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 database contains resources that are provided for the user's convenience. The inclusion of these materials is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
Displaying 1 - 14 of 14 records matching your search.
STEP, the Parent Training and Information Center in Tennessee released an easy-to-use Return to School Planning Guide to help families prepare for how their children with disabilities will receive the services and supports outlined in their IEPs. A Spanish version of the guide can also be found on the STEP website.
This video and tip sheets provide an example and strategies for how educators can implement the NCII reading and mathematics sample lessons through virtual learning. The video illustrates a sample lesson using explicit instruction principles being delivered by an educator virtually and the tip sheets provide considerations for educators delivering instruction and how they can collaborate with families to provide additional practice opportunities using the sample lessons.
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.
This resource was developed by a coalition of projects that are funded by the Office of Special Education Programs in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. While intended to meet a need during the COVID-19 pandemic, the content is designed to have broader applications.
This Voices From the Field piece includes a discussion with Laura Hamby and Ann Jolly from the Exceptional Children department in Charlotte-Mecklenburg Schools about how they have addressed teaching and learning challenges related to COVID-19 restrictions. They shared some of the strategies they implemented during Spring 2020 to support special educators in their districts to meet the needs of students with disabilities and their families.
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.
To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local school systems to plan for multiple scenarios, including services delivered in-person, through distance learning, and via blended approaches.
Families can use this resource to make a family schedule, choose family expectations, and make a plan to teach, remind, reward, and respond to behavior at home.
School and District leadership teams can download and use this resource to develop their own plan for welcoming staff back to school in Fall 2020 and providing 2 days of professional development.
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.
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.
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
Learning in quarantine is emotional work! Here are some strategies and tools to help families and their children communicate and manage emotions during this time of transition.