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 Office of Special Education Programs (OSEP) has developed this voluntary State Correctional Education Self-Assessment (SCES) to assist States in self-assessing their systems for providing...
Research tells us that juveniles experience extremely high recidivism rates (up to 55%), and it is even worse for those with disabilities. Moreover, many youth...
Reentry planning for youth with or without disabilities should begin as soon as a youth arrives at a facility and should outline transition issues, plus...
This practice brief shares tips for maintaining continuity of learning through defining classroom expectations for remote (i.e., distance) instruction and online learning environments. With a...
Project ELITE designed professional development and tools for implementing structured data meetings at key assessment points throughout the year (Beginning-, Middle-, and End-of-Year) for all...
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...
Project ELITE worked with K–3 to implement a new way of reading books aloud to enhance students' vocabulary and comprehension. This flip book presents a...
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...
This document presents the results from a focus group with SPDG grantees about how they access technical assistance (TA) from centers funded by the US...
This document is the fifth in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi tiered instruction that...
In this introductory brief, three model demonstration projects describe their work implementing various tiered instructional models focused on language and literacy at schools with high...
This document is the third in a series of briefs for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet...
This brief is the fourth in a series for school leaders, educators, and policymakers charged with implementing or supporting multi-tiered instruction that meet the needs...
Communication is necessary whether students are schooling at home or in school. This resource describes what teachers can do to support students who are using...
This resource discusses how schools can plan for transitioning students with significant cognitive disabilities back into their schools after distance learning. The resource focuses on...
Even during distance learning, children’s independence can be improved. This resource discusses how self-determined schedule making can be used to increase a child’s independence.