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The Global Storybooks Portal is designed specifically for teachers, parents, and community members around the world. It makes 40 selected stories from the African Storybook available in major national, immigrant and refugee languages of individual countries, regions, and groups.

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The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

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As a parent, there are many ways that you can help your child succeed every single day! These bilingual parent resources offer tips on helping your child learn to read, succeed in school, and learn a new language. They also provide information about the U.S. school system and share ideas on how to build a relationship with your child's teacher and school.

In addition, you can find fun reading tips and games, bilingual booklists, ideas for using the public library, and videos of children's authors, illustrators, and musicians. Resources are organized by topic.

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As a parent, there are many ways that you can help your child succeed every single day! These bilingual parent resources offer tips on helping your child learn to read, succeed in school, and learn a new language. They also provide information about the U.S.

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The U.S. Department of Homeland Security, Office of Civil Rights and Civil Liberties (CRCL) has issued a draft DHS Indigenous Languages Plan for a 45-day informal comment period.

Please email any questions or comments to LanguageAccess@hq.dhs.gov by April 17, 2023.

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The mission of LEP.gov is to share resources to expand and improve language assistance services for individuals with limited English proficiency (LEP), in compliance with federal law. It is maintained by the Federal Coordination and Compliance Section in the Civil Rights Division at the U.S. Department of Justice.

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser.

CommonLit is a nonprofit that has everything teachers and schools need for top-notch literacy instruction: a full-year ELA curriculum, benchmark assessments, and formative data.

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CommonLit | CommonLit Library | Browse Content by Theme, Grade Level and More

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For full functionality of this site it is necessary to enable JavaScript. Click here for instructions on how to enable JavaScript in your web browser. CommonLit is a nonprofit that has everything teachers and schools need for top-notch literacy instruction: a full-year ELA curriculum, benchmark assessments, and formative data.

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It's time to improve literacy skills during social studies instruction and ensure that readers of all abilities have what they need to access grade-level social studies concepts.

Join us on Thursday, December 7 for a look at scaffolded materials that provide extra literacy support while building key social studies concepts and skills.

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Newsela | Content and assessment platform

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Content Aligned To National & State Standard, Flexible To Support Relevant Curriculum. Find the Perfect Piece Of Content For Lessons. Go beyond the book.

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Resources to strengthen connections with families

Families play a key role in their children's language development and possess a wealth of knowledge about their children's language use in home and community environments. At WIDA, we recognize families as experts in their children's language learning and development. Engaging with families to learn from them about their children's language use and development is at the core of language-focused family engagement.

The resources listed below provide professional learning for early care and education professionals, and K-12 educators, as well as resources and ACCESS assessment materials that educators can share with families.

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Resources to strengthen connections with families Families play a key role in their children's language development and possess a wealth of knowledge about their children's language use in home and community environments. At WIDA, we recognize families as experts in their children's language learning and development.

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Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

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Library News and Notes

June 2, 2021

Dear Readers,

Great news! I was able to rebuild a simple version of the in-browser book reader which has enabled me to add back all of the ICDL books. The interface is not what it used to be, and we no longer have translations of books (only the original language the book was published in) - but we have all ~4,000 books back. The site is fast and reliable and should be able to stay around for some time to come. Happy reading!

May 5, 2021

Dear Readers,

Good news! Thanks to the UMD Computer Science Department, which has agreed to host a static version of ICDL, we have been able to resuscitate the library a bit, and have brought back 1/4 of the books in PDF form (that we have "download" rights for). We had to create a vastly simpler site without many, many of the features - no search, no translations, etc. But about 1,000 of the books are back, and we will work on bringing back more books and at least some aspects of the original site. Please note that we do not have the right to allow you to redistribute these books further, and they are provided to you only for personal use.

Thank you for so many of your heart-warming and gracious emails which encouraged us to find a way to keep the ICDL alive.

April 19, 2021

Dear Readers,

It has been over 20 years since we launched the International Children's Digital Library. In that time, we have served about 15 million people reading over 1,000,000 hours of children's books. We launched at a time when the concept of reading books online was a bit odd, and almost unheard of for children's books. After all these years, as far we know, we are still the largest collection of freely available complete children's books from around the world. And we did that without ever exposing children to commercial activities or risking their privacy.

But for many years, we have served this mission without any funds. And now all of the founders have moved on to other things in their lives. The servers are very old and dusty and there is no one to maintain them. Our licenses for the books are for use only by the ICDL so while we have considered a number of alternatives, none of them really made sense.

And so now it is time to say goodbye and read with the innumerable other resources in the world. The ICDL has been our labor of love, and we will always remember these books, the volunteers, libraries, publishers, and readers around the world with great fondness.

Keep reading!

- Founders Ben Bederson, Allison Druin, Ann Weeks, Anne Rose and Tim Browne (in memoriam)
Email directors

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ICDL - International Children's Digital Library

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Reading Tips for Parents (in Multiple Languages)

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A child’s success as a reader begins much earlier than the first day of school. Reading, and a love for reading, begins at home. Our one-page parent tips offer easy ways for parents to help kids become successful readers. Although we’ve divided these tips by age, many of them can be used with childr…

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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Seek Common Ground and Student Achievement Partners created Family Guides to help anyone supporting a child's learning in the 2021-22 school year learn more about what children should know and be able to do, grade by grade, in math and literacy.

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Parenting a child with learning disabilities or ADHD is a challenge. To assist you, LD OnLine has gathered the following information to help you get started in understanding what your child needs, your rights and responsibilities in working with the school, and ways to support your son or daughter at home.

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Getting started

See tips in other languages

This article is also available as a tip sheet (PDF) in 14 languages!

What is special education?

Special education is a free service that schools offer to students with disabilities. It might include instruction, therapy, behavior support, or social-emotional support.

Does my immigration status, or my child's, affect special education?

No. Your child is eligible for special education regardless of immigration status.

My child does not have a physical disability. Why does the school say there is a disability?

Learning disabilities aren't visible. They relate to how a child learns, reads, writes, or pays attention. Students may need to work in small groups or use special learning strategies.

Who will lead the special education process from the school?

Every school is different. Some schools have a special education team, which might include:

Classroom teacher

Teaches grade-level content

Special education teacher

Teaches and supports students with disabilities

Reading or speech specialist

Provides support in reading or speech/language

ESL (English as a Second Language) teacher

Helps multilingual students learn English

Bilingual teacher/specialist

Offers instruction and support in two (or more) languages

Interpreter

Interprets conversations between families and the school

What is an Individualized Education Plan (IEP)?

An IEP is a program the school and family create together. It explains:

how your child is doing currently, including your child's strengths

goals for your child

a plan to reach those goals, such as services and accommodations for the classroom

who will provide this support (and when)

your child's progress over time.

The school will schedule IEP meetings to create this plan. You have the right to:

help inform your child's IEP

attend every IEP meeting

hear your rights before every meeting

reschedule IEP meetings

receive all updates

review or change the IEP

ask questions any time.

Can my child exit special education services?

Yes. Remember that special education services can help students work more independently. IEP meetings are a good time to share your questions and concerns.

My child is struggling in school. Can I request special education services?

You can ask the school to evaluate your child. The school may or may not recommend special education services or other supports. Ask your child's teachers about your options at any time.

My role

What is my role in this process?

U.S. schools want families to partner with their child's school! You know your child best. Share ideas about your child's, interests, personality, and behavior. Ask for ideas and help if needed.

I don't agree with the school's plan. What should I do?

You have the right to refuse, change, or stop special education services. However, it is important to understand the school's recommendations before you make a decision.

Language

How do I get information in my own language?

You have a right to:

receive ALL information in your language

have an interpreter during any conversation or meeting.

What if my child needs both ESL and special education services?

Your child has a legal right to receive ESL, bilingual/ dual language, AND special education services. It is the school's responsibility to offer ALL services your child needs. My child is still learning English.

How can we be sure my child needs special education?

It can be difficult to know if a child who is learning a new language needs special education. That's why it's very important to have professionals who speak your language on the team, if possible. They can evaluate your child in your language. This gives them a better picture of your child's learning. If your child struggles in your language, please let the team know.

See these tips in the following languages:

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Special Education and Your Child: FAQs for Multilingual Families

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This article is also available as a tip sheet (PDF) in 14 languages! Special education is a free service that schools offer to students with disabilities. It might include instruction, therapy, behavior support, or social-emotional support. No. Your child is eligible for special education regardless of immigration status. Learning disabilities aren't visible.

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There are many ways that families of English language learners (ELLs) can support language and literacy at home! Colorín Colorado's new series of 8 tips for families is available in 16 languages. Share these tips with your families in two ways:

1) A tip sheet: One single page with all 8 tips
2) One tip at a time
If you see any issues with translations, please email us at: [email protected] Artwork by award-winning illustrator Rafael López is used with permission.

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Share 8 Great Reading Tips with Families (in 16 languages)

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There are many ways that families of English language learners (ELLs) can support language and literacy at home! Colorín Colorado's new series of 8 tips for families is available in 16 languages.

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Engaged ELL parents bring invaluable dedication and wisdom regarding their children to the school community and can be crucial partners in supporting their children's success. This guide offers twenty big ideas to help school leaders get started on the path towards a strong home-school partnership. An overview of the guide and related video clips are included below. You can also see this guide in an article format.

The Toolkit for Teachers: Reaching Out to Hispanic Parents of English Language Learners was developed by Colorín Colorado, Reading Rockets, and the American Federation of Teachers. This toolkit includes background information on reaching out to Hispanic parents, four sample workshops, videos in Spanish and English, booklists, and bilingual handouts.

Additions to the toolkit include a new parent workshop on helping children become successful readers and 200 children's book titles geared towards Latino families.

As a parent, there are many things you can do at home to help your child have a good school year. These include making sure your child gets enough sleep, getting him to school on time, and reading at home every day.

Here are ten important ways to get started!
There are three versions of this article, written at different reading levels (basic, intermediate, and advanced). All three versions are included in the PDF version.

This printable guide, written for Colorín Colorado by Dr. Debbie Zacarian, provides a detailed introduction to federal laws regarding ELLs and their relationship to state and local policies, including information about ELL identification under the Elementary and Secondary Education Act.

During the school year, teachers will invite you to come to parent-teacher meetings (also called conferences). This is very common in the United States. You can also ask for a conference any time.

This ten-chapter toolkit from the U.S. Department of Education and U.S. Department of Justice features recommendations on how to implement best practices with ELLs. It includes information on topics such as how to write curriculum, communicate with parents, and serve ELLs with disabilities, as well as updates on research. The toolkit is the companion document to the Dear Colleague Letter sent to states earlier this year, which outlines legal obligations to English Learners under civil rights laws.

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Engaged ELL parents bring invaluable dedication and wisdom regarding their children to the school community and can be crucial partners in supporting their children's success. This guide offers twenty big ideas to help school leaders get started on the path towards a strong home-school partnership.

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Find lessons on Bilingual Education for all grades. Free interactive resources and activities for the classroom and home.

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Smithsonian

Learning Lab

Discover the digital education platform that connects people to Smithsonian objects, resources, and stories.

Collections by Grade

Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site.

Talk with Me!
Learn about your community and neighborhood. In this Toolkit, leaners explore different homes, shops, and people in your neighborhood and have fun with related activities.

Talk with Me Toolkits provide you with chances to talk with your children to improve thinking, vocabulary, and language development. Talking with your child is great-and research shows that the quality of words children hear matters more than how much you talk.

Talk with Me Toolkits give you ideas to begin conversations that are organized around a theme. The Toolkits feature videos, photographs, paintings, and artworks along with questions to talk about with your child. At the end of each toolkit there are more activities to do and books to read together. Go through this toolkit with your child and see how many topics there are to talk about!
This toolkit was adapted with a grant from the Institute for Museum and Library Services.

Links to third-party websites and videos are included in this Toolkit for informational purposes only. They do not indicate the Smithsonian's endorsement, sponsorship of, or affiliation with the third party or content of the linked site, including any advertisements that might be posted.

Learn More

Hirshhorn Museum and Sculpture Garden

What inspires you? Get to know Alma Thomas, (b. Columbus, Georgia; lived and worked in Washington, DC, 1891-1978), an American artist and educator known for her signature painting style using bright colors and patterns inspired by nature. She became a full-time artist late in her life. Born in a time of horses and buggies, she lived through big advancements in technology, such as the space race and moon landing. Her art was inspired by the nature she saw outside her home studio, and awe for the exploration of our vast universe.
Get To Know Alma Thomas Use it in the classroom to teach:
is part of the Hirshhorn KIDS About the Artist series. About the Artist biographies are designed for kids under age 12. Modern and contemporary artists' lives reflect recent human history and events. Sharing these life stories and artworks can help kids see their own potential and better understand the world and their place in it. It is our goal to inspire future generations of artists, makers, and creative problem solvers-sharing artists stories is one way Hirshhorn KIDS realize this goal.
Art classroom: Color Theory, Pattern

Language Arts classroom: Biography

Social Studies classroom: 20th century

Learn More

National Museum of American History

In this playlist you will learn about how three of the first presidents shaped the executive branch of the United States government.

Start by clicking on the first tile in the upper left hand corner. Then move through the playlist by clicking on the ">" symbol at the bottom of the page. Look for the information and paperclip icons to provide more information about selected resources. There are 34 tiles in this collection.

Learn More

Educator Programs

Cultivating Learning is a professional development series where Smithsonian educators model teaching techniques for using digital museum resources to support student learning. This year's series celebrates America at 250. Programs are free and accessible to anyone.

Wednesday, April 15, 4:00 PM EST

Join Phoebe Sherman of the National Postal Museum to explore how postage stamps can be used in the classroom to encourage civic awareness and engagement. We'll examine how stamps can spark curiosity and deepen understanding of civics, American history, national identity, and commemoration by using thinking routines that focus on both subject matter and artistic design. You'll see how these approaches come to life with students and leave with classroom-ready resources and fresh ideas for incorporating postage stamps into your teaching practice.

Watch

Wednesday, May 20, 4:00 PM EST

Join Nyssa Buning of the National Museum of American History's Spark!Lab and Carol O'Donnell of the Smithsonian Science Education Center to explore strategies for cultivating an inventive mindset in your students. We'll discuss the history of STEAM innovation in America and try an open-ended invention challenge that uses object-based learning techniques to encourage creative problem solving and support curiosity and perseverance, skills essential to inventors throughout history. You'll leave with a set of facilitation tools to support students as they develop their own inventive identity and become future problem-solvers. You'll also receive access to a newly released e-book from the Smithsonian Science Education Center, STEAM Innovation: Celebrating Our Nation's 250 Years.

Register

Wednesday, June 17, 4:00 PM EST

As America turns 250 in 2026, young people are writing its next chapter. Join a group of educators who apply interdisciplinary approaches to learning to engage young people in civic dialogue tied to their communities.

Register

What will you find in the Smithsonian Learning Lab?

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Resources

Millions of Smithsonian digital images, recordings, texts, and videos in history, art and culture, and the sciences

Collections

Thousands of examples of resources organized and structured for teaching and learning by educators and subject experts

Browse individual resources by type

Browse model collections on different topics

Tips

Tips

Create collections of resources to engage learners, or freely adapt ones already made by Learning Lab users like you.

Use Learning Lab tools to customize and enhance your collections.

Browse ready-to-use model collections by educational use

Browse ready-to-use model collections by learning strategy or theme

Tips

Tips

Subscribe to our Bright Ideas newsletter

To learn more about the Smithsonian Learning Lab and to read about strategies, approaches, new features, and more, subscribe to the Bright Ideas newsletter. We'll be sending out a new issue every few weeks.

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Smithsonian Learning Lab: Discover, Create, Share

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Smithsonian Learning Lab Discover the digital education platform that connects people to Smithsonian objects, resources, and stories. Explore some of our most popular Learning Lab Collections. Use them as a springboard to continue your exploration of the many collections available on the site. Talk with Me! Learn about your community and neighborhood.

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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Multiples : StudyJams! Math | Scholastic.com

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Multiples are repeated groups of the same amount. This activity will teach students how to use multiples to make division easier.

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TED-Ed lessons on all subjects. TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.

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Copyright © 1995-2015 by The Internet TESL Journal
Copying and uploading pages from this website to another website or intranet is prohibited.
No Advertising, No Nonessential Images, No CGI, No SSI, No PHP, No ASP, No CFM, Minimal HTML, No Nonsense. Optimized for Speed & Ease of Use

Our pages should work even if your browser is not compliant with the newest web standards.
Keywords: TOEFL, TOEIC, EFL, ESL, ELT, ESOL, TEFL, TEFL, TESOL, English as a Second Language, English as a 2nd Language, English as a Foreign Language, English learner, English language study

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Activities for ESL/EFL Students (English Study)

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Free Online English Learning: Study English with Quizzes, Tests, Crossword Puzzles, Exercises and other activities for students of English as a second language.

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Free primary and secondary school teaching resources - BBC Teach

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Thousands of free curriculum-mapped videos for your classroom, arranged by subject and age-group; Live Lessons presented by top BBC talent; educational campaigns including Super Movers and Bring the Noise.

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En español | In Spanish
Special education is full of terms that people constantly use in writing and in conversation, and it's important to know what those terms mean. CPIR is pleased to provide this handy reference to special education terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field.
Quick-Jump Index to the Terms
Point of Reference: IDEA

It's extremely important to understand that the terms you're likely to hear in special education come from our nation's special education law, the IDEA (Individuals with Disabilities Education Act). We frequently refer to this law on our website and in our publications, because it guides how special education and related services are provided to children with disabilities in the United States. States develop their own special education policies and procedures based on what IDEA requires. They are allowed to go beyond what IDEA requires-and frequently do, because the law leaves a great many things to state and local discretion-but they are not permitted to have policies or procedures that are not consistent with IDEA's provisions.

This being the case, then, the starting point of special education terms and what they mean is always IDEA's definitions (most of which are provided through this page and elsewhere on CPIR's site). Your state's definition of a term is also important to consider, because it will influence how the term is being used in your area, especially if the state definition isn't exactly the same as IDEA's.

Onward, to the Terms!

Can't find the term or phrase what you're looking for? Enter the term in the search box at the top of the page and view the results for IDEA's use of the term.
Back to top
________________

Child with a Disability

IDEA defines this very important term as follows:
§300.8 Child with a disability
(a) General. (1) Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as ''emotional disturbance''), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

(2)(i) Subject to paragraph (a)(2)(ii) of this section, if it is determined, through an appropriate evaluation under §§300.304 through 300.311, that a child has one of the disabilities identified in paragraph (a)(1) of this section, but only needs a related service and not special education, the child is not a child with a disability under this part.

(ii) If, consistent with §300.39(a)(2), the related service required by the child is considered special education rather than a related service under State standards, the child would be determined to be a child with a disability under paragraph (a)(1) of this section.

(b) Children aged three through nine experiencing developmental delays. Child with a disability for children aged three through nine (or any subset of that age range, including ages three through five), may, subject to the conditions described in §300.111(b), include a child-

(1) Who is experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: Physical development, cognitive development, communication development, social or emotional development, or adaptive development; and

(2) Who, by reason thereof, needs special education and related services.

Editor's note: We've included the text of §300.111(b), mentioned above and very relevant to "Developmental Delay," at the very end of this definition of "child with a disability."

(c) Definitions of disability terms. The terms used in this definition of a child with a disability are defined as follows:

(ii) Autism does not apply if a child's educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in paragraph (c)(4) of this section.

(iii) A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in paragraph (c)(1)(i) of this section are satisfied.

(3) Deafness means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child's educational performance.

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

(ii) Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of this section.

(6) Intellectual disability** means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.

(8) Orthopedic impairment means a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii) Adversely affects a child's educational performance.

(10) Specific learning disability-(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability** , of emotional disturbance, or of environmental, cultural, or economic disadvantage.

________________
And, as promised above, here are the provisions at §300.111(b) Relevant to "Developmental Delay"
(b) Use of term developmental delay. The following provisions apply with respect to implementing the child find requirements of this section:

(1) A State that adopts a definition of developmental delay under §300.8(b) determines whether the term applies to children aged three through nine, or to a subset of that age range (e.g., ages three through five).

(2) A State may not require an LEA to adopt and use the term developmental delay for any children within its jurisdiction.

(3) If an LEA uses the term developmental delay for children described in §300.8(b), the LEA must conform to both the State's definition of that term and to the age range that has been adopted by the State.

(4) If a State does not adopt the term developmental delay, an LEA may not independently use that term as a basis for establishing a child's eligibility under this part.

Editor's note, February 2011:
Prior to October 2010, IDEA used the term "mental retardation." In October 2010, Rosa's Law was signed into law by President Obama. Rosa's Law changed the term to be used in future to "intellectual disability." The definition of the term itself did not change, only the term to be used (now "intellectual disability").

________________

FAPE | Free Appropriate Public Education

IDEA defines this term (also referred to as FAPE, for short) as follows:
§300.17
Free appropriate public education
Free appropriate public education or FAPE means special education and related services that-

(a) Are provided at public expense, under public supervision and direction, and without charge;

(b) Meet the standards of the SEA, including the requirements of this part;

(c) Include an appropriate preschool, elementary school, or secondary school education in the State involved; and

(d) Are provided in conformity with an individualized education program (IEP) that meets the requirements of §§300.320 through 300.324.

IDEA is an acronym for the Individuals with Disabilities Education Act, our nation's special education law. IDEA was first passed in 1975, where it was called the Education for All Handicapped Children's Act. Every few years, the law has been revised (a process called reauthorization).

The most current version of IDEA is Public Law 108-446, passed in 2004 and called the "Individuals with Disabilities Education Improvement Act of 2004." It's still most commonly referred to as IDEA, or IDEA 2004 (to distinguish it from other reauthorizations). Final regulations for IDEA 2004 were published in 2006.
________________

IEP | Individualized Education Program (IEP)

IDEA defines this term as follows:
§300.22 Individualized education program
Individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in accordance with §§300.320 through 300.324.

In addition to this brief definition of the term at §300.22, IDEA includes a much longer, much more useful description at §300.320.
§300.320 Definition of individualized education program.
(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include-

(1) A statement of the child's present levels of academic achievement and functional performance, including-

(i) How the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

(2)(i) A statement of measurable annual goals, including academic and functional goals designed to-

(A) Meet the child's needs that result from the child's disability to enable the child to be involved in and make progress in the general education curriculum; and

(B) Meet each of the child's other educational needs that result from the child's disability;

(ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;

(3) A description of-

(i) How the child's progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;

(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child-

(i) To advance appropriately toward attaining the annual goals;

(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and

(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

(5) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(4) of this section;

(6)(i) A statement of any individual appropriate accommodations that are necessary to measure the academic achievement and functional performance of the child on State and districtwide assessments consistent with §612(a)(16) of the Act; and

(ii) If the IEP Team determines that the child must take an alternate assessment instead of a particular regular State or districtwide assessment of student achievement, a statement of why-

(A) The child cannot participate in the regular assessment; and

(B) The particular alternate assessment selected is appropriate for the child; and

(7) The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications.

(b) Transition services. Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include-

(1) Appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills; and

(2) The transition services (including courses of study) needed to assist the child in reaching those goals.

(c) Transfer of rights at age of majority. Beginning not later than one year before the child reaches the age of majority under State law, the IEP must include a statement that the child has been informed of the child's rights under Part B of the Act, if any, that will transfer to the child on reaching the age of majority under §300.520.

(d) Construction. Nothing in this section shall be construed to require-

(1) That additional information be included in a child's IEP beyond what is explicitly required in section 614 of the Act; or

(2) The IEP Team to include information under one component of a child's IEP that is already contained under another component of the child's IEP.

LRE | Least Restrictive Environment

IDEA's provisions with respect to LRE are not a "definition" per se, but they are nonetheless very important to know. These provisions appear in the final Part B regulations at §§300.114 through 300.120, as part of IDEA's provisions addressing "State Eligibility." The conceptual core of IDEA's LRE provisions are at §300.114, cited below.
§300.114 LRE requirements.
(a) General. (1) Except as provided in §300.324(d)(2) (regarding children with disabilities in adult prisons), the State must have in effect policies and procedures to ensure that public agencies in the State meet the LRE requirements of this section and §§ 300.115 through 300.120.

(2) Each public agency must ensure that-

(i) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and

(ii) Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

(b) Additional requirement-State funding mechanism-(1) General. (i) A State funding mechanism must not result in placements that violate the requirements of paragraph (a) of this section; and

(ii) A State must not use a funding mechanism by which the State distributes funds on the basis of the type of setting in which a child is served that will result in the failure to provide a child with a disability FAPE according to the unique needs of the child, as described in the child's IEP.

(2) Assurance. If the State does not have policies and procedures to ensure compliance with paragraph (b)(1) of this section, the State must provide the Secretary an assurance that the State will revise the funding mechanism as soon as feasible to ensure that the mechanism does not result in placements that violate that paragraph.

Related services |

IDEA defines this term as follows:
§300.34 Related services.
(a) . Related services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and includes speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, early identification and assessment of disabilities in children, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services for diagnostic or evaluation purposes. Related services also include school health services and school nurse services, social work services in schools, and parent counseling and training.

(b) ; services that apply to children with surgically implanted devices, including cochlear implants.

(1) Related services do not include a medical device that is surgically implanted, the optimization of that device's functioning (e.g., mapping), maintenance of that device, or the replacement of that device.

(2) Nothing in paragraph (b)(1) of this section-

(i) Limits the right of a child with a surgically implanted device (e.g., cochlear implant) to receive related services (as listed in paragraph (a) of this section) that are determined by the IEP Team to be necessary for the child to receive FAPE.

(ii) Limits the responsibility of a public agency to appropriately monitor and maintain medical devices that are needed to maintain the health and safety of the child, including breathing, nutrition, or operation of other bodily functions, while the child is transported to and from school or is at school; or

(iii) Prevents the routine checking of an external component of a surgically implanted device to make sure it is functioning properly, as required in §300.113(b).

(c) Individual related services terms defined. The terms used in this definition are defined as follows:

(i) Identification of children with hearing loss;

(ii) Determination of the range, nature, and degree of hearing loss, including referral for medical or other professional attention for the habilitation of hearing;

(iii) Provision of habilitative activities, such as language habilitation, auditory training, speech reading (lip-reading), hearing evaluation, and speech conservation;

(iv) Creation and administration of programs for prevention of hearing loss;

(v) Counseling and guidance of children, parents, and teachers regarding hearing loss; and

(vi) Determination of children's needs for group and individual amplification, selecting and fitting an appropriate aid, and evaluating the effectiveness of amplification.

(2) Counseling services means services provided by qualified social workers, psychologists, guidance counselors, or other qualified personnel.

(3) Early identification and assessment of disabilities in children means the implementation of a formal plan for identifying a disability as early as possible in a child's life.

(4) Interpreting services includes-

(i) The following, when used with respect to children who are deaf or hard of hearing: Oral transliteration services, cued language transliteration services, sign language transliteration and interpreting services, and transcription services, such as communication access real-time translation (CART), C-Print, and TypeWell; and

(ii) Special interpreting services for children who are deaf-blind.

(5) Medical services means services provided by a licensed physician to determine a child's medically related disability that results in the child's need for special education and related services.

(i) Means services provided by a qualified occupational therapist; and

(ii) Includes-

(A) Improving, developing, or restoring functions impaired or lost through illness, injury, or deprivation;

(B) Improving ability to perform tasks for independent functioning if functions are impaired or lost; and

(C) Preventing, through early intervention, initial or further impairment or loss of function.

(7) Orientation and mobility services-

(i) Means services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community; and

(ii) Includes teaching children the following, as appropriate:

(A) Spatial and environmental concepts and use of information received by the senses (such as sound, temperature and vibrations) to establish, maintain, or regain orientation and line of travel (e.g., using sound at a traffic light to cross the street);

(B) To use the long cane or a service animal to supplement visual travel skills or as a tool for safely negotiating the environment for children with no available travel vision;

(C) To understand and use remaining vision and distance low vision aids; and

(D) Other concepts, techniques, and tools.

(8)(i) Parent counseling and training means assisting parents in understanding the special needs of their child;

(ii) Providing parents with information about child development; and

(iii) Helping parents to acquire the necessary skills that will allow them to support the implementation of their child's IEP or IFSP.

(9) Physical therapy means services provided by a qualified physical therapist.

(10) Psychological services includes-

(i) Administering psychological and educational tests, and other assessment procedures;

(ii) Interpreting assessment results;

(iii) Obtaining, integrating, and interpreting information about child behavior and conditions relating to learning;

(iv) Consulting with other staff members in planning school programs to meet the special educational needs of children as indicated by psychological tests, interviews, direct observation, and behavioral evaluations;

(v) Planning and managing a program of psychological services, including psychological counseling for children and parents; and

(vi) Assisting in developing positive behavioral intervention strategies.

(11) Recreation includes-

(i) Assessment of leisure function;

(ii) Therapeutic recreation services;

(iii) Recreation programs in schools and community agencies; and

(iv) Leisure education.

(12) Rehabilitation counseling services means services provided by qualified personnel in individual or group sessions that focus specifically on career development, employment preparation, achieving independence, and integration in the workplace and community of a student with a disability. The term also includes vocational rehabilitation services provided to a student with a disability by vocational rehabilitation programs funded under the Rehabilitation Act of 1973, as amended, 29 U.S.C. 701 et seq.

(13) School health services and school nurse services means health services that are designed to enable a child with a disability to receive FAPE as described in the child's IEP. School nurse services are services provided by a qualified school nurse. School health services are services that may be provided by either a qualified school nurse or other qualified person.

(14) Social work services in schools includes-

(i) Preparing a social or developmental history on a child with a disability;

(ii) Group and individual counseling with the child and family;

(iii) Working in partnership with parents and others on those problems in a child's living situation (home, school, and community) that affect the child's adjustment in school;

(iv) Mobilizing school and community resources to enable the child to learn as effectively as possible in his or her educational program; and

(v) Assisting in developing positive behavioral intervention strategies.

(15) Speech-language pathology services includes-

(i) Identification of children with speech or language impairments;

(ii) Diagnosis and appraisal of specific speech or language impairments;

(iii) Referral for medical or other professional attention necessary for the habilitation of speech or language impairments;

(iv) Provision of speech and language services for the habilitation or prevention of communicative impairments; and

(v) Counseling and guidance of parents, children, and teachers regarding speech and language impairments.

(16) Transportation includes-

(i) Travel to and from school and between schools;

(ii) Travel in and around school buildings; and

(iii) Specialized equipment (such as special or adapted buses, lifts, and ramps), if required to provide special transportation for a child with a disability.

Special Education

IDEA defines "special education" as follows:
§300.39 Special education.
(a) . (1) Special education means specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including-

(i) Instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and

(ii) Instruction in physical education.

(2) Special education includes each of the following, if the services otherwise meet the requirements of paragraph (a)(1) of this section-

(i) Speech-language pathology services, or any other related service, if the service is considered special education rather than a related service under State standards;

(ii) Travel training; and

(iii) Vocational education.

(b) Individual special education terms defined . The terms in this definition are defined as follows:

(1) At no cost means that all specially-designed instruction is provided without charge, but does not preclude incidental fees that are normally charged to nondisabled students or their parents as a part of the regular education program.

(2) Physical education means-

(i) The development of-

(A) Physical and motor fitness;

(B) Fundamental motor skills and patterns; and

(C) Skills in aquatics, dance, and individual and group games and sports (including intramural and lifetime sports); and

(ii) Includes special physical education, adapted physical education, movement education, and motor development.

(3) Specially designed instruction means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction-

(i) To address the unique needs of the child that result from the child's disability; and

(ii) To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.

(4) Travel training means providing instruction, as appropriate, to children with significant cognitive disabilities, and any other children with disabilities who require this instruction, to enable them to-

(i) Develop an awareness of the environment in which they live; and

(ii) Learn the skills necessary to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

(5) Vocational education means organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career not requiring a baccalaureate or advanced degree.

Supplementary Aids and Services

IDEA defines "supplementary aids and services" as follows:
§300.42 Supplementary aids and services.
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§300.114 through 300.116.

Transition Services

IDEA defines "transition services" as follows:
§300.43 Transition services.
(a) Transition services means a coordinated set of activities for a child with a disability that-

(1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

(2) Is based on the individual child's needs, taking into account the child's strengths, preferences, and interests; and includes-

(i) Instruction;

(ii) Related services;

(iii) Community experiences;

(iv) The development of employment and other post-school adult living objectives; and

(v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation.

(b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.

TA&D | Technical Assistance and Dissemination Network

Editor's note: IDEA's provisions with respect to the Technical Assistance and Dissemination (TA&D) network of OSEP do not contain a "definition" of TA&D but, rather, authorize the Secretary of Education to fund projects intended to improve the education of children with disabilities. In Section 663 of the statute (Public Law 108-446), the following authorization
appears:

"(e) Linking States to Information Sources.-In carrying out this section, the Secretary shall support projects that link States to technical assistance resources, including special education and general education resources, and shall make research and related products available through libraries, electronic networks, parent training projects, and other information sources, including through the activities of the National Center for Education Evaluation and Regional Assistance established under part D of the Education Sciences Reform Act of 2002."

A current list of OSEP-funded TA centers can be found at:
https://osepideasthatwork.org/find-center-or-grant/find-a-center

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En español | In Spanish Special education is full of terms that people constantly use in writing and in conversation, and it's important to know what those terms mean. CPIR is pleased to provide this handy reference to special education terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field.

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En español | in Spanish
This webpage connects you quickly with brief, but detailed fact sheets on specific disabilities. Each fact sheet defines the disability, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise in that disability.

_____________________
Attention-Deficit/Hyperactivity Disorder (AD/HD) Autism Spectrum Disorders Blindness/ Visual Impairment Cerebral Palsy Deaf-Blindness Deafness and Hearing Loss Developmental Delay Down Syndrome Emotional Disturbance Intellectual Disability
Learning Disabilities | Includes dyslexia, dyscalcula, and dysgraphia.
Multiple Disabilities
Other Health Impairment |

OHI is a disability category under IDEA that lists examples of health-related conditions that may qualify a child for special education. The conditions that are mentioned are: attention-deficit/hyperactivity disorder, diabetes, epilepsy, heart conditions, hemophilia, lead poisoning, leukemia, nephritis,rheumatic fever, sickle cell anemia, and Tourette Syndrome. Each of these conditions has a stand-alone resource page to connect you with more information. You'll still want to read the main OHI fact sheet.
Rare Disorders Speech and Language Impairments Spina Bifida Traumatic Brain Injury
Visual Impairment | Including blindness.

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En español | in Spanish This webpage connects you quickly with brief, but detailed fact sheets on specific disabilities. Each fact sheet defines the disability, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise in that disability.

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The ESL Writing Wizard is a free resource for teachers and homeschooling moms and dads. Please bookmark and share this link: https://eslwritingwizard.com

Make a quick test worksheet:

What's your favorite color?

Find a handwriting worksheet:

Search for a ready-made worksheet created by yourself or other users:

Get creative with "paragraph" worksheets:

Having gone through the steps above, you should be pretty familiar with what the ESL Writing Wizard can do.

Click here to learn how to make "paragraph" worksheets like the one below.

Ready-made Handwriting Practice Workbooks!
You better sharpen your pencil because this section is full of ready-made handwriting workbooks for your children to practice their penmanship with. Each workbook is based on an interesting theme such as "dinosaurs" or "the body". There are 20 themes with 10 worksheets in each book, and of course, they're all free! See the handwriting workbooks here.

Need more help?

Whether you are making writing practice worksheets for kindergarten or elementary school children, in D'Nealian or Zaner-Bloser, in cursive or manuscript, you should now understand how the wizards work. If not, try the FAQ for help.

A big thank you!

I started this website in 2005 and have since received some very positive comments about the ESL Writing Wizard, some of which are posted on the About page. I'd like to say a big thank you to those of you that have sent me stories of how your children have enjoyed the handwriting worksheets. It's a wonderful feeling knowing that the work I've put into this site has brought joy and better handwriting to children around the world!

Nick Ramsay.

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Make Handwriting Worksheets - ESL Writing Wizard

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The writing worksheet wizard automatically makes handwriting practice worksheets. You can create writing practice sheets in D'Nealian or Zaner-Bloser style, in print or cursive form - and it's all for free! Make alphabet worksheets or spelling practice sheets. It's easy with the ESL Writing Wizard.

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Helpful guidance from Understood

Essential resource spotlight

Are you wondering why your child is struggling?

We're here to help if you're feeling overwhelmed. Take N.O.T.E. (Notice. Observe. Talk. Engage.) is a simple step-by-step tool that can help you figure out if the struggles you're seeing might be signs of a learning and thinking difference.

"I have a hard time focusing, mostly in school. When I do my homework, I kind of feel stressed out because it feels like so much even though it's not too much."

Emperor Kaioyus, Grade 4

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. 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.

Copyright © 2014-2023 Understood For All Inc.

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Understood - For Learning and Thinking Differences

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Understood.org is the resource that helps the 70 million people with learning and thinking differences anticipate the challenges, barriers, or opportunities in life and confidently reach their potential.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Welcome to the Shaped hub for free teaching resources, including fun classroom activities, lessons, downloadables, and videos for K-12 students. Explore our lesson plan ideas across disciplines to help maximize learning and encourage student growth at grade level, whether your classroom is online, in person, or a combination of both.

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Free Teaching Resources to Support Continued Learning at Home

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Find free teaching resources. Explore fun classroom activities, lessons plans, downloadables, and videos for Grade K-12 kids to keep learning and growing at grade level.

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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"We initially chose IRIS because of the past experiences and their credible research-based, high-quality modules that align with specific areas of growth and need to support a state-directed corrective action plan in our region."

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As an initiative of the U.S. Department of Education’s Institute of Education Sciences (IES), the What Works Clearinghouse (WWC) was created in 2002 to be a central and trusted source of scientific evidence for what works in education.

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Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary.

Graphic organizers are most useful to ELLs when presented in small group activities. During the activities ELLs benefit from opportunities to work cooperatively - students are able to discuss and share their thoughts as they begin to contribute to the group effort. When ELLs use graphic organizers, they show achievement benefits across a variety of content areas, in all grade levels.

Ideas for Graphic Organizers

When teachers begin to use graphic organizers they need to follow some simple steps to make sure ELLs gain knowledge from such a simple yet reliable tool (Merkley & Jefferies, 2001). For example as a teacher begins to present a new topic, such as the solar system, an organizer can assist introducing the new idea.

Teachers should also begin to verbalize the relationship between the ideas, and the information that will be taught. Students or adults can write/draw the information provided by other students using a K-W-L chart. Graphic organizers should be tailored to reinforce the relationships between concepts, reminding students that this is just a quick preview of the material that will be taught next.

Secondly, teachers need to provide the opportunity for students to participate in discussions. ELLs need to have numerous pauses to process language in order to participate. For instance, classroom activities can be tailored to let students create graphs such as a concept definition map. Students can create a list of familiar terms to these maps.

Once students had the opportunity to share their thoughts and understand the topic that it is to follow, teachers can start to connect new material to their prior knowledge. Lessons need to guide ELLs to activate prior knowledge as they recollect earlier taught content to be able to retain new material (Merkley & Jefferies, 2001). In other words, graphic organizers provide a visual summary as they describe information - introducing ELLs to new technical vocabulary as they reinforce decoding skills of key words for an upcoming lesson.

Graphic organizers facilitate ELLs' comprehension through visual illustrations of key terms, vocabulary, ideas, and the relationship among them. Improving student's reading comprehension can be challenging, but such progress is necessary when focusing on students who are learning English (Kim, Vaughn, Wanzek, & Wei, 2004).

Note: When using graphic organizers with ELLs, be sure to explain how to use them and check back to ensure their understanding.

Strategy: K-W-L Chart

K-W-L charts are graphic organizers where students can share:

Here are some examples:

Video: Using a K-W-L Chart for background knowledge

ELL high school teacher Christine Rowland explains how to use a KWL chart to identify students' existing background knowledge.

Recommended Resources

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Graphic organizers are a great tool to use when teaching English language learners (ELLs). Visual illustrations allow ELLs to better understand the material while learning important vocabulary. Graphic organizers are most useful to ELLs when presented in small group activities.

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Starfall Education: Kids Games, Movies, Books & Music for K-5 and above

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At Starfall, children have fun while they learn - specializing in reading, phonics & math - educational games, movies, books, songs, and more for children K-5 and above.

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En un lugar de la Mancha, de cuyo nombre no quiero acordarme, no ha mucho tiempo que vivía un hidalgo de los de lanza en astillero, adarga antigua,

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Aprendiendo lenguaje todos los días: Actividades para familias

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Aprendiendo lenguaje todos los días: Actividades para familias

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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The following books for young children (babies, toddlers, and PreK/K) introduce a wide range of concepts, themes, and activities sure to spark lots of imagination, conversation, and learning!

Many of these titles feature a diverse range of children and families, and some are available in bilingual editions. They also provide great examples of ways to include culturally relevant and diverse content when teaching young children about new concepts.

Related resources and booklists

We have also included a number of related resources and books throughout the booklists, including the following:

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The following books for young children (babies, toddlers, and PreK/K) introduce a wide range of concepts, themes, and activities sure to spark lots of imagination, conversation, and learning! Many of these titles feature a diverse range of children and families, and some are available in bilingual editions.

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Bilingual Program - Dolly Parton’s Imagination Library

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In 2024, Dolly Parton’s Imagination Library launched a new bilingual (English/Spanish) book option to their program.

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Meeting the Needs of English Learners with and withour Disabilities

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Meeting the Needs of English Learners with and withour Disabilities

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These animated videos, available in 8 languages, offer ideas on how families can support their child's literacy through activities that celebrate language, culture, and special time together at home! This project features the artwork of award-winning illustrator Rafael López. Languages include: English, Spanish, Arabic, Chinese, Vietnamese, Somali, Haitian Creole, and French.

For more ideas on how to use these videos as part of your family engagement, see our related guide (also available as a PDF), as well as our related tip sheets and tip graphics for sharing on social media in 16 languages.

Acknowledgements

This project was made possible with the support of our founding partner, the American Federation of Teachers.

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Being Bilingual Is a Superpower!: Multilingual Tips to Support Language and Literacy at Home

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These animated videos, available in 8 languages, offer ideas on how families can support their child's literacy through activities that celebrate language, culture, and special time together at home! This project features the artwork of award-winning illustrator Rafael López. Languages include: English, Spanish, Arabic, Chinese, Vietnamese, Somali, Haitian Creole, and French.

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Share 8 Great Reading Tips with Families (in 16 languages)

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Infographic -Family and Community Engagement

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Infographic -Family and Community Engagement

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Decodable and leveled books in 1,000+ languages

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Bloom Library provides free books in hundreds of languages. We help language communities flourish in education and literacy. Download the Bloom editor to create and upload books.

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Digital Library of Illustrated Storybooks | Read Stories in 300+ languages

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StoryWeaver is an award-winning open platform offering thousands of free children’s storybooks in hundreds of languages.