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The WebABLLS is an electronic version of the assessment. It allows parents, teachers, speech pathologists, behavior analysts, and others who design, coordinate, or supervise language or skill-acquisition programs to expedite the development of IEPs, progress reports, and to easily share information about a child.
An Individualized Education Program (IEP) is a legal document under United States law that is developed for each public school child in the U.S. who needs special education. [1] IEPs must be reviewed every year to keep track of the child's educational progress. [2] Similar legal documents exist in other countries. [3]
Adaptive behavior is behavior that enables a person (usually used in the context of children) to cope in their environment with greatest success and least conflict with others. This is a term used in the areas of psychology and special education.
An internationally recognized scholar who has helped define the field of instructional psychology, Robert Glaser has linked theories of learning, cognition and instruction. He founded the Learning Research and Development Center at the University of Pittsburgh , serving as its director until 1997.
Because the law does not clearly state to what degree the least restrictive environment is, courts have had to interpret the LRE principle. In a landmark case interpreting IDEA's predecessor statute (EHA), Daniel R.R. v. State Board of Education (1989), it was determined that students with disabilities have a right to be included in both academic and extracurricular programs of general education.
Universal Design for Learning (UDL) is an educational framework based on research in the learning theory, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences.
The Master Adaptive Learner framework is built on four key principles: 1. Self-regulated learning [11] Self-regulated learning involves the ability to set goals, monitor progress, and adjust learning strategies as needed. [12] This includes self-assessment, reflection, and the ability to seek feedback. [12]
Early childhood intervention came about as a natural progression from special education for children with disabilities (Guralnick, 1997). Many early childhood intervention support services began as research units in universities (for example, Syracuse University in the United States and Macquarie University in Australia) while others were developed out of organizations helping older children.