by Karen | Apr 17, 2018 | Assessment of Student Skills, Challenges, Needs, Assessment of Student Skills, Challenges, Needs, For Professionals
The U.S. Department of Education gives each State the right to determine what constitutes adequate yearly progress (AYP) based on that State’s final assessment system. Instruction must be rigorous enough to demonstrate “continuous and substantial” yearly progress....
by Karen | Apr 3, 2018 | Goodies
The Power of an Appropriate Program of Special Education Support The special education pendulum has swung away from segregated settings where students with special needs minimally mixed with ‘regular’ students in the 1980s to the current full inclusion model, where...
by Karen | Apr 3, 2018 | Goodies
The ‘bread and butter’ of itinerant support to students with hearing loss is often considered to be ensuring communication access, supporting language development, and self-advocacy skills training. While access relates to ADA requirements, and supporting language is...
by Karen | Mar 19, 2018 | For Professionals, Self-Advocacy Skills for Students with Hearing Loss
Transition services are required for students who are receiving specialized services under IEPs, starting no later than age 14. Unfortunately, Transition is often thought to be satisfied by a check off form with little true instruction. Effective and timely...
by Karen | Mar 4, 2018 | Goodies
Who is Responsible for Providing FAPE? I enjoy receiving e-newsletters from WrightsLaw and found their information on a free and appropriate public education (FAPE) in the least restrictive environment (LRE) to be very interesting. Although it is written for the...
