For children with print-based reading disabilities, accessible formats provide alternate versions of print-based books that function in much the same way as a print-based textbook. Learn about the different kinds of accessible formats, including digital talking books, enlarged text, electronic publications, and more.
Many struggling and special needs students have a print disability. Teachers can meet these students’ needs by translating the three principles of Universal Design for Learning (UDL) into practice. Learn about the seven features of "born accessible materials" and how to select these materials for your school and classroom.
Our Top 8 back-to-school tips for parents emphasize communication, organization, and staying up-to-date on special education news.
Our top 10 back-to-school tips for special education teachers emphasize communication, organization, and a focus on student success.
As we head towards September and a new school year, here's advice from special education expert Rick Lavoie that may be helpful as you attempt to make special needs kids in your class feel warm, welcome, and wanted. Using the word SEPTEMBER, he shares nine concepts that can help you in this effort.
Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.
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.
This article provides an overview of the federal No Child Left Behind law and includes information to help parents use provisions of NCLB to ensure that their child has access to appropriate instruction.
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.