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Description: The VDOE offered a three-part webinar series titled Best Practices for Assessment of Young Children. The webinar series was previously recorded. This series delivers targeted technical assistance in determining eligibility for special education and related services for children ages two through five. These webinars are most helpful for school division leaders that are engaged in determining eligibility for special education and related services for children ages 2-5. While they can be...
Description: This two-part webinar series from the VA Department of Education provides an overview of using tele-intervention during this time of social distancing to support young children with disabilities and their families. Many teachers are now supporting families through tele-intervention (or what may also be called telepractice or telehealth) by providing coaching to parents using technology.  This is an approach that many teachers have not experienced before and may require tips and...
Description: Preschool refers to the time before a child is old enough to go to kindergarten or elementary school.  In Virginia, preschoolers who are eligible for special education and related services are entitled to placement in the LRE alongside their peers without disabilities with supplementary aids and services.  Inclusion in early childhood programs is supported through years of research and reinforced by a strong legal foundation and can set a trajectory for inclusion across the life...
Description: The United States Department of Education (USDOE) requires states to report data for Indicator 7, Child Outcomes. States report on the percent of preschoolers with Individualized Education Programs (IEPs) who demonstrate improved child outcomes in three areas: Positive social-emotional skills, Acquisition and use of knowledge and skills, and Use of appropriate behavior to meet their needs. To report data, states must have information about children's functioning between the time they enter and...
Description: Presented by: Christopher Bugaj If a student is not successfully using verbal speech as her or his primary form of expression by the age of 3, the educators working with that student should be considering augmentative/alternative communication. All too often, the belief that a child is too young, too disabled, or simply not ready, prevents or delays the implementation of a robust AAC system to help learn language. In the first of a two-part session the autor examines practices for...