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izz aty

CDC | Diagnostic Criteria | Autism Spectrum Disorder (ASD) | NCBDDD - 0 views

www.cdc.gov/...hcp-dsm.html

autism ASD CDC

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  • Persistent deficits in social communication and social interaction across multiple contexts, as manifested by the following, currently or by history
  • Deficits in social-emotional reciprocity
  • Deficits in nonverbal communicative behaviors used for social interaction
  • ...11 more annotations...
  • Deficits in developing, maintaining, and understand relationships,
  • Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history
  • Stereotyped or repetitive motor movements, use of objects, or speech
  • Highly restricted, fixated interests that are abnormal in intensity or focus
  • Hyper- or hyporeactivity to sensory input or unusual interest in sensory aspects of the environment
  • Symptoms must be present in the early developmental period
  • Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning
  • These disturbances are not better explained by intellectual disability (intellectual developmental disorder) or global developmental delay.
  • Individuals with a well-established DSM-IV diagnosis of autistic disorder, Asperger’s disorder, or pervasive developmental disorder not otherwise specified should be given the diagnosis of autism spectrum disorder
  • Individuals who have marked deficits in social communication, but whose symptoms do not otherwise meet criteria for autism spectrum disorder, should be evaluated for social (pragmatic) communication disorder
  • The American Psychiatric Association's Diagnostic and Statistical Manual, Fifth Edition (DSM-5)  provides standardized criteria to help diagnose ASD.
izz aty

10 questions on inclusive quality education | Education | United Nations Educational, S... - 0 views

www.unesco.org/...on-inclusive-quality-education

UNESCO UN inclusive education education

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  • what do we know about the excluded?
  • Poverty and marginalization are major causes of exclusion.
  • Disabled children suffer from blatant educational exclusion – they account for one third of all out-of-school children
  • ...10 more annotations...
  • Households in rural or remote communities and children in urban slums have less access to education
  • How does inclusive education promote successful learning?
  • What are the principles of inclusion?
  • Inclusion is rooted in the right to education as enshrined in Article 26 of the 1948 Universal Declaration of Human Rights. A number of treaties and normative instruments have since reaffirmed this right
  • UNESCO’s 1960 Convention against Discrimination in Education stipulates that States have the obligation to expand educational opportunities for all who remain deprived of primary education.
  • The 1966 International Covenant on Economic, Social and Cultural Rights reaffirms the right to education for all and highlights the principle of free compulsory education.
  • the Convention on the Rights of the Child, the most widely ratified human rights treaty, spells out the right of children not to be discriminated against. It also expresses commitments about the aims of education, recognizing that the learner is at the centre of the learning experience. This affects content and pedagogy, and - more broadly - how schools are managed
  • The notion of inclusion is still often associated with children who have special needs.
  • Is inclusive quality education affordable?
  • It is inefficient to have school systems where children are not learning because of poor quality. Schools with high repetition rates often fail to work in preventive ways. The expenditure incurred by schools when students repeat a grade would be better used to provide additional support to those who encounter difficulties. Several cost-effective measures to promote inclusive quality education have been developed in countries with scarce resources. These include training-of-trainer models for professional development, linking students in pre-service teacher training with schools and converting special needs schools into resource centres that provide expertise and support to clusters of regular schools.  
izz aty

CONNECT A SCHOOL, CONNECT A COMMUNITY - 0 views

connectaschool.org/...2-4-----------

inclusive education education

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  • izz aty on 07 Nov 14
     
    There is little available data on the exact costs of educating children with disabilities, although some figures show that it can be two to four times higher than for other children
izz aty

Opportunities for growth: Inclusive education for the future - From crisis to opportunity - 0 views

www.educationincrisis.net/...usive-education-for-the-future

inclusive education

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  • izz aty on 07 Nov 14
     
    Many countries, such as England, are hacking back vital services such as the services which support children with special needs.
izz aty

Special Education History | History of Special Ed in the U.S. - 0 views

www.alleducationschools.com/...special-education-history

special education american special ed american education IDEA EHA NCLB

shared by izz aty on 09 Nov 14 - No Cached
  • for nearly 200 years after the United States was established in 1776, little was done to advance the rights of its disabled students
  • over 4.5 million children were denied adequate schooling before legislation to ensure equal education opportunities for special education children began in the early 1970s.
  • once legislation began, a steady stream of mandates, laws and decisions presented special needs students with opportunities previously unheard of. Suddenly, the foundation of a quality, individualized education in an accepting, unrestricted environment made independent living an option.
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  • victories were a culmination of decades of advocacy and dedication that helped build the rich selection of special education resources in the United States today.
  • The first advocacy groups to fight for quality special education were made up of parents whose children were marginalized as far back as 1933.
  • In the 1960s, multiple laws were passed, granting funds for special education students.
  • The majority of these family associations began making waves in the 1950s when their lobbying encouraged the passage of laws that provided training for teachers who worked with deaf, hard-of-hearing or intellectually disabled students (historically called "mentally retarded").**
  • In the early 1970s, multiple landmark court decisions giving states the responsibility to provide special education resources and schooling to students in need of it.
  • Currently, state and local institutions provide 91 percent of special education funding, while federal funds take care of the remaining 9 percent when states meet federal criteria. This balance allows for the varying special education programs you'll find across the country, as well as the uniform regulations that hold states to certain standards and encourage excellence in teaching.
  • The 1970s brought more significant improvement to the lives of special education students than any other decade in special education history
  • the Rehabilitation Act of 1973 guaranteed civil rights to all disabled people and required accommodations for disabled students in schools.
  • in 1975, the Education for All Handicapped Children Act (EHA) guaranteed and enforced the right of children with disabilities to receive a free, appropriate education.
  • providing unique educational opportunities suited to the needs of disabled students and delivering it in the "least restrictive environment" possible, this law is still the foundation of modern-day special education history in the U.S. today.
  • onset of IDEA brought about a widespread focus on providing the best-researched, most effective methods for special education teaching. Now, not only were students guaranteed an equal education, they were provided with viable schooling options and the individualized attention they needed.
  • IDEA emphasized the use of individual education plans, or IEPs, for all special education students. IDEA also initiated the use of individualized transition plans, or ITPs, to best prepare students for successful in their adult lives.
  • During its reauthorization in 1997, EHA underwent a number of substantial revisions and became known as the Individuals with Disabilities Education Act (IDEA)
  • IDEA took many of the aims represented in EHA and brought them to life by providing applicable standards and structure to its best intentions.
  • In 2001 and 2004, the No Child Left Behind Act (NCLB) provided further accountability to schools and added technology assistance and loan programs to help schools acquire needed special education resources.
  • basic rights are set in place, advocacy groups similar to those first started in 1933 are forming to put forth legislation. These groups work toward a number of differing goals in regard to teaching methods, the recognition of certain disabilities and greater choice in schools.
  • *Source: "Back to School on Civil Rights: Advancing the Federal Commitment to Leave No Child Behind," by the National Council on Disability; January 25, 2000
izz aty

The History of Special Education in the United States - 0 views

www.specialednews.com/ation-in-the-united-states.htm

special education american special ed american education IDEA EHA

shared by izz aty on 09 Nov 14 - No Cached
  • in the early part of the 20th Century. Parents formed advocacy groups to help bring the educational needs of children with disabilities to the public eye. These groups gained momentum mid-century.
  • Education for All Handicapped Children Act (EHA) and the Individuals with Disabilities Education Act (IDEA)
  • In 1965, Lyndon B. Johnson signed the Elementary and Secondary Education Act, which provided funding for primary education, and is seen by advocacy groups as expanding access to public education for children with disabilities.
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  • Despite these two important events, by the 1970’s, only a relatively small number of children with disabilities were being educated in public schools
  • in 1975, two federal laws would change this
  • In 1961, President John F. Kennedy created the President’s Panel on Mental Retardation. The panel’s recommendations included federal aid to states.
  • EHA establishes a right to public education for all children regardless of disability
  • IDEA requires schools provide individualized or special education for children with qualifying disabilities. Under the IDEA, states who accept public funds for education must provide special education to qualifying children with disabilities.
  • IDEA sets forth specific guidelines regarding Free Appropriate Public Education. Among these is the idea that education must be tailored to meet the needs of the individual child with a disability. This education must be of benefit to the child and should prepare the child for further education (i.e., college) or to live and work independently. The IDEA also requires that education occur in the least restrictive environment and requires schools to take a child’s disability into account when enforcing discipline.
  • Although not all children with disabilities are covered by the IDEA and EHA, these two acts have been instrumental in ensuring a free public education to millions of children with disabilities each year since passage
izz aty

Resources for writers: 5 places to find a writing buddy - National Writing careers | Ex... - 0 views

www.examiner.com/...places-to-find-a-writing-buddy

writing writing ideas writing style language language learning resources

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  • A writing buddy relationship can offer a number of benefits to those involved. In addition to commiserating on the daily struggles of their writing careers, writing buddies can brainstorm together, bounce ideas off one another, share job leads and writing tips and help one another with reading and/or editing work. Every writing buddy relationship is different, just like every writer is different. That's why it's important to find a buddy with whom you're compatible. Some writing buddies check in several times each day, discussing their daily agendas and touching base on an hourly basis. In these cases, the partnership may also include a personal friendship. Other writing buddy relationships are strictly business. They may check in daily or weekly, or less often in some cases.
  • The WM Writing Buddy Program The WM Freelance Writers Connection rolled out a new writing buddy matching service earlier this year. The service is free, and applicants are asked to fill out a brief questionnaire. Once the questionnaire is submitted and reviewed, you'll receive an email when they've found a match for you. Learn more and apply for the free program at The WM Freelance Connection.
  • The Writer's Digest Forum At the Writer's Digest forum, writers can create buddy-seeking posts (like this one) in the designated Goal Posts forum, designed to connect writers who are seeking encouragement and accountability. The site even has a specific forum for people looking for other writers or editors to critique their work.
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  • Experience Project The Experience Project is a site that focuses on the common human experiences. The site features a wide variety of Experience Groups, including one for people seeking writing buddies. It's simple and free to join the site and group. Members can create or respond to posts seeking writing buddies.
  • CoWriters.com If you're looking for someone with whom you can collaborate on a project, CoWriters.com is the place for you. While this site is brand new, the concept is great. The site is free to join, and you can find collaboration partners, sources for stories and more.
  • Writing Groups If you prefer face-to-face interaction, you might consider joining a local writing group. You can check your local paper or Craigslist for a group in your area, or you could check out the local writers' Meetup groups. This will allow you to meet several writers in your area, and can increase your chances of meeting a buddy who's right for you
izz aty

Reading Rockets - Launching young readers! - 0 views

www.readingrockets.org

reading literacy education resources references language learning language education writing

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  • Teaching ReadingHelping Struggling ReadersReading Topics A-ZChildren's Books & Authors
izz aty

Resources for First Year Teacher Self-study Course | Reading Rockets - 0 views

www.readingrockets.org/...resources

reading literacy education references resources language learning language education writing

shared by izz aty on 10 Nov 14 - No Cached
  • First Year Teacher is a self-paced professional development course for novice K-3 teachers, developed by Reading Rockets. The program provides teachers with an in-depth knowledge of reading so they are prepared to guide their students into becoming skilled and enthusiastic readers.
izz aty

How does RTI differ from previous approaches to providing interventions? | Center on Re... - 0 views

www.rti4success.org/...oaches-providing-interventions

RTI IDEA american special ed american education special education LD identification diagnostic preventative framework

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  • when you really look at what RTI is, it’s more of a preventative framework as opposed to a pre-referral and that really is the big difference.
  • In a pre-referral strategy what we see is we wait till a student fails in some way, is recognized as failing, is referred to a team, folks try to come up with an intervention that will, in a sense, remediate that deficit before we make a referral to special ed
  • in RTI we’re really looking at a preventative framework and we use, what we refer to as screening tools, to predict who may be at risk for failure as opposed to waiting until a kid fails before they are referred
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  • in a preventative model those students who are screened and who might be at risk for poor learning outcomes then receive interventions to prevent them from having struggles in the future, and those students who then don’t respond to highly qualified or highly effective interventions may be referred to special ed
  • when we talk about RTI at the RTI Center we’re looking at it as a school-wide, prevention framework. So core instruction is really part of that prevention and all students should have access to that and those students who are struggling or who may be at risk of struggling are identified through those screening tools that are reliable and valid
  • In an effective, preventative RTI framework what you would end up seeing is that students who are struggling may start moving through the tiers in an upward fashion, but the majority of those students, if their intervention at secondary and tertiary are effective, would then move to less intensive tiers
  • the purpose of school is to prepare students for post-secondary outcomes
  • all students are RTI kids and if you are just looking at RTI as an intervention only then it may really be that you’re addressing deficits as opposed to intervening early to prevent those poor learning outcomes
  • this is very different from a pre-referral model in which students tend to take a one-way street up so they are no longer performing at a rate that we would expect them so then we intervene and then they may be referred. But, very few of those in a pre-referral model actually move back down to less-intensive tiers
  • In kindergarten we’re preparing them for elementary, in elementary for middle school and we want to adequately prepare them, not only for state tests, but this bigger success in school
  • part of what special ed’s role is is to prevent those students from experiencing struggles that they may have had, had they not had special ed
  • RTI is not really just another name for a pre-referral model and instead is this larger school-wide prevention model is really the key to making sure that students, all students, are successful.
izz aty

Pennington et al 2014 Defining Autism: Variability in State Education Agency Definition... - 0 views

www.hindawi.com/...327271

IDEA american special ed american education autism ASD

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  • Federal Register, vol. 71, no. 156, 2006, Rules and Regulations, p. 46756 a, 2006.
  • examined the definition of autism published by state education agencies (SEAs), as well as SEA-indicated evaluation procedures for determining student qualification for autism
  • compared components of each SEA definition to aspects of autism from two authoritative sources: Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) and Individuals with Disabilities Education Improvement Act (IDEA-2004)
  • ...10 more annotations...
  • also compared SEA-indicated evaluation procedures across SEAs to evaluation procedures noted in IDEA-2004
  • many more SEA definitions incorporate IDEA-2004 features than DSM-IV-TR features. However, despite similar foundations, SEA definitions of autism displayed considerable variability
  • The federal definition of autism preceded the fourth edition of the Diagnostic and Statistical Manual (DSM-IV) [8], and it is essentially unchanged since 1990.
  • The federal definition is generally compatible with both the category of Pervasive Developmental Disorder (PDD) as described in DSM-IV and Autism Spectrum Disorder as described in DSM-5 [9], but it does not match any specific variety of PDD (see below). Within public school systems, students who have been clinically diagnosed with either a DSM-IV PDD or with DSM-5 Autism Spectrum Disorder are likely to be identified under the federal category of autism for the purpose of receiving special education services
  • In contrast to the IDEA-2004 definition, criteria for autism are more specific in the DSM-IV clinical diagnostic criteria
  • DSM-IV was superseded by DSM-5 [9]. The disorders comprising PDD in DSM-IV are largely addressed in DSM-5 by the Autism Spectrum Disorders category, which—unlike DSM-IV’s PDD—has no subcategories.
  • identification criteria still include substantial social problems (social initiations and responses, nonverbal social communication, and social relationships) and restricted, repetitive behaviors or interests (deviant speech or movements, rituals and resistance to change, preoccupations, and sensory reactivity). State education agencies (SEAs) have not yet incorporated DSM-5 information into their policies, procedures, and practices related to students with autism, and the DSM-5 definition was not involved in the present study.
  • State education agency (SEA) definitions of a disability do not have to match the federal definition but must substantially address its elements or lose federal financial support for special education.
  • No doubt the prevalence of ASD naturally varies somewhat with geography [4] but probably not by such a large factor, greater than tenfold in adjacent states. Conceivably, some state-by-state variation might be attributable to the content of SEA definitions of autism and perhaps the evaluation procedures required to accurately measure the concepts presented in definitions.
  • In a study of SEA definitions of autism, MacFarlane and Kanaya [10] found substantial variation in the eligibility criteria used by different states. By their analysis, 35% of SEAs based autism eligibility solely on the federal definition of autism, while 65% used diverse other criteria including symptoms of autism from the DSM-IV-TR
  • izz aty on 10 Nov 14
     
    "Autism Research and Treatment Volume 2014 (2014), Article ID 327271, 8 pages http://dx.doi.org/10.1155/2014/327271 Research Article Defining Autism: Variability in State Education Agency Definitions of and Evaluations for Autism Spectrum Disorders Malinda L. Pennington,1 Douglas Cullinan,2 and Louise B. Southern2"
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