Parent Resource Notebook

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Parent Resource Notebook

Madison Dolginoff
Mariah Rivero
Lorielynn Wilberg
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Content
Legal Rights of Parents................................................................................................................................3

Disability Specific Information...................................................................................................................5
Learning Disabilities................................................................................................................................5
Emotional Disabilities.............................................................................................................................8
Intellectual Disabilities..........................................................................................................................16
Autism...................................................................................................................................................21
Gifted/Talented......................................................................................................................................24
Area Resources..........................................................................................................................................27
Nevada...................................................................................................................................................27
Southern Nevada...................................................................................................................................28
Northern Nevada...................................................................................................................................29
Clark County School District.................................................................................................................29
Developmental Ages and Stages................................................................................................................31
Infant (ages 0-3)....................................................................................................................................31
Preschool/ early childhood (ages 3-6)....................................................................................................34
Transition (ages 14- 21).........................................................................................................................36
Adult (over 21)......................................................................................................................................37
References.................................................................................................................................................39
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Legal Rights of Parents

Information on the legal rights of parents, which includes involvement in the evaluation and IEP
process
Building the Legacy: IDEA 2004
http://idea.ed.gov/explore/search?search_option=all&query=parental+rights&GO.x=0&GO.y=0
This site is developed by the U.S. Department of Education. It is split into two sections,
to provide resources on the two age groups covered under the Individuals with Disabilities
Education Act (IDEA): ages 3-21 and ages 0-2. This site was created to provide a "one-stop
shop" for resources related to IDEA and its implementing regulations, released on August 3,
2006. The above referenced link provides a list of the sections in IDEA 2004 directly related to
or referencing the legal rights of parents of children with disabilities.
Center for Parent Information and Resources
http://www.parentcenterhub.org/topics/parental-rights/
The Center for Parent Information and Resources (CPIR) serves as a central resource of
information and products to the community of Parent Training Information (PTI) Centers and the
Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving
families of children with disabilities. The site contains a wealth of resources related to parental
rights. For more information contact Myriam Alizo, Project Assistant, at malizo@spannj.org or
Center for Parent Information and Resources, c/o Statewide Parent Advocacy Network, 35
Halsey St., Fourth Floor, Newark, New Jersey 07102.
Family Connect
http://www.familyconnect.org/info/education/know-your-rights/13
FamilyConnect is an online, multimedia community created by the American Foundation
for the Blind (AFB) and the National Association of Parents of Children with Visual Impairments
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(NAPVI). This site gives parents of visually impaired children a place to support each other,
share stories and concerns, and link to local resources. Though the site is specifically dedicated
to families of children with visual impairments, the information presented on the legal rights of
parents can extend to all disabilities. For more information contact Family Connect at
familyconnect@afb.net.
Understood: For Learning and Attention Issues
https://www.understood.org/en
Understood is a group of 15 nonprofit organizations that have joined forces to support
parents of children with learning and attention issues. The website provides numerous resources
covering topics for identification and evaluation, school and learning, friends, family, and the
community.
Wrightslaw
http://www.wrightslaw.com/info/protections.index.htm
Wrightslaw is an internet site where parents, educators, advocates, and attorneys can look
for accurate, reliable information about special education law, education law, and advocacy for
children with disabilities.
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Disability Specific Information

Disability-specific information on the following categories and oriented for parents/families
Learning Disabilities
http://www.parentcenterhub.org/wp-content/uploads/repo_items/fs7.pdf
As described by this flyer written by the National Dissemination Center for Children with
Disabilities (NICHCY) and distributed by the Center for Parent Information and Resources,
learning disability is a general term used to describe a specific disability that can causes someone
to have difficulty learning and/or using certain skills. This PDF packet includes the story of Sara,
a child with a learning disability, information on recognizing a possible learning disability,
getting tested, and parents rights under IDEA. Included also in this brochure is tips for teachers
and parents for helping students with learning disabilities.
National Center for Learning Disabilities
http://www.ncld.org/
The National Center for Learning Disabilities is a non-profit charity that caters to the LD
community. The NCLD mission is to create a society in which every individual possesses the
academic, social and emotional skills needed to succeed in school, at work and in life. NCLD
provides resources for parents, students, and teachers in order to better serve and educate the
learning disabled community and their families that includes access to online communities,
research, as well as scholarship opportunities for students.
Chile Development Institute
http://childdevelopmentinfo.com/learning/learning_disabilities/
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The main goal of the Child Development Institute is to foster positive parent-child
relationships through education on child development and disabilities. The Child Development
Institute gives a brief overview of learning disabilities including the following on the possible
causes of learning disabilities:
Little is currently known about the causes of learning disabilities. However, some general
observations can be made:
Some children develop and mature at a slower rate than others in the same age group. As
a result, they may not be able to do the expected school work. This kind of learning disability is
called maturational lag.
Some children with normal vision and hearing may misinterpret everyday sights and
sounds because of some unexplained disorder of the nervous system.
Injuries before birth or in early childhood probably account for some later learning
problems.
Children born prematurely and children who had medical problems soon after birth
sometimes have learning disabilities.
Learning disabilities tend to run in families, so some learning disabilities may be

inherited.
Learning disabilities are more common in boys than girls, possibly because boys tend to
mature more slowly.
Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and
structure of the English language. The incidence of learning disabilities is lower in
Spanish or Italian speaking countries.
Read more: http://childdevelopmentinfo.com/learning/learning_disabilities/#ixzz3WVY88koc
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LD Online
http://www.ldonline.org/
LD OnLine offers tips and tricks to teaching children with learning disabilities,
specifically those with ADHD. This is an excerpt from the LD Basics section on the website:
When children have learning problems, their parents are usually the first to notice that
something is just not right. Teachers often notice a child having trouble in their class. And when
they notice, they want reliable information so they can help their students.
LD OnLine offers accurate and up-to-date information about learning disabilities and related
issues. Click below to learn more about LD and what you can do to help children achieve their
full potential:
What is a learning disability?
Common signs of learning disabilities
How to respond
Get help early
Parent tips
For more information
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We also recognize that learning disabilities are a lifelong challenge. In that spirit, LD
OnLine also offers information for adults, including sections on adults with LD, college and
college prep, and school to work transition issues.
Learning Disabilities Association of America (LDA)
http://ldaamerica.org/parents/
The Learning Disabilities Association of America (LDA), formerly Association for
Children with Learning Disabilities (ACLD), was formed in 1963 by a group of parents looking
for recognition that their perpetually handicapped children lacked the services and attention
required to properly serve their needs. LDAs mission is to create opportunities for success for
all individuals affected by learning disabilities and to reduce the incidence of learning disabilities
in future generations. One of the many ways LDA accomplishes this mission is through its
availability of services designed to support and promote the success of individuals with learning
disabilities across all aspects of life, such as parent support and an information and referral
network.
Emotional Disabilities
http://www.parentcenterhub.org/repository/emotionaldisturbance/
The Center for Parent Information and Resources definition of Emotional Disturbance:
Weve chosen to use the term emotional disturbance in this fact sheet because that is
the term used in the nations special education law, the Individuals with Disabilities Education
Act (IDEA).
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IDEA defines emotional disturbance as follows:

a condition exhibiting one or more of the following characteristics over a long period
of time and to a marked degree that adversely affects a childs educational performance:
A. An inability to learn that cannot be explained by intellectual, sensory, or health factors.
B. An inability to build or maintain satisfactory interpersonal relationships with peers and
teachers.
C. Inappropriate types of behavior or feelings under normal circumstances.
D. A general pervasive mood of unhappiness or depression.
E. A tendency to develop physical symptoms or fears associated with personal or school
problems.
As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to
children who are socially maladjusted, unless it is determined that they have an emotional
disturbance.
American Academy of Child and Adolescent Psychiatry
http://www.aacap.org/
To support and advance child and adolescent psychiatry and those it serves, the Academy
provides:
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National public information through distribution of Facts for Families and research
findings; and providing recognized professionals as spokespersons.
Government liaison and education to respond to national concerns over health care and
social-economic issues affecting children both at the local and national level; and giving
expert testimony on issues affecting children, in a effort to improve and expand
psychiatric services to children.
Continuing medical education through scientific meetings and institutes high in quality
and content.
Practice guidelines and systems of care documents to advance the quality of care.
An interface with managed care organizations to establish appropriate coverage for

children and adolescents.
Collaboration with other medical associations through a seat in the American Medical
Association House of Delegates and liaisons to the American Academy of Pediatrics, the
American Psychiatric Association, and the American Academy of Family Physicians.
Cooperative support and representation to organizations, such as the National Mental

Health Association, National Alliance for the Mentally Ill, and Federation of Families for
Children's Mental Health.
Promotion and support for research and training opportunities.
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Continual review and development of training curricula for child and adolescent
psychiatry training programs.
Medical student fellowship in child and adolescent psychiatry.
Do2Learn
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Chara
cteristics.html
Do2Learn is a disability resource website that offers information about a wide variety of
disabilities, as well as tips for parents and teachers on dealing with the needs of a person with a
disability. This is an excerpt on strategies for those dealing with emotional disturbances. More
information can be found on their website.
Strategies
It is important to implement strategies that address the needs of the individual. We
recommend that you apply these strategies across home, school, and community contexts.
Learning and Academics
Post a general class schedule that indicates what students should be expected to do as
they enter your classroom, when homework is collected, etc.

Before your students enter class, write on the board what will happen during that specific
class period and how long each activity will take.

Develop and maintain an active schedule with evenly intermixed direction instruction,
individual seatwork, and cooperative learning activities.

To prevent student frustration, intersperse more challenging, acquisition-oriented learning
activities with review / maintenance-enhancing activities.

Provide time for the student to catch up on missed work or to review concepts that they
are struggling with.
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If the student enters your classroom just after lunch or physical education, it may be
necessary to first engage them in a lively class discussion to appropriately channel
excess distractibility or hyperactivity.

Use self-monitoring checklists that the student can use to check off activities as
completed.
Break assignments into chunks to avoid overwhelming the student.
Seat student in close proximity to teacher, towards front of the room.
Provide additional review.
Teach self-monitoring for attention.
Use separate setting and/or extended time for exams and tests if needed.
Explicitly teach test-taking strategies.
Explicitly teach organizational skills (use of planners, notebooks, folders, checklists).
Ask previous teachers about techniques that were effective with the student in the past.
Anticipate classroom situations where the student's emotional state may be vulnerable.
Be aware of how the student communicates.
Keep instructions simple and very structured.
Provide opportunities for group participation.
Keep classroom organized.
Serve as a model for the students.
Provide structure in classroom with regard to physical features of the room, scheduling,
routines, and rules of conduct.

Clearly distinguish time, place, and expectations during unstructured activities.
Let students know your expectations.
Provide students with clearly stated learning objectives.
Use visual supports to supplement verbally delivered instructions and information.
Seek input from student about his / her strengths and weaknesses.
Modify classroom activities to meet the learning needs of the student, while maintaining
the same learning objectives.

Be sensitive when pairing students together.
Keep activity instructions simple but structured.
Acknowledge contributions of student.
Be aware of student's socialization skills when asking for participation.
Make a plan with student to replace inappropriate responses with appropriate responses.
Work gradually toward group activities.
Target and teach behaviors such as taking turns, working with partners, and following
directions.
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Demonstrate and reward appropriate reading.

Review and discuss with the student all of the steps involved in activity.
Give clear examples of what the student should expect with an activity or project.
Prepare alternative activities that the student can work on independently.
Collect a portfolio of work samples from the student.
Teach student how to attribute successes to effective strategy use and effort.
Monitor student progress through informal assessment.
Self-monitoring techniques can be used in the school setting. Self-monitoring of attention
involves signals to the student to determine how much attention is being paid to a task. This can
be done using a signal such as a random beep, timer, or cue provided by the teacher. The student
then records on or off task behavior on a recording sheet. Self-monitoring techniques can be tied
to rewards and accuracy checks.
Education.com
http://www.education.com/reference/article/emotional-disturbance/
Education.com is a website dedicated to enhancing and enriching the education of all
children through educational activities for students and information for both parents and
teachers. Below is an excerpt from their website on teaching adaptations for students with
emotional disturbances.
Teaching Adaptations
Illustrate the rules with clear examples and specify rewards for following rules as well as
consequences when rules are disobeyed. Be consistent when enforcing rules, but make sure the
overall classroom atmosphere is positive, not punitive. Provide models of acceptable behaviors
to avoid confusion or misinterpretation on the part of students:
Heres one thing you can say if you think another student is sitting too close to you. . . .
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Here is something you should not say. . . .
Maintain a positive relationship with students with emotional disabilities by responding

to them as human beings, rather than responding simply to their overt behavior, which often may
be unpleasant. Use positive comments frequently to reinforce good behavior when you see it.
Say things like the following:
Jeff, I appreciate the way you tried hard in class today. I know that math is not your
favorite subject.
Leslie, I am glad that you volunteered an answer in class today. Thank you for doing
that.
Positive comments can be varied so they are suitable for either elementary-, middle-, or
secondary-level students.
Before reprimanding negative social behavior, say, Stop and think about what you just
did. What should you have done? Now, try to do it more appropriately.
Be tolerant, and use judgment in allocating times for enforcing compliance, times for
cooling off, and times for allowing divergent responding. For example, one fifth-grade teacher,
Mrs. Bahs, allowed a student with emotional disabilities to remain at his desk even though she
had asked all students to move to the floor in the front of the room to view a new class iguana. In
this way, she was able to prevent a confrontation, and allow the student to participate in his own
way.
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Some students may have specific fears and anxieties, such as the dark, water, or getting
dirty. Be aware of those fears by communicating with special education teachers, parents, and the
students themselves. If class activities seem to bring out those fears in some students, have
alternative activities available that they can work on independently.
Many students in your classes, especially students with emotional disturbance, can
benefit from general social skills instruction. For example, review more acceptable ways of
asking and answering questions and more suitable ways of resolving conflicts at appropriate
times.
Teach students to monitor their own behavior and to make positive attributions. Teach
students how to attribute their successes to positive strategies and effort on their part, rather than
to luck or other external forces. Teach them likewise to attribute their failures to things under
their control, like their own behavior, and not to external factors, such as, The teacher hates
me. Model effective positive attributions by saying, for example: I used the stop and think
strategy before acting, so I stayed out of trouble! (see Polsgrove & Smith, 2004).
Use behavioral contracts with students with emotional disabilities. Behavioral contracts
are individually negotiated contracts between the teacher and student.
Other Adaptations
Consider additional classroom adaptations, including the following:
Adapt the physical environment by considering seating arrangements and by keeping

potentially harmful objects or substances away from easy access. Consider the degree of
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proximity to teachers, aides, and students with whom the target student interacts
negatively.
Adapt materials, when needed, using the suggestions listed for students with learning
disabilities and mental retardation. Devise self-monitoring checklists that students can
use to check off activities as they complete them. Break assignments into short segments
to avoid overwhelming students.
Adapt instruction, using the teacher effectiveness variables and teacher presentation
variables to ensure that content is covered adequately. Teach the classroom social skills
necessary for success.
Help students focus by teaching clearly and enthusiastically, providing additional review,
and teaching self-monitoring for attention.
Adapt evaluation by providing distraction-free environments for exams, providing

extended time allocations during testing periods, and ensuring that students have the
skills to take tests efficiently (Scruggs & Marsing, 1988; Shriner & Wehby, 2004).
The Educators Room

http://theeducatorsroom.com/2012/07/five-ways-to-deal-with-students-who-are-emotionallydisturbed/
The Educators Room is a website dedicated to advising teachers on various topics.
Included in this notebook are the tips from the article 5 Ways to Deal With Students Who Are
Emotionally Disturbed.
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1. Be sensitive- be sensitive to the needs of the student without enabling them.

2. Be informed- educate yourself on the childs disability and on the individual child.
3. Be proactive- understand your students triggers and take measures to prevent.
4. Be a team player- collaborate with everyone in order to meet the needs of the student.
5. Be an advocate- advocate for the child and remind them that you are there for them and
reassure them about their ability to cope with their surroundings.
Intellectual Disabilities
American Association on Intellectual and Developmental Disabilities (AAIDD)
http://aaidd.org/intellectual-disability/definition#.VQRgEEKMWjI
501 3rd Street, NW, Suite 200
Washington, D.C. 20001
Telephone: 202-387-1968
Fax: 202-387-2193
Intellectual disability is a disability characterized by significant limitations in both
intellectual functioning and in adaptive behavior, which covers many everyday social and
practical skills. This disability originates before the age of 18.
Intellectual functioningalso called intelligencerefers to general mental capacity, such as
learning, reasoning, problem solving, and so on. One way to measure intellectual functioning is
an IQ test. Generally, an IQ test score of around 70 or as high as 75 indicates a limitation in
intellectual functioning.
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Adaptive behavior is the collection of conceptual, social, and practical skills that are
learned and performed by people in their everyday lives.
The Arc
http://www.thearc.org/learn-about/intellectual-disability
The Arc is the premier provider of supports and services for people with intellectual and
developmental disabilities and has a demonstrable record of success in achieving the outcomes
people want for their lives. They believe that people with intellectual and developmental
disabilities are entitled to the rights afforded every American and that they demand to be
included and participate as full members of the community. Our chapters are vital in providing
the supports and services crucial to achieving these goals.
http://www.parentcenterhub.org/repository/intellectual
Tips for Parents
1. Learn about intellectual disability. The more you know, the more you can help yourself
and your child. See the list of organizations at the end of this fact sheet.
2. Be patient, be hopeful. Your child, like every child, has a whole lifetime to learn and
grow.
3. Encourage independence in your child. For example, help your child learn daily care
skills, such as dressing, feeding him or herself, using the bathroom, and grooming.
4. Give your child chores. Keep her age, attention span, and abilities in mind. Break down
jobs into smaller steps.
5. Give your child frequent feedback. Praise your child when he or she does well. Build
your childs abilities.
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6. Find out what skills your child is learning at school. Find ways for your child to apply
those skills at home.
7. Find opportunities in your community for social activities, such as scouts, recreation
center activities, sports, and so on. These will help your child build social skills as well as
to have fun.
8. Talk to other parents whose children have an intellectual disability. Parents can share
practical advice and emotional support. Find out more about, and connect with, Parent
Groups.
9. Meet with the school and develop an IEP to address your childs needs. Keep in touch
with your childs teachers. Offer support. Find out how you can support your childs
school learning at home.
10. Take pleasure in your beautiful one. Hesheis a treasure. Learn from your child, too.
Those with intellectual disabilities have a special light withinlet it shine.
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Reading Rockets Suggestions

http://www.readingrockets.org/article/reading-together-tips-parents-children-intellectualdisabilities
Infants and toddlers
Suggested books for your infant

I Can, Can You?, by Marjorie W. Pitzer
Books by Laura Ronay
Books by Rena D. Grossman, such as Families or Eating the Rainbow
Suggested books for your toddler
Dr. Seuss's ABC

Feelings, by Susan Canizares
The Feelings Book, by Todd Parr
Hugs and Kisses, by Roberta Grobel Intrater
My Very First books by Eric Carle, such as My Very First Book of Colors, My Very First
Book of Numbers, My Very First Book of Shapes, or Eric Carle's ABC
Preschool and school-age children
Suggested books for your preschooler or school-age child

At the Seashore, by Ruth Koeppel
Poke-A-Dot Old MacDonald's Farm, by Travis King
Sounds on the Go!, by Gail Donovan
Books to help children and parents learn more about intellectual disabilities
For children
Hi, I'm Ben and I've Got a Secret, by Julie A. Bouwkamp

My Friend Isabelle, by Eliza Woloson
Susan Laughs, by Jeanne Willis
For parents
Babies with Down Syndrome: A New Parent's Guide, edited by Susan Skallerup
Children with Mental Retardation: A Parents' Guide, edited by Romayne Smith
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Early Communication Skills for Children with Down Syndrome: A Guide for Parents and
Professionals, by Libby Kumin, Ph.D.
Through the Looking Glass

The National Center for Parents with Disabilities and their Families
http://www.lookingglass.org/services/local-services/services-for-children-with-disabilities/98guidelines-for-practice-with-parents-with-intellectual-disabilities-and-their-childrenmy
3075 Adeline Street, Suite 120
Berkeley, CA 94703
U.S. (800) 644-2666
Local/International (510) 848-1112
(510) 848-1005 (TTY)
FAX: (510) 848-4445
Through the Looking Glass (TLG) is a nationally recognized center that has pioneered
research, training, and services for families in which a child, parent or grandparent has a
disability or medical issue. TLG is a disability community based nonprofit organization, which
emerged from the independent living movement, and was founded in 1982 in Berkeley,
California. Their mission is "To create, demonstrate and encourage non-pathological and
empowering resources and model early intervention services for families with disability issues in
parent or child which integrate expertise derived from personal disability experience and
disability culture."
Autism
Centers For Disease Control and Prevention
http://www.cdc.gov/ncbddd/autism/facts.html
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1600 Clifton Road

Atlanta, GA 30329-4027 USA
800-CDC-INFO (800-232-4636)
Autism spectrum disorder (ASD) is a developmental disability that can cause significant
social, communication and behavioral challenges. There is often nothing about how people with
ASD look that sets them apart from other people, but people with ASD may communicate,
interact, behave, and learn in ways that are different from most other people. The learning,
thinking, and problem-solving abilities of people with ASD can range from gifted to severely
challenged. Some people with ASD need a lot of help in their daily lives; others need less. A
diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic
disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger
syndrome. These conditions are now all called autism spectrum disorder.
Autism Speaks, Inc.
https://www.autismspeaks.org/what-autism/learn-signs
1 East 33rd Street
4th Floor
New York, NY 10016
Tel: 212-252-8584 (888) 288-4762
Fax: 212-252-8676
Autism Speaks' multi-year Ad Council public service advertising campaign stresses the
importance of recognizing the early signs of autism and seeking early intervention services.
Recent research confirms that appropriate screening can determine whether a child is at risk for
autism as young as one year. While every child develops differently, we also know that early
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treatment improves outcomes, often dramatically. Studies show, for example, that early intensive
behavioral intervention improves learning, communication and social skills in young children
with autism spectrum disorders (ASD).
One of the most important things you can do as a parent or caregiver is to learn the early signs of
autism and become familiar with the typical developmental milestones that your child should be
reaching.
A Helpful Guide for Autism
http://www.helpguide.org/articles/autism/helping-children-with-autism.htm
If you've recently learned that your child has or might have an autism spectrum disorder,
you're probably wondering and worrying about what comes next. No parent is ever prepared to
hear that a child is anything other than happy and healthy, and a diagnosis of autism can be
particularly frightening. You may be unsure about how to best help your child or confused by
conflicting treatment advice. Or you may have been told that autism is an incurable, lifelong
condition, leaving you concerned that nothing you do will make a difference. While it is true that
autism is not something a person simply "grows out of," there are many treatments that can help
children learn new skills and overcome a wide variety of developmental challenges. From free
government services to in-home behavioral therapy and school-based programs, assistance is
available to meet your child's special needs. With the right treatment plan, and a lot of love and
support, your child can learn, grow, and thrive.
Tips:
Be consistent
Stick to a schedule
Reward good behavior
Create a home safety zone
Article about kid who beat autism
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http://www.nytimes.com/2014/08/03/magazine/the-kids-who-beat-autism.html?_r=0
Autism is considered a lifelong developmental disorder, but its diagnosis is based on a
constellation of behavioral symptoms social difficulties, fixated interests, obsessive or
repetitive actions and unusually intense or dulled reactions to sensory stimulation because no
reliable bio-markers exist. Though the symptoms of autism frequently become less severe by
adulthood, the consensus has always been that its core symptoms remain. Most doctors have long
dismissed as wishful thinking the idea that someone can recover from autism. Supposed cures
have been promoted on the Internet vitamin shots, nutritional supplements, detoxifiers,
special diets, pressurized rooms filled with pure oxygen and even chelation, the potentially
dangerous removal of heavy metals from the body. But no evidence indicates that any of them
can alleviate any of the core symptoms of autism, let alone eradicate it.
Autism Research Institute
http://www.autism.com/index.asp
4182 Adams Avenue
San Diego, CA 92116
The Autism Research Institute (ARI) was established in 1967 by autism pioneer and
advocate, Dr. Bernard Rimland. Dr. Rimland single-handedly destroyed the claim that autism
was caused by poor parenting in his 1964 book titled Infantile Autism. He also founded the
Autism Society of America and was the head consultant for the movie Rain Man. In the 1960s,
70s, and 80s, ARI focused much of its efforts on studying and disseminating information on
behavioral therapy (i.e., Applied Behavior Analysis), as well as nutrition and diet. In the 1990s,
ARI expanded its work to include medical and sensory interventions. Since his passing in 2006,
ARI continues to follow Dr. Rimland's vision by maintaining many of his initiatives as well as
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establishing new ones (for example, a ground-breaking initiative run by and for adults on the
spectrum). As you will read below, ARI is actively involved in many aspects of autism.
Topics Included:
Diagnosis and Assessment

Underlying causes of Autism
Medical and Nutritional Problems
Adults on the Autism Spectrum
Sensory, Behavior, and Trauma Issues
Distributions of Science Based Information
Global Networking
Gifted/Talented
Association for the Education of Gifted Underachieving Students
http://www.aegus1.org/about.html
AEGUS serves as an advocacy group on behalf of gifted underachieving students. It
recognizes these students can be found in populations regardless of racial, ethnic, religious or
socioeconomic backgrounds; and areas of special learning, physical or emotional needs. The
major purpose of this organization is to focus attention and research efforts on able learners
whose potential may be unrecognized, undeveloped or not nurtured. For more information
contact AEGUS at aegusquestions@gmail.com.
Hoagies Gifted Education Page
http://www.hoagiesgifted.org/
This site is a resource guide for the education of gifted children. It contains links to many
gifted education resources available on the Internet. For questions and additional information
contact Hoagies by e-mail at Hoagies' Page or use the Feedback form. Subscribe to our
Facebook, Twitter or LinkedIn feeds for more interesting daily links
National Association for Gifted Children
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http://www.nagc.org/
The National Association for Gifted Children (NAGC) is an organization that supports
and develops policies and practices that encourage and respond to the diverse expressions of gifts
and talents in children and youth from all cultures, racial and ethnic backgrounds, and
socioeconomic groups. NAGC supports and engages in research and development, staff
development, advocacy, communication, and collaboration with other organizations and agencies
who strive to improve the quality of education for all students.
National Society for the Gifted and Talented
http://www.nsgt.org/
The National Society for the Gifted & Talented (NSGT) is a not-for-profit 501(c)(3)
organization created to honor and encourage gifted and talented children and youth by
acknowledging and supporting the needs of these children and youth by providing recognition of
their significant academic and artistic accomplishments and access to educational resources and
advanced learning opportunities directly related to their interests and talent areas. For additional
information contact NSGT at National Association for Gifted Children, 1331 H Street, NW, Suite
1001, Washington, DC 20005, (202) 785-4268, nagc@nagc.org.
Supporting Emotional Needs of the Gifted
http://sengifted.org/
SENG is dedicated to fostering environments in which gifted adults and children, in all
their diversity, understand and accept themselves and are understood, valued, nurtured, and
supported by their families, schools, workplaces and communities. It focuses primarily on adults,
including parents and educators, present in the lives of gifted children. The website provides
information on identification, guidance, and effective ways to live and work with gifted
28
individuals. For questions or additional information contact SEND at P.O. Box 488, Poughquag,
NY 12570, (844) 488-SENG (7364), office@sengifted.org.
29
Area Resources
Disability- related resources in this geographic area, specifically CCSD, Northern Nevada, and
Southern Nevada
Nevada
Nevada Care Connection: Aging and Disability Resource Center (ADRC)
http://www.nevadaadrc.com/
From the Nevada ADRC website:
Nevada's Care Connection is our state's Aging and Disability Resource Center program.
The Aging and Disability Resource Center program (ADRC) is a collaborative effort of the
Administration on Aging (AoA) and the Centers for Medicare & Medicaid Services (CMS) to
provide information and access to long term supports and services .The ADRC program serves as
a single point of entry into the long-term support system for seniors, people with disabilities and
caregivers. ADRCs are also referred to as a one stop shop or no wrong door system.
ADRCs benefit consumers by helping to identify needs, gathering information and resources to
meet those needs and reducing the stress of navigating benefits.
Nevada's Care Connection was established in 2006 and helps consumers become aware
of their choices, empowers them to make informed decisions and easily access public and private
long term supports and service programs. This website as well as local resource centers
throughout the state are the first stop for Nevadans who are seeking information and assistance
about long term supports and services. The success of Nevadas Care Connection is strengthened
through a wide range of partners and collaborative efforts among service providers within our
state. We strive to provide friendly, welcoming places where anyone can come for information
and assistance regarding public benefit programs and other services available to plan for longterm care needs.
30
Southern Nevada
Southern Nevada Centers for Independent Living (SNCIL)
http://www.sncil.org/
Southern Nevada Centers for Independent Living is a resource connection agency and
advocacy service that serves persons with all types of disabilities with the goal of independent
living. Students and families within Clark County School District who are close to aging out of
the programs offered to them through CCSD should schedule an appointment to ensure
continuation and implementation of services. SNCIL also publishes a pocket guide of disability
resources that can be requested in print or accessed online.
Contact Information
Address: 2950 S. Rainbow Blvd., Ste 220,
Las Vegas, Nevada 89146
Phone:
(702) 889-4216
Toll Free:
(800) 870-7003
Fax:
(702) 889-4574
Email:
sncil2@aol.com
Hours of Operation
Monday - Friday 8 A.M.-5 P.M.
Nevada PEP
http://nvpep.org/
Nevada PEP is a Southern Nevada based non-profit organization, with a satellite office in
Northern Nevada that offers support to disabled children and their families. PEP offers
31
educational workshops for families, access to resources, and advocacy on behalf of the child, all
free of charge. This resource extends to all children with disabilities, at risk youth, and children
who have been identified as Severely Emotionally Disturbed (SED).
Contact information
Phone: Southern Nevada- (702) 388-8899
Northern Nevada- (775) 448-9950
Toll Free-
1-800-216-5188
Hours of Operation
Monday - Friday 9 A.M.-5 P.M.
Northern Nevada
Northern Nevada Disability Access (NNVDA) Resources Directory
http://nnvdaccess.com/resource-directory
This website, created by a mother of a special needs child, connects families with much
needed resources in the Northern Nevada areas. Services include medical, dental, counseling,
physical therapy, recreation, and transportation.
Clark County School District

Section 504 of the Rehabilitation of 1973: A Resource Guide For Parents
http://ccsd.net/parents/resources/pdf/resource-guide-for-parents.pdf
This document published by Clark County School District informs parents of the
processes involved with disability testing, implementation of an IEP and 504 plan, who is
involved in the process, and who to appeal to when a parent disagrees with the process or
decision.
32
Contact Information
The Office of Compliance and Monitoring, Student Support Services Division, may also
be contacted for additional information at (702) 799-1023 or via mail at Student Support
Services Division, c/o 2832 E. Flamingo Rd., Las Vegas, Nevada 89121.
33
Developmental Ages and Stages

Information concerning developmental ages and stages
Infant (ages 0-3)

Infant (ages 0-3)
http://psychology.about.com/library/bl_psychosocial_summary.htm
Infancy age birth to 18 months:
Trust vs. Mistrust
Children develop a sense of trust when caregivers provide reliability, care, and affection.
A lack of this will lead to mistrust.
Early Childhood age 2 to 3:
Autonomy vs. Shame and Doubt
Children need to develop a sense of personal control over physical skills and a sense of
independence. Success leads to feelings of autonomy, failure results in feelings of shame and
doubt.
By 3-4 months
https://www.autismspeaks.org/what-autism/learn-signs/developmental-milestones-age
Watches faces with interest and follows moving objects
Recognizes familiar objects and people; smiles at the sound of your voice
Begins to develop a social smile-
Turns head toward sounds
By 7 Months
Responds to other people's emotions
34
Enjoys face-to-face play; can find partially hidden objects
Explores with hands and mouth; struggles for out of reach objects
Responds to own name
Uses voice to express joy and displeasure; babbles chains of sounds
By 12 Months/1 Year
Enjoys imitating people; tries to imitate sounds
Enjoys simple social games, such as gonna get you!
Explores objects; finds hidden objects
Responds to no; uses simple gestures, such as pointing to an object
Babbles with changes in tone; may use single words (dada, mama, Uh-oh!)
Turns to person speaking when his/her name is called.
By 24 Months/2 Years
Imitates behavior of others; is excited about company of other children
Understands several words
Finds deeply hidden objects; points to named pictures and objects
Begins to sort by shapes and colors; begins simple make-believe play
Recognizes names of familiar people and objects; follows simple instructions
Combines two words to communicate with others, such as more cookie?
By 36 Months/3 Years
Expresses affection openly and has a wide range of emotions
Makes mechanical toys work; plays make-believe
35
Sorts objects by shape and color, matches objects to pictures
Follows a 2- or 3-part command; uses simple phrases to communicate with others, such
as go outside, swing?
Uses pronouns (I, you, me) and some plurals (cars, dogs)
Positive Parenting Tips

http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html
Talk to your baby. She will find your voice calming.
Answer when your baby makes sounds by repeating the sounds and adding words. This
will help him learn to use language.
Read to your baby. This will help her develop and understand language and sounds.
Sing to your baby and play music. This will help your baby develop a love for music and
will help his brain development.
Praise your baby and give her lots of loving attention.
Spend time cuddling and holding your baby. This will help him feel cared for and secure.
Play with your baby when shes alert and relaxed. Watch your baby closely for signs of
being tired or fussy so that she can take a break from playing.
Distract your baby with toys and move him to safe areas when he starts moving and
touching things that he shouldnt touch.
Take care of yourself physically, mentally, and emotionally. Parenting can be hard work!
It is easier to enjoy your new baby and be a positive, loving parent when you are feeling
good yourself.
36
Preschool/ early childhood (ages 3-6)

Preschool age 3 to 5:
Initiative vs. Guilt
Children need to begin asserting control and power over the environment. Success in this
stage leads to a sense of purpose. Children who try to exert too much power experience
disapproval, resulting in a sense of guilt.
Physical Skills
http://www.healthychildren.org/English/agesstages/preschool/Pages/default.aspx
Climbs well
Walks up and down stairs, alternating feet
Kicks ball
Runs easily
Pedals tricycle
Bends over without falling
Social Skills
Imitates adults and playmates
Show affection for familiar playmates
Can take turns in games
Understands "mine" and "his / hers"
Cognitive Thinking Skills
Makes mechanical toys work
37
Matches an object in hand to picture in book
Plays make believe
Sorts objects by shape and color
Completes 3 - 4 piece puzzles
Understands concept of "two"
Positive Parenting Tips

http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html
Continue to read to your child. Nurture her love for books by taking her to the library or
bookstore.
Let your child help with simple chores.
Encourage your child to play with other children. This helps him to learn the value of
sharing and friendship.
Be clear and consistent when disciplining your child. Explain and show the behavior that
you expect from her. Whenever you tell her no, follow up with what he should be doing
instead.
Help your child develop good language skills by speaking to him in complete sentences
and using "grown up" words. Help him to use the correct words and phrases.
Help your child through the steps to solve problems when she is upset.
Give your child a limited number of simple choices (for example, deciding what to wear,
when to play, and what to eat for snack).
38
Transition (ages 14- 21)

Adolescence Age 12 to 18:
Identity vs. Role Confusion:
Teens need to develop a sense of self and personal identity. Success leads to an ability to
stay true to yourself, while failure leads to role confusion and a weak sense of self.
Secondary Transition: The Secondary Education Process for Students in Special Education Ages
14-21
http://www.pattan.net/category/Educational%20Initiatives/Secondary
%20Transition/page/the_education_process_for_students_ages_1421.html
Secondary Transition is the process of preparing students for adult life after they leave
high school. Transition planning begins at age 14, or younger if determined appropriate by the
IEP team, as students consider their goals for the time after graduation through career awareness
exploration activities. The transition process continues through high school as academic
instruction and community experiences help clarify and support students goals. The entire
process is based on individual students needs, taking into account each students strengths,
preferences, and interests.
Transition can be thought of as a bridge between school programs and the opportunities
of adult life, including higher education or training, employment, independent living and
community participation.
Pennsylvania educators facilitate students successful transition by using a six-step
process to develop the IEP; guide the way for students, families, educators, and service
providers; and prepare students to cross the bridge to adult life.
39
Six Steps for Addressing Secondary Transitions
Step One: Use assessment to identify the students post-secondary desired goals or vision
Step Two: Describe The Students Present Levels of Academic Achievement and
Functional Performance, Embedding Assessment Data)

Step Three: Establish Transition Team Partnerships
Step Four: Design a Transition Plan That Includes Courses of Study and Services and
Activities
Step Five: Determine Measurable Annual Goals That Address Skill Deficits and Lead to
Post-Secondary Goals
Step Six: Monitor Progress and Adjust Instruction Based on Data
Adult (over 21)

Eriksons Psychosocial Stages Summary Chart
Young Adulthood age 19 to 40:
Intimacy vs. Isolation
Young adults need to form intimate, loving relationships with other people. Success leads
to strong relationships, while failure results in loneliness and isolation.
Middle adulthood age 40 to 65:
Genrativity vs. Stagnation
Adults need to create or nurture things that will outlast them, often by having children or
creating a positive change that benefits other people. Success leads to feelings of usefulness and
accomplishment, while failure results in shallow involvement in the world.
40
Maturity age 65 and older:

Ego Integrity vs. Despair
Older adults need to look back on life and feel a sense of fulfillment. Success at this stage
leads to feelings of wisdom, while failure results in regret, bitterness, and despair
41
References
About AEGUS. (n.d.). Retrieved March 8, 2015, from http://www.aegus1.org/about.html
American Academy of Child and Adolescent Psychiatry.Retrieved from www.aacap.org/
Building the Legacy: IDEA 2004. (n.d.). Retrieved March 8, 2015, from http://idea.ed.gov/
Center for Parent Information and Resources. (n.d.). Retrieved April 14, 2015, from
http://www.parentcenterhub.org/repository/intellectual/
Center for Parent Information and Resources. (2015). Retrieved March 8, 2015, from
http://www.parentcenterhub.org/
Center for Parent Information and Resources. (2015). Emotional Disturbance. Retrieved
from //www.parentcenterhub.org/repository/emotionaldisturbance
Cherry, K. (n.d.). Erikson's Psychosocial Stages Summary Chart. Retrieved April 12, 2015, from
Child Development Institute. (2015). Learning Disabilities In Children Can Be A Challenge At Home &
School. Retrieved from http://childdevelopmentinfo.com/learning/learning_disabilities/
Clark County School District. (2003). Section 504 of the Rehabilitation of 1973 A Resource Guide For
Parents. Retrieved from http://ccsd.net/parents/resources/pdf/resource-guide-for-parents.pdf
Definition of Intellectual Disability. (n.d.). Retrieved April 14, 2015, from http://aaidd.org/intellectualdisability/definition
42
Department of Health and Human Services, & State of Nevada Aging and Disability Services Division
(ADSD). (2015). Nevada ADRC. Retrieved from http://www.nevadaadrc.com/
Do2Learn. (2013). Do2Learn: Educational Resources for Special Needs. Retrieved from
http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/EmotionalDisturbance_Chara
cteristics.html
Developmental Milestones by Age. (n.d.). Retrieved April 13, 2015, from
https://www.autismspeaks.org/what-autism/learn-signs/developmental-milestones-age
Facts About ASD. (2015, February 24). Retrieved April 14, 2015, from
http://www.cdc.gov/ncbddd/autism/facts.html
FamilyConnect. (2015). Retrieved March 21, 2015, from
http://www.familyconnect.org/info/education/know-your-rights/13
Five Decades of Research That Makes a Difference. (n.d.). Retrieved April 13, 2015, from
http://www.autism.com/index.asp
Guidelines for Practice with Parents with Intellectual Disabilities and their Children. (n.d.). Retrieved
April 14, 2015, from http://www.lookingglass.org/services/local-services/services-for-children-withdisabilities/98-guidelines-for-practice-with-parents-with-intellectual-disabilities-and-their-children
Helping Children with Autism. (n.d.). Retrieved April 14, 2015, from
http://www.helpguide.org/articles/autism/helping-children-with-autism.htm
Hoagies' Gifted Education Page. (2015, January 1). Retrieved March 8, 2015, from
http://www.hoagiesgifted.org/
43
Infants (0-1 year of age). (2015, February 12). Retrieved April 13, 2015, from
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/infants.html
Intellectual Disability. (n.d.). Retrieved April 14, 2015, from http://www.thearc.org/learnabout/intellectual-disability
Learning Disabilities Association of America. (2015). Support and Resources for Parents. Retrieved from
http://ldaamerica.org/parents/
Learn the Signs of Autism. (n.d.). Retrieved April 14, 2015, from https://www.autismspeaks.org/whatautism/learn-signs
National Association for Gifted Children | Supporting the needs of high potential learners. (n.d.).
Retrieved March 8, 2015, from http://www.nagc.org/
National Center for Learning Disabilities. (2015). NCLD - National Center for Learning Disabilities.
Retrieved from http://www.ncld.org/
National Dissemination Center for Children with Disabilities. (2011). Learning disabilities (7). Retrieved
from http://www.parentcenterhub.org/wp-content/uploads/repo_items/fs7.pdf
National Society for the Gifted and Talented. (2015). Retrieved March 8, 2015, from http://www.nsgt.org/
Nevada PEP. (2009). Welcome to Nevada PEP. Retrieved from http://nvpep.org/
Northern Nevada Disability Access. (n.d.). Resource Directory. Retrieved from
http://nnvdaccess.com/resource-directory
Padawer, R. (2014, August 2). The Kids Who Beat Autism. Retrieved April 13, 2015, from
http://www.nytimes.com/2014/08/03/magazine/the-kids-who-beat-autism.html?_r=0
44
Parental Protections - Wrightslaw. (2013, January 29). Retrieved March 8, 2015, from
http://www.wrightslaw.com/info/protections.index.htm
Preschool. (n.d.). Retrieved April 13, 2015, from http://www.healthychildren.org/English/agesstages/preschool/Pages/default.aspx
Preschoolers (3-5 years of age). (2015, February 12). Retrieved April 13, 2015, from
http://www.cdc.gov/ncbddd/childdevelopment/positiveparenting/preschoolers.html
Southern Nevada Centers for Independent Living. (2015). We Educate, Advocate, and Liberate | Southern
Nevada Center for Independent Living. Retrieved from http://www.sncil.org/
Supporting Emotional Needs of the Gifted. (2012, January 1). Retrieved March 8, 2015, from
http://sengifted.org/
Reading Together: Tips for Parents of Children with Intellectual Disabilities. (2011, April 18). Retrieved
April 14, 2015, from http://www.readingrockets.org/article/reading-together-tips-parentschildren-intellectual-disabilities
Understood | For Learning and Attention Issues. (2015). Retrieved March 8, 2015, from
https://www.understood.org/en
Walters, L. (2012, July). 5 Ways to Deal with Emotionally Disturbed Students. Retrieved from
http://theeducatorsroom.com/2012/07/five-ways-to-deal-with-students-who-are-emotionallydisturbed/
WETA. (2015). LD OnLine: The world's leading website on learning disabilities and ADHD. Retrieved
from http://www.ldonline.org/from http://www.ldonline.org/
45
Group Work Rubric
46
Use this rubric to rate each of your group members as well as yourself on collaborative efforts
completing the Parent Resource Notebook assignment. This rubric will be used to guide the
instructor in assigning the final 25 points for each group member.
Group Member:
Madison
Was Available for
meetings
Participated in
group work
Maintained focus
on the task
Offered help to
others and
sought help when
needed
Asked questions
that moved the
project forward
Contributed
ideas, opinions,
and feelings
Provided positive
feedback to other
group members
Communicated
effectively and
timely
Completed work
on time
Describe the
contribution of this
group member
Would you work

with this group
member again
Recommend
points for this
group member
(out of 25)
All
the
time
x
Some
of the
time
Never
x
x
x
x
x
x
x
x
Group Member:
Mariah
All the
time
Was Available for

meetings
Participated in
group work
Maintained focus
on the task
Offered help to
others and
sought help when
needed
Asked questions
that moved the
project forward
Contributed
ideas, opinions,
and feelings
Provided positive
feedback to other
group members
Communicated
effectively and
timely
Completed work
on time
x
x
x
x
x
x
x
x
x
Madison contributed
to the group by
completing her share
of work and
responding to
communication in a
timely manner and
met for all meetings.
Mariah
contributed
by
completing
her share
of divided
work,
coming to
meetings,
and
formatting
notebook
for group.
Yes
Yes
25
25
Some
of the
time
Never
47
48
Group Member:
Lorie
Was Available for
meetings
Participated in
group work
Maintained focus
on the task
Offered help to
others and sought
help when needed
Asked questions
that moved the
project forward
Contributed ideas,
opinions, and
feelings
Provided positive
feedback to other
group members
Communicated
effectively and
timely
Completed work on
time
Describe the
contribution of this
group member
Would you work

with this group
member again
Recommend points
for this group
member (out of 25)
All
the
time
x
Some
of the
time
Never
x
x
x
x
x
x
x
x
Group Member:
All
the
time
Some
of the
time
Never
Was Available for

meetings
Participated in
group work
Maintained focus
on the task
Offered help to
others and sought
help when needed
Asked questions
that moved the
project forward
Contributed ideas,
opinions, and
feelings
Provided positive
feedback to other
group members
Communicated
effectively and
timely
Completed work on
time
I contributed to the
group by completing
my share of work and
responding to
communication in a
timely manner, and
met with group.
yes
25
Additional Comments (if any): The entire group did their work and collaborated well. This was
probably the best group project experience I have had.
49

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Parent Resource Notebook

Legal Rights of Parents................................................................................................................................3

Legal Rights of Parents

Disability Specific Information

Learning disabilities tend to run in families, so some learning disabilities may be

Read more: http://childdevelopmentinfo.com/learning/learning_disabilities/#ixzz3WVY88koc

What is a learning disability?

Common signs of learning disabilities

Get help early

For more information

IDEA defines emotional disturbance as follows:

An interface with managed care organizations to establish appropriate coverage for

Cooperative support and representation to organizations, such as the National Mental

Promotion and support for research and training opportunities.

Medical student fellowship in child and adolescent psychiatry.

they enter your classroom, when homework is collected, etc.

class period and how long each activity will take.

individual seatwork, and cooperative learning activities.

activities with review / maintenance-enhancing activities.

excess distractibility or hyperactivity.

routines, and rules of conduct.

the same learning objectives.

Demonstrate and reward appropriate reading.

Here is something you should not say. . . .

Maintain a positive relationship with students with emotional disabilities by responding

Adapt the physical environment by considering seating arrangements and by keeping

Adapt evaluation by providing distraction-free environments for exams, providing

The Educators Room

1. Be sensitive- be sensitive to the needs of the student without enabling them.

Reading Rockets Suggestions

Suggested books for your infant

Suggested books for your toddler

Dr. Seuss's ABC

Preschool and school-age children

Suggested books for your preschooler or school-age child

Hi, I'm Ben and I've Got a Secret, by Julie A. Bouwkamp

Through the Looking Glass

1600 Clifton Road

Article about kid who beat autism

Diagnosis and Assessment

Clark County School District

Developmental Ages and Stages

Infant (ages 0-3)

Watches faces with interest and follows moving objects

Begins to develop a social smile-

Turns head toward sounds

Responds to other people's emotions

Enjoys face-to-face play; can find partially hidden objects

Responds to own name

Uses voice to express joy and displeasure; babbles chains of sounds

Enjoys imitating people; tries to imitate sounds

Enjoys simple social games, such as gonna get you!

Explores objects; finds hidden objects

Responds to no; uses simple gestures, such as pointing to an object

Turns to person speaking when his/her name is called.

Imitates behavior of others; is excited about company of other children

Understands several words

Finds deeply hidden objects; points to named pictures and objects

Begins to sort by shapes and colors; begins simple make-believe play

Recognizes names of familiar people and objects; follows simple instructions