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The guidance emphasizes predictable routines and expectations, research-based instructional strategies, and targeted intensive supports when needs are greater. It also focuses on strengthening home-school relationships and seeking help when students are not successful, aiming to improve learning and social-emotional-behavioral growth.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/supporting-students-with-disabilities-at-school-and-home-a-guide-for-teachers-to-support-families-and-students/585543/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/supporting-students-with-disabilities-at-school-and-home-a-guide-for-teachers-to-support-families-and-students/585543.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What are the five key practices in the guide?","Question",{"text":111,"@type":112},"The guide outlines five practices: predictable routines and expectations, efficient research-based instruction, targeted/intensive support for more intensive needs, stronger home-school relationships, and seeking help when a student is not successful.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How should teachers use routines and expectations?",{"text":116,"@type":112},"Teachers should create predictable positive safe environments, develop and explicitly teach routines, use reminders, provide positive feedback, and use calm corrective feedback while emphasizing more positives than corrections.",{"name":118,"@type":109,"acceptedAnswer":119},"What should families do if a student is struggling?",{"text":120,"@type":112},"Families should ask for help when the student is not being successful, while also adapting chosen practices to their home context and setting reasonable goals and celebrating progress.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585543,1792087003,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","SUPPORTING STUDENTS WITH DISABILITIES AT SCHOOL AND HOME:  \nA Guide for Teachers to Support Families and Students  \nCENTER ON POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS NATIONAL CENTER ON INTENSIVE INTERVENTION  \nNATIONAL INTEGRATED MULTI-TIERED SYSTEMS OF SUPPORT RESEARCH NETWORK  \nMay 2020  \nMAY 2020  \nSupporting Students with Disabilities at School and Home: A Guide for Teachers to Support Families and Students  \nAuthors Center on Positive Behavioral Interventions and Supports National Center on Intensive Intervention  \nNational Integrated Multi-Tiered Systems of Support Research Network  \nIntroduction  \nI  \nn this guide, we provide 5 key practices for teachers and families to support all students, including students with disabilities, at school and home. This is not an exhaustive list of “best practices.”  \nInstead, we identified a small number of practices that have a big impact on student learning and social-emotional-behavioral growth.  \n2  \nThe Five Key Practices  \n1. Develop, teach, review, remind, and reinforce predictable routines and expectations.  \n2. Use efficient and effective instructional strategies to maximize benefit.  \n3. If your student has more intensive needs, provide targeted or intensive support.  \n4. Enhance relationships between home and school to support your student (and each other) .  \n5. If your student is not being successful, ask for help.  \nHow to Use this Guide  \nWe recognize that supporting students, especially students with more intensive needs, at home and school can be difficult. As parents, we are challenged to manage our own work, family, and social obligations, in addition to thinking about how to support our children’s learning and growth. As educators, we also have competing demands on our time, especially during periods of remote instruction when we also have multiple roles. Many contributors to this guide are both parents and educators, and we are keenly aware of the challenges inherent in supporting students at home and school.  \nThis guide is NOT intended to add “one more thing” or make anyone feel that they should do more. Instead, this guide IS intended to suggest practices that will have the biggest impact with the time you’re able to dedicate to supporting learning and growth. Select a few key practices to focus on, and adapt them to meet your needs and your context (home or school) . As always, set reasonable goals, do your best, and celebrate success!  \n3  \n1. Develop, Teach, Review, Remind, and Reinforce Predictable Routines and Expectations  \nCreate a classroom environment (in person or online) that is a predictable, positive, and safe to support social, emotional, behavioral, and cognitive growth.  \n• Develop predictable routines that work for your classroom, teach those clearly, and create reminders (written schedule, pictures) to help students follow routines  \n• Design a schedule that alternates between challenging and easier tasks  \n• Explicitly teach positive school expectations in the context of your classroom routines, and provide reminders of expectations at the start of new or difficult routines  \n• Provide positive feedback when students meet expectations  \n• Use positive calm redirections or corrective feedback, reminding the student what they should do, when students make mistakes or behave in ways not consistent with classroom expectations  \n• Provide more positive than corrective feedback (at least 5 positives for each corrective)  \nEnsure your home is a predictable, positive, and safe environment to support social, emotional, behavioral, and cognitive growth.  \nFamily Tips  \n• Develop predictable routines that work for your family, teach those clearly, and create reminders (written schedule, pictures)  \n• Insert breaks or fun activities in the schedule as rewards for completing more challenging activities  \n• Develop positive family expectations, describe what they do (and do not) look like within each family routine, and provide reminders at the start","cbCailFzsOYrET6y","https://ap.wps.com/l/cbCailFzsOYrET6y","pdf",2720137,"English","# Introduction\n# The Five Key Practices\n## 1. Develop, Teach, Review, Remind, and Reinforce Predictable Routines and Expectations\n## 2. Use Efficient and Effective Instructional Strategies to Maximize Benefit\n# How to Use this Guide","[{\"question\":\"What are the five key practices in the guide?\",\"answer\":\"The guide outlines five practices: predictable routines and expectations, efficient research-based instruction, targeted/intensive support for more intensive needs, stronger home-school relationships, and seeking help when a student is not successful.\"},{\"question\":\"How should teachers use routines and expectations?\",\"answer\":\"Teachers should create predictable positive safe environments, develop and explicitly teach routines, use reminders, provide positive feedback, and use calm corrective feedback while emphasizing more positives than corrections.\"},{\"question\":\"What should families do if a student is struggling?\",\"answer\":\"Families should ask for help when the student is not being successful, while also adapting chosen practices to their home context and setting reasonable goals and celebrating progress.\"}]","Supporting Students with Disabilities at School and Home - A Guide for Teachers to Support Families and Students | PDF",1792055018,25]