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nikkilh

Special Education - 0 views

  • Students in special education have a disability and are in need of specialized instruction.
  • comprehensive evaluation, conducted by a team from the public school, evaluates and identifies these students.
  • Individualized Education Program (IEP)
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  • Students and others with disabilities have the same rights and responsibilities as other people.
  • 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.
  • Person-centered practices empower students with disabilities and their families to make decisions about their own lives.
  • IEP
  • outlines the unique needs of the student and the specialized goals and objectives that will help the student make educational progress.
  • Parents are a critical partner in every phase of identifying a student for special education and in establishing the IEP.
  • 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).
    • nikkilh
       
      who the office of special education helps
  • 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.
    • nikkilh
       
      how interagency person-center IEP helps students
  • The Individual Education Program (IEP)
    • nikkilh
       
      what an IEP is and how it helps the student
Bill Olson

Role of Special Education Teachers in an Inclusive Classroom | American University - 1 views

  • The Individuals with Disabilities Education Act (IDEA) states that students with individual education plans (IEPs) must be educated in the least-restrictive environments (LREs) available. Under IDEA, inclusive education (or mainstreaming) has become a standard operating procedure for US public schools. Students with IEPs can range from individuals with Down syndrome or forms of autism to those with speech impediments or dyslexia—all of which require varying levels of support.
  • For inclusion to show positive benefits, the learning environment and instructional models must be carefully established to provide strong learning opportunities for all students. Special education and general education teachers must have mutual respect and open minds toward the philosophy of inclusion, as well as strong administrative support and knowledge of how to meet the needs of students with disabilities.
  • Special education teachers serve as advocates for students with disabilities and special needs. This includes ensuring that all school officials and employees understand the importance of inclusion and how to best implement inclusion in all campus activities. Advocacy might include requesting inclusion-focused professional development activities—especially programs that help general education teachers better understand inclusion best practices—or providing information to community members about success rates of inclusive teaching.
nikkilh

What is Cerebral Palsy? | CDC - 0 views

  • Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture.
  • most common motor disability in childhood
  • Cerebral
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  • aving to do with the brain.
  • 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.
  • means weakness or problems with using the muscles.
  • Palsy
  • symptoms of CP vary from person to person.
  • need to use special equipment to be able to walk, or might not be able to walk at all and might need lifelong care.
  • pastic CP affects about 80% of people
  • severe
  • might walk a little awkwardly, but might not need any special help.
  • symptoms can change over a person’s lifetime.
  • intellectual disability; seizures; problems with vision, hearing, or speech; changes in the spine (such as scoliosis); or joint problems (such as contractures).
  • Stiff muscles (spasticity)
  • Uncontrollable movements (dyskinesia)
  • Poor balance and coordination (ataxia)
  • mild CP,
  • 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.
    • nikkilh
       
      Definition of Cerebral palsy (CP)
  • 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.
    • nikkilh
       
      Symptoms of CP
  • Types of Cerebral Palsy
    • nikkilh
       
      Types of CP
saakre

Working With Families of Children With Special Needs | VLS - 0 views

  • Establishing meaningful relationships with families is a critical part of your work, and your communication is especially important when working with families with preschoolers with special needs.
  • The first step to establish strong relationships with families of children with special needs is to spend time discovering their wishes and concerns for their children and to learn about the meaningful activities they participate in at home. Maintaining this communication throughout a child’s time in your program is essential. Ask questions to learn about strategies that work at home and consider using them in your classroom.
  • In your collaboration with families, acknowledge and respect their strengths and unique background, while realizing their ability to make decisions that are right for them (Hanson & Lynch, 2004).
saakre

Supporting Parents of Students With Special Needs | Edutopia - 0 views

  • Many parents don’t understand the obligation of the school to evaluate their child, and they may not know how to push through a request for evaluation when facing resistance.
nikkilh

Individuals With Disabilities Education Act (IDEA) - Legal Responsibilities of Special ... - 0 views

  • This round of amendments changed more than just rights, it was a spotlight on the fact that people's minds were changing about children with disabilities. PL 101-476 changed the wording and terminology of the original law.
    • nikkilh
       
      1990 amendments to PL 94-142
  • Children was changed to individuals, and handicapped became with disabilities. Also, the "Education of the Handicapped Act" name was retired, and IDEA, or Individuals With Disabilities Education Act, became the legal name of this set of laws.
    • nikkilh
       
      Wording that was changed
  • PL 101-476 required that every special needs child have an Individualized Transition Plan (ITP) worked into their IEP by age 16. An ITP is a plan for the preparation of individuals with special needs to become capable and ready to leave school and get a job, attend college, and become a contributing member of society.
nikkilh

Reevaluations for Special Education | Understood - For learning and thinking differences - 0 views

  • A reevaluation is a full-fledged look at a student’s needs. There are two types of reevaluations: Triennial reevaluation (three-year review) Parent- or teacher-requested reevaluation
    • nikkilh
       
      Definition of RR
  • The purpose of the triennial reevaluation is to see if a student’s needs have changed. It’s also to see if they still qualify for special education services.  
  • Just like an initial evaluation, a reevaluation is an involved process.
saakre

The First 10 Days of School - Simply Special Ed - 0 views

  • Academics Back to School Behavior Blog Fall Schedules Seasonal Simple Classroom VocabularyThe First 10 Days of School If you are anything like me, the first 10 days are a struggle. You have so many new ideas for the new year, so many things you want to implement, and you feel pressure to start on the very first day. Here’s my number one tip: DON’T. Just don’t. In special education, and more specifically the self contained setting, what our kids really need is STRUCTURE.
  • First, we walk through the routine.
  • Vocabulary is HUGE
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  • Do my students know these words? of course. Especially those who have been to school before. I mainly use this lesson to model how lessons will take place, and how to socially act during lessons, and follow the expected routines.
drewevanaho

Pervasive Developmental Disorders Information Page | National Institute of Neurological... - 1 views

  • There is no known cure for PDD. Medications are used to address specific behavioral problems; therapy for children with PDD should be specialized according to need. Some children with PDD benefit from specialized classrooms in which the class size is small and instruction is given on a one-to-one basis. Others function well in standard special education classes or regular classes with additional support.
    • drewevanaho
       
      "Treatment" for PDD
Katelyn Karsnia

Summary of S. 6 (94th): Education For All Handicapped Children Act - GovTrack.us - 0 views

  • Education for All Handicapped Children Act
  • Public Law (PL) 94-142)
  • nacted by the United States Congress in 1975.
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  • required all public schools accepting federal funds to provide equal access to education for children with physical and mental disabilities.
  • EHA was revised and renamed as Individuals with Disabilities Education Act in 1990 for improvement of special education and inclusive education.
  • PL 94-142 also contains a provision that disabled students should be placed in the least restrictive environment-one that allows the maximum possible opportunity to interact with non-impaired students.
  • The law was passed to meet four huge goals: To ensure that special education services are available to children who need them To guarantee that decisions about services to students with disabilities are fair and appropriate To establish specific management and auditing requirements for special education To provide federal funds to help the states educate students with disabilities
  • amendment to Part B of the Education of the Handicapped Act enacted in 1966.
  • Education for All Handicapped Children Act
julielyncarlson

11 Strategies To Promote Inclusion In The Clasroom - 0 views

  • Inclusion is better for kids with special needs because they can see other ‘typical’ kids and emulate them. They get an opportunity to learn acceptable social behaviors and to learn from their peers.
  • Kids social and emotional needs also must be considered.
  • The more kids with special needs are included the more their peers start to see the kids for who they are.
    • julielyncarlson
       
      Kids are kids.
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  • Build Relationships:
  • Encourage Interaction:
  • Educate Yourself:
  • Celebrate Diversity:
  • Education leads to understanding
  • Strengths-Based Approach:
  • Teaching Strategies For Inclusion
  • “I do, We do, You do”
  • Have a Positive Attitude:
  • Inclusion is good for all students.
Katelyn Karsnia

Parent Programs for Children with Special Needs, Children programs - PACER Center - 0 views

  • Birth –2: 2fT
    • Katelyn Karsnia
       
      There are many ways PACER helps students/children meet their milestones such as, help me grow, Preschool Individualized Education Plan, IEP and 504 plan, IHP.
  • PACER provides individual assistance, workshops,
  • 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.
  • 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
nikkilh

Parent Educator Resource Centers (PERC) - 0 views

  • The purpose of the project is to build partnerships between parents and educators to ensure that children receive the highest educational opportunities and achievement possible.
    • nikkilh
       
      Purpose of the West Virginia PERC project
  • A team consisting of a parent of a special needs child and an educator staffs each PERC
    • nikkilh
       
      Who is on the team
  • All PERCs have certain common functions and responsibilities including: Providing information, resources, and training for parents on important issues such as parenting skills, problem solving, educational planning for their child, behavior management, home learning activities, and other topics to strengthen home-to-school partnerships; Assisting families on an individual basis to better understand their children's educational needs and to discover opportunities and options for meeting these needs; Connecting families with appropriate community services; and Offering information, resources, and training to educators to increase the skills, knowledge and attitudes needed to encourage and strengthen family involvement and positive school-to-home partnerships.
    • nikkilh
       
      What the PERCs have in common as to their functions and responsibilities
sadielaurenn

Assistive Technology - Top Apps for Students with Special Needs - 1 views

  • Perhaps this holds truest within the special education realm. Equipping your child or student with the right iPad and iPhone apps can enhance his or her learning process.
    • sadielaurenn
       
      Another great app, in my opinion, would be Audible! This app reads the book aloud for you and would be a great fit for someone who is visually impaired or starts to strain their eyes after reading for a while.
sadielaurenn

5 Effective Strategies for the Inclusive Classroom | KQED Education - 0 views

  • One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk
  • Many general education mainstream students cannot perform the following simple tasks: telling time from an analog clock writing a simple letter signing their name in cursive note taking and study skills
  • Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together.
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  • Posting daily schedules Displaying classroom rules and expectations Encouraging peer to peer instruction and leadership Using signals to quiet down, start working, and putting away materials. Giving students folders, labels and containers to organize supplies. Checking in with students while they work Utilizing proactive rather than reactive interventions as needed Speaking to students privately about any concerns Employing specific, targeted positive reinforcement when a student meets a behavioral or academic goal.
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

    • Jenny Mathiesen
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
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  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
drewevanaho

Individuals with Disabilities Education Act (ACT) - 1 views

  • 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).
    • drewevanaho
       
      IDEA definition
Katelyn Karsnia

Parent Resource Center (PRC) - Arlington Public Schools - 0 views

  • The PRC’s mission is to provide parents the support and information they need as they work with the school system to identify and meet their child’s unique learning needs.
drewevanaho

Protecting Students With Disabilities - 2 views

  • 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 . . . ."
    • nikkilh
       
      Section 504 definition and what it does for students
  • 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.
    • drewevanaho
       
      Services available for students with disabilities under section 504
  • ...3 more annotations...
    • Kelly Nuthak
       
      504 regulatory provision
    • Kelly Nuthak
       
      Evaluation for a 504
  • EVALUATION
julielyncarlson

Effective Teaching Practices for Students in Inclusive Classrooms | W&M School of Educa... - 1 views

  • Collaborate with special education teachers, related service providers, and paraprofessionals on a regular basis
  • at least once a week
  • Teachers alternate roles of presenting, reviewing, and monitoring instruction.
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  • Be aware of student needs and provide the accommodations
  • Students are divided into mixed-ability groups
  • One person teaches, reteaches, or enriches a concept for a small group, while the other monitors or teaches the remaining students.
  • Tips for Classroom Management
    • julielyncarlson
       
      How do I incorporate accommodations into the classroom rules? What do I need to think about here?
  • Differentiate instruction
  • Think "universal design" when planning instruction. "
  • Provide opportunities for students to work in small groups and in pairs.
  • graphic organizers
  • "I do" (teacher model), "We do" (group practice), and "You do"
  • think, pair, share"
  • Teach learning strategies along with content material.
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