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Assessment- IEP-( Individual Education
Plan) -IDEA (Individuals with Disabilities Education Act), Advocacy.
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Assistive Technology
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| Attention
Deficit Disorder
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Autism
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Behavior Management
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Brain Injury
- National Resource Center for
Traumatic Brain Injury
- New Hampshire Brain Injury Association
- Fact
Sheet on Traumatic Brain Injury (NICHCY 9/98)
- Vocational Preparation and Traumatic Brain
Injury- Principles to guide vocational training programs for
students with traumatic brain injury.
- Traumatic Brain Injury Survival
Guide, by Dr. Glen Johnson Clinical Neuropsychologist
- General Information Brain
Injury Links
- What is Pediatric Neuropsychology?
- About Brain
Injury This section provides a basic understanding of brain injury,
brain anatomy, coma and common terms used in the field of brain injury.
- Computers
and Brain Injury When used properly, computers can be effective
rehabilitation tools because they...
- Articles
for Survivors and Families of TBI
- other resources:
- Journal of Learning Disabilities Nov. 1996, vol 29, no 6,
Special Series on Traumatic Brain Injury in Children and Adolescents.
- L&A Publishing/Training-
Tip cards, manuals and books on the consequences of brain injury in
children, adolescents and young adults. Tel: 919-562-0015
Email: help@lapublishing.com
L&A Publishing/Training, 708 Young Forest Drive,
Wake Forest NC 27587
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Disability Awareness
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General Education
Resources K-12
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Learning Disabilities/Learning
Differences
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Learning Styles-
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Math
- The Math Page-This site references math
research/ strategies/ learning materials/ resources / math links focusing
on Math Learning Differences and related material.
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Sensory Impairments
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Specific Strategies in General
and Special Education
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Transition
Planning-All eligible students, ages 14 and older, will
have an Individualized Education Plan (IEP) that will prepare them for
life after he or she is finished with school. The IEP will include ideas
relating to course of study, post secondary education and training, living
arrangements, vocational plans and recreation and leisure activities as
well as other areas which are important to the students life. This plan
will be developed through discussion and assessment.
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Other Interesting Sites- Misc.
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Other Interesting Sites in Special
Education
- Exceptional Schools for Exceptional
Children -The Massachusetts Association of 766 Approved Private
Schools (MAAPS) is a non-profit association of Chapter 766 approved
private schools dedicated to providing educational programs and services
to students with special needs throughout Massachusetts.
- Parent Advocacy Coalition for Educational
Rights (PACER)
- The Family Village
Web Site is an attempt to bring together valuable information for parents
of individuals who have disabilities.
- NICHCY- National Information
Center for Children and Youth with Disabilities.
- ERIC Clearinghouse
on Disabilities and Gifted Education- Jump point for sp.ed. literature,
research etc.
- Federal Resource Center
for Special Education- Nationwide special education technical assistance
network.
- Categorical
Information-From the OSE, Office of Special Education.
- Project Enable
Dir #10-Educational Issues- Software, downloadable, and text information
related to education of people with disabilitie
- Accessible Sports Recreation
web sites. http://www.nehsa.org/nonnehsa.htm
- "Pain,
Waste and the Hope for a Better Future...Invisible Disabilities
in the Educational System" -- *must* reading for parents and educators
of children with invisible disabilities.
- Williams Syndrome
- Obsessive-Compulsive Foundation
(OCF) Web Site
- Disbilities and
Chronic Illness in Girls
- The Judge Rotenberg Educational
Center in Canton, Massachusetts, utilizes Behavior Modification
(ABA), PECS, Discrete Trials, and minimizes the use of psychotropic
medication
- National Organization on Disability
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Alternative Assessment
- Most standardized instruments are not going to be very useful. Commonly
used approaches to assessing the abilities of students with severe or
profound disabilities entail direct observation of the student
in the context of functional tasks and activities. The student's
performance is recorded using a task analysis or a checklist.
The observation/assessment may be conducted without instruction
(single-opportunity baseline) or with instruction (multiple-opportunity
baseline). The latter is preferred as it allows the student to complete
the task/activity and also yields information about the kind and degree
of support that the student presently needs in order to perform the
task.
- There is an assumption that assessment with these students is ongoing,
i.e. that the student's performance is recorded on a daily or
weekly basis until he/she has met criterion, or mastered the
task.
- Other methods of "assessing" students with severe or profound disabilities
might include measuring the rate of production (in
vocational task), and collecting anecdotal data on social,
communicative, or behavioral skills. A functional analysis can
be conducted of challenging behaviors with the intent of identifying
possible communicative functions of the behaviors. Video taping
can be used to record progress. If students are entering training programs
and/or the workforce, try a standardized vocational assessment form.
- If you wanted a broader social skills perspective, then the VinelandAdaptive
Behavior Scales or the Checklist of Adaptive Living Skills
(CALS) from Riverside Publishing Co. Advantage of both these
measures is that they tap vital nonacademic achievement type skills
for students with special needs.
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What are Assistive
Technology Devices?
- "Any item, piece of equipment, or product system, whether
acquired commercially or off the shelf, modified
or customized, that increases, maintains, or improves functional
capabilities of individuals with disabilities.
- Source: Technology-Related Assistance for Individuals With Disabilities
Act of 1988 (Public Law
- 100-407, August 19, 1988)."
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