Find a Resource
OSEP will hold its Leadership and Project Directors’ Conference virtually July 19 – 22, 2021. This year’s conference will combine OSEP’s bi-annual Leadership and Project Directors’ conferences. Sessions that are applicable to Leadership Conference and Project Directors’ Conference audiences will be offered. Registration will be opening soon! To learn more about the conference CLICK HERE
Featured Resource
The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and toddlers as well as school-aged children and youth with or at risk of disabilities. This brief covers intervention IDEAs for infants, toddlers, children, and youth impacted by opioids.
This resource guide was compiled to help parents and special educators establish a comfortable and effective partnership in service of promoting successful outcomes for children with disabilities. Authors highlight research reports, journal articles, examples of best practices, and tools that suggest methods for developing productive collaborations. The resources in this guide are grouped into the following categories: families as advocates, family roles in assessment and intervention, and families as partners in student learning. Each section includes resources for educators and families.
Various agencies at several levels of government are involved with providing services to youth with disabilities in correctional facilities and planning for their reentry into the community.
Promoting family involvement of youth with disabilities in juvenile corrections is critical to improving educational outcomes, providing successful transition and reentry into homes and communities, and decreasing recidivism.
List of resources pertaining to interagency agreements as it relates to juvenile corrections.
Youth and family involvement in the transition plan are important components of a successful plan. Family support is a powerful, preventive mechanism that supports youth resiliency and has a significant impact on the successful reentry of youth in the corrections system back to their homes and communities.
Few practices span the boundaries separating people who do shared work as successfully as virtual collaboration. New technologies offer opportunities to join together in ways that were unimaginable just a few years ago. Today, we have the potential to learn from and with individuals working across the state, across the nation, and across the world. Virtual collaboration has important implications for advancing practice because it holds the potential to open communication among individuals with varying perspectives, diverse experiences, and differing roles who might not interact in its absence. The reach of virtual networks greatly expands the ability to engage leaders and implementers across boundaries that often separate people who have a common interest in an issue.
This file is from a presentation given in May 2010 by Don Bailey for a U.S. Departments of Education and Health and Human Services Listening and Learning Panel on Family Engagement.
Individuals who have trained in the same profession and do related work have a lot in common. Crossorganizational partnerships provide structures for individuals to find each other and pursue topics that are of shared importance to them. Partnerships help individuals to define their roles and develop shared beliefs and practice standards. Increasingly, partnerships are going beyond the boundaries of defined organizational missions and collaborating with external groups that are influential in creating changes that they support.
This checklist was developed by the national technical assistance center on PBIS. It measures the climate of the school for parent involvement, learning activities at home, communication with parents/families, and parent involvement at school.
This brief was created by the Schoolwide Integrated Framework for Transformation (SWIFT) Center, which works to build school capacity and improve outcomes for all students through equity-based inclusion. The brief: (a) highlights Federal policies for family engagement; (b) describes examples of policy actions by the State of Massachusetts; and (c) illustrates local policies and practices at the Dr. William W. Henderson Inclusion Elementary School in Dorchester, Massachusetts.
This list comes from the Wisconsin RTI Center. It contains a list of hyperlinks on parent involvement from State Positive Behavior Intervention Supports (PBIS) websites across the country.
The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and toddlers as well as school-aged children and youth with or at risk of disabilities. This brief covers intervention IDEAs for infants, toddlers, children, and youth impacted by lead exposure.
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 program) teams, and administrators to develop and implement quality IEPs.
This report was authored by the National Center for Education Evaluation and Regional Assistance, funded by the Institute of Education Sciences. This review of research and policy literature distills several key elements of processes that can help identify and support English learner students with learning disabilities.