This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
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 31 - 45 of 48 records matching your search.
Grade level standards-based curriculum can be taught through authentic learning activities at home. This resource shows teachers and parents how to collaborate to support a child’s progress on his or her individualized goals at home.
This resource discusses how schools can plan for transitioning students with significant cognitive disabilities back into their schools after distance learning. The resource focuses on relationships, communication, and data.
Even during distance learning, children’s independence can be improved. This resource discusses how parents can support their child’s time-management skills to improve their child’s independence and help parents find time to meet their own needs.
Even during distance learning, children’s independence can be improved. This resource discusses how self-determined schedule making can be used to increase a child’s independence.
This resource offers ideas to support teachers as they set norms and build routines in an online learning environment during the first days of school.
School is starting or just around the corner! Here are some tips for families and teachers to prepare for the first week of school, whether it be in-person, online, or hybrid learning.
How do we provide instruction at school, at home during distance learning and, if needed, pivot between the two environments for students with significant cognitive disabilities? The TIES Center's 5C Process and Learning Matrices focuses on meaningful learning for students in inclusive environments and helps to make transitioning between instruction at school and at home during distance learning straightforward and easier for both schools 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
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.
This overview is intended to communicate a framework for supporting all students (including those with significant cognitive disabilities) to actively engage with classmates, learn grade-level general education curriculum, and learn other essential skills.
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.
Living Well With Autism is an online resource that provides parents and caregivers with ideas, and free or inexpensive resources for living well with autism. Here, you will find social stories, visual helpers, tips, and recommended resources.