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.
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.
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.
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.
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.
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.
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 progress monitoring tools. The charts display the technical rigor of the assessments as reviewed by a Technical Review Committee representing experts in assessment. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an assessment that meets their needs.
On May 8, 2019, PROGRESS Center Advisors Drs. Mitch Yell, David Bateman and leaders Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education.