Jennifer Franks is the parent of two boys. Her youngest, Jackson, has Down Syndrome. Recognizing that her son thrived in typical peer environments, she became skilled at working with teachers to include her son in the general education classroom. In this video, Jennifer shares how she realized that inclusion was more than Jackson having a place in the general education classroom and what it has been like to see Jackson become a part of the school community and change lives.
This collection of self-paced courses provides highlight evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities.
Well-structured, organized classroom environments can reduce behavior problems and promote academic learning for all students. On January 17, 2024 NCII and the PROGRESS Center hosted a free webinar with Dr. Caitlyn Majeika focused on classroom management strategies and supports educators can apply in their own classroom settings. The strategies presented can help educators create a predictable, structured, and organized environment that maximizes instructional time for all learners and improves access and outcomes for students with disabilities and students with intensive needs.
This interactive course from the PROGRESS Center is part of a series covering components of the individualized education program (IEP). The course explains the Individuals with Disabilities Education Act (IDEA) requirements for the statement of services and aids and the critical role of the statement of services and aids in the development of a high-quality IEP. Those who enroll in this interactive course will be able to do the following:
This course focuses on teaching social behavior. It is part of a series covering instructional practices. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities. Those who enroll in this interactive course will be able to do the following:
This collection of self-paced courses provides foundational information about the individualized education program (IEP), describes the role of the IEP in developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA, highlights specific components of the IEP (e.g., goals, present levels statement, services and aids). Specific courses focus on critical parts of the IEP (e.
This course is part of a series covering the legal foundations of laws supporting students with disabilities. Those who enroll in this interactive course will be able to do the following: