Autism, ARD/IEP Supports
Understanding the Autism Supplement
Explains the Commissioner’s Rule Related to TAC 89.1055(e) in the Individualized Education Program (IEP), referred to as the Autism Supplement.
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ARD/IEP Supports
Significant Cognitive Disabilities, ARD/IEP Supports
Alignment to State Standards: Involving Young Students in the IEP Process
In this video, Ayo Jones discusses ways to involve young students in the IEP process.
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Deaf/Hard of Hearing, ARD/IEP Supports, Evaluation
Communication Assessment: Deaf and Hard of Hearing Students
Overview of considerations to help guide assessment teams as they gather data to determine a Deaf or Hard of Hearing student’s communication needs.
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ARD/IEP Supports, Assistive Technology, Deaf/Hard of Hearing, Deafblind, Inclusion
Language and Communication Focused IEPs
This 11-part course program series is intended to prepare educators and school administrators on how to use the IEP Discussion Guide in the best way possible. Each course covers a chapter in the IEP Discussion Guide.
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Autism, Transition, ARD/IEP Supports
A Good Transition Plan
What does a good transition plan entail? Dr. Carter explains.
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State Guidance, ARD/IEP Supports, Evaluation
Family Engagement Framework: A Resource for School Administrators
This framework is essential for administrators and outlines six key elements of family engagement that can make a positive difference in the education of students with disabilities.
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Inclusion, ARD/IEP Supports, Instruction
Guidelines for Co-Teaching in Texas
This purpose of this document is to provide non-regulatory guidance to Local Education Agencies (LEAs) regarding effective co-teaching models.
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ARD/IEP Supports, Significant Cognitive Disabilities, Evaluation
Student Input
This video shows how one educator gathered information from her students of different ability levels.
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Significant Cognitive Disabilities, ARD/IEP Supports
Mi primera reunión de ARD
En este video, Bianca Salinas habla de tener compasión por los demás y de trabajar en equipo.
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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction
Data Collection: Interval Recording
Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.
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