The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.
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About IDEA - Individuals with Disabilities Education Act - 1 views
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What IDEA is about and who it helps
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Additionally, the IDEA authorizes: Formula grants to states to support special education and related services and early intervention services. Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers.
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In the law, Congress states: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.
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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What Free appropriate public education (FAPE) is and who qualifies for it
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How Is an Appropriate Education Defined?
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How appropriate education is defined
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Education Services Must Meet Individual Needs
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what education services must meet for individuals needs
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Protecting Students With Disabilities - 2 views
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Section 504 is a federal law designed to protect the rights of individuals with disabilities in programs and activities that receive Federal financial assistance from the U.S. Department of Education (ED). Section 504 provides: "No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance . . . ."
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Section 504 definition and what it does for students
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Section 504 prohibits discrimination on the basis of disability in programs or activities that receive Federal financial assistance from the U.S. Department of Education.
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4. What services are available for students with disabilities under Section 504? Section 504 requires recipients to provide to students with disabilities appropriate educational services designed to meet the individual needs of such students to the same extent as the needs of students without disabilities are met. An appropriate education for a student with a disability under the Section 504 regulations could consist of education in regular classrooms, education in regular classes with supplementary services, and/or special education and related services.
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Services available for students with disabilities under section 504
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Social Studies Lesson Plans - 0 views
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Over 100 Social Studies Lesson Plan ideas for grades K-8
Helping Your Child Become a Responsible Citizen - 0 views
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This is a resource geared toward parents. It could be something given to parents hardcopy, suggested reading for parents via the internet, and/or used by the teacher. There are suggestions for books, magazines, activities, etc. as additional resources.
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Kristiana, I liked the ideas that this site has for parents, as well as teachers. Very informative and is filled with wonderful ways to guide our children.
Lesson Plans Aligned with NCSS Standards - 0 views
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This is a PDF document with some lesson plans that align with the NCSS standards.
Challenge to Innovate (C2i) - 0 views
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Try this!
Integrated Social Studies and Literature - 0 views
Bemidji State University - 0 views
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Beautiful smart people exist here!
Reverse Racism, or How the Pot Got to Call the Kettle Black - The Atlantic (November 1993) - 0 views
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Recommended in my Ed Psych class, I thought also relevant here.
Energy saver - 0 views
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Some great lesson plans about how students can learn more about being energy starts and helping companies do the same.
FREE -- Teaching Resources and Lesson Plans from the Federal Government - 1 views
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Includes primary documents, photos and videos on World Studies, U.S. History, U.S. Time Periods and many other subjects. -
This is awesome! I did the 3D guide to the galaxy, a fantastic way to "see" the abstract scope of our surroundings. Thanks for sharing!
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clearing house for all of the educational materials developed by government organizations. Videos, photos for just about any topic.
Poor Jane's Almanac - NYTimes.com - 0 views
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An interesting reflection on Benjamin Franklin's sister.
Unit planning through big understanding - 0 views
7 Tips on How to Achieve a Happy Classroom | Incompassing Ed - 0 views
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Strategies provided to help achieve a happy environment in the classroom.
Exploring Gender Stereotypes in Stories | Learning for Justice - 1 views
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Explain to students that they are going to write a profile of a character who stands up against gender stereotypes. Provide students with the appropriate graphic organizers and have them work independently to begin developing their characters.
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This demonstrates 7I - "support and expand learner expression in speaking, writing, and other media" because students are writing a profile of a character who stands up against gender stereotypes, it expands their learning through critical thinking in developing a character with this in mind.
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As you read, stop to elicit student responses to the question: What personality traits and behaviors show us that this character rejects gender stereotypes? Chart student responses. When you are finished reading, help students look back over the list they have come up with. Ask how it feels to read about a character who stands up to so many gender stereotypes.
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This demonstrates 4E - "understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values" because students would have prior knowledge in how they think of gender roles through their family/cultural experiences. This could be through toys they have been bought (dolls/toy cars), family roles within the household (who cooks/who does yard work), the clothes they wear, etc.
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Come together to allow students to share observations. Ask students how they think children’s book authors might contribute to the construction of gender, and challenge students to question whether this is fair.
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This demonstrates 3G - "use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking" because students work with a partner to observe what they see in picture books about gender stereotypes and then they come together as a group to share ideas with each other about what they discovered. Students are then asked to think about if the construction of gender is fair. The group interaction helps them learn from each other.
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Inclusive Classrooms: Looking at Special Education Today - ASCD - 1 views
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Historically, students with disabilities were often denied access to public schools, placed in segregated classrooms or placed in regular classrooms without the right support. However, the Individuals with Disabilities Education Act (IDEA) changed all that.
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The publication cites research that shows “as many as 85 percent of students with disabilities can master general education content if they receive educational supports,” and notes benefits that include:more instructional time;fewer absences;better post-secondary outcomes;social benefits to non-disabled students as they learn to form “positive relationships” and better relate to “a variety of people.”