(1) the present level of academic functioning, (2) annual goals and accompanying instructional objectives, (3) educational services to be provided, (4) the degree to which the pupil will be able to participate in general education programs, (5) plans for initiating services and the length of service delivery, and (6) an annual evaluation procedure specifying objective criteria to determine if instructional objectives are being met.

The 1997 Amendments (Pub. L. 105-17) made these changes: Students with disabilities who exhibit less serious infractions of school conduct may be disciplined in ways similar to children without disabilities (including a change in placement) provided that the misbehavior was not a manifestation of the student’s disability. IEPs are now required to state how the student with disabilities will be involved with and progress in the general education curriculum. Transition planning now begins at age 14. Regular educators became part of the IEP team. Benchmarks and measurable annual goals are emphasized. Assistive technology needs of the student are considered by the IEP team. Orientation and mobility services for children with visual impairments are added to the definition of related services. States are required to offer mediation services to help resolve disputes. A variety of assessment tools and strategies are to be used in an effort to gather relevant functional and developmental information. Students with disabilities are included in statewide and districtwide assessment programs or given alternative assessments that meet their unique needs.

RTI consists of three tiers, or levels of academic support, which help teachers and schools better identify, target, and support, both students and their individual skill deficits.

Tier 1 consists of universal instruction for all students,

ier 2 consists of targeted intervention for specific groups of students

Any or all of the following symptoms or impairments may occur to different degrees in children who have sustained a brain injury.

diagram above depicts brain injury treatment in an orderly progression from trauma care to community integration.

injury to the head, a

Spinal fluid (thin, clear liquid) coming out of the ears or nose Loss of consciousness  Dilated (the black center of the eye is large and does not get smaller in light) or unequal size of pupils Vision changes (blurred vision or seeing double, not able to tolerate bright light, loss of eye movement, blindness) Dizziness Balance problems Respiratory failure (difficulty breathing) Coma (not alert and unable to respond to others) or semi-comatose state Paralysis, or difficulty moving body parts Weakness Poor coordination Slow pulse Slow breathing rate, with an increase in blood pressure Vomiting Lethargy Headache Confusion Ringing in the ears (tinnitus), or changes in ability to hear Difficulty with thinking skills (difficulty “thinking straight”, memory problems, poor judgment, poor attention span, a slowed thought processing speed) Inappropriate emotional responses (irritability, easily frustrated, inappropriate crying or laughing) Difficulty speaking (slurred speech, difficulty swallowing) Body numbness or tingling Loss of bowel control or bladder control

What do we mean by gifted and talented students?

Gifted students also have access to a range of extension and enrichment programs; these include in-school programs and online opportunities such as the Gifted Online courses.

Talk to your child’s teacher or principal. This website has information including: Extended learning procedures for schools Acceleration procedures for schools Frequently Asked Questions about Early Entry to Kindergarten – Cross Sectoral Information for Parents Gifted Online courses The Tasmanian Association for the Gifted (TAG) is a non-profit, parent based organisation, affiliated with the Australian Association for the Education of Gifted and Talented (AAEGT). Contact TAG at https://www.tasgifted.com/contact-us/

common vision-threatening eye diseases are:

visual field of

common method

resource offices

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

RR is a modifier used to identify specific Durable Medical Equipment.

CPAPWheelchairCathetersNebulizersWalkersPatient lifts

After 13 months, the equipment ownership will transfer to the patient. If there I an interruption in the use of the equipment and it exceeds 60 days then the use of the rental equipment is deemed to have ceased. If the patient acquires the rental DME once again after 6o days, then a new 13-month rental will be initiated according to rental terms.

PTE is a computer-based exam that access your English capabilities and the entire exam format comprises of four sections. A) SpeakingB) WritingC) ReadingD) Listening The entire exam takes two and a half hours to complete. Let’s take a look at different sections of PTE.

– Read Aloud– Repeat Sentence– Describe Image– Re-Tell Lecture– Answer Short Questions

focus on Describe Images and Retell Lecture

Physical therapists evaluate and treat children with a wide range of diagnoses, including: Autism Spectrum Disorder (ASD) Cancer Cerebral palsy Chronic pain Concussion Cystic Fibrosis Developmental Coordination Disorder Developmental delay Genomic medicine Hemophilia Juvenile arthritis Orthopedic injuries or conditions Pediatric obesity Plagiocephaly Stroke Toe Walking Torticollis Traumatic brain injury

pediatric physical therapists (PTs) are experts in evaluating and treating children who have difficulties moving their bodies.

Coordination Balance Strength and endurance Joint motion or protection Movement and mobility Orthotic and prosthetic use Walking Posture and positioning Pain Management Adaptive equipment Physical participation daily activities in home/community Developmental milestones Infant head shape Dizziness

BIP may include

data is used to create the BIP document. It should include: Target behaviorsSpecific goals that are measurableIntervention description of how it will be doneWhen the intervention starts and how often it will be doneMethod of evaluationPersons responsible for each part of the intervention and evaluationData from evaluation 

document is approved by the student's Individual Education Program (IEP) team,