How can I help families adjust to the news that their child has some type of exceptional need?
What cultural considerations are there in working with diverse families of children with exceptional needs?
What is my role as a classroom teacher in working with students with exceptional needs?
What are the key pieces of legislation that guide the education of students with exceptional education needs, such as the Individuals with Disabilities Education Act (IDEA)?
What are the key pieces of legislation that guide the education of students with exceptional needs in the Every Student Succeeds Act (ESSA)?
What are the things to keep in mind as I communicate with families of students with exceptional needs?
What role will I have in the special education process if I refer a student for an evaluation?
What is my role in the development and implementation of the individualized education program (IEP), a plan that guides the delivery of special education supports and services for students ages 3 to 21?
What is my role in working with families of young children to develop and implement an individualized family service plan (IFSP), a plan that guides families and schools in the development and education of children with exceptional needs who are birth to 3 years old?
How can I help families understand and be involved in response to intervention (RTI), a multilevel or tiered instructional framework that schools use for both academics and behavior, designed to improve intervention supports and instruction to meet all students’ needs (National Center on Response to Intervention, 2013)?
How can I work effectively with the families of students who are gifted and talented?
