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.
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...
Due to the economic impacts of the COVID-19 pandemic, the candidate pool of career changers to enter the teaching workforce is greater than ever. This...
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 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.
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...
Universal behavior screening data can be used with other school data to provide educators with valuable information about the overall level of students’ performance at...
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 self-paced module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive...
This self-paced module addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors...
This self-paced module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English Learners.
This self-paced module offers a broad overview of how diversity (i.e., culture, language, exceptionality, and socioeconomic status) affects learning and how teachers can better meet...
This self-paced module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to...
This self-paced module examines the three principles of Universal Design for Learning (UDL) and discusses how to apply these principles to the four curricular components...
In this brief, we describe experiences of three school districts in various U.S. geographic regions as they installed screening tools as part of their screening...
This document presents a five-step process for Individualized Educational Program (IEP) teams, 504 plan committees, general and special education teachers, administrators, and district level assessment...
The Online Accommodations Bibliography allows users to search a compilation of empirical research studies on the effects of various testing accommodations for students with disabilities...
These materials were developed through projects funded by the U.S. Department of Education. Many were developed by projects affiliated specifically with the Department’s Office of...