changed, you can request an IEP meeting.
Final Words
Even when you have done many IEPs, you can still forget things from one IEP to the next. So, after each meeting, jot down any thoughts you have about the IEP and the process. What did you like? What did you not like? What would you do differently next time? What will you do the same? When you are finished, store your notes in a safe place so that you can read them before the next IEP meeting.

17. Can my child's IEP be changed without holding a meeting?

Yes. If you and the school want to change your child's IEP after the annual IEP meeting, you and the school may agree not to convene an IEP meeting. Instead, you and the school will develop a written document that will amend your child's IEP. If your child's IEP is changed, all IEP team members will be informed of the changes, and if you request it, the school must give you a copy of the reviewed IEP. ( 81)

Keep in mind that developing an IEP is a learning process. With time it gets easier. Maintain your sense of humor and try to relax. When parents and schools truly work together, the process works well, and the best results for your child can be realized.

(1) "Parent" includes anyone who is legally responsible for the care and well-being of a child. This can be a guardian, grandparent, stepparent, surrogate parent, foster parent, or natural or adoptive parent. IDEA defines "parent" at 34 CFR §300.30.

(2) 34 CFR §300.7-Free appropriate public education.

(3) 34 CFR §300.8-Child with a disability.

(4) 34 CFR §300.39-Special education.

(5) 34 CFR §§300.500 - 300.537, which contain IDEA's procedural safeguards.

(6) 34 CFR §§300.320 - 300.328-Individualized Education Programs.

(7) 34 CFR §300.322, §300.323, and §300.501(b)-Parent participation; When IEPs must be in effect; Parent participation in meetings, respectively..

(8) 34 CFR §300.328-Alternate means of participation.

(9) 34 CFR §300.321-IEP team.

(10) 34 CFR §300.43(a)(1)- Transition services. A coordinated set of activities for a student with a disability designed to promote movement from school to postschool activities, including postsecondary education, vocational training, integrated or supported employment, continuing and adult education, adult services, independent living, or community participation.

(11) 34 CFR §300.321-IEP team.

(12) 34 CFR §300.322(a)-Parent participation: Public agency responsibility-general.

(13) 34 CFR §300.322(e)-Parent participation: Use of interpreters or other action, as appropriate.

(14) 34 CFR §300.322(b)-Parent participation: Information provided to parents.

(15) 34 CFR §300.503(b)-Prior written notice by the public agency; content of notice: Content of notice.

(16) 34 CFR §300.322(c)-Parent participation: Other methods to ensure parent participation.

(17) 34 CFR §300.322(d)-Parent participation: Conducting an IEP meeting without a parent in attendance.

(18) 34 CFR §300.300(b)-Parental consent: Parental consent for services.

(19) 34 CFR §300.324-Development, review, and revision of IEP.

(20) 34 CFR §300.324(a)(2)-Consideration of special factors.

(21) 34 CFR §§300.5 and 300.6-Assistive technology device; Assistive technology service, respectively.

(22) 34 CFR §300.27-Limited English proficiency.

(23) 34 CFR §300.321(c)-IEP Team: IEP Team attendance.

(24) 34 CFR §300.310-Definition of individualized education program.

(25) 34 CFR §§300.320(c) and 300.520-Definition of individualized education program; and Transfer of parental rights at age of majority, respectively.

(26) Sometimes parents pay for evaluations done by outside professionals and share them with the school. For information on an Independent Educational Evaluation (IEE) that the school system pays for, see 34 CFR §300.502.

(27) Adapted from Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers (p. 78). Bethesda, MD: Woodbine House.

(28) Decoding means breaking apart, sounding out, figuring out.

(29) Adapted from Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers (p. 78). Bethesda, MD: Woodbine House.

(30) See 34 CFR §300.320(a)(3)(ii).

(31) 34 CFR §300.320-Definition of individualized education program.

(32) 34 CFR §300.107-Nonacademic service.

(33) 34 CFR §300.39-Special education.

(34) 34 CFR §300.34-Related services.

(35) §300.105- Assistive technology. AT can be provided as either a related service, as special education, or as supplementary aids and services.

(36) 34 CFR §§300.42-Supplementary aids and services.

(37) 34 CFR §§300.34(a) and (c)(5)-Related services: General; and Related services: Individual related services terms defined: Medical services, respectively.

(38) 34 CFR §§300.34(b)(1)-Related services: Exception.

(41) 34 CFR §§300.320(a)(4)-Definition of individualized education program: General.

(42) 34 CFR §300.114-LRE requirements.

(43) 34 CFR §§300.320(a)(5)-Definition of individualized education program: General.

(44) 34 CFR §§300.116(e)-Placements.

(45) 34 CFR §§300.114(a)(2)-LRE requirements.

(46) 34 CFR §300.320(a)(6)-Definition of individualized education program.

(47) 34 CFR §300.320(a)(6)(i)-Definition of individualized education program.

(48) 34 CFR §300.320(a)(6)(ii)-Definition of individualized education program.

(49) 34 CFR §300.160- Participation in assessments. This section of IDEA was "reserved" when IDEA's regulations were published in August 2006. Final regulations for §300.160 were then published in the Federal Register on April 9, 2007 (Volume 72, Number 67), available online at: http://www2.ed.gov/legislation/FedRegister/finrule/2007-2/040907a.pdf

(50) 34 CFR §300.320(a)(7)-Definition of individualized education program.

(51) 34 CFR §300.106-Extended school year services.

(52) 34 CFR §300.320(a)(3)-Definition of individualized education program.

(53) 34 CFR §300.43-Transition services.

(54) 34 CFR §300.320(b)-Definition of individualized education program: Transition services.

(55) 34 CFR §300.43(a)-Transition services.

(56) 34 CFR §300.43(a)(2)-Transition services.

(57) 34 CFR §300.320(c)-Definition of individualized education program: Transfer of rights at age of majority.

(58) National Center on Secondary Education and Transition. (2002, May). Age of majority: Preparing your child to make their own choices. Minneapolis, MN: Author. Quote from page 2.

(61) 34 CFR §300.520(b)-Transfer of parental rights at age of majority: Special rule.

(62) 34 CFR §300.327-Educational placements.

(63) 34 CFR §300.114-LRE requirements.

(64) 34 CFR §300.114(a)(2)-LRE requirements.

(65) 34 CFR §300.116-Placements.

(66) Ibid.

(67) From the Department of Education's Analysis of Comments and Changes that accompanied publication of IDEA's final regulations in the Federal Register, Volume 71, Number 156, page 46588. Available online here at the CPIR.

(68) 34 CFR §300.115-Continuum of alternative placements.

(71) Adapted from: Creating Collaborative IEPs: A Handbook (Rev. ed.). (2001). Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University.

(72) Ibid.

(73) 34 CFR §300.300(b)-Parent consent for servicess.

(74) 34 CFR §300.503-Prior notice by the public agency; content of notice.

(75) 34 CFR §300.506-Mediation.

(76) 34 CFR §§300.507, 300.508, and 300.511-Filing a due process complaint, Due process complaint, and Impartial due process hearing, respectively.

(77) 34 CFR §§300.507 and 300.508(b)-Filing a due process complaint; Due process complaint: Content of complaint.

(80) 34 CFR §300.300(b)(4)-Parental consent for services.

(81) 34 CFR §300.324(a)(4)-Development, review and revision of the IEP.

Parent Guide 12 (PA12)
3rd Edition, April 2009
A legacy resource from NICHCY

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En español | In Spanish by Theresa Rebhorn Being a parent is the most wonderful-and hardest-job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated. Your child's education is most likely an area of great interest to you.

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This website has amazing resources for students to use at home! It has so many educational videos for kids of all ages, especially videos that have to with the outside world.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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This website is an article written by a fellow teacher. In light of recent happenings, she decided to write this as a list fo resources that explain a few helpful and effective ways to practice distanced learning. She addresses multiple different sides that must be considered.

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Sponsored by World101 and Listenwise

Disclaimer 1: This post was written in the Spring of 2020 as a response to the COVID-19 outbreak, so a lot of the information here is discussed through the lens of distance learning launched by a global pandemic. I have attempted to broaden the lens beyond our current situation to take other distance-learning situations into account.

Disclaimer 2: I recommend quite a few tech tools in this post. Before you proceed with them, please check with your district to make sure the tools comply with your specific use policies for age, privacy, etc.

If you've found yourself teaching in a distance-learning situation, especially if it's been foisted upon you by circumstance, you'll discover pretty quickly that distance learning offers different challenges from face-to-face instruction. And if you look online, you'll find tons of ideas and resources that can help you tackle those challenges, so much that it's easy to get paralyzed at the volume of it all. This is especially true if you're expected to hit the ground running with very little notice.

To help you, I'm going to take my best shot at sharing clear, carefully curated information on distance learning. We'll do this in four parts:

In Part 1 I'll address your head and your heart, the very real, valid emotional and psychological factors that may be preventing you from doing a decent job with online learning.

In Part 2 we'll get into the nuts and bolts of distance learning, options for content delivery, different ways students can demonstrate learning, and some of the tech that can make it all work.

In Part 3 I'll share some general tips and advice I've gathered from teachers in the field.

And in Part 4 we'll talk about troubleshooting, solving some of the more specific problems that come up often when we talk about online learning.

PART 1: START WITH YOUR HEAD AND YOUR HEART

None of the practical stuff is going to do any of us much good if we're in a distracted, panicked headspace and haven't tended to the ways our current situation has impacted our emotions. Here are three things you can do to get your head and heart in a better place.

Get Perspective

There will likely be times when the people in charge of you start to expect too much, or you expect too much of yourself. If you're in a situation like the one we happen to be in right now, in the spring of 2020, you may need to regularly step back from what's right in front of you and remember that we're dealing with life and death circumstances right now. None of this is normal, and there really is no precedent to follow. Most people are doing the best they can on any given day, and that means things will not go smoothly. And by "people," I mean everyone: students, parents, your colleagues, your administration, your family members, and you. YOU. Giving yourself plenty of grace is key at times like this.

If you need something to help you regain perspective and cut yourself some slack, read Carolyn Todd's editorial, Is Anyone Else Just Barely Functioning Right Now?

Now if you personally have a cool, level head at the moment, but someone else is pressuring you to do more, keep in mind that they are feeling their own unique pressure to perform, and they're passing that on to you. It may be an opportunity to validate their feelings, or it may be time to push back on expectations that are simply unreasonable.

Get Physical

When things start to feel like too much, start moving. Decades of research has pointed to the link between physical activity and brain function, but most of us don't need research to know that some of our best ideas come to us when we change things up and go for a walk, a run, or a bike ride. This is especially important during times when we are more likely to be cooped up in our homes, such as, say, a quarantine imposed by a global pandemic.

Get with Other People

One of the things that has really overwhelmed me in the process of putting this post together is knowing that everyone's situation is a little different and not having the tools to address each situation.

One way to alleviate this is to get in touch with others who are more familiar with your specific needs. Apart from collaborating with your colleagues, a great way to share ideas is to find and join online groups. Two I'm recommending here are on Facebook. If you're not on Facebook, I strongly suggest you set up an account just for the purpose of collaborating with others.

Dealing with Educational Inequities in Distance/Online Learning: This group was created "in response to the growing list of resources and practices during the COVID-19 shutdown that further increase the educational divide as it relates to accessibility; race; socio-economic status; gender; and other marginalized communities. We want to demonstrate real solutions in distance/online learning that can provide solutions for all learners."

PART 2: THE NUTS AND BOLTS OF ONLINE LEARNING

Online learning has so many components to it; each one could honestly get its own whole blog post. Since I can't go too in-depth all at once, I'll just do an overview of all the pieces and link out to a few resources that can help you learn more about each one.

1. CONNECTING AND COMMUNICATING WITH STUDENTS

It's essential that you have clear, consistent, accessible channels for communicating with your students. Different pathways for communication will need to be established. The first two are essential and asynchronous, meaning participants can access the conversation whenever it's convenient; they don't need to be present at the same time. The third pathway is optional and is usually synchronous, meaning participants must "attend" the conversation at the same time.

Must Have: Outgoing Communication asynchronous On this pathway, you give instructions, post announcements, and generally inform your students about what's going on and what's expected of them. Some teachers are creating daily or weekly videos for this purpose, while others are writing out instructions in places like Google Docs, and others are doubling up-pairing short videos with written instructions so students get the information through different modes.

It seems like one of the most important considerations with outgoing communication is that you keep it consistent: Pick one place to deliver and store outgoing messages and stick with that, so students know where to look, nothing gets lost in the mix, and no one gets overwhelmed with information overload.

Must Have: Incoming Communication asynchronous This pathway is for students and parents to reach out to you with questions, feedback, and updates on their ability to complete required work.

Nice to Have: Two-Way Communication
synchronous OR asynchronous On this pathway, you and your students can communicate back and forth in a more open dialogue, where you broadcast yourself live and students attend as participants in one-on-one, small-group, or whole-class sessions.

Video conferencing: For this pathway, many teachers are using video conferencing tools like Zoom, Google Hangouts Meet, and Microsoft Teams. These can be great for community-building and giving students a sense of connectedness with you and each other.

It's important to note that these platforms also have their pitfalls, one of which is that they may directly violate your school's privacy policies, so be sure to check with the people in your district who are in charge of compliance with those policies to make sure you're ok. This article from Edsurge does a good job of explaining the potential problems with video conferencing; it focuses specifically on Zoom, but the concepts would apply to any video conferencing tool.

This infographic, created by the Celina High School SWAT Team in Celina, TX, and their advisor, Tisha Poncio, offers tips for students when participating in video conferences:

Alternatives to Video Conferencing: If you've decided not to go the video conferencing route for now, you can still set up text-based discussions that can get students interacting:

Discussion boards: Many platforms, like Google Classroom, Blackboard, Edmodo, and Microsoft Teams, give you the option to set up ongoing, text-based discussions on individual topics. You can make these optional, open for students to ask questions on their work, or make participation a required part of students' grades.

Backchannel discussion: If you'd like something that feels more dynamic and "live," try a backchannel discussion, which can happen at a set time (synchronous) or stay open for a longer period of time to allow students to participate when it's convenient for them (asynchronous). You can open up a text-based chat room in YoTeach (which is very similar to the now-defunct TodaysMeet). If your students are 13 years or older, you could also set them up on Voxer, which allows them to use voice or text to carry on discussions.

2. KEEPING EVERYTHING ORGANIZED

Ideally, you and your colleagues will have chosen a single platform for storing and delivering assignments, collecting student work, posting announcements, and so on. Many schools are already set up on a learning management system (LMS) like Google Classroom, Canvas, Blackboard, or Edmodo. If you don't already have something in place, and you don't have time to learn a new platform, it's probably not a good idea to jump into anything new.

But creating a central hub should be a priority. What parents and students are saying most often is that it's incredibly stressful to have to keep up with multiple platforms and multiple streams of information, with some pieces coming through email, others through Remind, others through an LMS, and so on. With more than one child at home and more than one teacher per child, things can get out of hand very fast. It's perfectly fine to use different tools as part of your instruction-you might assign Quizlet flashcards, Edpuzzle lessons, Newsela articles-but for communication, keep things as streamlined as possible.

One simple approach taken by some schools is to maintain a single document (usually a Google Doc) for the whole school. In that document are links to individual documents for each teacher.

This type of document-which is just a really simple hyperdoc -creates a central hub where parents and students can start every single time, then click over to the places where they can find updated information for their classes. Even if you don't use this specific model, setting up something like it will make your whole school run more smoothly.

Individual teachers can then replicate this type of hub for their own classes, creating a central folder or file where students can find daily or weekly assignments and other communications.

3. LESSON DESIGN

Entire degree programs have been created to show teachers how to design lessons for online learning, and I wasn't able to delve into this enough for this post. What I did find are two resources that you might find helpful without getting another master's degree:

One principle that I've seen in several discussions of online learning is the idea that it works better when you give students some choices, choices in how they take information in and choices in how they demonstrate learning. The next two sections will share some possibilities for both of those.

4. OPTIONS FOR DELIVERING CONTENT

One of the main things you need to do when setting up online instruction is figuring out how students are actually going to take in the content. You have a few options, and it's a good idea to not just stick to one avenue, since you ideally want to give students multiple modes of intake.

Readings

Google Docs or Microsoft Word Files: As long as you remember to manage the security settings on these so they can't be edited, these kinds of files are perfectly fine to use as reading materials.

Regular PDFs: One advantage of using PDFs is that you generally don't have to worry about them being altered by the student, and things like fonts and other design elements will be preserved no matter what device a student is using.

PDFs with Annotation Tools: Several tools like Edji and Kami allow users to annotate PDFs, which would make a great close-reading assignment.

Websites: There's a ton of outstanding free content online that would make excellent reading material for class assignments. On CommonLit, Newsela, and Actively Learn, you can find good reading material for many grade levels and subject areas. NewseumED offers fantastic primary sources for history and social studies.

Websites with Customized, Added Layers: With any website at all, you can use Insert Learning to layer on your own instructional content, such as notes, discussion questions, quizzes, and other embedded content.

Videos

Video is a very popular way to deliver content online, because it has the potential to restore the voice and visuals that are lost when we move away from face-to-face instruction. Once you have a good video, you can share it directly with a link or use a tool like Edpuzzle or PlayPosit to build a complete lesson around that video.

You have two options for sourcing your content: use videos that were created by someone else, or create the videos yourself.

Created by Someone Else
Obviously, the internet is absolutely loaded with videos, and using them means you don't have to make them yourself. What's challenging is finding videos that (a) are appropriate for student viewing, and (b) accurately represent the content you want to deliver, in a way that's succinct and maybe even entertaining. Finding videos that meet these criteria can be really time-consuming if you don't know where to look.

To save time, it helps to go to sources that have already proven themselves as creators of high-quality educational videos.

Khan Academy offers a massive library of videos on math, science, and arts & humanities, including history and government, so that would be a great place to start.

Look for YouTube channels created by organizations that already have a strong reputation for good content, like National Geographic, the History Channel, and the Metropolitan Museum of Art.

As with anything else, your colleagues are going to be one of your best sources for finding good stuff, so ask around at school, or find a group on Twitter that can recommend something for you.

Created by You The good thing about creating your own videos is that you have total control over the content. Probably the easiest way to create instructional videos is with screencasting software, which simply records whatever is on your screen while you narrate into a microphone. So you could, for example, create a PowerPoint-based lecture, then just deliver that lecture on your screen and use screencasting software to record it.

Here are two affordable, popular options for screencasting:

Screencastify
screencastify.com
This recorder is built right into Google Chrome, which makes it an incredibly convenient tool for creating on-the-spot screencasts. As of right now, the editing tools are still kind of rudimentary, which means you're not likely to end up with a very polished end product. Still, for many purposes, this tool gets the job done quickly and easily. Watch this video to learn how to use it.

Screencast-o-Matic
screencast-o-matic.com
This popular recorder is one that you download onto your computer, which is slightly less convenient than one that's built into a browser, but the editing features available with the paid plans might make it worth it for you. This video gives you an overview of how it works.

Static Slide Presentation

Slideshows that combine text with appealing visuals can be a nice alternative to text readings. They're also much quicker and easier to create than videos, and viewing them requires a lot less internet bandwidth.

These kinds of slideshows, which students would click through on their own, should ideally be designed with that independent experience in mind. Unlike a presentation that you give live, these would not be simply a support for a speaker; they'd need to stand completely alone, with all the necessary text on the slides, rather than in the speaker notes.

Rather than sharing these as a file, which would require you to adjust editing permissions and would likely result in the student looking at it in editing mode, you can share it in presentation mode so the slides take up the full screen and it feels more like an experience, like in this sample presentation. Learn how to set this up with a Google Slides presentation in the video below:

Audio

Content can also be delivered via audio, which can be a nice change of pace for students who are used to text or videos only, and because audio files are much smaller than video files, they're less likely to strain home internet capabilities.

Listenwise houses a fantastic library of curated, standards-aligned podcasts.

You can find lots of other podcasts on pretty much any topic imaginable. Here are some good ones that are produced specifically for student audiences.

Recording your own audio instructions, reflections, or lectures is simple and quick. You can use a voice recording app on a smartphone or a web-based tool like Online Voice Recorder to create MP3 files, which are just audio files, then upload those files right into whatever platform you're using to distribute information to students. In many cases, students will be able to play them right on that platform.

Interactive Learning Experiences

Some tools have come along in recent years that allow you to create interactive online learning modules, where students click through various instructional components, play games, take interactive quizzes, and so on. Although some activities may not justify the time it takes to put these interactives together, they can offer something different and more fun than the standard fare. You can find these on sites like GoConqr, Deck.Toys, BookWidgets, and Wizer. The one platform that seems to have the most robust collection of options is Genially. Take a look:

5. OPTIONS FOR DEMONSTRATING LEARNING

Just as there are many different ways to get the content into students' heads, you can also offer choices for how students demonstrate their learning. Probably the quickest, most traditional way to measure whether students learned the material is to give them some kind of test or quiz, but that may not be the best way to get students to experience the content in a deep way. Sticking only to tests also favors students who work well in that mode, rather than allowing other students to shine in areas they might be stronger in. Beyond all that, it's not much fun.

On Twitter, I asked teachers for some fresh ideas for "end products," and got tons of ideas back. Below I've listed some really good ones. Before you jump on these, be mindful that these end products still need to align with your instructional goals and are not what we call Grecian Urn assignments, creative-looking projects that don't ultimately have much instructional value.

Book: Students create a children's book, mini-textbook, handbook, comic, or other kind of book. These can be done on paper or created with apps like Book Creator.

Google Tour: Using Google Tour Builder, students can create customized tours that combine photos, text, and targeted locations on Google Earth. These could be used to create tours that explore current events, historical periods or phenomena, science or geography topics, global research topics, students' personal histories or future plans, or completely fictionalized stories that take place in various locations around the world.

Infographic: On paper or using a tool like Piktochart, have students create an infographic to represent or teach about an idea or set of data.

Lesson: Have students write their own lesson on a chunk of your content. Provide them with the basic structure of a lesson to follow, including objectives, direct instruction, guided practice, and some sort of assessment to measure their success.

Model: Students can create a physical model representing some aspect of your curriculum, then photograph it from various angles or create a video tour of the model with their own narration.

Museum or Multimedia Collection: Have students curate a collection of artifacts representing a curricular concept, along with their own written captions, in a Google Slides presentation. Two fantastic resources for gathering these artifacts are the Smithsonian Learning Lab and the Google Arts & Culture website.

Podcast: Have students use the recording tools mentioned in the "Audio" section above or an app like Anchor to record a podcast where they express an opinion, tell a story, or teach about a content-related topic. If students have a lot of material, they can break their podcast into multiple episodes and do a series instead.

Scavenger Hunt: Have students participate in a content-based scavenger hunt and take photos to record their findings. An app like GooseChase can make this even more fun.

Sketchnote: Have students create a sketchnote to represent a content-related topic using paper or with a drawing app like Sketchpad.

Video: Students can create their own videos as creative, informative, persuasive, or reflective pieces. These can be public service announcements, commercials, mini-documentaries, instructional videos, short feature films or animations, or TED-style talks. Tools for creating these can range from quick response platforms like Flipgrid, to screencasting tools listed in the previous section, a tool that creates stop motion videos like Stop Motion Studio, or simple online video creators like Adobe Creative Cloud Express.

Website: Using tools like Weebly, Wix, or Google Sites, have students develop a website to document a long-term project or teach about a particular idea.

PART 3: GENERAL TIPS AND ADVICE FROM TEACHERS

Begin again.

If distance learning has been introduced suddenly, where it takes the place of face-to-face learning rather than being the standard from the start, treat the beginning of the shift the same way you'd treat the beginning of a school year, by establishing routines and protocols before digging deeply into content, and giving extra energy to rekindling culture and relationships on the new platform even if they were already established in the face-to-face setting.

Keep home responsibilities in mind.

When schools are closed district-wide, all children are out of school and under one roof. This means older kids may be shouldering some responsibility for caring for their younger siblings, and that could impact how well they are able to keep up with deadlines, log in for synchronous events, or respond to communication in a timely manner. Letting students know up front that you get this, and maintaining flexibility with deadlines, can go a long way toward keeping lines of communication open and avoiding misunderstandings.

Make social interaction a priority.

When we are kept apart from one another for whatever reason, our need for human interaction increases. So if you're teaching a distance learning course that was set up that way to begin with, it's important to build in structures to keep students interacting with each other and with you.

This principle is even more vital in situations where distance learning is coupled with large-scale social isolation.

Some of the tools and systems I mentioned earlier, like video conferencing and discussion boards, can meet this need; even your own outgoing video, audio, and written communication can be used for more "human connection" reasons. A good general rule to keep in mind is that you don't need to use 100% of your time for instructional purposes; allowing space for regular conversation, venting, and laughter can be incredibly important.

Keep messaging to a minimum.

I mentioned this earlier, but it's important so I'm repeating it. If kids and parents are receiving multiple messages from multiple teachers every day, and families have multiple kids, they can become overwhelmed really quickly, and things will start slipping through the cracks.

Try to limit the number of platforms you and your school are using for distributing information. Ideally, you'll have one clear channel for sending out announcements and messages, and those will be limited in number. Parents and students will have one place to look for all important information, and that "place" will be clean, simple, easy to navigate, and updated regularly so that all users can count on the information being current. The closer you can get to this ideal, the more smoothly things will go.

PART 4: TROUBLESHOOTING

Two specific problems tend to come up more often than any others when it comes to distance learning. Although neither one is completely solvable, here are some of the ways schools are addressing them:

1. Students Who Do Not Have Home Access to Tech

The whole notion of distance learning becomes a problem if some of your students don't have devices or reliable internet access. Here are some ways to address this problem:

Get more students connected. In a 2017 post, When Your School is Short on Tech, I showcased some ways that schools are getting unconnected families online, including information on how some schools partner with organizations like Kajeet to loan WiFi hotspots out to families. Although some of the solutions may not be relevant to a distance-learning situation, you may find some resources that can be helpful in your community, even if they can't be implemented right away.

Offer non-digital options. Some districts are working around the problem by offering paper resources for pick-up and drop-off. This is how we did distance learning in all the years before the internet, so it's certainly possible to do it again.

Use the phone. If you've tried other avenues and still can't get a hold of some families, a regular phone call might be your best option. If you want to keep your number private, you can set up a Google Voice account, which allows you to call, text, or message another phone without sharing your personal number, or use some of these phone settings to block your regular number. If you are reaching out to families that don't speak your language, try the free TalkingPoints app, which allows you to communicate with them in their language.

Use the mail. Although not ideal or cheap, it may be possible to mail materials back and forth (if you have office staff still going to school each day, they may be able to help with this). Even if instruction isn't possible this way, consider the impact it would make if you took ten minutes to mail a hand-written letter to an otherwise unconnected student, just to let them know you're thinking about them.

Consider home visits as a last resort. This isn't out of the question. And if you're deeply concerned about reaching students who can't be reached in any other way, it may be possible to just drive to their neighborhoods and, maintaining all precautionary measures and social distancing, check in with them. One visit might be all that's needed to at least establish a phone connection that you can maintain from that point on.

2. Meeting Special Education, RTI, and Language Learning Needs

So many of our students have individual needs that we have figured out how to meet in a school setting. When school moves to a distance-learning model, both teachers and parents are often at a loss for how to continue working with students with IEPs, those who receive RTI support, English learners, and other students who get one-on-one time with educators specifically trained to meet their needs.

Since this one is really far out of my wheelhouse, I reached out on Twitter for help. Really, your best bet is to read the replies to see what might work for you. You'll not only get some good ideas, you're likely to connect with people you can reach out to for even more good ideas.

Apart from that, I have a two more resources to share:

Microsoft has a growing suite of tools made specifically to make online learning more accessible for all learners. One or more of these may make it easier for you to meet more students' needs from a distance.

The TalkingPoints app enables teachers to communicate with parents in the parents' native language, and it even works if parents only have text-based phones.

As I neared completion on this post, I opened up my inbox and found five other resources that had been sent to me for possible inclusion in this post. Looking through them made me realize I had missed gobs and gobs of information here. I felt completely deflated and overwhelmed all over again, but then, as I have often had to do in the past couple of weeks, I took a deep breath, closed up the things that were distracting and upsetting me, and said to myself, "Today you have done enough."

I hope this has helped you in some way. If not, tomorrow is another day.

Come back for more.
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Distance Learning: A Gently Curated Collection of Resources for Teachers

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An overview of the nuts and bolts of distance learning, including general tips, advice on tech, and troubleshooting some common problems.

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This website has online resources for students to do at home. It also has videos explaining the corona virus in a kid friendly way. This is not specifically labeled for kids with disabilities, but like we have learned this class, kids with disabilities are capable of performing normal activities.

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Scholastic is offering 4 weeks of online learning for free during the COVID school closures.  The site allows you to pick a grade level from pre-k - 9th grade. There are fun activities, printables, videos, and book readings  offered weekly. There is also the option for English or Spanish.

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Raise a reader by getting the best book recommendations, reading tips, and discounts delivered straight to your inbox.

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This website breaks the IEP process up into parts, making it easier to understand for both educators and parents. It provides in depth how to handle certain situations and approach the IEP process.

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A NASET series that looks at each component of the IEP in depth

Before diving into the specifics of what must be included in an IEP, it's important to consider the "Big Picture" of the IEP-its purposes, how it serves as a blueprint for the child's special education and related services under IDEA, and the scope of activities and settings it covers.
The IEP has two general purposes:
(1) to establish measurable annual goals for the child; and

(2) to state the special education and related services and supplementary aids and services that the public agency will provide to, or on behalf of, the child. When constructing an appropriate educational program for a child with a disability, the IEP team broadly considers the child's involvement and participation in three main areas of school life:

the general education curriculum

extracurricular activities

nonacademic activities

By general education curriculum, we mean the subject matter provided to children without disabilities and the associated skills they are expected to develop and apply. Examples include math, science, history, and language arts.

When we talk about extracurricular activities and nonacademic activities, we're referring to school activities that fall outside the realm of the general curriculum. These are usually voluntary and tend to be more social than academic. They typically involve others of the same age and may be organized and guided by teachers or other school personnel. Examples: yearbook, school newspaper, school sports, school clubs, lunch, recess, band, pep rallies, assemblies, field trips, after-school programs, recreational clubs.

The IEP can be understood as the blueprint, or plan, for the special education experience of a child with a disability across these school environments.

Most special educators have an awareness of what is basically required in a child's IEP. However, the more you understand about each individual part, and especially how they go together to form an action plan for a child's education, the easier it will be to write a well-grounded and effective IEP. Using information from the National Dissemination Center for Children with Disabilities, this 11 part series will focus on each specific component of the IEP.

PAST ISSUE OF IEP COMPONENTS SERIES

How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the "present levels" statement in the IEP.

Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period.

Benchmarks or Short-Term Objectives
Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. If you're wondering what that means, this article will tell you!

Each child's IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article.

The IEP must contain a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child. This article focuses on the first element: a statement of the special education that will be provided for the child.

To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services. Find out all about these critical services here.

Supplementary aids and services are intended to improve children's access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities. Read how this connects to IDEA's foundational principle of LRE.

IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate.

When will the child begin to receive services? Where? How often? How long will a "session" last? Pesky details, but important to include in the IEP!

After a child is found eligible for special education and related services, a meeting must be held within 30 days to develop to the IEP. The school system must notify the child's parents of when and where the meeting will take place, so they have the opportunity to attend and participate.

After a child is found eligible for special education and related services, a meeting must be held within 30 days to develop to the IEP. The school system must notify the child's parents of when and where the meeting will take place, so they have the opportunity to attend and participate.

The Individuals with Disabilities Education Act (IDEA) requires public schools to make available to all eligible children with disabilities a free appropriate public education (FAPE) in the least restrictive environment appropriate to their individual needs. The law requires that public schools develop appropriate Individualized Education Programs (IEPs) for each child. The IEP is a written plan for educating a child with a disability. The IEP describes the student's specific special education needs as well as any related services, including assistive technology.

The focus of this issue of NASET's IEP Component series was written by the National Dissemination Center for Students with Disabilities (NICHCY). The article will connect you with resources in the employment world. Exploring what these organizations and centers have to offer can be extremely helpful when involved in planning a student's future in this area.

Certain members of the IEP team may be excused from an IEP meeting under specific conditions. These conditions will vary depending on whether or the team member's area of expertise is going to be discussed or modified in the meeting. This issue of NASET's IEP Components series will address the issue of excusal of IEP team members from IEP meetings.

Many different individuals come together to help the student plan for transition. Typically, transition planning is handled by members of the IEP team, with other individuals becoming involved as needed. It's important to involve a variety of people, for they will bring their unique perspectives to the planning table. The team draws upon the expertise of the different members and pools their information to make decisions or recommendations for the student. In addition to the regular players at the IEP table (parents, student, special education and general education teachers, related service providers, administrators, others), when transition is going to be discussed, representatives of outside agencies may be invited, especially those who are well informed about resources and adult services in the community. This issue of NASET's IEP Components series presents a list of four different agencies to consider, plus the ever-useful "Other" category. Each is discussed in some detail throughout this article.

NSTTAC is the National Secondary Transition Technical Assistance Center, an OSEP-funded project whose expertise is secondary transition. As part of its work, NSTTAC has developed extensive training materials to help states collect data about the transition services they provide to youth with disabilities. Those materials are also useful for our purpose here, which is to look closely at the type of transition information to include in a student's IEP. NSTTAC's materials include a checklist of questions to ask, which are adapted here for use by IEP teams as they plan a student's transition services and craft statements to include in the student's IEP. This issue of NASET's IEP Components series will present a checklist of questions to ask for IEP Teams as they plan a student's transition. NASET would like to thank the National Secondary Transition Technical Assistance Center for their permission to use its materials for this publication.

This issue of NASET's IEP Component series was written by Dr. John Nikolaros. The paper specifies critical measures required by the Section 504 of Rehabilitation Act of 1973, and the Individual with Disabilities Education Act (IDEA) for students with special needs. The author explains and offers successful strategies in special education. The specific benchmarks that are examined consist of the process leading up the Individual Education Program (IEP) meeting, the impact of the special education chair, and the least restrictive environment (LRE). The purpose of this paper is to inform the audience of practices in special education that lead to consistency and successful implementation.

This issue of IEP Component Series was written by Catherine C. George, Ph.D. and Sharon A. Lynch, Ph.D. The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act included substantial changes related to Individual Education Programs. These changes require school personnel to provide students with disabilities greater access to the general curriculum. Multidisciplinary teams must implement these changes when developing and measuring a student's IEP. This article highlights some of these changes and offers practical recommendations to assist educators in the IEP development process. Specifically, the present article provides a working guidance document for developing a quality statement of a student's present levels of academic achievement and functional performance that leads to individualized benchmarks and goals. Additionally, the authors provide several recommendations regarding methods which can be used to measure student progress on a variety of benchmarks and goals.

This issue of NASET's IEP Component series was written by Olga M. Torguet from Florida International University. Her article focuses on the barriers to full participation in the IEP Process. To advocate for their children and make informed educational decisions, parents must be able to understand the information presented at Individualized Education Program (IEP) meetings. The Individuals with Disabilities Education Act (IDEA) of 1997 legally mandated that students 14 and older be invited to participate in IEP meetings. As a means to better understand parents' and students' passive participation during these meetings, I analyzed current literature related to barriers that inhibit their full participation in the IEP process. Two studies were identified related to the readability of Procedural Safeguard documents provided by states department of education. Eight published articles were dissected to identify the reasons for the inactive involvement of parents and students. Overall arguments that emerged repeatedly across all articles concerned the inability to advocate due to the high readability level of parents' rights documents, jargon utilized in meetings, and lack of understanding of system procedures and policies.

This issue of IEP Component series was written by Arnold Chee Keong, CHUA, MEd/BCSE. Young children with developmental disabilities such as autism spectrum disorder, global developmental delay, cerebral palsy, and Down syndrome is on the rise in Singapore. Children diagnosed with such disabilities at the age of three years or below will undergo an early intervention program to prevent or minimize developmental delays. Teachers in the early intervention sector require to develop an Individualized Education Plan (IEP), a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. Educators working with children of various disabilities need to consider several factors in the formulation of an appropriate IEP. Using the proposed S.M.A.R.T. framework, this paper discusses five key elements of designing an IEP (S: Specificity, M: Meaningful, A: Appropriateness, R: Routine-based, and T: Transferability) which educators can adopt so as to improve the quality of written IEP goals and objectives. It is hope with this framework, the child's learning can promote engagement, social interaction, and finally independence.

Adolescence is a time for dreaming-for youth to imagine and set a course for the future. High school students naturally spend time imagining the future-if and where to continue their education, to find a job or pursue a career, to move away from home, or to start a family. The Individuals with Disabilities Education Act (IDEA) includes a process to help youth with disabilities turn their dreams into reality. This issue of NASET's IEP Component series comes from a Parent Brief from the National Center on Secondary Education and Transition and was written by Ceci Shapland, Co-Director of the Healthy & Ready to Work National Center. It provides information on the benefits of and strategies for including health in the Individualized Education Program (IEP) process.

This issue of NASET's IEP Component series was written by the National Collaborative on Workforce and Disability and discusses career planning and vocational assessment for transition-age youth. Many youth with disabilities have not had the same opportunities as their non-disabled peers in terms of exposure to career preparation options. In the past, the career planning process for youth with disabilities often did not reflect the values of choice and self-determination. Many youth with disabilities were relegated to passive roles in their own career planning process. As a result, many youth have not had the opportunity to pursue career options that they found motivating and satisfying.

This issue of NASET's IEP Component series was written by Jay Gottlieb, Ph.D., Mark Alter, Ph.D., and Marc A. Gottlieb, Esq. Why, forty years after passage of the original Education for All Handicapped Act of 1975 (the predecessor legislation to IDEA), is there is still no agreed-upon operational heuristic for defining the least restrictive environment? As with so many aspects of public education, the answer is complex. Schools are ultimately responsible for identifying the LRE, but they are buffeted by many external and internal influences that affect the quality and quantity of education IEP students receive. Even in the absence of internal or external influences, substantial variability in LRE implementation is to be anticipated; in fact, it is desirable. The underlying rationale of the federal special education law is that each student is unique and requires a tailored program. The potential wealth of services and placements recommended on an IEP define an appropriate education, and they should be different for each person.

This issue of NASET's IEP Component series was written by Dr. Heidi D'Ambrosio and Ms. Lora Reese. The Individuals with Disabilities Education Act (IDEA) coupled with the Free Appropriate Education Act (FAPE) mandates the honoring of student rights to have complete access to curriculum and communication with zero rejection. Despite the legal demands of these two great Acts, some children are still being left behind. The purpose of this article is to bring attention to just one of many cases where the rights of a student with autism, a prevalent diagnosis, was denied his due entitlement to reach full academic and social potential. The United States Supreme Court has adjudicated cases as recently as Spring 2017. A case law review was conducted to offer insight into the world of school litigation and legislation as it relates to achievement, accountability, parental involvement, and special and remedial education reform policies and practices.

In this issue of NASET's IEP Component series, The Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child's IEP. Read IDEA's exact words. The importance of these special factors in the education of children with disabilities and the need for individualized consideration of these factors in IEP development and revision cannot be underestimated. The special factors are: (1) Behavior; (2) Limited English proficiency; (3) Blindness or visual impairment; (4) Communication needs/Deafness; and (5) Assistive technology. This edition of NASET's IEP Components series will provide you updated information and resources regarding special factors in IEP development.

In this issue of NASET's IEP Component series, Operating on the premise that the student with a disability-who is the focus of all this discussion and planning- may have something vital to contribute to planning his or her educational program and future, IDEA clearly provides for the child's inclusion in, and participation on, the IEP Team whenever appropriate.

In this issue of NASET's IEP Component series, A significant aspect of IDEIA's requirements relates to including transition-related goals and statements in the IEPs of students preparing for life after high school. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and the transition services (including courses of study) needed to assist the child in reaching those goals. This issue of NASET's IEP Components series comes from The Center for Parent Information and Resources (CPIR) and takes a much closer look at the kind of information that might need to be included in a student's IEP as part of transition planning.

In this issue of NASET's IEP Component series, Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and the transition services (including courses of study) needed to assist the child in reaching those goals. This issue of NASET's IEP Components series is designed to connect you with basic information about transition planning. We've included articles, guides, and online trainings designed for specific audiences, because we all process and use information from the vantage point of why we want to know and what we're going to do with the info.

Assistive technology enables children with disabilities to participate more fully in all aspects of life (home, school, and community) and helps them access their right to a ?free appropriate, public education? in the ?least restrictive environment?. The IEP team must determine whether an individual child needs an assistive technology device or service, and if so, the nature and extent to be provided. This issue of NASET's IEP Component series comes from the Center for Parent Information & Resources. The checklist provided is designed to help IEP teams consider the needs of students with disabilities for assistive technology. It was adapted from the Nebraska Department of Education's Nebraska IEP Technical Assistance Guide (1998, September).

This issue of NASET's IEP Components series was written by Rebecca Fields. The article focuses on collaborating with parents through the transitioning stages of an IEP. Transitioning from one stage of life to another can be tedious. More-so tedious when considering a student with disabilities (SWD). One can imagine the hesitation, frustration and fear that conjures from the anticipation of the unknown for both the parent and the SWD. Specifically, transitioning from high school to the next step in life can be a nerve wrecking experience for most parents to SWD. For this reason, it is plausible to assume that being a well-informed parent is critical for the success of the student in many ways. By creating a culture of open communication and providing resources for both the parent and student, it is possible to establish a sense of ease in relation to transition. The purpose of this literature review is to examine the effects that parental involvement has on SWD and their transitioning stage into post-school settings. It is a product of five articles that examine transition planning, family involvement, and parental collaborations.

Developing appropriate Individual Education Program (IEP) academic goals can be a daunting task for IEP teams when considering that many special education students perform below grade level. According to the Individuals with Disabilities Education Act, student IEPs must be aligned with grade-level standards. A recent study that focused on identifying how teachers were navigating the potentially competing demands of Common Core State Standards (CCSS) Language Arts expectations and best practices for students with mild to moderate disabilities raised some potential concerns regarding IEP compliance in regards to academic goal development. This issue of NASET's IEP Component series will present those findings and provide implications for future practice, and research.

This issue of NASET's IEP Components series was written by Jessica Ramos. The Individual with Disabilities Education Improvement Act (2004) mandates parents' participation in planning the Individual Education Program (IEP). This review of the literature examines parents' experiences during the IEP meeting and the capacity in which parents are included. Additionally, the literature analyzes the barriers and limitations parents encounter due to culturally and linguistically diversity (CLD). According to the research, CLD parents of are less likely to feel fully involved in the IEP process due to bureaucratic procedures, legal jargon and verbal and nonverbal barriers. Research suggests, empathy along with formalizing relationships are key components in delivering an effective partnership between parents and educators in creating a quality IEP for students with disabilities.

By Ricki Sabia, Martha L. Thurlow, and Sheryl S. Lazarus Source: Sabia, R., Thurlow, M. L., & Lazarus, S. S. (2020, January). Developing IEPs that support inclusive education for students with the most significant cognitive disabilities (Brief #3). Minneapolis, MN: University of Minnesota, TIES Center. This issue of NASET's IEP Component series comes from the TIES Center. The IEP team must consider the general education classroom in the student's home school first before considering a more restrictive placement such as a special education class. The goal for the IEP team is to determine the least restrictive environment in which the student can be educated satisfactorily. It should be difficult to overcome the presumption that students should be educated in the general education classroom. Simply being behind peers in progress in the curriculum is not a reason to move a student to a more restrictive setting. "Restrictiveness" in LRE decisions relates to the amount of time spent with nondisabled students in the general education classroom or other general education environments (e.g., study hall). That is why the general education classroom is considered less restrictive than a special education classroom. The type of support a student may need, such as an aide in the general education classroom, does not make the setting more restrictive. Similarly, "LRE requirements apply to transition services, including employment-related transition services, and apply equally to the employment portion of the student's program and placement." There are many resources available for parents, but not all focus specifically on ensuring that the IEP is written in a way that supports inclusion in the general education curriculum and classroom. The purpose of this issue of NASET's IEP Component series is to identify specific ways in which the IEP can be written to support inclusion.

As part of a student's transition planning for life after high school, the student and the other members of his or her IEP team will probably consider the possibility of more education or training. In keeping with the options specifically mentioned in IDEA, the discussion of education/training after high school may focus on: (1) postsecondary education at a college, university, or community college; (2 ) vocational education to learn a trade or specific job skill; or (3) continuing and adult education. This edition of NASET's IEP Component series comes from the Center for Parent Information and Resources and will connect you with organizations and articles that can help tackle the education/training question during transition planning.

This issue of NASET's IEP Component series was written by Elizabeth M. Vasquez. Parents and guardians of students with disabilities play a fundamental role in their child's education. They play the advocate for their students in a room full of professionals. They are a piece of the puzzle that creates an Individualized Education Plan for their student. Their involvement in education allegedly is cohesive with the educators, psychologists, therapists and administrators. But there is a lack of parameters in effective parent involvement and engagement practices. The Individuals with Disability Education Act states clearly that parent participation needs to be ensured in their student's education, but there are no clear criteria. This leaves the idea of parent involvement for either parties, educators and/or parents, left up to their perception or understanding. With no guidelines parent involvement remains inconsistent, leaving those culturally or linguistically diverse less involved and uninformed.

This issue of NASET's IEP Component series comes from the National Center on Accessible Educational Materials, otherwise known as the AEM Center. It provides excellent guiding questions for those involved in writing a student's IEP. It begins by answering such basics as: What are accessible educational materials and technologies?; Why is it important for IEP teams to consider whether a student needs them in order to access the general curriculum? What does IDEA require? Where in the IEP should certain AEM-related information be included-and how? (Great examples!) The brief looks at key parts of the IEP where AEM-information can be and needs to be inserted, given the student's particular AEM needs.

The U.S. Department of Education (Department), Office of Special Education and Rehabilitative Services (OSERS) has received requests from a diverse group of stakeholders asking that the Department issue new guidance interpreting requirements of the Individuals with Disabilities Education Act (IDEA) in light of the many challenges of the COVID?19 pandemic and as more schools and programs are returning to in-person services. Topics include meeting timelines, ensuring implementation of initial evaluation and reevaluation procedures, determining eligibility for special education and related services, and providing the full array of special education and related services that children with disabilities need in order to receive a free appropriate public education (FAPE). In addition, stakeholders have inquired about the implications of delayed evaluations and early intervention services to infants and toddlers with disabilities and their families served under IDEA Part C. This issue of NASET's IEP Component series highlights certain Individuals with Disabilities Education Act (IDEA) requirements related to the development and implementation of individualized education programs (IEPs) and other information that state educational agencies (SEAs) and local educational agencies (LEAs), regular and special education teachers, related services providers, and parents should consider.

This issue of NASET's IEP Component series offers our readers the opportunity to view a webinar from the U.S. Department of Education. Content is focused explicitly and in detail on the development and implementation of IEPs as students return to school. Revisions to a student's IEP may be crucial, given changes that may have occurred in the social, emotional, mental, and behavioral well-being of the child during the pandemic. Students may need to reevaluated to determine what their current needs are, so these can be addressed in their IEPs. Much discussion centered around compensatory services: what they are, when and how schools should determine whether a student needs such services, and more.

This issue of NASET's IEP Components series comes from the Center for Parent Information and Resources. It will help you when it comes time to help students plan for transition to life after high school and especially to write an IEP that will: capture the student's postsecondary goals in concrete, measurable terms; write corresponding IEP goals to support and prepare the student to achieve the postsecondary goals after leaving high school; reflect the IEP team's decisions about the transition services the student needs (including what the student will study while still in high school) in order to achieve the postsecondary goals. Transition planning is complicated and involved. There are so many dimensions of adulthood to consider! That's why, for students with disabilities, planning ahead is critical. The more significant the disability is, the more imperative it is to prepare, plan, specify, investigate, coordinate, and support. Adulthood's coming.

This issue of NASET's IEP Components series comes from the Fall 2022 edition of JAASEP. It was written by Michael Dunn, Ph.D. and Mary Rice, Ph.D. This study investigated special educators' perspectives about an online toolkit that offers teachers example goals and objectives statements to use in service plans for students with special educational needs as well as teaching strategies and assessments. Special education teachers in a large school district in a Pacific Northwestern state answered a short survey (n=19). Some respondents also participated in group interviews (n=6). The research questions were: what are special education personnel's perspectives about the online toolkit materials for writing goals and objectives for children with special educational needs; and, what do special education personnel perceive to be online toolkit's limitations as well as weaknesses? Results indicated that the participants preferred to use the online toolkit for identifying initial ideas for goals and objectives statements in the disability service plans. However, the teachers desired more professional learning and collegial dialogue to learn about instruction, strategies, and assessment tools. The authors also discuss implications and suggested next steps for online tools in professional learning for teachers.

This issue of NASET's IEP Components series was written by Buruuj Tunsill, Ed.S. A global pandemic placed a strain on many educators across the world, educators and students alike had to suddenly switch to a different mode of education--online learning. Online learning is when students receive instruction through synchronous or asynchronous interactions via the internet (Rice & Carter, 2015). Without professional training, educators were expected to deliver all lessons virtually to all students, which includes students with disabilities. Prior to the pandemic, educators have had difficulties implementing individualized education plans for students with disabilities. The research identifies key issues that impact educators who teach culturally and linguistically diverse students via online learning and provide recommendations for how special educators and other practitioners can better serve culturally and linguistically diverse students from low socioeconomic backgrounds. Thought fictitious scenarios incorporating Yessenia and Shawn, issues that may negatively influence online learning experiences will be examined to determine the best approaches to resolving the issues in an online learning setting. There were four identified factors that can contribute to culturally and linguistically diverse students with disabilities online success and proper implementation of their rep: Collaborate with families, build relationship with student, familiarize yourself with students' IEP and exceptionalities, and professional development for online teaching.

Transition planning is complicated and involved. There are so many dimensions of adulthood to consider! That's why, for students with disabilities, planning ahead is critical. The more significant the disability is, the more imperative it is to prepare, plan, specify, investigate, coordinate, and support. This issue of NASET's IEP Component Series will address transition goals in the IEP. It will help you when it comes time to help students plan for transition to life after high school and especially to write an IEP that will: capture the student's postsecondary goals in concrete, measurable terms; write corresponding IEP goals to support and prepare the student to achieve the postsecondary goals after leaving high school; and reflect the IEP team's decisions about the transition services the student needs (including what the student will study while still in high school) in order to achieve the postsecondary goals.

This issue of NASET's IEP Components Series was written by Lydia K. Mallah. Parents' involvement in their children's education is paramount to their children's successful learning and behavior outcomes in schools. As the school-age population continues to grow with students from diverse races and ethnicities, parents face the challenge of smoothly collaborating with schools and teachers to support their children. The CLD families of children with disabilities who are served with IEPs under the IDEA face more barriers and feel marginalized in implementing their legal rights in IEP meetings where decisions are made about their children with disabilities education or behavioral support. This review presents current trends in the growing population of various races and ethnicities and impacts on education, CLD families' experiences in IEP meetings, challenges, and recommendations that teachers can use to improve their collaboration with families and their experiences and participation in the IEP process.

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The National Association of Special Education Teachers-national membership org for teachers, professors, and college students involved in special education

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This website offers Ginger software, which is designed to help students with dyslexia and other writing disabilities. The software can also be used by students whose first language is not English. This software also features a grammar checker, TTS, predictive text, and practice sessions with a personal trainer.

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Ginger Software | English Grammar & Writing App

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Powerful and effortless desktop & mobile solutions for improving your writing and productivity. Ginger Software is your personalized editor - everywhere you go.

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This is great website that provides resources and fun activities for students with special needs! It has flash cards, games, and even behavior management activities. It is great resource that I would highly recommend using in earl elementary classrooms!

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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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Tips to Help Special Education Teachers and Classroom Teachers Collaborate. 

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Tips to Help Special Education Teachers and Classroom Teachers Collaborate. 

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This blog offers 9 tips for helping teachers collaborate

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The evolution of public education in America has prompted the need for collaboration between colleagues in public schools. This is especially true regarding special education and classroom teachers. For two years in a row, the Department of Education has adjusted the expectations for the amount of time special education students spend in the general education classroom. Both years, these adjustments have favored time in the general education setting versus the special education setting.

These adjustments have left some schools scrambling to form plans to change their special education model so that they are not left out of compliance. While shorter pullout groups and some co-taught periods are part of the solution, the bigger movement in the nation is to simply have more differentiation of general education material so special education students can spend more time in the general education classroom. This is not going to be an easy undertaking. Now, more than ever, collaboration between special education teachers and general education teachers needs to take place in a meaningful way. Having filled both positions during my career, I can see the challenges from both perspectives. Here are some tips I hope can help promote collaboration between these two equally important groups.

1. What Should You Be Collaborating About?
Generally speaking, when a special education teacher and a general education teacher share a student, they should collaborate on how to best meet the student's needs. This means both teachers need to provide input on progress toward IEP goals, testing accommodations, curriculum modifications, differentiation, and any extra plans the student has (health or behavioral). At every school where I have worked so far, these things were discussed between the two teachers prior to an IEP meeting. This helps expedite the IEP meetings.

2. Be Creative When Scheduling Collaboration Meeting Times
One of the biggest challenges teachers face is finding a time to collaborate that fits into everyone's busy schedule. While I am not suggesting that people should work outside their contracted hours, I do know that often collaboration is pushed to the side during busy times of the year. Collaboration is vital to the success of special education students and should always be a priority for teachers. If planning times don't match up, both teachers should sit down together and find a weekly time that works.

3. Understand Your Colleagues' Perspectives
Points of view regarding students' needs and how to meet these needs can be drastically different from teacher to teacher. Several influences help form a teacher's beliefs, such as personal experiences, the college attended, generational gaps, and knowledge or lack of knowledge about special education. When teachers have a difference of opinion regarding special education services, often being aware of the root of a colleague's educational beliefs can help bridge the gap.

4. Be Comfortable Stepping Outside of Your Role
Generally speaking, the general education teacher is considered the content expert and the special education teacher is considered an expert on adapting material to meet the needs of special education students. When collaborating, colleagues should be comfortable with a free-flowing exchange of ideas. This may mean that colleagues make suggestions that cross over into another teacher's area of expertise.

5. Consider Co-Teaching
With the changing landscape of least restrictive environments (LRE), many schools are adding classes that are co-taught by a special education teacher and a general education teacher. Like having your cake and eating it, too, this allows a student to receive special education services and remain in the general education setting. This model is sometimes met with resistance by teachers who are used to maintaining a classroom independently. As always, give students' needs the most consideration when making these decisions. If a student is two or more grade levels behind his or her same-age peers, a co-taught classroom likely would not best meet the student's needs.

6. Attend Professional Development Together
School districts take many different approaches in providing professional development to their staff members. If you work in a school district where staff members have a say in selecting professional development events, consider doing this with your collaboration partner. Choose a topic with the student(s) you share in mind. If a special education teacher provides services to an entire grade level, he or she might consider facilitating the professional development selections with all the teachers in the grade.

7. Design the Collaboration Time to Meet Your Needs
All people have needs that will help them be successful in a task or project. Personally, I have always kept my collaboration with colleagues relaxed and informal. I have never experienced a problem with this approach. However, some people need a higher level of organization. If you work with a colleague who wants to make an agenda for your collaboration meetings or wants to keep minutes of what is discussed, I suggest being open to letting these things happen. Collaboration meetings should be designed to help the participants meet the needs of students, so the format of how collaboration takes place ought to be flexible.

8. Document Dates and Times of Collaboration
This is a must for special education teachers. Some IEPs specify a number of collaboration minutes per month or grade quarter that must take place between the two teachers. If a parent issue ever arises relating to collaboration (IEPs refer to it as "consultation"), the special education teacher is going to need to produce documentation showing that collaboration took place.

9. There Is No Easy Way to Say This, But . . .
If you are in a position where you know a colleague is doing something incorrectly relating to the services of a student, you need to let him or her know about it. (I have experienced this with issues related to test accommodations and modified homework.) IEPs are similar to contracts, and they need to be followed or changed. There is no easy way to tell colleagues that they are making a mistake, but I promise it is easier than explaining being out of compliance to a parent. It is my belief that it's best to go to your colleague with these issues before you go to your principal. When you approach a colleague about an IEP that is being executed incorrectly, be as nonconfrontational as possible. Also, expect the person to get defensive. I have yet to meet someone who likes to hear about mistakes he or she has made. This is not an easy task, but it is part of being a special education teacher.

Andrew Hawk has worked in public education for fourteen years, starting as a teaching assistant in a special education classroom. He has taught first, second, and fifth grade as a classroom teacher, and for the past three years, has worked as a resource room teacher, providing services for fourth and fifth graders. Working as a special education teacher has given him the opportunity to work with a variety of age groups and exceptionalities. In 2011, he earned his master's degree in special education from Western Governor's University. When Andrew is not preparing for school, he enjoys spending time with his wife and daughter.

We welcome your comments and suggestions. Share your comments, stories, and ideas below, or All comments will be approved before posting, and are subject to our comment and privacy policies.

© 2016 by Free Spirit Publishing. All rights reserved.

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9 Tips to Help Special Education Teachers and Classroom Teachers Collaborate

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By Andrew Hawk The evolution of public education in America has prompted the need for collaboration between colleagues in public schools. This is especially true regarding special education and classroom teachers. For two years in a row, the Department of Education has adjusted the expectations for the amount of time special education students spend in...

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This is a Google Site where educators and families from all over the world can collaborate, share resources, and adapt resources for their specific needs.

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Resources on this page are provided by educators and families from around the world. We are collaborating to support the needs of students with significant disabilities during the COVID-19 pandemic. These materials are open source and may be adapted to fit your child or student's need. They may not be used for purchase.

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Resources on this page are provided by educators and families from around the world. We are collaborating to support the needs of students with significant disabilities during the COVID-19 pandemic. These materials are open source and may be adapted to fit your child or student's need. They may

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Special Need & Education Resources for Educators - TeacherVision

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Special education curriculum strategies, classroom management, and resources for students with different learning needs. We’ll help you figure out ways to create an inclusive classroom, adapt, and supplement your classroom materials.

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This website offers tips for virtual IEP meetings. It includes sample agendas, technology tips, suggestions for hosting and participating in meetings, and an infographic about virtual IEP meetings. The information on this site is also available in Spanish.

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A tip sheet collection housed at CPIR
Developed collaboratively by six OSEP-funded technical assistance centers

April 2020

The Center for Parent Information and Resources (CPIR) is honored to serve as the host for this collection of tip sheets on planning for and participating in virtual meetings, including those related to a student's IEP ( Individualized Education Program). The tip sheets include:

a sample agenda for a virtual IEP meeting, in English and Spanish,

technology tips for all participants,

suggestions for hosting a virtual meeting,

tips for those participating in a virtual meeting, and

an infographic about virtual IEP meetings, in English and in Spanish.

The centers involved in developing these resources are listed further below, and we are pleased to give you links to their websites, so you can explore what other resources they have to offer.

IEP Meetings, Then and Now

Meetings to write, review, or revise a child's IEP typically bring together a team of people who meet in person at least once a year. The IEP spells out the goals that a student with disabilities will focus on in the coming year, and the special education and related services that he or she will receive in support of reaching the goals. It's very important that all required team members take part in developing that plan.

Now, holding an IEP team meeting (or most any meeting) in person is not advisable. Because of coronavirus, school closures, and social distancing, IEP teams are now meeting virtually, either in conference calls or via the Internet using web-based meeting platforms such as Zoom, Skype, or GotoMeeting. We hope the tip sheets you'll find here will prove helpful to all who host or participate in virtual meetings, now and in the future.

Download the Virtual IEP Meeting Tip Sheets

There are several resources in this collection at present. Please do help yourself!

Virtual IEP Meeting Tip Sheets in PDF format | This 6-page resource responds to requests from state and local educational agencies and parents about how to hold and participate in virtual IEP meetings. The package (also available in ) includes:

Technology Tips for Participants (1 page);

Hosting Virtual IEP Meetings: Tips for Success (before, during, and after meeting suggestions);

Common Questions and Answers About Hosting Virtual IEP Meetings (1 page);

Participating in Virtual IEP Meetings: Tips for IEP Team Members (before, during, and after meeting suggestions; and

Common Questions and Answers About Participating in Virtual IEP Meetings

| (Sample Virtual Meeting Agenda (in English)Also available in Spanish.) | This 1-pager suggests an agenda for a 60-minute meeting; describes possible roles for members (e.g., timekeeper, facilitator); offers meeting norms; and lists six topics to cover during the meeting, facilitators for each topic, and how much time to devote to a topic.

Infographic: Participating in Virtual Meetings (in English) | (Infographic in Spanish.) | This 1-page infographic applies to many kinds of special education meetings, including mediation, resolution sessions, and due process hearings. Includes technology tips, suggestions for what to do before the meeting, and participation tips.

While developed to meet a need during the current COVID-19 pandemic, these tip sheets will hopefully continue to be useful and relevant after the pandemic passes. Virtual meetings can be held for a wide variety of reasons. The skills involved in hosting or participating in a virtual meeting will remain important to have.

The Collaboration Behind the Tip Sheets

The Office of Special Education Programs (OSEP) at the U.S. Department of Education spearheaded the collaboration of the six centers that developed these tip sheets. Each of the centers is OSEP-funded to provide technical assistance and needed expertise to the field. We are pleased to list the centers and link to their websites, where you can find incredible amounts of topic-specific expertise.

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A tip sheet collection housed at CPIR Developed collaboratively by six OSEP-funded technical assistance centers April 2020 The Center for Parent Information and Resources (CPIR) is honored to serve as the host for this collection of tip sheets on planning for and participating in virtual meetings, including those related to a student's IEP ( Individualized Education Program).

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This website offers adaptive learning for students with disabilities that are aligned with the CCSS. It has adaptive learning for all grades and core subjects.

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The exact skills you need

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IXL | Math, Language Arts, Science, Social Studies, and Spanish

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IXL is the world's most popular subscription-based learning site for K-12. Used by over 15 million students, IXL provides personalized learning in more than 10,000 topics, covering math, language arts, science, social studies, and Spanish. Interactive questions, awards, and certificates keep kids motivated as they master skills.

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This is a great place to gain information and talk with other parents of children with disabilities. It creates a sense of community. They provide great resources and support groups. It is a way to get information and feel supported at the same time. - Katie Lashley

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Connections California: Transition to Adulthood can make it a little easier! You'll find important information in Connections California #cca. We want to help YOU create the smoothest transition to adulthood possible alongside your loved one!

Connections California: Transition to Adulthood is a FREE and COMPREHENSIVE program from Parents Helping Parents - San Jose. Get 24/7 access to relevant info about the transition to adulthood for you and your loved one with a disability. #cca includes LIVE webinars, 100+ e-learning videos, and more!

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Get information, find resources, and build parent support for children and adults with disabilities in San Jose & Silicon Valley.

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Speech delay website has information for both parents and teachers working with students who have Speech and Language disorders. This site gives information explaining the different types of speech disorders and tips on how to supports students learning in the classroom and at home.

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All children are born with some ability to communicate. From a baby's first cries and coos to the complex speech production of adults, we all need and desire to communicate with others. However, for some children, the development of speech and language skills may be difficult. It may be equally difficult or frustrating for caregivers and adults when communication is ineffective.

As a licensed and certified speech-language pathologist, I have created this website to help parents, caregivers, teachers, friends, therapists, and relatives of language and speech delayed children. We cover a variety of topics, including talking tips for ideas to stimulate language development; a speech forum to communicate with speech-language pathologists or other families; links to many other helpful sites, a sign language section with multiple common signs, and a books/products section if you choose to obtain further information/helpful products. Thank you for visiting this site!

Check our Facebook page for Preschool Book Club, and early literacy skill builder's classes and tips.
I also have a new classroom checklist for included chldren with ASD at the TpT store!

https://www.teacherspayteachers.com/Product/Classroom-checklist-for-Included-children-with-ASD-2183727

Don't forget to check out the very popular "How to Help Your Child Talk Better in Everyday Activities" by Mary Lou Johnson, a frequent visitor to our forum. The items have been uniquely chosen to help with development of speech, feeding, language or communication skills, and are items I often use in therapy. We also have included a new Book Club page.

MAKE SURE TO CHECK OUT OUR FACEBOOK PAGE TO FOLLOW OUR BOOK CLUB FOR YOUNG KIDS! IT IS LOADED WITH RELEVENT CRAFTS, ACTIVITIES AND OF COURSE TIPS ON SPEECH, LANGUAGE AND LITERACY!!

Sincerely,
Jennifer Fusco
M.A. CCC-SLP

Featured eBook
How to Help Your Child Learn to Talk Better In Everyday Activities
There's help for children who have delayed or disordered speech or language development, apraxia of speech and other articulation difficulties, and other issues that slow down this developmental process. Parents and others can help a toddler, preschooler, or older child speak better and develop language skills by using specific techniques. This eBook provides clear explanations, information, and lots of examples.

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how to know if your child has speech delay

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SpeechDelay.com : Expert Information on Speech and Language Delays

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All children are born with some ability to communicate. From a baby's first cries and coos to the complex speech production of adults, we all need and desire to communicate with others. However, for some children, the development of speech and language skills may be difficult.

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This is an amazing site to incorporate in the regular or special education classroom. You can choose to assign passages to whole group, small group, or individual students. The site allows you to choose the grade level text, the type of comprehension questions you want to assign, options for vocabulary support, and offers a read aloud for accommodations. I used this in my special education classroom. The kids loved it, and I loved that I could assign according to their academic grade-level while still providing appropriate accommodations.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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This is a great station if you happen to have a computer/technology station. MobyMax has different activities for different grades, they take a pretest to see where they need to begin and they help the students through the entire curriculum. I've also even created exit tickets that my students completed while they were at stations.

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This is a Facebook group that I joined when I began my first year teaching. This group includes Kindergarten and PreK teachers all over the world. They all share their stories and problems they face and how they handled it. The teachers are also so responsive when you have a question or concern. This group is like another Pinterest because they have different design, art activities, station activities, etc. If you have a Facebook, I'm sure that there are more groups for different grades.

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Please expand to read more** The Simply Kinder Teacher Group is a place for the readers of @SimplyKinder to connect, collaborate, and share! All are welcome (see below.) If you are a blogger,...

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This website discussed the benefits to the school and students when teachers successfully collaborate and focus on furthering the student's education. One of the benefits I liked out of the article was that it gives you a chance to be creative. Most schools are on a lesson plan that doesn't allow much creativity. If teachers co-plan and come up with a collaboration plan, it could express creativity as well as provide more ways to engage students.

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When thinking of a traditional classroom, you probably envision one teacher working alone with a group of students. While educators often work alone in the classroom, they do not - and should not - operate independently. Throughout my career, I've always found that the best way to improve an educational experience is to work together.

Here are some of the advantages of a collaborative educational environment - not only for your students, but for yourself:

Collaboration Helps Brainstorm Creative Ideas

It may seem like a no brainer, but a true brainstorm is not possible without collaboration. Collaboration provides a safety net; it helps you catapult your thinking and develop ideas that may seem crazy at first.

Working with a small group of trusted teachers gave me the opportunity to turn what I thought was a silly idea at the time into a unique and creative lesson plan. When it was time for my class to study Elizabethan England, I had the idea to have my students rewrite Shakespeare into different time periods that we had already studied. I was hesitant to bring this idea to a large group - it seemed so out there! But after developing the idea with my peers, I had a new and creative lesson plan that my students would love. Peer-to-peer collaboration can turn a small idea into the seeds for something fabulous.

Professional Collaboration Teaches You About Yourself

The process of becoming a National Board certified teacher was the most important of my career. The experience -particularly working with other professionals - made me turn inside-out and think about things from a new perspective. Learning and working with others made me dig deeper and explore who I was as a learner and a teacher. Equally important, it made me explore who my kids could be as learners.

In our educational culture today, it's extremely important to join professional learning communities and pursue professional learning opportunities to ensure ongoing growth for our students and for ourselves.

Learning Collaboratively Helps Students

The collaboration shouldn't end among the teachers - it should be used during the school day among students, as well! Plan activities that give students the opportunity to work and collaborate together to learn and grow from each other.

Collaborative learning has been shown to not only develop higher-level thinking skills in students, but boost their confidence and self-esteem as well. Group projects can maximize educational experience by demonstrating the material, while improving social and interpersonal skills. Students learn how to work with various types of learners and develop their leadership skills.

When we work together, we create a better learning experience. Teacher collaboration positively impacts student achievement, and allows us as educators to explore new territory.

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When thinking of a traditional classroom, you probably envision one teacher working alone with a group of students. While educators often work alone in the classroom, they do not - and should not - operate independently. Throughout my career, I've always found that the best way to improve an educational experience is to work together.

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This website contained many links to different websites. It was appropriate for all grade levels and all students. This website included websites that I used during my stations such as: abcmouse, starfall, khan academy, etc. This would be a great resource for parents who are struggling to keep their child focused on one website that they're getting bored of. This offers a never ending variety of websites.

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With school districts starting the 2020/2021 school year online, parents and teachers are continually looking for online learning resources. Teachers have been tasked with delivering lesson plans and classroom activities as part of distance learning. Parents are trying to keep students on track with their studies and educational growth. We are here to help! This growing list offers a wealth of resources for all ages of students, parents, and teachers!

Go to:

Online Resources for Kids in Grades K-5

These sites have ready-to-use lesson plans and activities for a vast amount of subjects for younger students.

What It Is: This comprehensive program covers a wide variety of subjects for students aged 2-8 (Pre-K through second grade). It offers more than 850 self-guided lessons across 10 levels. A companion program focuses on teaching English as a second language for this age group.

What It Is: This MMO game gives kids something other online learning resources may lack: a sense of community. Students up to age 13 play games to learn across a range of topics (math, reading, social studies, science, and more), while also creating their own online persona and interacting with others in the game.

What It Is: Daily free resources and activities in American Sign Language and English, for young deaf children ages 3-10. They offer weekly activities based on their award-winning VL2 Storybook Apps to support bilingual language development. It is run by Motion Light Lab, part of a research center on Visual Language and Visual Learning at Gallaudet University.

What They're Offering: Free access to Motion Light Lab's award-winning VL2 ASL Storybook Apps. Every week, the Motion Light Lab offers a free Storybook App which includes daily offerings in ASL and English, live storytelling "sign aloud" on Mondays, and an ASL/English literacy lesson live-streamed every Wednesday on YouTube featuring deaf narrators and accompanying worksheets for a deeper dive into each story.

What It Is: BrainPop offers in-depth learning on topics across the curriculum for upper elementary and middle school students. Each topic includes videos, quizzes, related reading, and even coding activities. Teachers have access to planning and tracking resources too. They also offer BrainPop Jr., specially designed for younger kids.

What They're Offering: All schools get free access to their COVID-19/coronavirus online learning resources for talking to students about the topic.

What It Is: A character education video subscription series for K-2 students that highlight positive character traits, exemplified by prominent figures.

What It Is: A nonprofit and charity, Classroom Champions connects volunteer Olympians, Paralympians, Student-Athletes, and Professional Athletes to K-8 classrooms through a social and emotional based curriculum and mentorship experience.

What It Is: A fun and educational game-based environment where kids learn to code without any prior experience. After completing CodeMonkey's award-winning coding courses, kids will be able to navigate through the programming world with a sense of confidence and accomplishment.

What It Is: Turn writing assignments into something amazing with the illustrations, animations, and sound effects available. Kids can even write their own choose-your-own-adventure story!

What It Is: This research-based emotional skills program is designed for children ages 4-11 and gives kids practical tools for dealing with impulse control, frustration, and acting out. Emotional ABCs teaches children how to figure out what they're feeling, why they're experiencing that emotion, and how to make better choices for lifetime emotional resilience.

What It Is: Three beta-stage eLearning tools from the scientists in their R&D division to help improve reading, writing, and English language speaking skills.

What It Is: A science teaching resource that brings school science standards to life through fun and educational videos paired with lesson plans, activities, quizzes, reading material, discussion questions, and more.

What It Is: Using multimedia Interactive Posters, students can express ideas with ease by combining images, graphics, audio, video, and text on one digital canvas!

What It Is: Happy Numbers helps teachers deliver quality math instruction, monitor progress, and math growth-all remotely. Students can access Happy Numbers from any Internet-enabled device (even a smartphone!).

What it is: HearBuilder, from Super Duper Publications, is an online, research-based, foundational literacy program. It helps students in PreK-Grade 5 strengthen skills in the essential pre-literacy areas of following directions, sequencing, auditory memory and phonological awareness.

What they're offering: HearBuilder is available free for 60 days. Teachers, parents and therapists can access self-directed activities and short and targeted tasks for students, as well as tools to monitor student progress. HearBuilder is accessible at school or during distance learning.

What It Is: Highlights @ Home is a new, free service for families and teachers that delivers themed content bundles twice a week from the well-known children's magazine creator, Highlights.

What It Is: iknowit is a site with over 500 common-core aligned activities and math games for students in the elementary grades. The site keeps track of progress, offers graphical hints and explanations, and there are also animated characters to cheer students along.

What They're Offering: A free 30 day trial with unlimited access and no credit card required.

What It Is: A platform for reading comprehension passages and skill assessment in early education and home schooling.

What It Is: Mentoring Minds impacts millions of students every day by partnering with principals and teachers across the country to improve student achievement and teach critical thinking. Find educator resources that focus on the 9 traits of Critical Thinking.

What They're Offering: Free coloring book in English and Spanish, as well as a new animated video series.

What It Is: Mindsets Live Classes and Open Math Challenges help teachers & families keep learning going in math, science, & STEAM with fun and creative real-world problem-solving.

What It Is: This popular differentiated learning site provides instruction across a wide array of elementary subjects. Available for at-home instruction and classroom instruction, online training on effectively using the site is also available.

What It Is: PebbleGo offers safe, interactive online research resources on topics selected by their teachers for students K-3.

What It Is: Hands-on, minds-on learning can happen anywhere and everywhere. If you're looking for STEMspiration because of an unexpected homeschooling need, you're in the midst of an uncommon education experience, or you just want to have some STEM fun, Pitsco has great resources that are always available for free.

What It Is: Produced by RedRover, Kind News magazine is a Parent's Choice Approved Award winning children's magazine that inspires readers to explore the relationship between people and animals. It includes engaging articles, colorful illustrations, activities, and games to help kids explore the relationship between people and animals and develop knowledge and skills necessary for empathy and kindness.

What They're Offering: KindNews.org includes free lesson plans, links to past issues, and humane-themed books.

What It Is: Scholastic created the Scholastic Learn at Home website to provide students with an array of learning journeys that span various content areas. Subscriptions include several learning opportunities per day, including projects based on articles and stories, virtual field trips, reading and geography challenges, and more.

What It Is: Seekadoo is a safe, kid-friendly search engine app for children ages 3-13. Seekadoo's content database is carefully curated to ensure appropriate material for children and integrated ad-blocking eliminates tracking and monetization of children's data so their digital footprints remain private.

What It Is: The Square Panda Smart Letters playset engages children's tactile and kinesthetic as well as visual and auditory senses, because neuroscience shows that early readers learn best in a multisensory environment.

What It Is: An online learning tool which provides personalized math and spelling practice. It adapts questions to each student, using engaging games and rewards for effort and achievement to build their confidence, and is proven to accelerate progress. Teachers can set focused work to consolidate existing knowledge and get real-time feedback on each individual child, making it an ideal home learning tool.

What it is: Super Duper Publications has created an online library of its most popular print materials to provide access for teachers and parents doing distance and hybrid/blended learning.

What they're offering: The Super Duper Digital Library is available at a discounted rate of 199.95 for an annual subscription or $19.95 for a monthly subscription. It provides more than 365 standards-based online resources (with more being added daily) for students PreK-Grade 5. Resources include unique, engaging instructional games, cards, and worksheets to target specific skills, such as basic concepts, literacy, grammar, social skills, critical thinking, sequencing, listening, early skills, articulation, phonemic awareness, memory, motor skills, sensory integration, phonics, reading, and more.

What It Is: Super Star Online, by Help Me 2 Learn, is a supplemental reading, phonics, and math program featuring a wide variety of songs, interactive activities, and games in an engaging and easy-to-use format. Features include the Super Star Motivational and Data Tracking System.

What It Is: Super Teacher Worksheets has tens of thousands of printable teaching resources for Kindergarten through 5th grade teachers and parents working with Pre-K through 5th grade students. Topics include math, reading, writing, phonics, grammar, spelling, science, and social studies.

What It Is: A digital series that aims to give young people a fun and active way to use their imaginations while learning about the process of creating theater.

What It Is: A nationwide writing curriculum designed for teachers, administrators, and parents. It takes away the stress of finding and developing a curriculum for their students.

What It Is: A program for PreK-1st grade students and those with special needs to learn to write their letters, numbers, and shapes using fun visuals, rhythmic chants, and repetition.

What It Is: A web-based keyboarding program that teaches students how to type and has unique transdisciplinary Common Core and NGSS aligned content provided through its lessons.

What It Is: Virtual Field Trips specializes in K-8 social studies, life science, geography, and ancient civilization curriculum content. Their website has online learning videos and quizzes along with a list of the national and state Standards that the videos align with.

What It Is: An easy-to-use platform designed to empower K-8 students to master math content at their own pace.

Online Learning Resources for Grades 6-12

Use these ready-to-implement resources in your virtual classrooms for older learners.

BBC My World Media Literacy

What It Is: A complete web-based math curriculum designed to help students ages 8-13 deepen their understanding of math.

What It Is: Math lessons, skills practice resources, and at-home learning videos for grade 6-12 students.

What It Is: NativeAccent delivers spoken English skills practice with targeted feedback to students on their computers and mobile devices using advanced speech recognition and A.I. technologies.

What It Is: Software engineers from some of the leading technology companies, including Google, Facebook, and Amazon, are volunteering their time to help students learn how to code while schools are closed.

What It Is: Free, interactive virtual classes open to students, teachers, and anyone else interested in learning to code in a fun and engaging manner through game development. The program is aligned to ISTE Standards for computer science education.

What It Is: GeoInquiries™ are free, standards-based, online explorations of maps and data about a wide variety of content plus an initial introduction. Any school can also request a free account with logins for teachers and students, so they can create, save, and share content, with free Mapping Hour videos to instruct teachers and parents.

What They're Offering: Free online content and accounts for schools on an interactive mapping platform. Learn More.

What It Is: Everydae is an online SAT math prep program. 10-minute micro lessons match busy schedules. Built by industry experts with 17+ years industry experience.

What It Is: Teaches STEM and STEAM with a game design focus. GameSalad is best suited for 6th grade and up depending on student readiness. Detailed instructions for students and full lesson plans for teachers make a great introduction to coding.

What It Is: A unique cultural immersion resource for Spanish, French and German language learning for grades 6-12. iCulture offers travel videos, day in the life videos, current news articles, and songs that are all 100% target language, age and school appropriate, and include topics of interest to teens and young adults.

What It Is: Popfizz CS is a computer science education platform for grades 6-12. Popfizz offers a wide range of online student courses and professional development for educators.

What They're Offering: All their tools are easily accessible on their website for free.

What It Is: An interactive AP Biology course with engaging content and interactive activities in the form of quizzes and flashcards to provide immediate reinforcement of the material. Teachers can assign portions of the course to their students, and track their progress. Or students can work independently and track their own progress!

What It Is:Thousands of free study guides, test prep, and video learning resources.

What It Is: Resources include free trials to Vernier Video Analysis™ and Pivot Interactives, the Vernier Physics with Video Analysis e-book and extended demo of the LoggerPro software needed to complete the experiments, Scratch coding activities, experiment content and access from ADInstruments and LabArchives, and more than 200 experiments with sample data covering a large range of subjects. With these tools, teachers can help students form a deep understanding of key scientific concepts outside the classroom and laboratory.

What It Is: VidCode is an online coding and computer science curriculum specifically for teens. It teaches JavaScript, web programming, design, and more.

What It Is: Online close reading instruction, leveled authentic texts with comprehension quizzes, and gamified vocabulary for grades 6-12.

K-12 Online Learning Resources

These sites have lesson plans and activities ready to go on a variety of subjects for any grade.

What It Is: A comprehensive suite of digital solutions that significantly accelerate literacy and deepen learning across the content areas.

What They're Offering: Achieve3000 Literacy at Home Digital provides access to engaging non-fiction articles at 3 reading levels. Sign up for a free account here. Additionally, they are offering Literacy Printable Packets for students who do not have internet access at home.

What It Is: K-12 personalized online math instruction that provides each student with a unique study path through skills at each level. Individual study plans are prescriptive, adaptive, and automatically assigned

What It Is: An eBook hosting platform for schools and libraries.

What It Is: BoomWriter offers a variety of tools, features, and resources that lets teachers conduct fiction, nonfiction, and vocabulary-focused writing assignments. BoomWriter inspires students to write on any subject and integrates easily with existing curriculum. Try it for ELA, Social Studies/History, Science, and even Math.

What It Is: A digital portfolio that allows students and educators to shape knowledge and ideas into practical, usable, and shareable work. With bulb, educators can track progress, measure competency, and create dynamic curricula or use one of their templates.

What It Is: A PreK-12 educational company that provides a supplemental, and highly differentiated literacy digital curriculum with demonstrated efficacy.

What It Is: CCC! Streaming Media helps students visualize printed text and aids their understanding of complex concepts. The content has been vetted by educators and aligned to Common Core and state standards, and is supplemented with Teacher's Guides, Student Activities, and Knowledge Checks (quizzes).

What It Is: Century was designed as an intervention tool to identify and remedy gaps in a student's education. It uses artificial intelligence to tailor the learning experience to the learner, much like an actual teacher in the classroom would.

What It Is: ClassHook offers quality media clips on every conceivable topic. Pre-curated playlists make it easier to find what you need for the subject at hand.

What It Is: Crabtree Publishing Company is dedicated to producing high-quality books and educational products for K-9+. Through their website, different selections of their books can be accessed along with free online resources that are included in a Crabtree subscription.

What It Is: The Critical Thinking Co. publishes award-winning PreK-12+ educational textbooks, activity books, e-books, and apps that help children become better problem-solvers. The approach is unique: help kids develop foundational reasoning & critical thinking skills while learning the core subjects (reading, writing, math, science, and social studies).

What It Is: Discovery Education provides online textbooks, multimedia content, and professional development support for virtual classrooms and teachers. Daily DE offers supplemental learning activities, including virtual field trips and lessons, for both educators and parents that will update daily to align with a new educational theme.

What It Is: Innovative math and science online solutions that are fun to use and really work. Gizmos, Reflex, and Science4Us are used in classrooms in every state and over 50 countries worldwide.

What It is: Hip-hop videos and instructional activities that promote literacy and spark creativity.

What It Is: Follett offers over 1,000 PreK-12 titles in science, social studies, language arts, math, and more. AV2 World Languages features high-interest titles in 10 different languages with full audio support. Parents and students will find these resources interactive, easy to use and a great way for students to independently explore a new topic.

What It Is: Interdisciplinary, curriculum-aligned resources to support online learning from Pre-K through undergraduate; Live and on-demand training materials to help optimize existing resources; Professional development eBooks to help transition to and strengthen virtual learning and Authoritative Gale resources on health-related topics and global issues.

What It Is: A math practice program for concept mastery and retention.

What They're Offering: Free, unlimited trial usage for schools until July 2021.

What It Is: Original, fully-customizable musicals that not only enhance Reading and Communication skills, but also employ Arts Integration and Social Emotional Learning to encourage strong character development both onstage and off.

What It Is: A website loaded with standards-aligned lessons, games, and activities that will keep K-8 students engaged while learning from home.r.

What It Is: A highly adaptable program that teaches challenging life skills to school students with various special needs. The full program offers 39 lessons, 65 videos, visual components, and role plays around the topics of hygiene, social skills, relationships development, and health that can be implemented both virtually and face-to-face.

What It Is: InferCabulary is a web-based, research-backed, device-agnostic, K-12, fun, game-based, visual approach for teaching nuanced vocabulary that simultaneously improves students' critical thinking skills. InferCabulary is the opposite of rote memorization of definitions - they mimic the act of avid readership so students deeply learn words and improve comprehension.

What It Is: Do you Kahoot! Teachers have loved this fun online quiz game platform for years. Here's why we're into it.

What They're Offering: Kahoot! Basic is free for educators and students, but they're also currently offering their Premium distance learning tools for free. Learn more here- Kahoot!

What It Is: A weekly current events-based program. It presents engaging and important stories from around the world in a newsmagazine format.

What It Is: An online core supplement for grades 1-12 that was designed to be used in classrooms to help teachers with increasing responsibilities and numbers of students.

What It Is: At the Lerner Bookshelf, they've set up two collections of eBooks (Grades PreK-5 and Grades 6-12) that allow for unlimited simultaneous access by every student in a school. They also offer reading book lists, videos, educational downloads, information on authors who are available for virtual visits, and more.

What It Is: Listenwise teaches students to be better listeners using podcasts, comprehension questions, and quizzes.

What It Is: MAD-learn's web-based mobile app development tool is a holistic set of modules for students to experience the software development lifecycle firsthand.

What It Is: NGSS based science lessons for 4th-8th graders that can easily be done from home.

What It Is: This is the only online learning management system for teaching music at all age levels. Band practice might be off the table for now, but students can still work on theory, notation, sight-reading and more.

What It Is: The NASA STEM Engagement site offers STEM resources, activities, lesson plans, virtual field trips, and more! Also check out NASA Home and City to find out how space travel impacts your daily life.

What They're Offering: Explore the Hubble Telescope and listen to astronauts share their stories. All for free!

What They're Offering: All resources are free.

What It Is: News-O-Matic features five daily news stories specifically for kids, written at a variety of reading levels from grades K through 8. Every story is translated by native speakers from English into Spanish, French, and Arabic. And all these texts, at all levels and languages, are read out loud so kids can listen along. Teachers have access to a special dashboard to track students' reading progress, change their reading levels, and see students' answers to comprehension questions for each article.

What it is: PBLWorks, the leading provider of professional development for high-quality Project Based Learning (PBL), has created a free eBook to support high-quality Project Based Learning at home.

What they're offering: This Teachable Moment, a free downloadable eBook offers a primer on Project Based Learning (PBL) and 21 easy implemented, "follow the recipe" PBL projects, informed by educational research and designed for children of all ages. Projects such as creating a cooking show focused on family recipes and the history behind them, or creating a plan for a new school that meets our new reality, engage children in real-world issues and activities that matter to them while also teaching concepts like literacy, math and more.

What It Is: Perfection Next is a digital learning platform offering access to our entire catalog of digital resources including AMSCO Advanced Placement, Language Arts, Reading, Math, Science, Social Studies, and World Languages.

What It Is: A web-app that gives teachers and students a unique way to create stories, demonstrate learning, and enhance writing assignments - in any subject - through digital comics. Users can explore topics in Math, Science, Social Studies, History, English, Art, or any other subject. They can also choose images from popular content, books and movies like The Hunger Games or The Outsiders, plus other topics like the solar system, black history, or the environment - all Common Core aligned.

What They're Offering: All-access for free for 30 days during the COVID-19 crisis. Learn more here- Pixton EDU.

What It Is: Quill offers a set of diagnostic assessments and independent practice activities that focus on grammar, sentence construction, and other writing and literacy skills. All the while, Quill provides teachers with free, in-depth data reports on student performance.

What It Is: An online guided reading tool that "listens" while a student reads a selection aloud, detects when they falter, and provides immediate intervention in the form of correct pronunciation.

What It Is: Teachers and parents can keep their child's reading instruction moving forward with Reading Horizons' library of virtual webinars and lessons.

What It Is: Readorium helps students learn nonfiction reading strategies as they build rich background knowledge in science at school or at home.

What It Is: RoboKind's virtual coding course will help districts provide elementary and middle school students with engaging computer science content during this unexpected period of school closures.

What It Is: Rozzy Learning has engaging lesson plans and other resources for science, social studies, math, and STEM for K-8th grade.

What It Is: This brand-new virtual classroom platform integrates PowerPoint, Zoom video webinars, and Slido quizzes into one streamlined package.

What It Is: SMART Learning Suite is a virtual classroom platform that easily integrates everything you already have on Google Drive or in Microsoft documents. You can add videos and other online resources as needed.

What It Is: Join their expert staff in learning about awesome topics like 3D design, video game design, coding, and more all from home. Their staff deliver lessons virtually and are available live to help provide targeted guidance and assistance to students as they work through awesome activities and projects.

What It Is: Study Island provides standards-based practice, test preparation, and formative assessments in grades K-12. Students get feedback to guide their learning and educators get immediate data to determine who needs intervention and who is ready to move on.

What It Is: A K-12 publishing company that creates science and social studies curriculum to enable educators to improve their ability to engage students in a diverse classroom.

What It Is: With Tyto Online, students solve authentic science problems as they learn, using a video game to power their experience. 'Tyto Online' is NGSS-aligned, covering life science and some Earth and space science.

What It Is: These online learning resources are specifically for those who teach French, Spanish, and ESL. Students get audio and video, interactive writing and speaking exercises, and more.

What It Is: Students and families can access news stories about the world, politics, United States, science, sports, and more. Xyza also recently launched www.newsicle.co where students try and answer one news-related trivia quiz every weekday.

What They're Offering: Completely free and unlimited access to 1000+ Xyza: News for Kids articles.

Remote Learning and Virtual Classroom Platforms

These sites allow you to follow your existing lesson plans by creating your own online learning resources. Some also provide the platforms you need to host virtual interactive multimedia classrooms.

What It Is: With Bloomz, teachers and schools save time by having all the tools they need to communicate with today's parents and students in one easy-to-use (and free) app.

What It Is: Life Skills Academy by Conover is an online video library designed to be used outside the classroom so parents or guardians can help learners with disabilities learn how to function independently at home, work, or in the community. Based on the concept of video modeling, users watch someone do the desired behavior and then do it themselves.

What It Is: EduGuide saves schools time and money by efficiently multiplying their student support system, building self-motivation that keeps students learning, even when they are remote. EduGuide provides a simple way for every student to both be mentored by a caring adult and learn to mentor their peers on key social-emotional SEL habits that boost student success.

What It Is: Teachers can access a collection of learning paths from some of the most well-known thought leaders in education covering topics such as Understanding by Design, Habits of Mind, Social Emotional Learning, Cultural and Linguistic Diversity, Personalized Learning, and Growth Mindset.

What It Is: Get the most out of Google Classroom and other Google tools with this platform. They offer webinars and other resources to help teachers create and manage the best virtual classrooms.

What It Is: A cloud-based solution from Impero Software to help schools manage and record student safety and health information, from first aid to COVID-19 symptom tracking, to more complex mental health issues. Impero back:drop gives districts a way to keep track of and communicate about potential concerns safely and securely and eliminates the need for paper-based reporting systems.

What They're Offering: Impero has made Impero back:drop free indefinitely, helping schools fill a critical need for staying on top of student mental and physical concerns during the pandemic and beyond.

What It Is: A collaborative online image and video editor with a cloud storage Workspace. Teachers can make video lessons to send to students for remote learning, students can work together on a group project, and classrooms can share multimedia projects with each other.

What It Is: Projector App helps teachers project their real word notes onto a professional-looking, virtual blackboard.

What it is: PBLWorks, the leading provider of professional development for high-quality Project Based Learning (PBL), has created a free eBook to support high-quality Project Based Learning at home.

What they're offering: This Teachable Moment, a free downloadable eBook offers a primer on Project Based Learning (PBL) and 21 easy implemented, "follow the recipe" PBL projects, informed by educational research and designed for children of all ages. Projects such as creating a cooking show focused on family recipes and the history behind them, or creating a plan for a new school that meets our new reality, engage children in real-world issues and activities that matter to them while also teaching concepts like literacy, math and more.

What It Is: A cloud-based lesson delivery software service that energizes students with polling, timed assessments, interactive lessons, activities, and millions of immersive resources from educators around the world. ClassFlow is certified by iKeepSafe as compliant with federal and state requirements for handling protected personal information, including student data, and is safely used by over 4.5 million students worldwide.

What It Is: SafeToNet makes the digital world safer for children to explore and enjoy. Its award-winning AI-powered software safeguards children and their mental wellbeing when using their mobile devices, without sacrificing their privacy. The app provides an intelligent safeguarding keyboard and wellbeing tools that respond in real-time to help children make better decisions online, identify when they are under threat or distress, and prevent messages from being sent that could harm them and others.

What It Is: Free K-12 Math, ELA, Science and Social Studies resources! Create effective classwork and assignments that have been proven to increase performance. All content is designed to engage and challenge students at their own level./li>

What It Is: Keep your music students practicing at home with this online music classroom. You can track student progress, and they'll get instant feedback from the online tools.

What It Is: More than just a computer, classroom, STEM kits, or a project - SmartLabs are a comprehensive and immersive solution.

What It Is: StudyBee is a grading and student feedback system that extends Google Classroom functionality, with the ability to link assignments to custom or standardized educational objectives from the US.

What It Is: A collaborative presentation tool used for all grade levels that works perfectly for the remote classroom.

What It Is: An online bookmarker for educators. Committed to making personalized learning and educational technology easily accessible for everyone, everywhere.

What It Is: Companies across the world use Webex to keep their teams in contact remotely. They offer lots of tools that are ideal for taking your classes online.

What It Is: Rather than fighting smartphones, Wooclap turns them into an exceptional learning tool. Wooclap is a free tool to help maintain interactivity and effective pedagogy. Their goal is to capture the attention of students to improve their learning whether they're in the classroom or at home taking an online course.

What It Is: Project your lessons in group settings with Zoom. You can even record the sessions for students who need to review later. This video and audio conferencing tool has a chat functionality where students can ask questions as you teach.

Professional Development & Training

These sites assist with continuing professional development and curriculum for teachers.

What It Is: Nomadic is a digital learning pioneer launching a Remote Work Boot Camp to help newly remote folks get better equipped to face our current working reality.
Feeling overwhelmed? You're definitely not alone. Join fellow educators in the WeAreTeachers Chat group on Facebook to get support from others just like you.

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350+ Amazing Websites For Kids Learning at Home

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Looking for distance learning and online learning resources for kids, tweens, and teens at home? Parents and teachers, we've got you covered.

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This website included many different books about different disabilities. As well as the different books including their descriptions, it also had reviews from many other parents and teachers. Teachers can find books and recommend them to their students' parents to help them understand the disability more.

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This website provides a broad range of printables that help teachers to help track behavior management, student growth, and printable activities for students with special needs.

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Special Need & Education Resources for Educators - TeacherVision

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Special education curriculum strategies, classroom management, and resources for students with different learning needs. We’ll help you figure out ways to create an inclusive classroom, adapt, and supplement your classroom materials.

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ACES is dedicated to enhancing the quality of life for individuals and families impacted with autism or other special needs. We provide comprehensive, professional services to maximize individuals' potential in the home, school and community, throughout their lifespan.

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IEP Definition

An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. This is required by a Federal law called the Individuals with Disabilities Education Act (IDEA).

Purpose of an IEP

The IEP has two general purposes:

to set reasonable learning goals for a child, and

to state the services that the school district will provide for the child

Members of an IEP Team

The IEP is developed by a team of individuals that may include the following:

Parents

Special Education Teacher

General Education Teacher

School District Representative Authorizing Resources

Professionals such as a Psychologist, Speech Therapist, Occupational Therapist, and Adaptive Physical Education Teacher to Interpret Student Assessment Results

Others with Knowledge and Expertise Related to the Student

Parent-invited professionals, advocates, service providers, family and friends

Student with the disability when appropriate, and when transition matters are discussed

Scheduling the IEP

A child's first IEP meeting must be held within 30 calendar days after it is determined, through a full and individual evaluation, that a child needs special education and related services. Qualified disabilities are listed in IDEA.

Members of the IEP team agree on a time and place to meet, and a written invitation is issued by the school.

IEPs are scheduled annually thereafter to determine whether the annual goals are being achieved, and must be revised as appropriate.

Every 3 years another assessment is completed for the child; this is called a Triennial Evaluation.

Contents of an IEP

Each child's IEP must contain specific information. This includes (but is not limited to):

the child's present levels of academic achievement and functional performance, describing how the child is currently doing in school and how the child's disability affects his or her involvement and progress in the general curriculum

the child's strengths and needs

annual goals for the child based on what parents and the school team think he or she can reasonably accomplish in a year, including who will be responsible for the goal and how the child's progress will be measured

the special education and related services to be provided to the child, including supplementary aids and services (such as a communication device) and changes to the program or supports for school personnel

the amount of instruction time the child will receive separately from nondisabled children, or in programming different from the general education student programs

the child's participation in state and district-wide assessments, including what modifications to tests the child needs

the delivery of services and modifications such as when they will begin, how often they will be provided, where they will be provided, and how long they will last

Common Special Education Acronyms

IDEA - Individuals with Disabilities Education Act 2004
IEP - Individualized Education Program
IEE - Independent Educational Evaluation
BIP - Behavior Intervention Plan
PBS - Positive Behavior Supports
FBA - Functional Behavioral Assessment
LRE - Least Restrictive Environment
FAPE - Free Appropriate Public Education
PLAAFP - Present Level of Academic Achievement and Functional Performance
ESY - Extended School Year
CBM - Curriculum Based Measurement

Source: Center for Parent Information and Resources http://www.parentcenterhub.org/repository/iep-team/

10 Tips For A Successful IEP Meeting

1. To help you feel more comfortable, build a positive relationship with at least one team member of the IEP, such as the teacher, school psychologist, or principal before the meeting.

2. Plan ahead and write down your thoughts that you want to talk about during the meeting so that you don't forget them.

3. Be familiar with the process of the IEP and who will be there so that you are not surprised when you arrive.

4. If you have any private assessments that you want to share during the meeting, send them ahead of time so the team can be familiar with them.

5. Look over relevant documents before the meeting such as the previous year's IEP, any current reports and the Parents' Rights and Responsibilities.

6. Be prepared for the district staff to present data and information about your child that may differ from your views, but to keep in mind that this information is just as valid.

7. If you don't understand something, it's okay to seek clarification either by asking during the meeting, or talking afterwards with one team member.

8. Keep the discussion focused on relevant topic(s) so you can maximize the time of your entire IEP team.

9. At the end of the meeting if you are unable to make a final decision, you can ask to take the IEP home to review again. You can agree to parts or all of the IEP.

10. Collaborate with the teacher and other professionals who interact with your child and learn how to implement and reinforce the skills and strategies being taught.

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An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child's individual needs. Every child who receives special education services must have an IEP. This is required by a Federal law called the Individuals with Disabilities Education Act (IDEA).

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National Information Center for Children and Youth with Disabilities

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National Information Center for Children and Youth with Disabilities

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The National Information Center for Children and Youth with Disabilities (NICHCY) is a national information and referral center. NICHCY provides information on disabilities and disability-related issues for families, educators, and other professionals. At the NICHCY website you can access a list of state agencies, national agencies, toll free numbers, or read definitions and explanations on various disabilities. You can also contact NICHCY by email or a toll free phone number and have your questions answered.

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DESCRIPTION

The National Information Center for Children and Youth with Disabilities (NICHCY) is a national information and referral center. NICHCY provides information on disabilities and disability-related issues for families, educators, and other professionals. At the NICHCY website you can access a list of state agencies, national agencies, toll free numbers, or read definitions and explanations on various disabilities. You can also contact NICHCY by email or a toll free phone number and have your questions answered.

PROCEDURES

1. Go to the following URL: http://www.nichcy.org/index.html [Website is no longer active.]

2. Explore the site.

3. Use the bookmark capabilities of your browser to save the site location for future use.

This lesson is part of the series "DO-IT Lessons" developed by the University of Washington. Creation of the series of lessons is based upon work supported by the National Science Foundation under grant numbers 9255803 and 9550003. The lessons are now maintained through funds from the State of Washington. The University of Washington holds the copyright to the series of lessons, however ownership of the Internet resources referenced in the lessons may be found at the resource site. Any opinions, findings, and conclusions or recommendations expressed at these sites are those of the author(s) and do not necessarily reflect the views of the National Science Foundation, the University of Washington or the State of Washington.

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National Information Center for Children and Youth with Disabilities (NICHCY)

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DESCRIPTION The National Information Center for Children and Youth with Disabilities (NICHCY) is a national information and referral center. NICHCY provides information on disabilities and disability-related issues for families, educators, and other professionals.

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Teacher Collaboration: How to Approach It In 2020

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Teacher Collaboration: How to Approach It In 2020

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Teacher collaboration occurs when members of a learning community work together to increase student learning and achievement. If our ultimate destination as educators is student achievement, think of teacher collaboration as the journey. Collaboration is not a task to complete then move on, it’s an ever-changing, ongoing process that is only enhanced by social networks and access to new technology.

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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A free and low-cost experiences whereby children can successfully learn through exploration. On the Starfall website and in Starfall classrooms, children have fun while learning in an environment of collaboration, wonderment, and play. Starfall teach through positive reinforcement to ensure children become confident, intrinsically motivated, and successful. The founder Stephen Schutz never forgot his childhood struggle to read. As an adult he was naturally motivated to create a resource to help children like himself. The Starfall website opened on August 27, 2002 after two years of development. The concept was to create an environment "Where Children Have Fun Learning to Read™." The website was offered to the public completely free. Starfall expanded to become a fully developed kindergarten English and Language Arts curriculum and a comprehensive pre-K curriculum. Over the years the Starfall website's offerings have grown in the number of songs, books, and mathematics activities extending to second grade. In 2012 Starfall began providing its activities as apps for mobile devices. It is now a place where any child can learn reading and mathematics through exploration.

On July 1, 2015, the Polis-Schutz family donated their full interest in Starfall to the Starfall Education Foundation after supporting the project as a social enterprise for 15 years.

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Starfall Education: Kids Games, Movies, Books & Music for K-5 and above

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At Starfall, children have fun while they learn - specializing in reading, phonics & math - educational games, movies, books, songs, and more for children K-5 and above.

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Freckle is a practice website (and app) for grades K–12 that addresses standards-based skills and concepts in core subject areas. From the dashboard, teachers can create rosters manually or import from Google Classroom. Teachers will find a plethora of ready-to-assign content in the form of pre-tests, 3-, 5-, or 10-question assessments, printable or digitally sharable worksheets, inquiry-based lessons, and benchmark assessments. In addition, they'll have access to video tutorials, student dashboards, student progress monitoring tools, and more. Teachers can find a set of sample student questions as well, allowing them to differentiate standards-based content for students from a comprehensive, ever-growing library of resources. Freckle is offered to teachers for free, but the School Edition upgrade offers unlimited access to assignments, lessons, reports, and targeted benchmark assessments.

Students sign in with their names and a class code. Upon their first login, they'll be prompted to complete an adaptive baseline assessment, which adjusts with students' responses. This allows teachers to meet students where they are and use the results to differentiate to individuals or groups by assigning additional practice as needed. Built-in resources offer students support if they're struggling with a concept -- or Freckle might suggest a classmate who can help out. Students can access the tool using a tablet or from a web browser. All information is stored in the cloud, so kids can use different devices interchangeably. Individual logins make it easier for students who share devices.

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Freckle by Renaissance - Differentiation Platform for K-12

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Accelerate literacy equitably with differentiated resources.

K-12 coverage of standards and skills

Over 1,000 nonfiction and fiction passages that adapt to each student's level

Teachers can assign a specific standard for some or all students to practice

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Freckle by Renaissance | Reach Every Student at Their Level

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Freckle helps K-12 teachers differentiate instruction and reach every student at their own level across Math, ELA, Social Studies and Science.

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For learners with Writng Difficulties. In abc PocketPhonics children learn to recognize letters, hear letter sounds, form letters by tracing and use the letter sounds to build words

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PocketPhonics teaches kids letter sounds, first words and handwriting. It is used in over 300 UK primary schools, and tens of thousands of homes. It follows the national curriculum, and independent research (see appsinmypocket.com/research) found children learnt nine times faster using PocketPhonics compared to a classroom lesson. It works on iPhone as well as iPad.

Letter sounds are taught in small groups and a child is shown how to blend them to sound out words (e.g c-a-t is cat).

PocketPhonics shows children how to write letters using an arrow they can follow with their finger or stylus. PocketPhonics supports two different writing styles, and for each style, kids can write in lowercase, uppercase and cursive.

PocketPhonics teaches the sounds for all the letters in the alphabet plus over 30 letter sounds like 'sh' and 'ch', because they are key to reading so many frequently-used words.

Using a unique, "letter sounds make words" spelling game, children learn how to sound out and spell 160 frequently used words.

To understand the best educational practice underpinning PocketPhonics, order the FREE GUIDE to teaching kids to read from the app.

Parents and teachers can monitor kids' progress online, and receive a weekly email on their child's progress. As the child learns something, the emphasis is switched to what they next need to learn. For instance, when a child learns a word, the app replaces it with a more challenging one.

Teachers don't need to worry about making sure kids have the same iPad each lesson. If a child switches iPads, they automatically continue learning from where they finished previously.

Buying PocketPhonics for school? See appsinmypocket.com/school

Phonics (letter sounds) help children learn to read by understanding the sounds that letters make. Letter sounds (how we say the letters when we use them in words) are not the same as the letter names (what we call the letters). Montessori & other experts recommend not including letter names when teaching letter sounds as it can confuse children by introducing too much at once. PocketPhonics focuses solely on letter sounds so children can learn to read more quickly.

You might also want to take a look at PocketPhonics Stories. It is the new and updated version of PocketPhonics that includes everything in the original plus 42 storybooks suitable for early readers. It is rated A+ by Balefire Labs. They review apps against scientific criteria to see how well they teach kids. Out of the 4,000 education apps they've reviewed, only four other apps have achieved that top rating.

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abc PocketPhonics: letter sounds & writing + first words Review | Educational App Store

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PocketPhonics teaches kids letter sounds, first words and handwriting. It is used in over 300 UK primary schools, and tens of thousands of homes. It follows the national curriculum, and independent research (see appsinmypocket.com/research) found children learnt nine times faster using PocketPhonics compared to a classroom lesson.

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App for visually impaired

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Assistive Technology for the Blind and Visually Impaired TapTapSee is a mobile camera application designed specifically for blind and visually impaired users, powered by the CloudSight Image Recognition API. TapTapSee utilizes your device's camera and VoiceOver functions to take a picture or video of anything and identify it out loud for you.

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Visual Instruction for Autism and Special Needs.

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iPad Screenshots

Visual Instruction for Autism and Special Needs. Replace all of your flash cards with the 4,400 pictures and 2,200 exercises developed by professionals. More than 500,000 users in 104 countries! Create custom lessons using the starter library, or purchase any of 50 individual libraries with over 4,400 pictures and 2,200 exercises developed by professionals. Subscribe to the Brain Parade Community for access to thousands more lessons shared by your peers around the globe.

Recognition and Awards
>> Editors' Choice Award - Apps 4 Children With Special Needs (A4CWSN)
>> 5 STARS ***** for See.Touch.Learn. - Smart Apps For Kids
>> eSchool News "10 of the best apps for education in 2013″
>> Ranked in Top 5 Elementary School Autism apps by appoLearning
>> Received Official Teachers-With-Apps Certification
>> Top Innovator Award from SIIA (Software & Information Industry Association)
>> 2012 Reader's Choice - Apps for Homeschooling
>> One of 2012′s Best apps for Special Needs - Teachers with Apps
>> One of "The best iPad Apps for Special Needs Kids" - The Washington Post
>> "An app for the 21st century educator and student; The sky is the limit" - AppAbled
>> "A hugely impressive looking iPad app" - iPad Insight
>> Best Apps of the Week - Tech and Learning
>> Voted The #2 app for 2011 by SmartAppsForKids readers
>> "Perfect for ABA therapy, perfect for any teacher, parent, therapist working with special needs children." - Welcome To Their World Apps
>> PadGadget Recommends See.Touch.Learn.
>> "Most Flexible app available for Educators especially for ABA Programs" - Technology in (SPL) Education

*** CHOSEN BY APPLE AND INSTALLED ON iPADS IN APPLE RETAIL STORES! ***
*** Featured as New and Noteworthy by Apple in iTunes ***
*** iTunes Education Staff Favorite! ***

>> See the positive press on See.Touch.Learn. at www.brainparade.com/about/news-press/ <<

Save $$ hundreds on flash card purchases and eliminate the need to carry around all those cards! Create your own custom lessons with this incredibly easy to use app. Perfect for parents and learning professionals. Check out all of the 5-star customer reviews below!!

Here are just a few of the benefits of See.Touch.Learn.
+ Build, save, copy and reuse your custom lessons
+ No more organizing and reorganizing cards for each student
+ Create unlimited scenarios and prompts
+ Thousands of gorgeous picture cards to choose from
+ Your entire collection is portable - take it with you everywhere
+ Never misplace a card - Images are automatically backed up
+ Save hundreds of dollars - only a fraction of the cost of physical cards
+ No cards to wear out
+ No cards to lose
-----

Picture cards are an integral part of an effective learning program and are used to help teach new words and concepts and foster self-expression. Brain Parade's See.Touch.Learn app combines the effectiveness of picture cards with the power and interactivity of the iPad. Create custom exercises and lessons, automatically track performance, and carry your entire library collection with you at all times. Whether you are using picture cards as part of an Applied Behavior Analysis (ABA) program or other program, See.Touch.Learn. is for you. To get you started, Brain Parade includes over 50 professionally designed exercises with each library you purchase!

This app has been updated by Apple to display the Apple Watch app icon.

Fixes bugs with image rendering on older iPad models

Great app but...

This is a great app. As a BCBA that provides one-on-one therapy this is fantastic. However, I wish there was a way to create a folder for each client instead of having to search every time I am looking for a specific lesson.

Love this APP.

I am an SLP in a school district working with children who have autism. Love love this APP and how real the pictures look. The reason I only gave 3 stars is because I have 3 iPads and I can't figure out how to have access to the lessons I create across all of my iPads. Is this possible?

Finally!

This app has been an amazing alternative to the traditional drill and kill style of flash cards. I teach students with Autism and this app has allowed me to design custom lessons for each group of students I work with. I don't have to waste time between groups pulling cards from this stack or that stack. There are a variety of libraries to choose from that allow for a more diversified approach to teaching. I have also used this app for informal evaluations during district benchmark testing and to see how much progress my students have gained.

My only complaint about this app is that when I am customizing a lesson, I can't rearrange the exercises or have them presented randomly. My students will often just memorize the order of the cards so every couple days I am changing the order of the lessons. That part is very time consuming. I haven't had the chance to play with the pro version, but from what I have seen I can't rearrange exercises within a given lesson either.

The developer, Brain Parade, has not provided details about its privacy practices and handling of data to Apple.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

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‎Visual Instruction for Autism and Special Needs. Replace all of your flash cards with the 4,400 pictures and 2,200 exercises developed by professionals. More than 500,000 users in 104 countries! Create custom lessons using the starter library, or purchase any of 50 individual libraries with over 4,4...

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Each game will test memory and learning skills. The Yeti Master will explain signs of dyslexia.

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Climb the mountain and play the yeti games.

Each game will test memory and learning skills. The Yeti Master will explain signs of dyslexia.

About the App

6 games that each test a different learning ability

Email your results to those that need to know

Suggests how to make better use of your learning strengths

Explains what difficulties you will experience where you have a weakness

Three different paths up the mountain encourage you to replay games and improve your skills

Collect all 18 yetis

Dyslexia Facts

Dyslexia is a general term that does not tell you exactly what type of difficulties you have

Each game will test a different learning ability often experienced by those with dyslexia

Auditory memory is the ability to listen carefully, hold the information in the mind and recall what is heard. A difficulty in processing auditory information can prevent someone understanding what has been said

People with dyslexia often have a problem with holding information in their working memory. This means that a task is forgotten as soon as it is undertaken

Dyslexia is often characterized by a slower processing speed. This affects how quickly written work is produced or the speed of response to spoken questions

Sequencing skills are essential for recording information or ideas in the correct order. Many have difficulty with sequencing

Some people with dyslexia have a poor visual memory. An inability to create a clear mental image of a word prevents them from writing it directly from memory

This app will give a snapshot of learning abilities linked to dyslexia. A full assessment should be given by an educational psychologist.

Dyslexia Quest Screen Shots

Dyslexia Quest

Unlike the app our program is both computer & tablet compatible, allows you to store multiple student results and has more specific age ranges for a more accurate result.
Read moree

FREE. Read with your child and help them develop an understanding of their dyslexia. Look at the different types, celebrities and how your dyslexia makes you unique.
Read more

Dyslexia does not just affect reading and spelling. There are different types of dyslexia and each has its own signs. Do how best to help?
Read moree

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Dyslexia Quest Climb the mountain and play the yeti games. Each game will test memory and learning skills. The Yeti Master will explain signs of dyslexia. About the App 6 games that each test a different learning ability Email your results to those that need to know Suggests how to make better use of ...

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I have really enjoyed all the conversations about using Web 2.0 tools and the impact they make in our classrooms but I haven't heard many special education teachers come out about the impact it can make for their students. When I hear of collaboration projects between classes, I hear teachers say they take the highest level students and I'm sure it is because these students need to be able to work independently more than students working on the regular school work. But I hope we make sure we include the special education students too even if it means we will have to work more closely with them the others. I think teachers may find out that special education students may shine using these new tools and actually show strength where pencil and paper may show a weakness.

Maybe because of confidentiality laws, no one is mentioning that the students in the projects are special education students and they are using these tools also. I can only speak from experience with the special education teachers at my school who were already overwhelmed by paperwork that they could not fathom the thought about learning new technology tools. The part that I have trouble convincing them is that at first it may seem cumbersome but once learned, it can give the teacher more time and freedom to do other things. I remember learning to drive and how hard it was to remember all the hundreds of things to do in order to get from one place to the other. Now I take it for granted because all those hundreds of things I do automatically. The same thing works for doing things on the computer with the students. Once they learn the process, they eventually will learn how to do it independently. There may need to be more guidance given or repetition for special education students but they are usually more successful on computers because it is kinesthetic-tactile, visual, and sometimes auditory which is perfect for students with different learning styles.

Here are some suggestions when working with special education students that may help:
1. Explain what you plan to do and why you want the student to do this. Special education students have trouble transitioning to new things so they may be reluctant at first, but with perseverance, they will get over this.
2. Before working with the student, write out a list of steps they will need to follow (task analysis). Some students can even check off each step as they finish it. Having written steps to follow is a safety net for some special education students and they can refer to it whenever they forget what to do next.
3. Try each step and make sure you didn't leave anything out. Too many times I have not tried the procedures myself only to find out that I did something automatically but didn't write it down in the steps which causes major confusion to the students.
4. Model these steps while the student is watching. If students watch you follow the steps, they can see that it works and will feel more confident when it is their turn to try this.
5. Explain what to do if you make a mistake (edit or undo). You might also make a note of this on the bottom of the steps you have for the student. This shows the student that an error is not a terror and they did not break anything or ruin anything. It is this fear of failure that tends to paralyze the student because they have such low self esteem.
6. Let the student follow the steps while you are watching. Then you will know if the student understands each step or where there is confusion.
7. Give the student praise after each step is done successfully. Praise works wonders for these students because they have had so little success in their lives.
8. Let the student work independently while you are not too far away. This shows that you believe in them and trust that they can do this. Too many times they are told that they can't do something and this will help them realize their capabilities.

These are just some of the ways that a special education student can be successful when using Web 2.0 tools. If you have any other suggestions, please leave a comment.

Photo credit: success by vmaurin

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Web 2.0 and the Special Education Student

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I have really enjoyed all the conversations about using Web 2.0 tools and the impact they make in our classrooms but I haven't heard many special education teachers come out about the impact it can make for their students.

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This resource explains and supplies tips to teachers about the IEP process. It provides definitions of important terms as well as answers popular FAQs.

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18 Inclusion Strategies for Student Success

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18 Inclusion Strategies for Student Success

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This website has several tips listed on how to promote student success in the classroom by implementing small but valuable strategies.

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If you are a teacher of students within an inclusion classroom, then you are probably a creative, caring, patient, innovative, resourceful, structured, and flexible person. Whew!
The Many Facets of Inclusion Teaching
The many hats that you wear on any given day depend upon the students, subjects, and topics you teach. Schools and families collaborate to assist students of all ability levels to achieve many skills, while co-teachers and all staff collaborate together to teach and reach each student. Planning for successful inclusion includes allocating the time, resources, strategies, interventions, appropriate student supports, and of course, can do attitudes!

At times, inclusion teachers work with the whole class, small groups, and individual students. Baseline levels inform teachers which students need direct skill instruction, practice, remediation and/or enrichment. Inclusion at its finest involves general and special education teachers and related staff forming collaborative respectful partnerships that honor all students' levels. Overall, the most important thing to remember is to always have high expectations for your students and to highlight their strengths.

Here are 18 practical strategies to turn your inclusion experiences into award winning classroom performances.
18 Surefire Inclusion Strategies
1. Establish prior knowledge.

2. Pre-plan lessons with structured objectives, but also allow for inter/post planning.

3. Proceed from the simple to the complex by using discrete task analysis, which breaks up the learning into its parts.

4. Use a step-by-step approach, teaching in small bites, with much practice and repetition.

5. Reinforce abstract concepts with concrete examples, such as looking at a map while learning compass directions or walking around a neighborhood to read street signs.

6. Think about possible accommodations and modifications that might be needed such as using a digital recorder for notes, reducing the amount of spelling words, and having enrichment activities prepared.

7. Incorporate sensory elements: visual, auditory, and kinesthetic ones, like writing letters in salt trays or creating acute, right, and obtuse angles with chopsticks.

8. Teach to strengths to help students compensate for weaknesses such as hopping to math facts, if a child loves to move about, but hates numbers.

9. Concentrate on individual children, not syndromes.

10. Provide opportunities for success to build self-esteem.

11. Give positives before negatives.

12. Use modeling with both teachers and peers.

13. Vary types of instruction and assessment, with multiple intelligences and cooperative learning.

14. Relate learning to children's lives using interest inventories.

15. Remember the basics such as teaching students proper hygiene, social skills, respecting others, effectively listening, or reading directions on a worksheet, in addition to the 3R's: Reading, wRiting and aRithmetic.

16. Establish a pleasant classroom environment that encourages students to ask questions and become actively involved in their learning.

17. Increase students' self-awareness of levels and progress.

18. Effectively communicate and collaborate with families, students and colleagues, while smiling; it's contagious

Remember, always keep learning more about your students' abilities and the many ways you can reach, teach, and of course INCLUDE!
How do you practice inclusion in the classroom? Share in the comments section!
For additional inclusion insights and resources visit Toby's website at: http://inclusionworkshops.com/ or email her at toby@inclusionworkshops.com

Source: Karten, T. (2010). Inclusion strategies that work! Research-based methods for the classroom (2nd ed). Thousand Oaks, CA: Corwin Press

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18 Inclusion Strategies for Student Success

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If you are a teacher of students within an inclusion classroom, then you are probably a creative, caring, patient, innovative, resourceful, structured, and flexible person. Whew! The Many Facets of Inclusion Teaching The many hats that you wear on any given day depend upon the students, subjects, and topics you teach.

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Balancing Teacher Autonomy and Collaboration

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Balancing Teacher Autonomy and Collaboration

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This articles provides tips on how to find a balance within working collaboratively with colleagues while also still being dependent enough to make their own classroom decisions and hold immediate ownership of their classroom.

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Good teachers are growing practitioners. They know their students, their content, and their standards-but they are not satisfied with the status quo. Like all successful professionals, good teachers strive to grow their knowledge and adapt to changes in the landscape of their work. Good teachers know their own expertise is critical in the classroom; they also know the input of colleagues strengthens that expertise. While it can be difficult to find the right balance between personal skill and combined efforts in the classroom, it is worth the effort.

Working together is becoming more of a norm across our profession. At its best, collaboration among teachers encourages creativity, professionalism, and student achievement. Teachers around the world are collaborating with peers in local and even global contexts to take charge of their own personal development, exchange lesson ideas as part of professional development, and mentor new teachers.

When I attended school in the 1990s, the textbook was the main resource in most classrooms. Teachers often planned their school year around the chapters in the book. But when I started my teaching career in 2013, it was in a school and district where teacher collaboration was highly valued-other teachers were the main resource, not a set of textbooks. Many of my worries as a new teacher were eased because I knew I could count on my coworkers for advice, lesson ideas, or even copies of lesson plans they used. I reciprocated by sharing my own lessons and ideas. We wrote tests and quizzes and planned or updated our pacing guides together in our professional learning community (PLC).
Collaboration Overkill: The "Stepford" Teachers
There is another side to collaboration that is often ignored. When administrators become overzealous and mandate "collaboration overkill," teachers have little time for reflection and lose their autonomy.

Teachers stuck in over-planned, micromanaged workplaces remind me of the women in The Stepford Wives. Administrators' efforts to produce "perfect," predictable results across classrooms make teachers robotic in their actions. In these situations, teachers are expected to use the same lessons, quizzes, assignments, projects, and tests on a day-to-day basis. Their professional discretion over how to approach a new skill, standard, or curriculum can be virtually nonexistent.

Sometimes administrators cite teacher input in a scripted curriculum as evidence of the "collaborative" nature of this approach. But when teachers are expected to adhere to restrictive guidelines, they will inevitably suffer the burnout of bureaucracy. Educators who are subjected to this bureaucracy can become exhausted while trying to implement tools, scripts, and lessons that they don't necessarily agree with or understand. This loss of autonomy signifies a lack of respect for teachers. Unreasonable mandates, coupled with this disrespect, are common factors in teachers' decisions to leave the profession.
How Teachers Can Find Their Balance
As experts of our own profession, teachers must take an active role in balancing the need to make choices based on our own expertise with the positive effects of collaboration. For teachers who feel isolated in their schools, one way to find balance is to identify a collaboration buddy. Sharing your workload with even one trusted colleague can spark creativity and help ward off burnout. Veteran teachers can serve as an invaluable resource for newbie teachers looking to fine-tune a new idea, while novice teachers can spark excitement for the learning process in veteran teachers. Help could be just down the hall-but you have to seek it out. If you're having a hard time finding a buddy in your own department, expand your search. Technology makes connecting with like-minded individuals in other departments, or even other schools and districts, possible.

If you work in a place that doesn't seem to support teacher autonomy, ask to speak to your principal, dean, or the assistant principal in charge of instruction. Voice the pros of your point of view and address the administration's concerns. Then bring the conversation back to how your suggestions will benefit your students. In the past, I've started the conversation by mentioning how and why a specific lesson or approach to a learning standard would specifically benefit my students more than the suggested methods.

You can use an extended professional learning network to find and field new ideas. Seek out Twitter chats hosted by trusted educator groups such as Student Achievement Partners, Teacher to Teacher, and the Center for Teaching Quality, and subject-specific groups like the National Council of Teachers of Mathematics.
How Administrators Can Find Their Own Balance
I am a strong believer in proposing solutions, rather than focusing on complaints. With that in mind, here are my ideas for administrators who are striving to ensure a quality education for all students while also honoring teachers' professional autonomy:

1. Set minimum guidelines. These parameters should be your non-negotiable policies for what teachers are expected to do, or not do, in each course.

2. Focus on the big picture. Our most important priority is to provide a quality education for all students. Supporting and leveraging the talents of caring teachers with strong content knowledge is the best way to ensure that all students will receive a quality education.

3. Seek feedback. It is evident that you respect and trust teachers when you allow or encourage them to offer feedback on new curriculum or resources. Another way to show respect is to ask for reasoning or research when a teacher wants to approach learning standards in a different way than their colleagues. Other PLC members, department chairs, content experts, or even professional articles can give you insight and peace of mind.

Educators who work in a collaborative setting are able to share the workload and enjoy the benefits of receiving feedback and support from other professionals in the classroom. A passionate teacher with a strong understanding of her students and content guidelines has the power to excite students about learning. For teachers to keep the joy of teaching and pass on the joy of learning, finding a balance between autonomy and collaboration is a necessary step-and it benefits our No. 1 concern: our students.

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Balancing Teacher Autonomy and Collaboration

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Good teachers are growing practitioners. They know their students, their content, and their standards-but they are not satisfied with the status quo. Like all successful professionals, good teachers strive to grow their knowledge and adapt to changes in the landscape of their work.

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This is a great platform if you are looking for free template of graphic organizers to print out (story map, ice cream cone, persuasive map). It's useful for teachers to use this in online/in person classroom.

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Cause and Effect
Three sections for students to note cause and effect events from their reading.

Character ID
Students design an identification badge for a character in their story.

Concept Map
Have students complete a concept map with you as you prepare for a unit of study.

Questioning Tower
Utilize the questioning strategy before, during and after reading.

Super Six
Students select and write about 6 topics of interest from their non-fiction reading.

T humbs Up Down
Students record 2 things they enjoyed and didn't enjoy about their reading.

GEDTS-Graphic-Organizers-2018-1 ~ Check out these!!

Graphs and Charts Graphic Organizers

Sequencing Graphic Organizers

Sorting Graphic Organizers

Storytelling Graphic Organizers

Miscellaneous Graphic Organizers

INTERACTIVE GRAPHIC ORGANIZERS:
Holt Interactive Graphic Organizers

error: Content is protected !!

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Graphic Organizers - Mrs. Judy Araujo, Reading Specialist

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TAKEN FROM BIRMINGHAM PUBLIC SCHOOLS ~ DR. DIMPLE MARTIN! Basic Story Map Students indicate facts about the beginning, middle and end of the text they are reading. Cause and Effect Three sections for students to note cause and effect events ... Continue reading →

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This website offers a variety of free resources that can be used at home for distance learning. It is categorized by grade and subject!

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This is a great online resource for understanding students with special needs

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This is a great online resource for understanding students with special needs

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This resource provides a simple, easy-to-understand overview of Autism Spectrum Disorder in children

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This resource was developed and provided by iSocial, the University of Missouri, and the Thompson Center for Autism and Neurodevelopmental Disorders. The 32 lessons developed as part of this research-based collaboration have proven efficacy in helping children with autism develop socialization skills. Seven years of research and studies in 60 schools show that significant improvements can be made. For more information on how you can help children with autism and support school requirements, please visit the iSocial website.

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Autism Spectrum Disorder (ASD) Overview and Fact Sheet

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This resource was developed and provided by iSocial, the University of Missouri, and the Thompson Center for Autism and Neurodevelopmental Disorders. The 32 lessons developed as part of this research-based collaboration have proven efficacy in helping children with autism develop socialization skills. Seven years of research and studies in 60 schools show that significant improvements can be made.

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Having peers support students with disabilities is a huge help. Students love to help one another and giving them the autonomy to do so is beneficial to the class. This is a great resource for social skills and peer help in the classroom

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Peer Initiation Strategies for Students with Autism

Excerpted from Social Skills for Students with Autism.

With these strategies, socially competent peers are taughthow to initiate and encourage social interactions with children with autism in natural settings.

Peer-mediated social interaction procedures have been used for a number of years, initially with withdrawn preschool children, but also with more severely involved children with autism and mental disabilities. Socially competent peers are taught to initiate social interactions with children with autism. They are subsequently paired in natural settings for social activities. The most direct outcome of these procedures has been an increase in positive social responses by children with autism. This outcome is important because of the strong, positive association between social responses and peer acceptance.

A number of modifications to peer initiation techniques appear toincrease the effectiveness of these procedures for individuals withautism. Sasso and Rude found that teaching high-status peers tointeract with students with autism increased the number of positivesocial interactions. Moreover, untrained peers in the same setting alsoincreased their social interactions with the students with autism. Theresult was modest, yet consistent increases in the response rate, initiation, and length of interactions of participants with autism.

Another modification of peer-initiated interventions involves theuse of triads composed of two peers and one child with autism. Therationale for such an arrangement is that there is typically a level of"dead time" within a dyadic pairing due to the often limited communication skills of children with autism.

Triads have been viewed as a way to overcome this weakness and provide higher levels of social interactions to individuals with autism. An initial comparison of peer dyads and triads revealed that, although there were higher levels of social interactions within the triad, many of the interactions excluded the child with autism. However, interactions still occurred between socially competent participants and those with autism.

It remains unclear what imitative effects may occur for the child with autism as a result of close proximity to the social interactions of competent peers. Additional work is needed to clarify the effects of peer triad techniques.

There are several advantages to the use of peer-initiated interventions.

First, they demand the use of natural social interaction environments and contexts.

Second, valid interaction behaviors are ensuredbecause these programs depend on the typical social interaction behaviors of socially competent peers. These techniques are also easy and time efficient in terms of instruction and administration.

Finally, and most important, peer-initiated interventions have resulted in increased levels of initiations and responses from both participants with autism and their competent peers, as well as evidence of longer lasting interactions.

The major weakness of peer initiation programs is that there is currently little evidence of generalization and maintenance of interactions. In addition, prompts are sometimes necessary to ensure that the competent peer remains in contact with the child with autism, which can result in the problems associated with antecedent prompting interventions.

More on Promoting Social Development for Students with Autism

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Peer Initiation Strategies for Students with Autism

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Excerpted from Social Skills for Students with Autism . With these strategies, socially competent peers are taughthow to initiate and encourage social interactions with children with autism in natural settings. Peer-mediated social interaction procedures have been used for a number of years, initially with withdrawn preschool children, but also with more severely involved children with autism and mental disabilities.

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This page really helps break down what parents might need to hear during this time.

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As the parent of a student with a disability, you may hear a lot of new terms being thrown around during the COVID-19 crisis. Education is notorious for having a lot of terms of art (what's often called "eduspeak"). Here are definitions of some of those terms and their implications for students with disabilities.

What it means: Adaptive software is any software or program that builds a model of the preferences, goals, and knowledge of each individual student and uses that model throughout the interaction with the student in order to adapt to that student's assessed needs.

The implication for students with disabilities: Some adaptive software can adjust for the lexile (reading) level based on the student's responses. Some programs have read-aloud features. It's important to identify whether the software is adaptive to a particular student's needs. For example, a child may struggle with decoding but excel at reading comprehension. If the software doesn't allow the student to demonstrate proficiency in different aspects of learning, it could misinterpret the student's skills, resulting in a reduction in grade level or content level. This would compromise the overall quality of the student's education.
Accommodations
What it means: Accommodations are adaptations made for specific individuals with disabilities (as defined by law) when a product or service isn't accessible.

The implication for students with disabilities: The accommodations a student with a disability needs in a virtual learning setting may be different from what would be appropriate in a typical classroom setting. For example, an accommodation for a student with ADHD in a physical classroom may be to be seated in a part of the room that reduces distractions (called "preferential seating"). In a virtual learning situation, reducing distraction might be achieved by adjusting the visual layout of what's on a screen to help direct and sustain the student's focus.

The IEP team-which includes educators, parents, the student, and others-should identify the accommodations a student currently receives based on the IEP, consider the purpose of these accommodations, and discuss how they need to be adjusted for an online setting.

What it means: Assistive technology (AT) is any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

The implication for students with disabilities: Assistive technology is designed to help individuals overcome challenges with particular tasks or in particular environments. When shifting from face-to-face to online learning, the types of assistive technologies that are most helpful may change. IEP teams should review how AT was used by students in school, and determine whether additional or alternative forms of assistive technology are needed in this new circumstance.

Asynchronous vs. synchronous instruction

What it means: Asynchronous instruction is teaching that is offered at a different place or time than when or where the actual instruction is being provided (e.g., video modules that students can access without being connected to an instructor or peers in real time). In contrast, synchronous instruction can happen in different locations, but it occurs at the same time that the instruction is being delivered. It's delivered through methods such as real-time chats and videoconferencing.

The implication for students with disabilities: Students with disabilities in online environments can benefit from both of these types of instruction. But there are trade-offs with each, so the two modes are complementary.

Asynchronous instruction denies educators access to visual cues and doesn't allow for real-time feedback to students. During synchronous instruction, students with disabilities may struggle to remain focused, organize information effectively, and keep track of questions for later reference.

What it means: Accessibility is the "ability to access" the functionality and benefit of some system or entity. This term is used to describe the degree to which a product (such as a device, a service, or an environment) is accessible by as many people as possible." "Born accessible" (an ideal standard for accessibility) means that the origin and design of a product prevent the need for retrofitting inaccessible content after its creation, which can often be cost-prohibited in terms of time and resources.

The implication for students with disabilities: The creators of many education technologies that were conceived and used before COVID-19 likely didn't envision the scale to which these tools have recently been deployed. This reality raises two issues related to accessibility: (1) physical accessibility to the software, hardware, and internet connection; and (2) pedagogical accessibility so that educators can leverage available technologies to deliver high-quality instruction and achieve learning goals for all students. Educators and vendors must work hand in hand to identify and address both types of accessibility issues within online and virtual learning settings.

Learning management system (LMS)

What it means: Learning management systems are electronic systems and methods that support the timely creation, scheduling, and delivery of course materials in education.

The implication for students with disabilities: In the absence of face-to-face contact between adults and students, districts and schools will have to rely more on an LMS than ever before. But an LMS designed to address the needs of whole school or district-wide instruction-as well as data collection-might not be inclusive or responsive to the needs of students with disabilities. It's critical that schools immediately consider how their LMS addresses the need for accessibility and enables the delivery of content and needed support to students with disabilities. Also critical is for schools and districts to identify whether existing LMS need to be adapted to ensure that educators are well prepared to support student learning in an accessible manner. Schools should consult with vendors to integrate any add-ons that ensure the products serve multiple functions and meet the needs of all students. Schools will also need to communicate clearly with students and their families to ensure that everyone feels empowered to access and participate in high-quality learning.

What it means: Also referred to as e-learning and virtual learning, online learning is a type of distance learning in which instruction and content are delivered primarily over the internet or through software.

The implication for students with disabilities: One new reality of COVID-19 is that the vast majority of students with disabilities who were previously attending brick-and-mortar schools are now learning in online settings. Schools, students, and families must contend with a number of challenges, ranging from the physiological (e.g., ensuring that students feel safe, have access to their social peers, and receive nutritious meals) to the pedagogical (e.g., ensuring that students have access to content learning and that teachers and students communicate via phone, chats, and other online features).

Open education resources

What it means: Open education resources (OER) are any type of educational materials that are in the public domain or introduced with an open license (free for public use).

The implication for students with disabilities: COVID-19 has resulted in parents and educators scrambling to identify resources that could be helpful to accelerate learning in an online and home-based environment. One caution is that many of these resources are not aligned with principles of Universal Design for Learning, or UDL (see below). The OER field is diverse in both quality and accessibility. Many major textbook publishers have already begun to make changes to products to reflect UDL standards. Schools, districts, and educators should determine whether a particular OER is appropriate for students with disabilities. If it's not, it's important to determine what steps need to be taken to ensure that these students can access and benefit from OER materials.

Universal Design for Learning (UDL)

What it means: Universal Design for Learning (UDL) is a way to optimize teaching to effectively instruct a diverse group of learners. The approach is based on insights from the science of how people learn. It emphasizes accessibility in how students access material, engage with it, and show what they know.

The implication for students with disabilities: UDL can be applied to educational settings that are in-person or virtual. To engage all learners, educators must align instruction, materials, and technology with principles of UDL. The specific learning platform being used to organize and deliver content and activities will need to have built-in features of UDL, such as allowing students to access and represent learning in different ways. Educators will also need instruction and support about ways to incorporate features of UDL into their online instruction.

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As the parent of a student with a disability, you may hear a lot of new terms being thrown around during the COVID-19 crisis. Education is notorious for having a lot of terms of art (what's often called "eduspeak"). Here are definitions of some of those terms and their implications for students with disabilities.

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This resource will help students of different levels and educations to work together to help one another! I love seeing kids help kids because who better to understand them than their peers.

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Peer Tutoring for Students with Autism

Excerpted from Social Skills for Students with Autism.

This approach has socially competent peers learn to use effective teaching techniques and positive reinforcement to teach academic subjects to classmates with autism.

Peer tutoring programs represent a viable means of improving the curricular and social interaction skills of students with autism. Research reveals that the teaching of specific tutoring strategies facilitates interaction between children with autism and their socially competent peers. Studies indicate that effects of social initiation intervention are immediately evident and substantial.

In peer tutoring sessions, students work in pairs, with socially competent peers typically serving as tutors and students with autism taking the role of tutee. Tutoring sessions are structured, with both tutor and tutee having assigned roles.

The first step in establishing a peer tutoring program is scheduling informal interaction periods between students with autism and their socially competent peers. It is important that students have some interaction experiences and familiarity with each other. Additionally, peers must be aware of the basic characteristics of the students with autism.

Group and individual instruction of tutors can then begin. Group instruction involves teachers' explanations of procedures for working with students on various learning tasks. In particular, teachers describe:

what tasks and materials to use in tutoring

how to give directions

how to give reinforcement

how to manage inappropriate behavior.

Accordingly, tutors are taught to give 10 short, clearly stated directions (e.g., "Point to the shoe," "Read this word") and to model correct responses (e.g., labeling objects, using noun-verb phrases). The importance of reinforcement as a major component of successful tutoring is emphasized. Tutors are taught to reinforce appropriate behavior by using frequent positive statements (e.g., "Good counting," That's right, it's a ball").

To manage behaviors during sessions, tutors also are taught to use verbal prompts (e.g., stating, "Look at your book" when the tutee is not attending), physical guidance (e.g., touching the tutee's arm to encourage beginning a task), and ignoring (e.g., attending to a separate task when the tutee displays inappropriate behavior).

The management strategy is selected by the supervising teacher based on his or her knowledge of its potential effectiveness for the individual child. Tutors also are informed that their role involves both privilege and responsibility. Thus, each tutor is provided the following role-related information:

Tutors have sole responsibility for teaching a given task to another student and/or practicing that task with the students.

Tutors must attend every scheduled tutoring session on days they are in school.

Students with autism depend on tutors in two ways: to teach them and to befriend them.

Students with autism imitate, so tutors need to be good role models and behave in an appropriate manner.

Tutors and tutees must work first, then play. That is, pairs engage in assigned tasks for 10 to 20 minutes, then play for approximately 10 minutes.

Subsequent to general tutoring sessions, the teacher provides individual instruction to tutors in the following areas:

the academic subject area for tutoring

materials and activities for tutoring

demonstrations in tutoring by the teacher working with students with autism

a practice session on tutoring with students under teacher supervision

teacher feedback on the tutor's performance

data collection. Students must demonstrate tutoring competencies prior to tutoring peers with autism.

Training for peers to serve as tutors and playmates may also include teaching them to practice particular skills with the students with autism. Strategies for peers to use included:

soliciting the student's attention

providing choices

modeling appropriate social behavior

reinforcing attempts at functional play

encouraging/extending conversation

turn taking, narrating play

teaching responsiveness to multiple cues

Similarly, others have taught peers to provide modeling of play behaviors, commenting, attending, time delay, and incidental teaching strategies to increase social behaviors of students with autism as well as the mediation capabilities of the peers.

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Excerpted from Social Skills for Students with Autism . This approach has socially competent peers learn to use effective teaching techniques and positive reinforcement to teach academic subjects to classmates with autism. Peer tutoring programs represent a viable means of improving the curricular and social interaction skills of students with autism.

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This website has tons of resources but I love the specific instruction it gives for social interaction on this page. It is important for us to know tools that help us include all students!

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Considerations for Social Interaction with Autistic Students

Excerpted from Social Skills for Students with Autism.

Match Social Interaction Programs to Students' Needs and Settings

Just like socially competent students, children and youth with autism differ in a number of ways. Similarly, schools and classrooms have unique characteristics, attitudes, and norms. Accordingly, programs for facilitating social interactions between socially competent students and pupils with autism must accordingly vary with circumstances, situations, and needs.

Educators must consider many options to stimulate interactions between these groups. For instance, peer tutoring may be more appropriate in some settings and with certain students than others. Similarly, some students will be more responsive to antecedent prompting than others. Selecting social interaction procedures based on individual subject, setting, and other salient variables increases the likelihood of successful outcomes.

Establish Reasonable Social Interaction Expectations

Social interaction programs are designed to enhance relationships between children and youth with autism and their socially competent classmates. Increased social interaction enhances acceptance of persons with disabilities, facilitates their social skill development, and promotes positive community attitudes toward disabilities. It is unrealistic, however, to think that social interaction programs will lead to intimate friendships between regular class students and their peers with autism.

Such relationships are based on mutual interests, compatibility, and other factors rarely present in associations between students with autism and their socially competent peers. This reality is not intended to take away from the significance of interactions between students with and without disabilities, the importance of general education students' being accepting and responsive to their peers with autism, or the necessity for children and youth with autism to make appropriate initiations and responses with others. Rather, it is intended to be a reminder that social interaction goals must be commensurate with the relationships that may ensue.

Be Sensitive to Local Social Interaction Norms and Conditions

Educators must establish social interaction programs, contingencies, expectations, and procedures that coincide with individual setting characteristics. That is, instructional methods are most effective when they allow students to interact in regularly occurring activities in accordance with established local norms. For instance, teaching a student with autism to talk to his or her socially competent peers during activities when students ordinarily do not talk may be counterproductive to the goal of encouraging social interactions.

Program for Interaction Quality As Well As Quantity

Researchers have documented clearly the necessity of attending to the quality of social initiations and responses as well as quantity. Teachers and others who organize social interaction programs must recognize that the frequency or duration with which a child with autism interacts with socially competent peers may not be nearly as important as the level at which the interaction occurs. That is, a rehearsed, stilted conversational response of 15 words may not be as meaningful as a 5-word spontaneously generated statement. Accordingly, instructional methods and evaluation techniques must focus on both qualitative and quantitative aspects of social interactions.

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Considerations for Social Interaction with Autistic Students

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Excerpted from Social Skills for Students with Autism . Just like socially competent students, children and youth with autism differ in a number of ways. Similarly, schools and classrooms have unique characteristics, attitudes, and norms. Accordingly, programs for facilitating social interactions between socially competent students and pupils with autism must accordingly vary with circumstances, situations, and needs.

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6 Strategies for Teaching Special Education Classes

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6 Strategies for Teaching Special Education Classes

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This website provides six different strategies that teachers can use when teaching special education students or classes altogether. The website lists the strategies and explains what each strategy is and how to incorporate it into your teaching. This website is very useful, because it can help teachers further their knowledge on ways to teach all students and involve students in their learning.

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students. The purpose of the special ed classroom setting is to provide more intensive, individualized attention to the students who most need it.

However, even in special education classroom settings there can be a wide a range of skill levels and abilities. How can teachers provide quality instruction to all students? Here are some strategies that special education teachers can use to benefit all of their students.

1. Form small groups

Forming small groups of two or three students within the class grouped according to their level can help with personalizing the teaching while not sacrificing class instruction time. For example, in math class, one group could be working on the basics while a more advanced group could be working on their geometry skills. Students would be grouped together according to similar skill levels and objectives along their education pathway.

2. Create classroom centers

Classroom centers are another effective way students can be grouped. Each center would specialize in one area or level. The centers would be self-contained in terms of instructions and all lesson materials. They would also be somewhat self-explanatory and self-guided to allow the teacher to rotate among the different centers and provide appropriate guidance. A teaching assistant, parent or volunteer could help facilitate the groups. Such centers would strike a balance between being self-explanatory, without totally giving up more direct teacher time.

3. Blend 'the Basics' with more specialized instruction

Still another way of instructing multiple levels of students is to teach general concepts to the whole group while pairing it with individual instruction. Since every school subject has some general concepts that could be relevant, individual students can benefit from this no matter what their level of proficiency.

Reading comprehension strategies, the basics of math, organizing writing ideas, or even a scientific theory are some examples of general concepts that could be taught to support what each student is learning in that area. Students can then apply this knowledge to their particular individual assignments. However, the teacher could always add some additional content for more advanced students.

4. Rotate lessons

Lessons within the different groups or centers could be rotated so that on any given day the teacher could introduce new material to one group, while only having to check in on others who are doing more independent activities. The teacher assistant could also be of service within such a lesson cycle.

5. Try thematic instruction

Thematic instruction is where a single theme is tied into multiple subject areas. This method of teaching has been shown to be very effective in special education classrooms. A "theme" could be anything from a current event, honing the skill of reading comprehension, a writing topic or a historical event. For example, a historical event could be tied into all other subjects. The theme should be attention-getting - something that will grab the students' interest and keep them engaged.

6. Provide different levels of books and materials

Since there will be a variety of proficiency levels in the classroom, be sure to have different levels of textbooks and other teaching materials available for each subject. Having a range of levels on hand will ensure that each student can learn at the appropriate level. This minimizes frustration and maximizes confidence and forward momentum in the student.

As you can see, teaching special education students effectively can be enhanced with some adjustments. Regardless of the severity of their disabilities, classes can be structured in a way that caters to the individual level of functioning.

Doing so does not mean giving up quality personal instruction time. No matter what the content areas or variety of levels your students are working on, harmony and integration are possible. Strategies such as grouping, learning centers, rotating lessons, choosing class themes and having a flexible array of texts and materials can help teachers to provide ideal instruction and support within their special education classes.

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6 Strategies for Teaching Special Education Classes | Resilient Educator

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Special education classes provide a unique service to physically or mentally challenged students. The ideal special education classroom provides quality instruction to students with disabilities. While the push in education these days seems to be toward online education and the inclusion of special education students within mainstream classrooms, special education classes are still needed for more severely disabled students.

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Collaboration Between General and Special Education: Making it Work 

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Collaboration Between General and Special Education: Making it Work 

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This website provides readers with information on multiple different topics concerning collaboration in the classroom. It is useful, because it addresses so many different topics or points of concern that teachers may have concerning collaboration. This website discusses the issues that are often found in collaboration, research that has been found on collaboration, challenges with collaboration, and suggestions for teachers about how to successfully implement collaboration, among many other topics.

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Issue Brief

Examining Current Challenges in Secondary Education and Transition

July 2003 • Vol. 2, Issue 1

Collaboration Between General and Special Education: Making it Work

By Michael N. Sharpe and Maureen E. Hawes

Defining the Issue

Throughout the last decade, nearly every state in the nation implemented some type of standards-based reform. Sharing a common mission that all students should be held to high standards of learning, many states have dramatically restructured their educational systems in an effort to demonstrate greater accountability for student results. While most of these efforts have helped states to more clearly articulate what students should know and be able to do, they have also resulted in questions concerning the participation of students with disabilities in accountability systems.

The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) (P.L. 105-17) explicitly emphasize the importance of providing access to the general curriculum, so that students with disabilities can meet the educational standards that apply to all children. As a result, special education and general education teachers nationwide now find they need to develop new skills and strategies to meet these challenges. Signifying a period of genuine professional transformation, these changes are leading many in the field to reevaluate service delivery and collaborative partnerships needed to support students with disabilities in general education settings.

What We Know

Legal Considerations

Schools are required to provide access to the general curriculum by giving students with disabilities the opportunity to achieve the same standards as all other students. IDEA stresses the importance of participation of students with disabilities in the general curriculum.

In addition to IDEA, the recently passed Elementary and Secondary Education Act (ESEA) legislation, also known as the No Child Left Behind Act of 2001, (P.L. 107-110), seeks “to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach or exceed minimum proficiency on challenging state academic achievement standards and state academic assessments” (Sec. 1001, Part A, Title I of ESEA; 20 U.S.C. 6301). This includes participation in assessments used to measure the achievement of all students at the same grade level (Sec. 1111, Part A, Title I of ESEA; 20 U.S.C. 6311 [b][3]).

Like IDEA, it is anticipated that this legislation will become a major catalyst in influencing the way in which supplementary aids and services are provided in the context of the general education curriculum. As such, there will be a need to increase collaborative teaching initiatives among the entire array of instructional services (e.g., general education, special education, Title I) available to targeted populations.

Research Considerations

A significant challenge faced by all educators will be to maintain high educational standards for all students, while also ensuring that each child’s unique instructional needs are met. These goals need not be viewed as mutually exclusive. Standards can serve as the impetus for focused instructional planning for students with disabilities within the general education classroom, resulting in improved achievement. For example, McLaughlin, Nolet, Rhim, and Henderson (1999) reported that many special education teachers believe students have access to a wider array of learning opportunities as a result of standards-based reforms. In addition, they found that special education teachers felt that standards helped them focus their instruction and better define what is required of students. Research findings have suggested that “rather than focusing on deficits, Individual Education Program (IEP) teams now have an opportunity to focus on helping students work toward high educational standards” (Thompson, Thurlow, & Whetstone, 2001, p. 6).

Implementation Considerations

Despite findings indicating that standards can help students with disabilities to achieve, many special educators continue to voice concerns about how to effectively align standards with the individualized goals and objectives of the IEP. In the report, Educating One & All: Students with Disabilities and Standards-Based Reform (McDonnell, McLaughlin, & Morison, 1997), the Committee on Goals 2000 and the Inclusion of Students with Disabilities acknowledged that standards-based reform initiatives pose many challenges to special educators, especially in regard to implementation. For example:

The complicated part is determining how to accommodate individual student needs and provide the special services that some may require, while still affording each student appropriate access to the common curriculum and ensuring accountability for his or her outcomes (p. 176).

Research (McDonnell et al. 1997; Sands, Adams, & Stout, 1995) also suggests that, in addition to facilitating inclusion, special education teachers need to develop a more consistent approach to determining curricula and appropriate content standards for students with disabilities. For example, to what degree should curricula be driven by the special educator and the planning team as opposed to being dictated by local curricular standards?

A further challenge is for both general and special education teachers to acquire the capacity to identify and focus on skills a student needs to meet the standard. To accomplish this goal, some researchers have suggested creating a curriculum base that would provide guidance for teachers on how to include students with disabilities in the general education classroom (McLaughlin et al. 1999). A “curriculum base” generically refers to a set of agreed-upon curriculum practices designed to meet the needs of students in special education. According to Sands et al. (1995), “the absence of establishing such a base that provides direction for special education programs only increases the likelihood that instructional decision-making and practices will continue to be haphazard and widely divergent” (p. 69). Special educators must become more adept in content knowledge and curriculum development, and general educators must understand their role in implementing IEP goals and objectives—that is, how to accommodate students with disabilities within the general education classroom.

Jorgensen et al. (1997) observed that one of the problems associated with the implementation of standards-based reform and participation of students with disabilities is related to the type of curriculum available to students. Advocating for a “preferred” curriculum that is broad enough to work with a wide range of students, Jorgensen suggests that “all teachers use some common curricular elements to design teaching and learning experiences that transcend philosophical differences and that result in a learning environment that challenges and supports all students” (p. 5).

Even though a number of effective collaboration strategies have been developed over the last decade, current research suggests that general educators are still more likely to interact collaboratively with other general educators than with special education staff (McGregor et al. 1998; Prom, 1999).

Changing Roles

As states increase their efforts to implement standards-based curriculum for all students, educators of all types must develop a wider range of collaboration skills that facilitate cooperative planning and instructional activities. Recent developments indicate the beginnings of an infrastructure to support more collaborative efforts. For example, in their efforts to promote policies and practices to improve educational performance for students with disabilities, the President’s Commission on Excellence in Special Education (2002) recommended that “teachers in general education learn about special education.” This recommendation is consistent with the legislative priority, Unified System of Education, established by the National Association of State Directors of Special Education, which focuses on the infusion of quality teaching on the part of both general and special education teachers. This priority explicitly acknowledges that “the success of all children is dependent on the quality of both special education and general education…and that special education is not a place apart, but an integral part of education” (NASDSE, 2002).

Challenges

In our current model of education, teachers typically maintain a high degree of autonomy and individual decision-making. This has historically been the case for both general and special education teachers. But now, many general educators feel they are being called upon to teach students with an increasingly diverse range of educational needs, and do not feel they are prepared to undertake such a responsibility (Monahan, Marino, Miller, & Cronic, 1997). Similarly, there appears to be growing concern among special educators that the individualized nature of specialized instruction is becoming increasingly diluted in the face of standards-based reforms.

Regardless of how many professional development and training initiatives are implemented, a key factor in the establishment of a collaborative culture is administrative support at the local level. The findings of several studies (da Costa, Marshall, & Riordan, 1998; Bunch, Lupart, & Brown, 1997; Idol & Griffith, 1998) involving collaborative activities share a theme that school administrators are highly influential in shaping the school culture and are often looked to as a source of leadership necessary to cause systemic change.

What Works

There is no shortage of creative and innovative strategies to promote collaborative relationships between general and special education personnel. Even though effective ideas and strategies abound, the real problem is how to provide general and special education teachers the opportunity to apply newly learned collaborative and instructional strategies in the classroom. It follows, then, that a long-term commitment must be made to provide the necessary training and technical assistance. This requires the active involvement of general and special educators and the support of school administrators.

In recognition of the necessary prerequisites for effective collaboration, researchers at the Institute on Community Integration, University of Minnesota, and staff of the Minnesota Department of Children, Families and Learning, Division of Special Education, have designed a training model that provides general and special education personnel with the collaborative planning and instructional skills necessary to meet the needs of students with disabilities within the context of high standards and educational reform. This model, Collaboration: Access to the General Education Curriculum (or, more simply, “Applied Collaboration”) represents a compilation of collaborative and instructional strategies that general and special educators can apply—as a team—in the general education classroom. It should be noted that the Applied Collaboration model represents one specific approach with a clear focus on the applied aspects of teacher collaboration. Effective methods and strategies for collaboration have been developed by others (Cook & Friend, 1993; White & White, 1992; Bauwen & Hourcade, 1995; Walter-Thomas, Korinek, & McLaughlin, 1999), and it is likely that even more approaches will emerge in the future.

Intended to be both interactive and dynamic, Applied Collaboration is a professional development training model in which teams of general and special educators work together to identify mutual goals and use negotiation skills to address the needs of students with disabilities. An important aspect of the training is that it is always delivered by a training team consisting of a general educator and a special educator.

Within the general framework of the training, teams are provided with (a) collaborative strategies to increase communication and facilitate cooperative working relationships between special education and general education staff, and (b) instructional strategies in which teams learn about various teaching strategies (e.g., differentiated instruction, shared classroom management) that are “practiced” in the classroom setting. The model is quite simple and kept intentionally so: it relies on a few effective, yet easily implemented collaborative and instructional strategies. For example, Table 1 outlines the progression of activities in the Five Step Process (Minnesota Department of Children, Families and Learning, Division of Special Education, 2002) that each team completes in order to make decisions regarding the instruction of students.

Table 1. The Five Step Process

Activity

Description

Step 1:

Review the standard, performance task, and curricular demands.

The collaborative general and special education team communicate about the standard that students will encounter.

Step 2:

Discuss the learning needs of the student and the availability of resources.

This step is an opportunity to talk about the specific needs and concerns relevant to the placement of the student. Modifications may be discussed at this stage.

Step 3:

Decide on accommodations for the student and determine responsibility for implementing them.

The general and special education teacher creatively explore the changes that will be implemented to allow the student to more fully participate in instruction.

Step 4:

Monitor, adjust, and provide formative feedback.

This step provides an opportunity for the collaborative team to determine who will be responsible for monitoring the effectiveness of the accommodation.

Step 5:

Evaluate students using established criteria.

Step five provides an opportunity for the collaborative team to clearly identify the target and discuss how students will be evaluated in relation to the target.

The Five Step Process represents a simple but effective strategy for bringing general and special education teachers together to address the academic and social needs of students with disabilities in the general education setting. This process recognizes the unique roles and responsibilities as well as the expertise that each teacher brings to the collaborative relationship. The Five Step Process, as well as other strategies used in Applied Collaboration, are based on the premise that, irrespective of how effective a particular instructional strategy may be, it must still be practiced and applied in the classroom in order to add to the collaboration and instructional skills available to teachers.

In a survey of applied collaboration pilot sites that took part in training, both general and special education teachers felt that the information presented was relevant to their job roles. Figure 1 shows the percentages of 67 teachers in response to a question about relevancy.

Figure 1: Percentages of 67 teachers who participated in Applied Collaboration activities in response to the question:
How relevant was this training to your current job?

One of the most critical aspects of Applied Collaboration training is a component designed for school administrators to support training activities. This component of the training largely involves leadership development, including strategies for conducting a self-assessment of the school’s collaborative culture and techniques for fostering collaboration between general and special education staff. Similar to the process used in Applied Collaboration, training is provided to teams of general and special education administrators by their counterparts who have successfully implemented collaborative activities in their districts.

Applied Collaboration represents just one approach to promoting access for students with disabilities in the general education, however, it embodies a wide array of strategies and techniques that have been developed by others for more than two decades. Currently, Applied Collaboration activities are embedded in Minnesota’s State Improvement Grant as part of a continuous effort to increase access and improve results for students in standards-based reform initiatives.

Resources

For further information, contact:
Maureen Hawes
Project Coordinator
Institute on Community Integration
Rm. 12, Pattee Hall, 150 Pillsbury Dr. SE
Minneapolis, MN 55455
(612) 626-8155
hawes001@umn.edu

Web sites:
Applied Collaboration
www.appliedcollaboration.net

LD OnLine
www.ldonline.org/ld_indepth/teaching_techniques/strategies.html

References

Bauwen, J., & Hourcade, J. J. (1995). Cooperative teaching: Rebuilding the schoolhouse for all students. Austin, TX: Pro-ed.

Bunch, G., Lupart, J., & Brown, M. (1997). Resistance and acceptance: Educator attitudes to inclusion of students with disabilities. Wolfville, Nova Scotia: Acadia University. (ERIC Document Reproduction Service No. AN 410713).

Bush, G. W. (2001). No Child Left Behind. Retrieved January 8, 2000, from http://www.ed.gov/offices/OIIA/pfie/whoweare/nochild.html

Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.

da Costa, J. L., Marshall, J. L., & Riordan, G. (1998). Case study of the development of a collaborative teaching culture in an inner city elementary school. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). (ERIC Document Reproduction Service No. AN 420630).

Individuals with Disabilities Education Act Amendments of 1997, P.L. 105-17; 20 U.S.C. § 1400 et seq. (1997).

Jorgensen, C. M. (1997, July). Curriculum and its impact on inclusion and the achievement of students with disabilities [Issue Brief (2)2]. Pittsburgh, PA: Allegheny University of the Health Sciences, The Consortium on Inclusive School Practices.

McDonnell, L. M., McLaughlin, M. J., & Morison, P. (1997). Educating one and all: Students with disabilities and standards-based reform. Washington, DC: National Academy Press.

McGregor, G., Halvorsen, A., Fisher, D., Pumpian, I., Bhaerman, B., & Salisbury, C. (1998, November). Professional development for “all” personnel in inclusive schools [Issue Brief, (3)3.]. Pittsburgh, PA: Allegheny University of the Health Sciences, The Consortium on Inclusive School Practices.

McLaughlin, M. J., Nolet, V., Rhim, L. M., & Henderson, K. (1999). Integrating standards, including all students. Teaching Exceptional Children, 31(3), 66-71.

Minnesota Department of Children, Families and Learning (2002). Five Step Process. St. Paul, MN.

Monahan, R. G., Marino, S. B., Miller, R., & Cronic, D. T. (1997). Rural teachers’, administrators’, and counselors’ attitudes about inclusion (Report No. 021000). Greenwood, SC: (ERIC Document Reproduction Service No. ED 406099).

National Association of State Directors of Special Education (2002). Legislative Priorities. Retrieved August 15, 2002, from http://www.nasdse.org/government_relations/legislative_priorities.htm

No Child Left Behind Act (NCLBA), Public Law 107-110, (2002).

President’s Commission on Excellence in Special Education. (2002). A new era: Revitalizing special education for children and their families. Retrieved August 15, 2002, from http://www.ed.gov/inits/commissionsboards/whspecialeducation/reports/pcesefinalreport.pdf

Sands, D. J., Adams, L., & Stout, D. M. (1995). A statewide exploration of the nature and use of curriculum in special education. Exceptional Children, 62(1), 68-83.

Title 1, Part A of Elementary Secondary Education Act , 20 U.S.C. § 6311 et seq. (1965).

Thompson, S., Thurlow, M., & Whetstone, P. (2001, March). Recommendations for Addressing Standards and Assessments on State and District IEP Forms. (Policy Directions No. 12). Minneapolis: National Center on Educational Outcomes, University of Minnesota.

Walter-Thomas, C., Korinek., L., & McLaughlin, V. (1999). Collaboration to support students' success. Focus on Exceptional Children, 32(3), 1-18.

White, A. E., & White, L. L. (1992). A collaborative model for students with mild disabilities in middle schools. Focus on Exceptional Children, 24(9), 1-10.

Authors Michael N. Sharpe and Maureen E. Hawes are with NCSET.

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There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this material.

This report was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Cooperative Agreement No. H326J000005). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs, and no official endorsement by the Department should be inferred.

This publication is available in an alternate format upon request. To request an alternate format or additional copies, contact NCSET at 612.624.2097.

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Publication of the National Center on Secondary Education and Transition

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A Step-By-Step Guide to the IEP Process 

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A Step-By-Step Guide to the IEP Process 

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The Step-By-Step Guide to the IEP Process provides information on each step of the IEP process. It gives a detailed description of what each part of the process is and what it consists of for the parent, student, teachers, or other members involved in the IEP process. This website is useful, because it helps readers to understand the IEP process and become more familiar and comfortable with being a part of it.

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Find the facts on Individualized Education Programs for children with special needs.

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Center on Online Learning and Students with Disabilities 

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Center on Online Learning and Students with Disabilities 

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The Center on Online Learning and Students with Disabilities provides information, resources, and contacts on online learning for students with disabilities. This website provides resources like the VPAT List, which is a tool that can be used to help students access necessary software, materials, or products that may benefit their learning. It also provides articles and research that provide direction for parents and administrators concerning online learning for students with special needs.

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Resources - Center on Online Learning and Students with Disabilities

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The COLSD staff were focused on conducting rigorous research on important topics to improving the outcomes of students with disabilities as they participated in online learning (e.g., blended, supplemental, and full-time virtual settings).

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Really Good Stuff is a website that provides access to a variety of materials that can be used by teachers or families to specifically target specific needs of students. This website consists of things like journals, flexible seating options, and sign language cards and posters. This website provides teachers with the opportunity to get materials that can benefit students academically and emotionally in the classroom.

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Find useful teaching tools and classroom supplies for students with special needs when you browse through this collection at Really Good Stuff®. Our online special needs catalog includes a range of items that can help kids feel more comfortable and supported at school. From useful educational activities to furniture accessories, these products cover a variety of student needs to make sure every child can learn and grow in your classroom. Shop through our collection to discover dozens of inclusive resources for teachers at a variety of grade levels.

Solutions for Students

Every classroom should be a fun, educational and adaptable environment for students of all abilities. With these special ed resources and materials, teachers are better able to customize their lesson plans and activities to suit every kid in class. You can find items to assist with learning differences, including instructional aids that are designed to provide extra guidance through certain subjects. For kids with sensory sensitivities, we offer items to create a quieter atmosphere with fewer distractions. Our collection includes plenty of products that provide a non-intrusive way for kids with anxious energy to relieve stress while working or listening. You can tackle a number of teaching challenges with the help of these special needs student resources.

Each of these items can help your students to get the most out of every day spent in school. By offering helping products to assist with special needs, you can make sure each student feels appreciated and encouraged. In addition, inclusive classroom resources like these are vital for creating a better learning environment for the entire class. When kids of different needs and ability levels can work together, it provides benefits for every student you teach. Shop at Really Good Stuff® today to find the best selection of special needs supplies for classrooms.

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Find useful teaching tools and classroom supplies for students with special needs when you browse through this collection at Really Good Stuff®. Our online special needs catalog includes a range of items that can help kids feel more comfortable and supported at school.

# data[].attributes.body
Really Good Stuff is a website that provides access to a variety of materials that can be used by teachers or families to specifically target specific needs of students. This website consists of things like journals, flexible seating options, and sign language cards and posters. This website provides teachers with the opportunity to get materials that can benefit students academically and emotionally in the classroom.

# data[].attributes.attachment_link.readable_text
Find useful teaching tools and classroom supplies for students with special needs when you browse through this collection at Really Good Stuff®. Our online special needs catalog includes a range of items that can help kids feel more comfortable and supported at school. From useful educational activities to furniture accessories, these products cover a variety of student needs to make sure every child can learn and grow in your classroom. Shop through our collection to discover dozens of inclusive resources for teachers at a variety of grade levels.

Solutions for Students

Every classroom should be a fun, educational and adaptable environment for students of all abilities. With these special ed resources and materials, teachers are better able to customize their lesson plans and activities to suit every kid in class. You can find items to assist with learning differences, including instructional aids that are designed to provide extra guidance through certain subjects. For kids with sensory sensitivities, we offer items to create a quieter atmosphere with fewer distractions. Our collection includes plenty of products that provide a non-intrusive way for kids with anxious energy to relieve stress while working or listening. You can tackle a number of teaching challenges with the help of these special needs student resources.

Each of these items can help your students to get the most out of every day spent in school. By offering helping products to assist with special needs, you can make sure each student feels appreciated and encouraged. In addition, inclusive classroom resources like these are vital for creating a better learning environment for the entire class. When kids of different needs and ability levels can work together, it provides benefits for every student you teach. Shop at Really Good Stuff® today to find the best selection of special needs supplies for classrooms.

# data[].attributes.attachment_link.description
Find useful teaching tools and classroom supplies for students with special needs when you browse through this collection at Really Good Stuff®. Our online special needs catalog includes a range of items that can help kids feel more comfortable and supported at school.

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FREE OR LOW COST ASSISTIVE TECHNOLOGY FOR EVERYONE

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FREE OR LOW COST ASSISTIVE TECHNOLOGY FOR EVERYONE

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This is a class disability resources that helps learners complete tasks easily and independently. The tools cover many areas such as reading, Writing, notetaking, hearing, vision and, time management. The programs and apps are free and low-cost (less than 25$).

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Assistive Technology is all around us! Many of the tools available are free or cost very little to use. On the following pages are lists of Assistive Technology tools you may find useful when completing various tasks both in or out of school. Many of these tools may help you complete tasks more quickly, easily, or independently. Tools are broken down into sub-categories such as Reading, Writing, or Notetaking, for example. All apps and programs on the following pages are free or cost approximately less than $25.

This website is meant to be a starting point to research Assistive Technology tools with majority of them being available for anyone. We hope this website serves as a starting point for researching and finding tools and programs that best fit the tasks you need to complete.

We do our best to stay updated on the latest information about the apps on the following pages along with adding the latest and greatest apps as soon as they come out. If you find an error in our listing or want to share a program, software, website or app that we should add, please contact us at class@augsburg.edu.

Content created and shared by Augsburg University. To use, please correctly cite Augsburg University CLASS Office. The information about the following applications has been summarized from the applications' websites and/or from experience testing the applications. We do updates approximately once a year. Please refer to the applications' websites for the most up to date information.

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Free or Low Cost Assistive Technology - CLASS Disability Resources

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Assistive Technology is all around us! Many of the tools available are free or cost very little to use. On the following pages are lists of Assistive Technology tools you may find useful when completing various tasks both in or out of school. Many of these tools may help you complete tasks more quickly, easily, ...

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"In true collaboration, you may need to know less and wonder more", this is the article quote that captures the essense of collaboration. The message is a reminder for teachers to embrace vunerability and humility to create a supportive school culture.

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After twenty-plus years working in schools, I've done it all....almost. I've taught various subjects and several grade levels; served as a school principal and college counselor; had my share of hard talks with parents and students; and delivered commencement speeches. The one constant through all of these experiences has been collaboration. Whether I am grappling with a disciplinary decision or planning my next project, I seek out the insights and perspectives of the people I trust the most: my colleagues. But there is a type of collaboration that, until this year, I had never experienced: team teaching. This year, I spent every morning with 44 students and a colleague, team teaching an integrated course that is required for all seniors. Collaboration is no longer something that I opt in and out of; it is now the center of who I am as an educator.

The National Center of Time and Learning developed a " Framework for Assessing Teacher Collaboration " that includes four key principles of effective teacher collaboration: time, collaborative meetings, leadership and support, and clear goals. Most of us that have been in schools for long enough know that with all the time and structured meetings in the world, we don't always experience true collaboration. We might have leaders committed to collaboration, early release time, and data team protocols, but we often walk away from those meetings feeling just as alone in our professional struggles as we did before the meeting.

So what's missing? After only two weeks of team teaching with my amazing colleague, I'm learning that true collaboration has more to do with the mindset of the collaborators than it does with any structure or mechanism that a school puts in place. I'd suggest that there are two additional key principles, or habits, required for true collaboration. They include:

Humility: As educators, we are already familiar with the need to adjust our plans to be responsive to students in our classrooms. Collaboration with other colleagues takes that need to a whole new level. The quick decision-making reflex that many teachers develop in the classroom might need to slow down in order to make room for your collaborator's insights. In true collaboration, you may need to know less and wonder more. Skilled teachers, if they are fortunate, generally have a fair amount of autonomy when it comes to lesson planning and unit design. It's not always easy to change those plans, especially when you're certain that your plan is the best one. But true collaboration requires you to regularly do just that and requires a belief that, as collaborators, you are greater than the sum of your parts.

Vulnerability: Even the most seasoned teachers have their hard moments. Oftentimes, teachers can retreat to the privacy of their classrooms to experience those challenges alone. The richest collaborations require that each person come to the table willing to share their most challenging moments knowing that their colleagues will be supportive and empathetic. True collaboration means that you are not always the expert and that you are willing to accept the fact that you may have a few blindspots. This assumes a social contract of sorts. I will only share my most troubling issues as a teacher if I know you are committed to doing the same, and we will do so in the spirit of trust and what is best for our students.

As mentioned earlier, no amount of time or space will ensure that these habits of humility and vulnerability are practiced, but it is possible to create a school culture in which both are practiced and expected as a regular part of each day. Teachers and school leaders can develop these habits by looking at student work together, sharing challenging dilemmas with each other, and being brave enough to occasionally say to a colleague "I don't know how to do this. Can you help me?"

Eve Rifkin

Tucson, Arizona

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The True Meaning of Collaboration - STORIES FROM SCHOOL AZ

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SHARE THIS STORY: After twenty-plus years working in schools, I've done it all....almost. I've taught various subjects and several grade levels; served as a school principal and college counselor; had my share of hard talks with parents and students; and

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Tips to help parents feel comfortable in IEP Meeting

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Tips to help parents feel comfortable in IEP Meeting

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This is a blog written by a sped teacher which includes useful advice in IEP meeting. She also offers free templates for teachers such as parent questionnaire, editable IEP agenda, and lists of special acronyms. A great starter for new sped teachers.

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IEP meetings can be intimidating for parents... IEP meetings are intimidating. I'll be honest, I have attended meetings where the parent has cried, and I have attended meetings where I have cried with the parent. IEP meetings are tough.

If there's anything we can do to help, we should be doing just that as the child's teacher and a fellow advocate who is working with parents with the best interest of the child in mind.

Helping parents feel more comfortable during meetings is not only a great way to build rapport and show you care, but it will also ensure that the conference runs smoothly.

When parents are more comfortable with what is going on, it also assures them that the student, their child, is be provided with the services that the student needs to be successful. And that's what the team wants - the child to be successful.

Figuring out how to make parents feel more comfortable at IEP meetings can be tricky, so I asked veteran teachers in the VIP Facebook Group for their best advice. Here are some of their tips and tricks for creating a caring atmosphere during a what may possibly be a parent's nightmare.

How to Help Parents Feel More Comfortable at IEP Meetings

Knowing what to say and how to say it can be the key to helping parents feel more comfortable during an IEP meeting. Here are some strategies to make that happen:

Ask for the Parent's Input Before the Meeting

We spend a huge chunk of a time with each of our students each day. But parents spend the most time with their children; they know them best.

One of the quickest, easiest, and best ways to build positive rapport with parents is to ask for their help. Ask for their input. It makes them feel like a member of the team... which they are.

Send a Draft Ahead of Time.

If possible, send home a draft of the IEP ahead of time so that parents can look it over. This gives them time to read through it and jot down any specific questions or concerns they may have.

Some districts do require this, so it's best to ask if you're new to the school or district. If there is no requirement, it is still a great practice to get started on your own merit. Don't blindside the parent.

Start the Meeting with a Positive Message.

Have a Written Agenda.

Personally, I like to know what's coming next. It helps calm my nerves and makes me feel more confident overall. This is true for parents as well.

By providing the team with an agenda, not only will it help calm any anxious nerves about the IEP meeting, but it will help keep the team on topic and in line with the progression of the IEP meeting.

It's a double win here.

Stop Frequently.

Pause during the IEP meeting to check and make sure that parents understand what you are discussing. Often the IEP process and wording is second nature to teachers, but the acronyms and language are not typically part of parents' everyday vocabulary.

Stop frequently, check for comprehension, and answer any questions that they might have.

Here is a list of special ed acronyms you can provide to parents.

Be Honest.

Honesty is key. If you don't have the answer for something, say that and let them know that you will find it out for them. Being caught in a lie destroys trust and will pave the way for much rockier IEP meetings down the road.

Don't Sugar Coat, but State the Positive.

Parents already know that their child is struggling, so reminding them of the positive things that he or she can do is essential. Don't sugar coat it and make it not seem like an important piece, but find a way to emphasize something positive in the struggle.

The student's effort, attitude, or even pencil grip ( if nothing else) can all be used to demonstrate positive pieces of the puzzle. There is always that the child has a strength in... always.

Talk About Personal Experiences.

If you have been in their shoes as a parent with a child who has an IEP, let them know that.

Empathize with their nervousness and explain how you have been where they are now with your own child. There is comfort for them in knowing that you understand what they are going through.

Provide the Parents with an IEP Binder.

As the most important advocate for a child, they too know how overwhelming all of the paperwork and special education jargon can be. A Parent IEP Binder for is a simple, effective organizational tool to keep all of their child's important IEP information in one, organized place.

Parents will no longer need to feel stressed about a meeting, because they'll have all they need in one systematic place. The parents can fully concentrate on the meeting, making the meeting more meaningful to both the parent, the child, and the IEP Team.

Make Sure They Can Contact You After the Meeting.

An IEP meeting can be overwhelming, and questions often arise after parents have left the room. Give them your contact info ( if they don't have it yet) and make a point of letting them know the best way to contact you if they have any questions.

Keep the lines of communication open as that builds trust.

You can always go one step further and email the parent 24-48 hours after the IEP meeting to check in and see if there are any questions or concerns now after sleeping on it for a night or two.

Perhaps the best way to make parents feel more comfortable at IEP meetings is to build a positive relationship with them ahead of time. Take the time to reach out and get to know them throughout the school year so that when the IEP meeting rolls around, they already know and trust you.

This not only makes them feel more comfortable and confident, but it also helps you know the best ways to approach them. You are much more likely to get buy-in and support from families who already feel as though you have their child's best interest at heart.

The IEP Meeting Toolkit is your comprehensive kit, all you need to prepare for an IEP meeting ( aside from writing the IEP). Take a closer look in the video below.

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Helping Parents Feel More Comfortable at IEP Meetings - Mrs. D's Corner

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IEP meetings can be intimidating for parents... IEP meetings are intimidating. I'll be honest, I have attended meetings where the parent has cried, and I have attended meetings where I have cried with the parent. IEP meetings are tough.

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AssistiveWare Core Word Classroom gives away materials for parents and  educators to teach and model core words throughout the day including printable core word displays, planners for teaching, week planners and displays, and resources  for AAC (Augmentative and Alternative communication).  Children can learn important words through visuals at home.

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# Welcome to the AssistiveWare Core Word Classroom!
Join our classroom to get access to a range of resources designed for AAC implementation. Use these materials to teach and model core words throughout the day! You will find:

Printable core word displays

Planners for teaching core words during common activities

Core Word of the Week planners and displays

Resources and references for AAC implementation

This version of the AssistiveWare Core Word Classroom is in beta.

You can create a free account by entering your email and a password, or by signing in using Facebook, Google, or Twitter. If you create your account by entering your email, or by using Twitter, you will receive an email with a link to click to complete your registration. If you don't receive an email, check your Spam or Junk folder, as it may have been filed there. Another common reason you may not receive an email is if you misspell the email you use for registration. In this case, just register again using the correct spelling. If you have problems creating an account, or any questions about the AssistiveWare Core Word Classroom, please contact us at classroom@assistiveware.com.

For more information, see our Frequently Asked Questions list here: http://www.assistiveware.com/support/faq/26

By signing up for an account, you are also signing up for periodic email updates from the AssistiveWare Core Word Classroom. You will be able to unsubscribe by clicking the Unsubscribe link in the email. We will not use your email for anything else!

AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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AssistiveWare Core Word Classroom - Resources for implementing core word AAC

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All about learning disabilities and ADHD

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All about learning disabilities and ADHD

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This website provides up-to-date advice about learning disabilities and ADHD. It highlights helpful articles, expert columns, children's writing and artworks. It is user friendly and has information for educators and family e.g.  strategies for teaching children with LD or ADHD in multiple subjects.

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LD OnLine | All About Learning Disabilities and ADHD

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LD OnLine seeks to help children and adults reach their full potential by providing accurate information, advise, and shared personal experiences about learning disabilities and ADHD.

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Khan Academy is a great resource that our students have been taking advantage of during the pandemic. Their focus is on math, science & engineering, arts & humanities, ELA, & test prepping. This is a free resource, but they do accept donations!