Effective Teaching Practices
IN THIS ISSUE
- New from the National Dissemination Center
- From Our Friends at the IDEA Partnership
- It All Starts…in Families…and Communities
- The Little Ones: Early Intervention/Early Childhood
- Schools, K-12
- State & System Tools
A goal without a plan is just a wish.
~~ Antoine de Saint-Exupéry
The calendar may look like summer, but we all know what August is – planning season. Whether you’re an early intervention provider, a parent of a child with a disability, a teacher, or an administrator, now is the time to organize your materials, review your goals for the year, and prepare for success.
This month, we’re bringing you resources and ideas that will help you prepare to be successful in the 2012-2013 school year – even if you’re not in a school.
And a big thanks to all of you who has given us feedback on News You Can Use! We have received a lot of helpful feedback, but we really want to hear from you. Share here!
As always, we welcome your feedback in all forms. Please feel free to contact us at email@example.com.
Our best to you,
at the National Dissemination Center
for Children with Disabilities
Effective Practices in the Classroom and School
A critical part of improving educational results for children with disabilities is using effective practices in the classroom and across the school.
This page includes a variety of resources on both disability awareness and disability etiquette.
Fact Sheets for Specific Disabilities
Each fact sheet defines the disability, describes its characteristics, offers tips for parents and teachers, and connects you with related information and organizations with special expertise in that disability.
Especially for…Schools and Administrators
This section of our website is filled with useful information to support your work in helping students with disabilities achieve their full potential.
FROM OUR FRIENDS AT THE IDEA PARTNERSHIP
Users Guide on Best Practices in Instruction: Accessing and Using the Evidence-based Collection of the Center on Instruction (COI)
This collaborative collection is designed to assist you in learning more about best practices in instruction for implementation on all levels –federal, state, and local.
IT ALL STARTS IN FAMILIES AND COMMUNITIES
IDEA, Inclusion and Getting Parents Involved
Mary LaCorte from North Carolina’s Parent Training and Information Center invites us to share strategies, activities and resources for effectively involving parents in IFSP and IEP meetings.
Resources from the Parent Center Network:
Evidence-Based Practices at School: A Guide for Parents
Promising Practices-Fluency: Helping Your Child Read and Understand
How Will I Know If My Child is Making Progress?
Top 10 Tips to Help Me Help Your Special Child
Suggestions from The Friendship Circle on how parents can support teachers to better serve a child with a disability.
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THE LITTLE ONES: EARLY INTERVENTION/EARLY CHILDHOOD
CELL Practice Guides with Adaptations
These guides make it easier for young children with disabilities to participate in early literacy learning activities. Written for both parents and practitioners, the practice guides describe everyday home, community, and childcare learning opportunities that encourage early literacy learning.
Enhancing Recognition of High-Quality, Functional IFSP Outcomes and IEP Goals: A training activity for Infant and Toddler service providers and ECSE teachers
Here’s a helpful resource from our friends at the National Early Childhood Technical Assistance Center that includes useful examples and worksheets.
Feeding Therapy: Treating the Whole Child
Many children with disabilities require feeding support. Feeding therapist Melanie Potock treats young children who have difficulty eating a variety of foods. Here she offers the factors she examine when assessing a young child’s feeding difficulties.
Foundations of Transition for Young Children
This 8-minute video provides an overview of the desirable outcomes of transition, research identifying effective transition practices, as well as the legal requirements of early childhood transition.
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Where Can You Find Evidence-Based Practices?
There’s a website for that. Doing What Works offers videos, slideshows, and tools for using proven teaching practices. Their mission is to translate research-based practices into practical tools to improve classroom instruction.
Differentiate Instruction to Meet All Students’ Needs
Many teachers and teacher educators have identified differentiated instruction as a method of helping more students in diverse classroom settings experience success. This article identifies the components of differentiation, as well as applications to general education settings.
Intellectual Disabilities in Your Classroom: 9 Tips for Teachers
NICHCY’s latest blog offers practical tips for supporting students with intellectual and other disabilities.
Resources for the Inclusive Classroom
The Inclusive Class offers an online binder filled with teaching strategies, sample forms, behavior resources, classroom resources and more.
Reducing Behavior Problems in the Elementary Classroom
A set of resources from the Doing What Works website that provides evidence-based resources on preventing and addressing behavioral issues.
Evidence-Based Practices in Secondary Transition
Preparing students for college and/or career readiness has been the role of transition planning for years. The National Secondary Transition Technical Assistance Center offers resources on proven practices.
Teacher Resource Sharing
These days, teaching is a collaborative enterprise. Here are some new ways that educators can find and share good ideas for the classroom.
Share My Lesson: http://www.sharemylesson.com/
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STATE & SYSTEM TOOLS
Criteria for Identifying Best Practices
A list of objective standards to use as guidelines in evaluating learning models.
Differentiated Instruction Module
A great new resource from the IRIS Center, Differentiated Instruction: Maximizing the Learning of All Students helps educators answer these questions:
- What is differentiated instruction?
- How do teachers differentiate instruction?
- How do teachers prepare their students and their classrooms for differentiated instruction?
- What does differentiated instruction look like in the classroom?
Cognitive behavioral interventions: An effective approach to help students with disabilities stay in school
Building upon the foundation of The Effects of Cognitive Behavioral Interventions on Dropout for Youth with Disabilities, NDPC-SD developed this practice guide to provide educators with basic information and strategies for implementing cognitive-behavioral interventions in the classroom.
IDEA Data Explorer Analytic Tool
This tool provides users with the most recent publicly available state-level IDEA data. The tool may be used to view data trends, generate data reports, copy data into spreadsheets, generate graphics as appropriate to the data selected, and run cross-tabulations using variables collected as part of that data set.
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Publication of this eNewsletter is made possible through Cooperative Agreement #H326N080003 between FHI 360 and the Office of Special Education Programs (OSEP) of the U.S. Department of Education. The contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by the National Dissemination Center for Children with Disabilities.
- About The National Dissemination Center
- U.S. Office of Special Education Programs (OSEP)
- OSEP TA&D Network
Comments on our newsletter? Too long? Too short? Off-target? Right on? Suggestions for future topics? Please feel free to contact us at firstname.lastname@example.org. We’re here to help you help children with disabilities.