Resources for Professionals
Parents, school staff, and other adults in the community can help kids prevent bullying by talking about it, building a safe school environment, and creating a community-wide bullying prevention strategy.
In recent years, nearly 30 percent of American schoolchildren have reported being a part of bullying, either as the bully, victim or bystander, accounting for 5.7 million children throughout the nation. While those numbers are staggering enough on their own, other reports found that 64 percent of children who were bullied did not report the abuse.
Our mission is to promote a sense of belonging and acceptance of all individuals and to promote the Golden Rule through quality materials, workshops, presentations, and Web resources.
Founded in 2006, PACER’s National Bullying Prevention Center actively leads social change, so that bullying is no longer considered an accepted childhood rite of passage. PACER provides innovative resources for students, parents, educators, and others, and recognizes bullying as a serious community issue that impacts education, physical and emotional health, and the safety and well-being of students.
Most people know cyberbullying when they experience it, mainly because of how it makes them feel. But it can be tough to put the action into words. According to the Cyberbullying Research Center, cyberbullying is defined as “willful and repeated harm inflicted through the use of computers, cell phones and other electronic devices.” In order to meet this definition, the action must be deliberate, not accidental; it must be a pattern of behavior, and not just one isolated incident; it must lead to harm or perceived harm on the part of the victim; and it must be done through electronic means, which is what makes it different from traditional bullying. But make no mistake: Cyberbullying is just as devastating to the victims as traditional bullying is.
Online bullying consists of harassing a victim through social media, text message, email and other messaging systems. It also includes using a school’s online resources, or false online accounts to destroy a person’s online reputation.
National autism website designed to help parents and professionals learn more about the early red flags and diagnostic features of autism spectrum disorders (ASD), resources, ways to get involved in the the autism community, etc.
Are You Ready for Group? Creating Social Skills Groups for Students with Asperger's Syndrome/High Functioning Autism Manual
Reports on Evidence Based Practices
The major goal of TRACE is to identify and promote the use of evidence-based practices and models for improving child find, referral, early identification, and eligibility determination for infants, toddlers, and young children with developmental delays or disabilities who are eligible for early intervention or preschool special education. Our Web site is designed specifically for early childhood intervention practitioners and other professionals who have responsibility for, and engage in, child find, referral, early identification, or eligibility determination activities and practices. The TRACE Web site includes materials and products for early childhood personnel working in Part C Early Intervention Programs and Part B(619) Preschool Special Education Programs authorized by the Individuals with Disabilities Education Act (IDEA).
To address these issues, we have developed this new guidebook, Life Journey Through Autism: An Educator's Guide. It is designed to give teachers and other education professionals an introduction to autism, its characteristics, and some of the methods employed in the teaching of students with autism. Each of these topics could merit an entire volume of its own; therefore, this guide is intended to serve as a starting point for parents and educators as they seek to learn more.
Asperger Syndrome presents myriad challenges in the classroom setting. It affects the way a child thinks, feels, and behaves. Children with this disorder display significant impairments in cognitive and social skills, which can negatively impact their relationships with peers. This guide is designed to give teachers and other professionals an introduction to Asperger Syndrome, some of its characteristics, and several teaching strategies that can be employed in the classroom. It is meant to serve as a starting point for further learning; it is not meant to have all the answers. Each child with Asperger Syndrome is different; this book will help you recognize the specific challenges faced by the child(ren) with Asperger Syndrome in your class, and how to prepare your classroom appropriately.
On this website you will find books that have been adapted using the Picture Communication Symbols (PCS) and the Mayer-Johnson program BoardMaker (c). The Picture Communication Symbols (PCS) are typically used by individuals who have difficulty being understood verbally or have severe difficulty with reading and writing. If you have your own copy of the book, we have files that allow you to print the symbols that we used to adapt the books. These PCS can be cut out and glued into your own book so that you can read the adapted book again and again to your child or students. All files with symbols were created using Boardmaker Version 5.0.10 and require you to have that program loaded onto your computer into order to access these files.Funding for this project was provided by a grant under IDEA Assistive Technology, Part B, Maryland State Department of Education Grant #330965. (Search: adapted library, boardmaker, assistive technology)
The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. OSEP, directly and through its partners and grantees, develops a wide range of research-based products, publications, and resources to assist states, local district personnel, and families to improve results for students with disabilities.
This web site is designed to provide easy access to information from research to practice initiatives funded by OSEP that address the provisions of IDEA and NCLB. This web site will include resources, links, and other important information that supports OSEP's research to practice efforts. Please continue to check the web site for new information that will be posted as it becomes available.
A document produced to provide information about autism that is easily read and understood. The targeted audience includes those involved in education and specifically educators working with individuals with autism spectrum disorders.
The National Professional Development Center on Autism Spectrum Disorders is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. The Center operates through three sites that include the FPG Child Development Institute at the University of North Carolina at Chapel Hill, the M.I.N.D. Institute at University of California at Davis Medical School, and the Waisman Center at the University of Wisconsin at Madison. Each year, three states are selected through a competitive application process for a two-year partnership with the Professional Development Center. The Center works in coordination with each state's Department of Education, Part C agency, and University Center for Excellence in Developmental Disabilities to provide professional development to teachers and practitioners who serve individuals from birth through twenty-two years with autism spectrum disorders. (Select "Evidenced Based Practices")
Office of Special Education's Technical Assistance Center on Positive Behavioral Interventions & Supports: Effective School wide Interventions
The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs and the US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
These videos have been produced to help providers better understand ways to use observation, documentation, and assessment to inform practice. You can watch the clips online or download QuickTime versions of the videos for use in educational and professional development activities. (Search: results matter videos)
The Technical Assistance Center on Social Emotional Intervention for Young Children, also known as TACSEI, is a five-year grant made possible by the U.S. Department of Education, Office of Special Education Programs. TACSEI takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FREE products and resources to help decision-makers, caregivers, and service providers apply these best practices in the work they do every day. Most of these free products are available right here on our website for you to view, download and use.
AbilityPath.org, is an online special-needs advocacy group. In collaboration with the Special Olympics and Best Buddies International, AbilityPath has launched its "Disable Bullying" campaign, seeking to engage a broad coalition of parents, educators, activists and policymakers across the nation to prevent attacks against students with disabilities. AbilityPath issued a 65-page report titled "Walk a Mile in Their Shoes" that documents how serious the problem is and provides measures to tackle it .
A Spectrum of Apps for Students on the Autism Spectrum created by Heather Bridgman and Nick Weiland for the Ohio Center for Autism and Low Incidence
Early Childhood Professionals
The purpose of this website is to provide information and resources related to how to use evidence-based practices to provide supports to families within the context of their natural learning environments.
This website is designed for therapists and educators working in early intervention and early childhood and preschool programs as well as parents of children from birth to five years of age.
The Center for the Advanced Study of Excellence (CASE) in Early Childhood and Family Support Practices is an applied research institute located at the Family, Infant and Preschool Program, J. Iverson Riddle Developmental Center, Morganton, North Carolina, U.S.A. CASE staff conduct applied research studies, analyze extant databases, and develop and implement strategies to promote practitioners' and parents' adoption and use of practices informed by research findings. Research and practice at CASE are guided by conceptual and methodological frameworks emphasizing the enhancement and promotion of child, parent, and family competence and confidence in a manner consistent with a family-centered philosophy.
NECTAC is the national early childhood technical assistance center supported by the U.S. Department of Education's Office of Special Education Programs (OSEP) under the provisions of the Individuals with Disabilities Education Act (IDEA). NECTAC serves Part C-Infant and Toddlers with Disabilities Programs and Part B-Section 619 Preschool Programs for Children with Disabilities in all 50 states and 10 jurisdictions to improve service systems and outcomes for children and families. This web site is one of an array of services we provide to Part C Coordinators and Section 619 Coordinators and the resources on this site are available to all. Funded since 2001, NECTAC and its predecessor TA projects have a foundation of thirty-nine years of technical assistance excellence in early childhood services.
TaCTICS (Therapists as Collaborative Team members for Infant/Toddler Community Services) was an outreach training project funded by a U.S. Department of Education Grant. This web site is being maintained to share tools useful in skillfully navigating the path toward provision of Part C Services using the child/family's daily routines, activities, and events as a context for assessment and intervention.
Winterberry Press publishes works on early intervention, early childhood education, family support, and family resource program materials covering a variety of assessment, practice, and research topics. Our focus is on strengths-based child development and family support practices.
A publication by the Department of Education. (Search: pubs/Paraprofessionals/index.html)
A page within the broader "National Early Childhood Technical Assistance Center" this is a listing of Paraprofessional Resources including various links under the following broad categories: National Centers and Clearinghouses, Professional associations and organizations, Reports, papers, and studies, ERIC resources, and State initiatives, projects, and resources. (Search: parapro)
Project PARA conducts research and develops training materials for paraeducators and teachers who supervise them. The project provides Web-based self study programs that offer school districts resources to provide introductory training for paraeducators and/or the teachers who supervise them. These resources are offered free of charge to schools and teacher training programs. Participating schools provide an instructor or mentor who manages their own self study participants.
Based out of the state of Washington, Paraeducator.com is a cost-effective way to provide high quality training and regularly updated information and services to paraeducators and the teachers with whom they work. The site provides the tools and information needed to help districts meet state and federal mandates for paraeducators. With a district subscription to paraeducator.com, districts and paraeducators have access to training and services anytime.
This new Guide, Life Journey Through Autism: A Guide for Transition to Adulthood, is designed to give parents, teachers, and other education professionals an introduction to the transition to adulthood process. Each of these topics contained herein could merit an entire volume of its own; therefore, this Guide is intended to serve as a starting point for parents and educators as they seek to learn more. Further, given the diversity of expression that constitutes the autism spectrum, it is likely that none of the information presented here will be relevant to all young adults on the spectrum (with the possible exception of the overview of laws in support of transition planning); but hopefully, most of it will be relevant to your son, daughter, student, or client. In that way, A Guide for Transition to Adulthood might best be understood as an overview of the myriad questions you will need to answer as part of the transition planning process, while recognizing the answers to those questions will be diverse and individualized, as the spectrum itself.
The first DVD in the series "Asperger Syndrome and Adulthood," this video is intended for use by college students with Asperger Syndrome to educate their professors, teaching assistants, etc. on what it means to be a college student on the spectrum and how they might best be able to help them succeed.
Asperger Syndrome: A College Professor's Guide: Part 2 of Understanding Asperger Syndrome: A College Professor's Guide. This is the first DVD of the series "Asperger Syndrome and Adulthood".
The Postsecondary Inclusion Partnership (PIP) is a model demonstration project aimed at including students with intellectual and other developmental disabilities in postsecondary education.In our first year, the Project will center on ten students attending or seeking to attend Bluegrass Community and Technical College (BCTC). In year two, we will expand to serve more students and to offer more choices in colleges and universities. Working with students, their families, professors and school administrators, PIP teams will create individualized plans to aid academic, extracurricular and social success.
Kelly Autism Program at Western Kentucky University is designed to provide services to adolescents and young adults diagnosed along the Autism Spectrum Continuum, as well as their families, while serving as a training opportunity for future professionals in a variety of disciplines. KAP has programs for middle school, high school and post-secondary participants including higher education, vocational training, and job support.
A new report from the the Government Accountability Office (GAO) titled "Higher Education and Disability: Education Needs a Coordinated Approach to Improve Its Assistance to Schools in Supporting Students" is available. The GAO was asked to examine: what is known about the population of post-secondary students with disabilities; how post-secondary schools are supporting students with disabilities; what challenges, if any, schools face in supporting students with disabilities; and how the U.S. Department of Education is assisting schools in supporting these students.
This new practice guide from The What Works Clearinghouse (WWC) recommends five specific steps that educators, administrators and policy makers can take, beginning in 9th grade, as well as the research evidence that supports these recommendations. It targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college. A project of the U.S. Department of Education, the WWC is a source of scientific evidence for what works in education.
The Job Accommodation Network (JAN) is the leading source of free, expert, and confidential guidance on workplace accommodations and disability employment issues. Working toward practical solutions that benefit both employer and employee, JAN helps people with disabilities enhance their employability, and shows employers how to capitalize on the value and talent that people with disabilities add to the workplace. JAN's trusted consultants offer one-on-one guidance on workplace accommodations, the Americans with Disabilities Act (ADA) and related legislation, and self-employment and entrepreneurship options for people with disabilities. Assistance is available both over the phone and online. Those who can benefit from JAN's services include private employers of all sizes, government agencies, employee representatives, and service providers, as well as people with disabilities and their families. (Search: autism, asperger, ASD fact sheet)
Rehabilitation Research and Training Center on Work Supports and Job Retention (Virginia Commonwealth University)
Established in 1983, VCU-RRTC (Virginia Commonwealth University Rehabilitation Research and Training Center on Workplace Supports and Job Retention) has grown into one of the largest Research and Training Centers in the United States. We serve as a Center of national excellence, providing resources for professionals, individuals with disabilities, and their representatives. For over 26 years, we have been at the forefront of the supported employment and workplace supports movements. Our team of nationally and internationally renowned researchers is committed to developing and advancing evidence-based practices to increase the hiring and retention for individuals with disabilities
In partnership with the Center for Autism and Related Disabilities at the University of Central Florida, SEDL is conducting research and knowledge translation designed to improve the quality and responsiveness in vocational rehabilitation services for individuals with autism spectrum disorders (ASD). The Vocational Rehabilitation and Autism Spectrum Disorders project consists of a multifaceted set of research and dissemination activities.
The Vocational Rehabilitation and Autism Spectrum Disorders project proposes to address a dual challenge—the increasing numbers of Americans diagnosed with autism spectrum disorders, and the extremely low employment rates among persons with disabilities. Through its research activities, the project aims to generate new knowledge and provide information concerning what works in accessing and maintaining employment placements for people with autism. Through its dissemination activities, the project will support a variety of methods to share information through this web site, webcasts, best practice profiles, user-friendly summaries, electronic newsletters, and reports of research.
JobTIPS is a free program designed to help individuals with disabilities such as autism spectrum disorder explore career interests, seek and obtain employment, and successfully maintain employment. JobTIPS addresses the social and behavioral differences that might make identifying, obtaining, and keeping a job more difficult for you.
Using visual supports to improve work skills and reduce unwanted behavior on the job
VSA Kentucky is a statewide, nonprofit organization dedicated to promoting arts, education and creative expression for all, with an emphasis on persons with disabilities. VSA Kentucky provides arts education and inclusion programs for children and adults with disabilities throughout the state and offers an under-served population equal opportunity to explore the arts in a way that is fully accessible. Through participatory involvement with trained professionals and volunteers, people with disabilities learn new creative and social skills that open doors to new opportunities in the arts.
The mission of the National Organization on Disability (NOD) is to expand the participation and contribution of America's 54 million men, women, and children with disabilities in all aspects of life. Our current focus is on improving employment prospects for America's 33 million working-aged Americans with disabilities. The vision of the organization is as follows, as employers increasingly place disability as a top diversity priority, persons with disabilities are actively recruited for a broad range of jobs and careers, and employers make reasonable accommodations to address their needs. Employers are rewarded by the skills, high productivity, and retention rates of workers with disabilities. In turn, persons with disabilities have positive financial incentives to work; are assured of continuing health benefits appropriate to their needs; are provided with the education and training to prepare them for productive careers; and enjoy the dignity, responsibility, and economic independence resulting from gainful employment.
Presents a collection of resources for health professionals about caring for children with autism spectrum disorders (ASD). Includes links to resources about developmental screening and early intervention, a glossary of terms, and training programs and materials.
The Kentucky Association for Persons in Supported Employment promotes the improvement of Supported Employment services for people with disabilities experiencing barriers through education, advocacy, collaboration, policy change, and elimination of barriers, empowerment, and community participation.
KOTA, or the Kentucky Occupational Therapy Association, is the professional association of occupational therapists, occupational therapy assistants, and students of occupational therapy in the Commonwealth. Membership is voluntary and represents the voices of over 500 members. Members lead and guide the KOTA to support the ever-evolving practice of occupational therapy in medical, educational, and community settings. The purpose of the organization, as described in its bylaws, is to serve the interests of its members, promote access to occupational therapy services and represent the profession to the public.
The mission of the KYCEC is the same as that of the International CEC: to improve educational outcomes for individuals with exceptionalities. CEC, a non-profit association, accomplishes its mission which is carried out in support of special education professionals and others working on behalf of individuals with exceptionalities, by advocating for appropriate governmental policies; by setting professional standards; by providing continuing professional development; by advocating for newly and historically underserved individuals with exceptionalities; and by helping professionals achieve conditions and resources necessary for effective professional practice.
The Kentucky Council for Children with Behavior Disorders (KYCCBD) is committed to promoting and facilitating the education and general welfare of children and youth with, or at-risk for behavioral disorders. We support the activities of the national Council for Exceptional Children (CEC), Council for Children with Behavior Disorders, and all other CEC divisions.
The KPTA, founded in 1947, is a member-driven organization that promotes the profession of physical therapy in Kentucky and represents more than 1,500 members statewide.
The mission of the Kentucky Speech-Language-Hearing Association is to enhance the provision of quality services to persons with communication disorders and their families. KSHA accomplishes this by providing broad-based education opportunities, public awareness and policy development initiatives and by supporting professionals in speech-language pathology and audiology by promoting the highest standards for service providers
KPA's mission is to promote psychology as a science and profession. The Kentucky Psychological Association has represented the interests of psychologists in the Commonwealth of Kentucky since 1932. Members include doctoral and master's level psychologists with a variety of training experiences and work placements. Affiliate members include students (from undergraduate through the post-doctoral year) and out-of-state psychologists
TASH is an international association of people with disabilities, their family members, other advocates, and professionals fighting for a society in which inclusion of all people in all aspects of society is the norm. TASH is an organization of members concerned with human dignity, civil rights, education, and independence for all individuals with disabilities. (Look for chapter information for Kentucky Chapter of organization)
The mission of the Kentucky Chapter of the American Academy of Pediatrics (KY Pediatric Society) is to improve the health and welfare of all infants, children and adolescents of the Commonwealth. In addition, the KY Chapter of the AAP works on behalf of pediatricians and subspecialists, both those in practice and those in training, to ensure professional development and to facilitate the delivery of quality medical care to the children in the Commonwealth.
NASDSE's members, the state directors of special education, continue to face evolving challenges of implementing state and federal statutes and regulations while striving for a balanced system of accountability that supports a focus on results for each and every child.
APBS is an international organization dedicated to promoting research-based strategies that combine applied behavior analysis and biomedical science with person-centered values and system change to increase quality of life and decrease problem behaviors.
This presentation given at the 2010 KY Bar Association Convention discusses legal issues regarding special needs trusts.