Tuesday, December 11, 2012
Sunday, October 28, 2012
Special Education Law
IDEA
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.
The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Infants and toddlers with disabilities (birth-2) and their families receive early intervention services under IDEA Part C. Children and youth (ages 3-21) receive special education and related services under IDEA Part B.
ELL Resources
ESL for Students and Teachers
This site is designed for both people who are learning or teaching English as a second language. This site focuses on helping open up job opportunities and how to communicate in daily life. There are games, quizzes and categories that are well-organized and easily assecible.
ESL Mania
This site includes classroom materials, ESL teacher talk, idioms, grammar, accent reduction, business english, and much more for both students and teachers.
ESL Resources for Parents
Parents can help facilitate their students learning if they are involved with the student. This site offers ways that parents can get involved as well as giving teachers ways to reach out to parents.
Common Slang
This site tells the meaning of "Common American Slang" words. Slang is never something that I would have thought about when teaching ELL students, but I think it could be something fun or interesting to get ELLs involved in learning English.
30 ESL Resources
This is an article that has 30 different links to free online resources and activites for ESL teachers. Each resource has about a two sentence description.
This site is designed for both people who are learning or teaching English as a second language. This site focuses on helping open up job opportunities and how to communicate in daily life. There are games, quizzes and categories that are well-organized and easily assecible.
ESL Mania
This site includes classroom materials, ESL teacher talk, idioms, grammar, accent reduction, business english, and much more for both students and teachers.
ESL Resources for Parents
Parents can help facilitate their students learning if they are involved with the student. This site offers ways that parents can get involved as well as giving teachers ways to reach out to parents.
Common Slang
This site tells the meaning of "Common American Slang" words. Slang is never something that I would have thought about when teaching ELL students, but I think it could be something fun or interesting to get ELLs involved in learning English.
30 ESL Resources
This is an article that has 30 different links to free online resources and activites for ESL teachers. Each resource has about a two sentence description.
Sunday, October 7, 2012
IDEA's Exact Words and The Short Story
IDEA’s Exact Words
Again, let’s start with IDEA’s full requirement for identifying the supplementary aids and services a child will need and specifying them in his or her IEP. This appears at §300.320(a)(4) and stipulates that each child’s IEP must contain:
(4) A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided to enable the child—
(i) To advance appropriately toward attaining the annual goals;
(ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities; and
(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section… [§300.320(a)(4)]
We’ve bolded the part of IDEA’s regulation that specifically mentions supplementary aids and services, because it’s important to see the context in which this term is used. It is that context, and IDEA’s own definition of supplementary aids and services, that will guide how a child’s IEP team considers what services the child needs and the detail with which the team specifies them in the IEP.Back to top
The Short Story on Supplementary Aids and Services
Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of another school activities. IDEA’s definition of this term (at §300.42)reads:
Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate …
Speaking practically, supplementary aids and services can be accommodations and modifications to the curriculum under study or the manner in which that content is presented or a child’s progress is measured. But that’s not all they are or can be. Supplementary aids and services can also include direct services and supports to the child, as well as support and training for staff who work with that child. That’s why determining what supplementary aids and services are appropriate for a particular child must be done on an individual basis.
Sunday, September 30, 2012
Sunday, September 23, 2012
Developmental Delay Handout
Alexa Palmer
Sarah Schrock
Developmental Delay
September 17, 2012
Description:
The Federal
Definition of Developmental Disability is
“a severe, chronic disability of an
individual 5 years of age or older that:
1. Is attributable to a mental or physical impairment or combination of mental
and physical impairments.
2. Is manifested before the individual attains age 22.
3. Is likely to continue indefinitely.
4. Results in substantial functional limitations in three or more of the
following areas of major life activity:
(i) Self-care;
(ii) Receptive and expressive language;
(iii) Learning;
(iv) Mobility;
(v) Self-direction;
(vi) Capacity for independent living; and
(vii) Economic self-sufficiency.
(i) Self-care;
(ii) Receptive and expressive language;
(iii) Learning;
(iv) Mobility;
(v) Self-direction;
(vi) Capacity for independent living; and
(vii) Economic self-sufficiency.
5. Reflects the individual's need for a combination and sequence of special,
interdisciplinary, or generic services, supports, or other assistance that is
of lifelong or extended duration and is individually planned and coordinated,
except that such term, when applied to infants and young children means individuals
from birth to age 5, inclusive, who have substantial developmental delay or
specific congenital or acquired conditions with a high probability of resulting
in developmental disabilities if services are not provided."
Important Note: Though the above definition is important,
it is vital to know that Developmental Disability is not exactly the same thing
as Developmental Delay. Developmental Delay is often used in educational
settings when a child between the ages of 3-9 is in need of services, but does
not fall into another Special Education category. The age range of
developmental delay is also important. This brings us to the next definition.
The IDEA Definition of Developmental Delay is:
“Child with a disability
for children aged three through nine (or any subset of that age range,
including ages three through five), may…include a child—
1.
Who is experiencing developmental delays as defined by the State and as
measured by appropriate diagnostic instruments and procedures in one or more of
the following areas: Physical development, cognitive development, communication
development, social or emotional development, or adaptive development; and
2. Who, by reason thereof, needs
special education and related services.” (NICHCY, 2012)
Characteristics:
Significant delay (there is a wide
variation in the definition of this state to state, but is commonly includes 2
standard deviations below the mean in one of the following areas, or 1.5
standard deviations in two of them) in these areas: Physical Development,
Cognitive Development, Communication Development, Social/Emotional Development,
or Adaptive Development.
Adaptive development is the
ability for self-care, such as dressing oneself, etc.
Characteristics vary from child to child; some children may exhibit only
one delay, whereas others can show two or more. The use of Developmental
Milestones is helpful in assessing if children may have a Developmental Delay.
Suggested Learning Strategies:
·
Know the child!
o Because each child is different, has different needs, it is important that
we know the children well so we can better understand their needs. If the child
does have a developmental disability, we must know in which area they may need
extra assistance. The same disability can differ for each child.
·
Fine and gross motor skills development:
o There are many things a child who struggles with motor skills can do to
learn, such as using scissors, crayons, beads, balls and puzzles. It is
important to allow them practice with many such things.
o There are also social games that can help with both motor skills and social
development, like hop-scotch and the hokey-pokey.
·
Literacy, cognitive, and communication
development:
o Literacy development can be enhanced by having many literature materials
available to look at, such as books and magazines
o For all three, we can share storytelling time, drawing, and using wordplay
o Also for all three, plus some mathematics, we can play store with children.
·
Social/emotional development:
o In this area, playing social games such as charades, bingo, and board games
can be useful. These games include strategizing and taking turns.
o The children could role-play, and show one another how to react in
different situations.
·
Adaptive development:
o For adaptive development we can implement things like hand-washing strategies,
and encourage work with common clothing items like zippers, ties and buttons.
·
Assisting caregivers and families in
increasing interaction with their children:
o If possible, there can be field trips, such as too the zoo, the library,
the park, a playground, etc.
o Parents and caregivers can share books with their children and read
together.
o Whenever possible, it’s good to have discussions and share in different
areas of interest with the child.
Additional Resources:
This is a non-profit organization with a mission statement that considers
the whole child, using both conventional and holistic methods.
This website has information on developmental delays, as well as
developmental milestones in different age ranges.
This website has information about eligibility, screening, and getting help
for children with disabilities, with other information on developmental delays.
This is the
Developmental
Disabilities Assistance and Bill of Rights Act of 2000, for the actual legal
information and rights. The federal definition above is from this act.
References:
(2011). Council for
Exceptional Children. Retrieved from http://www.cec.sped.org/am/template.cfm?section=Home
(2012, March). National
Dissemination Center for Children with Disabilities. Retrieved from http://nichcy.org/disability/specific/dd
Friend,
M., Bursuck, W. D., (2012). Including Students with Special Needs: A
practical guide for classroom teachers.
New Jersey: Pearson Education
Inc.
My Child Without Limits Advisory Committee (2009,
November). My Child Without Limits. Retrieved from http://www.mychildwithoutlimits.org/?page=developmental-delay
National Joint Committee on Learning
Disabilities (2006). Learning
Disabilities and Young Children: Identification and Intervention. Retrieved from http://www.ldonline.org/article/11511/
Shackelford, J. (2006,
July). State and Jurisdictional Eligibility Definitions for Infants and
Toddlers with Disabilities Under IDEA.
Retrieved from http://www.nectac.org/~pdfs/pubs/nnotes21.pdf
Administration on Intellectual and Developmental
Disabilities. (2000, October 30). Administration for Children and Families.
Retrieved September 2012, from US Department of Health and Human Services:
http://acf.hhs.gov/programs/add/ddact/DDACT2.html
Zachry, A., Gromisch, E. (2011, July 30). Helping Students with Developmental Delays Through Play. Retrieved from http://www.brighthubeducation.com/special-ed-inclusion-strategies/122327-therapeutic-play-activities-for-students-with-developmental-delays/?cid=parsely_rec
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