The shift to remote and hybrid learning have highlighted the importance of accessibility as a way to ensure educational equity for all learners. This resource focuses on concrete steps educators and administrators can take to ensure the technology they are purchasing meets accessibility requirements.
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.
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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 guide is designed primarily for use by district teams seeking to reduce racial and ethnic disproportionality in school discipline, regardless of whether they are implementing SWPBIS. It provides examples of content that could be included in board policies or district administrative rules and regulations. School teams may also use this guide in developing school- specific policies and procedures. This guide is not intended to replace legal counsel for policies required by local, state, and federal legislation.
Need key strategies on educational and transition planning for deaf students? A flexible, positive approach along with resources, tip sheets, and toolkits can support for Fall 2020 and beyond.
This one stop shop for all resources to support deaf students during COVID pulls together NDC technical assistance and dissemination activities on issues related to accommodations, communication, face masks, online learning, transition, and coordination of services. This web portal is updated weekly with new products and critical information to address ongoing concerns and needs in the field, with resources offered in English, Spanish, and ASL.
A series of webinars, from July through December 2020, on instructional strategies for children and youth who are deaf-blind (e.g., academic standards, literacy and numeracy, accessing the grade level general education curriculum). These will be recorded and made publicly available.
Staying on top of the continually changing information related to COVID-19 can be overwhelming. The resources on this page provide information to help families navigate health and benefits service systems.
Educational activities and routines to do at home. It provides ideas and resources to help children who are deaf-blind learn and have fun while schools are closed or any time.
Although intended primarily for families and educators of children with deaf-blindness, the content is highly relevant for children with any type of disability who benefit from learning through routines. Presented by two experts in the field of deaf-blindness.
Resources on how to provide instruction to students with deaf-blindness from a distance. It specifically focuses on students who are proficient communicators.
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.
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.