EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Foundations of Special Education: Self-Guided Web Tour Worksheet
As an education professional, it is incumbent upon you to stay abreast of issues affecting the political, social,
and economic landscape of your field, which includes special education. Using the Internet to stay current
and access resources has become the norm among educators; however, you will want to be discerning in
selecting and validating the information or tools you discover online. A good routine is to “triangulate”
information that you find. In other words, find three sources that validate the same information before you use
it with your students. Triangulation has its roots in mathematics; however, it is a concept that has come to be
used in many fields to mean crosschecking sources and methodologies.
To give you a head start in finding validated resources online, we have selected three prominent special
education websites for you to explore. Follow the steps below to become familiar with each website. We
suggest you set up a folder on your computer titled Special Education Toolbox. As you find items that are
well worth saving or sharing with colleagues, add them to your toolbox.
1. Building the Legacy: IDEA 2004 http://idea.ed.gov/explore/home
The Home Page
The home page for the U.S. Department of Education, Office of Special Education Programs overviews
the entire site’s content. Start at the home page, described as a “living website,” and note the
government’s commitment to grow and change the content and knowledge, just as you and your
students will.
Focus on the two categories of links along the chalkboards on the left side of the page: “Browse Major
Topics” and “Check These Out.”
The “Browse Major Topics” Section
Check out the links in the “Browse Major Topics” section as follows:

Click on “Alignment with No Child Left Behind Act.” From the list of numbered statutes and
regulations listed along the right of your screen, pick one and briefly scan the writing style and
detail. Imagine how a parent might feel when told his or her child is eligible under this statute and
that regulation to receive services.
Next, click on the hot link in the middle of the page and browse through the IDEA Regulations
Added Definitions. When IDEA, the Special Education Act, was reauthorized in 2004, new
requirements were added to align with the No Child Left Behind Act. Because NCLB and IDEA
both outline the federal government’s role and funding in education, there is a connection
between the two laws. All educators need a working knowledge of both acts. Special educators,
in particular, need to have an in-depth understanding of IDEA.
John Hopkins University School of Education
Self Guided Web Tour Worksheet
1
EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Foundations of Special Education: Self Guided Web Tour Worksheet

When you gaze down the Topic Briefs, it won’t take you long to discover that new definitions and
acronyms are everywhere, and their related CFRs (Code of Federal Regulations) follow close
behind.
o
Click on the Discipline tab. Look at the new regulations regarding when a student may or
may not be removed from class. Consider viewing the video.
o
Click on the Disproportionality tab. Look a bit lower to the fourth regulation, one that might
be relevant at your school: “Require States to disaggregate data on suspension and
expulsion rates by race and ethnicity.” Consider what the connection might be for
students with special needs and this data collection. Stay alert to patterns that exist on
your campus.
o
Pick any other title from the “Browse Major Topics” list and dig down a bit. What questions
come to mind as you scan this material?
The “Check These Out” Section
Review selected links in the “Check These Out” section as follows:

Shift your focus to the lower chalkboard with “Check These Out” links. The Model Forms link will
allow you to download items including one on the Individualized Education Program (IEP). This
document will probably be similar or identical to your own school’s IEP form and might be a
useful addition to the Special Education Toolbox.

Click on any other topic on the list, from regulations to Q&A. Some links will lead you to
alternative (and Department-approved) websites; others will provide provisions and safeguards
that impact school policies (such as the requirement to inform parents before a child is evaluated
for special education). Find one interesting or even startling fact that you uncover in this openended portion of your tour and consider posting this on the Discussion Board as your
assessment.
2. National Dissemination Center for Children with Disabilities (NICHCY) http://nichcy.org/
The Home Page
It won’t take long for you to be grateful you’ve dropped into NICHCY. The bilingual resources and
reader-friendly tone are quickly evident. And if you need additional information on acronyms and
terminology, you will find it again here. The home page also highlights NICHCY’s mission to be the
nation’s central source on disabilities.

Explore the site to find information on the Dissemination Initiative. This community of practice has
tools and strategies, as they profess that we are all disseminators of valuable special education
principles.
John Hopkins University School of Education
Self Guided Web Tour Worksheet
2
EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Foundations of Special Education: Self Guided Web Tour Worksheet

At the lower portion of the home page, you’ll find a section entitled “What’s New.” Follow a few of
the links that tap into your curiosity. Which link captivated you?

Read the article AD/HD in Your Classroom: 10 Tips for Teachers. Are there other resources you
might share with colleagues or use to complete your assessments in this module?
For New Teachers

On the Quick Links section, click on New to Disability? where you will find articles for both families
and professionals. Three in particular will be useful for your achievement in this module and your
support for students’ learning differences:
o
Visit their fact sheets on disabilities. They include “Tips for Teachers.”
What is most important to know about modifications and accommodations is that both are meant to help
a child to learn. Click on the following link for a clear explanation of the distinctions between
modifications and accommodations: Supports, Modifications, and Accommodations for Students. It is
important to use the terms correctly whether you read, write, or of course implement a student’s IEP.
o Read how placement is determined as students are identified in Placement, Short-and-Sweet.
o
Find out about accommodations and supports to offer and retain this link as we move to Week
2. The Supports, Modifications, and Accommodations for Students page has very helpful
information to take away with you.
The “State Organization – Search By State” Page
Check out the links in the “State Organization” section as follows:

NICHCY provides State Resource Sheets allowing you to connect with the disability agencies
and organizations in your area; and they invite you to “read and freely share our many articles
and publications.” Click on your school’s state and notice the pull-down menu which allows you to
predetermine the type of organization you want to target: state agencies, disability-specific
organizations, organizations for parents, other disability organizations, or all of these.
o
Start by pulling down ALL and take a few moments to see the depth and breadth of
resources. In Maryland, for example, you will find a Special Format Books for Children
and Youth via the Maryland State Library for the Blind and Physically Handicapped.
3. The IRIS Center http://iris.peabody.vanderbilt.edu/
The Home Page
This self-guided web tour is almost at an end. You should have a sense of satisfaction about what content is
available and perhaps just a bit of apprehension about how to turn all of this information into effective
practices with students. One excellent resource that will provide support is the IRIS Center. It houses special
education resources for inclusion that are scientifically validated, including evidence-based instructional
strategies.
Resources
John Hopkins University School of Education
Self Guided Web Tour Worksheet
3
EFFECTIVE PRACTICES IN TEACHING & LEARNING I
Foundations of Special Education: Self Guided Web Tour Worksheet
Click on Resources, the green pencil graphic on the home page. Then, under Topics on the left, select
Accommodations. The center column provides six layers: modules, case studies, activities, information
briefs, podcasts, and content en español. Twelve learning modules drop under the first window.

If you think you might be challenged by designing and delivering legally required accommodations to
your students, the IRIS Center for Training Enhancements has created a STAR Legacy Module,
Accessing the General Education Curriculum: Inclusion Considerations for Students with Disabilities.
You can view the module by going to http://iris.peabody.vanderbilt.edu/agc/chalcycle.htm
o
All IRIS STAR Legacy Modules are challenge based. They open with a video depiction of
a problem and are designed to address this challenge, leading you to a better
understanding of a specific topic. Examine the challenge, thoughts, perspectives and
resources, assessment, and wrap-up—all important for instructional practice.
Assessment
Now you are ready to synthesize your experience and share it with corps members. Go to the Discussion
Board and follow the prompt for the Self-Guided Web Tour Discussion.
John Hopkins University School of Education
Self Guided Web Tour Worksheet
4