Assistive technology enables children and youth with disabilities to participate more fully in all aspects of life and helps them to access their right to a "free, appropriate public education" (FAPE) in the "least restrictive environment" (LRE).
By law, area education agencies must prepare and approve a reorganization plan for any district within their areas, which have fewer than 350 students. The Grant Wood AEA Reorganization Plan, in addition, offers a great deal of data on school districts in the area. Contact our Board Secretary for more information.
The IEP team uses these definitions in making this determination:
General physical education: The student attends physical education with age peers. No changes to curriculum, instruction, equipment, assessment methods, or support are required for the student to participate, be successful, General, modified, specially designed instruction? What do the boxes on the G page mean?d make progress in the general curriculum.
Modified physical education: The student attends physical education with age peers, but needs additional supports to participate, be successful, and make progress in the general curriculum. Samples/examples of modifications may include:
If students are not making progress in the general curriculum, specially designed physical education is indicated. A goal is necessary to measure individual student progress. Specially designed instruction requires substantial adaptation of the curriculum or special curriculum development, individualization of instructional strategies, substantial equipment modifications and set up, collaboration with related nine contents service providers. The individual’s PE program and environment is tailored to the student’s needs in the areas of motor development, play, fitness, recreation and lifetime leisure.substantial adaptation of the curriculum or special curriculum development, individualization of instructional strategies, substantial equipment modifications and set up, collaboration with related nine content service providers. The individual’s PE program and environment is tailored to the student’s needs in the areas of motor development, play, fitness, recreation and lifetime leisure.
Agency staff will assist with a variety of methods for determining the learning needs of students and staff, including organization and facilitation of community forums, strategic planning or small group problem-solving sessions; development of print or phone surveys, organization and facilitation of focus groups; and samples of needs assessment strategies used by other districts.
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Congress enacted the Individuals with Disabilities Education Act (IDEA) in 1975, and Iowa developed Area Education Agencies (AEAs) to provide support services required by the Act. Though 75 percent of each AEAs budget is tied to special education, the Iowa legislature assigned many other responsibilities to the AEAs to provide support to schools. Grant Wood AEA supports educators, parents, and the communities we serve as we work together toward one ultimate goal—to improve student learning. Iowa’s AEAs work as educational partners with public and accredited, non-public schools to help students, school staff, parents, and communities meet these challenges of students with special needs, and the AEA can provide specialized support to meet student needs.
Grant Wood AEA's resource team of educators and AEA support staff provides consultation, information and coordination of plans for persons with autism and related disorders and for their families. Check our web page for research-based resources for educators.
Submit your materials in 3 convenient ways.
1. Van Mail
You may send your project via the Grant WoodAEA van if it stops at your location. Please address it to: GWAEA Print Shop.
2. US Mail
Send your materials
via the US mail to:
GWAEA Print Shop
4401 Sixth Street SW
Cedar Rapids, IA 52404
E-mail your job with attachments to:
with a copy going to email@example.com
All undergraduate applications are reviewed by the an admission committee, which includes Parsons Office of Admission and faculty members. Applications are reviewed on the basis of academic performance and the technical and conceptual abilities displayed in the visual elements of the application. All graduate applications are reviewed by the graduate departments.
EdInsight offers pre-formatted reports, which are designed to answer an educational question quickly, with minimal training. Training and technical assistance are available through firstname.lastname@example.org.
The LRE determination is made by the IEP team.
Physical Education: Documentation Guide – Revisions highlighted Physical Education (PE).
Modified (description on Page G). Teresa is able to participate in most general PE activities. However, Teresa’s warm up routine is individualized and designed in collaboration with the physical therapist and fitness exercises are individualized. Equipment must be non-latex
Modified (description on Page G). Joshua requires the following modifications during all PE activities: paraeducator support for safety and success due to visual impairment and head injury; soft equipment and a designated “safe” area for skill practice
Modified (description on Page G). Gina participates in physical education activities with same-age peers using mobility aides (walker, mobile stander) and switch activated equipment for archery, golf, basketball shooting, and volleyball serving.
Modified (description on Page G). Nate attends general physical education with peers DAILY which provides him increased practice and skill repetition necessary to make progress in the general curriculum.
Specially designed (description on Page F). Jose’s entire PE program is specially designed. He requires activities that emphasize functional fitness (body support, transition in and out of positions,) and lifetime recreational activities. He requires paraeducator support, small group setting and individualized instruction with adapted materials to maintain personal strength
Specially designed (description on Page F). Tara will participate in general PE activities with age peers. She requires modifications in the general setting for endurance activities, needing frequent rest time, reduced number of repetitions or less weight. When the typical activity requires the propulsion of a large ball(s) (volleyball, basketball, soccer ball, football) Tara’s participation must be specially designed with assistive technology.
GWAEA literacy consultants provide building-wide professional development, assistance with curriculum development, support for selecting materials, models of instructional approaches and ongoing consultation in reading, writing, speaking, and listening for K-12 students.Locate your literacy consultant, review resources on literacy from the GWAEA General Education Literacy team, or contact your regional administrator for additional assistance.
GWAEA's school social workers provide evaluation, counseling and consultation to students, parents and families to help solve social, emotional and behavioral problems that interfere with a student’s education and development
Our staff members are supporting seven counties and more than 72,000 students. If you child is school aged, you can most easily locate staff contact information through our staff directory, which is sorted by district. If your child is birth-age 5 or if you need assistance in identifying the right person to contact, please call us directly and we can quickly point you in the right direction. Our phone numbers are 319-399-6700 or 1-800-332-8488.
A multi-disciplinary GWAEA team can provide consultation and information to other AEA staff and local school teams who are working with students with traumatic brain injuries and head injuries. To learn more about the Brain Injury Resource Team visit our webpage. There you can also find our referral form, brochure, and many other informational resources.
The Grant Wood AEA Business Office can provide assistance with school finance issues, the Certified Annual Report (CAR) and with preparation of school budgets. Questions about school budgets and finance.
Assistive Technology enables children and youth with disabilities to participate more fully in all aspects of life and helps them to access their right to a "free, appropriate public education" (FAPE) in the "least restrictive environment" (LRE). Augmentative and Alternative Communication includes various communication methods that enhance or replace verbal speech or writing for individuals with communication disabilities. Check our team resource folders for additional Assistive Technology & Augmentative and Alternative Communication information for IEP teams to consider and utilize.
Yes. We will send an electronic copy or hard copy.
Portfolio requirements vary according to degree program. Please visit the How to Apply page for your intended program to determine specific portfolio requirements. Your portfolio should be submitted online through Slideroom, via your application.