(2023, January) | Useful to: Parents and IEP teams making decisions about what accommodations a student with disabilities needs Many students with disabilities use accessibility features and accommodations during instruction and when taking assessments. It is important to consider student perceptions about what works and their preferences when making accessibility and accommodations decisions. Students are […]
(2023) | Useful to Parent Centers and other family-facing organizations in sharing with families with a child or youth with deafblindness Looking for a quick way to understand or explain what deaf-blindness is, how many children are affected, and how children who are deaf-blind learn and communicate? See the National Center on Deaf-Blindness’s (NCDB) An […]
The Working Together Series includes 5 interactive self-directed courses. These courses provide families and educators with a number of strategies for working together and through conflict. Anyone supporting children or youth with disabilities may benefit from this series. The setting in which collaborative problem solving and conflict resolution takes place within this series is typically the school or IEP meeting.
Produced by CADRE, the series includes a webinar that briefly introduces the Working Together Series, a companion Facilitator Guide, and other supplemental resources. The full series is available in English and in Spanish (Trabajando Juntos).
To learn more about the 5 courses in the series, view the introductory webinar, or access the series in Spanish, read our abstract here.
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!).
___ ___ ___ ___ Resources for Families of Very Young Children with Disabilities This page spotlights resources for families offered by the 5 Early Childhood Centers funded by the Office of Special Education Programs (OSEP) at the U.S. Department of Education. Use them with your young child! _________________________________________________________ Find […]
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.
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.
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.
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)