by Common Ground | May 6, 2019 | Features, Parents, Professionals, Teachers
The Individuals with Disabilities Education Act, IDEA, states that “Beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, and updated annually, thereafter, the IEP must include...
by Common Ground | May 6, 2019 | Better IEPs, Parents, Professionals, Teachers
By Katie Curran, MAPP It’s that time of year – IEP season! Whether you are a parent of a child who needs an Individualized Education Program or a special educator tasked with writing the plan, you are likely preparing for upcoming meetings. These meetings aim to set...
by Common Ground | Jan 24, 2019 | Parents, Professionals, Students, Teachers, Watch This
Self-advocacy is one of the most important skills a young person with a disability can have. Here are 10 tips for self-advocacy for young people with disabilities, by young people with disabilities, produced by...
by Common Ground | Jan 24, 2019 | Better IEPs, Parents, Professionals, Students, Teachers
There are many ways to include students in their Individualized Education Program (IEP) meetings, and every student is different. Below are some essential tips to remember when encouraging student participation in IEP meetings. Speak openly with your student about...
by Common Ground | Nov 28, 2018 | Professionals, Teachers
We learned that the transformation really had nothing to do with the students; it was all about the adults. We had to stop asking, “What is wrong with you?” to our students and start asking, “What has happened to you?”By Mathew Portell As a...
by Common Ground | Nov 28, 2018 | Teachers
Research clearly documents the damaging effects of trauma are not saved until adulthood. It starts early and it affects students and teachers. And some experts claim that as much as 30 percent of students suffer from the effects of trauma. How can an educator help?...
by Common Ground | Apr 4, 2018 | Teachers
By Michael Somers III “The safest restraint is the one that never happens.” My first encounter with physical restraint was witnessing one that never should have happened. I was a psychology undergrad at a state university in my junior year and looking for a job. I was...
by Common Ground | Sep 11, 2017 | Letters, Professionals, Teachers
An argument for providing every student with a social-emotional and academic liaison. By Maurice J. Elias Imagine what might happen if every child entering a school were assigned a social-emotional and academic development (SEAD) liaison who would advocate for the...
by Common Ground | Sep 11, 2017 | Teachers
By John Haney Even when teachers are utilizing effective, differentiated instruction, there are times when a student may require extra support because they are experiencing difficulty in school. Some students will require more individualization of instruction or...
by Common Ground | Jun 5, 2017 | Parents, Professionals, Students, Teachers
The College Board has overhauled its request process for testing accommodations, making it easier for eligible students to receive the support they need on College Board assessments. Beginning January 1, 2017, the vast majority of students who are approved for and...
by Common Ground | Oct 25, 2016 | Teachers
by Jennifer Taylor and Michael Edward A good working relationship between a teacher and a paraprofessional is essential to a supportive classroom that helps students learn both academically and behaviorally. Teachers are classroom leaders responsible for the...
by Common Ground | Sep 4, 2016 | Parents, Professionals, Teachers
Friends and family can be important influences to help someone get the mental health treatment and services they need by: Reaching out and letting them know you are available to help Helping them access mental health services Learning and sharing the facts about...