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RTI's Role in Traditional Testing and Assessment

Exploring Response to Intervention is the place to exchange ideas and strategies for this important framework for working with struggling learners. For December, David F. Bateman, co-author of "The Special Education Due Process Handbook" and "A Principal's Guide to Special Education," will be discussing the legal aspects of RTI.
CEC RTI Blog
December 2008

Tool Kit on Teaching and Assessing Students with Disabilities

The US Department of Education, Office of Special Education Programs (OSEP) is pleased to announce a new addition to the OSEP Tool Kit on Teaching and Assessing Students With Disabilities (Tool Kit). The Tool Kit addendum focuses on universal design for learning (UDL). UDL is a framework for designing educational environments that help students engage in learning to increase knowledge and skills. The Tool Kit includes information and resources to support the implementation of UDL and is useful for policymakers, education personnel and parents to implement UDL strategies and practices. This new addition is available at http://www.osepideasthatwork.org/ and CDs will be available shortly through ED Pubs http://edpubs.ed.gov/
US Department of Education
September 2008


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Readers are encouraged to copy and share this information, but please credit the National Dissemination Center for Children with Disabilities (NICHCY). NICHCY relies on feedback from users to enhance our collection, development, and dissemination of information. We encourage you to share your ideas and feedback with us! Please contact us at our email address (nichcy@aed.org) or visit the NICHCY Feedback Page at: www.nichcy.org/Pages/Feedback.aspx.

NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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