Resources

Freeman, J., Yell, M. L., Shriner, J. G., & Katsiyannis, A. (2019). Federal policy on improving outcomes for students with emotional and behavioral disorders: Past, present, and future. Behavioral Disorders, 44(2), 67–69.

In 1991, a group of researchers assembled and published a series of recommendations designed to improve the learning outcomes for students with emotional and behavioral disorders (EBD). In this special issue of Behavioral Disorders, researchers, educators, and policy makers came together to discuss why those recommendations failed to create significant change among students with EBDs and what the future might hold in terms of further research and education policy.

IRIS Resources

Accommodations: Instructional and Testing Supports for Students with Disabilities

This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students.

Assistive Technology: An Overview

This module offers an overview of assistive technology (AT) and explores ways to expand students’ access to it in the classroom.

Defining Behavior

This IRIS Case Study describes how to clearly define a student’s behavior so that when they occur they can be reliably identified, measured, or counted. It goes deeper into the methods needed to collect baseline data and then determine whether the student has made progress.

Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program

This module discusses the importance of identifying and selecting evidence-based practices.

Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity

This module discusses implementing an evidence-based practice or program with fidelity.

IEP Implementation: School Personnel Responsibilities

This form can be used during an IEP meeting to record a student’s IEP goals and the services and supports needed for the student to achieve those goals. Following the meeting, it can be shared with relevant school personnel to help them understand their responsibilities to ensure the IEP is implemented as intended.

IEP Team Members

This handout lists the members of the IEP team and explains their roles in the IEP process. The list includes those members whose participation is stipulated by IDEA, as well as those whose role is determined by the individual needs of the student.

LRE Information Brief

This information brief summarizes the principle of least restrictive environment (LRE). It also includes a sample process for determining LRE, as well as examples of how the LRE might be designated for two students.

The Pre-referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns

This IRIS Module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation.

Related Services: Common Supports for Students With Disabilities

This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA.

Online Resources

Bailey, T. R., & Weingarten, Z. (2019). Strategies for setting high-quality academic individualized education program goals. Washington, DC: National Center on Intensive Intervention, Office of Special Education Program, U.S. Department of Education.

This useful resource leads readers through a detailed step-by-step process for establishing and achieving appropriate student IEP goals. Covered here are strategies for identifying measurable and verifiable target behaviors, establishing baseline performance, writing measurable goals, and much more.

Center for Appropriate Dispute Resolution in Special Education (CADRE). (2019, January). Working together online series. Retrieved from https://www.cadreworks.org/resources/cadre-materials/working-together-series

These courses from CADRE 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, however, the setting in which collaborative problem-solving and conflict resolution takes place within this series is typically the school or IEP meeting. Visitors will find a downloadable facilitator’s guide, course transcripts, and more.

Center for Parent Information & Resources, & NICHCY. (2017, February) Supports, modifications, and accommodations for students. Retrieved from https://www.parentcenterhub.org/accommodations/

Seek out this online resource for a general overview of supports, modifications, and accommodations for students with special needs. Included here is a look at basic terminology and several of the major accommodations categories, program modifications, and assessments, among much else.

IDEAs That Work. (2018, April). High expectations and appropriate supports: The importance of IEPs. IDEAs That Work Symposium Series. Retrieved from https://osepideasthatwork.org/osep-meeting/high-expectations-and-appropriate-supports-importance-ieps-2018

These proceedings of the 2018 OSEP IDEAs That Work Symposium features speakers that include Johnny Collett, Chris Lemons, Barbara Guy, and Karen Erickson discussing the impact of the Endrew F. decision on the development and implementation of high-quality IEPs.

Martin, Nick. (2012). 21 best practices for successful IEP meetings. Retrieved from https://www.cadreworks.org/resources/symposium/sessions/21-best-practices-successful-iep-meetings

Presenting at the Center for Appropriate Dispute Resolution in Special Education’s (CADRE) 5th national symposium, Nick Martin presents 21 best practices to assure efficient, effective, and collaborative IEP team meetings. These include such components as pre-conferencing to assure adequate preparation by all participants, effective time management, establishing meeting guidelines (ground rules), using a written agenda, and 17 more. Practical examples, model forms, and experiential exercises are also included.

Morin, Amanda. (2018). Endrew F. advocacy toolkit. Retrieved from https://www.understood.org/articles/en/download-endrew-f-advocacy-toolkit

The landmark Supreme Court decision is an opportunity to improve the services IEPs offer students. This toolkit provides a sheet of talking points with key language from the Endrew F. decision, and a worksheet to help improve your child’s IEP based on the legal standards in Endrew F. The toolkit was created by looking at key government resources, which you can view or download.

Park, S., Martinez, M., & Chou, F. (2017) CCSSO English learners with disabilities guide: A guide for states creating policies on the identification of and service provision for English learners with disabilities. Washington, DC: Council of Chief State School Officers. Retrieved from https://ccsso.org/sites/default/files/2017-11/CCSSO%20ELSWD%20Guide_Final%2011%2011%202017.pdf

The purpose of the guide is to offer recommendations to states developing policies and procedures on (1) the identification of English learners with disabilities, and (2) IEP development for English learners with disabilities.

Videos

Center on Technology and Disability. (2018). Beth Poss AT and the IEP. Retrieved from https://www.youtube.com/watch?v=w_2aZ62MVaA&list=PLRt8N3Siu_0jue552RwRNY9-WQQJkO9Q-&index=20

The use of Assistive Technology (AT) by students who need them must be reflected in any high-quality IEP. There is no specific requirement in IDEA, however, regarding where to include the consideration of AT in developing the IEP. This video by the Center on Technology and Disability makes some suggestions on how to address accessibility of materials in the IEP and highlights the importance of this discussion.

Exceptional Children’s Assistance Center (ECAC). (2011). The IEP team process videos. Retrieved from
https://www.youtube.com/watch?v=bSm3wOjkkVw
https://www.youtube.com/watch?v=QMctXPmG7bc
https://www.youtube.com/watch?v=BIi0xanOVcs
https://www.youtube.com/watch?v=DDhLjYSbwCc
https://www.youtube.com/watch?v=ok0irMNfKmY

This five-video series covers the IEP process for families, staff, board members, and others. Included here are videos on IDEA and IEPs, the IEP Team, the Team Process, Getting Ready for the IEP Meeting, and the IEP meeting.

Websites

Center on Positive Behavioral Interventions and Supports (PBIS)

This center provides a plethora of online resources about classroom and behavior management. The Tools and Videos for Schools are particularly useful in the areas of ‘SWPBIS for Beginner,’ ‘Primary Level,’ ‘Secondary Level,’ and ‘Tertiary Level.’

Find Your Parent Center

The Center for Parent Information & Resources (CPIR) hosts an interactive site that can be used to identify the Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) for each state and territory. These centers are good sources for current information on state laws and guidelines for special education.

IDEA

Anyone searching for information about the Individuals with Disabilities Education Act should consider this Website their first stop. On hand here are resources for parents, educators, and service providers; state regulations and policy documents, state annual performance reports, among much else.

IDEAS That Work

Maintained by the Office of Special Education Programs, this Website offers a wealth of information related to OSEP’s research to practice efforts. Resources include toolkits, reference libraries, tools to help increase stakeholder engagement, and much more.

National Center on Educational Outcomes (NCEO)

NCEO’s goal is to ensure that all students benefit from state and local assessments and accountability efforts. Useful information on testing accommodations for students with disabilities can be found on the Accommodations link.

National Technical Assistance Center on Transition (NTACT)

NTACT’s provides online toolkits, guides and other resources to help those relevant professionals implement evidence-based and promising practices to ensure that students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment.

U.S. Department of Education, “State Contacts”

This portal to State Education Agencies for all 50 states and the District of Columbia is a valuable tool for those seeking more information about their own state and local regulations regarding the education of students with disabilities.

What Works Clearinghouse (WWC)

The What Works Clearinghouse reviews research on educational practices and programs and provides information to make evidence-based decisions. Its helpful resources include ‘Find What Works,’ which summarizes and compares the evidence level of interventions, ‘Practice Guides,’ which present recommendations about addressing classroom challenges, and ‘Intervention Reports,’ which summarize high-quality research findings for practices and programs.