By: Patti Ralabate, American Speech-Language-Hearing Association ( 2012 )

Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.

By: International Dyslexia Association ( 2012 )

Dysgraphia is a learning disability that affects a child’s handwriting. Children with dysgraphia usually have other problems such as difficulty with written expression. Learn more about causes, the importance of early assessment, dysgraphia and spelling, and effective instructional strategies that strengthen written language skills.

By: Elaine Mulligan, National Dissemination Center for Children with Disabilities (NICHCY) ( 2011 )

Learn the answers to 10 commonly asked questions that families and educators of students with disabilities have about charter schools. You’ll also find links to state-specific resources that can help you better understand how charter schools work in your individual state.

By: Ruth Heitin ( 2011 )

Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-limited) and based on research-based educational practice.

By: Reach Out and Read ( 2011 )

Cerebral palsy can cause difficulty with muscle tone and control. Your child may have delays speaking or have speech that is hard to understand. Reading with your child and having your child name objects in the book or read aloud to you can strengthen his speech skills.

You’ll find sharing books together is a great way to bond with your son or daughter and help your child’s development at the same time.

By: Reach Out and Read ( 2011 )

Like all children, your child will learn and develop, yet she will likely develop more slowly than other children her age. Reading aloud and talking about the story and the pictures will help your child improve her vocabulary and help teach grammar. Here are some other tips to help your child enjoy books and reading.

By: National Center for Technology Innovation ( 2010 )

Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the “main interface between the human and the computer.” This Info Brief discusses how current speech recognition technology facilitates student learning, as well as how the technology can develop to advance learning in the future.

By: Reading Rockets ( 2010 )

Our Top 8 back-to-school tips for parents emphasize communication, organization, and staying up-to-date on special education news.

By: Kandace Wernsing, Reading Rockets ( 2010 )

Our top 10 back-to-school tips for special education teachers emphasize communication, organization, and a focus on student success.

By: National Dissemination Center for Children with Disabilities (NICHCY) ( 2010 )

By: National Dissemination Center for Children with Disabilities (NICHCY) ( 2010 )

The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability.

Without a doubt, writing and implementing an effective IEP requires teamwork. So, who’s on the team?

By: National Center for Technology Innovation ( 2010 )

Knowing how to engage in signature scientific acts, such as formulating questions and using evidence in arguments is an important part of science learning. This InfoBrief from the National Center for Technology Innovation offers more information about using technology to support struggling students.

By: National Center for Technology Innovation ( 2010 )

The type of physical tasks often present in many science lessons can present significant barriers for many students with learning disabilities or physical impairments. How can teachers find ways for these students to participate?

By: National Center for Technology Innovation, Center for Implementing Technology in Education (CITEd) ( 2009 )

Many computer products have built-in accessibility options such as text-to-speech, screen magnification options, or voice input controls. Learn what some of these optional features are and how to integrate them into instruction and studying.

By: American Federation of Teachers ( 2008 )

Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step, research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about additional RTI web sources.

By: Peter W. D. Wright, Pamela Darr Wright ( 2008 )

When dealing with a bureaucracy and school districts are bureaucracies you need to keep detailed records. Logs, journals, and calendars provide answers and support memories and testimonies. This article provides examples of how to keep a paper trail.

By: Rick Lavoie ( 2008 )

As we head towards September and a new school year, here’s advice from special education expert Rick Lavoie that may be helpful as you attempt to make special needs kids in your class feel warm, welcome, and wanted. Using the word SEPTEMBER, he shares nine concepts that can help you in this effort.

By: Voice of America ( 2008 )

Dyscalculia is a learning disability that affects the brain’s ability to process and understand the meaning of numbers. Learn about the symptoms and what can be done to help.

By: Rick Lavoie ( 2008 )

Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard. Learn how to handle common road blocks and become a proactive and successful advocate in the hallways, the teacher’s lounge, and the administrative suite.

By: Peter W. D. Wright, Pamela Darr Wright ( 2007 )

Learn to develop the evidence you need to support your belief that your child is not receiving the right help in school. Peter and Pamela Wright, from Wrightslaw. tell you how to interpret and chart your child’s test scores, graph your child’s progress, and successfully communicate with the educators who make decisions about your child.

By: Rick Lavoie ( 2007 )

Many of the adults in your child’s life are unfamiliar with learning disorders in general, or your child’s unique pattern of strengths and limitations. Developing a one- to three-page dossier that provides useful information about your child can help their babysitters, coaches, teachers, bus drivers, school support staff, neighbors, and relatives understand their limitations.

By: PACER Center ( 2007 )

This overview from the PACER Center walks parents through each step of the special education process, describing what happens from the time a child is referred for evaluation through the development of an individualized education program (IEP).

By: Center for Applied Special Technology (CAST), LD OnLine ( 2007 )

If your child cannot read their textbooks, they need digital copies of their books. Schools now can use National Instructional Material Accessibility Standard (NIMAS) to get e-text. Learn the details that will help you advocate for your child so they can use NIMAS. And learn where to find the publishers and producers that provide e-text.

By: U.S. Department of Education ( 2007 )

Parents have a growing array of options in choosing a school. The No Child Left Behind Act of 2001; the rapid growth of the charter school movement; the increasing number of states enacting voucher, scholarship, and tax credit programs; the expansion of privately funded scholarship programs for low-income children; and the growing acceptance of homeschooling have all increased the choices available to families. This article describes the different types of schools that may be available in your community.

By: U.S. Department of Education ( 2007 )

How do you pick the best school for your child? The following sections have questions for you to consider as you go through the process of choosing a school for your child. Remember, you are looking for a school that will make the educational experience for your child and you as rewarding as possible

By: Peter W. D. Wright, Pamela Darr Wright ( 2007 )

When an advocate negotiates with the school on a special needs child’s behalf, the odds are increased that the child will get an appropriate education. Learn who can advocate, what they do, and how you can get started advocating for your child.

By: Reading Rockets ( 2007 )

Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child is having trouble reading.

By: Dale S. Brown ( 2007 )

Three research based practices help students with learning disabilities improve their writing. Read this interview with Steve Graham, author of Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School who explains how you can help your students succeed in communicating through the written word.

By: Andres Barona, Maryann Santos de Barona ( 2006 )

This article discusses the challenges in providing psychoeducational services to the rapidly increasing minority populations in the U.S. and offers a brief elaboration of the role and function of school counselors and school psychologists and how they can meet the mental health and educational needs of this large and growing population.

By: National Center for Learning Disabilities (NCLD) ( 2006 )

Students must pass high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.

By: Peter W. D. Wright, Pamela Darr Wright ( 2006 )

When a doctor develops a treatment plan for a sick child, the doctor uses objective data from diagnostic tests. Your child’s individualized education program is similar to a medical treatment plan, and you need objective tests to know that your child is acquiring reading, writing, and arithmetic skills.

By: Peter W. D. Wright, Pamela Darr Wright ( 2006 )

This article explains how to consider your child’s present levels of academic performance and use baseline data to develop goals and objectives for a individualized education program.

By: Peter W. D. Wright, Pamela Darr Wright ( 2006 )

Too often annual goals listed in an individualized education program are not specific and measurable. Find out how to avoid this pitfall.

By: Peter W. D. Wright, Pamela Darr Wright ( 2006 )

Learn what makes a strong individualized education program (IEP) and the five components of a SMART IEP.

By: Peter W. D. Wright, Pamela Darr Wright ( 2006 )

Individualized education program (IEP) goals cannot be broad statements about what a child will accomplish. Goals that cannot be measured are non-goals. Learn how to help the IEP team devise specific, measurable, realistic goals.

By: Louise Spear-Swerling ( 2006 )

For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for identifying learning disabilities and developing appropriate accommodations.

By: National Center for Learning Disabilities (NCLD) ( 2006 )

By: Candace Cortiella ( 2005 )

Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the true knowledge of your students. Don’t test their ability to write quickly if you want to see their science skills! Parents, these pointers will help you assure that your children are tested fairly.

By: Candace Cortiella ( 2005 )

If a Title I school repeatedly underperforms, federal law provides opportunities for students to change schools or obtain additional instructional support. This parent advocacy brief looks at the information parents of students with disabilities need to know and understand in order to maximize these options.

By: Candace Cortiella ( 2005 )

The No Child Left Behind law requires each school test students in Reading/Language Arts & Math each year in grades 3-8, and at least once more in grades 10-12. In some cases, children eligible for Individuals with Disabilities Education Act (IDEA) services may be able to access testing accommodations or even alternate tests, but parents need to fully understand the implications and potential consequences of participation in the various testing options.

By: Candace Cortiella ( 2005 )

This article provides an overview of the federal No Child Left Behind law and includes information to help parents use provisions of NCLB to ensure that their child has access to appropriate instruction.

By: Reading Rockets ( 2005 )

IDEA (Individuals with Disabilities Education Act) is our nation’s special education law. Below you’ll find important information about IDEA 2004, which went into effect on July 1, 2005.

By: Reading Rockets ( 2005 )

School psychologists play a critical role in the lives of children who are struggling to learn. More and more, for example, school psychologists are leaders in developing and carrying out the assessments and placements decisions that impact students from the beginning of their school careers. With your help, schools can reduce the number of students who lag behind grade level – and increase the number of successful readers.

By: Laurie Fry ( 2004 )

The parent-teacher conference can be a stressful time for both parents and teachers – even more so if your child possibly has a problem. This article offers strategies for getting the most out of the conference, and also includes stories from veteran teachers of successful (and not-so-successful) parent-teacher conferences.

By: Kathleen Bulloch ( 2004 )

Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.

By: Virginia Berninger, Donna Rury Smith, Louise O'Donnell ( 2004 )

This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.

By: Tyler Currie ( 2003 )

Everyone said his 10-year-old student would never learn to read. For a long time, he believed it, too.

By: Kathleen Ross Kidder ( 2002 )

Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.

By: Diane Henry Leipzig ( 2001 )

First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties. Many schools are also equipped to provide extra help to the children who need it.

By: Mary Ann Zehr ( 2001 )

There are many children who are eligible for both special education and English as a Second Language instruction, but few models exist for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.

By: Lisa Küpper, Jean Kohanek ( 2000 )

From annual goals to special education services, there are certain categories of information required by law to be included in a student’s Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP’s.

By: Lisa Küpper, Jean Kohanek ( 2000 )

Parents and teachers as well as other professionals are required by law to be involved in writing a student’s IEP. Find out about the members of an IEP team and the roles they play.

By: Lisa Küpper, Jean Kohanek ( 2000 )

The special education process under IDEA is designed to ensure that each individual child’s needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.

By: Coordinated Campaign for Learning Disabilities ( 2000 )

Parents are often the best educational advocates for their children, especially children with a learning disability. The Coordinated Campaign for Learning Disabilities (CCLD) has developed the following tips to help parents champion their child.

By: National Institute for Urban School Improvement ( 2000 )

Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.

By: International Dyslexia Association ( 2000 )

Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a brief overview list of typical signs of dyslexia in preschool and kindergarten.

By: National Dissemination Center for Children with Disabilities (NICHCY) ( 1999 )

Parents who have a child they suspect has a disability are likely to have many questions about special education. Find answers to commonly asked questions about special education eligibility, IEP’s, and re-evaluation in this guide for parents.

By: National Dissemination Center for Children with Disabilities (NICHCY) ( 1999 )

Your child may be eligible for special services that will help him or her succeed as a reader. Find out basic information about special education and which children are eligible for receiving special education services.

By: National Dissemination Center for Children with Disabilities (NICHCY) ( 1999 )

Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.

By: Reading Rockets ( 1998 )

By: Susan Gruskin, Kim Silverman, Veda Bright ( 1997 )

Parents who suspect their children have special needs can take several steps to make sure they get the support they need to help their children succeed. Find out some of these steps in these tips for parents.