# data[].attributes.headline
Understood establish postive relationship parent & teacher

# data[].attributes.subject
Understood establish postive relationship parent & teacher

# data[].attributes.body
Understood.com article about the importance of forming a strong teacher and family bond

# data[].attributes.attachment_link.readable_text
From the series: Back-to-School for Educators: Start With Relationships

Learn the research behind relationship building, download a printable to share with families, and get tips for connecting with students and families.

Having a positive relationship with your students' families lets you share concerns and work together to help students who learn and think differently thrive. Here are eight effective ways to start a trusting relationship with parents or caregivers.

1. Imagine yourself in their place.

Building a relationship with families starts with empathy. Consider the perspective of a parent or caregiver whose child was recently identified with a learning disability or ADHD. The family might be uncertain about what this means for their child's future. They might be fearful that their child won't receive the right support. Or they might still be processing the news, and unsure of how they feel.

When students have struggled in school for years, their families may have had many negative experiences with the education system. They may have felt overwhelmed or judged by teachers in the past. Keeping that in mind can help you understand why a student's parent or caregiver might be on the defensive from the start. Make sure they know that you're there to support them.

Remember that some learning and thinking differences run in families. Biological parents may come to the parent-teacher relationship with emotions about their own struggles and experiences in school.

Consider too what families may be experiencing during the coronavirus pandemic and unrest due to racial injustice. Families may be dealing with job loss, food insecurity, trying to balance the demands of distance learning, or experiencing other setbacks.

From the series: Back-to-School for Educators: Start With Relationships

Learn the research behind relationship building, download a printable to share with families, and get tips for connecting with students and families.

Show articles Hide articles

Articles in this series: Back-to-School for Educators: Start With Relationships

2. Begin with a positive interaction-and then keep it up.

When you first reach out to families, start with something good. Introduce yourself, share something you enjoy about their child, or simply let them know you're available if they'd like to speak. But the good news doesn't have to stop there. Aim to share a piece of good news with each student's parent or caregiver at least twice a month.

3. Find out how families prefer to be reached.

Not all people are comfortable talking by videoconference. Others don't have time for a phone call at certain times of day. Ask if families have a preferred way of communicating and at what time of day. Then honor that preference. In cases when email is appropriate, consider that your tone may be hard to interpret in an email. Learn how to write an effective email that helps you get a positive response.

4. Gather your thoughts in advance.

When it comes time to talk with families about your concerns, draft what you want to say before the meeting or phone call. A bulleted list of notes can help you prioritize and keep track of your thoughts.

Consider sharing a high-level version of this list with families before the meeting so they can gather their own thoughts, too. This list can help you both remember what you want to talk about if the conversation becomes emotional or moves in an unexpected direction.

Frame what you say from your perspective by using "I" statements. You can start sentences with "I noticed," "I am concerned," or "I feel." These statements are an empathetic way to share your thoughts. They may help family members not take the concerns personally.

For instance, saying "Why isn't your child turning in assignments?" may put a parent or caregiver on the defensive. This may shut down the conversation. Instead, you could say, "I notice your child hasn't turned in assignments for the last few weeks. Has your child spoken to you about it?" This explains your concern and allows for more conversation.

6. Set boundaries together.

Let families know you'd like to establish a two-way relationship that honors the parent or caregiver's knowledge of the child and your knowledge of education. Share that you'd like both parties to be able to talk candidly in a way that promotes productive conversation-all with the shared goal of ensuring their child's success in school.

Sometimes that's easier said than done, so establish boundaries for conversations. Try these suggestions:

Agree to start and end your meetings and calls within the time you've allotted.

Encourage families to share their perspectives. Show respect and appreciation for their knowledge.

In return, ask families to consider your point of view as a professional.

Explain that you assume everyone comes to the discussion with the best of intentions.

Suggest that you're both allowed to speak without being interrupted.

Agree to discuss commonalities you both know about the child. But also be open to hearing information you didn't know.

Ask families if they have any boundaries around the conversation they'd like to follow, too.

7. Communicate clearly and be solutions-oriented.

When you begin a conversation, be up-front about what you want to talk about and what your expectations of the family are. If you simply need to share information or voice your concerns, make sure that's clear.

Or, if you're looking for solutions to a concern, let the parent or caregiver know you're asking for input to find the best solution together. Share your own ideas for solutions, too. For example, if you know of an accommodation you think might help, suggest it and ask if the family has tried something similar at home.

8. Send a follow-up email if needed.

A follow-up email after an important conversation can serve many purposes. First, it gives you the chance to thank families for their time. It can also help both you and the family process your discussion and summarize any decisions and takeaways. And it gives parents and caregivers a chance to add any lingering thoughts or ask questions.

Reflect on your practice: What have you done to successfully build a positive relationship with a student's family?

From the series: Back-to-School for Educators: Start With Relationships

Learn the research behind relationship building, download a printable to share with families, and get tips for connecting with students and families.

Show articles Hide articles

Articles in this series: Back-to-School for Educators: Start With Relationships

About the Author

About the Author

worked as a classroom teacher and as an early intervention specialist for 10 years. She is the author of Amanda Morin The Everything Parent's Guide to Special Education. Two of her children have learning differences.

Reviewed by

Reviewed by

Mark J. Griffin, PhD was the founding headmaster of Eagle Hill School, a school for children with specific learning disabilities.

# data[].attributes.attachment_link.title
How to Begin Positive Relationships With Families: 8 Tips to Try

# data[].attributes.attachment_link.description
From the series: Back-to-School for Educators: Start With Relationships Learn the research behind relationship building, download a printable to share with families, and get tips for connecting with students and families. Having a positive relationship with your students' families lets you share concerns and work together to help students who learn and think differently thrive.

# data[].attributes.headline
6 important things teacher can do to help all students 

# data[].attributes.subject
6 important things teacher can do to help all students 

# data[].attributes.body
6 things that teachers should do before and while teaching student with a disability

# data[].attributes.attachment_link.readable_text
Inclusive classrooms might contain several students with special needs who are mainstreamed full time into the general classroom, or one or two students who spend time each day in both a special education classroom and a general classroom. Either way, your role as a general education teacher is to create a community conducive to helping all students meet academic and behavioral goals; however, you should not have to achieve this aim alone. Ongoing communication is essential for locating individuals, services and materials to best support all of your students. In addition, some key planning and teaching strategies can make a dramatic difference in reaching students with diverse abilities and skill bases.

Begin at the End

Backward planning is the most straightforward way to ensure that you align daily lessons and units with your year-end goals. This is a multi-step process:

1. Consult the records of your students who receive special education services, particularly their individualized education programs (IEPs), to determine overarching behavioral and academic goals.

2. Figure out how these goals intersect with national and state standards and other year-end goals for all of the students in your classroom.

3. Review your curriculum to figure out which units will help you meet which year-end goals.

4. Map out individual lessons within the units that align with these goals.

5. Formulate a to-do list of people and services to contact so you that can schedule support when necessary. For example, if you plan to have students complete a cross-curricular research project, you need to know when you will schedule a visit to the school or public library so that you can ask a parent or aide to support students with special needs.

6. Adjust lessons to ensure that they accommodate the needs and abilities of your students, including those in special education programs.

Embrace Universal Design

One of the buzzwords in contemporary education is universal design. This approach makes your curriculum accessible to all students, regardless of their backgrounds, learning styles and abilities. There are several ways for you to accomplish this feat:

Relay content in diverse ways (visually, verbally, written).

Ask students to share what they are learning in diverse ways (speaking, illustrating, writing).

Utilize multiple materials to engage students (software, art, theater, video, object lessons).

These approaches ensure that you reach all of your students with special needs, as well as deepen their thinking and reinforce new information so it moves from short-term memory to long-term memory.

Apply Multiple Intelligences Theory

Universal design shares much with Howard Gardner's Theory of the Multiple Intelligences, which outlines students' varied approaches for processing information (known as "intelligences") and how teachers can access these pathways. For example, in an inclusive classroom, a unit in the core curriculum, such as one on the solar system, might feature vocabulary and abstract concepts that are challenging for students with disabilities to master. A general education teacher can make these concepts more comprehensible by employing various strategies and leading hands-on activities such as:

Showing videos about the solar system.

Making models of the planets.

Interviewing an astronaut.

Visiting a science museum or planetarium with an astronomy display and program.

Looking at books with images of the solar system.

Making up songs, poems, rhymes and chants about the cosmos.

Drawing or painting images of stars, meteors, galaxies and planets.

Acting out a scene of astronauts in flight.

According to Sarah Murray and Kylie Moore, in their article " Inclusion Through Multiple Intelligences," utilizing techniques that are suited to multiple intelligences "allows students to explore important concepts using a range of domains, and find information based on their own abilities."

Incorporate Life Skills Training

According to the National Down Syndome Society's guide to implementing inclusion, some parents and educators are concerned "that functional life skills cannot be addressed in general classroom settings." Indeed, integrating functional life skills into a general education curriculum can seem time-consuming to a teacher.

However, integrating some basic, daily strategies can make a profound difference in your students. Consider the classroom tasks in which you and your students regularly engage and how you could make these tasks accessible and valuable to your special education students. For instance:

Organizing school supplies, art materials, learning centers and the classroom library teaches valuable life skills while making all students feel part of the classroom community.

Creating backdrops and decorations for the bulletin board and other classroom displays teaches responsibility while enhancing students' spatial and visual intelligences.

Being in charge of homework collection, attendance charts, computer equipment or record-keeping teaches organizational skills.

Incorporating life skills training into your curriculum is not a one-time proposition. To effectively impart these skills, you will need to model the required tasks and reinforce them on a regular basis.

Employ Collaborative Teaching Techniques

No classroom is an island, particularly an inclusive classroom. Opening up your room to volunteers, teacher's aides, service providers and the special education teacher gives you valuable opportunities to engage in collaborative teaching.

In " Effective Teaching Practices for Students in Inclusive Classrooms," Sue Land, M.Ed., reviews the diverse applications of collaborative teaching in the inclusive classroom:

1. Interactive Teaching: Two or more teachers shift roles between leading whole-class instruction, observing instruction and monitoring learning.

2. Alternative Teaching: One teacher leads small-group instruction while the other teacher works with the rest of the class. This model works particularly well if a small group requires reinforcement or reteaching to master a concept.

3. Parallel Teaching: Two or more teachers lead small, mixed-ability groups of students in the same lesson. This approach functions well when teachers require a high level of focus and participation from students.

4. Station Teaching: Two or more teachers lead or observe small groups of students as these groups rotate through several learning stations. This technique helps students stay on task as they complete shorter activities and transition clearly from task to task.

Formulate a Flexible Behavior Management Plan

Effective planning and teaching in an inclusive classroom depends upon having control of your classroom. This does not mean that you must adopt an authoritative model laden with punishments and rewards, but it does require that you be assertive and clearly communicate your expectations and goals.

With many students, those with special needs and otherwise, a rigid behavior management plan will not serve you in every circumstance. For example, if you have a student who has a shorter attention span due to developmental issues, it is unfair to expect that student to stay focused on seatwork for as long as students with longer attention spans. No amount of punishment or reward can extend that student's focus.

Instead, tailor your classroom environment to better suit diverse students' needs. With students' and specialists' input, create a checklist or action plan for students. It can list, with short phrases, symbols or cutouts, how to review work, put away supplies and find an independent task to do, such as writing in a journal, drawing in a sketchpad or reading a book from the classroom library.

Among the other behavior management strategies that support effective inclusion are:

Posting a schedule and sticking to it.

Displaying classroom rules.

Diversifying instruction.

Encouraging peer instruction and leadership.

Using signals to quiet down, start working and put away materials.

Giving students folders, labels and containers to organize supplies.

Checking in with students while they work.

Speaking to students privately about any concerns.

Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.

The Power of Inclusion

Practicing these planning, teaching and management strategies is underscored by a recognition of the unique gifts of all your students. You model respect for and celebration of who they are as individuals. This appreciation transforms your room from a mere meeting place into a genuine community.

# data[].attributes.attachment_link.title
Support and Advice for General Education Teachers on Inclusion

# data[].attributes.attachment_link.description
Inclusive classrooms might contain several students with special needs who are mainstreamed full time into the general classroom, or one or two students who spend time each day in both a special education classroom and a general classroom.

# data[].attributes.body
A source for teachers and families to read what Classroom Management is.

# data[].attributes.attachment_link.readable_text
In education, classroom management is key, so what is it exactly? Most educators think of classroom management as the overall system of strategies, rules, and procedures dictating how the classroom is run. Classroom management can encompass the teacher's system for disciplining student behavior, the basic guidelines governing how the classroom operates, or even the schoolwide system for conflict resolution. It can also involve the physical layout of the classroom and the expectations for how students interact with one another and class materials.

Over time, many different theories of classroom managements have developed, and classroom management techniques naturally vary depending on the age and other demographic identity factors of students. Classroom management strategies are often consistent to some extent within a school, though different teachers may also approach classroom management quite differently.

In recent years, increased attention has been paid in educational research and practice to the ways that classroom management can affect student learning and achievement. The consensus is that a well-managed classroom is one where students are equipped to participate in learning, and where students feel emotionally and physically safe. The daily routines of the classroom and the teacher's approach to consequences or punishment play a huge role in how secure students feel with their environment, allowing them to remain on-task and productive.

Classroom Management Philosophy & Theories

There are many different theories and philosophies regarding classroom management, and one thing many teachers aim to do over the course of their careers is to develop their own personal classroom management philosophy. The overarching theories of classroom management inform teachers and administrators as they go about their daily routines and interactions with students.

One important theorist of classroom management is Thomas Gordon, whose ideas also guide social and emotional curricula. Gordon believed in the primacy of positive relationships, making I-statements when resolving conflicts, and developing a personal investment in the classroom community.

Glasser's Choice theory teaches students to set personal goals and make choices that will help them meet those goals. This theory places a great deal of emphasis on student autonomy and motivation to learn.

Ginott's Congruent Communication theory holds that students will ultimately behave as their teachers do, so when teachers behave appropriately, students will model that type of behavior consistently.

Finally, Harry Wong's theory of classroom management focuses on establishing routines and community early in the school year prior to focusing on learning or having fun. This approach tends to be popular with teachers because it includes hands-on advice for struggling practitioners.

There are plenty of options when it comes to theories and philosophies of classroom management. As a teacher, the key is to identify the values important to you and brainstorm how to incorporate them in the classroom (while also adhering to the goals and philosophies promoted at your school).

Effective Classroom Management

There is no single magical way to engage in effective classroom management, particularly because it can mean different things to different teachers! Some teachers consider classroom management effective when the students are silent, while others are more interested in a noisy, bubbling learning community. There are some overall classroom management tips, or bits of advice, that can be helpful to teachers at any level who are trying to figure out their stance.

One of the first things to think about in effective classroom management is the age of the students. Preschool teachers might be focusing on helping students keep their hands to themselves, but this is less of a concern at the high school level.

For early childhood education, younger students need clear, simple rules and a sense that the teacher is looking out for them. Preschool classroom management often includes poetry or music, simple icons, and a lot of repetition and routine.

Kindergarten classroom management will be similar, but remember that kids can be surprisingly smart. While it can be tiresome to remind children of rules over and over, if you let one student slide, they'll start pushing your boundaries more. Teachers at this level need to stay consistent to promote consistently good behavior.

Effective middle school classroom management necessitates understanding the developmental needs of adolescents. This might mean offering them more autonomy, taking their investment in peer relationships seriously, and developing a strong rapport with students.

For effective high school classroom management teachers will focus on getting students interested in setting goals and managing their behavior according to these goals.

At any age, it is important to be clear with students about what you expect and why. Effective classroom management should be fair, and you cannot be fair without letting students know what you want them to do each day. Most well-managed classrooms incorporate opportunities for students to help set basic norms, values, and expectations that they agree to live by while they are in school.

Classroom Discipline & Behavior Management

Classroom discipline is the aspect of management that deals with handling negative behaviors when they occur, and also teaching students to engage in desired behaviors when they are in the classroom. As with all aspects of classroom management, classroom discipline techniques and strategies will vary depending on the values, goals, and philosophies of the teacher and school.

Many classroom management techniques today focus strongly on what is called positive classroom discipline. Positive discipline focuses on emphasizing desired behavior in students, providing very specific praise to students who are doing well behaviorally, and building strong relationships with and among students.

Some classroom discipline techniques involve making a classroom discipline plan, which is more assertive than democratic, in that it specifies the exact rules for students and what happens if they follow or break them. For example, a classroom discipline plan might reward the whole class with something like a marble in a jar every time a good behavior is demonstrated, and the class might work together toward earning a reward like a pajama party or a movie in class.

Some students might also function best with individual discipline plans, or behavior management plans. An especially talkative student might work with the teacher on a discipline plan that teaches the student how to control the impulse toward excessive talking or calling out.

Classroom discipline sometimes also includes choosing consequences or punishments for students who violate classroom rules. Such consequences range from time-outs in the classroom, to talking with parents about the issues, to suspension or even expulsion in more serious cases.

# data[].attributes.attachment_link.title
Classroom Management Resources for Teachers | Study.com

# data[].attributes.attachment_link.description
In education, classroom management is key, so what is it exactly? Most educators think of classroom management as the overall system of strategies, rules, and procedures dictating how the classroom is run. Classroom management can encompass the teacher's system for disciplining student behavior, the basic guidelines governing how the classroom operates, or even the schoolwide system for conflict resolution.

# data[].attributes.body
11 Classroom Management strategies that help students especially students with disabilities

# data[].attributes.attachment_link.readable_text
Inclusion is a great thing. Children with special needs are no longer isolated in "Special Ed" classrooms and only seen on the playground or in the lunchroom. Kids with special needs thrive in the presence of their peers. There are so many lessons that children with special needs can learn from other kids, and so many friendships to be formed.

Children with autism spectrum disorder and other learning disabilities, such as ADHD, perform better, both academically and socially, if the classroom is set up to accommodate their special needs.

Teachers are called upon to be creative and innovative when preparing classrooms. Managing an all-inclusive classroom is easier if simple, personalized teaching strategies for the special needs student are implemented. The following tips will help you create a learning environment that will help students bloom where they are planted!

11 Classroom Management Strategies for Children with Special Needs

1. Use computer based programs to hold the interest of students with autism. Brain Parade's See.Touch.Learn. program is an invaluable tool when working with children with autism. The See.Touch.Learn site edition is a revolutionary visual learning and assessment tool for teachers and educators on the Brain Parade user platform. The program consists of 4,400 images and 2,200 exercises created by a certified behavior analyst. You can also use your own images to personalize lesson plans for students who have specific interests. One standardized app allows teachers to create effective, customized lesson plan, that can be shared with other students and teachers who may share the same interests. See.Touch.Learn has been researched and implemented in schools around the world. It has proven to be an effective learning tool for instructing students with autism.

2. Set the desks in the classroom is rows, rather than using circular seating around large tables, if possible. Students with autism need their own space. The student with ADHD is easily distracted, so a seat close to the teacher, facing forward works best. Children with special needs are easily distracted, so keep their desks away from the windows, doors and activity centers in the classroom.

3. Post classroom rules in a conspicuous place in the classroom, and review the regularly. Ask students to take turns reading the rules aloud as part of the daily routine. Make sure all students understand the rules of the classroom and the consequences for not adhering to them. It may be helpful to allow the class to help formulate the classroom rules.

4. Keep it simple. Give verbal prompts frequently, and be sure your instructions are easy to understand. Repeat instructions if the student does not seem to comprehend what you are saying.

5. Use visual aids such as charts, graphs, and pictures. The See.Touch.Learn computer program consists of colorful, vivid pictures that are sure to please. Children with autism tend to respond well to technology. See.Touch.Learn is very appealing to them and allows them to be interactive while learning.

6. Peers can be wonderful role models for students on the autism spectrum. Pair compatible children together when working on projects or participating in classroom activities. Many children welcome the opportunity to be a peer role model to the special needs student. The experience is not only positive for the student with autism, but for the peer counselor as well.

7. Have a predictable schedule. Children with autism tend to prefer predictable routines. Give advance warning if the daily schedule is going to change. If there is going to be a field trip, a special guest in the classroom, or a substitute teacher, try to let the class know in advance. Unexpected changes in the routine can be difficult for the child with autism.

8. Teach social skills, such as hand raising, taking turns and sharing as part of the learning curriculum. All students will benefit when reminders are given. Children with autism often engage in self-stimulating behaviors such as hand flapping, rocking or even slapping themselves in the face. Help the other students in the class understand these behaviors.

9. Provide opportunities to take a break. Read a story, play a short game, stand up and stretch, or have casual conversation. Sometimes an opportunity to get out of his seat and walk around the room can be very calming for the child on the autism spectrum. Try to be aware of the signs that your student may need a short break.

10. Focus on student strengths. If a child is interested in dinosaurs, baseball, dogs or water sports, he needs the opportunity to exhibit his expertise in that subject. See.Touch.Learn was developed with the personalized lesson plan in mind. Students with autism thrive when they are studying a lesson plan that was formatted specifically for them.

11. Be aware of environmental triggers. Loud noises, bright lights, and hot or cold temperatures can disrupt a child's thinking pattern and cause an unnecessary classroom outburst. Be mindful of these environmental triggers and eliminate them whenever possible.

A Positive Experience All Around

Teaching students with autism is a challenge, but the experience can be a positive one for the autistic child, his teachers, and his classmates if the proper teaching strategies are incorporated into the daily routine. Autistic children struggle with socialization. The See.Touch.Learn computer based program opens a world of wonder for each student who is enrolled. The autistic student can work independently, and can feel a sense of pride and accomplishment as he masters skills and learns new concepts. The program makes it possible to focus on the things that appeal to the student.

The program has been endorsed as one of the best apps for teaching students with autism available on the market today. Teachers are impressed as they watch in wonder as their students with autism improve their verbal skills as they progress through the program at their own pace.

See.Touch.Learn helps teachers improve the effectiveness of their teaching. Parents are delighted when they attend parent-teacher conferences and hear about the positive accomplishments being made in their child's education. The combination of classroom management strategies and the See.Touch.Learn program can help teachers create a learning environment that is productive, enthusiastic and conducive to academic success.

# data[].attributes.attachment_link.description
Inclusion is a great thing. Children with special needs are no longer isolated in "Special Ed" classrooms and only seen on the playground or in the lunchroom. Kids with special needs thrive in the presence of their peers. There are so many lessons that children with special needs can learn from other kids, and so many friendships to be formed.

# data[].attributes.body
Company that provides tutoring to help student with dyslexia learn. The website also has free links to other resources i.e. explain what dyslexia is etc

# data[].attributes.attachment_link.title
Learning Disability Resources for Students, Parents, Teachers - SLD Read

# data[].attributes.attachment_link.description
The following are resources for students, parents, educators, and community members seeking more information about dyslexia and other learning disabilities.

# data[].attributes.headline
Resource for helping students with dysgraphia 

# data[].attributes.subject
Resource for helping students with dysgraphia 

# data[].attributes.body
Edutopia article that lists and explains 6 ways that a teacher can accommodate students with dysgraphia.

# data[].attributes.attachment_link.description
Six ways to support students with dysgraphia—a learning difference that affects a person’s ability to produce written work.

# data[].attributes.body
Resources that aid in teaching students about self-regulation and help better all students emotional and social skills.

# data[].attributes.attachment_link.readable_text
Some children and adults with special needs struggle in the area of social interactions. These difficulties may be influenced by deficits in self-regulation, processing, analysis of spatial information, and cognitive flexibility. To be successful within social exchanges, one needs to be able to accurately decipher both verbal and nonverbal cues. Often these are subtle, fleeting signals that require one to process and rapidly interpret presented information in order to formulate a response. In addition, one must understand the underlying "rules" that govern responses in social situations.

Improving social behavior: Understanding the rules and nuances

Recognizing emotions and expanding the emotional vocabulary

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
A website that parents, students and teachers can access with articles about different topics including the article below.

# data[].attributes.attachment_link.readable_text
Students with physical or mental disabilities can face academic hurdles for a variety of reasons, so it's important for teachers to be familiar with federal laws and educational plans that help ensure their special needs are met.

Section 504 of the U.S. Rehabilitation Act of 1973 is designed to help parents of students with physical or mental impairments in public schools, or publicly funded private schools, work with educators to design customized educational plans. These 504 plans legally ensure that students will be treated fairly at school. 504 plans level the playing field, enabling students with special needs to get the accommodations needed to access curricula at the same level as their classmates.

To help students with disabilities succeed in school, teachers may need to modify the classroom environment, adjust their teaching strategies, or make other adjustments. Other tasks include assessing students' progress and communicating effectively with parents. 504 plans legally require teachers to make the accommodations as specified in the plans, as well as monitor and participate in plan reviews.

504 Plan Basics

Students can qualify for 504 plans if they have physical or mental impairments that affect or limit any of their abilities to:

walk, breathe, eat, or sleep

communicate, see, hear, or speak

read, concentrate, think, or learn

stand, bend, lift, or work

Examples of accommodations in 504 plans include:

preferential seating

extended time on tests and assignments

reduced homework or classwork

verbal, visual, or technology aids

modified textbooks or audio-video materials

behavior management support

adjusted class schedules or grading

verbal testing

excused lateness, absence, or missed classwork

pre-approved nurse's office visits and accompaniment to visits

occupational or physical therapy

The goal of 504 plans is for students to be educated in regular classrooms along with the services, accommodations, or educational aids they might need. If students with these plans can't achieve satisfactory academic success, as is determined by the school, then alternative settings in the school or private or residential programs can be considered.

504 Plans vs. IEPs

A 504 plan is different from an individualized education program (IEP). The main difference is that a 504 plan modifies a student's regular education program in a regular classroom setting. A 504 plan is monitored by classroom teachers. A student with an IEP, as part of the Individuals with Disabilities Education Act (IDEA 2004), may receive different educational services in a special or regular educational setting, depending on the student's need. IEP programs are delivered and monitored by additional school support staff.

Also, parental approval and involvement is required for an IEP, but not for a 504 plan. Full parental participation in the 504 plan process, however, is important for the student's academic success.

It's important to note that students with IEPs are also entitled to the additional protections and services offered by 504 plans. Students with IEPs might benefit from a 504 plan, for example, if they're moving from a special education setting to a regular classroom. It's up to the classroom teacher to become familiar with the 504 plan before such students enter the classroom.

Evaluation and Referral

A 504 plan should be considered when a student isn't benefiting from instruction due to a physical or mental impairment. The issue can be raised by a parent or legal guardian, teacher, physician, or therapist.

A 504 plan can help when a student returns to school after a serious injury or illness, or when a student isn't eligible for special education services or an IEP, but still needs extra services to succeed academically. Once an educational concern is raised, the school principal or other academic advisor sets up a meeting of a 504 planning team. The team usually consists of the principal, classroom teachers, other school personnel (such as the school nurse, guidance counselor, psychologist, or social worker), and the parents.

After reviewing academic and medical records and interviewing the student and parents, the 504 team determines if the child is eligible to have a 504 plan put in place. Sometimes school officials and parents disagree about eligibility. Disagreements also can arise about details within the 504 plan itself. In these cases, parents can make written appeals to the school district or the U.S. Office for Civil Rights.

Reviewing the 504 Plan

Once the plan is developed by the team, all the student's teachers are responsible for implementing the accommodations in the plan, as well as participating in plan reviews.

The 504 plan should be reviewed at least annually to determine if the accommodations are up to date and appropriate, based on the student's needs. Any 504 plan team member, including the student's teacher, may call for a 504 plan review at any time if there is an educational concern or change in the student's needs.

The plan can be terminated if the 504 team determines that the student:

is no longer disabled

no longer requires any special accommodations or services to meet the identified needs

can be appropriately instructed in general education

# data[].attributes.attachment_link.description
Students with physical or mental disabilities can face academic hurdles for a variety of reasons, so it's important for teachers to be familiar with federal laws and educational plans that help ensure their special needs are met. Section 504 of the U.S.

# data[].attributes.headline
11 tips for assist in forming a Inclusive Classroom

# data[].attributes.subject
11 tips for assist in forming a Inclusive Classroom

# data[].attributes.body
Blog by fellow educator with 11 strategies that are important to creating inclusion for all students

# data[].attributes.attachment_link.readable_text
Inclusion in the Classroom

The history of inclusion in the US school system is quite brief. For many years children with special needs were either sent to their own schools or left out of education altogether. Improvements in inclusion have been incremental over the years. First schools opened special education units with children having little to no contact with their typically performing peers. Today we are mandated to educate students in the least restrictive environment, which means that, hopefully, kids are spending as much of their days as possible in the regular ed classroom.

Unfortunately, though laws have changed not all schools have adapted to be inclusive. In our current society, we have a plethora of information at our fingertips to help us understand the variety of special needs students have. With increased understanding and technology now, more than ever, children with special needs should be included in the regular classroom. It is what's best for all children.

Advantages of Inclusion

What are the advantages of inclusion? Some would argue that being in the regular classroom is too frustrating for kids with special needs because they can't keep up. The advantages of inclusion far outweigh any drawbacks, however, and the drawbacks can often be mitigated.

Role Models: Inclusion is better for kids with special needs because they can see other 'typical' kids and emulate them. They get an opportunity to learn acceptable social behaviors and to learn from their peers.

Social and Emotional Development: School isn't just about academic needs. Kids social and emotional needs also must be considered. It is important for kids to have as normal a school experience as possible.

Increased Tolerance: Inclusion is better for kids without special needs than keeping kids with special needs isolated. The more kids with special needs are included the more their peers start to see the kids for who they are.

Children from inclusive classrooms have more opportunities to develop tolerance for differences and empathy for others.

Creating an Inclusive Climate

For inclusion to work well, schools and classrooms need to foster inclusive environments. But how?

Build Relationships: It is important for teachers to foster a one-on-one relationship with each of their students as much as possible. This can be accomplished by greeting them each at the door, asking them about their interests, and using genuine praise in the classroom.

Celebrate Diversity: Pay attention to the materials you use in class. Do they depict children from a variety of backgrounds and with varying abilities? How do books, videos, and other materials portray children with special needs? Celebrate the diversity in your classroom and teach your students to do the same.

Educate Yourself: Educate yourself about the specific disabilities any of the students you work with have. You can then educate your students. Education leads to understanding which then leads to compassion and connection.

Encourage Interaction: Give students opportunities to interact with each other so they can build friendships and a sense of community.

Strengths-Based Approach: Everyone has strengths and weaknesses. Help kids develop their strengths and see that kids with special needs have strengths too. Focus on progress, no matter how small.

Teaching Strategies For Inclusion

These teaching strategies help students of all backgrounds to be successful in the regular education classroom.

Differentiate Instruction: When teachers differentiate all students can participate and work at their current ability.

Make Objectives Clear: Posting and reviewing objectives in age-appropriate language helps all students achieve the desired objective of each lesson. It is especially helpful for kids with special needs.

Adapt: Teachers are masters at adapting. We watch our students and constantly assess; slowing down when they don't understand something then speeding up when it's clear they've already got it. We challenge those that are ready for more and provide extra support to those that need it.

Explicit Teaching and Modeling: Model for students and gradually turn the responsibility over to the student. The " I do, We do, You do " approach is especially beneficial to kids with special needs; it gives them the support they need to keep up with traditional classroom activities.

Have a Positive Attitude: As the teacher, your positive attitude about inclusion sets the tone for the rest of the class.

If you see having special needs students in your classroom as a growth opportunity and a positive, your students will too.

Teach to Different Learning Styles: Vary the learning styles you target. Use different approaches and try to cater to many different learning styles so that all students can learn. For example, one lesson you might incorporate movement and music while another you encourage students to write and draw.

Inclusion for All

Inclusion is good for all students. The strategies teachers use to make the regular education classroom appropriate for students with special needs are helpful for all students. Including students of all backgrounds and abilities increases tolerance and empathy among students. Inclusion is worth it.
By: Amy Curletto Amy has been teaching for 12 years in grades K-2. She has a bachelor's degree in Early Childhood and Elementary Education and also has endorsements in reading and ESL. Besides education, her other passion is writing and she has always dreamed of being a writer. She lives in Utah with her husband, her 3 daughters, and her miniature schnauzer. She enjoys reading, knitting, and camping.

# data[].attributes.attachment_link.title
11 Strategies To Promote Inclusion In The Clasroom

# data[].attributes.attachment_link.description
The history of inclusion in the US school system is quite brief. For many years children with special needs were either sent to their own schools or left out of education altogether. Improvements in inclusion have been incremental over the years. First schools opened special education units with children having little to no contact with their typically performing peers.

# data[].attributes.body
Article reenforces the importance of teacher and families working together to form an IEP that meets all the needs and goals for the student.

# data[].attributes.attachment_link.readable_text
Collaborating with families is an important part of the job responsibilities of school professionals working with students with disabilities. Parent and family rights are specified in the Individuals with Disabilities Education Act (IDEA) and must be adhered to by all school personnel. But collaborating with families is not only a requirement, it is the right thing to do. "Over 20 years of research and experience [have] demonstrated that the education of children with disabilities can be made more effective by strengthening the role of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home..." [IDEA 97, Findings of Congress, section 601(c) (5) (B)]. As professionals consider developing and enhancing collaborative relationships with parents and families of students with disabilities, the following guidelines should be considered.

Use effective communication strategies in working with families. The use of effective communication skills will facilitate positive working relationships between families and educators. By consciously practicing active listening skills such as paraphrasing, summarizing, and clarifying, educators gain valuable information from family members and validate the importance of family participation in the educational process. Educators must also be aware of the words that they use, avoiding jargon and explaining unfamiliar terms when they sense uncertainty on the part of parents or family members.

Collaborate with families in the development of the IEP. The development of the Individualized Education Plan (IEP) is an important yearly event in the education of students with disabilities. The goals and objectives agreed upon by the IEP team provide the foundation for the student's educational program for the student for the current year. By seeking verbal and written input from parents or family members, scheduling IEP conferences at times that are convenient for them, and helping them understand the IEP process and their rights, a solid foundation for collaboration can be established.

Value the contributions of parents and family members. While educators may enter the relationship with more formal training and experience than most parents or family members, parents and family members have knowledge and experience gained from living with their child. They want what they believe is best for their child and have developed unique insights and coping skills. By providing opportunities for parents and extended family members to be involved in meaningful ways, the school and the student can benefit.

Take the initiative to develop a truly collaborative relationship with parents and families. Several characteristics of collaborative relationships as described by Friend and Cook (1992) apply particularly to developing collaborative relationships with families of students with disabilities. While schools and families may not agree on all areas, the existence of at least one common goal will facilitate the development of a collaborative relationship (Simpson, 1996). That goal may be helping the student pass the Standards of Learning (SOL) assessment, complete a project, or develop appropriate peer relationships. The recognition that school and home share responsibility for attainment of that goal furthers the collaborative relationship. For example, parents may follow up at home by assisting with homework or providing opportunities for students to meet with peers outside the school setting.

Demonstrate caring and concern for the student and his/her family. Consider the golden rule of parent involvement: Treat parents (and family members) as you would want your child's teacher to treat you (Canter, 1994). How would you want to be spoken to? How would you want to be listened to? In talking with parents of students with disabilities, school personnel might be surprised to find that even highly educated parents find the special education process overwhelming, frustrating, and intimidating. To paraphrase a common saying, parents and family members don't care how much you know until they know how much you care.

By initiating and nurturing collaborative relationships with families of students with disabilities, educators can increase the likelihood of successful outcomes for students. Valuing family contributions, providing opportunities for meaningful involvement, and demonstrating caring and concern for students and families are small actions that can pay big dividends in teacher, student, and family satisfaction with the school program.

References

Canter, L, & Canter, M. (1994). The high performing teacher: Avoiding burnout and increasing your motivation. Santa Monica, CA: Lee Canter and Associates.

Friend, M., & Cook, L. (1992). Interactions: Collaboration skills for school professionals. New York, NY: Longman.

Simpson, R.L. (1996). Working with parents and families of exceptional children and youth: Techniques for successful conferencing and collaboration (3rd ed). Austin, TX: Pro-Ed.

# data[].attributes.attachment_link.description
Collaborating with families is an important part of the job responsibilities of school professionals working with students with disabilities. Parent and family rights are specified in the Individuals with Disabilities Education Act (IDEA) and must be adhered to by all school personnel. But collaborating with families is not only a requirement, it is the right thing to do.

# data[].attributes.body
Article about the step/process that lead up to the development of an IEP from a parents first hand experiences

# data[].attributes.attachment_link.description
Find the facts on Individualized Education Programs for children with special needs.

# data[].attributes.headline
Teach.com article/source links to other resources 

# data[].attributes.subject
Teach.com article/source links to other resources 

# data[].attributes.body
This article provides 95 resources for teaching social emotional skills to students in K-12 and divides resources into elementary, middle and high school resources sub sections

# data[].attributes.attachment_link.readable_text
Social and emotional learning skills can help individuals participate and thrive in communities. The ability to interact with others to get what you want and/or need requires the ability to process what is happening and understand how to respond. You have to tap into your social and emotional learning skills.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL), there are five core competence areas for SEL: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.

All children benefit from acquiring SEL skills. David Lichtenstein, Ph.D., a licensed psychologist who works for a program that supports students with special needs in New England, writes in the Greater Good Science Center's Greater Good Magazine that SEL training for children living with psychiatric or developmental disabilities requires patience but may help reduce the instances of behavior that disrupts their learning.

SEL training happens at every age. Educators and schools can cultivate competencies in children through SEL curriculum and SEL training for teachers, extracurricular activities and discipline. Parents and caregivers can do the same with family activities and participation in community events.

Teach.com rounded up resources for teaching SEL to children living with and without disabilities.

List of Resources

Children With Developmental or Behavioral Disabilities

Articles

"How Can We Help Kids With Self-Regulation?" Child Mind Institute: description of self-regulation skills and strategies to teach those skills.

"Social Challenges of Kids With Learning Problems," Child Mind Institute: discussion about the link between learning problems and social difficulties.

"Social Emotional Learning for Students With Special Needs," #RGSTeachersLounge: lessons on how to recognize others' emotions.

"Social Skills and Autism, " Autism Speaks: discussion about how professionals can help teach social skills and examples of where SEL skills are needed in the community.

"Supporting the Emotional Needs of Kids With Learning Disabilities," Child Mind Institute: common reasons why children with learning disabilities might feel bad and what to do.

"Understanding Children's Hearts and Minds: Emotional Functioning and Learning Disabilities," LD Online and WETA: an examination of five examples of how emotional health affects children with learning disabilities.

Books

Building Blocks for Teaching Preschoolers With Special Needs, Ilene S. Schwartz, Gail E. Joseph, Susan R. Sandall, Ariane N. Gauvreau: lessons on various skills, including making friends and building positive relationships.

How to Talk With Friends: A Step-by-Step Social Skills Curriculum for Children With Autism, Janine Toole: guide to help teach conversational skills to children with autism or Asperger's.

It's So Much Work to Be Your Friend: Helping the Child With Learning Disabilities Find Social Success, Richard Lavoie: answers to the most common questions from parents, teachers and caregivers about children with ADHD, anxiety, nonverbal-communication disorders, visual/spatial disorders and executive functioning difficulties.

Make Social and Emotional Learning Stick!, Elizabeth A. Sautter: practical advice for parents struggling to find the energy to teach SEL to children with self-regulation or behavioral issues due to sensitivities, autism or ADHD.

Six Minute Social Skills Workbook 1: Conversation Skills for Kids With Autism and Asperger's (Volume 1), Janine Toole: worksheets and activities to help parents of learners who have autism, Asperger's and similar social skill challenges.

The Social-Emotional Guidebook: Motivate Children With Social Challenges to Master Social and Emotional Coping Skills, Mike Fogel: guidebook that enhances SEL curriculum originally aimed to support children with ADHD, mild autism, learning differences and related self-regulation challenges.

Social Skills Activities for Special Children: Grades K-5, Darlene Mannix: compilation of lessons and worksheets for children to use inside and outside the classroom.

The Survival Guide for Kids With Behavior Challenges: How to Make Good Choices and Stay Out of Trouble, Thomas McIntyre: practical advice and strategies to help children keep friends, get along with teachers and make positive choices.

Toolkits, Brochures, Activities, Posters and Worksheets

Helping Young Children Control Anger and Handle Disappointment (PDF 98 KB), Center on the Social and Emotional Foundations for Early Learning: strategies for keeping children calm by modeling behavior.

Teaching Tools for Young Children With Challenging Behavior, National Center for Pyramid Model Innovations: user's manual, progress sheets, posters, stories, handouts, and checklists to use at home.

Websites and Online Communities

Autism Focused Intervention Resources and Modules (AFIRM): lessons to help adults working with learners living with ASD improve their behavioral skills, including self-regulation and social interactions.

Education and Behavior: curated content related to different children's needs including social and emotional learning for children with autism, ADHD and children who are affected by bullying.

Eye to Eye: online community focused on helping students with ADHD and other learning disabilities, offering online workshops for children and teachers in grades 5-8.

Learning Disabilities Association of America: organization offering informational guides and a support network for people with disabilities as well as their parents, teachers and other caregivers.

TeachingLD: information, tutorials and practice guides for teaching social skills to students with learning disabilities.

Preschool-K

Articles

"Promoting Young Children's Social and Emotional Health," The National Association for the Education of Young Children: why social and emotional health matters and how to establish trusting relationships to teach SEL skills with intention.

"Research-based Strategies to Help Children Develop Self-Control," MindShift: discussion addresses the value of self-control for positive outcomes and offers tips for teaching how to delay gratification.

Books

Creating Social and Emotional Learning Environments, Amy Cranston: lessons to encourage learning, understanding and reflection combine with examples of real-world applications of SEL in different situations.

Duck and Goose, How Are You Feeling?, Tad Hills: storybook characters help teach toddlers about emotions like happy, sad, scared and proud.

Mighty, Mighty Construction Site, Sherri Duskey Rinker: story about trucks teaches young children about friendship, team-building and working together.

My Body Sends a Signal: Helping Kids Recognize Emotions and Express Feelings, Natalia Maguire: story, illustrations and activities provide lessons on emotions and empathy.

My Mouth Is a Volcano, Julia Cook: story provides children a lesson in the value of listening to others and waiting to speak in turn.

Toolkits, Brochures, Activities, Posters and Worksheets

Council for Exceptional Children: information, guides, teaching tools and more for professional development for special education instructors.

Social-Emotional Learning for Preschool, Scholastic: downloadable poster, lesson plan and activity sheets to teach children skills such as reflection, communication and listening.

Social Emotional Learning Toolkit (PDF, 7.2 MB), Indiana Department of Education: PreK-12: strategies and tools to help administrators and teachers improve students' social, emotional, behavioral and academic skills.

Teaching Your Child to Identify and Express Emotions, (PDF, 2.8 MB), The Center on the Social and Emotional Foundations for Early Learning: guide to understanding, identifying, expressing and managing emotions.

Elementary School

Articles

"21 Simple Ways to Integrate Social-Emotional Learning Throughout the Day," We Are Teachers: lessons on SEL skills from everyday situations, such as the morning check-in, to teamwork exercises and time dedicated to reflective writing or art.

"How One Elementary School Integrates Social-Emotional Skills Into the Classroom," Greater Good Magazine: examples of the importance of SEL and how to use quiet spaces and collaboration to teach it in the classroom.

Books

Our Class Is a Family, Shannon Olsen: lessons revolve around the classroom as a community where children can feel safe and build friendships.

Trauma-Informed Social-Emotional Toolbox for Children and Adolescents, Laura Sibbold, Lisa Weed Phifer: activities and worksheets about how to build resilience, connect with others and cope with difficult emotions.

Toolkits, Brochures, Activities, Posters and Worksheets

72 Free Social Emotional Learning Activities, Centervention: lessons, activities and worksheets cover areas such as expressions of emotions, gratitude and coping with anger.

Climate Kids, NASA: games, activities and articles related to climate science to help students understand their impact on the environment.

Digital Citizenship and Social and Emotional Learning (PDF, 3.6 MB), Common Sense Education: discussions, lessons and digital tools to help students make wise choices and build character in positive ways.

Nurturing Gratitude From the Inside Out: 30 Activities for Grades K-8 (PDF, 15.8 MB), Greater Good Science Center: activities and lessons related to developing the knowledge, skills and attitudes associated with gratitude.

Start Empathy: A Toolkit for Promoting Empathy in Schools (PDF, 5.5 MB), Start Empathy and Ashoka: guide to building a sense of community in the classroom and school so that children develop empathy, caring and friendships.

Websites and Online Communities

The Collaborative for Academic, Social and Emotional Learning (CASEL): organization provides videos, webinars, activities and other guidance for schools and parents to work together to ensure SEL is a priority for every student.

Global Oneness Project: films and lessons for teachers and students that revolve around stories to foster inquiry, empathy, resilience and a relationship with the planet.

PenPal Schools: platform monitored by teachers allows students from around the world to connect and work on projects that build curiosity, relationships, empathy, self-awareness, collaboration skills and respect for others.

Middle School

Articles

"8 Practical Things Families Can Do at Home to Support Social-Emotional Learning," We Are Teachers: tips for parents to support SEL at home that include giving praise for effort, encouraging problem-solving and engaging in more family activities.

"Teaching Social Acceptance in Middle School," We Are Teachers: conversation topics to help foster inclusion such as discussing relevant books, celebrating cultural differences and listening and considering others' perspectives.

Books

A Year of Positive Thinking for Teens: Daily Motivation to Beat Stress, Inspire Happiness, and Achieve Your Goals, Katie Hurley: prompts and reflections to help let go of stress and stay motivated, remember strengths and reach goals.

Humanizing the Classroom: Using Role-Plays to Teach Social and Emotional Skills in Middle School and High School, Kristin Stuart Valdes: strategies to help students learn SEL through role-playing and safely practice how to engage in common situations.

Toolkits, Brochures, Activities, Posters and Worksheets

Examples of Social and Emotional Learning in Middle School Social Studies Instruction (PDF, 726 KB), CASEL: examples of how reflection on historical events, regular discussion about how to solve problems, positive feedback and volunteer projects can be effective ways to teach SEL.

Grades 6-8:Social-Emotional Skills, Scholastic: lessons and activities on attitude, boundaries, resolving conflict and more.

Happy, Successful Teens (PDF, 5.7 MB), Allstate Foundation: guide for parents and other caregivers to teach children how to master SEL skills and make smart choices so they can develop independence in healthy ways.

Thanks! A Strengths-Based Gratitude Curriculum for Tweens and Teens, (PDF, 4 MB), Greater Good Science Center: lessons to help students understand the meaning of gratitude and how to foster it.

Websites and Online Communities

Brilliant: community with interactive lessons related to STEM that stimulate curiosity, accepting mistakes and solving problems.

Character Playbook: NFL and United Way program that teaches middle school students SEL skills such as consideration for others, redirecting bullying behaviors and communicating effectively.

Youth Voices: monitored platform, organized by teachers with the support of the National Writing Project, encourages youth to write about their passions, explain things that they understand well and share discussion posts with their peers.

Zinn Education Project: teaching materials and discussion about different peoples' history to provide students a better understanding of cultural origins and perspectives.

High School

Articles

" 13 Powerful SEL Activities," Edutopia: useful exercises to build SEL skills that have been used successfully at a high school in Redwood City, Calif.

"Making SEL More Relevant to Teens," Edutopia: activities to address students' need for status and respect.

Books

Belonging and Becoming: The Power of Social and Emotional Learning in High Schools, Kathleen Cushman and Barbara Cervone: examination of five high schools with a reputation for integrating rigorous academics with SEL with support systems, rituals and initiatives to build a sense of community.

Communication Skills for Teens: How to Listen, Express and Connect for Success, Patrick Fanning, Michelle Skeen, Matthew McKay, Kelly Skeen: exercises focus on active listening, compassion, the art of the apology and assertiveness.

Toolkits, Brochures, Activities, Posters and Worksheets

Examples of Social and Emotional Learning in High School English Language Arts Instruction (PDF, 787 KB), CASEL: guide with lessons, activities and teacher practices to help develop the vocabulary and skills for communication and making connections with others.

Harry Potter as a Tool for Social Change (PDF, 9.6 MB). Harry Potter Alliance: toolkit to use stories such as those found in the Harry Potter series to teach about justice and inequity and inspire social change.

High School Social Emotional Distance Learning Activities, Changing Perspectives: activities to support secondary students and help them develop skills to interact with others, manage behaviors and show empathy.

Websites and Online Communities

The Harry Potter Alliance: ( Wizard Activist School): online campaign that uses stories and pop culture to inspire activism and make it more accessible.

Parable of the Polygons: an interactive game that involves segregating shapes, which tells the story about how harmless choices can harm the world.

This I Believe: organization's online community engages youth in writing, sharing and discussing essays about the value in their daily lives.

Thrively: assessments, journals and goal-setting activities to teach students how to raise their self-awareness, track progress, build skills and solve problems.

The Wonderment: platform encourages students to develop ideas that address community problems, explore the possible answers and find resolution.

Write the World: online community for students around the world to write and publish their work and exchange feedback and ideas.

For Those Teaching SEL

Articles

"How to Foster Gratitude in Schools," Greater Good Magazine: discussion about a gratitude curriculum that involves recognizing intention and appreciating the value of others to improve relationships in the classroom.

"How to Implement Social and Emotional Learning at Your School," Edutopia: how to assess a school's practices and support of SEL for its students and how to improve its SEL curriculum.

Books

All Learning Is Social and Emotional, Nancy Frey, Douglas Fisher, Dominique Smith: strategies for implementing SEL lessons in regular instruction about any subject area.

SEL From a Distance, Jessica Hannigan, John E. Hannigan: tools and processes for SEL that can be used in a remote learning environment.

SEL from the Start: Building Skills in K-5, Sara E. Rimm-Kaufman: step-by-step instructions for teaching SEL .

Making Grateful Kids: The Science of Building Character, Jeffrey Froh and Giacomo Bono: real-life stories to help parents, teachers and others foster gratitude in youth.

Social Emotional Learning and the Brain: Strategies to Help Your Students Thrive, Marilee Sprenger: explanations of brain activity and how that understanding can help teach students SEL, with accompanying activities and lessons.

Teaching With a Social, Emotional, and Cultural Lens: A Framework for Educators and Teacher Educators, Nancy Lourié Markowitz, Suzanne M. Bouffard: foundation for teachers to use the lens of social, emotional and cultural perspectives in their daily curriculum.

Toolkits, Brochures, Activities, Posters and Worksheets

Classroom Decorations for Elementary and Middle Schools, Centervention: downloadable posters focused on social and emotional skills such as responsibility, respect and cooperation.

A Classroom Management Plan for Elementary School Teachers, Centervention: suggestions for organizing and decorating the classroom, and rules and procedures to practice.

SEL Lessons for Online Learning (High School), Greater Good Science Center: suggestions and descriptions of activities such as contemplative reading, check-in circles and social volunteer work to help high schoolers hone their SEL skills.

SEL Toolkit, Afterschool Alliance: talking points, fact sheets, webinars and blog posts to help out-of-school providers and others encourage SEL skills in children.

Social and Emotional Learning Coaching Toolkit (PDF, 774 KB), SEL Solutions at American Institutes for Research: guide to help schools and school districts develop coaching techniques and training goals to better equip teachers to implement SEL in their classrooms.

Social Emotional Learning Toolkit: Family Engagement (PDF, 6.3 MB), Move this World: guide for overcoming barriers that prevent family activities, and strategies to participate in more beneficial activities to promote SEL.

Strategies for Social and Emotional Learning: Preschool and Elementary Grade Student Learning Standards and Assessment, CASEL: guidance on assessing school performance in SEL areas and overview of how to begin to implement SEL curriculum.

Websites and Online Communities

Centervention: classroom management plans, decorations and posters to help teachers provide students with an atmosphere that encourages development of SEL skills.

Changing Perspectives: organization providing information and guidance to support initiatives around equity, inclusion and SEL for all students.

Character Lab: playbooks and tips for lessons that build character, helping students to thrive.

The Compassion Project: videos, strategies and digital lessons for teaching empathy in the classroom for grades 2-4.

Facing History: organization with tools and resources for teachers to use to show how historical events can teach students about racism and other forms of prejudice.

Greater Good Science Center: online magazine, courses and guides to help educators teach students to be agents of change by leveraging happiness and compassion to make the world a better place.

Move this World: campaign that provides a curriculum and support for teachers to bring SEL into the classroom through creative expression.

NaNoWriMo: writing platform that challenges students to express themselves by writing their stories, reflecting on them and sharing with others.

PBIS Rewards: platform for schools to use to improve school culture by creating a positive environment that fosters SEL skills.

Teaching Tolerance: Classroom tools and professional development activities for teachers from Southern Poverty Law Center's program that emphasizes social justice and anti-bias.

Tween Tribune: platform with lesson plans, quizzes and weekly educational videos to encourage interest in history, nature and pop culture, allowing students to interact and exchange opinions and ideas.
This page was last updated January 2021.

# data[].attributes.attachment_link.title
95 Resources for Teaching Social and Emotional Learning to Children

# data[].attributes.attachment_link.description
Social and emotional learning skills can help individuals participate and thrive in communities. The ability to interact with others to get what you want and/or need requires the ability to process what is happening and understand how to respond. You have to tap into your social and emotional learning skills.

# data[].attributes.headline
WE ARE TEACHERS article on promote Social emotional skills in classroom 

# data[].attributes.subject
WE ARE TEACHERS article on promote Social emotional skills in classroom 

# data[].attributes.body
The articles gives 21 tips/ways to incorporate social emotional skills in a classroom for every day use

# data[].attributes.attachment_link.title
50+ Simple Social-Emotional Learning Activities for All Ages

# data[].attributes.attachment_link.description
Teach self-control, emotional awareness, and more by incorporating these easy social-emotional learning activities into your daily routine.

# data[].attributes.headline
The Inclusion lab article/blog "12 ways to support Families of student with disabilities"  

# data[].attributes.subject
The Inclusion lab article/blog "12 ways to support Families of student with disabilities"  

# data[].attributes.body
12 tips to support families of students with disabilites one ex. the author suggests is key is to learn more about how poverty effects families

# data[].attributes.attachment_link.readable_text
Families are the ones who know your students best-their strengths and needs, their likes and dislikes, their hopes and dreams. And the more effectively you work with and support the families of your students, the more your students will benefit.

It's important to form powerful partnerships with all families, but today's post focuses on building a supportive relationship with families of children with disabilities. Excerpted and adapted from Eight Paths to Leadership by Belva C. Collins, these 12 practical suggestions will help you gain new insight into families' needs, connect them with valuable resources, and welcome them as respected members of their child's school team.

Conduct a reflection exercise. Reflect on the last educational planning meeting you attended as a teacher. What do you think went right in the meeting? What specific things could have improved it? Write down your responses and use them as a guide to improve your next meeting.

Interview a family. Conduct an interview with a family of a child with a disability. How do the family members feel about the educational process for their child? Do they see their relationship with the teacher as a true partnership? Why or why not? Use the insights you uncover to strengthen your work.

Learn more about the effects of poverty. Socioeconomic status can affect the performance of students with disabilities and the educational participation of their families. Do some internet research on the various ways poverty may affect the families in your community. Find data on the prevalence of poverty in your community and demographics about who is affected. Have the prevalence and/or demographics changed in the past 10 years? If so, how? Find and read literature on educating students who experience poverty, such as this free resource from the National Education Association .

Make IEP meetings a positive experience. Are your IEP meetings as comfortable and welcoming to families as they could be? Here are some things to do:

Provide a summary or an agenda ahead of time

Create an IEP draft that includes goals that the family values

Meet in a setting that's comfortable for the family and greet them warmly on arrival

Arrange seating so that all parties have equal status

Provide an interpreter, if necessary, who is familiar with the family's culture, language, and any jargon that may be used in the meeting

Hand out helpful supplementary materials-a chart to summarize the discussion, a "cheat sheet" of terms

Follow up afterward to see if the family has additional thoughts or questions

Communicate regularly. Families often express frustration when they're not kept in the loop about their child's progress. Be sure to communicate often with families, and ask them which mode they prefer-telephone calls, letters, email, or occasional face-to-face meetings. If one mode isn't working well, give another one a try. And when you communicate, challenge yourself to listen as much as you speak, so that families know you respect their views and knowledge about their child.

Make it easy for family members to get involved. Share information with families on how to become involved in school activities and take on leadership roles. Point them to resources on how to join and participate in the PTA, volunteer activities, and family councils.

Offer families evidence-based practices (EBPs). Tell families how important and beneficial it is to use EBPs with their children, and ask family members if they'd like you to share these practices with them. Explain that consistently using the same strategies at home and school can help their children learn faster and apply their new skills in environments where they are needed. (Be careful not to pressure families to use EBPs.)

Help families find high-quality resources. Some of the resources that families find on their own may not reflect best practices. Make a list of legitimate websites and other trusted resources that present EBPs, so you can easily share reliable information with families. Directing them to online learning modules, for example, can save families the cost, time, and travel associated with face-to-face training.

Point families to support groups. Use the internet to find professional organizations (e.g., The Arc, Autism Society, Down Syndrome Society, TASH) that offer support groups for families. Are support groups affiliated with these organizations offered in your community? Is support offered online (e.g., through discussion groups)? Create a list of valid support group networks to share with families and help them benefit from these valuable connections.

Think beyond parents. Remember that many families consist of more than the child's parents. When you're developing family partnerships, make an effort to include siblings, extended family members, and other caregivers who wish to be involved. (This gives you some starter suggestions for involving siblings.)

Respect each family's culture. There are complex issues at play in the lives of each of your students. Recognize that each family is unique, even within a specific culture. Instead of making generalizations and assumptions, use data on each individual family to guide you in your work. Respect the position of families who cannot or choose not to be involved in their child's school.

Set an example. Lead by example in your school-model positive ways of speaking with and interacting with families, so that other teachers and staff members will follow suit.

In this empowering professional development resource, Belva Collins shows special educators how they can pursue eight different paths to leadership so they can make a powerful difference in schools, communities, and the lives of their students. Explore the description, reviews, and table of contents for Eight Paths to Leadership !

# data[].attributes.attachment_link.title
12 Ways to Support Families of Students with Disabilities - Brookes Blog

# data[].attributes.attachment_link.description
Families are the ones who know your students best-their strengths and needs, their likes and dislikes, their hopes and dreams. And the more effectively you work with and support the fami­lies of your students, the more your students will benefit. It's important to form powerful partnerships with all families, but today's post focuses on building [...]

# data[].attributes.body
Site to help teachers ensure they plan out a Universal Design Learning lesson that meets the needs of all and that student is accessible to all students

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.body
Another great article teachers to share with family to help them help from a great IEP for their student

# data[].attributes.attachment_link.readable_text
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

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
website with  tab on Dyslexia and answers to Frequent FQAs about it i.e. signs of dyslexia, how to get help, etc. 14 FAQs with answers and links to more info below the answer.

# data[].attributes.attachment_link.readable_text
Question:

What is dyslexia?

Answer:

Dyslexia is a language-based disability derived from differences in brain structure and brain function. Common areas of difficulty include reading, writing, and spelling, information processing, short-term memory, planning, and organization.

Although dyslexia presents itself somewhat differently in each person, some salient characteristics can be determined through evaluation. The following articles can help you learn more:

For more information, browse our dyslexia resources or contact the International Dyslexia Association.

Question:

I suspect my child might have dyslexia. What should I do?

Answer:

It is important to address reading problems early so you can begin getting your child the appropriate help. You can use our Target the Problem activity to get a general idea of your child's academic strengths and weaknesses. More comprehensive information can be found on the article page.

The following articles describe specific characteristics common to students with dyslexia and other learning disabilities. You may find it helpful to read these articles to determine whether you see similar characteristics in your child:

If, after reading these articles, you still suspect your child is showing signs of having a learning disability, it is within your rights as a parent to request a free educational evaluation through your public school. Whether or not he is found eligible for special services, the evaluation will help determine your child's academic strengths and weaknesses and how best he learns. The following articles describe the steps involved in the evaluation process, including your rights as a parent:

After this process is complete, you can use the information from the evaluation to help you make a decision about the next step in your child's educational path.

Question:

How should I teach beginning reading to primary students with special needs?

Answer:

Reading Rockets has a wealth of information about teaching children to read. Here are some articles that provide basic knowledge on this topic:

Reading Rockets offers strategies, lessons, and activities designed to help young children learn to read. Its resources assist parents, teachers, and other educators in working with struggling readers who need some additional help developing these reading and comprehension skills. Our sister site, Colorín Colorado, which is designed for Spanish-speaking parents and educators of English language learners, also has excellent information for anyone interested in early reading instruction. You can also try TeachingLD, a site for Special Education teachers.

Question:

How common are language-based learning disabilities?

Answer:

According to the International Dyslexia Association, about 13-14% of the students in the United States qualify for special education. Roughly half of these students have a learning disability, or LD. Of those with LD, 85% experience primary deficits in reading and language. Overall, between 15-20% of the general population display symptoms of dyslexia, the most common language-based learning disability.

Fortunately, there is plenty of information on how to address the needs of these children. Strategies and resources to help children with learning disabilities are available on Reading Rockets and our sister site, LD OnLine.

Question:

My child has a learning disability and I'm concerned that the reading program her school uses is ineffective. Can you recommend a reading program?

Answer:

Although we don't review specific reading programs, the following articles outline the elements that all effective reading instruction contains. From these articles, you can see how your child's reading program compares:

This next article also lists characteristics of effective reading programs for students with learning disabilities and includes information and worksheets to help determine the quality of a specific reading program:

Also, we recommend a report from the American Federation of Teachers called Building on the Best, Learning from What Works: Five Promising Remedial Reading Intervention Programs.

Have a meeting with your child's teachers so that you can share your concerns. Any reading remediation that she receives should be individualized to her specific needs, because no pre-packaged programs are able to address every child's areas of weakness, strengths, and the instructional methods with which they learn best. You and your child's teachers should work together to ensure that her specific needs are being met. This may require an IEP meeting to develop a new IEP with more skill-specific educational goals and objectives. If you are concerned that the school is not interpreting your child's IEP correctly, here are some steps to take.

You may also be interested to know about Learning Ally and WordTalk, two programs designed for students with LD, ADHD, or visual impairments. Providing accommodations in the form of read aloud or dictation software can lessen some of the burden experienced by struggling readers.

Question:

How do I find a tutor for my child with dyslexia?

Answer:

There are several national organizations that may be able help you through this process and give local professional referrals. For instance, you can contact the International Dyslexia Association, or the Learning Disabilities Association (LDA). In addition, you may wish to contact your local school district to learn of any free tutoring services offered, or a local university that may have a list of teachers who also tutor.

Wrightslaw Special Education Law and Advocacy has a useful nationwide search tool. Use it to locate tutors and other professionals in your area. You can also contact the Parent Educational Advocacy Resource Center in your state for more options.

Also, LD OnLine's Yellow Pages service and LD Resources section have a great deal of helpful information. Search by state for organizations, or find a parent advocacy group near you.

Lastly, you may be interested in Eye to Eye, a national LD/ADHD movement that pairs students with LD and caring, knowledgeable mentors with similar experiences. The mentorship program provides a fun and safe environment for children to realize their potential as learners.

You may also want to ask the teachers and guidance counselor at your child's school for suggestions for a tutor, since they will be familiar with his/her specific strengths and weaknesses. Local schools often know of great tutors located in the school's neighborhood.

Remember to ask potential tutors about their experiences and what they specialize in before you choose a provider. You want to make sure that the person you choose will be a good match for your child.

Question:

My child was tested in kindergarten for dyslexia but they didn't find anything. What should I do now that he is in 3rd grade and still struggling with reading and writing?

Answer:

It is often challenging to detect learning difficulties in very young children. When your child was tested in kindergarten, he may have been able to compensate for his learning challenges to the point where there was little discrepancy between his ability and achievement. In order to be diagnosed with a learning disability and receive special education services, a child must exhibit both a processing deficit and a discrepancy between what he is capable of doing and what he is actually achieving in school.

As your child gets older, it may become increasingly difficult for him to compensate, and the gap between his ability and potential achievement may widen. If your child does have a learning disability, it will be easier to detect now than when he was in kindergarten. The following articles describe characteristics common to children with dyslexia and other learning disabilities. Look through them to see if you recognize any of your child's challenges in these descriptions:

If you see some of these characteristics in your child, you may want to request that his school give him an educational evaluation. It is within your rights as a parent to request a free evaluation and to have a vote throughout the evaluation process.

The educational evaluation will help you and the school better understand your child's academic strengths and weaknesses and how he learns best. The following articles will give you a clearer understanding of the evaluation process:

Please be sure to share any of the interventions that you have been trying at home and the concerns you have. The following articles may give you some insight as to how you can make the most of the local screening meeting and subsequent meetings in this process:

Your willingness to help your child at home will go a long way in giving him academic and emotional support, as well as the comfort of knowing that he is not alone in his struggles. The articles below suggest ways you and your child can work together at home:

Remember that you are the strongest and most knowledgeable advocate for your son, so trust your instincts and don't give up! The sooner your son receives the assistance he needs and the quicker you and his teachers work together to develop a plan for home and school, the closer he will be to fully realizing his academic potential.

Question:

My daughter just started preschool and I have noticed that sometimes she writes letters backwards. Should I be concerned?

Answer:

Writing letters backwards is a normal part of developing writing skills in preschool. If you have other reasons to suspect dyslexia (like parents or relatives with dyslexia, or problems identifying sounds or learning to say the alphabet), you should continue to monitor her progress and document your observations in case you see signs of a bigger problem.

Keep practicing with her by doing fun writing activities at home, like writing a shopping list, or writing a letter to a relative. Most of her early mistakes will be part of the process of learning to write, so model the right way, but don't hold her to it too early! She is in an experimentation phase with this skill.

The Reading Rockets website has articles that may be of interest to you as you help your child learn to read, including sections on writing and developmental milestones.

Question:

Is there anything I can do at home to help my dyslexic child learn to read and spell?

Answer:

Even though the English language is complex, dyslexic children CAN learn phonics! They need the support of a sequential, multisensory, structured reading program, and solid reading support at home (including reading together, playing games that isolate sounds or build words, etc.).

The Reading Rockets website focuses entirely on reading and how to help kids who struggle. See, for example, the section on strategies to help kids who struggle. Also check out this page for parents, which gives you tips on what you can do at home.

And here is a link to LD Online's collection of articles on dyslexia.

Question:

If my husband is dyslexic, is there a possibility that my children will be dyslexic too?

Answer:

Dyslexia is a hereditary condition, so if you have a history of dyslexia in your family, it's a good idea to get information now so that you can catch early warning signs in your own children. However, children today do not have to struggle as much with their dyslexia as the generations before them. We have a greater understanding of what it means to be dyslexic and we know which educational interventions are most effective in helping these children learn to read.

The Reading Rockets website is all about reading. Here are some articles on dyslexia that will help you identify signs and find help, so that even if your children are born with dyslexia, they will grow up to be readers!

Also, it is helpful to keep in mind the many overlooked strengths of people with dyslexia. Current research is focused on understanding how to interpret and foster these strengths. You can find out more in this article from the International Dyslexia Association.

Question:

We scan materials for students to use on Kurzweil 3000 at school. Could you recommend an efficient way to scan and email a textbook page home to a student with dyslexia? He has Natural Reader on his home computer, but he does not have Kurzweil.

Answer:

There are several options that might be appropriate for this student or for others in a similar situation. Some scanners come with software enabling the user to scan directly into a PDF document; however, it is more likely that you will have to purchase either Adobe Acrobat or third-party software that will allow you to convert scanned documents into PDF.

Converting the scanned image would enable you to maintain the original layout of the document and still work with Natural Reader since it is capable of reading PDFs as well as MS Word documents. Having the capability to convert documents to PDF could also be beneficial for other students, as the newer versions of Adobe Reader have improved read out loud capabilities. This could be helpful for students who don't have access to a screen reader at home. You could convert any text to a PDF and students could hear it read aloud using the free Reader program.

If purchasing additional software is not a feasible option, you may also try searching for a digital version of the text online. Learning Ally has audio versions of many textbooks, and websites such as BookShare and Project Gutenberg have electronic books freely available for download (BookShare provides books free for users with documented print disabilities).

Question:

When I'm reading, it is helpful for me to both see and hear the word. Where can I find software that can read text to me when I'm online? I need something that can read websites and other text aloud to me.

Answer:

If you are regularly downloading articles or documents to read that are in PDF, you can use the built in screen reader in Adobe Acrobat Reader called Read Out Loud to hear any text in the document read aloud.

If you need assistance with reading MS Word documents, or to have the text of your writing read back to you for editing purposes, one good option might be WordTalk, a free program text-to-speech program for Microsoft Word. You can also use the built-in screen reader/text-to-speech features on your computer.

Both Microsoft and Apple have simple text-to-speech programs built into their operating systems. Microsoft's Narrator is relatively limited in features, and is intended for users with visual impairments. However, some of the features may be helpful for you. Apple's VoiceOver has similar capabilities and can assist users with reading typed text, windows, menus and controls.

If you are mostly concerned with being able to hear text on websites read aloud, you might consider ROKTalk. ROKTalk is a web-based application that allows you to hear any web text read out loud. Because it is web-based, you don't have to install software, which may be useful if you are using different computers (at the library, in the classroom, etc.). ROKTalk is free for a few websites (Google, Wikipedia, the BBC) and charges a monthly fee for unlimited access to any website. Browser-based apps such as Google Chrome's text-to-speech tool, SpeakIt! and Read&Write for Google Docs are also effective tools for online reading. Similarly, Natural Reader has free text-to-speech programs with limited functionality that may be sufficient for your needs. Several options are available from a basic copy for free download, to a more full-featured version for purchase.

If these free tools don't provide you with the level of functionality you need, you can also try searching the TechMatrix to find other text-to-speech products and compare features by selecting the Subject Area of Reading and the Learning Support of Access to multiple formats of text, notation, and symbols.

Question:

Some of our students read very slowly. We are wondering about providing recorded books. We would like to give them access to print as they learn to read. Can you tell us where we can get recorded books? Any advice on how to make the textbooks and other st

Answer:

Fortunately, there are now a number of fairly inexpensive ways to provide struggling readers with access to printed materials by providing text digitally, see An Educator's Guide to Making Textbooks Accessible and Usable for Students with Learning Disabilities. Once you have digital text, you have many options.

Many publishers now offer their textbooks on CD and teachers can easily scan print materials into their computer to create digital versions of texts. One of the easiest (and least expensive) ways to provide students with recorded text is use text-to-speech features built into your computer's operating system to read digitized text. These simple programs can read text files aloud for students and are freely available with all Windows and Macintosh operating systems. Although they lack more sophisticated control options and choices for speaking voices, they may be an appropriate solution for helping students read short pieces of text.

Another free option for helping students access text is to download books from a website such as Project Gutenberg or LibriVox. The books available from these sites are in the public domain, so you will not be able to find newer books here. However, they are freely available to all and may be a good solution for providing electronic versions of popular classics (Pride and Prejudice, A Christmas Carol, Alice's Adventures in Wonderland, etc.). Files are usually available in HTML, PDF or Text format, which can then be read aloud using any text-to-speech program. The Adobe Reader has a built in Read Out Loud feature which allows the user to have any part of a PDF file read aloud. You could also use this feature with any hard copy text that you scan and save as a PDF.

A third option is to obtain audio books from Learning Ally. Membership is required in order to access audio books and a special player or software is necessary to play the books. Another site, Bookshare, provides digital talking books for students of any age with disabilities. Students with qualifying print disabilities can now access the entire Bookshare collection free of charge. Additionally, audio books can be ordered from websites such as Amazon, Audible, or Barnes & Noble. However, this option will likely be more expensive than the cost of a Learning Ally membership.

The most flexible option (and also the most expensive) would be to purchase software capable of converting text files into audio files. A quick internet search will reveal several downloadable programs for running text to audio conversions. However, for a school purchase, it might make sense to investigate programs that can be used for a variety of reading and writing tasks such as Kurzweil 3000, Proloquo, TextAloud and WYNN. With these tools, you can convert any text file to a sound file; students can then listen to text using an MP3 player, their computer or CD player. Using a scanner, you can easily scan any print material and create recorded text for your students for any book, textbook, handout, or article you use in your teaching.

Question:

My son is going into 11th grade. He has a learning disability with a very "hands on" learning style. However, he cannot write to save his life, take notes, etc. What computer programs do you recommend? What laptops would you recommend?

Answer:

An expanding array of technological devices provides new options for minimizing the writing difficulties experienced by students with learning disabilities. Programs and devices, such as talking word processors, word prediction programs, child-friendly voice recognition, and portable note-taking devices may assist your son with his writing.

Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms will provide you with detailed information on each of these options.

Using Assistive Technology to Support Writing is another valuable resource that can assist you in selecting the best technologies to meet the needs of your son and may be worth sharing with his teachers to ensure that he has the support he needs in the classroom.

In October, check out the Tech Matrix, which will launch a new free online resource on writing products, reviewed for accessibility and instructional features. Related research on the use of technology for students with special needs will also be included with this tool to inform your decision on the best programs to provide support to meet your son's needs.

Question:

I work in a public library and want to be sure that our resources are accessible to all our patrons, including those with disabilities. What resources should we make available and where can we find additional information about making libraries accessible

Answer:

Many public libraries have grappled with the same issues, so looking at how other librarians have worked to make their libraries accessible is a good start. Many libraries provide their patrons with online resource lists (on accessible websites), in addition to offering a wide variety of accessibility options within the library building. It may be helpful to get in touch with other librarians, either online or in person to ask how they met their patrons' accessibility needs. The American Library Association has a number of excellent resources available to assist librarians in thinking about and respecting the needs of their patrons with disabilities. The ALA also has several options for connecting with other librarians, from online forums to an island in Second Life.

Some accessibility options for your patrons may include providing helpful links on your library website, pointing users to both local and national disability groups. Within the library, it is important to make sure that media is accessible - books on tape, audio books, captioned videos, descriptive videos, magnifiers and large print books can all help ensure that a variety of media is accessible to many of your patrons. Many librarians also provide patrons with assistive software and hardware where needed. This may include reading and writing software, software capable of reading text aloud (text-to-speech), software that can enlarge text on the screen or Braille embossers for blind patrons. Check out the Montgomery County Public Library website for a good example of the types of tools you might offer. For further ideas, check out the ALA's disability-specific Tip Sheets on Learning Disabilities, Children with Disabilities, Autism & Spectrum Disorders, and many others.

Question:

My son is going into high school. He has a learning disability with a very "hands on" learning style. However, he cannot write to save his life, take notes, etc. What computer programs do you recommend? What laptops would you recommend?

Answer:

An expanding array of technological devices provides new options for minimizing the writing difficulties experienced by students with learning disabilities. Programs and devices, such as talking word processors, word prediction programs, child-friendly voice recognition, and portable note-taking devices may assist your son with his writing.

Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms will provide you with detailed information on each of these options.

Using Assistive Technology to Support Writing is another valuable resource that can assist you in selecting the best technologies to meet the needs of your son and may be worth sharing with his teachers to ensure that he has the support he needs in the classroom.

Check out the Tech Matrix, which will launch a free online resource on writing products, reviewed for accessibility and instructional features. Related research on the use of technology for students with special needs will also be included with this tool to inform your decision on the best programs to provide support to meet your son's needs.

# data[].attributes.attachment_link.description
What is dyslexia? Dyslexia is a language-based disability derived from differences in brain structure and brain function. Common areas of difficulty include reading, writing, and spelling, information processing, short-term memory, planning, and organization. Although dyslexia presents itself somewhat differently in each person, some salient characteristics can be determined through evaluation.

# data[].attributes.body
Natural reader has a free online reader that you can upload Word Docs., PDFs , txt, epubs, pages, png, jpeg. With a option for a font (for "dyslexia") that is easier to read and follow along.

# data[].attributes.attachment_link.title
Free Text to Speech Online with Realistic AI Voices

# data[].attributes.attachment_link.description
Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

# data[].attributes.body
Edutopia is a website where you can find articles for both Parents and Teachers-the article below gives a brief guide for both families and educators how to best collaborate on the building of an IEP

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
Another great article from ADDtiude.org an online magazine that centers around educating about ADHD about IEP and 504 plan

# data[].attributes.attachment_link.readable_text
What is an IEP? How does it differ from a 504 Plan? Which special education program is the best fit for your child and her ADHD? Read on for a breakdown of special education laws and services for students with attention deficit disorder, learning disabilities, and other related conditions.

What Is an IEP?

An Individualized Education Plan (IEP) is guided by the Individuals with Disabilities Education Act (IDEA) and provides special education and related services to a student who is identified as having a disability that negatively impacts her ability to receive academic instruction. A student who receives special education services is entitled to modification of curriculum, classroom accommodations, specialized instruction, and related services such as occupational therapy, physical therapy, speech therapy and/or counseling.

A student with an IEP is re-evaluated every three years to determine continued eligibility. However, a parent can request a re-evaluation sooner than three years, but not less than one year. An IEP is also reviewed annually.

What Does an IEP Include?

A good IEP will include the following components:

Present Levels of Performance (PLP): This is a summary that describes current specific, measurable, objective baseline information for each area affected by the disability.

Goals: These are descriptions of what a student can reasonably be expected to accomplish within a 12-month period with the provision of special education services. Goals should be SMART: Specific, Measurable, Achievable Results, Time-limited.

Benchmarks and Objectives: Benchmarks are major milestones that specify skill or performance levels a student needs to accomplish to reach his annual goal. Objectives are measurable, intermediate steps between a student's PLP and the annual goals established for the student.

Least Restrictive Environment (LRE): According to IDEA, IEPs should provide the greatest exposure to and interaction with general education students and persons without disabilities.

Assistive Technology (AT): Every IEP must consider technology programs, services, or devices that a student must have to be successful.

Description of Special Education Services: This indicates the time, frequency, and any related services that the student needs, as well as the amounts of time these services will be provided. The amount of time and areas in which the student will be removed from the general education setting are also identified.

What Is a 504 Plan?

A 504 Accommodation Plan is guided by the Americans with Disabilities Act (ADA) to ensure that a student with a disability has access to accommodations that improve academic functioning.

In order to qualify for a 504 Plan, a student must have a diagnosis for a physical or emotional disability, or impairment (e.g., ADHD) that restricts one or more major life activities (e.g., attention, class participation).

A 504 Accommodation Plan can also provide extended time or small group administration for statewide testing for your child. It can allow for accommodations like frequent breaks, fidgets, or modified homework assignments.

Note that a student is not able to receive specialized instruction or related services, such as occupational therapy, speech therapy or physical therapy - through a 504 Accommodation Plan.

Who Qualifies for an IEP or a 504 Plan?

IDEA regulations issued by the U.S. Department of Education in 1999 make it clear that attention deficit hyperactivity disorder ( ADHD or ADD) is included in the list of "other health impairments" that could render a child eligible for special education services in an IEP. However, not all children with ADHD qualify for an IEP. To qualify, the ADHD must adversely affect a child's educational performance.

Students who do not meet the criteria spelled out by IDEA may still qualify for help under SECTION 504 of the Rehabilitation Act of 1973, also known simply as "Section 504" or "a 504 Plan."

IEP vs. 504 Plan

IEP plans under IDEA cover students who qualify for Special Education. Section 504 covers students who don't meet the criteria for special education but who still require some accommodations. Both ensure that students with disabilities have access to a free and appropriate public education.

Section 504 is actually a civil rights law, designed to protect the rights of individuals with disabilities in programs and activities that receive federal assistance from the Department of Education. A student is eligible as long he/she currently has or has had a physical or mental impairment which substantially limits a major life activity. Students who have ADHD may qualify if their ADHD "substantially limits" their ability to learn.

Instead of having an IEP, students who qualify under Section 504 are required to have a plan that specifies any accommodations that will be made in the classroom. Accommodations for the ADHD student may include allowing extra time to complete assigned work or breaking long assignments into smaller parts.

How Can I Get an IEP or 504 Plan for My Child?

What to Read Next:

Updated on November 24, 2019

# data[].attributes.attachment_link.title
What Is an IEP? 504 Plan? Everything You Need to Know

# data[].attributes.attachment_link.description
What is an IEP? How does it differ from a 504 Plan? Which special education program is the best fit for your child and her ADHD? Read on for a breakdown of special education laws and services for students with attention deficit disorder, learning disabilities, and other related conditions.

# data[].attributes.body
A site that explains what IEP and 504 plans are and helps parents to advocate for their child.

# data[].attributes.attachment_link.readable_text
For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting an IEP has already begun. But there's still a lot to learn about how the IEP process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about the purpose of IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP in school? What's the difference between an IEP and a 504 plan? What's the purpose of an IEP?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education. Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best school program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

Key takeaways

Your child needs an IEP to get special education services at school.

You play a key role throughout the IEP process.

It's important to stay on top of your child's IEP and make sure your child is making progress.

# data[].attributes.attachment_link.title
IEPs in School: Purpose of an IEP and the IEP Process

# data[].attributes.attachment_link.description
IEPs in school: An Individualized Education Program (IEP) is a written education plan designed to meet a child's learning needs. Learn about the purpose of an IEP and the IEP process in this guide.

# data[].attributes.headline
Reading Rockets website with article-Supporting Autism kids in classroom 

# data[].attributes.subject
Reading Rockets website with article-Supporting Autism kids in classroom 

# data[].attributes.body
Webpage with 10 ideas how to support ASD kids in the classroom

# data[].attributes.attachment_link.title
Supporting Students with Autism: 10 Ideas for Inclusive Classrooms

# data[].attributes.attachment_link.description
Students with autism may have unique needs with learning, social skills, and communication. These ten simple ideas will help teachers address some of these needs and provide guidance for bringing out the best in learners with autism.

# data[].attributes.body
Free app for students with dygraphia allows for sloving math problems without writing. Simply math to

# data[].attributes.body
Quiz app that allows teachers to create quizzes and students to respond using cellphone,tablets or computers

# data[].attributes.body
Easy what to create interactive lesson with assessment in virtual or hybrid classroom

# data[].attributes.attachment_link.description
Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

# data[].attributes.body
A free app for teachers to complete students answers quickly with each student needing a device. "Plicker" different points that teacher device will pick up students choice

# data[].attributes.body
Educational articles and resources for educators- section for SPE and article below is on EF

# data[].attributes.attachment_link.readable_text
Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

©Shutterstock/T. L. Furrer

Executive function is an umbrella term in neuroscience to describe the neurological processes involving mental control and self-regulation. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning and organizing time and materials, and responding appropriately to social situations and stressful situations.

Experts believe executive function is regulated by the frontal lobe of the brain-the prefrontal cortex. Because humans are born with brains that are not fully developed, children are not born with these skills, but they have the potential to develop them.

Some students do not develop executive functions to the same degree as their peers. For these students with deficits, additional support in the classroom may improve their development of executive function.

Offering Teaching Support

Addressing a deficit requires understanding the type of deficiency the student faces. If a student lacks knowledge, he or she does not know what to do or how to do a task. For example, if students lack the ability to regulate their impulses to speak while others are talking, the behavior of active listening should be explicitly taught by identifying examples of active listening. Educators might also create a chart with what it looks and sounds like when students are engaging in active listening.

A student may know what to do to complete a task, but may have trouble knowing when and how to apply the appropriate skills. For a student with this type of deficit, the teacher may confirm that he or she has all the required materials to complete a task. The teacher could provide a checklist with the necessary materials. For older students, the teacher could ask the students to generate the list and then gather the appropriate materials.

Metacognition: Another strategy for addressing deficits in executive function is using metacognitive language. For example, with a younger student, articulating the challenge could be useful. "I see that you are missing a pencil. You will need a pencil to complete the assignment. Where could you find one in the classroom?"

Displaying the steps or questions that students could ask themselves in the classroom is also helpful to promote independence with a skill. Students can repeat directions to a partner and then have a volunteer repeat the direction for the whole class. This process takes less than a minute but allows additional time for auditory processing and repetition for any students who may need it.

Time management: Posting schedules can be a useful tool in developing time management skills. A classroom schedule outlines the entire day and prepares students for what's coming next. An activity schedule breaks down a block of time into smaller chunks and outlines how each period will be used and in what order activities will be presented. These schedules are commonly placed in spots where every student can refer to them during the day.

Long-term assignments can be particularly challenging for students with deficits in executive function. One way to address this issue is by directly teaching students how to map out larger projects and break them down into smaller, more manageable pieces. Use a calendar to determine when each smaller assignment will need to be finished, and place the smaller benchmark goals on the calendar.

Review before new learning begins: Provide opportunities for students to review previous learning. This review may be a quick oral presentation, or teachers can pair students and have them share what they remember from the previous day.

A review might also take the form of a mind map or concept map created in small groups. Concept maps are useful graphic organizers for note taking, comparing/contrasting, and writing. Graphic organizers can be particularly helpful for students with executive function deficits because organizing thoughts can be as difficult as organizing time and materials.

Teacher interaction: Teacher behavior is also influential in supporting students who may have deficits in executive function. Teachers should check in frequently with students who are known to have deficits and provide discrete support when needed. In addition, having a caring demeanor and using positive reinforcement with students with deficits can positively affect their school experience.

Offering Environmental Support

Post a daily schedule. Clear and consistent routines and procedures offer structure to students.

Provide visual supports such as posters with problem-solving steps or routines, and color-coded schedules and folders. Consider highlighting key words and ideas in texts.

Minimize clutter and create clearly defined areas in the classroom.

Environmental support means creating a space where children can thrive. Some easy ways to help students improve executive function include:

Potential for Growth

Executive function takes time to fully develop, and it develops at different rates in different children. The prefrontal cortex of the human brain is constantly growing and changing in young children as well as adolescents. Because of the human brain's plasticity and enormous capacity for learning, it is possible to improve the executive functions of students with deficits through classroom strategies and support.

# data[].attributes.attachment_link.title
Helping Students Develop Executive Function Skills

# data[].attributes.attachment_link.description
Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

# data[].attributes.body
resource on all topics special education i.e. LRE https://www.understood.org/en/school-learning/special-services/special-education-basics/least-restrictive-environment-lre-what-you-need-to-know

# data[].attributes.attachment_link.readable_text
How can we help?

I want help with behaviors , learning , and everyday skills

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

We support the 1 in 5 Americans who learn and think differently.

Learn more

We believe difference is our greatest strength.

Learn more

When we shape the world for difference, we all thrive.

Learn more

Discover what's possible when you're understood.

We'll email you our most helpful stories and resources.

We just launched our "Be the Reason" stigma campaign. Learn more here.

Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

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

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

Copyright © Understood for All, Inc.

Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

Copyright © 2014-2023 Understood For All Inc.

# data[].attributes.attachment_link.title
Understood - For Learning and Thinking Differences

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

# data[].attributes.body
Website with resources for teachers, families and kids with specific learning differences & ADHD

# data[].attributes.attachment_link.title
LD OnLine | All About Learning Disabilities and ADHD

# data[].attributes.attachment_link.description
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.

# data[].attributes.body
Website with resources specifically about signs of ADD/ADHD, treatment, Parenting resources

# data[].attributes.attachment_link.description
ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

# data[].attributes.body
PBS Sesame street has great resources for parents especially on academic activities/fun play with kids, info on Autism and other

# data[].attributes.attachment_link.title
Resources for Parents | Sesame Street and Autism

# data[].attributes.attachment_link.description
Use these videos, activities, and topics to help you see amazing in all children.

# data[].attributes.attachment_link.embed_code
Home Page

# data[].attributes.body
Web resources all about IEP and what Parents need to know

# data[].attributes.attachment_link.authors[].name
Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

# data[].attributes.attachment_link.description
Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

# data[].attributes.body
"Pennsylvania Training and technical assistance network" - Provides support multi-tier supports, family and school supports, getting families involved

# data[].attributes.body
Resources for parents with children with disabilities: resource library with easy interface to search topics: "Common search topics tabs i.e. Laws, School-aged - IEPs links https://www.parentcenterhub.org/resourcelibrary/

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

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

# data[].attributes.attachment_link.title
Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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

# data[].attributes.body
Free brainstorming and brain mapping software

# data[].attributes.attachment_link.description
Inspiration 9 - Visual thinking tool for creating mind maps, concepts diagrams, graphic organisers, outlines and presentations with ease!

# data[].attributes.body
Interactive lesson, multi-media, sensory learning- teachers create slides- visual vocab and written out. Students can respond via typing, drawing

# data[].attributes.attachment_link.title
Nearpod: Foster a love of learning in every student

# data[].attributes.attachment_link.description
Create active learning experiences students can’t wait to be a part of.

# data[].attributes.body
Way for teachers to get students invovled for those who fit it easy to speak or physically show knowledge rather than write

# data[].attributes.body
Blog post about how to teach every student one specific one is: "IEP Meeting Management tips"

# data[].attributes.attachment_link.description
Today's blog post has been adapted from Susan Craig's popular book, Reaching and Teaching Children Who Hurt. Paying attention-in a classroom or in any other setting-always involves selecting from a variety...

# data[].attributes.body
National center on improving literacy
Website with resources for school & parents how to help students & family with literacy

# data[].attributes.attachment_link.readable_text
The National Center on Improving Literacy is a partnership among literacy experts, university researchers, and technical assistance providers, with funding from the United States Department of Education.

# data[].attributes.attachment_link.description
Your source for improving outcomes for students with literacy-related disabilities, including dyslexia.

# data[].attributes.body
App to include students, teacher and parents in a communicating and keeping everyone in the know

# data[].attributes.attachment_link.description
ClassDojo helps teachers, parents, and students build amazing classroom communities.

# data[].attributes.body
Resources to help teachers with different subject: Visual learners/Language; Communication aids for no-verbal

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.keywords[]
picture exchange communication system cards

# data[].attributes.attachment_link.title
Do2Learn: Educational Resources for Special Needs

# data[].attributes.attachment_link.description
picture communication cards, songs, games and learning activities for autism, aspergers, fetal alcohol syndrome and disabilities

# data[].attributes.body
A website with resources for teachers, parents to help students with comprehension and reading.

# data[].attributes.attachment_link.readable_text
Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

# data[].attributes.attachment_link.description
Not your everyday calendar, here you can find important events in literary history, authors' birthdays, and a variety of holidays, all with related activities and resources that make them more relevant to students.

# data[].attributes.body
Blog that post that list the 8 reasons that notetaking is important

# data[].attributes.attachment_link.readable_text
Listen to this post as a podcast:
Sponsored by Peergrade and 3Doodler

Let's talk about note-taking. Every day, in classrooms all over the world, students are taking notes. I have my own half-baked ideas about what makes one approach better than another, and I'm sure you do too. But if we're going to call ourselves professionals, we need to know what the research says, yes?

So I've combed through about three decades' worth of research, and I'm going to tell you what it says about best practices in note-taking. Although this is not an exhaustive summary, it hits on some of the most frequently debated questions on the subject.

This information is going to be useful for any subject area-I found some really good stuff that would be especially useful for STEM teachers or anyone who does heavy work with calculations, diagrams, and other technical illustrations. Of course, there's plenty here for teachers of social studies, English, and the humanities as well, so everyone sit tight because you'll probably come away with something you can apply to your classroom.

First, Let's Talk About Lectures

When we think about note-taking, it's natural to assume a context of lecture-based lessons. And yes, that is one common scenario when a student is likely to take notes. But other learning experiences also lend themselves to note-taking: Watching videos in a flipped or blended environment, reading assigned textbook chapters or handouts, doing research for a project, and going on field trips can all be opportunities for taking notes.

So instead of referring to lectures in this overview, I'll just talk about learning experiences or intake sessions-times when students are absorbing content or skills through some sort of medium, as opposed to purely applying that content or synthesizing it into some kind of product. Even in student-centered, project-driven classrooms where students pursue their own authentic tasks like the Apollo School, or in more traditional classrooms that set aside time for Genius Hour projects, students need to gather, encode, and store information, so note-taking would still be a fit.

What the Research Says About Note-Taking

1. Note-taking matters.

Whether it's taking notes from lectures (Kiewra, 2002) or from reading (Rahmani & Sadeghi, 2011; Chang & Ku, 2014), note-taking has been shown to improve student learning. In other words, if we want our students to remember more of what they learn in our classes, it's better to have them take notes than it is to not have them take notes.

The thinking behind this is that note-taking requires effort. Rather than passively taking information in, the act of encoding the information into words or pictures forms new pathways in the brain, which stores it more firmly in long-term memory. On top of that, having the information stored in a new place gives students the opportunity to revisit it later and reinforce the learning that happened the first time around.

So if you're not currently having students take notes in your class, consider adding note-taking to your regular classroom routine. With that said, a number of other factors can influence the potency of a student's note-taking, and that is what these other points will address.

2. More is better.

Although students are often encouraged to keep notes brief, it turns out that in general, the more notes students take, the more information they tend to remember later. The quantity of notes is directly related to how much information students retain (Nye, Crooks, Powley, & Tripp, 1984).

This would be useful to share with students. If they know that more complete notes will result in better learning, they may be more likely to record additional information in their notes, rather than striving for brevity.

Obviously, some students are going to be faster note-takers than others, and this will allow them to take more complete notes. But you can do quite a bit to help all students get more information into their notes, regardless of their natural speed, and that's what we'll talk about next.

3. Explicitly teaching note-taking strategies can make a difference.

Although some students seem to have an intuitive sense for what notes to record, for everyone else, getting trained in specific note-taking strategies can significantly improve the quality of notes and the amount of material they remember later. (Boyle, 2013; Rahmani & Sadeghi, 2011; Robin, Foxx, Martello, & Archable, 1977). This is especially true for students with learning disabilities.

One frequently used note-taking system is Cornell Notes. This approach has been around for decades, and the format provides a simple way to take "live" notes in class and condense and review them later.

4. Adding visuals boosts the power of notes.

Compared with writing alone, adding drawings to notes to represent concepts, terms, and relationships has a significant effect on memory and learning (Wammes, Meade, & Fernandes, 2016).

The growing popularity of sketchnoting in recent years suggests that teachers are well on their way to taking advantage of this research.

This video combines sketchnoting with Cornell Notes, and it's an approach I think is definitely worth considering.

To explore sketchnoting more deeply, check out this list of sketchnoting resources compiled by celebrated education sketchnote artist Sylvia Duckworth.

5. Revision, collaboration, and pausing boosts the power of notes.

When students are given the opportunity to revise, add to, or rewrite their notes, they tend to retain more information. And when that revision happens during deliberate pauses in a lecture or other learning experience, students remember the information better and take better notes than if the revision happens after the learning experience is over. Finally, if students collaborate on this revision with partners, they record even more complete notes and score higher on post-tests (Luo, Kiewra, & Samuelson, 2016).

With this in mind, it would be a good idea to plan breaks in lectures, videos, or independent reading periods to allow students to look over, add to, and revise their notes, ideally with a partner or small group. This partner work could happen after students have had time to revise their notes alone, or students might be given access to classmates for the duration of the pause.

6. Scaffolding increases retention.

Teachers can build scaffolds into their instruction to ensure that students take better notes. One very effective type of scaffold is guided notes (also called skeleton or skeletal notes). With guided notes, the instructor provides some type of outline of the material to be covered, but with space left for students to complete key information. This strategy has been shown to substantially increase student achievement across all grade levels (elementary through college) and with students who present with various disabilities (Haydon, Mancil, Kroeger, McLeskey, & Lin, 2011).

As instructors experiment with guided notes, certain features show a lot of promise. One that I found incredibly interesting was a style developed by engineering professor Susan Reynolds to accompany her lectures: The notes combine typed information, handwritten content, and graphics, but still leave room for student notes and working out example problems.

Diagrams are pre-drawn, but some key numbers are left out for students to fill in during the lecture. These notes consolidate all the technical material for a lecture into a single document, and the information is organized to align with the lecture. The more I study these notes, the more I see how useful they are, and how well they balance the efficiency offered by guided notes with the need for students to actively participate in the encoding process.

Guided notes created by engineering professor Susan Reynolds. These have not been completed yet.

The same pages of guided notes completed by the instructor during the lecture.

Reynolds' students have had strong positive reactions to this style of notes and consistently attribute the notes as a key factor in their engagement and learning in the course (Reynolds & Tackie, 2016).

While teachers should experiment with different styles, the take-away here is that if you want students to get the most out of a learning experience, provide them with some form of partially completed notes.

In the meantime, you can add another layer of scaffolding by simply adding more verbal cues to your learning experiences (Kiewra, 2002). Research shows that simply saying things like, "This is an important point," or "Be sure to add this to your notes," instructors can ensure that students include key ideas in their notes. Providing written cues on the board or a slideshow can also help students structure their notes and decide what information to include.

7. Providing instructor notes improves learning.

In an article I wrote a few years ago, I denounced instructor-prepared notes as an ineffective method for teaching, primarily because encoding this information required no effort from students and therefore made the learning too passive.

Although I stand by the assertion that we should avoid simply supplying students with notes, I need to refine the message: Research has shown that when we give students complete, well-written, instructor-prepared notes to review after they take their own notes, they learn significantly more than with their own notes alone (Kiewra, 1985).

If we combine this strategy with student revision, collaboration, and pausing to improve note-taking and learning-in other words, having students pause during an intake session to collaboratively revise their notes, then let them review instructor notes at the end-we can give our students an incredibly powerful learning experience.

One concern is that providing notes might make students more passive about taking their own notes during the learning experience. Here are some suggestions for addressing that:

Assigning a small grade for student notes would likely compel most students to do them, but this could distort the validity of a grade, as we discussed in another post.

It would probably be more effective to simply build note-taking into the class activities. For example, if students are encouraged to take notes, and then they are given a pause every few minutes to compare and revise notes, it would be pretty awkward for them to turn to a partner and have nothing to contribute.

Sharing the research with students that those taking notes then revising them with instructor notes has greater impact than instructor notes alone might push students to take more notes.

Allowing students to choose a note-taking format that works best for them would also boost student motivation for taking the notes.

8. Handwritten notes may be more powerful than digital notes, but digital note-taking can be fine-tuned.

Studies have shown that students who take notes by hand learn more than those who take notes on a laptop (Mueller & Oppenheimer, 2014; Carter, Greenberg, & Walker, 2017).

This research confirms what a number of educators suspect about the negative effects of digital devices in the classroom, and some have taken it to mean they should definitely ban laptops from their lectures (Dynarski, 2017). Others argue that prohibiting laptop use robs students of the opportunity to develop metacognitive awareness of their own levels of distraction and make the appropriate adjustments (Holland, 2017).

Because technology is always changing, and because as a species, we are still adjusting to these new formats, I would hesitate to ban laptops from the classroom. Here's why:

Research on this topic is still pretty young: Some researchers have found no significant difference in performance between paper-based and digital note-takers (Artz, Johnson, Robson, & Taengnoi, 2017). My guess is that more research will pile up and get more refined, so we should take a measured approach for the time being.

Other researchers are looking at ways to reduce some of the problems associated with digital note-taking, like distraction: One study found that while doing online research, students who used matrix-style notes and were given time limits were much less likely to become distracted by other online material than students without those conditions (Wu, & Xie, 2018).

I believe we serve our students better by helping them find a note-taking system that works best for them. With that in mind, I would be more likely to have students experiment with hand-written and digital notes, share the research with them, and give them opportunities to reflect on and measure their results.

See What Other Teachers are Doing

To learn more about what other teachers have found to be most effective note-taking methods, I put the call out on Twitter, asking teachers to share what works for them. You can browse that conversation here.

References

Artz, B., Johnson, M., Robson, D., & Taengnoi, S. (2017). Note-taking in the digital age: Evidence from classroom random control trials. http://doi.org/10.2139/ssrn.3036455

Boyle, J. R. (2013). Strategic note-taking for inclusive middle school science classrooms. Remedial and Special Education, 34(2), 78-90. https://doi.org/10.1177%2F0741932511410862

Carter, S. P., Greenberg, K., & Walker, M. S. (2017). The impact of computer usage on academic performance: Evidence from a randomized trial at the United States Military Academy. Economics of Education Review, 56, 118-132. https://doi.org/10.1016/j.econedurev.2016.12.005

Chang, W., & Ku, Y. (2014). The effects of note-taking skills instruction on elementary students' reading. The Journal of Educational Research, 108(4), 278-291. https://doi.org/10.1080/00220671.2014.886175

Dynarski, S. (2017). For Note Taking, Low-Tech is Often Best. Retrieved from https://www.gse.harvard.edu/news/uk/17/08/note-taking-low-tech-often-best

Haydon, T., Mancil, G.R., Kroeger, S.D., McLeskey, J., & Lin, W.J. (2011). A review of the effectiveness of guided notes for students who struggle learning academic content. Preventing School Failure: Alternative Education for Children and Youth, 55(4), 226-231. http://doi.org/10.1080/1045988X.2010.548415

Holland, B. (2017). Note taking editorials - groundhog day all over again. Retrieved from http://brholland.com/note-taking-editorials-groundhog-day-all-over-again/

Kiewra, K.A. (1985). Providing the instructor's notes: an effective addition to student notetaking. Educational Psychologist, 20(1), 33-39. https://doi.org/10.1207/s15326985ep2001_5

Kiewra, K.A. (2002). How classroom teachers can help students learn and teach them how to learn. Theory into Practice, 41(2), 71-80. https://doi.org/10.1207/s15430421tip4102_3

Luo, L., Kiewra, K.A. & Samuelson, L. (2016). Revising lecture notes: how revision, pauses, and partners affect note taking and achievement. Instructional Science, 44(1). 45-67. https://doi.org/10.1007/s11251-016-9370-4

Mueller, P.A., & Oppenheimer, D.M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168. https://doi.org/10.1177/0956797614524581

Nye, P.A., Crooks, T.J., Powley, M., & Tripp, G. (1984). Student note-taking related to university examination performance. Higher Education, 13(1), 85-97. https://doi.org/10.1007/BF00136532

Rahmani, M., & Sadeghi, K. (2011). Effects of note-taking training on reading comprehension and recall. The Reading Matrix, 11(2). Retrieved from https://pdfs.semanticscholar.org/85a8/f016516e61de663ac9413d9bec58fa07bccd.pdf

Reynolds, S.M., & Tackie, R.N. (2016). A novel approach to skeleton-note instruction in large engineering courses: Unified and concise handouts that are fun and colorful. American Society for Engineering Education Annual Conference & Exposition, New Orleans, LA, June 26-29, 2016. Retrieved from https://www.asee.org/public/conferences/64/papers/15115/view

Robin, A., Foxx, R. M., Martello, J., & Archable, C. (1977). Teaching note-taking skills to underachieving college students. The Journal of Educational Research, 71(2), 81-85. https://doi.org/10.1080/00220671.1977.10885042

Wammes, J.D., Meade, M.E., & Fernandes, M.A. (2016). The drawing effect: Evidence for reliable and robust memory benefits in free recall. The Quarterly Journal of Experimental Psychology, 69(9). http://doi.org/10.1080/17470218.2015.1094494

Wu, J. Y., & Xie, C. (2018). Using time pressure and note-taking to prevent digital distraction behavior and enhance online search performance: Perspectives from the load theory of attention and cognitive control. Computers in Human Behavior, 88, 244-254. https://doi.org/10.1016/j.chb.2018.07.008

Come back for more.
Join my mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
A summary of 8 best practices in note-taking, straight from the research.

# data[].attributes.body
Virtual 3D tours comeback to presentation

# data[].attributes.attachment_link.title
ThingLink: Create unique experiences with interactive images, videos & 360° media

# data[].attributes.attachment_link.description
Easily create interactive and immersive visual experiences for online communication and learning. Start a free trial!

# data[].attributes.body
An app to use to help students who struggle with social skills and regulation- picture studies
https://apps.apple.com/us/app/social-stories-creator-and-library/id588180598?ign-mpt=uo%3D8

# data[].attributes.body
Pre-made flashcards over 500 look back at to study from a trust service Chegg study

# data[].attributes.attachment_link.description
Learn faster with Chegg. Search millions of Flashcards or create your own online Flashcards for Free. Quiz yourself online or through our mobile app.

# data[].attributes.body
App that converts notes into quizzes

# data[].attributes.attachment_link.readable_text
Knowt uses AI to seamlessly create flashcards and practice problems from your notes, lecture videos, and slides.

Get started for free

Create on Knowt, or import from Quizlet in seconds.

Study with learn mode, spaced repetition, matching, and more for free.

Study with our free learn mode

Multiple choice, writing, and T/F questions instantly made from your flashcards.

The test feature and spaced repetition are absolutely unreal. Will definitely be bringing this helpful tool to college with me.

Caragh, College freshman

Lecture videos you can interact with

Import your lecture video and ask AI to make notes and flashcards, or just chat with it to learn more.

Flashcards

Flashcards instantly from your lecture videos.

Flashcards instantly from your lecture videos.

Notes

Summarize video findings in a single note.

Summarize video findings in a single note.

Chat with AI

Ask Kai follow-up questions on video content.

Ask Kai follow-up questions on video content.

Practice Test

Quiz yourself on video material.

Quiz yourself on video material.

Ace your exams with crafted study guides and flashcards

Jump into an exam by clicking on the exams tab and explore resources.

Knowt helped me cram for my AP Euro and AP Bio exam, I wouldn't have passed without their study guides!

Simran Sahota, 10th grade

900,000+ students rely on Knowt to help them study
Get started for free

# data[].attributes.attachment_link.title
Knowt: AI Powered Flashcards & Study Guides | Knowt

# data[].attributes.attachment_link.description
Knowt has free study tools to help you ace your classes. Start learning today with AI-powered flashcards, study guides and practice tests. ✓

# data[].attributes.body
Easy to access and study

# data[].attributes.body
A digital planner that you can download to your phone and computer. Students can ADHD, dygraphia, and other LDs- prevents/attempts to stop students forgetting or loosing their paper copy

# data[].attributes.attachment_link.readable_text
We noticed you're on a mobile device. If you're already a Schooltraq user, try Schooltraq for Mobile Web to access your account on-the-go.

Our users love the Schooltraq dashboard - many choose to leave it open on a separate screen or window even when they're not studying. The dashboard gives you a heads-up view of your academics, from what you have left to do to what you've done.

Sort your assignments alphabetically, by due date, by course, or filter them by search. Showing your completed assignments (like crossing things off a todo list) is a powerful motivator. Like things on a grid? We have weekly and monthly calendar views too.

This is a exact replica screenshot of
what your dashboard might look like ↓

We've tried our hardest to make a product that we hope you will genuinely enjoy.
Our users relate stories of academic success and comfort through Schooltraq,
and we find joy in creating something that can add to the lives of others.

If we haven't convinced you, let us know and we'll try some more.
We know Schooltraq can't be for everyone, but we hope it will be for you.
Sign up - Your account is free!
It takes only a few minutes to sign up.

Schooltraq © 2011-2022 Brandon Wang. All rights reserved. Cloud Refresh icon designed by Adam Whitcroft from The Noun Project.

# data[].attributes.attachment_link.description
We noticed you're on a mobile device. If you're already a Schooltraq user, try Schooltraq for Mobile Web to access your account on-the-go. Our users love the Schooltraq dashboard - many choose to leave it open on a separate screen or window even when they're not studying.

# data[].attributes.body
A blog that posts about how to create an inclusive classroom: environment, materials, tools, blog post such as "Examples of modified assignments for students with Special Needs"

# data[].attributes.attachment_link.readable_text
You've heard me say this many times. Inclusion isn't a program. It's the process of including students of all ability levels in our education system to the fullest extent possible. There are dozens of articles and books that cite the research on inclusion, describe the process and practice of inclusion, provide tips for writing inclusive IEPs, and name strategies for facilitating inclusion in the classroom.

I've written many times on the types of materials that are widely used in an inclusive classroom such as visual timers, highlighters, color-coded folders, and more. However, one area that I haven't said much about is the text-based educational materials that we use in our daily instruction. After a year of viewing online coursework and hundreds of presentation slides, it's time to talk about providing accessible and inclusive text-based education materials for students with and without disabilities.

The Need for Accessible and Inclusive Education Materials

Educators know that one of the best ways to convey information is to create interest. We routinely use bright colors, fun fonts, and cute graphics to entice interaction. However, we sometimes use text that is too large, too small, too much, too close together, and not close enough. Don't get me wrong - I LOVE and ADMIRE the creativity of my colleagues. I could spend hours making a slide or worksheet in Canva. For many of our students though, our efforts are misaligned.

Text-based education materials such as documents and presentations can be visually, as well as cognitively, overwhelming. For this reason, The National Center on Accessible Educational Materials states on its website, "Accessible versions of educational materials may mean the difference between learning barriers and learning opportunities." Furthermore, a framework known as Universal Design for Learning, encourages instruction that optimizes learning based on what humans need to learn. It highlights the need to clarify language, symbols, as well as think about the display of information for different learners.

We need to create educational materials that can be creative and appealing yet accessed by all. Accessible materials improve participation, motivation, independence, interest, and success. Plus, it's the law.

The American Disabilities Act which prohibits discrimination against people with disabilities has several guidelines for creating accessible material online and in print. The National Center on Accessible Educational Materials also recommends ways to design documents. Here are some strategies in which those guidelines can be applied in the inclusive classroom:

Use a font that is clean and simple. Some of the most accessible fonts are ; others include Calibri, Century Gothic, Helvetica, Tahoma and Verdana . Remember to use a limited number of different fonts on the page.

Unless otherwise requested by the person you are speaking about, use inclusive, People-First Language. For example, when describing a person with a disability, use phrases like, "the man who uses a wheelchair" or "the girl who has low vision".

Make sure there is sufficient " white space" which is a design concept that helps readers visually organize text.

Creating accessible and inclusive educational materials is not something we should be doing as a "favor" to our students. It's something we take into account for all our students, with or without disabilities, before instruction begins. So, use this list to guide you the next time you are creating a slide deck, worksheet, or meeting notes. I use it too!

As always, please feel free to share your work or let me know any other tips or suggestions you have for creating accessible and inclusive education material!

# data[].attributes.attachment_link.description
You've heard me say this many times. Inclusion isn't a program. It's the process of including students of all ability levels in our education system to the fullest extent possible. There are dozens of articles and books that cite the research on inclusion, describe the process and practice of inclusion, provide tips for writing inclusive IEPs, and name strategies for facilitating inclusion in the classroom.

# data[].attributes.body
Resource to get pre-made graphic organizers, articles on Special education and more

# data[].attributes.attachment_link.readable_text
From thousands of worksheets and lesson plans to new FutureFit skills and projects, our content adapts to your individual needs as an educator.

IMPROVE STUDENT OUTCOMES

Choose from 20,000+ worksheets, lesson plans, projects and much more

Find your resources

FIND THE PERFECT RESOURCE

Content that's curated just for you by educators and specialists based on your personal profile

Start a new search

CREATE AN ACCOUNT

Create your free account and receive a free e-book as our gift to you.

CHOOSE A PLAN

Get unlimited access to our 20,000+ resources and FutureFit projects with any paid membership plan. There's an option for every budget!

WIN AT TEACHING

Efficiently deliver high-quality instruction and enhance standard curriculum using TeacherVision's trusted materials.

Get Started Get Started

Meet Tara, a TeacherVision Teacher

"I'm Tara, I create resources and write blog posts for TeacherVision. I love using the TeacherVision resources in my own classroom, especially the choice boards and holiday activities. When I don't have a lot of time for planning or a last-minute change to my schedule has me scrambling for an activity, TeacherVision always saves the day. I just search for what I need, and I'm always able to find something fun and easy to implement."

TARA DUSKO
3rd Grade Teacher

Meet Sara, a TeacherVision Teacher

"I'm Sara, and I teach high school math and science in Nova Scotia, Canada. Some of my favorite resources to use in the classroom and create for TeacherVision are graphic organizers and math games. I love the seasonal content on TeacherVision, the practical implementation tips from teachers and how the resources are ready to print and use."

SARA MCCARTHY
High School Teacher

Meet Jessica, a TeacherVision Teacher

"I'm Jessica Peresta, elementary music mentor, blogger, and podcaster. One of my favorite types of resources is blog posts. I love how TeacherVision has everything we need all in the one place and provides a variety of resources. The subscription definitely saves teachers time, because you seriously can find everything you need in one place."

JESSICA PERESTA
Music Educator

​​​​

Find the right resources, right now

Your prep time just got a whole lot shorter.

An ever-growing library of more than 20,000 worksheets, lesson plans, and activities

Organizational tools and resources to help you manage your classroom and engage your students

Find your resources

Create an effective learning environment

The right tools to help you focus on building an inclusive, dynamic classroom community rather than policing behavior-although we can help you with that, too!

Teacher-tested classroom/behavior management tools and advice

Special education resources

Creative bulletin board ideas, icebreakers, and social-emotional skill-builders

Learn more about TeacherVision

Get access to new FutureFit resources-all on a personalized platform

FutureFit Skills & Projects bring social-emotional learning and 21st-century skills into the subjects you're already teaching.
Learn more about FutureFit

MyTeacherVision is is your new one-stop classroom shop-a place where you can quickly find the materials you need, stay organized, and discover new content that's been curated just for you based on your individual profile.
(Included with paid membership)
Learn more about MyTeacherVision

Join TeacherVision today

Spend more time teaching and less time searching.
Get full, ad-free access to all our learning resources-curated and vetted by teachers
and curriculum specialists-for one-low price.

Sign Up Get Started

Go Premium

Get unlimited, ad-free access to all of TeacherVision's printables and resources for as low as $2.49 per month. We have a plan for every budget.
Select a plan
All plans include a free trial and enjoy the same features. Cancel anytime.
Learn more about Premium

# data[].attributes.attachment_link.title
Teaching Resources & Strategies for K-12

# data[].attributes.attachment_link.description
From thousands of worksheets and lesson plans to new FutureFit skills and projects, our content adapts to your individual needs as an educator. Choose from 20,000+ worksheets, lesson plans, projects and much more Find your resources Content that's curated just for you by educators and specialists based on your personal profile Start a new search Create your free account and receive a free e-book as our gift to you.