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PROGRAMS
& SERVICES:
SPECIAL EDUCATION:
GENERAL RESOURCES
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This page contains
general materials that may be of interest or use to educators, administrators and families.
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GENERAL RESOURCES
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Autism Spectrum
Disorders Fact Sheets
The following fact sheets provide information regarding early identification
and eligibility of students with autism.
- Early Identification
The early identification
of autism and other pervasive developmental disorders is the first step in designing
effective interventions to support successful participation in home, school and community
environments.
- Vermont Special Education
Eligibility
Determining eligibility for children or youth with an autism spectrum disorder is
the first step in designing effective and individualized special education interventions
to support a student’s access to a Free and Appropriate Public Education (FAPE).
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Guidelines for Making Decisions About
IEP Service
This booklet offers guidance for making decisions about IEP services for students
who have disabilities and who are eligible for special education services under the
federal Individuals with Disabilities Education Act (IDEA). Special education and
related services may include occupational therapy, physical therapy and psychological
services. These guidelines are based
on IDEA, Vermont regulations and research-based practices. |
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Interagency White Paper on Autism Spectrum Disorders: Report to the Act 264 Board (March 2006)
This joint publication was completed by Vermont Department of Education and Agency of Human Services staff at the request of the Act 264 board. The document includes information regarding the number of individuals identified state-wide; evidence-based practice; current and projected needs; roles of parents, schools, and community agencies; and service gaps. |
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Parents' Rights in Special Education
Under the federal Individuals with Disabilities Education Act (IDEA) of 1977 and Vermont Department of Education's Special Education Regulations, parents have specific rights concerning their participation in the special education process. The Spanish and French versions of this document are not yet available. |
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Specific Learning Disabilities & Reading Fluency as a Basic Skill Matrix
The IDEA 2004 has added reading fluency to the basic skill areas for consideration in identification of students who demonstrate core deficits, with a specific learning disability (SLD), in accordance with Vermont regulations. Reading fluency is an indicator in the identification of SLD. This reading fluency matrix includes possible assessment measures to use if severe discrepancy is the SLD identifier, as well as measures for consideration if using a responsiveness to instruction model as the SLD identifier. Examples of possible adverse effect measures are also included to support evaluation plan development. For questions or comments, contact Janna Osman, Learning Disabilities Consultant, at janna.osman@state.vt.us. |
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