Screenings, Assessments and Curricula
Recently Added Resources
6 Brookes Authors Offer Tips on Keeping Parents Engaged This Fall (Whether School Buildings Open or Not)
We don’t know yet what school will look like after summer break, but Brookes authors Paula Kluth, Jen Alexander, Loui Lord Nelson, Nicole Eredics, Elizabeth Potts, and Jennifer Mahdavi have shared some great parent engagement tips you can use no matter what learning plan is adopted in your district this fall.
Did you know there’s a reliable assessment tool for determining whether a young bilingual child’s language difficulties are due to a delay or limited exposure to English? We’ll introduce you to BESA™ (Bilingual English-Spanish Assessment™) and four other essential screening and assessment tools in this month’s feature article.
Why do students drop out of school, and what can educators do to keep them engaged?
Learn how to use The DATA Model to combine two essential elements of effective learning for young children with ASD—frequent interaction with typically developing peers and intensive individualized intervention—into one integrated school-based approach.
As everyone acquainted with NCLB knows, it is not enough for students with disabilities to be in the general classroom–they must also make academic progress. In fact, even students in self-contained, specialized classrooms are now assessed in reading, math, and science.
Diane Browder and Fred Spooner have extensively studied best practices for teaching academic content to all students and particularly students with disabilities.Read these key points from their new book Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, and try their specific suggestions for how you can adapt your teaching to get the best results.
When teachers encounter students in their classes who struggle to read, they often are at a loss as to how to help them. General ed teachers don't always get instruction in how to reach students who fail to learn in the standard ways.
Teachers who find themselves struggling in the classroom can turn to Multisensory Teaching of Basic Language Skills, Third Edition. The techniques in this compilation for teaching students with dyslexia have been shown to also help others having trouble learning to read.
Learning how to read is a systematic process that can be taught. The authors of the Multisensory Teaching activity book have these words of advice for teachers willing to take on the challenge.
These 10 simple ideas will aid teachers in addressing some of the unique learning, social, and communication needs of students with autism while bringing out the best in all learners in their classroom at the same time.
Working for children with disabilities to be educated alongside their peers can be a challenge. Inclusion facilitators often run into resistance as a result of a lack of understanding, training, or other resources needed to implement inclusion effectively.
Cheryl Jorgensen, co-author of The Inclusion Facilitator's Guide, outlines 10 promising practices you can promote to encourage inclusion in your schools. See how many youâ€™ve already put into practice.
If you could return from your break to have one wish fulfilled, what would it be? For many teachers, demonstrating real progress on the question of inclusion would be high on their list. What will it take to meet mandates and produce a more positive and productive atmosphere for all your students?
Click on any of the gift boxes to find special tips designed to help you make your inclusion wishes come true.