Guidelines for Determining Eligibility for a Child with an Intellectual
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Guide to Quality Individualized Education Program (IEP) Development and Implementation
The University of the State of New York The State Education Department Guide to Quality Individualized Education Program (IEP) Development and Implementation February 2010 (Revised December 2010) THE UNIVERSITY OF THE STATE OF NEW YORK Regents of The University MERRYL H. TISCH, Chancellor, B.A., M.A., Ed.D. .................................................. New York MILTON L. COFIELD, Vice Chancellor, B.S., M.B.A., Ph.D. .................................... Rochester ROBERT M. BENNETT, Chancellor Emeritus, B.A., M.S. ........................................ Tonawanda SAUL B. COHEN, B.A., M.A., Ph.D.......................................................................... Larchmont JAMES C. DAWSON, A.A., B.A., M.S., Ph.D. .......................................................... Plattsburgh ANTHONY S. BOTTAR, B.A., J.D. ............................................................................ Syracuse GERALDINE D. CHAPEY, B.A., M.A., Ed.D. ............................................................. Belle Harbor HARRY PHILLIPS, 3rd, B.A., M.S.F.S. .................................................................... Hartsdale JOSEPH E. BOWMAN, JR., B.A., M.L.S., M.A., M.Ed., Ed.D..................................... Albany JAMES R. TALLON, JR., B.A., M.A. ......................................................................... Binghamton ROGER TILLES, B.A., J.D. ....................................................................................... Great Neck KAREN BROOKS HOPKINS, B.A., M.F.A.................................................................. -
Understanding the Use of Mobile Resources to Enhance Paralympic Boccia Teaching and Learning for Students with Cerebral Palsy
12th International Conference Mobile Learning 2016 UNDERSTANDING THE USE OF MOBILE RESOURCES TO ENHANCE PARALYMPIC BOCCIA TEACHING AND LEARNING FOR STUDENTS WITH CEREBRAL PALSY Fabiana Zioti, Giordano Clemente, Raphael de Paiva Gonçalves, Matheus Souza, Aracele Fassbinder and Ieda Mayumi Kawashita Federal Institute of Education, Science and Technology of South of Minas Gerais IFSULDEMINAS – Campus Muzambinho ABSTRACT This paper aims to discuss about how mobile technologies and resources can be used to support teaching and improving the performance of students with cerebral palsy during out-door classes in the paralympic boccia court. The Educational Design Research has been used to help us to identify the context and to build two interventions: i) using an online boccia game and ii) developing a digital booklet to support teaching and learning paralympic boccia. KEYWORDS Teaching; Disability Sports; Adapted or Paralympic boccia; Cerebral Palsy; Assistive Technology; M-Learning. 1. INTRODUCTION According to the last results from the Brazilian Population Census performed in 2010, the total Brazilian population was about 200 million inhabitants and nearly 46 million people have some form of disability. Considering this question, many teachers of the Federal Institute of Education, Science and Technology of South of Minas Gerais at Muzambinho city, in the countryside of Brazil, have been developing academic projects to promote learning and inclusion in the local community. One project aims to promote sports initiation and enhancing the full potential of students with disabilities through paralympic boccia activities in a local and formal school for adults and children with special needs. The paralympic boccia is similar to the conventional boccia, it means the player aims to touch balls in the target ball (Figure 1). -
Strategies to Include Students with Severe/Multiple Disabilities Within the General Education Classroom
Physical Disabilities: Education and Related Services, 2018, 37(2), 1-12. doi: 10.14434/pders.v37i2.24881 © Division for Physical, Health and Multiple Disabilities PDERS ISSN: 2372-451X http://scholarworks.iu.edu/journals/index.php/pders/index Article STRATEGIES TO INCLUDE STUDENTS WITH SEVERE/MULTIPLE DISABILITIES WITHIN THE GENERAL EDUCATION CLASSROOM Wendy Rogers Kutztown University Nicole Johnson Kutztown University ______________________________________________________________________________ Abstact: Federal legislation such as IDEA (1997) and NCLB (2001) have led to an increase in the number of students with significant disabilities receiving instruction in the general education classroom. This inclusionary movement has established a more diverse student population in which general and special education teachers are responsible for providing instruction that meets the needs of all their students. Although most research focuses on effective inclusionary practices for students with high incidence disabilities (e.g., learning disabilities), literature has revealed a dramatic increase in the number of students with severe/multiple disabilities receiving support in general education settings. Therefore, it is imperative that educators acquire the effective inclusive practices necessary to meet the unique needs of students with severe/multiple disabilities. A review of literature was conducted to determine effective ways to include and support students with severe/multiple disabilities within the general education classroom. Keywords: -
Report of Assessment for Special Education
Report of Assessment for Special Education Training and Technical Assistance Guide Preview Edition Table of Contents RPT 1A: RPT 1C: Student Information Student Information Validity and Reliability Assessment Conditions Reason for Assessment Strengths, Interests, Concerns Related to Area(s) of Assessment Educational Background Observations Results of Attempted General Ed. Interventions Assessment Results and Interpretation Previous or Current Special Ed. Programs Assessment Results and Interpretation(continued) Additional Educational Background Assessment Results and Interpretation(continued 2) General Medical/Health Findings Add Page Medications Add Page(continued) Vision/Hearing Family, Environmental, Cultural, Economical Factors RPT 1D: Conclusion RPT 1B: Recommendations Student Information Assistive/Augmentative Devices or Tools English Language Learners Need for Special Education and Related Services SIRAS Student Information Example English Language Learners: English Proficiency English Language Development Language of Assessment Simply click any of these titles and you will automatically be directed to the page Additional English Learner Information containing the respective information. Table of Contents Eligibility Student Information Hard of Hearing: Speech or Language Impairment: Criteria Criteria Autism: Explanation & Comments Criteria(continued) Criteria Criteria(continued 2) Criteria(continued) Intellectual Disability: Criteria(continued 3) Explanation & Comments Criteria Explanation & Comments Explanation & Comments Deaf-Blindness: -
OPERATING GUIDELINE DEAF-BLINDNESS Deaf-Blindness
OPERATING GUIDELINE DEAF-BLINDNESS Boerne ISD 130901 Legal Framework: Deaf-Blindness Category: Evaluation “Whether a child’s disability ‘adversely affects a child’s educational performance’ is considered for all disability categories in 34 CFR §300.8(c), because, to be eligible, a child must qualify as a child with a disability under 34 CFR §300.8 and need special education because of a particular impairment or condition. Although the phrase ‘adversely affects educational performance’ is not specifically defined, the extent of the impact that the child’s impairment or condition has on the child’s educational performance is a decisive factor in a child’s eligibility determination under Part B. A range of factors—both academic and nonacademic—can be considered in making this determination for each individual child. See 34 CFR §300.306(c). Even if a child is advancing from grade to grade or is placed in the regular educational environment for most or all of the school day, the group charged with making the eligibility determination still could determine that the child’s impairment or condition adversely affects the child’s educational performance because the child could not progress satisfactorily in the absence of specific instructional adaptations or supportive services, including modifications to the general education curriculum. 34 CFR §300.101(c) (regarding requirements for individual eligibility determinations for children advancing from grade to grade).” OSEP Letter to Anonymous (November 28, 2007). “Assessments or other evaluation materials must be provided and administered in the child's native language or other mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to do so. -
SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability
SI Eligibility Guidelines for ~ Language with Autism & Language with Intellectual Disability Leslie Salazar Armbruster, M.S., CCC-SLP Judy Rudebusch, EdD, CCC-SLP Host: Region 10 ESC Introduction ~ Resources Host Site: Region 10 ESC www.region10.org Moderator: Karyn Kilroy, Speech Pathology Consultant Resources available for download: SI Eligibility in Texas ~ Generic Manual SI Eligibility for Language ~ Language Manual SI Eligibility for Language with Intellectual Disability ~ Companion II Manual SI Eligibility for Language with Autism ~ Companion III Manual FAQs ~ Language with ID; Language with Autism This Power point Earning CEUs http://www.txsha.org/Online_Course_Completion.aspx 3.0 hours TSHA continuing education credit available for this training module Following the session, complete the Online Course Completion Submission Form Your name, license #, email address, phone # TSHA membership # The name and number of this course Shown on last slide of this presentation Course completion date 3-questions Learning Assessment CE evaluation of online course You will receive a certificate of course completion via email Earning CEUs http://www.txsha.org/Online_Course_Completion.aspx Access to the information is provided at no cost. TSHA Members can receive CEU credit at no cost Not a TSHA Member? $20 fee for CEU credit for this training module Complete the Online Course Completion form Mail $20 check payable to TSHA 918 Congress Ave, Suite 200, Austin, TX 78701 OR make a credit card payment on the TSHA Web site www.txsha.org -
Psychosis and Schizophrenia in Children and Young People'
PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE' THE NICE GUIDELINE ON RECOGNITION and MANAGEMENT PSYCHOSIS AND SCHIZOPHRENIA IN CHILDREN AND YOUNG PEOPLE RECOGNITION AND MANAGEMENT National Clinical Guideline Number 155 National Collaborating Centre for Mental Health commissioned by The National Institute for Health and Care Excellence published by The British Psychological Society and The Royal College of Psychiatrists 2572_Book.indb 1 6/27/2013 3:50:03 PM Project3 27/06/2013 15:14 Page 1 © The British Psychological Society & The Royal College of Psychiatrists, 2013 The views presented in this book do not necessarily refl ect those of the British Psychological Society, and the publishers are not responsible for any error of omission or fact. The British Psychological Society is a registered charity (no. 229642). All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Enquiries in this regard should be directed to the British Psychological Society. British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library. ISBN-: 978-1-908020-60-4 Printed in Great Britain by Stanley L. Hunt (Printers) Ltd. Additional material: data CD-Rom created by Pix18 (www.pix18.co.uk) developed by National Collaborating Centre for Mental -
Human Intelligence Differences: a Recent History Ian J
Forum TRENDS in Cognitive Sciences Vol.5 No.3 March 2001 127 Historical Perspective Human intelligence differences: a recent history Ian J. Deary Differences among humans in their mental important5. As a result of The Bell Curve’s that it does not emerge (Guilford, abilities are prominent, important, and controversies, the APA put together a task Thurstone, Gardner, Cattell and Horn); that controversial. In part, the controversy force of 11 people to write a report on there is a hierarchy of mental abilities from arises from over-uses and abuses of mental ‘Intelligence: Knowns and Unknowns’. The the general factor through broad ability tests, from insalubrious events in the individuals concerned came from different factors to very specific, narrow abilities history of mental test research, and from research traditions within and outside (Burt, Vernon) or that there is merely a lack of knowledge about what is and is not intelligence and were known to hold very range of uncorrelated narrow abilities currently known concerning human different views on the topic. Yet, they (Guilford)10,11. The resolution of these intelligence. In this article, some of the managed to produce a wide-ranging review debates was available from the 1940s, but well-attested facts about human intelligence article that all contributors signed. It not widely recognized. By 1939, Eysenck differences are summarized. A striking remains a touchstone for disinterested and showed that even Thurstone’s own data limitation of this body of research is that, authoritative information about intelligence contained a general factor that refuted his whereas much is known about the taxonomy differences. -
A Model for Rational Decision-Making in Administration of Mental Retardation Services
University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1973 A model for rational decision-making in administration of mental retardation services. Ellsworth Alden Pearl University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Pearl, Ellsworth Alden, "A model for rational decision-making in administration of mental retardation services." (1973). Masters Theses 1911 - February 2014. 2462. Retrieved from https://scholarworks.umass.edu/theses/2462 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. FIVE COLLEGE DEPOSITORY A MODEL FOR RATIONAL DECISION-MAKING IN ADMINISTRATION OF MENTAL RETARDATION SERVICES A Thesis Presented By ELLSWORTH A. PEARL Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of MASTER OF ARTS June 1973 Political Science ii A MODEL FOR RATIONAL DECISION-MAKING IN ADMINISTRATION OF MENTAL RETARDATION SERVICES A Thesis By ELLSWORTH A. PEARL Fred Kramer (Member) June 1973 iii TABLE OF CONTENTS INTRODUCTION iv CHAPTER I. THE MODEL TECHNIQUE FOR RATIONAL DECISION-MAKING j Rationality in Decision-Making for the Social Services Some Special Problems in Rational Decision-Making in the Public Sector Data and Models for Rational Decision-Making Organizational Models and Rational Decision-Making Models as a Device for Rationalizing Decision-Making II - CONSTRUCTION OF A DATA MODEL FOR RATIONAL DECISION- MAKING IN THE DELIVERY OF MENTAL RETARDATION SERVICES . -
Intellectual Functioning in Adulthood: Growth, Maintenance, Decline, and Modifiability
Does intellectual ability change uniformly through- out adulthood or are different patterns of ability present over the lifespan? What accounts for indi- MIND vidual differences in age-related changes in cogni- tive ability, especially in late life? Can cognitive ALERT decline with increasing age be reversed by educa- tional intervention? In this monograph, Dr. K. Warner Schaie and Dr. Sherry L. Willis discuss their findings from the Seattle Longitudinal Study, which spans three generations and almost 50 years. American Society on Aging 833 Market St., suite 511 San Francisco, CA 94105 NTELLECTUAL UNCTIONING IN DULTHOOD Phone: (415) 974-9600 I F A : Fax: (415) 974-0300 GROWTH, MAINTENANCE, DECLINE, AND MODIFIABILITY E-mail: [email protected] 2005 SPECIAL LECTURE BY K. WARNER SCHAIE AND SHERRY L. WILLIS A JOINT PROGRAM OF THE AMERICAN SOCIETY ON AGING AND METLIFE FOUNDATION On the cover: Lucile Wiggins, the first centenarian in the Seattle Longitudinal Study, relaxes in the home she shared with her younger sister in Bellingham, Wash. Lucile, who was in excellent health until one week before she passed away of a stroke at age 102, participated in the Seattle Longitudinal Study for more than 40 years. Photo by Charles Fick. © 2005 American Society on Aging TABLE OF CONTENTS MindAlert Lecture: Intellectual Functioning in Adulthood: Growth, Maintenance, Decline, and Modifiability . .2 About the Authors . .15 2005 MindAlert Awards . .17 About the MindAlert Program . .19 Past MindAlert Special Lectures . .20 INTRODUCTION ognitive fitness in late life is determined by a number of factors over the life course. By Cstudying thousands of people over long periods of time in the Seattle Longitudinal Study, husband-and-wife research team K. -
Cornerstone of a “CRISP”
™ USF HEALTH BYRD ALZHEIMER’S INSTITUTE SUMMER 2010 Finding Potential Alzheimer’s Treatments 3 in Unlikely Places Neuroimaging Center: 4 Cornerstone of a “CRISP” Q&A With Paul R. Sanberg, PhD, DSc Senior Associate Vice President for 6 Research & Innovation at USF Alzheimer’s Research at 8 USF: Unstoppable Early Diagnosis Yields Savings 11 for Dementia Patients Jun Tan, MD, PhD Robert A. Silver Chair in Developmental Neurobiology Professor, Director of Developmental Neurobiology Laboratory Silver Child Development Center Welcome Here at the USF Health Byrd Alzheimer’s Institute, our mission is to provide outstanding diagnostic Summer 2010 evaluation and treatment, offer Stephen K. Klasko, MD, MBA comprehensive educational Sr. Vice President for USF Health Dean, USF College of Medicine opportunities, and perform cutting edge research, with the ultimate Dave Morgan, PhD Chief Executive Officer goal of curing Alzheimer’s disease ALEX STAFFORD and related dementia. Amanda G. Smith, MD Medical Director Building on the more than 25 years of service that the Suncoast Melanie Meyer Center has offered to the Bay area, we are renovating one floor of Director, Communications the Institute over the next year to launch our newest program: a & External Affairs “Dementia Diagnosis CRISP” (Clinical and Research Holly Lisle Integrated Strategic Program). Associate Director of Development The CRISP program will provide a comprehensive multidisci- Editor Melanie Meyer plinary diagnostic clinic that will transform memory-related health services for patients and families throughout Florida. In addition, Creative Director Steve Smith family-centered care will offer patients information about the impact of Alzheimer’s across the whole of family life, from adult Art Director daycare options, legal issues, stress management, competency for Donald A. -
Assessment and Diagnosis of Intellectual Disabilities in Adulthood
Faculty for People with Intellectual Disabilities Guidance on the Assessment and Diagnosis of Intellectual Disabilities in Adulthood A document compiled by a Working Group of the British Psychological Society’s Division of Clinical Psychology, Faculty for People with Intellectual Disabilities Membership of the Working Group This document has been prepared by the Faculty for People with Intellectual Disabilities of the Division of Clinical Psychology, the British Psychological Society. Membership of the Working Group was as follows: Theresa Joyce (Chair); Ivan Bankhead; Terry Davidson; Susan King; Heather Liddiard; Paul Willner. Acknowledgements Grateful thanks are extended to all those who commented on earlier drafts of the document, and all those who attended the workshops as part of the consultation process. If you have problems reading this document because of a visual impairment and would like it in a different format, please contact us with your specific requirements. Tel: 0116 252 9523; Email: [email protected] For all other enquires please contact the Society on: Tel: 0116 254 9568; Email: [email protected] Printed and published by the British Psychological Society. © The British Psychological Society 2015 The British Psychological Society St Andrews House, 48 Princess Road East, Leicester LE1 7DR, UK. Tel: 0116 254 9568 Facsimile: 0116 247 0787 Email: [email protected] Website: www.bps.org.uk Incorporated by Royal Charter Registered Charity No 229642 Contents Executive Summary ...............................................................................................................