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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 . . . ."

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.

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.

Intellectual disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child.

ENVoY Nonverbal Classroom Management is based on the 7 Gems, microstrategies rooted in influence rather than power for student focus, engagement and productivity. Created by Michael Grinder, corporate and educational non-verbal communication expert, ENVoY Gems and refinements give teachers and staff specific strategies that dramatically decrease management problems and increase achievement.

What is Autism Spectrum Disorder (ASD)?

Universal classroom management strategies for educators

6 Essential Strategies for Teaching English Language Learners

What is RTI?

PBS provides a process to understand and resolve the problem behavior of individuals or children that is based on values and empirical research.

The Origins of PBS

Evolution

The involvement and progress of the child with a disability in the general curriculum. All related services for which the child qualifies. Appropriate educational accommodations necessary for the child to be successful. The child's present levels of educational performance. Measurable annual goals and objectives for the child's education.

identify lagging skills and unsolved problems

Assessment Tools:

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.

Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.

Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.

signs

What is intellectual disability?