Part of the DA Leaders Summer School series, this webinar will equip districts and schools with cohesive co-teaching practices and student-centered support structures that leaders can implement with what they have immediately on hand to break down the siloes between general and special education.
"Dysteachia" results in massive numbers of children who cannot read and causes districts to become so overwhelmed with providing intervention that they may inadvertently overlook the issues in general education instruction.
By leveraging adaptive technologies, fostering collaboration between technology and special education teams, and providing ongoing professional development, districts can create an inclusive environment where all students thrive.
In the latest episode of District Administration's "Talking Out of School" podcast, Lauren Morando Rhim, executive director of the Center for Learner Equity, details her organization’s pivotal two-year study of how charter schools support students with disabilities.
When we highlight transition skills with our special education students, we build and deepen the connections between “what we do today” and “how it will impact us in the future.”
In the world of special education, each case is like a microcosm of how the problem is playing out across the country. Every party is unhappy and frustrated with the situation.
The goal of inclusive learning is not to create separate solutions for neurodiverse and neurotypical learners but to develop solutions that can foster richer learning experiences for everyone.
For K12 superintendents and educational leaders, staying abreast of technological advancements is particularly important when it comes to addressing the unique needs of special education programs.
Special education directors must prioritize hiring individuals with the necessary skills and experience, as well as those who share a commitment to serving students with disabilities.
Their role goes beyond simply being an extra pair of eyes—they can be instrumental in creating a controlled, safe, and peaceful environment for the nation’s most vulnerable students.
Special education teachers and coordinators are pulled in a million directions, often doing the jobs of three people, working long hours and battling burnout.
In this panel, FETC Conference Chair Jennifer Womble is joined by several superintendents and experts who share their advice for district leaders on how to address the growing concerns surrounding special education and how to leverage assistive technology to meet students' needs.
This may come as news to some superintendents and district leaders: Book bans and pride flags are not the main topics of discussion at every school board meeting in the country. Still, school boards are grappling with some complicated topics.
More than half of the 50 states and the District of Columbia failed to comply with IDEA Part B, the federal law that requires states to provide free and appropriate education for students with disabilities between the ages of 3 and 21.
Research shows that one-third of novice special education teachers in the United States will quit within the first three years of employment. Before the feelings of burnout crept in, these professionals had passion.
It’s hard for a child to become invested in their therapy if they have family members who don’t believe they need it or if there is a misunderstanding that the therapy alone will address the concerns.
At the top of Superintendent Rupak Gandhi's summer to-do list is telling everyone that Fargo Public Schools is about honesty in education, supporting the LGBTQ+ community and disability justice.
Texas Education Agency officials said in a 31-page report that Austin ISD failed to follow a state-imposed improvement plan that found the district did not evaluate students in need of special education or provide services to those students.
In Texas, districts are allowed to use emergency permits to hire non-certified teachers to meet staffing needs. One district has tripled its special ed staff hiring numbers this school year, but is it worth it?
Attend this web seminar to learn more about digital wellness and how to leverage existing tools in your district to promote SEL and the digital wellbeing of students.
Students with disabilities will no longer face disciplinary isolation after a federal investigation found they had been physically and verbally abused in Florida's Okaloosa County School District.
By definition, documents and web pages are accessible when individuals with disabilities can engage the content; however, everyone benefits from what these tools can do.
Unknowns include how many students are being identified for special education, how many students are awaiting services and whether underqualified teachers are filling vacancies.
Black students with disabilities more often receive "stigmatizing classifications" such as developmental delay but their parents have more difficulty accessing special support.
At a time when mental health challenges have become a top priority for K-12 schools across the country, the Education Department released new guidance on discriminatory discipline practices for students with disabilities.
More than 90% of the pilot program's participants said they planned to study cybersecurity in college, pursue cybersecurity credentials or go directly into the cybersecurity workforce.
