TA providers, early educators, and family members about the types and content of training that would be most useful in addressing the social-emotional needs of young children. The content features of development of children with disabilities the modules is consistent with evidence-based practices identified through a thorough review of the literature. View Module Archive for Modules from 2010.
The Archive has Spanish and HTML versions available. Módulos actualizados en español se presentarán dentro de poco! Click to download MODULE 1 with videos linked 645. Includes Presentation, Handouts and Presenter script. Click to download MOUDULE 3a with videos linked 195. Click to download MODULE 3b with videos linked 122. You are using an old web browser.
You might wnat to consider upgrading it to a newer one. We recommend the latest version of Mozilla Firefox. You will need to enable it to properly use parts of this page. Many states use the COS process to collect child outcomes data for federal reporting purposes.
SSIP Resources Available Resources supporting SSIP Phases I, II and III are available on our SSIP topical page. Video: Supporting Children By Improving Family Outcomes This video describes the importance of supporting families, collecting data on family outcomes, and using the data to improve early childhood programs. Using the family data collected by the U. Early Intervention Program as an example, this video highlights how three families benefited from receiving early intervention support.
Supporting Children By Improving Family Outcomes is a companion to the video Child Outcomes: Step-By-Step. Closed captions available in English and Spanish. The law was reauthorized by Congress in 2004, prompting a series of changes in the way special education services are implemented. These changes are continuing today and they affect the delivery of special education and related services in your state. This law originated as a way to insure that students with disabilities receive an appropriate public education. IDEA has been updated about every five years since its beginnings, the latest of which is the 2004 reauthorization.
The reason for this consistent updating is to give us a chance to see how the law plays out in practice, and what we need to do to make it more clear, efficient or effective. In 1986, for example, the infant and toddler component was added, and in 1990, transition planning became a requirement. These concepts have been built into the special education system to insure equal access to education for all students. In 2006, another change was made when final regulations were released for IDEA 2004. For years, schools were required to wait until a child fell considerably behind grade level before being eligible for special education services. Today, with the release of the final regulations of IDEA 2004, school districts are no longer required to follow this ‘discrepancy model,’ but are allowed to find other ways to determine when a child needs extra help.
Note: The phrase “further education” is new in 2004, as is the increased emphasis on effective transition services to promote successful post-school employment or education. Components IDEA is divided into four sections, Parts A – D. Part A defines the terms used in the law. The term “specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.