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Korean-English Glossary of Common IDEA Terms

BEHOLD: The 2022 Korean-English Glossary of Common IDEA Terms is yours to consult! This A-Z resource is a valuable tool to Parent Centers, community-based and family-focused organizations and health centers, schools, and others who serve Korean-American families, especially those that have children with disabilities. Creating the Korean-English glossary has taken the intense commitment and labor of the Community Inclusion & Development Alliance (CIDA), in collaboration with the Open Doors for Multicultural Families, and with support from OSEP and the Center for Parent Information and Resources (CPIR). The glossary is intended to provide accurate and reliable Korean translations of commonly used terms in special education.

Connect with the Korean glossary of special education terms A-Z as well as learn more about how it was created (and by whom!).

Sharing Information about State Assessments with Families of Children with Disabilities

CPIR joins with the National Center on Educational Outcomes (NCEO) as the first action step in a collaboration to develop and share user-friendly information about state assessments with families of children with disabilities. This webinar focuses on NCEO’s new (and quite amazing!) resource, the Participation Communications Toolkit. The highly customizable toolkit is designed for stakeholders to use in discussing and making decisions about how children with disabilities will participate in state assessments. The webinar highlights the role that Parent Centers can play in supporting the family’s role as one of the primary decision makers about their child’s participation. It’s also available in Spanish.

Getting Ready for the 2021-22 School Year: FAQs about Testing Children with Disabilities

The 2020-21 school year was an unprecedented year with many districts implementing virtual learning, and with some districts moving back and forth between in-person and distance learning. Now, as children return to school in Fall 2021, it is critical that states and districts gather information on what children with disabilities have learned and where they need more support to meet standards-based learning goals. With this information, educators can make changes to current programs and to instruction to address children’s needs. Both formal and informal tests are important tools for gathering information.

This brief from NCEO answers frequently asked questions about whether (and how!) to test children with disabilities. The FAQ notes in particular that individualized education program (IEP) teams may need to revisit a child’s IEP before making test participation decisions. IEPs written before the COVID-19 pandemic may no longer address an individual child’s needs after the pandemic. For a list of the FAQs posed and to connect with the brief, read more here.

Supporting Students with the Most Intensive Needs | Videos

These three videos highlight key resources available to support families of students with the most intensive needs at home and as they transition to and from in-school services during the COVID-19 pandemic. The videos speak directly to parents and recommend that parents share the videos (and the highlighted resources) with the team of educators and other professionals working with their child.

Multiple TA&D Centers worked collaboratively to identify these resources and to create the videos that focus on addressing the academic needs, communication needs, and the behavior, transition, and mental health needs of students with significant disabilities. Watch the videos, and find out who the collaborating TA&D Centers were, what resources they have available, and strategies that both educators and parents can use to improve the learning of their children with disabilities.

PBIS State Coordinator Network

This helpful resource page from the Technical Assistance Center on Positive Behavioral Interventions and Supports offers information and links to each state’s PBIS coordinator. You can contact your state for technical support or questions concerning the implementation of PBIS. https://www.pbis.org/about/pbis-state-coordinators (Link updated, February 2021)

Guiding Questions for Youth Exiting from High School

(2020, July) | Useful for Parent Centers, schools, youth, and families involved in transition planning and students exiting high school   This 15-page resource is designed to help youth with disabilities take steps to transition from high school to adult life. It speaks directly to youth, moving through secondary transition considerations step by step, including: […]

Webinar | 1-2-3 Captions

(2020, May) | Useful to Parent Centers and others creating videos and captioning them for accessibility. This webinar was hosted by the AEM Center (National Center on Accessible Educational Materials) on May 18, 2020. Its full title is: 1-2-3 Captions: Workflows for Creating Accessible Video. The 1-hour webinar (archived now) focuses on three workflows for […]

Virtual IEP Meeting Tip Sheets

Meetings to write, review, or revise a child’s IEP typically bring together a team of people who meet in person at least once a year. Now, because of coronavirus, school closures, and social distancing, IEP teams are meeting virtually, either in conference calls or via the Internet. This collection of tip sheets on planning for and participating in virtual meetings was developed collaboratively by six OSEP-funded technical assistance centers, and includes an infographic about virtual IEP meetings (available in English and Spanish); a sample agenda (also available in English and Spanish); technology tips for all participants; suggestions for hosting a virtual meeting; and tips for those participating in a virtual meeting. Read more about (and download) the tip sheets here.

Supporting Your Child’s Learning at Home During COVID-19

As schools across the country and around the world are closed in response to the outbreak of COVID-19, parents everywhere are searching for reliable, easy-to-understand resources to support their children’s learning at home. The IRIS Center has created a new module specifically for parents to address this urgent and growing need. Parents: Supporting Learning During the COVID-19 Pandemic offers practical tools and easy-to-implement strategies to help clarify what is and what is not a parent’s role during school shutdowns; support their child’s learning at home; promote the child’s social and emotional well-being; and support the child if he or she has a disability. Read more about and connect with this learning module here.

Supporting Families with PBIS at Home

(2020, March 31) | Useful for sharing with families to support positive behavior. This 8-page brief speaks directly to parents about how to use positive behavioral interventions and supports (PBIS) at home, an approach used in over 25,000 schools as a highly effective way to build children’s social-emotional-behavioral skills and reduce challenging behaviors. The publication […]

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