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.
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 Rehabilitation Act and its regulations require VR agencies to enter into formal interagency agreements with SEAs describing how the entities will collaboratively plan and...
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...
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...
This practice brief describes how we (a) develop habits of effective classroom practice and (b) expand effective habits in our schools, districts, and states.
The purpose of this guide is to provide leadership teams with guidance for implementing coaching within their programs. Leadership teams must develop a plan for...
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...
Although research indicates that PBIS effectively promotes positive student outcomes and improves school climate and culture, little is known about the involvement in and effectiveness...
The OSEP infographic provides information about the OSEP technical assistance (TA) centers. The online PDF provides the names of the centers, links to their websites...
This page aims to help increase the retention of school-based speech-language pathologists and audiologists by highlighting exemplars from States and districts that have successfully implemented...
This resource collection provides an overview of the challenges surrounding the school-based SLP shortage as well as resources related to the recruitment and retention of...
These two pages present briefs, videos, scholarship information and other resources aimed at attracting prospective students to pursue a career in occupational therapy.
AOTA’s Pediatric Fellowship Programs aim to increase the retention of occupational therapists by providing training programs that advance the knowledge and skills of licensed occupational...
In 2020, The Ohio Related Services Workgroup identified role ambiguity as a primary barrier to attracting personnel to pursue careers in related service professions. To...
