Providing high-quality, rigorous education opportunities equips students with the skills necessary to prepare for employment and independence. State standards have been established to do just that! The overall goal of state standards within education is to provide a clear, consistent learning framework so that students across the board can be successful in their education and beyond.
As educators, working toward meeting (and exceeding!) your students’ education goals is always top of mind. Goals are built into student IEPs, covered in your daily classroom routines, woven into your lesson plans, etc., which is why including systematic instruction while teaching your students is key.
One minute you’re on the beach watching the waves crash into the sand, and the next minute you’re receiving your student roster for the upcoming school year. With a few simple planning steps, you can switch gears and start to prep your return back to school. Read on for 8 tips to help you (and your students!) ease back into the classroom seamlessly.
The topic of social skills is complex. Social interaction requires more than just applying basic skills or general social norms. It requires applying one’s knowledge about the situation in which the interaction occurs. People change their behavior to align with social situations. Making jokes when working with a classmate is okay but is not okay during a formal assessment. Even a basic skill such as greeting is not as simple as it appears. What a student does to greet their teacher in the classroom is different from what they do to greet their teacher in a grocery store.
The COVID-19 pandemic forced schools and administrators to navigate the best ways to support our complex student population to guarantee continuity of instruction, whether that is via in-person, hybrid or remote/distance learning. This is especially true because districts must continue to meet federal mandates to provide FAPE for all students regardless of unprecedented events.
For every student who has an individualized education program (IEP), it is federally mandated under the Individuals with Disabilities Education Act (IDEA) that transition planning and services begin by the time a student turns 16 years old. In some states, an earlier age for transition planning has been implemented. When deemed appropriate, an IEP team can begin transition planning sooner than what is mandated.
Extended school year services are free school services that generally extend beyond the typical school year and are integrated within a student with disabilities’ individualized education program (IEP) to support educational goals. ESY services differ from conventional summer school and must meet the mandated requirements of the Individuals with Disabilities Education Act (IDEA). Depending on eligibility, ESY services may also be offered during longer school breaks, such as winter or spring breaks, when deemed appropriate.
TeachTown, a leading provider of special education solutions for students with moderate to severe disabilities, is proud to announce its full K-12 curriculum, enCORE, will be available this July. Following the release of award-winning enCORE Elementary and enCORE Middle School, enCORE High School will complete the K-12 adapted core curriculum, which is derived from the research-based methodologies of Applied Behavior Analysis (ABA) and provides students with extensive support needs access to the general education curriculum.
TeachTown, a leading provider of special education solutions for students with moderate to severe disabilities, is proud to announce that its standards-based, adapted core curriculum, enCORE, has been recognized as an EdTech Awards Cool Tool Finalist 2022 in the curriculum and instruction solution category.
Social impairment in individuals with autism spectrum disorder is different from that encountered in other conditions. Weakness in intuitive social skills is a hallmark indicator of autism. A lack of motivation to initiate or learn social skills can also be present among individuals with autism.