archive-org.com » ORG » D » DIRECTIONSERVICE.ORG

Total: 876

Choose link from "Titles, links and description words view":

Or switch to "Titles and links view".
  • RAISE Article Details
    Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title The 5 Point Plan Fostering Successful Partnerships With Families of Students With Disabilities Publication Date Jan Feb 2012 Authors Edwards C C Da Fonte A Source Teaching Exceptional Children Volume 44 Issue 3 Abstract This article outlines five key points for educators to create effective relationships with families providing both discussion and illustrations for each 1 Be positive proactive and solution oriented 2 Respect families roles and cultural backgrounds in their children s lives 3 Communicate consistently listen to families concerns and work together 4 Consider simple natural supports that meet individual needs of students 5 Empower families with knowledge and opportunities for involvement in the context of students global needs Concrete strategies are offered for each these are the eight related to Point 1 Point 1 Be positive proactive and solution oriented Send home a concise easy to read description of your classroom expectations at the beginning of the year List some of the potential consequences for meeting or not meeting expectations e g reinforcers and punishers Call families during the first week of school to share at least one positive thing their child has done at school Share three positive comments about students for every one negative comment Make a regular homework schedule so families know what to expect each night and can set

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1669 (2016-02-09)
    Open archived version from archive


  • RAISE Article Details
    Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title How the IDEA and the Fostering Connections Act Can Work Together to Ensure School Stability and Seamless Transitions for Children with Disabilities in the Child Welfare System Publication Date 2012 Authors ABA Center on Children and the Law Source Foster Care Education Issue Brief Abstract This brief explains how two federal laws IDEA and the Fostering Connections Act can help advocates ensure school stability and smooth transitions for children with disabilities in foster care Presented in a Q A format the brief addresses fundamental issues It also includes three case studies for illustration purposes Conclusion Clearly children with disabilities that affect their learning face significant challenges in the school setting The IDEA represents

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1671 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    collaborative strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Compliance and Practices in Transition Planning A Review of Individualized Education Program Documents Publication Date 2012 Authors Landmark L J Zhang D Source Remedial and Special Education Volume 34 Issue 2 Pages 113 125 Abstract Abstract This study examined the extent to which transition components of students Individualized Education Programs IEPs were compliant with IDEIA 2004 the extent to which transition components provided evidence of best practices the association among disability ethnicity compliance and

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1737 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Person Centered Planning Publication Date Jan Feb 2012 Authors Wells Jenny C Sheehey Patricia H Source Teaching Exceptional Children Volume 44 Issue 3 Pages 32 39 Abstract This article describes an innovative planning process that is centered on the person the student and that incorporates up to date technologies It s called Making Action Plans MAPS For the past 30 years special educators have included parents as collaborative partners in their children s education For a multitude of reasons however parents have not been as active in this partnership as is optimal Nevertheless models of collaboration and partnerships have emerged to promote active parent participation in the IEP planning process Person centered planning is one model used by many educators Recently researchers have developed additional strategies for person centered planning that are sensitive

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1619 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Six Things to Never Say or Hear During an IEP Meeting Publication Date Jan Feb 2012 Authors Cheathem G A Hart J E Malian I McDonald J Source Teaching Exceptional Children Volume 44 Issue 3 Pages 50 57 Abstract Current research on parental reports of their experiences during the IEP process suggests that favorable perceptions are the exception rather than the norm In their review of 10 studies on parental views of the IEP process published since 2004 Reiman Beck Coppola and Engiles 2010 found only one study reporting that the majority of parent participants indicated overall positive experiences The remaining studies indicated that parents felt high levels of dissatisfaction during IEP meetings with parents citing difficulty processing the information being intimidated by educators and blamed for their children s academic and behavioral difficulties and being relegated to roles in which their participation was limited to listening to information about their child s education answering questions and signing preset forms on students goals These findings underscore the importance of supporting educators with research based recommendations for enlisting parents as collaborators during the IEP process p 50 The article provides six illustrative case vignettes highlighting six statements ill suited to IEP meetings a better response is offered for each 1 The Time Saver may occur when goals are developed in advance of meeting skateholders are asked to simply sign

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1620 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Facilitating the Effective Implementation of Evidence Based Practices Through Teacher Parent Collaboration Publication Date Jan Feb 2012 Authors Cook B G Shepherd K G Cook S C Cook L Source Teaching Exceptional Children Volume 44 Issue 3 Pages 22 30 Abstract Evidence based practice EBP has become a popular term in education Although most special education stakeholders share a general notion that evidence based practice refers to instruction that is supported

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1621 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    3 Pages 14 20 Abstract Active parental involvement in the IEP process is strongly emphasized in IDEA The underlying assumption of this expectation is that when parents are actively involved in making decisions regarding special education services and placement their children benefit However according to Kalyanpur and Harry 1999 this belief is reflective of a culture that values individualism equality and the need to exercise one s rights These values are not always shared by families from other cultures and the complicated IEP process is foreign to many immigrant families These barriers together with linguistic challenges can prevent culturally and linguistically diverse CLD families from fulfilling their expected roles in the IEP process Educators and service providers should be prepared to demystify the process for this growing population This article includes the very different experiences of two parents when they went through the IEP process which help to identify best practices for professionals in working with CLD parents p 14 The article offers recommendations for practice concerning background preparation prior to convening the IEP meeting welcoming parents interpretation services and cross cultural communication during the meeting and meeting summaries and translated IEPs after the meeting A checklist is thoughtfully provided as well Figure 1 Checklist to Demystify the IEP Process for CLD Parents of Children With Disabilities Before the IEP Meeting Meet and explain to parents the timeline their rights what is involved in the IEP process and how they can participate Provide parents with information on relevant community resources Offer parents opportunities to connect with other parents of children with disabilities Include in the meeting notice options for meeting dates and times who will be attending how long the meeting will last and available interpretation services Send parents a draft meeting agenda and invite them to add items to

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1622 (2016-02-09)
    Open archived version from archive

  • RAISE Article Details
    Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title A National Picture of Parent and Youth Participation in IEP and Transition Planning Meetings Publication Date 2012 Authors Wagner M Newman L Cameto R Javitz H Valdes K Source Journal of Disability Policy Studies Volume 23 Pages 140 155 Abstract Abstract Two prospective longitudinal studies of nationally representative samples of students with disabilities the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study 2 are used to provide a broad look at the participation of parents of 11 through 19 year old students with disabilities in Individualized Education Plan transition planning meetings and their satisfaction with their involvement in them Students attendance and the roles played in their transition planning meetings are also examined Logistic regression analyses identify disability characteristics demographics aspects of parents involvement expectations and perceptions experiences in students educational histories and features of their instructional programs that help explain variations in parent and student participation parent satisfaction and student roles Excerpt from conclusion Federal legislation intends for parents to be equal partners with school staff in educational planning for their children and for students ages 14 or older at the time data were collected now ages 16 or older to participate in transition planning and

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1623 (2016-02-09)
    Open archived version from archive



  •