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-These are the UDL Guidelines that should be implemented throughout every lesson plan
-These are useful because they created an overall inclusive classroom allowing every child an equal opportunity to be successful within the any classroom.

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- This article studies how UDL guidelines impact the brain. The brain is a fundamental key factor to learning and this graphic diagram included divides each section regarding each section that make up the UDLs.
- This is an essential piece since it allows educators to know how these guidelines impact their students in the classroom when completed throughout their lessons.

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-This website begins off with explaining what is MTSS. It also provides with various resources to support our students.
-This is helpful to our student because it provides them with knowing what MTSS, what it stands for, why it is important, and in addition it provides the student, parent or teacher with tools and resources.

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MTSS Stands for Multi-Tiered Systems of Support and represents an umbrella of academic, behavioral, and cultural intervention supporting a school. MTSS is as a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems.

Beneath the MTSS umbrella, the following programs fall:

Universal Design for Learning: A set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

Response to Intervention (RtI): Using screening, progress monitoring, and a three-tiered system of support to increase intervention intensity dictated by learning needs.

proactive approach to establishing the behavioral supports and social culture and needed for all students in a school to achieve social, emotional and academic success.

MTSS: Multi-Tiered Systems of Support

Intervention programming should be provided by a leaning pyramid service delivery method. All students benefit from Tier I (green) with increasing behavioral or academic supports

as needed.

All systems for MTSS (RtI and PBIS) utilize the scientific method to determine whether interventions are having positive impact on student progress.

Quality intervention should be used at each level of service, with tiers underscoring the frequency of service for each student.

VIDEO EXAMPLE

HOW MTSS WORKS IN THE SCHOOLS

MTSS PROGRESS MONITORING

REVIEW DATA TO DETERMINE IF IT WORKS

Assess the fidelity and usefulness of MTSS implementation in your district with any of the above free progress monitoring tools.

TRAINING MATERIALS TO INSERVICE STAFF ABOUT RtI

Fill out the checklist and graph and done with RtI

Use the above checkpoints to assess:

How does this help learners to meet the goal?

How does this account for the variability of all learners?

How do do learners know if they are progressing?

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MTSS Stands for Multi-Tiered Systems of Support and represents an umbrella of academic, behavioral, and cultural intervention supporting a school. MTSS is as a whole-school, data-driven, prevention-based framework for improving learning outcomes for EVERY student through a layered continuum of evidence-based practices and systems. Beneath the MTSS umbrella, the following programs fall: Universal Design for Learning: A set of principles for curriculum development that give all individuals equal opportunities to learn.

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-This website speaks about different kinds of assistive technologies: high, mild, or low.
-This is useful because students, teachers, and parents can refer to this page and check what assistive tools are available to fulfill the needs of the child. Some examples are:
High-- speech to text, AAC Device

Mild--- screen magnifier, audio book
Low--- post-it’s, highlighter, squishy ball or sensory input (fidgets)

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As I mentioned yesterday, assistive technology is anything/anyone that helps a student make progress. There are three types of assistive technology. Low Tech Assistive Technology is the most common form of assistive technology. Most of these are present in most classrooms and we are unaware that we even provide these accommodations.

Low Tech Examples:

Graphic Organizer

Visual Schedules

Adapted Pencil (weighted, fat, skinny, triangular, golf etc.)

Adaptive Paper (graph, special spacing or texture, HWT etc.)

Pencil Grip

adapted eraser

Slant board

post-it's

highlighter

squishy ball or sensory input (fidgets)

tactile ruler

velcro

page protector or colored transparency

binder clip (for grip for turning pages)

jumbo anything (text, materials, paper, etc)

manipulatives

The second type of assistive technology is mid tech assistive technology. This is the least common form of technology. As technology continues to grow, we are seeing less and less of the mid tech's being implemented in the classroom. Here are a few examples of common mid tech resources.

electrical device

screen magnifier

audio book

adapted cd player/music player

voice amplification

scooter

gait trainer

wheel chair

braille translation software

switch adapted games or toys

adapted switches

adapted seating (bouncy ball, chairs with seat belts, wiggly butt cushions)

adapted keyboard

calculator

electronic speller or dictionary

word prediction software

computer

electronic tablet (iPad, iPod, Kindle, Samsung tablet etc.)

electric wheelchair

portable word processor

text to speech

speech to text

AAC Device

smart board

alerting device

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Low Tech, Mid Tech and High Tech Assisstive Technology " Autism Adventures

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As I mentioned yesterday, assistive technology is anything/anyone that helps a student make progress. There are three types of assistive technology. Low Tech Assistive Technology is the most common form of assistive technology. Most of these are present in most classrooms and we are unaware that we even provide these accommodations.

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-This website distinguishes what is the difference between accommodation and modification for students.
-This is important to know because although it may seem that they are the same they are quiet different. Some students may need for an assignment or assessment to be modified while others may need just a accommodation along side the assignment.

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The Difference Between Accommodations and Modifications

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Accommodations and modifications may be part of a child’s IEP or 504 plan. Learn how they’re different and how each can help students learn.

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-This website assists with tool during distance learning.
-This is useful because at home, during these times students do not have all the tools and resources they would have if they were be going to school. Therefore, this website supplies the parent at home and the student with virtual support and ideas.

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Curating ideas that will enable us to plan, design and put in place learning options for students with disabilities that will be beneficial and that can be implemented within a short time and with the restraints we are dealing with. E xplore the following areas to access guidance and resources to get you started.

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Curating ideas that will enable us to plan, design and put in place learning options for students with disabilities that will be beneficial and that can be implemented within a short time and with the restraints we are dealing with. E xplore the following areas to access guidance and resources to get you started.

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-This website article provides important information on what an IDEA parent should be aware about
-This is beneficial and useful because students need their parents to be well aware of the laws that protect them and help them. At school students are provided with what they need since teachers have learned what works and what doesn't but, parents need additional help understanding the modifications that may be needed.

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand:

How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states;

What the law requires to determine whether your child has a learning disability;

What is new to IDEA since Congress last updated the law in 2004;

What questions you should ask and what information you should prepare in order to be a full and active advocate for your child, and

What resources are available to you.

In developing the IDEA Parent Guide, we worked with parents of students with learning disabilities from around the country. NCLD is thankful to these parents for their invaluable input. Together, we have tried to address the questions, challenges and barriers parents face as they navigate their way through the special education process. Parents have also contributed their own personal stories so that you can hear firsthand that you are not alone in this journey.

NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs.

Download Report

To access the full report, please provide your information

Tell Congress: Pass the RISE Act

We need your help! Ask your member of Congress to support students with learning and attention issues.

Support NCLD

Thanks to support from generous partners like you, we are able to create programs and resources to support the 1 in 5 individuals with learning and attention issues nationwide.

$20$50$100$250$500 Other amount

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NCLD has created the IDEA Parent Guide to help you become an informed and effective partner with school personnel in supporting your child's special learning and behavioral needs. Use this guide to understand: How the federal law, the Individuals with Disabilities Education Act (IDEA), generally works in most states; What the law requires to determine [...]

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-A List of possible accommodations a teacher can make within their classroom for a specific student(s)
-This is importantly helpful to a student becasue it gives alternatives to provide the same opportunities that another student may already have.  Some examples for Accomm. for Testing are
--Answers to be dictated
--Frequent rest breaks
--Additional time
--Oral testing
--Un-timed tests

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-This website aids with student behavior
-At times students are not finding trouble with academic needs but with their behavior. This is why this website supports the parents, teacher, and student with behavior support. Video lessons and tips are also included.

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Distance Learning for Special Education - Behavior Supports

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This short guide provides great tips for defining expectations during distance learning. It can be used to make safe, predictable, positive learning spaces for students.

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-This website goes into depth on what is an IEP. It also provides an educator or parent with possible assistive technology a child may use for certain needs.
-This useful for a student because it explains to them in thorough words what IEP stands for, what it is, and what tools are out there for them to use as assistance such as:

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Understanding the IEP

The Individuals with Disabilities Education Act (IDEA) requires public schools to make available to all eligible children with disabilities a free appropriate public education (FAPE) in the least restrictive environment appropriate to their individual needs.

The law requires that public schools develop appropriate Individualized Education Programs (IEPs) for each child. The IEP is a written plan for educating a child with a disability. The IEP describes the student's specific special education needs as well as any related services, including assistive technology.

Where to start

In order to determine if a child is eligible for special education services, an evaluation must be conducted. The school system is required to provide the evaluation at no cost to the family. The law requires that particular procedures be followed in the development of the IEP. Each student's IEP must be developed by a team of knowledgeable persons and must be reviewed at least once a year. The team usually includes the child's teacher, the parents, the child, if appropriate, a school system representative who is qualified to provide or supervise the provision of special education, and other individuals at the parents' or school's request.

As their child's strongest advocate, it is important that families insist that assistive technology devices and services be included in the written IEP. School districts are responsible for providing assistive technology devices and services if it is determined by an IEP team that the child needs them to benefit from his or her educational program. Lack of availability or cost cannot be used as an excuse for denying AT devices or services. In addition, a child is allowed to take a device home if it is needed to enable him or her to benefit from his educational program as determined by the IEP team. Training of teachers' aides and the student may also be listed in the IEP as AT services.

The term "assistive technology" may never appear on the IEP forms used by your child's school. Instead the form may use terms such as "accommodations, supports, program modifications or supplementary aids and services." No matter what form is used by the IEP team in your child's school, the law requires that the assistive technology needs of the child must be considered.

Determining assistive technology needs

The IEP team determines the assistive technology needs of the child through an assessment process. It is important to consider the child's strengths as well as their weaknesses, their likes and dislikes, and what strategies are helpful in interacting with the child. A child's AT needs will change depending on their environment - at home, at school, or out in public at a library or at the mall - so the perspectives of family members and teachers, as well as the student, should all be taken into consideration.

Questions to consider

The following questions should be taken into consideration in determining what AT devices will best suit your child:

What does your child need to do but is unable to do because of his/her disability? Make sure to consider these 5 areas of functioning: physical, communication, cognitive, social/emotional, academic.

What are your child's customary environments? (Classroom, playground, bus, gym, cafeteria)

What are your child's biggest educational challenges? (Communication, mobility, reading, writing, behavior)

What assistive technology tools are available to help your child overcome these challenges? Make sure to consider both high-tech and low-tech options.

What criteria will be used to later determine if the AT has been successful in helping your child in his/her educational program?

What are your child's preferences in areas such as color and style? A child may resist using a piece of equipment that he/she thinks is "nerdy" and sets him apart from the rest of the class. A device that is less conspicuous may be preferred by the child in order to better "fit-in."

After listing possible AT tools that the team thinks might help your child, the team needs to decide which device to try first. Sometimes a number of tools will need to be tried before an appropriate one is decided upon. The IEP team should discuss the following:

What are the specific features of the AT device that can help your child?

How long will this device or program remain a suitable AT device for your child? - 6 months, 1 year, 5 years?It is important to plan for important transitions in your child's life when considering AT options.

What tools or devices are readily available from the school, the district, or a loan library?

Who will need to be trained to ensure that your child gets the maximum benefit from the AT device? Often AT devices go unused simply because the appropriate people are not trained on how to use the device. Find out who needs to be trained - teachers, aides, family members - and identify sources of training. Often the school system has people qualified to provide AT training. Other sources include AT vendors, parent training and information centers, and state Tech Act programs.

Is the device compatible with other devices and/or programs?

Can the device serve more than one purpose?

After deciding upon an appropriate AT device to try, the IEP team needs to acquire the device for the student to experiment with. During this trial period, the team - including the parents - should collect the following data:

How often did the child use the device?

Did it help the child do something he/she could not do before? Is it efficient?

Is the child comfortable using the device?

Is it convenient for use in the child's usual environments?

How was the success of the device measured?

Sometimes a child may need to experiment with several devices before finding the right one. After trying different options the IEP team should come to a conclusion about what device is most appropriate for the child.

Document in writing that the IEP team considered assistive technology.

Document in the IEP what AT devices and services are most appropriate for the child. Keep in mind that even if your child does not require assistive technology at the moment, he or she may benefit from using it in the future. Therefore, the law requires that your child's AT needs be considered continually as long as your child has an IEP.

Obtaining a formal AT evaluation for your child

If the IEP team is unable to determine what AT devices and services are best for your child, then a formal AT evaluation may be needed. The evaluation should be performed by a qualified professional in a timely fashion. This may present a problem, as there is a shortage of qualified AT evaluators in many areas of the country. The school system may choose to use its own personnel to conduct the evaluation, but if parents disagree with the recommendations, they have the right to an independent evaluation at district expense. Be aware, however, that parents may have to assume the cost of an independent evaluation if the results do not differ from the one provided by the school system and if the system can show that the original evaluation was appropriate.

Disagreeing with the school about assistive technology

You have the right to disagree with the school's decisions concerning assistive technology. Some situations in which parents and school personnel should meet to resolve disagreements include when:

You disagree in writing with the IEP

You believe your child is not receiving appropriate assistive technology devices and/or services

You think additional devices and/or services are needed

When differences arise, try to resolve them informally first. If you can't work out a solution that is satisfactory, you can take more formal steps to reach a satisfactory resolution. The procedures for taking more formal action vary from state to state, but may include mediation, a due process hearing, or fi ling a formal complaint with the state.

You can get state-specific information from the Consortium for Appropriate Dispute Resolution in Special Education (CADRE). You can also contact a Parent Training and Information Center, a Parent Advocacy Center, a Tech Act Center, or an Alliance for Technology Access Center (in some cases, these will be the same organization).

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The law requires that public schools develop appropriate Individualized Education Programs (IEPs) for each child. The IEP is a written plan for educating a child with a disability. The IEP describes the student's specific special education needs as well as any related services, including assistive technology.