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Displaying 31 - 40 of 70
Steps to Success: Communicating with Your Child's School

This brochure offers specific communication skills that may be helpful to parents as they develop and maintain partnerships with their child's school. This document was originally published in May 2004 and developed in partnership with the National Dissemination Center for Children with Disabilities (NICHCY). This resource is available in multiple languages

User Guide
Inclusive Listening: Building Understanding, Supporting Collaboration

In this multi-part webinar from the Center for Appropriate Dispute Resolution in Special Education (CADRE) presenters Lorig Charkoudian, Ph.D. and Erricka Bridgeford of Community Mediation Maryland introduced participants to the concepts and strategies of Inclusive Listening, a system for listening and reflecting for mediation and facilitation. Inclusive Listening has been developed over the last 15 years by mediators and trainers in Maryland. Inclusive listening honors participants' experiences, supporting them to have the conversation in an authentic way.

Webinar
Engaging Parents in Productive Partnerships

IEP teams are intentionally composed of parents, educators, and service providers who bring different expertise to the development of effective educational programs. This resource from the Center for Appropriate Dispute Resolution in Special Education (CADRE) includes suggestions on how educators and service providers can effectively collaborate with parents including specific recommendations for IEP meetings.

User Guide
Selecting Interventions: Academic and Behavior Intervention Tools Charts

The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral interventions. The charts display reviews of studies of interventions including information about the quality of the study, outcomes, and implementation information. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an intervention that meets their needs.

Tools
When to use Functional Behavioral Assessment? A State-by-State Analysis of the Law

To provide students with disabilities and their families the best educational experience, the use of the functional behavioral assessment should be a viable option when challenging behaviors are interfering with learning opportunities. As the technology of FBA continues to improve through systematic research, educators should not default to the legal requirements, which may, as we have outlined here, leave considerable gaps.

Research Report
Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1
On March 22, 2017, the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1, 137 S.Ct. 988. The court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” On December 2017 the Office of Special Education and Rehabilitative Services (OSERS) released this 9-page Q&A to give parents and other stakeholders information on the issues addressed in the case and the impact of the Court's decision on the implementation of IDEA.
OSEP Policy Guidance
How Can We Ensure IEP Teams Provide the Most Intensive Supports?

Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how data-based individualization (DBI) can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.

Tools
How Washington State’s Teacher of the Year Is Supporting Expressive and Receptive Communication for Students at Home
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Amy Campbell. Mrs. Campbell has been teaching special education for 12 years in the Camas School District in southwest Washington state, working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions (e.g., Down syndrome, cerebral palsy, autism). Mrs.
News
New IRIS Module for Parents to Support Learning During COVID-19

This module, Parents: Supporting Learning During the COVID-19 Pandemic, from the IRIS Center offers tips to support your child’s learning at home during the COVID-19 pandemic.

Online Module
News
Using Collaborative Teams to Support Students with Significant Communication Needs in Inclusive Classrooms

Including learners with significant communication needs in the general education classroom will require additional planning for general and special education teachers as well as related service providers. These include speech-language pathologists, physical and occupational therapists, and vision/hearing specialists. Coordinating the work of these service providers and leveraging their expertise can result in a high quality experience for all the learners in an inclusive class.

Fact Sheet

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