Achieve Consulting Services Inc. now offers certification in the following areas:
North Carolina Intervention Certification (NCI) (Part A only)
North Carolina Intervention training certification is for direct support professionals that need to be certified or re-certify in NCI.
This five hour course will cover:
1. Building positive relations.
2. Decision making and problem solving skill development.
3. Assessing risk for escalating behaviors.
4. Early Crisis intervention
Fee: $35
National Safety Council Pediatric CPR, First Aid, AED training
Take the right steps to protect children in your care.
This 4 hour Pediatric CPR, First Aid, AED course is intended for those working in home day care centers, child development centers, parents, grandparents and other caregivers who want to learn:
1. How to respond to cardiac & breathing emergencies.
2. Treatment of common childhood problems (i.e. head bumps, swallowed objects, cuts).
3. Identifying and caring for childhood illnesses.
4. Caring for children with disabilities in emergency situations.
Fee: $65 (CPR, First Aid, AED) or $35 CPR only or $40 First Aid only
National Safety Council Child, Adult CPR, First Aid, AED training
Knowing how to respond to a First Aid & or CPR emergency is an important skill that all people should have.
This 4 hour Child, Adult CPR/First Aid /CPR course covers:
1. CPR for Children and Adults.
2. Identifying and caring for sudden illnesses.
3. Emergency care for cardiac emergencies.
4. Emergency care for choking.
5. Basic First Aid.
Fee: $65 (CPR, First Aid, AED) or $35 CPR only or $40 First Aid only
Conflict Resolution Training
The purpose of this training is to resolve conflict in the workplace and support negotiation, mediation and satisfactory resolutions. The techniques presented in this training may be used to support staff to resolve conflict in a way that produces a win-win solution for both parties.
This two hour course will cover:
1. Conflict Resolution.
2. Strategies to resolve conflict.
3. Effective Communication.
4. Mediation and application of skills.
Fee: $45
Cultural Competence training
The purpose of this cultural competence training is to support your staff to effectively interact with people of different cultures in order to work more effectively as a team.
This 3 hour training will cover the following areas:
1. Cultural awareness.
2. Cultural diffusion.
3. Cultural knowledge.
4. Strategies to increase cultural competence in the work place.
5. Team building
Fee: $45
Individualized Education Program - Specially designed instruction
Specially designed instruction affects the instructional content, method of instructional delivery, and the performance methods and criteria that are necessary to assist the student make meaningful educational progress. This instruction is designed by or with an appropriately credentialled special education teacher or related service provider. Students may have better success with small-group instruction as presented in a resource room (mandated by program and placement outlined in the IEP) particularly with languaged-based instruction.
Disorder of Written Expression (ICD-10 and DSM-IV-TR codes 315.2)
Speech and language disorders can also be called Dysphasia/Aphasia (coded F80.0-F80.2/315.31 in ICD-10 and DSM-IV).
The DSM-IV-TR criteria for a Disorder of Written Expression is writing skills (as measured by standardized test or functional assessment) that fall substantially below those expected based on the individual's chronological age, measured intelligence, and age appropriate education, (Criterion A). This difficulty must also cause significant impairment to academic achievement and tasks that require composition of written text (Criterion B), and if a sensory deficit is present, the difficulties with writing skills must exceed those typically associated with the sensory deficit, (Criterion C).
Individuals with a diagnosis of a Disorder of Written Expression typically have a combination of difficulties in their abilities with written expression as evidenced by grammatical and punctuation errors within sentences, poor paragraph organization, multiple spelling errors, and excessively poor handwriting. A disorder in spelling or handwriting without other difficulties of written expression do not generally qualify for this diagnosis. If poor handwriting is due to an impairment in motor coordination, a diagnosis of Developmental Dyspraxia should be considered.
The term "dysgraphia" has been used as an overarching term for all disorders of written expression. Others, such as the International Dyslexia Association, use the term "dysgraphia" to refer to difficulties with handwriting.
Section 504 History
Section 504 was the last sentence in the 1973 Act. However, more than three years later, no implementing rules had been issued. That spurred the American Coalition of Citizens with Disabilities to make "Sign 504" its #1 priority and to launch a nationwide demonstration led by Frank Bowe, then ACCD's head, in March and April 1977. The regulations were finally issued in late April 1977. Over the next several years, Section 504 was somewhat controversial because it afforded people with disabilities many rights similar to those for other minority groups in the Civil Rights Act of 1964. Throughout the Reagan administration, efforts were made to weaken Section 504. Not only did those fail, but the Americans with Disabilities Act of 1990 extended Section 504 to much of the private sector (notably private employers, stores, hotels, and restaurants), while specifically stating that it made no amendments, weakening or otherwise, to Section 504.
Jeannine L CarringtonAchieve Consulting ServicesJeannine L Carrington Learning disabilities Assessment
Many normed assessments can be used in evaluating skills in the primary academic domains: reading, including word recognition, fluency, and comprehension; mathematics, including computation and problem solving; and written expression, including handwriting, spelling and composition.
The most commonly used comprehensive achievement tests include the Woodcock-Johnson III (WJ III), Wechsler Individual Achievement Test II (WIAT II), the Wide Range Achievement Test III (WRAT III), and the Stanford Achievement Test–10th edition. These tests include measures of many academic domains that are reliable in identifying areas of difficulty.
Members of the IEP team
The IEP team must include the student and student's parent(s) or guardian(s), a special education teacher / case manager, at least one regular education teacher, a representative of the school or district who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist).
The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney. Many parents choose to bring at least one other person with them to IEP meetings because meeting with such a large group of school personnel can be intimidating to parents.
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