工具和資訊

國家殘疾兒童和青少年資訊中心的資源檔，提供特殊教育基礎知識，寫信技巧和樣本信，以説明父母更好地與孩子的學校溝通。

本《兒童法診所-杜克法學院家長指南》的重點是聯邦特殊教育法，即《殘疾人教育法》（IDEA），該法案承諾每個殘疾兒童都接受"免費、適當的公共教育"。

在開發 IEP 之前，所有 IEP 團隊成員（包括家長）都應熟悉普通教育課程，包括國家的學術內容標準和國家測試計劃。為了就適當的年度目標、支援和特殊教育需求做出明智的決定，IEP 團隊應考慮您的孩子的表現與您孩子成績的州學術內容標準相比。

About ECAC - What We Believe and What we Do and Do Not Do

請注意學生對活動之間轉換的回應。移動或準備新活動時，他/她是否迷失方向、分心或在視覺上或聽覺上不知所措？在變革過程中，他/她是否激動或焦慮？如果是這樣，在解決這一困難時考慮這些問題。

¿Ha sido nombrado como fideicomisario de un fideicomiso para necesidades especiales? ¿Ha creado un fideicomiso para necesidades especiales y se pregunta en qué consiste realmente el trabajo de fideicomisario? ¿Es usted un beneficiario del fideicomiso y está tratando de entender qué está permitido y qué está obligado a hacer el fideicomisario? La Special Needs Alliance se complace en ofrecer su folleto gratuito sobre la administración de fideicomisos para necesidades especiales.

Los padres a menudo se sorprenden al saber que la condición médica o el diagnóstico de su hijo, como el Autismo, la Dislexia, la Pérdida Auditiva o los trastornos musculares, no los califica automáticamente para un Programa de Educación Individualizado (IEP). Existen dos tipos principales de diagnóstico: clínico y médico.

Carolina del Norte ha desarrollado Estándares de Contenido Extendido para guiar la instrucción de los estudiantes con las discapacidades cognitivas más significativas. Esta hoja informativa responderá algunas preguntas clave que los padres y educadores pueden tener sobre las discapacidades cognitivas más significativas, los Estándares de Contenido Extendido (ECS) y la Evaluación Alternativa NC Extend 1.

Guidance on requirements under the IDEA and the Rehabilitation Act - U.S. Department of Education, Office of Special Education and Rehabilitative Services

NC公共教育部特殊兒童部門的本主題簡報解決了NC學校中關於誦讀困難的常見神話。

The Exceptional Family Member Program (EFMP) is a mandatory enrollment program that works with other military and civilian agencies to provide comprehensive and coordinated community support, housing, educational, medical, and personnel services to Families with special needs.

El Entorno Menos Restrictivo (EMR) se refiere al requisito federal de la Ley de Educación para Individuos con Discapacidades (IDEA) que establece que “los niños con discapacidades no deben ser ubicados en clases especiales o escuelas separadas a menos que la naturaleza y significancia de su discapacidad sean tales que la educación en clases regulares con ayudas y servicios suplementarios no pueda lograrse de manera satisfactoria.”

North Carolina has developed Extended Content Standards to guide the instruction for students with the most significant cognitive disabilities. This fact sheet will answer some key questions parents and educators may have about the most significant cognitive disabilities, the Extended Content Standards (ECS) and the NC Extend 1 Alternate Assessment.

GUÍA PARA PADRES SOBRE LA EDUCACIÓN 特別是 EN CAROLINA DEL - Glosario y acrónimos

La Guía se centra en la ley federal de educación especial conconocida como Ley de Educación para Individuos con Discapacidades （IDEA， por sus siglas en inglés）， que garantiza a todos los niños con discapacidades una “educación pública， gratuita y apropiada”.

查看這些提示，為您的下一次IEP會議做準備！

伊普 · 馬帕 · 德拉特拉維薩 - 帕拉拉斯家庭

IEP Cuaderno Su participación en el desarrollo de un Programa de Educación Individualizado （IEP por sus siglas en inglés） que sea efectivo y adecuado es esencial para el éxito de su hijo（a）.Aunque el típico IEP normalmente cubre un período de 12 meses， cada IEP ayuda a consolidar la base para el futuro en la vida de su hijo.Piense en el adulto en el que su hijo se convertirá.Al planear， piense más allá de estos doce meses por venir.Considere su participación como un proceso de tres pasos.

一份指南，介紹北卡羅來納州 IEP 表格和沿途為家長提供有用的提示。

This tip sheet introduces and briefly defines age of majority. The age of majority is defined by state law and is the age at which the child is no longer a minor and assumes rights and responsibilities to make certain legal decisions. To learn more, review the additional resources and check with state law for specific information about age of majority in your state.

This tip sheet reviews the elements of the individualized education program (IEP) and the IEP development process. To learn more, review the additional resources and check with state law for any additional requirements.

This tip sheet provides information about dates, frequency, location, and duration of services. It includes a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements.

This tip sheet introduces and briefly defines educational settings that promote access to and progress in general education programming and provides tips for implementation. To learn more, review the additional resources and check with state law for supplemental requirements.

This tip sheet introduces information about developing measurable annual goals. It includes a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements.

This tip sheet discusses measuring progress toward annual goals. It provides a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements.

This tip sheet introduces and provides an overview of the statement of services and aids that are part of the individualized education program (IEP). It also includes a brief summary of federal regulations and tips for implementation. To learn more, review the more in-depth tip sheets for all four parts and check with state law for additional requirements.

This tip sheet provides information about participation in assessment and accommodations for assessments. It includes a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements.

This tip sheet introduces the present levels of academic achievement and functional performance statement, or PLAAFP statement. It includes a brief summary of federal regulations and tips for implementation. To learn more, review the additional resources and check with state law for additional requirements

This tip sheet introduces and briefly defines transition services. To learn more, review the additional resources and check with state law for supplemental requirements.

一個偉大的工具，充滿了建議住宿的具體困難領域。

像所有學生一樣，經歷殘疾的學生需要在學校學習許多類型的"技能"。這些內容包括：思維習慣、基本學術技能、其他內容領域和功能技能。

智力殘疾是一個術語，當一個人在心理機能和技能，如溝通，自我照顧，和社會技能有一定的限制...

Least Restrictive Environment (LRE) refers to the Individuals with Disabilities Education Act (IDEA) federal requirement that “children with disabilities not be placed in special classes or separate schools unless the nature and severity of their disability is such that education in regular classes with supplementary aids and services cannot be achieved satisfactorily.” This means that your child should be educated with their nondisabled peers to the maximum extent appropriate, including in after school and extracurricular activities.

Lista de verificación del Programa de Educación Individualizado.

A Manifestation Determination Review (MDR) is a meeting held when a student with an IEP (Individualized Education Program) is facing suspension or expulsion for more than 10 days that results in a change of placement. This checklist will help you prepare for before, during and after a MDR meeting.

Parents are often surprised to learn that their child’s medical condition or diagnosis, such as Autism, Dyslexia, Hearing Loss or muscle related disorders does not automatically qualify them for an Individualized Education Program (IEP). Understanding the differences between a medical diagnosis and an educational determination of eligibility for special education services can help families become better advocates for their children.

本檔概述了實施MTSS框架的學校應實施支援的三個領域。

瞭解從公立學校非正式地將殘疾兒童帶走。

畫大圖！這個工作表被創建為任何成年人説明「畫出他們關心和瞭解的孩子的大局」的一種方式。工作表指導每個作者描述孩子，並提供"提示"什麼效果最好。這些提示允許您將您所瞭解的與他人能夠做什麼來説明他/她取得成功之間建立聯繫。

本資源將引導父母瞭解誦讀困難的跡象和影響，如何評估兒童的誦讀困難，以及父母和老師在被診斷患有誦讀困難后如何幫助兒童。

https://www.ecac-parentcenter.org/wp-content/uploads/participate-assessment-spanish.pdf

NC公共教育部制定的政策概述了NC學校將如何實施基於IDEA的NC特殊教育法。

Child Find is a requirement of the Individuals with Disabilities Education Act (IDEA) that mandates States to locate, identify, and evaluate all children with disabilities from birth to age 21 who are in need of special education and related services. Each State must offer Early Intervention Services for infants and toddlers with disabilities AND the provisions of a Free, Appropriate Public Education (FAPE) to children ages 3 to 21 determined eligible for special education and related services.

此工作表將説明您收集所需的特定資訊，如果您的孩子在閱讀中遇到困難並且您懷疑閱讀障礙。

Schools are required to provide a range of support when a child’s behavior gets in the way of learning. School-wide approaches to behavior apply to all students, and 504 Plans or Individualized Education Programs (IEPs) can provide personalized support and services to students with disabilities. Asking good questions is a strong advocacy skill!

IEP 促進、調解、決議會議、書面狀態合規、正當程序投訴和聽證請求

烏納·蓋亞·德·德·卡隆納州家庭協會

This tip sheet is designed to support IEP teams in the documentation of Parent Counseling and Training within the IEP.

El propósito de este documento es brindar a las partes interesadas información acerca de la evaluación， identificación y educación de alumnos con dislexia en las escuelas públicas de Carolina del Norte.

北卡羅來納州有殘疾學生家庭的規劃指南

本文檔提供環境、行為、組織策略等！

本文檔旨在回答父母/監護人可能提出的一些問題，包括特定學習障礙、身份識別過程以及這對父母及其子女意味著什麼。

此可填寫的文檔可説明殘疾學生在下一次IEP會議中請求領導角色，並指定他們希望領導IEP會議的哪些部分。

From the U.S. Department of Education - Using Functional Behavioral Assessments to Create Supportive Learning Environments, guidance to help schools and early childhood programs better support students’ behavioral needs. This guidance focuses on evidence-based practices to support students, with or without disabilities, whose behavior interferes with learning, and is part of the Department’s effort to reduce exclusionary discipline.  

瞭解如何選擇高中學習課程！

瞭解北卡羅來納州的過渡規劃和服務！

NC MTSS是一個多層框架，通過參與性的，基於研究的學術和行為實踐以及社交和情感學習（SEL）來促進學校改進。NC MTSS採用一種系統方法，使用數據驅動的問題解決來最大化所有人的增長。