Resources
These guidelines address critical issues and current research important to individuals who are concerned about children and youth with autism spectrum disorders. Strong emphasis is placed on coordination and collaboration between school and home to make informed and cooperative decisions for the education of children and youth with autism spectrum disorders (ages 3-21) as they transition from Birth to Three through high school and in community settings.
This document offers suggestions for increasing the capacity of general and special education to meet the instructional needs of students with specific learning disabilities; details regarding developing comprehensive evaluation; special situations, such as those involving very young children or students with intellectual giftedness; and issues in providing services for middle and high school students. Required forms, as well as a reference section and a glossy of important terms, are also included. These guidelines are further intended to promote identification procedures that are nonbiased, nondiscriminatory, educationally useful and uniform across school districts.
The purpose of this resource document is to provide guidance that supports the appropriate identification of students with intellectual disability while ensuring that they also receive an appropriate education in the least restrictive environment.
These guidelines provide educators, parents, guardians, surrogates and mental health professionals in Connecticut with recommended practices concerning eligibility determination, assessment and program services for students with emotional disturbance (ED). Information is arranged in five sections: 1) Best Practices in Prevention and Intervention; 2) Definition and Interpretation; 3) Assessment and Eligibility; 4) Key Elements for Effective Individualized Program Services; 5) Tools to Assist Planning and Placement Teams (PPTs); and an additional resource, Empirically Supported Prevention and Intervention Strategies.
This book is intended to facilitate the implementation of consistent and safe practices in Connecticut for children whose disabilities include a need for assessment and intervention for feeding and swallowing disorders. The focus of the document is on a collaborative team process that includes school and Birth to Three personnel, physicians, other health professionals and families. Its introductory level content is not a substitute for the in-depth knowledge and training needed by personnel providing feeding and swallowing services.
These guidelines provide both school districts and Birth to Three service providers guidance to ensure that all children identified for AT services have access to AT using a framework through which school-age children can access, participate and progress in the general curriculum and the functional capabilities of infants and toddlers can be addressed. This latest version is interactive with Web-based information and hyperlinked appendices.
Guidelines for Adapted Physical Education: Competent, Confident, Joyful Moving for a Lifetime - 2012
This guidelines document for adapted physical education (APE) will assist APE teachers in assessing, planning and implementing their instructional programs which are based on the Connecticut curriculum framework for physical education and the annual goals of the Individualized Education Program (IEP). The guide explains the laws and statutes that are the basis for APE, and describes the steps for determining appropriate placement of a student in an APE and/or general physical education program.
This document describes an exemplary model of a comprehensive school counseling program that has been developed to guide school districts as they endeavor to link school counseling program goals and content with their school improvement efforts. It can also assist school districts to evaluate their current programs and implement changes based on research and best practice.
This directory contains information regarding each privately operated special education program that is currently approved by the Connecticut State Department of Education.
This comprehensive directory provides service-related descriptions and contact information for agencies across the state that serve schools, community providers and parents in supporting children with disabilities in Connecticut. Included are live links directly to each organization’s website.
More...
Elementary teachers discuss alternative teaching.
Why co-teach? Because there are numerous benefits, of course. Sometimes it is helpful to review those benefits, particularly if you and your colleagues are overwhelmed by the prospect of this paradigm shift. I am providing these in an easy-to-read bullet format but feel free to check out some of the excellent articles and resources for yourself. In addition, while I first provide the benefits to students-which are important, not to mention plentiful-I also provide the reported benefits to teachers. Let's face it, if teachers aren't happy, ain't no one happy! (For the language arts teachers reading this text, my apologies. I clearly meant to write, "If teachers are not in high spirits, no one else is exuberant either.") As teachers feel rejuvenated and empowered by the strategies and learning they glean from one another, they too will be more willing to bring those strategies to the classroom to improve the instruction for all students.
--Wendy Murawski
