Over the past two decades, Colorado's identification process for students with Significant Identifiable Emotional Disabilities (SIED) has undergone a number of revisions. Such changes have contributed to a lack of clarity on the part of educators around criteria, assessment, policies, and programming. A primary purpose of this guidebook is to provide a practical resource that contributes to the consistent identification of students with emotional disabilities., Anastasia Kalamaros Skalski., "Published December 2000. Reviewed April 2012.", Includes bibliographical references (pages 69-72)., Online resource; title from PDF cover (viewed August 2017)
Description based on online resource; title from PDF caption on page 2 (viewed December 2012), "September 2000.", Includes bibliographical references (p. 11)
Guidelines for teachers certified in the area of visual impairments that are "user friendly" and are specifically targeted to the needs of each school district or administrative unit., Title from cover., "August 2003."--Cover., "May 1995 / Revised April 2001 and August 2003." --P. 1., Mode of access: World Wide Web.
Schools face a growing challenge in meeting both the academic and behavior needs of every student. Educators implementing a continuum of both academic and behavior supports and interventions, and partnering with families and communities, increase effectiveness and positive educational outcomes for diverse student populations. Success is related to students' active engagement in evidence-based practices across multiple settings. Responding to students' needs by providing them with coordinated support at home and school is imperative., "August 2013.", Bibliography: pages 94-102., Online resource; title from PDF cover (viewed August 2017)
A significant shift in the way we think about the identification of Specific Learning Disabilities has occurred. There is heightened emphasis throughout IDEA 2004 on effective core instruction and intervention that will result in improved educational outcomes for all students, including those at risk for learning difficulties and those who may be identified as having SLD., Includes bibliographical references (pages 143-144)., Online resource; title from PDF cover (viewed August 2017)
A significant shift in the way we think about the identification of Specific Learning Disabilities has occurred. There is heightened emphasis throughout IDEA 2004 on effective core instruction and intervention that will result in improved educational outcomes for all students, including those at risk for learning difficulties and those who may be identified as having SLD., "10/7/08.", Includes bibliographical references (p. 143-144), Description based on online resource; title from PDF cover (viewed March 2014)
Cover title., "January 2006.", "The guidelines in this manual have been revised from the Guidelines for School Vision Screening Programs, September 1991, 2nd Edition."--P. 2., Includes bibliographic references and index., Mode of access: World Wide Web.
This guidance document has been developed to assist school district personnel and families in becoming familiar with the wide range of characteristics and abilities of their students with an autism spectrum disorder (ASD) and in applying Colorado's new eligibility category of Autism Spectrum Disorder (ASD) to identify students eligible for special education services. Schools have experienced a steady increase in the number of students with autism spectrum disorder over the past 10 years. In 2012 the Center for Disease Control (CDC) estimated that about 1 in 88 young children have an ASD. The information in these guidelines may be used to guide the process of identifying students with ASD and developing appropriate programming, supports and services., [lead authors: Susan Hepburn, Kristen Kaiser, Melinda Graham], "February 2014.", Lead authors: Susan Hepburn, Kristen Kaiser, Melinda Graham.--Page [2], Description based on online resource; title from PDF cover; (viewed June 2015)
This guidance document has been developed to assist school district personnel and families in becoming familiar with the wide range of characteristics and abilities of their students with an autism spectrum disorder (ASD) and in applying Colorado's new eligibility category of Autism Spectrum Disorder (ASD) to identify students eligible for special education services. Schools have experienced a steady increase in the number of students with autism spectrum disorder over the past 10 years. In 2012 the Center for Disease Control (CDC) estimated that about 1 in 88 young children have an ASD. The information in these guidelines may be used to guide the process of identifying students with ASD and developing appropriate programming, supports and services., [lead authors: Susan Hepburn, Kristen Kaiser, Melinda Graham], "June 2015.", Lead authors: Susan Hepburn, Kristen Kaiser, Melinda Graham.--Page [2], Description based on online resource; title from PDF cover; (viewed October 2025)
"Including an addendum for guidelines for LRE instructor training and program evaluation." ... Cover., Includes bibliographical references (p. 17)., Mode of access: World Wide Web.
