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.
The STEMIE webpage provides early care and education systems and programs with resources to effectively engage young learners with disabilities in STEM exploration and learning...
In this webinar series, DEC and ECTA host various experts in the field of early childhood special education and early intervention in disrupting the pervasive...
NCSI presented a multi-part webinar series sharing best practices for state special education leaders to make the best use of available resources during the coronavirus...
La Ley de Educación para Personas con Discapacidades (IDEA) exige que los estados evalúen a los bebés y niños pequeños remitidos al programa IDEA para...
La Ley de Educación para Personas con Discapacidades (IDEA) exige que todos los estados definan qué bebés y niños pequeños son elegibles para recibir servicios...
The Individuals with Disabilities Education Act (IDEA) requires that all States define which infants and toddlers are eligible to receive services under the IDEA program...
The Individuals with Disabilities Education Act (IDEA) requires States to evaluate infants and toddlers referred to the IDEA program for infants and toddlers with disabilities...
RSA published this final notification of interpretation to clarify current policy regarding the permissibility of using funds reserved for pre-employment transition services for auxiliary aids...
As part of its charge to provide training and technical assistance that will enable State VR agency personnel to manage available resources, improve effective service...
The VRTAC-QM and NTACT-C developed this guide for the development of policies and procedures for VR agencies in the provision of pre-employment transition services.
RSA issued this frequently-asked questions document related to how VR agencies may use the reserve requirement for the provision of pre-employment transition services to students...
VRTAC-QE hosted a webinar to explore how youth apprenticeships can be used by vocational rehabilitation practitioners in the VR process and how they interact with...
Family participation is an essential feature of the development and implementation of high-quality educational programming for students with disabilities. Families bring important information related to...
The use of school and class-wide PBIS shows promise in helping educators integrate evidence-based practices for the benefit of all students, including those diagnosed with...
PBIS is a framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring...
Removing students from the classroom and placing them in remote instruction for their behavior is an emerging form of discipline (Jones, 2020). The purpose of...
This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.
To support educators who are returning to in-person instruction this school year, The TIES Center is refreshing selected articles from the Distance Learning (DL) series...
Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize...
This brief provides considerations for conducting and implementing functional behavior assessments (FBAs) and behavior intervention plans (BIPs) using virtual technology.