June 19, 2020 A special series from CPIR No one will be mystified as to why the Center for Parent Information and Resources has created this series of webpages on talking about race. Racial matters are in our face, on the nightly news and hourly news feeds, and exploding in our streets. We offer these […]
Mother Father please explain to me Why the world’s so full of mystery A place so bitter and still so sweet So beautiful and yet so full of sad, sad Dave Matthews Band, Mother Father. ____________ June 19, 2020 A webpage in CPIR’s series Talking about Race How do we talk to our children about […]
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.
Parents or adult family members play an essential role as learning coaches, ensuring their children have the structure and support to succeed in online and distance learning environments. This learning coach/master planner role is particularly important for children with disabilities, learning and attention issues, and those who struggle with executive function skills, including organization and prioritizing. This article from schoolvirtually.org offers several ways to get started in your role as learning coach. The article ends with a list of Visual Schedule apps you can download. Access the article and the list of Visual Schedule apps here.
(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 […]
Digital learning environments can present physical, sensory, and learning barriers for students with disabilities. As learners and teachers move to fully online environments in the wake of the COVID-19 crisis, what are the considerations for students with Individualized Education Plans (IEPs) and the accessibility of the materials and technologies selected? What are best practices for supporting students with disabilities remotely?
This edWebinar will be of interest to kindergarten through high school teachers, librarians, and school and district leaders. Held on March 23, 2020, its archive is online and available for listening and viewing. SETDA (the State Educational Technology Directors Association) compiled resources on eLearning for state education agencies and school districts at no cost, with a special section on accessibility. When you visit SETDA’s website to view the webinar, be sure to have a look at its Parent Resources page, too. Find out more here.
(2020, January) | Useful to Parent Centers and others working with children who’ve experienced trauma. Equipped with rapidly growing knowledge about how trauma can undermine young people’s healthy development and ability to learn, many youth-serving professionals, community leaders, and policymakers are infusing principles of trauma-informed practice into program design, implementation, and policy proposals. Creating Cultures of […]
(2020, January) | Useful to: Parent Centers and families of children with special needs. This article from eParent.com discusses a topic of great importance of parents of a child with disabilities. As A Financial Planning Guide for Parents of a Child with Special Needs states, “Raising a child with special needs can be one of […]
For the first time in 12 years, the American Academy of Pediatrics has issued a report that includes updated clinical recommendations on autism spectrum disorder (ASD). The 71-page report provides updates on the increasing number of children with ASD, as well as expanded knowledge on risk factors, co-occurring medical and behavioral conditions, genetic contributions, and the body of research on evidence-based interventions.
This updated document aims to provide primary care providers with a summary of current information in a single report that will help guide them in providing a medical home for the patient with ASD. The document is searchable by topic and includes a glossary and a section on working with families. Read more about and access the report here.
This 4-page Parent Brief from the TIES Center focuses on alternate assessments for students with the most significant cognitive disabilities. As the brief’s title indicates, the fact that a student will be taking the alternative assessment does not mean that he or she then needs to be educated in a separate, non-inclusive setting. The brief reviews IDEA’s least restrictive environment (LRE) provisions and other legal provisions that support inclusion in the regular classroom. It also provides guidance to parents on what to say and stress in the IEP meeting. The brief closes with “Next Steps for Parents” and a short list of additional resources.