Collaboration

In order to most effectively meet the unique needs of each student with a disability, educators must collaborate with a variety of individuals and professionals responsible for each student’s education and well being including other educators, family, service providers, support personnel, and school and district leadership.  Collaboration should be focused around gaining the individual expertise and perspective of those working with and caring for each student to more effectively plan and implement instruction and services that meet the needs of students.  Collaboration not only helps educators gain a better understanding of a student’s needs but also builds effective relationships among those individuals and professionals who care for and work with the student.   


 

 


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The CDE Published CA Practitioners' Guide for Educating English Learners with Disabilities Frequently Asked Questions (FAQs) have been extracted from the CA Practitioners' Guide and are easily accessible via the Imperial County SELPA content-lead website.

Area of Focus

  • Assessment
  • Instruction
  • Collaboration
  • High Quality IEPs

Audience

  • District
  • Instructional Leaders
  • Related Service Providers
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • English Language Learners
  • High School
  • K-6
  • Middle School

Infographic Overview of Chapter 1. Students with Disabilities who may be Identified as English Learners. The Imperial County SELPA has taken the each chapter of the CDE published CA Practitioners' Guide for Educating English Learners with Disabilities and created a series of chapter-by-chapter infographics which provide an overview of the chapter to include hyperlinks to pertinent sections of the chapter, supporting resources, and citations from the CA Practitioners' Guide, CA Education Code, and reference to the Individual with Disabilities Education Act (IDEA). Chapter by chapter infographics can also be downloaded in 'block' formats for use as training slides/presentation materials. All chapter by chapter infographics can be accessed via the Imperial County SELPA website: https://www.icoe.org/selpa/el-swd/resources/infographics-resource-guides

Area of Focus

  • Assessment
  • Collaboration

Audience

  • District
  • Instructional Leaders
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • English Language Learners
  • High School
  • K-6
  • Middle School

This report describes a set of evidence-based practices that have clear evidence of positive effects with children and youth with autism.

Area of Focus

  • Collaboration

Audience

  • Instructional Leaders
  • Paraeducators
  • Related Service Providers
  • Site Leaders
  • Teachers

Student Population

  • Infant-preschool
  • Adult Transition
  • High School
  • K-6
  • Middle School

This AFIRM EBP Brief is designed to help parents/caregivers learn the step-by-step process of planning for, using, and monitoring the EBP of Parent Implemented Intervention (PII) with their learners with Autism during home routines and activities.

Area of Focus

  • Collaboration

Audience

  • District
  • Families
  • Instructional Leaders
  • Paraeducators
  • Related Service Providers
  • Site Leaders

Student Population

  • Infant-preschool
  • Adult Transition
  • High School
  • K-6
  • Middle School

Infographic created by SELPA Administrators of California on the 10 ways to leverage COVID-19 ADR and learning recovery dollars.

Area of Focus

  • Collaboration

Audience

  • District
  • SELPA
  • Site Leaders