| |
| |
| About This Resource | |
| |
| |
| How to Use This Book | |
| |
| |
| |
| Legal Issues in Special Education | |
| |
| |
| |
| Landmark Court Cases in Special Education | |
| |
| |
| |
| Federal Legislation for Individuals with Disabilities | |
| |
| |
| |
| The Individuals with Disabilities Education Act--1997 (IDEA '97) | |
| |
| |
| |
| The Americans with Disabilities Act (P.L. 101-336) | |
| |
| |
| |
| Least Restrictive Educational Placements | |
| |
| |
| |
| Conditions of Public Law 504 | |
| |
| |
| |
| Parents' Rights in the Special Education Process | |
| |
| |
| |
| The Concept of Procedural Due Process | |
| |
| |
| |
| Disability Categories Requiring Special Education Services | |
| |
| |
| |
| Foundations of the Special Education Process | |
| |
| |
| Foundational Issues in Special Education | |
| |
| |
| |
| Questions to Consider When Doing a Classroom Observation | |
| |
| |
| |
| Observation Report Form | |
| |
| |
| |
| How to Interpret and What to Look for in Group Achievement Test Results | |
| |
| |
| |
| How to Examine School Records | |
| |
| |
| |
| Pupil Personnel or Child Study Team Guidelines | |
| |
| |
| |
| Pre-Referral Strategies Recommended by the Child Study Team Prior to Formal Evaluation | |
| |
| |
| |
| Responsibilities and Roles of the Special Education Teacher | |
| |
| |
| |
| Symptomatic Behaviors Exhibited by High-Risk Students | |
| |
| |
| |
| How to Determine the Severity of a Problem | |
| |
| |
| |
| Symptomatic Behaviors Possibly Indicating More Serious Problems | |
| |
| |
| |
| Common Avoidance Behavior Patterns Exhibited by Children with Suspected Learning Problems | |
| |
| |
| |
| Energy Drain and Its Effect on Behavior and Learning | |
| |
| |
| |
| Examples of Structured Referral Forms | |
| |
| |
| |
| Examples of Student Rating Scales | |
| |
| |
| |
| Procedures to Follow If You Suspect Child Abuse or Neglect | |
| |
| |
| |
| Clinical and Behavioral Clues to Possible Child Abuse or Neglect | |
| |
| |
| |
| Example of a Report Form for Suspected Child Abuse or Neglect | |
| |
| |
| The Special Education Process | |
| |
| |
| |
| Steps in the Special Education Process | |
| |
| |
| |
| The Multidisciplinary Team (MDT) | |
| |
| |
| |
| Membership of the Multidisciplinary Team | |
| |
| |
| |
| Formal Referral for a Suspected Disability | |
| |
| |
| |
| Initial Referral to the MDT from the School Staff | |
| |
| |
| |
| Initial Referral to the MDT from the Parent/Guardian | |
| |
| |
| |
| Assessment Plans/Consent for Evaluation | |
| |
| |
| |
| Assessment Options of the MDT | |
| |
| |
| |
| Parental Participation in the Assessment Process | |
| |
| |
| |
| How to Conduct Parent Intakes | |
| |
| |
| |
| Confidentiality | |
| |
| |
| |
| Other Specialists and Their Roles in Helping Children | |
| |
| |
| |
| Specific Exceptionalities | |
| |
| |
| Developmental Information | |
| |
| |
| |
| Principles of Normal Development | |
| |
| |
| |
| Gross Motor Developmental Milestones | |
| |
| |
| |
| Receptive Language Milestones | |
| |
| |
| |
| Expressive Language Milestones | |
| |
| |
| |
| Milestones for Dressing Skills | |
| |
| |
| |
| Milestones for Eating Skills | |
| |
| |
| |
| Milestones for Toileting and Grooming Skills | |
| |
| |
| Autism/Pervasive Development Disability | |
| |
| |
| |
| Fact Sheet on Autism | |
| |
| |
| |
| Symptoms of Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) | |
| |
| |
| |
| Criteria Used to Diagnose Autistic Disorder | |
| |
| |
| |
| Interdisciplinary Diagnosis of Autism | |
| |
| |
| ADHD | |
| |
| |
| |
| ADHD Fact Sheet | |
| |
| |
| |
| Teacher's Checklist for ADHD | |
| |
| |
| |
| Treatment Plans for Children with Attention Deficit Disorder | |
| |
| |
| |
| Behavior Management Techniques for Children with ADHD | |
| |
| |
| |
| Tips for Parents of ADHD Children | |
| |
| |
| |
| Tips for Teachers Working with Children with ADHD | |
| |
| |
| Gifted | |
| |
| |
| |
| Evaluation Procedures that Can Be Used to Measure Giftedness | |
| |
| |
| |
| Classroom Activities to Enhance the Development of Thought Processes in the Gifted | |
| |
| |
| |
| Approaches to Educational Programming for Gifted Students | |
| |
| |
| |
| Classroom Applications of Bloom's Taxonomy of the Cognitive Domain | |
| |
| |
| |
| Common Characteristics of Program Management for the Gifted | |
| |
| |
| |
| Some Typical Characteristics of the Gifted and Talented | |
| |
| |
| |
| Teacher Checklist of Classroom Characteristics that May Indicate Giftedness | |
| |
| |
| Developmental Disabilities | |
| |
| |
| |
| Residential Alternatives for the Child with Developmental Disabilities | |
| |
| |
| |
| Essential Services for the Developmentally Disabled | |
| |
| |
| |
| Facts about Down Syndrome | |
| |
| |
| Speech and Language Impairments | |
| |
| |
| |
| Facts about Communication Disorders | |
| |
| |
| |
| Causes of Communication Disorders | |
| |
| |
| |
| Summary of Normal Language Development | |
| |
| |
| |
| Treatment and Remediation of Communication Disorders | |
| |
| |
| Learning Disabilities | |
| |
| |
| |
| Facts about Learning Disabilities | |
| |
| |
| |
| Characteristics of Children with Dyslexia | |
| |
| |
| |
| Characteristics of Children with Learning Disabilities | |
| |
| |
| |
| Teaching Techniques Used to Compensate for Certain Learning Problems | |
| |
| |
| |
| Characteristics of Writing, Mathematical, and Reading Disorders | |
| |
| |
| Emotional Disabilities | |
| |
| |
| |
| Facts about Emotional Disabilities | |
| |
| |
| |
| Common Developmental Disorders | |
| |
| |
| |
| Common Disruptive Behavior Disorders | |
| |
| |
| |
| Common Anxiety Disorders of Childhood | |
| |
| |
| |
| Common Eating Disorders | |
| |
| |
| |
| Other Disorders of Childhood and Adolescence | |
| |
| |
| |
| Specific Personality Disorders | |
| |
| |
| Tourette's Syndrome | |
| |
| |
| |
| Description of Tics in Tourette's Syndrome | |
| |
| |
| |
| Diagnostic Criteria for Tic Disorders | |
| |
| |
| |
| Pharmacotherapy and Tourette's Syndrome | |
| |
| |
| |
| Classroom Strategies for children with Tourette's Syndrome | |
| |
| |
| Hearing Impaired | |
| |
| |
| |
| Facts about Hearing Impairments | |
| |
| |
| |
| Causes of Hearing Impairments | |
| |
| |
| |
| Audiometric Evaluation Measures | |
| |
| |
| |
| Modes of Communication for the Deaf | |
| |
| |
| |
| The Manual Alphabet | |
| |
| |
| |
| Degrees of Hearing Impairment | |
| |
| |
| |
| Examples of Typical Sound Intensities | |
| |
| |
| |
| Cross Section of the Ear | |
| |
| |
| Visually Impaired | |
| |
| |
| |
| Facts about Visual Impairments | |
| |
| |
| |
| Causes of Visual Impairments | |
| |
| |
| |
| The Braille Alphabet | |
| |
| |
| |
| Typical Characteristics of Children with Visual Impairments | |
| |
| |
| |
| Cross Section of the Eye | |
| |
| |
| Bilingual and Culturally Disadvantaged | |
| |
| |
| |
| Variables that May Influence Placement Decisions for Bilingual Children with Disabilities | |
| |
| |
| |
| Basic Elements of an Individualized Education Plan (IEP) for Bilingual Children with Disabilities | |
| |
| |
| |
| Selecting and Adapting Materials for Bilingual Children with Disabilities | |
| |
| |
| |
| Suggested Identification Procedures for Students with Limited English Proficiency (LEP) | |
| |
| |
| Physically Disabled | |
| |
| |
| |
| Causes of Physical Disabilities | |
| |
| |
| |
| Potential Classroom Modifications and Teacher Skills Required for Certain Physical Disabilities | |
| |
| |
| |
| Physical and Occupational Therapy Measurement Areas | |
| |
| |
| |
| Guidelines for a Physical Therapy Evaluation | |
| |
| |
| |
| Areas of Dysfunction Requiring Occupational Therapy and Their Impact on School Performance | |
| |
| |
| Traumatic Brain Injury | |
| |
| |
| |
| Facts about Traumatic Brain Injury (TBI) | |
| |
| |
| |
| Tips for Parents of Children with TBI | |
| |
| |
| |
| Tips for Teachers of Children with TBI | |
| |
| |
| Other Special Education Exceptionalities | |
| |
| |
| |
| Asperger's Syndrome | |
| |
| |
| |
| Fragile X Syndrome | |
| |
| |
| |
| Prader-Willi Syndrome | |
| |
| |
| |
| Turner's Syndrome | |
| |
| |
| |
| William's Syndrome | |
| |
| |
| Medication Review | |
| |
| |
| |
| Psychostimulants and Sedatives | |
| |
| |
| |
| Anti-Psychotic Medications | |
| |
| |
| |
| Anti-Depressant Medications | |
| |
| |
| |
| Anti-Anxiety Medications | |
| |
| |
| |
| Special Education Assessment | |
| |
| |
| Foundations of the Assessment Process | |
| |
| |
| |
| Scoring Terminology Used in Assessment | |
| |
| |
| |
| Objectives of Intellectual, Educational, and Perceptual Evaluations | |
| |
| |
| |
| Understanding a Student's Behavior During Testing | |
| |
| |
| |
| How to Report Test Results to Parents | |
| |
| |
| Assessment of Intelligence | |
| |
| |
| |
| The Purpose of Intelligence Testing | |
| |
| |
| |
| IQ Range and Classification | |
| |
| |
| |
| The Wechsler Scales of Intelligence | |
| |
| |
| |
| The Stanford-Binet Intelligence Test Scale--Fourth Edition | |
| |
| |
| |
| Kaufman Assessment Battery for Children (K-ABC): Mental Processing Scales | |
| |
| |
| |
| Kaufman Brief Intelligence Test (KBIT) | |
| |
| |
| |
| Columbia Mental Maturity Scale (CMMS) | |
| |
| |
| |
| McCarthy Scales of Children's Abilities | |
| |
| |
| |
| Slosson Intelligence Test--Revised (SIT-R) | |
| |
| |
| |
| Comprehensive Test of Nonverbal Intelligence (CTONI) | |
| |
| |
| |
| Woodcock-Johnson Tests of Cognitive Abilities--III (WJ-III) | |
| |
| |
| |
| Relationship of IQ Scores to Percentiles | |
| |
| |
| Assessment of Academic Achievement | |
| |
| |
| |
| Overview of Academic Skill Areas | |
| |
| |
| Reading | |
| |
| |
| |
| Reading Comprehension Skills | |
| |
| |
| |
| Analysis for Interpreting Oral Reading | |
| |
| |
| |
| Analyzing Oral Reading Miscues | |
| |
| |
| |
| Analyzing Reading Comprehension | |
| |
| |
| |
| Analyzing Word Recognition Skills | |
| |
| |
| |
| Questions to Consider When Doing a Reading Assessment | |
| |
| |
| |
| Gates-MacGinitie Silent Reading Test--Fourth Edition (GMRT) | |
| |
| |
| |
| Gray Oral Reading Test--3 (GORT-3) | |
| |
| |
| |
| Durrell Analysis of Reading Difficulty (DARD) | |
| |
| |
| |
| Gates-McKillop-Horowitz Diagnostic Reading Tests--Fourth Edition | |
| |
| |
| |
| Gilmore Oral Reading Test | |
| |
| |
| |
| Slosson Oral Reading Test--Revised | |
| |
| |
| |
| Spache Diagnostic Reading Scales | |
| |
| |
| |
| Woodcock Reading Mastery Test--Revised (WRMT-R) | |
| |
| |
| |
| Test of Reading Comprehension--Third Edition (TORC-3) | |
| |
| |
| |
| Nelson-Denny Reading Test (NDRT) | |
| |
| |
| |
| Interpreting Handwriting and Written Composition | |
| |
| |
| Written Language | |
| |
| |
| |
| Picture Story Language Test (PSLT) | |
| |
| |
| |
| Test of Early Written Language--2 (TEWL-2) | |
| |
| |
| |
| Test of Written Language--3 (TOWL-3) | |
| |
| |
| Mathematics | |
| |
| |
| |
| Analysis for Interpreting Mathematics Tests | |
| |
| |
| |
| Key Math Diagnostic Arithmetic Test--Revised (KEY MATH-R) | |
| |
| |
| |
| Test of Early Mathematics Ability--2 (TEMA-2) | |
| |
| |
| |
| Test of Mathematical Abilities--2 (TOMA-2) | |
| |
| |
| Spelling | |
| |
| |
| |
| Interpreting Spelling Tests | |
| |
| |
| |
| Spelling Errors Primarily Due to Auditory or Visual Channel Deficits | |
| |
| |
| |
| Diagnostic Word Patterns | |
| |
| |
| |
| Test of Written Spelling--3 (TWS-3) | |
| |
| |
| Comprehensive Tests of Educational Achievement | |
| |
| |
| |
| Brigance Diagnostic Inventory of Basic Skills | |
| |
| |
| |
| Kaufman Tests of Educational Achievement (KTEA) | |
| |
| |
| |
| Peabody Individual Achievement Test--Revised (PIAT-R) | |
| |
| |
| |
| Wechsler Individual Achievement Test--II (WIAT-II) | |
| |
| |
| |
| Wide Range Achievement Test--3 (WRAT-3) | |
| |
| |
| |
| Woodcock-Johnson Tests of Achievement--III (WJ-III) | |
| |
| |
| Assessment of Behavior | |
| |
| |
| |
| Observation Methods Used for the Assessment of Problem Behavior | |
| |
| |
| |
| Interview Methods Used for the Assessment of Problem Behavior | |
| |
| |
| |
| Types of Psychological Tests Used in Assessment of Problem Behavior | |
| |
| |
| |
| Goodenough-Harris Drawing Test (GHDT) | |
| |
| |
| |
| Draw-A-Person: Screening Procedure for Emotional Disturbance (DAP:SPED) | |
| |
| |
| |
| Kinetic-House-Tree-Person Drawings (K-H-T-P) | |
| |
| |
| |
| Children's Apperception Test (CAT) | |
| |
| |
| |
| Thematic Apperception Test (TAT) | |
| |
| |
| |
| Rorschach Psychodiagnostic Test | |
| |
| |
| |
| Politte Sentence Completion Test (PSCT) | |
| |
| |
| |
| Conners' Parent and Teacher Rating Scales (CPRS/CTRS) | |
| |
| |
| |
| Attention Deficit Disorders Evaluation Scale--Revised (ADDES-R) | |
| |
| |
| Adaptive Behavior | |
| |
| |
| |
| Assessment of Adaptive Behavior | |
| |
| |
| |
| AAMR Adaptive Behavior Scale--Residential and Community--2 (ABS-RC-2) | |
| |
| |
| |
| AAMR Adaptive Behavior Scale--School (ABS-S-2) | |
| |
| |
| |
| Adaptive Behavior Evaluation Scale--Revised (ABES-R) | |
| |
| |
| |
| Vineland Adaptive Behavior Scale (VABS) | |
| |
| |
| Functional Behavior | |
| |
| |
| |
| IDEA and Functional Behavioral Assessments | |
| |
| |
| |
| Overview of Functional Behavioral Assessment (FBA) | |
| |
| |
| |
| Role of the Eligibility Committee in the Functional Behavioral Assessment | |
| |
| |
| Assessment of Perception | |
| |
| |
| |
| Overview of Perception | |
| |
| |
| |
| Purpose of Perceptual Evaluations | |
| |
| |
| Assessment of Visual Perception | |
| |
| |
| |
| Visual Perceptual Skills | |
| |
| |
| |
| Diagnostic Symptoms for Visual-Motor Perceptual Disabilities | |
| |
| |
| |
| Developmental Test of Visual Motor Integration--Fourth Edition (VMI-4) | |
| |
| |
| |
| Test of Gross Motor Development--Second Edition (TGMD-2) | |
| |
| |
| |
| Bender Visual-Motor Gestalt Test (BVMGT) | |
| |
| |
| |
| Developmental Test of Visual Perception--2 (DTVP-2) | |
| |
| |
| |
| Motor-Free Visual Perceptual Test--Revised (MVPT-R) | |
| |
| |
| Assessment of Auditory Perception | |
| |
| |
| |
| Overview of Auditory Perception | |
| |
| |
| |
| Diagnostic Symptoms for Auditory Perceptual Disabilities | |
| |
| |
| |
| Goldman-Fristoe-Woodcock Test of Auditory Discrimination | |
| |
| |
| |
| Tests of Auditory Perceptual Skills--Revised (TAPS-R) | |
| |
| |
| |
| Wepman Test of Auditory Discrimination--Second Edition (ADT-2) | |
| |
| |
| Comprehensive Measures of Perceptual Ability | |
| |
| |
| |
| Detroit Tests of Learning Aptitudes--Fourth Edition (DTLA-4) | |
| |
| |
| |
| Slingerland Screening Tests for Identifying Children with Specific Language Disability | |
| |
| |
| Early Childhood Assessment | |
| |
| |
| |
| Assessment and Evaluation Process for Early Intervention | |
| |
| |
| |
| Individualized Family Service Plan (IFSP) | |
| |
| |
| |
| Working with the Family in Early Childhood Assessment | |
| |
| |
| |
| Bayley Scales of Infant Development--Second Edition (BSID-II) | |
| |
| |
| |
| Preschool Language Scale--3 (PLS-3) | |
| |
| |
| |
| Metropolitan Readiness Tests--Fifth Edition (MRT-5) | |
| |
| |
| |
| Boehm Test of Basic Concepts--Revised (BTBC-R) | |
| |
| |
| |
| Bracken Basic Concept Scale (BBCS) | |
| |
| |
| |
| Preschool Evaluation Scales (PES) | |
| |
| |
| |
| Kindergarten Readiness Test (KRT) | |
| |
| |
| |
| Battelle Developmental Inventory (BDI) | |
| |
| |
| Other Areas of Assessment | |
| |
| |
| |
| Assessment Measures Used in the Identification of a Hearing Loss | |
| |
| |
| |
| Auditory Perception Test for the Hearing Impaired (APT/HI) | |
| |
| |
| |
| Carolina Picture Vocabulary Test for Deaf/Hearing Impaired (CPVT) | |
| |
| |
| |
| Hiskey-Nebraska Test of Learning Aptitude | |
| |
| |
| |
| Leiter-R International Performance Scale | |
| |
| |
| |
| Rhode Island Test of Language Structure (RITLS) | |
| |
| |
| |
| Test of Early Reading Ability--2: Deaf or Hard of Hearing (TERA-2, D/HH) | |
| |
| |
| |
| Overview of Occupational Therapy | |
| |
| |
| |
| The Role of the Occupational Therapist | |
| |
| |
| |
| Milani-Comparetti Motor Development Test | |
| |
| |
| |
| Miller Assessment for Preschoolers (MAP) | |
| |
| |
| |
| Quick Neurological Screening Test (QNST) | |
| |
| |
| |
| Sensory Integration and Praxis Test (SIPT) | |
| |
| |
| |
| Purdue Perceptual Motor Survey (PMM) | |
| |
| |
| |
| Overview of Bilingual Assessment | |
| |
| |
| |
| Referral of Culturally and Linguistically Diverse Students | |
| |
| |
| |
| ESL Literacy Scale (ELS) | |
| |
| |
| |
| Language Proficiency Test (LPT) | |
| |
| |
| |
| Matrix Analogies Test (MAT) | |
| |
| |
| |
| Screening Test of Spanish Grammar | |
| |
| |
| |
| Nonstandardized Forms of Assessment | |
| |
| |
| Writing a Professional Report | |
| |
| |
| |
| Overview of Report Writing | |
| |
| |
| |
| Practical Guidelines for Report Writing | |
| |
| |
| |
| Criteria for Writing a Comprehensive Report | |
| |
| |
| |
| Model Report | |
| |
| |
| |
| IEP Information | |
| |
| |
| |
| New Individualized Education Plan (IEP) Requirements Under IDEA '97 | |
| |
| |
| |
| Components to Be Included in the IEP, According to IDEA '97 | |
| |
| |
| |
| IDEA '97 and the Development of the IEP | |
| |
| |
| |
| Sample IEP Form | |
| |
| |
| |
| Related Services Available on the IEP | |
| |
| |
| |
| Extended School-Year Programs/Services Criteria | |
| |
| |
| |
| Documentation Required for Supplementary Aids and Services, and Program Modifications or Supports | |
| |
| |
| |
| Considerations for Making Test-Modification Recommendations | |
| |
| |
| |
| Student Eligibility and Criteria for Testing Modifications | |
| |
| |
| |
| Special Education Teacher's Role and Responsibilities for Implementation of Alternate Testing Techniques | |
| |
| |
| |
| Eligibility Committee | |
| |
| |
| |
| Responsibilities of the Eligibility Committee | |
| |
| |
| |
| Eligibility Committee Presentation Checklist | |
| |
| |
| |
| Annual Review Procedures | |
| |
| |
| |
| Triennial Review Procedures | |
| |
| |
| |
| Triennial Review--Required Materials | |
| |
| |
| |
| Medical Form for the Eligibility Committee | |
| |
| |
| |
| Agreement to Withdraw Eligibility Committee Referral | |
| |
| |
| |
| Eligibility Committee Presentation by the Special Education Teacher as Educational Evaluator | |
| |
| |
| |
| Eligibility Committee Presentation by the Special Education Teacher as the Classroom Teacher | |
| |
| |
| |
| Eligibility Committee Presentation by the Special Education Teacher as Member of the Eligibility Committee | |
| |
| |
| |
| Evaluations that May Be Required for Eligibility Committee Presentations | |
| |
| |
| |
| Other Information and Procedures Required for Eligibility Committee Presentations | |
| |
| |
| |
| Procedures for Changing a Student's Classification or Placement | |
| |
| |
| |
| Classroom Instruction Techniques for Children with Disabilities and Special Needs | |
| |
| |
| |
| Mainstreaming Checklist | |
| |
| |
| |
| Alternate Learning Activities | |
| |
| |
| |
| Key Concepts in Behavior Modification | |
| |
| |
| |
| Working with Children with Learning Disabilities in the Classroom | |
| |
| |
| |
| Working with Children with Emotional Disabilities in the Classroom | |
| |
| |
| |
| Working with Children with Developmental Disabilities in the Classroom | |
| |
| |
| |
| Subject Areas and Related Goals | |
| |
| |
| |
| Transition Services | |
| |
| |
| Foundational Issues in Transition Services | |
| |
| |
| |
| Overview of Transition Services | |
| |
| |
| |
| Intent of Transitional Services | |
| |
| |
| |
| Importance of Keeping Records During the Transition Process | |
| |
| |
| |
| Individualized Transitional Education Plan (ITEP) | |
| |
| |
| |
| The Role of the Family in the Transition Process | |
| |
| |
| |
| Transition Planning Timeline | |
| |
| |
| |
| Transition Checklist | |
| |
| |
| |
| Sample Transitional IEP | |
| |
| |
| Vocational Education Planning | |
| |
| |
| |
| Vocational Assessments | |
| |
| |
| |
| Prevocational Skills | |
| |
| |
| |
| Prevocational Skills Checklist | |
| |
| |
| |
| Division of Rehabilitation Services (DRS) | |
| |
| |
| |
| Services Provided by DRS Agencies | |
| |
| |
| |
| Other Assessment Options During the Vocational Transition Phase | |
| |
| |
| |
| Training and Work Options | |
| |
| |
| |
| Competitive Employment | |
| |
| |
| |
| Supported Employment | |
| |
| |
| |
| Sheltered Employment Options | |
| |
| |
| Living Arrangements | |
| |
| |
| |
| Centers for Independent Living (CIL) | |
| |
| |
| |
| Residential Models | |
| |
| |
| |
| How to Evaluate Residential Programs | |
| |
| |
| |
| Housing Subsidies | |
| |
| |
| |
| Respite Care | |
| |
| |
| Transportation Concerns | |
| |
| |
| |
| Travel Training | |
| |
| |
| |
| The Importance of Travel Training | |
| |
| |
| Recreational/Leisure Options | |
| |
| |
| |
| Overview of Recreational/Leisure Options for Individuals with Disabilities | |
| |
| |
| |
| Individual Concerns When Faced with Leisure Activities | |
| |
| |
| Insurance Concerns | |
| |
| |
| |
| Exploring Insurance Options for Individuals with Disabilities | |
| |
| |
| |
| Types of Insurance Policies | |
| |
| |
| |
| Overview of Medicare and Medicaid | |
| |
| |
| Financial Concerns | |
| |
| |
| |
| Overview of Supplemental Security Income (SSI) | |
| |
| |
| |
| Criteria for Determining SSI Benefits | |
| |
| |
| |
| How to Sign Up for SSI Benefits | |
| |
| |
| |
| Work Incentives | |
| |
| |
| |
| Overview of Social Security Disability Insurance (SSDI) | |
| |
| |
| Social Skill Development | |
| |
| |
| |
| Helping Individuals with Disabilities Acquire Social Skills | |
| |
| |
| |
| How Families Can Help Children with Disabilities with Social Experiences | |
| |
| |
| |
| Helping Youth with Disabilities Avoid Social Mistakes | |
| |
| |
| |
| Fostering Relationships: Suggestions for Young Adults | |
| |
| |
| Communication and Assistive Technology | |
| |
| |
| |
| Overview of Assistive Technology | |
| |
| |
| |
| Computer-Assistive Technology for the Visually Impaired | |
| |
| |
| |
| Computer-Assistive Technology for the Hearing Impaired | |
| |
| |
| |
| Computer-Assistive Technology for Individuals with Mobility Impairments | |
| |
| |
| |
| Computer-Assistive Technology for Individuals with Speech, Language, and Learning Impairments | |
| |
| |
| |
| Technology and Assistive Technology on the Internet | |
| |
| |
| Post-Secondary Educational Options | |
| |
| |
| |
| College Responsibilities for Accommodations | |
| |
| |
| |
| Disability-Related College Support Services | |
| |
| |
| |
| Issues to Consider When Looking Into Post-Secondary Education | |
| |
| |
| |
| Checklist for Assessing Colleges for Accessibility | |
| |
| |
| |
| College Accommodations for Specific Disabilities | |
| |
| |
| |
| Parent Education | |
| |
| |
| |
| How to Improve a Child's Self-Esteem | |
| |
| |
| |
| Possible Causes of Learning Problems | |
| |
| |
| |
| How Parents Can Help Their Children with Homework | |
| |
| |
| |
| How to Communicate with Your Children | |
| |
| |
| |
| How Parents Can Use Effective Discipline | |
| |
| |
| |
| How Parents Can Spot Possible Learning Disabilities in Their Children | |
| |
| |
| |
| Frequently Asked Questions about Learning Disabilities | |
| |
| |
| |
| What Parents Need to Know about Retention | |
| |
| |
| |
| Appendices | |
| |
| |
| |
| Educational Terminology Associated with Special Education | |
| |
| |
| |
| Psychological Terminology Associated with Special Education | |
| |
| |
| |
| Medical Terminology Associated with Special Education | |
| |
| |
| |
| Terminology Associated with Occupational Therapy | |
| |
| |
| |
| Abbreviations Associated with Special Education | |
| |
| |
| |
| Publishers of Books and Videos on Special Needs Issues | |
| |
| |
| |
| Scholarships and Financial Aid Resources for Exceptional Students | |
| |
| |
| |
| Selected Newsletters, Magazines, and Journals on Children with Special Needs | |
| |
| |
| Selected Organizations Related to Children with Special Needs | |
| |
| |
| |
| Attention Deficit Disorder | |
| |
| |
| |
| Autism/Pervasive Developmental Disability | |
| |
| |
| |
| Hearing Impairment | |
| |
| |
| |
| Learning Disabilities | |
| |
| |
| |
| Mental Health | |
| |
| |
| |
| Mental Retardation/Developmental Disabilities | |
| |
| |
| |
| Traumatic Brain Injury | |
| |
| |
| |
| Visual Impairment | |
| |
| |
| References and Suggested Readings | |