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.
This brief from the NCPMI highlights strategies for improving school climate through pyramid model practices to promote teacher retention for teachers serving students with disabilities.
This reporting Educational Environments resource is a suite of tools, with a technical guide updated with 2017-18 reporting clarifications as its foundation. State Part B...
A national initiative with partners across early care and education working to develop indicators that address inclusive policies and practices at the state, local program...
To support States, ECTA Center developed A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs to address the question: "What does...
This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
These webinars discuss the ins and outs of how to plan and conduct high-quality customer interviews as part of a rigorous evaluation. The first webinar...
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...
The topic of this symposium was supporting high-quality special education services to children with disabilities by addressing the capacity needs of educators, IEP (individualized education...
During this presentation experts, including current OSEP grantees, discussed what we know about: determining the factors that drive high expectations, such as child, family and...
The final rule published in the Federal Register on December 19, 2016, amended the Individuals with Disabilities Education Act to help to ensure that States...
There is a growing evidence base on the relationship between positive learning environments, child development, and academic achievement. OSEP’s second Symposium highlighted core principles relating...
OSEP’s third symposium in the 2017 Symposia Series, “Conveying Our Stories--Displaying Our Data,” focused on how States, districts, and Part D-funded investments can develop engaging...
Webinars are an important venue for sharing information, but they are so frequently used to communicate content, that we sometimes overlook the need for the...
While most change happens slowly, COVID has forced schools and families to change quickly. This resource offers questions and suggestions for administrators, teachers, and families...
NTACT is aware that state and local education and service providers are challenged by the current health concerns, closings, restrictions, and fluid reopening plans associated...
Tips for helping your child during the pandemic provides families with suggestions and resources for helping their child cope with stress, changes, and staying at...
The current pandemic has resulted in the need for educators and service providers to find ways to deliver services remotely; yet students and communities have...
To successfully launch the 2020-2021 school year for students with disabilities, state education agencies (SEAs) have an essential leadership role to play in supporting local...
