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Accommodation is a change in the way information is presented or received.

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Developmental disability affecting verbal/nonverbal communication and interactions with others. ASD applies to Asperger's Syndrome and Rett's Syndrome.

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Four types of accommodations include: presentation, response, setting, and scheduling.
Environmental and Instructional accommodations include the four types of accommodations. Environmental accommodations occur to the setting.
Instructional accommodations occur in presentation, response, and timing/scheduling.

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Students with both deafness and blindness.

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Severe hearing impairment that impacts speech and educational performance.

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Inappropriate types of feelings or behaviors that leads to the inability to learn.

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Set high expectations for students with exceptionalities.

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Use data to drive instruction.

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Collaborate with all involved that service students with exceptionalities.

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Create meaningful and inclusive participation.

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Protect the psychological and physical safety of students.

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Build respectful relationships with families.

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Stand up for what is right. Don't engage in or tolerate practices that harm students.

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Maintain professional competency to better serve students and families.

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Share information that will enhance ideas for growth.

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Practice professional ethics and policies of CEC.

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Advocate for professional conditions that will enhance learning of students with exceptionalities.

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Participate in special education organizations to improve professionally.

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Permanent or fluctuating hearing impairment that affects a child's education.

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Significantly below-average intellectual functioning.

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Two or more disabilities.

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Severe orthopedic impairment that affects a student's educational performance.

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Limited attention, strength, or sensitivity to outside stimuli.  Includes ADHD, ADD, Asthma, diabetes, epilepsy, heart conditions, leukemia, rheumatic fever, sickle cell anemia, lead poisoning, and hemophilia.

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Specific Learning Disability - Most Prevalent!

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Specific Learning Disability - Most Prevalent!

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Psychological process that adversely affects student's ability to read, write, do mathematical calculations, remember, reason, and/or organize information. Most common disability!

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Communication impairment. Examples: stuttering, language impairment, voice impairment.

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Acquired brain injury.

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Blindness or partial sight.

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Children ages 3-9 diagnosed that have physical, cognitive, communication, social/emotional, or adaptive developmental delay.  This is an optional early childhood 14th category.

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1. Research based interventions provided to all students.
2. Progress is assessed weekly

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1. Additional interventions provided to the student who has not showed improvement from Tier 1.
2. Interventions can be provided by classroom teacher or with another educator outside of the classroom.
3. Small group intervention is provided weekly based on data collected.

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1. Students receive 1:1 instruction
2. Regular monitoring of progress
3. Team considers more intensive assessments, if necessary.

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Federal statute guiding special education.

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Valerie C. Williams joins the Department as director in the Office of Special Education Programs ( OSEP) within the Office of Special Education and Rehabilitative Services. In this role, she is responsible for overseeing the administration of the Individuals with Disabilities Education Act ( IDEA).

Meedra Surratte is the Executive Director of Parent Information Center of Delaware, Inc. (PIC), serves as the aRPy Ambassador for Delaware and is a proud parent and grandparent. She represents the needs, concerns, and interests of children with disabilities and their families on several statewide councils. Her area of focus lies in education and capacity building, particularly in the areas of special education, family engagement, and strengthening sustaining partnerships between families and schools.

By Katherine (Katy) Neas, Deputy Assistant Secretary
Delegated the authority to perform the functions and duties of the Assistant Secretary for the Office of Special Education and Rehabilitative Services

This month marks 46 years since the Individuals with Disabilities Education Act ( IDEA) was enacted. I couldn't let this anniversary pass without sharing some reflections about the importance of IDEA, especially in light of the COVID-19 pandemic, and reaffirming the commitment of the Office of Special Education and Rehabilitative Services ( OSERS) to upholding this landmark civil rights law.

While most coverage of Helen Keller freezes her as the "eternal child" in that "aha" moment at the water pump with teacher Anne Sullivan (immortalized in The Miracle Worker), this new documentary American Masters: Becoming Helen Keller shatters that disability myth, transcends that image, takes back the narrative, and unlocks multifaceted aspects of her life and commitment to social justice, disability rights, veterans with disabilities, women's rights, voting rights, civil rights, early support of the NAACP and ACLU, her involvement with setting up State Commissions for the Blind, "talking books," and her work as an international goodwill ambassador ... to name a few.

In fiscal year 2021, OSERS' Rehabilitation Services Administration ( RSA) provided over $134.9 million to fund programs that help to assist state and other agencies in providing vocational rehabilitation (VR) and other services to individuals with disabilities to maximize their employment, independence and integration into the community and the competitive labor market.

In fiscal year 2021, OSERS' Office of Special Education Programs ( OSEP) provided over $70.3 million to fund programs that help educate children and youth with disabilities to assist states and local districts to improve results for infants, toddlers, children, and youth with disabilities ages birth through 21.

NOTE: October is Blindness Awareness Month as well as Learning Disabilities / Dyslexia / Attention Deficit Hyperactivity Disorder Awareness Month.

My name is Ella, and I'm a junior at Irondale High School in Minnesota. This school year, I'm busy studying for advanced placement courses, playing percussion and coordinating audio equipment in my school's band, and making time to read book recommendations from friends. I was diagnosed with dyslexia in fifth grade, and reading print books has always been challenging for me compared with most of my classmates. However, accessible digital books from Bookshare give me the same opportunities to learn, engage, and show what I know.

NOTE: October is National Blindness Awareness Month

In recognition of Blindness Awareness Month the National Instructional Materials Access Center ( NIMAC) is pleased to share experiences of students with visual impairments and their parents and teachers, highlighting how we are expanding access to reading and learning for students across the United States.

NOTE: October is Blindness Awareness Month

When typical textbooks don't meet the needs of students with reading disabilities, visual impairments, or physical disabilities, the OSEP-funded National Instructional Materials Access Center (NIMAC) helps ensure that these students can obtain the accessible formats they need to engage and contribute alongside their peers.

by Meriah Nichols

I really thought I knew disability. I thought I knew what it feels like to have a disability; I thought I knew how it is to navigate a world that often does not understand or appreciate the presence of disability. I thought I knew the feelings that a disability can bring with it: the hurt, the pain, the joy, and the delight. I really thought I knew it all.

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Office of Special Education and Rehabilitative Services Blog

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Valerie C. Williams joins the Department as director in the Office of Special Education Programs ( OSEP) within the Office of Special Education and Rehabilitative Services. In this role, she is responsible for overseeing the administration of the Individuals with Disabilities Education Act ( IDEA).

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Every Student Succeeds Act (ESSA) | U.S. Department of Education

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Welcome to Temple Grandin’s Official Autism Website

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Change made in the content of the curriculum and learning expectations of the student.
Example: exempting a student from completing an assignment

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Hallmark of a Differentiated Classroom:
1. Teacher-student relationship
2. Community in the learning environment
3. Quality curriculum

(Landa, 2021)

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To help students who struggle with long-term memory, teachers should provide repetition, practice, review of content, immediate feedback, notes for content.

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To help students who struggle with short-term memory, teachers should keep directions short and simple, ask students to paraphrase the directions, provide notes of lessons, have visuals of taught content, provide study guides, guided notes, peer tutoring, and repetition/practice.
Typically students with ADD/ADHD.

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Students who are not able to complete simple cognitive tasks quickly struggle with completing timed tests, copying, and completing assignment within a limited time frame.
To assist these students reduce the quantity of work, give more time to complete assignments, limit copying activities, and increase activities that help with rate and fluency. These activities can be educational software, speed drills, and flash cards.

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Students who struggle to understand and utilize auditory stimuli. Students often struggle with decoding, learning analysis, spelling, speech, learning foreign language. To assist students, provide study guides for listening activities, notes, provide training in sound differences, provide phonological activities.

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Students who struggle with visual/spatial configurations such as puzzles, using patterns, designing, building, reading graphs and blueprints. To support these students. provide manipulatives, copying, tracing, drawing activities.

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Students who struggle with expressive vocabulary and making connections among word meaning and general experiences. To support students, connect new information to new content, provide pre-assessments, pre-teach vocabulary.

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Students who are not able to solve abstract problems, generalize information, think conceptually, and problem solve by applying learned content. To support these students, teach problem-solving strategies, provide practice and review concepts. provide manipulatives to develop concepts, list procedures or steps.

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The ability to reason using numbers and to manipulate using symbols. Students who struggle with math and science often struggle with quantitative ability. To support students, provide math instruction in sequences. assess prior knowledge, teach foundational concepts needed for new skills, use manipulatives, teach math facts with software, allow calculators when necessary, introduce new concepts by making real-life connections, emphasize problem solving.

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To support students with ADD/ADHD begin a lesson with by gaining the students' attention by providing a signal or sounding a horn. Post goals and activities for the lesson.
During the lesson, keep instruction simple, include different activities, use visuals, allow frequent breaks, provide stress balls, and give advanced warning before asking the student questions.  At the end of the lesson, summarize key ideas, ask students to summarize key ideas. It's important to chunk information and create images to help retain information.

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To support students with Autism, create a visual schedule of what the class will be learning, limit loud and excessive sounds as these cause a negative reaction. Teach student to use a cue when feeling stressed as they are unable to express themselves. Provide consistency, clear expectations and classroom procedures, as well as advance notifications to changes.

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Build a student to teacher relationship. Know the student's triggers. Communicate class expectations clearly and set up behavior contracts.

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This is a universal test completed with all students at an early age (typically preschool). It is used to identify conditions at an early age. Parental permission is not required.

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Team-based process used by teachers to address student behavior or academic concerns. Teachers can use interventions to support student while tracking changes.

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1. Initial concern is raised by a teacher, caregiver, grandparent, counselor, principal, or any other school staff.
2. Information is gathered by teachers
3. Information is shared with the team
4. Strategies are discussed and shared
5. Strategies are implemented
6. Evaluations are done

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Information is gathered here and the teacher can and should share concerns with student's caregiver. Teacher should collect additional information regarding student.
In this phase, no caregiver permission is required to collect data and there is no timeline for information gathering.

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Team meets to discuss information/data collected. Team discusses student's strengths and interests and factors that may be contributing to the student's performance.

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Team considers possible interventions. Response to Intervention can be used at this point.

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The developed plan is implemented and data is collected. For academic interventions, a curriculum-based-management is often used. For behavior interventions, a behavior recording sheet is used.

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The team reviews that collected data after the intervention and determines its effectiveness. Team determines if the intervention needs to be continued or if they should refer the student to special education. If student is referred to special education, parental safeguards are provided to parents/caregivers.

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When a written request is submitted by a caregiver or when the student's pre-referral team refer the student for evaluation. Team must give parent notice regarding the evaluation. Notice must be in writing and in native language. Team has 60 DAYS after the request to conduct the evaluation.

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The evaluation conducted must use a variety of assessments. Evaluations should include classroom observations, assessments, and student samples. This data is then reviewed by the IEP team and qualified professionals.

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After team looks at the data, they must determine if the child has a disability.

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1. Designed to protect legal rights of parent and child
2. Ensures that all children with disabilities receive special education services with public funds.
3. Procedural safeguards must be given once a year to parents

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Student can be evaluated by school psychologist, speech/language specialist,  behavior specialist, and/or an autism specialist.

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Materials used must be in the child's preferred communication.

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Evaluated by a psychologist.

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Audiological evaluation completed by a licensed audiologist. Otological exam completed by a doctor.

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Student must be given a cognitive assessment and an adaptive behavior assessment.

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Depending on the student's eligibility, this evaluation must consist of both members required to conduct the evaluation.

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Licensed physician must evaluate the student.

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Student must be given a test to determine his/her psychological processes. Student then must be observed in the general education classroom regarding their academic and behavior performance. School can also use the Miscrepancy Model.

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Students in this category must be evaluated by a licensed physician.

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Be proactive and increase student involvement in each lesson. Empower students to take responsibility for their actions.

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Teachers need to be aware of their students' home life. They must help students feel that they are cared for and motivated with the curriculum. Students should also be aware that communication is key with families.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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Build Positive Student- Teacher Relationships

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Build Positive Student- Teacher Relationships

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Most essential in managing classroom behaviors.

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1. Plan for movement and interaction
2. Reduce distractions
3. Give students time to take a break
4. Enjoy fun and laughter
5. Vary length and intensity of the classroom assignments

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Scientific theory of strategies/interventions used to support students, particularly students with known disabilities. Follows a sequence: antecedent, behavior, and consequence.

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Law that protects the rights of individuals with disabilities.

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New on ADA.gov

Explore the new content we've added to ADA.gov

This document discusses and explains the requirements of the ADA's integration mandate and the Supreme Court's decision in Olmstead v. L.C. ex rel. Zimring, 527 U.S. 581 (1999), as applied to segregated employment settings and facility-based day programs. In addition, this document provides a link to the Department's Federal Register notice, which provides more information about this guidance.

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Disability rights are civil rights. From voting to parking, the ADA is a law that protects people with disabilities in many areas of public life.

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- Group roles that help develop collaborative thinking and interdependence: Blue Hat, White Hat, Green Hat, Red Hat, Yellow Hat, and Black Hat.

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- Process hat
- Reflecting on what was learned and our thinking

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- Facts hat
- We share facts and information to help us make decisions

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- Rhetoric Hat
- Persuasive thinking

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- Intuitive hat
- Using our feelings and intuition to guide our decision making

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- Obstacle hat
- Someone who lists risks and concerns with ideas provided

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- Creative hat
- Seek other ways of completing assignments or create other ideas by applying knowledge

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- Dyad cooperative groupings were developed by Dr. Lloyd Sherman in the 1990s.
- Used to create collaborative and cooperative groupings
3 types of groupings: scripted cooperation, reciprocal peer tutoring, guided peer questioning

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Scripted Cooperation - Dyad Grouping Strategy #1

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Scripted Cooperation - Dyad Grouping Strategy #1

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Students are paired. They take turns reading and listening. When one partner is reading information the other is providing a critique of the review.

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Reciprocal Peer Tutoring - Dyad Grouping Strategy #2

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Reciprocal Peer Tutoring - Dyad Grouping Strategy #2

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Students are paired and alternate roles of teacher and student.

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Guided Peer Questioning - Dyad Grouping Strategy #3

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Guided Peer Questioning - Dyad Grouping Strategy #3

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- Can be used in pairs or larger groupings
- Used to promote learning!
- Group begins with starter questions about the assignment.
- They work together and guide each other towards achieving the goal of the assignment.