Over the years, I have participated in several "mom" email lists, sharing "mom" ideas and resources. I have saved every email I ever wrote and will now use them to have more formalized "share time". Everything I post will be real life lessons, learned the hard way: at IEP and courtroom tables.

 

Resources

Articles

Accommodations: Accommodations Manual

The Council of Chief State School Officers – Accommodations Manual: How to Select, 

Administer and Evaluate Use of Accommodations for Instructions and Assessment of 

Students with Disabilities.

Accommodations: Accommodating Children with Special Dietary Needs in the School

Accommodating Children with Special Dietary Needs in the School Nutrition Programs, 

United States Department of Agriculture Food and Nutrition Service, Guidance for 

School Food Service Staff (2001)

Assessment: The Least Dangerous Assumption: A Challenge to Create a New Paradigm

Jorgensen, Cheryl, The Least Dangerous Assumption: A Challenge to Create a New

Paradigm, Disabilities Solutions (Fall 2005), © Creating Solutions. This article is reprinted 

with permission from Disability Solutions, Vol. 6, Issue 3. For more information, visit

Assessment: Tests and Measurements for the Parent, Teacher, Advocate and Attorney

Wright, P., Tests and Measurements for the Parent, Teacher, Advocate and Attorney, LD 

On Line, (2007)

Attention Deficit: Therapy Balls for Classroom Seating for Children with Attention Deficit  Hyperactivity Disorder

Schilling, Washington et. al., Classroom Seating for Children with Attention Deficit 

Hyperactivity Disorder: Therapy Balls Versus Chairs, American Journal of Occupational 

Therapy (Volume 57, Number 5), 2003

Attention Deficit: Teaching Children with Attention Deficit  Hyperactivity Disorder: Instructional Strategies and Practices (USDOE)

U.S. Department of Education, Office of Special Education and Rehabilitation Services, 

Office of Special Education Programs, Teaching Children with Attention Deficit 

Hyperactivity Disorder: Instructional Strategies and Practices, Washington D.C., 2008

Autism: Evidence Based Practices for Children

Evidence Based Practices for Children, Youth and Young Adults with Autism Spectrum 

Disorder, UNC-Chapel Hill, 2014.

Autism: Evidence-Based Practice for Students with Severe Disabilities

Browder, D.M., Wood, L., Thompson, J. & Ribbuffo, C. (2014). Evidence-Based Practice for Students with Severe Disabilities, CEEDAR Center, University of Florida (Osep publication identifying methodologies and conent areas for students with severe disabilities) 

Behavior Management: PENT, The BSP Desk Reference: A teacher and Behavior Support Team's Guide to Developing and Evaluating Behavior Support Plans

Positive Environments, Network of Trainers, The BSP Desk Reference: A teacher and

Behavior Support Team’s Guide to Developing and Evaluating Behavior Support Plans, 

September 2009.

Bullying: Bullying and the Child with Special Needs

Walk a Mile in Their Shoe: Bullying and the Child with Special Needs, Abilitypath.org, 

2011.

Bullying: Bullying in  Schools

U.S. Department of Justice, Office of Community Oriented Policing Services, Bullying in 

Schools, 2009.

College: Building the Bridge Between Community College and Word for Students with Disabilities

Stern, D. Building the Bridge Between Community College and Word for Students with 

Learning Disabilities, LD On Line (2002)

College: Students with Disabilities Preparing for Post-Secondary Education, USDOE

Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and 

Responsibilities, U.S. Department of Education, Office of Civil Rights (2007)

Dyslexia: The Brain Basis of the Phonological Deficit in Dyslexia Independent of IQ

Tanaka, H., Black, J, Hulme, C. et. al, The Brain Basis of the Phonological Deficit in

Dyslexia is Independent of IQ,

Dyslexia: Strategies that Work for Students Grade 9 to 12 with Dyslexia

Kurnoff, S., Strategies that Work for Students Grade 9 to 12 with Dyslexia, LD Online, 

2001,

Early Intervention: Early Identification and Intervention for Children at Risk for Learning Disabilities

Lange, S. and Thompson, B., "Early Intervention: Early Identification and Interventions for Children at Risk for Learning Disabilities".  International Journal of Special Education, Vol. 21. No. 3 (2006). at's this item about? What makes it interesting? Write a catchy description to grab your audience's attention...

Early Intervention: Learning Disabilities and Young Children: Identification and Intervention

Learning Disabilities and Young Children, Identificaton and Intervention. National Joint Committee on Learning Disabilties

Evidence Based Practices for Students with Severe Disabilities

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Browder, D.M., Wood, L., Thompson, J. & Ribbuffo, C. (2014). Evidence-Based Practice for Students with Severe Disabilities, CEEDAR Center, University of Florida

Gifted Education: A Guidebook for Supporting the Achievement of Gifted Students with Special Needs

Twice Exceptional Students: A Guidebook for Supporting the Achievement of Gifted

Students with Special Needs  (from Montgomery County Public Schools)

Gifted Education: The Twice Exceptional Dilemma

National Education Association

The Twice Exceptional Dilemma, National Education Association (2006).

IEEs: Independent Educational Evaluations at District Expense under the  Individuals with Disabilities Education Act

Zirkel, Perry, Independent Educational Evaluations at District Expense under the 

Individuals with Disabilities Education Act,  Journal of Law and Education, Vol. 38, No. 2, 

p. 223

IEPs: FAPE vs. Best

DesGeorges, J., FAPE vs. Best: Oops! Someone Used the Word “BEST”, Hand and Voices,

IEPs: Standards Based Individualized Education Program Examples

Holbrook, Marla, Standards Based Individualized Education Program Examples, National

Association of State Directors of Special Education, August 2007

Inclusion and Mainstreaming: Inclusion versus Full Inclusion

Fuchs, Douglas and Lynn, Inclusion versus Full Inclusion,

Inclusion and Mainstreaming: OSEP policy letter supporting Preschool LRE

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OSEP policy guidance manding that public schools consider LRE for preschool even if they do not operate a public preschool program.  If the student's needs can be met in a "regular' preschool program, LRE mandates it.  Schools can implement IEPS in a variety of settings including community based preschools, day care, Headstart, kindergarten.  

Kindergarten Readiness: Poway Unified School District Checklist

Kindergarten Readiness checklist (Poway Unified School District )

Preschool: Handbook on Transition from Early Childhood Special Education Programs

California Department of Education 2005

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Preschool: Preschool Adequacy and Efficiency in California

Karoly, Lynn, Preschool Adequacy and Efficiency in California, Issues, Policy Options and 

Recommendations, Rand Corporation (2009)

Reading Instruction: Report of the National Reading Panel

Report of the National Reading Panel: Teaching Children to Read, National Institution of

Health, (2006)

Reading Instruction: Report of the National Reading Panel

Report of the National Reading Panel: Teaching Children to Read, National Institution of

Health, (2006)

Related Services: Guidelines for Occupational Therapy and Physical Therapy in California Public Schools

Guidelines for Occupational Therapy and Physical Therapy in California Public Schools, 

Second Edition, California Department of Education (2012)

Retention: Frequently Asked Questions about Retention and Grading

California Department of Education (FAQs)

Promotion, Retention and Grading, California Department of Education (Frequently 

Asked questions)

Retention: Grade  Retention Achievement and Mental Health Outcomes

Anderson, Whipple, et. al., National Association of School Psychologists, Grade 

Retention Achievement and Mental Health Outcomes,

Retention: Position Paper on Student Grade Retention and Social Promotion

National Association of School Psychologists, Position Paper on Student Grade Retention

and Social Promotion

Section 504: Frequently Asked Questions About Section 504

Frequently Asked Questions About Section 504 and the Education of Children with 

Disabilities, Office of Civil Rights,

Section 504: Understanding the Difference Between IDEA and Section 504

Understanding the Difference Between IDEA and Section 504, Council for Exceptional 

Children, LD Online,

Services/Supports: Paraprofessionals, NCLB Paraprofessional Non-Regulatory Gudance

No Child Left Behind – Title I Paraprofessionals (Non Regulatory Guidance) March, 2004

Services/Supports: Paraprofessionals, NCLB Paraprofessional Non-Regulatory Gudance

No Child Left Behind – Title I Paraprofessionals (Non Regulatory Guidance) March, 2004

Services/Supports: Diabetic Student Services Under IDEA/Section 504

KC Settlement and Legal Advisory - California Department of Education

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Special Programs: COGMED research

Links to 60+ articles about COGMED

Special Programs: Fast Forward - Improved English Skills by Students (Deer Valley Research)

Improved English Language Skills by Students in the Deer Valley Unified School District

who used Fast ForWord Products: 2008-2009, Scientific Learning

Special Programs: Fast Forward Training for Children with Language and Reading Problems

Result of Fast Forward Training for Children with Language and Reading Problems, 

National Field Trial Results, Scientific Learning Corporation(1999)

Special Programs: Interactive Metronome Information

Links to research/articles on Interactive Metronome

Special Programs: Programs for Deaf and Hard of Hearing Students, CDE Guidelines

Programs for Deaf and Hard of Hearing Students, Guidelines for Quality Standards, 

California Department of Education, 2000

Special Programs: Relationship Development Intervention - Developing a Treatment Program to Address Social/Emotional Deficits in Autism

Gutstein, S., Relationship Development Intervention: Developing a Treatment Program

to Address the Unique Social and Emotional Deficits in Autism Spectrum Disorders, 

Autism Spectrum Quarterly, Winter 2005.

Transition: Transition to Adult Living

California Department of Education Guide

Training Modules for the Transition to Adult Living: An information and Resource Guide :

Amy Langerman does not sponsor, endorse or otherwise approve of any of the materials appearing in any of the links.