Have you ever wondered, what does meaningful access and progress in general education really look like for students with disabilities? Is providing additional technology cheating? Can students with disabilities also access general education interventions and supports? Who is responsible for promoting access and progress in general curriculum? Join the PROGRESS Center for a free webinar, Supporting Students with Disabilities Access to and Progress in the General Curriculum: Legal Requirements and Examples from the Field on April 30, 2024! In this webinar, Dr.
What do you need to know to develop and implement high-quality instructional programming to ensure that students with disabilities have access to free appropriate public education (FAPE)? What resources are available to support you? Join the PROGRESS Center for Prepping for PROGRESS 2024: Better Together! Collectively Promoting Progress for Students with Disabilities on July 29–30, 2024 to access information, resources, tools, and strategies to support you as you start the new school year!
We are excited to share that our IEP Tip Sheets for Parents: An Overview of the IEP and IEP Tip Sheet for Parents: The IEP Team are now available in Spanish! The Spanish versions of the tip sheets can be found on the same page as the English version and linked below.
This course focuses on teaching cognitive and metacognitive strategies. It is part of a series covering instructional practices. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities. Those who enroll in this interactive course will be able to do the following:
Jennifer Franks is the parent of two boys. Her youngest, Jackson, has Down Syndrome. Recognizing that her son thrived in typical peer environments, she became skilled at working with teachers to include her son in the general education classroom. In this video, Jennifer shares how she realized that inclusion was more than Jackson having a place in the general education classroom and what it has been like to see Jackson become a part of the school community and change lives.
This collection of self-paced courses provides highlight evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis* of the high-leverage practices for students with disabilities.
Well-structured, organized classroom environments can reduce behavior problems and promote academic learning for all students. On January 17, 2024 NCII and the PROGRESS Center hosted a free webinar with Dr. Caitlyn Majeika focused on classroom management strategies and supports educators can apply in their own classroom settings. The strategies presented can help educators create a predictable, structured, and organized environment that maximizes instructional time for all learners and improves access and outcomes for students with disabilities and students with intensive needs.
Did the 2017 Endrew F. Supreme Court decision impact progress indicators for students with disabilities? Several data gathering activities conducted through the PROGRESS Center suggest it depends on the context. During the webinar held on November 30, 2023, PROGRESS Center Director Dr. Tessie Bailey and PROGRESS Center Advisors Dr. Mitch Yell and Dr. Perry Zirkel shared findings from judicial rulings and professional recommendations as well as potential implications for the field.