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Support for Students With Disabilities as They Head to College

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Support for Students With Disabilities as They Head to College

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A smooth transition from high school to college requires these students to understand the law and build critical self-advocacy skills.

SeventyFour Images / Alamy

Due to reasonable accommodations, opportunities for students identified with disabilities to experience success in postsecondary settings have increased. The growth in enrollment and the recognition that students with learning disabilities experience difficulties have also led to an increase in the types of support services offered at institutions of higher learning.

Despite these positive trends, students with disabilities still face challenges when transitioning from the secondary to the postsecondary environment, as evidenced by graduation rates that continue to lag behind those of nondisabled students.

Two things are key to the postsecondary success of students with disabilities: an understanding of the law and an understanding of how to self-advocate in the face of the law. Both are skills that students can begin to develop in high school-and that their teachers can help them with.

Understanding the Law

After students graduate from high school, their legal protections change. In high school, the Individuals with Disabilities Education Act ( IDEA) applies-that's aimed at supporting student success through the assignment of supports and services, and it's legally incumbent upon the school district to identify needs and provide services.

After students turn 18, Section 504 of the Rehabilitation Act of 1973, which focuses on providing equal access to educational programs, becomes the legal guide for support and services. Under Section 504, a college or university is not responsible for identifying students with disabilities and ensuring effective support services. Rather, the students become responsible to self-disclose their disability, provide evidence of need in the form of evaluations, obtain accommodations, and self-monitor their effectiveness.

Furthermore, when a student turns 18, the Family Education Rights and Privacy Act ( FERPA) adds another element of responsibility. As a federal law, FERPA protects the privacy of student education records. At the postsecondary level, unless given permission by the student, a student's parents cannot call the professors to check on progress (a form of advocacy) the way they could throughout the child's education through 12th grade.

For adult students with disabilities, it's crucial to understand what changes legally when they turn 18, particularly with respect to their newfound responsibility to seek support services from university offices for students with disabilities, communicating their unique learning needs to professors, and self-evaluating the efficacy of their academic accommodations.

The Importance of Self-Advocacy

In postsecondary educational settings, as noted above, students must self-disclose and seek out supportive services; then it's incumbent upon them to communicate to each of their professors their need for accommodations in the classroom. Again, that's often a radical shift from the secondary school experience they're accustomed to, where school districts are responsible for identifying students with disabilities and then provide and monitor services to ensure student success.

Although advocating for themselves might be a skill that students learn while in secondary school, that shift often means they need to ramp it up in a postsecondary environment.

Research suggests that self-advocacy skills among students with disabilities are linked to better school retention rates and more successful adult outcomes. Key to self-advocacy is the student's understanding the specific characteristics of their disability, knowing how their disability affects the way they learn, accepting their need for support services, and having the ability to communicate this information to their professors. For example, a student identified with dyslexia needs to understand and communicate how their disability affects their reading fluency and comprehension, as well as how they would benefit from extended time on exams or taking the exam in a reduced-distraction environment at a campus testing center.

Additionally, in postsecondary settings, students are responsible for evaluating the effectiveness of the services provided, communicating with their counselor/adviser or professor about weaknesses in the services, and developing a new plan for success in the face of solutions that don't work well.

How to Prepare Students to Self-Advocate

Secondary school teachers can be critical in helping students to learn about their disability and how to effectively communicate their academic needs. They should encourage their students to attend and participate in their individualized education plan (IEP) process, which will afford the student the opportunity to learn about their disability and need for supports.

Furthermore, once a student with a disability turns 14 years old, their IEP team must write a plan that will help prepare the student for a successful transition to life after high school. When students are full participants in this planning process, they can take charge of preparing for their future. One effective practice during this preparation period is having students learn to write emails to disclose their disability and explain accommodations they need; ideally they should master that skill while they're still in high school.

It's helpful, even as early as high school, to have students craft emails that they can later send to their professors prior to the start of every college semester. In the email, they can introduce themselves on a personal level, explain how their disability affects the way they learn, what accommodations are provided by the university, and, most important, how the accommodations help the student overcome challenges. This often makes it easier for them to form a productive, supportive connection with their professor. Students can even write an email that they can use repeatedly throughout their postsecondary career.

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Support for Students With Disabilities as They Head to College

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A smooth transition from high school to college requires these students to understand the law and build critical self-advocacy skills. SeventyFour Images / Alamy Due to reasonable accommodations, opportunities for students identified with disabilities to experience success in postsecondary settings have increased.

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Difficulty learning nonsense words may indicate a child's high risk of dyslexia

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Difficulty learning nonsense words may indicate a child's high risk of dyslexia

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Researchers at Aalto University and the Niilo Mäki Institute have used neuroimaging to pinpoint where the brain activates -- or doesn't activate -- among children identified as having a high risk of dyslexia. Magnetoencephalography (MEG) has rarely been used to study the reading disorder in children.

The brain study was carried out at Aalto University by measuring brain activity with MEG, which measures the weak magnetic fields arising from electrical activity in the brain, over a period of two days. Earlier studies have shown that difficulties in processing sounds may be partly responsible for dyslexia, and that these challenges may relate to the left auditory cortex which processes language.

During the study, the children listened to nonsensical four-syllable words from a loudspeaker and were asked to repeat them. The researchers then asked the children if they had heard the word before.

'The words were nonsense words that really don't mean anything. We wanted to see how the kids learned to create memories of new words. We noticed that children at a high risk of dyslexia also have deficiencies in learning new words based on hearing them. Their memories of new words were not very precise, and they weren't capable of differentiating the made-up words from each other. This is an indication of a broader difficulty in processing words in the brain, which makes learning to read more difficult as well', says Dr Anni Nora, a postdoctoral researcher who developed the MEG measurement test together with Professor Riitta Salmelin and Assistant Professor Hanna Renvall at Aalto University.

Neural activation in the right cerebral hemisphere of the children at a high risk of dyslexia was comparable to that of children in the control group. Problems in processing the sound content of speech, and in learning new words was focused in activity of the left-hemisphere auditory cortex -- the area of the brain that specialises in processing language and speech, and where word memory support is located.

'Considerably less brain activation was found in the left cerebral hemisphere among children at risk of dyslexia. Particularly in children, the processing of language and speech can also be seen in the right hemisphere, but over time the emphasis moves to the left side -- each side focuses on more specific tasks as kids grow older. It would be interesting to know if problems with reading and writing are caused by how the cerebral hemispheres specialise,' Nora adds.

Study participants were in their first and second years of school and had been identified, with the help of a teacher, as high risk. The research team performed neuropsychological examinations, tested reading and writing skills and cognitive abilities, and measured brain functions. The children were also asked about their motivation, including their beliefs about their own reading skills.
Support from tips and feedback
Anomalous brain activity at age 7 or 8 did not completely predict later development of reading; other factors seem to be involved, including a child's belief in their own ability to learn. The Niilo Mäki Institute studied this further, using tools and tests including a game called GraphoLearn (in Finnish Ekapeli), which is used to teach reading skills to Finnish children.

'Children were asked to read out both words and meaningless pseudowords that they could not guess. The study also included a part that tested how GraphoLearn affected difficulties in reading and writing. Generally, playing this learning game did not have a significant effect. But children who were confident about their reading skills got additional benefit from playing the game, and they made better progress in their reading skills than those in the control group. It might be a good idea to develop tools for special education teachers to help them support children's self-efficacy', says postdoctoral researcher Miia Ronimus of the Niilo Mäki Institute.

GraphoLearn is a mobile learning game developed at the University of Jyväskylä and the Niilo Mäki Institute. The players connect letters to the sounds of speech and the game adapts to the child's skill level. Children with the weakest reading and writing skills were selected for the six-week GraphoLearn period. Supervision of the exercise was left to the teachers and parents. Based on the study, features such as tips and verbal feedback were added to the game.

'The learning game now offers tips on how to improve performance. If a child reacts very quickly, for example, the game might instruct the child to take it easy and slow down,' Ronimus says.

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learning disorders; educational psychology; dyslexia; literacy; language acquisition; child development; intelligence; numeracy

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Difficulty learning nonsense words may indicate a child's high risk of dyslexia: Studies show disorder is linked to the left cerebral hemisphere, and that confidence can help kids overcome difficulties

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A combined brain-scanning and behavior study has explored dyslexia in 7 & 8-year-old children learning how to read. Dyslexic youngsters were shown to have different activation in the left hemisphere compared to the control group - the area of the brain that specializes in processing language and speech.

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Have you heard about this research study where students with intellectual disabilities and autism benefited from literacy instruction in general education settings?

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Have you heard about this research study where students with intellectual disabilities and autism benefited from literacy instruction in general education settings?

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How to Find a Handicap-Accessible Apartment - Rent Blog

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If you are looking for a handicap-accessible apartment, these tips will help you narrow your search and find a property that meets your needs.

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Special Needs Trusts: What Parents and Caregivers Need to Know

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Special Needs Trusts: What Parents and Caregivers Need to Know

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A special needs trust (sometimes called a supplemental needs trust) is designed to allow individuals with special needs to access additional funds without risking the loss of their government benefits.

Many people with special needs face numerous expenses due to their disability or impairment. At the same time, these individuals also often rely on government benefits such as Medicaid benefits or Supplemental Security Income (SSI) benefits.

What Is a Trust?

Before getting into the details of special needs trust, it's important to understand a few basics about trusts in general.

A trust is created through a trust instrument , or trust document , which identifies all the parties and defines their roles. Below is a brief description of each, and their role in the creation and execution of a special needs trust.

The Settlor or Grantor

The person who sets up the trust is called the settlor or the grantor . In many cases, the grantor is a parent, grandparent, or sibling of the person with special needs. They may wish for their loved one to receive assets from them without waiting through the probate process. When any of these parties creates the trust, it is called a third-party special needs trust, or third-party SNT.

For example, after the death of the beneficiary (the person whom the trust is to benefit), the funds remaining in a first-party special needs trust must be used to pay the state back for any benefits the beneficiary received.

This is not the case in third-party special needs trusts. When the primary beneficiary dies, the trust fund assets will transfer to any remainder beneficiaries (others named to benefit from the trust).

The Trustee

As the list above illustrates, a special needs trust confers many duties and obligations upon the trustee. For example, they must invest trust assets appropriately, handle all requests from the beneficiary, keep track of all disbursements, and file a trust tax return, among other things.

Some grantors choose to have a professional trustee manage the trust, while others name a friend or family member as a trustee. Trustees who have questions about their responsibilities should reach out to an estate planning attorney for assistance.

The Beneficiary

The beneficiary is the person for whom a trust is established. Typically, a disabled beneficiary qualifies for Medicaid or Social Security Administration benefits.

However, these programs impose an asset limit as well as an income limit for each recipient to remain eligible for benefits. Thus, if someone receives a large sum of money, they may lose their benefit eligibility.

How a Special Needs Trust Works

Typically, a special needs trust is required when family members want to set aside additional money for a loved one with special needs, but do not want to jeopardize their loved one's SSI or Medicaid eligibility.

In some cases, an individual with special needs will come into a significant amount of money and may set up the trust themselves. For example, someone may receive an inheritance, settle a personal injury case, or receive the proceeds from a life insurance policy.

When a grantor sets up a trust, they name a trustee, who oversees the distribution of trust assets. The trustee should have both a knowledge of the governing laws and also a good relationship with the beneficiary.

When the beneficiary wants to make a qualified purchase, they request that the trustee use trust assets. The trustee then considers the request and determines if it is an eligible expense. If so, the trustee uses trust assets to pay for the item or service.

Trustees should generally not distribute cash directly to the trustee, as this may count as "income" for the purposes of reporting to government programs.

What Can a Special Needs Trust Pay For?

The trustee is responsible for making all distributions to the beneficiary. This is an important role.

If a trustee makes an unqualified distribution, the amount paid out of the trust may be considered as "income" of the beneficiary, which impacts their benefits standing. Thus, trustees must understand what expenses they can - and more importantly, cannot - approve.

That being the case, a trustee should not make distributions for these expenses. It is also generally a bad idea for a trustee to provide cash or cash equivalents directly to the beneficiary.

However, there are plenty of everyday expenses that trust funds can pay for. These include:

At first glance, it may seem like some expenses listed above would fall into the "food or shelter" category, such as the purchase of a home or paying for long-term care. However, under certain circumstances, each of the above expenses can qualify as an allowable expense.

Of course, there likely will be many questions about whether a specific expense can be paid out of the trust. An attorney can not only answer a trustee's questions about allowable expenses but also can assist with other benefit-related issues.

Attorneys who handle special needs trusts also typically handle other types of trusts, as well. They can assist clients with a broad range of estate planning and elder law matters.

How to Set up A Special Needs Trust

Determine the appropriate type of trust

The first step to setting up a special needs trust is to determine the right type of trust. There are a few types of special needs trusts.

Select a trustee

Once the correct type of trust is determined, the next step is to think about who will serve as trustee.

The trustee plays a crucial role in the functioning of a special needs trust. This should be someone who has the time and knowledge necessary to effectively administer the trust.

Create the trust document

After deciding who will serve as trustee and naming an advocate, the next step is to meet with a special needs planning or elder law attorney to create the trust document.

It is important for individuals or families creating a special needs trust to work with a knowledgeable attorney. These are complex legal documents that should be custom-tailored to a family's unique needs.

While undoubtedly DIY options exist out there, these generally fail to consider the unique aspects of a family's needs. These may not satisfactorily address all concerns.

For example, if the trust is not set up correctly, or the trustee makes unqualified distributions out of the trust, it may affect the beneficiary's eligibility for benefits. This ultimately would defeat the purpose of creating the trust, as the beneficiary could lose their government benefits.

Ask an Estate Planning Attorney About Special Needs Trusts

If you have a loved one with special needs and the means to provide them with additional support, a special needs trust may be a good option. While the concept is relatively straightforward, the nuances that go into properly setting up a special needs trust are quite complex.

For example, opening an ABLE account may be a good idea, to give the beneficiary additional control over their own finances. Often, the best approach is to consider all an individual's needs and create a comprehensive plan to take care of everything, rather than approaching it piecemeal.

These are not decisions to make if you're underinformed. Those considering creating a special needs trust should consult an experienced special needs or elder law attorney to ensure that the trust complies with all legal requirements.

Many estate planning and elder law attorneys offer a free consultation, during which they can answer all of your preliminary questions. As a side benefit, they generally can answer other elder law or estate planning questions. They also can give you an estimate as to what the total cost would be for creating the trust.

There is no obligation to hire a lawyer after meeting with them, so families are encouraged to make an appointment to learn more about the process.

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Understanding Special Needs Trusts | JustGreatLawyers

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A special needs trust (sometimes called a supplemental needs trust) is designed to allow individuals with special needs to access additional funds without risking the loss of their government benefits. Many people with special needs face numerous expenses due to their disability or impairment.

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Explore free, bilingual resources on traumatic experiences that caring adults can use to help children cope and boost their emotional well-being.

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How to prepare kids to successfully complete reading homework

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How to prepare kids to successfully complete reading homework

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How to prepare kids to successfully complete reading homework

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Center for Change in Transition Services

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Center for Change in Transition Services

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Launched in spring, 2020, this project focuses on partnerships between Special Education and Career Technical Education (CTE) classrooms to increase inclusionary practices in general education.

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Center for Change in Transition Services - Seattle University

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Launched in spring, 2020, this project focuses on partnerships between Special Education and Career Technical Education (CTE) classrooms to increase inclusionary practices in general education.

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Association on Higher Education and Disability

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Association on Higher Education and Disability

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Apartment Living Tips - Apartment Tips from ApartmentGuide.com

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There's a misconception that handicap accessibility for apartments is related to ADA compliance. It's an easy mistake to make; the ADA applies to public buildings, common areas in apartment buildings, and most units in newer apartment complexes. If you're looking at older buildings, the ADA doesn't necessarily apply ( Learn more here).

That doesn't mean you're out of luck. Many apartment homes provide basic accessibility features and have one or two handicap-accessible units in their building. But what do those apartments look like? Here's what you can expect to see in a disability apartment, and how it will help you (or the person you're helping) in daily life.

Entryways and Hallways

Entryways and hallways will be wider to accommodate a wheelchair, both because of its width, and to allow someone in a wheelchair to turn around comfortable.

Flooring

Flooring in these units is typically vinyl or a thin flat carpet, which is less of an obstacle to get over in a wheelchair.

Sinks

In a fully- accessible unit, there will be a space for a wheelchair under the sink and the plumbing will have been arranged to accommodate this.

Cabinets

Cabinets in units which are fully handicap - accessible will be lower than those in a regular unit. There are also likely to be fewer cabinets at floor level to make room for rolling the wheelchair right up to the counter tops.

Counter tops

Counter tops will also be lower, to make the work space accessible from a wheelchair. Usually, they will be 30 inches off the ground, rather than 36. As mentioned above, floor-level cabinets will often be removed from under the sink and counter tops to make space for the wheelchair.

Appliances

Handicap-accessible appliances, such as the stove, will have all the knobs on the front instead of along the back panel, making them easier and safer to reach.

Bathrooms

Bathrooms will have grab bars and roll-in showers (along with reinforced walls to support the grab bars). Some are equipped with a bench, but mobile ones can be easily purchased if there isn't one. Toilets are higher and will also have grab bars.

The sink should have a faucet that's operated with a single lever, rather than multiple knobs.

Light Switches

Light switches are lower to be accessible from a wheelchair. Power outlets will also be adjusted at different levels, sometimes higher, sometimes lower.

Doorways and Access

The door to the apartment should be wide enough to fit a wheelchair, with a ramp leading up to it if it's elevated. The threshold should be flush with the floor, to keep getting through the door from being a bumpy experience.

Parking

Handicap -designated parking spaces are set aside and marked for use by residents with handicaps or wheelchairs. In most cases, they will be adjacent to the unit, or very near, with a clear flat pathway from the door to the parking space. Some may allow unloading from a van: inquire with the management if you need this type of parking.

Personal alarm system

This is usually something you bring but could be set up already in the apartment for you. This allows easy contact with emergency services in case you've fallen or had a similar emergency.

Common Areas

Common areas of newer apartment complexes with handicap accessible units are designed to accommodate renters in wheelchairs. Common area hallways are very wide, and light switches are lower. You can find ramp access to sidewalks, and elevators where needed to reach common areas.

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Disability Apartments FAQs

Can I be charged more for a handicap - accessible home?

These apartments should be the same cost per month as a similar non- accessible apartment. The landlord can't force unfair terms on you, such as charging more for a unit comparable to other, non-handicap accessible units, as part of the Fair Housing Act. You may also be able to get assistance through Department of Housing and Urban Development programs, so check there and you may be able to find a better deal.

No handicap - accessible apartments are available; what options do I have?

Most likely, your best option is to make the modifications yourself. If you have a doctor's note of your disability, you can fill out paperwork to make "reasonable accommodations" to the apartment. Unlike more superficial upgrades, the landlord can't deny reasonable changes, but just like those upgrades, you're most likely responsible for the costs of modifying the unit and then returning it to its original state. You may be able to convince the landlord to pay some of the costs, or not require the modifications to be undone (their building might be more attractive to tenants with at least one, dedicated handicap-accessible unit), but expect to pay all the costs yourself.

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Hunting for an apartment home while confined to a wheelchair is challenging. Make sure you ask the landlord if they have accessible units available for rent before you go to the trouble to visit. Tour the complex to ensure that it's easy for you to get around and has the features you need to be comfortable.

Being in a wheelchair doesn't have to hold you back, from having an excellent quality of life, and finding an apartment built to accommodate you can make all the difference.

Read more: The Best Ranked Cities for People with Disabilities

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Disability Apartments Looks and Features | ApartmentGuide

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There's a misconception that handicap accessibility for apartments is related to ADA compliance. It's an easy mistake to make; the ADA applies to public buildings, common areas in apartment buildings, and most units in newer apartment complexes. If you're looking at older buildings, the ADA doesn't necessarily apply ( Learn more here).

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These Calm-Down Jars Will Blow Your Students’ Minds

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These Calm-Down Jars Will Blow Your Students’ Minds

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How does it do that? This is what many people think when they first see this calm-down jar. With just one shake, the two colors mix, creating a new color. Then little by little, the colors separate, and the liquids return to their original state.

So not only is this a really awesome way for students relax, but it's also a great learning opportunity. Why don't oil and water mix? What are primary and secondary colors? These questions can be answered through this hands-on experiment. Then when you're finished, use these calm-down jars in your classroom as sensory items or for other activities. Check out the video on how they all came together.
Just a heads up, WeAreTeachers may collect a share of sales from the links on this page. We only recommend items our team loves!
What You Need

1. Create your mixtures.

Fill your jar halfway with water. Then take your water-based fool coloring and add a few drops. You really don't need much. Put the lid on the jar and shake thoroughly. Now make your oil-based mixture. Note the amount of water you used in the first step. You'll want to pour the same amount of baby oil into your measuring container. Then, using a toothpick, stir in a little bit of oil-based food coloring. Mix well, until the oil has a nice even color.

2. Combine the water with the oil mixture.

Add your oil mixture to the jar of water. You'll see the colors combining as you pour, but they'll eventually separate.

3. Shake and observe.

This is the fun part! Give your jars a shake, and you'll see the two colors mix together, creating a new color. After a few minutes, they'll separate again.

We encourage you to use this lesson to teach students about mixing colors or to talk to them about why water and oil don't mix. These jars also make great sensory items for your classroom. Or you can use them as a timer. Make them work for you!

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These DIY Calm-Down Jars Will Have Your Students Mesmerized

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How does it do that? This is what many people think when they first see this calm-down jar. With just one shake, the two colors mix, creating a new color. Then little by little, the colors separate, and the liquids return to their original state.

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3801 Kern Road,
Yakima, WA 98902

(509) 574-3200 Fax: (509) 574-3210

Monday to Friday, 8:30 a.m. - 5 p.m.
Make A Referral
Up-to-date information about Children's Village services

Due to the COVID-19 Pandemic, some services and supports at Children's Village have been paused or changed to accommodate patient and staffing volumes. Thank you for your support and understanding as we navigate through this challenging time. If you have any questions or concerns, please contact:

Cindy Carroll, Clinical Director- 509-574-3228
Laura Crooks, CEO- 509-574-3596

Information regarding changes is available on the respective services page.

Am I Eligible?

Your child with special needs may be eligible for programs and services that help him or her and your family. Learn more "

¿Soy Elegible?

Su niño con necesidades especiales puede ser elegible para programas y servicios que le ayuden a él/ella y a su familia. Aprende más "

About Children's Village
30 Different Services Onsite ...

Medical specialty clinics - Onsite clinics providing pediatric sub-specialty consultation for families living in Central Washington.

Expert Care - The professionals at Children's Village are passionate, qualified and committed to local children with special needs.

We've Got You Covered - An integrated network of services under one roof, as well as access to visiting specialists.
Learn more "

Children's Village Services.
Quality care. Close to home.

The Village provides over 30 different services to children with special health care needs and their families - and the right services are different for each family.

Do you have questions or concerns about your child's development? Complete a developmental screening to learn more about your child "

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Clinic for children with developmental disabilities in Yakima.

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3801 Kern Road, Yakima, WA 98902 (509) 574-3200 Fax: (509) 574-3210 Monday to Friday, 8:30 a.m. - 5 p.m. Make A Referral Due to the COVID-19 Pandemic, some services and supports at Children's Village have been paused or changed to accommodate patient and staffing volumes.

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Special Education Support Center | Washington Education Association

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The WEA Special Education Support Center collaborates with numerous state agencies, school districts, and advocacy organizations to assure effective support for students with disabilities.

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Washington Education for the Education of Young Children

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Washington Education for the Education of Young Children

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Email Mike and Nick for resources: insitute@hilltopcc.org

Listen to their other Napcast episodes: https://hilltopcc.com/institute/napcast/

Language can have a strong impact on children's development and learning dispositions. What we say, express, inflect, and gesture can encourage children to explore, participate, and play. But, not every word we use is as innocuous as you think. When we utter words such as "Your baby is so cute," "Good job," "Hi Sweetie Pie," and more, we send messages to children about the ways they should behave, act, think, know, and be in this world. In this episode, Napcast co-host, Nick (he/him) and Mike (he/him), a #WAEYC Board Member, discusses how the language we use or don't use can guide and support children towards a path of courage and curiosity, trust and playfulness, perseverance, confidence, responsibility, and social justice. This special live version of Napcast, a podcast produced by Hilltop Children's Center in Seattle, WA (Duwamish Territory), will feature the opportunities to interact in real-time with Nick and Mike. Come prepared with an open heart, mind, questions, and comments!

Mike Browne and Nick Terrones

Mike Browne (he/him) is the Community Engagement Manager at Hilltop Children's Center. He facilitates equity-focused professional development opportunities for early learning professionals and conducts anti-racism coaching and training for non-profit organizations. He also co-hosts "Napcast" a podcast hosted by two male early childhood educators of color. He identifies as Afro-Caribbean.

Nick Terrones (he/him) is an Educator at Hilltop Children's Center where he has worked with toddlers for the last 10+ years implementing Anti-Bias Curriculum. He's a Los Angeles raised Mexican-Native-American with a passion for equity, plants, the ukulele, and raising awareness of the need for a gender-balanced workforce in ECE.

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Email Mike and Nick for resources: insitute@hilltopcc.org Listen to their other Napcast episodes: https://hilltopcc.com/institute/napcast/ Language can have a strong impact on children's development and learning dispositions. What we say, express, inflect, and gesture can encourage children to explore, participate, and play. But, not every word we use is as innocuous as you think.

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Washington State Department of Services for the Blind

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Washington State Department of Services for the Blind

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Resources

Information and tips to help people with vision loss learn to develop the skills and abilities to live their fullest lives; resources and support for families and friends of people who are blind or have low vision; and procedures and guidelines for businesses and employers to maximize organizational diversity, equity, and inclusion and improve hiring, retention, and the bottom line.

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Home | DSB - Wa Dept of Services for the Blind

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Information and tips to help people with vision loss learn to develop the skills and abilities to live their fullest lives; resources and support for families and friends of people who are blind or have low vision; and procedures and guidelines for businesses and employers to maximize organizational diversity, equity, and inclusion and improve hiring, retention, and the bottom line.

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PAVE:  Partnerships for Action, Voices for Empowerment

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PAVE:  Partnerships for Action, Voices for Empowerment

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PAVE: Partnerships for Action, Voices for Empowerment

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Partnerships for Action | Voices for Empowerment Dyslexia Screening and Interventions: State Requirements and Resources A child who struggles to read can quickly fall behind in school. Nearly every learning area includes some reading, and children might become confused or frustrated when they don’t…

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC)'s Partner Solutions Directory is an online resource for special education products, services, and programming support! Search for a topic and quickly receive a list of partners who provide products, services, or programming supporting your work and career.
View More Partner Solutions

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Council for Exceptional Children | The premier association for special education professionals

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The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of children and youth with disabilities and/or gifts and talents.

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Division for Early Childhood of the Council for Exceptional Children

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The Division for Early Childhood (DEC) promotes policies and advances evidence-based practices that support families and enhance the optimal development of young children (0-8) who have or are at risk for developmental delays and disabilities.

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Center for Parent Information and Resources

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Center for Parent Information and Resources

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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.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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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.

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National Association for the Education of Young Children

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National Association for the Education of Young Children

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We use cookies to analyse how visitors use our website and to help us provide the best possible experience for users.

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3 Reasons to Consider a Co-teaching Model

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3 Reasons to Consider a Co-teaching Model

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3 Reasons to Consider a Co-teaching Model

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I realize that shifting to a co-teaching model requires changes in the master schedule and how facilities are used, which can seem like big hurdles, but I'd argue that the benefits for teachers and students are well worth experimenting with this model. [clickToTweet tweet="Shaking up education isn't going to be easy.

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Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

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Response to Intervention | RTI | RTI Resources | Intervention Central

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

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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ibestt- Integrating Behavior Support and Team Technology

See how ibestt helps teachers and schools implement a team-based student support process. Using a web-based system, a team of coaches and teachers move through the steps of the behavior planning process-from student assessment, to intervention, and then progress monitoring. The ibestt application facilitates team collaboration, and creates a central place to track and view intervention data.

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See how ibestt helps teachers and schools implement a team-based student support process. Using a web-based system, a team of coaches and teachers move through the steps of the behavior planning process-from student assessment, to intervention, and then progress monitoring. The ibestt application facilitates team collaboration, and creates a central place to track and view intervention data.

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Lost and Found: What Works (and What Doesn’t) for Behaviorally Challenged Students

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Lost and Found: What Works (and What Doesn’t) for Behaviorally Challenged Students

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Lost and Found: What Works (and What Doesn't) for Behaviorally Challenged Students - PresenceLearning

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Trying to modify behavior in the typical reactive mode has not proven effective. Students who need help the most benefit least from discipline as usual. It's time to transform our thinking and our practices so at-risk students can achieve. The Collaborative and Proactive Solutions (CPS) model does just that.

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

With each time-out, detention, suspension, expulsion, paddling, restraint, seclusion, and arrest at school, there are children who aren't getting the help they need and are being pushed away from caregivers who could instead be helping them.

The cost to all of us is profound. Overwhelmed, discouraged educators. Frustrated, desperate parents. Expensive placements. Disenfranchised, marginalized, alienated kids. A pipeline to prison.

It doesn't have to be this way.

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We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

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2021 Virutal Deaf Fiesta/Fiesta virutal para sordos 2021

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2021 Virutal Deaf Fiesta/Fiesta virutal para sordos 2021

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2021 Deaf Fiesta sm Fillable Engish  Spanish FINAL.PDF

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La Vacuna Contra el COVID: Sesión de Preguntas -

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La Vacuna Contra el COVID: Sesión de Preguntas -

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CYSHCN COVID Vaccine Info 2021-03-22_English US_Final

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Información sobre la vacuna contra la COVID-19

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Información sobre la vacuna contra la COVID-19

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CYSHCN COVID Vaccine Info 2021-03-22_Spanish US_Final

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DO-IT | Disabilities, Opportunities, Internetworking, and Technology