Articles
Beginning the Secondary Transition Process
While secondary transition must be incorporated into a child’s IEP when he or she turns 14, planning for transition should begin much earlier.
Secondary Transition Self-Assessment IEP Rating Tool
Helps local school systems and public agencies examine the extent to which IEPs are both compliant and reflect best practices for children with disabilities and their families.
Effective Tool for Co-Developing, Co-Implementing, and Co-Evaluating Secondary Transition Plans
Access the PDF resource here.
Who Are Special Education Advocates?
Special education advocates are available for hire to help families navigate IEP meetings and processes.
What Should I Prepare for My Child’s IFSP Meeting?
Make the most of your annual IFSP meeting. Be ready to discuss your family’s everyday routines and activities, how your child and your family function within those routines and activities, and your concerns and priorities.
Wicomico County’s Successful Journey to Inclusive Practices in Preschool Classrooms
Empowering teachers, schools, and counties to push the limits of what they think is possible for students is Patti Adkins’ passion.
Support Groups for Families
After reviewing your Prior Written Notice or other documents, call the Parents’ Place of Maryland or your Local Family Support Coordinator with any questions. Ask about language you don’t understand and discuss different options. They can help prepare you for upcoming meetings.
Making Everyday Curriculum Materials Accessible for All Learners
Link to an online course about accessible educational materials.
Steps to Take After Receiving Your Child’s Evaluation Report
Review any recommendations made in the evaluation reports. This information can give you an idea of the goals and objectives to address and to spark questions. Feel free to ask questions about why a recommendation may not be incorporated into a goal or objective
How Paraeducators Help Students and Teachers
A paraeducator’s role in the classroom typically involves providing extra support during a teacher’s instruction to allow students with an Individualized Education Program (IEP) to participate in general education lessons.