|
|
  |
Special Education
Collaborative Instruction:
Disproportionality:
Specific
Disability Areas:
For a given disability area, an analysis of student needs,
program components (student needs, services/delivery models,
support systems, parent involvement, budgeting), and student
improvement can be conducted. Additional technical
assistance can be provided regarding program planning,
professional learning, on-going training in selected areas,
and program-wide long-range planning (e.g., special
education as a whole, maintenance, transportation).
Students with Severe Emotional/Behavior Disorders:
Technical assistance services can be provided in varied
service delivery models—inclusive classes, resource classes,
self-contained classes, psychoeducational classes—in a
variety of areas including planning, curriculum, inclusive
strategies, support services (including school psychology
and child/ adolescent psychiatry, IEP development and
implementation, teacher training, parent services,
evaluation of effectiveness, follow-up studies, and
innovative programs.
Preschool:
Technical assistance can be provided to school
systems on all areas of preschool education—including
students with disabilities—including, but not limited to,
planning, curriculum, instruction, teacher certification and
selection, support services, diagnostics, IEP development
and implementation, alternative service delivery strategies,
interagency collaboration, transition from Babies Can’t Wait
to school system programs, parent services, budget
development and implementation, evaluation of
effectiveness, follow-up of students through elementary
school, and innovative programs.
|
|
| |
|
