ABCs of a School Meeting is a self-paced training for educators and families which covers:

Why family involvement matters
Types of school meetings
How to prepare
The importance of effective communication
Techniques to build partnership with your child’s team

The goal of the training is to enable families, teachers and students to have knowledge of the different kinds of school meetings related to disabilities. The takeaway is to look for the best ways to expand communication and build a team with the school and family to support the student with disabilities.

Developing a Vision for and with Your Child is a self-paced training for educators and families which covers:

What do we mean by vision?
Why is vision important as an advocacy tool?
How can a vision statement support my child at school and in the community?
How do we develop a vision statement?

The goal of the training is to enable families, teachers and students to have a vision of a future. The vision is a work in progress that will develop over time, but sets goals and directions for students with disabilities.

Spurred by the spectacle of a circus tent outside his Oakland apartment, a disabled filmmaker launches into a meditative journey exploring the history of freakdom, vision, and (in)visibility. Shot from director Reid Davenport's physical perspective - mounted to his wheelchair or handheld - I Didn't See You There serves as a clear rebuke to the norm of disabled people being seen and not heard.

Hosted by Laura Ybarra, this episode will explore special education programs, resources and services in South Carolina to enable students with disabilities to access and progress in the general education setting.

Purpose:This resource is for teams to review system evidence and pose hypotheses of gaps in system practices  for College and Career Ready (CCR) IEPs.Description:This review guide leads a team through a deep and systematic examination of factors needed to meet the needs for effective CCR IEPs.  Guiding questions provide focus for a thorough discussion and observation of the current school system’s indicators within five dimensions: 1) Understanding Achievement, 2) Identifying Effects of Disability and Disability-Related Need, 3) Developing IEP Goals, 4) Aligning IEP Services, and 5) Analyzing Progress. Within each dimension, teams answer questions, list their corresponding  system evidence, and then pose hypotheses of gaps in system practices.

The purpose of the Individualized Education Program (IEP) is to decide on the educational placement for an individual student. For a secondary student with a disability, one option for vocational skill training is enrolling in a career and technical education (CTE) program at a Career and Technical Center (CTC) or high school. There, secondary students with disabilities can pursue employment and continued education or training as a goal after high school. To make certain that a CTE program is the appropriate choice, the student, the student's family, and the rest of the IEP team should ensure that the student's interests, strengths, and needs are aligned with the available CTE programs. All IEP team members should be aware of the information regarding special education and CTE programs.

While funded programs in Missouri exist to guide families whose teens with disabilities enter young adulthood, families still struggle to find what they need because of barriers such as time, income and paperwork. Kansas City parents say programs are hard to find and systems are confusing. In this episode, families and disability experts outline challenges they face and what they wish existed.