Special Education Links

Advocacy and Law,  / Assistive Technology in Special Education,  / Attention Deficit Disorder,  / Autism,  / Behavior Management,  / Brain Injury,  / Disability Awareness,  / General Education Resources K-12,  / Learning Differences,  / Learning Styles,  / Math / Sensory /Other Interesting Sites in Sp. Ed., /   Alternative Assessment,   /  the Functional IEP/ Other Sites Misc
 

Assessment- IEP-( Individual Education Plan) -IDEA (Individuals with Disabilities Education Act), Advocacy.

Assistive Technology 
Attention Deficit Disorder

Autism

Behavior Management
Brain Injury 

 Disability Awareness

General Education Resources K-12 

Learning Disabilities/Learning Differences

Learning Styles-

Math

  • The Math Page-This site references math  research/ strategies/ learning materials/ resources / math links focusing on Math Learning Differences and related material.

Sensory Impairments

Specific Strategies in General and Special Education

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.

Other Interesting Sites- Misc.

Other Interesting Sites in Special Education 

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.
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)."
     

The Functional IEP is

 
 top of page