With the extended school closures due to COVID-19 throughout the United States, students are having to learn in entirely new ways and facing challenges when it comes to learning during these unprecedented times. The Continuity of Learning resource database offers information, tools, and resources to help educators, parents and families, and related service providers meet the educational, behavioral, and emotional needs of children and youth with disabilities through remote and virtual learning.
This presentation answers the questions: How can trauma-informed interventions enhance the PBIS/behavioral health system in schools? / When should trauma-informed approaches be used and at...
Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data...
In this CPIR webinar, Renee Bradley, of OSEP, is joined by representatives from Parent Centers, protection and advocacy agencies, and state directors of special education...
Schools across the U.S. are implementing PBIS in efforts to reduce racial disproportionality in school discipline, and overall, research shows that schools implementing PBIS with...
This program works to recruit, retain, and develop certified African American male teachers in schools and content areas where they are highly underrepresented, particularly in...
This segment of AACTE's Diversity, Equity and Inclusion video series highlights three approaches that AACTE is taking to address the shortage of highly qualified special...
This webinar, hosted by Regional Educational Laboratory Midwest (REL Midwest), highlights evidence-based strategies to support increased retention rates for Black educators and help improve educational...
There is a growing evidence base on the relationship between positive learning environments, child development, and academic achievement. OSEP’s second Symposium highlighted core principles relating...
The topic of this symposium was supporting high-quality special education services to children with disabilities by addressing the capacity needs of educators, IEP (individualized education...
During this presentation experts, including current OSEP grantees, discussed what we know about: determining the factors that drive high expectations, such as child, family and...
The final rule published in the Federal Register on December 19, 2016, amended the Individuals with Disabilities Education Act to help to ensure that States...
There is a growing evidence base on the relationship between positive learning environments, child development, and academic achievement. OSEP’s second Symposium highlighted core principles relating...
OSEP’s third symposium in the 2017 Symposia Series, “Conveying Our Stories--Displaying Our Data,” focused on how States, districts, and Part D-funded investments can develop engaging...
In this webinar, Susan Barrett highlights the challenges presented by the current context and emphasizes the importance of supporting the social and emotional needs of...
This is a presentation given by Melissa Raspa and Cornelia Taylor of the Early Childhood Outcomes (ECO) Center during the Conference on Research Innovations in...
