This Module highlights classroom considerations that promote access to the general education curriculum for students with disabilities (est. completion time: 1.5 hours).
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This Module provides an overview of accommodations for students with disabilities (est. completion time: 1 hour).
This Module presents information on legal requirements and accommodations for testing students with disabilities, in addition to highlighting considerations for interpreting performance data for this population (est. completion time: 2 hours).
Our brains control every movement we make. Most of us take for granted our ability to pick up a cup or change the television station. However, for people who have lost a limb or become paralyzed, the inability to do these things means a loss of freedom and independence. This video segment from Greater Boston describes how neuroscientists and bioengineers have teamed up to create a system that allows people who have lost motor functions to control electronic devices through their thoughts alone. Grades 6-12 ***Access to Teacher's Domain content now requires free login to PBS Learning Media.
- Material Type:
- PBS LearningMedia
- Provider Set:
- PBS Learning Media: Multimedia Resources for the Classroom and Professional Development
- Teachers' Domain
- Argosy Foundation
- WGBH Educational Foundation
- Date Added:
This is a unit about the ADA. It has hands on activities that simulate physical and cognitive impairments to build empathy in relation to the social justice standards.
This six-part curriculum introduces working with children with disabilities and is based on a model that sees disability as an issue of diversity rather than of dysfunction and medicine. It may be used in part, but use in whole is strongly recommended. The modules address the competencies involving cultural skills and knowledge and impact competencies regarding child welfare skills and knowledge about child abuse. They cover: quantifying the number of persons with disabilities in the United States and California, having participants understand their own values and attitudes regarding children with disabilities, physical and sexual abuse affecting children with disabilities, families with children with disabilities, a generic model of practice that includes children with disabilities and their families, and a resource directory. (189 pages)Salsgiver, R. O. (2000).
This online textbook addresses the population of individuals with disabilities that experience complex lifelong needs across multiple areas in their lives. Drs. Sennott and Loman drafted this book (along with the help from some friends) with the hope of providing pertinent, practical, and current resources to future special educators who plan to serve individuals with complex disabilities.
This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1 hour).
This Module, a DEC-recommended resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).
The purpose of this lesson from Science NetLinks, is to explore how technology has been used to enhance human abilities. In this lesson students will explore various ways in which technology has enhanced human abilities. Middle school students are interested in machines that support or enhance life function, so they should also look at ways in which people use various machines to improve speed, mobility, strength, hearing, seeing, etc. Whenever students learn something about the ways that technology helps human beings, they also learn something about human capabilities and limitations.
Students are bussed in from their homes every week to attend this specialized school. Visit a math, English (ESOL), science, cooking, and athletics class.
This lesson incorporates the staples of a strong secondary English lesson: read-aloud, independent reading, research, and writing. It also encourages students to explore a variety of disabilities with the goal of teaching them to think critically and sensitively about differences. Throughout the lesson, students read The Acorn People by Ron Jones, which tells the story of a camp for children with disabilities. Students also read, analyze, and synthesize information from picture books about disabilities. They then choose a disability to research using a variety of websites and create a picture book about the disability.
This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04 (est. completion time: 1 hour).
This Module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
This Module is designed for school nurses. It provides an overview of school nurses' roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities. More specifically, it discusses participating in 504 plan and IEP meetings, advocating for students with healthcare needs, promoting their services and their roles as school nurses, collaborating with others, and establishing networks (est. completion time: 1.5 hours).
This Module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).
This brochure is offered as a tool for science, technology, engineering and mathematics educators who are working with students with disabilities. Some activity descriptions are supplemented with case study examples addressing a particular disability.
This Module is designed for school personnel who may be collaborating with the school nurse during IEP meetings or during other occasions involving the health problems of students with disabilities (est. completion time: 1 hour).
This Module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
This Module, second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings (est. completion time: 1.5 hours).