Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked…

How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In "Co-Planning for Co-Teaching," author Gloria Lodato Wilson presents time-saving…

Twice-exceptional (2e) learners have often been misunderstood, disciplined, unchallenged, and left behind. Even as awareness of 2e students has grown, educators are still in need of practical tools to recognize and support their twice-exceptional students. This book answers that need, providing teachers with accessible information about…

Autism Spectrum Disorder (ASD) is a complex group of disorders that present numerous challenges within the inclusive classroom setting. This book provides guidelines for meeting the level 1 support needs of the child with ASD in your class, from elementary to high school. Specifically, the guide contains information on: (1) Understanding common…

Classrooms across the country are discovering the power of service-learning--the ideal way to help students develop social and academic skills while giving back to their community. Now for the first time, there's a practical how-to guide on using serving-learning to promote inclusion and differentiate instruction for students with and without…

The IEP organizer, a device for collating the individualized educational programs of all students in a class, eliminates the need for writing daily lesson plans. Construction and use guidelines are given. (CL)

A five-step method is advanced for matching teaching strategies with learning styles in implementing individualized educational programs with learning disabled students. Steps involve evaluating current and needed skills and assessing how the child has learned what he/she already knows. (CL)

The article describes an overall approach used by model Ohio teachers to improve special education instruction for the hearing impaired through individualized education programing as required by P.L. 94-142 (the Education for All Handicapped Children Act). Sections address four program components: prescription, teaching, reassessment, and…

In Part 2 of a two-part article individual educational program objectives are applied to nonverbal communication areas as follows: proxemics, or the use of distance, spatial arrangements, and territories; vocalics, or the use of prosodic, paralinguistic, or nonlinguistic features; and artifactual cues involving clothing and cosmetics. (Author/SBH)

How can early childhood professionals seamlessly link assessment, goal development, intervention, and evaluation for children from birth to age 5--while developing individualized IEP/IFSP goals, creating multiple and varied learning opportunities, and working as a team? The third edition of this highly respected resource has the answers. A classic…

Developed as part of the Physical Education In-Service Training Project of the University of Kentucky, this manual is designed to help special education teachers and adapted physical education teachers promote the motor and play skills of handicapped students through planned activities. Content areas of the manual were identified as "greatest…

The bulk of the article is devoted to a description of three management forms that constitute the IEP model [--the Strength-A-Lyzer, Compactor, and Management Plan for Individual and Small Group Investigations of Real Problems--] represent a step-by-step procedure for translating theoretical principles derived from the research literature into…

The first of five volumes on Project REACH (Regular Education for All Children with Handicaps) describes an approach for assessing and programing for the social skills needs of students with severe disabilities. Three major categories of social skills--social exchange, social rules, and body posture--are addressed. A section on assessment covers…

Intended for use with preservice regular class teachers, the manual presents activities to provide an orientation to handicapped students. Information is included on objectives, time requirements, materials, and procedures. The first section focuses on attitudes and includes eight activities designed to help educators clarify their feelings about…

Volume IV of a four volume series offers strategies for implementing effective inservice workshops to train administrators, assessment personnel, and others involved in the development and implementation of individualized education programs (IEPs) for handicapped children in Wyoming. Part 1 addresses points often overlooked in delivering training,…