The Individuals with Disabilities Education Act (IDEA) ensures that all children with disabilities are entitled to a free appropriate public education to meet their unique needs and prepare them for further education, employment and independent living. Prior to IDEA, over 4 million children with disabilities were denied appropriate access to public education. Many children were denied entry into public school altogether, while others were placed in segregated classrooms, or in regular classrooms without adequate support for their special needs (Katsiyannis, Yell, Bradley, 2001; Martin, Martin, Terman, 1996; U.S. Department of Education, 2010).
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Free Appropriate Public Education under Section 504 - 2 views
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The Section 504 regulation requires a school district to provide a “free appropriate public education” (FAPE) to each qualified person with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the person’s disability.
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How Is an Appropriate Education Defined?
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Education Services Must Meet Individual Needs
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All qualified persons with disabilities within the jurisdiction of a school district are entitled to a free appropriate public education. The ED Section 504 regulation defines a person with a disability as “any person who: (i) has a physical or mental impairment which substantially limits one or more major life activities, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment.” 3
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Special Education - 0 views
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comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
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Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
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Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
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Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
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outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
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Students in special education have a disability and are in need of specialized instruction. A comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students. For every student who needs special education services, the team develops a special document called an Individualized Education Program (IEP).
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Support for active interagency system leadership teams.Planning protocols to support coordination of services around individual students and their families.Tools for enhancing students’ strengths and interests in an IEP.
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The Individual Education Program (IEP)
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What is Cerebral Palsy? | CDC - 0 views
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Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture.
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CP is caused by abnormal brain development or damage to the developing brain that affects a person’s ability to control his or her muscles.
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need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care.
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intellectual disability; seizures; problems with vision, hearing, or speech; changes in the spine (such as scoliosis); or joint problems (such as contractures).
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Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture. CP is the most common motor disability in childhood. Cerebral means having to do with the brain. Palsy means weakness or problems with using the muscles.
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The symptoms of CP vary from person to person. A person with severe CP might need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care. A person with mild CP, on the other hand, might walk a little awkwardly, but might not need any special help.
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Types of Cerebral Palsy
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The National Information Center for Children and Youth with Disabilities (NICHCY) - 1 views
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NICHCY is a national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals.
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focuses on children and youth from birth to age 22
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Resources on the NICHCY website and NICHCY information specialists are available to answer specific questions; offer referrals to disability organizations, parent groups, and professional associations at the state and national leve
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On the web Homepage: www.nichcy.org Email: nichcy@aed.org Call or write By phone: 1-800-695-0285 (Voice/TTY) (202) 884-8200 (Voice/TTY) Phones are answered between 9:30 a.m. and 6:30 p.m. EST. Voice-mail is available after hours. By fax: (202) 884-8441 By mail: NICHCY P.O. Box 1492 Washington, DC 20013-1492
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https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf - 0 views
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it is critical that school personnel, parents, and outside professionals working with the child with dyslexia communicate on an on-going basis to provide the support needed,
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A reading guide helps the reader understand the main ideas
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Directions, stories, and specific lessons can be recorded. The student can replay the tape to clarify understanding of directions or concepts.
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Have students turn lined paper vertically for math. Lined paper can be turned vertically to help students keep numbers in appropriate columns while computing math problems.
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peer-mediated learning. The teacher can pair peers of different ability levels to review their notes, study for a test, read aloud to each other, write stories, or conduct laboratory experiments. Also, a partner can read math problems for students with reading problems to solve.
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There are numerous types of screeners; one simple one we recommend is the Colorado Learning Disabilities Questionnaire – Reading Subscale (CLDQ-R) School Age Screener.
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School Age Dyslexia Screener – CLDQ-R Please read each statement and decide how well it describes the child. Mark your answer by circling the appropriate number. Please do not leave any statement unmarked. Scoring Instructions: Add up the circled numbers and record that as the Total Score _______________ The following cutoffs apply: Total Score <16 = Minimal Risk Total Score 16-21 = Moderate Risk Total Score >21 = Significant Risk
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Visual impairment in the classroom - 0 views
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Visual impairment in the classroom
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Visual cues are central to most early childhood education systems.
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In a school environment, visual impairments can cause difficulties when it comes to traditional reading and writing activities, reading at a distance, distinguishing colors, recognizing shapes and participating in physical education games which require acute vision, such as softball and kickball.
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Tips for teachers working with students who are visually impaired
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Children and adults with low vision are not considered legally blind, they simply have reduced vision at or lower than 20/70. Students who are blind have vision that is at or lower than 20/200. Nonetheless, only 15% of students with visual impairments are considered to be completely blind, with no light or form perception ability
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Children with visual impairments often start off learning to read and write with the assistance of low-tech solutions, such as high-intensity lamps and book-stands. Sometimes screen magnification and computer typing and reading programs are used. In other cases, low vision students will learn to read using the Braille system over text, or a combination of the two. However, as students progress through early grade levels and reading and writing activities become more demanding, periodic literacy skills assessment is required to ensure additional resources and adaptive strategy instruction are provided to meet their needs.
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For those students with visual impairments who do not master Braille, making use of technology to facilitate reading is fundamental. In fact, most talented Braille readers prefer to use computers or tablets when reading for fun anyway. And students who learn to use a computer not only find homework easier to complete, but often become faster readers. It is simply more efficient for low vision students to use a computer and word-processor over reading paper books and handwriting. This is particularly relevant at a high-school level, when reading and writing assignments become lengthier and more challenging.
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Visual Impairment (for Teens) - Nemours KidsHealth - 0 views
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Just as you don't think about your eye color every day, people with visual impairment don't always think about their condition every day either.
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If a visually impaired person asks for assistance, don't hesitate to help.
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People rarely lose their eyesight during their teen years. When they do, it's usually caused by an injury like getting hit in the eye or head with a baseball or having an automobile or motorcycle accident.
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This seems unclear to me. There are many causes for visual impairment, whether they stem from an accident or are genetic. Although, they do not have to be either of these, visual impairments can happen to anyone. This portion goes on to specify conditions that may cause loss of vision after birth, which to me would mean in infancy. Loss of vision doesn't have to happen at any said time in your life.
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Some people are completely blind, but many others have what's called legal blindness. They haven't lost their sight completely but have lost enough vision that they'd have to stand 20 feet from an object to see it as well as someone with perfect vision could from 200 feet away.
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The National Information Center for Children and Youth with Disabilities (NICHCY) - 2 views
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Twice-Exceptional Students | National Association for Gifted Children - 2 views
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The term “twice-exceptional,” also referred to as “2e,” is used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria.
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Twice-exceptional children often find difficulty in the school environment, where organization, participation, and long-term planning play a role
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What the Teacher Might See What the Parent Might See
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(SpLD), speech and language disorders, emotional/behavioral disorders, physical disabilities, autism spectrum, or other impairments such as attention deficit hyperactivity disorder (ADHD)
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used to describe gifted children who, have the characteristics of gifted students with the potential for high achievement and give evidence of one or more disabilities as defined by federal or state eligibility criteria
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ifficulty in the school environment, where organization, participation, and long-term planning play a role.
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highly creative, verbal, imaginative, curious, with strong problem-solving ability, and a wide range of interests or a single, all-consuming expertise
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difficulty keeping up with course rigor, volume, and demands--resulting in inconsistent academic performance, frustration, difficulties with written expression, and labels such as lazy, unmotivated, and underachiever.
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What is the Americans with Disabilities Act (ADA)? | ADA National Network - 0 views
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The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else.
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Parent Programs for Children with Special Needs, Children programs - PACER Center - 0 views
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Birth –2: 2fT
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publications, and other resources to help families make decisions about education and other services for their child or young adult with disabilities.
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Families and their children or young adults with disabilities or special health care needs from birth through adulthood.
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Educators and other professionals who work with students with or without disabilities. Parents of all children and schools working together to encourage family involvement in education
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Facts About Intellectual Disability in Children | CDC - 1 views
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4 Proven Inclusive Education Strategies for Educators + 6 Resources - 0 views
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nstead of pulling children out of the classroom to offer them specialized instruction, in an inclusive classroom special education teachers come into the classroom. This allows for general education teachers and specialists to work together in the same learning environment, benefiting all students, who are offered additional resources and support. This support often results in greater academic gains for students with disabilities as well as students without disabilities.