Pre-college

Individualized Education Plans (IEPs) and Individualized Family Service Plans (IFSPs) are documents developed by school personnel to help guide interventions for students in special education. Well-written IEPs and IFSPs for students who are deaf or hard of hearing (D/HH) can be used to effectively guide instruction and track academic progress. Both itinerant and classroom teachers can play important roles in developing these documents.

Recognizing that cost and time often preclude one-by-one signing of even the most widely used instructional materials TERC, a not-for-profit education research and development organization, partnered with Vcom3D, the developer of the SigningAvatar accessibility software, to create the Signing Science Dictionary (SSD).

Stephanie Ludi and Tom Reichlmayr, software engineering professors at the Rochester Institute of Technology, are working to increase the participation of people with visual impairments in computing fields.

Carol Blanc, a biology teacher at Pendleton High School in Pendleton, Oregon, is using multimedia equipment in the classroom to keep students engaged and to promote learning. Ms. Blanc teaches sophomores with a broad range of skills and abilities. She reports that 30% of her students are served under Individual Education Plans, due to cognitive, sensory, learning and organizational deficits.

Deann Shillington, a special education teacher at Canfield Middle School in Coeur d'Alene, Idaho identified a need for intensive, direct instruction in basic skills to help improve her students' math performance. Ms. Shillington wanted to capitalize on the benefits that computer programs have to offer. In collaboration with DO-IT's AccessSTEM project, she acquired computers and a LCD projector.

All-Alaska Academy offers week-long transition camps for students with disabilities to aid them in their transition from secondary to postsecondary institutions or from school to work. Participants attend as part of a team from their district. Teams focus on fostering an academic learning experience for both students and educators.

The Boston Public School system is known for its commitment to incorporating technology and universal design into its public institutions and classrooms. In 2001 the Access Technology Center (ATC) moved into the Boston Public Schools' Office of Instructional Technology (OIT) to expand technology access and training opportunities for teachers.

The World Wide Web provides a great source for locating summer camps in your corner of the world. Using a search engine, you can search for items like "summer camp for kids with disabilities" or "accessible summer camps" and be provided with myriad options.

The No Child Left Behind Act (NCLB) was signed by President George W. Bush on January 8th, 2002. The legislation attempts to improve the performance of America's primary and secondary schools by increasing accountability standards for states and school districts, providing parents with more flexibility in choosing schools, and promoting the use of educational practices based on scientific research.

Attention-Deficit/Hyperactivity Disorder (AD/HD), formerly classified as ADD or ADHD, may impact a student's classroom behavior and study skills. Some students with AD/HD will need accommodations to help them achieve academic goals. Students may be the best source of information about their needs; teachers should encourage student input on the best accommodations.