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Displaying 61 - 70 of 70
Information About Related Services

This resource from the Center for Parent Information & Resources provides information about related services as they are described in IDEA, a brief overview of related services, and more in-depth information about what's excluded and how individual services are defined.

Webpage
Accommodations: Instructional and Testing Supports for Students with Disabilities

This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).

Online Module
Introduction to Intensive Intervention

This self-paced module from the National Center on Intensive Intervention provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.

Online Module
IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress.
Online Module
Strategies for Setting High-Quality Academic Individualized Education Program Goals

The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. The process for setting an IEP goal should be closely tied to progress monitoring, a valid, reliable method for providing frequent, ongoing assessment of a student’s performance.

User Guide
IEPs: Developing High-Quality Individualized Education Programs

This module from the IRIS Center details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours).

Online Module
Individuals with Disabilities Education Act (IDEA) Website
The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. This website from the U.S. Department of Education brings together IDEA regulations and policy documents and resources from the Department and grantees.
Webpage
Strategies for Setting Data-Driven Behavioral Individualized Education Program Goals
The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
User Guide
Questions and Answers on Providing Services to Students with Disabilities During the Coronavirus Outbreak

This Questions and Answers document provided by the Department of Education outlines states’ responsibilities to infants, toddlers, and children with disabilities and their families, and to the staff serving these children. During an outbreak of COVID-19, local educational agencies (LEAs) and early intervention service (EIS) programs will need to collaborate with their state educational agency (SEA), Bureau of Indian Education (BIE), or local public health department, as appropriate, to address questions about how, what, and when services should be provided to children with disabilities.

News
Resources to Support Continuity of Learning During COVID-19

With the extended school closures happening throughout the United States, many States, districts, schools, parents, families, and students are having to learn in entirely new ways and facing challenges when it comes to learning during these unprecedented times. It is important to provide continuity of learning and growth for all children and youth, particularly those with disabilities.

News

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