ethanporcaro/eric-fulltext-meta huggingface dataset:
Multiple Disabilities. NICHCY Disability Fact Sheet #10
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2013-08-00
Type: Reports - Descriptive
Subjects: Multiple Disabilities,Definitions,Evaluation Methods,Symptoms (Individual Disorders),Early Intervention,Disabilities,Equal Education,Educational Legislation,Federal Legislation,Access to Education,Needs,Parents,Child Rearing,Teachers,Teaching Methods

The term &quot;multiple disabilities&quot; is general and broad. From the term, you cannot tell how many disabilities a child has; which disabilities are involved; or how severe each disability is. Many combinations of disabilities are possible. The different disabilities will also have a combined impact. That is why it is also important to ask: How does the combination of these disabilities affect the child's learning, balance, use of the senses, thinking, and so on? The answer will help parents and involved professionals decide what types of supports and services the child needs now and in the future. This fact sheet shares information on the following: (1) help for children with multiple disabilities; (2) Individuals with Disabilities Education Act's (IDEA's) definition of multiple disabilities; (3) the evaluation process for children with multiple disabilities; (4) the importance of supporting children with multiple disabilities in major life activities; (5) tips for parents; (6) tips for teachers; and (7) resources and organizations available.
Developmental Delay. NICHCY Disability Fact Sheet #9
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Developmental Delays,Child Development,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Definitions,Early Intervention,Evaluation Methods,Resources

Think of all the skills that children have to learn when they come into the world: smiling, turning over, responding to people, communicating, eating solid food, crawling, standing, and on and on. These skills are expected to emerge naturally over time and it is known more or less when they should. This timetable for skills to emerge is commonly called the &quot;developmental milestones.&quot; What is considered normal development is described broadly, because children do not necessarily learn skills at the same pace. Two different children born on the same day may learn the same skill months apart, and both can be considered &quot;on schedule.&quot; It's when skills do not emerge as expected, more or less on that broad schedule, that parents and caregivers may become concerned. Following an introduction, this fact sheet presents the following information on developmental delay: (1) Concern about a Child's Development; (2) What's Involved in Developmental Evaluation; (3) The Individuals with Disabilities Education Act's (IDEA) Definition of Development Delay; and (4) Resources.
Other Health Impairment. NICHCY Disability Fact Sheet #15
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Federal Legislation,Equal Education,Special Needs Students,Definitions,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder,Diabetes,Epilepsy,Heart Disorders,Chronic Illness,Diseases,Poisoning,Cancer,Neurological Impairments,School Health Services,Attendance

&quot;Other Health Impairment&quot; is one of the 14 categories of disability listed in the nation's special education law, the Individuals with Disabilities Education Act (IDEA). Under IDEA, a child who has an &quot;other health impairment&quot; is likely to be eligible for special services to help the child address his or her educational, developmental, and functional needs resulting from the disability. This fact sheet presents the following information on the topic of &quot;other health impairment&quot;: (1) The Individuals with Disabilities Education Act's (IDEA) Definition of &quot;Other Health Impairment&quot; (OHI); (2) Special Help for Children; (3) The Specific Disabilities Mentioned in IDEA's Definition of OHI; (4) Other Health Impairments &quot;Not&quot; Mentioned in IDEA; (5) Addressing Medical Issues; (6) Life at School; (7) Planning for Transitions; and (8) Finding More Info.
Categories of Disability under IDEA
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Eligibility,Infants,Toddlers,Children,Adolescents,Young Adults,Classification,Autism,Deaf Blind,Deafness,Emotional Disturbances,Hearing Impairments,Intellectual Disability,Multiple Disabilities,Physical Disabilities,Chronic Illness,Learning Disabilities,Speech Impairments,Language Impairments,Brain,Head Injuries,Visual Impairments,Blindness,Intervention,Academic Achievement

Every year, under the federal law known as the Individuals with Disabilities Education Act (IDEA), millions of children with disabilities receive special services designed to meet their unique needs. Early intervention services are provided through the state to infants and toddlers with disabilities under three years of age and their families. For school-aged children and youth (aged 3 through 21), special education and related services are provided through the school system. These services can be very important in helping children and youth with disabilities develop, learn, and succeed in school and other settings. This report presents the following on the categories of disability under IDEA: (1) Who is Eligible for Services?; (2) Infants and Toddlers under Three Years of Age; (3) Children and Youth Aged 3 through 21; (4) Children Aged 3 through 9; (5) The 13 Disability Categories, Defined: (a) Autism; (b) Deaf-Blindness; (c) Deafness; (d) Emotional Disturbance; (e) Hearing Impairment; (f) Intellectual Disability; (g) Multiple Disabilities; (h) Orthopedic Impairment; (i) Other Health Impairment; (j) Specific Learning Disability; (k) Speech or Language Impairment; (l) Traumatic Brain Injury; and (m) Visual Impairment Including Blindness; (6) More about Disabilities; (7) More about Services; (8) More on &quot;Adversely Affects Educational Performance&quot;; and (9) Other Sources of Information for Parents.
The Power of Strategy Instruction. Evidence for Education. Volume I, Issue I
Author: Luke, Stephen D.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Learning Strategies,Study Habits,Skill Development,Self Management,Problem Solving,Educational Research,Learning Disabilities,Cooperation,Mastery Learning,Literacy Education,Reading Instruction,Writing Instruction,Direct Instruction,Disabilities

With this inaugural edition of &quot;Evidence for Education,&quot; NICHCY launches a new publication series exploring the best evidence-based practices education has to offer. &quot;Strategy Instruction&quot; is a powerful student-centered approach to teaching that is backed by years of quality research. In fact, strategic approaches to learning new concepts and skills are often what separate good learners from poor ones. Considering that many students with disabilities struggle with developing strategies for learning and remembering on their own, a parent or teacher skilled in introducing this process can make a world of difference. This &quot;Evidence for Education&quot; looks closely at strategy instruction: its roots, outcomes of the multitude of studies, and its promise as a powerful research-based practice that results in improved student performance. Topics covered in this issue include: (1) Early Studies of the Good Learner; (2) The Strategic Instruction Model (SIM); (3) Self-Regulated Strategy Instruction (SRSD) for Writing; (4) Combining Strategy Instruction with Direct Instruction; and (5) Promise Beyond LD. A glossary is also included.
Effective Mathematics Instruction. Evidence for Education. Volume III, Issue I
Author: Steedly, Kathlyn
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Mathematics Skills,Expertise,Course Content,Disabilities,Barriers,Teaching Methods,Evidence Based Practice,Mathematics Achievement,Self Management

This &quot;Evidence for Education&quot; is about helping students stay on track in math, building concept upon concept in a steady progression of skills. This is as much a national priority as it is a practical necessity for the students themselves, because daily life involves math--from the check-out counter at the school store to the express line in the grocery, from our most routine jobs to the high-paying, high-profile ones in engineering, technology, and science (Lee, Grigg, &amp; Dion, 2007; U.S. Government Accountability Office, 2005). So--two questions naturally arise. What do students need to know how to do, mathematically? And what instructional approaches are effective in teaching those skills? This &quot;Evidence for Education&quot; addresses these questions, and one more: What do we do when disability affects a student's ability to learn math skills? This issue is divided into four sections, as follows: (1) The work of four expert panels, which have recommended what students need to learn in math and what we need to teach; (2) How disability can affect math learning; (3) Four instructional approaches emerging from the research as effective math interventions for students with disabilities; and (4) Suggestions for moving research into practice. A glossary is included.
Social Skills and Academic Achievement. Evidence for Education. Volume III, Issue II
Author: Steedly, Kathlyn M.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Interpersonal Competence,Student Behavior,Academic Achievement,Intervention,Classroom Environment,Skill Development,Story Telling

Research has consistently demonstrated that many children with learning disabilities (LD) may also have related social skill deficits. Kavale and Forness (1995), for instance, found that 75% of students with LD also show some difficulties in social skills that interfere with their ability to learn. The good news is that, for many of these children, social skills &quot;can&quot; be taught. Evidence-based methods for building social skills have been developed by teachers, psychologists, and researchers. One challenge, though, is getting this knowledge into the hands of people who can use it to help children. That is the goal of this issue of &quot;Evidence for Education.&quot; This publication will first clarify what is meant by &quot;social skills&quot; and explore their impact on behavior and academics. Then it takes a look at what the research has to say about social skills interventions and programs for children with disabilities. This &quot;Evidence for Education&quot; will wrap up with examples of interventions that can be applied in both classroom and home settings.
Down Syndrome. NICHCY Disability Fact Sheet #4
Author: FHI 360
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Down Syndrome,Clinical Diagnosis,Early Intervention,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Special Education,Individualized Education Programs,Fees,Definitions,Etiology,Incidence,Symptoms (Individual Disorders),Infants,Toddlers,Preschool Children,High School Students

When a baby is born with Down syndrome, his or her parents should know that there's a lot of help available--and immediately. Shortly after the diagnosis of Down syndrome is confirmed, parents will want to get in touch with the early intervention system in their community. Early intervention is a system of services designed to help infants and toddlers with disabilities (before their 3rd birthday) and their families. It's mandated by federal law-- the Individuals with Disabilities Education Act (IDEA), the nation's special education law. Staff work with the child's family to develop what is known as an Individualized Family Services Plan, or IFSP. The IFSP will describe the child's unique needs as well as the services he or she will receive to address those needs. The IFSP will also emphasize the unique needs of the family, so that parents and other family members will know how to help their young child with Down syndrome. Early intervention services may be provided on a sliding-fee basis, meaning that the costs to the family will depend upon their income. Just as IDEA requires that early intervention be made available to babies and toddlers with disabilities, it requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). This fact sheet provides a definition, causes, characteristics, the incidence of the disability in school-age children, educational considerations, and helpful organizations for further information. Most also include supports broken down by age group, tips for teachers, tips for parents, and a brief story of a child with the disability.
Cerebral Palsy. NICHCY Disability Fact Sheet #2
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Cerebral Palsy,Etiology,Clinical Diagnosis,Symptoms (Individual Disorders),Definitions,Early Intervention,Special Education,Incidence,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Physical Therapy,Occupational Therapy,Speech Language Pathology,Surgery,Individualized Education Programs,Assistive Technology

Cerebral palsy--also known as CP--is a condition caused by injury to the parts of the brain that control the body's ability to use muscles effectively. Often the injury happens before birth, sometimes during delivery or soon after birth. The symptoms will differ from person to person and change as children and their nervous systems mature. This fact sheet provides a brief story of a child who has CP, a definition of the condition, characteristics of CP, along with treatment and therapies available as related services in both early intervention programs, and special education for school aged children. Tips for parents and teachers are also included. This fact sheet is a starting point for anyone living or working with a child who has CP. Contact information for other organizations along with a list of resources are also included.
Epilepsy. NICHCY Disability Fact Sheet #6
Author: FHI 360
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Epilepsy,Seizures,Children,Adolescents,Incidence,Definitions,Symptoms (Individual Disorders),Clinical Diagnosis,Intervention,Student Needs,Child Development,Academic Accommodations (Disabilities)

Epilepsy is a seizure disorder. According to the Epilepsy Foundation of America, a seizure happens when a brief, strong surge of electrical activity affects part or all of the brain. About three million Americans have epilepsy. Of the 200,000 new cases diagnosed each year, nearly 45,000 are children and adolescents. Following a brief story of a child named Jeremy, this fact sheet provides the following information to inform anyone who lives or works with a child having Epilepsy: (1) A definition of Epilepsy; (2) Incidence of newly diagnosed cases; (3) Characteristics of the condition; (4) Types of seizures; (5) Diagnosis; (6) Treatment; (7) Educational and Developmental Considerations; (8) Services under IDEA; and (9) Accommodations in the Classroom. Additional resources are provided.
Evidence Summary for the Promise Academy Charter Middle School in Harlem Children's Zone. Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Middle Schools,Urban Schools,Low Income Students,Minority Group Students,Intervention,Randomized Controlled Trials,Admission (School),Academic Achievement,Mathematics Achievement,Language Arts,Program Evaluation,Outcomes of Education,Scores,Control Groups

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; &quot;Evidence Summary for the Promise Academy Charter Middle School in Harlem Children's Zone&quot; provides a description of the charter middle school in New York City, serving mainly low-income, minority students--The Promise Academy. The method of evaluation includes a well-conducted randomized controlled trial, based on the lottery used to determine which students are offered admission. Key findings show that by the end of eighth grade--three years after random assignment--students' math achievement increased by 0.53 standard deviations (about 1.5 grade levels) and English language arts achievement by 0.20 standard deviations (about 3/4 of a grade level). The Top Tier initiative's expert panel has identified this intervention as Near Top Tier. Intervention benefits and costs are provided.
Evidence Summary for First-Grade Classroom Prevention Program (Good Behavior Game Plus Enhanced Academic Curriculum). Top Tier Evidence Initiative
Author: Coalition for Evidence-Based Policy
Date: 2010-11-00
Type: Reports - Evaluative
Subjects: Elementary School Students,Grade 1,Classroom Techniques,Prevention,Student Behavior,Behavior Problems,Educational Games,Behavior Modification,Skill Development,Reading Skills,Writing Skills,Mathematics Skills,Critical Thinking,Program Evaluation,Randomized Controlled Trials,Poverty Areas,Smoking,Drug Abuse,Probability,Graduation,College Attendance,Program Effectiveness,Evidence,Educational Benefits

U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies (&quot;interventions&quot;) that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or marginally effective. Interventions that produce sizable, sustained effects on important life outcomes tend to be the exception. The Top Tier Evidence Initiative seeks to assist policy officials in identifying interventions meeting the Congressional Top Tier evidence standard, defined in recent legislative provisions as &quot;well-designed randomized controlled trials [showing] sizeable, sustained effects on important outcomes.&quot; &quot;Evidence Summary for First-Grade Classroom Prevention Program (Good Behavior Game plus Enhanced Academic Curriculum)&quot; presents a detailed description of The Classroom Prevention Program, a first-grade intervention that combines: (1) the Good Behavior Game--a classroom management strategy for decreasing disruptive behavior; and (2) an enhanced academic curriculum designed to improve students' reading, writing, math, and critical thinking skills. The intervention was evaluated by conducting a randomized controlled trial in high-poverty Baltimore schools. Key findings include: (1) at age 13 reduced initiation of smoking by 26% and of hard drugs by more than half; and (2) at age 19, increased likelihood of high school graduation by 21% and of college attendance by 62%. The Top Tier initiative's Expert Panel has identified this intervention as Near Top Tier. Intervention benefits and costs are discussed.
Emotional Disturbance. NICHCY Disability Fact Sheet #5
Author: National Dissemination Center for Children with Disabilities (NICHCY)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Emotional Disturbances,Definitions,Clinical Diagnosis,Children,Adolescents,Behavior Disorders,Mental Disorders,Symptoms (Individual Disorders),Etiology,Student Needs,Disabilities,Educational Legislation,Federal Legislation,Equal Education,Anxiety Disorders,Depression (Psychology),Eating Disorders

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. &quot;Umbrella&quot; terms such as emotional disturbance, behavioral disorders, or mental illness are used to refer to mental disorders. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include, but are not limited to: anxiety disorders; bipolar disorder (sometimes called manic-depression); conduct disorders; eating disorders; obsessive-compulsive disorder (OCD); and psychotic disorders. This fact sheet discusses what different emotional disturbances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders. Contains a list of resources with more information on the topic of emotional disturbance.
Relationships Come First: How Four Career Development and Workforce Readiness Programs Prepare Young People for Work and Life
Author: Jones, Elizabeth Pufall
Date: 2016-12-00
Type: Reports - Research
Subjects: Career Development,Labor Force Development,Career Readiness,At Risk Students,Intervention,Interviews,Observation,Interpersonal Relationship,Job Placement,Youth Programs,Program Design,Social Support Groups,Social Networks,Sustainability

The Center for Promise researchers visited four programs across the country to find out what role relationships play in fostering workforce development and career readiness among &quot;risk-immersed&quot; youth: (1) Café Momentum in Dallas; (2) Per Scholas in the Bronx; (3) Urban Alliance in Washington, D.C.; and (4) Year Up in the Bay Area. The Center researched how these programs meet the wide-ranging needs of young people they serve while preparing them for careers. This report provides a summary of several bodies of literature that have shaped career development interventions for young people, describes each career development and workforce readiness program in more detail, and shares findings and common themes that emerged across program sites. This study builds on the Center for Promise's work examining the importance of relationships for keeping young people in school and on a path to adult success. Through interviews, observations, and document review, the research team explored three specific questions: (1) What role do relationships play in these programs?; (2) How do these programs work to foster relationships?; and (3) What role do relationships play in promoting successful job placement? Four major findings emerged from this research: (1) Relationships come first.Each program places relationship-building between young people and program staff at the forefront of their models; (2) Webs of support are integral to the program design.In each program, there's more than just one adult focused on the young people's well-being and development. They have what the researchers refers to as a web of support--a network of individuals that provides a young person with varying levels and types of support; (3) Relationships endure and extend beyond the program.Each program fosters webs of support for their participants beyond the program; and (4) Relationship-building approaches differ depending on whom the program serves.Each program takes a different approach to relationship-building, depending on the needs and strengths of the young people they serve.