The Unified Young readers Club is a great inclusive activity for a younger audience and accompanies Special Olympics Young Athletes play with books and study guides that support teachers as they address such topics as inclusion, awareness, friendship, bullying, and acceptance to audiences of both students with and without intellectual disabilities. Each book has a theme that relates to multiple state academic standards, and aligns with the precepts of positive school climate initiatives.
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The purpose of Inclusion Tiles is to support understanding of the true meaning of diversity and meaningful inclusion. Meaningful inclusion is hard to put into words and action, and these tiles help to start the conversation and support people of all ages along their inclusion journey.
This Voices from the Field video shares the experiences of four teachers in the Exceptional Children department in Charlotte-Mecklenburg Schools as they adjusted to delivering instruction during COVID-19 restrictions. They discuss the importance of communicating with families, how they have adapted virtual instruction and used instructional materials, their thoughts for continuing efforts in fall 2020, and their advice for other teachers.
COVID-19 has caused an unexpected rapid transition to online content delivery for many. Thankfully, there are already many great resources on how to effectively teach online. Here we’re sharing some of our favorite resources.
In this webinar, Dr. Anita Archer teaches high leverage instructional practices for in-person and remote learning. Consistent with an explicit instruction approach, Dr. Archer demonstrates each practice, actively engages her audience, and sets educators up to successfully pivot their effective instructional practices into the current content.
Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.
This resource focuses on how to use inclusive practices in online environments and highlights how the best practices for including special populations are also the best practices for all students. There are also considerations for teachers around planning inclusive online learning.
Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using Augmentative and Alternative Communication (AAC) even when they are not in the same location as the student.
Families may start to feel “stuck” during distance learning. This resource offers strategies and tools to help families and students get “unstuck” when frustrated with distance learning.
This resource can help educators create and modify online learning experiences to engage all their students, including students with complex learning needs.
Many classrooms use morning meetings to check-in with students and lay out the goals of the day, and this is still possible with asynchronous distance learning or work packets that go home. See elementary and middle school examples of a morning meeting check-in.
NCSI presented a multi-part webinar series sharing best practices for state special education leaders to make the best use of available resources during the coronavirus (COVID-19) pandemic. NCSI and invited experts shared information to help state leadership teams make informed decisions amid current circumstances, ensuring leaders are poised to continue high-quality educational programming for students and families.
While most change happens slowly, COVID has forced schools and families to change quickly. This resource offers questions and suggestions for administrators, teachers, and families as e