Increasing the dialogue among stakeholders in New Jersey’s special education system
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Trauma-Informed Practices

Trauma-Informed Practices (TIP) have become especially relevant in recent years. Researchers have defined TIP as a set of practices that address the impact of trauma by creating a safe and caring environment. Trauma-informed practices focus on creating a safe school culture, building relationships, and supporting students’ self-efficacy. Despite the research on trauma-informed practices, they can be disconnected from the daily needs of educators in the field.

The eleven practices in this article, summarized by the National Association of Education (NEA), can be used by educators across all educational settings.

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Special Education Basics

Common Ground is sharing a series of basic and important special education topics on the rights, responsibilities, administrative processes, and legal remedies parents and students may encounter, and to which they are entitled.

View the posts in this series now >>

Feature Articles & Resources

Feature articles • In-depth consideration of current special education topics and practices. • Experienced and authoritative writers. • Resources for parents, teachers, and professionals. • Fostering dialogue among special education stakeholders.

From the Courts & Capitols

Covering legal and legislative developments that shape special education in New Jersey and nationally. • Specific cases from administrative, state and federal courts. • Legislative and administrative policy developments at state and federal levels.

Information Parents & Educators Can Use

By and for parents, teachers and professionals. • Teaching and assessment strategies for specific learning and behavioral challenges • Peer-to-peer advice and experience sharing • Q&As and FAQs for use on the front line • Statistics and data for trend identification.

Latest CG Articles

Trauma-Informed Practices

Trauma-Informed Practices (TIP) have become especially relevant in recent years. Researchers have defined TIP as a set of practices that address the impact of trauma by creating a safe and caring environment.

Teacher’s Perspective: Students communicate through behavior. Are you listening?

Students with disabilities may lack the skills to tell you what they need, but knowing that all behavior is communication reminds parents and schools to figure out what they are trying to tell us. Do you know what you’re hearing?

Better IEPs: IEPs to Support Students with Disabilities

Parents often have questions about how the IEP can address the needs of a child with behavioral disabilities. Watch IEPs and Behavior by Understood below ON YOUTUBE AT https://www.youtube.com/watch?v=aq-GFLi19Ik.

From the Capitol: New Fact Sheets to Aid Students with Mental Health Disabilities

The Office for Civil Rights (OCR) has issued four fact sheets on the disability-related rights of students with anxiety, depression, bipolar disorder, and eating disorders.

From the Capitol: New Report Highlights Discipline Impact on Black Girls with Disabilities

The Government Accountability Office (GAO) has released a report showing Black girls had the highest rates of exclusionary discipline in schools and were the most disproportionately disciplined group among girls, according to an analysis of civil rights data.

From the Courts: Supreme Court May Consider Two Special Education Cases

There are two significant special education cases before the US Supreme Court that have the potential to impact the future of disability rights in public schools. A.J.T. v. Osseo Area Schools, Independent School District No. 279 and Luo v. Owen J. Roberts School District.