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Get educated on The Classroom, Synonym.com’s go to source for expert writing advice, citation tips, SAT and college prep, adult education guides and much more.

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1. Teaching strategies

2. Adaptations modifications students special needs

We found 33 items

These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class. Appropriately modify your instruction to address diverse needs with our articles on bilingual special education, Autism, and ADD/ADHD. You'll also find great resources for implementing IEPs and creating an inclusive classroom.

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Adaptations & Modifications for Students with Special Needs

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ADVERTISEMENT | REMOVE ADS Teaching strategies Adaptations modifications students special needs We found 33 items These resources detail easy modifications to incorporate in your curriculum for students with special needs. Adjustments in classroom environment, curriculum planning, and assessment, will help you accommodate and challenge each member of your class.

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Adaptations - School Supply Catalog has numerous ideas and resources to help meet your learners needs.

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classroom supplies and school furniture from school specialty

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School Supplies, Classroom Supplies and School Furniture from School Specialty

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School Supplies, Classroom Supplies and School Furniture from School Specialty

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Dan Habib (pronounced "Habeeb") is the creator of the award-winning documentary films Including Samuel, Who Cares About Kelsey?, Mr. Connolly Has ALS, and many other short films on disability-related topics. Habib is a filmmaker at the University of New Hampshire's Institute on Disability. His newest documentary, Intelligent Lives, examines our society's narrow perceptions of intelligence.

Including Samuel was broadcast nationally on public television stations in the fall of 2009, and Who Cares About Kelsey? aired on public television in the fall of 2013. Both films were nominated for Emmy awards. Including Samuel has been translated into 17 languages and is used as a teaching tool worldwide.

Before joining UNH in April of 2008, Habib was the photography editor of the Concord Monitor (NH). In 2006 and 2008, he was named the national Photography Editor of the Year and has been a judge of the Pulitzer Prizes and the Best of Photojournalism. He is a six-time New Hampshire photographer of the year and his freelance work has appeared in Time, Newsweek, and the New York Times. In 2012, Habib received the Champion of Human and Civil Rights Award from the National Education Association, and in 2013 he received the Justice for All Grassroots Award from the American Association of People with Disabilities. In November 2013, Habib delivered a TEDx talk titled " Disabling Segregation " on the benefits of inclusion to students without disabilities.

In 2014, Habib was appointed by President Barack Obama to the President's Committee for People with Intellectual Disabilities-a committee that promotes policies and initiatives that support independence and lifelong inclusion of people with intellectual disabilities.

Habib and his wife, Betsy, live in Concord, New Hampshire with their sons Isaiah, 21, and Samuel, 19.

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Dan Habib (pronounced "Habeeb") is the creator of the award-winning documentary films Including Samuel , Who Cares About Kelsey? , Mr. Connolly Has ALS , and many other short films on disability-related topics. Habib is a filmmaker at the University of New Hampshire's Institute on Disability.

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Paraquad | Making Independence Accessible

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Paraquad works with people of all ages - from children who might have a disability to senior citizens needing special care. We assist individuals with a wide variety of disabilities, including physical, cognitive, visual, auditory, mental, and emotional.

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Paraquad | Making Independence Accessible

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Paraquad works with people of all ages - from children who might have a disability to senior citizens needing special care. We assist individuals with a wide variety of disabilities, including physical, cognitive, visual, auditory, mental, and emotional.

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Welcome to Missouri Assistive Technology

At Missouri Assistive Technology, we offer a variety of programs for individuals with disabilities or for individuals experiencing age related changes. Each program plays a role in finding the right match for the individual. Our demonstration centers are great locations to see, try and learn about devices. Agencies and individuals might consider borrowing a device through our ETC program as an option to try out a device. Our TAP, Show Me Loans, KAT and ATR programs are potential sources for acquiring devices. Give us a call, drop us an email and let us know how we can help you become aware of AT for all types of disabilities.

MoAT Service Snapshot

In State FY 2022, Missouri Assistive Technology provided 6,729 assistive devices and delivered support services to 19,443 Missourians with disabilities, family members, and professionals.

Individuals with Traumatic Brain Injury (TBI) utilized TBI toolkits

Savings and Benefits to Missourians through leveraging of federal funds

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The mission of Missouri Assistive Technology is to increase access to assistive technology for Missourians with all types of disabilities, of all ages.

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Worth Watching...

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Basics of AAC (Augmentative and Alternative Communication)

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Teaching a child with CP how to get into a wheelchair

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On working with a student with cerebral palsy... 2018 NY Teacher of the Year, Christopher Albrecht

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Fact Checked

Being included-in the classroom, in the family, in recreation, in social events-is important for anyone, but for children, it plays a significant role in healthy emotional, physical, and social development. For children living with a disability, like cerebral palsy, being included is more complicated than for other children. Teacher tips for inclusive classrooms are so important for making kids feel more welcome.

A child with cerebral palsy not only has every right to inclusion in school like other children, they actively need inclusion.[1] While it is great for other children to actively include those who seem different, the responsibility comes down to the adults, particularly the teachers.

Teachers need to ensure all children get a full educational experience and have every opportunity to participate, learn, and grow.

Although teachers understand this responsibility, they don't always have the knowledge or experience, especially working with particular disabilities like cerebral palsy. Every teacher can use advice and tips to help them build and create more inclusive learning experiences:

Get to know the needs of every student. Every student is a unique individual with different abilities, and teachers know this, but it is still easy to make assumptions and generalizations about students with disabilities. Cerebral palsy causes a wide and varied range of issues, and each child truly has their own limitations and abilities. When teachers are better aware of the needs of each student, inclusion is easier and more natural.

Assign seating. When children are allowed to choose their own seating positions, the classroom can become segregated. A child with a disability and low self-esteem may choose a seat in the back corner every time, next to a similarly quiet student. Pair up disabled students with more outgoing children and encourage more engagement.

Instead of asking for volunteers, call on students randomly. Asking for volunteers to participate in solving problems or discussions can lead to exclusion with only the most vocal and assertive students stepping up. Make sure all children are called upon and push each student to participate in everything.

Provide group discussion time. Teachers may find that calling on students randomly is difficult at first, and that those who don't like to speak up lack confidence. By giving students time to discuss a problem or question quietly with their desk mates, they get a chance to gather their thoughts and prepare to be called upon. Alternatively, a quiet, reflective minute for all students before answering questions can also be helpful.

Use personal response devices. Another way to get all students involved in answering questions and participating is to use response devices. These are handheld systems or apps on tablets, which students can use to input an answer that will then appear on a projection screen. The teacher can then see that everyone has input an answer.

Expose students to diversity. Many classroom lessons showcase professionals in subject areas, like scientists, athletes, or musicians. Choose a variety of people in professional fields of all races, genders, and even abilities. Representation is very powerful. When a disabled child sees an independent, successful disabled adult, it sends an encouraging message.

Vary teaching strategies. This is important for all students, not just those with disabilities who tend to be excluded more often. All children learn in different ways, so various instructional strategies, like lecturing, reading, videos, interactive apps, small group work, projects, and discussions, help include everyone.

Make classrooms physically accessible. For some students with cerebral palsy, the only disability could be a lack of mobility. Simply having enough space to get around easily can increase inclusion. Make sure there is plenty of space between desks and other obstacles so that a child with a wheelchair, walker, or other devices can move as freely as any other student.

Provide inclusive playgrounds. The most inclusive playgrounds were designed that way, and often teachers can only work with what they have. They can make existing playgrounds more inclusive, though, by providing guided activities that involve all students and in which all can participate, regardless of ability level.

Be proactive-and active-about bullying. Bullying is a greater risk for disabled children than others, and it can lead to long-term harm. In the short term, it can cause a student to become even more excluded and withdrawn. Teachers must address bullying through education, awareness, and acting when there are any signs that it is happening.

Combat discriminatory language immediately. Do not tolerate any discriminatory language against anyone by gender, sexual orientation, race or religion, or disability. Sending a clear message that this kind of negative language is not tolerated in a classroom makes it safer for all students. It also educates students who may not realize how damaging their language can be.

Provide choice in sports and recreation. Students with physical disabilities, like cerebral palsy, are routinely left out of physical activities. Even those with limitations can participate, although they may need modifications or assistive devices. The choice is important in sport. If the only offerings are baseball or football, it may be impossible for everyone to participate. Provide more options for recreation, and more students can be included.

Communicate with parents. Sometimes parents can provide insights that teachers can't get from observing students in the classroom or that students are too shy to share. Parents can tell teachers, for instance, if a child has been struggling to read the board from her seat in the room or if she feels intimidated by a particular student.

Practice collaborative teaching. Collaboration between teachers is so important in providing the best opportunities for all students, but it is not always encouraged. Whenever possible, general and special education teachers should collaborate on creating ways to make every classroom more inclusive for every student.

Inclusion in the classroom-and in school in general-is essential for every student at every age. Not being included can lead to low self-esteem, lack of confidence, lack of social engagement, and academic, emotional, and physical development deficits.

Exclusion is often not intentional, but to ensure that students who are too often left out get all the opportunities of other students, teachers have to be active participators in inclusion.

Lifelong Financial Assistance for Your Child's Birth Injury Cerebral Palsy

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References

A guide to disability rights laws. (2020, February). U.S. Department of Justice Civil Rights Division Disability Rights Section
Retrieved from: https://www.ada.gov/cguide.htm

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Teacher Tips for Inclusive Classrooms | Cerebral Palsy Guidance

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Inclusion is so important for all students, but especially for those with cerebral palsy who are more likely to be excluded.

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Instructional Strategies for Students with Physical Disabilities

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Instructional Strategies for Students with Physical Disabilities

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Use mnemonics such as SLANT (Sit up, lean forward, ask questions, nod your head, track the teacher).

Consider environmental issues: seating placement in classroom, workspace free from distractions, proximity seating, student remove all non-related materials from space.

Use textured mats under worksheets and manipulatives to stabilize work area.

Provide a paper stabilizer (clipboard, non-slip writing surface).

Use colored highlighters to direct attention to key information.

Use digital timer to help pace student while working.

Use a line or a place-marker.

Provide adapted paper (bold line, raised line, enlarged spacing).

Use colored sticky notes to draw attention or clarify important information.

Use large pencils and/or pencil grips/weighted pencils.

Use adaptive equipment for posture: booster seats, arm rests, etc.

Use computers with touch screen capabilities.

Demonstrate all concepts with manipulatives.

Provide copies of work that is presented on the board or textbook to cut down on. "copying" for students.

Vary group size for instruction.

Provide large-print handouts of text.

Provide a bookstand for books and assignment pages.

Provide specifically lined/oriented paper.

Make available computer speech-enhanced text and lessons.

Use drawings and real-life examples such as lunch counts and class lists.

* For students with cognitive or physical disabilities, educators must involve instructional strategies that are accessible throughout the daily schedule. The classroom environment and educational staff must consider changes and accommodations to increase student participation and enhance learning. When teachers and students adapt effective instructional strategies, individual and groups of students gain the tools necessary to become successful learners. Below are suggested strategies to support students with cognitive and physical disabilities, and are applicable to use within all classroom settings and with all children.

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training and technical assistance centers

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Instructional Strategies for Students with Physical Disabilities

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The mission of Virginia's Training and Technical Assistance Centers (T/TAC) is to improve educational opportunities and contribute to the success of children and youth with disabilities (birth - 22 years). The Centers provide quality training and technical assistance in response to local, regional, and state needs.

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Consider Joining for Seven Days

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Discover over 400 assistive technology (hardware) products that are on the market today. Use the search engine to filter your search and find products to meet your unique needs.

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School Specialty offers essential educational supplies, complete learning environments, and curriculum solutions to help you transform more than classrooms.

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AbleNet Hook+ iOS Switch Control Auto Configuration for 2 Switches

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Voss: The Difference Between IEPs and 504 Plans

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Voss: The Difference Between IEPs and 504 Plans

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Here is something to add to your Resource Notebook!

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Both Individualized Education Programs (IEPs) and 504 plans can offer formal help for K-12 students who are struggling in school. They're similar in some ways but very different in others. This chart compares them side by side to help you understand the differences.

A blueprint or plan for a child's special education experience at school.

A blueprint or plan for how the school will provide support and remove barriers for a student with a disability.

To get an IEP, there are two requirements: A child has one or more of the 13 disabilities listed in IDEA. The law lists specific challenges, like learning disabilities, ADHD, autism, and others. And the disability must affect the child's educational performance and/or ability to learn and benefit from the general education curriculum. The child must need specialized instruction to make progress in school.

To get a 504 plan, there are two requirements: A child has any disability. Section 504 covers a wide range of different struggles in school. And the disability must interfere with the child's ability to learn in a general education classroom. Section 504 has a broader definition of a disability than IDEA. (It says a disability must substantially limit one or more basic life activities. This can include learning, reading, communicating, and thinking.) That's why a child who doesn't qualify for an IEP might still be able to get a 504 plan.

There are strict legal requirements about who participates. With a few exceptions, the entire IEP team must be present for IEP meetings. The team must include:

The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include:

* The child's parent or caregiver

* General and special education teachers

* The school principal

* The child's parent or caregiver

* At least one of the child's general education teachers

* At least one special education teacher

* A school psychologist or other specialist who can interpret evaluation results

* A district representative with authority over special education services

The IEP sets learning goals and describes the services the school will provide. It's a written document. Here are some of the most important things the IEP must include:

There is no standard 504 plan. Unlike an IEP, a 504 plan doesn't have to be a written document. A 504 plan generally includes the following:

* Specific accommodations, supports, or services for the child

* Names of who will provide each service

* Name of the person responsible for ensuring the plan is implemented

* The child's present levels of academic and functional performance - how the child is currently doing in school

* Annual education goals for the child and how the school will track progress

* The services the child will get - this may include special education, related, supplementary, and extended school year services

* The timing of services - when they start, how often they occur, and how long they last

* Any accommodations - changes to the child's learning environment

* Any modifications - changes to what the child is expected to learn or know

* How the child will participate in standardized tests

* How the child will be included in general education classes and school activities

When the school wants to change a child's services or placement, it has to tell families in writing before the change. This is called prior written notice. Notice is also required for any IEP meetings and evaluations. Families also have "stay put" rights to keep services in place while there's a disagreement about the IEP.

The school must notify families about an evaluation or a "significant change" in placement. Notice doesn't have to be in writing, but most schools do so anyway.

How to resolve disputes

IDEA gives families several ways to resolve disputes (usually in this order):

Section 504 gives families several options for resolving disagreements with the school:

* Mediation

* Alternative dispute resolution

* Impartial hearing

* Complaint to the Office for Civil Rights (OCR)

* Lawsuit

* Mediation

* Due process complaint

* Resolution session

* Civil lawsuit

* State complaint

* Lawsuit

And if you need help navigating special education law in your state, consider reaching out to your local Parent Training and Information Center. The people there can answer questions and give practical advice on issues specific to your area.

Do you want to learn more about how IEPs and 504 plans compare? Watch as an expert explains the differences between them.

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

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IEP vs. 504 Plan: What's the Difference?

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Individualized Education Programs (IEPs) and 504 plans are similar but different. See how they compare in what they provide and the processes and laws involved.

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Accommodations change how a student learns the material. A modification changes what a student is taught or expected to learn. Here are examples to help explain the differences between them

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Voss finding: CELL Classroom Adaptations

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Voss finding: CELL Classroom Adaptations

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Site provides teachers and parents with the necessary steps to consider when using an adaptation with a young child.

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Practice Guides with Adaptations

These guides can be used by early childhood educators, child care providers, early interventionists, and other early childhood practitioners for promoting infants, toddlers, and preschoolers literacy learning using interest-based and highly engaging activities.

All Things Considered Poster

This poster provides teachers and parents with the necessary steps to consider when using an adaptation with a child.

Getting Kids Involved:
Creating Opportunities for Learning video*

This video introduces and illustrates many ways that adaptations can be used to promote the active participation of infants, toddlers, and preschoolers in everyday literacy activities. You will see examples of adaptations in home and classroom environments, activities, materials, and/or instructions.

Evidence-Based Practices for Promoting Literacy Development of Infants, Toddlers, and Preschoolers: Adaptations for Children with Disabilities.

Based on the CELL Early Literacy Learning Model, a trainer or technical assistance provider can utilize this PowerPoint to introduce and illustrate a continuum of adaptations. Opportunities for the practitioner to practice, evaluate, and reflect on the implementation of adaptations are provided.

* Requires Javascript to be enabled and the Flash Player. Download Flash™ You may want to uncheck the Google Tool bar option.
** Requires the Microsoft PowerPoint Viewer®. Download PowerPoint Viewer.
*** Requires the latest version of the Adobe Reader®. Download Adobe Reader® You may want to uncheck the Google Tool bar option.

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Classroom Adaptations | Center for Early literacy Learning | CELL

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These guides can be used by early childhood educators, child care providers, early interventionists, and other early childhood practitioners for promoting infants, toddlers, and preschoolers literacy learning using interest-based and highly engaging activities. This poster provides teachers and parents with the necessary steps to consider when using an adaptation with a child.

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https://www.youtube.com/watch?v=UuzciL8qCYM