by Common Ground | Feb 3, 2020 | Better IEPs, Parents, Professionals, Students, Teachers
By Denver Leigh When we talk about IEPs (Individualized Education Plans), often the goals, objectives, accommodations and modifications get all the attention. True, those four components form critical parts of an IEP; however, in my experience as both a parent and...
by Common Ground | Dec 2, 2019 | Features
By Anfal Muhammad Jenkins Effective family engagement is a cornerstone of positive student outcomes, especially for students receiving special education services. It is not easy to sustain, but is always rewarding for parents, schools, communities, and students...
by Common Ground | Aug 12, 2019 | Watch This
“Because each child is unique, the IEP must identify specific strategies to help your child succeed.” For students with disabilities, the right accommodations and modifications can be as important to school success as appropriate IEP goals. These educational supports...
by Common Ground | Nov 28, 2018 | Better IEPs
Recent research points to one of the most effective ways to overcome adverse childhood experiences and promote more positive outcomes – relationships. These can be with typical peers, mentors, or kind and caring adults. They can provide safe and supportive learning...
by Common Ground | Nov 28, 2018 | Features
Schools are filled with students who have experienced recent trauma, or whose lives include ongoing trauma. Children who are traumatized may experience considerable difficulty in the school setting. This occurs not only in terms of focus and learning, but in being...
by Common Ground | Sep 6, 2018 | Capitols
The New Jersey Department of Education has issued a Guidance Document on the issue of restraint and seclusion in school settings. In January, former Governor Christie signed into law a bill establishing certain requirements for the use of restraint and seclusion with...
by Common Ground | Mar 30, 2018 | Courts
Parents and school districts are waiting an average of 10 months to obtain a legal decision in non-emergency special education matters, this is in spite of state and federal laws requiring such decisions be made within 45 days. The findings are part of a report issued...
by Common Ground | Jan 22, 2018 | Q&A
1. Isn’t assistive technology best for students with cognitive impairments? Assistive technology is used every day by people with and without disabilities. When you type on your phone, word prediction software helps you text faster. When you are at the gym, the closed...
by Common Ground | Jan 22, 2018 | Features
By Maria Docherty and Lauren Agoratus, M.A. With the increased focus in the United States on charter schools and the use of vouchers to support student attendance at private schools, more and more parents of students with disabilities are asking questions about how...
by Common Ground | Jan 22, 2018 | Capitols
Nine months after the Supreme Court of the United States (SCOTUS) ruled on the rights of students with disabilities, the USDOE has published a guidance paper. The nine-page Q&A document distills key points in Endrew F. v. Douglas County School District. It...
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