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.
Peers have an influential role in promoting inclusive education for students with extensive support needs in their schools and communities. This resource is a toolbox...
This resource and the associated process is based on a vision and expectation that each student can actively participate, belong, contribute, and learn in the...
This resource describes characteristics associated with White dominant culture as compared to those rooted in an intentional equity mindset. This resource can be used 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...
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...
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...
This brief provides considerations for conducting and implementing functional behavior assessments (FBAs) and behavior intervention plans (BIPs) using virtual technology.
This guide highlights 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. For each practice...
The vision of the U.S. Department of Education (ED) is that all infants and toddlers with delays or disabilities receive high-quality early intervention services and...
A one-page checklist that assists in determining whether or not a student’s IEP includes post-secondary goals and a clear plan for the student’s transition.
A model to provide teachers with a process for incorporating effective practices and predictors into the transition planning process to improve effective, transition-focused education and...
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in...
This federal guidance contains a Dear Colleague Letter regarding submission information for ED 524B grantees, instructions for submitting in G5, instructions regarding ED 524B, and...
This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
