CALM-IT-19

  <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Procedural safeguards under IDEA part B The parents must consent to the initial evaluation. If the parents refuse to give consent or ignores and does not respond then the teacher is not in violation to FAPE. Students with disabilities who violate a code student conduct must be placed in an appropriate alternative setting per IEP. We need to provide services somewhere else in an alternative setting .but education is compulsory. Bregar (1991) Manifestation determination- If you suspend a child over ten days you need to have a hearing on the 11th. You need to have a meeting with the parents and give them prior written notice. You need to get the team together school psychologist the police and what happened during the incident.   In a good IEP, there are ambitious goals set, and the behavi

        <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>     Title of article: Road to success helping young adults with learning disabilities plan and prepare for employment Author(s) of article: Richard Johnson Daryl F Mellard Paula Lancaster   Teaching Exceptional Children   V ol 39 no 6 pp 26-32 2007     Summary  Teachers can use strategies and direct instructional approaches found in road to success to help LD students be successful.  F or many young students knowing the skills for employment that are given in the road to success program will give them a good stable job. The program addresses skills that the teacher needs to target both the skills needed and address behaviors to work on that are creating barriers that block the student form future employment success   Teachers not only have to teach content they also need to address behavi

       <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script> Author(s) of article: Kara Hume Tara Ream Laura Megronigle Charlene Rhinehalt Title of article: Supporting students with autism spectrum disorder through grief and loss   Teaching Exceptional Children  Vol 48 no 3 pp 128-136 2015       Summary . Research shows that allowing students to get support from school staff can assist the grief and beyond. The teacher can integrate lessons and use strategies in the classroom before losses occur. Students with disabilities historically have gotten less support in this area    The grief process for students with disabilities is still personal and complex but there is less research that examines the grief process and the supports that student with disabilities need. Students with disabilities do experience grief but they have been often not included

         <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>   Author(s) of article:  Margaret A Schulz w         Title of article:  Self- management strategies to support students with ASD   Teaching exceptional children   Vol 48 no 5 pp 225-231 2016     Summary     Despite evidence that self-management strategies work to support students with ASD the General classroom s of not use it enough. Teachers are the ones taking the responsibility for aligning sure the students with ASD engage in the proper behavior and that they are staying on task and their work is completed. Self-management strategies will give the teacher more time to teach. Self-management strategies support the needs of the students with disabilities in the general classroom setting who rely on the teacher. this helps them to become more independent and decrease the challenging

     <script async src="https://pagead2.googlesyndication.com/pagead/js/adsbygoogle.js?client=ca-pub-1763189992875486"      crossorigin="anonymous"></script>      Enhancing transportation education using Mobil devices and applications Jennifer Gallup Sharon N LaMotte Adam Gallup        T eaching exceptional children Vol 48 no 1 pp 54-61 2015     Summary    Transportation for transition students with disabilities can make the difference between keeping employment and losing job. Transportation education will assist in promoting students with independence. We can use transportation apps to assist in this. Districts should allow for transportation training. The Teacher needs to counsel eligible students ·          Assessment of transition needs ·          Development of transportation end plan ·          Preparing students and gathering background information ·          Teaching transportation skills and implementing plan ·          Ev