Expect, Empower, Engage Resource Database

School should be a place of belonging for each and every student. Belonging is easy to affirm, but much harder to define. This research-based resource provides ten essential dimensions of belonging for students with and without disabilities. The guide helps educational school communities to celebrate, reflect, and create observable, actionable steps to address each of the 10 dimensions, and to promote greater inclusion and belonging in schools and communities. When each of these dimensions are addressed well, schools become learning environments in which students with disabilities thrive and are seen as valued and indispensable members of the school community and beyond.

In this video, Billy Pickens explains how his teacher’s high expectations for him were not always welcome in high school, but as an adult who is deaf-blind he now appreciates how important it was for his future. To help facilitate reflection and discussion using this video, this resource includes a discussion guide or quick guide. The quick guide can be used to facilitate brief discussions (15 minutes) while the discussion guide can support longer and more in-depth discussions.

Family participation is an essential feature of the development and implementation of high-quality educational programming for students with disabilities. Families bring important information related to their child's academic, functional, and behavioral strengths, needs, and goals. As a result, it is important to ensure that the individualized education program (IEP) team is truly a partnership that values all participants' perspectives. All participants must understand each team members’ role and value the expertise they bring to the development and implementation of the IEP. This webinar, More Than an Invitation: Tips for Ensuring Parents are Partners in Developing and Implementing the IEP, featuring the PROGRESS Center, Center on PBIS and PEAK Parent Center shares resources and tips to help schools to effectively engage parents as partners in the IEP process.

This tip sheet, which is part of our IEP Tip Sheet Series, introduces transition services. Beginning not later than the first IEP where the child turns 16 (or 14 in some states), IEP teams will need to develop a transition plan that includes transition services and measurable postsecondary goals [IDEA, Sec. 300.320(b)]. This tip sheet includes a brief summary of federal regulations, tips for implementation, and additional resources. Check with your state for additional requirements.

Belonging is experienced when students are present, invited, welcomed, known, accepted, involved, supported, heard, befriended, and needed. This resource provides reflection questions to assist practitioners as they reflect on these ten dimensions of belonging.