Domain I — Understanding Individuals with Disabilities and Evaluating Their Needs
Outlines individual disabilities and descriptions under the framework of IDEA and contains an embedded link in each category to a more in-depth resource that includes early intervention information, FAQ sheets, personal insights, state service links, national services links, examples and strategies for school personnel, transition toolkits, and resources in Spanish.
The IDEA and Texas Administrative Code (TAC) Provide Explanations of the criteria for disability condition determination and characteristics.
TEA, Services for Emergent Bilingual Students: Deaf and Hard of Hearing Students
This DHH document provides support and guidance for Emergent Bilingual Students. It includes the identification and referral process, instructional strategies, and English Language Proficiency Standards (ELPs) resource tools.
The video discusses four key theorists in development: Freud, Erikson, Vygotsky, and Kohlberg. Freud's psychosexual theory emphasizes early childhood, while Erikson's psychosocial theory spans a lifetime. Vygotsky's sociocultural cognitive theory focuses on social interaction, and Kohlberg's moral development theory explores moral reasoning. Each theory offers unique insights into human development.
Piaget's cognitive development theory outlines four stages: sensorimotor, preoperational, concrete operational, and formal operational. Each stage, occurring at different ages, represents unique ways children understand and interact with the world. Key concepts include object permanence, symbolic thinking, conservation, and abstract reasoning. This theory helps us understand how children's thinking evolves over time.
References multiple articles devoted to child development including specific conditions, child development basics, developmental screening, free materials, articles, positive parenting tips, and research studies. Each section contains in-depth knowledge with additional hyperlinks for further research.
This article contains information and resources regarding how socioeconomic status (SES) is relevant to all realms of behavioral and social science, including research, practice, education and advocacy.
TEA, "Communication: The Power of Communication for Individuals with Autism Spectrum Disorders": Texas SPED Support
This webinar course focuses on essentials of communication. The ability to communicate is essential. This core deficit of Autism Spectrum Disorder (ASD) must be addressed. Here you will learn about communication needs, strategies, and interventions. Case studies are provided covering students across the autism spectrum including non-verbal, emerging verbal and verbal communicators.
TEA, "Connecting Communication and Instruction for Students with Complex Access Needs": Texas SPED Support
When developing or acquiring communication systems, careful consideration must be given to individual needs and contexts. Furthermore, a thorough investigation of various student response modes allows educators to tailor their approaches to best facilitate communication. By exploring diverse strategies for teaching these essential skills and actively connecting communication with instructional practices, educators can create more engaging and accessible learning environments that empower students to become confident and capable communicators.
TEA, "Behavior is Communication": Texas SPED Support
When developing or acquiring communication systems, careful consideration must be given to individual needs and contexts. Furthermore, a thorough investigation of various student response modes allows educators to tailor their approaches to best facilitate communication. By exploring diverse strategies for teaching these essential skills and actively connecting communication with instructional practices, educators can create more engaging and accessible learning environments that empower students to become confident and capable communicators.
Articles devoted to Spina Bifida in school-aged children, including educational issues, academic and mobility, as well as 504 plans and IEP implications
Seizure training for school staff provides information, strategies and resources that will enable him/her to better manage students with seizures. (3 hour course). Free, sign up required.
Multiple articles devoted to inclusion of people with disabilities into everyday activities including practices and policies designed to identify and remove barriers such as physical, communication, and attitudinal that hamper individuals’ ability to have full participation in society, the same as people without disabilities.
This data collection form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.
Trial-by-trial data collection is used often for academic tasks. Record data for each opportunity, or trial, the student is given. The data may be reported in trials or in percentages, depending on how the goal is written.
This article explains terms and conditions for evaluations, giving resources and explanations as well as considerations for biases and considerations for language, communication and culture.
This module in English and Spanish includes a slideshow presentation, a Trainers Guide explaining all the content and handouts for participants introduces the basic principals and requirements that schools must follow for evaluating children for the presence of a disability under the process outlined in IDEA. Note: The Slides may not download, however they are included in the PDF free download "complete guide".
This module in English and Spanish is a continuation of the content downloaded in part 9 and includes a slideshow presentation, a Trainers Guide explaining all the content and handouts for participants introduces the basic principals and requirements that schools must follow for initial evaluations and reevaluations for students with disabilities. The handouts for Module 10 are included in a packet of handouts designed to cover the entire umbrella topic of Theme C, Evaluating Children for Disability. If you’ve downloaded the handouts for Theme C already (for example, if you’ve already downloaded all the materials for Module 9), you have the handouts you need for Module 10. If you haven’t downloaded any handouts for Theme C yet, here they are in 2 different formats and 2 different languages.
Resources and links to each phase of the assessment and evaluation process.
This website site provides links to 20 types of academic achievement assessments along with a summary of each and gives resources for several evaluation categories with explanations and examples.
An educational resource that focuses on the process used to determine a child’s specific learning strengths and needs, and establish whether or not a child is eligible for special education services. It includes previous and current issues of NASET"s articles related to assessment including introductions to assessments, identification of high risk students, referrals, parental consent, requirements of evaluations, comprehensive assessments, scoring terminology, student behaviors during assessments, components of a report, requirements of an IEP, curriculum based measurements, assessments and accommodations, special education acronyms, tests of academic achievement, interpreting special education legal aspects, and sharing information with families.
This handout will help the learner follow along with the Special Education Referral for Initial Evaluation Process-Guidance for Establishing Local Education Agency Procedures video.
This guidance document will assist LEAs in conducting comprehensive educational evaluations of students suspected of having an SLD; understanding the two methods of SLD identification; and providing information in the full and individual evaluation (FIE) that will assist ARD committees in their decision-making process.
High-quality assessments and the data insights they generate are powerful tools for educators to monitor students’ progress — and they can also offer valuable insights to families. After all, we know educators and families both play critical roles in driving student growth. However, communicating assessment results and their meaning to families can be challenging. This is especially true when it comes to standardized assessments that use complex systems to scale scores or measure against norm groups. This article highlights 5 ways to communicate results to stakeholders.
Participants will be able to: Define functional behavior assessment Identify when to consider a functional behavior assessment Identify the steps for conducting a functional behavior assessment.
The purpose of this training is to give educators the information and tools needed to conduct meaningful transition assessments. Conducting age-appropriate transition assessments is the foundation for building quality transition services for students with disabilities.
In this course, educators will explore how routine assessment is used to develop data-driven instruction and how collaborative instruction and flexible grouping strategies can promote regular assessment and progress monitoring. Educators will learn actionable steps to effectively implement assessments in collaborative settings.
