PEPNet provides resources and expertise that enhance educational opportunities for people who are deaf or hard of hearing–including those with co-occurring disabilities. PEPNet’s national outreach is coordinated through its four regional centers. At the local level, each state’s contact person is the gateway to the shared knowledge and best practices of the four regions. PEPNet regional centers work collaboratively to provide a broad variety of best practices & resources where and when you need them to enhance educational opportunities.
Do you have a student in your classroom who struggles with articulation, fluency, voice, or language? Is the student’s academic performance being negatively affected? This blog will give you 8 tips to help support students in your class who have speech or language impairments.
April 13, 2011 KUNC For students living with Asperger’s syndrome, a high-functioning form of autism, the everyday social interactions of college life can be awkward. So as more kids with autism head off to college, there’s a growing demand for college services to help students fit in, graduate and ultimately find jobs.
A resource for children with behavioral issues, their families and teachers from NICHCY with information and links on positive behavior management in the classroom, behavior issues and specific disabilities such as Autism and ADD/ADHD, and what the laws require. En Espanol.
A collection of resources on school choice and students with disabilities. Finding the best fit educational environment for a student with disabilities.
No Child Left Behind and School Choice Opportunities in Special Education – To benefit from NCLB, parents of kids with learning disabilities must understand key provisions in this federal education law.
The Facts on Charter Schools and Students with Disabilities – 10 commonly asked questions that families and educators of students with disabilities have about charter schools. We also offer links to state-specific resources that can help you better understand how charter schools work in your individual state.
School Vouchers and Students with Disabilities – a 36 page policy paper from the National Council on Disability complete with a two page summary.
Charter Schools and Students with Disabilities: Preliminary Analysis of the Legal Issues and Concerns – This paper examines the extent to which students with disabilities are being served by the approximately 5000 publicly funded charter schools, which are predominantly, but not exclusively, located in urban, under-performing school districts, and 20 percent of which are operated by charter-school management organizations (CMOs) controlling multiple entities.
No Child Left Behind: Making the Most of Options for IDEA-eligible Students – an in-depth article from LDOnline covering questions to ask when considering changing schools and supplemental education services considerations.
Oregon House Bill (HB) 3681 on Inter District Transfer of Students FAQ – This bill takes affect during the 2012/2013 school year was enacted by the 2011 legislature and provides an additional method of school choice for Oregon students.
Home Schooling for Students with Disabilities Resource – Frequently asked questions around home schooling as an option for students with disabilities from the Oregon Department of Education.
Eugene 4J School District School Choice Information – This page explain the school choice process for families in the 4J District. A section discussing students on 504 plans, in special educations, and/or IEPs is halfway down the webpage.
Special Programs covers a wide range of services. These include special education, family resource centers, health services, Title programs, positive behavior support, community transition programs, and Motor Team (OT/PT services).
The Inclusive Schools Network (ISN) is a web-based educational resource for families, schools and communities that promotes inclusive educational practices.
This resource page addresses one aspect of development that’s important not to ignore with children with or without disabilities—the development of sexuality. There’s so much to know and consider on this subject–what sexuality is, its meaning in adolescent and adult life, and the responsibilities that go along with exploring and experiencing one’s own sexuality. Children need information about values, morals, and the subtleties of friendship, dating, love, and intimacy. They also need to know how to protect themselves against unwanted pregnancies, sexually transmitted diseases, and sexual exploitation. This is especially true when the young person has a disability.
The relatively high number of students who went on to attend postsecondary education without having it as a goal in their transition plan indicates that high schools may underestimate the educational aptitude or aspirations of students with autism. Based on these data, it is legitimate to speculate that more students with autism might have attended postsecondary education had they been encouraged to explore this opportunity when they were in high school. Increasing the level of expectations during high school is critical for improving the quality of life of adults with autism, including their employment outcomes.
Cell phones and touch-type devices like the iPhone, the iPod touch or the iPad can be used to enhance learning, communication and entertainment for people with ASD (Autistic Spectrum Disorders). This website collects and shares information related to the use of visual and tactile technology such as the iPhone, the iPod touch and the iPad for people with ASD.
Increasing numbers of students with autism spectrum disorder (ASD) are being included in general education settings. Learners with ASD can benefit from the general education curriculum, with some achieving at a high academic level.Yet, social communication and behavioral difficulties can present challenges to their successful inclusion. Instructional priorities for children with ASD include social communication interventions that teach children how to spontaneously initiate functional communication in academic and social contexts. This article describes evidence-based strategies that will help educators create opportunities for social interaction for students with ASD in the context of naturally occurring classroom activities and routines.
We Connect Now is dedicated to uniting people interested in rights and issues affecting people with disabilities, with particular emphasis on college students and access to higher education and employment issues. This site is in English and Spanish.
A collection children/youth with disabilities and their families about participating school and community sports programs.
- Your Writes: Benefits and Barriers To Fitness For Children With Disabilities – getting children with disabilities involved in school sports and community recreation. Common issues, ideas and resources!
- Into the game: youth with disabilities in afterschool sports
- Discover Leisure Education – This online resource was designed to assist you in understanding and further appreciating the value and importance of leisure in the life of your child. It is a resource to aid you as you consider, planning for, and assisting your child in developing leisure-related skills that will allow them to be successful at home, school, and community settings. This guide is a resource that you can turn to again and again to aid you in finding resources and answering questions. It is our hope that this guide will allow you and your child to embark on a fun and exciting adventure as you, Discover Leisure Education.
- Special Olympics Project UNIFY® is an education-based program that uses the sports and education initiatives of Special Olympics to activate youth to promote school communities where all young people are agents of change – fostering respect, dignity and advocacy for people with intellectual disabilities. But it is much more.
- Article: National Association of Secondary School Principals Inclusive Sports and Youth Leadership as an Antidote to Bullying in Schools
A collection of resources for children/youth with disabilities and their families about participating in after school programs.
- Afterschool Benefits Kids with Special Needs -This issue brief highlights the effectiveness of afterschool programming in offering children with special needs an opportunity to develop alongside their non-disabled peers. The benefits of afterschool for kids with special needs include; improved performance on standardized tests, mastery of individualized education goals, higher grades, improved behavior and increased motivation to learn.
- After School Programs Are for Students with Exceptional Too! – issue brief from Council for Exceptional Children.
- Afterschool.gov Children with Disabilities section – This section provides you with information on how to best meet the needs of the special populations of children in your afterschool program. Featured are federal sites with information on policies and best practices, research and publications, technical assistance, and special education programs, specifically tailored for children with disabilities, and other populations.
- Section 504: Accommodations & After-School Programs by Robert K. Crabtree, Esq.
- Help Your Child Learn with After-school and Summer Programs – two page tipsheet for parents of kids with disabilities wondering why their kids should do an after school program and finding the right fit for their child from PACER.org
- Social Inclusion Project (SIP) A Guide To Including Students With Developmental Disabilities In Middle And High School Social Activities – This free download-able guide from The Social Inclusion Project (SIP) focuses on creating social opportunities for students with and without developmental disabilities so they can interact in social activities that are already established in middle and high schools. By regularly interacting with one another in and outside of class, students with and without disabilities are offered opportunities to experience new activities together and develop meaningful relationships.
The Natives Program is federally funded through the Indian Education Act of 1972, as amended by No Child Left Behind. The acronym NATIVES stands for Native Americans Towards Improved Values in Education and Society. Through this program students are able to receive an education and participate in multiple learning activities at no charge. The program serves students in the Eugene School District 4J who are:
- Members of a tribe, band, or other organized group of state
- Federally recognized Indians, including those tribes, bands, or groups terminated since 1940
- Child or grandchild of any such member mentioned above
- Eskimo, Aleut, or other Alaska Native
- Considered by the Secretary of the Department of the Interior to be an Indian
There is no specific blood quantum requirement. Students do not have to be enrolled in their tribe.
Keep up with the latest news on the program’s Facebook Page.
The mission of Title VII Indian Education Project is to enhance the educational achievement and Native cultural awareness of American Indian & Alaska Native students in Portland Public Schools.
This program, funded by the U.S. Department of Education, Office of Special Education Programs (OSEP), provides Parent Training and Information (PTI) services to Native American, Native Hawaiian, and Alaskan Native families across the country.
VISIONS helps to ensure that Native American, Native Hawaiian, and Alaskan Native families of children with the full range of disabilities have the training and information they need to prepare their children for not only school, but to be able to lead productive, independent lives to the fullest extent possible.VISIONS offers free help, information, and training across the country to Native American, Native Hawaiian, and Alaskan Native families of students with disabilities and the professionals that serve them. Our main focus is on the educational needs of students with disabilities.We believe informed parents are a child’s best advocate, and that parents and professionals working together provide the best resources for our children.
The Bureau of Indian Education follows the guidelines provided by the Individuals With Disabilities Education Act (IDEA), a federal grant program designed to improve educational opportunities for children with disabilities. Use this section to find information on schools, Assistive Technology Resources by State, Downloadable trainings and handouts.
American Indian Higher Education Consortium (AIHEC) consists of 36 Tribal Colleges and Universities (TCUs) in the United States and one in Canada. Each of these institutions was created and chartered by its own tribal government for a specific purpose: to provide higher education opportunities to American Indians through programs that are locally and culturally based, holistic, and supportive.
The purpose of the program is to provide special education and related services to Native American children with severe disabilities, in accordance with the Individuals with Disabilities Education Act (IDEA).
The Center (a) provides the technical assistance to encourage large-scale implementation of PBIS; (b) provides the organizational models, demonstrations, dissemination, and evaluation tools needed to implement PBIS with greater depth and fidelity across an extended array of contexts; and (c) extends the lessons learned from PBIS implementation to the broader agenda of educational reform. En Español
An Individual Development Account (IDA) is a savings account for a special purpose. The money you deposit in this account will be matched by private donations. Each dollar you save will be matched by other dollars. Save for your home, to go back to school, starting a business, purchasing equipment to support your job, or starting a small business.
Incight empowers people with disabilities to become contributing members of society. We accomplish this through several dynamic programs focused in the areas of: Education, Employment, Networking and Independence.
Oregon Student Assistance Commission(OSAC) administers a variety of State of Oregon, Federal, and privately funded student financial aid programs for the benefit of Oregonians attending institutions of post-secondary education. This agency was formerly known as the Oregon State Scholarship Commission.
Think College! Doors to colleges are opening for people with intellectual and other developmental disabilities in many different ways all over the country. This website is designed to share what is currently going on, provide resources and strategies, let you know about training events, and give you ways to talk to others. The information is for transition aged students as well as adults attending or planning for college. It provides resources and tools for students, families, and professionals.
|University of Oregon (UO) Disability Services A variety of support and guidance is offered to both prospective and enrolled students. The Disability Services office coordinates services, provides advocacy and support to students with documented physical, learning, and psychological disabilities and provides assistance to the general campus community in responding appropriately to requests for accommodations based on disability.|
Oregon Parent Training and Information Center (Oregon PTI). Oregon PTI’s mission is to educate and support parents, families and professionals in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty six. Oregon PTI provides programs and services throughout the state.
Medifecta Healthcare Training, formerly Healing Arts Communications, a leading provider of caregiver programs, offers 18 hours of high-quality, standardized educational materials suitable for training family, volunteer, respite, private duty, and staff caregivers.
The Oregon Project for Services to Children & Youth Who Are Deafblind (Oregon Deafblind Project), funded by the U.S. Department of Education, is coordinated through the Oregon Department of Education. This program provides technical assistance in support of mandated early intervention and special education services to children and youth who are deafblind from birth through age 21.
Adventures Without Limits (AWL) empowers people of all abilities through quality outdoor experiences. Participants develop new skills, enhance awareness of the natural environment, build self-confidence, and recognize personal potential. AWL can adapt equipment and provide additional staff support to accommodate people with disabilities. AWL provides recreation programs for communities in the greater Portland metropolitan area.
North American Riding for the Handicapped Association, Inc. NAHRA is a national non-profit organization that promotes the benefit of the horse for individuals with physical, emotional and learning disabilities. For individuals with disabilities, equine-assisted activities have been shown to improve muscle tone, balance, posture, coordination, motor development as well as emotional well-being. The NARAH supports an accreditation and licensing system for professionals and programs offering equine assisted activities. They offer 3 classes online, and a locater map so you can contact regional councils in your state.
Becoming an Effective Self-Advocate is a chapter from the Learning Disability Self-Advocacy Manual, and iis geared toward transition age students with learning disabilities. Included are a glossary of terms, ‘Ten steps to becoming an effective self-advocate’, and tips for students for meeting with their teacher to negotiate accommodations.
The chapter Planning for Your Future is also geared toward transition age students with learning disabilities. Planning for high school, after high school, and a career are the main topics addressed
Transition: School to Work Self-awareness (self-knowledge) is critical for the student in determining the direction that transition planning will take. This website explains the concept of self-advocacy, identifies strategies for teaching students to be self advocates, and illustrates the application of these concepts in the IEP process and transition planning.
The Involvement of Students in Their Special Education Mediations identifies some of the benefits and challenges that warrant consideration by families, educators, and dispute resolution practitioners as they create opportunities for students to participate in the mediation process.
The Autism Services page at the Oregon Department of Education website describes how services are provided in the state.
For further information about Statewide Consultative and Resource Services for Autism Spectrum Disorder, including contact information and resources, please visit Willamette ESD’s Autism Website.
The Oregon Department of Education, in collaboration with Portland State University, is developing a statewide network of Regional Autism Trainings Sites (RPATS)
Oregon Parent Training and Information Center (OrPTI)
OR-PTI’s mission is to educate and support parents, families and professionals in building partnerships that meet the needs of children and youth with the full range of disabilities ages birth through twenty six. The agency offers workshops in various locations around the state, supports a lending library, IEP partners to assist families in the IEP (Individualized Education Program) process, and many other services. The Parent Training and Information Center specifically serving military families can be reached here STOMP National PTI for Military Families.
The Parents as Teachers program provides parents with child development knowledge and parenting support. The organizational vehicle for delivering that knowledge and support is Parents as Teachers National Center. The National Center drives that philosophy, or mission, through four program areas: Born to Learn, Professional Development, Meld and Advocacy. All of these program areas work through a strong network of state leaders and partners. Check here for Parents as Teachers, programs in Oregon.
Oregon Association for the Education of Young Children. OAEYC offers newsletters, a library of over 175 educational videos, a lending library of books, and access to the numerous workshops and educational opportunities. OAEYC sponsors the annual “Week of the Young Child” each Spring. It presents conferences and small teaching sessions throughout Oregon. OAEYC remains committed to supporting those who work for the education and needs of children from birth to age eight.
The Oregon Council on Developmental Disabilities, Early Intervention and Early Childhood Special Education program is unique because it serves children from birth through age five under one umbrella. This seamless approach to early childhood education is shared by only one other state in the nation, and reflects Oregon’s leadership in the development of high quality, family-centered programs for children with disabilities.
Contact the Oregon Department of Education for further information about Early childhood Special Education and Head Start programs.
The mission of the Early Childhood Education programs is to promote and provide support for various intervention programs, which can improve school readiness and have positive long-term outcomes for at-risk children. The Early Childhood Unit works to facilitate the success of young children in school and life, working with their families and communities as partners. The Oregon Department of Education website also offers learning guidelines that describe what children should know, understand and be able to do during the first five years of life. These publications inform parents about healthy child development and assist parents in supporting their children.
Links to Lane County K-12 School Districts
- Bethel School District
- Blachly School District
- Creswell School District
- Crow-Applegate-Lorane School District
- Eugene 4J School District
- Fern Ridge School District
- Junction City School District
- Lowell School District
- Mapleton School District
- Oakridge School District
- Pleasant Hill School District
- Siuslaw School District
- South Lane School District
- Springfield School District