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MOD #1 Sr. Sharon Sullivan, PH.D., Brescia University The Law and the IEP, Related Services IDEA 04, IDEA Regulations, IEP, EIP Team, Related Services,indiana modules MOD #2 Marlaine Chase, Ed.D., University of Saint Francis Sign Language as Consideration for Mode of Communication sign language/augmentative communication, alternative communication, audiological equipment, hearing devices, hearing loss,indiana modules MOD #3 Marty Meyer, PH.D., Butler University Prescription Medicines and Children with Exceptionality prescription medications and classroom performance, school policies and prescription medication, side effects prescription medication,indiana modules MOD #4 Jane Swiss, Ed.D., University of Saint Francis Therapeutic / Leisure Recreation therapeutic/leisure recreation, therapeutic riding, Anthony Wayne Services, Red Cedar Center, Individualized Educational Program,indiana modules MOD #5 Jane Swiss, ED.D., University of Saint Francis & Robert H. Soulliere, Jr. B.R.E., University of Saint Franics How to Create a Module MOD #7 Marlaine Chase, ED.D., University of Saint Francis Student Involved Assessment assessment practices in the classroom, student-centered assessment, students as active partners,indiana modules MOD #8 Kathleen Munroe, MS CCC-SLP, Riley Hospital for Children-Pediatric TBI Program Understanding Childhood Traumatic Brain Injury (TBI) Traumatic Brain Injury, TBI, brain injury, impact of TBI on family,indiana modules MOD #9 Indiana Department of Education, Division of Exceptional Learners Individualized Educational Program Individualized Education Program, IEP, IEP components, IEP implementation, IEP accountability, general and special factors, Transition IEP, review IEP, revise IEP,indiana modules MOD #10 Indiana Department of Education, Division of Exceptional Learners Non-Public Schools and Special Education Non-public schools, special education for students unilaterally placed in non-public schools by their parents, non-public schools and public funds, special education services to students with disabilities in non-public schools.,indiana modules MOD #11 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Teaching Social Skills social competence, Teaching and developing social skills, social skills instruction, Peer relationships, social responsibility, emotional/behavior disorders, specific learning disabilities, direct instruction, rehearsal, feedback/reinforcement, and reductive procedures.this is all one phrase, promoting skill acquisition, enhancing skill performance, removing interfering problem behaviors, and facilitating generalization of pro-social behavior this is all one phrase,indiana modules MOD #12 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training 6 Strategies for Effective Teacher Guided Instruction instructional strategies, effective teachers, metacognition, active student engagement, higher order thinking, cooperative learning, and independent practice – all one phrase direct Instruction, classroom practice, gaining student’s attention, reviewing and accessing prior knowledge, providing meaningful rationales, communicating objectives, providing input on new concepts, and questioning techniques – all one phrase,indiana modules MOD #13 Indiana Department of Education, Division of Exceptional Learners Confidentiality 511 IAC 7-38 confidentiality, student files FERPA, confidential student records, record access, amend student record, confidential information, directory information MOD #14 Marty Meyer, PH.D., Butler University Pioneers as Leaders in Special Education unique qualities of leadership, pioneers in special education, key qualities of leadership,indiana modules MOD #15 Anita L. DeBoer, ED.D., Ball State University Collaborative Teaching This module is blank on the web site There is no information in the module,indiana modules MOD #16 Kathleen Munroe, MS CCC-SLP, Riley Hospital for Children-Pediatric TBI Program & Angela Tomlin, PH.D., Riley Hospital for Children- Child Development Center Returning to School After a Traumatic Brain Injury (TBI) brain injury and returning to school, develop an appropriate individualized educational plan (IEP) to meet the diverse needs of students with a traumatic brain injury, interdisciplinary evaluation unique to the TBI,indiana modules MOD #17 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Self-Monitoring and Management for Academics strategies that a person uses to observe and record their own behavior (academic or social) and make judgments about the appropriateness of their behavior, take responsibility for their own behavior and become change agents, increase academic performance and work production, reduce the need for adult supervision, is an effective academic behavior change technique, and can lead to durable changes,indiana modules MOD #18 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Graphic Organizers graphic organizer, visual-spatial display of information, make a curriculum more accessible, relationships between facts, terms, and/or ideas within a learning task, tools for teachers, nonlinguistic representations of information,indiana modules MOD #19 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Self-Monitoring and Management for Behavior Self-management, monitor their own behavior and make judgments about the appropriateness of their behavior, enable students to be more aware of their own behaviors, to govern the reinforcers for their behaviors, and be more independent and responsible, self-recording and charting.,indiana modules MOD #21 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Strategies for Active Student Responding active model of acquiring knowledge is associated with higher achievement and greater academic performance for students, Active student engagement requires students to use multiple learning skills and higher order thinking to construct meaning and knowledge, frequent responses to the lesson content, active student response, multiple opportunities to respond increases student responses and engagement in a learning activity and will increase student performances,indiana modules MOD #22 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Vocabulary and Concept Practice Cards vocabulary instruction, fluency building, vocabulary development,indiana modules MOD #23 Anita L. DeBoer, ED.D., Ball State University Facilitating Positive Attitudes Toward Collaborative Change: Module One knowledge and skills related to facilitating positive attitudes toward changing school environments, work collaboratively with peers, Interdisciplinary teaming means that teachers no longer work in isolation but must share responsibility for the success of ALL students in their schools with their colleagues,indiana modules MOD #24 Anita L. DeBoer, ED.D., Ball State University Facilitating Positive Attitudes Toward Collaborative Change: Module Two knowledge and skills related to facilitating positive attitudes toward changing school environments, work collaboratively with peers, Interdisciplinary teaming means that teachers no longer work in isolation but must share responsibility for the success of ALL students in their schools with their colleagues,indiana modules MOD #25 Anita L. DeBoer, ED.D., Ball State University Facilitating Positive Attitudes Toward Collaborative Change: Module Three knowledge and skills related to facilitating positive attitudes toward changing school environments, work collaboratively with peers, Interdisciplinary teaming means that teachers no longer work in isolation but must share responsibility for the success of ALL students in their schools with their colleagues,indiana modules MOD #26 Indiana Department of Education, Division of Exceptional Learners Notice of Procedural Safeguards ,indiana modulesNotice of Procedural Safeguards, IDEA 04, Indiana’s Article 7, full explanation of their rights with regard to the provision of a Free Appropriate Public Education,indiana modules MOD #27 Indiana Department of Education, Division of Exceptional Learners Case Conference Committee Procedures case conference committee, Article 7, procedures for the case conference committee, Notice of the case conference committee meeting, Case conference committee participants, Case conference committee meetings, The Written Notice by the public agency, Parental Consent,indiana modules MOD #28 Marlaine Chase, ED.D., University of Southern Indiana Self-Advocacy and Self Determination self-advocacy, assist students, parents, teachers and other team members in helping students with disabilities acquire knowledge and skills in advocacy and self-determination as needed in order to achieve their goals and dreams, self-determination.indiana modules MOD #29 Indiana Department of Education, Division of Exceptional Learners Functional Behavioral Assessment functional behavioral assessment, conduct an FBA, FBA,indiana modules MOD #30 Kathleen A. Munroe, MS CCC-SLP CBIS, Riley Hospital for Children – Department of Pediatric Neurosurgery Behavioral Issues for Students with Traumatic Brain Injury (TBI) traumatic brain injury, behavioral problems associated with TBI, Intervention strategies,indiana modules MOD #31 Teresa Grossi, PH.D., Indiana Institute on Disability & Community Transition from School-To-Adult-Life #1 transition services, transition practices, the legislative requirements supporting transition activities, how the transition component should drive the IEP, and the key collaborative partners in the process.,indiana modules MOD #32 Cathy Pratt, PH.D., Indiana Institute on Disability & Community Introduction to Autism Spectrum Disorders autism spectrum disorders, assessing and diagnosing an autism spectrum disorder; causes for autism spectrum disorders, core and additional characteristics associated with autism spectrum disorders,indiana modules MOD #33 Indiana Department of Education, Division of Exceptional Learners Discipline procedures for the disciplining of students identified with a disability, or disciplinary change of placement for a student with a disability, manifestation determination, interim alternative educational setting, IAES, referring a student with a disability to law enforcement officials,indiana modules MOD #34 Joni Schmalzried, MS, Director of Special Education Transition Services for Students legal mandates surrounding transition, practices that support successful movement for secondary students., secondary education, community access, independent living, vocational training, employment,indiana modules MOD #35 Marlaine Chase, ED.D., University of Southern Indiana Issues for the Training of Paraprofessional Educators Paraprofessionals, training and professional development., highly qualified paraprofessional,indiana modules MOD #36 Marlaine Chase, ED.D., University of Southern Indiana Issues in the Supervision and Training of Paraprofessionals Paraprofessional, Role of paraprofessional, school bus monitors, interpreters, note-takers, job coaches, inservice training, preservice training,indiana modules MOD #37 Joan Houghton, ED.D., O&M Instructor, University of Kansas, Lawrence, KS Brent R. Bailey, Ph.D., Vision Teacher and O&M Instructor, Madison Metro Schools, Madison, WI. Special thanks to: The Collaboration Achieves Travel Success Consortium CATS: Collaboration Achieves Travel Success Collaboration Achieves Travel Success, CATS, developing and promoting travel opportunities for persons who are deafblind,indiana modules MOD #38 Cathy Pratt, PH.D., and Melissa Dubie, MS, Indiana Institute on Disability & Community Training for Paraprofessionals to Work with Students Identified with an Autism Spectrum Disorder Paraprofessional, autism spectrum disorder, academic skills, social interactions, methods of communication, and sensory issues, collaborating with professionals, delivering instruction, collecting data,indiana modules MOD #39 Teresa Grossi, PH.D., Mary Held, M.ED., Larry Schaaf, M.A. and Faith Thomas, M.ED., Indiana Institute on Disability & Community Transition from School-To-Adult-Life #2 curricular and instructional activities, transition component should drive the IEP,indiana modules MOD #40 Teresa Grossi, PH.D., Mary Held, M.ED., Larry Schaaf, M.A. and Faith Thomas, M.ED., Indiana Institute on Disability & Community Transition from School-To-Adult-Life #3 Transition, transition practices, collaborative partners MOD #41 Jane Swiss, ED.D., University of Saint Francis Strategies for Adapting and Modifying common learning problems, middle/high school-aged student, Teaching strategies and techniques, effective practices in inclusive classrooms MOD #42 Connie Collins Assistant Professor of Education Department of Education/University of Saint Francis Peeling Back the Layers: Using Reading Assessments to Minimize Reading Difficulties and Promote Comprehension and Fluency (Reading) how the brain works, formal and informal reading assessments, formal and informal reading assessments, literacy abilities, reluctant reader MOD #43 Indiana Department of Education, Division of Exceptional Learners Completing Federal Grant Applications federal grant application under Part B of the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), application for federal funds MOD #44 Susan Tancock, PH.D., Ball State University Phonemic Awareness phonemic awareness, emergent readers, assessing phonemic awareness, selecting phonemic awareness activities, effective lessons, scaffolding MOD #45 Susan Tancock, PH.D., Ball State University Guided Reading guided reading, literacy program, literacy, criteria for determining book levels, effective lessons,, reading strategies and cues MOD #46 Susan Tancock, PH.D., Ball State University Reading Comprehension reading comprehension, strategies, construct meaning, recall important details, assessing comprehension MOD #47 Susan Tancock, PH.D., Ball State University Reading Fluency Reading fluency, literacy program, relationship between fluency and comprehension, assessing students’ oral reading fluency MOD #48 Lisa Pufpaff, PH.D. Ball State University Feature Match: Assistive Technology assistive technology devices, services, SETT Framework, Wisconsin Assistive Technology Initiative (WATI) AT Assessment Guide MOD #49 Indiana Department of Education, Division of Exceptional Learners HOUSSE: High Objective Uniform State Standard of Evaluation No Child Left Behind, highly qualified, HOUSE MOD #50 Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & Training Fluency-Building Strategies for Reading Reading fluency, read connected text rapidly, automatically, smoothly, and accurately, with appropriate expression and phrasing MOD #51 Martha McFarland, Ed.D. Hamilton-Boone-Madison Special Services Cooperative Family and School Partnerships professional learning communities, Relationships between families, schools, and the community, family and school partnerships MOD #52 Cathy Pratt, PH.D., Indiana Institute on Disability & Community Applied Behavioral Analysis for Students on the Autism Spectrum Applied Behavioral Analysis, ABA, autism spectrum, alternative skills, task analysis, prompting, reinforcement, and documentation. MOD #53 Jane Swiss, Ed.D., University of Saint Francis Section 504 Section 504 of the Rehabilitation Act of 1973, Section 504, free and appropriate public education MOD #54 Becky Bowman, Associate Director, Hamilton Boon Madison Special Services Avoiding Complaints and Due Process Hearings due process, Complaints, Article 7, complaint investigation MOD #55 Shelley Coover, Carmel Clay Schools Meeting Individual Student Needs I: Meaningful Participation in the General Classroom Curriculum, students with disabilities, implementing individualized education plans, rigorous curriculum, Standards-Based IEPs, accommodations for students with special needs MOD #56 Indiana Department of Education, Division of Exceptional Learners Meeting Individual Student Needs II: Statewide Alternate Assessment (ISTAR) federally mandated, supplemental state assessments, assessment data, participation of students with disabilities in federally mandated and supplemental state assessments. MOD #57 Joni Schmalzried, MS, Director of Special Education & John Pence, School Psychologist, Wabash-Miami Area Program for Exceptional Children Individual Student Data Analysis assessment of student progress, data on student progress, grade- and age-equivalents, standardized scores, Gaussian curve, standard deviation, standard error of the measure MOD #58 Joan Houghton, Ed.D. Introduction to Learners with Deafblindness learners who have both vision and hearing losses, deafblind, deafblindness, primary distance learning senses, secondary near senses MOD #59 Joan Houghton, Ed.D. Learners with Low Vision and/or Blindness low vision, blindness, the federal and stated definitions of learners with low vision, the federal and stated definitions of learners with low vision and/or blindness, the visual system, common types of vision losses, common causes and conditions of vision losses and/or blindness MOD #60 Lisa Kloc, PT, MS, PCS Gibson-Pike-Warrick Special Education Cooperative Oakland City, IN Related Services: Physical and Occupational Therapies physical therapy, occupational therapy, PT, OT, PT/OT services, frequency, duration, and service delivery model MOD #61 Indiana Department of Education, Center for Exceptional Learners Written Notice and Parental Consent federal and state requirements for prior written notice, written notice, required components of the written notice, parental consent, parental consent for initial placement MOD #62 Indiana Department of Education, Center for Exceptional Learners Behavioral Intervention Plan behavioral intervention plan, BIP, components of a BIP, how a BIP is used to address behavior. MOD #63 Joan Houghton, Ed.D. Learners who are Deaf or Hard of Hearing deaf or hard of hearing., federal and state definitions of learners who are hard of hearing, deaf, or functionally deaf, the auditory system, common types of hearing losses and/or deafness, common causes and conditions of hearing losses and/or deafness, medical, educational and functional screenings and assessments, environmental adaptations and modifications for learners who are deaf or hard of hearing MOD #64 Maury Miller, Indiana State University Identifying High Ability (Gifted) Students guidelines for identifying High Ability (Gifted) students, Indiana Program Standards for High Ability Education MOD #65 Russ Skiba, Ph.D. Center for Evaluation & Educational Policy Addressing Minority Disproportionality of Special Education: What We Know and What We Can D0 minority disproportionality in special education, disproportionality, factors that have been hypothesized to cause disproportionality in special education, strategies and interventions for monitoring and addressing disproportionality MOD #66 Jane Swiss, Ed.D. University of St. Francis Article 7 Reauthorize Article 7, free and appropriate public education |