Teach the learner to identify main points, essential facts, etc.

Teach the learner to rely on resources in their surroundings to recall information (e.g., notes, textbooks, images, etc.).

When the learner is required to recall information, give auditory signals to help the learner remember the information (e.g., keywords, a brief oral description to clue the learner, etc.).

Assess the meaningfulness of the content to the learner. Knowledge acquisition is more likely to happen when the learning content is meaningful, and the learner can relate to real experiences.

Correlate the information being presented to the learner’s prior learning experience s.

Provide the learner specific categories and have the learner name as many things as possible within that category (e.g., objects, persons, places, etc.).

Provide the learner a sequence of words or images and have the learner name the class to which they belong (e.g., objects, persons, places, etc.).

Assist the learner in employing memory aids to recall words (e.g., a name might be linked to another word; for example, “Mr. Green is a very colorful person.”).

Provide the learner a sequence of words describing objects, persons, places, etc., and have the learner find the opposite of each word.

Urge the learner to play word games such as HANGMAN®, SCRABBLE®, Password, etc.

Get the learner to finish “fill-in-the blank” sentences with appropriate words (e.g., objects, persons, places, etc.).

Inform the learner what to listen for when being given instructions, receiving information, etc.

Assess the appropriateness of the memory learning activities to ascertain (a) if the task is too complicated, and (b) if the duration of time scheduled to finish the task is sufficient.

Tag objects, persons, places, etc., in their surroundings, to help the learner recall their names.

Make sure the learner receives information from an assortment of sources (e.g., texts, discussions, films, slide presentations, etc.) to enable memory/recall.

Teach the learner listening skills (e.g., stop working, look at the person delivering questions and instructions, have appropriate note-taking learning materials, etc.).

Teach the learner instruction-following skills (e.g., stop doing other things, listen carefully, write down essential points, wait until all instructions are given, question any guidelines not grasped, etc.).

Explain objects, persons, places, etc., and have the learner name the things described.

Get the learner to record directions, explanations, instructions, lectures, etc. The learner may replay the information as needed.

Spotlight essential information the learner reads (e.g., instructions, reading tasks, math word problems, etc.).

Consider using an education app to help the student enhance their memory. Click here to view a list of apps that we recommend.

The post 21 Effective Memory Strategies for Special Needs Children appeared first on The Edvocate.

While public schools are required to offer special needs education, private schools aren’t. Public schools provide special needs students IEPs, whereas private schools may offer students Service Plans. But what is the difference between the two? 

What Are IEPs?

When it comes to IEP, it is an Individualized Education Program offered by public schools for children with special needs. It offers students a way to get access to free appropriate public education. 

It comprises everything that the school must have to ensure that a special needs child receives the support they need to get an education. Public schools create an effective special education classroom using specific measurements. All of these measurements are provided to the students without any cost. 

More than that, you will find that the Individuals with Disabilities Education Act (IDEA) is the law that is supposed to be followed by public schools when it comes to providing special needs support for children. But who is qualified to receive these services? Let’s have a look.

• The child has one of the 13 disabilities mentioned in the IDEA
• The child requires special needs education to benefit from and get access to the regular curriculum

There are plenty of ways that schools can improve the learning opportunities for special needs students. For instance, the use of EdTech has proven to be quite helpful for such students. The IEPs are revised almost once a year to make sure it meets the requirements of your child. 

What Are Service Plans?

On the other hand, we have Service Plans. These are paid plans by the local school district for private school-going children with disabilities. It is what the Local Education Agency (LEA) helps special needs children with. 

Certain sections pertain to this from the IDEA as opposed to following all of the regulations. To meet the eligibility criteria, the child must have the following characteristics.

• The child is enrolled in the private school by the parents
• They have one of the 13 disabilities mentioned in the IDEA
• The child requires special needs education to benefit from and get access to the regular curriculum

Concluding Thoughts

Project-based learning is common when it comes to the content of the Service Plans. There are also apps and tools for Service Plans that are used to make it much more effective for the children.

You will find that each of the services offers children different learning. Public school is more easily accessible for children as it has an in-built structure for special needs students. However, your decision is made purely based on your child’s needs.

The post IEPs vs. Service Plans: What’s The Difference? appeared first on The Edvocate.

To make the transition as easy as possible for students with autism, teachers and parents should take a few necessary precautions. In this article, we will be discussing three ways that school life can be made much more manageable for students who struggle with this condition. 

Communicate With the Teacher Regarding Any Specific Needs

Before the child starts their first day, parents must communicate with their child’s teachers regarding any special needs that the child may have. While students on the lower end of the spectrum may feel relatively comfortable surrounded by many classmates, this is not always the case. 

To make the transition as easy as possible, the teacher should take action. This could mean reducing the number of potential distractions in the classroom, using plenty of visual resources, and treating every student as an individual. 

Find a Routine 

Children with autism often struggle when there is a lack of routine. For this reason, creating a schedule should make the transition into school life much easier for the student. 

For example, waking up at the same time every morning and doing homework at a specific time can have a massive impact. A

Also, parents should ensure that they fetch the child at the same time every day to provide a sense of comfort. 

Ensure That the Child Is As Comfortable As Possible When Surrounded By Other People

Once the child enters school life, they will be surrounded by other people constantly. If they are not used to this, it can feel incredibly overwhelming and lead to outbursts or tantrums. 

To avoid this, the parents should ensure that their child is as comfortable as possible when surrounded by other kids. This can be done by having playdates with other children or bringing your kid with you when you go to the supermarket. 

While they will never be completely comfortable when surrounded by others, this can make a massive difference in the long run. 

Concluding Thoughts

To properly prepare your autistic child for school life, you should communicate directly with their teachers. 

Also, you must find a routine after school has begun, as this can provide a sense of comfort. Lastly, your child must be as comfortable as possible when surrounded by other children.

The post School Transition Tips For Students With Autism appeared first on The Edvocate.

One way to ensure that their students remain a valuable part of the class is to talk to your child’s teacher and communicate openly. This guide will give you tips on making sure that you have a productive and informative conversation with your child’s teacher.

Make An Appointment

Instead of randomly catching your child’s teacher before or after school, schedule an appointment. This will ensure that when the teacher meets you, they would be free from other commitments and focus on what you have to say.

While awareness about learning disabilities is increasing, do not assume that the teacher knows exactly what it is and how to help your child. Ask what their prior knowledge about dyslexia is and share some valuable resources you have found.

Share What Has Worked For Your Child In The Past 

While the teacher may have some knowledge about dyslexia and how to help a child with this condition, they may not know what has and what has not specifically worked for your child in the past. Communicate openly. Give specific instances.

Have An Open But Judgement-free Conversation

Regardless of whether the teacher already knows about dyslexia or not, make sure to express that you are not there to judge them on their knowledge. Instead, the goal should be to work together to help your child overcome the difficulty. Tell the teacher that you appreciate their concern as that would encourage them more to help your child be an active part of the class.

There are many students in one class, and it takes a lot of time for the teacher to know all of their students. Moreover, after learning that your child has dyslexia, the teacher may only focus on the challenges. 

So, make sure that you let them know what your child’s interests and strengths are. Let them know if your child likes to draw, is a good orator, enjoys presenting or acting so that they may even incorporate these in lesson plans and collaborative game activities.

Ask How You Can Help

All the new information could be overwhelming for a teacher who has not previously dealt with a student who has dyslexia. It is also a huge responsibility, so make sure that you tell the teacher how you think you can work together and ask for any suggestions the teacher might have. 

It would only be better for your child if you reinforce what they learn in school and know that their parents and teachers are working as a team to support them.

Concluding Thoughts

Schools and teachers are working towards making schools more inclusive. However, if your child has dyslexia or any other learning or physical disabilities, make sure to talk to the teacher. Keep the tips discussed above in mind, and you two are sure to have a productive conversation.

The post Tips On How To Talk To Your Child’s Teacher About Dyslexia appeared first on The Edvocate.

While most of the time, this is sometimes parents and guardians that usually highlight at the time of admission, not all impairments are identified in toddlers. Therefore, kindergarten to third grade are the years with the high possibility of the emergence of a child’s possible impairment. 

Importance And Basis For Identifying Students With Special Needs 

Screening is done to see if any student is unable to cope up with schooling and on the verge of failing in education. The process targets the students suspected to have disabilities based on their immensely low scoring and grades. 

Though yes, there are chances that the student might be a bit slower than the rest of the class and least interested in studies. But getting exceptionally low scores in every subject reflects the high potential of a student having a certain kind of impairment. 

Also, before the testing, it is the school’s primary responsibility to consent the parents. However, in the case of a student developing a disability in later years, no testing done in the initial years would be able to detect it. 

Issues Of Screening At School 

When it comes to checking the potential handicapped students, the whole process comes with certain limitations. 

First is the issue of general standards. While the testing is done based on some basic guidelines, it fails to acknowledge that every child might be different. It might be that one student shows different signs for the same impairment compared to the other student. 

Secondly, screening results aren’t always guaranteed to give the right results. The third is that the testing doesn’t effectively identify students with social impairments and disorders like isolation, depression, and phobias. 

Ways To Resolve The School Screening-Related Hurdles 

One way to overcome the hurdles is by implementing a three-staged screening to shortlist students and fill their checklists. 

Independent professionals should then assess such students. Collab Consultations and Instructor Assistance Groups can also help enhance the efficiency of screening by offering expert conclusions based on their experiences and increasing observation of each student. 

Concluding Thoughts

Screening is one of the most crucial tasks, which helps check if any student has any disability. Because it is done in the child’s initial years, the chances of detecting impairments are high. 

This way, parents and schools get the chance to plan the student’s future education accordingly and not let any hurdle come in between the child acquiring academic success.

The post Screen Testing At School For Possible Learning Disabilities appeared first on The Edvocate.

The Need for Full-Day Education:

Traditionally, many students with disabilities have been placed in part-time or modified schedules due to their unique needs or physical limitations. However, these shorter school days can limit the child’s ability to build strong relationships with peers, participate fully in the learning environment, and receive sufficient academic and social support.

Full-day education programs for students with disabilities can significantly enhance their growth and development. They provide more time for individualized instruction, access to support services like occupational therapy, speech therapy, and counseling, opportunities to build friendships with classmates, and more.

Benefits of Full-Day Education:

1. Enhanced Academic Growth: Full-day programs offer more time for students to receive targeted instruction based on their specific needs. This additional learning time can lead to improved academic outcomes and helps these students keep up with their general education peers.

2. Improved Social Skills: Students with disabilities are more likely to struggle with social and emotional skills compared to their non-disabled peers. Full-day education allows them ample opportunities to learn vital social skills through meaningful interactions, group activities, and an inclusive environment.

3. Support Services Integration: A longer school day provides students with disabilities greater access to essential resources like therapists, special educators, and other support professionals—all in one place throughout the day. This consistency is vital for obtaining the best possible outcomes.

4. Family Benefits: Full-day education offers families of children with disabilities greater work-life balance chances by reducing the care-giving burden during work hours. Also, it ensures a consistent and stable support system for their child’s educational journey.

Challenges and Considerations:

While the push for full-day education for students with disabilities is well-founded, it’s crucial to acknowledge the potential challenges that schools may face in implementing these programs. Additional costs, such as hiring more special education teachers, procuring adaptive equipment, and making facilities accessible, must be considered. Furthermore, application and success of these programs should rely on careful planning and collaboration between families, educators, administrators, and related service providers.

Conclusion:

Full-day education for students with disabilities is a critical aspect of helping these children reach their full potential and ensuring they receive equal opportunities in education. While there are challenges in making this shift, the benefits outweigh the difficulties involved. By pushing for inclusive full-day programs, we can help create a brighter future for all our children.

The post Families Push for Full Days for Students With Disabilities appeared first on The Edvocate.

Challenges Faced by Students and Educators

1. Remote learning difficulties: The abrupt transition to online learning highlighted the unique challenges of engaging special education students who often require differentiated instruction, one-on-one assistance, and specialized materials. Virtual environments simply couldn’t replicate many of these essential components effectively.

2. Lack of resources: The digital divide further exacerbated disparities faced by many special needs students who lacked access to proper technology, stable internet connections, or a quiet space to learn.

3. Diminished emotional and social support: The isolation brought upon by social distancing protocols meant that many students were unable to tap into their familiar support networks, like therapists, aides, and peer groups.

4. Educator strain: Teachers and therapists faced unprecedented workloads with little preparation or training for remote learning scenarios while managing their own pandemic-induced stressors.

Mental Health Effects

The quarantine measures affected children’s mental well-being across the board; however, this was particularly true for those with disabilities as they lost access to vital therapies and educational services. Increased anxiety, depression, and regression in skills became common issues among special education students.

Academic Gaps

Special needs students experienced significant setbacks regarding academic progress due to difficulties adapting to remote learning environments. Learning gaps could potentially last into future school years as educators scramble to address lost ground.

Consequences for Parents and Caregivers

In addition to navigating new routines and providing extraordinary support for their children’s remote learning experiences, parents of special needs children suddenly took on primary caregiving roles that typically fell to educators or therapists.

Adapting and Mitigating the Impact

1. Support services: Many educational institutions pivoted to provide necessary support services virtually or through social-distanced in-person sessions.

2. Communication: Teachers and parents increased communication to accommodate individual learning plans and better manage expectations during remote learning.

3. Innovative solutions: A variety of online tools, apps, and virtual interventions helped bridge some gaps presented by pandemic restrictions.

Conclusion

The Covid-19 pandemic exposed the fragility of special education systems and highlighted the need for more versatile instruction models that cater to a wide array of learning needs. As we move towards recovery, it is crucial to prioritize creating resilient educational environments for special needs students to minimize any potential future disruptions.

The post What Impact Did COVID Have on Special Education? appeared first on The Edvocate.

When a student is identified as having a disability, the process of figuring out what services are needed begins. The student’s Individual Educational Program (IEP) statement, created in collaboration with the student, family, and teachers, outlines the specific services that the student needs. The IEP is a legal document, and it should be updated as the student’s needs change.

When a student needs specialized services, the district must first determine if those services are available in the district. If the services are not available in the district, the district will work with the family to find a placement that meets the student’s needs. If the services are available in the district, but the student does not fit into a specific category, the district will work with the family to find a placement that meets the student’s needs.

Once a placement is determined, the district will begin the process of evaluation. The evaluation process involves meeting with the student and family to assess the student’s current level of functioning and to identify any areas of improvement. The evaluation should also assess the student’s needs and the services that are available in the district.

The district will then determine if the student needs special education services in addition to the regular curriculum. If the student needs special education services in addition to the regular curriculum, the district will create an Individualized Educational Program (IEP) that outlines the specific services that the student will receive.

The district will then place the student in a school or special center that offers the appropriate services. The student’s parents or guardians should be involved in the process of selecting the school or center.

Special education is a complex process that requires the involvement of many people. The process of identifying a student’s needs, evaluating those needs, and placing the student in a school or center that provides the appropriate services is a continuous process that begins with identifying a student’s disability. 

The post <strong>A Guide to Special Education Process</strong> appeared first on The Edvocate.

1. Talk to your child’s doctor. Your child’s doctor is likely the best person to provide you with information about your child’s special needs and what services are available to help them. Ask about support groups and organizations that could provide you with more information about special needs advocacy.

2. Ask your friends and family. If you don’t know where to start, ask your friends and family for recommendations. They likely have a friend or family member with a child with special needs who can provide you with valuable information.

3. search the internet. The internet is a great resource for finding information about special needs advocacy. Search for special needs advocacy groups, websites, and resources.

4. ask your school district. Some school districts have a special needs advocate who can help you find the resources you need. If your school district does not have a special needs advocate, ask if there are any resources available that you can access.

5. ask your state or federal government. State and federal governments often have resources available that can help you find an advocate for your child.

If you are unsure where to start, reach out to your child’s doctor, friends and family, or the school district. With the help of these resources, finding an advocate for your child with special needs should be easy.

The post <strong>How to Find a Special Education Advocate</strong> appeared first on The Edvocate.

Generally, mediation is a way to help parties reach a resolution without going to court. The mediator will work with each party to find a solution that is acceptable to all involved. The mediator may be a neutral third party, such as a retired judge or lawyer, or a family member or friend of one of the parties.

Before you participate in mediation, it is important to understand the process. You will need to provide information about your child, such as their current level of education and what type of special education services they may need. You will also need to provide information about the dispute between you and the school, such as the specific allegations made and what you believe should be done to address them.

Once you have gathered this information, you should contact a mediator. The mediator will review the information and will create a proposal for resolving the dispute. The proposal will provide a specific timeline for the resolution of the dispute, as well as specific steps that will need to be followed.

If you and the other party are willing to participate in mediation, it may be the best option for resolving your dispute. Keep in mind, however, that mediation is a voluntary process and it may not be available to all parents. If you are interested in mediation, be sure to speak with an attorney first to make sure that it is the right option for you and your child.

The post <strong>What to Expect at a Special Education Mediation</strong> appeared first on The Edvocate.