Miss Holladay's Special Education
Home
SPED Resources
Assistive Technology
>
AAC: Augmentative and Alternative Communication
Flexible Classroom
Understanding Special Education
>
Understanding Inclusion
Understanding the Special Education Referral Process
Understanding IEPs
>
Who is on the IEP team?
>
Student Invite to the IEP
Pre-Referral Process
Interventions (RTI and MTSS)
Annual IEP Goals
IEPs in the General Education Setting
Transition Plans
>
Educator Roles in Transition
Age-Appropriate Transition Assessment
Post-Secondary Goals
Transition Services in a transition plan
Course of Study
Coordination of Services with Adult Agencies
Age of Majority
Monitoring and Reporting
History of Transition Plans
Specially Designed Instruction and Supplementary Aids
>
Communication: Specially Designed Instruction and Supplementary Aids
>
Non-Verbal Communication
Listening Comprehension
Expressive Language/ Oral Expression
Voice
Fluency
Receptive Language
Pragmatics
Articulation/Phonology
Academics
>
Basic Reading
Reading Comprehension
Written Language
Math Calculation and Reasoning
Understanding Educational Reports
Understanding IFSPs
Understanding 504 Plans
Health and Safety
>
Frequently Asked Questions
Guidelines for Contacting CPS
When to stay home from school
Minimizing Germs
Mental Health and Psychology
>
Inner Child Work
Understanding Trauma
>
Understanding Childhood Trauma
Trauma Informed Practices
13 Categories of Disabilities
>
Autism
>
Understanding the Autism Spectrum
Diagnosing Autism
Deaf-Blindness
Deafness
Developmental Delay
>
Understanding Developmental Milestones
When to worry
Physical Developmental Milestone Checklist
Emotional Behavioral Disorder
>
Risk and Protective Factors
Issues with the Definition of Emotional Disturbance Disorder
Anxiety
>
Anxiety Disorder Diagnosis
OCD
Causes and Risk Factors of Anxiety
>
Effects of Parent Anxiety on their Children
Treatment for Anxiety
>
Medications for Anxiety
Therapy for Anxiety
Conduct Disorder
Depression
>
Bipolar
Oppositional Defiance Disorder
Tourette's Syndrome
Toxic Stress and ACES
Hearing Impairment
Intellectual Disability
Multiplie Disabilities
Other Health Impairment
>
ADHD
Orthopedic Impairment
>
Cerebral Palsy
Specific Learning Disabilties
>
Types of SLD
What does SLD look like by age?
History of SLD
Speech or Language Impairment
>
Social (Pragmatic) Communication Disorder
>
Diagnosing Social (Pragmatic) Communication Disorder
Traumatic Brain Injury (TBI)
Visual Impairment Including Blindness
Subjects
>
Online Learning
>
Games
Math Education Handbook
>
Math Skills
Counting Principles
Manipulative Portfolio
>
Counting Manipulative
WHOLE NUMBERS ALGORITHMS
Multiplication and Division Manipulatives
Fraction Manipulatives
Decimal Manipulatives
English Education Handbook
>
Components of Literacy
>
Concepts of Print
Effects of Reading on Children
Teaching Writing
Functional Skills Handbook
>
Bathroom Usage
Behavior Issues in a Functional Skills Classroom
>
Using the Recovery Room
English as a Second Language in the Classroom
>
SIOP Model
Special Education Law
>
IDEA
>
IDEA Indicators
FAPE
Section 504
Endrew Case
SPED Teacher Resources
Behaviors and Classroom Management
>
Classroom Management in a nutshell
Acting Out Cycle
Four Functions of Behavior
Classroom Management Handbook
>
Expectations
Managing Inappropriate Behavior
>
Punishment Vs. Logical Consequences
Strategies for Specific Behaviors
>
Emotional Behavioral Strategies
Uncivil and Disrespectful Misconduct
>
Aggression/Bullying
Biting
Tardiness
Attention Seeking Misconduct
Inattentive and Unprepared Behavior Strategies
Actively and Continuously Supervise
15 Principles of Classroom Management from Dear Colleague Letters
Understanding School Discipline and IEPs
>
2022 New Guidance to Support Students with Disabilities and Avoid Discriminatory Use of Discipline
Aspects of Teaching
>
10 Simple Ways to Improve Your Teaching
Instructional Design
>
Backwards Design
Understanding by Design Framework
Student Engagement
>
Cues and Questions
Just Dance
Debate
Discussions
Group Work
>
Jigsaw
Learning Coach
Mix to Music
Think Pair Share
Student Feedback
Manipulatives
>
Math Manipulatives
Reading Manipulatives
Movement Activities
>
Zapps
Summaries
Assessments
>
Progress Monitoring Assessments
Formative Assessments
Summative Assessments
Providing Feedback
>
Formative Student Feedback
Summative Feedback
Provide Recognition
Reinforcing Effort
Understanding Accommodations
Understanding Differentiation
>
Differentiation for remote learning
Ways to differentiate in Math
Ways to differentiate in Reading
Ways to differentiate in writing
Ways to differentiate in History/Science
Learning Environment
>
Classroom Organization
>
Flexible Classroom
Products for Your Classroom
>
Math Manipulatives you need in your classroom
ELA tools for the Classroom
Sensory Tools for the Classroom
Products for Classroom Organization
Paraeducator Handbook
>
Paraeducator Role in the Classroom
Interview Questions for Paraeducators
Paraeducator Qualifications
Guidelines for working with Abrasive Paraeducators
Guidelines for all Paraeducators
Paraeducator Survival Kit
Paraeducator Weekly Training Schedule
Online Resources for Teachers
Professional Development
>
Preparing for the GRE
What else can you do with a teaching degree?
Filing a Union Grievance
Professional Attire
Parents
School and Parent Responsibilities
Parent and Student Rights
Advocating for your student
Enrichment Activities
Bullying and Special Education
About Me
Blog
My Plan
>
What is a successful student?
Managing Behavior
Communicating with Parents
Setting Expectations
Disruptive
The student may:
Speak out of turn, blurt out
Make inappropriate or humorous comments at inappropriate times
Try to engage others while they are working
Drop things, laugh, or makes noises on purpose
Claim to not know what is going on
Bother other students
Out of seat, walking around class, getting drinks, sharpening pencil, etc
Impulsive
Over socializing
Asking frequent and obvious questions
Find fault with everything others say
Interventions:
Acknowledging positive behavior
Avoid power struggles
Card Flip
Frequent home contact
Ignore
Praise when cooperative and well behaved
Praise when on task
Redirection
Speak with student in hallway
Start Commands
Take a break
Talk to parent
Teach conflict resolution skills
Teach coping skills
Teach relationship skills
Teach relaxation techniques
Teach social skills
Use calm neutral tone
Off-Task Disruptive
The student may:
Annoying and distracting to others
Pestering
Ask a lot of obvious questions
Make frequent and unnecessary comments and questions
Get out of seat frequently
Hands on others and in others’ space and belongings
Doing everything but what they should be
Failing to transition appropriately
Out of line, playing around, horse play, etc
Talk to others frequently
Throw objects
Yell out
Make noises
Roll on the floor, crawl under tables
Bother other students
Interventions:
PBIS World Forum Discussion on Low Attention
Avoid power struggles
Call parent or note home
Card Flip
Clear, consistent, and predictable consequences
Explain assignment
Explain directions
Have student repeat directions back
Help student start assignment
Ignore
Individual work space
Logical consequence
More structured routine
Move to a new location in the classroom
Non verbal cues
Praise when cooperative and well behaved
Praise when good attitude and involvement occur
Praise when on task
Proximity to students
Redirection
Review PBIS expectations and rules
Rewards, Simple Reward Systems, & Incentives
Speak in calm and neutral tone
Speak with student in hallway
Take a break
Take away privileges
Take away unstructured or free time
Talk one on one with student
Teach conflict resolution skills
Teach coping skills
Teach relationship skills
Teach relaxation techniques
Teach social skills
Turn desk around
Somatic Complaint
The student may:
Have frequent complaints of body aches (head, stomach, extremities) that have not been shown to have physiological origins
Hold stomach, head, arm, etc
Appear flushed, red faced, or pale
Moan, whine, groan
Go to the bathroom to vomit, use bathroom
Indigestion or sour stomach after lunch
Ask to go home due to not feeling well
Ask to see the secretary or nurse for pains or aches
Have migraines
Develop hives, soars, blotches, or rashes
Pass out, become unconscious, dizzy, light headed, or disoriented
Require lots of one on one attention
Seem needy and overly reliant on others
Low level of self initiative, independence, or responsibility
Seizures
Shaking and tremors
Glazed or red eyes
Cough and sneeze
Limp or favor an extremity
Interventions:
Acknowledging positive behavior
Alternative modes of completing assignments
Assign a buddy or partner
Break down assignment
Break down directions
Call parent or note home
Count to 10
Deep breathing
Draw a picture or write in a journal
Engage student
Explain assignment
Explain directions
Frequent home contact
Give choices
Have student repeat directions back
Help student start assignment
Helping Students With Home Work
Ignore
Listen to music
Move to a new location in the classroom
Praise when cooperative and well behaved
Praise when good attitude and involvement occur
Praise when on task
Proximity to students
Reassurance
Reflection sheet
Snack break
Speak with student in hallway
Take a break
Take a break
Talk one on one with student
Talk to parent
Teach conflict resolution skills
Teach coping skills
Teach relationship skills
Teach relaxation techniques
Teach social skills
Touch base with student
Touch student on shoulder
Use timer
Visual schedule
Home
SPED Resources
Assistive Technology
>
AAC: Augmentative and Alternative Communication
Flexible Classroom
Understanding Special Education
>
Understanding Inclusion
Understanding the Special Education Referral Process
Understanding IEPs
>
Who is on the IEP team?
>
Student Invite to the IEP
Pre-Referral Process
Interventions (RTI and MTSS)
Annual IEP Goals
IEPs in the General Education Setting
Transition Plans
>
Educator Roles in Transition
Age-Appropriate Transition Assessment
Post-Secondary Goals
Transition Services in a transition plan
Course of Study
Coordination of Services with Adult Agencies
Age of Majority
Monitoring and Reporting
History of Transition Plans
Specially Designed Instruction and Supplementary Aids
>
Communication: Specially Designed Instruction and Supplementary Aids
>
Non-Verbal Communication
Listening Comprehension
Expressive Language/ Oral Expression
Voice
Fluency
Receptive Language
Pragmatics
Articulation/Phonology
Academics
>
Basic Reading
Reading Comprehension
Written Language
Math Calculation and Reasoning
Understanding Educational Reports
Understanding IFSPs
Understanding 504 Plans
Health and Safety
>
Frequently Asked Questions
Guidelines for Contacting CPS
When to stay home from school
Minimizing Germs
Mental Health and Psychology
>
Inner Child Work
Understanding Trauma
>
Understanding Childhood Trauma
Trauma Informed Practices
13 Categories of Disabilities
>
Autism
>
Understanding the Autism Spectrum
Diagnosing Autism
Deaf-Blindness
Deafness
Developmental Delay
>
Understanding Developmental Milestones
When to worry
Physical Developmental Milestone Checklist
Emotional Behavioral Disorder
>
Risk and Protective Factors
Issues with the Definition of Emotional Disturbance Disorder
Anxiety
>
Anxiety Disorder Diagnosis
OCD
Causes and Risk Factors of Anxiety
>
Effects of Parent Anxiety on their Children
Treatment for Anxiety
>
Medications for Anxiety
Therapy for Anxiety
Conduct Disorder
Depression
>
Bipolar
Oppositional Defiance Disorder
Tourette's Syndrome
Toxic Stress and ACES
Hearing Impairment
Intellectual Disability
Multiplie Disabilities
Other Health Impairment
>
ADHD
Orthopedic Impairment
>
Cerebral Palsy
Specific Learning Disabilties
>
Types of SLD
What does SLD look like by age?
History of SLD
Speech or Language Impairment
>
Social (Pragmatic) Communication Disorder
>
Diagnosing Social (Pragmatic) Communication Disorder
Traumatic Brain Injury (TBI)
Visual Impairment Including Blindness
Subjects
>
Online Learning
>
Games
Math Education Handbook
>
Math Skills
Counting Principles
Manipulative Portfolio
>
Counting Manipulative
WHOLE NUMBERS ALGORITHMS
Multiplication and Division Manipulatives
Fraction Manipulatives
Decimal Manipulatives
English Education Handbook
>
Components of Literacy
>
Concepts of Print
Effects of Reading on Children
Teaching Writing
Functional Skills Handbook
>
Bathroom Usage
Behavior Issues in a Functional Skills Classroom
>
Using the Recovery Room
English as a Second Language in the Classroom
>
SIOP Model
Special Education Law
>
IDEA
>
IDEA Indicators
FAPE
Section 504
Endrew Case
SPED Teacher Resources
Behaviors and Classroom Management
>
Classroom Management in a nutshell
Acting Out Cycle
Four Functions of Behavior
Classroom Management Handbook
>
Expectations
Managing Inappropriate Behavior
>
Punishment Vs. Logical Consequences
Strategies for Specific Behaviors
>
Emotional Behavioral Strategies
Uncivil and Disrespectful Misconduct
>
Aggression/Bullying
Biting
Tardiness
Attention Seeking Misconduct
Inattentive and Unprepared Behavior Strategies
Actively and Continuously Supervise
15 Principles of Classroom Management from Dear Colleague Letters
Understanding School Discipline and IEPs
>
2022 New Guidance to Support Students with Disabilities and Avoid Discriminatory Use of Discipline
Aspects of Teaching
>
10 Simple Ways to Improve Your Teaching
Instructional Design
>
Backwards Design
Understanding by Design Framework
Student Engagement
>
Cues and Questions
Just Dance
Debate
Discussions
Group Work
>
Jigsaw
Learning Coach
Mix to Music
Think Pair Share
Student Feedback
Manipulatives
>
Math Manipulatives
Reading Manipulatives
Movement Activities
>
Zapps
Summaries
Assessments
>
Progress Monitoring Assessments
Formative Assessments
Summative Assessments
Providing Feedback
>
Formative Student Feedback
Summative Feedback
Provide Recognition
Reinforcing Effort
Understanding Accommodations
Understanding Differentiation
>
Differentiation for remote learning
Ways to differentiate in Math
Ways to differentiate in Reading
Ways to differentiate in writing
Ways to differentiate in History/Science
Learning Environment
>
Classroom Organization
>
Flexible Classroom
Products for Your Classroom
>
Math Manipulatives you need in your classroom
ELA tools for the Classroom
Sensory Tools for the Classroom
Products for Classroom Organization
Paraeducator Handbook
>
Paraeducator Role in the Classroom
Interview Questions for Paraeducators
Paraeducator Qualifications
Guidelines for working with Abrasive Paraeducators
Guidelines for all Paraeducators
Paraeducator Survival Kit
Paraeducator Weekly Training Schedule
Online Resources for Teachers
Professional Development
>
Preparing for the GRE
What else can you do with a teaching degree?
Filing a Union Grievance
Professional Attire
Parents
School and Parent Responsibilities
Parent and Student Rights
Advocating for your student
Enrichment Activities
Bullying and Special Education
About Me
Blog
My Plan
>
What is a successful student?
Managing Behavior
Communicating with Parents
Setting Expectations