Detailed Contents. PART I. Foundations of Special Education. Preface Key Features of the Text Acknowledgments
|
|
- Maurice Hudson
- 6 years ago
- Views:
Transcription
1 xii Special Education in Contemporary Society Detailed Contents Preface Key Features of the Text Acknowledgments xxv xxix xxxi PART I. Foundations of Special Education 1. Special Education in Context: People, Concepts, and Perspectives 3 Definitions and Terminology 4 Exceptional Children 4 Disability Versus Handicap 5 Developmentally Delayed and At-Risk 6 First Person: Elizabeth Perceptions and Impressions 7 Special Education 7 Suggestions for the Classroom: Suggestions for Communicating About Individuals With Disabilities 8 Categories and Labels 10 Prevalence of Children and Young Adults With Disabilities 12 Definitions and Difficulties 12 Number of Children and Young Adults Served 13 A Brief History of the Development of Special Education 16 Pioneers of Special Education 16 The Establishment of Institutions 17 Special Education in the Public Schools 19 Professionals Who Work With Individuals With Exceptionalities 20 Insights: A Timeline of Key Dates in the History of Special Education in the United States 21 Consultative Services 23 Service Delivery Teams 23 Cooperative Teaching 25 One Teach, One Observe 26 One Teach, One Support 26 Station Teaching 26 Parallel Teaching 26 Alternative Teaching 27 Team Teaching 28 Universal Design for Learning 29 Exceptionality Across the Life Span 31 Infants/Toddlers and Preschoolers With Special Needs 31 Adolescents and Young Adults With Disabilities 33
2 2. Policies, Practices, and Programs 43 Litigation and Legislation Affecting Special Education 43 Key Judicial Decisions 44 Individuals With Disabilities Education Act: Educational Reform: Standards-Based Education 53 No Child Left Behind Act of Individuals With Disabilities Education Improvement Act of First Person: Lisa Teaching in the Age of Accountability 56 Civil Rights Legislation 59 Section 504 of the Rehabilitation Act of Public Law (Americans With Disabilities Act) 61 Public Law (the Americans With Disabilities Act Amendments of 2008) 61 Identification and Assessment of Individual Differences 62 Referral and Assessment for Special Education 63 Prereferral 63 Referral 63 Assessment 65 Instructional Programming and Appropriate Placement 66 Insights: Assessment Accommodations 67 Designing Individualized Instructional Programs 68 Individualized Education Program 68 Insights: Elements of a Meaningful IEP 69 Suggestions for the Classroom: Suggested Individualized Education Program Meeting Agenda 71 Individualized Family Service Plan 72 Service Delivery Options: Where a Special Education Is Provided 73 Educational Placements 74 A Cascade of Service Delivery Options 74 A Contemporary Challenge Cultural and Linguistic Diversity and Exceptionality 85 Cultural Diversity: The Changing Face of a Nation 85 Insights: Cultural and Linguistic Diversity Quiz 86 Cultural Diversity in the Teaching Profession 87 From Assimilation to Cultural Pluralism 87 Terminology of Cultural Differences 88 Describing Diversity 90 Multicultural Education, Bilingual Education, and Student Diversity 91 Multicultural Education: Concepts and Characteristics 91 Bilingual Education: Concepts and Characteristics 91 Insights: Instructional Options for Students Who Are Bilingual 94 First Person: Jenny Teaching English Language Learners 95 Bilingual Special Education: Concepts and Characteristics 95 Disproportional Representation of Minority Students in Special Education Programs 97 Office for Civil Rights Survey Data 98 Factors Contributing to Over- and Underrepresentation 100 Consequences of Disproportional Representation 102
3 Issues in Assessing Students From Culturally and Linguistically Diverse Groups 102 Assessment Challenges 103 Suggestions for the Classroom: Recommendations for Assessing Culturally and Linguistically Diverse Pupils 104 Assessment Safeguards 104 Assessment Innovations 105 Contemporary Assessment Strategies 106 Assessment Recommendations 106 Educational Programming for Students With Exceptionalities Who Are Culturally and Linguistically Diverse 107 Suggestions for the Classroom: Guidelines for Selecting and Evaluating Instructional Materials Parents, Families, and Exceptionality 113 Parent Professional Relationships: Changing Roles 113 Antagonistic and Adversarial Relationships 114 Building Working Relationships 115 Parent Empowerment and Family-Centered Relationships 116 A Family Systems Approach 117 The Effects of a Child s Disability on Parents and the Family 121 Stages of Parental Reaction to Disability 121 Disability and the Family 123 Marital Relationships 123 Mothers of Children With Disabilities 124 Fathers of Children With Disabilities 124 Siblings of Children With Disabilities 124 First Person: Kristina Daydreams 125 First Person: Mindy The Other Children 127 Grandparents of Children With Disabilities 128 Working With Families Who Are Culturally and Linguistically Diverse 128 Suggestions for the Classroom: Recommendations for Providing Families With Culturally Sensitive Services 130 Cultural Reactions to Disability 130 Suggestions for Facilitating Family and Professional Partnerships 131 PART II. A Study of Individuals With Special Needs 5. Individuals With Intellectual Disabilities or Mental Retardation 139 Defining Intellectual Disabilities or Mental Retardation: An Evolving Process AAIDD Definition AAIDD Definition AAIDD Definition AAIDD Definition AAIDD Definition AAIDD Definition 146 Assessing Intellectual Ability and Adaptive Behavior 147 Intellectual Ability 147 Adaptive Behavior 149
4 Classification of Individuals With Intellectual Disabilities or Mental Retardation 150 An Etiological Perspective 151 Intellectual Deficits 151 An Educational Perspective 151 Levels of Support 152 A Brief History of the Field 153 Early Civilizations 153 The Middle Ages 154 Early Optimism 154 Protection and Pessimism 154 The Emergence of Public Education for Students With Intellectual Disabilities 155 Prevalence of Intellectual Disabilities or Mental Retardation 155 Etiology of Intellectual Disabilities or Mental Retardation 157 Prenatal Contributions 157 Perinatal Conditions 161 Postnatal Factors 162 Prevention of Intellectual Disabilities or Mental Retardation 163 Characteristics of Individuals With Intellectual Disabilities or Mental Retardation 164 Learning Characteristics 165 Social and Behavioral Characteristics 167 Educational Considerations 168 Where Are Students With Intellectual Disabilities or Mental Retardation Educated? 169 Educational Programming Options 169 Suggestions for the Classroom: Characteristics of Effective Teachers 173 Instructional Methodology 173 Effective Instructional Practices: Teaching Pupils With Intellectual Disabilities 175 Making Inclusion Work: Individuals With Intellectual Disabilities or Mental Retardation 176 Suggestions for the Classroom: Using Scaffolding in the Classroom 178 Services for Young Children With Intellectual Disabilities or Mental Retardation 179 Transition Into Adulthood 180 Adults With Intellectual Disabilities or Mental Retardation 182 Family Issues 184 Issues of Diversity 185 First Person: Meredith In Her Own Words 185 Technology and Individuals With Intellectual Disabilities or Mental Retardation 186 Trends, Issues, and Controversies Individuals With Learning Disabilities 193 Defining Learning Disabilities 195 National Advisory Committee on Handicapped Children 196
5 Federal Definition of Learning Disabilities 196 Association for Children With Learning Disabilities 198 The Continuing Debate 198 A Brief History of the Field 199 Foundation Phase 199 Transition Phase 200 Integration Phase 200 Current Phase 201 Prevalence of Learning Disabilities 201 Etiology of Learning Disabilities 202 Acquired Trauma 202 Genetic/Hereditary Influences 203 Biochemical Abnormalities 203 Environmental Possibilities 204 Characteristics of Individuals With Learning Disabilities 204 Learning Characteristics 206 Social and Emotional Problems 210 Attention Problems and Hyperactivity 210 Assessment of Learning Disabilities 211 Assessment Decisions 211 Response to Intervention 212 Assessment Strategies 214 Educational Considerations 215 Where Are Students With Learning Disabilities Educated? 216 Instructional Approaches 217 Effective Instructional Practices: Teaching Reading 217 Suggestions for the Classroom: Suggestions for Teaching Students With Learning Disabilities 221 Services for Young Children With Learning Disabilities 221 Making Inclusion Work: Individuals With Learning Disabilities 222 Transition Into Adulthood 225 First Person: Christopher In His Own Words 226 Adults With Learning Disabilities 227 Insights: Young Adults With Learning Disabilities Speak Out: The Truth About Having a Learning Disability 229 Family Issues 229 Issues of Diversity 230 Technology and Individuals With Learning Disabilities 231 Trends, Issues, and Controversies 231 Challenges in Service Delivery: The Full Inclusion Movement 231 Insights: A Reaction to Full Inclusion: A Reaffirmation of the Right of Students With Learning Disabilities to a Continuum of Services 232 Educational Reform Movement Individuals With Attention Deficit Hyperactivity Disorder 239 Defining Attention Deficit Hyperactivity Disorder 241 A Brief History of the Field 241 Prevalence of Attention Deficit Hyperactivity Disorder 243 Etiology of Attention Deficit Hyperactivity Disorder 244
6 Neurological Dysfunction 244 Hereditary Factors 245 Environmental Factors 246 Characteristics of Individuals With Attention Deficit Hyperactivity Disorder 246 First Person: Helen Good Things Come in Small Packages 247 Behavioral Inhibition and Executive Functioning 248 Social and Emotional Issues 249 Comorbidity 249 Assessment of Attention Deficit Hyperactivity Disorder 249 Medical Evaluation 250 Behavioral/Educational Evaluation 250 Educational Considerations 251 Where Are Students With Attention Deficit Hyperactivity Disorder Educated? 252 Suggestions for the Classroom: Accommodations to Help Students With Attention Deficit Hyperactivity Disorder 253 Functional Behavioral Assessment 255 Self-Regulation/Monitoring 255 Home School Collaboration 255 Effective Instructional Practices: Managing Students With ADHD 256 Instructional Modification 257 Medication 259 Insights: Myths and Misunderstandings About Stimulant Medication: A Quiz for Teachers 261 Making Inclusion Work: Individuals With Attention Deficit Hyperactivity Disorder 262 Adolescents and Adults With Attention Deficit Hyperactivity Disorder 264 Educational/Vocational Outcomes 265 Marital Relations 265 Issues of Diversity Individuals With Emotional or Behavioral Disorders 271 Defining Emotional or Behavioral Disorders 273 Four Dimensions of Behavior 274 Disturbed and Disturbing Behavior 274 Transient Nature of Problematic Behavior 274 Typical and Atypical Behavior 275 First Person: Anonymous My Eagle Scout 275 Variability in Cultural and Social Standards of Behavior 277 Federal Definition 277 Contemporary Terminology and Definitions 278 Classification of Individuals With Emotional or Behavioral Disorders 279 Clinically Derived Classification Systems 279 Statistically Derived Classification Systems 280 A Brief History of the Field 281 The Mental Hygiene Movement 281 Early Research on Emotional or Behavioral Disorders 282 The Birth of a Specialized Field of Study 282 The Emergence of Conceptual Models 283
7 Prevalence of Emotional or Behavioral Disorders 284 Etiology of Emotional or Behavioral Disorders 285 Biological Risk Factors 285 Psychosocial Risk Factors 285 Prevention of Emotional or Behavioral Disorders 288 Research on Resiliency 288 Research on Positive Behavioral Support 289 Characteristics of Children and Youth With Emotional or Behavioral Disorders 291 Learning Characteristics 291 Social Characteristics 292 Language/Communication Characteristics 292 Assessing Students With Emotional or Behavioral Disorders 292 Assessment Strategies 293 Recent Trends in Assessment of Students With Emotional or Behavioral Disorders 293 Educational Considerations 296 Where Are Students With Emotional or Behavioral Disorders Educated? 296 Physical Environment Interventions 297 Suggestions for the Classroom: Suggestions for Effective Scheduling 298 Making Inclusion Work: Individuals With Emotional or Behavioral Disorders 300 Academic and Instructional Interventions 301 Behavioral and Cognitive Behavioral Interventions 303 Special Programmatic Concerns 305 Suggestions for the Classroom: Guidelines for Establishing Classroom Rules 306 Effective Instructional Practices: Behavioral Principles 307 Services for Young Children With Emotional or Behavioral Disorders 309 Transition Into Adulthood 310 Adults With Emotional or Behavioral Disorders 311 Family-Centered Interventions 312 Issues of Diversity 313 Technology and Individuals With Emotional or Behavioral Disorders 314 Trends, Issues, and Controversies 314 Teacher Shortages 315 Public Policy and Societal Attitudes 315 Lack of Interagency Collaboration 315 Creating Systems of Care Individuals With Autism Spectrum Disorders 321 Defining Autism Spectrum Disorders: An Evolving Process 324 Classification of Individuals With Autism Spectrum Disorders 325 American Psychiatric Association and the Multiaxial System 326 Pervasive Developmental Disorders 326 Asperger Syndrome 326 Individuals With Disabilities Education Act 328 Other Considerations for Classification 328 Associated Conditions 328
8 A Brief History of the Field 329 Psychogenic Theories 329 Organic Theories 329 Behavioral Theories 329 Prevalence of Autism Spectrum Disorders 330 Etiology of Autism Spectrum Disorders 330 Characteristics of Individuals With Autism Spectrum Disorders 332 Theory of Mind 333 Social Interaction Symptoms 333 First Person: Jean-Paul Think About Thinking 333 Communication Symptoms 334 Repetitive and Restrictive Behaviors 335 Other Characteristics 335 Assessment of Autism Spectrum Disorders 336 Intellectual Assessment 336 Insights: Examples of Splinter Skills 337 Screening and Diagnosis 337 Educational Considerations 338 Where Are Individuals With Autism Spectrum Disorders Educated? 338 Instructional Approaches 338 Suggestions for the Classroom: Tips for Teaching High-Functioning Individuals With Autism Spectrum Disorders 340 Effective Instructional Practices: Social Stories 341 Making Inclusion Work: Individuals With Autism Spectrum Disorders 342 Services for Young Children With Autism Spectrum Disorders 342 Early Intervention Services 343 Communication Deficits and Safety Issues 344 Curriculum Issues 344 Preschool Programs 344 Transition Into Adulthood 345 Adults With Autism Spectrum Disorders 345 Insights: Transition Planning: Questions to Address 346 Supervised Group and Apartment Living 347 Adult Foster Care 348 Residential Services 348 Employment Options 348 Family Issues 348 Issues of Diversity 349 Technology and Individuals With Autism Spectrum Disorders 349 High-Tech Devices 350 Low-Tech Devices 350 Trends, Issues, and Controversies Individuals With Speech and Language Impairments 357 The Nature of Speech, Language, and Communication 359 Insights: The Genetics of Speech 363 Defining Speech and Language Impairments 364 Classifying Speech and Language Impairments 364 Speech Disorders 364 Insights: Questions and Answers About Articulation Problems 367 Insights: Questions and Answers About Stuttering 368
9 Language Disorders 369 Central Auditory Processing Disorder (CAPD) 370 Historical Perspectives 372 Prevalence of Speech and Language Impairments 373 Etiology of Speech and Language Impairments 373 Prevention of Speech and Language Impairments 374 Characteristics of Individuals With Speech and Language Impairments 376 Assessing Speech and Language Impairments 376 First Person: Emily A Journey Toward Success 378 Educational Considerations 381 Suggestions for the Classroom: Educational and Treatment Approaches for Central Auditory Processing Problems 382 Where Are Students With Speech and Language Impairments Served? 382 Making Inclusion Work: Individuals With Speech and Language Impairments 384 Services for Young Children With Speech and Language Impairments 384 Effective Instructional Practices: Teaching Language Skills 386 Adolescents and Adults With Speech and Language Impairments 387 Family Issues 387 Issues of Diversity 387 Technology and Individuals With Speech and Language Impairments 388 Trends, Issues, and Controversies Individuals With Hearing Impairments 395 Definitions and Concepts in the Field of Hearing Impairment 397 The Anatomy of the Auditory System 397 Classifications of Hearing Loss 398 Degree of Hearing Loss 399 Measurement of Hearing Impairment 400 Other Types of Hearing Assessment 401 Age of Onset 403 A Brief History of the Field 404 Prevalence of Hearing Impairment 406 Etiology of Hearing Impairment 407 Genetic/Hereditary Factors 407 Infections 409 Developmental Abnormalities 409 Environmental/Traumatic Factors 409 Characteristics of Individuals With Hearing Impairments 410 Intelligence 410 Speech and Language 410 Social Development 410 Educational Achievement 412 Assessment of Individuals With Hearing Impairments 412 Cognitive Assessment 412 Communication Assessment 413 Personal/Social/Behavioral Assessment 413 Educational Considerations 413 Making Inclusion Work: Individuals With Hearing Impairments 416 Where Are Students With Hearing Impairments Served? 417
10 Suggestions for the Classroom: Suggestions for Teaching Students With Hearing Impairments 418 First Person: Mindy Believing in Yourself 420 Instructional Interventions 421 Services for Young Children With Hearing Impairments 426 Effective Instructional Practices: Promoting Language Development in Young Children With Hearing Impairments 426 Transition and Individuals With Hearing Impairments 427 Services for Adults With Hearing Impairments 428 Family Issues 429 Family Reaction 429 Siblings and Grandparents 429 Issues of Diversity 430 Technology and Individuals With Hearing Impairments 431 Hearing Aids and Auditory Training Devices 431 Computers 432 Insights: How to Check a Hearing Aid 433 Alerting Devices 434 Real-Time Captioning/Interpreting Technology 434 Captioning 435 Telecommunication Devices 435 Cochlear Implants 435 Trends, Issues, and Controversies Individuals With Visual Impairments 445 Defining Visual Impairments 447 The Eye and How It Works 448 Classification of Visual Impairments 449 A Brief History of Visual Impairments 451 Prevalence of Visual Impairments 452 The Vision Process and Etiology of Visual Impairments 453 Prevention of Visual Impairments 454 Early Detection 454 Eye Safety 455 Characteristics of Individuals With Visual Impairments 455 Academic Performance 455 Social and Emotional Development 456 Vocational Skills 457 Assessment of Students With Visual Impairments 458 Functional Vision Evaluation 459 Learning Media 460 Educational Assessment and Program Planning 461 Eligibility Determination 462 Educational Considerations 463 Where Are Students With Visual Impairments Educated? 464 Instructional Considerations 464 First Person: Carrie The Face of Different 465 Effective Instructional Practices: Accommodations for Students With Visual Impairments 466 Making Inclusion Work: Individuals With Visual Impairments 467
11 Young Children With Visual Impairments 468 Suggestions for the Classroom: Orientation and Mobility Tips 470 Transition Into Adulthood 471 Adults With Visual Impairments 472 Family Issues 472 Issues of Diversity 473 Technology and Individuals With Visual Impairments 474 Legal Aspects 474 Technology and Literacy 474 Trends, Issues, and Controversies Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 485 Defining Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 488 A Brief History of the Field 490 Early History 490 Emergence of Public Education 491 Prevalence of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 491 Etiology of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 491 Chromosomal and Genetic Causes 492 First Person: Virginia One Day at a Time 493 Teratogenic Causes 493 Prematurity and Complications of Pregnancy 494 Acquired Causes 494 Characteristics of Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 494 Characteristics of Students With Orthopedic Impairments 495 Characteristics of Students With Multiple Disabilities 500 Characteristics of Students With Traumatic Brain Injury 501 Suggestions for the Classroom: Strategies That May Be Used With Students With Traumatic Brain Injury 503 Characteristics of Students With Other Health Impairments 503 Suggestions for the Classroom: Steps for Teachers to Take When a Tonic Clonic Seizure Occurs 505 Characteristics of Students With Deaf Blindness 506 Assessment of Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 507 Assessment of Students With Deaf Blindness 507 Educational Considerations 508 Where Are Students With Physical or Health Disabilities Educated? 508 Impact on School Performance 510 Meeting Educational Needs 514 Making Inclusion Work: Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 516 Effective Instructional Practices: Teaching Students With Physical or Health Disabilities 519 Meeting the Educational Needs of Students Who Are Deaf Blind 519
12 Services for Young Children With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 522 Transition Into Adulthood 523 Adults With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 524 Family Issues 525 Issues of Diversity 525 Technology and Individuals With Physical Disabilities, Health Disabilities, and Related Low-Incidence Disabilities 526 Computer Assistive Technology 526 Augmentative Communication 528 Positioning and Seating Devices 528 Mobility Devices 529 Environmental Control and Assistive Technology for Daily Living 529 Assistive Technology for Play and Recreation 530 Trends, Issues, and Controversies Individuals Who Are Gifted and Talented 537 Insights: FAQS (Frequently Asked Questions) About Children and Youth Who Are Gifted and Talented 539 Defining Giftedness: Refining the Meaning 541 Assessing Giftedness and Talent 544 Differences Among Children Who Are Gifted and Talented 547 A Brief History of the Field of Gifted and Talented Education 548 The First Half of the Twentieth Century: Pioneering the Field 548 The 1950s, 1960s, and 1970s: Establishing Foundations for the Field 549 The 1980s and 1990s: The Field Matures and Provides Focus for School Reform 550 The Twenty-First Century: Challenges and Promise Present 552 Prevalence of Giftedness and Talent 552 Etiology of Giftedness and Talent 552 Characteristics of Individuals Who Are Gifted and Talented 553 Educational Considerations 554 Differentiation 555 Insights: Myths and Truths About Gifted Students 556 Suggestions for the Classroom: Differentiated Programming: What It Is and What It Isn t 557 Instructional Strategies 557 First Person: Patrice One Size Does Not Fit All 560 Service Delivery Options 561 Making Inclusion Work: Individuals Who Are Gifted and Talented 562 Effective Instructional Practices: Differentiated Instruction 564 First Person: Graham Summer Programming 568 Services for Young Children Who Are Gifted and Talented 569 Adolescents and Adults Who Are Gifted and Talented 570 Family Issues 571 Issues of Diversity 572 Students With Gifts and Talents and Disabilities 572 Girls Who Are Gifted 573 Identifying and Serving Children From Diverse Backgrounds 575
13 Technology and Individuals Who Are Gifted and Talented 577 Trends, Issues, and Controversies 578 Striving for World-Class Standards 578 Equity and Excellence 579 Full Inclusion 579 Services for Gifted Students Instead of the Gifted Program 579 Talent Development 580 Postscript 587 Appendix A: Federal Definitions of Disabilities 588 Appendix B: Professional Standards 590 Glossary 615 References 628 Photo Credits 658 Author Index 660 Subject Index 673 About the Contributors 693
PROGRAM REQUIREMENTS FOR RESIDENCY EDUCATION IN DEVELOPMENTAL-BEHAVIORAL PEDIATRICS
In addition to complying with the Program Requirements for Residency Education in the Subspecialties of Pediatrics, programs in developmental-behavioral pediatrics also must comply with the following requirements,
More informationClinical Review Criteria Related to Speech Therapy 1
Clinical Review Criteria Related to Speech Therapy 1 I. Definition Speech therapy is covered for restoration or improved speech in members who have a speechlanguage disorder as a result of a non-chronic
More informationGuide to the New Hampshire Rules for the Education of Children with Disabilities
Guide to the New Hampshire Rules for the Education of Children with Disabilities This Document includes the NH Rules for the Education of Children with Disabilities that were adopted by the State Board
More informationCurriculum Vitae of. JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician
Updated July 07, 2009 of JOHN W. LIEDEL, M.D. Developmental-Behavioral Pediatrician EDUCATIONAL AND PROFESSIONAL EXPERIENCE: Children's Program 7707 SW Capitol Hwy. 97219 August 1987 - Present The Children's
More information2. CONTINUUM OF SUPPORTS AND SERVICES
Continuum of Supports and Services 2. CONTINUUM OF SUPPORTS AND SERVICES This section will review a five-step process for accessing supports and services examine each step to determine who is involved
More informationChildren and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children
Children and Adults with Attention-Deficit/Hyperactivity Disorder Public Policy Agenda for Children 2008 2009 Accepted by the Board of Directors October 31, 2008 Introduction CHADD (Children and Adults
More informationCalifornia Rules and Regulations Related to Low Incidence Handicaps
California Rules and Regulations Related to Low Incidence Handicaps Meeting the Needs of Low Incidence Students 30 EC 5600.5 (a) The Legislature finds and declares that: (1) Pupils with low incidence disabilities,
More informationSpecial Education Services Program/Service Descriptions
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
More informationSpecial Education Program Continuum
Special Education Program Continuum 2014-2015 Summit Hill School District 161 maintains a full continuum of special education instructional programs, resource programs and related services options based
More informationCORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS CORRELATION COURSE STANDARDS / BENCHMARKS. 1 of 16
SUBJECT: Career and Technical Education GRADE LEVEL: 9, 10, 11, 12 COURSE TITLE: COURSE CODE: 8909010 Introduction to the Teaching Profession CORRELATION FLORIDA DEPARTMENT OF EDUCATION INSTRUCTIONAL MATERIALS
More informationNo Parent Left Behind
No Parent Left Behind Navigating the Special Education Universe SUSAN M. BREFACH, Ed.D. Page i Introduction How To Know If This Book Is For You Parents have become so convinced that educators know what
More informationCHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...
A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES CHILDREN ARE SPECIAL From one parent to another... Learning that your child has or even may be suspected of having a disability is difficult.
More informationMilton Public Schools Special Education Programs & Supports
Milton Public Schools 2013-14 Special Education Programs & Supports Program Early Childhood Pre-School Integrated Program Substantially Separate Classroom Elementary School Programs Co-taught Classrooms
More informationGlenn County Special Education Local Plan Area. SELPA Agreement
Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did
More informationTEACHING QUALITY: SKILLS. Directive Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta
Standards of Teaching Practice TEACHING QUALITY: SKILLS BASED ON: Policy, Regulations and Forms Manual Section 4 Ministerial Orders and Directives Directive 4.2.1 - Teaching Quality Standard Applicable
More information2013 District STAR Coordinator Workshop
2013 District STAR Coordinator Workshop Objectives District STAR coordinators will Follow current STAR procedures properly. Ensure all materials are handled securely and appropriately. Train site coordinators
More informationSTAFF DEVELOPMENT in SPECIAL EDUCATION
STAFF DEVELOPMENT in SPECIAL EDUCATION Factors Affecting Curriculum for Students with Special Needs AASEP s Staff Development Course FACTORS AFFECTING CURRICULUM Copyright AASEP (2006) 1 of 10 After taking
More informationBayley scales of Infant and Toddler Development Third edition
Bayley scales of Infant and Toddler Development Third edition Carol Andrew, EdD,, OTR Assistant Professor of Pediatrics Dartmouth Hitchcock Medical Center Lebanon, New Hampshire, USA Revision goals Update
More informationSPECIAL EDUCATION DISCIPLINE DATA DICTIONARY:
SPECIAL EDUCATION DISCIPLINE DATA DICTIONARY: The purpose of is handbook is to provide guidance to school district special education staff on e verification of student discipline data collected roughout
More informationSpecial Educational Needs School Information Report
Special Educational Needs School Information Report At Holy Trinity Primary School we strive to support all children to enable them to achieve at school. In order to do this many steps are taken to support
More informationArlington Public Schools
Arlington Public Schools SPECIAL EDUCATION SCHOOL COMMITTEE PRESENTATION OCTOBER 27, 2016 PRESENTED BY: ALISON ELMER, DIRECTOR OF SPECIAL EDUCATION, SLC DALLIN PROGRAM STAFF, & AHS REACH PROGRAM STAFF
More informationYou said we did. Report on improvements being made to Children s and Adolescent Mental Health Services. December 2014
You said we did Report on improvements being made to Children s and Adolescent Mental Health Services December 2014 Bracknell and Ascot Clinical Commissioning Group Newbury and Community Clinical Commissioning
More informationTITLE 23: EDUCATION AND CULTURAL RESOURCES SUBTITLE A: EDUCATION CHAPTER I: STATE BOARD OF EDUCATION SUBCHAPTER b: PERSONNEL PART 25 CERTIFICATION
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 CERTIFICATION
More informationEducational Support Program Standard
Educational Support Program Standard The approved program standard for Educational Support program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied Arts and
More informationReviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND
Reviewed December 2015 Next Review December 2017 SEN and Disabilities POLICY SEND Bewdley Primary School is committed to safeguarding and promoting the welfare of children and young people and expects
More informationAbout PACER PACER FACTS. What is PACER Center? Highlights from PACER programs:
PACER Programs - Parent Training & Information for Children with Disabilities Page 1 of 4 Home I About PACER I PACER Facts About PACER PACER FACTS What is PACER Center? What is PACER's mission? Is PACER
More informationSchool Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide
SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to
More informationInstructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.
Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources
More informationHiSET TESTING ACCOMMODATIONS REQUEST FORM Part I Applicant Information
Part I Applicant Information Instructions: Complete this entire form. Be sure to sign the Applicant s Verification Statement on the next page. Applicant s Name (please print leave one blank box between
More informationDISABILITY RESOURCE CENTER STUDENT HANDBOOK DRAFT
DISABILITY RESOURCE CENTER STUDENT HANDBOOK DRAFT Rev. 8/2014 TABLE OF CONTENTS UNIVERSITY OF THE DISTRICT OF COLUMBIA DISABILITY RESOURCE CENTER... 1 UNIVERSITY COMMITMENT... 1 RIGHTS AND RESPONSIBILITIES
More informationDisability Resource Center Department Heads Meeting/EVC Conference Academic Year. Rick Gubash
Disability Resource Center Department Heads Meeting/EVC Conference 2015-16 Academic Year Rick Gubash DRC Location: 125 Hahn Student Services Presentation Agenda 1. Who the DRC Serves 2. DRC Philosophy
More informationAppendix. Journal Title Times Peer Review Qualitative Referenced Authority* Quantitative Studies
Appendix Journal titles selected by graduate students, titles referenced between two and nine times, peer review authority or status, and presence of replicable research studies Journal Title Times Peer
More informationDisability Resource Center (DRC)
DISABILITY RESOURCE CENTER & DEAF AND HARD OF HEARING SERVICES College of Southern Nevada Disability Resource Center (DRC) Prospective Student General Information Packet NORTH LAS VEGAS OFFICE SORT CODE
More informationSpecial Educational Needs and Disability (SEND) Policy. November 2016
Special Educational Needs and Disability (SEND) Policy November 2016 This Policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (January 2015) and has been written with
More informationMatthew Taylor Morris, Ph.D.
Matthew Taylor Morris, Ph.D. Home: 203 Prospect St. Blacksburg, VA 24060 (540) 922-2763 mmorris1@vt.edu MMorris@nrvcs.state.va.us ACADEMIC PREPARATION: Doctorate of Philosophy, Human Development, December
More informationTOLL-FREE TELEPHONE NUMBERS
TOLL-FREE TELEPHONE NUMBERS ABLEDATA 800-227-0216 ACCESS ERIC 800-LET-ERIC 800-538-3742 AMC Cancer Information 800-525-3777 American Association on Intellectual and Developmental Disabilities(AAIDD) 800-424-3688
More informationAs used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300.
Handouts Theme D: Individualized Education Programs These handouts are designed to accompany Modules 12-16. As used in this part, the term individualized education program or IEP means a written statement
More informationIdentifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements
Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Section 3 & Section 4: 62-66 # Reminder: Watch for a blue box in top right corner
More informationExaminee Information. Assessment Information
A WPS TEST REPORT by Patti L. Harrison, Ph.D., and Thomas Oakland, Ph.D. Copyright 2010 by Western Psychological Services www.wpspublish.com Version 1.210 Examinee Information ID Number: Sample-02 Name:
More informationRecommended Guidelines for the Diagnosis of Children with Learning Disabilities
Recommended Guidelines for the Diagnosis of Children with Learning Disabilities Bill Colvin, Mary Sue Crawford, Oliver Foese, Tim Hogan, Stephen James, Jack Kamrad, Maria Kokai, Carolyn Lennox, David Schwartzbein
More information(2) GRANT FOR RESIDENTIAL AND REINTEGRATION SERVICES.
Code: IDDF (18) 160-4-7-.18 GRANTS FOR SERVICES. (1) AUTHORIZATION. (a) The State Board shall have authority to provide grant funds for the implementation of other educational programs or additional personnel
More informationSpecial Educational Needs & Disabilities (SEND) Policy
Thamesmead School Special Educational Needs & Disabilities (SEND) Policy 2016-2017 Person Responsible Governors Committee Review Period P.Rodin Standards & Performance Annually Date of Review July 2016
More informationDevelopmental Disabilities
SERVING CHILDREN WITH DISABILITIES A Video Series for Child Welfare Workers Developmental Disabilities GEORGETOWN UNIVERSITY CHILD DEVELOPMENT CENTER CENTER FOR CHILD HEALTH AND MENTAL HEALTH POLICY 3307
More informationL.E.A.P. Learning Enrichment & Achievement Program
L.E.A.P. Learning Enrichment & Achievement Program 2016-2017 GRACE Christian School 801 Buck Jones Road (TK-6) 1101 Buck Jones Road (7-12) Raleigh, NC 27606 919-747-2020 Learning Enrichment & Achievement
More informationRiverside County Special Education Local Plan Area Orthopedic Impairment Guidelines Table of Contents
Riverside County Special Education Local Plan Area Orthopedic Impairment Guidelines Table of Contents Identification and Assessment of Unique Educational Needs...2 Definition of a Severe Orthopedic Impairment...2
More informationPROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI
PROCEDURES FOR SELECTION OF INSTRUCTIONAL MATERIALS FOR THE SCHOOL DISTRICT OF LODI Reference: Policy Number 322 and No. 322.1 (A) 3-7-94 (R) 10-10-94 The School District of Lodi shall comply with Standard
More informationTHE UNIVERSITY OF WESTERN ONTARIO. Department of Psychology
THE UNIVERSITY OF WESTERN ONTARIO LONDON CANADA Department of Psychology 2011-2012 Psychology 2301A (formerly 260A) Section 001 Introduction to Clinical Psychology 1.0 CALENDAR DESCRIPTION This course
More information5 Early years providers
5 Early years providers What this chapter covers This chapter explains the action early years providers should take to meet their duties in relation to identifying and supporting all children with special
More informationPSYC 620, Section 001: Traineeship in School Psychology Fall 2016
PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:
More informationMedical College of Wisconsin and Froedtert Hospital CONSENT TO PARTICIPATE IN RESEARCH. Name of Study Subject:
IRB Approval Period: 03/21/2017 Medical College of Wisconsin and Froedtert Hospital CONSENT TO PARTICIPATE IN RESEARCH Name of Study Subject: Comprehensive study of acute effects and recovery after concussion:
More informationSpecial Diets and Food Allergies. Meals for Students With 3.1 Disabilities and/or Special Dietary Needs
Special Diets and Food Allergies Meals for Students With 3.1 Disabilities and/or Special Dietary Needs MEALS FOR STUDENTS WITH DISABILITIES AND/OR SPECIAL DIETARY NEEDS Nutrition Services has a policy
More informationMADISON METROPOLITAN SCHOOL DISTRICT
MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3
More informationSpecial Educational Needs and Disabilities Policy Taverham and Drayton Cluster
Special Educational Needs and Disabilities Policy Taverham and Drayton Cluster Drayton Infant School Drayton CE Junior School Ghost Hill Infant School & Nursery Nightingale First School Taverham VC CE
More informationThe Complete Brain Exercise Book: Train Your Brain - Improve Memory, Language, Motor Skills And More By Fraser Smith
The Complete Brain Exercise Book: Train Your Brain - Improve Memory, Language, Motor Skills And More By Fraser Smith If searched for the ebook The Complete Brain Exercise Book: Train Your Brain - Improve
More informationCONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS
CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the
More informationEducating Students with Special Needs in Secondary General Education Classrooms. Thursdays 12:00-2:00 pm and by appointment
Counseling Psychology and Special Education 402 Winter 2010 2 nd Block Brigham Young University Department of Counseling Psychology and Special Education Course Title: Instructor: Office Hours: Educating
More informationSpecial Education Paraprofessional Handbook
Special Education Paraprofessional Handbook Harrisonville School District 503 S Lexington Harrisonville, MO 64701 816-380-2727 Page 1 Dear Paraprofessional, Welcome to a fantastic year as part of the Special
More informationPROGRAM SERVICE CODE
9/9/2013 PROGRAM SERVICE CODES SECTION 52 FTE SECTION 53 FTE RESIDENCY CODES DATA ELEMENT FIELDS AFFECTING SPECIAL EDUCATION PUPIL REPORTING Dianne Easterling, Department of Education Office of Special
More informationGTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey
GTA Orientation, August 14, 2014 Allison Kidd & Shannon Lavey Marla Roll Director Shannon Lavey Service Coordinator and Provider Allison Kidd Assistive Technology IT Coordinator Accessibility Specialist
More informationAppalachian State University Department of Family and Child Studies FCS 3107: Variations in Development in Early Childhood Fall 2015
Appalachian State University Department of Family and Child Studies FCS 3107: Development in Early Childhood Fall 2015 Instructor: Dr. Cindy McGaha Lecture: TR 9:30-10:45 Office: 013 Lucy Brock (RCOE Annex)
More informationESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS
Office of Exceptional Student Education and Student Support Miami-Dade County Public Schools ESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS Ava Goldman, Administrative Director
More informationBIOH : Principles of Medical Physiology
University of Montana ScholarWorks at University of Montana Syllabi Course Syllabi Spring 2--207 BIOH 462.0: Principles of Medical Physiology Laurie A. Minns University of Montana - Missoula, laurie.minns@umontana.edu
More informationInclusion in Music Education
Inclusion in Music Education Students with disabilities have the capacity to participate in music experiences at a variety of different levels of engagement. Music educators need to understand the students
More informationStudy Abroad: Planning and Development, Successes and Challenges
Study Abroad: Planning and Development, Successes and Challenges 1) Multidisciplinary Study Abroad in Ireland (University of Pittsburgh) 2) Models, challenges, lessons and future developments Janice E.
More informationGRE and TOEFL Tests, the PRAXIS Tests and SCHOOL LEADERSHIP SERIES Assessments. Bulletin Supplement
GRE 2016 17 GRE and TOEFL Tests, the PRAXIS Tests and SCHOOL LEADERSHIP SERIES Assessments Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs NOTE: This supplement contains procedures
More informationSpecial Educational Needs and Disabilities
Special Educational Needs and Disabilities Guru Nanak Sikh Academy- Secondary Phase Welcome to Guru Nanak Sikh Academy (GNSA) Special Educational Needs and Disabilities (SEND) information report page.
More informationUNIVERSITY OF MARYLAND DEPARTMENT OF HEARING AND SPEECH SCIENCES MA PROGRAM AND SPEECH LANGUAGE PATHOLOGY GUIDELINES FOR COMPREHENSIVE EXAMINATIONS
UNIVERSITY OF MARYLAND DEPARTMENT OF HEARING AND SPEECH SCIENCES MA PROGRAM AND SPEECH LANGUAGE PATHOLOGY GUIDELINES FOR COMPREHENSIVE EXAMINATIONS Effective Spring 2010 Contents When am I eligible to
More informationOFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS
OFFICE OF DISABILITY SERVICES FACULTY FREQUENTLY ASKED QUESTIONS THIS GUIDE INCLUDES ANSWERS TO THE FOLLOWING FAQs: #1: What should I do if a student tells me he/she needs an accommodation? #2: How current
More informationN NEW YORK CITY COLLEGE OF TECHNOLOGY The City University of New York School of Arts & Sciences Department of Social Science Course Outline
Course code: PSY 2403 Course title: Abnormal Psychology Class hours/credits: 3 class hours, 3 credits Prerequisite: PSY 1101 Pathways: Individual and Society N NEW YORK CITY COLLEGE OF TECHNOLOGY The City
More informationMaintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus
Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.
More informationPRESENTED BY EDLY: FOR THE LOVE OF ABILITY
HOW TO BE YOUR CHILD S BEST IEP ADVOCATE PRESENTED BY EDLY: FOR THE LOVE OF ABILITY 888-EDLYOWL (888-335-9695) info@edlyeducation.com Nothing presented either orally or written in this seminar should be
More informationDescription of Program Report Codes Used in Expenditure of State Funds
Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the
More informationEvaluation Off Off On On
CALIPSO Clinical Performance Evaluation Criteria Updated 8/2017 Below are the minimum areas anticipated to be evaluated by supervisors and students for each type of registration/practicum activity. If
More informationSystemic Improvement in the State Education Agency
Systemic Improvement in the State Education Agency A Rubric-Based Tool to Develop Implement the State Systemic Improvement Plan (SSIP) Achieve an Integrated Approach to Serving All Students Continuously
More informationSpeech/Language Pathology Plan of Treatment
Caring for Your Quality of Life Patient s Last Name First Name MI HICN Speech/Language Pathology Plan of Treatment Provider Name LifeCare of Florida Primary Diagnosis(es) Provider No Onset Date SOC Date
More informationExecutive Summary. Abraxas Naperville Bridge. Eileen Roberts, Program Manager th St Woodridge, IL
Eileen Roberts, Program Manager 2221 64th St Woodridge, IL 60517-2180 Document Generated On January 18, 2017 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 4 Notable Achievements
More information- COURSE DESCRIPTIONS - (*From Online Graduate Catalog )
DEPARTMENT OF COUNSELOR EDUCATION AND FAMILY STUDIES PH.D. COUNSELOR EDUCATION & SUPERVISION - COURSE DESCRIPTIONS - (*From Online Graduate Catalog 2015-2016) 2015-2016 Page 1 of 5 PH.D. COUNSELOR EDUCATION
More informationHuman Development (18:820:543:01) Rutgers University, Graduate School of Applied and Professional Psychology Fall, 2013
Human Development (18:820:543:01) Rutgers University, Graduate School of Applied and Professional Psychology Fall, 2013 Course Objectives Mondays, 4:30-7:15 p.m. Room A317 Johanna M. Strobel, Psy.D. Email:
More informationINCLUSIVE LEARNING ENVIRONMENTS: AN ANALYSIS OF EARLY INTERVENTION SERVICE OPTIONS FOR PRESCHOOLERS WITH SPECIAL NEEDS. A Dissertation.
INCLUSIVE LEARNING ENVIRONMENTS: AN ANALYSIS OF EARLY INTERVENTION SERVICE OPTIONS FOR PRESCHOOLERS WITH SPECIAL NEEDS A Dissertation Presented to The Faculty of the School of Education Liberty University
More informationRestorative Practices In Iowa Schools: A local panel presentation
Restorative Practices In Iowa Schools: A local panel presentation Stephanie McFarland, DMPS Early Childhood Craig Leager, DMPS Elementary and Middle Schools Kim Davis, WDMCS High School Stephanie McFarland,
More informationGUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION
GUIDELINES FOR COMBINED TRAINING IN PEDIATRICS AND MEDICAL GENETICS LEADING TO DUAL CERTIFICATION PREAMBLE This document is intended to provide educational guidance to program directors in pediatrics and
More informationTomball College and Community Library Occupational Therapy Journals
Tomball College and Community Library Journals Reference Desk 832-559-4211 Reserve/Circulation Desk 832-559-4206 http://tclibrary.nhmccd.edu Updated 08/06 Activities, Adaptations 1990-1994 and Aging Adolescence
More informationCoping with Crisis Helping Children With Special Needs
Traumatic Loss Coalitions for Youth Phone: 732-235-2810 Fax: 732-235-9861 http://ubhc.rutgers.edu/tlc Coping with Crisis Helping Children With Special Needs Tips for School Personnel and Parents * National
More informationEDF 6211: Educational Psychology: Applied Foundations Classroom GC (Graham Center 287-B)
EDF 6211: Educational Psychology: Applied Foundations Classroom GC (Graham Center 287-B) Professor: Dr. Martha Peláez Office Number: 348-2090; COE 242-B Spring 2009 Class Hrs: Thursdays 5:00 7:40 pm Web
More informationGifted & Talented. Dyslexia. Special Education. Updates. March 2015!
Gifted & Talented Dyslexia Special Education Updates Gifted & Talented Where Are We Now? Program of Services! Identification! Professional Development! Communication! GT Update Percent of Students in RISD
More informationTeachers' attitudes towards inclusion
Rowan University Rowan Digital Works Theses and Dissertations 5-6-2003 Teachers' attitudes towards inclusion Dawn Giacchi Rowan University Follow this and additional works at: http://rdw.rowan.edu/etd
More informationDistance Learning: Lessons Learned
Distance Learning: Lessons Learned Rachel Brady, PT, DPT, MS; Toby Long, PT, PhD, FAPTA John Richards, MA, AITP Georgetown University Center for Child and Human Development Gaetano R. Lotrecchiano, EdD,
More informationImproving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38
Improving recruitment, hiring, and retention practices for VA psychologists: An analysis of the benefits of Title 38 Introduction / Summary Recent attention to Veterans mental health services has again
More informationPh.D. in Behavior Analysis Ph.d. i atferdsanalyse
Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved
More informationRequirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5)
Requirements for the Degree: Bachelor of Science in Education in Early Childhood Special Education (P-5) Core Curriculum Requirements: 60 hours Minimum Academic Good Standing Grade Point Average:.75 Upper
More informationMilton Keynes Schools Speech and Language Therapy Service. Central and North West London NHS Foundation Trust. Additional support for schools
1 Milton Keynes Schools Speech and Language Therapy Service Central and North West London NHS Foundation Trust Additional support for schools 2 Overview Many schools are now reporting an increase in the
More informationImage credit: CASEL District Resource Center,
Image credit: CASEL District Resource Center, http://drc.casel.org/ westonpac.org End of Year Report June 5, 2017 1 To: The Members of the Weston School Committee - Danielle Black, Alex Cobb, Ed Heller,
More informationGreek Teachers Attitudes toward the Inclusion of Students with Special Educational Needs
American Journal of Educational Research, 2014, Vol. 2, No. 4, 208-218 Available online at http://pubs.sciepub.com/education/2/4/6 Science and Education Publishing DOI:10.12691/education-2-4-6 Greek Teachers
More informationRecommendations for Gifted Education Program for Advanced Learners
Recommendations for Gifted Education Program for Advanced Learners Orinda Union School District GATE Review Committee May 22, 2000 Introduction The purpose of the GATE Review Committee is to evaluate the
More informationSupporting Autism Spectrum Disorder Students With Their Academic and Social Transition at Community Colleges
St. John Fisher College Fisher Digital Publications Education Doctoral Ralph C. Wilson, Jr. School of Education 8-2015 Supporting Autism Spectrum Disorder Students With Their Academic and Social Transition
More informationMENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS. Dr. Lindsey Nichols, LCPC, NCC
MENTAL HEALTH FACILITATION SKILLS FOR EDUCATORS Dr. Lindsey Nichols, LCPC, NCC Session Overview Introductions Understanding connection between mental health needs and academic success Common types of mental
More informationINTRODUCTION TO PSYCHOLOGY
INTRODUCTION TO PSYCHOLOGY General Information: Instructor: Email: Required Books: Supplemental Novels: Mr. Robert W. Dill rdill@fhrangers.org Spencer A. Rathus, Psychology: Principles in Practice. Austin,
More informationHOW TO REQUEST INITIAL ASSESSMENT UNDER IDEA AND/OR SECTION 504 IN ALL SUSPECTED AREAS OF DISABILITY FOR A CHILD WITH DIABETES
HOW TO REQUEST INITIAL ASSESSMENT UNDER IDEA AND/OR SECTION 504 IN ALL SUSPECTED AREAS OF DISABILITY FOR A CHILD WITH DIABETES PARENT STEP 1: OBTAIN YOUR CHILD S PHYSICIAN S DIRECTIVE FOR HEALTH CARE Parent
More informationGena Bell Vargas, Ph.D., CTRS
Gena Bell Vargas, Ph.D., CTRS ACADEMIC APPOINTMENTS: Address Rehabilitation Sciences Temple University 1700 N. Broad St, Suite 301A Philadelphia, PA 19122 215-204-2748 (O) gena.vargas@temple.edu 2012-present
More informationPrevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5
Prevalence of Oral Reading Problems in Thai Students with Cleft Palate, Grades 3-5 Prajima Ingkapak BA*, Benjamas Prathanee PhD** * Curriculum and Instruction in Special Education, Faculty of Education,
More information