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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.

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Special Education

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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)

Autism: National Standards Report, National Autism Center, (2009)

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.

Bullying: Ten Actions ALL Parents Can Take to Help Eliminate Bullying

Bullying- A Guide for Law Enforcement Preventing and Addressing Bullying and Intolerance

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

FERPA: Family Educational Rights and Privacy Act (FERPA)

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: Is Your Child Ready for School

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)

Preschool: U.S. Department of Education, Helping Your Preschool Child, (2005)

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,

Selected Topics in IDEA – United States Department of Education Search Engine

Selected Topics in Special Education – Arizona Department of Education – Arizona Technical Assistance System Documents (AzTAS)

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: Autism Spectrum Disorders and the Transition to Adulthood (Virginia Department of Education, Office of Special Education and Student Services (2010)

Transition

Virginia Department of Education publication with comprehensive information about transition

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.

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