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504 also requires, among other things, that a student with a disability receive an equal opportunity to participate in athletics and extracurricular activities, and to be free from bullying and harassment based on disability. Specifically, this resource guide: • Highlights key requirements of Section 504 in the area of public elementary and
Equitable Practices for Teaching Online (March 20, 2020). This webinar helps teachers rethink their lesson plans for an online platform, including resources like teacher-created YouTube channels and explainer videos, tools for sharing resources with your peers, and ways of working with your district to ensure students have access.
Each year, the UC TPPs prepare, on average, 700 to 900 pre-service teachers to teach in general education, which is a small percentage compared to the total number of teachers being prepared each year in California. In the 2017–18 fiscal year, 23,766 pre-service teachers were enrolled in TPPs across the state.
The Department is continuing to support states in using $122 billion in American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER) funds to eliminate educator shortages. Independent analysts found that school districts plan to spend nearly $30 billion in ARP ESSER funds on staffing, including the recruitment ...
For each practice, the guide provides (a) tips for teachers to support students with disabilities during instruction; (b) tips for families that educators can share to support or enhance learning at home, especially during periods of remote instruction; and (c) free-access resources that include strategies shown to be effective by research (e.g ...
Private school teachers can qualify if the school has established its nonprofit status with the Internal Revenue Service (IRS), and if the school is providing elementary and/or secondary education according to state law. To apply for Perkins Cancellation, contact the school(s) where you obtained the Perkins Loan. Each school has its own process.
students—including asylees and refugees—and their families. It is designed to help elementary and secondary teachers, principals, and other school staff achieve the following: • Expand and strengthen opportunities for cultural and linguistic integration and education. • Understand some basics about their legal obligations to newcomers.
California, USA. E-mail: Mfalvey@calstatela.edu Abstract Collaboration is considered an essential characteristic for inclusive education to be effective and reflective of research-based best practices. General and special education teachers and related service personnel must work together and share goals, strategies, and physical space for