*I learned that I need to give the children wait time, the students with
a LD take more time to process things and rushing them makes them
anxious and therefore they lose the answer.
*I learned that children can learn helplessness, so if you s
Understanding the IEP Process
Go to Content Page for Weeks 1 & 2 and scroll down to the bottom of the page where youll
find the NICHCY document Developing Your Childs IEP: A Parents Guide.
As you can see by the title, this brief was created for parents bu
Iris Module: Addressing Disruptive & Non-compliant Behaviors (Part 2)
Complete in class and submit on Canvas by midnight Thursday, Oct.
Why is a special education teacher a good resource when dealing wi
Addressing Disruptive and Non-compliant Behaviors (Part 1):
Understanding the Acting-out Cycle
We will work through this module together in class. You will need to
answer these questions and submit on Ca
Related Services: Common Supports for Students with
Please complete the items below. If you have difficulty, go back and review the
Perspectives and Resources pages in the Iris Related Services module.
Find videos on Weeks 1 & 2 Content Map-Part 2- Due Tuesday, Sept. 13 at
Special Education: Referral, Evaluation, and the IEP - Part 2
A Referral is made when we suspect a child is not making the same progress as his
or her peers and we susp
Inclusion presents an ideal opportunity for collaboration among
o Prereferral and Response to Intervention (RTI)
o IEP meetings
o Problem Solving or Teacher Assistance Teams
EDSP 324 Study Guide Module 2 Exam
Students with Learning Disabilities
Approximately what percent of our school population is identified with LD (i.e., are on IEPs)?
Over _ of all children receiving special education services under IDEA have learning disa