Monday, September 30, 2013

Which of the following is the hardest disability to teach?

  1. ADD
  2. Specific Learning Disability
  3. Deaf
  4. Blind
  5. Autism
  6. Aspergers
  7. Traumatic Brain Injury
  8. Down Syndrome

Monday, September 23, 2013

If you like suspense and Vampires keep reading, if not delete

My wife is a new indy author and I know this blog is about Special Education, but I also believe I should support my wife.  If you like suspense, miss the college life and are a fan of vampires this book is for you.  Just click the ling below.

Thursday, September 19, 2013

Should all kids with ADD or ADHD be Special Ed?

I have been having a lot of screenings for students with ADD and ADHD lately for special education.  I myself have ADD and I did not have a 504 or IEP while I was in school.  I do have my Master's Degree.  My question to everyone out there is, should all kids with ADD or ADHD be Special Ed?  Please respond and share.

Tuesday, September 17, 2013


The federal No Child Left Behind Act (NCLB) of 2001 requires that all students be assessed and that students receive an individual score in reading and mathematics in grades 3-8 and a high school grade. The Individuals with Disabilities Education Act (IDEA) 1997, also requires that states provide an “alternate assessment” when implementing statewide accountability systems. An alternate assessment is an assessment designed for students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided. 
In Focus
2013 ALT-MSA Handbook
Students with disabilities in grades 3-8 and 10 must participate in either MSA or ALT-MSA. The decision for which assessment is appropriate for an individual student is made by each student’s IEP team.
In Maryland, students with disabilities participate in either the Maryland School Assessment (MSA) in reading, mathematics and science (with or without accommodations, as appropriate) or in the Alternate Maryland School Assessment (ALT-MSA), as determined by the student's Individualized Education Program (IEP) Team. The MSA is administered to students in grades 3-8 and 10 and tests students' attainment of grade level objectives in reading and mathematics. In addition, the Alt-MSA measures a student's attainment of science Mastery Objecitves in grades 5, 8 and 10. Students with significant cognitive disabilities who cannot participate in the MSA and the MSA/Science, even with accommodations participate in ALT-MSA. ALT-MSA assesses student attainment of their instructional level reading, mathematics and science mastery objectives that are aligned with grade level Maryland Content Standards.
ALT-MSA Participation Guidelines
The Alt-MSA participation criteria are described below:
Alt-MSA participation criteria. Students with disabilities in grades 3-8 and 10 must participate in either MSA or Alt-MSA. The decision for which assessment is appropriate for an individual student is made by each student's IEP Team. A student with a significant cognitive disability will participate in Alt-MSA if he or she meets each of the following criteria:
  • The student is learning (at emerging, readiness, or functional literacy levels) extended Maryland reading and extended Maryland mathematics content standards objectives.
  • The student requires explicit and ongoing instruction in functional skills.
  • The student requires extensive and substantial modification (e.g., reduced complexity of objectives and learning materials, and more time to learn) of general education curriculum. The curriculum differs significantly from that of their non-disabled peers. They learn different objectives, may use different materials, and may participate in different learning activities.
  • The student requires intensive instruction and may require extensive supports, including physical prompts, to learn, apply, and transfer or generalize knowledge and skills to multiple settings.
  • The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments.
  • The student cannot participate in the MSA even with accommodations.
Students not meeting the criteria above will participate in the MSA, with or without accommodations, as appropriate, based on their IEP. 

Monday, September 9, 2013

Behavioral IEP GOAL

"blank" will identify and manage feelings (i.e., anxiety, stress, frustration) on a weekly basis with 4/5 trial frequency as measured by teacher observation and student reports.
"blank" will ask an adult for help or move away to take a break and process his feelings.
Objective 2
"blank" will distinguish between a factual interactions and personal perceptions and misperceptions.
Objective 3
"blank" will make a plan to address concerns/frustrations/anxiety with counselor/teacher or case manager.
Objective 4
"blank" will use strategies to follow plan to deal with peer difficulties or frustrations in the classroom. -Suggested strategies of removing himself from upsetting environment, deep breathing activities, visual relaxation and social stories.