Accomidating Students w/ Disabilities & Disability History

Grade Levels
Higher Education, Adult Education, Homeschool, Staff
Formats Included
  • PPT
90 pages
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  1. As a teacher I know we want to do everything possible to meet our legal obligations to our students. As a teacher with Autism, I know that teachers struggled with meeting my own unique needs. This bundle was created as part of my college studies, but also includes resources to help you in the classr
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I wrote this for a college presentation to professors at Metro Denver. Over time, I expanded it to include the social history of the Disability Rights movement. It includes the dark history of the eugenics movement around the world, President Franklin D. Roosevelt, and other historic figures in the Disability rights movement.

It covers basic accommodation for a wide verity of disabilities, and is written by a person with a disability! I have Non Verbal Learning Disorder and disgraphia, which is part of Autism spectrum disorders. I grew up understanding how the SpEd Process works, and what does not work in the classroom.

If there are any questions, please feel free to email me. I enjoy educating the public about NVLD / NLD, and will be happy to answer any questions about this work.

Keywords: NLD, NVLD, autism spectrum disorder, FDR, Franklin D Roosevelt, eugenics, germany, T4, Denver, RTD, Disability Civil rights, accommodations, SpEd, special education, social rights, civil rights, disgraphia, dyslexia, blind / visualy impaired, wheelchair, service dogs, teaching, education, writing, handwriting, IDEA, 504, Boy scouts, students, teacher, person first language.

Accomidating Students with Disabilites by Stan Baldwin is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

Total Pages
90 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.


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