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Bridges4kids IEP Goal Bank: Your Ultimate Resource for Measurable Student Goals
Are you overwhelmed by the task of writing Individualized Education Program (IEP) goals? Finding the right language, ensuring measurability, and aligning goals with specific student needs can feel like navigating a maze. This blog post serves as your comprehensive guide to the Bridges4kids IEP goal bank, a powerful tool designed to streamline the IEP process and help you create effective, data-driven goals for your students. We'll explore its features, benefits, and how to best utilize this invaluable resource to support your students' academic and developmental progress.
Understanding the Importance of Well-Written IEP Goals
Before diving into the Bridges4kids IEP goal bank, let's clarify why crafting strong IEP goals is crucial. IEP goals are the backbone of a student's educational plan. They provide a clear roadmap for progress, outlining specific, measurable, achievable, relevant, and time-bound (SMART) objectives. Well-written goals:
Guide Instruction: They inform teachers on what specific skills and knowledge to target in their lessons.
Track Progress: They provide a framework for monitoring student progress and making data-driven adjustments to the IEP.
Support Accountability: They ensure that all stakeholders (teachers, parents, administrators) are working towards shared objectives.
Promote Student Success: Ultimately, well-defined goals empower students to reach their full potential.
Navigating the Bridges4kids IEP Goal Bank: A Step-by-Step Guide
The Bridges4kids IEP goal bank offers a vast repository of pre-written IEP goals categorized by subject area, grade level, and disability. This makes finding relevant and appropriate goals significantly easier and faster. Here's a step-by-step guide to effectively utilize this resource:
#### 1. Accessing the Resource:
Begin by accessing the Bridges4kids website and locating the IEP goal bank section. The platform usually offers a user-friendly interface that allows you to search and filter goals based on various criteria.
#### 2. Refining Your Search:
Use the available filters to narrow your search. Consider the following criteria:
Grade Level: Select the appropriate grade level for your student.
Subject Area: Specify the subject area (e.g., reading, math, writing).
Disability: Choose the relevant disability category to find goals tailored to specific learning needs.
Goal Type: Some goal banks allow filtering by goal type (e.g., academic, behavioral, social-emotional).
#### 3. Reviewing and Selecting Goals:
Once you've generated a list of potential goals, carefully review each one. Ensure that the goal aligns perfectly with your student's individual needs, strengths, and weaknesses. Check for:
Specificity: Is the goal clearly defined and unambiguous?
Measurability: Can progress towards the goal be objectively measured?
Achievability: Is the goal realistic and attainable within the given timeframe?
Relevance: Does the goal directly address the student's learning needs and IEP goals?
Time-Bound: Does the goal include a specific timeframe for completion?
#### 4. Adapting and Personalizing Goals:
While the Bridges4kids IEP goal bank provides excellent starting points, remember to personalize the goals to fit your student's unique circumstances. Modify wording, adjust the criteria for success, and tailor the timeframe as needed. Always ensure the final goal reflects your student's individual needs and potential.
#### 5. Documenting and Implementing Goals:
Once you've selected and personalized your goals, accurately document them in your student's IEP. This includes clearly stating the goal, the method of measurement, the timeframe for achievement, and the anticipated level of progress.
Beyond the Goal Bank: Maximizing IEP Effectiveness
The Bridges4kids IEP goal bank is a fantastic tool, but its effectiveness depends on consistent monitoring and data collection. Regularly track your student's progress towards their goals. Use assessment data to inform instruction and adjust the IEP as needed. Collaboration with parents and other professionals is crucial for ensuring the IEP's success.
Conclusion
The Bridges4kids IEP goal bank is a powerful resource for educators seeking to create effective and measurable IEP goals. By utilizing its features and following the steps outlined above, you can significantly streamline the IEP process and focus on what truly matters: supporting your students' growth and development. Remember, consistent monitoring and data-driven adjustments are key to maximizing the impact of these well-crafted goals.
FAQs
1. Is the Bridges4kids IEP goal bank free to access? Access to the IEP goal bank may vary depending on your institution's subscription or licensing agreements. Contact your school or district for details.
2. Can I use the goals from the Bridges4kids IEP goal bank for students with diverse needs? Yes, the bank typically offers goals for students with a wide range of disabilities and learning styles. However, always adapt the goals to meet the student's individual needs.
3. How often should I review and update my student's IEP goals? IEP goals should be reviewed at least annually, and more frequently if significant progress or lack thereof is observed.
4. What types of assessments can I use to track progress towards the goals? You can use a variety of assessments, including formative and summative assessments, standardized tests, curriculum-based measurements, and informal observations.
5. Where can I find additional support and resources for writing effective IEP goals? Your school's special education department, professional development opportunities, and online resources (like the official Bridges4kids website) can provide valuable additional assistance.
| bridges4kids iep goal bank: The Everything Parent's Guide to Special Education Amanda Morin, 2014-05-18 Children with special needs who succeed in school have one thing in commonNtheir parents are passionate and effective advocates. This valuable handbook explains how to evaluate, prepare, organize, and get quality services, no matter what a child's disability. Includes worksheets, forms, and sample documents and letters. |
| bridges4kids iep goal bank: Autism David A. Sherman, 2007 |
| bridges4kids iep goal bank: Home Schooling Children with Special Needs Sharon C. Hensley, 2009 [ Do you have a child with a learning problem, and you feel apprehensive about teaching him at home? [ Do you need help locating the best resources for home schooling your child with special needs? [ Do you find yourself confused and intimidated by the professional jargon related to special education? [ Do you struggle with discouragement related to your child's progress in learning? If you answer yes to any of these questions, Home Schooling Children with Special Needs , will help you. [ You'll gain confidence to teach your child at home. [ You'll find resources and guidelines for planning an effective home school program. [ You'll learn to understand the vocabulary and ideas that you need to make good decisions for your child. [ You'll discover emotional strength and learn to identify the attitudes that support effective teaching. |
| bridges4kids iep goal bank: Emergent Literacy and Language Development Paula M. Rhyner, 2009-06-18 This concise, accessible book explores the connection between language acquisition and emergent literacy skills, and how this sets the stage for later literacy development. Chapters address formative early experiences such as speaking and listening, being read to, and talking about print concepts and the alphabet. Written for early childhood professionals, reading specialists, and speech–language pathologists, the book describes effective assessment and instructional approaches for fostering language learning and emergent literacy in typically developing children and those at risk for language delays. Vivid case examples illustrate specific ways to collaborate with parents to give all children a strong foundation for school readiness and success. |
| bridges4kids iep goal bank: Language and Literacy Learning in Schools Elaine R. Silliman, Louise C. Wilkinson, 2007-01-10 Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties. |
| bridges4kids iep goal bank: Ticket to Work and Work Incentives Improvement Act of 1999 United States, 1999 |
| bridges4kids iep goal bank: Lakeland: Lakeland Community Heritage Project Inc., 2012-09-18 Lakeland, the historical African American community of College Park, was formed around 1890 on the doorstep of the Maryland Agricultural College, now the University of Maryland, in northern Prince George's County. Located less than 10 miles from Washington, D.C., the community began when the area was largely rural and overwhelmingly populated by European Americans. Lakeland is one of several small, African American communities along the U.S. Route 1 corridor between Washington, D.C., and Laurel, Maryland. With Lakeland's central geographic location and easy access to train and trolley transportation, it became a natural gathering place for African American social and recreational activities, and it thrived until its self-contained uniqueness was undermined by the federal government's urban renewal program and by societal change. The story of Lakeland is the tale of a community that was established and flourished in a segregated society and developed its own institutions and traditions, including the area's only high school for African Americans, built in 1928. |
| bridges4kids iep goal bank: Early Literacy Skills Builder , 2010-09-01 Apply the science of reading to students with moderate-to-severe developmental disabilities, including autismThe Early Literacy Skills Builder program incorporates systematic instruction to teach both print and phonemic awareness. ELSB is a multi-year program with seven distinct levels and ongoing assessments so students progress at their own pace.Five years of solid research have been completed through the University of North Carolina at Charlotte, proving ELSB to be a highly effective literacy program and more effective than a sight-word only program. ELSB is based upon the principles of systematic and direct instruction. It incorporates scripted lessons, least-prompt strategies, teachable objectives, built-in lesson repetition, and ongoing assessments. The seven ELSB levels contain five structured lessons each. All students begin at Level 1. If a student struggles here, go back and administer Level A. Instruction is one-on-one or in small groups. Teach scripted lessons daily in two 30-minute sessions. On the completion of each level, formal assessments are given. ELSB includes everything you need to implement a multi-year literacy curriculum. |
| bridges4kids iep goal bank: Homeschooling Your Child With Special Needs Shawna Wingert, 2019-09 It happens almost every day. I hear from a mom desperate for information on homeschooling her child with special needs and learning differences. She is terrified. She's been told to not even consider it - that the experts need to be the ones in charge of her child's special education.She's terrified, yes. But somewhere, deep down, she knows it's not working. She knows there just has to be another way.This book is a comprehensive look at homeschooling a child with learning differences and special needs. In addition to practical tips and encouragement, it includes specific chapters for those homeschooling children with autism, ADHD, anxiety disorders and other diagnoses. Part One: The BasicsChapter 1 - Our Story Chapter 2 - Is it Ok to Use the Term Special Needs Part Two: The Reality Chapter 3 - Am I Qualified to Homeschool My Child with Special Needs? Chapter 4 - Getting Started Chapter 5 - Expectations vs. Reality Chapter 6 - Sleep Matters Chapter 7 - Life Skills Part Three: The Basics Chapter 8 - Feeling the Pressure to Recreate School Chapter 9 - The Pros and Cons of Homeschooling Children with Special NeedsChapter 10 - Screen Time: The Good, The Bad, and The Ugly Chapter 11 - Learning to Let Go of Grade LevelsPart Four: The PracticalChapter 12 - What's the Best Curriculum for Children with Special NeedsChapter 13 - Out of the Box Learning for Out of the Box Learners Chapter 14 - A Strength-Based Homeschool: Why it MattersChapter 15 - How to Use Strengths and Interests for Actual Learning Chapter 16 - Teaching my Dyslexic Child to Read Doesn't Always Involve Books (and Other Shockers!)Chapter 17 - Yes, It's Stressful to Homeschool Children with Special NeedsPart Five: The DiagnosesChapter 18 - Our Family's ListChapter 19 - Homeschooling a Child with AutismChapter 20 - Homeschooling a Child with ADHDChapter 21 - Homeschooling a Child with an Anxiety DisorderChapter 22 - Homeschooling a Child with Sensory Processing DisorderChapter 23 - Homeschooling The 3 D's - Dyslexia, Dysgraphia, and DyscalculiaPart Six: The ExpertsChapter 24 - Doctors, Therapists, and Moms Chapter 25 - Things Doctors Shouldn't Say to Moms Chapter 26 - Who is the Expert Here?Part Seven: The Teacher Chapter 27 - Just Because it is Difficult, Doesn't Mean You are Doing it Wrong Chapter 28 - Depression and Mothering Your ChildChapter 29 - The Very Best Advice I Can Give You for Homeschooling a Child with Special Needs |
| bridges4kids iep goal bank: Building Bridges Through Sensory Integration Ellen Yack, Shirley Sutton, Paula Aquilla, 2002 A useful practical guide for professionals, parents, teachers and other caregivers. It presents detailed assessment tools as well as consistent strategies for managing challenging behavior. Successful sensory integration techniques include ... advice for a wide range of specific problems ... for adapting home, school, and childcare environments ... [and] creative suggestions for activities, equipment, and resources. |
| bridges4kids iep goal bank: Wrightslaw Special Education Legal Developments and Cases 2019 Peter Wright, Pamela Wright, 2020-07-10 Wrightslaw Special Education Legal Developments and Cases 2019 is designed to make it easier for you to stay up-to-date on new cases and developments in special education law.Learn about current and emerging issues in special education law, including:* All decisions in IDEA and Section 504 ADA cases by U.S. Courts of Appeals in 2019* How Courts of Appeals are interpreting the two 2017 decisions by the U.S. Supreme Court* Cases about discrimination in a daycare center, private schools, higher education, discrimination by licensing boards in national testing, damages, higher standards for IEPs and least restrictive environment* Tutorial about how to find relevant state and federal cases using your unique search terms |
| bridges4kids iep goal bank: Deaf Child Crossing Marlee Matlin, 2013-04-30 A compelling and humorous story of friendship from Academy Award–winning actress Marlee Matlin. Cindy looked straight at Megan. Now she looked a little frustrated. What's the matter? Are you deaf or something? she yelled back. Megan screamed out, and then fell to the ground, laughing hysterically. How did you know that? she asked as she laughed. Megan is excited when Cindy moves into her neighborhood—maybe she’ll finally have a best friend. Sure enough, the two girls quickly become inseparable. Cindy even starts to learn sign language so they can communicate more easily. But when they go away to summer camp together, problems arise. Cindy feels left out because Megan is spending all of her time with Lizzie, another deaf girl; Megan resents that Cindy is always trying to help her, even when she doesn’t need help. Before they can mend their differences, both girls have to learn what it means to be a friend. |
| bridges4kids iep goal bank: Bad Twin Gary Troup, 2006-05-02 Sometimes evil has a familiar face . . . Paul Artisan, P.I. is a new version of an old breed -- a righter of wrongs, someone driven to get to the bottom of things. Too bad his usual cases are of the boring malpractice and fraud variety. Until now. His new gig turns on the disappearance of one of a pair of twins, adult scions of a rich but tragedy-prone family. The missing twin -- a charismatic poster-boy for irresponsibility -- has spent his life daring people to hate him, punishing himself endlessly for his screw-ups and misdeeds. The other twin -- Artisan's client -- is dutiful and resentful in equal measure, bewildered that his other half could have turned out so badly, and wracked by guilt at his inability to reform him. He has a more practical reason, as well, for wanting his brother found: their crazy father, in failing health and with guilty secrets of his own, will not divide the family fortune until both siblings are accounted for. But it isn't just a fortune that's at stake here. Truth itself is up for grabs, as the detective's discoveries seem to challenge everything we think we know about identity, and human nature, and family. As Artisan journeys across the globe to track down the bad twin, he seems to have moved into a mirror-world where friends and enemies have a way of looking very much alike. The P.I. may have his long-awaited chance to put his courage and ideals to the test, but if he doesn't get to the bottom of this case soon, it could very well cost him his life. Troup's long-awaited Bad Twin is a suspenseful novel that touches on many powerful themes, including the consequence of vengeance, the power of redemption, and where to turn when all seems lost. Bad Twin is a work of fiction and all names, characters and incidents are used fictitiously; the author himself is a fictional character. |
| bridges4kids iep goal bank: Toilet Training for Individuals with Autism Or Other Developmental Issues Maria Wheeler, 2007 Toilet training can become a battleground for caregivers and children alike, especially if the child has autism or other developmental challenges. Learn methods that avoid making the child feel like a failure. |
| bridges4kids iep goal bank: Parental Involvement in Childhood Education Garry Hornby, 2011-04-07 Parental participation has long been recognized as a positive factor in children’s education. Research consistently shows that parents’ contributions to their children’s education lead to improvements in their academic and behavioral outcomes, from elementary through middle and secondary school. Recognizing the critical role of school psychologists in this equation, Parental Involvement in Childhood Education clearly sets out an evidence-based rationale and blueprint for building parental involvement and faculty awareness. The author’s starting point is the gap between the ideals found in the literature and the reality of parental involvement in schools. An ecological analysis identifies professional, institutional, and societal factors that keep schools and parents distant. Methods for evaluating parental involvement are detailed, as is a model for developing and maintaining strong parental relationships at the instructor, school, and education system level, with an emphasis on flexible communication and greater understanding of parents’ needs. This empirically sound coverage offers readers: A detailed understanding of obstacles to parental involvement. An evidence-based model for parental participation. A three-nation study of parental involvement practices in schools. Guidelines for implementing parental involvement activities and initiatives. A review of effective communication strategies with parents. Analysis of key interpersonal skills for effective work with parents. Parental Involvement in Childhood Education is essential reading for practitioners and researchers in school psychology and counseling, social work, and educational psychology, whether they work directly with schools or in providing training for teachers and other professionals who work with children and their parents. |
| bridges4kids iep goal bank: Learning Disabilities--there is a Cure Addie Cusimano, 2001 Statistical reports indicate that 2.7 million public school students nationwide have been identified as learning disabled, and that fifty percent of all high school dropouts come from inner city schools where twenty-five percent are learning disabled. Since learning disabled students innately have average to superior IQ¿s, why can¿t they learn? For years educators have been in search of the right reading approach, one that would meet the needs of all children. Since the early 1900¿s we have switched from a sight approach, to a phonetic approach, linguistic, whole language, integrated, and now, a researched based, balanced approach. The No Child Left Behind Act has set a goal that by 2014, all children in the United States are to be proficient in reading. The dilemma lies in how this is to be accomplished even with this improved balanced approach. Educational specialist Addie Cusimano shares her findings which are based on her research, work and success with students from pre-school to college age, from learning disabled to gifted. She presents her answers to the No Child Left Behind Act, discusses approaches that work best, the importance of teaching specific learning skills, and offers many valuable teaching techniques and strategies. Her premise is that learning disabled students can and should be cured at the elementary level, and that the best approach for all children is one that incorporates more facets of learning than are presently taught. This revised second edition of her book adds two new chapters, the teaching of foreign languages and mathematics. Written in an easy to read fashion, Learning Disabilities: There is a Cure offers educators, parents and professionals a refreshing and assured method for the solution to serious academic concerns. |
| bridges4kids iep goal bank: The New Music Therapist's Handbook Suzanne B. Hanser, 2000-03-01 (Berklee Guide). This completely updated and revised edition reflects the latest developments in the field of music therapy. Includes an introduction to the profession, guidelines for setting up a practice, new clinical applications, and helpful case studies a must for students and professionals alike. |
| bridges4kids iep goal bank: The Dynamics of Music Psychotherapy Kenneth E. Bruscia, 1998 An examination of how transference and countertransference are manifested and worked through when improvisation, songs, and music imaging are used in psychotherapy. |
| bridges4kids iep goal bank: The Parent’s Guide to Speech and Language Problems Debbie Feit, 2007-08-13 Six million children under the age of 18 suffer from speech disorders Breaking terminology down for the layperson, this book helps parents deal with every issue relating to their child’s problems: where to find help, how to evaluate therapies and therapists, and how to help a child face his or her challenges |
| bridges4kids iep goal bank: Working Memory and Academic Learning Milton J. Dehn, 2011-01-04 Equipping school and child psychologists, and neuropsychologists with critical information on the role of working memory in learning and achievement, Working Memory and Academic Learning offers guidance on assessment tools, interventions, and current evidence-based best practices. Its specific, step-by-step guidance and hands-on case studies enables you to identify how working memory relates to academic attainment and how to apply this knowledge in professional practice. |
| bridges4kids iep goal bank: Siblings of Children with Autism Sandra L. Harris, Beth A. Glasberg, 2012 Autism can affect the basics of sibling relationships, and parents need to learn to balance responsibilities for each child. Harris and Glasberg offer a fresh look at what it's like to grow up as the brother or sister of a child with autism. |
| bridges4kids iep goal bank: Childhood Speech, Language, and Listening Problems Patricia McAleer Hamaguchi, 2010-08-13 The essential, up-to-date guide for helping children with language and listening problems Does your child have trouble getting the right words out, following directions, or being understood? In this revised new edition of Childhood Speech, Language, and Listening Problems, speech-language pathologist Patricia Hamaguchi-who has been helping children overcome problems like these for more than thirty years-answers your questions to help you determine what's best for your child. This newest edition: * Expands on speech and articulation issues affecting toddlers * Includes a new chapter on socially quirky children Explains how to get the right help for your child, including when to wait before seeking help, how to find the right specialist, and how the problem may affect your child academically, socially, and at home Covers major revisions in educational laws and programs and insurance coverage as well as current information on new interventions and cutting-edge research in the field Updates information on autism spectrum disorders, neurobiological disorders, and auditory processing disorders Provides valuable information for parents of children with speech, language, and listening problems.-Sandra C. Holley, Ph.D., Former President, American Speech-Language-Hearing Association (on the Second Edition) More than 1.1 million children receive special education services each year to address speech and language problems, and many others struggle with language and listening to some degree. If your child is one of them, this book gives you the crucial and up-to-date guidance you need to help him or her both in school and at home. |
| bridges4kids iep goal bank: Educating Children with Fragile X Syndrome Denise Dew-Hughes, 2003-12-16 What is Fragile X? The most common inherited cause of learning difficulties, affecting a child's ability to tackle key areas such as literacy and numeracy, and causing behaviour problems and social anxiety. What can teachers do to help children with Fragile X become more effective learners? This definitive text will provide essential support and information for teachers with the expertise of an international field of researchers, whose variety of perspectives contribute to a unique, multi-professional approach. Each chapter of the book suggests practical intervention strategies, based on sound educational principles expressed in clear non-specific terms. A range of important topics are considered, including: * the physical and behavioural characteristics of Fragile X * the effects of Fragile X on learning * medication and therapy * related conditions such as autism and attention deficit disorders. Breaking down the barriers of professional practice, this book establishes the groundwork for successful and valuable multi-professional teamwork. By providing immediate access to a body of empirical knowledge and advice from other disciplines, it will encourage teachers to incorporate this approach into their own practice. Everyone responsible for the education of a child with Fragile X syndrome should read this book. |
| bridges4kids iep goal bank: Transitions in the field of special education David L. Cameron, Ragnar Thygesen, 2015 The purpose of this book is to explore the phenomenon of transition as it relates to the field of special education within the Nordic countries of Norway, Sweden, Denmark and Finland. First, the authors investigate transition in the field of special education with respect to historical developments and the shifting prominence of diverse guiding theories. Second, we examine the process of transition in a wide range of special education contexts, including transitions from home to school, school to work, and across other contexts and types of support. The target audience for the book includes authors and researchers in academic and government research institutions, professionals working in special education and related fields, as well as students at graduate and doctoral levels. There are 16 chapters with contributions from the editors and 15 other international authors: Jorun Buli-Holmberg, David L. Cameron, Camilla Brørup Dyssegaard, Niels Egelund, Astrid Birgitte Eggen, Britta Hannus-Gullmets, Camilla Herlofsen, Maryann Jortveit, Velibor Bobo Kova?, Ingrid Lund, Johan Malmqvist, David Mitchell, Sven Nilsen, Heidi Omdal, Kristina Ström, Ragnar Thygesen, and Anne Dorthe Tveit. |
| bridges4kids iep goal bank: Overcoming Autism Lynn Kern Koegel, Ph.D., Claire LaZebnik, 2014-03-25 There have been huge advances in our ability to diagnose autism and in the development of effective interventions that can change children’s lives. In this extraordinary book, Lynn Kern Koegel, a leading clinician, researcher, and cofounder of the renowned Autism Research Center at the University of California at Santa Barbara, combines her cutting-edge expertise with the everyday perspectives of Claire LaZebnik, a writer whose experience with a son with autism provides a rare window into the disorder. Together, they draw on the highly effective “pivotal response” approach developed at the center to provide concrete ways of improving the symptoms of autism and the emotional struggles that surround it, while reminding readers never to lose sight of the humor that lurks in the disability’s quirkiness or the importance of enjoying your child. From the shock of diagnosis to the step-by-step work with verbal communication, social interaction, self-stimulation, meltdowns, fears, and more, the answers are here-in a book that is as warm and nurturing as it is authoritative. |
| bridges4kids iep goal bank: Writing Measurable IEP Goals and Objectives Barbara D. Bateman, Cynthia M. Herr, 2011-02-17 Guides you through quick and effective writing of accurate and measurable IEP goals and objectivesFor all staff involved in the IEP process. Many special educators view IEPs as burdensome, but IEPs are necessary, required by law and when done properly can be extremely helpful in guiding the student's educational journey. Includes updates for IDEA 2004.eBook is delivered via a download link sent to your email address. Please allow up to 24 hours processing time, Monday through Friday. |
| bridges4kids iep goal bank: Working with Parents of Children with Special Needs Garry Hornby, 1995 |
| bridges4kids iep goal bank: The New Language of Toys Sue Schwartz, 2004 A guide for parents and professionals to learn how to stimulate language development in young children through the use of toys. |
| bridges4kids iep goal bank: Autism in Your Classroom Deborah Fein, Michelle A. Dunn, 2007 Children with autism spectrum disorders are increasingly being educated in inclusive general education classrooms. For optimal results, teachers need to know as much as possible about autism and the teaching methods and modifications that work best for these students. This is a huge undertaking for time-crunched general education teachers, many of whom may never have had a student with autism before. Now teachers can turn to Autism in Your Classroom for the information and guidance they need. Written by two neuropsychologists with extensive clinical and classroom experience, this new book is a concise, easy-to-read guide developed for primary school teachers. Part I provides a complete overview of the types, causes, characteristics, and treatments of autism spectrum disorders. It also explains various secondary characteristics of autism that create challenges for students, such as sensory abnormalities, behavioural issues, and limited social skills and peer interaction. Part II focuses on the student in the classroom: It covers a variety of strategies to manage learning and behaviour, such as: Modifying classwork and homework; Helping with language difficulties; Using visual strategies; Keeping students focused and organised; Teaching reading and math; Using positive reinforcement and rewards; Handling challenging behaviour; Explaining autism to other students; Teaching social skills in the classroom; Balancing the needs of typical and special students. Part III features two useful case studies. Both stem from the authors' hands-on work and consultation with teachers, students, and parents. The book concludes with an appendix of frequently asked questions about children with autism asked by educators. |
| bridges4kids iep goal bank: Visual Supports for People with Autism Marlene J. Cohen, Peter F. Gerhardt, 2015-10 Visual supports are excellent tools for teaching academic, daily living, and self-help skills to people with autism. This reader-friendly and practical book shows teachers, parents, and service providers how to make low-tech visual supports, and offers strategies for using them. The new second edition includes expanded information about using visual supports with the youngest children, advice on fading supports, and updated photo examples of: activity schedules; calendars; charts; checklists & to-do lists; color coding; flip books; graphic organizers; mnemonics; nametags; photo boards; power cards; scripts; social stories; and video modeling. |
| bridges4kids iep goal bank: Lift the Lid, Use the Potty! Annie Ingle, 2001-01-01 Lift-the-flap illustrations follow the story of Little Bunny as she learns to use her new purple potty. |
| bridges4kids iep goal bank: Jump, Frog, Jump! Robert Kalan, 1989-10-26 This is the turtle that slid into the pond and ate the snake that dropped from a branch and swallowed the fish that swam after the frog -- JUMP, FROG, JUMP! This infectious cumulative tale will soon have the young frogs you know jumping and chanting with joy. |
| bridges4kids iep goal bank: Go to Guide for Phonological Awareness Angela Sterling-Orth, 2004 |
| bridges4kids iep goal bank: Auditory Disorders in School Children Ross J. Roeser, Marion P. Downs, 1995 |
| bridges4kids iep goal bank: Wrightslaw Peter W. D. Wright, Pamela Darr Wright, 2005 The Individuals with Disabilities Education Act of 2004 (IDEA 2004) is confusing to parents, educators, and even to most attorneys. Wrightslaw: IDEA 2004 provides a clear roadmap to the law and how to get better special education services for all children with disabilities. Learn what the law says about Individualized Education Programs (IEPS), IEP teams, transition, progress. Learn about evaluations, reevaluations, parental consent, and independent educational evaluations. You will learn about research-based instruction, early intervening services, discrepancy formulas and response to intervention. This book includes information about assessments, accommodations and alternate assessments. You will find information about procedural safeguards, new procedures and timelines for due process hearings. Wrightslaw: IDEA 2004 is and invaluable resource for parents, advocates, educators, and attorneys. You will refer to this book again and again. |
| bridges4kids iep goal bank: Language Disorders in Children Joan N. Kaderavek, 2015 For language disorders courses Students learn how to analyze, synthesize, evaluate, and link the information they are learning about language disorders-and to think like a speech-language pathologist. This text is more than an introductory look at language disorders. It goes beyond basic concepts and basic definitions to teach students how to analyze, synthesize, evaluate, and link the information they are learning. It offers readers opportunities for higher-order learning, while preparing students to become careful evaluators of information, as well as adept problem solvers. Organized by disorder groups and theme, Language Disorders in Children helps students easily make connections between theoretical information and clinical practice through a number of thoughtful features such as case histories, clinical decision trees, and hot topic discussions. It's an approach that meets the needs of today's students to learn lifetime critical thinking skills, to see relationships between isolated ideas and facts, and to think like a speech-language pathologist. This text is set up to ensure optimal teaching and learning through: A focus on theoretical thinking and illustrative best-practice methodologies; An emphasis on evidence-based practice; Organization by disorder group; and Strong pedagogy such as case histories, clinical decision trees, and hot topic discussions. |
| bridges4kids iep goal bank: Specific Reading Disability Bruce K. Shapiro, Pasquale J. Accardo, Arnold J. Capute, 1998 |
| bridges4kids iep goal bank: Individual Music-Centered Assessment Profile for Neuro Developmental Disorders (IMCAP-ND) John A. Carpente, 2013-05-06 The Individual Music-Centered Assessment Profile for Neurodevelopmental Disorders (IMCAP-ND) is a method for observing, listening, and rating musical emotional responses, cognition and perception, preferences, perceptual efficiency, and self-regulation in individuals with neurodevelopmental disorders. Within musical-play, and a developmental and relationship-based framework, the IMCAP-ND focuses on how clients perceive, interpret, and create music with the therapist as the first step in formulating clinical goals and strategies for working with clients. The IMCAP-ND includes three easy to use rating scales that evaluate clients at various developmental levels and chronological ages from children to adults. In addition, it provides the therapist with musical procedures and protocols as well as guiding principles for facilitating the in-session assessment process. The IMCAP-ND clinical manual includes protocols, supportive intervention procedures, rating scales, intake forms, and an assessment/evaluation report template. The IMCAP-ND may be used: • to develop clinical goals and treatment plan • to musically guide the therapist in working with the client • to communicate information to parents and healthcare professionals • as pre- and posttest measures to evaluate client progress |
| bridges4kids iep goal bank: Bringing ABA Into Your Inclusive Classroom Debra Leach, 2010 With this how-to guide to the research-proven ABA approach, teachers will improve outcomes for K-12 students with autism and behavior challenges. Packed with plain-English guidance and fifty sample teaching plans. |
| bridges4kids iep goal bank: "You're Going to Love this Kid!" Paula Kluth, 2010 Thousands of edcuators have turned to You're Going to Love This Kid! for fresh ways to welcome and teach students with autism; and now the book teachers trust is fully revised and more practical than ever. Gathering feedback from teachers across the US during her popular workshops, autism expert Paula Kluth targeted this second edition to the specific needs of today's primary- and secondary-school educators. Still packed with the ready-to-use tips and strategies that teachers are looking for, the new edition gives readers: dozens of NEW reproducible forms, checklists, and planning tools; photos of curricular adaptations, sensory supports and classroom scenes; throughly revised and updated chapters on today's hottest topics; a study guide with challenging discussion questions for each chapter; and new ideas throughout the book based on the latest reasearch on autism, inclusion, literacy, and behaviour. Readers will also get updates on all of the other topics covered in the first edition, including fostering friendships, building communication skills, planning challenging and multidimensional lessons, and adapting the curriculum and the physical environment. And with the new first-person stories from people with autism and their teachers and parents, readers will have a better understanding of students on the spectrum and how to include them successfully. |
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