Parents, Teachers, and Special Education

At a time when budget cuts are commonplace, staff shortage, larger class size, and understanding the laws governing special education in the US, is imperative to build an inclusive learning environment for all students, from those with learning and physical disabilities, to the exceptionally gifted ones, as well as all children in between.

The National Center for Education Statistics’ numbers reveal that about 70 percent of students go to elementary and middle school. The number of children with special education needs is also on the rise.

With the focus on inclusive classrooms, both parents and teachers have to understand the legal requirements, as well as the costs involved towards special education in public schools.

What is special education?

Special education involves academic programs to help individuals who are mentally, emotionally, or physically impaired. The program may include children with severe disabilities, and those with moderate or mild language difficulties, emotional or cognitive disabilities, or other impairment that hinder learning. In some schools, educators use top educational apps for kindergartners to impart education to kids.

What is least-restrictive learning environment?

Least-restrictive environment means schools receiving public funding, must give students an opportunity to attend regular classrooms as much as possible. Schools must allow special students to participate in standard learning environment along with the neuro-typical students.

In some cases, special children with severe impairment may have to spend time in a special classroom designed to accommodate their particular disability, with the help of some top educational apps for kindergartners. But most of their time, as much as 80 percent, is usually spent in a regular classroom environment alongside the neuro-typical students.

Special education inclusion

Giving all students the opportunity to attend regular classrooms, instructions and learning, is what is known as inclusion. The term “inclusive classrooms” is rather new. It complies with the Rehabilitation Act (1973) and also the Individuals with Disabilities Education Act (1975). The latter act was amended in 2012, to measure the success of special education programs.

Identification of special education students

Studies have revealed that after the age of seven, it’s usually difficult to bring up special children to a grade-level performance. Kids with mild to extreme mental and physical disabilities have wide-ranging special needs. It requires educators to focus on setting up a consistent classroom environment along with paced instructions, behavior management, and individualized lesson plans. Top educational apps for kindergartners can be much helpful in this regard. Research has suggested that the sooner special needs children are exposed to these apps, the faster they can adapt to regular classrooms.

Special needs children who receive no early intervention, often drop out of school at a much higher rate, which can be twice that of neuro-typical students. It ultimately costs the society far more than properly educating them.

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An Inside Look at the Special Education Profession

Special education professionals work to promote students’ overall behavioral, social and academic growth. Special education professionals aide students in developing socially appropriate behavior within their family, school and community. Teachers of special education help students become more confident in their social interactions. Special education professionals administer activities that build students’ life skills.

What Does the Job Entail?

Are you interested in helping others? Can you handle and care for people who learn differently and have other behavioral problems? Do you want to make a difference in a young child’s life? If you answered “yes” to any of these questions, then you might consider a career in special education. Below is a breakdown of the short and long-term responsibilities of a special education teacher.

First and foremost, special education teachers focus on the development and academic needs of children with disabilities. They encourage learning in disabled students by implementing educational modules and behavioral techniques. Special education teachers work alone or with general education teachers to individualize lessons, develop problem-solving techniques and integrate children into group projects with other students. Furthermore, special education teachers are responsible for ensuring that the needs of disabled children are met during assessment periods.

Did you know that special education teachers work with a team of professionals, qualified staff and family in order to fulfill their job requirements? It is true. In fact, special education teachers work in conjunction with these entities to create an Individualized Education Program (IEP) for each student. An IEP is designed in collaboration with a child’s parents, school principal, social worker, speech pathologist and general education teacher to ensure effective implementation. An IEP targets a student’s needs and growth areas for maximum response. The specialized goals set by the IEP are woven throughout all aspects of a child’s daily activities. Teachers of special education must monitor a child’s setbacks and progress and report back to parents and administrators. Planned goals and tasks are outlined for family members to refer to while a student is at home as well.

The types of disabilities a special education teacher might encounter are difficult to predict. For one, the qualifications for special education services vary greatly from mild disabilities to extreme cases of mental retardation or autism. Types of disabilities include, but are not limited to, the following: speech impairments, hearing disabilities, emotional disturbances, orthopedic impairments, brain trauma cases, blindness, deafness and learning disabilities.

Do You Exhibit These Qualities?

Now that you have an idea of the job’s demands, let’s see if you have the right qualities to be a special education teacher.

Recognize the symptoms and needs of special needs students

Patience

Ability to work with one or more parties to achieve short-term and long-term goals

Strong communication skills

Ability to motivate others

Ability to multi-task

Knowledge of the most recent education modules, medical research and behavioral practices
Creativity

Knowledge of the latest medical technology relevant to special education

Taking the Next Step toward a New Career

Once you have decided to enter the field of special education, you will need to follow several steps. Due to the specialization of the field, special education teachers in all 50 states must receive licensure before employment. Licensures are approved by each state’s board of education, and the requirements for certification differ between states. Nevertheless, the growing shortage of special education teachers has led institutions of higher education to offer more special education degree and certification programs. In fact, special education degrees are offered at the bachelor’s, master’s and doctoral levels throughout the nation. Not to mention, the booming field of distance learning has made certification more accessible from any location in the United States.

In many cases, hopeful special education professionals do not meet the requirements of special education licensure due to their prior completion of degree programs outside of the field of education. Therefore, several states have begun to offer alternate forms of certification. The hope of these programs is to attract new special education professionals and fill the growing need for teachers. The chance to positively impact the lives of special needs children is one of the driving motivations and benefits of entering this field.

After several years, some special education teachers look for new opportunities within their field. In the most common situations, special education professionals transfer to administrative or supervisory positions. Others, after receiving a higher degree, become college professors and educate new students in the field of special education. Experienced teachers of special needs students have also moved up to serve as mentors to incoming special education teachers.

As for the future of special education and employment, there are many changes on the horizon. Most significantly, the job market in special education, according to the Bureau of Labor Statistics (BLS), is projected to “increase faster than the average of all occupations by 2014.” Due to the new emphasis on education and training in legislature, special education professionals will become even more valued.

Can I Make a Living as a Special Education Teacher?

As mentioned previously, the special education job market is on the rise. In 2004, the BLS reported 441,000 employed special education teachers in the nation. While only 6 percent worked within private schools, over 90 percent were employed by public schools or districts. In rare cases, special education professionals were involved in home or hospital care.

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Special Education in Ireland’s Secondary Schools

This article is an introduction to special education in Irish secondary schools. The past then years have witnessed a sea change in special education provision in Ireland. The Department of Education and Science has issued numerous directives and guidelines in relation to policy, provision, structure and supports. Since 1998 there have been ten pieces of legislation passed through the Dail that relate, one way or another to children and special education needs The National Council for Special Education (NCSE) has been established along with the Special Education Support Service (SESS). Both these organisations oversee and coordinate all special education initiatives nationwide. Ireland’s primary schools have pioneered these new directives. Special education provision at primary level is developing at a rapid pace and great strides are being made. The next horizon for improvement is secondary school.

Ireland’s secondary schools are driven by an exam-oriented curriculum. Subject area specialists teach all of the curricular content. The supports available to children with special needs are not extensive or as tested as those at primary level. In what follows we will look at the needs and entitlements of children entering secondary school who have identified special education needs and those who are entering and later discovered to have a special education need.

My child has been receiving extra help in primary school. What should I look for in a secondary school?

You should look for a school with a special education teacher in place on a full-time basis to support all children with special needs in the school. It is important to also be sure the school has a commitment to supporting and educating children with special needs. The school should have on its staff teachers who have had some training in how to differentiate their methodology and curriculum for children with special needs. There should be an accepting attitude on the part of all staff. Remember, your child is entitled to enter fully into the life of the school and avail of all it has to offer. How do you find out these things? Talk to the school principal and ask questions about the topics listed above. Remember, your child may be eligible for special consideration at the time of Junior Cert and Leaving Cert but this will have to be determined about a year before these exams will be taken.

What is s/he entitled to?

A child who has been receiving special education resources or support in primary school is eligible for continued support at secondary level so long as they continue to have a special education need. It is possible that a primary school child, after receiving several years of support, could no longer be deemed to have a special education need but this is the exception not the rule.

Your child will be entitled to the same general provision he or she received in primary school. Typically this takes the form of specialist teaching from a Learning Support or Special Education Resource teacher (both are now often being referred to simply as Special Education teachers. This support is to be determined based on need with the number of hours of support being determined by the Individual Education Plan (IEP) drawn up in the last year of primary school. In addition to the IEP there should have been a Transition Plan completed during the last year of primary school The Transition Plan will devise the structure of transition to secondary school and may alter the IEP for a short period of time. If this happens there should be a team meeting in about six months or less to write the secondary school IEP. In general students in secondary school are eligible for the same supports as in primary school. This may include a Special Needs Assistant (SNA).

How do I go about making sure they get that?

Generally speaking your child’s Individual Education Plan is the map which documents exactly what services your child will receive, when he or she will receive them and from whom. The IEP is your best protection against a child not receiving the services they need. IEP’s will eventually become legally binding documents on all parties and a school must provide the services outlined in the IEP. An IEP cannot be changed or implemented without your consent. Remember that upon entering secondary school a Transition Plan may be in place that slightly alters the previous IEP. This will have to be reviewed within a short span of time to be sure the child receives appropriate support services. Don’t be afraid to talk to the school principal because he or she is ultimately responsible to see to it that children receive the services they are entitled to receive.

What are my options if we run into difficulties?

Should problems arise you should first speak to the Year Head and address your concerns. The Special Needs Organiser (SENO) assigned to the school should be alerted as well as the appropriate special education teacher(s). A team meeting, of which you are entitled to be a member, can be convened within a reasonable time frame and your concerns will be discussed. If this meeting does not satisfy you or not result in the child receiving the services you may contact the National Council for Special Education for further information and support.

It is important to take things one step at a time. Speak to your child’s special education teacher first and be clear about your concerns. Be assertive and not aggressive. Remember, generally speaking everyone is doing the best they can. Do have your child’s IEP in front of you when you are speaking to the teacher or other staff member. Be aware of your rights to appeal as outlined in the NCSE and SESS websites. Don’t rush to judgement, try and work things out amicably before you make threats to appeal. The next most important port of call will be the Special Needs Organiser assigned to the school.

Hidden Disabilities

Not all children who have special education needs come to the attention of parents or educators in primary school. The human brain is an organ that tries to meet the demands placed upon it at any given time. As anyone who has gone to school knows, the demands of the curriculum get greater and greater each year of schooling. In secondary school the curriculum subjects become incredibly complex each year. The fact that a student is being educated by many different teachers each year further complicates matters. There are students who have had no difficulty suggestive of a special education need at primary school who suddenly seem to have a lot of difficulties in secondary school. Unfortunately they are often perceived as “lazy” or “unmotivated” and sometimes as “difficult” students.

If these labels stick and no thought or concern raised about a possible learning difficulty being present the student can become trapped in a cycle of failure and rejection by teachers. The result could be early school leaving, behaviour difficulties to hide the learning problem, lowered self-esteem, loss of self-confidence and trouble at home. It is important to recognise that some students, no matter how well they performed in primary school, may have a special education need that doesn’t appear until secondary school.

What are the warning signs?

It is not possible to list the many warning signs of a hidden disability but generally speaking one should be considered any time a student with a previously successfully record in primary school begins to exhibit difficulties in secondary school. There are a variety of causes to school failure at second level but a hidden disability can often be reasonably suspected when one or more of the following difficulties become noticeable:

oMemory problems
oOrganisational difficulties
oRefusal to go to school
oProblems with written language expression
oDifficulty organising thoughts into speech
oInability to recall facts from yesterday’s lesson even if they seemed retained the night before
oUnusual spelling problems
oUnusual difficulty with more advanced mathematical problems
oPronounced difficulty in foreign language class
oBehavioural difficulties not present in primary school
oMood swings or sudden mood changes that last several hours
oReluctance to engage with parents about school difficulties

Although a partial list it is a good guide for parents and teachers to thoughtfully consider the presence of a hidden learning disability.

I think my child may have a problem. Where do I go from here?

First speak with your child’s teachers. Ask for the facts: what does teacher think the problem might be? How often is this occurring? When? Is it serious? Present your own perception to the teacher(s) clearly and succinctly. If you have done some Internet homework on your own be clear about it and raise it as a query needing to be resolved. Try and get some samples from homework you have seen and ask for some samples of the child’s work in class if it is appropriate to do so. Speak to the Year Head and ask him or her to get some information about your concerns from all teachers. See if you can spot a pattern that validates your concern.

If you become more concerned then you have a right to ask for an assessment. Sometimes the special education teacher, with your permission, can perform some individually administered tests to discover if the child is seriously behind in reading or math achievement age. It is possible to discover if there are significant written language deficits in some cases. If this assessment leads to more significant concerns then you should request a psychological assessment. These can be provided free by the National Educational Psychological Service (NEPS) but be mindful that a lengthy waiting list may be in place.

The most important thing is to be persistent and to talk to the right people. Begin with teachers, speak to Year Head, go to Principal if necessary and don’t forget the Special Education Needs Organiser (SENO). If an assessment is carried out there will be a team meeting to discuss the results and to begin the process of writing an IEP.

In the case of a diagnosis, where do we go from here?

If your child is found to have a special education need an IEP should be written. This is, as stated previously, a road map to your child’s education plan. It should be reviewed annually but can be reviewed more frequently if it is decided to do so. The special education team, often referred to as a multidisciplinary team, will be responsible for writing the IEP. You are a member of that team. Your child is also entitled to be a member of the team and it is particularly important for secondary school students to participate in this stage of planning. This gives them a sense of ownership and control over their educational life.

Be sure that the plan covers all the areas of concern that have been discovered in the assessment process. Plans for children with social and behavioural difficulties that address only academic issues are useless and doomed to fail. Special education planning is a thoughtful and time-consuming process when it is done correctly. Don’t feel rushed into accepting a plan you don’t think will work. Take it away and ask if you can return in a week to revise it with the team. This may not make you the most popular parent in the school but it is responsible parenting.

Possible Panels:

Autism/Asperger’s in Secondary School

There are large numbers of children with an Autistic Spectrum Disorder that are having considerable difficulty finding a secondary school to enrol them. The problem revolves around the lack of supports at second level and the lack of teacher training in this speciality area. Unfortunately there is little that can be done if a school refuses to enrol a child on the autistic spectrum. What is needed is the development of resource support. By that I mean resource rooms where these children can get services by a specialist teacher. Availability to the teachers of advanced training. Availability of print and video resources teachers can access to learn more about the spectrum. Along with this there should be a whole-school commitment to inclusion for children on the spectrum so they are not isolated from same-age peers.

The education of children on the spectrum is not that difficult once educators get the knowledge about how to do it and have the proper attitude towards these children and their families. Of course they present us with challenges but the good news is that once we get it reasonably right for them we begin to improve the education of all children. There are considerable challenges in the future to our secondary schools in education these children and it is time to get it right. Those schools which stubbornly refuse to enrol children on the spectrum are in the stone age of education. There is a clear choice for secondary schools in relation to these children: be in the forefront of change and development or be left behind forever. Parents will not forgive or forget. It’s time to get it right once and for all.

ADHD

Attention Deficit Hyperactivity Disorder affects about 5% of all children and adults. Unlike other special education conditions, children and adolescents with ADHD are frequently blamed for having the condition, perceived as hostile or unmotivated, lazy or cheeky. When ADHD goes untreated it becomes a serious condition affecting self-esteem, motivation, behaviour, self-confidence and relationships with adults and peers. ADHD is a high-stakes condition and it needs to be recognised that students who have it didn’t choose to be the way they are.

ADHD is a condition that is caused by brain chemistry and activity. It is a neurobiological condition. People with ADHD often have difficulty paying attention and concentrating, especially on things that require sustained attention and concentration. The can have problems controlling their emotions and impulses, can rush to finish things or have considerable difficulty waiting their turn. They often ask questions without thinking them through and sometimes make unfortunate comments in front of others.

ADHD is a life-long condition. One never grows out of it but the symptom picture changes over time. Often the impulsivity and high level of activity, if they were initially present, disappear in the teen years. The learning problems associated with ADHD do not go away easily and it is vitally important for them to be addressed in school. As in the case of children on the autistic spectrum, once educators and schools get it correct for children with ADHD they have improved the educational provision of all children.

Understanding is critically important. Adolescents with significant ADHD do not chose to be in trouble with and in conflict with adults. Constant rejection and criticism, constant punishment, and in severe cases expulsion from school is not the answer. Corrective teaching is the answer and appropriate support from specialist teachers is vital.

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Special Education and the Importance of Collaboration

Collaboration means working with an individual or a group of individuals to achieve a common goal. Its importance is most visible in education. Every day, teachers work together with their peers, school counselors, and other staff for the success of each student. And when it comes to special education, collaboration becomes the single most important thing for a teacher.

A teacher for special education has to collaborate with school administrators, general education teachers, school therapists, psychologists, and parents and guardians. Students with mild disability have now been included in regular classroom teaching, according to the provisions of the Individuals with Disabilities Education (IDEA) Act. This has led to general and special education teachers working together, often with the help of the best fun educational apps. The role of the educator in a general classroom, involves teaching the curriculum and assessing and evaluating special children. It’s important that a the educator brings in a set of personal skills to enhance student learning. Skills of both the general teacher and the special educator should come together to help a student.

A special educator has to work closely with the school management. It’s a vital part of the job. Working with the management will help the special teacher follow the necessary laws and procedure, work with individualized education plan (IEP), and make sure that special children are accommodated in the appropriate classroom. It’s always important to forge a strong relationship with these people for ensuring the success of a special student.

Working with parents is a major challenge for all special education teachers. It’s important to make strong and regular contact. It’s a nice idea to allow parents come and volunteer in the classroom, so that both the educator and the parent can help the children. A special child can obviously relate more to a parent. If parents explain the use of the best fun educational apps for kids, it’s likely to be more believable to the children.

Working with school therapists and psychologists is another key collaboration of a special educator. A therapist can inform the educator about the limitations of a special child. He/she may even recommend the best fun educational apps for kids so that special children pick up social skills faster. The educator, on his/her part, can update the therapist on how a child is progressing. The therapist is also responsible for diagnosis of a special child.

The work of the school psychologist is also largely similar. They too test children for disabilities and ensure that the IEP is being properly followed.

Collaboration is an important part of a special educator’s job, regardless of which part of school education he/she is involved with. Whether it’s working with the school administration, other teachers, parents, guardians, counselors, or therapists, a special educator has to work as part of a team for the betterment of special children. The needs of a special child are much different from that of a neuro-typical. Besides, each child is different. The best fun educational apps can keep the child engaged besides imparting important social skills.

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A Brief Introduction to High Voltage Installation

We all know that LV installation requires design and construction according to the technical prescriptive requirements. But in the case of HV installation, the application is unique in the application and the design is according to the engineering safety rules and principles. As a result, all the regulations that are setting up meet the fundamental criteria only. At the power stations, most of the owners hire the professionals who have many years of experience and knowledge in this field. The engineers arrive at the site to check the place very nicely and then start the operations.

Additionally, high voltage installations always require planned and an ongoing maintenance and the entire set up have the design that perfectly interact with the distribution channel of the electricity. This results in implementing various measures across the supply systems and installation interface. Keeping in mind, the engineered installation philosophy, all the regulations achieve the control through various factors at the time of design. It is very important to set all the parts in the right position so that there is no chance of damage or electrical loose connection. There are several tips the engineers follow to keep the machine parts in good condition.

The Requirements for High Voltage Installation According to Safety Obligations-

1. Design – The design of the parts have all the general safety requirements.

2. Construction- In the field of technical rules, all the safety requirements relating to the overhead rules, conductors, notices, isolation to the supply of electricity and also the earthing systems. Certification is also mandatory.

3. Connection to The Channels- All the high voltage installation is subject to testing, including the third-party inspections.

4. Periodic Verification- It is very important in the case of proper functioning. The engineer comes to the place to verify with all sorts of requirements. The verification happens in a periodic manner in the reasonable intervals. He also keeps all the records in the right manner.

Tips for Safety Protection –

The workspace and installations are unsafe if all the characteristics of the fittings impairs, when the connections are not secure and reliable, there is a risk of ignition, preventing accidental contact with the exposed parts, there is insufficient space for working and providing automatic disconnection of the power systems if the fault arises, resulting in injury.

There are various companies that provide the services of installation and maintenance of electrical channels. The engineers also offer the services of demolition and repairing of old circuit systems.

Rajib Saha is a well-known writer and he writes various articles on installation and maintenance of electric systems. He suggests the engineers follow special tips while performing high voltage installation.

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10 Tips To Help You Edit Videos At Speeches Or Conferences

The techniques used by video editors to shape content shows a lot about how people can create meaning. Editors understand how people feel, think, learn, and remember. Here are ten tips to help you edit videos at speeches or conferences:

1. Always choose the best angles for every moment. As you are going through footage, your goal should be to balance the intent of speakers with the expectations of the audience. Think about what audiences would want to look at during the talks if they were there. This will make it easier for you to select the best possible angle to reconstruct every moment. This will also help you choose angles which let the speaker express their story better.

2. Use medium and close-up shots more than wide shots. This is important to help cut between various camera angles, and the audience will then understand more about what’s happening. It is very engaging to watch the facial expressions and the body language of speakers with a closer view.

3. Watch the body language of speakers and how they talk. Language is always embodied. The thoughts, breath, and words are revealed in their body language. Every speaker will have a unique cadence and rhythm to their voice. Paying attention to such things will allow you to create a natural rhythm while editing.

4. One of the best ways to make edits between shots effortlessly is to cut on gestures. The viewer will be watching the start of a motion in one shot and will follow it across the edit to the next shot. The completion of the gesture will mask all the editing.

5. The sound of certain words, especially the ones with hard consonants, can reduce the obviousness of edits. When words that are relevant to the talk are mentioned, they can be highlighted this way and made more memorable.

6. Always think of the audience as one with a short attention span. It is important to frame the words of a speaker with various camera angles to make it more interesting and dynamic than just holding the camera at one angle for a long time.

7. You should also consider breaking up the graphics. If there are any slides that are part of the talks, try breaking them up into different sections. This may not help with the editing, but it is important to be methodical when you are trying to direct attention.

8. Try and edit out as many technical errors or speakers errors as you can. You can mask the edits by cutting from the action.

9. Think about the people who are speaking and those that are listening. One challenge here is interviews. Edits here should be motivated by words. This will help shift the point of view for the interview.

10. Take space from your edit. Once you’ve spent time on it, you may just get desensitized. It is important to take a break. Taking a break and coming back with a fresh outlook can help you maintain the sense of the audience.

With these video editing tips you should not have any trouble creating amazing videos which can capture the attention of the audience and keep them hooked throughout. So start editing.

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Navigating an Internet Provider’s Spectrum of Services

Customers aren’t always aware of every service that’s available. With ever-evolving technology, it’s tough to stay on top of the latest offerings. If you can’t find what you’re looking for, call an Internet provider and inquire directly.

High-Speed Broadband

The primary service provided, it comes in different speeds suited to a customer’s usage. Providing a connection that’s significantly faster than a dial-up modem, high-speed Internet (also called broadband) can utilize a variety of available technologies to bring faster service to customers’ homes. Speeds run from 4 to 110 Mbps (megabits per second).

A digital subscriber line (DSL) provides Internet service by sharing a standard phone line, using frequency separation for voice and digital data.

Cable broadband utilizes the same network that delivers cable television broadcasts. It shares some similarities with DSL but makes use of different cabling systems. Cable speeds are higher than standard DSL speeds.

Fiber optic service provides broadband through telecommunications technology, with data sent as light pulses through optic cables with fibers made of plastic or glass.

Satellite broadband incorporates a satellite dish, transferring information back and forth via a two-way broadband connection.

Fixed Wireless

Increasingly common in rural areas is the fixed wireless option. This method utilizes radio signals and antenna technology. In places where cabling and other wired infrastructure aren’t in place, antennas can make Internet access a reality. Generally, between 1 and 10 Mbps of network bandwidth can be supported.

Business Services

Small and medium businesses can benefit from multiple services offered. Faster data transfer rates are available. Also, services can be customized to include a combination of voice and TV features. A business can expect access to industry standard services such as business phone lines, credit card machine lines, video for offices and the hospitality industry, and mobility applications, to name a few of the many features available to commercial clients.

Many Internet providers have an in-house technical team dedicated to providing businesses with the specialized, on-demand support they expect. Also, providers may partner with other companies to make additional services available to business clients.

Routers and Network Adapters

For customers who want Wi-Fi home networking solutions, an Internet provider can help by making recommendations, or by selling or renting out the necessary equipment. Wi-Fi is a wireless method of connecting multiple devices, like two computers and a printer, using a routing system. This creates a local network with the devices connected to each other without cables.

Coverage Areas

A provider can check service areas for prospective clients. In fact, coverage maps often are accessible online via the provider’s website. Simply enter an address and instantly see whether or not the home or business is within the coverage area.

Package Deals

Depending on what the customer needs, package deals are available combining Internet, voice, and cable services. Customers can select the high-speed broadband service of their choice, or they can opt for a package that adds options, including premium cable and unlimited voice with local and long-distance calling. Package deals can add convenience and deliver cost savings.

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