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1.) Successful Strategies for Teaching Students with Learning Disabilities

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1.) Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

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Successful Strategies for Teaching Students with Learning Disabilities

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Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

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This website is very straightforward but informative. The first thing it provides is some practices that can be implemented to produce more beneficial outcomes. It then breaks down what classrooms will look like with teachers who implement these practices. Lastly, it defines success for a student with special needs.

Some key information is using a multi-sensory approach, and that may include breaking instruction into smaller parts, the use of diagrams, pictures, and or graphs.

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This post is teacher-related, as it provides readers with teaching practices that can be easily implemented in the classroom along with their outcomes.

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2.)My child is in special education. What should I know about IDEA?

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2.)My child is in special education. What should I know about IDEA?

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My child is in special education. What should I know about IDEA? | Exceptional Lives

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If your child is in Special Education, here’s what to know about IDEA so you can work with school to get your child the support they need.

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This website provides information on how schools must provide each student in special education with services tailored to fit their needs so they can have the right to learn. it then provides parents with information on what to do if a school does not provide this right to their child.

Some key information given is what is included in IDEA, and what happens to schools when it's not provided. For example, schools must provide an evaluation by specialists that is paid for by the school, as well as an IEP for any student who needs it from age 3 until 21. When a school fails, they receive a violation of FAPE (Free and Appropriate Public Education).

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This article is parent and guardian-related. It gives what the school needs to provide every student, and what to do if it is refused. This article is perfect because it allows the parent who may be in the dark to be able to play an active part in their child's education, and let them know their rights. At the very end of the article, it provides links to other articles that provide more information.

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3.) The Intersection of Bilingual Education and Special Education

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3.) The Intersection of Bilingual Education and Special Education

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The Intersection of Bilingual Education and Special Education

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Bilingual special education provides basic special education services to kids who speak more than one language and have developmental disabilities.

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This website provides statistical information on the rise of bilingual students and the rise of special needs students in America. The first section of the article lists the entailment of bilingual special education. it then goes on to say how exceptional EL students face severe disproportionality. it then lists approaches teachers need to make to help students reach their educational goals and achieve success.

Some key information includes that the rate of children with special needs also continues to increase. 17% of children have some form of developmental disability in the U.S., while 12.08 million in 2019 spoke another language at home. One of the things Bilingual Special Education Entails is Socio-cultural connections, or ways that learning connects to students’ communities and cultures.

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This article is written for a teacher-based approach. It provides information and some classes teachers can to help the students become successful in their education through open communication. it also provides a teacher space where teachers can go though and receive skills in both areas.

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The importance of collaborating with families to promote participation in educational decision-making has been identified as one of the key principles of the Individuals with Disabilities Act (IDEA). IDEA provides for specific rights that enable parents to participate as equal members of the IEP team and to be involved in evaluation, placement, and special education and related service decisions. Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources, as appropriate, for the purpose of making and implementing decisions that will directly benefit students and indirectly benefit other family members and professionals. Teachers should respectfully and effectively communicate considering the background, socioeconomic status, language, culture, and priorities of the family, and ensure families are informed about their rights as well as about special education processes.

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This website lists some of the specific rights that allow families to be equal with the evaluators and make decisions and have an important say in their child/family member. it goes on to say how teachers need to communicate effectively and equally, no matter the family's background, socioeconomic status, language, or culture. Teachers also need to let them know their rights.

Some key factors are how IDEA provides specific rights that allow parents to participate as equal members of the IEP team, allowing them to be included in the evaluation, placement, and any special education and related decisions. The website also states "Family–professional partnerships have been defined as a relationship in which families (not just parents) and professionals agree to build on each other’s expertise and resources..." This means they combine their ideas with others to make the most fitting choice to help the student.

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This article goes along with website 2, but this is more directed towards parents and their families, in letting them know where they stand in their child's education and where they can input their voice to find a successful learning path to help their child succeed.

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5.) Teaching Strategies For Special Education

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5.) Teaching Strategies For Special Education

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If you're considering becoming a special education teacher, you likely already have a passion for helping students with unique needs and abilities achieve their full potential.

However, teaching special education comes with its own set of challenges and often requires a different approach than you might use in a traditional classroom setting. In fact, if your goal is to become a teacher that works with special needs students, it's important to start planning now on how you can develop teaching strategies for special education.

Early preparation will not only help you build the skillsets you need to become an effective educator but also make a favorable impression on potential employers when you begin interviewing with school districts for special education teacher jobs.

Why Special Education Requires Unique Teaching Strategies

Students with special needs have unique learning challenges that require specialized attention and support. There are different types of special needs students, including those with learning disabilities, physical disabilities, emotional and behavioral disorders, and intellectual disabilities.

These students face unique challenges that may affect their academic progress and social development, and it's yourrole as a special education teacher to utilize teaching strategies that can help them not only overcome these challenges but thrive in an educational environment.

For example, students with special needs face several challenges that can impact their academic progress and social development. They may struggle with understanding complex instructions, staying focused on tasks, organizing their thoughts or expressing themselves verbally or in writing.

Special needs students may also face social challenges, including difficulties in making friends, understanding social cues and following social norms. They may also face bullying, exclusion or discrimination from their peers.

Special education teachers must develop customized teaching strategies that cater to these specific learning styles, abilities and needs of each student. This might include adapting the curriculum, modifying classroom routines, providing visual aids, using assistive technology or breaking down complex concepts into smaller, more manageable parts.

In addition to adapting the teaching methods, special education teachers must also be skilled in building strong relationships with their students and their families. This involves understanding and empathizing with their unique challenges, establishing trust and rapport, and creating a safe and supportive learning environment.

Teaching Strategies For Special Education

Effective teaching strategies for special education students require focusing on children's unique needs, learning styles and abilities. Below are some effective strategies that special education teachers can use to support their students' academic and social development:

Differentiated Instruction

Differentiated instruction involves tailoring teaching methods and materials to meet the individual needs of each student. It involves assessing each student's strengths, weaknesses and learning styles ... and adapting instruction to meet those unique needs.

For example, a special education teacher may use a variety of instructional methods, such as visual aids, hands-on activities and verbal instructions, to help students understand complex concepts. They may also provide students with different levels of support, including one-on-one instruction, small-group instruction or peer tutoring.

Multisensory Learning

Multisensory learning is using multiple senses, such as sight, sound, touch and movement, to help students learn and remember information. This approach is particularly effective for students with learning disabilities or attention deficit hyperactivity disorder (ADHD) who may struggle with traditional teaching methods.

A special education teacher may use visual aids like pictures or diagrams to help students understand concepts. They may also incorporate movement into learning like using dance or yoga to teach social skills or mindfulness.

Technology Integration

Technology can be a valuable tool for special education teachers to enhance learning. For example, students with visual impairments may use text-to-speech software to access written materials, while students with hearing impairments may use closed captioning to access audio content.

Special education teachers can also use technology to create interactive and engaging lessons like educational games or simulations that provide students with hands-on learning experiences.

Peer Tutoring

Pairing students with different abilities to work together on academic tasks can be a great way to improve academic performance and social skills for both.

An example of this in action would be pairing a student who excels in math with a student who struggles with math. The tutor can provide one-on-one instruction and support to the other student while also improving their own leadership and communication skills.

Collaboration With Parents

Collaboration with parents is an important part of special education teaching strategies. Parents are a valuable source of information about their child's needs, strengths and challenges. They can also provide support and encouragement at home, which can improve their child's academic and social development.

Working with parents is also an important component of developing individualized education plans (IEPs). An IEP is a legal document that outlines the individual needs of a student with a disability as well as any specific educational services that educators or a school must provide to meet those needs.

The Individuals with Disabilities Education Act (IDEA) mandates the use of IEPs, which must be regularly updated in collaboration with parents to address any challenges that arise.

5 Tips For Effective Teaching Strategies

Becoming a special education teacher is a rewarding and fulfilling career that allows you to make a difference in the lives of students. While the teaching strategies above can help you focus on students' unique needs and abilities, here are five additional tips that can help you put these strategies into practice:

1. Know your students. Effective teaching begins with understanding your students as individuals. Take the time to get to know each student and his or her unique learning style.

2. Plan and prepare. Effective teaching requires careful planning and preparation. Develop lesson plans that are tailored to the needs of each student and incorporate different teaching strategies that address individual needs.

3. Use visuals. Visual aids can be valuable tools for helping students understand complex concepts.

4. Provide positive reinforcement. Positive reinforcement, whether it's praise or rewards, can be powerful motivators for special needs students. Acknowledge their progress and provide positive feedback to encourage them to continue to improve.

5. Make learning fun. Learning should be engaging and fun for all students, including those with special needs. Incorporate games, activities and interactive lessons that keep students engaged and motivated, and most importantly, have a positive outlook on educating these students. Children can pick up on subtle hints of frustration, which is why it's crucial for them to know you have their backs and are invested in their education.

Effective teaching strategies for special education students require a combination of different approaches that address their unique abilities. By implementing these teaching strategies and tips, special education teachers can make a positive impact on the lives of their students and help them reach their full potential.

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Teaching Strategies For Special Education

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If you are looking to become a special education teacher you will want to know the different teaching strategies for special education students. There are

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This website provides different types of learning methods and their definitions then it gives tips for teachers on how to get the most out of your classroom. It also provides related websites, explaining why it's important to use unique teaching approaches to special education.

Students with special needs have unique teaching strategies that they need to help them learn the best due to their needs that require certain attention to be brought to them to ensure every child has the right to learn. This website defines the following: differentiated instruction, multisensory learning, technology integration, peer tutoring, and collaboration with parents. 5 effective teaching strategies include Know your students, Plan and prepare, use visuals, provide positive reinforcement, and make learning fun. It also tells how to implement each into a classroom to allow it to be enriching to students.

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This website is geared to teachers or anyone looking into becoming a special education teacher. It provides guidance towards improving your classroom to make it more enriching and a positive learning experience for the students.

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6.) Online Educational Games for students with special needs.

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6.) Online Educational Games for students with special needs.

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Play Fun & Inclusive Online Games for Children with Special Needs | WonderTree

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Discover the best online games for children with special needs at Wondertree. Our inclusive games are designed to promote learning, development, and fun.

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This website is a very informative resource. Not only does it list games, it describes who they are ideal for, why they help, and provides pricing.

They provide 25+ games from the alphabet to counting and matching. All the games are very interactive and encourage participation. The pricing is very affordable, being that there is a free option, but it comes with only 2 games and limited playtime. Then there is a plan for $9 a month, which gives full access to the games and unlimited play time. They also have a plan for institutions, including everything, and share access. All plans also come with a personalized Reporting Dashboard and Online Assistance by Medical Professionals. These games are geared to: Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, Down Syndrome, Developmental Coordination Disorder, Cerebral Palsy, and Early Childhood Education. It then provides information on each need. Listed under the games are the developmental area they aims towards, and who they help.

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This website is ideal for Schools, teachers, and parents while providing direct benefits to students.

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The website goes into great detail explaining ADHD, symptoms, types, causes and treatment. It also describes ADHD in adults and children. It also provides readers with related conditions and physician reviews. This website is more of an informational source for all aspects around ADHD.

ADHD stands for Attention Deficit Hyperactivity Disorder. ADHD can lead to poor self-esteem. Some symptoms include hyperactivity, impulsivity and inattention. 3 types of ADHD include: inattentive type, hyperactive/impulsive type, and combined type. There has not been an identified cause of ADHD. There are anatomical differences in the brain of children with ADHD and those without. Treatment contains therapy and medication intervention.

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This website is directed towards parents and educators to allow them to build onto their education to provide the student with the appropriate needs and teaching strategies to allow them to live an enriching life.

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The website Autism Speaks is like a helpdesk for all. It provides help/information, what autism is, their work, how to get involved. They also provide information in Spanish. It also allows a space for donation. Each topic then breaks into even more topics.

Autism or Autism Spectrum Disorder refers to a broad range of conditions (challenges with social skills, repetitive behaviors, speech, and non-verbal communication). Autism affects 1 in 31 children and 1 in 45 adults. Autism is diagnosed around 5 while showing signs around 2 or 3. ASD goes into 3 levels based off of how much support is needed. Autism Speaks is dedicated to creating an inclusive world for all. This is done through advocacy, services, supports, research and more. Autism Speaks was founded in 2005. Resulted in $5 billion increase in federal research funding, $16.3 million in autism-related grants and scholarships and a lot more. This website is very accessible.

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This website is for parents or really anyone wanting to know more about autism or anyone looking for additional resources to provide for an individual with or suspicion of ASD.

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Types and causes of hearing loss and deafness

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Hearing loss and deafness happen when sound signals don’t reach the brain. This is caused by a problem in the hearing system. Here are some types of hearing loss.

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This website lists what is deafness/hearing loss; the different types; specific causes/types of drugs (ototoxic drugs). It also lists Assistive Technology (AT), businesses and organizations, and social support technologies. It also lists how others can make a difference.

Hearing loss/Deafness is when sound signals are prevented from reaching the brain properly due to problems in the hearing system. There are 3 types of hearing loss:

Sensorineural (damage to hair cells or hearing nerve or both, leads to difficulty hearing quiet sounds. It’s permanent).

Conductive (hearing can’t pass through outer or middle ear. Sounds seem quiet or muffled).

Mixed hearing loss (when both sensorineural and conductive elements are present).

Some specific causes/types could be age related, genetic, sudden, noise induced. Ototoxic drugs cause damage to cochlea or balance parts of inner ear (cancer treatment drugs, strong medications, etc.).

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I feel this website would be a really good resource for parents and teachers learning more bout hearing impairments. although it doesn't provide teacher resources it still gets a good point across about the different types of hearing loss and treatments that may be available.

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Speech is how we say sounds and words. Language is the words we use to share ideas and get what we want.

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ASHA focuses on speech and language disorders—in both children and adults. It also explains the job of speech-language pathologists in diagnosing and help treating those conditions. It also talks about the types and examples that go along with it.

Speech is how we say sounds or words. People facing challenges may experience not being able to say sounds right, a hoarse or raspy voice, or may stutter/repeat sounds or pause while speaking. Language is the words we use to portray ideas. Someone with a language disorder may face problems with understanding, talking, reading/writing. A SLP is a speech-language pathologist. They can help both children and adults with speech & language disorders.

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This website would be more use to a parent because it explains the difference. Not only information, it will help you find an SLP nearby for either children or adults.

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The University of Texas Permian Basin | UTPB

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The Role of Assistive Technology in Special Education | UT Permian Basin Online

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Discover the role of assistive technology in special education and how it can improve learning outcomes for students with disabilities.

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Assistive technology = tools, devices, technologies provide students with the support they need to become successful with their educational goals. These can help students communicate, compute tasks (independently), move and engage in learning. These tools can be pencil grips, schedule, which are considered low-tech. High-tech tools can be different softwares (text-to-speech or speech-to-text) and communication devices (AAC).

• removes barriers to learning

• can be low-tech or high-tech

• tools need to match students needs + IEP goals

• supports all means of learning

• encourages engagement

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This article would be targeted to an audience interested in learning more about assistive technology. It provides readers with a breif overveiw of what it is exactly and the role it plays in the classroom. Then goes on to explain different types assistive technology that may commonly be seen in a classroom. Provides information on how to make a difference.

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People with intellectual disabilities are increasingly living into old age, with an associated increase in the need for palliative care provision.

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Intellectual disabilities involve below average functioning and difficulties with adapted behaviors like communication, social/emotional skills, and everyday living activities. These students need certain learning strategies like, differentiation, visual ques, repetitions, hands-on activities.

• Impacts problem solving, life skills, reasoning

• Students benefit from routines, hands-on, modeling + guided practice

• There’s stress put on life skills, independence, and communication

• Importance of collaboration (teachers, specialists, and families)

• Small steps are key to learning the material

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This article is mainly for parents to inform them how people with an intellectual disability make up about 1-3% of the population. It talks about research projects and the outcomes. You can also see additional resources and become a member.

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Adult learning difficulties and disabilities - Family Rights Group

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Like many families, parents with learning disabilities or difficulties may need to access services and receive some extra help to raise their children.

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Learning disabilities affect the brain’s ability to process information. Some areas include dyslexia (reading), dysgraphia (writing), dyscalculia (math). Students are typically at average level or higher intelligence but they find themselves having difficulties with specific tasks.

• difficulties with reading, writing, and math assignments

• not related to intelligence

• require direct interventions

• the earlier it is identified the better the intervention helps

• extended testing times and audio texts help students

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This page is like a support group for families sharing a similar experience. It provides examples of why families would benefit from help from a wide range of services. it also provides additional supports for families who may need additional help.

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Kids are better together. KIT teaches you how to create inclusive environments so no child is excluded.

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An inclusion classroom places students with disabilities in a general education classroom with the students. Needs and supports (IEPs and 504 plan). The certain changes will help all students learn together while allowing the students get the help they need to be successful (co-teaching, accommodations). This provides all students with improved skills.

• co-teaching and support staff

• promotes use of environments (LRE/least restrictive environments)

• encouragement of social/communication skills and acceptance

• promotion of teacher collaboration + increased time for planning

• helps all students

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This article is mainly for teachers who are interested in opening up a rich, learning, and inclusive environment. It provides information on behavior support, coaching and consultation, and staff training. It provides courses you can take to further your knowledge.

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WHO fact sheet on blindness and visual impairment providing key facts, definitions, causes, who is at risk, global and WHO response.

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Visual impairments range from low vision all of the way to being blind. From this students may need additional resources like braille, large print, audio text, glasses etc. They may also need mobility training. Vision is most dominant. Occurs when an eye condition affects the visual system and its vision functions.

1.22 billion people have near or distance vision impairment.

Young children with trouble may face delayed motor, language, emotional, social and cognitive development.

Vision loss can affect people of all ages.

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This website is for the audience that is intrested in learning more about vision loss. this website is very accessible due to it being available in 6 languages. It provides facts that relate to anyone. it also explains what may cause vision loss.

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At a glance

Your child's IEP goals should be reviewed and updated annually.

These goals should focus on helping your child succeed in school subjects and with everyday life skills like socializing.

Once new IEP goals are set, the IEP team decides what supports and services will help your child reach those goals.

The whole point of having an IEP is to help your child reach state grade-level standards. To do that, the IEP team will set annual goals and measure improvement against those goals.

At each yearly IEP meeting, the IEP team reviews your child's progress toward annual goals. In some cases, those goals may not have been met and will need to stay the same for another year. But if your child has met them or the team thinks that they need to be changed, you'll work to develop new goals for the coming year.

Setting annual IEP goals takes more than just knowing where your child's skills are now. It also means knowing what skills need work to make progress toward grade-level standards. As an equal member of the IEP team, it's important for you to understand and be involved in the process of setting goals.

Here's how to set annual goals that are effective and appropriate for your child.

IEP goals are set using present level of performance

Your child's present level of performance (PLOP) is key in setting annual goals. (You may also hear this referred to as a PLAAFP, PLP or PLEP.) The PLOP describes how your child is doing now. It looks at current skills and specific areas of weakness - not just in academic subjects, but in other areas, too, such as motor and social skills.

Your child's PLOP helps map a plan of what needs to happen to get those skills from where they are now to grade level.

Information is gathered from many sources. This can include your child's most recent evaluation, standardized testing, work samples and progress monitoring, as well as reports from you and teachers.

For example, the information may show that your child, Heather, has trouble decoding two-syllable words. But she can decode one-syllable words well. Her annual IEP goal might read as follows:

Heather is currently able to decode one-syllable words. When given a list of regular two-syllable words, she will use her prior knowledge of decoding one-syllable words and skills gained through explicit instruction to correctly decode 15 out of 20 words in two-syllable word reading activities.

The value of strengths-based, SMART IEP goals

Aligning goals to PLOP is just one part of a standards-based IEP. Ideally, your child's IEP should also be strengths-based. Weaving strengths into IEP goals can help you follow your child's progress, and it can help your child see how to make progress by taking into account what she's good at.

One way of doing this is to include a strength assessment as part of determining PLOP. This provides information about your child's abilities - for both the IEP team and your child. There may be areas where your child excels at home or in other environments that could be used to help in school. And there may be areas of strength that your child hasn't even discovered yet.

Those insights can be used to make SMART goals stronger. (If your child has recently had a full evaluation, the report should include strengths as well as weaknesses.)

SMART is short for Specific, Measurable, Attainable, Results-oriented and T ime-bound. Here's what that means:

Specific: Each goal is specific in naming the skill or subject area and the targeted goal.

Measurable: The goal is stated in a way that your child's progress can be measured by standardized tests, curriculum-based measurements or screening.

Attainable: The goal represents progress that is realistic for your child.

Results-oriented: The goal clearly lays out what your child will do to accomplish it.

Time-bound: The goal includes a time frame in which your child will achieve it, with the right supports and services. It also states when and how often progress will be measured.

What does this look like in practice? A SMART, strengths-based annual goal might say:

Given fourth-grade level reading material on nonfiction topics, Heather will deploy her love of learning and her interest in science and history to write three details from the passage in her own words with 85% accuracy on three out of four consecutive assignments.

This is much more useful than a vague goal such as: Heather will improve her reading skills.

How to monitor progress moving forward

Keep in mind, you don't have to wait until the yearly IEP meeting to see how your child is progressing toward IEP goals.

Your school should provide progress reports during the year - at least as often as when report cards are issued. Ask the IEP team when you can expect to receive those updates on your child's progress.

Key takeaways

Your child's annual IEP goals should address the skills that need support due to learning and thinking differences.

Effective IEP goals are strengths-based and SMART: specific, measurable, attainable, results-oriented, and time-bound.

You can track your child's progress toward IEP goals throughout the year to stay informed.

About the author

About the author

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

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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Setting Annual IEP Goals: What to Know | Child Individual Education Plan

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Your child's IEP goals should be reviewed and updated annually. These goals should focus on helping your child succeed in school subjects and with everyday life skills like socializing. Once new IEP goals are set, the IEP team decides what supports and services will help your child reach those goals.

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IEP/Goal development (Individualized education plan) goals must be measurable specific and tailored to the students specific needs. They make a list of what a child should achieve a year from now and what the student will need to meet these goals. These will be reviewed every year and adjusted where needed. They need to help the child reach state grade-level standards.

• Students IEP should be reviewed and adjusted as needed every year

• IEPs should help child succeed in school subjects and life skills

• Once IEP goals are set, IEP team decides what will help child reach goal

• Child’s present level of performance (PLOP) is important in setting annual goals

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This website is extremely useful for parents of children with an IEP goal or wondering if it would benefit their child. It provides them with how to get in contact and what to ask. if their child already has one, it provides them with information on what the next steps should be to ensure that their child keeps moving forward and meeting educational goals.

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Council for Children with Behavioral Disorders

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Behavior Disorders: Definitions, Characteristics & Related Information

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Emotional disturbance is a condition that shows 1 or more characteristics. Inability to learn, build emotional relationships, inapproriate behaviors over a long period of time. This affects a child educational performance. These can have characteristics like: hyperactivity, aggression, withdrawal, immaturity and difficulties learning. It has no known cause, but affects 3.3 million children (talked to someone about it) and 2.3 million children (prescribed).

Lists specific Emotional disturbances

Several factors may be: hereditary, brain disorder, diet, stress, family.

This is not the result of personal weakness.

Common mental disorders: Anxiety, bipolar, conduct, eating, obsessive–compulsive, schizophrenia.

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This website would be good for parents who may suspect an abnormal change in their families behavior. The website lists behaviors that’re associated with each disorder with further resources that can be followed for additional help. 

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Rutgers University :: Department of Kinesiology and Health

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The Department of Kinesiology and Health at The School of Arts and Sciences, Rutgers, The State University of New Jersey

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Physical disabilities indicates any physical limitations or disabilities that inhibit the function of 1 or more limbs of a certain person. It can come through accident, injury, illness, post surgery and/or hereditary. It also lists adaptive sports, recreation centers, and university programs. 

There are 4 types of cerebral palsy. 

Spinal cord injuries can be broken into 5 categories. 

There are 7 causes of amputation. 

There are 2 types of spina bifida. 

Musculoskeletal injuries are the most common work-related injuries. 

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This website can be for anyone needing additional resources, events, sports and other activities, classroom support, and more. It also provides readers with laws to protect those with a physical activity. 

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According to the Invisible Disabilities Association, an invisible disability refers to symptoms such as debilitating pain, fatigue, dizziness, cognitive dysfunctions, brain injuries, learning differences and mental health disorders, hard of hearing, vision impairments, addictions, phobias and more. They are not always obvious to the onlooker, often limit or impair daily activities, range from mild challenges to severe limitations, and vary from person to person.

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This website considers health disabilities as an invisible disability. This means it’s a physical or internal neurological condition that isn’t visible from the outside, yet it limits a person’s movements, senses or activities. This website provides support, programs, media, awareness, events and more. 

The term isnt used to describe anyone weaker or less than anyone else. 

Just because someone has a disability doesn’t mean they’re disabled. 

2.4 million Americans have a severe disability. 

1.7 use a wheelchair while 5.2 million use cane, crutches, or walker. 

There is not a list of specific illnesses/disorders that’re invisible disabilities. 

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This website is good for parents or teachers looking to learn more, find support and share awareness. It also lists events like Invisible Disabilities Week for those wanting to participate. It also shows how to talk about it to reduce stigma

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NYSED General Information: (518) 474-3852

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This website is relevant to NYS schools. It lists how NYS provides supports/resources to gifted students as well as their families. The pop-ups provided the answers to all frequently asked questions. Gifted students are those who show high performance in areas like academic, strong ability in visual and performing arts. 

NYS public schools are required to screen all new entries. 

NYS aren’t required to have a gifted/talented program. 

A student identified as possibly gifted are reported to superintendent. 

The selection of screening tools is a local decision. 

There is no required curriculum for gifted education. 

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This is another website that is meant for everyone: families, teachers, administration. It provides plenty of additional resources (scholarships, testing waiver, graduation, charter schools, assessment results) for all. 