by Common Ground | Jan 17, 2025 | Current-Issue, Features
The U.S. Department of Education (USDOE) plays an important role in special education. It helps to ensure that students with disabilities get an appropriate and equitable education. Through its Office of Special Education Programs (OSEP) and its work with other...
by Common Ground | Jan 17, 2025 | Current-Issue, Features
The U.S. Department of Education (USDOE) monitors states for compliance with the Individuals with Disabilities Education Act (IDEA) in several key areas. These areas help ensure that students with disabilities receive the services and supports they need for a quality...
by Common Ground | Jan 17, 2025 | Current-Issue, Features, Uncategorized
Policy leaders headed to Washington have proposed major changes to the U.S. Department of Education (USDOE) — some have suggested that it be “dismantled,” and others have suggested it be “abolished.” During his campaign, President Trump promised to “close the...
by Common Ground | Jan 17, 2025 | Current-Issue, Features
The U.S. government provides funding to states for special education, helping schools support students with disabilities. This money comes with important rules, or “strings,” that states must follow to receive the funds. To get federal money, states must follow...
by Common Ground | Nov 23, 2024 | Features
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...
by Common Ground | Sep 27, 2024 | Features
The use of seclusion and restraint in schools has become a critical topic of discussion, especially concerning students with disabilities. While these methods are sometimes presented as necessary interventions to manage challenging behaviors, they raise significant...
by Common Ground | Jun 12, 2024 | Features
School buses are more than just vehicles to transport students; they are extensions of the educational environment where students spend a considerable amount of time. For students with disabilities, especially those with a 504 Plan or an Individualized Education...
by Common Ground | Apr 5, 2024 | Features
By David B. Rubin and Ellen S. Bass As a school board member, you know your job is not to run the schools but to see that they are well run. To do so, you perform critical oversight functions like selecting the superintendent, formulating district policies, and...
by Common Ground | Apr 5, 2024 | Better IEPs, Features, Parents, Teachers
By Maria Torres, M.A., LDT-C Reading disabilities, such as dyslexia, pose significant challenges for students. They not only affect a student’s academic progress, but frequently also impact their behavior in the classroom. Understanding the relationship between...
by Common Ground | Feb 22, 2024 | Features, Parents, Professionals
IDEA, the nation’s special education law, is designed with one goal in mind: to ensure that children with disabilities receive an appropriate education to address their needs. The law covers children from birth through age 21. One part of IDEA—Section 619—funds...
by Common Ground | Aug 24, 2023 | Features, Parents
Parent advocacy happens in many ways, from chatting with a teacher about a child’s needs and progress, to getting involved in systems change. In many states, Special Education Advisory Groups (SEPAGs) are working to ensure that the unique needs of students with...
by Common Ground | Jun 20, 2023 | Better IEPs, Features, Parents, Professionals, Students, Teachers
A person-centered plan can help those involved with the focus person see the total person, recognize his or her desires and interests, and discover completely new ways of thinking about the future of the person.” — Beth Mount & Kay Zwernik, 1988 All too...
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