by Common Ground | Jul 7, 2026 | Current-Issue, Features, July 2026
Special education aims to provide students with disabilities the skills and supports necessary to participate as independently and successfully as possible in school, work, and community settings. While classroom instruction is essential for developing academic and...
by Common Ground | Jul 7, 2026 | Better IEPs, Current-Issue, July 2026
A strong Individualized Education Program (IEP) is more than a document that identifies services and supports—it is a roadmap designed to help students develop skills that lead to meaningful participation in school, community, employment, and adult life. While...
by Common Ground | Jul 7, 2026 | Current-Issue, July 2026, Parents, Uncategorized
Parents can play a significant role in reinforcing and extending Community-Based Instruction (CBI) beyond the school setting. Because CBI focuses on applying skills in natural environments, families are uniquely positioned to provide additional opportunities for...
by Common Ground | Jul 7, 2026 | Current-Issue, July 2026, Q&A
Q: How does CBI help prepare my child for a job? A: CBI provides opportunities to practice workplace-related skills in real settings. Students can learn punctuality, following directions, communicating with supervisors, problem-solving, teamwork, and appropriate...
by Common Ground | May 15, 2026 | Features, May 2026
Social learning plays a crucial role in supporting students by promoting inclusion, communication, and skill development. Through interaction with peers, students gain opportunities to observe and model appropriate social behaviors, improving their ability to form...
by Common Ground | May 13, 2026 | Better IEPs, May 2026
Social skills are not simply “nice to have.” They are essential skills that affect learning, behavior, employment, friendships, and community inclusion. Students who struggle socially may have difficulty working in groups, understanding social cues, managing emotions,...
by Common Ground | Mar 27, 2026 | Features, March 2026
Determining whether a student qualifies for special education—and, if so, designing an effective Individualized Education Program (IEP)—is a careful, data-driven process. At its best, the IEP process is not merely a compliance exercise but a structured way to...
by Common Ground | Mar 27, 2026 | March 2026, Special Ed Basics
The least restrictive environment (LRE) is one of the core elements of a child’s IEP. It shapes where the child learns throughout the school day, how services and supports are delivered, and the kinds of relationships the child forms with peers and adults. More than a...
by Common Ground | Mar 26, 2026 | Better IEPs, March 2026
The Present Levels of Academic Achievement and Functional Performance—referred to by several acronyms including PLP, PLOP, or PLAAFP, is the foundation of a strong IEP. While goals and services often receive the most attention, the PLP is what anchors the entire...
by Common Ground | Nov 16, 2025 | November 2025, Q&A
Q: My child with a disability may have been abused or neglected at school. What should I do first? A: If you suspect abuse or neglect (for example: physical injury, inappropriate restraint, neglect of care, etc.), you should immediately report the concern to the state...
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