travel training for students with disabilities

Impact Feature Issue on Meeting Transportation Needs of Youth and Adults with Developmental Disabilities

Supporting independent travel through skills training.

Donna Smith is Training and Technical Assistance Specialist with Easter Seals Project ACTION, Washington, DC.

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Transportation – how we get to and from the events that make up our lives – is a primary consideration for everyone, including people with developmental disabilities. This article will focus on skills training as one essential component of independent travel.

If transportation is critical to the accomplishment of the business of life, then good independent travel skills are critical to the successful use of transportation. While it is generally accepted that people need a certain amount of education, training, and hands-on experience to learn to safely and independently drive a vehicle, the same attention is not necessarily given to the provision of skills needed to safely and independently use public transportation. The fact remains that driving will not be a viable option for many people with developmental disabilities, and alternatives such as use of public transportation are essential to enhancing quality of life and advancing independent living. Travel training or travel instruction is the profession that teaches such skills, and there is growing recognition of its value by educators, human service providers, transportation providers, and the disability community.

Travel Training/Instruction Defined

Travel training/instruction is one-to-one, short-term, intensive instruction designed to teach people with disabilities to travel safely and independently using public transportation in their community when appropriate. At an even more basic level, it is instruction to teach purposeful movement that enables a person to move from where they are to where they need to be, training that occurs in most instances at a very early age and within the context of learning to walk and orient to one’s environment as a natural part of the development process. Though such learning also occurs for most children with disabilities in accordance with their developmental pace, additional, intensive instruction is needed to apply the concept of purposeful movement to ever-increasing spheres of travel. While it is preferable for such training to be incorporated into the education process as early as possible, the actual instruction of moving about in one’s community and using public transportation most often occurs during middle and high school years. It is important to recognize, though, that this training can be introduced at any stage of life, and benefits are immeasurable and immediate.

Building Basic Skills

Teaching independent travel skills to people with developmental disabilities is very individualized. Though the basic skills that need to be learned are the same, the method of teaching should be flexible to adapt to the learning needs of the individual. Basic skills include orientation to the immediate environment, identifying landmarks, learning a route, street-crossing skills, and safety while moving in close proximity to traffic. When use of public transportation is an option, additional skills are needed such as understanding the concept of fixed-route schedules, identifying the public transit vehicles, locating transit stops, paying fares, recognizing when to disembark, and learning the route from the transit stop to the points of origin and destination. Finally, interactive and problem-solving skills are also needed, such as how to interact with the vehicle operator and other passengers, and what to do when unexpected changes occur such as delays, detours or inclement weather. How much instruction is needed in each of these areas will vary from individual to individual, and practitioners report that skills can be effectively taught in days or weeks based on the individual’s ability and experience and the complexity of the route. People with developmental disabilities can also learn to make use of available resources around public transportation such as telephone and Web-based trip planning assistance, printed maps and schedules, and customer information booths in transit centers.

Addressing Barriers

The barriers to travel training/instruction mostly exist as challenges that prevent or make it difficult for this kind of skill development to occur. In the service provision field, one such challenge is the ratio of professionals to consumers and justifying the expense. For example, in an inclusive classroom, the ratio may be one teacher to twenty students, and in an adult services program the ratio may be one professional to four participants. But for the purpose of travel training/instruction, the ratio needs to be one-to-one, and the challenge becomes how does a program administrator justify the cost of providing one-to-one instruction. Since travel training/instruction is intensive and short-term, one solution is for the program to hire professionals who specialize in this field to work with one person at a time. In locations where the school system makes use of fixed-route public transportation to provide transportation to and from school, the cost of providing travel training/instruction to students with disabilities is quickly offset by the reduction in cost of providing specialized transportation on an ongoing basis. Similarly, for any human services program that bears the cost of specialized transportation for its participants, teaching individuals independent travel skills so they can make use of all transportation options available reduces some of the financial and logistical responsibility for travel, in addition to benefiting the individual, who is able to lead a more independent life.

Another barrier that can interfere with the provision of travel training/instruction is a difference in perception about the need for and the ability to accomplish independent mobility. Most planning to meet the needs of people with developmental disabilities occurs through a team process including the individual, a parent or guardian, and staff. There is often a difference of opinion among them as to whether independent travel is a viable goal. A typical example might be that the person with the disability believes that he can learn to use the public transportation system to take the trips he wants, and the parent or guardian may think that use of public transportation may be too risky. The professional, on the other hand, may think of the individual in terms of his limitations and may doubt his ability to achieve independent mobility. It is then necessary to seek a compromise of these diverse views, and an effort needs to be made to obtain a fair assessment of the individual’s potential, to establish safeguards to address concerns of safety, and to implement a course of instruction that will enable the maximum level of independent travel to be achieved. Anecdotally, it has been proven time and time again that people with disabilities who learn to travel independently and safely exhibit greater levels of self-confidence and are more likely to accomplish other goals of independent living, education, and employment. The benefits are well worth the effort to negotiate around differing views about what can reasonably be accomplished.

Sometimes the barriers occur in other areas. For instance, the infrastructure of the community may not support safe pedestrian travel because there are inadequate sidewalks or paths of travel along roadways, there may not be a public transportation provider serving the community, or available transportation providers may be unskilled in providing assistance to travelers with disabilities. Travel training/instruction can still occur around the infrastructure as it exists, and with the goal of assisting the individual to learn to navigate use of whatever transportation is available such as carpooling, human service transportation or taxicab. Advocacy coalitions can also be formed to address the issue of pedestrian access and alternatives to driving at the local level as it impacts many citizens such as people with lower incomes, people with various disabilities, and older adults who can no longer drive or who need or want to walk for better health. And advocacy can occur with transportation providers to ensure that operators are trained to provide assistance when requested, such as announcing destination stops or reading written information from the customer about their destination.

In summary, barriers to use of transportation by people with developmental disabilities mostly have solutions in increased awareness of the issues and training for both the individual with the disability and the operator or customer service staff with the transportation provider. While the funding for the provision of such training must be sought from a variety of sources, it is generally considered to be an efficient use of funds in that use of fixed-route public transportation is more cost-effective than specialized transportation. The benefits to the individual in terms of freedom of movement, independence, community inclusion, and increased confidence are immeasurable.

For Further Information

For more information about travel training/instruction, consult the following resources available from Easter Seals Project ACTION. They are available online at no cost at http://projectaction. easterseals.com. Select the category “Free Resources,” then “Order & Download Free Publications,” and look for the heading “Travel Training.” They may also be ordered by phone at 202/347-3066:

• Curriculum to Introduce Travel Training to Staff Who Work with People with Disabilities.  A training program for people who work with individuals with disabilities, informing them of the benefits of travel training.
• Competencies for the Practice of Travel Training and Travel Instruction.  This resource guide lists the essential academic and field practice competencies needed in order to conduct a travel training or travel instruction program successfully.
• Route to Freedom.  A curriculum designed for high school students and young adults on use of public transportation.
• You Can Ride.  A pictorial booklet and audio CD that illustrates the components of using public transportation, such as waiting at a bus stop, identifying a bus number, paying a fare, and asking an operator for assistance.

In addition, the following resources may be useful:

Icon(s) used on this page:

Travel Training – Teaching People With I/DD to Travel Independently

This two-part webinar will give an overview of a structured travel training program for people ages 14-plus with intellectual and developmental disabilities (I/DD). Attendees will learn to conduct an environmental analysis, perform person-centered assessments, and teach through each stage of the travel training program to support people in learning the critical skills required to progress toward independent travel. 

Cancellation Policy  

If a cancellation is received 14 days prior to a scheduled training, a refund will be provided. Participants who cancel their enrollment less than 14 days but more than 5 days prior to a training will not be refunded but given credit toward a future training. Cancellation less than 5 days prior will result in no refund or credit. 

No-Show Policy  

No credit or refund will be provided if a registered participant does not attend a training.   

YAI Knowledge reserves the right to cancel a training due to low enrollment numbers. Registrants will be notified at least two business days prior to the scheduled training. 

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Related trainings, strategies to support people with profound developmental disabilities, an introduction to working with children and adults on the autism spectrum, travel training information session, defensive driving: manhattan.

Travel Training

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VanBergeijk, E.O. (2021). Travel Training. In: Volkmar, F.R. (eds) Encyclopedia of Autism Spectrum Disorders. Springer, Cham. https://doi.org/10.1007/978-3-319-91280-6_1938

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Travel Training Resources For SEND Families

The following is a list of useful apps and resources to assist in travel training children and adults with SEND. 

For more information on travel training in North Yorkshire visit:

www.northyorks.gov.uk/transport-send-children-and-young-people 

An easy-to-use customer-facing platform that provides individualised and reliable door-to-door mobility choices for your passengers.

Discover the best routes to anywhere in your city

Peace of mind for public transportation with all your local transit options in one app

When You Need Directions

Detailed Itineraries

GPS for transit. Step-by-step guidance from A to B

Get off alerts

Automatic notifications so you never miss a stop

Your favourite locations

Get 1-tap directions to your most traveled places

When You Need Info on Nearby Transit

Real time status

Know when you actually need to be at the station

Nearby Stations

View all lines running at stations around you

Train & subway stations

Get all the crucial info you need, like platforms, schedules, & last ride of the night

Find out more at 

www.moovit.com

Brain In Hand - personal technology for independent living

A new type of support

Living with autism, a mental health condition or learning difficulty can lead to problems making decisions, controlling emotions and choosing appropriate behaviour.

Brain in Hand is an on demand support system that gives people access to detailed personalised support from their smartphone, putting the individual more in control of their own support. Always available, it gives easy access to reminders, notes, coping strategies and a team of trained professionals to give help when and where it’s needed.

It’s helping more than two thousand people across the UK to reduce anxiety and improve independence, reducing demand on carers and support services.

More information at 

www.braininhand.co.uk

V-SOS Band by Vodafone

V-SOS Band by Vodafone saves you from worrying while your loved ones who need that extra bit of care and attention go about their day. With its fall detection, SOS button and easy-to-use app, the sleek V-SOS Band which fits around their wrist, will alert you if it detects a fall or if they need help. So you can relax knowing they’re safe, even when they’re not nearby.

V-SIM by Vodafone is included with this product

Subject to Vodafone network and GPS signal.

https://eshop.v.vodafone.com/uk/v-sos-band 

BACK2YOU - GPS trackers

GPS TRACKERS AND TRACKING DEVICES

If you are looking for a GPS tracker, then Back2You have the most comprehensive range of tracking devices in the UK. We have over 20 years experience in all aspects of tracking and provide trackers for vehicles, people, pets, assets and more.

Back2You GPS trackers supply the most cost effective and user friendly trackers in the UK. Many of our GPS trackers come with no fees or contracts, making them easily affordable for all.

We can even build bespoke GPS trackers and for both individuals and businesses to suit all your tracking needs. We also supply tracking devices to many UK police forces and security organisations.

www.back2you.com

National Rail Accessibility Map

Geographic map showing all National Rail stations and their accessibility status and features.

The map is fully zoomable - the further you zoom in, the more detail that will appear. The circled numbers indicate the number of stations clustered in an area which will decluster the more that you zoom in.

You can can also straight to the station you require by using the search box.

All train operators are shown.

Train operators are not shown.

All routes shown.

All stations shown

www.accessmap.nationalrail.co.uk 

Traveline - public transport info

We’re a partnership of transport companies, local authorities and passenger groups which have come together to bring you routes and times for all travel in Great Britain by bus, rail, coach and ferry, and to provide it in as many different ways as we can so that you can always reach us.

We can help you find the way that best suits you for making your journey using the most up to date information from around the UK for all transport companies.

On our homepage you can plan your journey from door to door across Great Britain, see the different ways you could travel, and view your journey on a map.

www.traveline.info

Travel Training booklet

Buckinghamshire County Council Travel Training website – www.schooltravelplanning.com

Information on School Travel Planning and sustainable travel initiatives including how to develop a STP, how to run initiatives to help reduce car use, what training is available to help improve pupils’ road safety awareness and skills, and newsletters to provide termly updates on School Travel Planning in Buckinghamshire.

Travel Training booklet from schooltravelplanning.com

Travel education for students with disabilities

The TEF is suitable for students from upper primary to year 12. Progression through the program depends on each student’s own rate of development.

Under the TEF, only students identified with the appropriate physical, cognitive and emotional capacity will progress to advanced travel education and be taught to become an independent traveller.

Learning topics

The TEF resource includes advice and templates on:

• selecting students to participate in travel education
• planning classroom and practical lessons on journey planning, getting about, behaving appropriately and staying safe
• identifying and mitigating risk.

It also includes:

• template invitations
• travel contracts
• advice to parents about the program.

Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate. For more, see: Information in your language

WELCOME TO TRAVEL-TRAINING SOLUTIONS

Psychology-based intervention applied to mobility programs to reduce anxiousness, learning challenges, phobias and challenging behaviours..

Registered NDIS Provider and Medicare Provider

Contact us for more details

PREPARE YOUR CHILD NOW FOR THEIR POST-SCHOOL OPTIONS

Download our brochure to learn more

COMPLETE GUIDE ON HOW TO TRAIN CHILDREN WITH AN INTELLECTUAL DISABILITY TO TRAVEL SAFELY & INDEPENDENTLY

For those growing up with an intellectual disability or autism, safe and independent travel will prove an invaluable life skill. Dr Gallimore’s straightforward five-step system will guide parents and professionals through successful training for children of any age and ability. It is necessary reading for anyone working with a child to get them on their path to independent travel.

MOBILITY SERVICES

With over 30 years of travel-training experience and psychology expertise, Travel-Training Solutions work individually with people and their support workers. We also provide parents and professionals with mentoring, knowledge and confidence to engage in and deliver a range of safe and effective mobility programs.

WORKSHOPS FOR PARENTS, TEACHERS, SUPPORT WORKERS AND OTHER PROFESSIONALS

PSYCHOLOGY-BASED TRAINING PROGRAMS FOR PEOPLE WITH DISABILITY

ON-LINE ADVISORY SERVICE

Travel-training myths.

There are a number of myths surrounding travel-training that we’ve noticed over the years. Almost always when we receive an enquiry from a teacher or parent and initially talk with them, it’s often some or all of these five myths that need to be dispelled.

Myth #1: Anyone can teach travel-training skills without being trained.

This, unfortunately, is not the case. There are numerous specialised techniques, approaches, and tips involved in travel-training that the trainer needs to learn for a student’s long-term success. If they miss out on this information, then they cannot apply it to their travel-training programs.

Myth #2: Travel-training starts in high school.

Travel-training can start at any age – the earlier the better. In fact, we’ve worked with babies with multiple disabilities. With very young children you can continue teaching and modelling the many essential ‘foundation skills’ in preparation for safe travel, road crossing, public transport travel, and other complex scenarios in later years.

Myth #3: Travel-training a student only takes a few weeks.

Regardless of the goal of the training program, for this to be achieved safely and the skills retained by the student, it might take weeks or months to complete a program. It can be done though in simple easy-to-achieve steps.

Myth #4: Even if a student has never travelled alone, he can start travel-training on public transport.

If a student has never travelled alone (i.e., independently), then the first travel-training priority is to develop foundation skills such as the way to purchase an item confidently whilst alone in a shop and the way to seek assistance when needed. These skills and others will assist the student (and family) to develop self-confidence and equip him to cope with the many confronting situations that will inevitably arise when travelling in more complex situations in future.

Myth #5: You only have to observe a student travelling a few times, and then they can travel by themselves.

Even if you believe a student has learnt the way to get to a particular destination on her own and you have observed the student make this journey a few times, there is a specific and measured process to know when to withdraw or ‘fade-out’ from the program. This process will allow you time to observe whether or not the student has actually acquired the skills you taught and if she can use the skills when genuinely needed. For example, does the student: use the mobile phone in an emergency? Cope when the bus gets diverted? Cross roads safely every single time? Find the way home if she is initially lost? If you fade-out slowly in a measured way, then there will be plenty of opportunities to observe whether or not the student applies these skills 100% of the time.

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Making traveling fun, easy and safe, introduction.

• Mode of transportation
• Navigating new surroundings

Travel Training

Traveling, while an exciting and fun experience, can pose many frustrations. It may be especially stressful for an individual with an autism spectrum disorder or other intellectual or developmental disability. Although extensive trip planning may help in certain circumstances, it is still important to address the issues to ensure everyone has an enjoyable experience.

Mode of Transportation

The mode of transportation itself may prove problematic in certain aspects. Let’s use air travel as an example. Individuals with sensory issues may be overwhelmed by the loud noises and close spaces that come with airplanes and airports. Additionally, individuals traveling with assistive devices, mobility aides, etc. may encounter difficulties in clearing this equipment through security.

Navigating New Surroundings

Navigating new surroundings outside the comfortable structure of home and changes in routines/schedules are another set of issues encountered by individuals with an autism spectrum disorder and other disabilities and their families when traveling. People may need to travel with others or may go places independently. Some places offer travel training to those that may need to know how to use the bus system or local train on their journey. Having the right set of skills and tools are necessary to transferring these elements to a new location. Working with hotels and travel companies/agencies may prove beneficial in this endeavor. Some advanced preparations in addition to utilizing some helpful travel tips can ensure the smoothest trip possible for all travelers.

Traveling training is a comprehensive training program designed to teach people the skills they need to travel safely and independently on fixed-route public transportation.

While each travel training program is different, many teach people (either one-on-one or in small groups) how to travel a specific origin (e.g. their home) to a specific destination (e.g. their school or job). Travel trainers commonly teach people how to plan a trip, read a schedule, purchase fare, travel to the stop or station, enter the vehicle, signal the operator, use landmarks, exit the vehicle, and travel to their final destination. Travel training is not available in every community and some programs have many have eligibility requirements (e.g. school districts may only serve their own students).

• Transportation Security Administration
• Travel Tips for Individuals with Autism and Their Families
• Webinar: Transportation Options and Accommodations for Individuals with Disabilities
• Article: Travel and Autism
• Webpage: U.S. Department of Transportation: Passengers with Disabilities
• Guide: Challenging Behavior and Autism: A Guide for        Transportation Personnel
• Website: United We Ride
• Website: American Public Transportation Association: Public Transit in Your Community
• Website: Association of Travel Instruction (ATI)
• Website: Easter Seals Project ACTION
• Website: Wings for Autism

Travel Training

• Accessible fixed-route service application
• Paratransit application
• Aplicación para Paratransit - Español
• Paratransit certification process
• Travel training
• Using Paratransit service
• Paratransit rules and policies
• Paratransit appeals process
• Paratransit Customer Handbook
• Subscription Service Application

Travel Training or travel instruction offers 1-on-1 and group training to teach seniors and people with disabilities to travel safely and independently on fixed-route public transit (fixed-route service includes trains and buses that operate on regular routes).

Travel Trainers work with you to determine how your disability affects your ability to travel. They develop methods to teach travel skills tailored to your needs.

Who is eligible?

Travel Trainers believe that everyone who is capable should have the opportunity to learn to travel independently, using public transportation to meet their travel needs. All persons with disabilities should be allowed the dignity afforded by independent travel.

What does Travel Training include?

One-on-one training.

Your Travel Trainer will help you find solutions that best fit your situation, abilities and needs. Training involves a series of steps, initially with 1-on-1 instruction before eventually leading to independent travel. Your Travel Trainer can focus on destination training, which teaches you to travel to a specific destination and back, or general training, which provides you with greater overall riding instruction to any destination.

Each training program is individually tailored to your needs and will help you:

• Plan your trip
• Ride specific routes
• Read and understand route maps and schedules
• Get to and from your bus stop or rapid station
• Recognize bus numbers, bus stops, rapid stations and landmarks
• Pay fares and purchase tickets/passes
• Use the lift or ramp to board with a mobility device
• Position your mobility device in the bus /train
• Use the phone and/or Internet to plan your trip
• Cross the street safely

You will learn to travel independently and confidently while riding RTA.

Group training

Group Training is appropriate for group homes, transitional housing, senior citizen facilities, and schools. During group training, students spend 4-6 weeks in the classroom learning about:

• The Americans with Disabilities Act
• Benefits of using public transportation
• Transportation options
• Destination Information
• Bus features
• Bus fare and ticket purchasing
• Reading maps and schedules
• Safety tips and behavior
• Trip planning

Each class culminates with a trip on public transportation to utilize the skills learned. If they are eligible, students can also obtain a senior/disabled card during this training.

Benefits of travel training

• Gain more choices and flexibility for travel
• Have greater self-esteem and independence
• Obtain better access to employment, job training, education and recreation.

Begin by completing the referral form . Your referral will be sent to the Travel Training Department. A Trainer will then contact you to schedule an appointment.

For questions, call the RTAnswerline at 216-621-9500

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Please Note: Each of the following National Association of Special Education Teachers' (NASET) professional development courses entitle you to CE Study Hour. Each NASET CE Study Hour is based on the requirements of each course which are rated in hour(s) for reading, comprehension and the completion of an exam at the end of the course. Please be aware that NASET CE Study Hours are not a guarantee of acceptance of evidence of professional development by school districts, since every state and/or school district may have its own standards or requirements.  To verify whether a NASET CE Study Hour is accepted by your school district or state, please contact your local or state education department.

Join NASET Now - You can start courses immediately!

Naset pdp course list - alphabetical sort, course list in alphabetic order below   - to access category sorted course list - click here, accommodations and modifications (testing), adapting curriculum for students with special needs, allergies: teachers' roles and responsibilities, annual & triennial reviews - what special education teachers need to know, anxiety disorders-a basic overview, assistive technology: an overview, attention deficit hyperactivity disorder (adhd), attention deficit hyperactivity disorder - a video lecture course, auditory processing disorders - specific types, auditory processing disorder: staff development brief, autism: criteria for determining eligibility for special education, autism spectrum disorder: an overview for teachers - a video lecture course, behavior problems:  intervention strategies, bipolar disorder, calculation of age - a video lecture course, cognitive disabilities:  helping students find and keep a job, communication and meetings with parents & staff members, communication disorders  - (see learners with communication disorders(, deaf-blindness: criteria for determining eligibility for special education, deafness and hearing loss, developmental and psychological disorders in special education, developmental and psychological disorders: educational implications for special education students, developmental delay: criteria for determining eligibility for special education, disabilities in special education:  an overview of exceptional children, dispute resolutions: resolution meetings, mediation and due process hearings - a video lecture courser, down syndrome-staff development brief, due process hearings (see dispute resolutions), dyslexia (reading disability)-specific types, dyscalculia (mathematical learning disabilities)-specific types, dysgraphia (writing disability) and dysorthographia (spelling disability) specific types, early intervention and preschool assessment - a video lecture course, eating disorders, eligibility (see evaluation and eligibility of children with suspected disabilities), emotional disturbance, emotional disturbance: criteria for determining eligibility for special education, employment options for students with disabilities: a guide for high school educators, epilepsy-staff development brief, evaluation and eligibility of children with suspected disabilities - a video lecture course, exceptionality and special education: an overview of terms and concepts - a video lecture course.

• Extended School Year Services

Factors Affecting Curriculum for Students with Special Needs

Free appropriate public education (fape) - a video lecture course, gifted and talented - (see learners with special gifts and talents), grading students with disabilities, hearing impairments: criteria for determining eligibility for special education, high risk students in the classroom:  identification in the classroom, historical overview of the legal issues in special education - a video lecture course, identification and evaluation of children with suspected disabilities - a video lecture course, identification of children for special education services, iep (individualized education program) development, iep (individual education program):  an overview, intellectual disabilities (see learners with intellectual disabilties), intellectual disability, intellectual disability: criteria for determining eligibility for special education, introduction to learning disabilities, introduction to students with severe disabilities, learners with attention deficit hyperactivity disorder - a video lecture course, learner with communication disorders - a video lecture course, learners with intellectual disabilities - a video lecture course, learners with learning disabilities -  a video lecture course, learners with special gifts and talents - a video lecture course, learners with traumatic brain injury - a video lecture course, learning disabilities (see learners with learning disabilities), learning disabilities: criteria for determining eligibility for special education, least restrictive environment: educational placement for children with disabilities - a video lecture course, legal issues in sped - (see historical overview of the legal issues in special education), mediation (see dispute resolutions), medication: an overview for professionals in special education, meetings and communication with parents & staff members, methods of assessment in special education - a video lecture course, multiple disabilities: criteria for determining eligibility for special education, new teacher course: meetings and communication with parents and staff members, non-verbal learning disabilities-specific types, orthopedic impairments: criteria for determining eligibility for special education, other health impairments: criteria for determining eligibility for special education, pervasive developmental disorders, postsecondary education and students with disabilities: a guide for high school educators, post traumatic stress disorder-staff development brief, preparing for the start of the school year as a special education teacher, recreation and leisure activities for students with disabilities, related services - a video lecture course, related services:  an overview, roles and responsibilities of the special education teacher, residential placement options, resolution meetings (see dispute resolutions), respite care, rett syndrome, schizophrenia, scoring terminology used in assessment - a video lecture course, self determination: a guide for high school educators, self-esteem - understanding the foundations of self-esteem and developing it in the classroom, sensory integration disorders-specific types, social and sexual issues for students with disabilities: a guide for high school educators, special education services: how children are identified, speech and language impairments, speech and language impairments - a video course (see learners with communication disorders), speech and language impairments: criteria for determining eligibility for special education, spina bifida-staff development brief, statistics used in special education - a video lecture course, testing accommodations and modifications, test score interpretation, tourette syndrome, transition planning: a team effort, transition of students with disabilities to postsecondary education, transition services on the iep: a guide for high school educators, traumatic brain injury, traumatic brain injury - a video lecture course, traumatic brain injury: criteria for determining eligibility for special education, travel training for students with disabilities: a guide for high school educators, violence and disasters: helping children and adolescents cope, visual impairments:  an overview, visual impairments: criteria for determining eligibility for special education, visual processing disorders - specific types, vocational assessment and training: a guide for high school educators, writing a comprehensive educational report, i want to start taking course now - join naset, naset pdp course list - category sort, course list in category order below   - to access alphabetical sorted course list - click here, classroom management, behavior problems:  intervention strategies, factors affecting curriculum for students with special needs, courses for general education teachers, exceptionality and special education: an overview of terms and concepts  - a video lecture course, free appropriate public education (fape)  - a video lecture course, curriculum issues, extended school year services, disorders and disabilities in special education, anxiety disorders-a basic overview, attention deficit hyperactivity disorder (adhd), auditory processing disorders - specific types, auditory processing disorder: staff development brief, autism: criteria for determining eligibility for special education, autism spectrum disorder: an overview for teachers  - a video lecture course, bipolar disorder, cognitive disabilities:  helping students find and keep a job, communication disorders, deaf-blindness: criteria for determining eligibility for special education, deafness and hearing loss, developmental and psychological disorders in special education, developmental and psychological disorders: educational implications for special education students, developmental delay: criteria for determining eligibility for special education, disabilities in special education:  an overview of exceptional children, down syndrome-staff development brief, dyslexia (reading disability)-specific types, dyscalculia (mathematical learning disabilities)-specific types, dysgraphia (writing disability) and dysorthographia (spelling disability) specific types, early intervention and preschool assessment  - a video lecture course, eating disorders, emotional disturbance, emotional disturbance: criteria for determining eligibility for special education, epilepsy-staff development brief, hearing impairments: criteria for determining eligibility for special education, intellectual disability, intellectual disability: criteria for determining eligibility for special education, introduction to learning disabilities, learner with communication disorders  - a video lecture course, learners with intellectual disabilities  - a video lecture course, learning disabilities: criteria for determining eligibility for special education, medication: an overview for professionals in special education, multiple disabilities: criteria for determining eligibility for special education, non-verbal learning disabilities-specific types, orthopedic impairments: criteria for determining eligibility for special education, other health impairments: criteria for determining eligibility for special education, pervasive developmental disorders, post traumatic stress disorder-staff development brief, rett syndrome, schizophrenia, sensory integration disorders-specific types, special education services: how children are identified, speech and language impairments, spina bifida-staff development brief, tourette syndrome, traumatic brain injury, traumatic brain injury  - a video lecture course, traumatic brain injury: criteria for determining eligibility for special education, visual impairments:  an overview, visual impairments: criteria for determining eligibility for special education, visual processing disorders - specific types, early intervention, educational evaluations/assessment in special education, calculation of age  - a video lecture course -   not available - under repair, evaluation and eligibility of children with suspected disabilities  - a video lecture course, identification and evaluation of children with suspected disabilities  - a video lecture course, identification of children for special education services, high risk students in the classroom:  identification in the classroom, methods of assessment in special education  - a video lecture course, scoring terminology used in assessment  - a video lecture course, statistics used in special education  - a video lecture course, testing accommodations and modifications, test score interpretation, writing a comprehensive educational report, assistive technology: an overview, iep (individualized education program) development, iep (individual education program):  an overview, least restrictive environment: educational placement for children with disabilities  - a video lecture course, related services  - a video lecture course, related services:  an overview, inclusion/ integrated co-teaching, allergies: teachers' roles and responsibilities, annual & triennial reviews - what special education teachers need to know, grading students with disabilities, meetings and communication with parents & staff members, legal issues for special education teachers, dispute resolutions: resolution meetings, mediation and due process hearings  - a video lecture course - (under repair), due process hearings  (see dispute resolutions), historical overview of the legal issues in special education  - a video lecture course, legal issues in sped  - (see historical overview of the legal issues in special education), new teacher courses, attention deficit hyperactivity disorder  - a video lecture course, communication and meetings with parents & staff members, preparing for the start of the school year as a special education teacher, roles and responsibilities of the special education teacher, parent issues in special education, procedural issues in special education, teacher effectiveness training, employment options for students with disabilities: a guide for high school educators, postsecondary education and students with disabilities: a guide for high school educators, recreation and leisure activities for students with disabilities, residential placement options, respite care, self determination: a guide for high school educators, social and sexual issues for students with disabilities: a guide for high school educators, transition planning: a team effort, transition of students with disabilities to postsecondary education, transition services on the iep: a guide for high school educators, travel training for students with disabilities: a guide for high school educators, vocational assessment and training: a guide for high school educators, working with children with special needs, learners with attention deficit hyperactivity disorder - a video lecture course, learners with learning disabilities  -  a video lecture course, learners with special gifts and talents  - a video lecture course, learners with traumatic brain injury  - a video lecture course, learning disabilities  (see learners with learning disabilities).

Adapting Curriculum for Students with Special Needs -One of the most important things to keep in mind when working with students with special needs is that they can learn. In many cases, it is not the lack of understanding or knowledge that causes problems but rather the manner of presentation, response requirements, and level of presentation. Adapting curriculum for students with special needs is an essential part of being a special educator. The focus of this NASET Professional Development course will be on various strategies surrounding adaptation of curriculum for students with special needs. After taking this course you will understand the following:

• Curriculum Adaptations
• Ways to Adapt Instruction
• Checklist of Suggestions for Adapting the Curriculum
• Strategies for Adapting Tests and Quizzes
• Adapting Response Mode
• Working with the Child with a Learning Disability in the Classroom
• Working with the Child with an Emotional Disturbance in the Classroom
• Working with the Child with Intellectual Disabilities in the Classroom
• Adapting Grading Systems
• Reporting to Parents

ALLERGIES: TEACHERS' ROLES and RESPONSIBILITIES

Allergies: Teachers' Roles and Responsibilities - Teachers have a responsibility to be aware of important information on all their students that may impact their learning or safety. Specifically, many children may have allergies, many of which are life-threatening in nature. When you have a student with a life-threatening allergy in your class, there are issues that you need to understand in order to ensure the safety of that child. Not knowing your responsibilities places the child in jeopardy as well as potential professional and legal implications. Collaboration among parent(s)/guardian(s) and all school departments; including school nursing personnel, teachers, administration, guidance, food service, transportation services, custodial staff, and after school personnel, is essential for a successful school experience for students with life?threatening allergies and other serious health issues. The focus of this NASET Professional Development course will be on understanding life threatening allergies and the roles and responsibilities often seen by teachers when working with children diagnosed with them.

ANNUAL & TRIENNIAL REVIEWS- WHAT SPECIAL EDUCATION TEACHERS NEED TO KNOW

Annual & Triennial Reviews - What Special Education Teachers Need to Know - A very important role for the special education teacher is demonstrated in the annual review and triennial review process. These reviews are a legal responsibility of the district and must be provided to all classified students who reside within the school district. The Annual Review involves a yearly evaluation by the district’s IEP Committee of the student's classification and educational program. Included in these two general areas are a review of related services provided, the need to add or remove test accommodations or modifications, parents concern or requests, academic progress, transportation needs, goals and objectives and the development of a new IEP for the upcoming school year. The Triennial Review Process involves the complete reevaluation of a child classified with a disability every 3 years in order to determine whether or not the conditions upon which the original classification was determined are still evident. This course will prepare you with all the knowledge of what materials and information you will need to make a professional presentation at each of these meetings.

ANXIETY DISORDERS: A BASIC OVERVIEW

Anxiety Disorders - Anxiety Disorders affect about 40 million American adults age 18 years and older (about 18%) in a given year, causing them to be filled with fearfulness and uncertainty. Unlike the relatively mild, brief anxiety caused by a stressful event (such as speaking in public or a first date), anxiety disorders last at least 6 months and can get worse if they are not treated. Anxiety disorders commonly occur along with other mental or physical illnesses, including alcohol or substance abuse, which may mask anxiety symptoms or make them worse. In some cases, these other illnesses need to be treated before a person will respond to treatment for the anxiety disorder. This course will cover many of the different Anxiety Disorders.

Assistive Technology:  An Overview - As educators, you will need to be responsible for understanding and being aware of the numerous assistive technology (AT) options offered to children with special needs. With the increase of technology in today’s society, nowhere is the use more evident than in the classroom situation. This course will provide an overview of the different assistive technolgies and how they are used for specific disabilities.

Attention Deficit Hyperactivity Disorder - Attention Deficit Hyperactivity Disorder (ADHD) is a condition that becomes apparent in some children in the preschool and early school years. It is hard for these children to control their behavior and/or pay attention. It is estimated that between 3 and 5 percent of children have ADHD, or approximately 2 million children in the United States. This means that in a classroom of 25 to 30 children, it is likely that at least one will have ADHD.    A child with ADHD faces a difficult but not insurmountable task ahead. In order to achieve his or her full potential, he or she should receive help, guidance, and understanding from parents, guidance counselors, and the public education system.   This course offers information on ADHD and its management, including research on medications and behavioral interventions, as well as helpful resources on educational options.

What you will learn from this one-hour course:

• Overview of Auditory Processing Disorders
• Diagnostic symptoms of APD
• Characteristics of Auditory Processing Disorders
• Common skills affected
• Auditory association processing disorder
• Auditory Blending Processing Disorder
• Auditory Closure Processing Disorder
• Auditory Discrimination Processing Disorder
• Auditory Figure Ground Processing Disorder
• Auditory Language Classification Processing Disorder
• Auditory Long Term-Memory Processing Disorder
• Auditory-to-Written Expression Processing Disorder
• Auditory Sequential Memory Processing Disorder
• Auditory Short-Term Memory Processing Disorder
• Auditory Visual Integration Processing Disorder
• Auditory Verbal Reproduction Processing Disorder

AUDITORY PROCESSING DISORDER - STAFF DEVELOPMENT BRIEF

Auditory Processing Disorder - Staff Development Brief - Auditory processing is a term used to describe what happens when your brain recognizes and interprets the sounds around you. Humans hear when energy that we recognize as sound travels through the ear and is changed into electrical information that can be interpreted by the brain. The "disorder" part of auditory processing disorder means that something is adversely affecting the processing or interpretation of the information. This Staff Development Brief will provide you with a good overview of auditory processing disorder.

Autism - Autism and Pervasive Developmental Disorder (PDD) are developmental disabilities that share many of the same characteristics. Usually evident by age three, autism and PDD are neurological disorders that affect a child’s ability to communicate, understand language, play, and relate to others.  Early diagnosis and appropriate educational programs are very important to children with autism or PDD.  This course will provide the reader with a basic overview of autism and PDD and important educational considerations to consider.

Autism: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of autism.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

AUTISM SPECTRUM DISORDER: AN OVERVIEW FOR TEACHERS - A VIDEO LECTURE COURSE - Video Lecture Course

Autism Spectrum Disorder: An Overview for Teachers * Video Lecture Course - Under the federal law, IDEA, autism (or autism spectrum disorder; ASD) means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The signs of ASD are usually evident in early childhood. Though it is still considered a lifelong diagnosis, with appropriate early intervention, individuals with ASD can lead productive, inclusive, and fulfilling lives. For most parents and professionals, ASD can be a very puzzling and complex disorder. This video lecture course focuses on students with autism spectrum disorders.

Topics covered include:

• Definition of ASD,
• Prevalence of ASD
• Possible causes of ASD
• Educational programming for students with ASD
• Characteristics of students with ASD
• Asperger Syndrome
• Teaching students with ASD

This is a course that contains two video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

BEHAVIOR PROBLEMS: INTERVENTION STRATEGIES

Behavior Problems:  Intervention Strategies - We hear more and more today about the chronic behavior problems of students in our schools. Some of these students have disabilities, some do not. Each needs and deserves help in learning how to behave both in school and outside of school. This course is meant to help schools answer the question, "What does the research tell us?" about promising interventions for students with a history of behavior problems. It's important to know that there is a tremendous body of research available on this subject, covering a wide variety of students, situations, and settings. It is a short overview that you can use and adapt to help your students and develop your own programs. It is helpful to read the original research (such as the articles mentioned here) to learn the details of what works and why.

Bipolar Disorder - Bipolar disorder, also known as manic-depressive illness, is a brain disorder that causes unusual shifts in a person's mood, energy, and ability to function. Different from the normal ups and downs that everyone goes through, the symptoms of bipolar disorder are severe. They can result in damaged relationships, poor job or school performance, and even suicide. But there is good news: bipolar disorder can be treated, and people with this illness can lead full and productive lives. This course will provide an excellent overview of this crucial topic.

CALCULATION OF AGE - A VIDEO LECTURE COURSE

Not available - under repair.

Calculation of Age * A Video Lecture Course * -  Any time you test a child, perhaps the most important piece of information you must obtain is the child’s age at the time of testing (known as Chronological Age). Miscalculating a child’s chronological age will result in faulty interpretations and scores. Therefore, it is necessary to take your time and be sure of a child’s chronological age when determining how old he or she is at the time of testing. The focus of the NASET professional development video course will be on understanding how to calculate a child’s age at the time of testing. After taking this course, you should understand the following:

• Chronological Age
• Why Not Just Ask Children Their Ages?
• Years-Months-Days
• Right to Left Subtraction Rule
• Rounding Up Ages
• Calculation of Age

COGNITIVE DISABILITIES: HELPING STUDENTS FIND AND KEEP A JOB

Cognitive Disabilities:  Helping Students Find and Keep a Job - This course is written for those involved in helping students with cognitive disabilities such as intellectual disability or autism find and keep a job. This includes parents, family members, teachers, transition specialists, job development specialists, employers, and others. It focuses on the processes involved in finding and keeping employment.

Deaf-Blindness: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of deaf-blindness.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Deafness and Hearing Loss - Hearing loss and deafness affect individuals of all ages and may occur at any time from infancy through old age. Hearing impairment and deafness affect approximately 28 million Americans. Of these 28 million, approximately 11 million have significant irreversible hearing loss, and one million are deaf. Only 5% of people with hearing loss are under the age of 17 (Deaf World Web, 2000).  The U.S. Department of Education (2004) reports that, during the 2003–2004 school year, 71,118 students aged 6 to 21 (or 1.2 % of all students with disabilities) received special education services under the category of “hearing impairment.” However, the number of children with hearing loss and deafness is undoubtedly higher, since many of these students may have other disabilities as well and may be served under other categories.  This course is designed to present a basic overview of deafness and hearing loss.

Depression - A depressive disorder is an illness that involves the body, mood, and thoughts. It affects the way a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. A depressive disorder is not the same as a passing blue mood. It is not a sign of personal weakness or a condition that can be willed or wished away. People with a depressive illness cannot merely "pull themselves together" and get better. Without treatment, symptoms can last for weeks, months, or years. Appropriate treatment, however, can help most people who suffer from depression. This course will provide you with an excellent overview of this topic.

Developmental and Psychological Disorders in Special Education - In the course of their experience, special educators will encounter a wide variety of developmental and psychological disorders. Many may be caused by intellectual, social, emotional, academic, environmental or medical factors. It is important that you have a basic understanding of the more common ones that may be presented by certain students.  Your knowledge of these conditions can assist parents, doctors, other students in the class as well as the student him/herself.  Understanding the nature of certain disorders can enhance your total understanding of the child and the factors that play a role in the child's educational development. This course will provide a general overview of this topic.

Developmental and Psychological Disorders: Educational Implications for Special Education Students - As special educators you will be working with a wide variety of students with developmental and psychological disorders. One of the main concerns from teachers in special education involves the educational implications for children with these disorders. This course was developed to discuss and provide information on educational implications and what can be done for students with psychological and developmental disorders. 

This course will provide you with the criteria and process used in the determination of special education eligibility for children with a developmental delay.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

DISABILTIES IN SPECIAL EDUCATION: AN OVERVIEW OF STUDENTS WITH DISABILITIES IN SPECIAL EDUCATION

Disabilities in Special Education:  An Overview of Students in Special Education -When working with children with special needs it is extremely important that you have a foundation of knowledge about these students and the field of special education. Our experience has shown us that having a foundation of knowledge in this area will make it more comfortable and reassuring as you work with this population. The purpose of  Overview of Students with Disabilities in Special Education course is to provide you with a working knowledge of the varying student disabilities in special education.

DISPUTE RESOLUTIONS: RESOLUTION MEETINGS, MEDIATION AND DUE PROCESS HEARINGS

Dispute Resolutions: Resolution Meetings, Mediation and Due Process Hearings * Video Lecture Course * - What happens if parents disagree with a school district over their child’s identification, evaluation and/or placement? What happens if the two parties cannot agree on what is “appropriate” for the child? When this occurs, parents can initiate a due process hearing. There, an impartial, trained hearing officer hears the evidence and issues a hearing decision. During a due process hearing, each party has the opportunity to present their views in a formal legal setting, using witnesses, testimony, documents, and legal arguments that each believes is important for the hearing officer to consider in order to decide the issues in the hearing. But there are many steps involved before a matter ever goes to due process. This NASET Professional Development course will focus on dispute resolutions in special education. After taking this course, you should understand the following:

• Overview of Dispute Resolutions
• Resolution Process
• Resolution Meetings
• Steps Involved in Mediation
• Confidentiality and Mediation
• Due Process Hearings
• “Impartial” and its Meaning
• Parent Rights in Due Process Hearings
• Decisions Made by Hearing Officers

Down Syndrome-Staff Development Brief - Down syndrome is the most common and readily identifiable chromosomal condition associated with intellectual disability. It is caused by a chromosomal abnormality: for some unexplained reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This course will present a basic overview of Down Syndrome.

• Overview of Dyslexia
• Diagnostic Symptoms
• Complications
• Further Key Points
• Auditory Linguistic Dyslexia
• Direct Dyslexia
• Dyseidetic Dyslexia (Visual Dyslexia, Dyseidesia or Surface Dyslexia)
• Dysnemkinesia Dyslexia
• Dysphoneidetic Dyslexia (Mixed Dyseidetic and Dysphonetic Dyslexia)
• Dysphonetic Dyslexia (Dysphonesia or Auditory Dyslexia)
• Neglect Dyslexia
• Phonological Dyslexia

Dyscalculia (Mathematical Learning Disabilities)-Specific Types - What you will learn from this one-hour course course:

• Overview of Dyscalculia (math disability)
• Diagnostic symptoms
• Abstract Concepts Dyscalculia
• Attention-to-Sequence Dyscalculia
• Basic Number Fact Dyscalculia
• Developmental Anarithmetria (Incorrect Operation Dyscalculia)
• Estimation Dyscalculia
• Language Dyscalculia
• Measurement Dyscalculia
• Monetary Dyscalculia
• Navigation Dyscalculia
• Number-Word Translation Dyscalculia
• Spatial Dyscalculia
• Temporal Dyscalculia
• Overview of Dysgraphia (writing disability)
• Definition of Dysgraphia
• Dyslexic Dysgraphia
• Motor Dysgraphia
• Spatial Dysgraphia
• Dysorthographia (spelling disability)
• Definition of dysorthographia
• Further key points

EARLY INTERVENTION AND PRESCHOOL ASSESSMENT

Early Intervention and Preschool Assessment * Video Lecture Course * - In 1986, Congress created a nationwide incentive for states to implement coordinated systems of early intervention services for infants and toddlers with disabilities and their families by enacting P.L. 99-457. This is currently known as Part C of IDEIA. Part C of the Individuals with Disabilities Education Improvement Act provides financial assistance to states for the purpose of providing services to infants and toddlers (age birth through two) with disabilities. The purpose of these services is to enhance the development of infants and toddlers with disabilities and to minimize their potential for developmental delay. Referral to early intervention services can be based on objective criteria, screening tests, or clinical suspicion. Under IDEIA (Part C), individual states retain the right to determine eligibility criteria for early intervention services, and some require referral within a certain time period. This NASET professional development video course focuses on the importance of early intervention, as well as discussing some of the key issues in preschool assessment. After taking this course, you should understand the following:

• Overview and purpose of early intervention
• Part C of the Individuals with Disabilities Education Improvement Act
• Eligibility criteria for early intervention services
• Evaluation of infants and toddlers for early intervention services
• Individualized Family Service Plan (IFSP)
• Purpose of the initial IFSP process
• Notice required to families for an IFSP meeting
• Timeline corresponding with an IFSP
• Contents of an IFSP
• Early intervention services available to infants and toddlers
• IFSP Reviews
• Transition from early intervention to preschool settings
• Overview of preschool assessment
• The challenge of preschool assessment
• Working with families

This is a course that contains four video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Eating Disorders - Eating is controlled by many factors, including appetite, food availability, family, peer, and cultural practices, and attempts at voluntary control. Dieting to a body weight leaner than needed for health is highly promoted by current fashion trends, sales campaigns for special foods, and in some activities and professions. Eating disorders involve serious disturbances in eating behavior, such as extreme and unhealthy reduction of food intake or severe overeating, as well as feelings of distress or extreme concern about body shape or weight. This course will provide the educator with an excellent overview of this very important topic.

Emotional Distrurbance - Many terms are used to describe emotional, behavioral or mental disorders. Currently, students with such disorders are categorized as having an emotional disturbance. This course will present a basic overview of students with emotional disturbance.

Emotional Disturbance: Criteria for Determining Eligibility for Special Education  - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of emotional disturbance.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Employment Options for Students with Disabilities: A Guide for High School Educators - NASET offers a Professional Development Course on vocational assessment titled, Vocational Assessment and Training: A Guide for High School Educators . If you have not yet taken that course, it might be in your best interest to do so before taking this one, as it will lay the foundation for the principles to be discussed.

Once a vocational assessment process is complete, a student with a disability should be presented with a variety of training and work options, depending upon the results of the evaluation. Many options and directions are available.

This NASET Professional Development Course provides an overview of employment options and procedures necessary for the preparation of a student with disabilities to adult life. After reading this section, you should understand the following:

• Internships and Apprenticeships
• Adult education
• Trade and Technical Schools
• Competitive Employment
• Supported Employment
• How Do Parents Know If Their Children Need Supported Employment?
• Sheltered Workshops
• Other Avenues to Employment
• Volunteering
• International Exchange Programs
• The Military
• Starting and Maintaining a Business
• Job Search Methods
• Developing a Resume
• Job Application Forms
• Ways of Finding a Job
• Applying and Interviewing for Jobs

Epilepsy-Staff Development Brief - According to the Epilepsy Foundation of America, epilepsy is a physical condition that occurs when there is a sudden, brief change in how the brain works. When brain cells are not working properly, a person's consciousness, movement, or actions may be altered for a short time. These physical changes are called epileptic seizures. Epilepsy is therefore sometimes called a seizure disorder. Epilepsy affects people in all nations and of all races. This course will present a basic overview of students with epilepsy.

EVALUATION AND ELIGIBILITY OF CHILDREN WITH SUSPECTED DISABILITIES * A Video Lecture Course *

Evaluation and Eligibility of Children with Suspected Disabilities - A Video Lecture Course - The process of a child moving from general education to special education has many steps. The federal law, the Individuals with Disabilities Education Act (IDEA), sets forth very specific steps and procedures to ensure that children with suspected disabilities are evaluated for special education and determined eligible for services in a step-by-step manner. Each step along the way often has many parts, and it is imperative as a teacher that you understand the nature of the special education process involving evaluation and eligibility. This NASET professional development course will focus on the identification, evaluation and eligibility of children with suspected disabilities. After watching this video lecture, you should understand the following:

• Indicators of Children Who May Have a Suspected Disability and Need an Evaluation
• How Students Are Identified For An Evaluation For A Suspected Disability
• Child Study Teams (CST)
• Parental Consent
• Consent v. Agreement
• Evaluation Standard
• Multidisciplinary Teams
• Discriminatory Evaluations
• Validity and Reliability
• Standardization
• Comprehensive Evaluations
• Testing and Report Writing in Native Language
• Eligibility
• Eligibility Committees
• Annual and Triennial Reviews

This course contains four video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

EXCEPTIONALITY AND SPECIAL EDUCATION: AN OVERVIEW OF TERMS AND CONCEPTS * A Video Lecture Course *

Exceptionality and Special Education: An Overview of Terms and Concepts - A Video Lecture Course - Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the Individuals with Disabilities Education Act. This law gives eligible children with disabilities the right to receive special services and assistance in school. Almost 7 million children ages 3 through 21 receive special education and related services each year in the United States. This lecture focuses on an overview of terms and concepts of importance in special education.

• definition of special education
• exceptionality
• disability classifications
• gender issues in special education
• internalizing and externalizing behaviors
• using correct language
• accommodations and modifications
• expectations for special educators
• universal design for learning
• the difference between a disability and a handicap

This course contains two video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Extended School Year Services - Congress enacted the Education of All Handicapped Children’s Act in 1975 to ensure that all children with disabilities receive FAPE. In 1991, with the passage of the Individuals with Disabilities Education Act (IDEA), Congress reiterated that central standard. Inherent in the provision of FAPE is the principle that education must be individualized to meet the unique needs of each child. Because each child’s education is determined by an IEP team, specific criteria for the determination of the need for ESY were not prescribed by IDEA.

As the school year ends, parents may want to know if their children are entitled to Extended School Year Services (ESY). These services are provided to children with special needs that the school feels may lose his/her knowledge of what they learned over the summer months unless they are given added services during this time. The need for ESY services must be determined on an individual basis by the CSE.

Some students with disabilities have difficulty retaining skills during long school holidays and/or summer. If a student requires a significant amount of time to recoup mastered skills, then the IEP committee should discuss whether the student needs extended educational and/or related services during school breaks.

The determination of whether a child will receive ESY services will be made by the IEP committee; and the individualized education program (IEP) developed for ESY must include goals and objectives.

This program of services is paid for by the district and is of no cost to parents. Because of the nature of such services, all cases are determined on an individual basis, since these services will not be required by all students with disabilities. Such services are given only when the child meets certain criteria outlined by law and district policy.

Any decision regarding needed ESY programming must consider the child's history of significant regression and limited recoupment capability.  In other words, the IEP Team must look backward and forward when considering the need for ESY programming.

In addition to significant regression (the significant loss of knowledge) and/or limited recoupment (the ability to gain back what is lost), courts have set forth other ESY criteria to be applied by a Team, as follows:

• the degree of the child's impairment
• the parents' ability to provide structure at home
• the child's rate of progress
• the child's specific behavior and/or physical problems
• the availability of alternative resources
• the child's ability to interact with non-disabled children
• the specific curricular areas in which the child needs continuing attention
• the vocational and transition needs of the child
• whether the service requested is "extraordinary" rather than usual in consideration of the child's condition.

Only when all factors are considered together by the child's Team can a determination be made as to how much service will be offered.

When there is no previous record of a child's substantial regression after a significant break in service, a Team should still consider the need for an ESY program if the following circumstances are present:

• there is lack of progress in meeting short-term objectives over two marking periods, resulting in little or no progress made over the school year
• there are significant regression/recoupment problems over short-term vacation periods or other breaks in the school year, and /or
• the unique nature of any specially designed instruction or related services due to the disability of the student requires such extended school year programming.

Since proposed ESY programming must take into account the probability of substantial regression, school districts should ensure that special education service providers maintain quantitative and qualitative data regarding the child, including anecdotal records on the rates of both learning and relearning, as well as a child's attainment of IEP goals and objectives.

The focus of this NASET Professional Development Course will be on extended school year services. After taking this course, you should understand the following:

• Definition of Extended School Year Services
• What are NOT ESY Services
• Eligibility for Extended School Year Programs and Services
• Obligation to Provide Extended School Year Programs
• Deciding if a Student Needs Extended School Year Services
• IEPs and ESY
• Programs and Services with ESY
• Length of Time for ESY
• Recreational Programs and ESY
• Specialized Instruction and ESY
• Transition Services and ESY
• Paraprofessionals and ESY
• Concluding Thoughts

Factors Affecting Curriculum for Students with Special Needs - As a general education teacher working with students with special needs you will be heavily involved in teaching curriculum. It is therefore important that you understand the many factors that may sometimes interfere in the ability of these students to perform up to their ability while in school. Children are faced with many pressures everyday and as a result these pressures may play a role in their ability to fully concentrate in school. What you notice as a general education teacher may only be symptoms of these pressures i.e. procrastination, avoidance, resistance, lack of completion of a task, lack of attention etc. However, the real reasons behind these behaviors should be known by you so that you can, along with the special education teacher, make accommodations or adaptations to the curriculum to help these students succeed. This course is geared to informing you of the 8 factors that contribute to problems in curriculum performance by students with special needs.

FREE APPROPRIATE PUBLIC EDUCATION (FAPE) * A Video Lecture Course *

Free Appropriate Public Education (FAPE) - A Video Lecture Course - Prior to the passage of P.L. 94-142, many students with disabilities were excluded from school entirely, and many others were offered an education that was not appropriate to their needs. ? When P.L. 94-142 was enacted in 1975, it required that States submit plans that assured all students with disabilities the right to a free appropriate public education (FAPE). Today, IDEIA requires that all States demonstrate that they have in effect “a policy that assures all children with disabilities the right to a free appropriate public education.” But what really is a FAPE? What’s mandated in order to provide FAPE to all children receiving special education? The focus of this NASET video course will be to discuss in detail a free appropriate public education.

• Introduction to FAPE
• Definition of FAPE
• “Free”--Education Be At No Cost To The Parent
• Hendrick Hudson District Board of Education v. Rowley
• Educational Benefit
• Cadillac v. Chevrolet argument
• Best v. Appropriate
• Defining An “Appropriate” Education
• Graduation and FAPE

This course contains three video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Grading Students with Disabilities - Grading is best understood as a shorthand method of communicating complicated information about student learning and progress. A grade, such as a grade on a report card, is a summary of a teacher’s judgment of the adequacy of a student’s achievement at a particular point in time. Report card grades should reflect a student’s achievement relative to the curriculum standards he or she is working toward. When parents, teachers, or schools raise issues of grading fairness and equity, it is often the result of confusion regarding the purposes for grades, and whether a “one-size-fits-all “grading system can work for learners with special needs, including those with learning disabilities. For a grading system to be fair and equitable, it must have as its philosophical basis a belief that fairness is defined as maintaining equity and meeting individual needs – not necessarily as “equality,” which is treating all students exactly the same (Great Schools, 2015). Grading students with disabilities poses additional dilemmas. Grading systems used in general education classes are usually ill-equipped for individualization to meet the needs of a particular student, and research has documented that special education students in general education classes are at risk of receiving low or failing grades. General and special educators often fail to collaborate effectively to coordinate the general grading system with the accommodations and modifications required under a student's Individualized Education Program (IEP). Even when a classroom teacher wants to individualize a grading system for a student with a disability, the teacher often lacks knowledge of how to do it. Thus, many students with disabilities receive inaccurate and unfair grades that provide little meaningful information about their achievement. The focus of this NASET professional development course will be on issues pertaining to grading students with disabilities and recommendations for teachers.

Hearing Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of hearing impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

HIGH RISK STUDENTS IN THE CLASSROOM: IDENTIFICATION IN THE CLASSROOM

High Risk Students in the Classroom:  Identification in the Classroom - One of the most important tools that an educator can possess is the understanding of symptoms exhibited by students that may indicate a high risk situation. While you may be involved with children with disabilities, you can often not help but see, hear about, or uncover a child that is struggling in school and whose problems may be going unnoticed.  Whether these high risk students have potential educational disabilities or other issues that may require intervention, the faster the child is identified the better chance he/she has in avoiding serious and long lasting problems. Therefore it is imperative that special educators have a pulse on the “red flag” symptoms that high risk children exhibit. This course will provide an overview of the process for identification of High Risk Students.

HISTORICAL OVERVIEW OF THE LEGAL ISSUES IN SPECIAL EDUCATION

Historical Overview of the Legal Issues in Special Education - Generally, over the years, special education has been restructured and transformed by legislation. Today, we have a federal special education law, the Individuals with Disabilities Education Act (IDEA). IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate public education, just like other children. An “appropriate” education differs for each child with a disability because it is based on his or her individual needs. IDEA specifies in some detail how school systems and parents are to plan the education that each child receives so that it is appropriate—meaning, responsive to the child’s needs. The plan that parents and school staff develop is documented in writing through the individualized education program (IEP), which the school is then responsible for carrying out.  IDEA has been revised many times since 1975 and it remains the cornerstone of special education. But how did we get to this law? The path was not an easy one. This lecture takes teachers through the history of special education and how state and federal laws were enacted.

• Brown v. Board of Education of Topeka, Kansas
• 14th Amendment of the US Constitution
• 1960s—What happened during that time regarding special education?
• Parc v. Commonwealth of PA
• Mills vs. Board of Education of D.C.
• Section 504 of the Vocational Rehabilitation Act
• P.L. 94-142
• Six key provisions of P.L. 94-142
• Key points about P.L. 99-457
• Definition of Reauthorization
• Today under IDEIA—What do we know?

This course contains five video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

IDENTIFICATION AND EVALUATION OF CHILDREN WITH SUSPECTED DISABILITIES

Identification and Evaluation of Children with Suspected Disabilities * Video Lecture Course * - The identification and evaluation of a child with a suspected disability is a critical step in the special education process.Under IDEIA 2004, each local education agency (LEA) must establish procedures by which children in need of special education and related services are identified. These are known as “Child Find” efforts. States are left to develop their own identification procedures, but IDEIA requires an active effort to identify children in need of special education services. Evaluation procedures determine “whether the child has a disability and the nature and extent of the special education and related services that the child needs.” The evaluation of a child for a suspected disability must be individualized, meaning that the procedures and methods of evaluation must address a student’s unique needs, rather than be a general assessment that can be used interchangeably with all students. The focus of this NASET video professional development course will address the step-by-step process in the identification and evaluation of a child with a suspected disability. After taking this course, you should understand the following:

• Overview of the evaluation of a child with a suspected disability
• Evaluation Standards Under IDEA
• Multidisciplinary teams (MDT)
• Reliability
• Components of a Comprehensive Evaluation
• Eligibility Meetings
• Parent Refusal to Consent

Identification of Children for Special Education Services - In order to survive as a general education teacher working with children with special needs, it is important to become very familiar with the process by which children are identified as having a disability. This process is called the special education process and involves a number of steps that must follow federal, state, and district guidelines. These guidelines have been created to protect the rights of students, parents and school districts and as a result you must be knowledgeable to assist parents and students through this involved process. Working together within these guidelines ensures a comprehensive assessment of a student and the proper special education services and modifications if required. When a student is having difficulty in school, there are many attempts made by the professional staff to resolve the problem. When these interventions do not work, a more extensive look at the student is required.

After taking this course you will:

• Know the purpose of the special education process
• Know about identifying high risk children
• Know how referral are made for a suspected disability
• Know the sources of referrals to the Child Study Team
• Know about Child Study Teams
• Know the membership of the Child Study Team
• Know the options of the Child Study Team
• Know about Pre-Referral Strategy Plans

IEP (INDIVIDUALIZED EDUCATION PROGRAM) DEVELOPMENT * A Video Lecture Course *

IEP (Individualized Education Program) Development - The centerpiece of IDEIA is the requirement that each student receiving special education and related services has an individualized education program (IEP). The contents of the IEP are designed to provide a road map for the child's educational programming during the course of the coming year. The IEP is the primary mechanism for ensuring that students receive an appropriate education. An IEP summarizes all the information gathered concerning the student, sets the expectations of what the student will learn over the next year and describes the special education and related services the student will receive. The development of an IEP is a collaborative effort between the LEA and parents to ensure that a student's special education program will be appropriate and meet his or her individual unique needs. IDEIA spells out very clearly the required components of an IEP. This NASET Professional Development course will address the required components of an IEP under IDEIA. Topics covered include:

• The child's present levels of educational performance
• A statement of measurable annual goals
• A description of how the child's progress toward meeting the annual goals will be measured
• A statement of the special education placement, related services, and assistive technology services to be provided.
• An explanation of the extent, if any, to which the child will not participate with children without disabilities
• A statement of any accommodations or modifications in the administration of state or district-wide assessments of student achievement
• The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications.
• Transfer Rights at the Age of Majority

Finally, the course will conclude with a discussion of early intervention and the development of IFSPs.

This course contains six video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

IEP (INDIVIDUAL EDUCATION PROGRAM): AN OVERVIEW

IEP (Individual Education Program):  An Overview - As general education teachers involved with students with special needs you have been given a very important responsibility in the education of these children. Our experience has shown that the resistance to working with children with disabilities usually develops from a lack of understanding, education, and skill knowledge on the part of the teachers. Once general education teachers are provided these skills and knowledge they can offer a tremendous amount to students with special needs in an inclusion setting, a mainstream setting for a child in a special education class, or in collaboration with the resource room teacher who the child sees every day from your class. The purpose of this course is to familiarize you with the Individual Education Plan (IEP) written for every child with special needs. While you may never be asked to write an IEP, you will provide certain information that will be included into the final version. In order to make this a very practical course we will assume nothing and explain everything that we feel you will need to know to have a working knowledge of this area of special education.

Intellectual Disability- Intellectual Disability is a term used when a person has certain limitations in mental functioning and in skills such as communicating, taking care of him or herself, and social skills. These limitations will cause a child to learn and develop more slowly than a typical child. Children with Intellectual Disability may take longer to learn to speak, walk, and take care of their personal needs such as dressing or eating. They are likely to have trouble learning in school. They will learn, but it will take them longer. There may be some things they cannot learn. This course will present a basic overview of students with Intellectual Disability.

Introduction to Learning Disabilities - Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, over half of all children who receive special education have a learning disability. This course will provide you with a basic understanding of learning disabilities.  The content includes a general overview on learning disabilities pertaining to the IDEA definition , prevalence, causes, signs and characteristics, types, detection, and treatment.

Introduction to Students with Severe Disabilities - This course will cover information that will introduce you to the population of students with severe disabilities. However, to understand who is included in this population we must first clarify several concepts, definitions, and foundational issues.

At the end of this course you should:

• Understand the legal rights of persons with severe/profound disabilities.
• Have knowledge of the physical, cognitive, and learning characteristics of persons with severe/profound disabilities
• Understand the difference between high and low incidence disabilities
• Understand students classified with a 504 Accommodation Plan
• Understand students not classified under special education who have special educational needs.
• Understand the causes of severe disabilities
• Understand the characteristics of students with severe disabilities
• Understand what teachers can do when working with students with severe disabilities

The next several sections will deal with foundational principles and information that you will need to know to fully understand the population of students with severe disabilities and the related items that are required in dealing with this population.

Intellectual Disability: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of Intellectual Disability.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

LEARNERS WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) - A Video Lecture Course

Learners with Attention Deficit Hyperactivity Disorder * Video Lecture Course * - ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood. Children with ADHD may have trouble paying attention, controlling impulsive behaviors (may act without thinking about what the result will be), or be overly active. It is disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. Scientists are studying cause(s) and risk factors in an effort to find better ways to manage and reduce the chances of a person having ADHD. The cause(s) and risk factors for ADHD are unknown. This NASET professional development is a video lecture course focusing on teaching students with ADHD.  Topics covered include:

• Definition of ADHD
• Types of ADHD
• Inattention
• Hyperactivity
• Impulsivity
• Diagnosis of ADHD
• Problems associated with ADHD
• Treatment recommendations
• Medications
• Behavioral therapy
• Educational interventions

LEARNERS WITH LEARNERS WITH COMMUNICATION DISORDER

Learners with Communication Disorders * Video Lecture Course * - The Individuals with Disabilities Education Act, or IDEA, defines the term “speech or language impairment” as follows: “Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.” There are many kinds of speech and language disorders that can affect children. The characteristics of speech or language impairments will vary depending upon the type of impairment involved. There may also be a combination of several problems. Communication skills are at the heart of the education experience. Eligible students with speech or language impairments will often receive special education and related services. The types of supports and services provided can vary a great deal from student to student, just as speech-language impairments do. Special education and related services are planned and delivered based on each student’s individualized educational and developmental needs. This lecture focuses on students with communication disorders (speech and language impairments).

• Definition of a speech and language impairment,
• Differences between speech versus language
• Types of speech disorders
• Characteristics of speech disorders
• Language disorders
• Characteristics of language disorders
• Causes of communication disorders
• Teaching strategies for students with communication disorders

LEARNERS WITH INTELLECTUAL DISABILITIES - A Video Lecture Course

Learners with Intellectual Disabilities * Video Lecture Course - This NASET professional development course will provide an overview of learners with intellectual disabilities. After taking this course, you should understand the following:

Definition of intellectual disabilities Prevalence of intellectual disabilities Levels and Intensities of Support Degrees of intellectual disabilities Causes of intellectual disabilities Characteristics of children with intellectual disabilities Classroom management strategies for children with intellectual disabilities

LEARNERS WITH LEARNING DISABILITIES - A Video Lecture Course

Learners with Learning Disabilities - A Video Lecture Course - Learning disability is a general term that describes specific kinds of learning problems. A learning disability can cause a person to have trouble learning and using certain skills. The skills most often affected are: reading, writing, listening, speaking, reasoning, and doing math. Learning disabilities (LD) vary from person to person. One person with LD may not have the same kind of learning problems as another person with LD. As many as 1 out of every 5 people in the United States has a learning disability. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, more than one-third of all children who receive special education have a learning disability. This NASET professional development course focuses on teaching students with learning disabilities.  Topics covered include:

• Definition of learning disabilities
• Processing disorders
• Visual processing disorders
• Auditory processing disorders
• Processing speed
• Types of learning disabilities
• Discrepancy formulas
• Causes of learning disabilities
• Characteristics of children with learning disabilities
• Teaching strategies for children with learning disabilities

LEARNERS WITH SPECIAL GIFTS and TALENTS - A Video Lecture Course

Learners with Special Gifts and Talents - A Video Lecture Course - According to the National Association for Gifted Children, “children are gifted when their ability is significantly above the norm for their age. Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science…It is important to note that not all gifted children look or act alike. Giftedness exists in every demographic group and personality type. It is important that adults look hard to discover potential and support gifted children as they reach for their personal best.” There is no standard global definition of what constitutes a gifted student. Multiple definitions of giftedness are used by different groups. Most of these definitions select the students who are the most skilled or talented in a given area, e.g., the students with the most skill or talent in music, language, logical reasoning, or mathematics. Being gifted and talented does not fall into one of the 13 classifications of special education, however, these children are still considered “exceptional children”. The focus of this NASET professional development course will be on learners with special gifts and talents.

• Definition of gifted and talented
• Bright versus gifted students
• Key points on giftedness
• Teaching strategies for gifted students

LEARNERS WITH TRAUMATIC BRAIN INJURY - A Video Lecture Course

Learners with Traumatic Brain Injury - A Video Lecture Course -

Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), defines traumatic brain injury “as an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psycho-social behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.” A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. The signs of brain injury can be very different depending on where the brain is injured and how severely. Although TBI is very common, many medical and education professionals may not realize that some difficulties can be caused by a childhood brain injury. Often, students with TBI are thought to have a learning disability, emotional disturbance, or an intellectual disability. As a result, they don’t receive the type of educational help and support they really need. This NASET professional development course will provide teachers with an overview of TBI.

• Educational Definition of Traumatic Brain Injury
• Types of TBI—Open Head Injury
• Types of TBI—Closed Head Injuries
• Causes of TBI
• Deficits Resulting from TBI
• Educational Concerns for Students with TBI
• Classroom Management Strategies

This course contains a video lecture, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

LEARNING DISABILITIES: CRITERIA FOR DETERMINING ELIGIBILITY FOR SPECIAL EDUATION

Learning Disabilities: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of specific learning disabilities.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

LEAST RESTRICTIVE ENVIRONMENT: EDUCATIONAL PLACEMENT FOR CHILDREN WITH DISABILITIES

Least Restrictive Environment: Educational Placement for Children with Disabilities - Placement decisions for students with disabilities are to be based on an existing IEP, and therefore must be made after the development of the IEP. IDEIA contains several requirements governing the location of the educational placement. Perhaps most important, IDEIA requires that children with disabilities must be educated with those without disabilities to the maximum extent appropriate. This requirement applies to nonacademic activities and extracurricular activities, for example, lunch and recess, as well as academic activities. The requirement that “children with disabilities must be educated with those without disabilities to the maximum extent appropriate” is referred to as the Least Restrictive Environment or the LRE. The least restrictive environment is composed of various continuums of placements that range from least restrictive to most restrictive. This NASET Professional Development course will focus on the least restrictive environment (LRE). After taking this course, you should understand the following:

• Overview of LRE
• Inclusion Classrooms
• Resource Rooms
• Special Education Classroom (Self-Contained Classrooms)
• Residential Facilities
• Hospital and Homebound Instruction
• Determining Placement of a Student
• Annual Reviews
• Changing Educational Placements

Medication: An Overview for Professionals in Special Education - It is important for you to be well informed about medications. You should always be aware that you are to never give advice in any form concerning medications and any questions asked of you about medications should be referred to the child’s doctor. You should know what medications your students take and the dosage, and learn everything you can about them. Almost any substance that can change behavior can cause harm if used in the wrong amount or frequency of dosing, or in a bad combination. Drugs differ in the speed, duration of action, and in their margin for error. As a teacher, you may be the first person to recognize these problematic symptoms or side effects. This course is designed to help special education teachers understand how and why medications can be used as part of the treatment of mental health problems and how they may effect the student in your classroom.

METHODS OF ASSESSMENT IN SPECIAL EDUCATION

Methods of Assessment in Special Education * Video Lecture Course * - Assessment in special education is a process that involves collecting information about a student for the purpose of making decisions. Assessment is primarily a problem-solving process. There are many different types of assessment methods used in the assessment process. Special educators need to be very aware of the various methods of assessment used in special education, along with their specific advantages and disadvantages. This NASET video professional development course will provide you with the most common types of assessment methods. After taking this course, you should understand the following:

• Definition of assessment
• Observations
• Types of observations
• Observational techniques
• Advantages and disadvantages of observations
• Types of interviews
• Advantages and disadvantages of interviews
• Portfolio assessments
• Types of portfolio assessments
• Norm-referenced tests
• Criterion-references tests

This is a course that contains five video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Multiple Disabilities: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of multiple disabilities.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

NEW TEACHER COURSE: MEETINGS AND COMMUNICATION WITH PARENTS AND STAFF MEMBERS

New Teacher Course: Meetings and Communication with Parents and Staff Members - Research suggests that many of the fears that parents have regarding their children starting the school year may be alleviated by a meeting before the start of school. This would allow you, as a teacher, to get to know the parents on a more personal level, allow them to meet you on a more comfortable basis, give you an opportunity to discuss any fears or concerns, give you an opportunity to find out their child’s interests and strengths, and break down barriers that come with fear of starting school.

If you can begin this process a week before school, then consider sending home a letter to parents introducing yourself and inviting them in to the room or to just come in and get to know each other. However, you will want to make sure that your classroom is set up so that each parent gets a good feeling of organization and comfort. Keep this meeting very informal.

Non-Verbal Learning Disabilities-Specific Types - What you will learn from this one-hour course:

• Overview of Nonverbal Learning Disabilities
• Definition of Nonverbal Learning Disabilities
• Description of Nonverbal Learning Disabilities
• Who is affected by Nonverbal Learning Disabilities
• Motoric Nonverbal Learning Disability
• Social Nonverbal Learning Disability
• Visual-Spatial-Organizational Nonverbal Learning Disability

Orthopedic Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of orthopedic impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Other Health Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of other health impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Pervasive Developmental Disorders -  As a result of the 5th edition of the Diagnostic and Statistical Manual (DSM-5) being published, the term Pervasive Developmental Disorder is no longer used in the nomenclature. However, since people still refer to it, we are presenting a history of PDD in this course. The term Pervasive Developmental Disorders was first used in the 1980s to describe a class of disorders. This class of disorders has in common the following characteristics: impairments in social interaction, imaginative activity, verbal and nonverbal communication skills, and a limited number of interests and activities that tend to be repetitive. Over the past few years, PDD has become a subject of increased attention among parents, professionals, and policymakers across the country. This course is designed to answer some of the most commonly asked questions regarding PDD and to provide concerned individuals with other resources for information and support.

Postsecondary Education And Students With Disabilities: A Guide For High School Educators- Several years ago, students with disabilities had limited choices when it came to choose a college or university that could provide accommodations. With the advent of the Americans with Disabilities Act, and the disabilities rights movement, accommodations for students with disabilities became commonplace. Now, one can apply to several different types of postsecondary educational institutions.

Colleges offer an opportunity for individuals with disabilities to continue their education and earn tangible evidence of education such as a certificate or degree. Junior and community colleges offer a variety of courses that, upon successful completion of the prescribed courses, may lead to a certificate or associate degree. Community colleges are publicly funded, have either no or low-cost tuition, and offer a wide range of programs, including vocational and occupational courses. They exist in or near many communities; generally, the only admissions requirement is a high school diploma or its equivalent. Junior colleges are usually privately supported, and the majority provides programs in the liberal arts field. Four-year colleges and universities offer programs of study that lead to a bachelor's degree after successful completion of four years of prescribed course work.

In high school, the school district was responsible for providing any or all support services necessary for an individual with disabilities to participate in the educational process. The college or university does not have the same legal obligation. They are required by law to provide any reasonable accommodation that may be necessary for those with disabilities to have equal access to educational opportunities and services available to peers without disabilities, if requested.

Title II of the ADA covers state-funded schools such as universities, community colleges, and vocational schools. Title III covers private colleges and vocational schools. If a school receives federal dollars, regardless of whether it is private or public, it is also covered by the regulation of Section 504 of the Rehabilitation Act, requiring schools to make their programs accessible to qualified students with disabilities.

Under the provisions of Section 504, universities and colleges may not:

• limit the number of students with disabilities
• make preadmission inquiries as to whether an applicant is disabled
• exclude a qualified student with a disability from a course of study
• discriminate in administering scholarships, fellowships and so on, on the basis of a disability
• establish rules or policies that may adversely affect students with disabilities

For college students with disabilities, academic adjustments may include adaptations in the way specific courses are conducted, the use of auxiliary equipment, and support staff and modifications in academic requirements. These modifications may include:

• removing architectural barriers
• providing services such as readers, qualified interpreters, or note takers for deaf or hard-of-hearing students
• providing modifications, substitutions, or waivers of courses, major fields of study, or degree requirements on a case-by-case basis
• allowing extra time to complete exams
• using alternative forms for students to demonstrate course mastery
• permitting the use of computer software programs or other assistive technological devices to facilitate test-taking and study skills

The focus of this NASET Professional Development Course will be to cover the following areas related to postsecondary education and students with disabilities:

• Disability-Related Support Services
• Social Skills
• Financial Aid
• Disability Related Expenses
• Vocational Rehabilitation and Financial Aid
• Issues to Consider When Looking into Postsecondary Education
• Frequently Asked Questions about the Admissions Process
• Checklist for Assessing Colleges for Accessibility
• Accommodations for Specific Disabilities
• Distance Learning and Adults with Disabilities
• Enrolling in a Distance Learning Program Selecting a Program
• Access to the Student Services at the College
• Conclusion:  Keys to Success

Preparing For The Start Of The School Year As A Special Education Teacher - The best advice in preparing for a new school year is to begin as early as possible. There are many things that you can do before the start of school that will facilitate your experience and make the school year more productive for you and your students. The first day of school should not be the first day you learn about your students. This would be a major mistake and will inevitably make classroom management more difficult.  The focus of this course is to address how to prepare for the beginning of the school year. After taking this course you should understand the following steps involved in classroom preparation:

STEP #1:  Learn About Your Incoming Students

STEP #2: Learn the Number and Types of Schools Attended by Each Student

STEP #3: Review Available Medical Records

STEP #4: Review Each Student’s Permanent Record Folder

STEP #5: Review Past Teachers’ Reports or Comments

STEP #6: Review Prior Report Cards

STEP #7: Review Standardized Test Scores (Both Individual and Group)

STEP #8: Review, Very Carefully, Each Student’s IEP (Individualized Educational Program)

Recreation And Leisure Activities For Students With Disabilities - Studies indicate that between 12 and 20 percent of the American population - perhaps 40 million people - have some type of disability. That's a huge segment of U.S. society that historically has been denied access to outdoor recreation - by facilities built with only able-bodied people in mind, by a lack of special equipment and by a lack of special consideration.

In recent years, however, two things have helped open the outdoors to individuals with disabilities: First, across the nation there are several nonprofit groups with the mission of improving the quality of life for people with disabilities by providing opportunities for outdoor recreation, often using specially adapted equipment.

Another door to the outside opened in 1990, when Congress passed the landmark Americans with Disabilities Act. It ensures basic civil rights for individuals with disabilities, and requires that, on any facility built for public use, reasonable efforts be made to provide access to people with a lack of mobility.

Since then, hundreds of outdoor recreational facilities built with government funds have been designed to make access easier for the wheelchair-bound and people using walkers, canes or crutches.

Armed with the law, activists for individuals with disabilities began lobbying state and local agencies for other opportunities. Access for individuals with disabilities in the outdoors has multiplied exponentially with the construction of state and federal projects. In this NASET Professional Development Course, you will learn about:

• Overview of Leisure Options
• Importance of Leisure
• Activities to Explore
• Fitness Activities
• Home Activities
• Community Activities
• · Sports Activities
• Issues for Special Educators
• Planning for Success
• Considerations Before Embarking on New Leisure Pursuits
• Advantages of Special Leisure Programs
• Individual Concerns When Faced with Leisure Activities
• Mastering Leisure Activity Skills

Post Traumatic Stress Disorder-Staff Development Brief - A diagnosis of PTSD means that an individual experienced an event that involved a threat to one's own or another's life or physical integrity and that this person responded with intense fear, helplessness, or horror. There are a number of traumatic events that have been shown to cause PTSD in children and adolescents. Children and adolescents may be diagnosed with PTSD if they have survived natural and man made disasters such as floods; violent crimes such as kidnapping, rape or murder of a parent, sniper fire, and school shootings; motor vehicle accidents such as automobile and plane crashes; severe burns; exposure to community violence; war; peer suicide; and sexual and physical abuse. This Professional Development Course will provide you with a good overview of this very important topic.

RELATED SERVICES - A Video Lecture Course

Related Services - A Video Lecture Course -

Related services help children with disabilities benefit from their special education by providing extra help and support in needed areas, such as speaking or moving. Related services are defined in IDEIA as: “transportation, and such developmental, corrective and other supportive services….as may be required to assist a child with a disability to benefit from special education.” Related services must be provided to all eligible children in special education. But, just because a child is in special education doesn’t mean he/she will be eligible for related services. IDEIA includes a long list of related services that schools must provide to students who need them to receive a meaningful education. It is important to note, however, that this list does not include all of the services which a school district may be required to provide. The focus of this NASET professional development course will be to address some of the most common related services offered to children with disabilities. After taking this course you should understand the following:

• Overview of related services
• Transportation
• Speech and language therapy
• Psychological and Counseling Service
• Occupational and Physical Therapy (OT/PT)
• Orientation and Mobility Services
• Medical Services
• School health service
• Parent counseling
• Travel training

RELATED SERVICES: AN OVERVIEW

Related Services: An Overview -  What, precisely, are related services, and why are they an important part of educating children with disabilities? Who is eligible for related services, and how are related services delivered? This course examines the answers to these and other questions.

Residential Placement Options -  There may be times after a student with disabilities leaves secondary education when parents will have to explore housing alternatives other than the family home. A variety of motivations for this decision may include the following:

The physical, medical, economic, and psychological resources of some families to care for the needs of a family member with disabilities may diminish over time.

The need to foster independence and autonomy may dictate the desirability of separate housing.

Parents who are confronted with the need for residential options may face a confusing and sometimes overwhelming fund of information. A large part of this confusion is attributable to the variety of terms used to describe these available programs, i.e, group homes or community residences.

Three major factors will influence the types of service available to persons with disabilities.

First, some residential services are available only to those who are eligible for medical assistance and county services for individuals with intellectual disabilities.

Second, service options are based on the level of care needed. The family subsidy program aids families in keeping children with disabilities at home rather than placing them in a residential facility. For those who need some supervision and training to live independently but do not need care 24 hours a day, semi-independent Living Services (SILLS) may be an option.

Community-based waivered services or placement in an intermediate care facility (group home) are options for persons who need 24-hour supervision.

The third factor influencing the type of residential services available is the funding level for the programs. Unfortunately, the need for residential facilities far outweighs the availability of these resources. Some of this is due to a lack of funding, but there has also been tremendous resistance on the part of local communities to have such residences in their midst (not in my backyard). Historically, costly and lengthy legal fights have addressed this issue.

In this course we will try to reduce the confusion caused by the different labels. In trying to unravel the many options, it is important to be as open as possible, as two group homes may be vastly different because they serve people with different levels of disability.

Raising a child with disability or chronic illness poses other challenges. As families meet these challenges, time off can become a necessity for the caretakers. In recent years, the growth of respite care services—short-term specialized childcare—has begun to provide families with some temporary relief.

The birth of a child with a disability or chronic illness, or the discovery that a child has a disability, has profound effects on a family. When parents learn that their child has a disability or special health care need, they begin a process of continuous, lifelong adjustment. Adjustment is characterized by periods of stress, and during this time, family members’ individual feelings of loss can be overwhelming, shutting out almost all other feelings. Coping with uncertainty about the child’s development may interfere with the parents’ ability to provide support to each other and to other family members. Even when the diagnosis is clear, there are still many uncertainties—health, programmatic, and financial.

Social and community support can reduce the stress experienced by families. The support of relatives, friends, service providers, and the community can help families ease the adjustment period.

After taking this NASET Professional Development Course, you should understand the following:

• Centers for Independent Living (CIL) 
• Residential Services 
• Adult Foster Care 
• Boarding Homes 
• Family Subsidy Program 
• Free-Standing Weekend Respite 
• Group Homes 
• Semi-Independent Living Arrangements (SIL) 
• Home Care Attendants or Personal Assistant Services 
• Supervised Living Arrangements 
• Intermediate Care Facility (ICF/MR) 
• Supportive Living Units (SLU) 
• Waivered Services 
• Evaluating Residential Programs 
• Making a Residence Accessible 
• Housing Subsidies 
• Section 8 Housing 
• Section 202 Housing 
• Overview of Respite Care 
• Benefits of Respite Care 
• Respite Care Suggestions for Parents 
• How to Tell if a Family Could Benefit from Respite Care 
• Federal and State Agencies for Help with Respite Care 
• State and Local Disability or Support Groups 
• What Parents Need to Know when Seeking Respite Care Services in their Community

Respite Care - Over the years, there has been a growing awareness that adjustment to the special needs of a child influences all family members. This awareness has generated interest and has led to the development of support services for families to assist them throughout the lifelong adjustment process. Within the diversity of family support services, respite care consistently has been identified by families as a priority need (Cohen & Warren).

Respite care is an essential part of the overall support that families may need to keep their child with a disability or chronic illness at home. United Cerebral Palsy Associations, Inc. (UCPA) defines respite care as a system of temporary supports for families of individuals with developmental disabilities which provides the family with relief. “Temporary” may mean anything from an hour to three months. It may also mean “periodically or on a regular basis.” It can be provided in the client’s home or in a variety of out-of-home settings,” (Warren and Dickman). Respite services are intended to provide assistance to the family, and to prevent “burnout” and family disintegration. Since not all families have the same needs, respite care should always be geared to individual family needs by identifying the type of respite needed and matching the need to the services currently available or using this information to develop services where none exist. Once identified, it is also important for families to have ready access to that type of respite, in an affordable form.

This NASET Professional Development course will provide educators with a basic understanding of respite care and its importance to families of individuals with disabilities. After taking this course, you should understand the following:

• Definition and Overview of Respite Care
• History of Respite Care
• Respite Care as a Family Support
• Benefits of Respite Care
• Benefits of Respite Care to the State and Communities
• Educator Suggestions: Helping Parents Determine Whether Respite Care is Necessary
• Contact Groups for Parents and Teachers

Seeking Respite Care Services in the Community: Questions to Ask

Rett Syndrome -  As a result of the 5th edition of the Diagnostic and Statistical Manual (DSM-5) being published, the term Rett Syndrome is no longer used in the nomenclature. However, since people still refer to it, we are presenting an overview of Rett Syndrome in this course. Rett syndrome is a childhood neurodevelopmental disorder characterized by normal early development followed by loss of purposeful use of the hands, distinctive hand movements, slowed brain and head growth, gait abnormalities, seizures, and intellectual disability. It affects females almost exclusively. The disorder was identified by Dr. Andreas Rett, an Austrian physician who first described it in a journal article in 1966. It was not until after a second article about the disorder was published in 1983 that the disorder was generally recognized. This course will provide the reader with an excellent insight into this autistic disorder.

Roles and Responsibilities of the Special Education Teacher: The special education teacher in today’s schools plays a very critical role in the proper education of exceptional students.  The teacher is unique in that he/she can fit many different roles in the educational environment. However, each of these distinct roles involves a variety of responsibilities and functions. Understanding these responsibilities can only help the special educator become more familiar with the role and increase the chances for success. For instance, the special education teacher can be assigned to a variety of different educational situations. These different situations will be described in this course.

Schizophrenia - Schizophrenia is a chronic, severe, and disabling brain disorder that has been recognized throughout recorded history. It affects about 1 percent of Americans. People with schizophrenia may hear voices other people don't hear or they may believe that others are reading their minds, controlling their thoughts, or plotting to harm them. These experiences are terrifying and can cause fearfulness, withdrawal, or extreme agitation. People with schizophrenia may not make sense when they talk, may sit for hours without moving or talking much, or may seem perfectly fine until they talk about what they are really thinking. Because many people with schizophrenia have difficulty holding a job or caring for themselves, the burden on their families and society is significant as well. This course will provide an excellent and thorough overview of this topic.

SCORING TERMINOLOGY USED IN ASSESSMENT - A Video Lecture Course

Scoring Terminology Used in Assessment * Video Lecture Course * -  Understanding the terminology used in scoring is critical when interpreting test scores. When doing the assessment of a child for a suspected disability, there will be many such terms of which you need to be aware and will calculate. It is important that when you are at committee meetings and having discussions with parents and administrators that you are able to not only report these scores but also understand what they mean. The focus of this NASET professional development video course will be on scoring terminology used in assessment in special education. After taking this course, you should understand the following:

• Standard Scores
• Percentiles
• Age Equivalents
• Grade Equivalents

This is a course that contains three video lectures, an accompanying PowerPoint Presentation file and PDF of the PowerPoint slides for your notes.

Self Determination: A Guide For High School Educators - One of the most significant concepts to emerge in the last few decades is the awareness of the importance of self-determination in the life of an individual with a disability. For too long, professionals made decisions for people with disabilities with little input from the individual or parents. While these decisions were motivated by good intentions, they may have overlooked the desires, hopes, and aspirations that remained hidden within the person with disabilities. As our society has become more sensitive to the needs and rights of the disabled, we have moved to the concept of self-determination as a crucial element in the design of a life plan.

Self-determination is a person's ability to control his or her own destiny. A crucial part of the concept of self-determination involves the combination of attitudes and abilities that will lead children or individuals to set goals for themselves, and to take the initiative to reach these goals. To do this one must be in charge, which is not necessarily the same thing as self-sufficiency or independence, make his or her own choices, learn to solve problems effectively, take control and responsibility for his or her life, learn to experience and cope with the consequences of making decisions on his or her own.

Martin and Marshall summarize the evolving definition of self-determination in the special education literature as describing individuals who, “ know how to choose-they know what they want and how to get it. From an awareness of personal needs self-determined individuals choose goals, and then doggedly pursue them. This involves asserting an individual’s presence, making his or her needs know, evaluation progress toward meeting goals, adjusting performance and creating unique approached to solve problems ”.

Self-determination is the process by which a person controls his or her own life. This is important to everyone. According to Tom Nerney, Executive Director of the Center for Self-Determination, the five principles of self-determination are:

• Confirmation
• Responsibility

Developmental disability systems support self-determination when:

• People have the freedom to plan their own life and to pursue the things that are important to them with the support of independent planning and support coordination.
• People have the freedom to experience the same life opportunities as other people their age, connected with others in their communities.
• Each person has authority over his own individual support budget.
• All those involved demonstrate confirmation of the critical role self-advocates and their families must play in making decisions in their own lives and in designing and operating the system they rely on.
• People have the freedom to choose and set up the support they need to pursue the life they envision.
• People enjoy the freedom of economic independence and security, with opportunities to earn adequate income.
• People take responsibility for decisions in their lives and for the support money allocated to them with the assistance of an independent fiscal intermediary.

This NASET Professional Development Course will focus on self-determination and students with disabilities. After taking this course you should understand the following:

• Overview of Self-Determination
• Development of Self-Determination Skills
• Learning Self-Determination
• Research on Self-Determination
• Community Inclusion and the Importance of Self-Determination
• Social Inclusion and the Importance of Self-Determination
• Self-Advocacy and the Importance of Self-Determination
• Promoting Self-Determination in Youth with Disabilities: Tips for Families and Professionals
• Closing Thoughts

SELF ESTEEM - UNDERSTANDING THE FOUNDATIONS OF SELF-ESTEEM AND DEVELOPING IT IN THE CLASSROOM

Self-Esteem is feeling good about yourself.  Because it is a feeling, self-esteem is expressed in the way that people behave.  However, success is important for the growth of positive feelings about oneself. High self-esteem will allow your students to keep failure situations in proper perspective. Whether or not a failure situation is perceived as a learning experience, or as a self-punishment, depends on one's level of self-esteem.

Children as well as adults will vary in the type of self-esteem exhibited.  We all feel more confident on some days than others.  Feeling low self-esteem from time to time is not a problem.  However, a pattern of low self-esteem should be observed for there to be a concern.  Teachers can easily observe children's self-esteem by seeing what they do and how they accomplish it.

What you will learn from this course:

• Definition of Sensory Integration Disorders
• Symptoms by Age
• Types of Sensory Integrations Disorders
• Tactile Defensiveness Sensory Integration Disorder (Immature Tactile Type)
• Proprioceptive Perceptual Sensory Integration Disorder
• Tactile Pressure Sensory Integration Disorder
• Vestibular Dysfunction Sensory Integration Disorder
• Sensory Modulation Disorder (SMD)
• SMD Over Responsiveness Type
• SMD Under-responsiveness Type
• SMD Sensory Craver
• Sensory Discrimination Disorder
• Sensory Based Motor Disorder
• Postural Disorder

Social And Sexual Issues For Students With Disabilities : A Guide For High School Educators - Today, because of the work of advocates and people with disabilities over the past half-century, American society is acknowledging that those with disabilities have the same rights as other citizens to contribute to and benefit from our society. This includes the right to education, employment, self-determination, and independence. We are also coming to recognize, albeit more slowly, that persons with disabilities have the right to experience and fulfill an important aspect of their individuality, namely, their social life and sexuality. As with all rights, this right brings with it responsibilities, not only for the person with disabilities, but also for that individual's parents and caregivers. Adequately preparing an individual for the transition to adulthood, with its many choices and responsibilities, is certainly one of the greatest challenges that parents, and others face.

In the course of human development, there is probably no greater need than to attach, connect or build gratifying human relationships. This human need is felt by all, whether with a disability or not. It is vital that all children be given the opportunities to learn and practice the social skills considered appropriate by society. All children must learn how to conduct themselves in ways that allow them to develop relationships with other people. Parents must keep in mind that social skills pervade an individual's entire life, at home, in school, in the community, and at the workplace. An example of the significance of a deficit in social skills appears to be that a large percentage (nearly 90 percent) of employees lost their jobs because of poor attitude and inappropriate behavior, rather than the lack of job skills.

Children with disabilities may find developing these skills more difficult than their peers without disabilities. Because of a variety of learning or other cognitive disabilities, visual or hearing impairments, or a physical disability that limits their chances to socialize, children with disabilities may lack the exposure and experiences required to develop appropriate social skills. Most, however, are capable of learning these important "rules" (Duncan & Canty-Lemke, 1986) and should be given opportunities to learn and practice them by professionals, parents and professionals.

The focus of this NASET Professional Development Course will be to address various concerns related to individuals with disabilities and their social and sexual issues. After taking this course, you should understand the following:

• The importance of developing social skills
• Acquiring social skills
• How families can help widen social experiences
• Avoiding social mistakes
• Fostering relationships: Suggestions for young adults
• Misconceptions about sexuality and disability
• Defining sexuality
• How sexuality develops
• Sexuality education
• Suggestions for teaching children and youth about sexuality
• Early Signs of Puberty
• Issues to address with the adolescent
• The Importance of Developing Social Skills

Special Education Services: How Children are Identified - In order to survive as a general education teacher working with children with special needs, it is important to become very familiar with the process by which children are identified as having a disability. This process is called the special education process and involves a number of steps that must follow federal, state, and district guidelines. These guidelines have been created to protect the rights of students, parents and school districts and as a result you must be knowledgeable to assist parents and students through this involved process. This course will instruct in the basics of the special education process and how students are identified for special education services.

SPECIAL EDUCATION SERVICES: QUESTIONS OFTEN ASKED BY PARENTS

Special Education Services: A Parent's Guide - Parents often have many questions when they suspect that their child may have a disability. This course is designed to answer some of the most commonly asked questions regarding special education, the process of special education, IEPs, and many other relevant information. It has been developed expressly to respond to the information needs of parents by answering the most common questions regarding special education.

Speech and Language Impairments - More than one million of the students served in the public schools’ special education programs in the 2000-2001 school year were categorized as having a speech or language impairment. Speech and language disorders refer to problems in communication and related areas such as oral motor function. These delays and disorders range from simple sound substitutions to the inability to understand or use language or use the oral-motor mechanism for functional speech and feeding. This course is designed to present a basic overview of speech and language impairments and to provide concerned individuals with other resources for information and support.

SPEECH AND LANGUAGE IMPAIRMENTS: CRITERIA FOR DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION

Speech and Language Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of speech and language impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Spina Bifida-Staff Development Brief - Spina Bifida means cleft spine, which is an incomplete closure in the spinal column. Although spina bifida is relatively common, until recently most children born with a myelomeningocele died shortly after birth. Now that surgery to drain spinal fluid and protect children against hydrocephalus can be performed in the first 48 hours of life, children with myelomeningocele are much more likely to live. Successful integration of a child with spina bifida into school sometimes requires changes in school equipment or the curriculum. This course is designed to present a basic overview of  spina bifida and to provide concerned individuals with other resources for information and support.

STATISTICS USED IN SPECIAL EDUCATION

Statistics Used in Special Education * Video Lecture Course * - Statistics! This one 10-letter word tends to instill more fear and anxiety in undergraduate and graduate students than any other word we know. The fact is, whether you are an avid fan of statistics or generally do not enjoy it, you absolutely have to know statistics when you are doing special education assessment. Statistics play a vital role in the understanding of disability awareness. Although there are numerous reasons to know statistics, of primary importance to special educators is that without a proper understanding of it, you cannot interpret test results. When large sets of data are being presented, it is important that they be organized in a fashion that makes some sense to the reader. In special education, this is done through methods known as descriptive statistics. Statistics summarize and describe data. In this NASET Video professional development course, we discuss basic descriptive statistics used every day in special education. After taking this course, you should be able to understand (and in some cases be able to calculate) the following:

• Measures of central tendency (mean, median, and mode)
• Frequency distributions
• Standard deviation
• Normal curve
• Purpose of the normal curve in special education
• Application of normal curve in special education
• Correlations

TESTING ACCOMMODATIONS AND MODIFICATION

As an educator, you will frequently be asked about the need for a student to have some type of accommodations or modifications on his or her IEP. Alternate testing techniques are accommodations or modifications that consider the individual needs of a child having a disability, and as a result, modify testing or classroom procedures or formats. These accommodations or modifications attempt to provide these students with an appropriate opportunity to participate in testing or classroom situations.

These techniques must appear on the student's IEP and provide the opportunity to demonstrate a child with a disability’s mastery of skills without being unfairly restricted by the presence of that disability. Children classified by the IEP Committee are entitled to alternate testing and classroom accommodations or modifications if there is substantiated evidence for such a need in the testing or background of the child. There are no limits as to the number of accommodations or modifications, but only include them in the IEP if they will enable the child to be more successful in school.

Because adapting the content, methodology, and/or delivery of instruction is an essential element in special education and an extremely valuable support for students, it’s equally essential to know as much as possible about how instruction can be adapted to address the needs of an individual student with a disability. The special education teacher who serves on the IEP team can contribute his or her expertise in this area, which is the essence of special education.

After taking this course, you will understand:

• The Difference Between Accommodations and Modifications
• Examples of Accommodations and Modifications
• How Accommodations or Modifications are Most Often Made
• Accommodations in Large Assessments
• Student Eligibility for Use of Testing Techniques
• Criteria for Allowing Use of Accommodations and Modifications
• Accommodation or Modifications Which Modify Manner of Presentation, Manner of Response and Process Used to Derive Response
• Special Education Teacher’s Role and Responsibilities for Implementation of Accommodations and Modifications

As an educator, you will need to understand the scores that the various professionals of the multidisciplinary team report when they do their evaluations of children for a suspected disability.  You may even be required to administer certain educational tests for a student.  Therefore, it is essential that no matter what your role in the assessment process, you understand basic statistics and scoring terminology found in test manuals and used in assessment.

This course will provide you with the most frequently used terms used in assessment regarding test administration, statistics and scoring terminology. After taking this course, you should understand the following (in alphabetical order)

• Measures of Central Tendency
• Percentile Ranks
• Predictive validity
• Reliability Coefficients
• Scaled Scores
• Split-half reliability
• Standard Deviation
• Standard Error of Measurement
• Test-retest reliability

Tourette Syndrome - Tourette Syndrome (TS) is a neurological disorder characterized by repetitive, stereotyped, involuntary movements and vocalizations called tics. TS occurs in people from all ethnic groups; males are affected about three to four times more often than females. It is estimated that 200,000 Americans have the most severe form of TS, and as many as one in 100 exhibit milder and less complex symptoms such as chronic motor or vocal tics or transient tics of childhood. Although TS can be a chronic condition with symptoms lasting a lifetime, most people with the condition experience their worst symptoms in their early teens, with improvement occurring in the late teens and continuing into adulthood. The focus of this course will be to provide you with a general understanding of TS.  Course content includes information on TS pertaining to: definition, symptoms, course of action, tics, causes, disorders associated with it, diagnosis, treatment, inheritance, prognosis, and appropriate educational settings.

Transition Planning: A Team Effort - The completion of high school is the beginning of adult life. Entitlement to public education ends, and young people and their families are faced with many options and decisions about the future. The most common choices for the future are pursuing vocational training or further academic education, getting a job, and living independently. This course provides ideas and information on how students, families, school personnel, service providers, and others can work together to help students make a smooth transition. In particular, it focuses on creative transition planning and services that use all the resources that exist in communities, not just the agencies that have traditionally been involved.

Less than 30 years ago, students with disabilities had limited choices when it came to choosing a college or university that could provide accommodations. However, with the enactment of the Americans with Disabilities Act, along with the disabilities rights movement, accommodations for students with disabilities have become more commonplace. Now, a student with a disability is able to apply to several different types of postsecondary educational institutions.

Colleges offer an opportunity for individuals with disabilities to continue their education and earn tangible evidence of education, such as a certificate or degree. Junior and community colleges offer a variety of courses that, upon successful completion of the prescribed courses, may lead to a Certificate or Associate's degree. Community colleges are publicly funded, have either no or low-cost tuition, and offer a wide range of programs, including vocational and occupational courses. They exist in or near many communities; generally, the only admissions requirement is a high school diploma or its equivalent. Junior colleges are usually privately supported, and the majority provides programs in the liberal arts field. Four-year colleges and universities offer programs of study that lead to a Bachelor’s degree after successful completion of four years of prescribed course work.

In high school, school districts are responsible for providing any or all support services necessary for an individual with disabilities to participate in the educational process. Colleges and universities do not have the same legal obligation. They are required by law to provide any reasonable accommodation that may be necessary for those with disabilities to have equal access to educational opportunities and services available to peers without disabilities, if requested.

The focus of this NASET Professional Development course is to address the transition of students with disabilities to postsecondary education.

Since the passage of the Education for All Handicapped Children Act (EHA), Public Law 94-142, in 1975, Individualized Education Programs (IEP) have been a requirement of law for all children and youth with disabilities found eligible for special education. Each student’s IEP must list goals and objectives for educational activities and include information about the student's assessment and educational placement, the instructional content areas to be addressed throughout the year, the timelines and persons responsible for activities corresponding to the goals and objectives, how student progress will be evaluated, and the related services that each student needs to benefit from his or her special education. With the newest amendments to the EHA -- now entitled the Individuals with Disabilities Education Act, or IDEA - a new component has been added to the IEP. Beginning no later than age 16 (under the federal law; states may differ), each student now must also have included in the IEP a statement of the transition services that he or she needs to prepare for such post-school outcomes as employment, postsecondary education, adult services, independent living, and community participation. Traditionally, the IEP has been designed for a maximum of one year, breaking annual goals into short-term objectives. With the addition of transition services, the IEP becomes longer term, with objectives spanning across several years. For the first time, planning is oriented towards life after high school, with plans including adult services agencies and community agencies, where applicable. This is an enormous step forward in the concept of preparing students educationally, and requires a great deal of insight, foresight, and planning on the part of students, parents, and school and other agency professionals.

The focus of this NASET Professional Development is course is to provide an overview of the various issues involved in transition services in the IEP for high school educators.

Traumatic Brain Injury - A traumatic brain injury (TBI) is an injury to the brain caused by the head being hit by something or shaken violently. This injury can change how the person acts, moves, and thinks. A traumatic brain injury can also change how a student learns and acts in school. More than one million children receive brain injuries each year. More than 30,000 of these children have lifelong disabilities as a result of the brain injury. This course is designed to present a basic overview of traumatic brain injury and to provide concerned individuals with other resources for information and support.

TRAUMATIC BRAIN INJURY: CRITERA FOR DETERMINING ELIGIBILITY FOR SPECIAL EDUCATION

Traumatic Brain Injury: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of traumatic brain injury.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Travel Training For Students With Disabilities: A Guide For High School Educators - Transportation provides us all with access to the wider opportunities of society employment, postsecondary education, job training programs, recreation. Traveling by car, by cab, or by public transportation systems such as bus and subway enables us to go to work and come home, go to school or other training programs, visit friends, take care of daily needs such as grocery shopping, and enjoy recreational activities.

Yet, many individuals with disabilities have traditionally been isolated from these societal opportunities, because they lacked a means of transportation. For many, driving a car was not possible, due to a visual, physical, or cognitive disability. Public transportation systems were often inaccessible due to structural barriers. Still other individuals were unable to use the transportation systems that were available, because they lacked the training, or "know-how," to use these systems safely.

Today, the lack of access to transportation that many individuals with disabilities have experienced is changing. Recently enacted federal legislation clearly intends to ensure that people with disabilities have an equal opportunity to participate independently and successfully in society. The Americans with Disabilities Act (ADA) recognizes the critical role that public transportation plays in the lives of many people and mandates that public transportation systems become accessible to people with disabilities. It also mandates that paratransit services are available and accessible to individuals who are unable to use public transportation.

Unfortunately, availability of transportation is not the only impediment to independent travel for people with disabilities. They must also know what systems of transport are available, how to access these, how to plan their travel, and how to execute their travel plans safely. For many individuals, learning how to travel on public transportation requires systematic training. Travel training, then, is often a crucial element in empowering people with disabilities to use the newly accessible transportation systems in our country.

To this end, the Individuals with Disabilities Education Act (IDEA) can be of importance. The IDEA requires public schools to provide what are known as "transition services" to youth with disabilities, to prepare them for the transition from school to adult life. While accessible transportation and transportation training are not specifically mentioned within IDEA, clearly the ability to use available transportation systems may be critical to a student's transition into the adult world. Thus, both the ADA and the IDEA provide individuals with disabilities, their families, school systems, service providers, community agencies, and transit systems with compelling incentives to work together to ensure that individuals with disabilities learn how to use accessible transportation.

The focus of this NASET Professional Development Course will be to discuss transportation concerns of students and adults with disabilities. After taking this course, you should understand the following:

• Overview of Travel Training
• Skills Required for Traveling Independently
• Beginning Travel Training
• The Process of Travel Training
• The Necessity of Travel Training Programs
• Benefits from Travel Training Programs
• The Importance of Equal Access to Transportation
• Where to Look for Travel Training Programs
• Travel Training Guidelines for People with a Cognitive Disability
• Travel Training Guidelines for People with a Physical Disability
• What to Look For in a Travel Training Program
• Teaching Travel Skills to Persons who are Blind or with Visually Impairments
• Evaluating the Quality of Programs that Teach Travel Skills
• Public Transportation and the ADA

VIOLENCE AND DISASTERS: HELPING CHILDREN AND ADOLESCENTS COPE

Violence and Disasters: Helping Children and Adolescents Cope - Helping young people avoid or overcome emotional problems in the wake of violence or disaster is one of the most important challenges a parent, teacher, or mental health professional can face. Many agencies are working to address the issue of assisting children and adolescents who have been victims of or witnesses to violent and/or catastrophic events. The purpose of this course is to tell what is known about the impact of violence and disasters on children and adolescents and suggest steps to minimize long-term emotional harm. This course will provide educators with a very good overview and practical suggestions for helping students cope with this experience.

VISUAL IMPAIRMENTS: AN OVERVIEW

Visual Impairments:  An Overview - The effect of visual problems on a child's development depends on the severity, type of loss, age at which the condition appears, and overall functioning level of the child. Many children who have multiple disabilities may also have visual impairments resulting in motor, cognitive, and/or social developmental delays. The rate at which visual impairments occur in individuals under the age of 18 is 12.2 per 1,000. This course is designed to present a basic overview of visual impairments and to provide concerned individuals with other resources for information and support.

Visual Impairments: Criteria for Determining Eligibility for Special Education - This course will provide you with the criteria and process used in the determination of special education eligibility for children with the suspected disability of visual impairments.  It is designed in a step-by-step format for the reader to gain a greater understanding of how diagnoses are made, and the specific requirements for eligibility.

Visual Processing Disorders - Specific Types - What you will learn from this one-hour course

• Overview of visual processing disorders
• Visual agnosia
• Visual closure processing disorder
• Visual Depth Perception Processing Disorder
• Visual Discrimination Processing Disorder
• Visual Figure-Ground Discrimination Processing Disorder
• Visual Integration Processing Disorder
• Visual Memory Processing Disorder
• Visual Motor Processing Disorder
• Visual Pursuit and Tracking Disorder
• Visual Sequencing Processing Disorder
• Visual Spatial Relationships Processing Disorder

Vocational Assessment and Training: A Guide for High School Educators - Crossing the threshold from the world of school to the world of work brings a significant change in everyone's life. School is an entitlement, meaning that it is an environment that our system of government supplies for all of our citizens. The workplace is the opposite; no one is entitled to a job.

One of the most important aspects of transition planning is the preparation of students for the world of work. Up to now, the focus has been on helping students fulfill the educational requirements for graduation from a secondary school. Now comes a very real and practical issue that can create many concerns. With the proper information and resources, this next phase of the transition process can also be very rewarding. Parents and educators must fully understand vocational options to help children make the best decisions for his or their future.

The purpose of this section is to give you a strong working knowledge of vocational assessments. After taking this NASET Professional Development Course, you should understand the following:

• Overview of Vocational Assessments
• Purpose of Vocational Assessments
• Trends in Vocational Assessment
• The Vocational Assessment Process
• Informal and Formal Assessment
• Levels of Vocational Assessment
• Level I Vocational Assessment
• Level II Vocational Assessment
• Level III Vocational Assessment
• Components of a Vocational Assessment
• Other Assessment Options during the Vocational Transition Phase
• Situational Vocational Assessment
• Confidentiality
• Specific Professionals Trained to Help Parents and Their Children Plan and Prepare for Employment
• · Skills Checklist
• Division of Rehabilitation Services (DRS)
• Services Provided by DRS Agencies
• Rights and Responsibilities When Involved with DRS Services
• Conflict Resolution Options with DRS

Writing a Comprehensive Educational Report Writing a comprehensive educational report is not a simple task. It takes knowledge and skill because it is being written for parents, teachers, and administrators, lawyers etc. After taking this course, you should be able to understand why reports need to be written, general guidelines when writing a report, and all sections of a comprehensive report. Further, we provide a completed report, so you can see how the sections come together to form the overall report. The sections you will learn about in order to complete a comprehensive educational report will include:

• Identifying data
• Reason for Referral
• Background History
• Behavioral Observations
• Tests and Procedures Administered
• Test-by-test analysis
• Content area by content area analysis
• Conclusions
• Recommendations

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Travel Training (Mobility Management)

disABILITY LINK’s Mobility Management Program provides comprehensive, customized trip planning assistance and travel training for persons with disabilities. This service provides the opportunity for people to be in control of their own travel plans and promotes a more independent life. disABILITY LINK also provides group training workshops and presentations on trip planning and travel-training options for the region’s Voucher Travel Assistance Program (VTAP) community.

Eligibility: People who have a disability.

Services: • Training on how to read and apply bus schedules • Customized, fully mapped-out trip plans • Safety precautions to follow on or off fixed route and origin to destination services. • Individual travel training • Group Transit Mobility Training • Support with scheduling information, referrals, transit applications, reservations, rights and responsibilities of riders and transit operators.

Delivery: One-on-one and group training sessions that are tailored to the needs and skills of each consumer.

Cost: disABILITY LINK’s mobility management services are delivered at no cost to the consumer.

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Travel education can begin at an early age with basic safety rules used by families.

Travelling in the car with appropriate use of seatbelts, waiting and taking turns during a shopping trip, or using buses with family are all valuable opportunities to learn important safe travel skills.

These skills are reinforced in government road safety programs and personalised support programs for students in schools.

A whole-school approach to road safety education is where schools, parents, carers and communities work together to create a supportive environment for students to learn, understand and practice road safety.

At school, early travel skills are a mix of classroom activities such as recognising road signs, reading, number recognition, social skills, verbal skills, problem solving as well as practical group experiences such as excursions and community access.

A quality travel training program depends on:

What is travel training?

Travel training is one-to-one, short term, individually designed instruction in the skills and behaviours necessary for independent and safe travel on public transport.

Training is provided to students to equip them with the skills to go from the starting point of the trip to the destination and back.

In the schools context, travel training refers to travel between home and school.

Travel training is aimed at helping students to use public transport on their own. Parents can speak with their child's teacher about incorporating travel training into their child's curriculum plan.

Travel training is taught by a trainer who has the knowledge and skills to assess, plan, teach and monitor a travel training program, in the community, for a student with disability.

Why prepare students for independent travel?

The benefits of travel training are long term as the training often results in lifelong changes in behaviour among learners. This is one of the reasons why travel training is most effective when received before adulthood, in order to maximise the long-term benefits. — UK Department for Transport

Travel education and training gives students independence and valuable lifelong skills beyond school, including the ability to travel to employment, further education and social events.

As a result of travel training, students may experience:

• increased independence, confidence and self-esteem
• improved engagement at school and improved educational outcomes
• increased opportunities to access employment and further education
• increased opportunities to participate in social and leisure activities
• an opportunity to initiate valuable programs that move the student towards independence post school
• reduced responsibility and an opportunity to move their child towards independence
• increased trust and confidence in their child’s ability to learn new skills.

Schools may experience an opportunity to initiate valuable programs that guide the student towards independence beyond the school environment.

Parents may experience:

• reduced responsibility and an opportunity to transition their child towards independence
• increased trust and confidence in their child's ability to learn new skills

Parents may need support and assistance from the school to understand the program and see that the long-term benefits for their child outweigh any immediate reservations they may have.

Who is involved?

While travel training towards independence is not a goal for every student, many primary aged and secondary aged students with disability will reach independence.

Students can be recommended for a travel training program to and from school by:

• parents and carers
• teachers or
• the student themselves.

A functional assessments of student's skills will be needed. Skill areas to be assessed prior to entering a program could include:

• reading and numeracy
• language, and communication
• social/emotional
• problem solving
• health care
• their personal and cultural context.

There is a clear need for close consultation and collaboration between the school, the trainer and parents/caregivers, particularly when travel training is initially proposed and as travel training progresses, and monitoring/evaluation of the program to ensure success.

The referral process or initial assessments may indicate that travel training is not appropriate for the student at that time. In such instances, there should be a review plan in place to reconsider potential students as circumstances change or at key milestones in the future.

Where do they travel?

Journey planning could include:

• investigating possible school routes that are accessible and realistic such as using a current school or public bus
• a formal and thorough risk assessment of the route. This must take place to identify all reasonable foreseeable risks of injury and to consider how these risks might be minimised.
• consultation with the local transport provider
• specific details of the route including road crossing, bus number and time
• organising an Opal card or other travel card requirements
• deciding where to start training – from home to school, or school to home
• deciding to train for part of the week or every day.

It is also appropriate to develop an environmental risk register (refer to the Resources section below) of possible unexpected events during the journey which the student will need to manage. Strategies for these are also included in the training.

For each student participating in the practical component of travel training, a formal and thorough risk assessment must take place to identify all reasonably foreseeable risks of injury and to consider how these risks might be minimised. External service providers, schools, carer and students can be involved in these processes.

Duty of care

Where travel training is provided by an external agency, NSW public schools need to be aware that duty of care rests with the school.

Public schools should refer to the workplace learning procedures and standards and the workplace learning for secondary students in government schools policy   for more information on using a private or community registered training organisation.

The school needs to manage the potential risks associated with running the travel training program, as part of discharging its duty of care to students.

This duty requires that schools take reasonable steps to reduce the risk of reasonably foreseeable injury.

While risk can never be entirely eliminated, it can be mitigated through thorough appropriate risk identification and assessment and the development of well-planned, documented and monitored risk mitigating strategies.

When does it begin?

Many students can acquire and maintain skills necessary to travel to and/or from school independently.

Discussions about when to start independent travel training are often part of the students' transition planning from Year 5 to Year 7, or from secondary school to post school.

The student needs to:

• demonstrate enough aptitude, motivation, knowledge, mobility and skill to respond to a program of travel training in order to travel to and/or from school
• demonstrate an understanding of routines and can understand and follow the instructions required to either walk or travel to and from school using public transport
• demonstrate the literacy/numeracy/social and emotional skills required for the time and travel requirements involved
• demonstrate the ability to use clearly understandable forms of communication (this may be verbal, written or any other form of communication system) including the ability to learn to use a mobile phone or other appropriate technology
• be able to physically access the required mode of transport.

Discussions could also include the:

• role of parents and the school in teaching skills
• resources needed, such as funding, Opal card , student ID card, mobile phone, emergency contact card, apps, visual supports (e.g. photos of the route on the mobile phone)
• best school term to begin.

How does it happen?

Given the diversity in the needs and abilities of students, travel training is most often carried out using a one-to-one approach, allowing the training to be personalised for each student.

Travel training can vary greatly in terms of:

• how the training is delivered
• who delivers the training
• length of the training program
• the focus of training
• the methods and techniques used by the travel trainer.

Travel trainers use the information from all the assessments, including meetings with parents, and teachers (if using a non-school based trainer) to develop a travel training program.

Travel trainers need:

• knowledge and experience in planning for students who are referred for travel training including making adjustments
• to be able to break a skill down into smaller, teachable steps – known as a task analysis
• skills in a variety of assessment methods and using the results to plan and monitor a training program
• the ability to communicate and collaborate well with parent/carers and school staff.
• to be able to motivate students
• enthusiasm, people skills and the ability to mentor others.

Decisions about the overall travel training process could also include the:

• role of parents
• role of the class teacher and the school
• role of outside providers
• funding sources such as the NDIS, school funds, parents and community groups.

Student-centred planning for travel training

Travel training is a learner-centred training process, with the goal of promoting independent and safe use of public transport.

School commitment

Teachers and school staff commit to work/plan collaboratively with students, parents, specialist support staff and transport providers to address individual student needs.

Planning needs to carefully consider the local resources available for the student/family/school and community. This might include practical and human resources such as local transport companies and disability service providers.

Student's skills, motivation and commitment

Successful travel training requires a practical assessment of skills, motivation and commitment.

Parent commitment

An essential element for successful travel training. Parent queries and concerns should be anticipated, respected, and prepared for, school staff and trainers need to obtain parent cooperation and consent before starting a group or individual training program.

Travel training can be promoted to parents through newsletters, individual planning meetings with teachers and school open or transition days.

Skill and selection of the trainer

Knowledge, communication, enthusiasm, problem solving skills and the ability to make adjustments for students with disability are important attributes in selecting a travel trainer.

Proximity to appropriate transport

Consider the local public/community transport options available and their location to the student's home/school.

Risk assessment and planned strategies to minimise risk

Well thought out planning is the key to success in travel training.

How does a trainer know when a student has learnt a skill during travel training?

Trainers develop personalised plans for students and part of this planning may include observation checklists or a 'task analysis' for students learning new skills.

Prompting sequences with tasks work on a most-to-least approach and they are a valuable way of assessing skill mastery.

Some examples of prompt codes are listed below. For more detailed examples of observation and competency checklist please refer to the Resources section below.

Please note a trainer would need to decide how long to wait between prompts as part of a student's individual travel training plan.

Sample travel training tasks

• Identify and navigate route for bus/train
• Walk safely to bus/train station. Crossing safely at the following points: normal street corners/roads, pedestrian crossings, traffic lights
• Opal card ready for bus arrival
• Can identify bus/train number
• Use Opal top-up machine at station
• Ask for assistance from the appropriate person in a clear loud voice and tell the destination they are going
• Act safely, maturely and appropriately on public transport
• Identify stop and disembark locations
• Navigate return route home.

Examples of levels of prompting when assessing and teaching travel skills

0 = No assistance/fully independent

1 = Indirect verbal prompt/instruction

2 = Gestural prompt

3 = Direct verbal prompt/instruction

4 = Modelling prompt

5 = Minimal physical prompt

6 = Full physical prompt

7 = Unsuccessful trial

N/A = Not applicable

P = Physical prompt

V = verbal prompt

G/M/V = Gesture/model/visual prompt

+ = Independent

CA = Competent, NYC = Not yet competent, P = prompting – verbal or physical

• Road safety education
• Victorian Department of Education and Training: Travel education for students with disabilities (contains templates and samples)
• NSW Centre for Road Safety
• Travellers Aid Australia
• Information Linkages and Capacity Building (ILC) Program

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Travel Training

The Best Practice, Travel Training , describes the experiences of two grantees that implemented travel training programs. Travel training addresses specific travel needs in different communities. These programs can provide older adults and people with disabilities with the knowledge and tools they need to travel more independently and with greater confidence

This best practice is featured in the  Best Practices Compendium , all of which are based on work of grant projects supported by NADTC, 2017-2019.

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Travel Training

Travel training and you, this program is  scheduled upon request and is offered to people with disabilities, veterans, senior citizens, and people with low or no income. for more information on these programs contact us at info@adanc.org., click here to download our “ travel training and you” brochure.

These Grants Could Help Students With Disabilities Access Jobs, Training

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The U.S. Department of Education is investing $236 million into a perennial challenge in education: Helping young people with disabilities move from K-12 schools to post-secondary programs and the workforce.

School districts, state education and health agencies, higher education institutions, Indian tribes, and nonprofits will have a chance to compete for a slice of the funding, which aims to support innovative proposals to tackle this tricky and challenging transition.

The Education Department expects to allocate around 23 to 29 grants of $8 million to $10 million apiece, for up to five years.

While the program isn’t brand new, this is the largest pot of money that has been made available so far—the most recent round of grants allocated just under $200 million.

AI is going to improve the skill set of a worker. That gives me hope that we can diversify our workforce to include as many people as possible.

It’s also the first time that the grants can be directed to nonprofits and higher education institutions, a change made possible through congressional action.

And it’s the first time that the grants have centered in part on two particular technology-related goals: enabling people with disabilities to succeed in jobs or professions that involve the use of technology; or using or creating technologies to support people with disabilities in the workplace.

Proposals can focus on either of those technology-related priorities or they can address one or more of three other areas: helping people with disabilities who have been incarcerated or otherwise involved with the justice system transition to careers and higher education; assisting people with disabilities developed after birth in career development and post-secondary schooling; and helping “disconnected” people with disabilities—such as people from low-income families, those experiencing homelessness, or kids who were in foster care—as they enter the workforce or continue their education.

Applicants’ proposals can aim to help people with a wide range of disabilities. They include physical disabilities (such as mobility impairments or chronic health conditions), sensory difficulties (such as blindness or deafness), intellectual disabilities (such as developmental delays or cognitive challenges), and mental health conditions (such as anxiety, depression, and bipolar disorder).

Those disabilities collectively impact a significant chunk of the population. In fact, more than a quarter—26 percent—of adults live with a disability, according to data published by the Centers for Disease Control and Prevention in 2018.

And 7.1 million students ages 5 through 21 received services under the Individuals with Disabilities Education Act, the main federal law for students in special education, during the 2022-23 school year .

‘New possibilities for individuals with disabilities’

The competition was designed to “truly promote innovation in the space of rehabilitation services,” said Danté Q. Allen, the commissioner of the Rehabilitation Services Administration in the department’s Office of Special Education and Rehabilitative Services.

“There are a number of new technologies out there, like artificial intelligence, that may be opening new possibilities for individuals with disabilities to take part in jobs that were previously not seen as fitting for that individual with that particular disability,” Allen said. “I would personally love to see how those technologies can be applied in a way that would redefine what we see as opportunities for individuals with disabilities.”

Eleazar “Trey” Vasquez III, a professor at the University of Central Florida and director of its Toni Jenkins Exceptional Education Institute, sees possibilities, too. He noted that data from the Massachusetts Institute of Technology showed that when AI is used properly, it can boost worker productivity significantly.

“AI is going to improve the skill set of a worker,” he said. “That gives me hope that we can diversify our workforce to include as many people as possible.”

Applications for the grants were made available on April 9, and the department would like applicants to notify the agency of their intent to apply by April 23. Applications are due on July 8.

The department will be hosting an informational, pre-application meeting to field applicants’ questions on May 1 at 1:30 p.m. ET.

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Travel Training - Access Services : ASI

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Travel training is one-on-one individualized training that gives people with disabilities the skills required to travel safely on fixed-route public transportation. This training is a free service for individuals who have gone through the Access Services eligibility process. Access Services provides the Travel Training program to enhance independence through greater mobility options for all of the Access riders. Participation in Travel Training will not have any effect on your eligibility status. 

Travel Training will provide you with essential travel skills, such as:

• Reading a bus/train schedule
• Paying your fare
• Boarding and exiting a bus/train
• Making a transfer
• Knowing how to signal the driver/conductor to stop or for assistance
• Securing a wheelchair or other mobility device
• Making judgments about safety and danger
• Managing basic life skills
• Knowing how to handle travel disruptions
• Using appropriate social and communication skills

Mobility Management Partners (MMP) is the Travel Training contractor for Access Services. Founded in 1991, MMP has extended travel training services to persons with disabilities throughout the state of California since 1994.

If you are interested in Travel Training, please fill out this application . You can save the file and email, fax or mail in the application to Mobility Management Partners. The contact information is located at the bottom of the application. 

For more information, please call 1.888.667.7003 or e-mail them at [email protected]> .

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Road Trips: How to Plan an Accessible Getaway

By Syren Nagakyrie

Planning an accessible road trip is getting a little easier for people with disabilities. There are more resources created by and for the disability community, and the tourism industry is starting to recognize the value of accessible travel. As a disabled, chronically ill, neurodivergent person, I take road trips every year and have learned some tips and tricks along the way.

Renting a vehicle

Most major car companies offer adaptive driving devices for their vehicles at no additional cost. Enterprise , for example, offers hand controls, left foot accelerators, pedal extenders and spinner knobs to facilitate steering. Budget can provide hand controls, spinner knobs, a panoramic mirror, swivel seats and transfer boards. Be prepared to request adaptive devices at least three business days in advance.

For a wheelchair-accessible van with a ramp or a lift, rent from a mobility company like BraunAbility , one of the largest builders of wheelchair-accessible vans in the country, with rentals at many locations. MobilityWorks , an accessible-vehicle and adaptive-equipment dealer, has rental locations in 34 states. AccessibleGO , which offers a one-stop shop for adapted rental cars and wheelchair-accessible vans, has agreements with 100 wheelchair van rental locations nationwide; request a quote on their website. For accessibleGO’s rental cars, you can request hand controls and a spinner knob at checkout.

Route planning

You can use Google Maps, Waze and MapQuest for initial accessibility research using photos and street view. Google Maps provides directions for some wheelchair-accessible pedestrian and transit routes.

Sites such as Roadtrippers and Furkot can plot an entire itinerary. While these websites are not disability specific, they are invaluable tools. (Roadtrippers does have a wheelchair-accessible check box in the search function.) You can filter by types of destinations such as national parks or museums, and search for hotels and campgrounds. Furkot allows you to input how long you want to drive each day, whether you want to travel on Interstate highways or take more scenic roads. The app will determine the best route and length of time between stops, and suggest where to stay overnight.

Finding lodging

While hotels and other accommodations are required to comply with the Americans With Disabilities Act, many hotels do not meet all accessibility needs. Most of the booking sites list hotels with accessible rooms for those with mobility, hearing and vision needs, but this information is not always verified. Do additional research on review sites and look for photos. Hyatt, Marriott, Hilton and Fairmont hotels offer allergy-friendly and scent-free rooms in some locations. Call the hotel to verify accessibility and to make sure a specific room is reserved for you.

Vacation rentals are typically not required to be A.D.A. compliant, but some do provide accessibility information. Airbnb recently rolled out an adapted category with accessibility search features and homes that have been scanned for accessibility. Review photos and contact the host for more information. Some hosts will make accommodations, such as changing the cleaning supplies or shifting furniture, but document your request using the in-app messaging system so that customer service can help if you run into issues.

Wheel the World is an accessible travel agency offering bookings at over 3,000 verified accessible hotels in the United States. The hotels have been reviewed in person by trained assessors; only those that meet the criteria are listed. Sign up as a disabled traveler or a companion and complete a personal profile that includes options for a variety of disabilities and accessibility needs. The site will provide listings that match your profile with partial, adequate and outstanding match options.

Food and medication

There are a variety of options to keep food or medication cold while traveling. Electric coolers can plug into your vehicle’s 12-volt outlet, but pay attention to the type of cooling mechanism — the less expensive versions are usually thermoelectric and will cool only to about 30 degrees below ambient temperature (if it is 70 degrees in the car, it will cool to 40 degrees). Compressor coolers are more expensive but maintain normal refrigerated temperatures.

Many hotels provide mini-refrigerators. When you know you will be stopping somewhere with a fridge almost every night, layer large ice packs and supplies in a cooler, then top them with another insulating layer like a cooling bag. This keeps everything cold for a couple of days at a time.

It’s also a good idea to travel with a single-burner cooktop — electric to use inside, or propane to use at rest areas and campgrounds — and a camp mess kit so that you can safely cook meals.

Some of the best apps to find food, restaurants and grocery stores that accommodate dietary needs are Fig for allergy-specific options, Happy Cow for vegan-friendly options and Find Me Gluten Free for celiac-safe spots. Add your favorite options to the route-planning app so that you know where to stop.

Finding activities

In addition to the apps mentioned in the route-planning section, state and local tourism organizations are good sources for accessible destinations.

National parks and monuments, which are required to meet federal accessibility guidelines, typically have visitor centers and recreation sites with accessible features. Each park website has information, as well as programs and services within the park. While accessibility varies, you can usually find information on wheelchair-accessible trails and campsites, tactile and audio features, assistive listening devices, and American Sign Language interpreters.

At state parks, accessibility features may not be consistent, but you can usually find some information on each park’s website.

Apps like AllTrails list wheelchair-friendly trails across the country, but the information may not be verified, so contact the park or land manager for verification. Among the parks with notable accessible trails are Redwood National and State Parks, North Cascades National Park, Badlands National Park, and Great Smoky Mountains National Park .

Syren Nagakyrie, the founder of the nonprofit Disabled Hikers and the author of “The Disabled Hiker’s Guide to Western Washington and Oregon” and “The Disabled Hiker’s Guide to Northern California,” among other guidebooks, leads group hikes and conducts assessments throughout the United States.

Open Up Your World

Considering a trip, or just some armchair traveling here are some ideas..

52 Places:  Why do we travel? For food, culture, adventure, natural beauty? Our 2024 list has all those elements, and more .

Mumbai:  Spend 36 hours in this fast-changing Indian city  by exploring ancient caves, catching a concert in a former textile mill and feasting on mangoes.

Kyoto:  The Japanese city’s dry gardens offer spots for quiet contemplation  in an increasingly overtouristed destination.

Iceland:  The country markets itself as a destination to see the northern lights. But they can be elusive, as one writer recently found .

Texas:  Canoeing the Rio Grande near Big Bend National Park can be magical. But as the river dries, it’s getting harder to find where a boat will actually float .

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Apply Today! 2024-25 Think College Policy Advocate Training

The Association of University Centers on Disability (AUCD) and Think College National Coordinating Center (NCC) are happy to announce this opportunity to learn and practice policy advocacy skills is once again available to students and staff of higher education programs for students with intellectual disability. If you or someone you know works for or attends a college or univeristy program, you are qualified to apply to be a Think College Policy Advocate (TCPA)* .

Think College Policy Advocate teams will participate in 8 online trainings and attend an in-person event March 9-12, 2025 in Washington, DC. The TCPA training offers the opportunity for passionate advocates, self-advocates, experts, and professionals in the field to come together and learn about key issues that affect them most. In addition to learning and training, attendees will have an opportunity to meet with their Members of Congress on Capitol Hill.

A travel stipend will be provided to each trainee to help cover hotel, transportation and meals while in Washington, DC. 

Up to 10 teams, comprised of one student and one staff member, will be selected. Teams must be interested in learning more about public policy and be able to commit fully to the following online and in-person activities:

• Participate in a series of on-line trainings and meetings to learn about policy advocacy and prepare for visits to Capitol Hill.
• Travel to Washington, DC, on March 9-12, 2025 for in-person training and Hill visits.
• Schedule meetings with Members of Congress and/or their staff for the time you are in Washington, DC.
• Subscribe to AUCD’s weekly newsletter on policy in Washington D.C., Disability Policy News, or AUCD’s YouTube series Tuesdays with Liz, and respond to Action Alerts throughout the year.
• Host a policymaker (federal, state, local) at your postsecondary education program either in-person or virtually.
• Develop a “leave behind” document that educates your policymakers in Washington D.C. about your program, stories about students who attend it, and statistics about its impact.
• Participate in a Think College Emerging Advocates call to learn about and discuss a topic of interest to the group and the team.
• Draft and submit an op/ed piece or letter about your program to the editor to your local paper.
• Participate in an interview with Think College or AUCD about your experience that can be used to promote advocacy. It can be used by your college too.
• Share your public policy experience with other students and faculty at your postsecondary program.

The complete description, application form, and template for a recommendation letter are all available i n on our website . Applications are due by May 17, 2024. T eams will be informed if they are accepted into the 2024-25 TCPA training on or about June 21, 2024.

If you have any questions, please contact Caroline Jurisich at AUCD: [email protected] .

*Individuals who have already participated in TCPA training are not eligible to apply again. However, we do accept applications from different individuals from the same college or university.