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When we are used to being passive, assertiveness will feel like aggression

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When we are used to being passive, assertiveness will feel like aggression

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come check this quick reels, full of revelations for you!

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View this post on Instagram

A post shared by Amy Dee & Andy (@themontaukaffect)

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When teens tell us they’re upset, all they want is for us to listen with empathy.

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When teens tell us they’re upset, all they want is for us to listen with empathy.

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View this post on Instagram

A post shared by rich roll (@richroll)

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Calm Playlist - to use while eating, or during quiet time

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Calm Playlist - to use while eating, or during quiet time

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Share your videos with friends, family, and the world

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Artificial inteligence sites to help you

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Artificial inteligence sites to help you

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View this post on Instagram

A post shared by Anna Mezentseva | Лидер сферы креатива (@mezana.v)

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https://www.congress.gov/105/plaws/publ48/PLAW-105publ48.pdf

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Office of the Clerk, U.S. House of Representatives

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Sep 29, 1997, 06:28 PM | 105th Congress, 1st Session

Vote Question: On motion to suspend rules and pass

Permanent Authorization for Au Pair Program

Vote Type: 2/3 Recorded Vote

Status: Passed

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Roll Call 462 Roll Call 462, Bill Number: S. 1211, 105th Congress, 1st Session

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Sep 29, 1997, 06:28 PM | 105th Congress, 1st Session Vote Question: On motion to suspend rules and pass Permanent Authorization for Au Pair Program Vote Type: 2/3 Recorded Vote Status: Passed

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We do not need to fix our kids emotions or hard times

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We do not need to fix our kids emotions or hard times

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View this post on Instagram

A post shared by The Mindful Life (@the_mindful_life_yt)

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Insightful - Host parents (Male), watch until the end

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Insightful - Host parents (Male), watch until the end

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View this post on Instagram

A post shared by Pamela Smith (@blackhomeeducators)

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Boundaries are to keep the relationship growing, not killing it.

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Boundaries are to keep the relationship growing, not killing it.

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View this post on Instagram

A post shared by Mental Health Humor | Self-Care | Self Love | Wellness (@haileee_fierceee)

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Brene Brown

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View this post on Instagram

A post shared by Thirdeyethirst (@third_eye_thirst)

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View this post on Instagram

A post shared by Amy Dee & Andy (@themontaukaffect)

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You deserve people who can communicate! Do not settle for a host family that can not!

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You deserve people who can communicate! Do not settle for a host family that can not!

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View this post on Instagram

A post shared by Britteny Floyd-Mayo | Trap Yoga Bae® (@trapyogabae)

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Pro Tips to Explore YouTube Confidently 🌎 🇺🇸 🇬🇧

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What questions should you ask yourself when watching videos? How can you make the internet a kinder place? What tools does YouTube have to make taking a brea...

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Tools for Children with Disabilities during Distance Learning

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Tools for Children with Disabilities during Distance Learning

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Help your kids make smart choices online by supervising their Google Account and devices.

Create a supervised account on Google, and manage their experience on YouTube.

Have an open conversation with your kids and teens to find a balance between online and offline activities. Check out Common Sense Media's guide on modeling healthy digital habits for your kids.

Stay in-the-know on how your kids explore online and interact with others. Learn about social media red flags for your teens.

Brought to you in partnership with

Meet our partners

We continuously seek guidance on our approach and partner with trusted organizations and experts, so that together, we can build a safer internet for all.

All the latest

Stay updated with the latest news and announcements from programs and products that help families manage their online experience.

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Google Families | Empowering kids to safely connect, play, and learn online

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Tips and resources to help protect kids on the internet, empower safe online exploration, and give parents tools and settings as their families use technology.

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A lot of questioners or you to dive into yourself.

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Questionnaire Center | Authentic Happiness

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13 aplicativos e sites para estudar inglês DE GRAÇA | English in Brazil

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https://quizlet.com/br/484304635/ingles-do-zero-flash-cards/

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COMO ESTUDAR INGLÊS COM SÉRIES (Passo a passo)

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SITES para APRENDER E PRATICAR INGLÊS DE GRAÇA | @relstudy

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Student hack. Give it a prompt and it creates a presentation.

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Speed, meet quality. Tome helps you express ideas quickly without cutting corners or sacrificing subtlety. It's more engaging than a deck, and easier to build than a webpage.

Enter any prompt and create a compelling starting point for your presentation in minutes. It feels good to get work out of your head and into the world.

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Tome | Polished & Professional AI Presentations

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Tome is more engaging than a slide deck, and easier to build than a webpage. Use AI to quickly create multimedia presentations, microsites, and more.

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https://freeplaymusic.com/

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Freeplay Music | Welcome | The best music library on the planet! - SEO Default Site Name

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How to Get Along With Other  People | Doha Debates

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How to Get Along With Other  People | Doha Debates

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PALS - resources - early reading and writing intervention 

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PALS - resources - early reading and writing intervention 

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Welcome families! Whether you want to learn about a certain topic or find activities to do at home with your child, we hope you can find what you need here!

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How to speak so that people want to listen

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Have you ever felt like you’re talking, but nobody is listening? Here’s Julian Treasure to help. In this useful talk, the sound expert demonstrates the how-to’s of powerful speaking -- from some handy vocal exercises to tips on how to speak with empathy. A talk that might help the world sound more beautiful.

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Not only for classroom, it works having this idea of processes at home too

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IDEA: Individuals with Disabilities Education Act: History and Summary

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Reading challenges: Videos of kids

Math challenges

Writing challenges

Attention challenges

Organization challenges

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What does it feel like to learn and think differently? Watch these videos to see the world through your child's eyes. Kids of different ages talk about how it feels to learn and think differently - and what helps them thrive.

Hear how hard it is to complete a task when you have trouble focusing. Or how frustrating it is when your hand won't write what your brain is telling it to write.

Reading challenges: Videos of kids

Hear from kids about what it feels like to struggle with reading - and get insights from expert Julie Washington on how to help.

Math challenges: Videos of kids

Hear from kids about what it feels like to struggle with math - and get insights from expert Michèle Mazzocco on how to help.

Writing challenges: Videos of kids

Hear from kids about what it feels like to struggle with writing - and get expert insights on how to help.

Attention challenges: Videos of kids

Hear from kids about what it feels like to struggle with focus - and get insights from expert Ned Hallowell on how to help.

Organization challenges: Videos of kids

Hear from kids about what it feels like to struggle with organization - and get expert insights on how to help.

What causes these challenges, and how can you help if your child is struggling? Choose from the following skills to learn more:

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Through Your Child's Eyes Tool | Learning Disabilities

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What does it feel like to learn and think differently? Watch these videos to see the world through your child's eyes. Kids of different ages talk about how it feels to learn and think differently - and what helps them thrive. Hear how hard it is to complete a task when you have trouble focusing.

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https://apps.3cmediasolutions.org/oei/modules/study-time/story/#menu

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Go Back

Use this tool to create a printable class/study schedule to help you plan your time during the week.

Add your courses and study times to the first column, select the appropriate days of the week, enter start and end times and select a color to color-code items in your chart.

As you fill out each row your schedule will populate. Add additional rows as you need them. The first row is used as an example and will not be added to your schedule.

Once you have entered all of your information click "Print Schedule" to produce a hard copy for reference.

Course

Mon

Tue

Wed

Thu

Fri

Start Time

End Time

Color

Monday

Tuesday

Wednesday

Thursday

Friday

Creative Commons License Info:
© 2016 Chancellor's Office, California Community Colleges
This work is licensed under a Creative Commons Attribution 4.0 International License. They are available to everyone and may be repurposed to meet the unique needs of educational institutions.

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Go Back Use this tool to create a printable class/study schedule to help you plan your time during the week. Add your courses and study times to the first column, select the appropriate days of the week, enter start and end times and select a color to color-code items in your chart.

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Use this tool to review how you prioritize your time in a day.

Begin by filling out the statements below. While doing so, you will notice the impacts of your priorities on your daily schedule.

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Use this tool to review how you prioritize your time in a day. Begin by filling out the statements below. While doing so, you will notice the impacts of your priorities on your daily schedule.

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✈ FlightConnections - All flights worldwide on a flight map!

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Find direct flights or connection for a lay over

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✈ FlightConnections - All flights worldwide on a flight map!

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Direct flights from more than 900 airlines on an interactive flight map. Search, find and compare any flight path or airline route with our flight maps!

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Great Show to watch and be a better self and understand our nature

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Great Show to watch and be a better self and understand our nature

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Live better and longer

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Limitless with Chris Hemsworth | Official Trailer | Disney+

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Here is the Trailer. BEST THING YOU CAN EVER WATCH. Great Therapy tools for all of us. I know therapy might sound hard, but it is all about getting to know you! You will not regret it (some of you might not be ready for the information this movie brings in your own growth journey)

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A Film by Jonah Hill "Stutz" | Official Trailer | Netflix

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Testings, Screenings AND/OR Therapy at LOW COST

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Testings, Screenings AND/OR Therapy at LOW COST

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Here there is a number for all states that could provide you or your host kids with testing for a disability or maybe even therapy sessions at a low cost with students.

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To help students with learning difficulties to become more effective learners so that they can meet the increasingly rigorous academic demands of today's schools. The Learning Toolbox is designed for use by three groups: (1.) Secondary students with learning difficulties (2.) Teachers of middle and secondary level students (3.) Parents of students with learning difficulties.

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Social skills for Learning disable children (social isolation)

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Social skills for Learning disable children (social isolation)

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All situations are social, kids need to learn how to socialize!

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Virginia offers a variety of special education resources for parents and family members:

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Virginia offers a variety of special education resources for parents and family members:

For accurate and reliable information about special education law, education law and advocacy for children with disabilities, visit the Wrightslaw website.

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Training and Technical Assistance Center

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Virginia offers a variety of special education resources for parents and family members: For accurate and reliable information about special education law, education law and advocacy for children with disabilities, visit the Wrightslaw website.

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Elementary Teacher’s Brilliant Lesson On Fairness | What an amazing way to explain “fairness” to small children. I love this teacher! ❤️ 🩹 | By Mary Katherine Backstrom | Facebook

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4.1M views, 53K likes, 29K loves, 3.8K comments, 56K shares, Facebook Watch Videos from Mary Katherine Backstrom: What an amazing way to explain “fairness” to small children. I love this teacher! ❤️ 🩹

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VizWiz - App functionality for kids who are Visually impaired 

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VizWiz - App functionality for kids who are Visually impaired 

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Write a word and have it signed for you

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This is the American Sign Language one-handed manual alphabet which is used in the United States and Canada. It is also used in many other countries and regions of the world, but usually with local variations and additions.

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People with disabilities are not limited, but your mindset might be. Watch this amazing video and get a better understanding of individuals with disAbilities.

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Navigating deafness in a hearing world | Rachel Kolb | TEDxStanford

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Teaching Students with Visual Impairments

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While all VI Article pages are open access, the pages listed below can be accessed through the free membership. Sign up for free membership to access the FREE downloadable handbooks and handouts on...

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Supporting Success For Children With Hearing Loss | Helping YOU Help Kids Who are Deaf or Hard of Hearing Succeed

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My daughter

took the PSAT one year without accommodations, and then the following year with accommodations. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth.

Mom of a successful high schooler with hearing loss.
High stakes tests for higher education entry have their own set of guidelines:

ACT -
https://www.act.org/content/act/en/products-and-services/the-act-educator/the-act-test/accommodations.html

SAT -
http://sat.collegeboard.com/register/for-students-with-disabilities

AP -
http://www.ets.org/disabilities
Sample Statement Justifying Extra Time for Test Taking: Many students with hearing loss will need extra time to complete examinations. Hearing loss effects an individual's ability to process information, including written information, at the same speed as peers without hearing loss. This is unrelated to the individual's cognitive ability. Slower processing of information will occur even if the student is 'trying his best' and impacts the effort required, and fatigue resulting from, test-taking. It will often take a student with hearing loss longer to read the text and take longer for them to pull the information from memory. Extra time typically varies from 25-50% more time allowed. More time may be needed if there is sufficient evidence of necessity.
The amount of extra time requested for test-taking should not be based on guesswork or supposition. It needs to be based on evidence of the individual's known optimal performance based on data from mock examinations. For example, a student may be able to access test information more efficiently (similar to hearing students) when the test items are read to them, rather than when they are required to read the items. This may also be true for students who are fluent in sign language or other forms of visual communication
. There may be some examinations which have, as a goal, the determination of how well a student is able to perform within a set time period. While this is valuable for comparison of the student's ability to work within time constraints as compared to typically hearing peers, it is not a representation of their actual ability to complete items when appropriately accommodated for test-taking limitations secondary to hearing loss.
Exam Accommodations
Typical suggestions for assessment accommodations are:

a. Writing tests/exams in a quiet room.

b. Provision of more time for the writing of exams.

c. Requesting a live voice (reader) instead of a digitally or computer generated voice or CD-rom/MP3 format.

Live Voice Reader: It is critical that students with hearing loss NOT be assessed using recorded speech (CD, MP3, etc). The rationale behind this accommodation is that students with hearing loss:

a. Use speech reading to support what they hear.

b. Use intonation/inflections of speech to enhance speech understanding.

c. Require a slower rate of speech which cannot be adjusted on CD.

d. may require repetition to ensure equal access.
Listening Effort and Recorded Speech
The listening effort required of students who are hard of hearing is
substantially greater than their peers often resulting in reduced retention, fatigue and attention challenges. When hard of hearing students have to listen to recorded speech they are at an even greater disadvantage because they lose visual cues, vocal intonation/inflection as well as opportunities for repetition. Additionally, the way speech is recorded is not optimal for students listening with hearing loss. All of these factors create gaps that need to be "filled in" by the hard of hearing student which in turn increases the required listening effort relative to their peers. In addition, they need to achieve this through a damaged cochlea. Sound exhausting? It is and your hard of hearing student has to do this while still engaging in the retrieval of information, the processing of complex questioning as well as the stress of test-taking. Listening with a hearing loss while simultaneously listening to recorded speech would present
significant challenges to young learners.

Source of Exam Accommodations and paragraph on listening effort is credited to Krista Yuskow.

Accommodations for Students with Hearing Loss

This information is provided as a list of accommodations and classroom modifications for the IEP or 504 Plan team to consider as they discuss what is needed to provide maximal access to the general curriculum and meet the learning needs of the student with hearing loss.

This is not an exhaustive list. Students will vary in terms which of these items are necessary and appropriate to support school progress commensurate with the student's abilities. Educational settings vary in the extent to which they provide accommodations and modifications to students with hearing loss.

It is important for the IEP or 504 planning team to include a professional with expertise in the educational needs of students with hearing loss so that the unique access and learning needs of the student with hearing loss are understood and can be appropriately accommodated. Printable handout of this information

Accommodations to Consider to Address the Access and Learning Needs of Students with Hearing Loss
Amplification Options:
___Personal FM system (hearing aid + FM)

___FM system/auditory trainer (without personal hearing aid)

___Walkman-style FM system

___Sound-field FM system
Assistive Devices:
___TDD

___TV captioned
Communication Accommodations:
___Specialized seating arrangements

___Obtain student's attention prior to speaking

___Reduce auditory distractions (background noise)

___Enhance speech reading conditions (avoid hands in front of face, mustaches well-trimmed, no gum chewing)

___Present information in simple structured, sequential manner

___Clearly enunciate speech

___Allow extra time for processing information

___Repeat or rephrase information when necessary

___Frequently check for understanding
Physical Environment Accommodations:
___Noise reduction (carpet & other sound absorption materials)

___Specialized lighting

___Room design modifications

___Flashing fire alarm
Instructional Accommodations:
___Use of visual supplements (projected materials, whiteboard, charts, vocabulary lists, lecture outlines)

___Captioning or scripts for announcements, television, videos, or movies

___ Speech-to-text translation captioning (i.e., computer on desk)

___Educational interpreter (ASL, signed English, cued speech, oral)

___Buddy system for notes, extra explanations/directions

___Check for understanding of information

___Down time / break from listening

___Extra time to complete assignments

___Step-by-step directions

___Note taker
Curricular Modifications:
___Modify reading assignments (shorten length, adapt or eliminate phonics assignments)

___Modify written assignments (shorten length, adjust evaluation criteria)

___Provide supplemental materials to reinforce concepts

___Provide extra practice

___Alternative curriculum
Evaluation Modifications:
___Reduce quantity of tests or test items

___Use alternative tests

___Provide reading assistance with tests

___Allow extra time
Other Considerations:
___Supplemental instruction (speech, language, pragmatic skills, auditory, speech reading
skills)

___Sign language instruction

___Transition / Vocational services

___Family support

___Deaf/Hard of Hearing role models

___Recreational/Social opportunities

___Financial assistance

___Monitor progress periodically by a specialist in Deaf/Hard of Hearing
Reference:
Source: Johnson, Benson, & Seaton. (1997).Educational Audiology Handbook. Appendix 11-A, p.448. Singular publishing Group, Inc.

Minor adaptations by Karen L. Anderson, PhD

Posted August, 2012

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Supporting Success For Children With Hearing Loss | Accommodations for Students with Hearing Loss

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My daughter took the PSAT one year without accommodations, and then the following year with accommodations. Only a 1% difference in math and reading scores, but 16% change in language section with the additional time and one year more academic growth. Mom of a successful high schooler with hearing loss.

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Look through the website for more information and resources

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Word List: Fingerspelling / Alphabet

Created By: Signing Savvy

There is an ASL sign for each letter of the alphabet. Fingerspelling, using the signed alphabet to spell words, is quite common. Fingerspelling is used to:

Spell people's names or other proper nouns, such as places or organization names that do not have a designated ASL sign.

Spell words from spoken language that don't have a designated sign, such as slang or profession-specific jargon.

Spell words that you do not know the ASL sign for.

Some people prefer to fingerspell words that have ASL signs, there is nothing wrong with that, fingerspelling can be used as often as one would like.

ASL Fingerspelling Learning Tools

A great place to start learning the ASL alphabet is with this word list of all the letters.

As a Signing Savvy Member, you can use the "Practice with Flash Cards" and "Create Quiz and Test Yourself" tools with this word list to practice and test yourself on the ASL alphabet. Just click on the buttons above to get started. This is a great place to start if you are just beginning to learn the ASL alphabet.

Once you know the individual letters of the ASL Alphabet, you are ready to start putting those letters together to fingerspell. We have the Savvy Fingerspelling Quiz and Savvy Fingerspelling Flash Cards tools to help you practice your receptive fingerspelling skills.

Check out the tools to help learn fingerspelling:

Printable Posters

Here are some printable posters that correspond with this wordlist:

ASL Alphabet

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Sign Word List for FINGERSPELLING / ALPHABET

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Created By: Signing Savvy There is an ASL sign for each letter of the alphabet. Fingerspelling, using the signed alphabet to spell words, is quite common. Fingerspelling is used to: Spell people's names or other proper nouns, such as places or organization names that do not have a designated ASL sign.

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Almost one out of every four students (22%) report being bullied during the school year (National Center for Educational Statistics, 2015). Rates of bullying vary across studies (from 9% to 98%).

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Updated information in Laws

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The law firm of Matt Cohen and Associates is a small civil rights practice concentrating in special education and school-related issues, the legal problems of mental health and human services providers, and the needs of children and adults with mental, developmental and physical disabilities.

Our services are provided through advocacy, informed and thoughtful consultation and representation in litigation and legislative and policy efforts. Many of our staff have personal experience in dealing with the challenges of people with disabilities through their own personal and family experiences. All of the staff bring a passion for justice and social change to their efforts, empathy for the challenges that our clients encounter and a commitment to excellence in the services we provide.

Click here to view our success stories.

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The law firm of Matt Cohen and Associates is a small civil rights practice concentrating in special education and school-related issues, the legal problems of mental health and human services providers, and the needs of children and adults with mental, developmental and physical disabilities.

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Updated Laws

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University Professor Emeritus of Education and Law at Lehigh University

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Guide Books for families with kids with Autism

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Guide Books for families with kids with Autism

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Don’t miss out on the latest opportunities to help get the support you need.

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Story to help on daily activities for host kids with Autism 

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Story to help on daily activities for host kids with Autism 

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Simple stories that focus the individual’s attention on only the key details of a situation and can support understanding and performance.

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Use our social narratives to support your loved one with autism.
Social narratives are simple stories that focus the individual's attention on only the key details of a situation and can support understanding and performance. Please keep in mind, it is important to adjust the number and complexity of details to meet the needs of the individual. Learn more about social narratives.

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Social Narratives to support our loved ones with autism

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Use our social narratives to support your loved one with autism. Social narratives are simple stories that focus the individual's attention on only the key details of a situation and can support understanding and performance. Please keep in mind, it is important to adjust the number and complexity of details to meet the needs of the individual.

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What are Evidence-based Practices?

An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.

What EBPs have been identified?

The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs. The new report reviews literature published from 1990-2017 and identifies 28 EBPs and 10 manualized interventions that also met criteria. The list of EBPs is here.

The NCAEP and AFIRM teams are working to update our user-friendly materials and AFIRM modules to reflect these changes. Until then, please select an EBP identified in our 2014 review to access the AFIRM module about the practice. Each module provides an overview and general description, step-by-step instructions of implementation, an implementation checklist, and the evidence-base which includes the list of references that demonstrate the practice meets the NPDC's criteria.
To print out a specific EBP Brief Packet, access the AFIRM modules and download the EBP Brief packet.
Comparison of NCAEP and NSP EBPs

NCAEP (2020) and the National Standards Project (NSP, 2015) published reports of their systematic reviews of the literature and identification of evidence-based practices. Nineteen of the NCAEP EBPs were also identified as established interventions in the NSP report Five of the NCAEP EBPs were identified as emerging interventions (i.e., some evidence but not sufficient to be classified as an EBP). NCAEP identified four EBPs that were not included in the NSP previous report and NSP identified Language Training (Production) as an established intervention, whereas it was not included in the current NCAEP report. NSP also included Comprehensive Behavioral Treatment for Young Children, and NCAEP did not consider comprehensive treatment models in the current review. In summary, there continues to be a substantial overlap in EBPs identified by these two independent reviews.
To print out the NCAEP NSP Comparison table, download the table here and open using Adobe Reader.

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An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD. The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs.

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"Au pair" is a French phrase meaning "at the par" or "at the peer" [level] and is used to describe someone who boards temporarily in someone else's home. In the United States the term has come to have a narrow, technical meaning which describes a class of Exchange Visitors who come to the United States under the auspices of a program administered initially by the United States Information Agency (USIA), and more recently by the Bureau of Educational and Cultural Affairs (ECA) of the Department of State. At any one time, there are approximately 12,000 au pairs in the United States. An au pair is always admitted into the United States on a J-1 visa and is not allowed to remain in the United States longer than one year. An au pair must be between the ages of 18 and 26. They are usually students who participate in the program in the United States for the educational and cultural experiences it provides them.

Au pairs stay with host families chosen by sponsoring organizations, and are provided a private bedroom, meals, a full weekend off each month, two weeks paid vacation, up to $500 toward attending an institution of higher education, and a cash stipend tied to the U.S. minimum wage. They are not allowed to work more than 10 hours a day and not more than 45 hours per week. They are not expected to perform general housekeeping tasks but are expected to perform child-care functions. Au pairs are required to enroll for not less than 6 semester hours of classes at a post-secondary educational institution; but may audit the classes for no credit if they wish.

In 1994, the U.S. Department of Labor determined that the au pair stipend constitutes "wages" because an employer-employee relationship exists between the au pair and their host family.

Au Pair wages are essentially in the nature of household employment. Refer to Publication 926, Household Employer's Tax Guide.

Social Security and Medicare Taxes

Au pair wages are not usually subject to social security and Medicare taxes because of the au pair's status as a J-1 nonimmigrant and as a nonresident alien. However, if the au pair had previously been in the United States as a student, teacher, trainee, or researcher in F, J, M, or Q nonimmigrant status, then the au pair might be a resident alien during their current stay in the United States, and might be subject to social security and Medicare taxes if their annual au pair wages exceed the applicable dollar threshold found in Publication 926. Please refer to Alien Liability for Social Security and Medicare Tax.

If the au pair is a resident alien and their annual au pair wages exceed the applicable dollar threshold, then the host family must withhold social security and Medicare taxes and report them on Schedule H, Household Employment Taxes, of Form 1040 and on Form W-2. The host family will need to apply for an Employer Identification Number (EIN) if it is required to withhold tax and file Form W-2. The au pair will need to apply for a U.S. Social Security number.

Income Tax Withholding

Since au pair wages are paid for domestic service in a private home, they are not subject to mandatory U.S. income tax withholding and reporting on Forms 941 and W-2. However, au pair wages are includible in the gross income of the recipients, and au pairs are required to file U.S. individual income tax returns.

At the current wage rate, it is likely that the au pair will have an income tax liability on their U.S. individual income tax return because nonresident aliens (with certain exceptions) are not able to claim the Standard Deduction. For this reason, it is recommended that the au pair take one of the following two steps:

1. File and pay U.S. estimated income tax payments during the year on Form 1040-ES (NR)PDF if the au pair is a nonresident alien, or on Form 1040-ES if the au pair is a resident alien, or

2. If both the au pair and the host family agree, file Form W-4 with their host family, indicating on line 6 of such form that the au pair voluntarily wishes a withholding amount of U.S. federal income tax deducted from their weekly au pair wages. The host family will report and pay over this withheld federal income tax on Schedule H of Form 1040. The host family will also issue Form W-2 Wage and Tax Statement to the au pair to report their au pair wages and income tax withholding. The host family will need to apply for an Employer Identification Number (EIN) if it decides to withhold tax and file Form W-2. The au pair will need to apply for a U.S. Social Security number.

Federal Unemployment Taxes (FUTA)

Most au pairs are nonresident aliens, and therefore their host families would be exempt from paying federal unemployment taxes on their au pair wages. However, an au pair who had previously been in the United States as a student, teacher, trainee, or researcher in F, J, M, or Q nonimmigrant status might be a resident alien during their current stay in the United States. In this situation, the host family would be liable to pay federal unemployment tax if the au pair's wages during any calendar quarter, or during the preceding calendar year, equaled or exceeded a certain dollar threshold amount. This certain dollar threshold amount, and the annual maximum amount of wages subject to FUTA tax, may be found under Federal Unemployment Tax in Publication 926, Household Employer's Tax Guide.

The host family would also use Schedule H of Form 1040 to report and pay over any FUTA liability which might arise from the au pair's wages.

Income Tax Filing

Most au pairs are nonresident aliens, and therefore will be required to file Form 1040-NR to report their au pair wages. As a nonresident alien, an au pair is not eligible for the Earned Income Tax Credit, the Hope Credit and the Lifetime Learning Credit. An au pair is not really a "student" in the United States; therefore, is not eligible to exclude their au pair wages from gross income under the student article of any U.S. income tax treaty.

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"Au pair" is a French phrase meaning "at the par" or "at the peer" [level] and is used to describe someone who boards temporarily in someone else's home.

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https://j1visa.state.gov/programs/au-pair/

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Au Pairs must be:

Proficient in spoken English;

A secondary school graduate or equivalent; and

Between 18-and-26-years-old.

Capable of fully participating in the program as evidenced by the satisfactory completion of a physical.

Personally interviewed, in English, by an organizational representative who shall prepare a report of the interview which shall be provided to the host family; and

Successful in passing a background investigation that includes verification of school, three, non-family related personal and employment references, a criminal background check or its recognized equivalent and a personality profile. Such personality profile will be based upon a psychometric test designed to measure differences in characteristics among applicants against those characteristics considered most important to successfully participate in the au pair program.

Benefits

Host Family Stay: Live with a family for 12 months, with the option to extend 6, 9, or 12 more months.

Professional Training: Receive a minimum of 32 hours of childcare training before you start.

Childcare Experience: Provide up to 10 hours a day/45 hours a week of childcare.

School Credit: Complete at least six hours of academic credit or equivalent in formal educational settings at an accredited U.S. post-secondary educational institution.

Financial Value: Receive up to $500 toward the cost of required academic course work. Room and board plus compensation for childcare work.

More information

Note Regarding a Potential Au Pair Rule

In response to inquiries we have received regarding a potential Au pair Rule we feel it premature to comment further at this point. At an appropriate time the Department will decide on an appropriate course of action taking into account Department policy, White House guidance, and the Administrative Procedure Act.

Limitations/Exceptions for Au Pair work

Au Pairs cannot be placed:

With a family that has an infant less than three months old unless a parent or other responsible adult is at home;

In homes with children under two years of age unless the Au Pair has at least 200 hours of documented infant childcare experience;

In families with a special needs child(ren), as identified by the family, unless the au pair has identified his/her prior experience, skills or training in the care of special needs children and the host family has reviewed and acknowledged the au pair's prior experience, skills, or training in writing; and

In the homes of relatives.

EduCare - Childcare for before and after school

EduCare applies to families that require childcare before and after school. EduCare Au Pairs may not be placed with families that have preschool children except if other, full-time childcare plans have been made.

The EduCare Au Pair may work no more than 10 hours per day, and a maximum of 30 hours per week. Au Pairs participating in the EduCare component receive 75 percent of the weekly rate paid to non-EduCare participants. EduCare Au Pairs must complete a minimum of 12 hours of academic credit or its equivalent during the program year. The host family is required to provide (up to) the first $1,000 toward the cost of the Au Pair's required academic course work.

Protections for Exchange Visitors

The State Department has activated a helpline to ensure the health and safety of its exchange participants, including au pairs. All participants have a right to be treated fairly and to report abuse without retaliation or threat of program cancellation. Among other prohibitions, no sponsor may threaten program termination, or otherwise retaliate against an au pair solely because he or she has instituted a complaint or taken action to gain assistance from an outside entity regarding a complaint. Au pairs can contact the State Department at any time via the hotline 1-866-283-9090 or at jvisas@state.gov.

Sponsors are required to:

Screen and select both host families and au pairs as program participants according to selection criteria stated in the regulations;

Provide au pairs with training in child development and child safety prior to their placement with a host family; and

Provide an orientation upon arrival in the United States that includes comprehensive information on life in the United States (see "more information" below)

Be transparent about fees, housing, representations and disclosures and provide an itemized list of all fees to be paid and a description of other costs that an au pair will likely incur while in the United States

Monitor au pair participation throughout the program, including the physical location, progress, and welfare of the au pair

File a program-specific management review to the State Department, so that the Department can regularly review internal controls and program compliance

Sponsors must ensure the following:

Eligibility: Must be 18-to-26-years-old, proficient in spoken English and must complete at least six hours of academic credit or its equivalent at an accredited U.S. post-secondary educational institution.

Work hours: Childcare is limited to no more than 10 hours per day, and to a maximum of 45 hours per week.

Childcare Experience: Provide up to 10 hours a day/45 hours a week of childcare.

Financial Compensation: Au pairs are compensated for their work according to the Fair Labor Standards Act as interpreted and implemented by the U.S. Department of Labor.

More information

Note Regarding a Potential Au Pair Rule

In response to inquiries we have received regarding a potential Au pair Rule we feel it premature to comment further at this point. At an appropriate time the Department will decide on an appropriate course of action taking into account Department policy, White House guidance, and the Administrative Procedure Act.

Limitations/Exceptions for Au Pair work environment

Au Pairs cannot be placed:

With a family that has an infant less than three months old unless a parent or other responsible adult is at home;

In homes with children under two years of age unless the Au Pair has at least 200 hours of documented infant childcare experience;

In families with a special needs child as identified by the family. The Au Pair can work with a special needs child if s/he has identified prior experience, skill or training in caring for special needs children. In this case, the host family must review and acknowledged the prior experience, skills or training in writing; and

In the homes of relatives.

EduCare - Childcare for school-aged children

EduCare applies to families that require childcare before and after school. EduCare Au Pairs may not be placed with families that have preschool children except if other, full-time childcare arrangements have been made.

The EduCare Au Pair may work no more than 10 hours per day, and a maximum of 30 hours per week. Au Pairs participating in the EduCare component receive 75 percent of the weekly rate paid to non-EduCare participants. EduCare Au Pairs must complete a minimum of 12 hours of academic credit or its equivalent during the program year. The host family is required to provide (up to) the first $1,000 toward the cost of the Au Pair's required academic course work.

Orientation

Upon arrival in the United States, sponsors must provide an orientation to au pairs that covers the below topics, as well as others the sponsor deems relevant:

Life and customs in the United States;

The exchange visitor program, i.e., length, summary of significant components, information about payment;

Local community resources, e.g., public transportation, medical centers, schools, libraries, recreational centers, and banks;

Healthcare coverage, including benefits and how to seek emergency assistance;

Rules that au pairs must follow while on the program;

Contact information for the sponsor, as well as appropriate Department of State office contact information, including the helpline; and

Reporting requirements.

Au pairs must also be given a copy of the Wilberforce Pamphlet on the Rights and Protections for Temporary Workers.

Host families are required to:

Pay up to $500 toward the cost of the au pair's required academic course work;

Provide an appropriate suitable private room;

Be U.S. citizens or legal permanent residents fluent in spoken English;

Pay a weekly minimum stipend based on the program option selected;

Give the au pair one complete weekend off each month (Friday evening to Monday morning);

Facilitate the care provider's requirement to enroll in and attend an accredited post-secondary institution to fulfill her Educational Component requirement;

Provide a minimum of two weeks paid vacation for each 12 month exchange term (prorated for extension periods of six or nine months), in addition to regular weekly/monthly time off;

Include the au pair whenever possible in family meals, outings, holidays and other events; and

Host families and Au Pairs must sign an Agreement detailing the au pair's obligation to provide child care prior to the Au Pair's placement in the host family's home. In the event of questions regarding refunds or other adjustments, host families and au pairs should refer to their agreements. The Department of State does not have jurisdiction over contractual obligations.

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Through the Au Pair program, participants and host families take part in a mutually rewarding, intercultural opportunity. Participants can continue their education while experiencing everyday life with an American family, and hosts receive reliable and responsible childcare from individuals who become part of the family.

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This collection provides a list of free educational resources for K-12 students (kindergarten through high school students) and their parents and teachers. This page is being updated and cleaned up during the COVID-19 crisis. Please tell us if we're missing something valuable. Below you will find free video lessons/tutorials; free mobile apps; free audiobooks, ebooks and textbooks; quality YouTube channels; free foreign language lessons; test prep materials; and free web resources in academic subjects like literature, history, science and computing. Home Schooling Resources During COVID-19

Amazing Educational Resources: A spreadsheet of 300+ education companies offering free subscriptions due to school closings. Additional helpful resources can be found in this article by Forbes.

Resources for Educators During the Coronavirus Pandemic: Common Sense Media has created a collection of remote teaching resources, family education materials, and research-backed strategies to ease stress and encourage learning at home. On this other page, you can find Online Learning Resources to Supplement Homeschooling, Free Educational Apps, Games, and Websites, and more.

Zoom's Free Videoconferencing Tools: During the COVID-19 crisis, Zoom is providing K-12 institutions free access to their videoconferencing tools needed to run online courses. Get details here. Also here are tips on how to look your best on a webcam.

Free Zoom Artistic Backgrounds: If you would like to customize your Zoom background, you can find free art from Hayao Miyazaki's Studio Ghibli (the makers of Princess Mononoke, Spirited Away, etc.) You can also get free art from world class museums. Instructions for customizing the background can be found here.

Engineering Challenges for Children During Lockdown: Designers from the James Dyson Foundation "have come up with a series of challenges to help kids learn at home during isolation. Comprised of 22 science tasks and 22 engineering activities, the Challenge Cards can be completed by children using common household items such as eggs, string and balloons." There's a related set of videos on YouTube.

Free Online Resources for Schools Shifting Online During Coronavirus Pandemic: A collection of resources curated by SchoolChoiceWeek.com. It covers communication platform resources, math and science resources, social studies resources and more.

Ideas to Steal: A New Zealand organization provides free activities you can do with your kids, using basic materials at home.

Khan Academy: Khan Academy has created guides designed to help parents and teachers get through the COVID-19 crisis.

Google Teach From Home: A central hub of information, tips, training and tools from across Google for Education to help teachers keep teaching, even when they aren't in the classroom.

Google Learn at Home: Google has partnered with Khan Academy and other learning creators to bring parents & families resources and activities to make the coming days as educational and fun as possible. These resources won't replace any homework assigned by teachers - but they can complement that work.

How Schools Can Start Teaching Online in a Short Period of Time: Free Tutorials from the Stanford Online High School.

National Emergency Library: In the wake of our crisis, the Internet Archive has made available online 1.5 million books. They're ready to be checked out.

Netflix Educational Documentaries: During this period, Netflix has made some of its educational documentaries free to stream online. The list notably includes David Attenborough's nature series Our Planet and Abstract, which looks at the art of design.

New York Public Library COVID-19 Resources: Need some good book recommendations? Read aloud suggestions? NYPL has your at-home reading needs covered for kids of all ages. See sections on Pre-K to 2nd Grade, 3rd to 5th Grade, Middle School and High School.

Free Online Drawing Lessons for Kids, Led by Favorite Artists & Illustrators: During the COVID-19 crisis, some well known illustrators (Mo Willems, Wendy McNaughton, Wendy, etc.) are offering free drawing lessons for kids.

The National Constitution Center: This organization is offering daily live constitutional conversations for middle school, high school, and college students, available through Zoom, and accessible on home computer, laptop, or phone

Free Audio Books, eBooks and Textbooks

Free Audio Books: Our collection of 450 free audio books includes many children's classics. The Wizard of Oz, Grimm's Fairy Tales, The Adventures of Huckleberry Finn and Mark Twain, The Chronicles of Narnia by C.S. Lewis, The Swiss Family Robinson, Gulliver's Travels, Anne of Green Gables, Aesop's Fables, The Wizard of Oz series, and much more. You can download audio files straight to your computer or mobile device.

Bartleby.com: Gives you access to free online classics of reference, literature, and nonfiction, including Strunk & White's Elements of Style, The World Factbook, The Oxford Shakespeare, and The King James Bible.

International Children's Digital Library: Provides free access to high-quality children's books from around the world in different languages, including Arabic, Afrikaans, Danish, English, Farsi and beyond. Hosts books for kids 3-5, 6-9, and 10-13. Start browsing the library here.

The Harvard Classics: Harvard's influential president, Charles W. Eliot, said that if you spent just 15 minutes a day reading the right books, you could give yourself a proper liberal education. He published a 51-volume series, now known as The Harvard Classics, and they're available free online. Ideal for the older student.

Physics Comic Books - PhysicsCentral, a web site run by The American Physical Society (an organization representing 48,000 physicists), has created a series of comic books designed to get kids excited about physics. Among other comics, you can can read Nikola Tesla and the Electric Fair for free online.

RadioLab for Kids: Kid-friendly stories curated by Radiolab. All in one bingeable spot.

Watch Stars Read Classic Children's Books: Betty White, James Earl Jones, Rita Moreno & Many More: Storyline Online streams imaginatively produced videos featuring celebrated actors including Viola Davis, Allison Janney, Chris Pine, Wanda Sykes, Justin Theroux, and Betty White reading children's books alongside creatively produced illustrations.

Video Lessons/Tutorials

Free Courses: Our collection, 1,700 Free Online Courses from Top Universities, contains countless video lectures from courses offered by top universities. Some material can be useful for high school students, or their teachers.

Khan Academy: The site famously features K-12 video tutorials created by Sal Khan and team. It currently gives students access to thousands of video tutorials that explain the ins-and-outs of algebra, geometry, trigonometry, calculus, statistics, finance, physics, economics and more. Videos can also be accessed via YouTube and iTunesU, or on the Khan Academy's website.

Crash Courses: Created by author John Green, this YouTube channel provides crash courses in physics, philosophy, games, economics, U.S. government and politics, astronomy, anatomy & physiology, world history, computer science, biology, literature, ecology, chemistry, psychology, U.S. history and more.

Art & Visual Culture (Web Resources)

National Geographic: Provides facts, photos, videos, and more about countries around the world - something NatGeo knows a lot about.

50States.com: Offers copious information about the fifty United States of America.

Gilder Lehrman Institute of American History: The Gilder Lehrman Institute of American History is a nonprofit devoted to the improvement of history education. The GLI web site features video/audio with experts discussing various topics in American history. Don't miss their iTunesU collection with talks including: Famous Americans, American Presidents, The U.S. Constitution, The American Civil War, The Great Depression and World War II, Women in American History, Lincoln and the Civil War, and Slavery and Anti Slavery.

Google Cultural Institute: Google has built a robust, umbrella Cultural Institute to house 42 new online historical exhibitions. Each exhibit features, in Google's words, "a narrative which links the archive material together to unlock the different perspectives, nuances and tales behind these events." Topics currently covered include the Life and Times of Nelson Mandela, the Fall of the Iron Curtain, the Spanish Civil War, the Life of Anne Frank, D-Day, and Apartheid in South Africa. The Cultural Institute also gives you access to super high resolution images of The Dead Sea Scrolls.

History Matters: Designed for high school and college students and teachers, History Matters serves as a gateway to web resources and offers other useful materials for learning and teaching U.S. history.

: Founded by Supreme Court Justice Sandra Day O'Connor, iCivics prepares young Americans to become knowledgeable and engaged 21st century citizens by offering free and innovative educational materials. iCivics has produced 16 educational video games as well as vibrant teaching materials that have been used in classrooms in all 50 states.

The Internet History Sourcebooks: This site features collections of public domain and copy-permitted historical texts presented cleanly for educational use. Hosted by Fordham University, this resource is broken down into sub-areas: Ancient History, Medieval, Modern, Byzantine Studies, African Studies, East Asian Studies, Global Studies, India, Islamic, Jewish, Lesbian and Gay, Science, and Women's Studies.

Download 20 Popular High School Books Available as Free eBooks & Audio Books: Gives you access to classic texts frequently taught in the classroom. Includes works by Mark Twain, George Orwell, Aldous Huxley, Jane Austen, F. Scott Fitzgerald and more.

International Children's Digital Library: Provides free access to high-quality digital books from around the world. Offers books for kids 3-5, 6-9, and 10-13. Start browsing the library here.

, from the First Folio of 1623, in their original spelling and orthography. You can also Shakespeare's Plays: If you're looking for Shakespeare's plays on the web, MIT offers the Web's first edition of the Complete Works of William Shakespeare. If you're looking for a nice collection for the iPhone/iPad, Oxford has you covered. They offer the first complete collection of Shakespeare's plays read all of Shakespeare's plays free online, courtesy of the Folger Shakespeare Library.

Shakespeare's Plays Animated: The Animated Shakespeare brings to life famous Shakespeare plays. Leon Garfield, a well-known British children's author, wrote the scripts, mainly using Shakespearian language. And some talented Russian artists did the animation. You can find free copies of Shakespeare's plays in our collections of Free Audio Books & Free eBooks.

: A multimedia course for students, teachers, and lovers of literature. The course moves from ancient to modern literature, and is taught by David Damrosch at Harvard. Find Invitation to World Literature more details here.

AAA Math: Features a comprehensive set of interactive arithmetic lessons. Unlimited practice is available on each topic which allows thorough mastery of the concepts. You can sort by grade level. K-8.

NRICH: The Nrich Math Project (based at Cambridge University) offers mathematics resources for children , parents and teachers to enrich learning. It provides resources for students of all ages.

STEM From The Start: Designed for PreK-2 learners, SFTS uses the power of educational video to help lay the groundwork for STEM subjects by engaging children in learning that is fun, engaging and long-lasting. Produced by New Hampshire PBS & Learniverse Educational Media.

Wolfram MathWorld: Bills itself as the web's most extensive mathematical resource. Designed for more advanced students, this collection is provided as a free service by Wolfram Research, makers of Mathematica. Topics covered include: Algebra, Applied Mathematics, Calculus and Analysis, Discrete Mathematics, Foundations of Mathematics, Geometry, History and Terminology, Number Theory, Probability and Statistics, Recreational Mathematics, and Topology.

A Child's Introduction to Jazz: In 1961, Julian "Cannonball" Adderley, the jazz saxophonist best known for his work on Miles Davis' epic album Kind of Blue, narrated a children's introduction to jazz music. Features music by Louis Armstrong, Duke Ellington, Coleman Hawkins, Thelonious Monk and Cannonball himself.

Free Music Theory Flash Cards: Doctor Mozart provides free music flashcards for students of all ages.

. Plus it has a page with Classics for Kids: Introduces elementary and middle school children to classical music in a fun and entertaining way. The site gives you access to famous pieces of classical music online and also related lessons plans and activity sheetsother helpful teaching resources.

The Alan Lomax Sound Archive: This huge treasure trove contains folk songs collected by the legendary folklorist Alan Lomax from the 1940s to the 1990s, as well as interviews recorded by Lomax. The collection has been digitized and made available online for free listening. Gives you access to 17,000 songs. More details here.

Philosophy (Web Resources)

350+ Animated Philosophy Videos: A meta collection of animated philosophy primers covering philosophy, from ancient to modern.

Philosophy for Kids: Dedicated to helping adults conduct philosophical discussion with elementary school children, this site uses well known picture books to raise philosophical questions - for example Harold and the Purple Crayon, Harry the Dirty Dog, The Cat in the Hat, various Frog and Toad stories and much more. The site is run by Tom Wartenberg at Mount Holyoke.

Philosophy for Children: A non-profit organization affiliated with the University of Washington Department of Philosophy, the Northwest Center for Philosophy for Children provides lesson plans for using children's literature to introduce philosophy, activities for engaging children in philosophy, and tips for successful pre-college philosophy sessions.

100,000 Stars: An interactive visualization of-you guessed it-more than 100,000 stars. 100,000 Stars was created by Google using data from NASA and the European Space Agency. Before you experience the map, you will need to download the Chrome browser. We have more on it here.

BioED Online: An online educational resource for educators, students, and parents. Dedicated to biology, the site offers access to streaming video presentations and a slide library that features, among other things, exciting lesson plans and activities.

Discover Space: The Space Foundation Discovery Center in Colorado Springs hosts STEM and space-themed educational lessons, videos, and activities. Of particular interest are lesson plans featuring Snoopy and the Peanuts Gang that are fun and easy for everyone to enjoy.

Khan Academy Science: You can explore the Khan Academy's science and technology lessons using the following hotlinks: Biology, Chemistry, Cosmology and Astronomy, Healthcare and Medicine, Organic Chemistry, Physics, LeBron Asks, MIT+K12, Projects.

Ocean Defender Online Courses: Kids can learn from home with the Ocean Defender online courses that are developed and delivered by Sea Smart's highly trained team of marine biologists and environmental educators! Students in Grades 2-4 (or enthusiastic younger learners) start their journey to become an Ocean Defender through a series of interactive and engaging virtual lessons with hands-on activities to learn about the amazing animals that live in our oceans and what we can do to protect our ocean.

Paleontology Portal: This site is a resource for anyone interested in paleontology, from the student in the classroom, to the interested amateur scouting for fossils, to the professional in the lab. Funded by the National Science Foundation, the site was produced by the University of California Museum of Paleontology, the Paleontological Society, the Society of Vertebrate Paleontology, and the United States Geological Survey.

Royal Institution Christmas Lectures: Back in 1825, Michael Faraday, the venerated English scientist, established The Royal Institution Christmas Lectures for Children, hoping to get a younger generation interested in science, and the tradition has carried on ever since. You can watch the lectures presented by famous scientists online, including Richard Dawkins and Carl Sagan.

STEM From The Start: Designed for PreK-2 learners, SFTS uses the power of educational video to help lay the groundwork for STEM subjects by engaging children in learning that is fun, engaging and long-lasting. Produced by New Hampshire PBS & Learniverse Educational Media.

Understanding Evolution: Created for K-12 teachers, this online resource provides a one-stop, comprehensive resource on evolution. This site is a collaborative project of the University of California Museum of Paleontology and the National Center for Science Education.

Assembled by the U.S. Geological Survey, this site brings together lots of resources that will teach students about Biology, Geography, Geology, Water, and more. The site is divided into sections: USGS Science Resources: K-2, 3-5, 6-8, and 9-12.

Technology (Web Resources)

Codecademy: This venture gives students the ability to take free computer science lessons online. Teaches everything from HTML basics to Python in a "user active" style. We have more details here.

Khan Academy Technology: Find lessons in Drawing & Animation and Programming Basics.
Educational Apps (Mostly for iPhone/iPad)

Aesop's Fables Interactive Book: The Library of Congress has released a free app for use on iPhones, iPads and Android platforms. This innovative reading experience has been adapted from the 1919 book The Aesop for Children, and includes outstanding drawings by Milo Winter, a noted illustrator.

Pretty simple, but handy. A good dictionary in your pocket.

: Another good app for downloading free e-books on the iPhone. Once you download the app, navigate to the "Online Catalog" section and then focus on the "Project Gutenberg" materials, which contain a long list of free classics.

Yours, Vincent The Letters of Vincent Van Gogh: Provided by the Van Gogh Museum in Amsterdam, this application uses the artist's own letters to explore the life and times of the great painter. Includes videos and images of Van Gogh paintings.

YouTube Channels Test Prep (Web Resources) General Reference (Web Resources) Teacher and Parent Resources

Edutopia: Run by The George Lucas Educational Foundation, Edutopia empowers teachers, administrators, and parents with innovative solutions and resources to better education. You can access materials by grade level: K-2, 3-5, 6-8 and 9-12.

written by scholars and teachers covering the fields of history, literature, art and culture, and foreign languages. The site also features EDSITEment: A free high quality K-12 educational resource from the National Endowment for the Humanities. The collection has over 450 lessons plans in the humanities guides for teachers.

National Science Foundation Classroom Resources: A diverse collection of lessons and web resources for classroom teachers, their students, and students' families. Covers Astronomy & Space, Physics, Biology and much more.

We're hoping to rely on our loyal readers rather than erratic ads. To support Open Culture's mission, please consider making a donation . We accept Paypal, Venmo, Patreon, even Crypto! To donate, click here. We thank you!

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200 Free Kids Educational Resources: Video Lessons, Apps, Books, Websites & More

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This collection provides a list of free educational resources for K-12 students (kindergarten through high school students) and their parents and teachers. This page is being updated and cleaned up during the COVID-19 crisis. Please tell us if we're missing something valuable.

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https://www.instagram.com/thatlittlefun/

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Tone of voice and boundaries for kids demonstration

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Tone of voice and boundaries for kids demonstration

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Ruby Payne and Rita Pierson: Three Voices Demonstration

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Parents and Caregivers well-being importance

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Parents and Caregivers well-being importance

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Why Parent Well-Being Matters: Children's Social Emotional Development and Mental Health

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raw] ACF Video Series Why Parent Well-Being Matters: Children's Social Emotional Development and Mental Health [/raw] [raw] When adult caregivers are doing well and able to promote and provide safe, nurturing, and responsive relationships, then children will do well.

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Early childhood experiences can strengthen or disrupt a young child's social, emotional, and cognitive development, with consequences that can last a lifetime. This video spotlights the importance of integrating support for the social emotional development of young children and the well-being of their caregivers into all child- and family-serving programs.

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Children's Social Emotional Development and Mental Health: Why Does It Matter?

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raw] ACF Video Series Children's Social Emotional Development and Mental Health: Why Does It Matter? [/raw] [raw] Early childhood experiences can strengthen or disrupt a young child's social, emotional, and cognitive development, with consequences that can last a lifetime. Th

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By providing special needs children with an environment in which they feel confident and comfortable, you create a place where good behavior and cooperation are more likely to occur.

1. Showing a sincere interest in a child (e.g., listening intently when he speaks) is often more effective and meaningful than praise. (H/S)

2. Decision-making is a very difficult process for children with learning disabilities due to their lack of self-esteem. Provide them with ample opportunities to make simple decisions in order to improve this skill (e.g., "You may use lined paper or unlined paper for this assignment, Sherry."). Give them reasons for the decisions that you have made and encourage them to do the same. (H/S)

3. Shuffle a deck of playing cards and let the child select a suit. Each time he completes an academic task successfully, allow him to turn a card face up. If the card turned face up is a member of the chosen suit, let the child get a drink of water from the fountain, visit the game corner for one minute, or make some other specific quiet movement about the room. If the child gets out of his seat without permission, require him to forfeit his next card turn. (S)

4. In order to allow the child with LD to participate more often (and more effectively) in classroom discussions, try this technique:
Rachel, a child with LD, is reluctant to participate in social studies class discussions and seldom volunteers answers. The teacher deals with this by:

Asking several "multiple answer" questions daily, and

Calling on Rachel for the first response to these questions.

Example: Teacher: Everyone try to think of five causes of the American Civil War. (Pause) Rachel, can you give me one? (S)

5. When a child resists new tasks, assign some very small portion of the new task (e.g., one simple subtraction problem) that must be completed before the child goes on to an old, familiar task (e.g., several addition problems). Gradually increase the ratio between new tasks and familiar tasks. (S)

6. Many children with learning disabilities are reluctant to participate in group activities. If a child responds well in the presence of one other pupil, plan activities in which he has ample opportunity to do so. Then add a second peer to the group, later a third, and so on, until the group approximates the entire class. (H/S)

7. Sometimes it is useful to have the child begin a difficult task (e.g., grammar worksheet) at the teacher's desk. Once he has gotten started successfully, send him back to his own desk to complete the task. (H/S)

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7 Techniques for Building Self-Esteem and Confidence

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By providing special needs children with an environment in which they feel confident and comfortable, you create a place where good behavior and cooperation are more likely to occur. Showing a sincere interest in a child (e.g., listening intently when he speaks) is often more effective and meaningful than praise.

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National Institute of Mental Health (NIMH)

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The National Institute of Mental Health (NIMH), the lead federal agency for research on mental disorders, offers basic information on mental disorders, a range of related topics, and the latest mental health research.

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The National Institute of Mental Health (NIMH), the lead federal agency for research on mental disorders, offers basic information on mental disorders, a range of related topics, and the latest mental health research. It is not the intention of NIMH to provide specific medical advice, but rather to provide users with information to better understand their health and their diagnosed disorders.

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The research literature has identified classroom characteristics that promote success for students with ADD and ADHD. Predictability, structure, short working periods, a small teacher-to-pupil ratio, individualized instruction, an interesting curriculum, and lots of positive reinforcement are all important to student progress. Researchers have also identified optimal teacher characteristics. They include positive academic expectations, personal warmth, patience, humor, consistency, firmness, frequent monitoring of student work, and knowledge of behavior management strategies.

Below, you will find specific strategies for accomplishing different goals.

Behavior management strategies

Develop good rapport with the student. ADD/ADHD youngsters are more likely to respond to emotional connections than contingent consequences.

Ignore as much of the negative behavior as possible.

If you get a lot of defiant or oppositional behavior, review how often you say negative things and give commands to the youngster. Kids who hear too many negatives and commands will shut off the person they come from. Get positive, encourage the youngster, focus on progress (however small), etc.

Give your attention to appropriate behaviors.

Prompt the correct behavior and verbally reinforce it frequently.

Provide opportunities for physical movement (e.g., erasing the blackboard, running errands, distributing and collecting materials), and build physical activities into the daily schedule.

Encourage parents to build physical activity into the youngster's out-of-school schedule.
If social rewards/reinforcement is insufficient to bring about the desired behavior, pair social recognition with earned activities or tangible reinforcers.

Use progress charts and other visual records of behavior to encourage more appropriate behavior. Use colorful charts and cards to motivate the youngster and recognize effort.

Move nearer to the student when s/he becomes restless. Offer verbal encouragement or touch. When misbehavior occurs (or threatens to occur), move closer and soften your voice.

Assign a capable "study buddy" who can remind and assist the active or disorganized student.

Assign duties that require self-control (e.g., line leader, materials distributor). Prepare the youngster for the duty, encourage him/her, and reinforce him/her during and after that activity/task.

Implement differential reinforcement procedures (see Dr. Mac's home page).

Teach self management of behavior (see Dr. Mac's home page).

Modifications to the classroom environment

Assign the student to a seat that best allows him/her to observe you while avoiding distractions (e.g., away from doors, windows, pencil sharpeners).

Eliminate excessive noise.

Eliminate excessive visual stimuli and clutter that might distract the youngster.

Employ study carrels or seat the student in the area of the classroom with the least distractions, and/or face the desk toward the wall. However, do not isolate the youngster for long periods of time as this practice stigmatizes him/her. Allow the student to engage in group work too.

Keep directions and commentary short and to the point. Avoid "overloading" the student with too much verbiage.

Provide an individualized written schedule to which the student can refer.

Provide a bouncy inflatable seat cushion. The students will put there energy into squirming on it, but they'll stay in the seat.

Provide a "kusch ball" or other squishy thing for the student to manipulate.

Allow the student to chew gum to release energy and give the mouth something to do besides talk.

Starting your lesson

Provide "do now" activities for other students while you focus the ADD/ADHD student.

Be sure you have the pupil's attention before you start.

Use alert cues to get the student's attention before giving directions.

Use more than one modality when giving directions. Supplement verbal instructions with visual ones.

Repeat and simplify the directions.

Use pantomime to capture the attention of the student to give instructions.

To gain the attention of younger kids, give directions through a puppet.

Place instructions on an audio tape that can be replayed by the student as needed.

To ensure understanding, have the student repeat the directions in his/her own words.

Use color and highlighting to accentuate certain important words or phrases on worksheets.

Have the student underline or highlight directions.

Keeping the student on task

Reduce the length of assignments so that student does not lose interest.

Present the assignment in parts (e.g., 5 math problems at a time).

Keep unstructured time to a minimum.

Allow the student to use learning aides, computers, calculators (perhaps for different parts of the task).

Allow the student to manipulate an object as long as s/he attends and is on task. Allow the pupil to doodle, squeeze a ball, bend a pipe cleaner or paper clip, or handle another non distracting item.

In cooperation with the student, create a "secret signal" (e.g., tugging on your ear lobe, clicking your tongue, saying an odd word - - "snarzelpharf") that reminds him/her to attend.

Make a tube that the student uses as a telescope, keeping you in view (and blocking out other distractions).

To block out distractions on a page, create a "window" in a piece of card board that exposes only one or two lines of print.

Provide some choice or variation in assignments to maintain the student's attention.

Seat the student next to appropriate models.

Assign another student to be a "support buddy" or "study buddy" who works with the distractible youngster, and provides one-to-one attention to assist in completing tasks.

Motivate the youngster by having him/her "race against the clock" to finish the task (or part of it).

Use a clock to remind the impatient youngster that the next activity must wait until a certain time.

In a multi-part task, provide visual cues that are written on the student's desk or on the chalkboard for each part. The student then engages in that next step.

Play soft background music without lyrics.

Allow the student to stand or walk with a clipboard as long as s/he remains on task.

Allow the student to change seats and places as long as s/he stays on task.

Making lessons more interesting

Give a general overview first. Let the student(s) know what will be learned and why it is important in life.

Devise interesting activities.

Use examples that capitalize on the student's interests.

Involve the student's interests in assignments.

Ensure that your style of presentation is enthusiastic and interesting.

Use game formats to teach and/or reinforce concepts and material.

Use concrete objects to assist in keeping the student's attention.

Incorporate movement into lessons.

Memory assistance (Boy, I could use some of this)

Have the student progress through the following steps while learning: See it, say it, write it, do it.

Teach memory techniques and study strategies.

Testing accommodations

Use alternative methods of assessing the youngster's knowledge or skill level.

Use oral testing if that format will keep the student's attention and better assess his/her knowledge.

Use performance testing. Have the student do something or make something.

Provide extended time to finish.

Assign the test grade based on performance on different aspects of the assessment (i.e., organization, writing mechanics, pen(wo)manship, subject knowledge displayed).

To increase reflection and concentration, have the student identify the correct answer AND cross out incorrect answers on multiple choice tests.
Inform the student that there may be more than one correct answer.

Transitions

Set up routines that prepare the youngster for upcoming transitions.

Set expectations for behavior BEFORE an activity or event.

Provide a special "transition object" (e.g., puppet, small stuffed animal) that accompanies the student to other classrooms, providing a sense of consistency and support.

Homework

Have another student place carbon paper under his/her paper while writing down homework assignments. Give the carbon copy to the ADD student to take home.

Provide a laptop computer to students who lose papers (but not books!)

Provide an adult to whom the student reports at the beginning and end of the day to organize his/her work, assure assignments are in-hand, etc.

Provide a second set of textbooks for the forgetful student to use at home.

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classroom characteristics that promote success for ld students

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classroom characteristics that promote success for add students

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classroom characteristics that promote success for adhd students

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modifications to the classroom environment

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Strategies for Teaching Youth with ADD and ADHD

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The research literature has identified classroom characteristics that promote success for students with ADD and ADHD. Predictability, structure, short working periods, a small teacher-to-pupil ratio, individualized instruction, an interesting curriculum, and lots of positive reinforcement are all important to student progress. Researchers have also identified optimal teacher characteristics.

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organization dedicated to establishing a global volunteer movement that creates opportunities for one-to-one friendships, integrated employment and leadership development for people with intellectual and developmental disabilities (IDD).

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Best Buddies International is the world's largest nonprofit organization dedicated to ending the social, physical and economic isolation of the 200 million people with intellectual and developmental disabilities (IDD). Our programs help people with IDD form meaningful friendships with their peers, secure successful jobs, live independently, improve public speaking, self-advocacy and communication skills, and feel valued by society.

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Strategies and suggestions for Attention

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Strategies and suggestions for Attention

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ATTENTION: Basics | Difficulties | Responses

Where Do I Begin?
> Home and School Collaboration
> Parents and Teachers Communicating
> Talking with Children about Attention

What Can I Do?
> Suggestions - simple things you can do to help
> Strategies - targeting strengths and weaknesses

Where Do I Begin?
Attention difficulties can have a tremendous impact on all aspects of life. A candid and consistent dialogue between parents and teachers can provide significant support to a child with attention problems. Mutual respect and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives. Working together, parents, teachers, and the children themselves can inform one another about how best to address the child's needs.
When you suspect a child is having difficulty with attention, schedule a parent-teacher meeting to share information about the child. The following "talking points" can help structure the discussion.

Share observations about the child's profile of attention controls and discuss where the breakdown is occurring. How is the child exhibiting difficulty with attention? What attention control system seems to be problematic? Is the breakdown occurring with mental energy, processing, or production? It may be helpful to use the " What to Watch For" list from the Difficulties section as a guide.

Remember to ask for and share information on problems in other areas, such as language or memory, since attention deficit often masks other learning difficulties.

Identify and discuss the child's strengths and interests. How can they be used to enhance his or her attention abilities? Can reading a book, writing a report, or creating a drawing on a topic of interest help a child sustain attention? Have children monitor their own alertness to topics of interest.

Discuss possible strategies. What have you tried that has been successful and not so successful? Are there other ideas that might work? Are there strategies that work both at school and at home, such as using eye contact and physical contact with a child to help sustain attention?

Acknowledge emotional reactions to the situation. Discuss how children who struggle with attention can become frustrated. Unable to sustain mental energy required for schoolwork, children may become disinterested or even disruptive. Share strategies that might help children become more efficient at monitoring their attention and behavior.

Discuss appropriate next steps. Establish a plan for ongoing discussion and problem solving. How will expectations and progress be shared? How can you best advocate for the child?

When a problem with attention has been specified:

Learn more about attention from other experts, reference books, and Web sites. See the Resources section of this site to get started.

Seek assistance from colleagues and experienced parents, professional organizations, and support groups.

Request that the school's special education teacher or learning specialist observe the child and consult with you about strategies to use in the classroom and at home.

Investigate the availability of professional help from pediatricians, learning specialists, school psychologists, and others.

Children are expected to use their attention skills to succeed with schoolwork, control behavior, and relate well to others. Some children who have difficulties with attention give up and see themselves as failures; others exhibit behavior complications that relate to their difficulties with attention.

Dr. Mel Levine suggests using a process called demystification, which, through open discussion with supportive adults, helps children learn to clarify and specify their differences and understand that, like everyone else, they have strengths and weaknesses. This process creates a shared sense of optimism that the child and adult are working toward a common goal, and that learning problems can be successfully managed. The following suggestions can help as parents, teachers, and learning specialists work together to demystify children's difficulties with attention.

Eliminate any stigma. Empathy can reduce children's frustration and anxiety about their attention difficulties. Emphasize that no one is to blame and that you know that they often need to work harder than others to concentrate and monitor their attention. Explain that children differ in their attention skills. Reassure children that you will help them find ways that work for them. Share an anecdote about how you handled a learning problem or an embarrassing mistake in which your attention abilities broke down.

Discuss strengths and interests. Help children find their strengths. Use concrete examples but avoid false praise. You might say to a child who can devote total attention to an area of strong interest, "You are really able to concentrate on your video games." Identify books, videos, Web sites, or places in the community that can help children build on their strengths and interests.

Discuss areas of weakness. Use plain language to explain what aspect of attention needs to be developed or monitored. Contrast breakdowns with areas of attention that are intact, and explain the difference. You might say, "You might have difficulty paying attention to what the teacher says because you are not filtering out the other noise around you, yet your attention when working on the computer is great."

Emphasize optimism. Help children realize that they can improve -- they can work on their weaknesses and make their strengths stronger. Point out future possibilities for success given their current strengths. Help children build a sense of control over their learning by encouraging them to feel accountable for their own progress. A child with attention difficulties can become responsible over time for remembering to take frequent breaks, keep checklists, and set short-term goals.

Identify an ally. Help children locate a mentor -- a favorite teacher, an adolescent, or a neighbor -- who will work with and support them. Explain that children can help themselves by sharing with others how they learn best. Older children can explain the strategies that work for them, while younger ones may need adult support. Encourage children to be active partners with their allies.

Protect from humiliation. Help children strengthen self-esteem and maintain pride by protecting them from public humiliation related to their learning differences. Always avoid criticizing children in public and protect them from embarrassment in front of siblings and classmates. Don't require a child with attention difficulties to sit still and concentrate on a task for an extended period of time.

What Can I Do?
You may use the following suggestions and strategies to help children who are experiencing difficulties with attention. Many of those listed are accommodations -- they work around a child's difficulty by offering alternative approaches. Slowing the speed of a presentation for someone who is not alert is one example. Strategies -- more research-based methods -- are designed to specifically strengthen a weakness. For example, a child with attention problems might benefit from a system of cues that helps her ability to stay focused. From the strategies suggested below, select those that you and your child think might work best.

Allow longer breaks. Extending the amount of time given for breaks (such as recess) can be beneficial, especially for elementary-school children.

Use different methods of instruction. Use verbal, visual, and experiential methods to enhance attention. Make frequent shifts between discussion, reading, and hands-on group activities.

Accentuate important information. Let children know when important information is about to be presented. Slow the speed of oral delivery, include pauses, and accentuate by intonation and gesture what is most important. Preview, repeat, and summarize important points.

Have children discuss the lesson. Take time during a lesson for children to talk to each other about the facts or skills they are learning, such as what strategies they are using to complete an activity.

Be a coach or a mentor. Make statements about how you schedule your daily activities and the positive benefits of such planning and scheduling. Be a check-in person with whom the child can share what he's accomplished.
Strategies for
> Mental Energy
> Processing
> Production

Strategy Tips: Decide which strategies to try by observing the child and identifying the ways in which he or she learns best.

It may take several attempts to see positive results from one strategy. Don't give up too soon.

If the first few strategies you try do not improve the child's skills, try others.

Most of these strategies can be adapted for use with different age groups.

(For an explanation of Mental Energy see the Attention: Difficulties section.)

Provide preferential seating. Seat children with attention difficulties close to the teacher. Make eye or physical contact to sustain attention. Tables grouped in clusters or staggered desks allow for an unobstructed view of signals and easy access for physical contact.

Provide frequent short breaks. Breaks can be especially helpful during and between tasks that require intense concentration -- and sometimes not just for one student but for the whole class. Throughout activities, intersperse brief breaks that allow children to move around. Encourage constructive movement tasks, such as collecting papers or erasing the chalkboard. At home, allow children to take a five- to ten-minute break to stretch or play with a pet after every thirty minutes of homework.

Encourage physical activity. Some type of physical activity helps children sustain their attention during classroom instruction. Doodling, squeezing a ball, rolling clay, tapping a pencil on one's thigh, or moving to a rocking chair can be helpful activities. Of course, these activities shouldn't be disruptive to other children in the class.

Find ways to make material less complex. Use outlines, color, or organizers to help make complex activities or ideas more easily understood. Warn children in advance about what will be presented. For example, tell the class that you will present five ideas. Then present the ideas in stages and check for understanding before moving on to each new next stage. Provide summary charts, partially completed outlines, or other aids to reduce the amount of mental energy required when working with complex concepts, ideas, or activities.

Prepare children before asking them to respond in class. Let children know in advance that they will be called on in class. Before the start of class say quietly to a child, "I'm going to call on you to answer the first question on the blackboard."

Keep a diary or log. Have children monitor their periods of effort and concentration with a diary or log. Children can create charts to track their improvement.

Provide opportunities for high-interest activities. Set up a space in the classroom where children can go to build on their strengths. Use their affinity areas, such as computers or art, to enhance their alertness while letting them gain more expertise in that area.

Use energy buddies. Pair children so they can work together by providing jump-starts for each other. Children can take turns starting math problems or reading the passages of a text.

Recommend a bedtime routine. Talk with children about the importance of having a consistent bedtime schedule to help them get a good night's sleep. The use of "white noise" or background noise (such as soft music) to help filter sounds that might interfere with relaxing can sometimes be helpful to children who have difficulty getting to sleep.

Monitor performance inconsistencies. Keep track of the factors that seem to affect a child's mental energy. Help children recognize the time of day and circumstances when they are most focused. Provide guidance on how to use, as well as compensate for, these highs and lows throughout the day.
Provide ongoing reference to information about an activity. Write important points or directions on the board so that children can refer to them whenever necessary.

Draw focus to important information. Have children practice underlining or highlighting key words. Use color-coding to organize key information (for example, green for main idea, red for details in reading, blue for essential information).

Use technology. Devices such as calculators, tape recorders, books on tape, word processors, and software programs may be helpful to children. These devices allow children to control how much information is presented at one time and how rapidly it is presented.

Provide outlines, maps, and graphs. Give children outlines to help them preview the most important information in a lesson or reading assignment. Have them complete a map or web of the main ideas presented in a lesson. Use graphs or graphics to draw attention to the relevancy of information, and help children understand why one piece of information may be more important than another.

Practice paraphrasing and summarizing. Ask children to write a summary of a lesson in their own words, then review that statement prior to beginning the next class session.

Promote listening strategies and build listening skills. Provide a strategy for listening actively, such as FACT (Focus attention, Ask yourself questions, Connect ideas, Try to picture important ideas).

Focus on cues for important information. Identify cues embedded in text or class lessons that children should look and listen for: for example, "In summary...", "The five reasons are...", and so on.

Promote both bottom-up and top-down thinking. Encourage children to start thinking about the details and work up to the big picture, as well as to start with the big picture and work down to the details.

Promote collaboration between children. Pair children who work well with details with children who prefer to think about the big picture. Encourage the children to talk to each other about the thought processes they employ when accomplishing a task or assignment.

Use subvocalization. After determining a key piece of information in a lesson, have children repeat it to themselves several times under their breath. Model the strategy for them.

Connect new information to prior knowledge. Pause during the presentation of new information and ask children how the new information relates to previously learned material or a personal experience.

Break tasks into smaller steps. Help children focus on important information by "chunking" assignments into smaller, more manageable segments. For example, have children highlight the symbol (+, -) in a math problem before calculating the answer.

Encourage eye contact and repetition. Have children practice making eye contact with speakers. Remind children by pointing to your eye or quietly stating, "Look at me." Ask children to repeat information, explanations, and instructions. For example, have a child repeat the directions that have been given for an assignment to check for understanding and retention.

Use memory strategies. Teach children to use strategies like imagery and elaboration to strengthen the depth of information processing. Attaching a mental image to an important piece of information, stating the reasons for its importance, and connecting the information to some prior knowledge or area of interest are all examples of memory strategies.

Review notes after instruction. Going back over newly learned information as soon as possible will enhance processing. Have children review their notes immediately after a lesson to make sure they got all the important points. Older children could tape record a class lecture, then listen to the tape after leaving class.

Teach self-testing strategies. Have children ask themselves questions they think might be on a quiz or test. When reading, have children frequently stop and ask themselves questions about information they have just read.

Structure time limits to monitor children's processing. Have children take notes on a reading passage for at least five minutes but no more than ten minutes. Impose time limits for children who are overactive processors; require them to stop or redirect them, even if they are in the middle of a task.

Use visual prompts. Attach brief notes or visual images on notebooks or desks to help children be aware of their own processing. For example, a note might say: "Am I being too passive or too active in my thinking right now?"

Teach children to prioritize. Have children complete the most difficult parts of a task when they are able to focus. Then allow them to take a break before beginning again.

Teach and model internal standards. Teach children how to use internal dialogue, or self-talk, to delay gratification when they are working on tasks that are not particularly interesting or gratifying to them. Ask them to brainstorm about rewards that will motivate them to work during periods of low interest and excitement.

Cue children to upcoming transitions. Let children know when a task is about to change and their focus will need to be adjusted. Say, for example, "In five minutes it will be time to put your social studies work away and get out your math books." Keep a schedule of activities on the board for the children to refer to.

Use computer software and games. Allow children to play subject-related computer games to extend attention, then ask them to spend the same amount of time focused on academic tasks.
Provide models of assignments and criteria for success. Give children a clear sense of how a final product might look by showing examples and sharing exemplary products (such as essays or drawings). You might make work from last year available and draw children's attention to specific qualities of the work (for example, "Notice that a good paper has a clear topic sentence."). Do not, however, compare children's work with that of peers or siblings.

Build in planning time. Give children five minutes of planning time before beginning an assignment. Provide guidance in effective planning when necessary.

Use stepwise approaches. Require children to break down tasks into parts and write down the steps or stages. Compile steps of frequent tasks into a notebook for easy reference during work assignments.

Provide guidelines for self-monitoring. Give children explicit guidelines for checking their progress along the way. For example, tell children that every five minutes they should stop and check to see if their plan is still working. Use a timer to signal when to start checking. Also encourage children to self-monitor following the completion of a task (ask themselves a series of questions such as, "What have I left out?").

Provide pathways to success. Let children who may not be able to articulate a plan draw a road map to their final product. Possibly include a fork in the road showing the path to success and the path to failure.

Teach proven strategies. Provide children with specific age-appropriate strategies to use in checking work. For example, use COPS (Capitalization-Organization-Punctuation-Spelling) for proofing written work. Children can create a reminder card to keep on their desk or in their assignment book for quick reference to the strategy.

Stress the importance of organization. Have children preview an assignment and collect the materials they will need before starting it. Guide children in keeping their materials and notebooks organized and easily accessible. Emphasize the positive impact that organization and preplanning will have on the completed project or assignment.

Let children wait to turn in work. Instruct children to allow a day or two to elapse between writing a report and rereading the report for quality. This will give children enough perspective to catch errors or add more details and produce better results in the end.

Encourage self-grading. Set a standard of work quality or criteria for success for children to follow, and allow them to self-assess the quality of their work before turning it in. If the grade matches the child's appraisal, give extra points for good self-assessment.

Set goals and record progress. Have children set a short-term goal, such as completing all homework for the week. Record their daily progress toward the goal for children to observe. Graphic recording, such as plotting their own line graphs, may be particularly reinforcing for some children.

Practice estimating. Children may benefit from estimating answers to math problems and science experiments. Stress the real-life benefits of estimating and understanding what the correct answer might look like.

Use assignment books. Teach children to use assignment books and "To Do" lists to keep track of their short- and long-term assignments, tests, and quizzes. Use peers to help monitor other children's assignment books.

Use a diary or tape recorder. Have children note what went well and where or when they went astray during the day. Encourage them to identify some techniques that can be used to improve their productivity and include them in the diary.

Eliminate incentives for frenetic pacing. Remove any positive reinforcement for finishing first. State the amount of time a task should take. This will slow down children who work too quickly and will speed up children who work too slowly.

Provide consistent feedback. Create a feedback system so children understand which behaviors, actions, or work products are acceptable and which are not. Use specifics to praise good work and recognize when children use strategies effectively. For example, "I like the way you elaborated in this description," or, "Asking to take a break really seemed to help you come back and focus."

Try a mentor. Some children may benefit from a mentor who will work with them to dissect the day, brainstorm alternative strategies, and provide recognition of progress. The mentor must be seen as credible and may be an individual from within the school or from outside the school.

Is medication the best way to manage ADHD?

Whether one accepts ADHD as a neurobiological disorder influences the controversial question of how, or even whether, to treat it. At the center of the controversy is the increasingly common practice of treating ADHD by prescribing psychotropic medications like Ritalin to children. The question couldn't be more politically charged.

The number of children prescribed medications to manage ADHD has risen sharply in the last decade. According to estimates from the U.S. Drug Enforcement Administration, prescription rates for Ritalin and drugs like it have risen by as much as 700 percent since the early 1990s. ( Read the Congressional testimony on this study.) Critics argue that these statistics reveal an alarming trend toward "quick fixes" in place of real solutions for children's behavioral problems. Others insist that children with ADHD are finally getting the help they need.

Proponents of medication insist that there is a clear link between abnormal brain chemistry and the inattentive and impulsive behaviors that define ADHD. Studies have shown that people with ADHD have less of the neurotransmitter dopamine in their brains than do other people. This chemical messenger, when present, is thought to cause the brain to be more aware and more focused. In people with ADHD, it appears the brain has more difficulty maintaining dopamine levels and so is less capable of keeping its focus. According to medication proponents, stimulants like Ritalin work to maintain dopamine levels.

The long-term risk to children who take stimulant drugs to manage ADHD is unknown; this is one of the few points on which there is some agreement. However, opponents of ADHD medications for children argue that this is one experiment that we should not be conducting. The potential risks are far too great, they say. On the other hand, experts who advocate the use of medications for treatment of ADHD argue that over the last 60 years since Ritalin was first used, no long-term side effects have arisen. They add that parents must also weigh the risks against the potential negative consequences of not giving their children medication if, in fact, they would benefit from it.

No end is in sight to this debate. Opinions abound on everything from whether or not the disorder exists, to the smallest detail regarding medication dosage. And unfortunately, there are very few hard facts to substantiate many of the opinions. So, how can parents make informed choices about ADHD treatment options?

While many experts consider medication a good potential treatment for ADHD-like behaviors, very few recommend it as the first or only step. They urge parents, educators, and family doctors to first rule out other causes for behavioral problems at school or at home. Far too often, problems that look like ADHD are masking other issues, including language or memory difficulties, learning disabilities, emotional disorders, or possibly hearing and vision problems. These underlying problems, many experts agree, often result in children being misdiagnosed with ADHD and prescribed medication that won't help them.

For parents who ultimately consider medication for a child, one study published in 1999 by the National Institute of Mental Health clearly shows that stimulant drugs like Ritalin can be effective for some children. However, it also noted that medication paired with strategies may be even more effective. See responses to the left, for examples of strategies.

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Misunderstood Minds . Attention Responses | PBS

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ATTENTION : Basics | Difficulties | Responses Where Do I Begin? > Home and School Collaboration > Parents and Teachers Communicating > Talking with Children about Attention What Can I Do? > Suggestions - simple things you can do to help > Strategies - targeting strengths and weaknesses Attention difficulties can have a tremendous impact on all aspects of life.

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Tantrums and meltdowns (for young and old kids), tips for managing behavior and more.

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Copyright © 2014-2021 Understood For All Inc.

Understood is a tax-exempt 501(c)(3) private operating foundation (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice. The health and medical related resources on this website are provided solely for informational and educational purposes and are not a substitute for a professional diagnosis or for medical or professional advice.

Use of this website is subject to our Terms of Use and Privacy Policy.

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Copyright © 2014-2021 Understood For All Inc. Understood is a tax-exempt 501(c)(3) private operating foundation (tax identification number 83-2365235). Donations are tax-deductible as allowed by law. Understood does not provide medical or other professional advice.

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Understood is a great website with a lot of resources, start here, so you can find specific resources for your needs.

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I am a parent or caregiver and want help with behaviors , learning , and everyday skills See more topics Available on Android and iOS Learn more Copyright © Understood for All, Inc. Understood is a tax-exempt 501(c)(3) charitable organization (tax identification number 83-2365235). Donations are tax-deductible as allowed by law.

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Information about ADHD for parents, educators and other adults.

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The information provided by CHADD's National Resource Center on ADHD is supported by Cooperative Agreement Number NU38DD000002 funded by the Centers for Disease Control and Prevention (CDC). Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the CDC or the Department of Health and Human Services (HHS).

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Points to Ponder Volume V - Quips and Quotes

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This is made for teachers, but it is FREE and you will learn so much!

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2023 Vanderbilt University. All rights reserved.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan

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This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours). Work through the sections of this module in the order presented in the STAR graphic above.

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The materials are for every state, but the services are only for the State of Virginia.

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You have a voice (specially as an Au Pair!)

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You have a voice (specially as an Au Pair!)

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Get comfortable with being uncomfortable | Luvvie Ajayi Jones

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Every kid needs a champion | Rita Pierson | TED

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Parent Educational Advocacy Training Center

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Parent Educational Advocacy Training Center

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PEACT Resources to guide you and your Host Parents. They provide FREE information for all states in the US for individuals with disabilities.

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We are committed to reaching all , including traditionally underserved families who face additional obstacles in accessing and disability services in Virginia.

We strive to provide with the tools, information, and resources needed to effectively navigate special education and become their child's best

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We are committed to reaching all , including traditionally underserved families who face additional obstacles in accessing and disability services in Virginia. We strive to provide with the tools, information, and resources needed to effectively navigate special education and become their child's best

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How do you prefer to receive love and appreciation? Come find out.

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When we feel disconnected from the people we care about, life is a lonely place. The 5 Love Languages ® is a simple and effective way to strengthen your connections, so you can experience greater joy and harmony in all of your relationships.

Start Here

Resources

Check out all of our resources

Explore now

"I highly recommend the book The 5 Love Languages® by Gary Chapman. It's a wonderful tool in helping decode what makes your spouse (and children) feel most loved."

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"The 5 Love Languages® has been one of the most transformative books in my life. I've not only used it to figure out how to better interact with my spouse, but also my family and friends. It is an essential book for improving any and every relationship."

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"After a lifetime of counseling, being married, and raising two children, I can tell you from experience that very few of us know how to do so in ways that are truly meaningful to our loved ones. Whatever season you find yourself in, I want to give you the confidence you need to connect profoundly with the ones you care for. It is my sincere hope and belief that the Love Language ® concepts will help you to love better and grow closer."

Dr. Gary Chapman
Author of The 5 Love Languages ®

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Discover Your Love Language® - The 5 Love Languages®

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The 5 Love Languages® Quiz is easy, insightful, and always free. Learn your love language, and get equipped to build a love that lasts.

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Get the information you need about yourself you can not see yet.

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Take the HEXACO-PI-R

On this website you can complete the HEXACO Personality Inventory-Revised (HEXACO-PI-R).

If you complete the inventory, you will indicate your agreement or disagreement with various statements of the kind, "I like to watch television" or "I often go for walks".

It usually takes about 15 minutes to complete the inventory itself (100 questions) plus some additional research questions and some (optional) demographic questions (e.g., age, sex, geographical region, education, etc.).

The results computed from your responses will be provided after you have finished. (In case of a technical malfunction, results might not appear, but this is very rare.)

Your responses will be combined with those of many other respondents and used for research on how personality characteristics are related to each other, to other psychological characteristics, and to various demographic variables. This research will be published in scientific journals and other sources.

Your participation is completely voluntary, anonymous, and confidential.

1. Voluntary: Until all of your responses have been submitted, you can withdraw from the study at any time and for any reason. If you choose to withdraw, your responses before the point of withdrawal will not be used.

2. Anonymous: You will not be asked to provide your name or any identifying information. No personal identifying data will be recorded in the database.

3. Confidential: The collected data will be stored in a password-protected hard-drive and only academic researchers and their technical staff will have access to it.

Please be aware that the results computed from your responses may not match your perceptions and that this may be disappointing. (Note that the researchers cannot discuss your results with you.)

No other risk, harm, or discomfort is anticipated in completing the HEXACO-PI-R.

This research has been cleared by the Conjoint Faculties Research Ethics Board (CFREB) at the University of Calgary.

If you have concerns about your rights as a research participant, you may contact the primary researchers, Kibeom Lee ( kibeom@ucalgary.ca or 403-210-9469) or Michael Ashton ( mashton@brocku.ca), or the University of Calgary Ethics Resource Officer ( cfreb@ucalgary.ca or 403-220-6289 or 403-220-4283).

If you have read and understood the above explanations and would like to participate in this research, please press the following button.

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The HEXACO Personality Inventory - Revised

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On this website you can complete the HEXACO Personality Inventory-Revised (HEXACO-PI-R). If you complete the inventory, you will indicate your agreement or disagreement with various statements of the kind, "I like to watch television" or "I often go for walks".

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16 possibilities to help you discover more about yourself!

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Personality types

Understand others

In our free type descriptions you'll learn what really drives, inspires, and worries different personality types, helping you build more meaningful relationships.

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Free personality test, type descriptions, relationship and career advice | 16Personalities

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Personality types In our free type descriptions you'll learn what really drives, inspires, and worries different personality types, helping you build more meaningful relationships.

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Chores, Potty training, Rewards, Homework, Contracts and more.

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Behavior charts are a wonderful way to help kids manage their behavior and have fun at the same time! Using free printable behavior charts regularly will provide structure for kids, guidance for parents, and a way to define target behaviors.

Are Behavior Charts Effective?

Behavior charts can be useful tools to help kids manage difficult behavior and keep track of chores or daily routines. Keep in mind that all kids don't respond the same way to a behavior chart. Some kids may find the process frustrating if they don't achieve the expected behavior. If you find that a chart is not a suitable match for your child, let it go. You can always try again later. You want to set your child up for success, not failure. Most of the time, if you use a behavior chart correctly, children will enjoy the process and feel successful.

To make it fun, have your child help pick out a free printable behavior chart. We have hundreds to choose from and are happy to make up charts with a specific character for free. Then, make a date with your child to pick out special chart markers. These can include markers, pencils, crayons, stickers, or stamps. Not only will you spend some quality time with your child, but you also develop a positive connection to the behavior chart process.

Also, make sure that you maintain realistic goals. Be specific. The younger the child, the more specific the expectation. For example, don't tell a 4-year-old to, "Clean your room." Instead, change that behavior to, "Put your pajamas in the hamper." Or, instead of "Be nice to your sister," you might say, "Don't call your sister names." Even older kids need direction and clarity. If kids become overwhelmed by unclear expectations, they may give up. Again, set kids up for success!

Don't forget to be consistent. Place your chart in a visible location chosen by you and your child. You can even make a game out of it. Set a timer and have each of you find 3 chart spots before the timer is up. Then pick the best one. Have fun! That's the key to success. Have a great time engaging in all the steps. Also, try to mark the chart close to the same time every day

Free Printable Behavior Charts for Kids

Be wary of some printable charts online that use inappropriate wording. For example, some charts use wording such as "my reward if I'm good." We avoid that type of wording on our site. Behavior charts are not about kids being "good" and "bad." Kids should not feel judged during the charting process. You don't want your child to feel like he's a bad kid if he doesn't succeed with his chart. That will only set him up for failure. Using a behavior chart should be fun. Understand that it's a bit of trial and error. Be willing to work with the process. If you overload your child with too many expectations initially, slim down, and limit the expectations. If your child wants to move the chart to a new location or pick a new chart, let that happen. Be flexible and positive!

Some additional tips:

Point systems work great for older kids. We have some behavior charts with point systems. But a point system will overwhelm a young child (age 5-11) and can even overwhelm a preteen. Let your child be your guide.

Use picture charts if your child is younger or needs visual reminders. Don't expect kids to memorize their behaviors or goals. Charts aren't an exercise in memorization! The chart should be a point of contact where your child can remind himself of the expected behaviors.

Don't overwhelm your child with too many behaviors. With younger kids, work on one behavior at a time. Again, adapt the chart to your child's developmental level.

Rewards for Kids

Rewards don't have to be materialistic. We have a great page of reward ideas broken into age-appropriate sections. The best rewards are time spent together doing crafts, cooking, playing a game, or watching a movie. Some other ideas include:

*Picking out a dinner or dessert
*Extra screen time
*Playing a game or doing a puzzle together
*Picking from a treasure bag filled with inexpensive treats
*A journal
*A book
*Markers, stickers, or pencils
* Behavior bucks or reward bucks

Daily Routine Charts and Chore Charts

Besides focusing on behaviors, you can also use behavior charts to guide kids with their daily routines, chores, life skills, and hygiene. For chores, you can use one chart per child, one chart for siblings, or one chart for an entire family! Some examples of behaviors in these categories include:

*Practicing good manners
*Using an inside voice
*Listening without interrupting
*Telling the truth
*Assisting with family chores
*Practicing an instrument
*Brushing teeth
*Taking showers
*Getting up on time

Take a look at our site, and you'll find hundreds of behavior charts, chore charts, potty training charts, and many others! Feel free to drop us a line if you need some help using a chart or would like a specific chart made. Our goal is to help you succeed!

You may also find some additional articles helpful:

*How to Use Behavior Charts
*7 Tips for Behavior Chart Success
*Motivating Kids with Behavior Charts

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The Best Free Printable Behavior Charts for Kids

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Behavior charts are a wonderful way to help kids manage their behavior and have fun at the same time! Using free printable behavior charts regularly will provide structure for kids, guidance for parents, and a way to define target behaviors. Behavior charts can be useful tools to help kids manage difficult behavior and keep track of chores or daily routines.

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Free Platform with E-Books for students eligible to use reading Assistance technology

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Free Platform with E-Books for students eligible to use reading Assistance technology

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Bookshare is an online eBook library, that can enhance the experience of reading for students with a disability or reading barriers. It could be personalized according to the preferences and needs of the user. Books (recreational, and/or school) can be read out loud in a high quality voice of their choice. Students can listen to the books with ‘karaoke style’ highlights, which is also personalized in: speed, font size, color and contrast.

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Hundreds of thousands of people with dyslexia, learning disabilities, visual impairments, physical disabilities, and other reading barriers have read millions of Bookshare books. It has empowered them to study for school, pursue careers, and read for fun. Why do so many people use Bookshare?