To support educators, as well as state and district leaders, in answering critical data questions, these centers shared how the four essential elements of data literacy can guide teams in using data, both virtually and in-person, to make accurate and feasible decisions in times of unknown. Additionally, SEAs were given tools to help support their LEAs to work together to meet student’s diverse needs during this webinar.
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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.
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.
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.
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.
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.
Created by the National Center for Families Learning (NCFL), this website poses an intriguing question—the Wonder of the Day®—and invites students to explore it in a variety of ways.
Provides guidance on applying the principles of development and learning when considering if, how, and when to use technology and new media with young children.
This website provides strategies and resources to help students with autism, who can struggle both because of organizational deficits and motor or coordination difficulties, with written expression.
This packet details 7 support strategies that are designed to meet the unique needs of individuals with autism during this period of uncertainty.
Official communication from the US Department of Education with policy and guidelines for serving students with disabilities during disruptions to education caused by COVID-19.