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.
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.
Under federal law, students receiving special education services in a public school setting are required to have an individualized education program (more commonly known as an IEP). IEPs are established to ensure students consistently work toward and meet educational goals, while receiving their right to a free and appropriate public education. In this blog, we’ll discuss 7 tips that will help you embed your students’ IEP goals across your day.
In special education, the ultimate goal is to provide a meaningful education to your students with disabilities in order to promote success academically, as well as in the workforce. The Individuals with Disabilities Education Act (IDEA) outlines 13 different disabilities that qualify students for special education and related services, one of which is language impairment. What defines a language-based learning impairment and what can we do to address a language impairment to ensure appropriate services are in place? Let’s dig in.
As special educators, we want to provide our students with the support and opportunities necessary to prepare them to make choices about their lives, identify and achieve goals, contribute meaningfully to the world around them, and develop their independence skills.
Evidence-based instruction in the world of education, particularly as we discuss special education, plays a critical role in improving student outcomes. Social Narratives are one example of an evidence-based practice that can be utilized to teach social situations to learners with autism spectrum disorder (ASD).
Positive reinforcement is considered an essential element of Applied Behavior Analysis (ABA), which is an evidence-based, highly effective method of behavior therapy designed to teach desired behaviors and lessen inappropriate behaviors, often times through reinforcement.
Educators are always looking for new ideas to capture their students’ attention in fun and engaging ways, and it’s an added bonus when said ways are built on evidence-based practices. Are you trying to brainstorm all of the fun instructional techniques for your students diagnosed with autism spectrum disorder and/or an intellectual disability that are evidence-based now? Here’s one concept to get you started: VIDEO MODELING!
If you work within a school-based setting, chances are you have heard the chatter about inquiry-based learning. As a hot topic in education, let’s get to the bottom of what all the buzz is about! What is inquiry-based learning? To sum it up, inquiry-based learning is an approach where students participate in their own learning based on curiosity, hands-on experiences and self-reflections.