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By: Elaine Mulligan and National Dissemination Center for Children with Disabilities (NICHCY) (2011)
Learn the answers to 10 commonly asked questions that families and educators of students with disabilities have about charter schools. You'll also find links to state-specific resources that can help you better understand how charter schools work in your individual state.
By: Ruth Heitin (2011)
Learning how to write individualized IEP goals is an important first step in developing your child's IEP. IEP goals should be SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.
By: Reach Out and Read (2011)
Like all children, your child will learn and develop, yet she will likely develop more slowly than other children her age. Reading aloud and talking about the story and the pictures will help your child improve her vocabulary and help teach grammar. Here are some other tips to help your child enjoy books and reading.
By: National Center for Technology Innovation (2010)
Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the "main interface between the human and the computer." This Info Brief discusses how current speech recognition technology facilitates student learning, as well as how the technology can develop to advance learning in the future.
By: Reading Rockets (2010)
Our Top 8 back-to-school tips for parents emphasize communication, organization, and staying up-to-date on special education news.
By: Kandace Wernsing and Reading Rockets (2010)
Our top 10 back-to-school tips for special education teachers emphasize communication, organization, and a focus on student success.
By: National Dissemination Center for Children with Disabilities (NICHCY) (2010)
By: National Dissemination Center for Children with Disabilities (NICHCY) (2010)
By: American Federation of Teachers (2008)
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.
By: Peter W. D. Wright and Pamela Darr Wright (2008)
When dealing with a bureaucracy, and school districts are bureaucracies, you need to keep detailed records. Logs, journals, and calendars provide answers and support memories and testimonies. This article provides examples of how to keep a paper trail.
By: Rick Lavoie (2008)
Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard. Learn how to handle common road blocks and become a proactive and successful advocate in the hallways, the teacher's lounge, and the administrative suite.
By: Peter W. D. Wright and Pamela Darr Wright (2007)
Learn to develop the evidence you need to support your belief that your child is not receiving the right help in school. Peter and Pamela Wright, from Wrightslaw, tell you how to interpret and chart your child's test scores, graph your child's progress, and successfully communicate with the educators who make decisions about your child.
By: PACER Center (2007)
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).
By: U.S. Department of Education (2007)
Parents have a growing array of options in choosing a school. The No Child Left Behind Act of 2001; the rapid growth of the charter school movement; the increasing number of states enacting voucher, scholarship, and tax credit programs; the expansion of privately funded scholarship programs for low-income children; and the growing acceptance of homeschooling have all increased the choices available to families. This article describes the different types of schools that may available in your community.
By: U.S. Department of Education (2007)
How do you pick the best school for your child? The following sections have questions for you to consider as you go through the process of choosing a school for your child. Remember, you are looking for a school that will make the educational experience for your child and you as rewarding as possible
By: Peter W. D. Wright and Pamela Darr Wright (2007)
When an advocate negotiates with the school on a special needs child's behalf, the odds are increased that the child will get an appropriate education. Learn who can advocate, what they do, and how you can get started advocating for your child.
By: Andres Barona and Maryann Santos de Barona (2006)
This article discusses the challenges in providing psychoeducational services to the rapidly increasing minority populations in the U.S. and offers a brief elaboration of the role and function of school counselors and school psychologists and how they can meet the mental health and educational needs of this large and growing population.
By: Peter W. D. Wright and Pamela Darr Wright (2006)
When a doctor develops a treatment plan for a sick child, the doctor uses objective data from diagnostic tests. Your child's individualized education program is similar to a medical treatment plan, and you need objective tests to know that your child is acquiring reading, writing, and arithmetic skills.
By: Peter W. D. Wright and Pamela Darr Wright (2006)
Individualized education program (IEP) goals cannot be broad statements about what a child will accomplish. Goals that cannot be measured are non-goals. Learn how to help the IEP team devise specific, measurable, realistic goals.
By: Peter W. D. Wright and Pamela Darr Wright (2006)
Learn what makes a strong individualized education program (IEP) and the five components of a SMART IEP.
By: Peter W. D. Wright and Pamela Darr Wright (2006)
Too often annual goals listed in an individualized education program are not specific and measurable. Find out how to avoid this pitfall.
By: Peter W. D. Wright and Pamela Darr Wright (2006)
This article explains how to consider your child's present levels of academic performance and use baseline data to develop goals and objectives for a individualized education program.
By: National Center for Learning Disabilities (NCLD) (2006)
By: Candace Cortiella (2005)
Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don't test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.
By: Candace Cortiella (2005)
The No Child Left Behind law requires each school test students in Reading/Language Arts & Math each year in grades 3-8, and at least once more in grades 10-12. In some cases, children eligible for Individuals with Disabilities Education Act (IDEA) services may be able to access testing accommodations or even alternate tests, but parents need to fully understand the implications and potential consequences of participation in the various testing options.
By: Candace Cortiella (2005)
If a Title I school repeatedly underperforms, federal law provides opportunities for students to change schools or obtain additional instructional support. This parent advocacy brief looks at the information parents of students with disabilities need to know and understand in order to maximize these options.
By: Reading Rockets (2005)
IDEA (Individuals with Disabilities Education Act) is our nation's special education law. Below you'll find important information about IDEA 2004, which went into effect on July 1, 2005.
By: Virginia Berninger, Donna Rury Smith, and Louise O'Donnell (2004)
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
By: Lisa Küpper and Jean Kohanek (2000)
From annual goals to special education services, there are certain categories of information required by law to be included in a student's Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP's.
By: National Institute for Urban School Improvement (2000)
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
By: Lisa Küpper and Jean Kohanek (2000)
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.
By: Lisa Küpper and Jean Kohanek (2000)
The special education process under IDEA is designed to ensure that each individual child's needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
By: Coordinated Campaign for Learning Disabilities (2000)
Parents are often the best educational advocates for their children, especially children with a learning disability. The Coordinated Campaign for Learning Disabilities (CCLD) has developed the following tips to help parents champion their child.
By: National Dissemination Center for Children with Disabilities (NICHCY) (1999)
Your child may be eligible for special services that will help him or her succeed as a reader. Find out basic information about special education and which children are eligible for receiving special education services.
By: National Dissemination Center for Children with Disabilities (NICHCY) (1999)
Parents who have a child they suspect has a disability are likely to have many questions about special education. Find answers to commonly asked questions about special education eligibility, IEP's, and re-evaluation in this guide for parents.
By: National Dissemination Center for Children with Disabilities (NICHCY) (1999)
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.
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