Special Education Resources by https://padlet.com/elvira1373/spedresources en-us 2017-12-05 14:12:11 UTC 2025-12-09 15:58:32 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Doubleheart.png Federal Categories of Special Education elvira1373 https://padlet.com/elvira1373/spedresources/wish/213290668 2017-12-05 14:15:45 UTC https://padlet.com/elvira1373/spedresources/wish/213290668 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213320914 FLDOE Secondary Transition]]> 2017-12-05 15:04:42 UTC https://padlet.com/elvira1373/spedresources/wish/213320914 Developing Appropriate Goals and Objectives for the IEP elvira1373 https://padlet.com/elvira1373/spedresources/wish/213321052 Annual goals must:
  • be measurable.
  • tell what the student can reasonably accomplish in a year.
  • relate to helping the student be successful in the general education curriculum or address other educational needs resulting from the disability.
  • be accompanied by benchmarks or short-term objectives. 
It is recommended to use the SMART acronym for developing appropriate goals,
Specific
Measurable
Attainable
Relevant
Time Limited

Statements should use precise behavioral goals that are observable and measurable and provide a basis for being able to evaluate a student.
]]> 2017-12-05 15:04:55 UTC https://padlet.com/elvira1373/spedresources/wish/213321052 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213321154 2017-12-05 15:05:07 UTC https://padlet.com/elvira1373/spedresources/wish/213321154 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213321383 1003.5716 Transition to post-secondary education and career opportunities]]> 2017-12-05 15:05:29 UTC https://padlet.com/elvira1373/spedresources/wish/213321383 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213321722 Project 10 Transition Roadmap]]> 2017-12-05 15:06:02 UTC https://padlet.com/elvira1373/spedresources/wish/213321722 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213322015 National Technical Assistance Center on Transition]]> 2017-12-05 15:06:28 UTC https://padlet.com/elvira1373/spedresources/wish/213322015 IEP Team Members elvira1373 https://padlet.com/elvira1373/spedresources/wish/213322080 * The Local Education Agency Representative
* General Education Teacher
* Special Education Teacher
* Evaluation Specialist
* The parent must be invited to the meeting but is not required to attend. If the parent gives the school permission to proceed without him/her, the other members can conduct the meeting.
* The student should begin to attend his/her IEP meeting by the age of 14 or before, if appropriate.
Other members can include the speech and language pathologist, occupational therapist, counselor, or any other school staff that will provide input.
* Parents can bring whoever they would like to the meeting. 


]]> 2017-12-05 15:06:33 UTC https://padlet.com/elvira1373/spedresources/wish/213322080 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213322303 My Career Shines System: Plan Your Future]]> 2017-12-05 15:06:54 UTC https://padlet.com/elvira1373/spedresources/wish/213322303 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213322360 Florida Post Secondary Education Guide]]> 2017-12-05 15:06:58 UTC https://padlet.com/elvira1373/spedresources/wish/213322360 elvira1373 https://padlet.com/elvira1373/spedresources/wish/213322562 Assistive Technology]]> 2017-12-05 15:07:15 UTC https://padlet.com/elvira1373/spedresources/wish/213322562 References elvira1373 https://padlet.com/elvira1373/spedresources/wish/213325157 Autism Support of West Shore. (2014). Retrieved from    
https://www.asws.org/WhatisAutism.aspx

Centers for Disease and Control. (2015). Retrieved from
           www.cdc.gov/ncbddd/developmentaldisabilities/features/birthdefects-dd-keyfindings.html

IDEA Partnerships. (2014). Retrieved from  
http://www.ideapartnership.org/topics-database/idea-2004/idea-2004-part-b/1397-definitions-of-disability-terms.html

The IRIS Center. (2010). Accommodations: Instructional and testing supports for students with disabilities. 
Retrieved from https://iris.peabody.vanderbilt.edu/acc/

The IRIS Center. (2010). Assistive Technology: An Overview. Retrieved from 
https://iris.peabody.vanderbilt.edu/module/at/

The IRIS Center. (2006). RTI (part 1): An overview. Retrieved from
https://iris.peabody.vanderbilt.edu/module/rti01-overview/

National Center on Deaf-Blindness. (2008). Retrieved from 
https://nationaldb.org/library/page/1934

Project IDEAL. (2013). Retrieved from        
http://www.projectidealonline.org/v/emotional-disturbance/

Reynolds, T., Zupanick, C.E., Dombeck, M. (2013). Mentalhelp.net. Retrieved from
  https://www.mentalhelp.net/articles/onset-and-prevalence-of-intellectual-disabilities/

Stanberry, K., (2014). 6 ways to boost confidence and reduce frustration with the IEP process.
Retrieved from understood.org

World Health Organization. (2017). Retrieved from 
http://www.who.int/mediacentre/factsheets/fs300/en/


]]> 2017-12-05 15:11:21 UTC https://padlet.com/elvira1373/spedresources/wish/213325157 Study Skills elvira1373 https://padlet.com/elvira1373/spedresources/wish/213346793 2017-12-05 15:42:47 UTC https://padlet.com/elvira1373/spedresources/wish/213346793 Functional Academics elvira1373 https://padlet.com/elvira1373/spedresources/wish/213405611 Concept map on Functional Academic Skills]]> 2017-12-05 17:21:37 UTC https://padlet.com/elvira1373/spedresources/wish/213405611 Assessments and Testing Needed for IEP elvira1373 https://padlet.com/elvira1373/spedresources/wish/214720038
  • Developmental assessments
  • Screening tests
  • Individual intelligence tests
  • Individual academic achievement tests
  • Adaptive behavior scales
  • Behavior rating scales
  • Curriculum-based assessments
  • End-of-grade, end-of-course, and alternate assessment


    • ]]>     2017-12-09 15:53:03 UTC https://padlet.com/elvira1373/spedresources/wish/214720038     National Center on Accessible Educational Materials elvira1373 https://padlet.com/elvira1373/spedresources/wish/214724353 http://aem.cast.org/navigating/assistive-technology-resources.html#.WiwRP0qnHIU]]> 2017-12-09 16:38:25 UTC https://padlet.com/elvira1373/spedresources/wish/214724353 Transition Planning Process elvira1373 https://padlet.com/elvira1373/spedresources/wish/214739905 Concept Map
    https://prezi.com/view/GyVplaGpz8ery88QiElH/]]>     2017-12-09 19:43:25 UTC https://padlet.com/elvira1373/spedresources/wish/214739905     Help Parents Gain a Better Understanding of the IEP Process elvira1373 https://padlet.com/elvira1373/spedresources/wish/214740603 Guidelines to Increase Parent Involvement in the IEP Development Process 
    • Educators must have frequent, honest communication with parents,
    • Create an inviting, welcoming environment for parents,
    • Offer parent workshops about the IEP process, student advocacy and collaboration,
    • Provide in-service to staff on collaboration, problem solving, conflict resolution and parent involvement,
    • Prior to meeting, solicit information from parents about preferences and needs regarding conference, including concerns they would like to address at the meeting.
    • Make sure to listen and respect ideas, opinions and suggestions of parents and incorporate these into the IEP, when appropriate,
    • If parents are not able to participate in person, make an effort to have them participate via phone or Internet.
    ]]>     2017-12-09 19:54:15 UTC https://padlet.com/elvira1373/spedresources/wish/214740603     Co-Teaching elvira1373 https://padlet.com/elvira1373/spedresources/wish/214744462 Co-teaching Models
    • Supported Teaching: one co-teacher is the lead teacher and the other walks around the room during instruction
    • Parallel Teaching: both co-teachers are leading separate groups
    • Complementary Teaching: one co-teacher typically has the expertise and the other co-teacher complements the instruction of the lead teacher
    • Team Teaching: both co-teachers are equally engaged in the delivery of instruction.
    Pros of Co-Teaching
    • Creates effective, fun learning
    • Teachers can use their knowledge effectively together
    • Keeps co-teacher involved in class
    • Allows for shared ideas including enrichment and differentiation
    • Breaks up the monotony of one person doing all instruction
    • Creates many spontaneous teachable moments
    Cons of Co-Teaching
    • Co-teachers must get along, and avoid conflict
    • Requires supporting and carrying 100 percent of the load by both teachers
    • Both teachers may have to be equally involved in the planning, grading, correcting, and supporting in the classroom
    • Unless teachers have become use to co-teaching together, planning may take a long time
    ]]>     2017-12-09 20:50:10 UTC https://padlet.com/elvira1373/spedresources/wish/214744462     Inclusion elvira1373 https://padlet.com/elvira1373/spedresources/wish/214744788 Inclusion Models
    • In-Class Consultation: supports the general education teacher by providing tools, strategies and materials for use with special needs students in their classes.
    • Support Facilitation: an individual provides a variety of supports, either to students or to the general education teacher, that meets the needs identified through collaborative planning.
    Pros to Students with Disabilities
    • Friendships
    • Peer role models for academic and social skills
    • Greater access to the general curriculum
    • Higher expectations
    • Increased community feel for the parents
    Pros for Students without Disabilities
    • Increased appreciation for individuals' differences
    • Respect for all people
    • Opportunities to teach skills already mastered
    • Opportunities for various educational resources
    • More teachers in the classroom to provide assistance
    Cons for Students with Disabilities
    • Less one-to-one attention
    • Students can have trouble adapting
    • Environment allows for more distractions
    • Student may feel singled out
    • Students may often be paired with one-on-one aids that have little training
    Cons for Students without Disabilities
    • More opportunity to get distracted
    • More likely to act out because other students are not getting disciplines
    • More likely to not receive the attention they deserve

    ]]>     2017-12-09 20:54:25 UTC https://padlet.com/elvira1373/spedresources/wish/214744788     Roles and Skill Sets of Special Education Teachers elvira1373 https://padlet.com/elvira1373/spedresources/wish/214745555 Evidence-based intervention
    • Subject knowledge
    • Instructional strategies across subjects
    • Direct instruction
    • Proficiency and mastery
    Differentiation
    • Adaptations (accommodations and modifications)
    • Differentiation strategies
    • Cultural relevance
    • Learning strategies instruction
    • Peer-tutoring models
    • Academic engaged time
    Behavioral Supports
    • Behavior and classroom management
    • Positive behavioral supports
    • Self-management instruction
    • Cultural considerations
    • Functional behavioral assessment
    • Behavior intervention planning (BIP)
    Data-based decisions
    • Effective decision-making
    • Data analysis
    • Skills assessment
    • Curriculum-based assessment
    • Eligibility for special education
    Collaboration
    • Professional communication
    • Collaborative teaching
    • Parent-school partnerships
    • Cultural and linguistic considerations
    • IDEA tenets and regulations
    • State and district referral and assessment processes

    ]]>     2017-12-09 21:06:17 UTC https://padlet.com/elvira1373/spedresources/wish/214745555     Essential Factors that Contribute to a Positive Learning Environment elvira1373 https://padlet.com/elvira1373/spedresources/wish/214745684
  • Sense of community
  • Personal territory
  • Authentic motivation
  • Classroom flexibility
  • Environmental acknowledgment
  • Flexible seating and working areas
  • Barrier-free 

    • ]]>     2017-12-09 21:08:23 UTC https://padlet.com/elvira1373/spedresources/wish/214745684     Common Techniques and Approaches Used in Positive Behavior Support elvira1373 https://padlet.com/elvira1373/spedresources/wish/214746028 Key Practices of Schoolwide Positive Behavioral Interventions and Supports

    1. Clear definitions of expected behaviors (i.e., appropriate, positive) are provided to students and staff members.
    2. Clear definitions of problem behaviors and their consequences are defined for students and staff members.
    3. Regularly scheduled instruction and assistance regarding desired positive social behaviors is provided to enable students to acquire the necessary skills to effect the needed behavior change.
    4. Effective incentives and motivational systems are provided that encourage students to behave differently.
    5. Staff commit to implementing the intervention over the long term and to monitoring, supporting, coaching, debriefing, and providing booster lessons for students, as necessary, to maintain the achieved gains.
    6. Staff receive training, feedback, and coaching in the effective implementation of the system.
    7. Systems for measuring and monitoring the intervention’s effectiveness are established.
    ]]>     2017-12-09 21:14:39 UTC https://padlet.com/elvira1373/spedresources/wish/214746028     Evidence-Based Instructional Interventions elvira1373 https://padlet.com/elvira1373/spedresources/wish/214746066 RTI is a multi-level approach that is made of the following components:

    • Universal screening: All students are given a screening measure. Students at risk for academic failure are identified.
    • Tier 1: Students receive effective, research-validated instruction in the general education setting. Student progress is monitored on a weekly basis.
    • Tier 2: Students whose progress is less than desired receive different or additional support from the classroom teacher or another educational professional. Student progress continues to be monitored.
    • Tier 3: Students whose progress is still insufficient in response to Tier 2 instruction may receive even more intensive instruction, which can be provided in a variety of ways. Then students may qualify for special education services based on the progress monitoring data, or they may receive either an abbreviated or comprehensive evaluation for the identification of a learning disability.

    ]]>     2017-12-09 21:15:22 UTC https://padlet.com/elvira1373/spedresources/wish/214746066     Accommodations and Modifications elvira1373 https://padlet.com/elvira1373/spedresources/wish/214746097 Accommodations and modifications are allowable changes in educational environments or practices (i.e., supports or services) that help students overcome the barriers the disability imposes.
    Accommodations
    • do not change the expectations for learning 
    • do not reduce the requirements of the task
    Modifications
    • do change the expectations for learning
    • do reduce the requirements of the task (e.g., reduce number of items, alternate assignments, lower-level reading assignments)
    Accommodations are generally grouped into four categories: presentation, response, timing and scheduling, and setting.
    ]]>     2017-12-09 21:15:47 UTC https://padlet.com/elvira1373/spedresources/wish/214746097     Assistive Technology elvira1373 https://padlet.com/elvira1373/spedresources/wish/214746378 The Individuals with Disabilities Education Improvement Act of 2004 (IDEA ’04) defines an assistive technology device as “any item, piece of equipment, or product system, that is used to increase, maintain, or improve the functional capabilities of a child and specifically excludes a medical device that is surgically implanted or the replacement of such device” (e.g., a cochlear implant). Assistive technology, therefore, might be something as complex as a hand-held electronic magnifying instrument or as simple as a specialized rubber pencil grip.

     IDEA ’04 defines an assistive technology service as “any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.”

    Assistive technology supports and services that are specified in the federal definition of assistive technology services include:
    • Evaluating the student’s need for a device
    • Buying, leasing, or acquiring the device
    • Selecting, fitting, adapting, repairing, or replacing the device as needed
    • Coordinating the services for a student who uses a device (e.g., therapies, education)
    • Providing training or technical assistance to the student, family, teachers, or others involved in the use of the device.
    Assistive Technology improves the functional performance of an individual with a disability. 

    Students can utilize assistive technology to:
    • Communicate
    • Perform academic tasks
    • Participate in social and extracurricular activities
    • Move or travel around the school
    • Use proper seating and positioning
    • Access materials
    Examples of assisitve technology
    • slant board
    • magnifier
    • reacher
    • calculator
    • computer
    • amplification system
    • alternative keyboard
    • Specialized writing tools
    • Pencil grips
    • Planners
    • Raised-line paper
    • Highlighting pens and tape
    • Non-slip material
    • Rubber stamps
    • Adapted feeding tools
    • Tape recorders
    • Digital recorders
    • Calculators
    • Manual wheelchair
    • Portable keyboard
    • Timer
    • Spellcheck
    • Audio books
    • Alternative keyboard
    • Word Processing software
    • Word prediction software
    • Communication devices
    • Computers

    ]]>     2017-12-09 21:21:05 UTC https://padlet.com/elvira1373/spedresources/wish/214746378     Goals and Objectives and Curricular Design elvira1373 https://padlet.com/elvira1373/spedresources/wish/214751209 2017-12-09 23:03:03 UTC https://padlet.com/elvira1373/spedresources/wish/214751209 Understanding the 14 Special Education Categories elvira1373 https://padlet.com/elvira1373/spedresources/wish/214795103
  • For students with learning and attention issues, two IDEA conditions are the most relevant: “specific learning disability” and “other health impairment.”
  • Conditions like dyslexia, dysgraphia and dyscalculia would fall under the “specific learning disability” category.
  • “Other health impairment” can cover ADHD.

    • ]]>     2017-12-10 13:12:01 UTC https://padlet.com/elvira1373/spedresources/wish/214795103     IDEA elvira1373 https://padlet.com/elvira1373/spedresources/wish/214797864 https://sites.ed.gov/idea/]]> 2017-12-10 13:40:00 UTC https://padlet.com/elvira1373/spedresources/wish/214797864 Florida Department of Education elvira1373 https://padlet.com/elvira1373/spedresources/wish/214797958 http://www.fldoe.org/]]> 2017-12-10 13:40:55 UTC https://padlet.com/elvira1373/spedresources/wish/214797958