homework in special education

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Classwork & Homework

This issue's topic:.

Tools to Build Student Text and Lecture Comprehension

There are a thousand small ways that students can drift into academic trouble by regularly showing up late for class, for example, or not writing down their homework assignments accurately. Teachers know, however, that such small problems can rapidly snowball into more serious academic difficulties, resulting in reduced test scores, lower course grades, and more disciplinary office referrals.

This Practical Teacher lists common stumbling blocks that can prevent students from fully understanding material taught to them or from completing work assignments. Practical solutions are offered to overcome each potential stumbling block. Educators can adapt the majority of these intervention ideas to include in Individual Education Plans (IEPs) and 504 Accommodation Plans.

To access the full issue of the Practical Teacher, NASET Members Login below.

Students often benefit in unexpected ways from explicit instruction in improving their study skills. Research has shown that students with behavioral difficulties and academic deficits can show improvements in both behavior and learning when taught strategies to study and absorb information more efficiently. Students' self-esteem and self-esteem can also increase, as they acquire the capabilities to manage their own learning program.

This intervention plan outlines a 3-strategy package for helping students to (1) organize an assignment notebook, (2) maintain a calendar of school assignments, and (3) prepare neatly formatted papers (Gleason, Colvin, & Archer, 1991).

NASET Member's Login below to access the full article.

Students who regularly complete and turn in homework assignments perform significantly better in school than those of similar ability who do not do homework (Olympia et al., 1994). Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards to boost student completion (and accuracy) of homework. Students also learn the valuable skills of breaking down academic assignments into smaller, more manageable subtasks and setting priorities for work completion.

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Publications

Utilizing the Token Economy in a Special Education Classroom
What Happens When Children Who Do Not Respond to or Struggle Greatly with Phonics, More of the Same?
Combining Phonics and Whole Language for Reading Instruction
Utilizing the Math Routine, “Would You Rather,” to Support Meaningful Classroom Interaction for ALL Students
Teaching Self-Advocacy Skills to Students with Autism and Other Disabilities
How Rhyming and Rappin’ Can Improve Reading and Writing: Improving Poetic Intelligence
U.S. Department of Education Releases New Resource on Supporting Child and Student Social, Emotional, Behavioral and Mental Health during COVID-19 Era
How Spelling Can Help Reading Learning Common Core Words Quickly and Easily
Special Advice for Special Educators
An Alignment of Interactive Notebooks with the Principles of Universal Design
Comparing and Contrasting Research-to-Teaching Practices: A Critical Analysis of Highly Restrictive Special Education Placements for Students with Low-Incidence Disabilities
Parental Involvement within Culturally and Linguistically Diverse Families: Misconceptions, Barriers, and Implications
The Effects of Parent Therapy for Disruptive Behaviors: A Review of the Literature
Children’s Literature + DI + UDL + Mathematics = Success for Students with Disabilities
Positive Student-Teacher Relationships: An In-Depth Look into a Behavior Program and its Implications for Teachers of Students with EBD
A Classroom Without Walls: A New Method for Teaching Life Skills
7 Things Secondary Special Education Teachers Need to Know Concerning Career Technical Education
Understanding and Achieving Collaboration in Special Education*
Intervention for Struggling Writers in Elementary School: A Review of the Literature
Fire Safety: How to Teach An Essential Life Skill
Reciprocal Peer Tutoring: A Review of the Literature
A Collaborative Approach to Managing Challenging Behaviors of Students with Disabilities: A Review of Literature
Students with Disabilities in Postsecondary Institutions: What Higher Education Should Be Doing to Support Them
Hospitality in an Inclusive Classroom
UDL and Art Education for Students with Disabilities and Physical Impairments
Truly Experiencing Teaching and Learning for the First Time: Snails are Introduced to a Community of Learners Patricia Mason, Ed.D.
Disproportionate Representation of English Language Learners (ELLs) in Special Education Programs
1+1= iPad Math Apps for Teachers
Using Music to Teach Reading to Kindergarten Students
Creating a Classroom for Diverse Learners
The Challenges of Special Education for Parents and Students: A Literature Review By Reshma Mulchan
Transitioning From School to the Workplace for Students with Disabilities By: Dr. Faye J. Jones
Practical Social Skills for Special Education Students
Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools
Educational Services for Immigrant Children and Those Recently Arrived to the United States
Resources within the Medical and Health Care Community
Inquiry - Based Learning: Special Education Applications By Jillian F. Swanson
Intensifying Intervention By Peter Dragula, M.Ed., Doctoral Candidate Capella University
Special Education Research: Where to Start?
Intellectual Disabilities in Your Classroom: 9 Tips for Teachers
Common Core State Standards - Overview
Multiple Disabilities in Your Classroom: 10 Tips for Teachers
Supports, Modifications, and Accommodations for Students with Disabilities
The Five Secrets to Being a Special Education Teacher and Still Loving Your Job
Bridging the Great Divide: Best Practice Ideas for the Resource/Inclusion Teacher
Enjoying Favorite Books with Struggling Readers: Part 2
Trauma Informed Teaching in Special Education By: Joshua A. Del Viscovo, M.S., B.C.S.E.
Enjoying Favorite Books with Struggling Readers: Part I
A Proper Fraction Museum
A Review of Financial Literacy Programs for K-12 Students with Intellectual Disabilities: Utilizing the Principles of Universal Design for Learning
Winnowing the Internet: Websites for Teachers of Students with Moderate to Severe Disabilities
Students Who Have Difficulty Learning to Read with Phonics
Positive Communication Strategies for Collaborating with Parents of Students with Disabilities
Five Aspects of Teacher influence on Student Behavior
Teaching Students with Emotional and Behavioral Disabilities (EBD)
A Primer on Behavior Management
Is There Only One Way to Teach Reading? Learning to Read in a Different Way
Anxiety Disorders by Robin Naope Student at Chaminade University Hawaii
Schedule A Hiring Authority: Tips for Youth and Young Adults with Disabilties Interested in Starting a Career with the Federal Government
Trusting Information Resources
College Planning for the Child with Special Needs: A Parent and Teacher Collaboration
Latin and Greek Word Root Study to Accelerate Spelling, Vocabulary, and Reading Proficiency for All Students
Dignity, Function, & Choice: Ethical and Practical Considerations on Best Practices for Education Learners with Developmental Delays
Peer Tutoring: A Strategy to Help Students with Learning Disabilities
Henrietta's Workshop
Mental Health Resources
Centers for Literacy in a Multi-Level Special Education Classroom
Rapid Reading Cards
Science Brain Efficient Word Lists
Brain Efficient Word Lists for Word Sorts, Puzzles, and More
Plain Language Writing
Teaching to the Students' Abilities
World History Brain Efficient Word Lists for Word Sorts, Puzzles, and More
Tips for Calling on Students in Class
Tips for Building a Course Website
The Fourth Grade Slump
The Brain, Prosody, and Reading Fluency
Games, Contests & Puzzles: Entertaining Ideas for Educating Students
A Reading Strategy for Content-Area Teachers
Using Pen Pal Writing to Improve Writing Skills and Classroom Behavior
Trouble-Shooting Reward Programs: A Teacher's Guide
Transforming Schools from Bully-Havens to Safe Havens
Best Practices in Mathematics
School-Wide Strategies for Managing Reading
Applied Math Problems
Breaking the Attention-Seeking Habit: The Power of Random Positive Teacher Attention
The Good Behavior Game
Victims: Preventing Students From Becoming 'Bully-Targets'
Math Problem-Solving: Combining Cognitive & Metacognitive Strategies in a 7-Step Process
Bullies: Turning Around Negative Behaviors
Creating Reward Menus That Motivate
Points for Grumpy
Bystanders: Turning Onlookers into Bully-Prevention Agents
Finding the Spark: More Tips for Building Student Motivation
Encouraging Student Academic Motivation
Teacher Behavioral Strategies: A Menu
Establishing a Positive Classroom Climate: Teacher Advice
Talk Ticket
Positive Peer Reports
Preventing Graffiti and Vandalism
School-Wide Strategies for Managing Mathematics
What Every Teacher Should Know About Punishment Techniques and Student Behavior Plans
Strategies for Working With Emotionally Unpredictable Students
Integrated Writing Instruction
Managing Test Anxiety
Entertaining Ideas for Educating Students
Working With Defiant Kids
Breaking the Attention-Seeking Habit
Guided Notes
Reducing Problem Behaviors Through Good Academic Management
Creating Safe Playgrounds: A Whole-School Approach
Paired Reading
Strategies for Managing Defiance and Non-Compliance
Extending Learning Across Time & Space
Forced-Choice Reinforcer Assessment: Guidelines
Response Effort
Smooth Classroom Traffic
Strategies to Prepare Classrooms for Substitute Teachers
Effective Teacher Commands
Respectful Classroom
Establishing a Positive Classroom Climate
What Teachers Need to Know About Annual & Triennial Reviews
Training and Working with your Assistant Teachers and Paraprofessionals
Error Correction & Word Drill Techniques
Study Skills Package
Homework Contracts
Classwork & Homework
Finding the Spark: Tips for Building Student Motivation
Dodging the Power-Struggle Trap
Introducing Academic Strategies to Students
Group-Response Techniques
School-Wide Strategies for Managing - HYPERACTIVITY
School-Wide Strategies for Managing.......BUS CONDUCT
Behavioral Contracts
Determining Measurable Annual Goals in an IEP
Parent Teacher Conference - 10 Strategies
Behavioral Interventions - ADHD Students
Understanding Extended School Year Services
Accommodating All Students: 'Classic' Ideas That Teachers Can Use to Diversify Classroom Instruction
School-Wide Strategies for Managing OFF-TASK / INATTENTION

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5 Homework Strategies For Your Child With Special Needs

Boy Study with laptop with his mother in his back teaching

Let’s face it – homework can be tough, even without a disability presenting an obstacle to learning success, and it doesn’t get any easier the older your child gets. Parenting a child with special needs is a learning experience for all involved, and can be frustrating without the right tips and tricks at your disposal.

Reading up on your child’s specific disability and needs will give you much-needed insight into what accommodations they will require in order to learn at their own pace, in their own way. There are some definite strategies for dealing with your child’s homework load, and they are both simple and effective.

1. Keep work organized with a homework calendar.

A child with special needs often needs a little more structure and guidance than others, which is why it’s important to keep a visual reminder of your child’s work handy at all times. A homework calendar allows your child to see when work was completed and turned in, when it was completed and forgotten to be turned in, and whether or not the homework was completed but turned in late. Try this simple method to get started:

• Use an existing calendar or print individual pages and keep them next to the area where homework is completed. • Let your child pick out a few crayons or markers that will represent different areas of homework completion • Use one color to indicate on the calendar day that homework was incomplete, perhaps a red or black. Another color would indicate homework was done and handed in on time, and two colors together could mean it’s been completed but was turned in late.

This helps your child see their progress and gives them a specific goal to reach that is defined by both of you at home, i.e. 4 out of 5 days complete and turned in, etc. Keep the calendar pages together in a binder so you can track progress as time goes on.

2. Help ensure the assignments are clear and concise.

Communication with the school or educator(s) is vital to your child’s homework success, and needs to be kept up on a weekly basis. Completing school assignments at home should mimic the work performed in the classroom, and should not put any undue stress on the child with special needs. Speak with the teachers to ensure your child’s homework suits their individual abilities, and help define homework goals at home. If your child is given five pages of work to do, set reachable goals such as two pages every 30 minutes or a five-minute break between each project. Breaking the work up into bite-sized, manageable goals can foster an environment of attainable achievement.

3. Define their study skills.

How to study and complete work in a timely manner are two skills that students often tend to leave at the classroom door on their rush to get home at the end of the day. It’s important to make sure your child with special needs knows how to complete their homework in such a way that it translates back into school life, as well. Here are some tips:

• Make sure you have a designated area that’s just for homework, so your child knows where to go every day without question. • Keep all of your child’s school supplies in the homework area, as well as the homework calendar. Ease of access is one way to ensure work is being completed on a daily basis. • Implement a system of double-checking and reassurance before allowing your child to turn the work in at school. A fresh set of eyes helps catch any mistakes before they leave the house. • Show your child with special needs how to take notes, especially if studying for an exam. Make it work to their advantage with a format that’s easy for them to understand and use on their own.

4. Don’t be afraid to employ technological strategies.

Sometimes low-tech tools are the best option for homework success, such as a piece of paper with a hole cut out so your child only sees one problem or word at a time, and other times you might need to pull out the big guns. There is a world of sophisticated technology out there to help your child with special needs learn in their own way, and it can be surprisingly affordable. From special devices such as the AlphaSmart, which is a battery-operated portable word processor, to software programs like Kidspiration that help break down word and number concepts in an easy-to-understand manner.

For a child with special needs who has trouble with motor skills, you can try using raised line paper to give them a visual indicator of where the words go, or you might want to try pencil weights to help a child press a little harder in order to get the desired results. There’s an entire world of technological help waiting for you, should you need it.

5. Have patience.

It can be frustrating explaining the same concepts over and over to a child with special needs, but the key to everyone’s peace of mind is patience. Losing your temper will only hamper homework progress, and might even shut your child down to the process. It’s important to know that they didn’t ask to be different, so just take a deep breath and keep the bigger picture in mind – learning success.

The homework strategies you employ to help your child with special needs complete their work should be tailored to the child’s unique abilities, and will not fit into a standard model. Every accommodation should be made to ensure children are working in a safe, distraction-free environment that’s full of love and support, not to mention the tools they will need on a daily basis. Parenting a child with special needs is a challenge, but one that doesn’t have to be frustrating; with the right tips and tricks up your sleeve, you will be able to help your child achieve more you could ever believe!

Alternatively, many parents are turning to special education tutoring to give their child the tools and assistance needed to maximize academic success. Special Education Resource was created specifically for children with special needs and their parents. All of our tutors are trained in special education and understand how to break down the curriculum your child is learning at school in a way that maximizes their learning potential.

Every little bit helps your child on their path to success. Knowledge and understanding reign in the world of special education.

Luke Dalien

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Homework Planners for Students in Special Education: Building Organizational and Time Management Skills

Stephanie Torreno
Categories : Inclusion strategies for mainstreamed classrooms
Tags : Special ed information for teachers & parents

As more students with disabilities are being taught in typical classrooms, completing homework becomes even more important. Teachers assign homework to monitor students’ progress, provide learning reinforcement, and improve study and organizational skills. Just as students may need accommodations in the classroom, they may also need homework accommodations. Aside from other homework modifications, students who receive special education can benefit from homework planners to help them stay organized, track assignments, and locate information from school to show parents.

How to Use Homework Planners

To complete homework assignments, students with disabilities often need help with keeping organized. Students benefit from using calendars, lists, and other tools to organize their activities, just as adults do. A homework planner, for example, can assist students with disabilities in keeping track of assignments. Planners can also be useful in increasing communication between teachers and parents if space is provided for written messages. To use these planners as an effective tool, students should be taught how to use them.

Teachers can lead students in using homework planners by having students create their own calendars. On this calendar, each page should reflect one week of study. Calendars should have ample space for students to fill in homework assignments and include a column for parent-teacher communication. To personalize their planners, students should illustrate or decorate a cover for the calendar using card stock or construction paper.

To make effective use of their planners, students should be taught to graph the days they completed and returned homework. Students should record each day they completed and returned their homework on a chart by using the following rules:

Color the day’s square green when homework is completed and returned.

Color the day’s square red when homework is incomplete.

Color half the of the day’s square red and the other half yellow when homework is late.

The Benefits

This strategy has been associated with improved homework completion rates and a better sense of responsibility. For extra incentive, teachers can develop a reward system for completing assignments. Students who met success criterion should receive a reward at the end of the week, such as extra recess time. Some students with behavioral challenges may need more frequent rewards.

Older students who receive special education services can adapt homework planners to fit their needs. Students can add their own homework tips or remind themselves of how to best use their study time. Teachers or parents might ask students to note how long specific assignments took to complete. Whatever an individual’s needs may be, a homework planner should serve the student in ensuring assignments are completed and do what they are intended to do - improve learning.

Life Skills
Language Arts

Distance / Home Learning Packets and Strategies for Special Education

Give Suggested Learning Activities:

Send Home Packets:

Print by level (there are 3 levels for beginning learners in both the life skill math and journal sets and 2 levels for the reading comprehension)
Staple together
Send (or mail or email*) home with your students

https://www.teacherspayteachers.com/Store/Breezy-Special-Ed/Search:%23homepacket?fbclid=IwAR2GinA8eW-bXhFLXnoZfOJpPmQ7pIHzXyY8XiwSWcIhe-fP38nQVVRsQZM

Google Classroom:

Online Resources:

Brain Pop and Brain Pop Jr. free during school closures: https://go.brainpop.com/accessrequest
Storyline Online (always free): Books read out loud by authors / famous people: https://www.storylineonline.net/
Scholastic: https://classroommagazines.scholastic.com/support/learnathome.html
Learning A-Z: https://accounts.learninga-z.com/accou.../marketing/trial.do
Accessibyte makes fun, funky, fully accessible apps for users who are blind, visually impaired, deaf, dyslexic, or have other reading difficulties: https://www.accessibyte.com/stay-safe

Explaining COVID-19:

what COVID-19 is
how to prevent
what might happen if schools close

Visual Schedules:

What else are you doing to prepare your students?

27 comments.

We use Google Classroom for kids in kindergarten and I will encourage parents to use it too when kids are sent home because of school closures. Also I send home noprep activities so that parents could use it with kids to practice reading and writing.

When I click for the digital resource it says 404 not found

Sorry, the link has been fixed!

How do I use google classroom

Here's a great tutorial on how to set it up! https://support.google.com/edu/classroom/answer/6072460?co=GENIE.Platform%3DDesktop&hl=en

Lots and lots of YouTube tutorials. Please pair with Google Forms!

I have a 4 in half year old will this work with him or be to hard

I have a 4.5 year old too!! Personally, we are doing fun theme days (like for example, today is green), but I'm not too concerned about academics for him. Just trying to make sure we get time to go outside and be creative! Feel free to follow me at @breezymotherhood on instagram as I share more ideas about what we are doing at home :)

TRYING TO GET IT AND IT IS NOT ALLOWING ME...

which one are you having issues with?

Thank you so much for sharing, very helpful!

http://wiredinternational.org/global-health/coronavirus-threat-key-topics-in-infection-control/

Do you have any science or social studies packets

Not a ton, but I do have some on: Outer Space: Us History: https://www.teacherspayteachers.com/Store/Breezy-Special-Ed/Category/US-History-266967>

Sorry, space link here: https://www.teacherspayteachers.com/Store/Breezy-Special-Ed/Search:outer+space

https://www.virtualnerd.com/ Virtual Nerd is a great resource for middle/high school math. I like the how the videos are clear and without any distracting backgrounds.

Is there a certain program you use to create the pdfs? Im thinking of doing these individualized to their IEPs

I use PowerPoint to create the slides and Adobe Pro to add the links!

Thank you because you have been willing to share information with us. we will always appreciate all you have done here because I know you are very concerned with our. hsc change routine 2020

This comment has been removed by a blog administrator.

Which grid template did you use for the visual schedule?

Sorry so that was actually two of the daily schedules combined. (I had to put them like that to work for Instagram!) But for a schedule at home I would just take the two, cut and tape together to make a longer schedule. Hope that helps.

https://afirm.fpg.unc.edu/supporting-individuals-autism-through-uncertain-times

Hello, I have downloaded some of your amazing social stories about covid-19. In your copyright section it states not to share as an e-mail or on our personal websites. I am using a google site to communicate with my students. Can I share it on my site or no?? If no how do you suggest give parents access to them to share with their child? Thanks!

Sorry about that. Yes you may share. I used my usually TOU without considering the circumstances but definitely plan on you sharing with parents however you need to :)

Amazing!!! Thank you so much! You are making my job so much easier!

Thank you for sharing. So wonderful, my district SPED admin. shared. Great of you to share in these uncertain times.

Hi! I'm Brie

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How I’m making peace with my son’s IEP
Educational therapy: What you need to know
8 multisensory techniques for teaching reading
How occupational therapists help kids who struggle with motor skills
How to help if English language learners are struggling in school
The teacher isn’t following my child’s IEP. What can I do?
9 steps to take if the IEP eligibility meeting doesn’t work out
Amanda Morin wants to “level the playing field” for parents
Can an IEP or 504 plan include something about getting emotional support at school?
I can’t take off work to go to the IEP meeting. What should I do?
Public, private, and charter schools: How they compare
Would my child be better off at a charter school?
Do colleges view 504 plans as better than IEPs when students apply to college?
11 tips on informal negotiation strategies
What’s the difference between RTI and MTSS?
Parent-teacher conferences: How to get ready for your next meeting
8 steps to take if your child is facing disciplinary action
Printable back-to-school downloads
What does it take for instruction to be “evidence based”?
The difference between IEP meetings and parent-teacher conferences
Does my child need to be evaluated to get a 504 plan?
Download: Sample letters for dispute resolution
What is structured literacy?
Distance learning toolkit: Key practices to support students who learn differently
How to use culturally responsive teaching in the classroom
What conditions qualify for a 504 plan?
The first assistive technology I recommend to parents
Not an IEP or a 504 plan — it’s our mediation agreement
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Teachers weigh in: What I wish parents asked at parent-teacher conferences
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Deciding on an evaluation: 5 common questions
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“Stay put” rights: What they are and how they work
10 things for teachers to know about English language learners
Who ensures schools follow special education law?
How does optical character recognition help kids with reading issues?
Download: Sample letters for requesting evaluations and reports
Emergency contact information for students: Why it’s important
State academic standards: What you need to know
The school evaluation process: What to expect
Finding out if your child is eligible for special education
Special education teachers: A guide for families
Parent training centers: A free resource in your state
How to get an IEP
4 challenges of English language learners who learn and think differently
5 options for resolving a 504 plan dispute
What to include in a state complaint for IEP dispute resolution
SAT or ACT? How to know which is best for your child
Questions to ask about online schools
FAQs about tutoring for kids who learn and think differently
How to get a free or low-cost private evaluation
Checklist: What to look for on a grade school visit
My child is falling behind in school. Now what?
6 myths about 504 plans
What is occupational therapy?
Individualized instruction vs. differentiated instruction
What is instructional intervention?
How schools monitor student progress
The difference between tutoring and academic coaching
Social Thinking: What you need to know
What to double-check on your child’s IEP
FAQs about having your child attend IEP meetings
Can a student with a 504 plan get a transition plan?
What to expect at a due process hearing
6 strategies to teach students self-regulation in writing
7 tips for talking to your child’s teacher about sensory processing challenges
FAQs about school evaluations
504 plans and your child: A guide for families
6 steps to request a free school evaluation
6 things to do if you’re denied early intervention
What to expect at a resolution session
4 worries I had when my son’s IEP ended
Assistive technology: Questions to ask the school
Do charter schools have to give accommodations to kids who learn and think differently?
9 examples of assistive technology and adaptive tools in school
Is online tutoring a good option for my child?
What research supports Orton–Gillingham?
Are my child’s struggles serious enough for an evaluation?
Someone on my side of the IEP table
9 tips to make the most of your parent-teacher conference
Not too late: A high school IEP for my daughter
What is an evaluation for special education?
Will the school provide a translator at an IEP meeting if I need one?
Does my child need to be evaluated to qualify for SAT test accommodations?
3 tiers of RTI support
How a student with dyslexia changed my teaching career (and my life)
9 reasons kids might refuse to use accommodations
Are evaluations for IEPs and 504 plans different?
Can I refuse to let the school evaluate my child?
Learning about evaluations
6 benefits of having your child evaluated
Different terms you may hear for evaluations
Why your child’s school may deny your evaluation request
I disagree with the school’s evaluation results. Now what?
Who pays for assistive technology? Parents or schools?
What to expect at an IEP eligibility determination meeting
Why second evaluation results may differ from first ones
Prior written notice: Your right to hear about changes to your child’s IEP
Classroom accommodations for developmental coordination disorder
FERPA: Protecting your child’s records
5 tips to learn how to use an assistive technology tool
Download: Back-to-school update for families to give to teachers
Toolkit for teachers: Navigating IEPs
Deciding on homeschooling? 3 things to consider
To be Black in America with a learning disability
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6 phrases to use when asking your professor for support
5 myths about English language learners (ELLs) and special education
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Dyslexia testing results: What they mean for instruction and supports
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8 tools for kids with dysgraphia
Our community weighs In: Crying at IEP meetings
9 tips to help military families navigate the system
5 watch-outs when you’re choosing a school for your child
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What can I do if the school is moving too slowly with an evaluation?
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5 conversation starters for discussing an evaluation report with teachers
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How I got over my fear of AP statistics (and passed!)
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Sample letter: Requesting your child’s school records
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How to keep your child’s services in place during a dispute
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Independent educational evaluations (IEEs): What you need to know
FAQs about specialized math instruction in grade school
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6 tips for creating your child’s IFSP
5 things to do before an IEP meeting
IEP and special education terms
Summer learning programs for kids who learn and think differently
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Questions to ask about the school’s reading instruction
What happens when you switch schools during the evaluation process
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Are kids with ADHD covered under IDEA?
The most important thing to remember before your next IEP meeting
How RTI monitors progress
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Printable tools to help manage your child’s IEP
6 steps for requesting your child’s school records
Alternate assessments: What you need to know
Common accommodations and modifications in school
What is Orton–Gillingham?
What is an IFSP?
What is Accelerated Reader?
What is multisensory instruction?
What are remedial programs?
Unilateral placement: Moving from public to private school
Classroom accommodations for auditory processing disorder
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How speech-language pathologists work with kids
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When choosing apps to help your child with schoolwork, keep this tip in mind
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What is a reevaluation for special education?
Checklist: Questions about colleges with special programs
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Private evaluations: What you need to know
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5 things to do after an IEP meeting
5 things to do during an IEP meeting
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5 reasons parents play a key role in the IEP process
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Understanding evaluation results and next steps
What is assistive technology?
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Getting an IEP for your teen

Grades 6-12
School Leaders

Creative Ways to Use Graphic Novels in the Classroom! 🎥

140+ IEP Accommodations Every Special Ed Teacher Should Bookmark

Plus a free printable list.

Printable sheets listing IEP accommodations for students.

Accommodations may be buried in an IEP —usually listed after the specially designed instruction and service time—but they’re important. Accommodations are all about how a child with a disability accesses the general curriculum. When provided thoughtfully, accommodations make all the difference for students who need a different way of accessing information, making grade-level progress, and showing what they’ve learned.

Here’s our comprehensive list of IEP accommodations you can use to design each student’s plan. Use this list and what you know about the student to design a plan that works for them. There is no right number of accommodations, but each accommodation should help the student and not overwhelm them.

Plus be sure to fill out the form on this landing page to get a free printable list of all the accommodations below. Save and/or print it to reference throughout the year.

IEP Accommodations for Students With Learning Disabilities

This is a list of accommodations that could be helpful for most students with IEPs. Start here when planning accommodations for a student who has a learning disability, and use this list for additional accommodations for students with other disabilities depending on their profiles and needs.

Provide instructions orally
Provide text on audio tape
Reduce the number of items per page
Provide a designated reader
Allow for verbal responses (could be talk-to-text or a scribe or a tape-recorded answer)
Permit responses to be given via computer
Frequent breaks during independent work (once every 5 minutes, for example)
Present work in chunks (break a longer assignment into manageable chunks)
Provide a way to block extraneous information on classwork (a blank sheet of paper to cover sections that the student is not working on, or a window to show one math problem at a time)
Provide additional practice for core skills
Provide a content area glossary or reading guide (for older students)
Repeat directions
Paraphrase directions
Have student restate directions
Provide frequent check-ins to ensure the student is on task
Provide assignments with the most important aspects highlighted
Provide assignments with problems ordered from least to most difficult
Provide models of completed or exemplar assignments
Provide extra time to complete in-class assignments
Provide preferred seating (near the teacher, away from distraction)
Provide visuals alongside verbal information (writing directions on the board and stating them, for example)
Allow use of a calculator on math assignments
Reduce homework assignments
Provide textbooks and materials for at-home use
Provide a study carrel
Provide extra visual or verbal cues and prompts

IEP Accommodations for Testing

Permit responses to be recorded in a test booklet
Frequent breaks (every 10 minutes, for example)
Extend allotted time (by 60 minutes or double the time permitted for the test)
Untimed testing
Test in a separate location
Testing in small groups (less than 10 students)
Testing in a one-on-one setting
Administer the test in several sessions or across several days
Allow students to take sub-tests in different orders
Administer a test at a specific time of day
Provide extra paper or space for writing
Allow choice of test format where applicable
Allow open-book or open-note tests
Highlight key directions
Provide study guide prior to the test
Read test or read directions aloud to student
Preview test procedures
Rephrase or simplify test wording and/or directions

IEP Accommodations for Students With Dyslexia

Printable sheet listing IEP accommodations with dyslexia.

In addition to the accommodations for learning disabilities, these accommodations are also good for students with dyslexia.

Provide audiobooks
Clarify or simplify written directions
Highlight written directions on worksheets and assignments
Provide guided notes
Provide printed notes before the lesson
Highlight essential information in a reading or textbook
Provide study sheets
Provide teacher notes
Post visuals in the classroom
Use large print on handouts and in texts
Provide text-to-speech software
Pre-teach new concepts and vocabulary
Provide advance organizers to support following along with the lesson
Read instructions out loud
Read instructions step-by-step
Check in frequently to monitor work progression
Arrange work from simplest to most complex
Do not include reading fluency in grading

IEP Accommodations for Students With Dysgraphia

Provide guided or pre-copied notes
Provide a graphic organizer to support note-taking and organization
Provide choices for how the student presents information (selecting from options, underlining answers)
Provide extra space for writing responses
Allow student to write on a whiteboard or tablet writing app
Provide a specific type of writing paper to support handwriting
Allow student to complete writing assignments early
Allow student to type assignments rather than handwrite
Remove “neatness” or “handwriting” from grading criteria for writing assignments
Provide worksheets with all problems provided so the student doesn’t have to copy any work to their worksheet
Provide a model or reference sheet for letter formation
Allow use of a spellchecker
Do not grade spelling for handwritten assignments
Permit student to turn paper sideways for math assignments
Provide pencil grips
Permit student to write in different colors

IEP Accommodations for Autistic Students

Provide visual supports (schedules, first-then strips, checklists, directives)
Limit oral language when presenting directions
Use reinforcements (token board)
Pair verbal directions with visuals
Provide social stories
Provide social supports
Provide an organization system
Limit distractions in the classroom (e.g., number of posters on the walls)
Provide assistive technology (low- to high-tech)
Allow use of fidgets
Allow flexible seating (wobble stool, standing, rocker)
Provide access to a calming corner or sensory room
Provide extra breaks and movement
Schedule movement breaks
Allow extended processing time
Provide sentence or paragraph starters
Provide a self-editing checklist
Provide lists to support writing or math work (transition word list, math operations word list)
Provide access to noise-canceling headphones

IEP Accommodations for Students With ADHD

Provide use of assignment book or calendar for organization
Allow flexible deadlines for assignments
Provide checklist to stay organized
Provide a table or desk divider to support focus
Allow submissions of revisions or corrections
Provide extra processing time or additional wait time to process information
Provide support in desk organization
Support time management (provide reminders and cues)
Provide immediate feedback
Seat student near peer models
Limit repetitive tasks when a student has demonstrated mastery of a skill
Break tasks into smaller segments
Provide a visual timer during work time
Provide frequent breaks
Provide movement breaks
Provide tools to help with organization (e.g., colored folders)
Provide clear, positive feedback for expected behavior

IEP Accommodations for Students With Emotional Disabilities

Break tasks into smaller chunks
Allow opportunities to use a pass to have a break from work
Offer choice in how students access and present material
Frequent check-ins with teacher
Use a nonverbal cue to communicate negative behavior
Provide immediate feedback on behavior and work
Provide seating near a positive role model
Provide a seating assignment for classes and lunch
Provide visual of the daily routine
Provide a quiet corner in the room to calm down

IEP Accommodations for Students With Visual Impairments

Provide text in large print (their assessment will determine the size of the text)
Provide notes and text in braille
Provide verbal descriptions of visual aids
Provide computer with optical character reader and voice output
Provide magnification devices
Provide screen reader software
Preferred seating (near instruction or with access to materials)

IEP Accommodations for Deaf Students or Students With Hearing Impairments

Printable sheet listing IEP accommodations for students with visual and hearing impairments.

Provide special acoustics (like an audio amplifier)
Provide sign language interpreter
Provide a notetaker
Provide scribe to record responses
Provide teacher-created notes
Provide speech-to-text
Provide an assistive listening system
Provide preferential seating
Provide captioning and captioned media

Get Your Free IEP Accommodations Printable List

Just fill out the form on this page to get instant access to a free printable with all the IEP accommodations listed above. It’s perfect to save or print for reference.

How do you select the perfect IEP accommodations? Share with other educators in the We Are Teachers HELPLINE group on Facebook .

Plus, check out iep accommodations vs. modifications: what’s the difference, you might also like.

IEP Accommodations vs. Modifications: What’s the Difference?

Plus, how to provide them in the classroom. Continue Reading

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special education

Introduction

Ideally, schooling at the elementary and secondary levels should be designed for all students. In practice, instruction is planned for the majority of students, and most are able to learn with little difficulty. Some students, however, can only learn to read, write, do mathematics, work, and get along with others by receiving special help. These students are classified as exceptional children because there is a significant difference between their performance and that of typical children their age resulting in the need for special instruction or assistance.

In the United States almost 14 percent of all public school students age 3 through 21 receive special education (also called special needs education) and/or related services. They need special teaching and other types of support to help them learn and prepare for adulthood. This need stems in most cases from general or special learning difficulties resulting from physical or emotional impairment, from communication problems, or from social maladjustment. The exception in this classification is the unusually gifted child. Students of especially high intelligence also may need special teaching or support to expand and use their capabilities to the fullest extent.

Historical Background

Modern special education got its start in Spain during the 16th century with classes for the deaf. Pedro Ponce de León was able to teach deaf students to speak, read, and write. A successor of León, Juan Pablo Bonet, adopted the same methods and published a book on the subject in 1620. The success of teaching the deaf in Spain soon roused interest in the problem throughout Europe. In 18th-century France a priest named Charles-Michel de l’Épée developed a sign language for the deaf for use both as a means of teaching and for ordinary conversation.

Attempts to educate the blind were not undertaken until the end of the 18th century. The first outstanding teacher was Valentin Haüy of France. He opened an institute for blind children in Paris in 1784. Following his success, similar schools were established over the next 25 years in Liverpool, Vienna, London, Berlin, Amsterdam, Zürich, Stockholm, Boston, and New York City.

Attempts to teach the intellectually disabled (then referred to as mentally retarded) also started in France, but not until the early 19th century. Physician Jean-Marc-Gaspard Itard devoted much time and money to teaching the deaf. His now-classic book, The Wild Boy of Aveyron (1807), tells how he succeeded in educating an “uncivilized” 11-year-old boy who had been found living in a forest. Édouard Séguin, a French psychiatrist, took up Itard’s work. He opened a school for the intellectually disabled in 1839 that became internationally known. In 1848 he immigrated to the United States and founded the Séguin Physiological School in New York City.

In the United States the first public school program for children with learning handicaps was a class for the deaf in Boston in 1869. This was followed in 1874 with a class for difficult and truant boys in New York City and a class for the intellectually disabled in Cleveland, Ohio. A few years later classes for the blind and the physically handicapped opened in Chicago, Illinois. During the early part of the 20th century, special education became more common in schools across the United States. It usually consisted of separate classes or special schools for the handicapped.

The White House Conference on Standards of Child Welfare in 1929 helped make education for the handicapped a national priority, although the Great Depression and World War II delayed promotion of the effort. By the 1950s parents of intellectually and developmentally disabled children sought programs for these children in the public schools of all communities. The Elementary and Secondary Education Act amendments of 1966 established the first federal grant program for the education of children with disabilities at the local school level rather than at state-operated institutions. The amendments also set up a Bureau of Education for the Handicapped within what is now the Department of Education.

The Education for All Handicapped Children Act of 1975 mandated free, appropriate education for all children with disabilities, ensured due process rights, and required Individualized Education Plans (IEP) for every child with a disability. Shortly thereafter nearly every state legislature had passed laws requiring public schools to educate every handicapped child. In 1990 the law was renamed the Individuals with Disabilities Education Act (IDEA) and added autism to the list of categories eligible for special education. There have been adjustments made to the law, but IDEA remains focused on ensuring a free public education that meets the needs children with disabilities, protecting the rights of children with disabilities and their parents or guardians, assisting states and local agencies in providing for the education of children with disabilities, and evaluating and ensuring the effectiveness of education for children with disabilities.

Exceptional Learning Needs

Currently in the United States more than 6.5 million children are eligible for special education services. These children fall into several categories that are related to the child’s specific handicap or need. The categories include the special needs of children with unusually high intelligence as well as those with learning disabilities, speech or language impairments, intellectual disability, emotional disturbances, hearing and visual impairments, orthopedic impairments, autism, deafness-blindness, traumatic brain injury, and developmental disabilities. Many of these conditions do not necessarily involve a diminished capacity to learn, but they nevertheless require special teaching programs.

Learning Disabilities

Learning disabilities are neurological disorders stemming from a person’s brain being “wired” differently than the average. This means one or more of the psychological processes involved with understanding or using language is not working normally. The term covers perceptual disabilities, developmental aphasia (inability to produce or comprehend language), dyslexia (difficulty understanding written words), and brain injury. Most children with learning disabilities have trouble not only with the basic skills of reading and writing but also with reasoning and organizing information in meaningful ways.

Speech or Language Impairments

Speech or language impairments include delayed or slow speech, stuttering, and voice impairment. If an individual’s speaking ability differs from the average person’s enough to draw unfavorable attention to the speaker, it is a communication disorder that may require correction. Some children have articulation problems—that is, they fail to learn accurate speech sounds. Articulation difficulties can be corrected by special instruction unless they are caused by physical conditions such as cerebral palsy or a cleft palate, which may require surgery.

Intellectual Disability

Intellectual disability means having severely diminished general intellectual abilities accompanied by problems in adaptive behavior, and it adversely affects the ability to learn. It can have several causes stemming from genetic conditions, problems during pregnancy, problems during birth, and health problems. One of the most common causes of intellectual disability is a congenital (present from birth) birth defect that inhibits brain development. Down syndrome is one of the most serious such conditions and is caused by the presence of all or part of an extra 21st chromosome. The syndrome is characterized by certain physical attributes, such as flatter facial features and an upward slant to the eyes, as well as by malformations of the heart and kidneys and moderate to severe intellectual disability. A Down syndrome child’s life span may be shorter than normal, and the ability to learn varies, although many are able to attend school and to enjoy some of the same activities as other children.

The learning ability of the intellectually disabled is generally much below average. Some such children can benefit from schooling up to the level of an average child of from 9 to 11 years of age. They are able to adjust socially both at home and in society, and they can be trained in self-supporting occupations. Others may have more severe problems and need much greater care and support throughout their lives.

Emotional Disturbances

Emotional disturbances and behavioral disorders happen when some children are unable or unwilling to adjust to normal standards of human behavior. Their inability to learn does not stem from factors such as health, sensory problems, or below normal intellect. These children are unable to have normal relationships with other children or adults and often behave inappropriately. This type of disorder may result from mental problems ranging from simple anxiety to neurosis or psychosis, or it may be a matter of social maladjustment in which a child becomes aggressive and defiant of all authority. Emotionally disturbed children may be helped through counseling and therapy or may need special classes or special schools.

Hearing and Visual Impairments

Hearing and visual impairments indicate a loss in one or both of these senses and often require that children have special types of instruction. Impairment of eyesight does not include blindness or vision problems that can be easily corrected with eyeglasses. Visually impaired students require special teaching materials and methods, but they do not necessarily require classrooms separate from other children. A hearing impairment can be either a permanent or fluctuating loss of hearing but does not include deafness. Sometimes children with a hearing loss can benefit from the use of a hearing aid and can be schooled in regular classes.

Orthopedic Impairments

Orthopedic impairments range from skeletal system to neuromuscular disorders. They include congenital impairments such as a missing limb or clubfoot, impairments caused by disease such as bone tuberculosis, and other impairments such as cerebral palsy and amputation. Children with these disabilities often need devices such as wheelchairs, crutches, or artificial limbs to function.

Autism is a complex disability that affects a child’s ability to communicate as well as to hold successful social interactions. It is a developmental disability but was given its own category under IDEA . The autistic child is unresponsive, completely preoccupied with himself, and withdrawn from reality. Although there is no single known cause, the condition is usually evident before the age of three and can severely affect learning. The severity of the autism helps determine the best learning situation for the child. Recent research has shown an increasing prevalence of autism, which is bringing about more awareness, new research, and additional opportunities for support. Children do not “outgrow” this disorder, but early diagnosis and treatment can significantly help.

Deafness and Blindness

Deafness and blindness may exist from birth or happen as a result of an injury or illness. Blindness may range from a loss of vision that cannot be corrected by glasses or contact lenses to complete blindness where nothing is visible, including light. A blind child needs particular support, which may require special teachers and attending a school for the blind to learn how to live and function without sight. Deafness is defined for special education purposes as a hearing loss so severe that it inhibits communication even with devices such as a hearing aid. Children who are deaf also need specialized help. Learning a language is especially difficult because the deaf are never able to hear how sounds are formed. To such children, letters and words are only visual signs, and their schooling depends almost wholly on their eyesight.

Traumatic Brain Injury

Traumatic brain injury results from an external force damaging the brain. The result is a functional disability in one or more areas such as language, reasoning, memory, problem-solving, physical functions, motor abilities, and so forth. The severity of the injury usually determines the special needs of the child and the type of help and support required.

Developmental Disabilities

Developmental disabilities can be physical, cognitive, social, emotional, or in the area of communication. Nervous system disabilities, including Down syndrome, cause intellectual disabilities as well as learning and behavioral disorders. Cerebral palsy is the most common impairment of the nervous system. Because the disorder involves the body’s neuro-motor functions, it may cause difficulties in standing, walking, or talking. Physical coordination is diminished, and there may be deficiencies in eyesight, hearing, and speech. There need not be any loss of ability to learn, however. In fact, many people with cerebral palsy have successfully pursued professional careers. Cognitive impairment is characterized by severely below average mental ability and by limited ability to function in day to day living, school activities, and social situations. Children with developmental disabilities need a range of special education resources and support depending on the severity of the impairment.

ADHD (attention deficit hyperactivity disorder) is a neurological disorder that has had several names over the last hundred years, including ADD (attention deficit disorder) and brain damaged syndrome. It is not a specific category under IDEA, but children with ADHD can receive special education under other categories. ADHD is identified by problems with controlling behavior, paying attention, hyperactivity, and impulsiveness. It is estimated that 3–5 percent of children in the United States have ADHD, and treatment is often successful with a combination of medication and behavior therapy.

Gifted children demonstrate the capability for high achievement in areas such as specific academic fields, the arts, intellectual pursuits, or even leadership. They are children who need services and activities not provided through the normal classroom. Often gifted children learn to speak and read earlier in life than do other children. They remember more of what they read and develop larger vocabularies. The problem that educators face in dealing with gifted children is how to provide stimulating learning experiences so that the children do not become bored but are challenged to reach their full potential. Gifted programs in schools vary from allowing students to work on special projects to providing specific courses to having separate schools for the gifted. Gifted students frequently find it rewarding to spend time with others of high ability, regardless of age. They are sometimes admitted to college programs at an unusually early age because no other level of schooling is appropriate for them.

The Scope of Special Education

The goals of special education are the same as those of education for normal children—to teach each child up to the level of the child’s abilities. In some cases this means teaching the same material as is taught in regular classrooms. In other cases it may require tailoring the material to the abilities of the child or providing some type of assistive technology to enable the child to perform tasks that they could not do without help. For example, text-to-speech software helps children with a disability such as dyslexia or a visual impairment to hear text read aloud. Extra large computer monitors set for large type allow visually impaired students to see the same material as fellow students. Speech recognition software allows students with an orthopedic or a writing disability to put their words into text. Children who are handicapped by cerebral palsy or some other cause can learn normally unless they are affected by another disability. To help them cope with a school environment, however, they need special equipment—wheelchairs, modified desks, and some apparatus to help them take notes and manipulate classroom materials.

Serving children, and adults, with disabilities is a worldwide need. Every country has children with special needs, although meeting those needs varies greatly, especially in less wealthy areas of the world. In 1983 the World Institute on Disability was formed by and for people with disabilities to focus on issues and policies that directly affect individuals with special needs. Like other such organizations, the World Institute supports research and provides resources for international program development and disability inclusion.

No two children are identical—not even two with the same disability. It is necessary to diagnose each case more thoroughly than simply classifying a child in a particular category. Diagnosis is done through IQ testing and psychological evaluation. Medical personnel examine children with sensory, orthopedic, or neurological handicaps. Educational or psychological specialists can assess learning disabilities.

Parents are often the first to notice if their child differs from normal in activities and abilities. Sometimes it is school authorities who recognize a socially or emotionally handicapped student and alert the parents to their child’s disorder. Usually it is a combined effort among parents, educators, and doctors to diagnose a problem and determine a course of action. Specialists such as psychiatrists, clinical psychologists, and social workers can help determine the type of school program most suitable for a special needs student.

The Range of Programs

The ideal program for a special needs child is to be in a regular classroom with normal children for all schooling. The opposite extreme—for children who must have full-time care in addition to schooling—is to place the child in a residential institution.

Between these extremes is an array of possibilities. Closest to the ideal is the use of a regular classroom with the addition of special teaching assistants or specialists to provide individualized instruction. Sometimes, besides the regular classroom, there is a resource room that has special equipment for the visually or hearing impaired, the physically disabled, or the intellectually disabled.

In cases where the full-time use of a regular classroom is inappropriate, many schools offer part-time special classes. Some schools set up full-time special classes on the premises. Such classes for the gifted, the intellectually disabled, the blind or deaf, and children with other disabilities exist throughout the world. The advantage of full-time special classes is that they allow the child to live at home and attend a nearby school.

The next level is the special school, which may be a day school or a residential institution. Day schools are organized for one or more types of disabilities. Such schools exist in all parts of the world. Children who attend these schools live at home and are usually transported to and from school by bus.

For children who cannot obtain the schooling they require in their own communities, there are residential schools with dormitories. These schools are designed to serve children who do not have access to normal services or whose disability makes it difficult for them to adapt to a regular school. Residential schools for the blind, deaf, intellectually disabled, and physically handicapped are the most common. Similarly, some hospitals have schools for children who are confined for lengthy periods of time. This enables the children to keep up with their courses while away from home. For severely handicapped children there are residential hospitals supported by the state or by charitable institutions.

Mainstreaming and Inclusion

Two of the more current trends in special education are known as mainstreaming and inclusion. Mainstreaming is the placement of a special education student in one or more regular classrooms and generally assumes the student is capable of keeping up with the work. Inclusion is the more current term used to express the desire to educate each child to that individual’s maximum ability in the classroom environment. With inclusion, the support services needed by the child are brought to the classroom rather than taking the child out of the regular classroom to the special services. Inclusion requires that the child be able to benefit from being in the regular classroom and not necessarily keep up with the work. Full inclusion is the term used when all students, regardless of their disability, are in regular classes full time with all needed support and services provided in the classroom. There is some controversy in the field of special education over inclusion, exactly what it looks like, and how to implement it at the local school level.

In the United States the federal laws that govern special education do not require inclusion but emphasize that a significant effort must be made to find an inclusive placement for all children. It is estimated that almost 50 percent of children with special needs in the United States currently spend most of their school day in a regular classroom. Internationally, the challenge is significant, for more than 90 percent of children with disabilities in developing countries do not even attend school. In these countries children may suffer vision loss because of vitamin deficiencies, and many are injured or permanently disabled through armed conflict. Schools, if available in these countries, often do not have appropriate resources or trained teachers for the disabled.

Persons with learning difficulties may need special help after they finish school and become adults. Often they are able to live in a group-home situation where they have special kinds of support while maintaining some independence. They may need assistance with money management or in learning about employment opportunities. A job coach can help such a person learn about the world of work and can encourage employers to take a favorable attitude toward hiring people with disabilities.

Careers in Special Education

Because of the diversity of needs encountered in special-education programs, teacher training in colleges and universities tends to be specialized. Teaching the deaf or blind, for example, is such a demanding task that the student teacher must be prepared to take a heavy load of courses in a fairly narrow field of expertise. College students planning to be special education teachers normally major in education, with an emphasis on a single field, such as speech therapy or physical therapy. In addition to courses in education they will also take courses in the sciences related to the disability in their field of specialty.

Additional Reading

Bursztyn, A.M., ed. The Praeger Handbook of Special Education (Praeger, 2007). Byrnes, MaryAnn, ed. Taking Sides: Clashing Views in Special Education , 3rd ed. (McGraw, 2008). Cuddy, Andrew. The Special Education Battlefield: A Guide to the Due Process Hearing and Other Tools of Effective Advocacy (Ithaca Press, 2007). Gallagher, J.J. Driving Change in Special Education (Brookes, 2006). Kauffman, J.M., and Hallahan, D.P. Special Education: What It Is and Why We Need It (Pearson/Allyn and Bacon, 2005). Osgood, R.L. The History of Special Education: A Struggle for Equality in American Public Schools (Praeger, 2008). Turnbull, Ann, and others. Exceptional Lives: Special Education in Today’s Schools , 5th ed. (Pearson/Merrill/Prentice, 2007).

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Why Teachers of English Learners With Disabilities Need Specialized Training

English learners who are also identified as students with disabilities experience unique needs in K-12 schools—and their teachers need specialized, interdisciplinary training, experts say.

This dual-identified student cohort accounted for 15.8 percent of the total English-learner population in fall 2021, according to the updated federal data . Students with disabilities, in general, represented 14.7 percent of total public school enrollment that same year.

At Education Week’s June 20 K-12 Essentials Forum focusing on innovative approaches to special education , Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy nonprofit Intercultural Development Research Association, or IDRA, shared insights on what kind of teacher training best serves dual-identified students.

Integrated teacher training is needed for English learners with disabilities

When working with English learners with disabilities, teachers need to understand how students acquire language and how that works concerning their special education needs, Piñón said.

For teachers to do this effectively, they need comprehensive training that goes beyond standardized training focused either on bilingual education or special education.

“It has to be this cohesive idea,” Piñón said. “It’s an integrated training that equips our teachers with the skills and the knowledge that they need to effectively support our dual-identified English learners with disabilities.”

Such training requires a specialized curriculum that combines coursework. It should address how teachers can simultaneously work with students at different language-level proficiencies and those with different disabilities. For instance, what does instruction look like for an English learner with cerebral palsy that comes from a Mexican-American home? How is that similar or unique from another student in class?

This training must also be rooted in cultural competency allowing for students’ cultural backgrounds to be celebrated and included in the classroom, Piñón added.

Interdisciplinary teacher training programs need to be scaled up

Even as Piñón spoke of how specialized, comprehensive training can better support the multi-faceted needs of English learners with disabilities, she acknowledged a major barrier for teachers seeking to access such training: a scarcity of these programs.

Certification programs exist for bilingual education, and separately special education, but programs don’t often intersect.

Piñón, who is based in Texas, noted that Texas Christian University implemented a teacher-training program in the past two years where all graduates have to be certified in both special education and bilingual or English-as-a-second-language education, though such requirements are rare.

Legislators in the Lone Star state did pass House Bill 2256 in 2021 promoting a bilingual special education certificate for the state of Texas, but implementation is still in the works, Piñón said.

Even as higher education institutions scale up any programming that prepares teachers working with such this intersectional student population, Piñón hopes such programming is made affordable and geographically accessible to teachers.

Current teachers can collaborate across departments

Educators don’t need to wait on specialized training to offer comprehensive support for English learners with disabilities.

Existing special education, English-as-a-second-language teachers, and general education teachers alike can strategically collaborate to ensure students’ needs are being met across the school day. Whether that’s through monthly or quarterly meetings, Piñón said districts need to invest in giving teachers time to come together and share insights.

Specialized teacher training for working with English learners with disabilities also needs to prepare teachers on how to work with various team players, including speech pathologists, English-as-a-second-language experts, and special education teachers, Piñón said. That includes working together in discussing how to best use emerging technologies, such as artificial intelligence tools , with students.

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State	Meets Licensure Requirements	License Title	Last Reviewed
Alabama	N/A	None found	May 30, 2024
Alaska	No	Initial Teacher Certificate, Emotionally Disturbed (Varies)	May 30, 2024
American Samoa	N/A	None found	May 30, 2024
Arizona	N/A	None found	May 30, 2024
Arkansas	N/A	None found	May 30, 2024
California	No	Preliminary Credential, Emotional Disturbance: Added Authorizations in Special Education (P-12)	May 30, 2024
Colorado	N/A	None found	May 30, 2024
Connecticut	N/A	None found	May 30, 2024
Delaware	N/A	None found	May 30, 2024
District of Columbia	No	Standard Teacher Credential, Categorical Special Education: Emotional Disturbance (P-12)	May 30, 2024
Federated States of Micronesia	N/A	None found	May 30, 2024
Florida	N/A	None found	May 30, 2024
Georgia	Yes	5-Year Induction Certificate, Behavior Disorders (P-12)	May 30, 2024
Guam	N/A	None found	May 30, 2024
Hawaii	N/A	None found	May 30, 2024
Idaho	N/A	None found	May 30, 2024
Illinois	N/A	None found	May 30, 2024
Indiana	N/A	None found	May 30, 2024
Iowa		Initial Teaching License, Instructional Strategist II: Behavior Disorders/Learning Disabilities (K-12)	May 30, 2024
Kansas	N/A	None found	May 30, 2024
Kentucky	No	Provisional Certificate or Statement of Eligibility (if not employed), Exceptional Children-Learning and Behavior Disorders (Primary-12)	May 30, 2024
Louisiana	N/A	None found	May 30, 2024
Maine	N/A	None found	May 30, 2024
Maryland	N/A	None found	May 30, 2024
Massachusetts	N/A	None found	May 30, 2024
Michigan	No	Standard Certificate, Special Education: Emotional Impairment (PK-12)	May 30, 2024
Minnesota	Yes	Teacher License, Special Education: Emotional or Behavioral Disorders (K-Age 21)	May 30, 2024
Mississippi	No	Five Year Educator License, Emotional Disability (K-12)	May 30, 2024
Missouri	N/A	None found	May 30, 2024
Montana	N/A	None found	May 30, 2024
Nebraska	No	Initial Teaching Certificate, Special Education Behavior Intervention Specialist (Birth-Grade 12 or PK-6 or 7-12)	May 30, 2024
Nevada	N/A	None found	May 30, 2024
New Hampshire	No	Initial Certification, Special Education-Emotional and Behavioral Disabilities (K-12)	May 30, 2024
New Jersey	N/A	None found	May 30, 2024
New Mexico	N/A	None found	May 30, 2024
New York	N/A	None found	May 30, 2024
North Carolina	No	Initial Professional Educator License, Special Education: Behaviorally/Emotionally Disabled (K-12)	May 30, 2024
North Dakota	Yes	Out-of-State Reciprocal or Other State Educator, Special Education: Emotional Disabilities (K-12)	May 30, 2024
Northern Mariana Islands	Yes	Initial Educator, Basic I, Special Education-Behavioral Disorders/ Emotional Disturbances (K-12)	May 30, 2024
Ohio	N/A	None found	May 30, 2024
Oklahoma	N/A	None found	May 30, 2024
Oregon	N/A	None found	May 30, 2024
Pennsylvania	N/A	None found	May 30, 2024
Puerto Rico	N/A	None found	May 30, 2024
Republic of Marshall Islands	N/A	None found	May 30, 2024
Republic of Palau	N/A	None found	May 30, 2024
Rhode Island	N/A	None found	May 30, 2024
South Carolina	Yes	Initial Educator Certificate, Special Education: Emotional Disabilities (PK-12)	May 30, 2024
South Dakota	N/A	None found	May 30, 2024
Tennessee	N/A	None found	May 30, 2024
Texas	N/A	None found	May 30, 2024
U.S. Virgin Islands	N/A	None found	May 30, 2024
Utah	N/A	None found	May 30, 2024
Vermont	N/A	None found	May 30, 2024
Virginia	N/A	None found	May 30, 2024
Washington	N/A	None found	May 30, 2024
West Virginia	Yes	Professional Teaching Certificate, Emotional/Behavioral Disorders (K-6 or 5-Adult)	May 30, 2024
Wisconsin	N/A	None found	May 30, 2024
Wyoming	Yes	Standard Educator License, Exceptional Specialist â Behavioral & Emotional Disabilities (K-6 or 5-8 or 6-12 or K-12)	May 30, 2024

More From Forbes

The use of ai in education: understanding the student’s perspective.

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Tao Zhang, Head of Engineering at Caktus AI .

As artificial intelligence (AI) continues to make its inevitable way into education, there is a need to understand beyond the educators' perspectives in order to sufficiently capture how students interact and behave around this innovative technology.

Today, 60% of teachers use AI in their classrooms. As the founder of Caktus AI, an AI platform for students, I believe there is a relevant and consistent student perspective that educators should consider.

Students And High Trust In AI

Ever since the AI explosion in popularity back in 2022, it's been known and documented that AI can suffer from hallucinations—the generation of factually incorrect AI outputs. Inaccurate outputs may appear as false testimonials of historical events or just out-of-context responses.

However, during an internal user research effort from our 2.6 million users, we found that, on average, students rated AI's accuracy for school-related work at 7.2 out of 10. The score places high regard on the AI outputs students use for their work, at least from their perspective. Given how much students already trust and rely on AI, there is an opportunity to provide further support in their writing journey to ensure access to factual information.

Biden Says Supreme Court Immunity Ruling Sets ‘Dangerous Precedent,’ In Brief Remarks

Monday, july 1 . russia’s war on ukraine: news and information from ukraine, billionaire barry diller in potential takeover talks with paramount following skydance’s failed bid, report says.

Adverse skepticism toward AI information also comes from the models' data sources. Although generative AI players work hard on optimizations and infrastructural improvements, many still rely on generic data to train the models. Training with low-quality data can lead to inherited biases that every student should be aware of, according to MIT Sloan Teaching & Learning Technologies .

Many students also reported editing the output content from AI tools. Forty-one percent of students said they always edit AI-generated content, while only 3% stated they never do. Even though students are using these AI tools to help with their writing, editing the output remains an integral part of their writing process.

The inherent learning from these actions can still positively support their overall educational experience. With the educators' encouragement to double-check sources and data, I believe AI can positively influence students' writing journey.

Common AI Use Cases

Most use cases that students take advantage of are related to writing. However, other use cases to consider for students are as follows.

• General homework questions.

• Direct support in their research, explicitly finding academic sources.

• Inspiration and advice.

• Assistance with math problems.

• Clerical work (such as emails or scheduling).

• Coding help.

Another use case that can help students is language learning assistance. International students trying to learn English, or even English-speaking students trying to learn another language, use AI tools to a great extent to practice their vocabulary and chatting capabilities.

The feedback loop an AI tool can offer greatly supports language learners and can be considered for educators to incorporate into their classrooms.

Looking Ahead As AI Tools Mature

AI tools are not going anywhere anytime soon. As technology advances, educators' input on how students can use AI effectively can improve the overall learning experience. Both the AI industry and educators need to collaborate to ensure progress, considering the real-world impact of AI technology.

While many students already rely on AI for daily tasks, not all educators are enthusiastic about this technology. Many teachers believe AI is hindering students from learning fundamental skills in math, reading and writing. Indeed, the lack of safeguards to prevent misuse allows students to use AI to complete tasks effortlessly. To protect the learning experience, it is essential for educational AI applications to implement barriers that discourage plagiarism.

For instance, the research process should be simplified by retrieving relevant reference materials from extensive databases. This integration of factual information into students' essays can save time while ensuring their writing remains original and their understanding of the topic deepens. It can also help mitigate misinformation, ensuring students receive accurate and reliable information.

Giving educators the transparency to monitor how students interact with AI can help create an additional layer of protection against potential misuse. As education evolves with AI, there will be many similar opportunities to enhance the way students acquire and digest knowledge.

As this innovation will likely only grow, I believe it's important for educators to support their students' experience by minimizing research and ideation efficiency. When addressed strategically, AI can become another tool designed to make learning easier.

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Elektrostal

Our editors will review what you’ve submitted and determine whether to revise the article.

Elektrostal , city, Moscow oblast (province), western Russia . It lies 36 miles (58 km) east of Moscow city. The name, meaning “electric steel,” derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II , parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the production of metallurgical equipment. Pop. (2006 est.) 146,189.

Black children in Milwaukee deserve more than subpar education in MPS | Opinion

As we strive for educational equity, we must address not only classroom dynamics but also the broader societal factors contributing to these disparities..

With everything happening with Milwaukee Public Schools along with the Project 2025 proposal to abolish the federal Department of Education, I feel it's essential to share a piece I first started writing back in October. Throughout my years working within the Black community, I have seen firsthand how the education system often undervalues Black children, prioritizing funding over providing the quality education they deserve. This issue is especially pronounced for students facing additional challenges, such as coming from single-parent households, families with limited educational backgrounds or experiencing the loss of someone close due to violence.

The struggle for quality education is exacerbated by systemic factors, with children lacking essential reading skills being advanced to the next grade. I've observed a stark contrast in the education provided to the students I've worked with compared to children from private and suburban schools .

State regulations and curricula sometimes hinder our ability to offer the education these children truly need. Furthermore, there are those who misinterpret the "No Child Left Behind" Act, believing it means advancing students regardless of their understanding. I've watched students get tested in groups, not individually, to identify areas needing improvement. We must return to the basics.

The COVID-19 pandemic exacerbated inequities in education

The impact of the pandemic has only intensified existing issues, disproportionately affecting students without the luxury of additional parental support. Many parents, often working multiple jobs to make ends meet, find themselves unable to assist their children with homework or provide necessary educational guidance. This is not due to a lack of willingness but results from demanding work schedules and, in some cases, limited educational backgrounds. This deepens the educational divide as their counterparts with more involved or resourceful parents continue to progress.

Democrats should use billboards to spotlight 'horrible' votes on women's rights

As we strive for educational equity, we must address not only classroom dynamics but also the broader societal factors contributing to these disparities, ensuring that every child, regardless of their family's circumstances, has the support they need to thrive academically.

The frustration, insecurity, confusion and embarrassment experienced by these students are evident, especially when comparing themselves to their peers who read fluently. It's crucial to acknowledge that these struggles are rooted in systemic deficiencies rather than any inherent shortcomings on the part of the students.

Many African American students have found themselves in classrooms where non-Black teachers, driven more by loan obligations than a genuine passion for the students, contribute to their academic struggles. This reality means many educators are not driven by a genuine passion for our children but by financial incentives. For some, teaching Black children is seen as a good deed or an act of charity.

A return to fundamentals needed to boost student performance

In contrast to the United States, where educational disparities persist, other countries facing significant poverty prioritize education, resulting in students surpassing our eighth-grade standards. Witnessing sixth graders struggling with fundamental spelling and writing skills underscores the urgency of returning to a more traditional approach, emphasizing the basics.

They removed God from schools, and now officials in Texas and Florida are trying to remove Black history from school curriculums. At the same time, they want our kids to learn about myriad genders without providing a quality education. If you want to be outraged about something, be outraged about this.

Project 2025's proposal to remove federal oversight for Title 1 funds, which support low-income districts, and to abolish the Department of Education, will disproportionately impact our Black children. We must advocate for an education system that serves all children equitably and effectively.

Our Black children deserve more than a subpar education dictated by their community's economic standing. As educator Justin Tarte aptly notes, "Prioritizing relationships with students can foster a lasting impact, transcending a single academic year." It's time to stop denying Black children their right to a proper education and work toward a system that recognizes and addresses their unique needs.

Rubie Mizell is president of Our Youth Network and CEO of Tyla'Grace Publishing.

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Eastern Europe
Moscow Oblast

Elektrostal

Elektrostal Localisation : Country Russia , Oblast Moscow Oblast . Available Information : Geographical coordinates , Population, Area, Altitude, Weather and Hotel . Nearby cities and villages : Noginsk , Pavlovsky Posad and Staraya Kupavna .

Information

Find all the information of Elektrostal or click on the section of your choice in the left menu.

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Country
Oblast

Elektrostal Demography

Information on the people and the population of Elektrostal.

Elektrostal Population	157,409 inhabitants
Elektrostal Population Density	3,179.3 /km² (8,234.4 /sq mi)

Elektrostal Geography

Geographic Information regarding City of Elektrostal .

Elektrostal Geographical coordinates	Latitude: , Longitude: 55° 48′ 0″ North, 38° 27′ 0″ East
Elektrostal Area	4,951 hectares 49.51 km² (19.12 sq mi)
Elektrostal Altitude	164 m (538 ft)
Elektrostal Climate	Humid continental climate (Köppen climate classification: Dfb)

Elektrostal Distance

Distance (in kilometers) between Elektrostal and the biggest cities of Russia.

Elektrostal Map

Locate simply the city of Elektrostal through the card, map and satellite image of the city.

Elektrostal Nearby cities and villages

Elektrostal Weather

Weather forecast for the next coming days and current time of Elektrostal.

Elektrostal Sunrise and sunset

Find below the times of sunrise and sunset calculated 7 days to Elektrostal.

Day	Sunrise and sunset	Twilight	Nautical twilight	Astronomical twilight
23 June	02:41 - 11:28 - 20:15	01:40 - 21:17	01:00 - 01:00	01:00 - 01:00
24 June	02:41 - 11:28 - 20:15	01:40 - 21:16	01:00 - 01:00	01:00 - 01:00
25 June	02:42 - 11:28 - 20:15	01:41 - 21:16	01:00 - 01:00	01:00 - 01:00
26 June	02:42 - 11:29 - 20:15	01:41 - 21:16	01:00 - 01:00	01:00 - 01:00
27 June	02:43 - 11:29 - 20:15	01:42 - 21:16	01:00 - 01:00	01:00 - 01:00
28 June	02:44 - 11:29 - 20:14	01:43 - 21:15	01:00 - 01:00	01:00 - 01:00
29 June	02:44 - 11:29 - 20:14	01:44 - 21:15	01:00 - 01:00	01:00 - 01:00

Elektrostal Hotel

Our team has selected for you a list of hotel in Elektrostal classified by value for money. Book your hotel room at the best price.

	Located next to Noginskoye Highway in Electrostal, Apelsin Hotel offers comfortable rooms with free Wi-Fi. Free parking is available. The elegant rooms are air conditioned and feature a flat-screen satellite TV and fridge...	from
	Located in the green area Yamskiye Woods, 5 km from Elektrostal city centre, this hotel features a sauna and a restaurant. It offers rooms with a kitchen...	from
	Ekotel Bogorodsk Hotel is located in a picturesque park near Chernogolovsky Pond. It features an indoor swimming pool and a wellness centre. Free Wi-Fi and private parking are provided...	from
	Surrounded by 420,000 m² of parkland and overlooking Kovershi Lake, this hotel outside Moscow offers spa and fitness facilities, and a private beach area with volleyball court and loungers...	from
	Surrounded by green parklands, this hotel in the Moscow region features 2 restaurants, a bowling alley with bar, and several spa and fitness facilities. Moscow Ring Road is 17 km away...	from

Elektrostal Nearby

Below is a list of activities and point of interest in Elektrostal and its surroundings.

Elektrostal Page

Direct link
DB-City.com	Elektrostal /5 (2021-10-07 13:22:50)

Information /Russian-Federation--Moscow-Oblast--Elektrostal#info
Demography /Russian-Federation--Moscow-Oblast--Elektrostal#demo
Geography /Russian-Federation--Moscow-Oblast--Elektrostal#geo
Distance /Russian-Federation--Moscow-Oblast--Elektrostal#dist1
Map /Russian-Federation--Moscow-Oblast--Elektrostal#map
Nearby cities and villages /Russian-Federation--Moscow-Oblast--Elektrostal#dist2
Weather /Russian-Federation--Moscow-Oblast--Elektrostal#weather
Sunrise and sunset /Russian-Federation--Moscow-Oblast--Elektrostal#sun
Hotel /Russian-Federation--Moscow-Oblast--Elektrostal#hotel
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Moscow Oblast
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Elektrostal

State Housing Inspectorate of the Moscow Region

Phone 8 (496) 575-02-20 8 (496) 575-02-20

Phone 8 (496) 511-20-80 8 (496) 511-20-80

Public administration near State Housing Inspectorate of the Moscow Region

IMAGES

SAMPLE Special Education Homework by Special Class Resources
SAMPLE Special Education Homework by Special Class Resources
Weekly Homework Template by Special Ed for Special Kids
Homework binder, Teaching special education, Special education
Special Needs Preschool
YEAR long homework for the special education classroom. Nine skills

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school class homework test 🥹#students #study

COMMENTS

Five Homework Strategies for Teaching Students With Learning
Ensure clear home/school communication. Strategy 1. Give clear and appropriate assignments. Teachers need to take special care when assigning homework. If the homework assignment is too hard, is perceived as busy work, or takes too long to complete, students might tune out and resist doing it.
Free worksheets for special education
Free worksheets for special education. Sponsored. Filling Out Forms - Life Skills - Reading - Writing - Special Education - BUNDLE. Life Skills Creations. $24.00 $30.00. Executive Functioning and Study Skills Counseling Group & SEL Activities. Bright Futures Counseling. $12.60. Summer Skills.
Effective Practices for Homework
A review of the research on the effective use of homework for students with learning disabilities suggests that there are three big ideas for teachers to remember: (1) ... Remedial and Special Education, 16, 271-278. Salend, S. J., & Schliff, J. (1989). An examination of the homework practices of teachers of students with learning disabilities.
National Association of Special Education Teachers: Classwork & Homework
Homework is valuable because it gives students a chance to practice, extend, and entrench the academic skills taught in school. Parents can be instrumental in encouraging and motivating their children to complete homework. This homework contract intervention (adapted from Miller & Kelly, 1994) uses goal-setting, a written contract, and rewards ...
5 Homework Strategies For Your Child With Special Needs
A fresh set of eyes helps catch any mistakes before they leave the house. • Show your child with special needs how to take notes, especially if studying for an exam. Make it work to their advantage with a format that's easy for them to understand and use on their own. 4. Don't be afraid to employ technological strategies.
Homework Planners for Students in Special Education: Building
Most students need help organizing their time and remembering to do their homework. Students who receive special education services particularly need help with organizational skills, in communicating with teachers and parents, and in completing assignments on time. Homework planners can provide this extra assistance by teaching students how to track assignments and helping students remember ...
Distance / Home Learning Packets and Strategies for Special Education
Then all you need to do is: Download. Print by level (there are 3 levels for beginning learners in both the life skill math and journal sets and 2 levels for the reading comprehension) Staple together. Send (or mail or email*) home with your students. *email is not typically allowed but due to these unique circumstances is allowed.
Homework
Title: Parents & Families (National Center on Improving Literacy) Description: This section provides Parents & Families with practical ideas and strategies to help with reading and writing based on what works. Topics include: Dyslexia, Beginning Reading, Intervention, Screening, Advocacy and Partnerships.
Special Education Homework
This can be used in any special education or autism program, pre-school, head start or kindergarten classroom.The homework is a simple one page per week assignment that includes a weekly reading log, weekly chore, a learning through play activity and a sharing guide. Use. Subjects: Life Skills, Special Education.
School supports
School supports. Learn about support for kids who struggle in school. See options like tutoring and homework help. Find out how students qualify for IEPs, special education, or 504 plans. Meet our experts on this topic.
140+ IEP Accommodations Special Ed Teachers Should Bookmark
140+ IEP Accommodations Every Special Ed Teacher Should Bookmark. Plus a free printable list. By Samantha Cleaver, PhD, Special Education & Reading Intervention. Jun 3, 2024. Accommodations may be buried in an IEP —usually listed after the specially designed instruction and service time—but they're important. Accommodations are all about ...
Resources for special education
Adulting Life Skills Resources. $20.26 $28.94. Functional Life Skills Bundle for Middle and High School Special Education. Adulting Life Skills Resources. $29.25 $41.79. Essential Life Skills Bundle Special Education Activity for Teens and Adults. Adulting Life Skills Resources. $48.88 $69.83.
special education
The Special Education Battlefield: A Guide to the Due Process Hearing and Other Tools of Effective Advocacy (Ithaca Press, 2007). ... Improved homework resources designed to support a variety of curriculum subjects and standards. A new, third level of content, designed specially to meet the advanced needs of the sophisticated scholar. ...
Special Education / Homework Tips
Homework Checklist for Parents. Provide a quiet, well-lit space, away from all distractions and with all the right study materials- paper, pens and pencils, books, a dictionary, a desk, etc. Try to find a separate space for each of your children, or schedule quiet times for homework in designated spaces.
FREE Special Education Resources
FREE Visual Schedule Cards. 4.9 (917 reviews) FREE Individualized Educational Plan Objective Tracking Sheet. 4.9 (122 reviews) FREE Letters, Numbers, and Shapes Tracing Activity Pack. 4.9 (1307 reviews) FREE Counting Money Task Cards for 1st-2nd Grade. 4.9 (104 reviews) FREE Feelings Trigger Chart With Strategies Poster.
Homework: A Review of Special Education Practices in the Southwest
Although homework appears to be an effective part of public school education in America for students with and without handicaps, ... Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children. 0.884. Impact Factor. Journal Indexing & Metrics » Journal Home;
[Special Needs Tutoring]
All children are born with the innate ability to reach their OWN excellence. That a growing group of children don't fully prosper in overpopulated classrooms. Through technology and one on one learning, their future path to success can be made clear again. Enhanced Learning Program | A Special Educator working one-on-one to help your child ...
A Record Number of Kids Are in Special Education, But Teachers Are in
A record 7.5 million students accessed special-education services in U.S. schools as of 2022-2023, including children with autism, speech impairments and attention-deficit hyperactivity disorder ...
Why Teachers of English Learners With Disabilities ...
At Education Week's June 20 K-12 Essentials Forum focusing on innovative approaches to special education, Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy ...
Special Education: Autism Spectrum Disorders License
Music Education: Instrumental K-12 (B.Mus.Ed.) Music Education: Vocal K-12, (B.Mus.Ed) Social Studies 5-12; Social Work (B.A.) Special Education: Developmental Disabilities Add-On License; Special Education K-12 Academic Behavioral Strategist; Special Education: ABS Concentration (B.A.) Special Education: Autism Spectrum Disorders License
Special Education K-12 Academic Behavioral Strategist
Provisional License, Special Education: Mild/Moderate (P-12or P-3 or K-6 or 6-8 or 6-12) Hawaii Teachers Standards Board: May 30, 2024: Idaho: No: Standard Instructional Certificate or Interim Certificate (if ID coursework or exams needs to be completed), Exceptional Child Generalist (K-8 or 6-12 or K-12)
Mapping study for the integration of accommodations for students ...
Due to various technical and methodological challenges, PISA has to date offered only limited accommodations for students with special education needs (SEN). As a result, some students are currently excluded from the PISA target population at the sampling stage, and in some countries, exclusion rates are growing as more and more students are ...
Special Education: Emotional and Behavioral Disorders License
Massachusetts Department of Elementary and Secondary Education: May 30, 2024: Michigan: No: Standard Certificate, Special Education: Emotional Impairment (PK-12) Michigan Department of Education: May 30, 2024: Minnesota: Yes: Teacher License, Special Education: Emotional or Behavioral Disorders (K-Age 21) Minnesota Professional Educator ...
The Use Of AI In Education: Understanding The Student's ...
However, during an internal user research effort from our 2.6 million users, we found that, on average, students rated AI's accuracy for school-related work at 7.2 out of 10.
Results for homework special needs students
Included are 9 differentiated weekend journals for all special education students in your classroom, from symbol readers to advanced writers. This is the perfect life skill activi
Elektrostal
In 1938, it was granted town status. [citation needed]Administrative and municipal status. Within the framework of administrative divisions, it is incorporated as Elektrostal City Under Oblast Jurisdiction—an administrative unit with the status equal to that of the districts. As a municipal division, Elektrostal City Under Oblast Jurisdiction is incorporated as Elektrostal Urban Okrug.
Elektrostal
Elektrostal, city, Moscow oblast (province), western Russia.It lies 36 miles (58 km) east of Moscow city. The name, meaning "electric steel," derives from the high-quality-steel industry established there soon after the October Revolution in 1917. During World War II, parts of the heavy-machine-building industry were relocated there from Ukraine, and Elektrostal is now a centre for the ...
Black children in Milwaukee deserve more than subpar education in MPS
We must advocate for an education system that serves all children equitably and effectively. Our Black children deserve more than a subpar education dictated by their community's economic standing.
Elektrostal, Moscow Oblast, Russia
Elektrostal Geography. Geographic Information regarding City of Elektrostal. Elektrostal Geographical coordinates. Latitude: 55.8, Longitude: 38.45. 55° 48′ 0″ North, 38° 27′ 0″ East. Elektrostal Area. 4,951 hectares. 49.51 km² (19.12 sq mi) Elektrostal Altitude.
State Housing Inspectorate of the Moscow Region
State Housing Inspectorate of the Moscow Region Elektrostal postal code 144009. See Google profile, Hours, Phone, Website and more for this business. 2.0 Cybo Score. Review on Cybo.

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5 Homework Strategies For Your Child With Special Needs

1. Keep work organized with a homework calendar.

2. Help ensure the assignments are clear and concise.

3. Define their study skills.

4. Don’t be afraid to employ technological strategies.

5. Have patience.

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Homework Planners for Students in Special Education: Building Organizational and Time Management Skills

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Distance / Home Learning Packets and Strategies for Special Education

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140+ IEP Accommodations Every Special Ed Teacher Should Bookmark

IEP Accommodations for Students With Learning Disabilities

IEP Accommodations for Testing

IEP Accommodations for Students With Dyslexia

IEP Accommodations for Students With Dysgraphia

IEP Accommodations for Autistic Students

IEP Accommodations for Students With ADHD

IEP Accommodations for Students With Emotional Disabilities

IEP Accommodations for Students With Visual Impairments

IEP Accommodations for Deaf Students or Students With Hearing Impairments

Get Your Free IEP Accommodations Printable List

How do you select the perfect IEP accommodations? Share with other educators in the We Are Teachers HELPLINE group on Facebook .

IEP Accommodations vs. Modifications: What’s the Difference?

special education

Introduction

Historical Background

Exceptional Learning Needs

Learning Disabilities

Speech or Language Impairments

Intellectual Disability

Emotional Disturbances

Hearing and Visual Impairments

Orthopedic Impairments

Deafness and Blindness

Traumatic Brain Injury

Developmental Disabilities

The Scope of Special Education

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Mainstreaming and Inclusion

Careers in Special Education

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