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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This report describes a set of evidence-based practices that have clear evidence of positive effects with children and youth with autism.
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.
Infographic created by SELPA Administrators of California on the 10 ways to leverage COVID-19 ADR and learning recovery dollars.
This brief discusses core components of IDEA that districts must keep in mind when making decisions about referring a child for special education and when determining the appropriate placement and services for each child deemed eligible for special education.
The CCEE resources page includes links to learning modules and downloadable resources on advancing equity, formative assessment, responsive teaching and learning, systems leadership, and thriving socio-emotionality.