Resource notebook

First Grade Teacher
Resource Notebook
EDUC 514
Rebecca Quiat

Table of Contents
Strategies Section  In this section I will give
accommodations and
research-based strategies
for: students with learning
disabilities, learning
differences and ADHD,
students with Autism
Spectrum Disorders, and
students with emotional
issues and/or behavioral
difficulties.
Parent Resources
Section
 In this section I will give
resources that parents could
utilize. The information will
be from: local agencies, state
agencies, web resources,
journal titles and journal
articles, and book titles.
Law Section  In this section I will include
information regarding
protection, evaluation,
enforcement, due process
and funding for the following
laws and mandates: IDEA
2004, ADA, Section 504 of
the Rehabilitation act, and
South Carolina mandates
related to special education.
References  My references will be cited
after each section, or within
the section.

Strategies Section
Listed below are my 25 accommodations and research based strategies
for students with learning disabilities, learning differences, and/or
ADHD.
1. For students with ADHD, prompt appropriate social behavior either
verbally or with a private signal.
2. Give students with ADHD opportunities for movement and tactile
input. Some students with ADHD benefit from sitting on a therapy
ball instead of a standard chair.
3. For students with ADHD, use larger fonts or colors for the directions.
4. For students with learning disabilities you may want to accommodate
them by administering a test in several timed sessions over several
days.
5. Some students with learning disabilities benefit from shortened
assignments and a reduction of paper/pencil tasks.
6. Give a student with a learning disability in reading extra assistance by
assigning them a reading buddy.
7. Students with learning disabilities benefit from teachers using real
life examples and concrete materials while teaching.
8. For students with ADHD it is beneficial to set up different spots in
the room where the student can go to work if they need to avoid too
much visual or auditory stimulation.
9. Working on the most difficult concept early in the day is helpful for
students with ADHD.
10. Ask children with ADD/ADHD to run an errand or do a task for you,
even if it just means walking across the room to sharpen pencils.
11. It is helpful for students with ADHD to be in a classroom where
distractions are reduced, and there is a specified routine and
schedule.

12. Consequences used to manage the behavior of ADHD children must be
delivered swiftly and more immediately than is needed for normal
children.
13. Teach a student with ADHD organization and study skills.
14. Students with learning disabilities may need more one on one
instruction in the classroom or small group instruction.
15. Allow students with ADHD to pace at the back of the room during the
lesson. Children who need to move will learn easier and pay better
attention to your lessons when they do not have to focus all of their
energy on staying in their seat.
16. According to the work of Sydney Zentall from Purdue University, she
and her colleagues have emphasized providing a stimulating learning
environment. Her underlying premise is that many children who are
identified as ADD or ADHD are under stimulated, and require higher
doses of stimulation than the “average” person—this being the reason
why Ritalin—a stimulant—may be so effective in calming behavior and
focusing attention (Zentall, 1975; Zentall & Zentall, 1983). Zentall has
engaged in numerous studies involving the use of color, sound, and
other stimulus enhancers, which indicate that the selective and
appropriate use of certain types of stimulation in the classroom is
especially effective in helping kids with this label focus better on
their learning (Zentall, 1993a and b; Zentall & Kruczek, 1988; Zentall
& Zentall, 1976).
17. Class-wide peer tutoring provides many of the instructional variables
known to be important in setting up students with ADHD for success.
For example, it provides frequent and immediate feedback.
18. People with ADHD have said things like:
“I’m dumb.”
“I’m lazy.”
“I’m just bad.”
To the contrary, children, adolescents, and adults with ADHD are
typically normal, healthy people. Instead of thinking of the ADHD
person as “the problem,” let’s think of him/her as a person with a

condition that is treatable. I believe this is an excellent strategy for
me as a teacher. It is important to instill in these students that they
are not bad, lazy, or dumb. What we need to do as teachers is teach
them strategies to use to cope with their ADHD.
19. For students with learning disabilities it is important to speak clearly,
slowly, and with expression.
20. Build a respectful, collaborative relationship with the student that has
a learning disability in your classroom. I believe this should be done
with all other students as well, not just students with a learning
disability. However, this would be especially beneficial for a student
that has a learning disability.
21. Use a homework calendar for students with learning disabilities. This
will let them know in advance what homework assignments are due.
22. It is helpful to give students with learning disabilities a checklist to
use while they are proofreading their work.
23. For students with learning disabilities it is helpful to highlight the
important information that they need to know in texts that you give
out to the class.
24. When you have a student in your classroom with ADHD it is important
to give clear and concise instructions. These students flourish in
classrooms where reminders and previews are the norm. Be sure that
students know what to expect, and give them frequent updates.
25. Provide a cubicle or quiet area for the ADHD student to use when
overwhelmed by classroom activity.
26. Many children with learning disabilities have a fear of failing.
Students in primary grades sometimes have a fear of failing at
reading. Therefore, give them books that are on their reading level so
that they feel successful and enjoy reading.
for students with Autism Spectrum Disorders.

1. Provide visual cues. Since most students with autism are visual learners,
visual cues can be a lifeline. They inform students of the rules, their
schedule, and changes in their routine.
2. Positive reinforcement can go a long way with children with autism so
make an effort to “catch them doing something good.” Praise them when
they act appropriately or learn a new skill, being very specific about what
behavior they’re being praised for.
3. The child with Asperger’s will need to be directly taught various social
skills (recognition, comprehension and application) in one-to-one and/or
small group settings. Social skills training will also be needed to
generalize previously learned social skills from highly structured
supportive contexts to less structured settings and, eventually, real –life
situations. It is important to emphasize that children with Asperger’s
Syndrome will not learn social relations by watching other people, or by
participating in various social situations.
4. Teachers should demonstrate and model expected skills.
5. Prompts are extra hints that will help the student know what to do in
academic and social situations. These cues help the learner engage in
desired behavior while avoiding mistakes or incorrect responses. Prompts
can include physical guidance in the form of hand over hand, gestures,
verbalizations, models, written cues, and pictures.
6. Be aware of noise, many students with autism process normal sound as too
loud or quiet. It can be difficult for these students to filter out
background noise. Have the autistic student sit away from the hallway,
pencil sharpener or water fountain.
7. Autistic students may need their accommodations to be changed over
time.
8. Children with Autism often have trouble making eye contact and sharing
their thoughts with words or gestures. Some children have a very short
attention span when being read to or when reading. Try reading for short
periods of time, pointing and naming objects as you read.
9. Students with Asperger’s tend to interpret language very literally, so
avoid slang or idiomatic speech.

10. Many students with Asperger’s can become overwhelmed by noise,
crowds, perceived chaos, or just the effort and stress of engaging in
social interaction throughout the school day. An assembly, pep rally, or
unstructured recess time can lead to destabilizing anxiety and stress.
For some students, it will be worthwhile to offer an alternative to
attending certain of these events. You may explore the effectiveness of
ear plugs or headphones to assist in screening out troubling noise.
11. Most children with Asperger’s want friends but simply do not know how
to interact. They should be taught how to react to social cues and be
given repertoires of responses to use in various social situations. Teach
the children what to say and how to say it. Model two-way interactions
and let them role-play. These children's social judgment improves only
after they have been taught rules that others pick up intuitively.
12. Teach students with Asperger’s nonverbal communication skills, including
how to read facial expressions, body language, and other social cues.
13. A buddy system can be helpful to students who are older. In social
situations, the buddy can help the student with Asperger’s handle these
situations.
14. Research shows that typically developing peers have more positive
attitudes, increased understanding, and greater acceptance of children
with Asperger’s when provided with clear, accurate, and straightforward
information about the disorder. Thus, educating students about the
common traits and behaviors of children with Asperger’s can lead to more
positive social interactions between your student and his or her peers.
15. There are many sources of stress for children and adolescents with
Asperger’s. Some will react to this by becoming anxious, some by feeling
depressed, while others become angry, and rage against the frustrating
incidents in their day. It is useful to help the child understand the
nature and expression of specific feelings, particularly anger.
16. Children with Asperger’s have difficulty distinguishing between essential
and nonessential information. In addition, they often do not remember
information that many of us have learned from past experiences or that
to others come as common sense. Thus, it is important to state the

obvious. One way to do this is to “live out loud.” Naming what you are
doing helps the student with Asperger’s accurately put together what you
are doing with the why and the how. In addition, “living out loud” helps
the child to stay on task and anticipate what will happen next.
17. If the moving of chairs is very noisy for Autistic students, consider
putting old tennis balls on the chair legs to minimize noise.
18. To help alleviate any anxiety regarding how long these students may have
to work on assignments or sit in groups etc, visual timers can be helpful.
There are a variety of timers available, one visual timer is called a Timed
Timer and can be found on the internet.
19. Naturalistic Teaching uses child-directed behaviors as teachable
moments for learning new skills. It was found to be an effective teaching
strategy by the National Autism Center’s National Standards Project.
For example, if a child only wants cars to play with, the teaching could
involve requiring some approximate language use in order to obtain the
car.
20.There are many behaviors that ordinary children learn without special
teaching, but that children with autism may need to be taught (Klin,
1992). A preschool child with autism may have learned to count
backwards on his own, but may not learn to call to his mother when he
sees her at the end of the day without special teaching. A high school
student with autism may have excellent computer skills but not be able to
decide when she needs to wash her hair.
21. Children with autism can be seen as having communicative difficulties
that may begin with the earliest emerging aspects of nonverbal
communication including difficulties understanding and using
paralinguistic systems that should provide amplification to spoken
language via the message embedded in gaze, gesture, body language, and
vocal tone. Since these deficits, when they exist, are notable even
before spoken language should be emerging, I take the point of view that
construction of communication skills needs to start from the bottom up
and must include teaching paralinguistic skills as well as words.
22.Some people with autism find it beneficial to talk with a counselor.

23. Reading comprehension is often difficult for students with autism. The
following strategies could be useful for teachers when working with
these students with reading comprehension: to show that the students
demonstrates understanding ask them to point to a picture or draw a
picture, use signs or gestures, and create a collage or painting related to
the text.
24. If a student with asperger’s does not understand the instructions you
have given, encourage that student to ask for an instruction to be
repeated, simplified or written down.
25.As a teacher it is important to remember not to take a child with
asperger’s misbehavior personally. Students with asperger’s behaviors
are commonly due to anxiety and frustration, not personal attacks.
for students with emotional issues and/or behavioral difficulties.
1. Fear of failure is particularly relevant when dealing with students with
emotional disturbance and behavioral problems, as so many have a history of
failure. The problems that such students experience in school often lead to
gaps in their skill levels, or “splinter skills,” which makes schoolwork even
more difficult for these students. One strategy helpful in building
opportunities for success is targeting the necessary skills the student may
need to improve.
2. Set clear behavioral rules and expectations for the entire class. Students
with emotional disturbances are frequently the targets (rather than the
initiators) of other students’ misbehaviors. Having a stated, explicit
classroom management plan provides a solid structure by which both teacher
and students can address inappropriate behavior, understand consequences,
and develop a shared approach to behavior in class and toward one another.
3. Encourage a student with emotional issues to get in touch with his or her
emotions by journaling. Present the student with a notebook and explain

that, instead of having an outburst if they becomes angry or frustrated, he
can open his journal and record their thoughts and feelings.
4. Modify the classroom learning environment to decrease problem behavior.
Many effective classroom-focused interventions to decrease students’
problematic behavior alter or remove factors that trigger them. These
triggers can result from a mismatch between the classroom setting or
academic demands and a student’s strengths, preferences, or skills.
5. For a student that has the behavioral difficulty of frequently calling out in
class, have the student monitor motor behaviors and call-outs (DuPaul &
Stoner, 2002). Students can often change problem behaviors when they pay
attention to those behaviors. Have the student monitor his or her motor
behaviors or call-outs. First, choose a class period or part of the day when
you want the student to monitor distracting behaviors. Next, meet privately
with the student to discuss which of that student’s behaviors are
distracting. Then, together with the student, design a simple distractible
behavior-rating form with no more than 3 items (For a student who calls out
frequently, for example, a useful rating item might be “How well did I
observe the rule today of raising my hand and being called on before giving
an answer? Poor-Fair-Good.”) Have the student rate his or her behaviors.
Make an effort to praise the student (a) for being accurate in rating
behaviors, and (b) for any improvements that you see in the student’s
behaviors over time.
6. Many children with persistent behavior problems lead very unpredictable
lives. An organized environment can replace their feelings of insecurity,
mistrust and discomfort, with predictability and stability. Research shows
that a predictable environment is based on set rules and routines, and well-
established schedules and arrangements.
7. Give students an example of a person who has succeeded in their life who
has a similar disability or behavior disorder.
8. When responding to a student who has shown behavioral difficulties make
sure you maintain the child’s dignity and demonstrate that rules help make
the classroom a safe place where all can learn.

9. Have an interview with the child’s parent of the student with behavior issues
to determine the presence or absence of similar difficulties at home and
how they are addressed, history of treatment, the child’s strengths, and any
stresses in the home that school professionals should be aware of. The
conversation should be forward looking, emphasizing the usefulness of
understanding the past in order to understand what changes are necessary
to be more effective in the future.
10. Talk with the student that has behavior issues about the events of a typical
day. Write a short narrative story in the form of a booklet about the day's
events. Invite the student to participate in writing the story of a typical
day. If he cannot yet write, encourage participation through illustrating the
booklet. Use pictures or stickers for key words, creating a rebus story so
the book can be read independently by the student. Include all the events
and the manner in which the student conducts himself on a well-behaved day.
Explain what a good day looks, sounds, and feels like to the individual
student, the class, the teacher and the student's parents. Allow the student
to begin each day by reading the narrative to provide a daily reminder of
expectations.
11. An individualized behavior plan should be developed that is more specialized
to the student’s individual needs compared with the needs of the other
students.
12. Often when we ask teachers to identify a target behavior for a particular
student, they say, “Everything! The student behaves terribly!” and proceed
to give a lengthy list of behaviors that the student needs to improve. It is
simply not realistic for any individual to work on changing more than one or
two behaviors at a time. Other behaviors that are fairly well developed but
are being maintained may be added, but we recommend putting no more than
four or five behaviors on a target behavior sheet. Prioritize the behaviors
that are safety issues or interfere with the student’s learning or the
learning of others the most.
13. Prepare your class for students with emotional disabilities. Set up models
for tolerance and acceptance.

14. It is beneficial for students who have emotional disturbances or emotional
disorders to be given multiple experiences to experience success, a
classroom where the rules and routines are predictable, and students are
consistently rewarded for appropriate behavior.
15. Individuals who are depressed may suffer memory problems. Such problems
may make it difficult for the student to quickly retrieve information that
they have learned or to retrieve it at all. In addition to allowing a student
extended time on tests, the student may need to be provided with word
banks or multiple-choice formats so that they can demonstrate what they
have learned.
16. Students with a mental/emotional issue benefit from prearranged or
frequent breaks.
17. Because a teacher’s primary responsibility involves creation not elimination
of students’ behavior, many educators (Bicard, 2000;Heins, 1996; McGinnis
et al., 1995) have promoted using positively stated rules. Using positive
rules for students with emotional and behavioral disorders, who will likely
benefit from a positive educative approach, may prove beneficial.
18. Teach students with emotional and behavioral disorders how to use “I
messages.”
19. Behavior modification is one of the most widely used approaches to helping
children with a serious emotional disturbance. However, there are many
other techniques that are also successful -- such as counseling, anger
management, and learning contracts that may be used in combination with
behavior modification.
20.Teachers must have receptivity to change and to working collaboratively
with the child’s parents, doctors, and other professionals to best meet the
needs of the child.
21. Students with the depression, a type of mood disorder, benefit from
teacher-developed study guides for tests that enable them to focus on the
most important material.
22.Helping a child make more attainable goals during a depressive episode is
important, so that they child can have the positive experience of success.
Once symptoms improve and depression lifts, expectations can increase.

23.If a student has developed a situational avoidance or phobia of a certain
setting, you may have to negotiate whether to excuse the student from that
setting. If the student is in therapy for the Panic Disorder, see if you can
get the therapist to advise you as to whether you’d be enabling the student
by excusing them from certain settings or if the therapist feels that would
be an appropriate accommodation or support.
24. Anxious children often struggle with the unlikely fear that they will get in
trouble, seating away from more rambunctious classmates will be less
distracting, and may help them focus on their work rather than feeling
responsible for the class.
25.For students with school phobia, arrange for a school staff member to greet
the parent and child at the door and take the child to the classroom.
Listed below are my 25 resources I used to research strategies for
students with learning disabilities, learning differences, and/or
ADHD.
 www.naceonline.com/article-accommodationss-for-adhd.php
 www.washington.edu/accesscomputing/articles?309
 www.education.com/reference/article/accommodations-suggestions-
students-ADHD/
 www.ldonline.org/article/8022
 www.ldat.org/ld_info/accommodations.html
 www.ciera.org/library/presos/2002/2002csi/2002csicarlisle/02csijcd.p
df
 www.fldoe.org/workforce/AdultEd/pdf/ALD-TAP-C.pdf
 www.schoolbehavior.com/Files/tips_adhd.pdf
 www2.ed.gov/teachers/needs/speced/adhd-resource-pt1.pdf
 www.helpguide.org/mental/adhd_add_teaching_strategies.htm
 www.smartkidswithld.org/guide-to-action/educational-
planning/examples-of-accommodations-and-modifications
 www.russellbarkley.org/content/classroomaccommodations.pdf
 ada.ky.gov/adhd_def.htm

 nichy.org
 www.adhd-hope.com/classroomstrategiesnewsletter.html
 ADD/ADHD Alternatives in the Classroom by Thomas Armstrong
Copyright 1999
www.ascd.org/publications/books/199273.aspy
 www.kellybear.com/TeacherArticles/TeacherTip49.html
 Frank, K.T, (2001). ADHD:102 PracticalStrategies for“Reducing the
Deficit”2nd
Edition.Chapin, SC: Youth Light, Inc.
 writing.colostate.edu/guides/teaching/ldteach/appl.cfm
 www.miusa.org/ncde/trainings/foreignlanguageteletraining/outline2
 www.readingrockets.org/article/202
 www.nldontario.org/articles/alternativeteachingstrategies.html
 www.nebraskasocialstudies.org/pdf/tsfswdln.pdf
 www.teachervision.fen.com/add-and-
adhd/learningdisabilities/6493.html?detoured=1
students with Autism Spectrum Disorders.
 www.cec.sped.org26
 www.readingrockets.org
 www.cec.org
 www.helpguide.org/mental/autism_help.htm
 www.specialed.us/autism/asper/asper11.html
 www.learnnc.org/lp/editions/every-learner/6692
 www.njea.org/news-and-publications/njea-
review/january2010/classroom-strategies-for-students-with-autism-
spectrum-disorders
 www.nationalautismresources.com/classroom-setup-for-autistic-
student.html

 www.schoolbehavior.com
 www.aspieinfo.com/teacher%20tips.html
 www.aspergerssyndrome.org/Articles/understanding-the-student-
with-asperger-s-syndrome.aspx
 Studentsfirstproject.org/wp-
content/uploads/aspergerquickstrategysheets.pdf
 Autism.lovetoknow.com/teaching_strategies_for_Asperger_Syndrom
e
 www.researchautism.org/educators/aspergersteps/index.asp
 www.aspergerfoundation.org.uk/infosheets/ch_angermanagement.pd
f
 www.myaspergerschild.com/2011/04/educational-strategies-for-
aspergers.html
 www.canadianteachermagazine.com/ctm_special_needs/spring07_a
ccommodations_in_the_classroom.shtml
 www.autism-help.org/education-sensory-autism.htm
 Suite101.com/article/autism-teaching-methods-a253907
 Educating Children with Autism
By: Committee on Educational Interventions for Children with Autism,
National ResearchCouncil
©2001
 Siegel,B. (2003). Helping Children with Autism Learn:Treatment
Approaches for Parents and Professionals
 www.autism.org
 www.readingrockets.org
 www.myaspergerschild.com/2011/03/effectiveteaching-strategies-
for.html
 www.livingwith aspergers.com/teaching-the-asperger-student.html
students with emotional issues and/or behavioral difficulties.

 cecp.air.org/aft_nea.pdf
 nichcy.org/teaching-studetns-with-e-d
 www.ehow.com/list_7216254-effective-students-emotional-
behavioral-disorders.html
 Ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=4
 www.interventioncentral.org/behavioral-interventions/challenging-
students/school-wide-strategies-managing-hyperactivity
 www.aft.org/pdfs/tools4teachers/CT-BehaviorMgmt0310.pdf
 www.wikihow.com/address-a-student’s-problem-behavior
 www.responsiveclassroom.org/article/responding-misbehavior
 www.aboutourkids.org/files/articles/nov_dec_2.pdf
 www.ehow.com/info_7807522_strategies-studetns-behavior-
problems.html
 www.sagepub.com/upm-data/40497_1.pdf
 Otten, K., & Tuttle, J., (2010) How to Reach and Teach Children with
Challenging Behavior(k-8).
 www.education.com/reference/article/emotional-disturbance/?page=2
 www.cec.sped.org/AM/Template.cfm?section=Behavior_Disorders_E
motional_Disturbance
 www.schoolbehavior.com/files/tips_mood.pdf
 www.washington.edu/doit/brochures/academics/psych.html
 www.pent.ca.gov/cdr/f10/classroomrules.pdf
 Gruliani, G., Pierangelo,R. (2008). Classroom Managementfor
Students with Emotional and BehavioralDisorders:A Step-by-Step
Guide for Educators
 www.bridges4kids.org/EmotionalDisorder.html
 www.thebalancedmind.org/sites/default/files/edbrochure.pdf
 www.ascd.org/publications/educational-
leadership/oct10/vol68/num02/Responding-to-a-Student’s-
Depression.aspx
 www2.massgeneral.org/schoolpsychiatry/info_depression.asp
 www.tourettesyndrome.net/education/panic-attacks-in-school-
symptoms-and-suggested-accommodations-for-students/

 www.worrywisekids.org/schools/sample_accommodations.html
 www.kellybear.com/TeacherArticles/TeacherTips51.html
Parent Resources Section
Listed below are 10 parent resources from local agencies.
1. Family Resource Center for Disabilities and Special Needs
www.frcdsn.org
Beverly McCarty-Project Manager
1575 Savannah Highway
Suite 6
Charleston, SC 29407
Monday-Friday 9:00 am-5:00 pm
(843) 266-1318
Fax (843) 266-1941
This local agency is a nonprofit organization. The Family Resource Center
was organized to promote opportunities for learning, inclusion, and
empowerment for individuals with disabilities and special needs, their
families, and their communities through such means as education, advocacy,
and outreach. The Resource Center holds workshops that are free and open
to the public.
2. Children in Crisis in Dorchester County (Dorchester Children’s Center)
www.dorchesterchildren.org/content/
Kay W. Phillips-Executive Director
303 E. Richardson Ave.
Summerville, SC 29483
(843) 875- 1551
The mission of the center provides a coordinated, evidence-based response
to child abuse that reduces trauma and provides treatment for the children

and families in our community in a safe child-focused environment.
Dorchester Children’s Center is dedicated to creating communities in which
children and families live free from abuse and free to reach their full
potential. This center provides information about child abuse such as the
warning signs that a child is being abused.
3. Florence Crittenton Programs of South Carolina
Florencecrittentonsc.org/
19 Saint Margaret Street
(843) 722-7526
Lisa Belton-Executive Director
Our Family Development Program provides comprehensive home-based
support services to at-risk, low-income single parents with children ages five
and under who live in the Tri-County area of Charleston, Berkeley and
Dorchester. We promote positive family dynamics and self-sufficiency by
assisting the mother with individual counseling, continuing education and
career growth. A primary focus of our Family Development Program is to
help young children enter school “ready to learn” by strengthening the
mother’s ability to meet the child’s physical, social, emotional and cognitive
developmental needs. Homeless families may apply for our transitional
housing project, which provides subsidized rent so that each disadvantaged
young mother may complete her education and pursue vocational training,
thus giving her the opportunity to achieve independence and greater
financial security for her family.
4. Be a Mentor
PO Box 70217
N Charleston, SC 29415
843-554-5987
info@beamentornow.org

Parents can become involved in this program by becoming a mentor or giving
a donation. There is the opportunity for mentors to mentor students at
local Charleston county schools.
5. Charleston Area Therapeutic Riding
www.catrfarms.org/
2669 Hamilton Road
Johns Island, SC 29455
Executive Director-Murray S. Neale exd@catrfarms.org
Charleston Area Therapeutic Riding improves the lives of children and adults
with disabilities at the area’s oldest nationally accredited therapeutic
horseback riding center. CATR staff and volunteers are dedicated to
helping students find joy and accomplishment through Equine Assisted
Activities and Therapies. Charleston Area Therapeutic Riding, Inc. (CATR)
is a 501 (c) (3) nonprofit organization serving individuals with a variety of
disabilities and conditions since 1991.
6. Charleston Miracle League
http://www.charlestonmiracleleague.org/
Mailing Address:
Charleston Miracle League
PO Box 22072
Field Address:
780 West Oak Forest Drive
Youth League Director MiracleLeagueLD@yahoo.com
Adult League Director MiracleLeagueALD@gmail.com
The Charleston MiracleLeague makes memories by providing a life-changing
experience for children and adults with mental and physical challenges

through a community supported baseball league. Our children and adults
leagues play in a state-of-the-art complex built specifically for them.
7. Coastal Therapy Services, Inc.
www.coastaltherapyservices.com
There are two locations:
Goose Creek Clinic
120-C Spring Hall Drive
Goose Creek, SC 29445
Phone (843) 818-0950
Mt. Pleasant Clinic
1127 Queensborough Blvd, Ste 104
Mount Pleasant, SC 29464
Phone (843) 216-0290
We are a multi-disciplinary rehabilitation agency focusing exclusively on the
needs of the pediatric population in the greater Charleston, SC region.
Every member of our team is dedicated to the needs of each individual with
whom we have the opportunity to work. Customer service and open
communication have always driven our team’s philosophy and commitment.
Our agency is well-established and highly regarded within the area, always
working closely with our patients’ families, caregivers, and physicians.
8. Berkeley Citizens, Inc.
PO Drawer 429
Moncks Corner, SC 29461
Phone: (843) 761-0300
Email: contact@berkeleycitizens.org
http://www.berkeleycitizens.org/index.html

Berkeley Citizens, Inc. (BCI) is a non-profit human service organization
whose goal is to provide individuals with lifelong developmental disabilities
the opportunity to develop and maintain productive, self-fulfilling lifestyles.
BCI is funded through the South Carolina Department of Disabilities and
Special Needs, Trident United Way, grant programs and donations from
private companies and individuals. BCI manages and maintains a variety of
residential options and an adult day workshop which provides employment
opportunities to individuals with developmental disabilities. Additionally, BCI
provides service coordination to over 600 individuals and offers early
intervention services to families of children, from birth to three years old,
with developmental disabilities.
9. Carolina Autism Supported Living Services (CASLS), Ltd.
http://www.carolinaautism.org/
4 Carriage Lane
Suite 302
(843) 573-1905
Carolina Autism Supported Living Services, Ltd. is a private, nonprofit, tax-
exempt agency. This organization offers community group homes, in-home or
in-school education/treatment programs, training, and consultation.
10. Down Syndrome Association of the Lowcountry (DSAL)
http://www.dsalowcountry.org/
P.O. Box 2275
Mount Pleasant, SC 29465
(843)-553-3725
DSAL is a private, non-profit organization devoted to promoting an
environment which fosters the growth and development of people with Down
syndrome to enable them to achieve their full potential. The organization
offers respite programs, support programs such as Moms' Night Out and

Youth Group, social events, resources, and educational opportunities. It is an
affiliate of the National Down syndrome Congress and the National Down
Syndrome Society.
**The information written about these websites was directly from the
website listed under the resource.
Listed below are 10 parent resources from state agencies.
1. State Department of Education
Office of Exceptional Children
www.ed.sc.gov/agency/ac/Exceptional-Children/
1429 Senate Street, Room 808
Columbia, SC 29201
Phone: 803-734-8806
E-mail: ospann@sde.state.sc.us
The Office of Exceptional Children ensures that all children with
disabilities in the state have available a free appropriate public education
(FAPE), protects the rights of these children and their parents, and
provides leadership to school districts and state-operated programs in
the provision of appropriate special educational services. Parents, if you
wish to discuss an issue involving your child's special education services,
please call 1-866-628-0910.
2. SC Developmental Disabilities Council
www.scddc.state.sc.us/
1205 Pendleton Street, Room 372
Columbia, SC 29201
Phone: 803-734-0465
E-mail:clang@govoepp.state.sc.us

The South Carolina Developmental Disabilities Council was established in
1971 by executive order and was reauthorized in 2010. The council is
comprised of members appointed by the governor. The membership
includes individuals with developmental disabilities or their relatives,
advocates, service providers, and state and local agency representatives.
The council is federally funded under the Developmental Disabilities Act.
The council engages in activities that contribute to a coordinated,
consumer and family centered and directed, comprehensive system that
includes needed community services, individualized supports and other
forms of assistance that promote self-determination for individuals with
developmental disabilities and their families.
3. South Carolina Autism Society
806 12th
Street
West Columbia, SC 29169
(803) 750-6988; (800) 438-4790
Email: scas@scautism.org
Web: www.scautism.orgtism.org
In the early 1970’s a group of dedicated parents of children with autism
came together for fellowship. They realized how little was known about
autism and recognized that children with autism have their own special
needs. Services were nonexistent or inappropriate. The parents stood
together as a unified voice and worked diligently to improve life for
individuals with autism and their families in our state. Their grass roots
efforts would come to be known as the South Carolina Autism Society.
The organization was chartered by the State of South Carolina in 1972
and received 501 (c) (3) status from the Internal Revenue Service in
1974. For all who provide care for children and adults with autism, the
Society provides information and referrals for services. The Society is
also a strong advocate for state and federal legislation to provide
services for South Carolinians who have autism. The South Carolina
Autism Society has been a United Way participant since 1976. Other

financial support is provided by memberships, personal donations, grants,
and fundraisers.
4. South Carolina Services Information System
Center for Disability Resources
University of South Carolina
School of Medicine
uscm.med.sc.edu/cdrhome/
8301 Sarrow Road
Columbia, SC 29208
Phone: 800-922-1107 or 803-935-5231
Email: deniser@cdd.sc.edu
This resource gives names of other disability services/resources in the
state of South Carolina.
5. SC Speech, Language and Hearing Association
Diane Yenerall, MPM, CAE
SCSHA Business Manager
South Carolina Speech-Language-Hearing Association
701 Gervais Street, Suite 150-206
Columbia, SC 29201
(888) 729-3717
E-mail: scsha@scsha.com
Web: www.scsha.com
The mission of the South Carolina Speech-Language-Hearing Association,
a professional and scholarly organization for speech-language
pathologists and audiologists, is to meet the needs of its members and
the individuals they serve by promoting and advocating of the highest
quality services and professional standards, providing opportunities for
professional growth and the exchange of knowledge, and educating the
public about communication disorders and the professions of speech-
language pathology and audiology.

6. The Arc of South Carolina
www.arcsc.org/
3214 Leaphart Road, Suite C, West Columbia, SC 29169
Phone- (803) 748-5020
Executive Director-Margie Moore-Williamson Margie@arcsc.org
The Arc of South Carolina has advocated alongside and for individuals
living with cognitive, intellectual and developmental disabilities since
1957. The Arc of South Carolina is a non-profit, grassroots organization,
founded over 55 years ago by a small group of parents and other
individuals concerned about the rights of people living with developmental
disabilities. In conjunction with The Arc of the United States, we
continue to advocate for the rights and full inclusion of all children and
adults with these disabilities. We provide leadership in the areas of
advocacy, education, public awareness, prevention and research.
7. Parents Reaching Out to Parents of SC, Inc.
www.proparents.org/
652 Bush River Road
Suite 203
Columbia, SC 29210
Phone: (803) 772-5688
Email: PROParents@proparents.org
Parents Reaching Out to Parents of South Carolina, Inc., is a private,
non-profit organization which provides information and training about
education to families of children with all types of disabilities. PRO-
Parents believes parents can be the best advocates for their children.
Experienced advisors assist parents to become more aware of their
rights and responsibilities through telephone counseling, workshops and
written material. With confidence and knowledge, parents can then
participate as equal partners with professionals on behalf of their
children. PRO-Parents also serves professionals in education and related
fields throughout South Carolina.

8. Parents Anonymous of South Carolina, Inc.
www.paofsc.org/
1285 Avenue G
The Navy Yard at Noisette
North Charleston, SC 29405
843-747-0480
Troy Strother, Executive Director
Parents Anonymous of South Carolina, Inc., is a private, non-profit 501 (c)
3 organization whose mission is to prevent child abuse and neglect by
strengthening families and empowering communities in the state of South
Carolina. As a statewide accredited organization and the state resource
office, Parents Anonymous of South Carolina, Inc. provides training and
technical assistance to individuals and agencies interested in providing
the Parents Anonymous model of mutual support to parents in their
communities. Educational materials, technical assistance bulletins,
consultation, and opportunities for networking are provided to enhance
practice and improve service delivery resulting in stronger families, safer
communities and more positive outcomes for children and youth.
9. The Children’s Trust of South Carolina
1634 Main Street, Suite 100
Columbia, SC 29201
Phone: (803) 733-5430
www.scchildren.org/who_we_are/
At Children's Trust of South Carolina, it's what we want for all families
as well. Our aim is to promote healthy, nurturing relationships between
children and adults – because strengthening families is the best way to
prevent abuse, neglect and unintentional injuries. Our goal as a
public/privatenonprofit organization is to see that parents have access
to the services they need to make a difference in their lives and in their
children's lives. We focus our resources on distributing grants to direct
service providers, awareness programs and community engagement.

10. South Carolina First Steps
1300 Sumter Street, Suite 100
Columbia, SC 29201
Phone: (803) 734-0479
www.scfirststeps.org
Since its inception in 1999, First Steps has helped nearly 340,000 of
South Carolina’s youngest children and their families get ready for
school. As the state’s only entity focused exclusively on increasing school
readiness outcomes for all children, First Steps focuses on five broad
strategy areas. These areas include: early education, family
strengthening, child care quality, healthy start, and school transition.
**The information written about these resources was directly from the
website listed under the resource.
Listed below are 10 parent resources from web resources.
1. www.pbs.org/parents/
This is an excellent web resource for parents. This website includes
child development articles, educational games for parents to play with
their child, advice for parents, and many other resources!
2. http://www.discoveryeducation.com/parents/index.cfm?campaign=flyout_
parents
The resource that I believe would be the most helpful for parents on this
website is the homework help section. Parents can go to this website and
click on the subject their child is having trouble with during homework
time. Once you have clicked on the subject, you can browse different
videos that will give you tips on helping your child with this homework.
3. http://www.scholastic.com/parents/

This website gives parents information about what their child will be
learning at each grade level and how they can help their child succeed. It
also gives parents tips on how to maintain a close relationship with their
child’s teacher.
4. http://www.readwritethink.org/parent-afterschool-resources/
On this website parents can click on the grade their child is in, and then
choose from a variety of resources including: activities and projects,
games and tools, tips, and print outs.
5. http://www.parentinvolvementmatters.org/
This website has numerous articles about various topics that parents
would be interested in reading. Some of the topics include: study skills,
positive discipline, and parents as teachers.
6. http://www.readingrockets.org/article/18935/
This website has numerous reading tips for parents. These tips are
broken down into reading tips based on the age of the child.
7. http://www.parentfurther.com/
This website has a variety of resources for parents. Some of the
resources include: tips on family communication, how to resolve conflicts,
the 9 parenting strategies, etc.
8. www.onetoughjob.org
I would recommend this website for parents. I enjoyed looking at the
behavior and discipline section on this website. The articles in this
section gave advice that I feel as a teacher I would also give.
9. http://esl.fis.edu/parents/index-g.htm
This specific part of the website is perfect for parents of ELL students.
There are tips for parents on how to help their child learn faster, the
importance of vocabulary, helping ELL students with homework, etc.

10. http://positiveparenting.com/BePositive/
This website gives parents wonderful tips on how to be a positive parent.
There are online lessons that parents can watch if they choose to do so.
Listed below are 10 journal articles that would be excellent
resources for parents. Each journal is cited at the beginning
before giving the description.
1. Page, J. S., (2010). Challenges Faced by “Gifted Learners” in School and
Beyond.
Student Pulse, 2, 1-1.
http://www.studentpulse.com/articles/330/challenges-faced-by-
gifted-learners-in-school-and-beyond
This journal would be excellent resource for parents who have a gifted child.
While reading the article, parents will be able to read about some of the
challenges that gifted students are presented with. For example, some
gifted learners struggle with self-esteem and self-concept.
2. Boutte, G.S., & Strickland, J. (2008). Making African American Culture
and History Central to Early Childhood Teaching and Learning.
The Journal of Negro Education, 77, 132-133.
http://www.jstor.org.citadel.idm.oclc.org/stable/25608676?seq=3&Se
arch=yes&searchText=child&searchText=teaching&searchText=read&
list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3Dteac
hing%2Byour%2Bchild%2Bto%2Bread%26f0%3Dall%26c1%3DAND%2
6q1%3D%26f1%3Dall%26acc%3Don%26wc%3Don%26fc%3Doff%26S
earch%3DSearch%26sd%3D%26ed%3D%26la%3D%26pt%3D%26isbn
%3D&prevSearch=&item=13&ttl=30812&returnArticleService=showFul
lText&resultsServiceName=null

The pages that I chose from this journal article would be a great way
to show parents the benefits of teaching students about their
cultures in the classroom. The article discusses different teaching
strategies a teacher uses in her classroom with students.
3. Forehand, R. & Wierson, M. (1994). Parent Behavioral Training for Child
Noncompliance: Rationale, Concepts, and Effectiveness.
Current Directions in Psychological Science, 3, 146-150.
arch=yes&searchText=child&searchText=homework&searchText=helpi
ng&list=hide&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dh
elping%2Byour%2Bchild%2Bwith%2Bhomework%26Search%3DSearch
%26gw%3Djtx%26prq%3D%2528teaching%2Byour%2Bchild%2Bto%2
Bread%2529%26hp%3D25%26acc%3Don%26aori%3Da%26wc%3Don
%26fc%3Doff&prevSearch=&item=17&ttl=569&returnArticleService=
showFullText&resultsServiceName=null
This resource would be excellent for parents who are looking for
different techniques for behavior management. This article discusses
the rationale behind these parent behavioral training programs.
4. Bierbauer, E. (1972). Tips for Parents of a Neurologically Handicapped
Child.
The American Journal of Nursing, 72 (10). 1872-1874.
http://www.jstor.org.citadel.idm.oclc.org/stable/3422328?seq=2&Sea
rch=yes&searchText=parents&searchText=tips&list=hide&searchUri=
%2Faction%2FdoBasicSearch%3FQuery%3Dtips%2Bfor%2Bparents%
26Search%3DSearch%26gw%3Djtx%26prq%3Dparents%2Bof%2Bstu
dents%2Bwith%2Bdisabilities%26hp%3D25%26acc%3Don%26aori%3
Da%26wc%3Don%26fc%3Doff&prevSearch=&item=3&ttl=3470&retur
nArticleService=showFullText&resultsServiceName=null

This was written by a mother that has a neurologically handicapped
child. She gives advice and tips for other parents, as well as shares
things she has experienced with her child. I believe that other
parents who have a neurologically handicapped child would enjoy
reading this.
5. Farth, M.A. (1983). Diagnosis of Duchenne Muscular Dystrophy:
Experiences of Parents of Sufferers.
British Medical Journal (Clinical Research Edition), 286, 700-701.
arch=yes&searchText=parents&searchText=children&searchText=dis
abled&list=hide&searchUri=%2Faction%2FdoBasicResults%3Fhp%3D2
5%26la%3D%26wc%3Don%26fc%3Doff%26acc%3Don%26vf%3Dall%
26bk%3Doff%26pm%3Doff%26jo%3Doff%26ar%3Doff%26re%3Dof
f%26ms%3Doff%26gw%3Djtx%26Query%3Dparents%2Bof%2Bdisabl
ed%2Bchildren%26sbq%3Dparents%2Bof%2Bdisabled%2Bchildren%2
6prq%3Dgifted%2BAND%2Btalented%2Bchildren%26si%3D26&prevS
earch=&item=50&ttl=4319&returnArticleService=showFullText&result
sServiceName=null
This resource would be good for parents to read that have a child
with duchenne muscular dystrophy. Parents may be able to relate with
this journal article while they are reading.
6. Compan, E., Pascual, E., & Ruiz, M. (2002). Doing Things Together:
Adolescent Health and Family Rituals.
Journal of Epidemiology and Community Health, 56. 89-94.
arch=yes&searchText=parents&searchText=help&searchText=homewo
rk&list=hide&searchUri=%2Faction%2FdoAdvancedSearch%3Fq0%3D
homework%2Bhelp%2Bfor%2Bparents%26f0%3Dall%26c1%3DAND%
26q1%3D%26f1%3Dall%26acc%3Don%26wc%3Don%26fc%3Doff%26
Search%3DSearch%26sd%3D%26ed%3D%26la%3D%26pt%3D%26isb

n%3D&prevSearch=&item=25&ttl=1394&returnArticleService=showFu
llText&resultsServiceName=null
I found this journal article to be incredibly interesting. This journal
article gives the results of a study done that found the effects on
children who spent time with their families. The study shows that it
is beneficial to children when they spend time doing things such as
eating meals and completing homework with their families. This would
be a wonderful article for parents to read to show the importance of
spending time with their children.
7. Campbell, J. (1992). Parenting Classes: Focus on Discipline.
Journal of Community Health Nursing. 9. 197-208.
http://www.jstor.org.citadel.idm.oclc.org/stable/3427196?seq=3&Sea
rch=yes&searchText=parents&searchText=help&searchText=homewor
k&list=hide&searchUri=%2Faction%2FdoAdvancedResults%3Fhp%3D2
5%26la%3D%26wc%3Don%26fc%3Doff%26acc%3Don%26vf%3Dall%
26bk%3Doff%26pm%3Doff%26jo%3Doff%26ar%3Doff%26re%3Dof
f%26ms%3Doff%26gw%3Djtx%26q0%3Dhomework%2Bhelp%2Bfor%
2Bparents%26f0%3Dall%26c0%3D%26sd%3D%26ed%3D%26pt%3D
%26isbn%3D%26si%3D26&prevSearch=&item=44&ttl=1394&returnAr
ticleService=showFullText&resultsServiceName=null
This journal article gives suggestions and advice on parenting. If I
gave this resource to parents I would begin by telling them that this
is one view of parenting.
8. Frith, U. & Happe, F. Language and Communication in Autistic Disorders.
Philosophical Transactions: Biological Sciences. 346. 97-104.
http://www.jstor.org.citadel.idm.oclc.org/stable/56024?&Search=yes
&searchText=aspergers&list=hide&searchUri=%2Faction%2FdoBasicS
earch%3FQuery%3Daspergers%26Search%3DSearch%26gw%3Djtx%

26prq%3D%2528students%2Bwith%2Baspergers%2529%26hp%3D25
%26acc%3Don%26aori%3Da%26wc%3Don%26fc%3Doff&prevSearch
=&item=9&ttl=99&returnArticleService=showFullText
This journal would be excellent for parents to read if they have a
child who has an autistic disorder. There is a plethora of information
and facts about these disorders.
9. Alexander, K., Entwisle, D., Olson, L. Lasting Consequences of the Summer
Learning Gap.
American Sociological Review. 72. 167-180.
http://www.jstor.org.citadel.idm.oclc.org/stable/25472456?&Search=
yes&searchText=disabilities&searchText=learning&list=hide&searchU
ri=%2Faction%2FdoBasicResults%3Fhp%3D25%26la%3D%26wc%3Do
n%26fc%3Doff%26acc%3Don%26vf%3Dall%26bk%3Doff%26pm%3D
off%26jo%3Doff%26ar%3Doff%26re%3Doff%26ms%3Doff%26gw%
3Djtx%26Query%3Dlearning%2Bdisabilities%26sbq%3Dlearning%2Bd
isabilities%26prq%3Daspergers%26si%3D26&prevSearch=&item=46&
ttl=5209&returnArticleService=showFullText
This article examines the long-term educational consequences of
summer learning differences by family socioeconomic level. I found
this article interesting to read; therefore I believe that some other
parents would also find this article interesting to read.
10. Musante, S. Teaching Students with Disabilities: Applying and Learning
Scientific Habits of Mind.
BioScience. 55. 1-1.
http://www.jstor.org/stable/10.1641/0006-
3568%282005%29055%5B0015%3ATSWDAA%5D2.0.CO%3B2
This article is a quick read for parents. Although it is an article about
older students with disabilities, I believe that parents of students

with disabilities in my classroom would benefit from reading this. It
would give these parents another perspective besides their own.
Listed below are 10 parent resources from books. The book is
cited at the beginning of the description.
1. Tovani, C. (2000). I Read It, but I Don’t Get It: Comprehension
Strategies for Adolescent Readers. Stenhouse Publishers.
This book was originally written to help teachers with strategies to use
to help students learn to read, but I believe that parents would also
benefit from reading this book as well. Parents should be using the same
teaching strategies at home too to help their child.
2. Ivernizzi, M. & Johnston, F. & Juel, C. (1998). Book Buddies: Guidelines
for Volunteer Tutors of Emergent and Early Readers. The Guilford Press.
Volunteer tutors can make a tremendous difference in the reading skills
and the lives of young children. This comprehensive tutorial manual has
been developed from the Book Buddies program of Charlottesville,
Virginia, the first large-scale model to mobilize hundreds of community
volunteers in an alternative one-on-one intervention for children at risk
for reading failure. This book is recommended for parents and
educators.
3. Crary, E. (2011). Am I Doing Too Much For My Child?. Parenting Press.

In this book Crary describes four levels of support typical for children,
and tells us how we who care for children can shift from the nurturer
role so important in early years to teacher, coach and finally to
consultant. Packed with how-to’s, examples, and scenarios we can identify
with, this easy-to-read book is ideal whether you’re at the beginning of
parenting journey or anticipating the empty nest.
4. Klein, A. & Noel, B. (1998). The Single Parent Resource. Champion Press.
In this book the authors provide the answers to the top concerns,
problems and challenges of single parent life.
5. Tough, P. (2012). How Children Succeed. Houghton Mifflin Harcourt.
The story that we usually tell about childhood and success is the one
about intelligence: success comes to those who score highest on tests,
from preschool admissions to SATs. But in this book Paul Tough argues
that the qualities that matter most have more to do with character: skills
like perseverance, curiosity, conscientiousness, optimism, and self-
control.
6. Hirsch, L. & Lowen, C. (2012). Bully: An Action Plan for Teachers, Parents,
and Communities to Combat the Bullying Crisis. Weinstein Books.
Bully is packed with information and resources for teachers, parents, and
anyone who cares about the more than 13 million children who will be
bullied in the United States this year. Celebrity contributions combine
with essays from experts, authors, government officials, and educators
to offer powerful insights and concrete steps to take, making the book an
essential part of an action plan to combat the bulling epidemic in America.
7. Fonseca, C. (2010). Emotional Intensity in Gifted Students: Helping Kids
Cope with Explosive Feelings. Prufrock Press, Inc.

This book provides the resource parents and teachers need to not only
understand why gifted children are so extreme in their behavior, but also
learn specific strategies to teach gifted children how to live with their
intensity.
8. Kutscher, M. & Morgan, M. (2009). Organizing the Disorganized Child:
Simple Strategies to Succeed in School. William Morrow Paperbacks.
This book answers the parents’ question, “How can I help my child get
organized without waging a battle?” This essential toolkit for parents
and educators factors organizational styles into the equation, and offers
effective strategies that deliver amazing long-term results.
9. Canter, L. (1993). Homework Without Tears. WilliamMorrow Paperbacks.
Parents with school-aged children will find this volume the help they need
to create an unstressful learning environment in the home and motivate
their youngsters to succeed in school.
10. Mendelsohn, J. (2008). A Parent’s Guide to Tutors and Tutoring: How to
Support the Unique Needs of Your Child. Jossey-Bass.
This book offers a survival guide for helping parents decide whether or not
to hire a tutor; advice for choosing the right person; and ideas for
evaluating if the job is well done. In addition, the book includes suggestions
for selecting a tutor for kids with special needs and shows what it takes to
tutor for an individual child’s unique weaknesses and strengths.
Law Section
Listed below is information about protection, evaluation,
enforcement, due process and funding for IDEA 2004.

1. The Individuals with Disabilities Education Act (IDEA) is the federal law
that secures special education services for children with disabilities
from the time they are born until they graduate from high school. The
law was reauthorized by Congress in 2004, prompting a series of changes
in the way special education services are implemented. These changes
are continuing today and they affect the delivery of special education
and related services in your state.
2. The reauthorization of IDEA 2004 (Section 601(d)) states that the
purpose of the law is:
 (1A) to ensure that all children with disabilities have available to them a free
appropriate public education that emphasizes special education and related
services designed to meet their unique needs and prepare them for further
education, employment and independent living;
 (1B) to ensure that the rights of children with disabilities and parents of
such children are protected;
 (1C) to assist States, localities, educational service agencies, and Federal
agencies to provide for the education of all children with disabilities;
 (2) to assist States in the implementation of a statewide, comprehensive,
coordinated, multidisciplinary, interagency system of early intervention
services for infants and toddlers with disabilities and their families;
 (3) to ensure that educators and parents have the necessary tools to
improve educational results for children with disabilities by supporting
system improvement activities; coordinated research and personnel
preparation; coordinated technical assistance, dissemination, and support;
and technology development and media services; and
 (4) to assess and ensure the effectiveness of efforts to educate children
with disabilities.
3. IDEA is divided into four sections, Parts A - D.
Part A defines the terms used in the law.
"Specific learning disability" is defined as follows:
 The term "specific learning disability" means a disorder in one or more of
the basic psychological processes involved in understanding or in using
language, spoken or written, which disorder may manifest itself in the

imperfect ability to listen, think, speak, read, write, spell, or do
mathematical calculations.
 Disorders included. Such term includes such conditions as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and
developmental aphasia.
 Disorders not included. Such term does not include a learning problem that
is primarily the result of visual, hearing, or motor disabilities, of mental
retardation, of emotional disturbance, or of environmental, cultural, or
economic disadvantage.
Part B gives money to states to provide services for eligible children and youth
with disabilities, including the rules and regulations that states and school systems
must follow to receive funds from the federal government.
This section outlines:
 evaluating children and determining eligibility for services
 notifying and involving parents
 working with parents to write IEPs
 providing services
 resolving conflicts between parents and the school system
 providing accessible text to students under NIMAS
 and more
Part C is the Early Intervention Program for Infants and Toddlers with
Disabilities. Services that may be included in this program are family training,
counseling, home visits, speech-language services, occupational therapy and physical
therapy.
Part D helps state education departments and other agencies improve how they
work with children and youth with disabilities.
This section provides information and research that informs professional
practitioners and families, including:
 teacher education
 operation of parent training and information (PTI) centers
 identification of best practices and promising practices
 development of technologies
 public dissemination of information
4. Parental rights under IDEA 2004:

The right of parents to receive a complete explanation of all the
procedural safeguards available under IDEA and the procedures in the
state for presenting complaints.
Confidentiality and the right of parents to inspect and review the
educational records of their child.
The right of parents to participate in meetings related to the
identification, evaluation, and placement of their child, and the provision
of FAPE (a free appropriate public education) to their child.
The right of parents to obtain an independent educational evaluation
(IEE) of their child.
The right of parents to receive “prior written notice” on matters
relating to the identification, evaluation, or placement of their child, and
the provision of FAPE to their child.
The right of parents to give or deny their consent before the school may
take certain action with respect to their child.
The right of parents to disagree with decisions made by the school
system on those issues.
The right of parents and schools to use IDEA’s mechanisms for resolving
disputes, including the right to appeal determinations.
5. Who Is Protected?-Children ages 3-21 who are determined by a
multidisciplinary team to be eligible within one or more of 13 specific
categories of disability and who need special education and related
services. Categories include autism, deafness, deaf-blindness, hearing
impairments, mental retardation, multiple disabilities, orthopedic
impairments, other health impairments, serious emotional disturbance,
specific learning disabilities, speech or language impairments, traumatic
brain injury, and visual impairment.
**Information was taken directly from the following resources:
1. Ldonline.org/features/idea2004
2. Nichcy.org

3. www.kidsource.com/kidsource/content3/ada.idea.html
Listed below is information regarding protection, evaluation,
enforcement, due process, and funding for ADA (American
Disabilities Act).
1. The Americans with Disabilities Act (ADA) prohibits discrimination
against people with disabilities in employment, transportation, public
accommodation, communications, and governmental activities. The
ADA also establishes requirements for telecommunications relay
services.
2. An employer is required to make a reasonable accommodation to the
known disability of a qualified applicant or employee if it would not
impose an “undue hardship” on the operation of the employer’s
business. Reasonable accommodations are adjustments or
modifications provided by an employer to enable people with
disabilities to enjoy equal employment opportunities. Accommodations
vary depending upon the needs of the individual applicant or employee.
Not all people with disabilities (or even all people with the same
disability) will require the same accommodation. For example:
 A deaf applicant may need a sign language interpreter during the job
interview.
 An employee with diabetes may need regularly scheduled breaks during the
workday to eat properly and monitor blood sugar and insulin levels.
 A blind employee may need someone to read information posted on a bulletin
board.
 An employee with cancer may need leave to have radiation or chemotherapy
treatments.
An employer does not have to provide a reasonable accommodation if it imposes an
“undue hardship.” Undue hardship is defined as an action requiring significant
difficulty or expense when considered in light of factors such as an employer’s
size, financial resources, and the nature and structure of its operation.

An employer is not required to lower quality or production standards to make an
accommodation; nor is an employer obligated to provide personal use items such as
glasses or hearing aids.
An employer generally does not have to provide a reasonable accommodation unless
an individual with a disability has asked for one. If an employer believes that a
medical condition is causing a performance or conduct problem, it may ask the
employee how to solve the problem and if the employee needs a reasonable
accommodation. Once a reasonable accommodation is requested, the employer and
the individual should discuss the individual's needs and identify the appropriate
reasonable accommodation. Where more than one accommodation would work, the
employer may choose the one that is less costly or that is easier to provide.
3. Who is protected by ADA?
Any individual with a disability who: (1) has a physical or mental
impairment that substantially limits one or more life activities; or (2)
has a record of such an impairment; or (3) is regarded as having such
an impairment. Further, the person must be qualified for the program,
service, or job.
4. The ADA does not delineate specific due process procedures. People
with disabilities have the same remedies that are available under Title
VII of the Civil Rights Act of 1964, as amended in 1991. Thus,
individuals who are discriminated against may file a complaint with the
relevant federal agency or sue in federal court. Enforcement agencies
encourage informal mediation and voluntary compliance.
5. In order to be protected by the ADA at work, the ADA must apply to
your employer. And, you must be qualified and able to perform the
“essential functions” of the job. Although the ADA defines the term
disability, it does not include a list of conditions that are always
considered disabilities. Instead, each case must be looked at on its
own merits.
6. The employment provisions of the ADA are enforced under the same
procedures now applicableto race, color, sex, national origin, and
religious discrimination under title VII of the Civil Rights Act of
1964, as amended, and the Civil Rights Act of 1991. Complaints
regarding actions that occurred on or after July 26, 1992, may be
filed with the Equal Employment Opportunity Commission or
designated State human rights agencies. Availableremedies will
include hiring, reinstatement, promotion, back pay, front pay, restored

benefits, reasonable accommodation, attorneys' fees, expert witness
fees, and court costs. Compensatory and punitive damages also may be
available in cases of intentional discrimination or where an employer
fails to make a good faith effort to provide a reasonable
accommodation.
1. www.dol.gov
2. www.eeoc.gov/facts/fs-ada.html
3. www.cancer.org
4. Fs-ada.html
5. www.kidsource.com/kidsource/content3/ada.idea.html
6. http://www.ada.gov/qandaeng.htm
Listed below is information regarding protection, evaluation,
enforcement, due process, and funding for Section 504 of the
Rehabilitation Act.
1. Section 504 of the Rehabilitation Act of 1973 is a national law that protects
qualified individuals from discrimination based on their disability. The
nondiscrimination requirements of the law apply to employers and
organizations that receive financial assistance from any Federal department
or agency, including the U.S. Department of Health and Human Services
(DHHS). These organizations and employers include many hospitals, nursing
homes, mental health centers and human service programs. Section 504
forbids organizations and employers from excluding or denying individuals
with disabilities an equal opportunity to receive program benefits and
services. It defines the rights of individuals with disabilities to participate
in, and have access to, program benefits and services.
2. Section 504 protects qualified individuals with disabilities. Under this law,
individuals with disabilities are defined as persons with a physical or mental
impairment which substantially limits one or more major life activities.

People who have a history of, or who are regarded as having a physical or
mental impairment that substantially limits one or more major life activities,
are also covered. Major life activities include caring for one’s self, walking,
seeing, hearing, speaking, breathing, working, performing manual tasks, and
learning. Some examples of impairments which may substantially limit major
life activities, even with the help of medication or aids/devices, are: AIDS,
alcoholism, blindness or visual impairment, cancer, deafness or hearing
impairment, diabetes, drug addiction, heart disease, and mental illness. In
addition to meeting the above definition, for purposes of receiving services,
education or training, qualified individuals with disabilities are persons who
meet normal and essential eligibility requirements. For purposes of
employment, qualified individuals with disabilities are persons who, with
reasonable accommodation, can perform the essential functions of the job
for which they have applied or have been hired to perform. (Complaints
alleging employment discrimination on the basis of disability against a single
individual will be referred to the U.S. Equal Employment Opportunity
Commission for processing.) Reasonable accommodation means an employer
is required to take reasonable steps to accommodate your disability unless it
would cause the employer undue hardship.
3. Section 504 of the Rehabilitation Act of 1973 provides the right to an
impartial due process hearing if a parent wishes to contest any action of the
District with regard to a child’s identification, evaluation, and placement
under Section 504. This provision is found within 34 C. F. R. § 104.36. If
you request a Section 504 hearing with the District, you have the right to
personally participate and to be represented at the hearing by an attorney
or advocate at parent expense.
4. For school-age children, if parents (or guardians) believe their child should
qualify for protections under Section 504, they should contact their child's
school about an evaluation. The law mandates that an evaluation must include
a variety of assessment tools that will accurately demonstrate the child's
specific areas of educational need. The evaluation process should also
consider various other factors, such as teacher recommendations, physical
condition, social and cultural background, behavior and any independent
evaluations. Evaluation and service decisions are made by a multi-disciplinary
team of people familiar with the child who understands the means of

evaluation and the special service options. Section 504 requires the use of
evaluation procedures that ensure that a child is not misclassified,
unnecessarily labeled as having a disability or incorrectly placed. The child
must be re-evaluated periodically. It is unlawful to consider the child's use
of ‘mitigating measures' in determining eligibility under Section 504. In
other words, students cannot be penalized for the use of coping strategies
or adaptive behaviors when being evaluated under Section 504.
5. If a child is considered disabled under Section 504, school district
personnel must create a Section 504 plan. If that child is also eligible for
services under IDEA, then in most cases the Individualized Education
Program (IEP) will take the place of a Section 504 plan. Some school
districts use a separate form. In order to determine what kind of services
would be most appropriate for a child, a team of regular and special
education teachers, as well as the school principal, will meet to consider the
child's disability, how it affects the child's education and what services
would be most helpful. Parents (or guardians) should be present for all
planning sessions regarding their child.
6. Section 504 clearly states that a free and appropriate education must be
made availableto all qualified students with disabilities. The educational
needs of students with disabilities must be met as adequately as the needs
of students without disabilities. A child may be placed in regular education
classes with accommodations such as a computer or other technology,
extended time for test taking or special services such as after-school
tutoring. Modifications in academic requirements and expectations may also
be considered. In each case, the individual educational needs of the child
should be addressed in the least restrictive environment (LRE) possible.
1. www.uisd.net
2.www.kidsource.com
3.www.hhs.gov/ocr/civilrights/resources/factsheets/504.pdf

4. http://www.ncld.org/disability-advocacy/learn-ld-laws/adaaa-section-
504/section-504-rehabilitation-act-1973
Listed below is information regarding South Carolina mandates
related to special education. It was difficult to find these
mandates, however I did find some that were somewhat related to
current events in special education.
1. The legislation mandates that gifted students be served. I decided to
choose this mandate because we discussed in class how gifted students are
classified under a type of special education as well.
2. There is a mandated age and time at which students are identified for
gifted programming. Students are identified during elementary school (one
time only), following parent, teacher or student referral, and when taking
other assessments approved for GT identification.
3. School counseling is mandated for grades K-8 and 9-12 in South Carolina.
4. The U.S. Department of Education withheld $36 million in special education
funds from South Carolina in October, carrying out a penalty imposed on the
state for cutting its own spending on special-needs students. South Carolina
has cut special ed spending several years in a row. A federal law mandates
cutting a state’s special education grant permanently if the state slashes its
special ed budget without justification. South Carolina’s $36 million loss of
federal aid, a 9 percent reduction in its special education budget, won’t be
felt this year after the state Legislature appropriated one-time funds, but
federal penalties mean South Carolina’s budget will be cut by $36 million
every year going forward.
5. If you have a student who is struggling and has not been evaluated or
received any specialized help, read what IDEA 2004 says about the Child
Find mandate. For parents, tutors, and others who read this and are not
aware of these legal requirements – schools are required to identify and

evaluate all children who may have disabilities under the Child Find
mandate. If you have a student who is struggling and has not been
evaluated or received any help, read what IDEA 2004 says about Child
Find. The Individuals with Disabilities Education Act includes the Child
Find mandate. Schools are required to locate, identify and
evaluate all children with disabilities from birth through age 21. (20
U.S.C. 1412(a)(3)). The Child Find mandate applies to all children who
reside within a State, including:
 children who attend private schools and public schools,
 highly mobile children,
 migrant children,
 homeless children, and
 children who are wards of the state.
This includes all children who are suspected of having a
disability, including children who receive passing grades and are
“advancing from grade to grade.” (34 CFR 300.111(c)) The law
does not require children to be “labeled” or classified by their disability.
(20 U.S.C. 1412(a)(3)(B); 34 CFR 300.111(d)).
1. http://www.schoolcounselor.org/content.asp?contentid=535
2. www.uft.org
3. http://www.wrightslaw.com/blog/?p=49

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