In this series of 5 webinars, national thought leaders discuss the intersection of language, culture and disability from a variety of angles. The first webinar sets the stage for the remaining webinars that focus on data literacy, stakeholder and family engagement, research-informed practice, and systems coherence.
The Inclusive Schools Self-Assessment Instrument is an easy-to-complete measure which assists Local Education Agencies as they evaluate their success in implementing inclusive school practices. Dr. Frances Stetson designed this tool as part of an overall analysis of student access to rigorous curriculum within the general education setting and has kindly shared it with SPP-TAP for public use.
Stetson, Frances. Quality Standards for Inclusive Schools Self-Assessment Instrument. 2017. Unpublished Instrument.
This two-page document designed for family and community members articulates the value that the Office of Special Education Programs places on involving affected communities such as children with disabilities and their families, educators, education agency staff, researchers, policymakers, and advocacy groups in defining criteria for determining significant disproportionality. This ensures that families and community partners have a say in identifying Local Education Agencies (LEAs) with significant disproportionality. Additionally, addressing significant disproportionality requires a comprehensive examination of LEA policies, practices, and procedures, with families and community partners contributing to identifying the causes and solutions for disproportionality.
Citation: The Data Center for Addressing Significant Disproportionality. 2023. “Significant Disproportionality: For Families and Communities.” https://dcasd.org/resources/SigDisproIntro-Parents.pdf (accessed, June 14, 2024).
