1.
Resource
Notebook
The
Exceptional
Child
in
the
School
Created
by
Cierra
Aubuchon
The
Citadel
Graduate
College

2. 1
Table
of
Content
I.
Definitions
.......................................................................................................................................
2
A.
Who
are
the
Exceptional
Children?
..................................................................................................
3
1.
Why
Do
We
Label
and
Classify
Exceptional
Children?
..................................................................
3
B.
Why
Are
Laws
Governing
the
Education
of
Exceptional
Children
Necessary?
.................................
4
1.
The
Individuals
with
Disabilities
Education
Act
..........................................................................
4-­‐5
C.
What
is
Special
Education?
...............................................................................................................
6
2.
The
Process
of
Education
Special
Education
.................................................................................
6
2.
Individualized
Education
Program
.............................................................................................
6-­‐7
D.
References
........................................................................................................................................
8
II.
Strategies
..........................................................................................................................................
9
A.
Learning
Disabilities,
Learning
Differences,
and
ADHD
..................................................................
10
1.
Definations
..................................................................................................................................
10
2.
Accomdations
for
Students
with
Learning
Disabilities
...........................................................
10-­‐11
3.
Strategies
for
Students
with
Learning
Disabilities
......................................................................
11
4.
Accomdations
&
Strategies
for
Students
with
ADHD
.............................................................
11-­‐16
5.
References
..................................................................................................................................
17
B.
Autism
Spectrum
Disorders
............................................................................................................
18
1.
Defination
...................................................................................................................................
18
2.
Accomdations
&
Strategies
for
Students
with
Autism
Spectrum
Disorders
...........................
18-­‐20
3.
References
..................................................................................................................................
21
C.
Emotional
Issues
and/or
Behavioral
Issues
Definition
...................................................................
23
1.
Defination
...................................................................................................................................
23
2.
Accomdation
&
Strategies
for
Students
with
Emotional
Issues
and/or
Behavioral
Issues
.....
23-­‐25
3.
References
..................................................................................................................................
26
III.
Parent
Resources
.........................................................................................................................
27
A.
Local
Agencies
...........................................................................................................................
28-­‐30
B.
State
Agencies
...........................................................................................................................
31-­‐34
D.
Web
Resources
.........................................................................................................................
35-­‐37
E.
Journal
Titles
and/or
Journal
Articles
........................................................................................
38-­‐41
1.
References
..................................................................................................................................
42
F.
Book
Titles
.................................................................................................................................
43-­‐47
1.
References
..................................................................................................................................
48
IV.
Law
...................................................................................................................................................
49
A.
IDEA
2004
..................................................................................................................................
50-­‐51
B.
ADA
............................................................................................................................................
50-­‐51
C.
Section
504
of
the
Rehabilitation
Act
........................................................................................
50-­‐51
D.
California
Mandates
Related
to
Special
Education
........................................................................
52
1.
References
..................................................................................................................................
53

3. 2
Definitions

4. 3
Who
are
Exceptional
Children?
Ø Exceptional
children
are
those
whose
physical
attributes
and/or
learning
abilities
differ
form
the
norm,
either
above
or
below,
to
such
an
extent
that
an
individualized
program
of
special
education
is
necessary.
Ø Impairment
refers
to
the
reduced
function
or
loss
or
a
particular
body
part
or
organ.
Ø Handicap
refers
to
the
problems
a
person
with
disability
encounters
when
interaction
with
their
environment.
Ø A
Disability
exists
when
an
impairment
limits
a
person’s
ability
to
perform
certain
tasks
in
the
same
way
as
most
people
do.
Ø A
child
who
is
at
risk
is
not
currently
identified
as
having
a
disability
but
is
considered
to
have
a
greater-­‐than-­‐usual
chance
of
developing
one
if
intervention
is
not
provided.
Why
Do
We
Label
and
Classify
Exceptional
Children?
Ø Some
believe
that
disability
labels
have
negative
effects
on
children
and
on
other
perceptions
of
them
and
can
lead
to
exclusion;
others
believe
that
labeling
is
a
necessary
first
step
to
providing
needed
intervention
and
is
important
for
comparing
and
communication
about
research
findings.
Ø Alternative
approaches
to
classifying
exceptional
children
that
do
not
rely
on
disability
labels
have
been
proposed.
i.e.,
classifying
students
by
the
curriculum
and
skill
areas
they
are
learning.
Ø In
curriculum-­‐based
assessment,
students
are
assessed
and
classified
relative
to
the
degree
to
which
they
are
learning
specific
curriculum
content.

5. 4
Why
Are
Laws
Governing
the
Education
of
Exceptional
Children
Necessary?
Ø Before
the
1970s,
many
states
had
laws
permitting
public
schools
to
deny
enrollment
to
children
with
disabilities.
When
local
public
schools
began
to
accept
a
measure
of
responsibility
for
education
certain
exceptional
students,
a
philosophy
of
segregation
prevailed.
Ø Special
education
was
strongly
influenced
by
the
case
of
Brown
vs.
Board
of
Education
in
1954,
in
which
the
U.S.
Supreme
Court
declared
that
education
must
be
made
available
to
all
children
on
equal
terms.
Ø In
the
class-­‐action
lawsuit
PARC
(1972),
the
Court
ruled
that
all
children
with
mental
retardation
were
entitled
to
a
free,
appropriate
public
education
and
that
placements
in
regular
classrooms
and
regular
public
schools
were
preferable
to
segregated
settings.
Ø All
children
with
disabilities
are
now
recognized
to
have
the
right
to
equal
protection
under
the
law,
which
has
been
interrupted
to
mean
the
right
to
a
free
public
education
in
the
least
restrictive
environment.
Ø All
children
with
disabilities
and
their
parents
have
the
right
to
due
process
under
the
law,
which
includes
the
rights
to
be
notified
of
any
decision
affecting
the
child’s
educational
placement,
to
have
a
hearing
and
present
a
defense,
to
see
a
written
decision,
and
to
appeal
and
decision.
Ø Court
decisions
have
also
established
the
rights
of
children
with
disabilities
to
fair
assessment
in
their
native
language
and
to
education
at
public
expense,
regardless
of
the
school
district’s
financial
constraints.
The
Individuals
with
Disabilities
Education
Act
The
passage
of
IDEA
by
Congress
in
1975
marked
the
culmination
of
the
efforts
if
many
educators,
parents,
and
legislators
to
bring
together
in
one
comprehensive
bill
this
country’s
laws
regarding
the
education
of
children
with
disabilities.
The
law
encompasses
these
major
principals:

6. 5
Ø Zero
Reject
Schools
must
educate
all
children
with
disabilities.
This
principle
applies
regardless
of
the
nature
or
severity
of
the
disability.
Ø Free,
Appropriate
Public
Education
All
children
with
disabilities
shall
receive
free,
appropriate
public
education
at
public
expense.
An
individuated
education
program
(IEP)
must
be
developed
and
implemented
for
each
student
with
a
disability.
Ø Least
Restrictive
Environment
Students
with
disabilities
must
be
educated
with
children
without
disabilities
to
the
maximum
extent
appropriate,
and
they
should
be
removed
to
separate
classes
or
schools
only
when
the
nature
or
severity
of
their
disabilities
is
such
that
they
cannot
received
an
appropriate
education
in
the
general
education
classroom.
Ø Due
Process
Safeguards
Schools
must
provide
due
process
safeguards
to
protect
the
rights
of
children
with
disabilities
and
their
parents.

7. 6
What
is
Special
Education?
Ø Special
education
consists
of
purposeful
intervention
efforts
at
3
levels:
preventive,
remedial,
and
compensatory.
Ø Special
Education
is
individually
planned,
specialized,
intensive,
goal-­‐directed
instruction.
When
practiced
most
effectively
and
ethically,
special
education
uses
research-­‐based
teaching
methods
and
is
guided
by
direct
and
frequent
measure
of
student
performance.
The
Process
of
Special
Education
Ø IDEA
mandates
a
particular
sequence
of
events
that
schools
must
follow
in
identifying
and
educating
children
with
disabilities.
Ø Pre-­‐referral
intervention
is
an
informal,
problem-­‐solving
process
used
by
many
schools
to
provide
immediate
instructional
and/or
behavior
management
assistance
to
the
child
and
teacher
and
reduce
the
chances
of
identifying
a
child
for
special
education
who
might
not
be
disabled.
Ø All
children
suspected
of
having
a
disability
must
receive
a
nondiscriminatory
multi-­‐
factored
evaluation
(MFE)
to
for
determining
eligibility
for
special
education
and
to
provide
information
about
the
child’s
educational
needs
and
how
to
meet
them.
Ø An
individualized
education
problem
(IEP)
must
be
planned
and
provided
for
each
child
with
a
disability
that
is
adversely
affecting
their
educational
performance.
Individualized
Education
Program
Ø An
IEP
planning
team
must
include
§ The
parents
or
guardians
of
the
child
§ 1
regular
education
teacher
of
the
child
§ 1
special
education
teacher
§ A
representative
of
the
local
education
agency
§ An
individual
who
can
interpret
the
instructional
implications
of
evaluation
results

8. 7
§ Other
individuals
who
have
a
knowledge
or
special
expertise
regarding
the
child,
including
related-­‐service
personnel
as
appropriate
§ The
student,
if
appropriate

9. 8
References
Heward,
W.
(2013).
Exceptional
children
an
introduction
to
special
education.
(10th
ed.).
Upper
saddle
river,
nj:
Pearson
Education,
Inc.

10. 9
Strategies

11. 10
Learning
Disabilities,
Learning
Differences,
and
ADHD
Definitions
Ø Learning
Disabilities
A
general
term
that
refers
to
a
heterogeneous
group
of
disorders
manifested
by
significant
difficulties
in
the
acquisition
and
use
of
listening,
speaking,
reading,
writing,
reasoning,
or
mathematical
abilities.
Ø ADHD,
Attention
Deficit
Disorder
A
diagnostic
category
of
the
American
Psychiatric
Association
for
a
condition
in
which
a
child
exhibits
developmentally
inappropriate
inattention,
impulsivity,
and
hyperactivity.
Accommodations
for
Students
with
Learning
Disabilities
§ Note
takers.
§ Audiotaped
or
videotaped
class
sessions.
§ Extended
exam
time
and
a
quiet
testing
location.
§ Visual,
aural,
and
tactile
demonstrations
incorporated
into
instruction.
§ Concise
course
and
lecture
outlines.
§ Books
on
tape.
§ Alternative
evaluation
methods
(e.g.,
portfolio,
oral
or
video
presentations).
§ Providing
projects
or
detailed
instructions
on
audiotapes
or
print
copies.
§ Reinforcing
directions
verbally.
§ Breaking
large
amounts
of
information
or
instructions
into
smaller
segments.
§ Computers
can
be
adapted
to
assist
students
with
learning
disabilities.
A
student
with
learning
disabilities
might
find
these
accommodations
useful:
• Computers
equipped
with
speech
output,
which
highlights
and
reads
(via
screen
reading
software
and
a
speech
synthesizer)
text
on
the
computer
screen.
• Word
processing
software
that
includes
electronic
spelling
and
grammar

12. 11
checkers,
software
with
highlighting
capabilities,
and
word
prediction
software.
• Software
to
enlarge
screen
images.
§ For
math
and
science
classes,
examples
of
specific
accommodations
that
are
useful
for
students
with
learning
disabilities
include:
• The
use
of
scratch
paper
to
work
out
math
problems
during
exams.
• Talking
calculators.
• Fractional,
decimal,
and
statistical
scientific
calculators.
• Computer
Assisted
Instruction
(CAI)
software
for
math.
• Computer
Assisted
Design
(CAD)
software
for
engineering.
• Large
display
screens
for
calculators
and
adding
machines.
Strategies
for
Students
with
Learning
Disabilities
§ Brake
learning
into
small
steps
§ Administrate
probes
§ Supplied
regular
quality
feedback
§ Used
diagrams,
graphics
and
pictures
to
augment
what
they
were
saying
in
words
§ Provided
ample
independent,
well-­‐designed,
intensive
practice
§ Modeled
instructional
practices
that
they
wanted
students
to
follow
§ Provided
prompts
of
strategies
to
use;
and
engaged
students
in
process
type
question
like
“How
is
that
strategy
working?
Where
else
might
you
apply
it?”
Accommodations
&
Strategies
for
Students
with
ADHD
Socialization
§ Praise
appropriate
behavior
§ Monitor
social
interactions
§
§ Set
up
social
behavior
goals
with
student
and
implement
a
reward
program.
§
§ Prompt
appropriate
social
behavior
either
verbally
or
with
private
signal

13. 12
§ Encourage
cooperative
learning
tasks
with
other
students
§ Provide
small
group
social
skills
training
§
§ Praise
student
frequently
§ Assign
special
responsibilities
to
student
in
presence
of
peer
group
so
others
observe
student
in
a
positive
light.
Inattention
§
Seat
student
in
quiet
area
§ Seat
student
near
good
role
model
§ Seat
student
near
"study
buddy"
§ Increase
distance
between
desks
§ Allow
extra
time
to
complete
assigned
work
§ Shorten
assignments
or
work
periods
to
coincide
with
span
of
attention;
use
timer
§ Break
long
assignments
into
smaller
parts
so
student
can
see
end
to
work
§ Assist
student
in
setting
short
term
goals
§ Give
assignments
one
at
a
time
to
avoid
work
overload
§ Require
fewer
correct
responses
for
grade
§ Reduce
amount
of
homework
§ Instruct
student
in
self-­‐monitoring
using
cueing
§ Pair
written
instructions
with
oral
instructions
§ Provide
peer
assistance
in
note
taking
§ Give
clear,
concise
instructions
§ Seek
to
involve
student
in
lesson
presentation
§ Cue
student
to
stay
on
task,
i.e.
private
signal

14. 13
Mood
§ Provide
reassurance
and
encouragement
§ Frequently
compliment
positive
behavior
and
work
product
§ Speak
softly
in
non-­‐threatening
manner
if
student
shows
nervousness
§ Review
instructions
when
giving
new
assignments
to
make
sure
student
comprehends
directions
§ Look
for
opportunities
for
student
to
display
leadership
role
in
class
§ Conference
frequently
with
parents
to
learn
about
student's
interests
and
achievements
outside
of
school
§ Send
positive
notes
home
§ Make
time
to
talk
alone
with
student
§ Encourage
social
interactions
with
classmates
if
student
is
withdrawn
or
excessively
shy
§ Reinforce
frequently
when
signs
of
frustration
are
noticed
§ Look
for
signs
of
stress
build
up
and
provide
encouragement
or
reduced
work
load
to
alleviate
pressure
and
avoid
temper
outburst
§ Spend
more
time
talking
to
students
who
seem
pent
up
or
display
anger
easily
§ Provide
brief
training
in
anger
control:
encourage
student
to
walk
away;
use
calming
strategies;
tell
nearby
adult
if
getting
angry
Academic
Skills
§ If
reading
is
weak:
provide
additional
reading
time;
use
"previewing"
strategies;
select
text
with
less
on
a
page;
shorten
amount
of
required
reading;
avoid
oral
reading
§ If
oral
expression
is
weak:
accept
all
oral
responses;
substitute
display
for
oral
report;
encourage
student
to
tell
about
new
ideas
or
experiences;
pick
topics
easy
for
student
to
talk
about
§ If
written
language
is
weak:
accept
non-­‐written
forms
for
reports
(i.e.
displays,
oral,
projects);
accept
use
of
typewriter,
word
processor,
tape
recorder;
do
not
assign
large
quantity
of
written
work;
test
with
multiple
choice
or
fill-­‐in
questions

15. 14
§ If
math
is
weak:
allow
use
of
calculator;
use
graph
paper
to
space
numbers;
provide
additional
math
time;
provide
immediate
correctness
feedback
and
instruction
via
modeling
of
the
correct
computational
procedure
Impulsiveness
§ Ignore
minor,
inappropriate
behavior
§ Increase
immediacy
of
rewards
and
consequences
§ Use
time-­‐out
procedure
for
misbehavior
§ Supervise
closely
during
transition
times
§ Use
"prudent"
reprimands
for
misbehavior
(i.e.
avoid
lecturing
or
criticism)
§ Attend
to
positive
behavior
with
compliments
etc.
§ Acknowledge
positive
behavior
of
nearby
students
§ Seat
student
near
role
model
or
near
teacher
§ Set
up
behavior
contract
§ Instruct
student
in
self
monitoring
of
behavior,
i.e.
hand
raising,
calling
out
§ Call
on
only
when
hand
is
raised
in
appropriate
manner
§ Praise
when
hand
raised
to
answer
question
Organization
&
Planning
§ Ask
for
parental
help
in
encouraging
organization
§ Provide
organization
rules
§ Encourage
student
to
have
notebook
with
dividers
and
folders
for
work
§ Provide
student
with
homework
assignment
book
§ Supervise
writing
down
of
homework
assignments
§ Send
daily/weekly
progress
reports
home
§ Regularly
check
desk
and
notebook
for
neatness,
encourage
neatness
rather
than

16. 15
penalize
sloppiness
§ Allow
student
to
have
extra
set
of
books
at
home
§ Give
assignments
one
at
a
time
§ Assist
student
in
setting
short
term
goals
§ Do
not
penalize
for
poor
handwriting
if
visual-­‐motor
defects
are
present
§ Encourage
learning
of
keyboarding
skills
§ Allow
student
to
tape
record
assignments
or
homework
Motor
Activity
§ Allow
student
to
stand
at
times
while
working
§ Provide
opportunity
for
"seat
breaks"
i.e.run
errands,
etc.
§ Provide
short
break
between
assignments
§ Supervise
closely
during
transition
times
§ Remind
student
to
check
over
work
product
if
performance
is
rushed
and
careless
§ Give
extra
time
to
complete
tasks
(especially
for
students
with
slow
motor
tempo)
Compliance
§ Praise
compliant
behavior
§ Provide
immediate
feedback
§ Ignore
minor
misbehavior
§ Use
teacher
attention
to
reinforce
positive
behavior
§ Use
"prudent"
reprimands
for
misbehavior
(i.e.
avoid
lecturing
or
criticism)
§ Acknowledge
positive
behavior
of
nearby
student
§ Supervise
student
closely
during
transition
times

17. 16
§ Seat
student
near
teacher
§ Set
up
behavior
contract
§ Implement
classroom
behavior
management
system
§ Instruct
student
in
self-­‐monitoring
of
behavior

18. 17
References
Bryant,
D.,
&
Bryant,
B.
(2008).
Introduction
to
the
special
series:
Mathematics
and
learning
disabilities.
Learning
Disability
Quarterly,
31(1),
3-­‐11
.
Retrieved
from
http://www.jstor.org/stable/30035521
Heward,
W.
(2013).
Exceptional
children
an
introduction
to
special
education.
(10th
ed.).
Upper
saddle
river,
nj:
Pearson
Education,
Inc.
Learning
Disabilities
Association
of
America.
(2011).
Successful
strategies
for
teaching
students
with
learning
disabilities.
Retrieved
from
http://www.ldanatl.org/aboutld/teachers/understanding/strategies.asp
Parker,
H.
(2012).
Adapt:
Accommodations
for
students
with
adhd
.
Retrieved
from
http://www.naceonline.com/article-­‐accommodations-­‐for-­‐adhd.php
Sireci,
S.,
Scarpati,
S.,
&
Le,
S.
(2005).
Test
accommodations
for
students
with
disabilities:
An
analysis
of
the
interaction
hypothesis.
Review
of
Educational
Research,
75(4),
457-­‐490.
Retrieved
from
http://www.jstor.org/stable/3516104
University
of
Washington.
(2004).
Learning
disabilities.
Retrieved
from
http://www.washington.edu/doit/Faculty/Strategies/Disability/LD/

19. 18
Autism
Spectrum
Disorders
Definition
Ø Autistic
Disorder
A
pervasive
developmental
disorder
marked
by
three
defining
features
with
onset
before
age
3:
(a)
impairment
of
social
interaction;
(b)
impairment
of
communication;
and
(c)
restricted,
repetitive,
and
stereotypic
patterns
of
behavior,
interests,
and
activities.
Accommodations
&
Strategies
for
Students
with
Autism
Spectrum
Disorders
Physical
Space
§ The
location
of
a
desk
should
be
based
on
a
student’s
sensory
sensitivities.
Consider
placing
a
desk
away
from
a
door
or
a
high
movement
area
such
as
the
art
centre
to
minimize
distractions
§ The
student
might
prefer
to
face
a
wall
or
window
so
they
don’t
notice
other
students
as
much.
§ Have
a
quiet
place
of
retreat—a
study
carrel,
bean
bag
chair
in
a
corner
of
the
room,
or
a
table
in
the
library
when
things
get
too
chaotic
in
the
classroom.
Have
a
code
for
the
child
to
tell
you
when
they
are
on
overload
without
having
to
draw
attention
to
himself.
This
could
be
placing
an
object
like
a
red
ruler
on
the
right
hand
corner
of
their
desk
to
signify
overload
and
a
break
is
needed.
§ If
the
moving
of
chairs
is
very
noisy,
consider
putting
old
tennis
balls
on
the
chair
legs
to
minimize
noise.
§ Allow
the
student
to
enter
the
school
early
or
leave
early
to
avoided
crowded
hallways.
I
discovered
my
7-­‐year-­‐old
daughter
with
ASD
put
the
“gone
to
the
bathroom”
disc
on
her
desk
as
recess
was
ending
and
stood
in
a
bathroom
stall
until
the
hallways
cleared.
§ Place
a
basket
underneath
the
student’s
desk
and
have
them
place
what
they
need
in
there
for
small
blocks
of
time.
Trying
to
find
items
in
an
overcrowded
desk
can
be
frustrating.

20. 19
Organization
of
the
School
Day
§ Have
a
visual
organizer
of
the
day.
Visual
aids
and
ideas
for
use
of
visuals
can
be
found
on
www.do2learn.com
or
use
Boardmaker®
software
to
create
your
own
visuals
if
your
school
has
a
copy.
§ Visuals
can
also
be
photos.
Some
students
find
photos
of
real
people
and
places
they
know
more
meaningful
than
picture
symbols.
§ Some
students
will
want
to
know
the
schedule
for
the
whole
day,
others
may
only
be
able
to
cope
with
seeing
part
of
the
day
at
a
time,
and
some
will
need
to
see
one
activity
at
a
time
with
a
breakdown
of
the
parts.
Get
to
know
your
students’
preferences.
Knowing
the
entire
daily
schedule
at
once
may
be
overwhelming
for
some
students
and
cause
anxiety.
For
others
it
will
alleviate
anxiety.
§ Put
the
daily
schedule
on
a
Velcro
strip
and
remove
activities
as
they
are
completed
into
a
pocket
marked
“finished.”
Students
with
autism
like
to
know
there
is
a
beginning
and
an
end
to
activities.
§ For
the
older
student,
tape
the
schedule
inside
a
binder.
§ Warn
well
in
advance
about
changes
to
the
daily
schedule
such
as
a
guest
speaker
or
an
assembly.
§ Only
post
necessary
information
around
the
classroom
(i.e.,
calendar,
classroom
expectations,
schedule
of
the
day)
to
avoid
confusion
and
overload.
§ Consider
color
coding
shelves
for
topics
(Red
=
Language
Arts,
Green
=
Social
Studies)
and
have
the
student’s
binder
color
correspond
to
these
topics.
§ Consider
using
a
Time
Timer
for
an
activity
if
the
student
needs
visual
support
for
timing.
If
you
want
to
control
the
units
of
time,
put
Velcro
on
the
back
of
a
poker
chip,
use
a
horizontal
strip,
and
then
place
the
poker
chips
on
the
strip
as
sections
of
time
go
by.
At
the
end
of
the
strip,
there
can
be
a
reward
such
as
10
minutes
of
computer
time.
Curriculum
Instruction
§ Keep
your
teaching
visually
interesting.
Use
diagrams
or
models,
write
on
the
blackboard.
§
Avoid
using
figurative
speech
and
idiomatic
language
when
instructing.
Most
students
with
ASD
won’t
understand
this
language
and
neither
will
English
as
a
Second
Language
students.

21. 20
§ During
class
discussions,
consider
using
an
object
such
as
a
ball
or
stick
that
is
passed
around
the
classroom
to
signify
it
is
that
person’s
turn
to
talk.
§ Ask
the
student
to
repeat
your
instructions
to
you
once
the
other
students
have
begun
working.
Be
prepared
to
repeat
your
instructions
several
times
and
support
them
with
visuals
in
order
to
facilitate
understanding.
§ For
note
taking,
have
a
strong
student
with
good
handwriting
take
the
notes
on
carbon
copy
paper,
then
you
can
simply
tear
off
the
bottom
copy
and
give
it
to
the
ASD
student.
Learning
Styles
and
Options
§ Make
learning
relevant.
Many
students
with
ASD
have
special
interests,
so
use
those
to
teach
concepts.
If
a
math
class
is
using
manipulatives
to
teach
addition,
let
the
student
use
dinosaurs,
his
special
interest,
instead
of
Popsicle
sticks.
§ Take
the
pencil
out
of
the
process.
Many
students
find
handwriting
difficult
because
of
motor
planning
issues.
Make
use
of
computer
technology
and
allow
the
student
to
type.
§ Leslie
Broun,
the
former
Autism
Inclusion
Coordinator
for
the
Peel
County
Board
of
Education
in
Ontario
states,
“In
the
writing
or
composition
process,
intellectual
or
cognitive
processing
takes
a
backseat
to
the
difficulty
and
effort
involved
in
the
physical
processing
that
must
go
on
in
order
to
put
pencil
to
paper.
Thus,
the
student’s
quality
and
quantity
of
response
is
reduced.
How
one
prints
or
writes
is
completely
irrelevant
to
learning
and
intelligence.”
§ When
students
have
too
many
options
to
choose
from,
they
can
get
overwhelmed.
Provide
choices
on
a
choice
board.
Have
them
pick
from
2
or
3
things.
§ Allow
learning
to
be
demonstrated
in
a
variety
of
ways.
Verbal
testing,
arranging
plastic
letters
on
a
magnetic
board
for
the
spelling
test
rather
than
having
to
print
letters,
and
physical
demonstrations
of
concepts
(e.g.,
Which
of
these
objects
are
magnetic?)
are
some
alternatives
to
traditional
pen
to
paper
methods.
§ For
spare
time
or
calming
activities,
consider
allowing
the
student
to
start
a
scrapbook
of
their
special
interests.
Save
old
calendars,
greeting
cards,
dollar
store
or
library
discard
books,
and
magazines.
The
student
can
work
on
the
scrapbook
if
they
are
finished
a
task
early
or
need
a
break.
§ Homework
may
be
too
much
for
the
ASD
student
who
has
had
to
cope
with
so
many
other
issues
throughout
the
school
day.
Talk
to
the
parents
and
ask
about
their
feelings
around
assigning
homework
and
how
much
the
student
can
handle,
if
any.

22. 21
§ It
is
essential
for
the
classroom
teacher
to
have
regular
communication
with
the
parents
of
the
ASD
student.
A
consistent
approach
to
learning,
use
of
visuals,
and
similar
expectations
both
at
home
and
at
school
will
make
it
easier
for
the
students
to
generalize
from
one
setting
to
another.
Using
these
strategies
and
classroom
accommodations
will
lay
the
foundation
for
successful
learning
and
keep
the
school
experience
a
positive
one.

23. 22
References
Bennie,
M.
(207).
Creating
a
successful
school
day
for
students
with
autism
spectrum
disorders
.
Retrieved
from
http://www.canadianteachermagazine.com/ctm_special_needs/spring07_accommodati
ons_in_the_classroom.shtml
Heward,
W.
(2013).
Exceptional
children
an
introduction
to
special
education.
(10th
ed.).
Upper
saddle
river,
nj:
Pearson
Education,
Inc.
Klin,
A.,
Jones,
W.,
Schultz,
R.,
&
Volkmar,
F.
(2003).
The
enactive
mind,
or
from
actions
to
cognition:
Lessons
from
autism.
Philosophical
Transactions:
Biological
Sciences,
358(1430),
345-­‐360.
Retrieved
from
http://www.jstor.org/stable/3558147
Parish-­‐Morris,
J.,
Hirsh-­‐Pasek,
K.,
Hennon,
E.,
Michnick
Golinkoff,
R.,
&
Helen
Tager-­‐Flusberg,
H.
(2007).
Children
with
autism
illuminate
the
role
of
social
intention
in
word
learning.
Child
Development
,
78(4),
1265-­‐1287.
Retrieved
from
http://www.jstor.org/stable/4620702
Roach,
A.,
&
Elliot,
S.
(2006).
The
influence
of
access
to
general
education
curriculum
on
alternate
assessment
performance
of
students
with
significant
cognitive
disabilities.
Educational
Evaluation
and
Policy
Analysis
,
28(2),
181-­‐194
.
Retrieved
from
http://www.jstor.org/stable/3699531
Sireci,
S.,
Scarpati,
S.,
&
Le,
S.
(2005).
Test
accommodations
for
students
with
disabilities:
An
analysis
of
the
interaction
hypothesis.
Review
of
Educational
Research,
75(4),
457-­‐490.
Retrieved
from
http://www.jstor.org/stable/3516104

24. 23
Emotional
Issues
and/or
Behavioral
Difficulties
Definitions
Ø Emotional
Disturbance
A
disability
defined
in
the
Individuals
with
Disabilities
Education
Act
(IDEA)
as
a
condition
exhibiting
one
or
more
of
the
following
characteristics
over
a
long
period
of
time
and
to
a
marked
degree
that
adversely
affects
education
performance:
inability
to
build
or
maintain
satisfactory
interpersonal
relationships;
inappropriate
types
of
behavior
or
feelings
under
normal
circumstances;
a
general
pervasive
mood
of
unhappiness
or
depression;
or
a
tendency
to
develop
physical
symptoms
or
fears
associated
with
person
or
school
problems.
Many
professionals
prefer
the
term
emotion
or
behavioral
disorders.
Accommodations
&
Strategies
for
Students
with
Emotional
Issues
and/or
Behavioral
Difficulties
§ Clearly
define
offensive
language.
Students
may
hear
swearing
at
home
and
in
the
community
and
then
think
it
is
okay
to
repeat
it
at
school.
Talk
with
students
about
what
is
and
is
not
offensive
language
in
the
classroom.
Begin
by
teaching
positive
ways
to
express
emotions
and
helping
students
distinguish
positive
emotional
expression
from
negative.
For
younger
children,
read
Andrew’s
angry
words
(Lachner
&
The,
1997)
or
Elbert’s
bad
word
(Wood,
1996)
and
discuss.
§ Post
lists
of
offensive
and
non-­‐offensive
words.
Generate
lists
of
“okay
words
in
class”
and
“not
okay
words
in
class”
with
students.
Provide
instruction
about
what
type
of
language
to
use
where,
when,
and
with
whom.
For
example,
ask
them
how
they
would
express
anger
in
front
of
their
grandmother
versus
in
front
of
teammates
when
playing
basketball.
§ Send
lists
home
to
family
members.
Inform
families
of
acceptable
versus
unacceptable
language
in
the
classroom.
Tell
them
that
some
words
that
are
used
at
home
in
private
may
not
be
words
for
students
to
use
in
the
classroom.
Ask
families
to
model
appropriate
language
at
home
as
much
as
possible.
§ Establish
link
between
self-­‐esteem
and
language.
Inappropriate
language
is
a
negative
reflection
on
students
who
use
it
and
may
mean
that
these
students
do
not
think
very
highly
of
themselves.
Positively
reinforce
the
use
of
appropriate
language
to
help
increase
their
self-­‐esteem.
§ Teach
about
emotions.
Post
a
list
of
feeling
words
in
the
classroom.
Beside
each
word,
put
a
photograph
of
the
students
themselves
demonstrating
the
feeling,
or
have
them

25. 24
cut
out
magazine
pictures
that
demonstrate
the
feeling.
Talk
about
how
each
specific
emotion
feels,
how
the
body
physically
looks
and
what
the
body
does
when
feeling
the
emotion.
Give
the
clear
message
that
all
emotions
are
okay,
but
not
all
ways
to
express
or
cope
with
them
are
okay.
§ Teach
alternative
ways
to
express
anger.
Teach
different
ways
of
expressing
anger,
other
than
swearing,
such
as
(a)
finding
a
quiet
place
to
calm
down,
(b)
crying
in
privacy,
(c)
squeezing
a
stress
ball,
(d)
taking
a
walk,
(e)
breathing
deeply,
(f)
giving
oneself
a
time-­‐out,
(g)
writing
a
letter,
or
(h)
doing
self-­‐soothing
exercises.
Encourage
students
to
use
these
strategies
when
feeling
anger
or
frustration.
§ Share
feelings
with
others.
Encourage
students
to
find
someone
they
feel
comfortable
talking
to
and
have
them
share
their
feelings
with
this
person
regularly.
Allow
time
to
do
this
each
day
or
on
an
“as-­‐needed”
basis.
§ Role-­‐play
strong
emotions.
Give
students
different
scenarios
that
would
result
in
strong
emotions.
Have
them
role-­‐play
ways
of
describing
their
feelings
without
swearing.
§ Provide
feedback.
Display
popsicle
sticks
in
a
holder
on
the
teacher’s
desk
(or
use
straws
stuck
into
a
ball
of
clay
or
a
cup).
Each
time
a
student
swears,
take
a
stick
away,
making
sure
the
student
sees
it
being
taken.
But
give
no
further
attention
to
the
matter.
This
will
give
feedback
to
the
student
without
giving
a
lot
of
attention.
At
the
end
of
the
day,
let
the
student
trade
in
the
remaining
sticks
for
a
reward.
When
the
student
has
remaining
sticks,
take
one
stick
away
for
the
following
day
to
slowly
decrease
the
rate
of
swearing.
§ Use
journaling
for
self-­‐expression.
When
students
are
upset,
allow
them
to
write
letters
or
in
a
journal,
using
any
language
they
want.
When
they
are
finished
and
have
calmed
down,
have
them
tear
up
the
letter
or
piece
of
paper.
Talk
about
the
importance
of
getting
rid
of
hateful
language.
Make
a
ceremony
out
of
defeating
the
words,
rather
than
letting
the
words
defeat
them.
§ Redirect
attention.
If
students
are
trying
to
get
a
reaction
from
the
teacher
(i.e.,
negative
attention),
make
sure
to
give
lots
of
attention
to
these
same
students
when
they
are
using
appropriate
language.
When
they
swear,
try
to
remain
calm.
Do
not
respond
to
a
request
or
statement
until
the
student
uses
appropriate
language.
§ Create
incentives.
Create
a
classroom-­‐wide
reward
program
in
which
everyone
gets
points
for
using
appropriate
language
throughout
the
day.
Encourage
students
to
ignore
or
not
respond
to
other
students
if
they
use
inappropriate
language.
At
the
end
of
the
day,
the
students
who
have
the
most
points
can
cash
them
in
for
a
reward.
§ Teach
expectations.
Talk
with
the
child
and
their
parents
about
general
rules
and
expectations
for
student
behavior
in
the
classroom
and
on
the
school
grounds.

26. 25
§ Expand
positive
learning
opportunities
and
results
§ Collaborate
actively
with
parents
§ Maintain
Student
Involvement
with
the
Following
Strategies:
• Keep
lesson
objectives
clear.
• Deliver
lessons
in
a
lively
manner
and
make
sure
students
are
engaged.
Use
concrete
vocabulary
and
clear,
succinct
sentences.
•
Model
cognitive
strategies,
such
as
“thinking
aloud,”
that
encourage
students
to
verbalize
the
thought
processes
required
by
the
task.
• Give
all
students
immediate
encouragement
and
specific
feedback.
• Use
meaningful
materials
and
manipulatives
and
provide
examples
that
students
can
relate
to.
• Have
students
recite
in
unison.
• Vary
tone
of
voice
and
model
enthusiasm.
• Prompt
students
to
answer
questions,
afier
allowing
an
appropriate
amount
of
“wait
time,”
to
encourage
participation
(this
may
vary
depending
on
the
child’s
cultural
background).
•
Avoid
digressions
as
much
as
is
possible.
•
Use
interesting
visual
and
auditory
presentations
to
entice
students
to
attend
to
tasks.
§ Strategies
for
Increasing
Academic
Engagement
Time:
• Break
long
presentations
into
shorter
segments.
At
the
end
of
each
segment,
have
students
respond
in
some
way.
• Extend
the
amount
of
time
students
are
given
to
complete
particular
task.
• Break
down
assignments
into
smaller
ones.
As
students
finish
each
mini-­‐
assignment,
build
in
reinforcements
for
task
completion.
Wait
to
distribute
the
next
assignment
until
students
have
been
successful
with
the
current
one.
• Reduce
the
number
of
practice
items
that
a
student
must
complete,
once
the
student
has
demonstrated
mastery.
• When
students
make
mistakes,
help
them
learn
from
those
mistakes.
Be
careful
not
to
“overcorrect,”
or
require
compensation
beyond
the
point
where
the
student
can
demonstrate
mastery,
and
praise
any
progress
toward
the
desired
behavior
change.
• Follow
low-­‐interest
activities
with
high-­‐interest
activities
so
that
students
get
breaks
between
difficult
activities
and
those
that
are
less
challenging.

27. 26
References
Bobrow,
A.
(2002).
Problem
behaviors
in
the
classroom:
What
they
mean
and
how
to
help.
Child
Study
Center,
7(2),
Retrieved
from
http://www.aboutourkids.org/files/articles/nov_dec_2.pdf
Christensen,
B.,
Jaeger,
M.,
Lorenz,
R.,
Morton,
S.,
&
Simpson,
B.
(2005).
Teaching
students
with
severe
emotional
and
behavioral
disorders:
Best
practices
guide
to
intervention.
Retrieved
from
http://www.k12.wa.us/SpecialEd/pubdocs/bestpractices.pdf
Greenberg,
M.,
domitrovich,
C.,
&
bumbarger,
B.
(2001).
The
prevention
of
mental
disorders
in
school-­‐aged
children:
Current
state
of
the
field.
Prevention
&
Treatment,
4(1),
322-­‐343.
Heward,
W.
(2013).
Exceptional
children
an
introduction
to
special
education.
(10th
ed.).
Upper
saddle
river,
nj:
Pearson
Education,
Inc.
Quinn,
M.,
Osher,
D.,
Wager,
C.,
Hoffman,
C.,
Robert,
T.,
&
Bader,
B.
(2000).
Educational
strategies
for
children
with
emotional
and
behavioral
problems.
Center
for
effective
collaboration
and
practice
american
institutes
for
research,
Retrieved
from
http://cecp.air.org/aft_nea.pdf
Quinn,
M.,
Osher,
D.,
Wager,
C.,
Hoffman,
C.,
Robert,
T.,
&
Bader,
B.
(2000).
Teaching
and
working
with
children
who
have
emotional
and
behavioral
challenges.
Longmont,
CO:
Sopris
West.

28. 27
Parent
Resources

29. 28
Local
Agencies
in
Sacramento,
California
Definitions
Applied
Behavior
Consultants
School
(ABC)
Ø Address:
4540
Harlin
Drive,
Sacramento,
CA
95826
Phone:
800-­‐435-­‐9888
or
916-­‐964-­‐7800
Fax:
916-­‐964-­‐7888
E-­‐mail:
jmorrow223@aol.com
Ø Description
of
Agency:
Provide
cutting
edge
applied
behavior
analysis
services
with
compassion
for
individuals
with
autism
and
other
developmental
disabilities
to
enhance
the
quality
of
their
life.
Provides
bilingual
services.
MATRIX,
A
PARENT
Net
work
&
Resource
Center
Ø Address:
94
Galli
Drive,
Suite
C,
Novato,
CA
94949
Phone:
415-­‐884-­‐3535;
TTY:
415-­‐884-­‐3554
E-­‐mail:
matrix@matrixparents.org
www.matrixparents.org
Ø Description
of
Agency:
Their
mission
is
to
empower
families
of
children
with
special
needs
to
successfully
understand
and
access
the
systems
that
serve
them.
Arc
California
Ø Address:
120
I
Street,
2nd
Floor
Sacramento,
CA
95814
Phone:
916-­‐552-­‐6619
E-­‐mail:
arcgary@quiknet.com
Ø Description
of
Agency:
They
promotes
and
protects
the
human
rights
of
people
with
intellectual
and
developmental
disabilities
and
actively
supports
their
full
inclusion
and
participation
in
the
community
throughout
their
lifetimes.
Provides
bilingual
services.

30. 29
Protection
&
Advocacy,
Inc.
Ø Address:
100
Howe
Avenue,
Suite
185N
Sacramento,
CA
95825
Phone:
916-­‐488-­‐9950
or
in
CA
800-­‐776-­‐5746
E-­‐mail:
legalmail@pai-­‐ca.org
Ø Description
of
Agency:
Since
1977,
P&A
has
been
an
independent,
statewide,
non-­‐profit
corporation
that
protects
and
advances
the
legal
rights
of
people
with
disabilities.
Provides
bilingual
services.
Central
Valley
Autism
Project
Ø Address:
1518
Coffee
Road,
Suite
C
Modesto,
CA
95355
Phone:
209-­‐613-­‐7220
Fax:
209-­‐578-­‐4272
Ø Description
of
Agency:
Is
a
published
research
and
clinical
replication
site
of
the
late
Dr.
Ivar
Lovaas,
providing
early
intensive
applied
behavior
analysis
intervention
for
young
children
with
autism
spectrum
disorder.
Provides
bilingual
services.
Special
Education,
Department
of
Education
Ø Address:
515
L
Street,
Suite
270
Sacramento,
CA
95814
Phone:
916-­‐445-­‐4729
Ø Description
of
Agency:
The
local
government
office
department
is
dedicated
to
improving
results
for
infants,
toddlers,
children
and
youth
with
disabilities
ages’
birth
through
21
by
providing
leadership
and
financial
support
to
assist
states
and
local
districts.
Provides
bilingual
services.
Special
Education
Division/
California
Department
of
Education
(Ages
3
through
5)
Ø Address:
515
L
Street,
Suite
270
Sacramento,
CA
95814
Phone:
916-­‐445-­‐4623
http://www.cde.ca.gov/sp/se/
Ø Description
of
Agency:
This
local
government
office
department
is
dedicated
to
providing
help
and
assistant
with
resources
for
parents
who
suspect
their
child
many
have
a
disability
or
has
already
been
diagnosed
with
one.
This
department
focuses
on
ages
three
through
five.
Provides
bilingual
services

31. 30
Prevention
&
Children
Services
Branch
(Birth
through
2)
Ø Address:
Department
of
Developmental
Services
1600
9th
Street,
Room
#310
Sacramento,
CA
95814
Phone:
(916)654-­‐2773
Ø Description
of
Agency:
This
local
government
office
department
provides
parents
with
support
and
resources
on
prevention
methods
and
current
treatment
for
children
that
could
or
have
been
diagnosed
with
a
disability.
This
department
focuses
on
ages
birth
through
two.
Provides
bilingual
services.
Coordinator
for
Transition
Services
Ø Address:
1430
N
Street,
Suite
2401,
Sacramento,
CA
95814
Email:
cpittman@cde.ca.gov
Ø Description
of
Agency:
This
local
government
office
department
provides
transition
services
and
work
ability
for
individuals
within
the
community
that
have
been
or
are
currently
part
a
special
education
program.
Provides
bilingual
services.
Programs
for
People
with
Developmental
Disabilities
Ø Address:
1600
9th
Street,
Room
240,
Sacramento,
CA
95814
Phone:
(916)
654-­‐1897
Ø Description
of
Agency:
Provides
services
and
support
for
infants,
children
and
adults
with
development
disabilities.
Provides
bilingual
services.

32. 31
State
Agencies
in
California
Northern
California
Coalition
for
Parent
Training
&
Information
(NCC)
Ø Address:
3041
Olcott
Street
Santa
Clara,
CA
95054-­‐3222
Phone:
408-­‐727-­‐5775
Fax:
408-­‐727-­‐0182
E-­‐mail:
info@php.com
Website:
www.php.com
Ø Description
of
Agency:
The
agency
strives
to
improve
the
quality
of
life
for
any
child
with
any
special
need
of
any
age,
through
educating,
supporting
and
training
their
primary
caregivers.
Provides
bilingual
services.
Disability
Rights
Education
and
Defense
Find,
Inc.
(DREDF)
Ø Address:
2212
6th
Street
Berkeley,
CA
94710
Phone:
510-­‐644-­‐2555
E-­‐mail:
dredf@dredf.org
Website:
www.dredf.org
Ø Description
of
Agency:
The
agency
strives
to
improve
the
quality
of
life
for
any
child
with
any
special
need
of
any
age,
through
educating,
supporting
and
training
their
primary
caregivers.
Provides
bilingual
services.
State
Council
on
Developmental
Disabilities
Ø Address:
2000
"0"
Street,
Room
100
Sacramento,
CA
95814
Phone:
916-­‐322-­‐8481
Ø Description
of
Agency:
The
State
Council
on
Developmental
Disabilities
(SCDD)
is
established
by
state
and
federal
law
as
an
independent
state
agency
to
ensure
that
people
with
developmental
disabilities
and
their
families
receive
the
services
and
supports
they
need.
Consumers
know
best
what
supports
and
services
they
need
to
live

33. 32
independently
and
to
actively
participate
in
their
communities.
Through
advocacy,
capacity
building
and
systemic
change,
SCDD
works
to
achieve
a
consumer
and
family-­‐
based
system
of
individualized
services,
supports,
and
other
assistance.
Easter
Seals
Bay
Area
Ø Address:
180
Gran
Avenue,
Suite
300,
Oakland,
CA
94612
Phone:
(510)
835-­‐2131,
ext.
125
Email:
mplelfini@esba.org
Website:
www.eastersealsbayarea.org
Ø Description
of
Agency:
Easter
Seals
Bay
Area
has
a
specific
expertise
in
providing
services
for
individuals
diagnosed
on
the
autism
spectrum,
including
consultation,
early
intervention,
school-­‐based,
social
skills,
and
therapeutic
services.
Team
of
Advocates
for
Special
Kids
(TASK)
Ø Address:
100
W.
Cerritos
Avenue,
Anaheim,
CA
92805
Phone:
(866)
828-­‐8275
Email:
taskca@yahoo.com
Website:
www.taskca.org
Description
of
Agency:
Team
of
Advocates
for
Special
Kids
(TASK)
is
a
nonprofit
charitable
organization
whose
mission
is
to
enable
individuals
with
disabilities
to
reach
their
maximum
potential
by
providing
them,
their
families
and
the
professionals
who
serve
them
with
training,
support,
information,
resources
and
referrals,
and
by
providing
community
awareness
programs.
TASK
serves
families
of
children
aged
birth
to
26
years
of
age
under
IDEA
and
other
systems
mandated
to
provide
services
to
individuals
with
disabilities.
As
a
federally-­‐funded
Parent
Training
and
Information
Center,
TASK
is
part
of
a
national
network
of
centers
providing
similar
services.
TASK
provides
advocacy
information,
workshops
and
information
in
English,
Spanish
and
Vietnamese.
Support
for
Families
of
Children
with
Disabilities
Ø Address:
2601
Mission
Street,
Suite
606,
San
Francisco,
CA
94011
Phone:
(415)
282-­‐7494
Email:
info@supportforfamilies.org
Website:
www.supportforfamilies.org
Ø Description
of
Agency:
The
agency
is
a
parent-­‐run
San
Francisco-­‐based
nonprofit
organization
founded
in
1982.
We
support
families
of
children
with
any
kind
of
disability
or
special
health
care
need
as
they
face
challenges.
Provides
bilingual
services.

34. 33
Rowell
Family
Empowerment
of
Northern
California,
Inc.
962
Ø Address:
Maraglia
Street,
Redding,
CA
96002
Phone:
(877)
227-­‐3471
Website:
www.rfenc.org
Ø Description
of
Agency:
Rowell
Family
Empowerment
offers
support,
education
and
advocacy
for
families
of
children
with
disabilities.
Need
help
with
an
Individualized
Education
Program
(IEP)?
RFENC
has
a
training
that
will
assist!
Interested
in
getting
involved
with
children
with
disabilities?
RFENC
offers
many
opportunities!
Looking
to
take
on
a
leadership
role?
We
provide
information
about
such
opportunities
and
more!
Exceptional
Parents
Unlimited
Ø Address:
444
N.
1st
Street,
Fresno,
CA
93726
Phone:
(559)
229-­‐2000
Email:
bcoulbourne@exceltionalparents.org
Description
of
Agency:
The
mission
of
Exceptional
Parents
Unlimited
(EPU)
is
to
strengthen
and
empower
children
and
families
facing
extraordinary
medical,
developmental,
and
parenting
challenges.
They
do
this
by:
• Promoting
the
development
of
infants
and
children
with
special
medical,
developmental
or
emotional
needs;
• Supporting
and
assisting
parents
as
they
grow
in
the
understanding,
knowledge
and
skills
needed
to
help
themselves
and
their
children
experience
success
at
home
and
in
the
community;
• Supporting
the
development
of
secure
parent-­‐child
relationships
as
the
basis
for
optimal
social
and
emotional
development;
• Strengthening
the
relationships
between
parents
and
professionals;
Collaborating
with
other
agencies
to
support
the
creation
of
inclusive,
family-­‐
centered
services
that
are
responsive
and
welcoming
to
all
children
and
parents.
Parent
Training
and
Information
Center
(PTI)
Ø Address:
2212
6th
Street,
Berkeley,
CA
94710
Ø Phone:
(800)
348-­‐4232
Email:
dredf@dredf.org
Website:
www.dredf.org
Ø Description
of
Agency:
The
mission
of
the
Disability
Rights
Education
and
Defense
Fund
is
to
advance
the
civil
and
human
rights
of
people
with
disabilities
through
legal
advocacy,
training,
education,
and
public
policy
and
legislative
development.
This

35. 34
particular
part
of
the
agency
provides
training
and
information
for
parents
with
children
with
disabilities.
Provides
bilingual
services.
Office
of
State
Coordinator
of
Vocational
Education
for
Students
with
Disabilities
Ø Address:
1430
N
Street,
Suite
4503,
Sacramento,
CA
95814
Phone:
(916)
445-­‐2652
Email:
painswor@cde.ca.gov
Ø Description
of
Agency:
Provides
individuals
with
disabilities
with
help
to
being
or
progress
this
career.
Specializes
in
vocational
training
for
individuals
with
disabilities.
Includes
secondary,
postsecondary,
and
adult
education.
Provides
bilingual
services.

36. 35
Web
Resources
Teaching
Students
with
Severe
Emotional
and
Behavioral
Disorders:
Best
Practices
Guide
to
Intervention
Ø Web
Address:
http://www.k12.wa.us/SpecialEd/pubdocs/bestpractices.pdf
Ø Description
of
Resource:
Provides
Parents
and
students
dealing
with
emotional
and
behavioral
disorders
practices
and
strategies
with
dealing
with
it.
Standards-­‐Based
Individualized
Education
Program
Examples
Ø Web
Address:
http://www.nasdse.org/Portals/0/Standards-­‐
BasedIEPExamples.pdf
Ø Description
of
Resource:
Provides
Parents
with
example
of
Individualized
Education
Program
(IEPs)
and
also
explains
the
process
and
what
it
means
for
a
parent.
Handbook
on
Family
Involvement
in
Early
Childhood
Special
Education
Programs
Ø Web
Address:
http://www.cde.ca.gov/sp/se/fp/documents/ecfaminvl.pdf
Ø Description
of
Resource:
Presents
quality
criteria
for
best
practices
in
pro-­‐
gram
development,
ideas,
and
concepts
in
the
context
of
the
statutory
requirements
for
early
childhood
special
education
programs.

37. 36
IDEA
Parent
Guide
Ø Web
Address:
http://www.pacer.org/legislation/idea/pdf/idea2004parentguide.pdf
Ø Description
of
Resource:
NCLD
has
created
this
Parent
Guide
to
the
Individuals
with
Disabilities
Education
Act
(IDEA)
so
you
can
become
an
informed
and
effective
partner
with
school
personnel
in
supporting
your
child’s
special
learning
and
behavioral
needs.
Emotional
Disturbance
Guide
Ø Web
Address:
http://nichcy.org/wp-­‐
content/uploads/docs/fs5.pdf
Ø In
Spanish:
http://nichcy.org/wp-­‐
content/uploads/docs/spanish/fs5sp.pdf
Ø Description
of
Resource:
Clear
guide
to
emotional
disturbances
and
easy
to
understand.
Defines
different
types
of
emotional
disturbances
in
addition
to
frequency
and
how
to
help
the
student.
Beach
Center
on
Disability
Website
Ø Web
Address:
http://www.beachcenter.org/default.aspx?JScript=1
Ø Description
of
Resource:
This
site
at
the
University
of
Kansas
offers
online
access
to
parents
and
professionals.
You
can
access
their
online
information
database.
The
site
also
has
links
to
other
relevant
organizations.
Family
Connect
Website
Ø Web
Address:
http://www.familyconnect.org/
Ø Description
of
Resource:
FamilyConnect
is
an
online,
multimedia
community
created
by
the
American
Foundation
for
the
Blind
(AFB)
and
the
National
Association
for
Parents
of
Children
with
Visual
Impairments
(NAPVI).
This
site
gives
parents
of
visually
impaired
children
a
place
to
support
each
other,
share
stories
and
concerns,
and
link
to
local
resources.
The
site
also
features
a
mom-­‐authored
blog,
inspiring
video
testimonials
from

38. 37
families,
and
articles
authored
by
parents
and
experts
in
the
field
of
blindness
on
multiple
disabilities,
technology,
education,
and
more.
From
the
personal
to
the
professional,
families
will
find
all
the
resources
they
need
to
raise
their
children
from
birth
to
adulthood.
Family
Voices
Website
Ø Web
Address:
http://www.familyvoices.org/
Ø Description
of
Resource:
Family
Voices
is
a
national
grassroots
network
of
families
and
friends
speaking
on
behalf
of
children
with
special
health
care
needs.
Their
site
provides
links
to
their
wonderful
publications,
newsletters
and
advocacy
alerts.
Information
is
also
available
in
Spanish.
Mothers
from
Hell
Ø Web
Address:
http://www.mothersfromhell2.org/
Ø Description
of
Resource:
In
addition
to
offering
information,
Mothers
from
Hell
is
the
place
to
come
for
"Humor"
and
to
subscribe
to
the
"Brimstone
Bulletin."
Technical
Assistance
Alliance
(TAA)
for
Parent
Centers
Ø Web
Address:
http://www.parentcenternetwork.org/national/aboutus.html
Ø Description
of
Resource:
The
ALLIANCE
National
Parent
Technical
Assistance
Center
(NPTAC)
provides
Parent
Centers,
Parent
Training
and
Information
Centers
(PTIs)
and
Community
Parent
Resource
Centers
(CPRCs),
with
innovative
technical
assistance,
up-­‐
to-­‐date
information,
and
high
quality
resources
and
materials.

39. 38
Journal
Articles
Single
Mothers
of
Children
with
Developmental
Disabilities:
The
Impact
of
Multiple
Roles
Ø Author:
Gottlieb,
A.
Ø Description
of
Journal:
The
impact
of
employment
status
and
a
nonspousal
partner
on
the
overall
well
being
of
148
single
mothers
of
children
with
developmental
disabilities
was
assessed
through
self-­‐report
questionnaires.
Although
generally
multiple
roles
were
associated
with
greater
well-­‐being,
the
quality
of
the
roles
(perceived
helpfulness
of
the
partner
and
perceived
financial
importance
of
the
job)
was
more
predictive,
in
fact,
interactioneffectsindicatedthathavingasupportivepartnerwasassociatedwithgreaterwell-­‐
being
for
mothers
whose
employment
was
their
primary
income
source
(primary
providers)
and
for
nonemployed
mothers,
but
not
for
mothers
whose
employment
did
not
provide
the
primary
family
income
(partial
providers).Among
those
without
a
supportive
partner,
mothers
who
were
partial
providers
reported
greater
well-­‐being
than
did
nonemployed
mothers
or
primary
provider
mothers.
Parental
Coping
Strategies
and
Strengths
in
Families
of
Young
Children
with
Disabilities
Ø Author:
Judge,
S.
Ø Description
of
Journal:
This
study
investigated
the
relationship
between
parental
perceptions
of
coping
strategies
and
family
strengths
in
families
of
young
children
with
disabilities.
The
69
participants
completed
the
Ways
of
Coping
Questionnaire
and
the
Family
Hardiness
Index.
Results
indicated
that
the
use
of
social
supports
was
highly
associated
with
family
strengths.
In
contrast,
wishful
thinking,
self-­‐blame,
distancing,
and
self-­‐control
were
negatively
related
to
family
strengths.
Implications
for
practice
are
discussed.
Math
disabilities:
A
selective
meta-­‐analysis
of
the
literature
Ø Author:
Swanson,
H.
and
Jerman,
O.
Ø Description
of
Journal:
This
study
investigated
the
relationship
between
parental
perceptions
of
coping
strategies
and
family
strengths
in
families
of
young
children
with
disabilities.
The
69
participants
completed
the
Ways
of
Coping
Questionnaire
and
the
Family
Hardiness
Index.
Results
indicated
that
the
use
of
social
supports
was
highly
associated
with
family
strengths.
In
contrast,
wishful
thinking,
self-­‐blame,
distancing,
and
self-­‐control
were
negatively
related
to
family
strengths.
Implications
for
practice
are
discussed.

40. 39
Aging
Women
and
their
Children
with
Chronic
Disabilities:
Perceptions
of
Sibling
Involvement
and
Effects
on
Well-­‐Being
Ø Author:
Pruchno,
R.,
Patrick,
J.
and
Burant,
C.
Ø Description
of
Journal:
The
functional
and
affective
relationships
characterizing
disabled
and
nondisabled
children
were
described
by
838
aging
mothers
of
children
with
chronic
disabilities.
Mothers
indicated
that
their
nondisabled
offspring
provided
very
little
functional
assistance
to
their
siblings
with
chronic
disabilities,
but
that
affective
relationships
between
siblings
were
characterized
by
strong,
close
ties.
Predictors
of
the
affective
relationship
between
siblings,
functional
assistance
provided
by
nondisabled
sib-­‐
lings
to
their
siblings
with
disability,
and
the
likelihood
that
a
nondisabled
child
would
be
a
future
caregiver
to
the
child
with
a
disability
were
examined.
Implications
for
practice
are
discussed.
Reading
Disabilities
in
Adult:
A
Selective
Meta-­‐analysis
of
the
Literature
Ø
Author:
Swanson,
H.
and
Hsieh,
C.
Ø Description
of
Journal:
This
article
synthesizes
the
experimental
literature
that
compares
the
academic,
cognitive,
and
behavioral
performance
of
adults
with
reading
disabilities
to
those
of
average-­‐achieving
adult
readers.
The
central
question
posed
by
this
review
is
to
what
extent
and
in
what
manner
do
adults
with
reading
disabilities
differ
from
adults
without
reading
disabilities
on
measures
assumed
to
relate
to
overall
reading
competence.
Health
Insurance
and
Children
with
Disabilities
Ø
Author:
Szilagyi,
P.
Ø Description
of
Journal:
Few
people
would
disagree
that
children
with
disabilities
need
adequate
health
insurance.
But
what
kind
of
health
insurance
coverage
would
be
optimal
for
these
children?
Peter
Szilagyi
surveys
the
current
state
of
insurance
coverage
for
children
with
special
healthcare
needs
and
examines
critical
aspects
of
coverage
with
an
eye
to
helping
policymakers
and
clinicians
improve
systems
of
care
for
them.
He
also
reviews
the
extent
to
which
insurance
enhances
their
access
to
and
use
of
healthcare,
the
quality
of
care
received,
and
their
health
outcomes.

41. 40
Adopting
Children
with
Developmental
Disabilities:
A
Long-­‐Term
Perspective
Ø Author:
Glidden,
L.
Ø Description
of
Journal:
Long-­‐term
maternal
adjustment
to
the
adoption
of
children
with
development
disabilities
was
studied
in
a
sample
of
123
adoptive
families
using
multiple
measures
of
adjustment
including
depression,
marital
satisfaction
and
others.
Conclusions
were
that
adjustment
was
generally
positive
over
an
approximately
11-­‐year
period,
regardless
off
family
demographic
or
child
characteristics.
Moreover, adjustment
to
subsequently-­‐adopted
children
was
comparable
to
adjustment
to
earlier
adopted
children.
These
results
suggest
that
adoption
policy
and
practices
should
promote
the
adoption
of
children
with
development
disabilities,
and
be
flexible
with
regard
to family
and
child
characteristics
including
placing
multiple
children
with
disabilities
in
the
same
home.
Learning
Disabilities
Ø Author:
Lyon,
R.
Ø Description
of
Journal:
This
article
focuses
primarily
on
deficits
in
basic
reading
skills,
both
because
of
their
critical
importance
to
academic
success
and
because
relatively
more
is
known
about
these
deficiencies.
However,
other
academic,
social,
and
behavioral
manifestations
of
learning
disability
are
also
important
and
cannot
be
assumed
to
be
adequately
addressed
by
programs
to
improve
basic
reading
skills.
While
early
intervention
is
necessary,
it
should
not
be
assumed
to
be
sufficient
to
address
the
multiple
manifestations
of
learning
disability.
Balancing
Student
Mental
Health
Needs
and
Discipline:
A
case
study
of
the
implementation
of
the
individuals
with
disabilities
education
act
Ø Author:
Palley,
E.
Ø Description
of
Journal:
This
research
uses
a
case
study
approach
to
assess
the
implementation
of
the
disciplinary
procedures
in
the
Individuals
with
Disabilities
Education
Act
(IDEA),
a
federal
policy
developed
to
ensure
the
inclusion
of
all
children
with
disabilities
in
state
public
education
systems.
The
findings
indicate
that
many
factors
influence
the
implementation
of
IDEA’s
disciplinary
practices.
Such
factors
include
teacher
and
administrator
knowledge
of
the
law
and
policies,
teacher
and
administrator
discretion,
school-­‐based
resources,
and
parental
involvement.
Many
areas
of
noncompliance
are
apparent.

42. 41
Mothers
of
Children
with
Developmental
Disabilities:
Who
shares
the
burden?
Ø Author:
Meyers,
J.
and
Marcenko,
M.
Ø Description
of
Journal:
This
study
examines
the
informal
social
support
systems
of
89
mothers
of
children
with
severe
developmental
disabilities.
Instrumental,
informational,
and
emotional
support
is
described
and
compared
to
mothers'
perceived
level
of
support.
The
results
indicate
that
mothers
take
on
most
of
the
day-­‐to-­‐day
responsibility
for
the
care
of
their
children
with
handicaps,
but
the
assistance
they
do
receive
is
important
to
them.
Analysis
by
marital
status
shows
few
differences
in
the
help
received;
however,
married
women
perceived
greater
support
from
their
husband
and
his
family
than
single
mothers
did
from
the
child's
father
and
his
family.
The
convergence
of
family
policy
and
demographic
trends
is
noted
and
the
implications
for
mothers
and
families
discussed.

43. 42
References
Glidden,
L.
(2000).
Adopting
children
with
developmental
disabilities:
A
long-­‐term
perspective.
Family
Relations
,
49(4),
397-­‐405.
Gottlieb,
A.
(1997).
Single
mothers
of
children
with
developmental
disabilities:
The
impact
of
multiple
roles.
Family
Relations
,
46(1),
5-­‐12.
Retrieved
from
http://www.jstor.org/stable/585601
Judge,
S.
(1998).
Parental
coping
strategies
and
strengths
in
families
of
young
children
with
disabilities.
Family
Relations
,
47(3),
263-­‐268.
Retrieved
from
http://www.jstor.org/stable/584976
Lyon,
R.
(1996).
Learning
disabilities
.
The
Future
of
Children,
6(1),
54-­‐76.
Meyers,
J.,
&
marcenko,
M.
(1991).
Mothers
of
children
with
developmental
disabilities:
Who
shares
the
burden?.
Family
Relations
,
40(2),
186-­‐190.
Palley,
E.
(2004).
Balancing
student
mental
health
needs
and
discipline:
A
case
study
of
the
implementation
of
the
individuals
with
disabilities
education
act.
Social
Science
Review,
78(2),
243-­‐266.
Pruchno,
R.,
Patrick,
J.,
&
Burant,
C.
(1996).
Aging
women
and
their
children
with
chronic
disabilities:
Perceptions
of
sibling
involvement
and
effects
on
well-­‐being.
Family
Relations
,
45(3),
318-­‐326.
Swanson,
H.,
&
Hsieh,
C.
(2009).
Reading
disabilities
in
adults:
A
selective
meta-­‐analysis
of
the
literature.
Review
of
Educational
Research,
79(4),
1362-­‐1390.
Swanson,
H.,
&
Jerman,
O.
(2006).
Math
disabilities:
A
selective
meta-­‐analysis
of
the
literature.
Review
of
Educational
Research,
76(2),
249-­‐274.
Retrieved
from
http://www.jstor.org/stable/3700590
Szilagyi,
P.
(2012).
Health
insurance
and
children
with
disabilities.
The
Future
of
Children,
22(1),
123-­‐148.