This booklet has been developed in hopes that it may aid in keeping communication open and focused between families and schools. Building communication between parents and the school staff through letters offers a way of keeping records of ideas, concerns, and suggestions. This booklet provides general guidelines to writing letters as well as…

This booklet has been developed in hopes that it may aid in keeping communication open and focused between families and schools. Building communication between parents and the school staff through letters offers a way of keeping records of ideas, concerns, and suggestions. This booklet provides general guidelines to writing letters as well as…

This special education reopening guidance has been developed as a companion resource to "Reopening Washington Schools 2020: District Planning Guide" (ED606044) to provide information and resources for supporting students with disabilities throughout the school reopening process. The intent of this document is to offer guidance for all…

Parents of children who are deaf and who have disabilities often face barriers in ensuring that their children receive the services they need. Some of these barriers include lack of awareness about deafness-disability constellations, shortages of professionals knowledgeable about how deaf children learn or the impact of the disability on deaf…

The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its…

This book presents an amalgam of early intervention ideas from the fields of education, occupational therapy, and physical therapy for children with developmental delays. An introductory chapter describes the approach's three theoretical bases: neurodevelopmental treatment (NDT), sensory integration, and Piagetian theory. Chapter 1 considers…

This document provides guidance for establishing a tiered instructional approach to support the achievement of all students in Maryland public school, particularly those not demonstrating mastery of grade level content. The framework includes student screening, identification of specific learning needs, provision of appropriate instruction aligned…

This article presents questions regarding the Individuals with Disabilities Education Act (IDEA) regulations and the No Child Left Behind Act. The author's answers to these questions are presented.

The resource manual is designed to help teachers in Georgia provide quality education programs for trainable and severely mentally retarded children. State guidelines are presented for six major topics (sample subtopics in parentheses): definitions; eligibility criteria; due process (referral, individualized education program); program…

This book is designed to provide general and special education teachers with basic information in the workings of special education and to describe teachers' roles in designing meaningful programs for students with disabilities. An introductory chapter describes special education law, terminology, and professional standards. In addition, three…