Behavioral challenges can be one of the biggest barriers to student success, especially for students with disabilities. When students struggle with disruptive, aggressive, or off-task behaviors, traditional discipline approaches often fail to address the root causes. This is where Functional Behavior Assessments (FBAs) play a crucial role. An FBA helps identify why a student engages in certain behaviors and provides the foundation for developing effective, individualized interventions.

Co-teaching in special education is both an opportunity and a challenge. When done effectively, it provides students with disabilities greater access to grade-level content while receiving the specialized instruction they need. Successful co-teaching requires strong collaboration, clear communication, and strategic planning between general and special education teachers. Without these elements, co-teaching can become disjointed, leaving students without the support they need.

Effective discipline policies should create safe, supportive learning environments while addressing behavioral challenges in a way that promotes growth. However, many schools continue to rely on outdated or punitive discipline policies that often do more harm than good. Rather than improving student behavior, these approaches can disproportionately impact students with disabilities, reinforce cycles of disengagement, and push students further from academic success. Here’s a look at common discipline policies that fail students—and what schools can do instead.

General educators play a crucial role in the success of students with disabilities. While special education teachers provide targeted support, general educators are often responsible for implementing accommodations, modifications, and inclusive teaching strategies. A strong understanding of specialized instruction helps bridge the gap between general and special education, ensuring all students receive the support they need to thrive.

In special education, educators often support students who face unique challenges, including the impact of trauma. Research shows that childhood trauma—stemming from abuse, neglect, loss, or other adverse experiences—can profoundly affect a child’s emotional regulation, cognitive abilities, and behavior. Trauma-informed practices recognize this reality and provide strategies to create safe, supportive, and nurturing environments where students can heal and thrive. For students in special education, these practices are not just helpful—they are essential. Understanding trauma and its effects is the first step toward creating inclusive classrooms that meet the needs of all students.

As schools strive to meet the diverse needs of their students, the Multi-Tiered System of Supports (MTSS) has become a cornerstone framework for fostering academic and behavioral success. MTSS is a proactive, data-driven approach that provides a continuum of support to all students, ensuring their individual needs are met. By addressing both academic and behavioral challenges through a structured tiered system, MTSS bridges gaps and promotes meaningful student growth.

Behavior plans are crucial tools in special education, offering structured strategies to address behavioral challenges while fostering growth and independence. However, even the most well-intentioned plans can fail if they aren’t designed or implemented effectively. Common pitfalls—like vague goals, lack of collaboration, or inconsistent implementation—can undermine a plan’s success and leave educators, students, and families frustrated.

By identifying these pitfalls and adopting best practices, behavior plans can be transformed into powerful tools for positive change. Here’s how to create behavior plans that work while avoiding common missteps.

Inclusion classrooms, where students with and without disabilities learn side by side, are a cornerstone of modern education. Yet, despite their growing presence, misconceptions about their effectiveness persist. These myths often stem from a lack of understanding about how inclusion works and what it aims to achieve. Breaking down these myths is critical to fostering equitable and inclusive learning environments for all students.

Let’s examine some of the most common myths about inclusion classrooms and the truths that dispel them.

What a difference a year makes! As we look back on 2024, we’re filled with pride and gratitude for everything we’ve accomplished together. This year marked a pivotal moment for our organization, with our transition to The SPEDucated Leader, the launch of our flagship programs, and the incredible impact of our work in schools nationwide.

In special education, collaboration is essential. The Individualized Education Program (IEP) process, classroom placement, and the implementation of supports all rely on one critical element: communication. Open and transparent dialogue among educators, parents, specialists, and students forms the foundation of an inclusive and supportive learning environment. When communication thrives, so does the potential for students with disabilities to succeed academically and socially.

For parents and educators navigating the world of special education, the Individualized Education Program (IEP) often feels like the golden ticket—a comprehensive plan to address the unique needs of students with disabilities. However, while the IEP is a critical tool, it’s not a magical solution that guarantees success. An IEP is only as effective as its implementation and the intentional efforts of the team supporting it. Rather than treating it as a one-stop fix, we must view the IEP as a dynamic, collaborative tool designed to provide students with disabilities the services and support they need to thrive academically and socially.

Supporting students with disabilities (SWD) takes intention, awareness, and a commitment to fostering independence. Yet, despite best intentions, some approaches and assumptions can  inadvertently hinder their growth and success. It’s easy to fall into patterns that aim to help but, in practice, may limit opportunities for students to reach their full potential. Three common ways in particular that we may unintentionally sabotage their success: offering too much support, setting limiting expectations, and failing to foster inclusive collaboration. Each of these can lead to missed opportunities for students to develop essential skills and gain confidence. By understanding and addressing these habits, educators, families, and advocates can create a more empowering and inclusive environment for students with disabilities.

Classroom placement is one of the most critical decisions made in special education. It involves more than just deciding where a student will spend their day; it’s about finding the right balance between providing specialized support and ensuring access to the general education environment. Whether in a general education classroom, a resource room, or a more specialized setting, placement decisions are made based on a variety of factors, including cognitive, behavioral, and social needs.This blog will explore how these decisions are made, what the Least Restrictive Environment (LRE) entails, and why placement should always be individualized to meet each student's unique needs.

As classrooms continue to grow more diverse, providing equitable education means more than just delivering curriculum content. It’s about ensuring all students, regardless of their abilities or needs, have access to meaningful and engaging learning opportunities. For students with disabilities, this often involves Supplementary Aids and Services (SAS), which are essential for inclusive education. These supports allow students with disabilities to participate fully in both academic and non-academic activities. In this blog, we’ll explore what SAS entails, their importance, the types of supports available, and practical strategies for implementation.

Differentiation is the cornerstone of high-quality Tier 1 instruction, ensuring that every student, regardless of their learning needs, has access to meaningful and engaging educational experiences. Tier 1 instruction refers to the foundational level of teaching provided to all students in the general education classroom. It involves delivering standards-based teaching practices, a well-structured curriculum, and differentiated instruction that addresses diverse learning styles and abilities. In the inclusive classroom, differentiation is not just a strategy; it is a mindset that empowers educators to meet students where they are and guide them towards success. Additionally, artificial intelligence (AI) can be a powerful tool in enhancing differentiation, offering personalized support and data-driven insights to optimize teaching and learning. This blog will explore the top four strategies for incorporating simple yet effective differentiation into every lesson, providing educators with practical tools to create a supportive and dynamic learning environment for all students.

Once you have a robust system in place for collecting meaningful data, you can use this information to implement effective progress monitoring. Progress monitoring enables educators to make informed decisions and refine their instructional approaches. While it shares foundational principles with data collection—such as setting clear, measurable goals and conducting regular assessments—it emphasizes actionable steps and targeted interventions.

If I had a dollar for every time I heard the word "data" in education, I don’t think I would be writing this blog! In the field of education, the term "data" is mentioned so frequently that it can sometimes feel like just another buzzword. However, when we take a step back and truly understand what data collection and progress monitoring entail, their significance becomes clear. By effectively utilizing data, educators can achieve the goals they set for their classrooms and see meaningful progress in their students.

Specially Designed Instruction (SDI) is frequently misunderstood to mean differentiation, modification, and accommodations. However, this is not true! SDI is actually an intentional and individualized instructional plan to ensure that students have access to, can engage with, and make progress within the general education curriculum by specifically targeting their IEP goals. Keep reading to learn more about the benefits, challenges, and strategies effective for SDI implementation.

Students who qualify for special education receive an Individualized Education Plan (IEP) which details their academic skill level, overall needs, and programs or services that they would benefit from. The IEP is a collaborative document created by all the adults who support a student in class. It can be thought of as being a road map to guide the students academic experience throughout a school year. IEPs and the students' goals are reviewed annually to monitor student progress and development.