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What does IDEA stand for? What is their mission?

The Individuals with Disabilities Education Act (IDEA) is legislation that provides eligible children with disabilities across the nation access to a free appropriate public education and guarantees the provision of special education and related services for these children. IDEA guarantees the fulfillment of the following:

A public education that is both suitable and provided at no cost, and prepares special education students for further education, self-sufficiency, and employment

Ensuring the protection of the rights of students with disabilities and their parents

To aid States, localities, educational service agencies, and Federal agencies in facilitating the education of every child with disabilities

To support states in establishing a comprehensive, coordinated, multidisciplinary, interagency system for the early intervention services of infants and toddlers with disabilities and their families

To guarantee that educators and parents are equipped with the essential resources to enhance educational outcomes for children with disabilities. This involves backing system improvement initiatives, coordinating research and personnel training, providing integrated technical assistance, dissemination, and support, as well as fostering technology development and media services

To evaluate and guarantee the efficacy of initiatives aimed at educating children with disabilities

Why should all educators be familiar with this site/information?

IDEA defines the legal rights of students with disabilities and the responsibilities of educational institutions to ensure these rights are enforced. Educators must be familiar with these regulations to guarantee adherence to the law when delivering suitable educational services and accommodations. IDEA highlights the importance of educators and parents working together in crafting and executing Individualized Education Programs (IEPs). Understanding the mission of IDEA and the information provided in the student's IEP helps the Educator and Paraprofessional be an advocate for the rights and educational needs of the student.

What information did you find most useful? Why?
The information I found most useful on the IDEA website was from the Educators and Service Providers link, listed under Resources. "The Positive Behavior Intervention and Support (PBIS) Center brings together resources for school personnel interested in reducing negative targeted behaviors and teaching positive social behaviors." The information from this link can provide Educators and Paraprofessionals with "ways to create positive, predictable, equitable, and safe learning environments where everyone thrives." Educators need to create and instruct well-defined positive behavior expectations and provide explicit instruction on clear and consistent classroom procedures. Having consistent classroom procedures greatly helps special education students feel more comfortable and included in the classroom setting.

How will you use the IDEA website in the future?

I will continue to use the IDEA website in the future for the multitude of resources on learning and behavioral outcomes and positive behavior interventions. The wealth of knowledge provided by this site will help me immensely in my position as a Paraprofessional.

Reference:

U.S. Department of Education. (n.d.). Home Page. IDEA - Individuals with Disabilities Education Act. Retrieved January 27, 2024, from https://sites.ed.gov/idea/

U.S. Department of Education. (2022). 43rd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (IDEA). Retrieved from https://sites.ed.gov/idea/files/43rd-arc-for-idea.pdf

PBIS.org. (n.d.). What is PBIS? Positive Behavioral Interventions and Supports. Retrieved January 27, 2024, from https://www.pbis.org/pbis/what-is-pbis

Strickland-Cohen, M. K., Newson, A., Meyer, K., Putnam, R., Kern, L., Meyer, B. C., & Flammini, A. (2022, September). Strategies for De-escalating Student Behavior in the Classroom. Retrieved from https://assets-global.website-files.com/5d3725188825e071f1670246/632ccb7a3756f3529d3a7391_Strategies%20for%20De-escalating%20Student%20Behavior%20in%20the%20Classroom.pdf

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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Reference:

Causton, J. & MacLeod, K. (2021). The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms. Paul H. Brookes Publishing Co.

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1. What invisible supports do you already use or what invisible supports would you like to start using? Name at least 3 supports.

One invisible support I currently use is enlisting a peer. By encouraging students to help each other, I empower my students to take ownership of their learning process and build confidence in their abilities. Peer support allows my students to learn from each other's experiences and perspectives, enhancing their understanding of the material.  Peer support promotes a sense of belonging and community within the classroom, as my students learn to rely on and trust their classmates.  Also, enlisting a peer for support enables me to focus on facilitating learning rather than providing constant individual assistance.

A second invisible support I use is to float.  I am in a kindergarten class, so floating around the classroom for the support of all is a little easier for me in this setting.  Floating allows me to provide assistance to students discreetly while promoting independence.  Using this invisible support enables my students to feel more empowered to work independently, seek help when necessary, and engage with the material at their own pace.  It also enables me to address individual needs more efficiently and effectively, ensuring that each student receives personalized support tailored to their learning style and abilities.

A third invisible support I would like to start utilizing is the transition wordlessly support.  This support utilizes a timer to signal students when it is time to transition.  This silent support can minimize disruption in the classroom environment, allowing students to maintain focus and concentration on their work.  It also provides subtle assistance to students, ensuring they receive support without drawing unnecessary attention to themselves.  This silent support strategy also fosters independence by encouraging students to continue working while knowing help is available if needed.

2. Why is it important to respectfully develop student independence?

Respectful development of student independence is vital for nurturing their growth and preparing them for future achievements.  By empowering students to lead their learning and decision-making processes, educators cultivate a sense of confidence and self-assurance in their abilities.  This approach nurtures self-reliance and resilience, empowering students to face challenges confidently.  Additionally, encouraging independence instills a sense of responsibility and ownership, prompting students to be accountable for their actions and choices.  Ultimately, respectful encouragement of student independence equips them with crucial life skills and enhances their overall well-being and success in various aspects of life.

How does this help them in future endeavors?

Developing student independence lays the groundwork for their future success by empowering them to navigate life's challenges with confidence and resilience.  As students progress through their educational journey, they are entrusted with increasing levels of responsibility, fostering essential skills like decision-making and problem-solving. This gradual transition prepares them for adulthood, where they will face diverse situations requiring independence.  By fostering a sense of independence, students learn to advocate for themselves, manage their time effectively, and pursue their goals with determination.  Ultimately, developing student independence not only equips them with practical skills but also cultivates a mindset of empowerment and self-assurance, setting the foundation building blocks for a successful future.

Reference:

Causton, J. & MacLeod, K. (2021). The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms. Paul H. Brookes Publishing Co.

Mrs. Moe's Modifications. “Student Independence - Mrs. Moe's Modifications.” Mrs. Moe's Modifications, www.mrsmoesmodifications.com/student-independence/.

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Mantra: Stay Positive and Keep Moving Forward

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Want to help your students make strong connections with the material? Ensure you're using all six levels of cognitive thinking. This means asking lower-order thinking questions as well as higher-order thinking questions. Learn more about each here, and find plenty of examples for each.

What are lower-order and higher-order thinking questions?

Source: University of Michigan

Bloom's Taxonomy is a way of classifying cognitive thinking skills. The six main categories-remember, understand, apply, analyze, evaluate, create-are broken into lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS). LOTS includes remember, understand, and apply. HOTS covers analyze, evaluate, and create.

While both LOTS and HOTS have value, higher-order thinking questions urge students to develop deeper connections with information. They also encourage kids to think critically and develop problem-solving skills. That's why teachers like to emphasize them in the classroom.

New to higher-order thinking? Learn all about it here. Then use these lower- and higher-order thinking questions to inspire your students to examine subject material on a variety of levels.

Remember (LOTS)

Who are the main characters?

When did the event take place?

What is the setting of the story?

Where would you find _________?

How do you __________?

What is __________?

How do you define _________?

How do you spell ________?

What are the characteristics of _______?

List the _________ in proper order.

Name all the ____________.

Describe the __________.

Who was involved in the event or situation?

How many _________ are there?

What happened first? Next? Last?

Understand (LOTS)

Apply (LOTS)

How do you solve ___________?

What method can you use to __________?

What methods or approaches won't work?

Provide examples of _____________.

How can you demonstrate your ability to __________.

How would you use ___________?

Use what you know to __________.

How many ways are there to solve this problem?

What can you learn from ___________?

How can you use ________ in daily life?

Provide facts to prove that __________.

Organize the information to show __________.

How would this person/character react if ________?

Predict what would happen if __________.

How would you find out _________?

Analyze (HOTS)

What facts does the author offer to support their opinion?

What are some problems with the author's point of view?

Compare and contrast two main characters or points of view.

Discuss the pros and cons of _________.

How would you classify or sort ___________?

What are the advantages and disadvantages of _______?

How is _______ connected to __________?

What caused __________?

What are the effects of ___________?

How would you prioritize these facts or tasks?

How do you explain _______?

Using the information in a chart/graph, what conclusions can you draw?

What does the data show or fail to show?

What was a character's motivation for a specific action?

What is the theme of _________?

Why do you think _______?

What is the purpose of _________?

What was the turning point?

Evaluate (HOTS)

What makes a point of view valid?

Did the character/person make a good decision? Why or why not?

Which _______ is the best, and why?

What are the biases or assumptions in an argument?

What is the value of _________?

Is _________ morally or ethically acceptable?

Does __________ apply to all people equally?

How can you disprove __________?

Does __________ meet the specified criteria?

What could be improved about _________?

Do you agree with ___________?

Does the conclusion include all pertinent data?

Does ________ really mean ___________?

Create (HOTS)

How can you persuade someone to __________?

Make a plan to complete a task or project.

How would you improve __________?

What changes would you make to ___________ and why?

How would you teach someone to _________?

What would happen if _________?

What alternative can you suggest for _________?

What solutions do you recommend?

How would you do things differently?

What are the next steps?

What factors would need to change in order for __________?

Invent a _________ to __________.

What is your theory about __________?

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50+ Higher-Order Thinking Questions To Challenge Your Students

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Use these higher-order thinking questions to challenge students to analyze and evaluate information and use it to create something new.