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1. Hearing Impairments

2. Visual Impairments

3. Speech/Language Impairments

4. Certification

5. Inclusive Classrooms

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There are various ways teachers can help a student with visual impairments learn in their classroom. For those with visual impairments, enlarged text, speaking when entering or leaving the room, adjusted lighting, use descriptive words, use auditory or tactile signals to replace visual signals, use verbal direction, read Powerpoints or information, use large print, audio, digital, or Braille when possible, etc. There are also programs such as join.me which allows the student to see what is on the teacher's computer. Other assistive programs include Access Adobe, American Printing House for the Blind, and L&H Kurzweil 3000. This information is useful for schools and teachers, but should be individualized based on the specific student's needs (National Science Teaching Association, n.d.).

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Students with visual impairments include those with low vision and those who are blind. Students who are blind may use Braille to read. Students with low vision tend to read print, may use optical devices, or may also read Braille like their peers who are blind. Both students who are blind and have low vision may require specialized equipment and materials. The extent of a student's visual impairment depends on the eye condition. Vision also may fluctuate or may be influenced by factors such as inappropriate lighting, light glare, or fatigue. Hence, there is no "typical" vision-impaired student. The major challenge facing students who are visually impaired in the science educational environment is the overwhelming mass of visual material to which they are continually exposed, such as textbooks, class outlines, class schedules, chalkboards, writing, models, images and other graphic materials, etc. In addition, the increase in the use of films, videos, computers, and television programs adds to the volume of visual material to which they have only limited access. To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

Geerat Vermeij is a Dutch paleontologist and one of the world's foremost authorities on mollusk evolution. He has been blind since the age of three.

Students with any type of vision impairment will have a method of accessing the learning material. It may be a laptop with zoom text, an enlarger that sits on the desk, a program such as join.me which allows them to see what is on the teacher's laptop on their laptop, enlarged text, or something else that makes the material accessible to them. If you have a student with an impairment severe enough to need this type of assistance, the case manager should be in touch with you before school starts to let you know what will be needed in the classroom. Tactile models are often very useful. You can run a thin bead of glue over all drawings so the student can also feel what they are seeing. If there is a narrow field of vision this allows the student to know that the diagram continues outside of their field of vision. You should be aware that many students with visual impairment get eye fatigue and find it much harder to read material by the end of the day. This may influence the order of the classes if that is a change that can be made. Also remember that this student will very often be unaware of visual cues that you are using and probably use routinely without being aware of it.

1. Speak to the class upon entering and leaving the room or site.

2. Call the student with a visual impairment by name if you want his/her attention.

3. Work with a student's intervention specialist for specific educational needs such as change in lighting, classroom seating, and print medium (also known as a teacher of students with visual impairments).

4. Use descriptive words such as straight, forward, left, etc. in relation to the student's body orientation. Be specific in directions and avoid the use of vague terms with unusable information, such as "over there", "here", "this", etc.

5. Describe, in detail, pertinent visual occurrences of the learning activities.

6. Describe and tactually familiarize the student to the classroom, laboratory, equipment, supplies, materials, field sites, etc.

7. Give verbal notice of room changes, special meetings, or assignments.

8. Offer to read written information for a person with a visual impairment, when appropriate.

9. Order the appropriate text books for the students in their preferred medium. Be sure to use the state NIMAS center for help in ordering textbooks.

10. Identify yourself by name, don't assume that the student who is visually impaired will recognize you by your voice even though you have met before. Be sure to identify others in the room as well.

11. If you are asked to guide a student with a visual impairment, identify yourself, offer your services and, if accepted, offer your arm to the student's hand. Tell them if they have to step up or step down, let them know if the door is to their left or right, and warn them of possible hazards.

12. Orally, let the student know if you need to move or leave or need to end a conversation.

13. If a student with a visual impairment is in class, routinely check the instructional environment to be sure it is adequate and ready for use.

14. Do not pet or touch a guide dog. Guide dogs are working animals. It can be hazardous for the visually impaired person if the dog is distracted.

15. Use an auditory or tactile signal where a visual signal is normally used.

16. It is not necessary to speak loudly to people with visual impairments.

General Strategies

The degree of impairment and the student's background and training (like the degree of proficiency in Braille) will affect the usefulness of the various strategies and suggestions. The various strategies given below are only suggestions. Work with a student's intervention specialist for specific modifications that are needed. Description will be necessary for pictures, graphics, displays, or field sites, etc.; the student's identification queries; and differentiation of items where touch will not discriminate; and in orientation and mobility aspects in unfamiliar situations.

1. Bring to the student's attention science role models with visual impairments to the student. Point out that this individual achieved by a combination of effort and by asking for help when needed.

2. A wide selection of optical devices are available that can be used by visually impaired students to assist in reading or working with objects that need to be observed.

3. A screen reader, closed-circuit television, or a similar system can be used to read a computer screens.

4. A screen magnifier may be used to enlarge print on a computer screen.

General Information Access for Persons with a Visual Impairment

1. Visual material needs to be accompanied by a verbal description. If you are demonstrating how to use a piece of equipment, be sure to describe the equipment and what you are doing to operate it. Read overheads aloud and describe the content of slides (see note below about large print). In a conference presentation setting, you will probably want to provide all descriptions yourself. If you are showing a video, describe the action. If you distribute videos as handouts, any action or an explanatory text that is crucial to understanding the presentation should be narrated.

2. If there are multiple speakers (such as a panel), have each speaker introduce himself or herself to the audience so that the speakers' voices are keyed for the audience as to their identity.

3. Handouts should be available in large print, audio, digital, and/or Braille formats. If this is not possible prior to your presentation, note the various individuals' preferred formats and then make your materials available to them within a short time after your presentation.

4. Large Print-People who have low vision may be able to see print if it is large enough. Prepare print information on white paper with sharp, black ink. Standard print is generally 10-12 point type. Large print is 16-18 point and up, generally an enlargement setting of 160-175% on a copy machine. Try darker settings on the copy machine to increase contrast without producing streaks. Many computer programs offer a variety of font types and sizes. Verdana or Arial is preferred. (On most newer versions of browsers, you can select Text Zoom from View Menu of the browser for larger view.)

Teacher Presentation

1. By verbally spelling out a new or technical word, you will be helping the student with a visual impairment, as well as other students.

2. Whiteboards can be used to enlarge pictures for students with low vision

3. All colored objects used for identification related to a lesson, experiment, or other directions should be labeled with a Braille label maker or otherwise tactually coded for most students with vision impairments.

4. Describe, in detail, visual occurrences, visual media, and directions including all pertinent aspects that involve sight.

5. Use a sighted narrator or descriptive video (preferably the latter) to describe aspects of videos or laser disks.

6. Describe, in detail, all pertinent visual occurrences or chalkboard/whiteboard writing.

7. Have lesson directions and class handouts available in Braille or in large print as needed by the student at the same time his peers are working.

8. Have tactile 3D models, raised-line drawings, or thermoforms (see this web page) available to supplement drawings or graphics in a tactile format when needed. Describe the tactile diagram to the student and teach him the features of the diagram.

9. Whenever possible, use actual objects for three dimensional representations.

10. Modify instructions for auditory/tactile presentation.

11. Use raised-line drawings for temporary tactile presentations.

12. Use a chalkboard/whiteboard, graphs, or slides as you would normally, but provide more detailed oral descriptions, possibly supplemented with tactile diagrams and written descriptions when appropriate.

13. Allow student to use a recording device, if needed, for recording classroom presentations or the text to use to study for future examinations.

14. Make all handouts and assignments available in an appropriate form: e.g., regular print, large print, Braille, or recorded, depending on the student's optimal mode of communication.

15. Use a monocular or assistive devices for long range observations of chalk board or demonstration table presentations.

Laboratory

1. Describe and tactually/spatially familiarize the student with the lab and all equipment to be used.

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Use an enlarged activity script, directions, or readings for a low-vision student (or taped script for a student who is blind) for use with tactile 3D models.

4. Make all handouts and assignments available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the students optimal mode of communication.

5. Assistance may be needed for converting certain laboratory materials from a visual to a tactile format.

6. Familiarize the student with a visual impairment on the lab equipment to be used, if needed, before the activity.

7. Allow more time for the laboratory activities, if needed.

8. Always try to keep materials, supplies, and equipment in the same places.

9. Use a videomicroscope or similar device to help the student with a visual impairment examine images from a microscope.

10. Be sure that all solid and liquid chemicals are in proper containers with braille and large print labels placed in a specific location in the room.

11. When using a Bunsen burner be sure to place the burner on a slide resistive surface or use a slide resistant mat/liner. This will prevent the burner from moving while conducting experiments.

12. Use Descriptive Video for videos or DVDs. If Descriptive Video is not available, use a sighted narrator to describe movies, videos, or slides.

13. Provide means for the acquisition and/or recording of data in an appropriate medium for the student.

14. Always use a test tube holder when heating up a tube on the Bunsen Burner.

15. Plastic lab wear is a safer option for students with visual impairments to use when possible.

16. Make equipment available that the student with a visual impairment can access in interpreting and understanding the results of laboratory exercises (e.g., audible readout voltmeters, calculators, talking thermometers, magnifiers, etc.).

17. Use a hot plate for heating instead of Bunsen burner when possible.

18. Label material, supplies, and equipment with regular print, large print, and/or Braille, as appropriate for the student with a visual impairment.

19. Pair the student with a visual impairment with a sighted student. Then have the sighted peer describe the activities and outcomes as they are observed. Caution: be sure the student with a visual impairment is working in the lab and is not just acting as a scribe.

20. A closed circuit television can be used to magnify images.

21. Use assistive technology devices to provide auditory scanning of laboratory materials, written directions, or symbols.

22. When working on circuits, be sure to allow the student with a visual impairment to use a buzzer instead of a light to complete the circuit.

23. Prior to the enrollment of a student with a visual impairment in class, obtain laboratory equipment that has the ability to produce adaptive outputs such as: a large screen, print materials, or various audio output devices.

24. In order to determine Ph, magnification devices can be used along with talking color detectors.

25. When heating water or any other solution, the use of heatproof gloves is recommended.

26. When using pipets, the use of a colored index card or paper behind the tube as background can enhance the contrast for a student with low vision.

27. Use fixed and adjustable pipets to help with measuring liquids for experimentation.

28. Be sure that all electrical cords are taped down to the floor to avoid tripping and falling or getting caught by canes.

29. Use of a dissecting microscope and closed circuit television can help model during dissections. Be sure to familiarize the student with a visual impairment regarding the use of cutting instruments. (Videos are available online to instruct teachers about dissection with students who are visually impaired.)

Group Interaction and Discussion

1. Describe and tactually/spatially familiarize the student to the classroom.

2. Allow recording of the materials being discussed if necessary.

3. Be sure that all students state their name prior to speaking to ensure that the student with a visual impairment knows who is speaking.

4. Be sure to provide a note taker or other assistive technology device so the student with a visual impairment can take notes in the appropriate medium as necessary.

Text Reading Systems

1. Paid or volunteer readers or writers can assist a student with a visual impairment with texts, materials, and library readings .

2. Offer to read, or arrange to have read, written information for a person with a visual impairment, when appropriate; but preferably have material available in proper medium for the student.

3. Arrange, ahead of time, for audio book acquisition of the text or other reading materials through the Talking Book Service, Recordings for the Blind and Dyslexic, text reading systems, or audio output devices (check out Book Share). Be sure to use your local Instructional Materials Accessibility Center.

4. Various Braille devices and assistive technology devices can be used to assists vision impaired students when reading.

Field Experiences

1. Make all handouts, safety information, and assignments available in an appropriate form (e.g., regular print, large print, tactile Braille, or cassette).

2. Consider alternate activities/exercises that can be utilized with less difficulty for the student, but has the same or similar learning objectives.

3. Have an orientation and mobility instructor accompany you on field trips. As a last resort, sighted guides can be used.

4. Do detailed description and narration of objects seen in science centers, museums, and/or field activities.

5. The use of a laser cane or mowat sensor can be useful in assisting the student in unfamiliar surroundings.

6. Make arrangements for tactile examinations, if touch is not normally permitted (say, in a museum) then contact the curator for tactile access to a museum display items or say, in a zoo for access to a plant/animal species and/or collection).

Research

1. Review and discuss with the student the steps involved in a research activity. Think about which step(s) may be difficult for the specific functional limitations of the student and jointly devise accommodations for that student.

2. Use appropriate lab and field strategies according to the nature of the research. (see above)

3. Various Braille Devices and assistive technology can be used to assist students with visual impairments when reading.

4. Suggest that the student use a recording device to record the various activities. If necessary, have a sighted peer describe the actions/reactions of the test subjects or materials.

5. Provide access to proper recording devices in the preferred medium for the student to take field notes and report out findings

6. Allow student to create tactile graphs and diagrams to report data

Testing

1. Present examinations in a form that will be unbiased to visually impaired students. Ask the student for the approach he/she finds to be most accessible.

2. Make tests available in the appropriate form for the student: e.g., regular print, large print, Braille, or tape depending on the student's optimal mode of communication.

3. Allow more time if needed.

4. Allow the student to record answers using assistive technology when needed.

5. Make use of visual magnification (magnifier or closed circuit television), assistive technology, or dark line paper answer sheets for written responses.

6. Be sure to understand the accessibility requirements and recommendations of your state before mandated tests are given.

Organizations
American Foundation for the Blind
The Association for Education and Rehabilitation of the Blind and Visually Impaired is a teacher organization that provides professional development for educators. They often have presentations on STEM related topics.

The Council for Exceptional Children - Division on Visual Impairments is a practitioner-driven organization that provides professional development for educators. They too have presentations on STEM related topics.

STEM-VI Research Laboratory at UAH

Focusing on Science, Technology, Engineering, and Math Education for Students with Visual Impairments

This Resource Guide for the Physically Blind is an annotated list of resources including organizations providing support, tips, and further information about blindness for those who are blind or visually impaired.

Assistive Software for Visual Impairment

Access Adobe
A resource designed to help people with visual disabilities work more effectively with Adobe Acrobat Software.

Access Unlimited
Various links to web sites for low vision and other disabilities.

AER Online
Association for the Education and Rehabilitation of the Visually Impaired Programs, services, and products for people who are visually impaired.

American Printing House for the Blind
APH is the largest not-for-profit company that creates educational, workplace, and lifestyle products and services for people with visual impairments.

About Braille
Information about Braille Systems used in the United States.

Blindness Resource Center
Eye diseases, the history of Braille, latest research.

Helen Keller National Center For Deaf-Blind Youth and Adults
This center operates an extensive system of field services nationwide for people who are deaf-blind within their local communities and their families, as well as public and private service providers and professionals.

L&H Kurzweil 3000
Developer of reading technology for people who are blind and for people with reading difficulties.

Louis Database: Accessible Materials and APH File Repository (Vision)
The American Printing House for the Blind (APH) currently houses a database called the Louis Database of Accessible Materials for People who are Blind or Visually Impaired. Louis contains information about tens of thousands of titles of accessible materials, including braille, large print, sound recordings, and computer files from over 170 agencies throughout the United States.

National Association of Blind Students
The National Association of Blind Students (NABS) is a division of the National Federation of the Blind. Established in 1967, NABS is an organization comprised of blind high school and college students and is dedicated to changing the negative attitudes and stereotypes that exist about blindness in order to secure equality, and opportunity for all blind students.

National Library Service for the Blind and Physically Handicapped
The Library Service provides, free-of-charge, recorded and Braille reading materials to persons with documented visual or physical impairments.

National Organization of Parents of Blind Children
NOPBC provides magainzes for parents and teachers of blind/VI children and a national network of people to turn to for ideas and advice. NOPBC is a division of the National Federation of the Blind.

The Rehabilitation Research Training Center on Blindness and Low Vision
Has individuals interested in research and training programs that focus on the need to identify, assess, and augment services intended to facilitate the employment and career development of persons who are blind or severely visually impaired.

Books and Videos

Hoffman, R., & Kitchel, E. (2006). Adapting Science for Students with Visual
Impairments: A Handbook for the Classroom Teacher and Teacher of the Visually Impaired. The American Printing House for the Blind.

Hadary, D., & Cohen, S. (1978). Laboratory science and art for blind, deaf, and
emotionally disturbed children. Baltimore: University Park Press.

Kumar, D., Ramassamy, R., & Stefanich, G. (2001). Science for students with visual
impairments: teaching suggestions and policy implication for secondary learners.[Electronic version]. Electronic Journal of Science Education, 5, 1-9.

Koenig, A., & Holbrook, M. (Eds.). (2000). Foundations of education second edition
volume II: instructional strategies for teaching children and youths with visual impairments. New York: AFB Press

Wild, T. & Koehler, K. (2008). Teaching science to students with visual impairments.
Penguins and Polar Bears [electronic journal].

YouTube Videos

Accessible Science: Making life sciences accessible to students with visual impairments
Series of videos that not only provide instruction for educators, but shows students completing various science tasks.

NFB Youth Slam
Student-produced video of a camp for students' with visual impairments that focuses on STEM. Students are interviewed and shown doing a variety of projects. There are several Youth Slam Videos from multiple years with different STEM projects profiled.

NFB Blind Driver Challenge
Talks about the technology used to develop a car for blind individuals. Multiple videos are available on this topic.

Youth Slam - Biology
Shows a video of a student who is blind dissecting a shark.

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To assist in teaching a student with a visual impairment, unique and individual strategies based on that student's particular visual impairment and his/her communication media is required. (e.g., Braille, speed listening, etc.).

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There are multiple ways a teacher can make the classroom more inclusive for students with hearing loss. The teacher may pause during lessons, repeat information, talk slowly and clearly, use visuals, pair the student with a peer note-taker, and keep proximity in mind. In addition, the acoustics of the classroom can be adjusted by closing the door, place tennis balls on chair legs, place the student away from sources of noise, add carpets, and using an FM system. An FM system includes a microphone for the teacher and a receiver for the student. The information found on this website may be useful for both schools and teachers, and the tips can be included in either an IEP or 504 plan (Children wiith hearing loss, 2021).

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RSV is a highly contagious illness that infects nearly every child at least once before they are two years old. Until recently, there was no good prevention plan for parents to put into action. Now, everything has changed.

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At Nationwide Children's Hospital, our vision remains unchanged. We aspire to create the best outcomes for children everywhere. This means families come to Nationwide Children's from around the globe knowing they will get the highest quality care. When your child needs a hospital, everything matters.

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As of September 28, 2022 New York State implemented the Students with Disabilities (all grades) certificate. For birth through age 3 there is a separate certification. For teaching students with disabilities for all grades, there are 13 general pedagogical core requirements, 13 program-specific pedagogical core requirements, and various field experiences that must be completed in order to qualify for certification. For those with prior teaching experience, such as one year of teaching with a certificate, the clinical experience will not be required. (New York State Education Department, n.d.). This would be a useful tool for individuals pursuing special education to see what they can expect from their education experience.

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Students with Disabilities (All Grades) Certificate Summary and Frequently Asked Questions (FAQs)

At its September 2022 meeting, the New York State Board of Regents voted to establish the Students with Disabilities (All Grades) certificate effective September 28, 2022. The new certificate permits individuals to teach students with disabilities in pre-Kindergarten through grade 12 in New York State public schools. The Board of Regents also approved revisions to the extension to teach certain subjects to students with disabilities in grades 5-9 or grades 7-12 for eligible special education teachers.

The key changes to the regulations, and the implementation timeline for the changes, are described below and in the presentation to the Board of Regents.
Students with Disabilities (SWD) Certificates

SWD (All Grades) Certificate Requirements. The certificate types, pathways, and requirements for the SWD (All Grades) certificate title will be listed on the Search Certification Requirements webpage during or around October 2022. The application for this new certificate will also be available in the TEACH system on or around this date.

Current SWD certificates. Individuals who hold a SWD certificate in a grade band (e.g., Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12) or Permanent Special Education certificate will not be required to obtain the new SWD (All Grades) certificate by the Department, as those certificates will continue to be recognized in the future. They can choose to pursue the SWD (All Grades) certificate, if they wish.

SWD (Birth-Grade 2) certificates will continue to be issued.

Individuals will be able to apply for the SWD (Grades 1-6) and/or SWD (Grades 7-12) certificates through the individual evaluation pathway prior to September 1, 2023, and will be eligible for these certificates provided that they meet all requirements for the certificate prior to September 1, 2026.

SWD (Grades 1-6) and SWD (Grades 7-12) certificates will be phased out in the future. Specifically, the Department will no longer issue certificates in the SWD (Grades 1-6) and SWD (Grades 7-12) certificate titles, other than for the Professional certificate and reissuance of an Initial certificate, with an effective date that begins after September 1, 2030. The Professional certificate and reissuance of an Initial certificate in these certificate titles will continue to be issued.

SWD (Grades 1-6) and SWD (Grades 7-12) certificates can continue to receive a time extension after September 1, 2030.

New York State Registered SWD Programs

SWD (All Grades) Programs. New York State institutions of higher education can apply to register SWD (All Grades) programs beginning September 28, 2022. The registration requirements for this program are posted on the Office of College and University Evaluation (OCUE) website.

SWD (Grades 1-6) and SWD (Grades 7-12) Programs. The Department will no longer register programs leading to the current SWD (Grades 1-6) and SWD (Grades 7-12) certificates on or after October 1, 2022. For institutions that have existing SWD (Grades 1-6) and/or SWD (Grades 7-12) programs, the programs will be discontinued on or after September 1, 2029.

SWD (Birth-Grade 2) Programs. SWD (Birth-Grade 2) programs can continue to be offered and created. However, these programs must now also focus on developing comprehensive knowledge, understanding, and skills for teaching students with disabilities who are culturally and linguistically diverse. Institutions with existing SWD (Birth-Grade 2) programs will need to show that their program meets this new requirement by September 1, 2024. Information about how programs will document that they meet this requirement will be provided at a later date on the OCUE website.

Subject Area Extension

Special Education Teachers. For the extension to teach certain subjects to students with disabilities in grades 5-9 or grades 7-12, eligible special education teachers can obtain the extension by completing 12 semester hours in the subject area or passing the content specialty test (CST) in the subject area of the extension beginning September 28, 2022.

Registered SWD Programs. Programs leading to the extension to teach certain subjects to students with disabilities in grades 7-12 will now require 12, instead of 18, semester hours in the subject area of the extension beginning September 28, 2022.
Frequently Asked Questions (FAQs)General Questions 1. When can I apply for the SWD (All Grades) certificate?

Individuals can begin to apply for the SWD (All Grades) certificate in the TEACH system during or around October 2022. The certificate types, pathways, and requirements for this certificate title will also be listed on the Search Certification Requirements webpage on or around this date.

2. Which ages/grade levels does the SWD (All Grades) certificate cover?

The SWD (All Grades) certificate permits individuals to teach students with disabilities in pre-Kindergarten through grade 12 in New York State public schools. Teachers who hold this certificate cannot teach students with disabilities from ages 0-2 years, but can teach students with disabilities from ages 3-4 years (e.g., children in Universal Pre-Kindergarten programs).

3. If I want to teach students with disabilities at the early childhood level, do I need to hold the SWD (Birth-Grade 2) or SWD (All Grades) certificate?

The SWD (Birth-Grade 2) certificate will continue to exist. Individuals who are interested in teaching students with disabilities from ages 0-2 years would need to hold the SWD (Birth-Grade 2) certificate. Individuals who are interested in teaching students with disabilities from age 3-grade 2 could hold either the SWD (Birth-Grade 2) certificate or the SWD (All Grades) certificate.

4. What is the timeline for phasing out the SWD (Grades 1-6) and SWD (Grades 7-12) certificates?

The Department will no longer issue certificates in the SWD (Grades 1-6) and SWD (Grades 7-12) certificate titles, other than for the Professional certificate and reissuance of an Initial certificate, with an effective date that begins after September 1, 2030. The Professional certificate and reissuance of an Initial certificate in these certificate titles will continue to be issued, holding harmless candidates who have a valid or expired Initial SWD (Grades 1-6) and/or SWD (Grades 7-12) certificate.

Individuals will continue to be able to apply for the SWD (Grades 1-6) and/or SWD (Grades 7-12) certificates through the individual evaluation pathway prior to September 1, 2023, and will be eligible for these certificates provided that they meet all requirements for the certificate prior to September 1, 2026.

5. Who is eligible for the extension to teach certain subjects to students with disabilities in grades 5-9 or grades 7-12, and when do the revised requirements for the extension go into effect

Special education teachers who hold one of the certificates listed on the Subject Area Extension webpage are eligible for the extension. Eligible special education teachers will be able to obtain the extension by completing 12 semester hours in the subject area or passing the content specialty test (CST) in the subject area of the extension beginning September 28, 2022.

Practicing Special Education Teachers 6. I hold a special education certificate. Will I lose my certificate or be required to obtain the SWD (All Grades) certificate by NYSED?

No. Teachers who hold a SWD certificate in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12) or the Permanent Special Education certificate will not be required to obtain the new SWD (All Grades) certificate by NYSED, as those certificates will continue to be recognized in the future. They will not "lose" their certificate and can choose to pursue the SWD (All Grades) certificate, if they wish.

7. I hold a Students with Disabilities certificate in a grade band. Will my certificate be automatically changed to the SWD (All Grades) certificate, or will I be automatically eligible for this new certificate?

No. The SWD (All Grades) certificate has different requirements than the SWD certificates in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12). Therefore, teachers who hold these certificates would not have their certificates automatically changed to the SWD (All Grades) certificate and would not be automatically eligible for this new certificate. Teachers wishing to obtain the SWD (All Grades) certificate would need to apply and pay the application fee for the SWD (All Grades) certificate. The fee reflects the time that Department staff would devote to reviewing the documentation submitted for the application. Please see FAQ #1 for information about the SWD (All Grades) certificate requirements and when the application is available.

8. I hold a Students with Disabilities certificate in a grade band. Will I need to complete coursework and/or exams to obtain the SWD (All Grades) certificate?

Teachers who hold a SWD certificate in a grade band (Birth-Grade 2, Grades 1-6, Grades 5-9, Grades 7-12) will be able to apply for the SWD (All Grades) certificate through a variety of pathways that have different requirements. Applicants may or may not need to complete coursework or exams for the certificate, depending on the pathway through which they are seeking the new certificate. Please see FAQ #1 for information about the SWD (All Grades) certificate requirements and when the application is available.

9. How does the SWD (All Grades) certificate apply to special education teachers who hold a special education statement of continued eligibility (SOCE) or would like to teach a special class?

Special education teachers who hold a SOCE do not need to obtain the SWD (All Grades) certificate to teach a special class in a subject area in grades 7-12 because they already hold an appropriate base certificate for this teaching assignment (e.g., SWD (Grades 7-12) certificate). Special education teachers who hold the SWD (Birth-Grade 2) or SWD (Grades 1-6) certificate could teach a special class in a subject area in grades 7-12, if they obtain the SWD (All Grades) certificate and become certified in a subject area by earning a subject area certificate, subject area extension (please see FAQ #5), or limited extension in the subject area. These subject area certification options are described on the Special Education Teacher Certification Options webpage.

New York State Registered Teacher Preparation Programs 10. What are the coursework and clinical experience requirements for registered SWD (All Grades) programs? 11. Our institution has SWD (Grades 1-6) and SWD (Grades 7-12) programs. By what date do we need to have a SWD (All Grades) program registered with OCUE?

To ensure a smooth transition, New York State institutions offering registered SWD (Grades 1-6) and/or SWD (Grades 7-12) programs, and that wish to continue to prepare candidates to teach students with disabilities in pre-Kindergarten through grade 12, should have an SWD (All Grades) program registered on or before September 1, 2029. Institutions can apply to register new SWD (All Grades) programs beginning September 28, 2022. The application for a new teacher certification program is available on the OCUE website.

For institutions that have existing SWD (Grades 1-6) and/or SWD (Grades 7-12) programs, the programs will be discontinued by September 1, 2029. This means that candidates may not be enrolled in these programs after this date. Additionally, institutions may not recommend for SWD (Grades 1-6) or SWD (Grades 7-12) certification after this date. Institutions need to ensure that candidates admitted or enrolled in SWD (Grades 1-6) and SWD (Grades 7-12) programs can complete the program by September 1, 2029, and have a transition plan for those who are unable to complete program requirements by that date.

12. Our institution has a SWD (Birth-Grade 2) program. Do we need to do anything as a result of the regulation changes?

Yes. SWD (Birth-Grade 2) programs can continue to be offered and created. However, these programs must now also focus on developing comprehensive knowledge, understanding, and skills for teaching students with disabilities who are culturally and linguistically diverse. Institutions with existing SWD (Birth-Grade 2) programs will need to show that their program meets this new requirement by September 1, 2024. Information about how programs will document that they meet this requirement will be provided at a later date on the OCUE website.

13. Our institution has a program leading to the extension to teach certain subjects to students with disabilities in grades 7-12. Can we change the number of semester hours required in the extension program to 12 semester hours without submitting a program revision proposal to OCUE?

Programs leading to the extension to teach certain subjects to students with disabilities in grades 7-12 will now require at least 12, instead of 18, semester hours in the subject area of the extension beginning September 28, 2022. Institutions do not need to contact the department regarding this change, unless the program is an existing Certificate or Advanced Certificate leading to the extension and the change will reduce the number of semester hours in the program. A reduction in the number of semester hours in a Certificate or Advanced Certificate would require the institution to submit a change application to OCUE.

14. For SWD (All Grades) programs, the content core includes a major of 30 semester hours in one or more of the liberal arts and sciences and requires candidates to complete a minimum of six semester hours in each of the following subject areas: mathematics, English language arts, social studies, and science. Do the 24 semester hours (total) in the four subject areas count as part of the major of 30 semester hours?

The two requirements for the content core - which includes both the minimum 30 semester hours and the minimum of six semester hours in each of the subject areas - are not mutually exclusive. In other words, one course can meet multiple requirements within the liberal arts and sciences. Therefore, yes, the 30 semester hour requirement and the 24 semester hour requirement can share credit.

15. Our institution has SWD (Grades 1-6) and SWD (Grades 7-12) programs. Would we submit an application to revise our programs to become SWD (All Grades) programs, or would we submit an application to register a new SWD (All Grades) program?

For currently registered programs leading to SWD (Grades 1-6) and/or SWD (Grades 7-12) certification, institutions may (1) submit a new SWD (All Grades) program application with a narrative describing the discontinuance or teach-out of the current program(s), or (2) keep the currently registered program(s) and submit a program change form to revise the program(s) to meet the SWD (All Grades) registration requirements. For program change applications, institutions should also include a request for a placeholder (and accompanying termination date for the placeholder), which will allow currently enrolled candidates to complete the previous version of the SWD (Grades 1-6) and SWD (Grades 7-12) programs. If you need assistance determining which option is best for your institution, please contact OCUEinfo@nysed.gov and an Associate will review your options.

Last Updated: October 18, 2022

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At its September 2022 meeting, the New York State Board of Regents voted to establish the Students with Disabilities (All Grades) certificate effective September 28, 2022. The new certificate permits individuals to teach students with disabilities in pre-Kindergarten through grade 12 in New York State public schools.

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A student with a speech disorder may have issues with articulation, fluency, and/or voice . A student with a language disorder may have trouble with all forms of communication. If a student has a speech or language impairment, the teacher can move the child closer, be sure the child understands the assignment, allow extra time, allow the child to complete written assignments in place of oral ones, use technology, be patient, and celebrate differences in the classroom. Celebrating differences in the classroom can help the student feel accepted. These students may have a an IEP or 504 plan and may receive speech-language therapy during the school week. This resource would be useful in a school and as a teacher. There are simple solutions that would greatly help the student learn more effectively (Hirsch, 2021).

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Speech and Language Disorders Factsheet (for Schools) (for Parents) - Nemours KidsHealth

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What teachers should know about speech and language impairments, and how to help students with impairments succeed in school.

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Inclusive classrooms incorporate various techniques based on the needs of the specific students in the class. Classrooms may use academic supports such as tutoring or behavioral supports. In addition, respect for diversity helps the student feel welcome. These conversations will occur in the classroom and at the institutional level. Another aspect that makes classrooms inclusive is allowing the student to remain in the room with their peers for instruction. A factor that may be considered with this is the ability to maximize resources since they are not being doubled with separating the students with disabilities (Stetson & Associates, Inc.). This resource provided a simple summary of multiple techniques that could be useful for schools and teachers.

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The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes. This process must incorporate fundamental change in the way a school community supports and addresses the individual needs of each child. As such, effective models of inclusive education not only benefit students with disabilities, but also create an environment in which every student, including those who do not have disabilities, has the opportunity to flourish. Here are some ways in which inclusive educational practices build a school's capacity to educate all learners effectively.

Differentiated Instruction Increases Student Engagement

One of the most important principles of inclusive education is that no two learners are alike, and so inclusive schools place great importance on creating opportunities for students to learn and be assessed in a variety of ways. Teachers in inclusive schools therefore must consider a wide range of learning modalities (visual, auditory, kinesthetic, etc.) in designing instruction. Certainly this enhances the way in which educators provide supports and accommodations for students with disabilities, but it also diversifies the educational experience of all students.

Academic Supports Help Each Student Access the Full Curriculum

In this age of accountability and high-stakes testing, it is important for educators to ensure that every student is addressing the appropriate standards and objectives across the curriculum. As such, inclusive schools provide academic supports (flexible pacing and grouping, reading and literacy specialists, tutoring, etc.) that create a supportive environment for all learners. It is immediately clear how these supports help students with disabilities and English Language Learners, but inclusive schools can also better challenge and engage gifted and talented learners by building a more responsive learning environment.

Behavioral Supports Help Maintain a Positive Learning Environment for Everyone

Another important factor in effective inclusive education is the implementation of consistent behavioral supports throughout the learning environment. This consistency is essential for the success of students with emotional or behavioral disabilities in the general education environment, but school-wide behavioral supports also help to establish high expectations throughout the school community as a whole.

Respect for Diversity Creates a Welcoming Environment for All

Inclusive education for students with disabilities can only be successful when those students feel that they are truly a part of the school community. This requires open and honest discussion about difference, and an institutional respect for people of all backgrounds and abilities. In inclusive schools, the establishment of such a climate benefits everyone by fostering an environment where students and their families are valued for who they are.

Inclusive Practices Make Effective Use of a School's Resources

In the past, special education often involved the segregation of students with disabilities for the purpose of specialized instruction. Not only does that model of special education in a separate setting deprive students with disabilities of interaction with their peers and full access to the curriculum, it can also involve duplicate systems and resources that are costly for schools to maintain. Inclusive education can make more efficient use of a school's resources by maximizing the availability of staff and materials for all students.

To read more about benefits of inclusive education for all students, check out Improving Education: The Promise of Inclusive Education. This paper is an excellent resource for educators looking to improve and expand inclusive educational practices in their schools. It was developed by the National Institute for Urban School Improvement, a project funded by the United States Office of Special Education Programs (OSEP), and it includes examples of inclusive educational environments, assessment and observation tools, and guidelines for supporting inclusive practices.

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Together We Learn Better: Inclusive Schools Benefit All Children

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The journey to becoming an Inclusive School may be long and challenging at times, but ultimately this journey can strengthen a school community and benefitALL children. "Inclusion" does not simply mean the placement of students with disabilities in general education classes. This process must incorporate fundamental change in the way a...

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6. Autism

7. ADHD

8. Educational Games

9. Co-Teaching

10. IEP/Goal Development

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Children with ADHD may display inattention, hyperactivity, and impulsivity. A diagnosis may be made when their behavior is extreme, lasts longer than six months, and their symptoms are causing issues in at least two settings. Sometimes is can be difficult to determine if the student has ADHD or is just younger than the other students in the class. Those with inattentive symptoms may be easily distracted, have difficulty following directions, doesn't seem to be listening, has trouble organizing tasks, etc. Children with hyperactive or impulsive symptoms may fidget, have trouble staying in their seat, trouble being quiet, blurts out answers, etc. It is important to remember that even if a child is displaying these behaviors, they may not have ADHD so it should not be assumed without a formal diagnosis. In the classroom, teachers may use a daily behavior card with goals and reinforcements to promote positive behavior (Child Mind Institute, 2023).

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Guide

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior. This guide focuses on what educators need to know about teaching kids with ADHD: how it affects children in the classroom - girls as well as boys - and how we teachers can help kids with the disorder succeed in school.

Many children with ADHD show signs of the attention disorder before they reach school age. But it's in school, when they are having trouble meeting expectations for kids in their grade, that most are referred for diagnosis.

That's why it's important that educators be well-informed about the attention deficit hyperactivity disorder - able to recognize children who might be struggling with ADHD, but also aware that the symptoms and behaviors associated with ADHD may also have other possible explanations.

There are three kinds of behavior involved in ADHD: inattention, hyperactivity and impulsivity. Of course all young children occasionally have trouble paying attention to teachers and parents, staying in their seats and waiting their turn. Kids should only be diagnosed with ADHD if their behavior is much more extreme in these areas than other kids their age.

These symptoms of ADHD are divided into two groups - inattentive and hyperactive-impulsive. Some children exhibit mostly inattentive behaviors, and others, predominantly hyperactive-impulsive. But the majority of those with ADHD have a combination of both, which can make it very difficult for them to function well in school.

Here are behaviors signs of ADHD you might observe in school in those two categories.

Inattentive Symptoms of ADHD:

Makes careless mistakes in schoolwork, overlooks details

Is easily distracted or sidetracked

Has difficulty following instructions

Doesn't seem to be listening when spoken to directly

Has trouble organizing tasks and possessions

Often fails to finish work in school or chores in the classroom

Often avoids or resists tasks that require sustained mental effort, including doing homework

Often loses homework assignments, books, jackets, backpacks, sports equipment

Hyperactive or Impulsive Symptoms of ADHD:

Often fidgets or squirms

Has trouble staying in his seat

Runs and climbs where it's inappropriate

Has trouble playing quietly

Is extremely impatient, can't wait for his turn

Always seems to be "on the go" or "driven by a motor"

Talks excessively

Blurts out answers before a question is completed

Interrupts or intrudes on others' conversations, activities, possessions

ADHD Behavior and Serious Impairment

It's important to keep in mind that not every high-energy or impulsive child has ADHD. Children are diagnosed with ADHD only if they demonstrate these symptoms so often that they are causing real difficulty in at least two settings - i.e., at school and at home. And the pattern that's causing them serious impairment must persist for at least six months.

The Difference Between ADD and ADHD

ADD, or attention-deficit disorder, is an older term for the disorder we now call ADHD, or attention-deficit hyperactivity disorder. It was called ADD up until 1987, when the word "hyperactivity" was added. Some people still use the old term, ADD, out of habit, or because it's a more familiar term than ADHD. Some use it to refer to kids with ADHD who aren't hyperactive.

Why Age Is Crucial in ADHD Diagnosis

Within any given classroom, there is an age range of students that spans almost a year, and a year can make a big difference in a child's ability to self-regulate. That's why it's important when teaching kids with ADHD and when considering a child's behavior, to compare it to other children the same age - not to the range of kids in his class or grade.

Two studies in the last few years concluded that kids who are youngest in their class are disproportionately diagnosed with ADHD. A Michigan study found that kindergarteners who are the youngest in their grade are 60 percent more likely to be diagnosed with ADHD than the oldest in their grade. And it doesn't affect just kindergarteners: a North Carolina study found that in fifth and eighth grade, the youngest children were almost twice as likely as the oldest to be prescribed medication for ADHD.

Why Are Some Kids With ADHD Prone to Disruptive Behavior?

Defiance and emotional outbursts are not themselves symptoms of ADHD, but kids with ADHD are at higher risk for developing these behaviors. Some kids who have ADHD tend to become frustrated and overwhelmed by demands placed on them that they cannot consistently fulfill, because of inherent deficits in paying attention, reining in impulses and controlling their activity level.

Making transitions from one activity to another can be particularly difficult for kids with ADHD in the classroom, especially when they involve stopping some activity they find more stimulating than what comes next. Clinicians call it an inability to "attention switch," and it can result in children disrupting the class or acting out.

Other Causes for Behaviors That Look Like ADHD

A child who can't seem to sit still, who blurts out answers in class without raising his hand, who doesn't finish his homework, who seems to be daydreaming when the teacher gives instructions - these actions are associated with ADHD behavior, but they can also be a result of other factors, from anxiety to trauma to just being younger than most of the kids in the class, and hence a little less mature.

That's why it's important for teachers and parents both to be aware of other things that could be influencing a child's behavior.

Inattention: A child who is inattentive could be distracted by a worrisome or painful situation at home, or because she's being bullied on the playground, and recess is coming up. If a child with OCD doesn't know the answer to the question, it looks like he wasn't paying attention, but it's really because he was distracted by obsessions. When a child seems to be looking everywhere but at the pages of the book she is supposed to be reading, another possible cause is that she has a learning disorder.

Hyperactivity: If a child is fidgeting when she's supposed to be reading, she could have sensory issues that are making her uncomfortable, or a learning issue that is causing her great frustration. And if she bolts from her chair, it could be because she is ashamed that she doesn't seem to be able to do what the other kids can do, and intent on covering that fact up.

Impulsivity: Anxiety is another condition, often hidden, that can cause kids to be unable to follow rules or wait their turn, or to lash out when they are upset.

Gender Differences in ADHD: How are Girls Different From Boys?

The stereotype of ADHD is boys disrupting the classroom by jumping up from their seats, getting in other kids' business or blurting out answers without raising their hands. But girls get ADHD too, and they tend to be diagnosed much later because their symptoms are more subtle.

More of them have only the inattentive symptoms of ADHD, and they get written off as dreamy or ditzy.

If they have the hyperactive-impulsive symptoms they are more likely to be seen as pushy, hyper-talkative or overemotional.

Impulsive girls may have trouble being socially appropriate and struggle to make and keep friends.

They often work so hard to compensate for their weaknesses that they are able to hide their challenges.

The growing awareness, as they get older, that they have to work much harder than their peers without ADHD is very damaging to their self-esteem.

Girls who are chronically hard on themselves about their mistakes may be struggling with thoughts that they're stupid or broken.

What Are Executive Functions?

Executive functions are the self-regulating skills that we all use to accomplish tasks,
from getting dressed to doing homework. They include:

Planning

Organizing time and materials

Making decisions

Shifting from one situation to another

Controlling emotions

Learning from past mistakes

Most kids with ADHD have deficits in some executive functions, though not all children with executive function issues have ADHD.

How Can Teachers Help Kids With ADHD?

Children with ADHD in the classroom who have trouble complying with rules and completing tasks can benefit from a daily report card system that sets positive behavioral goals and rewards to reinforce the behavior when they meet those goals.

The desired behaviors might be for the child to remain seated, to finish schoolwork, to raise his hand before speaking. The child receives points for successfully meeting goals, and his parents receive a daily behavior report card, enabling them to further to reinforce positive behavior in school with praise and prizes earned.

This system allows teachers to focus on what the child is doing well - rather than what he isn't doing well. It can bolster his self-esteem and help him feel positive about school.

Commonly Used Medications for ADHD

Many children with ADHD are prescribed stimulant medication to help reduce their symptoms. There are two main classes of stimulant ADHD medications:

Methylphenidate-based medications: Ritalin, Methylin, Concerta, Metadate, Daytrana Patch, Ritalin LA

Dextroamphetamine-based medications: Adderall, Vyvanse, Dexedrine, Focalin

There are also many different release formulas for stimulant medications, which make them effective for different periods of time:

Immediate-release formulas are effective for about four to six hours.

Extended-release formulas last as long as nine to twelve hours.

Children taking immediate-release formulas are often given medication in the middle of the school day by a school nurse. The goal is to maintain an effective dose during the school day but have the ADHD medication out of the child's system by bedtime, to facilitate sleep.

This guide was last reviewed or updated on February 23, 2023.

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Attention-deficit hyperactivity disorder, or ADHD, is a condition that makes it unusually difficult for children to concentrate, sit still, follow directions and control impulsive behavior.

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Autism Spectrum Disorder includes a range of challenges, and no two individuals with ASD are the same. As a teacher, reviewing the student's IEP or 504 plan is required. From the document, teachers can discover what accommodations the child will receive, and these documents cannot be changed without the appropriate procedures. There will be a team associated with the students to promote success, and the student can be referred to as "our " student to this team. Another necessity is seeking the necessary information or training that may assist in working with the student. Through the trainings, the teacher may learn that students with Autism may have sensory issues. Making changes to the classroom lighting, smell, or sounds may be a negative experience for the student. Other classroom techniques include being flexible, sticking to schedules, and providing structure as much as possible (Autism Speaks, n.d.).

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How general education teachers can support students with ASD | Autism Speaks

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Click here for some great tips to share with your child’s teachers to help them create an inclusive classroom environment.

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There are countless options for online educational games for a variety of age groups. For younger children, PBS kids provides many options for different topics such as ABCs, reading, math, science, social studies, art, routines, sharing, emotions, etc. This variety was one of the main reasons I was drawn to PBS kids. Not only can students play academic or educational games, but they can also learn social-emotional skills which are also very important. In addition to the multiple subjects of games, there are also themes which could be beneficial for students that have certain interests, such as dinosaurs.

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Students with disabilities may benefit from a co-teaching approach, and it helps them stay in general education. There are six approaches to co-teaching that all contribute to an individualized instruction for students. One teach, one observe allows for a detailed observation of the students for the desired information. Another option is one teach, one assist is when one teacher does the instruction and the other assists students as needed to allow instruction to continue. Next, parallel teaching is when the students are split into groups but the same information is taught by each teacher at the same time. For station teaching, each teacher has set content that they will cover in their group before sending the students to the next station to learn the other teacher's material. Alternative teaching still includes groups, but one teacher will take the majority of the students and the other will have a small group to provide extra attention. Finally, team teaching or tag teaching is when both deliver the same material at the same time (SERC, 2004).

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of students with diverse learning options.

Students at all academic levels benefit from alternative assignments and greater teacher attention in small-group activities that co-teaching makes possible. Co-teaching allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs. Students have an opportunity to increase their understanding and respect for students with special needs. Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively.

Co-teaching involves two or more certified professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability. (Friend & Cook 2016)

Six Approaches to Co-Teaching

1. One Teach, One Observe. One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

2. One Teach, One Assist. In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

3. Parallel Teaching. On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or more opportunity to respond. In parallel teaching, the teachers are both covering the same information, but they divide the class into two groups and teach simultaneously.

4. Station Teaching. In this co-teaching approach, teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently.

5. Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.

6. Team Teaching: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having one brain in two bodies. Others call it tag team teaching. Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles.

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Six Approaches to Co-Teaching - State Education Resource Center

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In their book, Interactions: Collaboration Skills for School Professionals, Marilyn Friend and Lynne Cook identify "co-teaching as a specific service delivery option that is based on collaboration." As a service delivery option, co-teaching is designed to meet the educational needs of studen...

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Developing an IEP document is a process that involves parents and school staff, and each person brings their own set of information and abilities to contribute to the meeting. Depending on the child's age, they may also attend the meeting, which allows for autonomy. An IEP meeting will discuss special considerations such as communication needs, need for assistive technology, behavior, etc. The IEP will have current levels of academic performance, goals, how progress will be measured, services they will receive, accommodations, etc. The annual goal is one of the most difficult aspects of the IEP document development. Goals should be positive and describe a skill that can be measured. It should include the who, what, where, when, why, and how of the goal. Progress on the goals will be discussed at the next meeting (Theresa Rebhorn, 2023).

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Center for Parent Information and Resources

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En español | In Spanish
by Theresa Rebhorn

Being a parent is the most wonderful-and hardest-job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated.

Your child's education is most likely an area of great interest to you. As a child with a disability, he or she may be eligible for special education services in school. If so, then it will be important for you to learn:
Quick links:
The good news is that there's a lot of information available for parents. ( 1) This guide can help you learn what you need to know. It explains the basics of the special education process and gives you information on how to be an effective partner with your child's school.

Introduction

Thanks to a powerful and important federal law called the Individuals with Disabilities Education Act, or IDEA, children with disabilities are entitled to a " free appropriate public education " (often called FAPE). ( 2) This means that schools must provide eligible children who have a disability ( 3) with specially designed instruction to meet their unique needs at no cost to the children's parents. This specially designed instruction is known as special education. ( 4) IDEA includes a great deal of information to help states design special education programs for children with disabilities. IDEA also includes regulations to protect the rights of parents and children. ( 5)

Getting to know IDEA will be very useful to you, because it is the basis of your child's educational rights. Detailed information is available on the official IDEA site established by the Department of Education, at: https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-300/subpart-D.

The Center for Parent Information and Resources can also help you learn about this law. Many publications in the Repository of Resources explain IDEA's requirements. Some publications are short, others go into detail.

It's also helpful for you to know the policies of your state and local school district. These must be based on, and consistent with, IDEA's minimum requirements, but they often spell out important details about procedures and guidelines in your area. Call or write your state department of education (or your local school district) and ask for a copy of your state (or local) special education regulations. There may also be a special education handbook or parent guide available from your state or local district.

One of the most important parts of the special education process is creating a plan for your child's education. This plan is called the Individualized Education Program, or the IEP. ( 6) The IEP is the foundation for your child's education, and you are a very important member of the team that develops it. Your child's IEP lists the special education services your child will receive, based upon his or her individual needs. This is why it is so important that you understand and help develop your child's IEP.

If you've never helped to develop an IEP before, the information we've included in this guide may seem overwhelming. It helps to think of the IEP both as a process and as a document to be written. Understand the process one step at a time-it has many parts. Learn the process of writing the document the same way. It, too, has many parts.

You will quickly become familiar with all the steps to writing an IEP. If your child continues to receive special education each year, you will soon become an IEP expert yourself!
§ Special Symbols in This Issue §
___________________________

As you read the explanations about IDEA, you will find references in the form of endnotes, because they appear at the end of this document. These point you to specific sections of the Federal regulations, such as §300.320 . You can use these references to locate the precise sections in the Federal regulations that address the issue being discussed.

For example, an endnote may refer you to §300.320 when the topic being discussed is "content of the IEP." (The § symbol means "section." The 34 CFR refers to Title 34 in the Code of Federal Regulations.) This reference tells you that, to read the exact words IDEA uses to describe the content of an IEP, you would look under Section 300.320 in IDEA's regulations.

Visit CPIR's online version of the IDEA regulations, beginning at:
http://www.parentcenterhub.org/repository/partb/

___________________________

A. The IEP Process

1. What's involved in developing my child's IEP?

Developing your child's IEP involves two main things:

the IEP meeting(s), where you, your child (at times), and school staff members together decide on an educational program for your son or daughter; and

the IEP document, which puts the decisions from that meeting in writing.

Among other things, this document lists the services and supports your child will receive.

The entire IEP process is a way for you and the school to talk about your child's needs and to create a plan to meet those needs. Let's look at the process, starting with the IEP meeting.

The IEP meeting is somewhat formal. By law, certain people must attend. People sign in to show who is there. Lots of papers are looked at and passed around. People will talk about your child, his or her needs and strengths, and what type of educational program would be appropriate. You should feel free to ask questions and offer suggestions. You will also want to feel comfortable that the team has spent enough time talking and planning before filling out the various sections of the IEP. We'll tell you more about what to expect in this guide.

2. Where and when do IEP meetings take place?

You and the school agree on where and when to have the IEP meeting. Usually, meetings are held at school during regular staff time. This means the meeting can happen before, during, or after the regular school day. By law ( 7), the school must tell you in writing:

the purpose of the meeting;

the time and place for the meeting;

who will be there; and

that you may invite other people who have knowledge or special expertise about your child to the meeting.

Also-

It may take more than one meeting to write a complete IEP. If you find more time is needed, ask the team to schedule another meeting.

You may ask for an IEP meeting at any time, if you feel that changes need to be made to your child's educational program. Some teams like to meet near the end of a grading period to talk about the student's progress and to make changes to the IEP, as needed.

3. Does the IEP meeting have to be in person?

No. When holding an IEP meeting, you and the school may agree to use other means of participation. For example, some members may participate by video conference or conference calls.( 8)

4. Who attends the IEP meeting?

Under IDEA, certain people (listed next) must be part of the IEP team. ( 9) It is important to note that there doesn't have to be a different person for every role. Often, one person carries more than one responsibility on the team.

You, as Parent(s)

School Administrator -a member of the school district who knows about the general education curriculum (the same curriculum taught to children who do not have disabilities) and the resources available to the school. This person must also be qualified to provide or supervise special education services.

General Education Teacher -at least one general education teacher, if your child is (or may be) participating in the general education class.

Special Education Teacher -at least one of your child's special education teachers or, if appropriate, at least one special education provider who works with your child.

Evaluation Personnel -someone who knows about your child's evaluation, what the evaluation results were, and what the results mean in terms of instruction. This could be a school psychologist, an administrator, or one of your child's teachers.

Your Child-if the IEP team will be talking about how to prepare your child for life after high school (called transition planning | 10), your child must be invited to the meeting. Otherwise, deciding when and how your child will participate in the IEP meeting is a decision you and your child can make. Students are encouraged to take part in developing their own IEPs. Some students in elementary school come to the meeting just to learn a little about the process or to share information about themselves. As students get older, they take a more active role.

Other members of the team ( 11)

In addition to the people listed above, you and the school can invite other people to the IEP meeting. This can include:

Translators or interpreters -If English is not your first language, or if you communicate by using sign language or in another mode, the law says the school must provide an interpreter, if you ask for one.

Transition personnel -If the IEP meeting will include planning for your child's life after high school, staff from outside agencies may be invited to attend with your consent. This is especially important if an outside agency may be responsible for providing or paying for transition services. An example of such an agency might be the Department of Vocational Rehabilitation.

Others with knowledge or special expertise about your child -Many parents find it helpful to have a support person at the IEP meeting. This may be another parent, a friend, an advocate, or a consultant. Others could include student friends, specialists, tutors, educational consultants, or school staff. It can also include therapists or other related services personnel who work with your child. Both you and the school have the right to invite such individuals to join the team.

5. What do different team members bring to the IEP process?
The Special Education Teacher
Your child's special education teacher is a specialist about disabilities and individualized instruction. He or she understands how and when to use different teaching styles and instructional methods to meet your child's needs. Usually, the special education teacher-
As you can see, there can be many people on an IEP team. While everyone shares in the discussion, you will find that each brings his or her own point of view and experience. Let's look at what each person might add to your child's IEP.

The special educator can talk about how lessons may need to be adapted or modified to help your child learn. He or she may also talk about the supports and supplementary aids your child may need to fully participate in learning and other school activities, such as assistive technology, an instructional assistant, or peer buddy. The special educator may take the lead in developing your child's goals, focusing on those areas where your child has special instructional needs. In many schools, the special educator also makes sure that all the people who help your child follow the plan written in the IEP.
The Parent(s)
As a parent, you bring very important information to the IEP meeting. You know your child's strengths and weaknesses and all the little differences that make your child unique. Your knowledge can help the team develop an IEP that will work best for your child. Tell the team what goals are most important to you and to your child. Also share your concerns and give insights about your child's interests, likes and dislikes, and learning styles. By being an active IEP team member you can ensure that your child's IEP is developed with thought given to long-term needs for a successful adult life. Your job at the IEP meeting is to:
The General Education Teacher
The general education teacher knows the curriculum for your child's grade level and what students in general education classes are typically expected to do. If your child is going to be educated in the general education classroom for any part of the school day, then the general education teacher will talk about what your child will be taught and expected to learn. He or she may also talk about any supports, changes, and services your child needs to be successful. The general education teacher may also tell the rest of the team what he or she needs to help your child understand the general education curriculum and achieve the goals listed in the IEP.

learn and understand the process;

share information;

ask questions;

offer suggestions;

keep the team's focus on "the big picture" and your child's long-term needs; and

speak up on your child's behalf.

Being actively involved in your child's IEP is your choice. To help you participate, the school must make reasonable efforts to:

schedule the IEP meeting so you can come; (12)

provide an interpreter for you, if needed; (13)

inform you about the meeting; (14)

inform you of your rights and where to find help in understanding them. (15)

If you can't attend the meeting where your child's IEP is developed, the school will need to use other ways to ensure you can participate, including individual or conference telephone calls or video-conferencing. ( 16) However, if you decide not to participate in writing your child's IEP, the school can hold the IEP meeting without you. ( 17) It may not provide initial services to your child, however, without your consent. ( 18)

Your Child
When your child participates in the IEP meeting, it can have a powerful effect. Just having your child at the meeting can make the IEP process come more alive. Requests and suggestions that come directly from your child can carry more weight than when you voice them. Many parents are sometimes surprised when they hear their children speak about their disability, their educational desires, and their goals for the future. And sometimes teachers learn things about their students that they didn't know before.

Depending on your child's age and ability, the role he or she plays as an IEP team member can be as broad as your own or limited to what you and your child feel most comfortable with. When your child is part of the IEP process, the program can be much more worthwhile to him or her, instead of something to put up with. Taking part in IEP meetings also helps your child learn to speak up for him or herself and develop valuable self-advocacy skills.

The Administrator
The administrator at the IEP must know what resources the school has available. This person must also have the power to commit the resources needed so that services can be provided as outlined in your child's IEP.

6. What happens at the IEP meeting?

At the IEP meeting ( 19) the team will develop, review, and/or revise the IEP document. You and the other team members will work to create an IEP that is educationally appropriate and that the team can agree on. Before the meeting, school staff usually write down their ideas of what needs to be in your child's IEP. It's a good idea for you to jot down what is most important to you. You can share these ideas with other members of the team before the meeting, if you wish. You can also ask the school to send you draft ideas, so you can look them over before meeting. Team members can also get copies of your child's recent tests or evaluations.

During the meeting, each person takes a turn in the discussion. The discussion will include talking about:

your child's strengths;

your concerns for enhancing your child's education;

the results of the most recent evaluation of your child; and

your child's academic, developmental, and functional needs.

The team will also talk about what is sometimes referred to as "special factors" ( 20) or "special considerations," asking and answering the following questions:

Does your child have communication needs?

Does your child need assistive technology services and devices ? ( 21)

Does your child's behavior interfere with his or her learning or the learning of others?

Does your child have a visual impairment and need instruction in or the use of Braille?

Is your child deaf or hard of hearing and have language and other communication needs?
If the answer to any of these questions is "yes," the team will talk about what your child needs and include this information in the IEP.
Does your child have language needs related to his or her IEP, because of limited English proficiency ? ( 22)

Usually, your child's main teacher goes first. If your child is already receiving special education services, this will probably be the special education teacher. If the meeting is to write your child's first IEP, then this person may be the general education teacher. The teacher begins with how your child is doing in school. He or she will describe your child's strengths and needs and how the disability affects your child throughout the school day. Then specialists, like a physical therapist or a speech therapist, will discuss how your child is doing in these areas. They will talk about your child's needs and how they plan to support your child's education. Goals for the year, related services, and all of the required parts of the IEP will be talked about and decided.

It's a good idea to share your ideas as the meeting goes along. As a parent, you are an equal member of the IEP team and an expert on your child. If you have questions or concerns, speak up. Ask for more information or an explanation if you need it. If you disagree with something you hear, respectfully say so. Explain why, or offer your point of view. The IEP meeting is a conversation and a dialogue. You and the other IEP team members are putting your heads together to design an effective program for your child. The main purpose of the meeting is to agree on each part of the IEP so that the document can be written and services can start.

7. May a member of the IEP team be excused from attending an IEP meeting?

Yes, in certain circumstances some members of the IEP may be excused from attending an IEP meeting. ( 23) However, you and the school must agree in writing to excuse the member.

An IEP team member may be excused from an IEP meeting if the member's area of curriculum or related service is not going to be discussed or modified at the meeting, assuming you and the school agreed in writing. Also, an IEP team member whose area of expertise is going to be discussed may be excused if the member gives written input into developing the IEP to you and to other members of the IEP team before the IEP meeting. Again, you and the school must agree in writing to excuse the member of the IEP team.

B. The IEP Document

8. What is in the IEP?

In each state or school district the IEP form can look different. Under IDEA, the items below must be in every IEP. ( 24) We'll be discussing each one in detail.

Your child's present levels of academic achievement and functional performance;

Annual goals for your child;

How your child's progress will be measured;

The special education, related services, and supplementary aids and services that will be provided to (or on behalf of) your child, including program modifications or supports for school staff;

An explanation of the extent (if any) to which your child will not participate with children without disabilities in the regular class and in school activities;

Any modifications your child will need when taking state or district-wide assessments;

The dates when services will begin and end, the amount of services, as well as how often and where they will take place;

How and when you will be informed of your child's progress;

By age 16 (or younger, if the IEP team so decides), postsecondary goals and the transition services (including courses of study) that your child will need to reach those goals;

Beginning at least one year before your child reaches the age of adulthood (usually 18-21, depending on your state law), the IEP must include a statement that your child has been informed of any rights that will transfer to him or her upon reaching this age. Reaching the age of adulthood is called the "age of majority" in IDEA. ( 25) Not all states transfer rights upon reaching adulthood. Refer to your state's special education regulations to find out how this issue is handled.

Each one of the items above is discussed during the meeting and filled in on the IEP form. Let's take a closer look at each of these.

1 | Present Levels of Academic Achievement and Functional Performance

This section of the IEP describes how your child is doing in school, based on current information. "Current" information usually means information no more than a year old. The present levels of academic achievement and functional performance statement (commonly called "present levels") should cover all areas of development where your child may need support. Some examples are:

Academic skills-math, reading, writing

Daily living or self-help skills-dressing, eating, using the bathroom

Social skills-making friends

Behavior

Sensory skills-hearing, seeing

Communication skills-talking

Mobility-getting around in school and the community

Vocational skills-working

Also included in the present levels statement is information about how your child's disability affects his or her involvement in the general education curriculum. (If your child is preschool age, the team will focus on how the disability affects his or her involvement in typical preschool activities and development.) In other words, you and the rest of the team will talk about the impact your child's disability has on his or her ability to learn and do the kinds of things that children without disabilities learn and do. This information is then included in the IEP.

Where does the information for your child's present levels come from? If your child is new to special education, this information will come from the tests and observations done during your child's evaluation for eligibility. If your child's IEP is being revised, the information may come from evaluations done during the year (by the school or from an Independent Educational Evaluation or IEE ( 26).

Teachers and others who work with your child may offer information gained during your child's day-to-day school routine. Information that you as a parent share can also be included in your child's present levels. A well-written present levels will describe:

your child's strengths and weaknesses;

what helps your child learn;

what limits or interferes with your child's learning;

objective data from current evaluations of your child; and

how your child's disability affects his or her ability to be involved and progress in the general education curriculum.

Below is an example from a well-written present level for a 5th grader with learning disabilities. We've used bold to indicate such useful parts of present level statements as:

objective data from evaluation,

strengths,

weaknesses,

what helps learning, and

what hinders learning.

Example of a Present Level Statement
___________________________________

Results of standardized testing using the Woodcock-Johnson (WJ-R) show David's basic reading skills are at a beginning 4th grade level (standard score = 89). His basic writing skills are at a 3.7 grade level (standard score = 81). [objective data from evaluation] His performance in basic reading and writing is significantly below his ability.

David makes errors when he reads and has difficulty decoding () long words [weakness], but his comprehension skills are strong. David uses context cues and picture cues to help him understand what he is reading [what helps learning]. He has a strong reading vocabulary .

When writing, David frequently misspells words and uses incorrect punctuation . It is much easier for David to express himself by speaking rather than by writing. He sometimes gets frustrated when writing and hurries through written work [what hinders learning].
___________________________________

Often, the present levels statement includes teacher observations as well as information from evaluations. This information can give a more complete picture of what helps your child learn and what limits your child's learning. For example:

He needs a quiet, separate place to do individual work.

She learns quickly when working in a small group.

He understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult and doesn't work as well for him.

She imitates other children and learns from them. (27)

Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nod for yes, head shake for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch.
Here is another example of a statement that might be part of a present levels. Note its emphasis on describing functional performance.

In short, the present levels statement of academic achievement and functional performance:

describes how your child is doing in school, and

identifies those areas where he or she is having difficulty.

A clearly written and thorough present levels is important, because it is the foundation for all of the IEP. Goals are written based upon your child's present levels. Special education and related services are provided based upon your child's present levels and the goals that result from those present levels. So take your time in writing the present levels statement. Be thorough. The information you include will be the stepping stone to writing the rest of the IEP.

2 | Annual Goals

Once your child's needs are identified, the IEP team works to develop appropriate goals to address those needs. An annual goal describes what your child can be expected to do or learn within a 12-month period.

In the past, IDEA required that annual goals be broken down into short-term objectives or benchmarks-in other words, the steps along the way to achieving the goals. This is no longer required in an IEP, except for children who will be taking alternate assessments aligned to alternate achievement standards. If that is the case with your child, you'll also focus on writing short-term objectives or benchmarks to accompany your child's goals. (How the IEP team decides if a child will take such alternate assessment is discussed under # 6, Modifications to State or District-wide Assessments.)

The annual goals (and, if appropriate for your child, short-term objectives) section of the IEP builds upon your child's present levels of academic achievement and functional performance. The present levels statement identifies what your child needs. The goals (and, for some, accompanying objectives) should be written to address those needs.

Writing goals can be one of the hardest parts of developing an IEP. One reason for this is because goals can cover so many different areas. Depending upon your child's needs, some goals may target areas of the general education curriculum. Other goals may target learning developmental or functional skills-for example, teaching your child how to eat independently, to use public transportation, or to read Braille. Still another area for goal-setting may be your child's social or emotional needs. These don't come under a typical "academic" curriculum. But if your child has social or emotional needs, then goals to meet those needs would be written into the IEP.

A well-written goal should (a) be positive, and (b) describe a skill that can be seen and measured. It answers the questions:

What? . . . skill or behavior?

How? . . . in what manner or at what level?

Where? . . . in what setting or under what conditions?

Here's an example of an annual goal, written for David, whose present levels of academic achievement and functional performance were shown above. The IEP team developed this reading goal for David by looking at the information in his present levels:

Annual Goal for Reading | David will achieve a reading score at the 5th grade level or above, as measured by the Qualitative Reading Inventory (QRI).

3 | Measuring Your Child's Progress

Effective goals are critical parts of your child's IEP. Keeping track of your child's progress is just as important. How will you and the school know if your child is making enough progress to reach a goal by the end of the year? This information must be included in the IEP. The IEP team must decide:

how your child's progress will be measured; and

when periodic reports on your child's progress will be provided to you.

Often, information on how well your child must perform in order to achieve the goal is spelled out. Using David again as our example, you can see this type of information in the phrase "at the 5th grade level or above" in his annual reading goal. It's not enough for David to make progress in reading. The goal specifically mentions being able to read at the 5th grade level or above. This type of information is called evaluation criteria.

Sound evaluation criteria are written in objective, measurable terms. In David's case, these will be set by the QRI, the test the school will be using to measure his reading skills. The QRI will identify a specific score (or range of scores) that indicates a child is reading at the 5th grade level. David must achieve that score, or above, in order to achieve his annual reading goal.
Given a list of 20 unfamiliar words that contain 8 of more letters, David will decode them with:
Another way the IEP team could define how David's progress will be measured is by setting target dates for specific kinds of progress. According to his present levels statement, David has difficulty decoding long words. Because decoding is a critical component of reading skill, the team might set targets for his progress in this area. For example:
By June 15, Vicky will complete the obstacle course unassisted, as documented by the adapted physical education teacher.
In other instances, progress is not measured in number scores:

In this example, the teacher will observe and take notes while Vicky completes the obstacle course. Teacher observation/notes are one way of checking progress. Other ways of checking progress may include:

In addition to describing how your child's progress will be measured, the IEP must also describe when periodic reports on that progress will be given to you as parents. As examples, IDEA mentions the use of quarterly reports that come out at the same time as report cards. ( 30) But the periodic reports may take another form or schedule, depending on the policies or practices in your area.

4 | Services and Supports

Under IDEA, there are a variety of services and supports available ( 31) that your child may need as part of his or her free appropriate public education. These services and supports include:

Special education;

Related services;

Supplementary aids and services;

Accommodations and modifications; and

Program modifications or supports for school staff.

All of these services and supports are designed to help your child:

reach his or her annual goals;

be involved and make progress in the general education curriculum;

participate in extracurricular activities (such as after school clubs or sports) or other nonacademic activities (32) (such as recreation activities, athletics, or employment); and

be educated and participate with children without disabilities in these kinds of activities.

Let's take a look at what these services and supports involve.

Special education is instruction that is specially designed to meet the unique needs of a child with a disability. In the case of your child, this means education that is individually designed to address your child's needs. Since each child is unique, it is difficult to give an overall example of special education. It is individualized for each child. Special education for any student can consist of:

It is also important to remember that the education, services, and supports outlined in your child's IEP do not necessarily cover your child's entire education. The IEP only addresses those educational needs resulting from your child's disability. If your child needs special education support throughout the school day, for all activities, the IEP will cover all these needs. If your child doesn't need special education support in one or more areas (for example, physical education, music, or science), then the IEP will not include these subjects. Your child will access them through the general education curriculum/class, with no additional special education services.
B. Related Services
It's also important to understand that special education is not a place. It's a set of services that can be provided in many different places, depending on the child's needs. IDEA strongly prefers that children with disabilities be educated in the general education classroom with their peers without disabilities. If your child is going to spend any part of the school day not participating with peers without disabilities in the regular class and in other school activities, then the IEP must include an explanation as to why not. This will be discussed in more detail under #5, Participation with Children Without Disabilities.

To help your child benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. This additional help is called related services ( 34). Many of these services are listed below.
Related Services Related services can include, but are not limited to, any of the following:
_________________________________________________________

Assistive Technology ( 35)

Audiology

Counseling Services

Early Identification

Interpreting Services

Medical Services

Occupational Therapy

Orientation and Mobility Services

Parent Counseling/Training

Physical Therapy

Psychological Services

Recreation

Rehabilitation Counseling

School Health Services and School Nurse Services

Social Work Services in Schools

Speech-Language Pathology

Transportation

_________________________________________________________

It is the IEP team's responsibility to review all of the evaluation information, identify any related services your child needs, and include them in the IEP. Typically, schools have staff who provide related services (such as speech therapists or occupational therapists) to meet the needs of their students. But if a related service is not available from the school, the school can contract with a private provider, a public agency, or even another school district to provide the service. Your school district is responsible for making sure all services listed in your child's IEP are provided, even if the district does not directly provide these services. (You'll find additional information about the school's responsibility for related services, including specific limitations and exclusions, summarized in the box at the end of this section on related services.)
The Range of Related Services: Limits, Responsibilities, and Exclusions
Goals are often written for a related service just as they are for special education services. This includes specifying how a child's progress will be measured.

IDEA's list of related services is quite long, isn't it? Yet these are not the only services that can be considered as a related service. Others often made available include artistic and cultural programs such as art, dance, and music therapy.

IDEA makes specific exclusions to what may be considered a related service -two, in particular:

Medical services may be provided by a licensed physician but only for diagnostic or evaluation purposes. (37)

Medical devices that are surgically implanted, such as a cochlear implant, may not be provided as a related service. Related services also do not include optimizing how such a device functions, maintaining the device, or replacing it. (38)

The school system remains responsible for monitoring and maintaining medical devices that are needed for the health and safety of the child. This includes breathing, nutrition, and other bodily functions. The school is also responsible for routinely checking the external parts of a surgically implanted device to make sure that it is functioning properly.( 39)

C. Supplementary Aids and Services ( 36)

This part of the IEP focuses on the other kinds of supports or services (other than special education and related services) that your child needs to be educated with children without disabilities to the maximum extent appropriate. Some examples of these additional services and supports are:

adapted equipment-such as a pencil grip, special seat, or cut-out cup for drinking;

a one-on-one aide;

assistive technology-such as a computer, special software, or a communication system;

training for staff, the student, and/or parents;

adapted materials-such as books on tape, large print, or highlighted notes;

peer tutors; and

collaboration/consultation among staff, parents, and/or other professionals (such as an occupational therapist, a behavior specialist, or a mobility specialist).

D. Accommodations and Modifications for Your Child
The IEP team must work together to make sure that your child gets the supplementary aids and services he or she needs to be successful. Team members should talk about your child's needs, the curriculum, and school routine, and openly explore all options to make sure the appropriate supports for your child are included.

For many students with disabilities-and for many without- the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that students respond to show their learning.

Adaptations, accommodations, and modifications need to be individualized for students, based upon their needs and strengths. Doing so can help students access the general education curriculum and other learning materials and activities. Accommodations can also help students demonstrate what they have learned. This type of individualization is part of what's "special" and "specially designed" about special education. ( 40)

Modifications or accommodations are most often made in the following areas:

Scheduling. For example,

giving the student extra time to complete assignments or tests

breaking up testing over several days

working in a small group

working one-on-one with the teacher

For example:
What is most important to know about modifications and accommodations is that both are meant to support individual children in their learning.

Jack is an 8th grade student who has learning disabilities in reading and writing. He is in a regular 8th grade class that is team-taught by a general education teacher and a special education teacher. Modifications and accommodations provided for Jack's daily school routine (and when he takes state or district-wide tests) include the following:

1. Jack will have shorter reading and writing assignments.

2. Jack's textbooks will be based upon the 8th grade curriculum but at his independent reading level (4th grade).

3. Jack will have test questions read/explained to him, when he asks.

4. Jack will give his answers to essay-type questions by speaking, rather than writing them down.

You and the other members of the IEP team will probably spend time discussing your child's learning needs and the ways in which classroom instruction, testing, homework, and school activities can be modified or adapted to help your child access the general education curriculum, demonstrate his or her learning, and participate with students who do not have disabilities. If the IEP team decides that your child needs a particular modification or accommodation, this information must be included in the IEP.

E. Program Modifications or Supports for School Staff ( 41)

Supports are also available for those who work with your child, to help them help your child:

achieve his or her annual goals;

be involved in and make progress in the general education curriculum;

participate in extracurricular and other nonacademic activities; and

be educated and participate with children who do not have disabilities.

An example of one such support might be to arrange for key personnel involved with a given child to receive training related to that child's needs.

5 | Participation with Children without Disabilities

As we said earlier in this guide, IDEA strongly prefers that children with disabilities be educated in the general education class with children who do not have disabilities. In fact, it requires that children with disabilities be educated with their peers without disabilities to the maximum extent appropriate for each child. ( 42) In keeping with this requirement, then, each IEP must include:

"...an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in [extracurricular and nonacademic activities]. . . " ( 43)
Therefore, if your child is going to be removed from the general education class for any part of the school day, the IEP team must include an explanation in the IEP.

Just because a child has severe disabilities or needs modifications to the general education curriculum does not mean that he or she may be removed from the general education class. ( 44) Accommodations, modifications, and supplementary aids and services can, and often do, play an important part in supporting children with disabilities in the regular educational environment. Removing a child from this environment may occur only if the nature or severity of the child's disability is such that educating the child in regular classes cannot be achieved satisfactorily, even with the use of supplementary aids and services.( 45)

6 | Modifications to State or District-Wide Assessments (46)

IDEA requires that students with disabilities be included in general state or district-wide assessments, with appropriate accommodations, if necessary. ( 47) Testing accommodations are commonly made in the same areas as the instructional modifications discussed earlier: scheduling, setting, materials, and student response.

The IEP team is responsible for determining whether your son or daughter will participate in each assessment given by the state or district-and how your child will participate. Some children may need no testing accommodations or modifications in order to demonstrate what they've learned and can do. Many, however, will need accommodations in order for their academic achievement and functional performance to be validly and accurately measured. It's important for IEP teams to know what type of accommodations can be made without invalidating a child's test scores and which accommodations the state permits. (This information should be available from your state department of education.) Once the IEP team determines which accommodations in testing, if any, would be appropriate for your child, these must be listed in the IEP and provided to your child during the actual assessment.

It's also possible that a specific state or district general assessment may not be appropriate for your child, even with accommodations and modifications. He or she may need to be assessed using an alternate assessment. If so, your child's IEP must include a statement of:

why your child cannot participate in the regular assessment; and

why the particular alternate assessment to be used is appropriate for your child. (48)

The participation of students with disabilities in state and district general assessment programs is an evolving area within IDEA as well as within general education law (the No Child Left Behind Act). Final regulations in this area were published in April 2007. ( 49) A wealth of information on the subject is available from the National Center on Educational Outcomes (NCEO) and the Center on Standards & Assessment Implementation.

7 | Location and Duration of Services

Each of the services your child needs is written down in the IEP. The IEP must also include:

how often your child will receive the service(s) (number of times per day or week);

how long each session will last (number of minutes);

where services will be provided (in the general education classroom or another setting such as a resource room); and

when services will begin and end (starting and ending dates).(50)

The IEP team may also consider whether or not your child needs to receive services beyond the typical school year. This is called Extended School Year or ESY services . ( 51) Some children receiving special education services may be eligible for ESY services. Ask your state and local school district for a copy of its guidelines for determining eligibility for ESY. If you or your child's teachers feel your child needs ESY services, it should be discussed during the IEP meeting.

8 | Reporting Your Child's Progress

Under IDEA, you must be kept informed of your child's progress on IEP goals. ( 52) As mentioned earlier (see #3), the IEP team will decide when periodic reports will be provided to you and include this information in the IEP. A "periodic report" might be issued quarterly, for example, when the school system issues report cards.

Look in your child's progress reports to see whether or not your child is making adequate progress to reach his or her goals by the end of the year. If not, then you will want to talk to the IEP team about how to address the lack of expected progress.

9 | Transition Services

As your child gets older and nears age 16, the IEP team-including your child-will consider many questions about his or her future after high school. What will your young adult do? Will he or she go to college or a technical school? Will he or she work? In what kind of job? What appeals to your child? What kind of preparation, knowledge, or skills will be needed? What kind of supports? Will he or she live independently or continue to live at home? Will you need help from other agencies to carry out these plans?

Answering these questions-and many more!- is called transition planning . ( 53) By the time your child is 16 years old, the IEP must describe the transition services needed to help him or her move from high school to life as an adult in the community. ( 54) The IEP team can also decide to start transition planning with your child at a younger age, if the IEP team considers it appropriate. The transition plan must then be updated every year and specify:

measurable postsecondary goals for your child related to training, education, employment, and (where appropriate) independent living skills; and

the transition services needed (including what your child will study) to help your child reach those goals.

Consider the range below of postsecondary possibilities for your child and determine which are appropriate, given your child's interests and preferences, skills and experience, and need for accommodations or supports:

postsecondary education (such as a 2-year or 4-year college or business school);

vocational education (to prepare for working in computers, auto mechanics, or hotels/restaurants, for example);

integrated employment (including supported employment);

continuing and adult education (such as classes offered by your community adult education office or department of recreation);

adult services (such as a day program or group home);

independent living; or

participating in the community.(55)

Whenever the team is going to talk about transition, your child must be invited to the meeting. Services must be based on your child's needs, taking into account his or her skills, preferences, and interests. Services can include: instruction, related services, community experiences, developing employment and other adult living objectives, and (if appropriate) daily living skills and giving your child a functional vocational evaluation.( 56)

A lengthy discussion of transition planning is beyond the scope of this guide for parents. However, because transition planning is so important, we are pleased to explore this topic much more fully in the separate Transition Suite.

We'd also recommend that anyone interested in transition planning visit the websites of these two projects for the wealth of information they offer:

National Secondary Transition Technical Assistance Center (NSTTAC)
https://youth.gov/federal-links/national-secondary-transition-technical-assistance-center

"Age of majority is the legal age established under state law at which an individual is no longer a minor and, as a young adult, has the right and responsibility to make certain legal choices that adults make."( 58) Thus, when people use the term age of majority, they are generally referring to when a young person reaches the age where one is considered to be an adult. Depending upon your state law, this usually happens at some point between 18 and 21.

At this juncture in your child's life, the state may transfer to your young adult all (or some of) the educational rights that you, as parents, have had up to the moment. Not all states transfer rights at age of majority. But if your state does, then the rights and responsibilities that you have had under IDEA with respect to your child's education will belong to your son or daughter at the age of majority.

Beginning at least one year before your child reaches the age of majority, you and your child will receive written notice from the school telling you of the upcoming transfer of rights (if any). When this happens, the IEP must include a statement that you have received the notice and have been told about the transfer of rights.( 59)

There are some exceptions to this transfer of rights. For example, some children with disabilities may need to have a guardian appointed to make decisions for them. Other students may not have the ability to give informed consent ( 60) regarding their education. Or your child may be fully capable of making these decisions but still want your help in these matters. In all these cases, the state will have procedures by which parents can be appointed to continue representing their child's educational interests. ( 61) You will need to check your local and state policies to find out how this issue is handled.

C. Deciding Your Child's Placement

9. What is placement? How is my child's placement decided?

Once the IEP team has decided what services your child needs, decisions must be made about where services will be provided. Where your child's IEP is carried out is called . As the parent, you have the right to be part of the group that decides your child's placement.( 62)

In deciding your child's placement, the group must make sure that your child has the maximum opportunity appropriate to learn with children who do not have disabilities-in academic, nonacademic, and extracurricular activities.( 63) This part of the law is called Least Restrictive Environment or .

Least Restrictive Environment is explained in IDEA as follows:

. . . To the maximum extent appropriate, children with disabilities . . . are educated with children who are nondisabled; and . . . special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. ( 64)

IDEA also says:

The child's placement is determined at least annually; is based on the child's IEP; and is as close as possible to the child's home.

Unless the IEP requires some other arrangement, the child is educated in the school that he or she would attend if the child had no disability.

When looking at placement options, consideration must be given to any potential harmful effect on the child or on the quality of services that he or she needs.

A child with a disability may not be removed from education in age-appropriate regular classrooms just because he or she needs modifications to the general education curriculum. (65)

Often, the IEP team makes the placement decision. In some places, the placement decision is made by another group of people. In either case, under IDEA, the group that makes the placement decision must include you, as the parent(s), and others who:

are knowledgeable about your child;

understand the meaning of your child's evaluation data; and

know the placement options. (66)

When discussing placement, the group should consider your child's unique needs and determine what the least restrictive placement for your child is, based upon those needs. A placement that is least restrictive for one child may not be least restrictive for another. What is least restrictive for each child is based on that child's unique needs. This means that the school system may not use a "one size fits all" approach to educating children who have a disability. Decisions must be based on individual needs as stated in the IEP, not on-

the child's disabling condition or label (such as placement in a special class for students with intellectual disabilities just because a child has a cognitive impairment);

disability program categories (placement in an particular program for students with learning disabilities (LD) just because a child needs LD services);

the location of staff;

the funds that are available; or

the convenience of the school district. (67)

In making placement decisions, the group looks to another important part of the IDEA, the continuum of alternative placements . ( 68) The continuum includes the different options where children can receive services. These options include placements such as:

a general education class;

a special education class;

a special education school;

at home; or

in a hospital or other institution.(69)

A student's placement in the general education classroom is the first option considered by the group making the placement decision. ( 70) Can your child be educated satisfactorily in the general education classroom? What aids, services, and supports does your child need to make this possible? If the group decides that your child's needs can be met in the general education class, with supports, then that placement is the least restrictive environment for your child.

D. Participating in the IEP Meeting

So, your first IEP meeting is coming up. How do you get ready? Here are some suggestions.

10. What do I do before the meeting?

__ Review the information on your child -from home, school, or private sources (such as doctors, therapists, or tutors). Ask yourself, "Do these records show the full picture?" Fill in any missing pieces, if you can. Bring your records to the meeting. You can also bring examples of your child's work (on paper, audiotape, or videotape) to show specific concerns or insights you may have.

__ Talk with your child about the upcoming IEP and ask about school. "What things are hard? What things are easy? What's important for you to focus on this year?" Your child may have a lot to say about his or her needs and interests. Students are often much more aware of their strengths and weaknesses than parents realize. Make notes on what your child says.

__ Think about your child's involvement in general education classes. Consider his or her learning style, special education needs, and social needs. How can these needs be addressed in the IEP? What kinds of supports or services might your child need in order to be successful in the general education class? Ask your child what he or she needs or doesn't need in the way of support.

__ If your child will be attending all or part of the IEP meeting, explain how the meeting works in a way that he or she can understand. Let your child know how important the meeting is and that his or her opinions and input are valuable. You may need to prepare your child to speak up at the meeting. Talk with your son or daughter about how to share his or her feelings about what is being proposed.
Answer the following questions about your child as a way to prepare for the IEP meeting.
__ Do a Positive Student Profile ( 71) (see the box below) to share with the team. To do this profile, answer questions about your child, which will help you organize your thoughts and focus clearly on your child's strengths, needs, and goals.

_______________________________

Doing a Positive Student Profile ( 72)

1. Who is ____________? (Describe your child, including such information as place in the family, personality, likes and dislikes.)

2. What are __________'s strengths? (Highlight all areas where your child does well, including school, home, community, and social settings.)

3. What are ________'s successes? (List all successes, no matter how small.)

4. What are ________'s greatest challenges? (List the areas where your child has the greatest difficulties.)

5. What are _________'s needs? (List the skills your child needs to work on and the supports he or she needs.)

6. What are our dreams for ____________? (Describe your vision for your child's future, including short-term and long-term goals.)

7. Other helpful information. (List all relevant information, including health care needs, that has not already been described above.)

_____________________________

__ Brainstorm with people (teacher, friend, family members, tutor, therapist, consultant) to get ideas before the meeting. Write down things you feel must be included in the IEP. Decide how you want to share this information with the other members of the IEP team.

__Ask other team members if they can share their ideas about your child's program ahead of time.

__ Know your rights. Review the IDEA regulations and accurate summaries. Take the regulations with you to the meeting in case you need them.

__ Are there any areas where you and the school might disagree? Plan how you want to handle these. List any information that might support your position. Think of alternatives to offer if the school is not willing to accept your first suggestion. Decide where you can compromise and where you can't.

__ Consider whether you'd like to invite another person to go with you to the IEP meeting. This person should have special knowledge or expertise about your child or with respect to your child (a related service provider, for example, a past teacher, a specialist in your child's disability, or a friend). Another person may think of things during the meeting that you do not. As a courtesy, let the school know if someone will be attending the meeting with you.

If an advocate will be attending the meeting with you, review your agenda together before the meeting. Above all, be sure that the advocate understands what role you would like him or her to play in the IEP process.

11. What do I do during the meeting?

Use your notes to keep yourself and the team on track. Keep the focus on your child's individual needs and in creating a plan that will lead to success. Remember your child's social and emotional needs, including the need to be with peers that do not have disabilities. Encourage the other members of the IEP team to use simple language, so that anyone reading the IEP can understand and carry it out.Stay focused

Ask questions
If a team member says something you don't understand, ask the person to explain. If someone says something about your child you don't agree with or have a question about, ask for more details. What backup information supports the person's statement (teacher notes, checklists, evaluations)? If you have different information, be sure to share it.

Make sure you don't accept or reject a goal for your child based on incomplete information. If a present levels statement is appropriate, there should be data to support it. If a goal is appropriate, there should be documentation to back up the need. You want to make sure that decisions are not made based upon a single event or random observations.

Be thorough
Make sure you agree with the language in the present levels of academic achievement and functional performance before you finalize annual goals for your child. Try not to move away from one area until you are confident that it adequately addresses your child's needs. If you find that needed information is not available at the meeting, have the team make a note of what is missing, who will get the information, and when they will get it by. Then you can agree to move on and come back to discuss the issue when the needed information is received.

12. What can I do if we don't agree?

If the team cannot agree on a particular item after several minutes of discussion, add it to the team's "parking lot" of concerns and suggest coming back to it later. Avoid getting stuck debating a particular point over and over, especially if it feels like you are not getting anywhere. You need to be clear in your mind on where you can and cannot compromise. Communicate this in a reasonable and calm way. Sometimes, the following words can help the team resolve an issue.

"What will it take for us to reach an agreement on this issue?"

"Why don't we just try this for 6 weeks and see how it works?"

"I understand that you can't say yes to this request. Can you tell me who does have the authority? How do we get that person here?"

"We can all agree that this is not an easy issue. But we need to find a solution that will work for (your child) that we can all live with."

"I just don't see this as being appropriate for (your child). There have to be other options we haven't looked at."

13. I'm concerned I'll get too emotional. Any suggestions?

One of the most difficult things in an IEP meeting can be keeping emotions under control. It is easy at times for anyone at the meeting to get frustrated. Everyone has demands placed on them that are outside their control. The teacher has concerns about meeting the needs of all her students, including your child. Therapists may be concerned with how many children they need to work with and how to fit everything that needs to be done into a single school day. The administrator may be worried about having enough staff,

supplies, and equipment on a daily basis. And, like any parent, you want what is best for your child, even though the law says you are only entitled to what is appropriate. It is a challenge to balance all these needs and demands. The key to reducing frustration and avoiding conflict is to be respectful of each other, even when you don't agree. Keep coming back to the purpose of the meeting-to develop an appropriate IEP for your child.

14. What if we still don't agree?

If you've done as much as you can and still cannot come to agreement on the IEP, there are several options open to you.

__If this is your child's first IEP, you can refuse to give permission for the school to implement the IEP.( 73) In this case, your child will not receive the special education services outlined in the IEP.

__Ask the school to give you prior written notice ( 74) on the issue(s) under disagreement. Written notice must tell you in detail what the school is proposing or refusing to do, why, and what information it used to reach the decision. This includes:

-telling you other options the school considered and why they were rejected;

-describing each evaluation procedure, test, record, or report used as a basis for the action being proposed or refused; and

-describing any other factors that are relevant to what the school is proposing or refusing to do.

With this information, you may be in a better position to convince the school to rethink its decision or to proceed with the next step below.

With mediation, you and the school sit down together and try to work out the disagreement with an impartial third person called a mediator. The mediator does not work for the school system or make any decisions for you or the school. The mediator helps you and the school talk about your differences and work toward an agreement.

The due process hearing is a formal, legal procedure where both you and the school present your views on the dispute to an impartial hearing officer. After all the evidence is presented and witnesses have spoken- much like in a court case-the hearing officer decides the case and tells you and the school how the matter is to be settled. He or she issues the decision in writing.

You request a due process hearing by filing a due process complaint that must contain specific information ( 77), with a copy sent to the state department of education. Within 15 days, your school system must convene a resolution meeting between you, as parents, and relevant members of the IEP team. The purpose of the meeting is for you to discuss your due process complaint, which gives the school system the opportunity to resolve the dispute. This resolution meeting need not be held if you and the school system agree to waive the meeting or agree to use mediation instead. ( 78)

__You can also file a written state complaint ( 79) with your state's department of education. When you file a state complaint, you must tell the state what part of the IDEA you believe the school has violated. You must also state the facts as you know them and provide copies of any documents or correspondence on the matter you may have. The state will investigate your complaint, request documents if necessary, and give a written decision.

There is a lot to know about each of these ways of resolving problems with the school. The premier source of this information is CADRE, the National Center on Dispute Resolution . Visit CADRE at:
http://www.cadreworks.org/

__Finally, if this is not your child's first IEP, you can revoke consent ( 80), in writing, for the continued provision of special education and related services to your child, even though you previously gave your consent. Once you revoke consent, the school system may no longer provide special education services to your child, and they may not try to override your revocation of consent. There are also a number of other consequences that may arise, such as how your child will be disciplined. Therefore, it is important for you to ask questions about how your child's education will be affected before revoking consent.

15. When the IEP is completely written, am I supposed to sign it?

As the IEP meeting comes to a close, you will probably be asked to sign the IEP document. Depending on the state you live in, your signature on the IEP will mean different things. In some school systems, your signature on an IEP means that you agree with the IEP. In other states, a parent's signature on the form simply means that the parent attended the IEP meeting.

There is no regulation that says you must sign the IEP immediately at the end of the meeting, or at all. If you feel the need to wait before signing the IEP, if you need to "sleep on it" or share it with your spouse/child's tutor/consultant, say so. You may wish to list specific items in the IEP that you want to think about before signing ("I'm still uncomfortable with ____, and I'd like to think about it some more"). This lets the school know where you stand and gives everyone time to think of possible solutions or compromises.

Whatever you decide, read the IEP document in its final version before signing. This is also a good time to review the list of concerns you prepared before the IEP meeting. Did the team talk about all of those items?

When all the talking is done, if you are comfortable with the IEP, go ahead and sign. If you agree with everything except one item, you can sign your agreement and add a statement about the one item you disagree with. The team can implement all of the IEP except that one item, until you do resolve it.

16. What do I do after the IEP meeting (and before the next one)?

Hurrah! You've completed your child's IEP. Now that you have a well-written IEP, you may want to schedule a follow-up meeting after a month or six weeks, so you and the rest of the team can talk about how things are going. Watching your child work at school and talking with the staff will help you keep track of your child's progress. Remember, if you ever feel that the IEP needs to be changed, you can request an IEP meeting.
Final Words
Even when you have done many IEPs, you can still forget things from one IEP to the next. So, after each meeting, jot down any thoughts you have about the IEP and the process. What did you like? What did you not like? What would you do differently next time? What will you do the same? When you are finished, store your notes in a safe place so that you can read them before the next IEP meeting.

17. Can my child's IEP be changed without holding a meeting?

Yes. If you and the school want to change your child's IEP after the annual IEP meeting, you and the school may agree not to convene an IEP meeting. Instead, you and the school will develop a written document that will amend your child's IEP. If your child's IEP is changed, all IEP team members will be informed of the changes, and if you request it, the school must give you a copy of the reviewed IEP. ( 81)

Keep in mind that developing an IEP is a learning process. With time it gets easier. Maintain your sense of humor and try to relax. When parents and schools truly work together, the process works well, and the best results for your child can be realized.

(1) "Parent" includes anyone who is legally responsible for the care and well-being of a child. This can be a guardian, grandparent, stepparent, surrogate parent, foster parent, or natural or adoptive parent. IDEA defines "parent" at 34 CFR §300.30.

(2) 34 CFR §300.7-Free appropriate public education.

(3) 34 CFR §300.8-Child with a disability.

(4) 34 CFR §300.39-Special education.

(5) 34 CFR §§300.500 - 300.537, which contain IDEA's procedural safeguards.

(6) 34 CFR §§300.320 - 300.328-Individualized Education Programs.

(7) 34 CFR §300.322, §300.323, and §300.501(b)-Parent participation; When IEPs must be in effect; Parent participation in meetings, respectively..

(8) 34 CFR §300.328-Alternate means of participation.

(9) 34 CFR §300.321-IEP team.

(10) 34 CFR §300.43(a)(1)- Transition services. A coordinated set of activities for a student with a disability designed to promote movement from school to postschool activities, including postsecondary education, vocational training, integrated or supported employment, continuing and adult education, adult services, independent living, or community participation.

(11) 34 CFR §300.321-IEP team.

(12) 34 CFR §300.322(a)-Parent participation: Public agency responsibility-general.

(13) 34 CFR §300.322(e)-Parent participation: Use of interpreters or other action, as appropriate.

(14) 34 CFR §300.322(b)-Parent participation: Information provided to parents.

(15) 34 CFR §300.503(b)-Prior written notice by the public agency; content of notice: Content of notice.

(16) 34 CFR §300.322(c)-Parent participation: Other methods to ensure parent participation.

(17) 34 CFR §300.322(d)-Parent participation: Conducting an IEP meeting without a parent in attendance.

(18) 34 CFR §300.300(b)-Parental consent: Parental consent for services.

(19) 34 CFR §300.324-Development, review, and revision of IEP.

(20) 34 CFR §300.324(a)(2)-Consideration of special factors.

(21) 34 CFR §§300.5 and 300.6-Assistive technology device; Assistive technology service, respectively.

(22) 34 CFR §300.27-Limited English proficiency.

(23) 34 CFR §300.321(c)-IEP Team: IEP Team attendance.

(24) 34 CFR §300.310-Definition of individualized education program.

(25) 34 CFR §§300.320(c) and 300.520-Definition of individualized education program; and Transfer of parental rights at age of majority, respectively.

(26) Sometimes parents pay for evaluations done by outside professionals and share them with the school. For information on an Independent Educational Evaluation (IEE) that the school system pays for, see 34 CFR §300.502.

(27) Adapted from Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers (p. 78). Bethesda, MD: Woodbine House.

(28) Decoding means breaking apart, sounding out, figuring out.

(29) Adapted from Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special education maze: A guide for parents and teachers (p. 78). Bethesda, MD: Woodbine House.

(30) See 34 CFR §300.320(a)(3)(ii).

(31) 34 CFR §300.320-Definition of individualized education program.

(32) 34 CFR §300.107-Nonacademic service.

(33) 34 CFR §300.39-Special education.

(34) 34 CFR §300.34-Related services.

(35) §300.105- Assistive technology. AT can be provided as either a related service, as special education, or as supplementary aids and services.

(36) 34 CFR §§300.42-Supplementary aids and services.

(37) 34 CFR §§300.34(a) and (c)(5)-Related services: General; and Related services: Individual related services terms defined: Medical services, respectively.

(38) 34 CFR §§300.34(b)(1)-Related services: Exception.

(41) 34 CFR §§300.320(a)(4)-Definition of individualized education program: General.

(42) 34 CFR §300.114-LRE requirements.

(43) 34 CFR §§300.320(a)(5)-Definition of individualized education program: General.

(44) 34 CFR §§300.116(e)-Placements.

(45) 34 CFR §§300.114(a)(2)-LRE requirements.

(46) 34 CFR §300.320(a)(6)-Definition of individualized education program.

(47) 34 CFR §300.320(a)(6)(i)-Definition of individualized education program.

(48) 34 CFR §300.320(a)(6)(ii)-Definition of individualized education program.

(49) 34 CFR §300.160- Participation in assessments. This section of IDEA was "reserved" when IDEA's regulations were published in August 2006. Final regulations for §300.160 were then published in the Federal Register on April 9, 2007 (Volume 72, Number 67), available online at: http://www2.ed.gov/legislation/FedRegister/finrule/2007-2/040907a.pdf

(50) 34 CFR §300.320(a)(7)-Definition of individualized education program.

(51) 34 CFR §300.106-Extended school year services.

(52) 34 CFR §300.320(a)(3)-Definition of individualized education program.

(53) 34 CFR §300.43-Transition services.

(54) 34 CFR §300.320(b)-Definition of individualized education program: Transition services.

(55) 34 CFR §300.43(a)-Transition services.

(56) 34 CFR §300.43(a)(2)-Transition services.

(57) 34 CFR §300.320(c)-Definition of individualized education program: Transfer of rights at age of majority.

(58) National Center on Secondary Education and Transition. (2002, May). Age of majority: Preparing your child to make their own choices. Minneapolis, MN: Author. Quote from page 2.

(61) 34 CFR §300.520(b)-Transfer of parental rights at age of majority: Special rule.

(62) 34 CFR §300.327-Educational placements.

(63) 34 CFR §300.114-LRE requirements.

(64) 34 CFR §300.114(a)(2)-LRE requirements.

(65) 34 CFR §300.116-Placements.

(66) Ibid.

(67) From the Department of Education's Analysis of Comments and Changes that accompanied publication of IDEA's final regulations in the Federal Register, Volume 71, Number 156, page 46588. Available online here at the CPIR.

(68) 34 CFR §300.115-Continuum of alternative placements.

(71) Adapted from: Creating Collaborative IEPs: A Handbook (Rev. ed.). (2001). Richmond, VA: Partnership for People with Disabilities, Virginia Commonwealth University.

(72) Ibid.

(73) 34 CFR §300.300(b)-Parent consent for servicess.

(74) 34 CFR §300.503-Prior notice by the public agency; content of notice.

(75) 34 CFR §300.506-Mediation.

(76) 34 CFR §§300.507, 300.508, and 300.511-Filing a due process complaint, Due process complaint, and Impartial due process hearing, respectively.

(77) 34 CFR §§300.507 and 300.508(b)-Filing a due process complaint; Due process complaint: Content of complaint.

(80) 34 CFR §300.300(b)(4)-Parental consent for services.

(81) 34 CFR §300.324(a)(4)-Development, review and revision of the IEP.

Parent Guide 12 (PA12)
3rd Edition, April 2009
A legacy resource from NICHCY

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Developing Your Child's IEP - Center for Parent Information and Resources

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En español | In Spanish by Theresa Rebhorn Being a parent is the most wonderful-and hardest-job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated. Your child's education is most likely an area of great interest to you.

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11. Assistive Technology

12. Identifying Gifted Students

13. Accommodations

14. Daily Report Cards

15. Inclusive Physical Education

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There are various forms of assistive technology that can be used with a range of disabilities. Common examples include audio recorders, closed captioning, color overlays and line readers, flexible furniture, graphic organizers, pencil grips, personal listening devices, special keyboards, speech-to-text software, and text-to-speech software. Students who may be eligible for assistive technology include those with an IEP or 504 plan. The purpose of assistive technology is to allow students to be productive and have an equal learning environment. The use of assistive technology requires staff training to be able to help students, incorporating the use of the technology into lesson planning, and being prepared for inevitable technical difficulties. Many of the examples of assistive technology can be used for both online and physical schooling (School of Education, 2020).

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Assistive technology in the classroom helps to ensure students with disabilities have the same opportunity for education as students who do not have disabilities. Assistive technology helps schools and teachers deliver on the promise of educational equity. Exploring how students with learning disabilities and other impairments use assistive technology in virtual and physical classrooms illuminates its vital role.

What Is Assistive Technology?

Assistive technology can be any product or tool that helps people with disabilities learn, work, and live more productive lives. Ranging from simple mechanical devices to sophisticated hardware and software, assistive technologies address a wide range of disabilities.

Examples of Assistive Technology

Many household items-timers, calculators, and magnifiers, for example-can help address specific disabilities. Advanced and emerging technologies such as virtual reality also serve assistive learning purposes. The following tools are some of the more common examples of assistive technology:

Audio recorders can be used to capture lectures and discussions that students with auditory processing disorder might miss.

Closed captioning allows students with auditory disabilities to learn from video-based lessons.

Color overlays and line readers, including basic physical objects and software-based tools, can help students with attention deficit disorder and the visually impaired.

Flexible furniture, including standing desks and adjustable seating, can help students with mobility issues.

Graphic organizers, including paper and digital versions, help students with learning disabilities and executive function disorder.

Pencil grips enable students with fine motor skill problems to use writing utensils.

Personal listening devices capture teachers' voices more clearly with microphones that connect to a personal speaker or earpiece via FM radio waves, Wi-Fi, or Bluetooth.

Special keyboards address a range of learning needs, from braille for the visually impaired to alternative layouts that address physical and cognitive disabilities.

Speech-to-text software lets students with speech disabilities communicate.

Text-to-speech software helps students with speech disabilities, impaired vision, attention deficit hyperactivity disorder (ADHD), and various learning disabilities.

The Importance of Assistive Technology

More than 7 million students ages 3-21, or 14 percent of all public school students, receive special education services in the United States, according to the National Center for Education Statistics. A third of those students have a specific learning disability, such as dyslexia.

Other major categories of disability are wide ranging: * Autism spectrum disorder * Developmental delay * Emotional disturbance (anxiety and depression, for example) * Intellectual disability * Hearing impairment * Orthopedic impairment * Speech or language impairment * Other health impairments (a broad category that encompasses many conditions that limit a student's strength, energy, or alertness)

Not all students with disabilities require or are eligible for assistive technology, but the prevalence and variety of disabilities underscores the importance of such learning aids.

Who Qualifies for Assistive Technology?

To be eligible for special assistance, students must be evaluated by a team of professionals who assess their disability. Qualifying students receive an individualized education program (IEP), which defines learning needs, sets goals, and describes how teachers will help the student learn. Schools are required to provide assistive technology if the IEP team determines it is necessary.

Students who do not qualify for an IEP, which is authorized under the Individuals with Disabilities Education Act (IDEA), may still qualify for assistive technology under a 504 plan, which is authorized under Section 504 of the Rehabilitation Act. IEPs and 504 plans are similar, but whereas an IEP addresses a child's special education needs resulting from specific disabilities, a 504 plan provides services for a child with any disability that interferes with their ability to learn.

While some disabilities and associated needs are readily apparent, others require extensive testing. People with learning disabilities or learning differences, for example, are typically of average or above-average intelligence, according to the Learning Disabilities Association of America (LDA). They simply process information differently, and the effects of their disability may be limited to a specific area. LDA groups learning disabilities into five categories:

1. Dyscalculia affects a person's ability to understand and learn numbers and math.

2. Dysgraphia affects a person's handwriting ability and fine motor skills.

3. Dyslexia affects reading and language processing skills.

4. Nonverbal learning disabilities include challenges related to interpreting facial expressions or body language.

5. Oral/written language disorder and specific reading comprehension deficit affect a person's reading comprehension or spoken language.

Related disorders such as ADHD, dyspraxia (affecting muscle control), and executive functioning disabilities (weakness in cognitive management systems), while not learning disabilities by definition, commonly occur with learning disabilities, according to LDA.

Assistive Technology Implementation Challenges

The benefits of assistive technology for students with learning disabilities are manifest, but implementing such tools in classrooms can cause challenges:

Staff training. Teachers and staff may require special training to help students set up and utilize more sophisticated assistive technology aids.

Lesson planning. Integrating the use of assistive technology with established lessons and classroom dynamics can require additional planning.

Technical difficulties. Technology failures can disrupt learning and teaching.

Assistive Technology in Virtual Classrooms

Many assistive technologies are digital and easily adapted to online use and remote environments, but virtual classroom integration can have unique challenges. Students who require the use of assistive technologies in classroom and home environments may require additional support for remote setup, and the transportation of equipment to and from school places additional responsibilities on students and families.

Such challenges have not stopped teachers from delivering on the promise of equal opportunity for education, however. Assistive technology has been successfully integrated into physical and virtual classroom settings. The COVID-19 pandemic has magnified some of the challenges associated with remote learning, but teachers continue to adapt and find new ways to enable learning for all students. Helping schools to acquire and utilize technology-including tools designed to help students with disabilities-has never been more important.

Creating More Equitable Learning Environments

Providing students with the tools they need to fully participate and learn is a fundamental responsibility of education. For students with disabilities, assistive technology can be the key to an equitable learning environment.

Educators interested in providing an equal education to all students, including those with disabilities, should explore American University's School of Education. Through its Online Master of Arts in Teaching (MAT) and Online Master of Education (MEd) in Education Policy and Leadership, American University's School of Education prepares teachers and policy makers to excel in the digital age. Find out how American University's School of Education trains educators to transform the education system to benefit all learners.

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Assistive Technology in the Virtual and Physical Classroom | American University

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Assistive technology helps people with disabilities learn, work, and live more productive lives. Explore the importance of assistive technology in the classroom.

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Each gifted student must be evaluated individually to assess their giftedness as not all gifted students are the same. With gifted students it is important to remember giftedness is dynamic, is represented through diverse groups, may be shown within a specific interest, and that early identification improves the likelihood gifts will develop into talents. To identify giftedness, districts will typically follow a process of identification phase, nomination and screening phase, and placement phase. To screen for giftedness, various tools should be used to account for bias. Tests for IQ, nomination forms, student records, teacher observations and ratings, portfolios and performances, and student educational profiles or case studies can all be options to consider when identifying giftedness. These show that there are both formal and informal perspectives to assess giftedness (National Association for Gifted Children, n.d.).

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There are various accommodations that students may receive that can be grouped into four categories. First, presentation accommodations are used by students who struggle with the way information is presented. These students may use books and materials with larger text, visual cues, audiobooks, and closed captioning. Next, response accommodations such as speech-to-test software or a digital recorder can be used by students with a barrier related to the way they are required to respond. This allows them to still complete assignments, just in a different format. For students who have trouble with the characteristics of the setting, they may receive setting accommodations. These can be preferential seating or testing in a different location with more appropriate noise or lighting. Finally, students may have issues with the timing and scheduling of the instruction. Timing and schedule accommodations include extended time, frequent breaks, and shorter testing sessions (IRIS Center, n.d.).

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Daily Report Card is an intervention that provides students with clear expectations, goals for success, and motivation to succeed. A DRC improves behavior with clarity of expectations, feedback based on performance, motivators, relationships, and flexibility. Not only does a DRC promote positive behavior, but also positive communication between the teacher and the family. There is a website for a Daily Report Card Online, which is an interactive online tool to help schools develop and implement a DRC. The DRCO has multiple features such as professional development access, progress monitoring, a guided set-up process, standardized target behaviors, real-time data collection, informed decision making with data and goals, and data visualization in graphs that can be shared at team meetings or with parents (DRCO, n.d.).

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Children should get 60 minutes of physical activity per day. Schools must provide inclusive physical education and physical activity for students with disabilities. To have inclusive physical education, students with disabilities should be included in regular physical education classes. There should be changes to teaching strategies, equipment, environments, and assessments to meet the needs of each individual student. Teachers should support students with disabilities if they wish to participate in extracurricular physical activities. Finally, teachers of inclusive physical education encourage students with disabilities to have the same experiences as their peers without a disability. The ADA, Section 504, and IDEA are all relevant to the inclusion of students with disabilities in physical education (Centers for Disease Control and Prevention, 2022).

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16. Dyslexia

17. Reading Interventions for Learning Disabilities

18. Special Education for Multilingual Learners

19. Communication Disorders in Schools

20. Social Stories

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Dyslexia is a learning disorder that is characterized by trouble recognizing language sounds and how they relate to written language. These students typically struggle with reading, writing, and spelling. They may also have trouble with rabidly saying responses to what they see. Dyslexia can impact the student's ability to do well in all subjects. Not only does dyslexia affect school performance, but it also has social and emotional impacts. It can cause them to feel less intelligent than their peers, have lower self-esteem, and misbehave due to frustration. To teach students with dyslexia, teachers can provide opportunities for multisensory learning, sand writing, blending boards, arm tapping, assistive technology, pocket spellcheckers, line readers, digital scanning pens, and accommodations. The student's IEP should always be followed. These strategies can help students with dyslexia thrive in the classroom (American School of Education, 2023).

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When working with students with learning disabilities, there are some strategies that may be beneficial to improving literacy skills. To improve word recognition skills, direct instruction will be a good method. The reading program should use sequencing, segmentation, and advanced organizers. To improve reading comprehension, students with learning disabilities seem to benefit from the combination of direct strategy and strategy instruction. Directed response/questioning, control difficulty of processing demands of task, elaboration, modeling of steps, group instruction, and strategy cues are all methods for reading comprehension. Parents can use these guidelines to evaluate their child's reading program. If the parent feels the reading program is not adequate to meet their child's needs, they can schedule a meeting with the IEP team to go over solutions (Stanberry & Swanson, n.d.).

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There are various issues and considerations when working with bilingual students in special education. Examples include prioritizing the special education needs of the student rather than incorporating all needs of the student into their education, communicating with families, and finding teachers that are qualified to work with bilingual students with disabilities. Often, there is a priority on the IDEA and special education needs of the student rather than the bilingual education services. Typically, students are encouraged to use English and are therefore not given the opportunity to explore their bilingual identity. In addition, when working with the families of students with disabilities, there should be appropriate translation services. It should not be expected that families speak English, whether it be in the IEP meeting or at home. Finally, there are not many programs that train teachers to work with bilingual special education students. Special education and general education teachers may both need to seek additional training, but this is not always easy (Najarro, 2024).

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Education Week - K-12 education news and information

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At Education Week, we believe that all children deserve a high-quality education.

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There are different types of speech and language disorders that fit into the four categories of articulation, fluency, voice, and language. Articulation involves issues with how the child pronounces sounds, fluency involves the flow of speech that is disrupted by various issues, voice involves an abnormal pitch, resonance, or volume, and language involves issues expressing needs, ideas, information, and understanding. If there are noticeable issues with a child's speech or language, the first step should be checking their hearing. If hearing is not the issue, the child may have a speech or language impairment. There are many children that qualify as having a speech/language impairment. In schools, speech-language pathology services can benefit the child and may last for multiple years. Teachers can learn about these impairments, emphasize strengths, know the IEP, provide accommodations, consult as needed, seek materials or resources to help address the needs of the children, and communicate with parents (Center for Parent Information and Resources, n.d.).

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Social stories are a useful tool when working with students with autism. Social stories can be written if one cannot be found for a certain situation. Examples include personal space, hitting, turn-taking, making friends, stealing, potty training, anxiety, and transitions. When writing a social story it must have a specific goal, be well-researched, be descriptive, and use positive language. They should also use one or a combination of perspective, descriptive, directive, control, affirmative, cooperative, and/or partial sentences. Social stories are beneficial for children with autism because they teach social norms, social skills, social interactions, and reduce empathy. Comic strip conversations can also be used. These are simple illustrations that show people having a conversation, which is a good method if the child prefers visuals and can make it more enjoyable (Tobik, 2024).