Jamie:
Day, Alexandra (2004). Flight of the dove. New York, Farrar, Straus, and Giroux.

Age level: The storybook format and illustrations are early elementary, but the reading level is middle school and up.

Summary: This is a fictional story about Betsy, a Caucasian preschool-age girl with Autism. Betsy doesn’t communicate with others or show affection until her teacher brings animals into the classroom to use therapeutically with children with special needs. Betsy finally comes out of her shell when one of the animals, a white dove, flaps its wings and catches Betsy’s attention. From then on, Betsy interacts with the dove and slowly begins to communicate with other people.

Critique: This is a very bad book and I would not recommend it. The illustrator depicted Betsy in a shaded, grey box, while the background and other children are in color. This would give the reader the impression that children with autism are sad and strange. The author wrote in a style that alternated between a case worker’s observations ("Betsy sat motionless on the floor for two hours without moving. Attempts to comfort her seemed to make things worse. At lunchtime she drank a little milk, but completely rejected the crackers and pieces of fruit") and a Ladies Home Journal It Happened to Me testimonial ("Her mother’s heart was heavy with discouragement and self-reproach…could she have prevented her daughter’s original withdrawal into such a terrible state?"). Self- reproach? Who writes like this for children?!

Applications: I would not use this book in the classroom for any reason, except, possibly, in a unit on stereotypes and differences to demonstrate to students the uninformed and poor treatment that people with disabilities sometimes get in literature.

McNey, Martha (1996). Leslie’s story: A book about a girl with mental retardation. Minneapolis, Learner Publications.

 Age level: middle school

Summary: This non-fiction book is co-written by Leslie Fish, a 12 year-old, upper middle class Jewish girl with mental retardation. Through the text and photos, Leslie introduces herself and explains her disability, which was a result of contracting meningitis as an infant. The book is a "day- in- the-life-of" photo essay that follows Leslie through her day at school, home, and with friends, as she explains the ways that she has the same likes and challenges as most pre-teen girls. In this book, Leslie also tells the reader what it’s like to have mental retardation, and how it feels to be made fun of at school. The book closes with Leslie celebrating her Bat Mitzvah and talking about her hopes for the future. The book contains a reference section with a glossary and further information about mental retardation.

Critique: I recommend using this book in the classroom. Its strengths include: it’s written from the perspective of the person with the disability; it shows the many ways that young adults with mental retardation have the same interests and needs as anyone else of that age; it shows the reader how it feels to be made fun of at school because of a disability; and the photos depict Leslie’s strengths, such as figure skating at the Special Olympics. The reference section is a useful tool to extend student understanding.

Applications: This book could be used in a mini-unit about differences and disabilities, such as the one to be included in our portfolios.

Tocci, Salvatore (2000). Down syndrome. New York, Franklin Watts.
 
 Age level: high school skilled readers

Summary: This non-fiction reference book is written to explain Down Syndrome to a young adult audience. It discusses the history of Dr. John Down’s work on the syndrome in the 1860’s, the genetic causes of Down Syndrome, and the life cycle of people with Down Syndrome, including common medical conditions and developmental features. The book ends with an explanation of the Human Genome Project, an international research study attempting to map the human genetic code. The book also includes a glossary and resource list of recommended books and websites.

Critique: I would not recommend this book. The text is dense, scientific, and contains few graphic organizers, sidebars, or other aids to understanding. The perspective is clinical and contains very few passages from the perspective of someone with Down Syndrome. While the research is current, some of the language is not in keeping with current definitions of respectful terminology, including the passage, "an idiot is a person who has severe mental retardation with an IQ between 25 and 39."

Applications: I would not use this text in the classroom. I consider its format, style, and reading level to be inconsiderate to the majority of high school students. I don’t think that this text leads to greater understanding or acceptance of people with Down Syndrome- it reduces them to a collection of symptoms and disabilities.

Guy:
Maquire, A., & Bailey, S. (2000).  Special people, special ways.  Arlington, TX: Future Horizons, Inc.
(32 pages)
ISBN: 1885477651
Reading Level: K-2

Summary:  "Special People, Special Ways" presents a positive image of persons with disabilities. It shares the message that even though each of us may have something different about us, we share many commonalities. Coupled with the colorful illustrations, the book conveys the message that although painful at times, being different can also be glorious.

Critique:  Maguire and Bailey’s attempt to generate sympathy and understanding for physically and mentally challenged individuals fails. In stilted verse, the author details various disabilities and emphasizes that "special" people need love and acceptance, too. The wording and rhymes in the text are often awkward: "Creams flow from small tubes, To soothe where it aches, and many seek cures, For jitters and shakes." By portraying children with every imaginable handicap or infirmity including blindness, deafness, myopia, paralysis, and obesity, the author’s have diminished the effectiveness of the message. The chubby cartoon characters with oversized heads and plastered-on smiles are irritating rather than endearing. While the message is a worthy one, the delivery is unsuccessful on nearly every level.

Stuve-Bodeen, S., & Devito, P. (1998).  We'll paint the octopus red.  Woodbine House.
(25 pages).
ISBN: 1890627062
Reading Level:  K-3

Summary:  Six-year-old Emma has big dreams for her new baby brother. But when she learns that he has Down syndrome, she worries that he won't be able to do many of the fun things she's imagined they'd do together. This is a reassuring story for young children as well as parents adjusting to Down syndrome and what it means for their relationship with their sibling or child. It concludes with helpful questions and answers for children about Down syndrome.

Critique:  Six year old Emma isn't very happy about the idea of having a new brother or sister but when Emma and her dad start thinking of all the things that they can do with the new baby, Emma becomes excited at the prospect of being a big sister. When her dad comes home and tells Emma that her new brother, Isaac, has Down syndrome, Emma worries that he won't be able to do any of the fun things that she has imagined. As Emma and her dad think back over all the things they wanted to do with the new baby, they realize together that as long as they are patient and helped him when he needed it, there wasn't anything he couldn't do. This is a reassuring story for young children bewildered by Down syndrome and what it means for their relationship with their new sibling. This is truly a wonderful story. Of all the books reviewed for this age group, this book is by far the best.

McNey, M., & Fish, L. (1996).  Leslie's story: A book about a girl with mental retardation.  Lerner Pub Group.
(32 pages).
ISBN: 0822525763
Reading Level:  K-5.

Summary: When Leslie was a baby, meningitis caused brain damage. In spite of her disability, she celebrates her Bat Mitzvah, skis, and takes ice-skating lessons, and has skated in the Special Olympics. She sometimes has to deal with kids who are cruel, but she has friends and an understanding family who support her.

Critique:  Most books about mental retardation for children concern Down's syndrome; this one portrays a different kind of child who has achieved some memorable goals. Black-and-white photographs, at least one per page, show the girls in their activities at home and at school, which are not very different from those of most middle-class children. The first-person narratives give an all-around view of the special and mundane aspects of their worlds and conclude with information about the condition under discussion.

Philbrick, R. (1993).  Freak the mighty.  New York: Scholastic, Inc.
(176 pages).
ISBN: 0439286069
Reading Level: 6-8

Summary:  A stunning young adult novel that tells the heart wrenching story of two Special Ed boys who pair up to form a unique and empowering friendship. Two boys—a slow learner stuck in the body of a teenage giant and a tiny would-be Einstein in leg braces—forge a unique friendship when they pair up to create one formidable human force transcending the shortcomings possessed by them both. Freak the Mighty was made into the 1998 film, The Mighty.

Critique:  Maxwell Kane, a lumbering eighth grader who describes himself as a "butthead goon," has lived with grandparents Grim and Gram ever since his father was imprisoned for murdering his mother. Mean-spirited schoolmates and special ed (for an undetermined learning disability) haven't improved his self-image, so he is totally unprepared for a friendship with Kevin, aka Freak, a veritable genius with a serious birth defect that's left him in braces and using crutches. Max is uplifted by Freak's imagination and booming confidence, while Freak gets a literal boost—hoisted onto Max's shoulders, he shares Max's mobility. Together they become Freak the Mighty, an invincible duo. This story does involve the death of one of the two boys.
 

Elisabeth:
Meyer, D., Pillo, C. (ILL). (1997) Growing up with a brother or sister with special needs. Woodbine House, Bethesda, MD.
Summary:  This book is a compilation of various first-person narrations of children and adolescents growing up with siblings inflicted with various developmental disorders. Each narration is accompanied by a descriptive illustration and biographical information about the sibling pair is provided. A glossary with definitions of various disorders is provided in the back of the book and page references of term explanations are given throughout the body of the text.  This book is appropriate for children in grades 2-6.
Strengths:  Reading the first-person perspective of siblings who have brothers or sisters with special needs serves to humanize the topic of developmental disabilities in a loving and sincere way.  The illustrations and general format of the book make the text highly accessible to children.  As the book is divided into the personal stories of various children, it can be read in individual sections.
Weaknesses:  The table of contents does not delineate which story pertains to which developmental disability.  While the book represents children from all over the United States, the ethnicity of most child participants is White, SES was not addressed by the editor.
Suggestions for Use:  This book could be used as a read aloud for younger elementary or read personally by upper elementary students. If a child with developmental disabilities were in your class, sections of this book could be used to educate class-members via an authentic peer perspective.

Grey, S. (2003). Living well: Living with cerebral palsy. The Child’s World, Canhassen, MN.
Summary: This book, written for children aged 7-11,  introduces young readers to the disease of cerebral palsy (CP). It addressees the causes of CP and explains how it effects the body. The book also discusses what it is like to live day-to-day life with CP and what sorts of treatments arte available.
Strengths: The language in the book is clear and concise, offering explanations of CP that are accessible to young children. Large color pictures of children of diverse ethnicities augment the text, a glossary of key terms is in the back, and hard to pronounce words are phonetically broken down mid-text.
Weaknesses: While the book offers a brief section in the back with suggestions of how to help a friend with CP, an entire chapter could have been dedicated to this topic.
Suggestions for Use:  This book is a great informational source for children to Difficulties with daily tasks such as cutting paper and going up stairs are addressed and could be used as discussion starters for how classmates can help peers with CP get trough their day.

Thomas, P., Harker, L. (ILL.) (2002). Don’t call me special: A first look at disability. Barron’s Educational Series, Inc. Hauppauge, NY.
Summary: This picture book explores concerns and questions about disabilities in a simple and direct way. This book can help lower elementary students learn what a disability is, how people deal with their disabilities, and that is possible to accept all people for their uniqueness.  A section in the back lists suggestions for how to use the book
Strengths:  Colorful illustrations depict children from various ethnic backgrounds living full and active lives.  Throughout the book there are several "What about you?" boxes that ask young readers to connect what they are reading to their own lives.  The book addresses ways that students with disabilities need extra care as well as ways that we are all alike. The book also targets judgmental behavior and communicates a message of acceptance.
Weaknesses: The title of the book is a bit confusing, as the book stresses that all individuals are unique. However, I suppose inclusiveness is the driving point.
Suggestions for Use: A great read aloud book for lower elementary grades.  The book could lead into a discussion about students’ own assumptions about people with disabilities and whether or not they are actually true.
 

Rachel S:
Lears, L. (1998). Ian’s walk. Morton Grove: Albert Whitman & Company.
A boy with autism goes for a walk with his sister.  He notices and experiences things differently than others.
Level: Elementary
Stereotypes: family represents middle class Caucasian norms.  Sisters are very accepting of their brother’s condition.
Quality of Illustrations:  pictures are the highlight of the book.  Paintings give a beautiful representation of reality.
Recommendation:  I strongly recommend this book.  The simple storyline and beautiful pictures make the read enjoyable and easy to understand.  The boy’s sisters are especially accepting of his condition.
Use of Book:
1. Have students draw two pictures: one of how they are similar to others and another showing how they are different.  This project would encourage healthy examinations of the student and her or his view of the outside world.
2. Book would be appropriate for the start of a unit on safe classroom environments and self-exploration.  The story gradually clues the reader into the fact that the little boy may be different from them.  Acceptance is a central theme.
 

Fox, P. (1997). Radiance descending. New York: Random House.
Paul is angry that his brother has Down’s syndrome.  By ignoring his brother, Paul thinks he won’t have to deal with the underlining embarrassment that consumes him.  Through a series of surprising events Paul learns his brother may a person separate from his condition.
Level: Middle School
Stereotypes: family represents middle class Caucasian norms.  Diversity is not represented.  Various levels of economic status are given to the different characters.
Disability representation: Story captures the hardships a sibling might face when dealing with the reality of having a brother with Down’s syndrome.
Recommendation:  I strongly recommend this book.  The story allows the reader to experience the darker and perhaps more realistic reality of a family dealing with Down’s syndrome.  Through the main character’s evolving perception of himself and his brother the reader is allowed to also grow.
Use of Book:
1. Class discussions on disability and what it might mean for an individual, a family, or a community can be used after reading segments of the book.
2. With personal issues possibility arising, journal writes can accompany the reader as she or he reads the book.

Rottman, S.L. (1999). Head above water. Atlanta: Peachtree.
Skye has dreams of qualifying for the state swimming championships and maintaining a relationship with her boyfriend.  Unfortunately, life’s goals can not be so easily met for her responsibly largely lie with her brother who has Down’s syndrome and her family’s poor economic situation.
Level: High School
Stereotypes: family represents lower class Caucasian norms.  Diversity is not represented.  More pressure is given to Skye’s because of her families experience of poverty.
Disability representation: Story captures the hardships a sibling might face when dealing with the reality of having a brother with Down’s syndrome.
Recommendation:  I strongly recommend this book.  The story allows the reader to experience the darker and perhaps more realistic reality of a family dealing with Down’s syndrome.  Middle to upper class students can learn from the lower economic characters.  The main character’s portrayals of feelings toward her brother, boyfriend, and life’s obligations are believably depicted.  Students with sports goals or of lower economic standing may especially appreciate this book. 11th and 12 grade students will also relate to the main character’s needs for freedom and independence.
Use of Book:
1. This could be an assigned novel or selected book for literature circles.  Discussion would be an essential element with the topics that are brought up.

Laura Wolff:
Wolson, E. (2003). My friend Isabelle.  Bethesda, Maryland: Woodbine House.
This book could be used for grades K-2.  It is about a little boy who has a friend, Isabelle, who has Down syndrome.  The book emphasizes the ways the two friends are alike and different in a very respectful way.  It points out strengths that Isabelle has that the little boy doesn’t.  It subtly illustrates the characteristics of Isabelle as a child with Down syndrome.  The two children are both White.  The illustrations are very well done and true to life.  At the end of the book is a page that shows Isabelle’s real picture and gives a little bio about her that explains that she has Down syndrome.  The book is written by her mother.

Thompson, M. (1996). Andy and his yellow frisbee. Bethesda, Maryland: Woodbine House.
This book could be used in grades K-5.  It tells a story about how a new girl at school wants to befriend Andy, an autistic boy.  She is confused by his intent curiosity with spinning his yellow frisbee alone at recess.  The book does a good job of depicting some of the characteristics of a child who has autism.  By the end of the story the girl meets Andy’s sister who has kept a watchful eye on them over the recess.  They decide to play frisbee together next to Andy.  The last page of the book gives a good explanation of autism and the characteristics of children who are autistic.  The book is written in a manner that is sensitive to people who are autistic.  All of the characters are White.  The illustrations are well done and colorful.

Rodowsky, C. (2002). Jason rat-a-tat. New York: Farrar Straus Giroux
This book could be read by upper elementary and middle school students.  It is about a boy, Jason, who is mildly autistic and is always tapping a beat on things and keeping a beat in his head.  It does a good job of portraying some of the feelings Jason has about his family and keeping a beat in his head.  Students may gain a better understanding about developmental disabilities having read this book.  The story ends with Jason’s grandfather deciding to get him a drum which makes Jason very happy.  All of the characters in the story are White and there are a few pencil illustrations in black and white throughout the chapters.

Audrey S:
Fox, P. (1997). Radiance descending. New York: DK Publishing.

Grade Level: 6th ? 9th grade

Storyline:  This book is a fictitious story told in third person about Paul and his family.  The story spans over seven years, beginning in New York City as Paul’s parents bring home his new baby brother with Down syndrome named Jacob.  Paul immediately feels threatened and annoyed by his brothers’ differences and the extra attention he gets from his parents.  As Paul grows older, his resentment increases and he tries with all of his might to forget all about Jacob whenever he could.  Although he tries to keep most of these feelings to himself, his family is aware of his negative feelings--he never spends time with Jacob or wants to look after him.  Over time, Paul’s feelings become more and more transparent to his brother.  When their father forced Paul to walk Jacob to his weekly doctor appointment every Saturday, Paul has to face his feelings in public and resents his brother more than ever before.  But Jacob surprises Paul by his strong will and ability to make friends wherever he went.  As Jacob’s seventh birthday approaches, Paul tries to escape to his special place in the woods so he won’t have to attend his party.  His luck runs out as his Grandpa finds him and talks him into going to the party.  He asks Paul to try and be more understanding of his brother and show him that he cares about him.  In the end, Paul is able to make a tiny, positive step in understanding his brother and strengthening their relationship by hugging him at his birthday party.

Critique:  The storyline focuses on the negative aspects of Down syndrome as it is told from Paul’s perspective.  It doesn’t sugar coat the issues and feelings surrounding developmental disabilities for family members.  Yet there is no real sense of Jacob’s perspective; although he is an important character in the storyline, the reader never really gets to know him.
This story is told from a white, middle class perspective.  The neighborhood that Paul’s family eventually moves to in New Jersey is primarily white.

Application:  This book could be helpful for students whose siblings have developmental disabilities (specifically Down syndrome), especially those who feel frustrated or overwhelmed and stressed out by their sibling’s behavior.  I could see these students connecting with Paul’s anger and frustration.  This book might be more useful with a follow-up discussion or activity that was better able to highlight the positive aspects of living with a brother or sister with Down syndrome.

Geraghty, H. M. (1995). Chris Burke: Actor. New York: Chelsea House Publishers.

Grade Level: 8th ? 12th grade

Storyline:  This book is a non-fictitious account of Chris Burke’s life.  Chris Burke was the first leading character with Down syndrome on a mainstream television sitcom in the late 1980’s, early 1990’s entitled Life Goes On.  He went on to become a spokesman for people with Down syndrome who was able to shake hands with President Bush (Sr.) in 1990.  The book includes personal stories and antidotes from Chris’s life.  He grew up in a supportive family that provided him with an excellent education and encouragement.  This book is in great contrast to Radiance Descending (the previous book) in that his older brother and sisters loved and accepted him immediately.  They took him everywhere and included him in all aspects of their lives.  The book outlines Chris’s dreams and the steps he took to make them a reality.  There is a great section that talks about the history of Down syndrome and society’s negative attitudes to what was commonly referred to as mongolism.  These pervasive feelings toward "mongolians" (that they were a unfortunate soles that would never amount to much in life) prevailed into the 1960’s when Chris was born.  With his supportive family and positive outlook on life, Chris learned how to overcome his disability and lead a fulfilling and successful life.  He went so far as to rename his disability Up syndrome.  Overall, the book is very positive and informative.

Critique:  This book is part of a series: Great Achievers: Lives of the Physically Challenged that includes biographical information about over 20 talented people throughout modern history who have overcome physical/mental challenges to achieve their dreams.  It contains some great references at the end for further information about Down syndrome (organizations, books, videos, and cassettes).  The book is a bit outdated and might not be relevant to some students because it comes from a white, middle-upper class perspective.  Chris Burke’s situation is special in that he grew up with many resources and opportunities provided to him by a supportive and wealthy family.

Application:  This book could be a great resource for students, parents, educators, and students with Down syndrome who would benefit from reading about a positive role model.

Cairo, S. (1985). Our brother has Down’s syndrome. Toronto: Annick Press.

Grade Level: K ? 3rd grade

Storyline:  This book is a non-fictitious picture book about a family with a little boy who has Down syndrome.  It starts off with "Everyone is special…" and is told from the perspectives of two sisters, Tara and Jasmine, who talk about the wonderful experiences that come out of living with their little brother, Jai, who has Down syndrome.  The book explains how people with Down syndrome have extra chromosomes and could get confusing for very young children.  (Parent of teacher facilitation could help explain.)  It goes on to describe common behaviors and physical attributes of children with Down syndrome.  Tara and Jasmine talk about what Jai likes to do and how "he is curious about the world…just like other kids."

Critique:  This book contains big, colorful photographs of Jai, his sisters, and his family in various daily situations.  Although it is a little outdated, it could still work for young children.  Again, this story is told from a white, middle class perspective and does not contain any photos or references to people with other backgrounds or experiences.

Application:  This book could be appropriate for young children who would like to be exposed to and learn more about children with Down syndrome.  Students who will be having a new classmate with Down syndrome, young brothers or sisters with siblings with Down syndrome, etc.
 
 

Severe Disabilities:  http://www.unl.edu/spedsev/resource.html
Rachel S:  This website includes links to resources on students with severe disabilities.  It covers topics such as autism, deaf-blind/dual sensory, and mental retardation and severe disabilities" (Teaching Exceptional, Diverse, and At-Risk Students, p. 151).  Information is given on various disabilities (autism, deaf blind/dual sensory, mental retardation and severe disabilities), areas that need special focus (early childhood, augmentative and alternative communication, and inclusion) and educational resources (electronic journals, regional websites, upcoming workshops and conferences, programs). Links provide not only helpful definitions and background information but lists of other resources one can use to find out more.
Though information given is only at a basic level, the site provides a foundation in severe disabilities.  The vast amount of web links and resources offer quick and sufficient ways to become better educated.  Information on disabilities could be used to inform students about future classmates.  The webpage design (the use of colors and clear links) provide users appealing and easy access.

General Information about Severe and/or Multiple Disabilities: www.kidsource.com/NICHCY/severe_disable.html
Rachel S:  This website provides general information about severe and/or multiple disabilities, such as their incidences, characteristics, and educational implications" (Teaching Exceptional, Diverse, and At-Risk Students, p. 151).
Brief information is given on the severe disabilities definition, characteristics, medical implications, educational implications, resources, and organizations.  This quick overview is limited, for only general information is given.  The educational implications sections offer the most thorough information (early intervention, educational, and support programs, program needs, classroom arrangements, integration and inclusion of students with disabilities, team approaches, and planning).  The site was last updated June 1997.

Laura W:  This website gives a general overview of the definition of severe disabilities and general characteristics along with the prevalence of students with severe disabilities in 1994-95.  It also provides information about the medical problems these students experience and gives educational implications, such as early intervention programs and differentiating instruction.  While this site is good for giving a brief summary of severe disabilities and implications for teachers and care providers, it doesn't go into specific details.  Other sources, however, are provided at the bottom of the site to consult.

Audrey S: Compiled information by the National Information Center for Children and Youth with Disabilities. Website provides general information about severe/multiple disabilities under separate headings including: Definition, Incidence, Characteristics, Medical Implications, Educational Implications (quite extensive), Resources, and Organizations.

Strengths:

• Visitors have the ability to search from multiple perspectives including parents, educators, and overall health.
• Search various research articles about many different topics related to severe/multiple disabilities by age/grade level.
• Includes open forums to discuss children’s technology and education that could be quite helpful (under K-12, KidSource online forums).
• Includes Education: Trends, Policies and Teaching Strategies references (that are rated with the site’s own rating system…which is helpful).

• There is a lot of information to sift through and may require a little detective work to find exactly what you are looking for.

• Great for parents, educators, health professionals, and other interested parties.

http://www.ndsccenter.org/qads.asp
Laura W:This site gives a detailed explanation of what Down syndrome is and what the causes of it are.  It also discusses the physical characteristics, and range of development, mental capacity and functioning that people with Down syndrome have. While it does a good job of giving details explaining Down syndrome and its causes and addresses several other important questions this site does not include information about differentiating instruction for the classroom or advice for educators.

http://www.autism-resources.com
Laura W:This site is written by a father whose son has autism.   It includes frequently asked questions about autism, advice for parents who just found out their child has autism, links for resources related to autism and a books link.  The site provides an incredible amount of information and is a great resource for anyone interested in researching autism.  The amount of links makes it a little bit difficult to navigate though.

http://www.usu.edu/teachall/disable.htm
 Audrey S:  Compiled information about Developmental Disabilities from Utah State University.
Strengths:

• "Resources" is the best link in that if provides educators with information through the ERIC database about Students with Disabilities and Health Impairments, Teaching Children with Tourette Syndrome, Integrating Students with Severe Disabilities, Functioning Language Instruction for Linguistically Different Students with Moderate to Severe Disabilities, and Severe Disabilities.
• "Programs & Interventions" provides specific lesson plans for special education teachers and parents to help children with developmental disabilities learn several interdependence, basic needs.   (I need/want, sit down, stand up, etc./color, shape, size/ clothing application, etc.).
• Also examines Behavior Management, IEP & Legal Issues, Effective Teaching, etc.

Augmentative & Alternative Communication Centers  http://aac.unl.edu/
Elisabeth:
Summary:  This site is designed to help disseminate information and provide resources affiliated with Augmentative and Alternative Communication (ACC). ACC strategies were developed to aid individuals with severe communication disabilities by helping them participate more fully in social roles such as learning, employment, and care management.
Strengths:  The site provides links to ACC strategies for early intervention, current research regarding communication disorders, computer supported literacy products, and a section that focuses specifically on connecting with young children.  There are also links to commonly used terminology and frequently asked questions are posed and answered.
Weaknesses:  The site is geared more for the advanced academic than the common person. Note that the link entitled "Academic Resources" is intended for persons entering the ACC field and should not be mistaken as tips for general educators.
Source: Barkley AAC Center and the Munroe-Meyer Institute for Genetics and Rehabilitation at the University of Nebraska.

National Down Syndrome Society  http://www.ndss.org
Elisabeth:
Summary: The home site of the National Down Syndrome Society focuses mainly on educating the public, presenting current research and examining advocacy programs. The site offers and opportunity for membership and provides a forum for community networking.  Literature, assistive technology and other items may be purchased through the site and donation opportunities are outlined.  The site contains a link to education and schooling under the Information and Resources tab.
Strengths: The top menu bar makes the site easy to navigate the wealth of information provided by this site.  Pictures of children and adults living actively with Down Syndrome accompany informational text. A section of the site is formatted specifically for persons with Down Syndrome, a Spanish language option is available and parents of children with down syndrome are a target audience.
Weaknesses: None that I could find.
Source: The National Down Syndrome

The Arc of Washington State.  http://www.arcwa.org/
Guy:  Since 1936 The Arc of Washington State, a non-profit organization, has been a leader in the development of services and programs for people with developmental disabilities, such as autism, cerebral palsy, mental retardation, epilepsy and related neurological disorders which occur before age 18.  This website offers useful information regarding special education, the Family Educator Partnership Project (FEPP), culturally diverse parent-to-parent information and links, advocacy, and a comprehensive list of local, state, and national organizations to assist in understanding the complexities of developmental disabilities.  This is a particularly useful site for an educator in the Washington state; the links to Washington state law, the OSPI, and the listing of organizations are very relevant.

The National Mental Health and Education Center—from the National Association of School Psychologists.  http://www.naspcenter.org/index2.html
Guy: This site has useful links for teachers, parents, principals, free publications, safe school resources, model programs, fact sheets, online resource kits, en Español, and a useful section for kids and teens.  The kids’ pages are currently under construction, but the teen resources include useful information regarding disabilities and self advocacy.  This site is a useful reference for teachers, having current information regarding IDEA and No Child Left Behind.  However, it is not designed for ease of use, with secondary menus on the far right side of the page, and lots of open space—making the website feel institutional.
 

University of Nebraska- Lincoln Department of Special Education and Communication Disorders  www.unl.edu/spedsev/resource.html
Jamie:  This website provides annotated links to websites on autism, deaf/blind dual sensory disabilities, mental retardation, and severe disabilities, as well as information on inclusion in the general ed. classroom. I found this site to be a useful resource in finding current and credible information on these disabilities. The annotations were very thorough and critiqued the listed websites.

The American Association on Mental Retardation   www.aamr.org/index.shtml
Jamie: This website provides information on AAMR’s many advocacy projects, publications, and policy statements. The AAMR’s mission includes full inclusion of people with intellectual disabilities, public awareness, promoting access and accommodations, and research to prevent or minimize the effects of intellectual disabilities. The layout of the site was very busy and was geared towards professionals and others who understand jargon and specific policy terms. However, it has many good publications and useful explanations of public policy changes.