A series of articles/resources to assist school educators/leaders in fostering collaborative relationships with families of children with disabilities.

Specific strategies that will help school educators/leaders transform potentially disruptive conflict into powerful collaborations that benefit you and your colleagues, parents and, students. In addition, strategies are offered here to assist school educators in facilitating effective PPT’s to support the development of student IEP’s and engage families in the process

A resource guide for parents and families regarding practices and procedures in special education.

Useful Resources on the identification, intervention, and instruction of students with SLD/Dyslexia from the University of Michigan

This website offers parents state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more to best support the learning needs of their children.

IDA fact sheets are convenient, professionally reviewed materials designed to improve understanding and support advocacy initiatives. Fact sheets are frequently used to enrich and supplement IEP meetings, school board discussions, and district policy initiatives.

Archive of documents for the Promising Practices in SLD/Dyslexia forum which took place on December 1, 2015.

This document is a companion guide to SERC's SLD/Dyslexia Initiative brochure. It is intended to assist professionals, families, and older students in selecting learning opportunities appropriate for their needs.

This document was prepared by SERC in collaboration with CSDE in response to requests from CT educators and administrators for assessment options appropriate for the identification of SLD/Dyslexia and other reading-related learning disabilities. The guide advocates for integration of general and special education systems for the benefit of all students who are below proficiency in reading. It supports the comprehensive special education identification process that can inform a PPT's determination of present levels of academic and functional performance.

The aim of this guide is to help teachers consider whether struggling ELLs have a learning difficulty or whether their academic progress can be accounted for by their ELL status.