Parents and teachers as well as other professionals are required by law to be involved in writing a student’s IEP. Find out about the members of an IEP team and the roles they play.
Communication impairment is a characteristic of autism spectrum disorder. Learn more about how speech-language pathologists can support teachers, including information about different classroom models (e.g., push-in or pull-out), managing an augmentative communication program, and what a service plan can look like.
Learn how to use the SETT framework to identify a struggling student’s learning needs and match that with the most appropriate assistive technology options. A case study is provided.
Are students who use assistive technology getting an unfair advantage? Will AT fix a student’s learning challenges? Here are the top three misconceptions about AT and how it is used in the classroom and at home.
Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.
Sesame Workshop has introduced Julia, a muppet with autism, to the world of Sesame Street. Using selected clips of Julia from the program, a psychologist explains practical ways teachers can support children with autism.
Dysgraphia is a learning disability that affects a child’s handwriting. Children with dysgraphia usually have other problems such as difficulty with written expression. Learn more about causes, the importance of early assessment, dysgraphia and spelling, and effective instructional strategies that strengthen written language skills.
This overview from the PACER Center walks parents through each step of the special education process, describing what happens from the time a child is referred for evaluation through the development of an individualized education program (IEP).
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.
Children’s picture books about autism can be a valuable resource for teachers in inclusive classrooms attempting to teach awareness, empathy, and acceptance among students. This article provides instructional tips for educators and offers suggestions for using children’s picture books about autism to encourage positive, inclusive instruction.
Find out the characteristics of students with autism spectrum disorder (ASD) that make writing difficult, and how use of technology can help support writing development. Results of a pilot study that utilized First Author® software to improve the writing of secondary students with ASD are described.
A visual schedule communicates the sequence of upcoming activities or events through the use of objects, photographs, icons, or words. Find out how to set up visual schedules in your classroom to support your students with ASD.
Visual structure adds a physical or visual component to tasks to help students with ASD to understand how an activity should be completed. Get ideas on how to implement visual structure in your classroom and support your students’ independence.
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.
In addition to the unique gifts and interests that autistic students bring to the classroom as people, their responses can serve as an early warning system for pedagogical problems that are happening in the classroom as a whole.
Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.
A work system is an organizational system that gives students with ASD information about what is expected when they come to the classroom. Find out how to implement a work system in your classroom.
Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are described here: picture books, graphic notes, and story kits.
Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.
