WorldCat Identities

Special Education Programs (U.S.)

Overview
Works: 463 works in 914 publications in 1 language and 18,439 library holdings
Genres: Handbooks and manuals  Periodicals  Directories  Interactive multimedia  Life skills guides 
Classifications: LC4031, 371.94
Publication Timeline
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Most widely held works by Special Education Programs (U.S.)
Teaching children with attention deficit hyperactivity disorder : instructional strategies and practices( Book )

3 editions published in 2008 in English and held by 663 WorldCat member libraries worldwide

Gender matters : training for educators working with students with disabilities by Harilyn Rousso( Book )

2 editions published in 2002 in English and held by 416 WorldCat member libraries worldwide

Teaching children with attention deficit hyperactivity disorder : instructional strategies and practices( Book )

2 editions published in 2004 in English and held by 339 WorldCat member libraries worldwide

Directory of selected early childhood programs( )

in English and held by 315 WorldCat member libraries worldwide

Annual report to Congress on the implementation of the Individuals with Disabilities Education Act( )

in English and held by 269 WorldCat member libraries worldwide

Identifying and treating attention deficit and hyperactivity disorder : a resource for school and home( )

1 edition published in 2003 in English and held by 265 WorldCat member libraries worldwide

Opening doors : technology and communication options for children with hearing loss( )

1 edition published in 2006 in English and held by 264 WorldCat member libraries worldwide

Tool kit on teaching and assessing students with disabilities by Special Education Programs (U.S.)( )

2 editions published in 2006 in English and held by 250 WorldCat member libraries worldwide

Tool kit on teaching and assessing students with disabilities : parents' materials by Special Education Programs (U.S.)( Book )

2 editions published in 2006 in English and held by 240 WorldCat member libraries worldwide

Technology for students with disabilities : a decision maker's resource guide by Alexandria, VA National School Boards Association( Book )

2 editions published in 1997 in English and held by 220 WorldCat member libraries worldwide

This guide presents strategies for applying technology to help students who have cognitive and physical disabilities, and shows how technology is useful not only in presenting curriculum and assessing students, but also in the administration and organization of special education programs. Case studies and descriptions of state-of-the-art applications illustrate how technology can help students with disabilities master complex materials and basic skills and how technology can support educators in assessing and evaluating students' progress. Chapter 1 describes the most common challenges associated with educating children with disabilities and discusses research-validated approaches in assistive instruction and assessment technologies. Chapter 2 demystifies the process of determining what technology will best meet student needs and discusses the cost effective acquisition of those technologies. Chapter 3 delineates strategies necessary to ensure that technology investments produce continuous learning improvements, including the establishment of a technology team and devising a long-range technology plan. Chapter 4 provides assistance in finding the help needed to make technology "pay off." It includes an extensive resource list that provides contact information and describes national, state, and local organizations, information centers, clearinghouses, and research group that provide services, information, and demonstrations of technology. An appendix includes relevant federal documents on assistive technology. (CR)
Continuation application for grants under training personnel for the education of the handicapped( )

in English and held by 219 WorldCat member libraries worldwide

Application for new grants under the Individuals with Disabilities Education Act (IDEA) : fiscal year 1998( Book )

3 editions published in 1998 in English and held by 214 WorldCat member libraries worldwide

Directory( )

in English and held by 204 WorldCat member libraries worldwide

Ongoing data collection for measuring child progress by Meave Stevens-Dominguez( Book )

2 editions published in 1982 in English and held by 204 WorldCat member libraries worldwide

Practical information is supplied that can be directly applied to early childhood projects and used for staff inservice in data collection procedures. This information assists in documenting the overall effectiveness of an approach and aids in making the frequent educational decisions to ensure the child is benefiting from instruction. Separate chapters discuss: (1) starting up with data-based programs (by Eugene Edgar); (2) a simplified method of data collection for inappropriate behaviors (by H.D. "Bud" Fredericks); (3) collecting data on social skills (by Karen J. Morris); (4) assessment and modification of cognitive processes of handicapped children (by William A. Bricker and others; (5) measuring motor behavior (by Philippa H. Campbell and others); (6) developing language through communicative interaction (by Linda L. Lynch and Johanna L. Lewis); (7) measuring self-help skills (by William G. Moore); and (8) data-based program change decisions (by Owen R. White and Norris G. Haring). (Pn)
IDEA regulations : children enrolled by their parents in private schools( )

1 edition published in 2011 in English and held by 201 WorldCat member libraries worldwide

Developing Social Competence for All Students by Claudia G Vincent( )

1 edition published in 2002 in English and held by 200 WorldCat member libraries worldwide

This digest describes the challenges of social skills instruction and provides three strategies for improving the social competence of all students, including children with disabilities. It begins by emphasizing the importance of teaching individual social skills within the context of establishing a school-wide culture of social competence. To establish a school climate acceptable to all, schools are urged to form a team representing all members of the school community to define school-wide behavioral expectations. Expectations should address the most frequently observed problem behaviors across all school settings, be condensed into three to five short and easy to remember statements, be age appropriate, and be positively stated. The second strategy for improving social competence is to provide students with social skills lessons targeting key behaviors in specific situations. The role of the teacher in requiring appropriate classroom behavior is discussed. The third strategy for improving social competence of all children is to match the level and intensity of instruction to students' needs. Functional behavioral assessment is recommended for identifying events and conditions triggering specific behaviors and the functions maintaining the behavior. Teachers are urged to use this information in designing and implementing individual behavior support plans. (Contains 12 references.) (CR)
Understanding Sensory Integration by Marie E DiMatties( )

1 edition published in 2003 in English and held by 199 WorldCat member libraries worldwide

This brief paper summarizes what is known about sensory integration and sensory integration dysfunction (DSI). It outlines evaluation of DSI, treatment approaches, and implications for parents and teachers, including compensatory strategies for minimizing the impact of DSI on a child's life. Review of origins of sensory integration theory in the work of A. Jean Ayres more than 20 years ago is followed by consideration of characteristics of sensory integration dysfunction, defined as the "inability to modulate, discriminate, coordinate or organize sensation adaptively." It then addresses methods for identifying DSI including skilled observation of the child, parent/caregiver sensory questionnaires or checklists, and standardized tests of general development and motor functioning. Interventions based on sensory integration theory are explained and include therapist consultation, a sensory diet of specific sensory activities, a comprehensive approach to treating sensory defensiveness, and the "How Does Your Engine Run?" program, a step-by-step method that teaches children simple changes to their daily routine to help them self-regulate. The paper concludes that collaboration among the therapist, teacher, and parent is most effective. (Contains 10 references.) (DB)
Curricula for high-risk and handicapped infants( Book )

2 editions published in 1982 in English and held by 188 WorldCat member libraries worldwide

New application for grants under certain direct grant programs( Book )

1 edition published in 1995 in English and held by 188 WorldCat member libraries worldwide

 
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Associated Subjects
Arizona Attention-deficit-disordered children--Education Attention-deficit hyperactivity disorder--Diagnosis Behavior modification Children with disabilities--Education Children with disabilities--Education (Preschool) Children with disabilities--Education--Law and legislation Classroom management Curriculum planning Deaf children--Means of communication Deaf--Means of communication--Technological innovations Deafness in children Direct instruction Early childhood education Education, Preschool Educational accountability Educational evaluation Educational technology Educational tests and measurements Education--Parent participation Federal aid to education Federal aid to education--U.S. states Federal aid to services for people with disabilities Grants-in-aid Handicapped Children's Early Education Program (U.S.) Hearing disorders in children--Diagnosis Hyperactive children--Education Individuals with Disabilities Education Act (United States) Learning disabled children--Education Learning--Research Mainstreaming in education--Research No Child Left Behind Act of 2001 (United States) People with disabilities--Services for--Finance Problem children--Behavior modification Proposal writing for grants Research grants Resource programs (Education) Senses and sensation in children Sensorimotor integration Sex differences in education Social skills in children Special education Special education--Law and legislation Special Education Programs (U.S.) Students Students with disabilities--Education Teachers of children with disabilities--In-service training United States United States.--Office of Special Education and Rehabilitative Services Women with disabilities--Education
Alternative Names

controlled identityUnited States. Office of Special Education

controlled identityUnited States. Office of Special Education and Rehabilitative Services

OSEP

OSEP (Special Education Programs (U.S.))

United States. Department of Education. Office of Special Education Programs

United States. Office of Special Education and Rehabilitative Services. Special Education Programs

United States. Office of Special Education Programs

United States. Special Education Programs

United States. Special Education Programs Branch

Languages
English (52)