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Launched in spring, 2020, this project focuses on partnerships between Special Education and Career Technical Education (CTE) classrooms to increase inclusionary practices in general education.

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Center for Change in Transition Services - Seattle University

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Launched in spring, 2020, this project focuses on partnerships between Special Education and Career Technical Education (CTE) classrooms to increase inclusionary practices in general education.

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A preparation program for directors of special education

About the ECSEL program

The Enhancing Capacity for Special Education Leadership (ECSEL) is a collaborative program for special education administrators that focuses on knowledge and skills needed for local education administration. Originally formed in partnership with the campuses of University of Washington and Washington State University, ECSEL is now led by university faculty and a statewide team of experienced special education administrators. The program qualifies candidates for the required Washington Residency Program Administrator Certification and graduates of the ECSEL program are recommended for Washington State Residency Certification as an Education Program Administrator.

ECSEL is a grant-funded program with instruction supported by Washington State OSPI. Students are responsible for approximately $500 per year.

Program structure

During each of the two years, the cohort-based program consists of three year-long seminars, a 400-hour internship requirement, and a set of performance tasks that allow candidates to demonstrate proficiency.

The year 1 program focuses on leadership for special education at the school level, with seminars, internship, and performance tasks all focused on leadership for teaching, learning, and student services within a school.

In year 2, the focus shifts to leadership at the district level, with the internship and program tasks reflecting district-level responsibilities. In both years, the program operates in a blended on-line and face-to-face model, with summer and weekend meetings supplemented by e-learning resources.

Orientation for the new cohort will be held virtually in June 2022. Sessions are held one Saturday each month October - June.

Requirements

ECSEL requires all applicants to hold a Master's Degree or higher upon application.

While the ECSEL program no longer offers a Master's degree option, candidates may register for graduate-level credits (up to 21 credits each program year) as a non-matriculated student. Candidates may also earn clock hours. Information about the process for credits and clock hours will be shared with candidates at the first program session.

Curriculum

ECSEL's curriculum is structured to incorporate both Washington State standards for the Residency Program Administrator certificate and the Council for Exceptional Children's advanced standards for program administrators. The curriculum is organized around the responsibilities and outcomes that are expected of a successful local special education administrator (LSEA) who simultaneously addresses goals for procedural compliance, student outcomes, and equity. These responsibilities are outlined below in the LSEA Responsibility Model, which has been developed collaboratively by program faculty, candidates, and graduates. The model includes six major responsibilities and a total of 28 outcomes that contribute to ultimate goals of compliance, student learning, and equity. ECSEL engages candidates in study of each of the 28 outcomes, addressing how LSEA leadership at the school level can enhance services received by students in year 1, and how leadership at the district level can create conditions that support high-quality services in year 2.

The LSEA Responsibility Model

Seminar dates

Below is the planned seminar dates for the Cohort 6. If you will be unable to attend one of the seminars listed, please note this in the supplemental application form. We will give priority to applicants who can make arrangements to attend all sessions. Please note that dates are for planning purposes only and are subject to change based on unforseen circumstances.
** or August 2-3, 2021 TBD
Application dates & information

The next cohort, Cohort 6, will begin in Summer/Autumn 2022

The application cycle for Cohort 6 opened September 1, 2021

Application deadline to Cohort 6 is April 30, 2022

Application details can be found here.

Questions?

Michele Graaff
LEDE/ECSEL Adviser
425-352-5274
edleader@uw.edu

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special education. english to speakers of other languages

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bachelor's degree in educational studies

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Enhancing Capacity for Special Education Leadership (ECSEL)

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The Enhancing Capacity for Special Education Leadership (ECSEL) is a collaborative program for special education administrators that focuses on knowledge and skills needed for local education administration. Originally formed in partnership with the campuses of University of Washington and Washington State University, ECSEL is now led by university faculty and a statewide team of experienced special education administrators.

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Online courses and mini-trainings designed for busy K-12 educators who serve students with disabilities.

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We help families thrive in an inclusive society of their design.

We see you, we've been where you are, let's do this together

We use a cultural brokerage model to support families as they navigate services, obtain specialized programming, and advocate for systems change.
Our Impact Donate

Our Programs

Connecting families to vital information and referral services, with support in their own language.

You Can Make A Difference

Help improve the lives of those with disabilities and their families.

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Home - Open Doors for Multicultural Families

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We support culturally and linguistically diverse people with disabilities and their families to receive the services they need.

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PAVE: Partnerships for Action, Voices for Empowerment

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Partnerships for Action | Voices for Empowerment Dyslexia Screening and Interventions: State Requirements and Resources A child who struggles to read can quickly fall behind in school. Nearly every learning area includes some reading, and children might become confused or frustrated when they don’t…

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Special Education Support Center | Washington Education Association

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The WEA Special Education Support Center collaborates with numerous state agencies, school districts, and advocacy organizations to assure effective support for students with disabilities.

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SETC - Special Education Technology Center

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Copyright © 2023 - Special Education Technology Center (SETC). (SETC) is founded by the Office of Superintendent of Public Instructions (OSPI) , Special Education Division and administered by Central Washington University (CWU) , Black Hall 125 Ellensburg, Washington. CWU is an EEO/AA/Title IX Institution.

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What We Do No one said it was easy to raise a child or be a child with a hearing loss or vision impairment. But with good information, helpful training, and the right technologies, what was once an unthinkable difficulty can turn into a quite manageable

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Mission: Washington Sensory Disabilities Services (WSDS) partners with districts and families to support students who are deaf/hard of hearing, blind/low vision, or deafblind.

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Mission: Washington Sensory Disabilities Services (WSDS) partners with districts and families to support students who are deaf/hard of hearing, blind/low vision, or deafblind.

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The Inclusionary Practices Family Engagement Collaborative is a partnership of four non-profit organizations committed to strengthening family-school partnerships to support culturally-responsive approaches that center the experiences of students with disabilities.

https://www.fecinclusion.org/

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Zoom Special Event Apr - June 2022  Exec Fun Sarah Ward v4.12.2022

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Collaborative Innovation: Transforming Obstacles into Opportunities 

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CEEDAR Cross-State 2022 Convening (CEEDAR stands for “Collaboration for Effective Educator Development, Accountability, and Reform.” 

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CEEDAR Cross-State 2022 Convening (CEEDAR stands for “Collaboration for Effective Educator Development, Accountability, and Reform.” 

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Full agenda, recordings and materials available at https://www.ccsc2022.com/agenda?dates=1649116800000
CEEDAR: Our mission is to support students with disabilities in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices within multi-tiered systems of support.

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The WSDS DeafBlind Program has added a Family Engagement Coordinator to our team. Lanya McKittrick is the mother of two deafblind students.

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The WSDS DeafBlind Program has added a Family Engagement Coordinator to our team. Lanya McKittrick is the mother of two deafblind students.

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MTSS: Family, Student and Community Engagement - Coming VERY soon. *ALL MTSS courses also available on FREE OFFERINGS

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MTSS: Family, Student and Community Engagement - Coming VERY soon. *ALL MTSS courses also available on FREE OFFERINGS

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*Multi-Tiered Systems of Support: Family, Student, and Community Engagement: Participants will further understand the five essential components of the OSPI MTSS Framework and use of data. This course, developed by CSTP, is the final in a series which addresses elements of data-based decision making within in an MTSS framework

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(15 clock hours, $60)
The content for this course uses materials from the IRIS Center to take participants through autism spectrum disorder (ASD) from a variety of perspectives. Participants will understand the characteristics of individuals with ASD, become familiar with evidence based practices and instructional strategies to support students with ASD, and learn practical ways to build productive and collaborative relationships with families.

Beyond Compliance: Using Strengths and Needs for Instructional Planning

The content for this course was originally part of the Special Education Consistency Index (SECI) training that was required to be able to use the SECI platform. The SECI platform was discontinued, however, the content from what was Module Two continues to be requested for staff training. The focus of the original course content was the Evaluation Review Tool and IEP Review Tool. This revised course will use the original documents and videos for these tools and take this learning further into application.

Classroom Assessment: Progress Monitoring

(10 clock hours, $40)
An overview of progress monitoring-how it can affect the outcomes of students, how to implement curriculum-based measurement, and how to use progress monitoring data to make instructional decisions. All basic academic areas are addressed with a special emphasis on reading.

Data-Based Individualization

(10 clock hours, $40)
This course provides an overview of data-based individualization and provides information about adaptations for intensifying and individualizing instruction as well as information on making data-based instructional decisions. Specifically, discusses collecting and analyzing progress monitoring and diagnostic assessment data.

Differentiated Instruction

(12 clock hours, $48)
Discusses the importance of differentiating three aspects of instruction: content, process, and product. It explores the student traits-readiness level, interest, and learning profile-that influence learning.

Evidence-Based Practices

(12 clock hours, $48)
An introduction to evidence-based practices including identifying and selecting a practice or program, implementing a practice with fidelity, and evaluating learner outcomes and fidelity.

Executive Function - Study Skills Instruction

(12 clock hours, $48)
Learn about Executive Function (EF)-more commonly known by the term study skills -which refers to the mental processes that control and coordinate activities related to learning. It's an underlying skill set that many students struggle with and is often an area of deficit for students with high incidence disabilities such as learning disabilities and Attention Deficit Hyperactivity Disorder. Gain strategies to embed targeted EF skills instruction within content-specific instruction to help students who struggle with EF increase academic success.

Explicit Instruction: Supporting Practices and Implementation

(30 clock hours, $120)
Explicit instruction was recently identified as a high-leverage practice in education, and there is a strong evidence base for its use. This course provides learners with an opportunity to extend their understanding beyond the "what" of explicit instruction to the "how-to'" through in-depth exposure to the explicit instruction model and supporting practices required for effective implementation.

High Leverage Practices

(30 clock hours, $120)
Explore in depth the twenty-two High Leverage Practices (HLPs) that all special educators should be able to demonstrate. The HLPs are organized around four aspects of practice-collaboration, assessment, social/emotional/behavioral, and instruction. The selected practices are used frequently in classrooms and have been shown to improve student outcomes if successfully implemented. Based on materials developed by the Council for Exceptional Children and the CEEDAR Center.

Inclusionary Practices: Ch. 1: An Instructional Guide for Inclusive Educators

(Free, 0 clock hours; or 20 clock hours, $80)
Takes you through the OSPI Inclusionary Practices (IP) Handbook, Chapter 1: An Instructional Guide for Inclusive Educators, developed by the Center for Strengthening the Teaching Profession (CSTP) on behalf of OSPI. As you navigate through the IP Handbook, you will dig deeper into the concepts presented via readings, videos, and activities that were selected and designed by educators from across Washington State.

Inclusionary Practices: Ch. 2: Inclusive Learning Environments

(Free, 0 clock hours; or 20 clock hours, $80)
Takes you through the OSPI Inclusionary Practices (IP) Handbook, Section 2: Inclusive Learning Environments, developed by the Center for Strengthening the Teaching Profession (CSTP) on behalf of OSPI. As you navigate through the IP Handbook, you will dig deeper into the concepts presented via readings, videos, and activities that were selected and designed by educators from across Washington State.

Inclusion Considerations for Students with Disabilities

(10 clock hours, $40)
Explore concepts and considerations that promote access to the general education curriculum for students with disabilities. As educators and educator-leaders, it is our role to develop and implement plans and strategies that provide students with disabilities the greatest access to general education opportunities.

Multi-Tiered System of Supports: Continuum of Supports

(Free 0 clock hours; 20 clock hours, $80)
Dig deeper into the concepts presented via readings, videos, and assignments that were selected and designed by educators from across Washington State. This course will be the second of five courses, each focused on one of the essential elements of MTSS: Team-Driven Shared Leadership; Data-Based Decision Making; Family, Student, Community Engagement; Continuum of Supports; and Selection and Use of Evidence-Based Practices.

Students with Deaf-Blindness: Foundations

(20 clock hours, $80)
Introduction to working with students who have a combined vision and hearing loss including identification, challenges, and strategies.

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(15 clock hours, $60) The content for this course uses materials from the IRIS Center to take participants through autism spectrum disorder (ASD) from a variety of perspectives. Participants will understand the characteristics of individuals with ASD, become familiar with evidence based practices and instructional strategies to support students with ASD, and learn practical ways to build productive and collaborative relationships with families.

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Mini-Training Modules: Under Review & Coming Soon

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Mini-Training Modules: Under Review & Coming Soon

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MTM:  LAUNCHED! Referral, Initial Evaluation, and Eligibility in the Special Education Process
MTM: Provision of Services to Transfer Students in the Special Education Process
MTM: Service Delivery (Part 2) in the Special Education Process

The new modules are a part of a growing menu that specifically addresses common training needs. Developed in collaboration with OSPI, the mini-training modules provide an option for school districts looking for vetted training in response to a SECC decision.  Designed for individual or group access, at no cost. Clock hours are not provided.

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We are in the process of finalizing data from the 2022 Post-School Survey. Expect to see finalized state, ESD, and county-level data on our website in mid-January, 2023.

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Indicator B14 Publications

Post-school outcome (PSO) data are collected from special education leavers and their parents to provide a picture of the life after high school. CCTS and OSPI support school districts by analyzing these data and providing state, ESD, and district-level reports.

School districts can use PSO data to evaluate the effectiveness of their special education programs. PSO data are tied to the Local Education Agency (LEA) Application for Federal Funds for Special Education as one of four performance indicators (B14). Districts must develop plans to maintain or improve these indicators in their application.

OSPI Annual Performance Reports (APRs) for the last five years are available on OSPI's Special Education Data Collection web page.

Under the Individuals with Disabilities Education Act (IDEA), the OSPI Special Education Section is required to submit an APR to Office of Special Education Programs (OSEP) that incorporates performance indicators, activities, and targets for each indicator. In addition, OSPI must report publicly each district's annual progress for indicators 1-14.

Page last updated

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Post-school outcome (PSO) data are collected from special education leavers and their parents to provide a picture of the life after high school. CCTS and OSPI support school districts by analyzing these data and providing state, ESD, and district-level reports.

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Updated asynchronous training modules to Canvas

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Updated asynchronous training modules to Canvas

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Writing Effective Transition Plans – updated to include a module about aligning IEPs with High School and Beyond Plans

Partnerships for Inclusion: Special Education and CTE – new course developed through IPP project

Student-Led IEPs – accessibility updates in Canvas

Developing Job Shadow Experiences – updates coming soon!

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Professional Development and Training | Center for Change in Transition Services | Seattle University

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CCTS offers transition training materials in asynchronous, online formats. Online trainings can be completed by individuals or groups and can be completed at no cost or for a fee for clock hours through eLearning.

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Save the Dates: June 27-29, 2023 virtual transition forum

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Save the Dates: June 27-29, 2023 virtual transition forum

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For our 2023 virtual forum we’re seeking presenters with a rich diversity of language, culture, and disability who can help our audiences make meaning out of post-school outcome data. We may be reaching out to see if you know folks in your network who might be a good fit!

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Making Meaning: The Power of Post-School Outcome Data

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CCTS Virtual Transition Forum

June 27-29, 2023

Post-school outcome (PSO) data provide a picture of life after high school for former special education students in relation to postsecondary education and employment. Join CCTS to learn how to use PSO data to inform practice around transition services including instruction, development of transition plans, activities, and agency collaboration.

Stay tuned for details and registration!

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CCTS Virtual Transition Forum June 27-29, 2023 Post-school outcome (PSO) data provide a picture of life after high school for former special education students in relation to postsecondary education and employment. Join CCTS to learn how to use PSO data to inform practice around transition services including instruction, development of transition plans, activities, and agency...

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Resource for Accessible Canvas Course Styles (free)

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Resource for Accessible Canvas Course Styles (free)

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This amazing resource from Penn State has me so excited I hardly know what to do—so I’m sharing with you all! Looking forward to digging deeper into the content and making good use within our newly developed courses.

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Resources re: digital a11y from the Worldwide Web Consortium (free)

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Resources re: digital a11y from the Worldwide Web Consortium (free)

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Technical and educational resources from the World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI). So much content to sort through!

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Summary Help improve this page

The page describes most technical and educational resources from the World Wide Web Consortium (W3C) Web Accessibility Initiative (WAI). These resources are free on this WAI website.

Page Contents
A complete list of pages is in the WAI site map.
WAI Home

Accessibility Fundamentals

The following resources provide information for getting started with accessibility:

Introduction to Web Accessibility

Introduces web accessibility and links to additional resources.

Digital Accessibility Foundations - Free Online Course

Introduces a self-paced course from W3C WAI for technical and non-technical learners.

Essential Components of Web Accessibility

Shows how web accessibility depends on several components of web development and interaction working together and shows the relationship between the WAI guidelines: Web Content Accessibility Guidelines (WCAG), Authoring Tool Accessibility Guidelines (ATAG), and User Agent Accessibility Guidelines (UAAG).

Accessibility Principles

Helps developers, designers, and others to understand the principles for creating accessible websites, web applications, browsers, and other web tools. Provides references to the international standards from W3C Web Accessibility Initiative (WAI) and to stories of web users.

Web Accessibility Perspectives Videos: Explore the Impact and Benefits for Everyone

Videos that demonstrate that web accessibility is essential for people with disabilities and useful for all. Learn about the impact of accessibility and the benefits for everyone in a variety of situations. Each video is about 1 minute, and the compilation is 7:37. Pages include supporting information.

How People with Disabilities Use the Web

Introduces how people with disabilities use the web. Describes tools and approaches that people with different kinds of disabilities use to browse the web and the barriers they encounter due to poor design.

Older Users and Web Accessibility: Meeting the Needs of Ageing Web Users

Explains that designing products that are easier for older people to use is similar to designing for people with disabilities. Guidance on how to make your websites, web applications, and web tools work better for older users is covered in existing international accessibility standards from the W3C, including Web Content Accessibility Guidelines (WCAG).

Accessibility, Usability, and Inclusion

Explains the distinctions and overlaps between accessibility, usability, and inclusive design; encourages increased coordination across research and practice in these disciplines; and points out the importance of maintaining the focus of accessibility on people with disabilities.

Planning & Policies

Design & Develop

Tips for Getting Started with Web Accessibility

These tips introduce some basic considerations for making your website more accessible to people with disabilities. They provide links to additional guidance.

Writing for Web Accessibility

Tips for writing and presenting content.

Designing for Web Accessibility

Tips for user interface and visual design.

Developing for Web Accessibility

Tips for markup and coding.

Making Audio and Video Media Accessible

Helps you understand and create captions/subtitles, audio description of visual information, descriptive transcripts, and sign language for media. Includes guidance for creating new videos, and on media player accessibility. Introduces user experiences and benefits to organizations.

Web Accessibility Tutorials

The tutorials provide guidance on how to create components that meet Web Content Accessibility Guidelines (WCAG), that are more accessible to people with disabilities, and that provide a better user experience for everyone.

Other Design and Development Resources

How to Meet WCAG (Quick Reference)

A customizable reference to Web Content Accessibility Guidelines (WCAG) requirements ("success criteria") and techniques.

WAI-ARIA Authoring Practices

Provides approaches, advice, and examples to help web application developers make widgets, navigation, and behaviors accessible using WAI-ARIA (Accessible Rich Internet Applications) roles, states, and properties.

Cognitive Accessibility Guidance

Provides objectives and design patterns to improve accessibility for people with cognitive and learning disabilities. Introduced in About Supplemental Guidance.

Developing Websites for Older People: How WCAG Applies

Lists specific WCAG success criteria and techniques that particularly improve accessibility and usability for older people.

Test & Evaluate

For videos introducing the evalution resources below, go to Evaluating Web Accessibility Overview.
When developing or redesigning a website or web application, evaluate accessibility early and throughout the development process to identify accessibility problems early, when it is easier to address them.

There are evaluation tools that help with evaluation. However, no tool alone can determine if a site meets accessibility standards. Knowledgeable human evaluation is required to determine if a site is accessible.

Initial Checks

Even if you don't know anything about accessibility and you don't have a robust accessibility tool, you can check some aspects of accessibility.

Easy Checks - A First Review of Web Accessibility

Provides step-by-step guidance and brief explanations for checking some aspects of accessibility.

Tools

Web accessibility evaluation tools are software programs or online services that help determine if web content meets accessibility standards.

Web Accessibility Evaluation Tools List

Includes information on more than 100 tools. You can use the filters to narrow down the list to the types of tools you are interested in.

Selecting Web Accessibility Evaluation Tools

Provides guidance on choosing tools. It describes the features and functionality of different types of evaluation tools, and discusses things to consider for your situation.

Conformance Evaluation and Reports

Conformance evaluation determines how well web pages or applications meet accessibility standards. W3C's Website Accessibility Conformance Evaluation Methodology (WCAG-EM) is an approach for determining conformance to Web Content Accessibility Guidelines (WCAG).

WCAG-EM Overview: Website Accessibility Conformance Evaluation Methodology

A short page with basic information to get you started. We suggest you read it before going to the full WCAG-EM document.

WCAG-EM Report Tool: Website Accessibility Evaluation Report Generator

Helps you generate evaluation reports according to WCAG-EM. It does not do the checking for you. It helps you follow the steps of WCAG-EM and it generates a report from the input you provide.

Template for Web Accessibility Evaluation Reports

Suggests information to include in a report.

ATAG Report Tool

Helps you generate a report on how a tool meets Authoring Tool Accessibility Guidelines (ATAG). Authoring tools are software and services used to create web content - such as content management systems (CMS) and what-you-see-is-what-you-get (WYSIWYG) HTML editors.

Communicate the results of evaluation clearly, including the scope of the evaluation.

People

Getting the right people and skills involved makes your accessibility evaluations more effective.

Involving Users in Evaluating Web Accessibility

Provides guidance on including people with disabilities ("users") in evaluation throughout project development.

Using Combined Expertise to Evaluate Web Accessibility

Discusses skill sets and considerations for collaborative review.

For Developers of Evaluation Tools and Methodologies

WCAG 2 Test Rules describe how to test conformance to Web Content Accessibility Guidelines (WCAG) success criteria. They are primarily for developers of evaluation tools and methodologies.

Specifications for expressing test results (EARL) and for writing accessibility test rules (Accessibility Conformance Testing (ACT) Rules Format) are introduced in Evaluation Standards Overview.

Teach & Advocate

Training Resources

Making Events Accessible - Checklist for meetings, conferences, training, and presentations that are remote/virtual, in-person, or hybrid

Helps you make presentations, talks, meetings, and training accessible to all of your potential audience, including people with disabilities and others.

Curricula on Web Accessibility: A Framework to Build Your Own Courses

Provides curricula to help you create courses on web accessibility for different roles. It defines learning outcomes, and provides ideas to teach and assess knowledge. The curriculum "Introduction to Web Accessibility" is currently available. Additional curriculum will be available in 2020 and 2021.

Developing Web Accessibility Presentations and Training

Provides materials for speakers, lecturers, educators and other presenters to help their participants understand more about web accessibility. The materials provide a range of information from introductory slides for those new to accessibility, to statistics and demos for experienced trainers. (Note: This content is mostly from 2013. The Curricula links to more recent resources.]

Before and After Demonstration (BAD)

Shows an inaccessible website and a retrofitted version of the same website. Includes annotations that highlight key accessibility barriers and repairs, and evaluation reports for WCAG 2.0.

Advocating Resources

Contacting Organizations about Inaccessible Websites

Encourages telling organizations about accessibility barriers on their website. Provides guidance on identifying key contacts, describing the problem, and following up as needed. Includes tips and sample e-mails.

The Business Case for Digital Accessibility

Examines the rationale for organizations to address accessibility. Includes tangible and intangible benefits, and the risks of not addressing accessibility adequately. Explores how accessibility can drive innovation, enhance your brand, extend market reach, and minimize legal risk.

Standards/Guidelines

The World Wide Web Consortium (W3C) develops international Web standards: HTML, CSS, and many more. W3C's Web standards are called W3C Recommendations.

All W3C standards are reviewed for accessibility support by the Accessible Platform Architectures ( APA) Working Group.

The W3C standards and Working Group Notes introduced below are particularly relevant to accessibility.

Accessibility Guidelines

Essential Components of Web Accessibility shows how web accessibility depends on several components of web development and interaction working together, and how the WAI guidelines (WCAG, ATAG, UAAG) apply.

Web Content Accessibility Guidelines (WCAG) 2

Web "content" generally refers to the information in a web page or web application, including:

natural information such as text, images, and sounds

code or markup that defines structure, presentation, etc.

WCAG 2 applies to dynamic content, multimedia, "mobile", etc. WCAG can also be applied to non-web information and communications technologies (ICT), as described in WCAG2ICT.

WCAG 2 info:

W3C Accessibility Guidelines (WCAG) 3 Working Draft

WCAG 3 is an incomplete, early draft that is intended to become a W3C Standard. WCAG 3 applies to web content, apps, tools, publishing, and emerging technologies on the web.

WCAG 3 info:

Authoring Tool Accessibility Guidelines (ATAG)

Authoring tools are software and services that "authors" (web developers, designers, writers, etc.) use to produce web content. For example: HTML editors, content management systems (CMS), and websites that let users add content, such as blogs and social networking sites. ATAG documents explain how to:

make the authoring tools themselves accessible, so that people with disabilities can create web content, and

help authors create more accessible web content.

ATAG info:

User Agent Accessibility Guidelines (UAAG)

User agents include browsers, browser extensions, media players, readers, and other applications that render web content.

UAAG info:

Technical Specifications

Accessible Rich Internet Applications (WAI-ARIA)

ARIA provides semantics so authors can convey user interface behaviors and structural information to assistive technologies (such as screen readers). The ARIA specification provides an ontology of roles, states, and properties that define accessible user interface elements.

The ARIA suite includes API mapping specifications that provide user agent implementation guidance. It also include modules for Graphics and Digital Publishing.

ARIA info:

Evaluation

The following resources support development of accessibility evaluation methods and tools:

Additional resources related to evaluation are listed in the Evaluating Web Accessibility Overview, including:

Personalization

Personalization Overview - Personalization involves tailoring the user experience to meet the needs and preferences of the individual user. Content authors can use personalization standards to provide a default design and enable user personalization with minimal work.

Pronunciation

Pronunciation Overview - Pronunciation is about screen readers and other text-to-speech (TTS) synthesis pronouncing content properly.

Cognitive Accessibility and Mobile Accessibility at W3C

Additional Standards Information

Please share your ideas, suggestions, or comments via e-mail to the publicly-archived list wai@w3.org or via GitHub.

Back to Top

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Accessibility resources free online from the international standards organization: W3C Web Accessibility Initiative (WAI).

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Welcome to the world of New York Times bestselling author Dr. Ross Greene and Collaborative & Proactive Solutions (CPS)! Dr. Greene is a clinical psychologist, and he's been working with children and families for over 30 years. His influential work is widely known throughout the world.

This website was launched to celebrate the release of Dr. Greene's newest book, Raising Human Beings. While he's already a household name in families of behaviorally challenging kids, in this much-anticipated book he extends his work to all kids and all families. The book was released in August, 2016!

If you're unfamiliar with Dr. Greene and CPS, you're going to learn a lot on this website. And there are links to other websites to help you learn even more.

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Welcome to the world of New York Times bestselling author Dr. Ross Greene and Collaborative & Proactive Solutions (CPS)! Dr. Greene is a clinical psychologist, and he's been working with children and families for over 30 years. His influential work is widely known throughout the world.

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Collaboration with SETC:  Course Offerings for Clock Hours--Updates & New Development

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Collaboration with SETC:  Course Offerings for Clock Hours--Updates & New Development

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SETC - Special Education Technology Center

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Copyright © 2023 - Special Education Technology Center (SETC). (SETC) is founded by the Office of Superintendent of Public Instructions (OSPI) , Special Education Division and administered by Central Washington University (CWU) , Black Hall 125 Ellensburg, Washington. CWU is an EEO/AA/Title IX Institution.

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https://specialedtechcenter.com/bookstudies/

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Did you miss a training? Review the YouTube channel.  

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Did you miss a training? Review the YouTube channel.  

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https://www.youtube.com/channel/UCMdDoVoSJM8_VbHSaD6-gmA/featured

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"special education" k-12 "school technology" "special education technology" communication teacher "speech language pathologist" slp "para pro" "occupational ...

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SETC Special Education Technology Center

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Share your videos with friends, family, and the world

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https://wsds.wa.gov/our-staff/

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Washington Sensory Disabilities Services Brent Stark, Project Director Jackie Messer, Administrative Assistant/Grant Coordinator WA DeafBlind Program Katie Humes, Associate Director/Birth - 21 360-947-3295 (voice) Sarah Godwin, Deaf-Blind Consultant 360-947-3296 (voice) Khanh Huhtala, Program Coordinator 360-947-3297 (voice) Washington State School for the Blind (WSSB) Scott McCallum, Superintendent 360-947-3301 (voice) Pam

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Working with Early Learning on 2 bonus courses for Federal Indicators 6 an 7.

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Working with Early Learning on 2 bonus courses for Federal Indicators 6 an 7.

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Assistive tech in the inclusive classroom png

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Post-school outcome data from the 2022 Survey (2020-21 leaver year) are published! state, ESD, and county-level data reports are available for download on the CCTS website. Districts can access their data from the TSF2, our secure data collection platform.

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Indicator B14 Publications

Post-school outcome (PSO) data are collected from special education leavers and their parents to provide a picture of the life after high school. CCTS and OSPI support school districts by analyzing these data and providing state, ESD, and district-level reports.

School districts can use PSO data to evaluate the effectiveness of their special education programs. PSO data are tied to the Local Education Agency (LEA) Application for Federal Funds for Special Education as one of four performance indicators (B14). Districts must develop plans to maintain or improve these indicators in their application.

OSPI Annual Performance Reports (APRs) for the last five years are available on OSPI's Special Education Data Collection web page.

Under the Individuals with Disabilities Education Act (IDEA), the OSPI Special Education Section is required to submit an APR to Office of Special Education Programs (OSEP) that incorporates performance indicators, activities, and targets for each indicator. In addition, OSPI must report publicly each district's annual progress for indicators 1-14.

Page last updated

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Post-school outcome (PSO) data are collected from special education leavers and their parents to provide a picture of the life after high school. CCTS and OSPI support school districts by analyzing these data and providing state, ESD, and district-level reports.

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Local Special Education Administrator Model

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Local Special Education Administrator Model

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Making Meaning: The Power of Post-School Outcome Data

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Registration Open - Virtual Transition Forum (6/27-29)

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Registration Open - Virtual Transition Forum (6/27-29)

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Register at https://cctsforum.com/

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Office of Superintendent of Public Instructions (OSPI) , Special Education Division and administered by Central Washington University (CWU) , Black Hall 125 Ellensburg, Washington. CWU is an EEO/AA/Title IX Institution. For accommodation: CDSrecept@cwu.edu View our Privacy Policy

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We are encouraging others to spend their summer time with a good book. These are our selections for SETC Book Club.

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The SETC Summer Book Club offers participants a unique way to read about and discuss books featuring AAC user perspectives. Through participation in online and in person discussions participants will dive into three different books highlighting AAC user perspective. Join us on our SETC Facebook and Instagram pages at the beginning of June, July, and August where we will host a kickoff event and introduce the book for the month. Then, hop on Zoom the Last Tuesday of each month for a 30 min discussion with other educators and family members.

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The SETC Summer Book Club offers participants a unique way to read about and discuss books featuring AAC user perspectives. Through participation in online and in person discussions participants will dive into three different books highlighting AAC user perspective.

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Date: 05/03/2023 Time: 12:00-1:00 Location: internet Type: Webinar

Description

Description

Are you struggling to connect the dots between education frameworks, such as Universal Design for Learning (UDL) and Multi-tiered Systems of Support (MTSS) and your role in embedding technology? How can technology support students with disabilities along a continuum of tiered intervention? Join educators throughout Washington state and nationally to discuss how technology can be woven through these frameworks to support inclusive learning. Participants will gain resources and ideas to share within their districts to help build an understanding of how inclusive technology and assistive technology are integrated into MTSS.

Learning Objectives:

1. Compare and contrast how technology supports students as part of UDL, MTSS, and Inclusive Practices in education.

2. Discuss how technology can support a student with disabilities as a universal support in general education and as a special education service.

3. Identify at least one resource from this session that increased your knowledge about how technology can be embedded as an inclusionary practice within your district.

Presenters
Kristin Leslie, ATP, MAT, OTR/L
Kristin Leslie is an occupational therapist and an assistive technology professional who is currently in the role of director at the Special Education Technology Center (SETC). She has worked in special education in Washington state public schools for 23 years. Her leadership role at SETC includes providing guidance to administrators, families, and school teams on assistive technology tools and best practices to remove barriers to student learning.
Rose Racicot, MS, OTR/L
Rose is an OT and Assistive Technology Specialist in Bellevue School District and at the Special Education Technology Center at CWU with 34 years of experience. Her passion is to help school districts and educators implement Universal Design for Learning (UDL) principles to create inclusive classrooms for all students to succeed. Rose facilitates learning experiences on UDL, literacy support software, educational iPad apps, and accessibility features across platforms at the local, state, and national level both in-person and through remote learning.

Email Sue Wright at the SETC office

The new clock hours link for the winter-spring webinar series has also been posted on the professional development page. One entry is all that is needed for the clock-hour portion of this training. The clock hours link for fall 2023 will be posted in August.

Notice: JavaScript is required for this content.

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05/03/2023, AT Chatter: Technology and MTSS

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Leadership & Technology series, Mondays in May. 

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Leadership & Technology series, Mondays in May. 

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Date: 05/01/2023 Time: 3:30-4:30 Location: internet Type: Webinar

Description

Have you heard of the ISTE standards? They are technology in education standards focused on integrating educational technology into the classroom. Come learn about the ISTE standards and how the ISTE standards can help transform your school and make educational technology equitable, accessible, and inclusive for all of your students, faculty, and staff. The presenter will be sharing roadmaps for ISTE integration as well as school implementation.

Presenters
Victoria Thompson M.S., STEM Integration Instructional Coach
Victoria Thompson is a STEM Integration Transformation Coach at Technology Access Foundation-a nonprofit leader redefining STEM education in public schools-a consultant for Ignite EdTech, and a learning specialist for NCCE. She has been in education for five years and began her journey teaching fifth and sixth-grade math and science in Summerville, SC. After completing her master's degree in curriculum and instruction she moved to the Seattle, WA area in 2018, where her career has pivoted to focusing on STEM integration in schools, K-12 mathematics instruction with research on decolonizing mathematics curriculum for teachers and learners, creating inclusive math environments, and using technology to bridge equity gaps in math education. She has presented at ISTE, ImpactEducation, CUE, and DigCitSummit on topics such as creating inclusive math classrooms, culturally responsive STEM education, and equity in educational technology.

Microsoft Industry Advisor, K-12
vithompson@microsoft.com

Email Sue Wright at the SETC office

Notice: JavaScript is required for this content.

The new clock hours link for the winter-spring webinar series has also been posted on the professional development page. One entry is all that is needed for the clock-hour portion of this training. The clock hours link for fall 2023 will be posted in August.

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05/01/2023, Integrating ISTE Standards into Instructional Leadership

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Date: 05/01/2023 Time: 3:30-4:30 Location: internet Type: Webinar Have you heard of the ISTE standards? They are technology in education standards focused on integrating educational technology into the classroom. Come learn about the ISTE standards and how the ISTE standards can help transform your school and make educational technology equitable, accessible, and inclusive for all of your students, faculty, and staff.

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Cohort 7 applications open September, 2023; (for 2024-2026)

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Cohort 7 applications open September, 2023; (for 2024-2026)

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How to Apply
The application period for Cohort 6 is now closed. The next application cycle will begin September, 2023. Complete the interest form linked below to be notified.

Submit Program Interest Form
The Enhancing Capacity for Special Education Leadership (ECSEL) program admits a new cohort every two years. Interested candidates will submit multiple application documents for evaluation by the faculty and program advisory committee. Please contact the ECSEL advisor to be added to the mailing list for recruitment updates.

Application Requirements

In order to apply for the Enhancing Capacity for Special Education Leadership (ECSEL) program, applications must provide proof of the following eligibility requirements via the documents in the application packet below:

Master's Degree or higher

3.5 GPA

Current Washington State Professional Certification

Application Process

Submit the ECSEL Application Form

The following application materials will be submitted via Google Form in PDF format.

You must use a Google/Gmail account to log in and submit the ECSEL Application Form.

Compile all documents prior to creating application form. The form cannot be saved.

Refer to the Six Primary Criteria (below). These criteria should be referenced within your application materials and recommendation letters.

Application Documentation

The following documents will be submitted via the ECSEL Application Form. Compile all documents prior to beginning the application.

1. Evidence of current Washington State Professional Certification.
(or equivalent continuing certification) and at least three years of experience as a special education teacher, school psychologist, speech and language pathologist, occupational therapist, or physical therapist. (Include a photocopy of Washington certificate and endorsements.)

2. Application Letter.
Please describe why you aspire to the position of local director of special education, and why you believe you are qualified for the role. Describe training, experience, and professional contributions in terms of how these areas specifically meet the six primary criteria for admission to the program. The letter should be no more than three (3) pages.

3. Current Resume.
​​Please list your education and work experience. Applicants are encouraged to format resumes to reflect how experience and skillsets align with the six primary criteria for admission. Include in your resume a one paragraph description each of up to three leadership experiences relevant to special education (situations in which you needed to work with and influence other adults to achieve a goal).

4. ​Transcripts.
Provide one unofficial transcript for undergraduate and graduate degree institution; and one copy of post-baccalaureate, and/or non-UW graduate coursework.

5. Four Letters of Recommendation

1. Letter of support from your director of special education or your superintendent
Instructions: Please speak to how the applicant meets the six primary criteria for admission to the ECSEL program. In addition, comment on the applicant's skills in the following areas: working as a team member, instructional skills with students with disabilities, experience as a trainer of special education and general education staff in working with students with disabilities, organizational and management skills, ability to relate to families of students in special education, and potential to be a district leader. Comment if you would hire this person for the position of director of special education.

2. Letter of support from your current building principal, if you are assigned to a school, or if not, a principal with whom you have worked in the past year
Instructions: Please speak to how the applicant meets the six primary criteria for admission to the ECSEL program. In addition, comment on the applicant's skills in the following areas: working as a team member, instructional skills with students with disabilities, experience as a trainer of special education and general education staff in working with students with disabilities, organizational and management skills, ability to relate to families of students in special education, and potential to be a district leader. Comment if you would hire this person for the position of director of special education.

3. Letter of acknowledgement from your ESD special education director*​
Instructions: We understand that many applicants will not know their ESD Special Education Directors. However, the ESDs are partners in the ECSEL program and the special education directors have been asked to be a part of the application process in this way. The letter of acknowledgement will provide evidence that you have discussed your interest in the ECSEL program with your ESD special education director and that you are aware of special education leadership opportunities available within the ESD region.

4. Letter of support from the parent of a student in special education with whom you have had direct contact​.
Instructions: Please relate your experiences working with the applicant. Comment on their skills and knowledge about special education, their communication skills with parents, and your confidence in them as a district leader for children with disabilities.

6. Attestation of Support by the Superintendent
The ECSEL program requires a year of internship at the school leadership level, and a year at the district special education level. The Attestation of Support document must be signed by the superintendent to indicate recognition and support for these internships.

Download and print the document found here:Certification of Internship Support

Primary criteria for ECSEL candidate selection

Enhancing Capacity for Special Education Leadership (ECSEL) applications are reviewed by the program faculty and advisory committee members. Final candidate selection is based on reviewers' collective judgment about each candidate's likelihood of success in the program and in later positions as local special education administrators.

In reaching admission decisions, the review committee considers several factors, including:

1. Demonstrated expertise in instruction and interventions for individuals with disabilities.
​Knowledge of an organization's core work is a critical element for many leadership positions. The ECSEL program reflects a belief that expertise for improving instruction and interventions is fundamental to successful leadership in special education programs. Applications should show evidence of student success in classrooms or schools where the applicant works, along with evidence of successful interventions for behavior, communication, and other needs. In other words, an application should answer the question, "What have you done that demonstrates your ability to significantly increase student learning and adjustment?"

2. Demonstrated intellectual capability for completing an academically demanding graduate program.
For this criterion, applications should show evidence of the applicant's prior success in academic programs, such as high grade point averages, challenging classes or majors, academic honors, and prior graduate preparation. In addition, professional writing skills, including in the application itself, should be evident.

3. Strong interpersonal skills. Relationships and communication are essential components of special education leadership positions.
​Applications should show evidence that demonstrates successful collaboration with families as well as evidence of successful collaborative work and positive relationships with colleagues and supervisors. Applications are also reviewed for evidence of the ability to create motivating relationships with students. Strong evidence related to this criterion will demonstrate how previous work illustrates the ability of the applicant to work with individuals from different cultures and to effectively manage conflict in ways that support high-quality instruction for students.

4. Clear and sustained commitment to self-development as a professional and leader.
​Much of what's important in leadership development occurs on the job as individuals take on challenging assignments that go beyond normal responsibilities. Applicants should demonstrate a record of seeking out opportunities to develop new skills and take advantage of professional learning opportunities. This includes, for example, evidence of self-motivated engagement in new and challenging job responsibilities (in informal and well as formal leadership roles) and evidence that others recognize the applicant as an influential (formal or informal) leader. Applications should reflect a pattern of regular involvement in professional development related to current and emerging issues in general and special education.

5. Success and impact in prior leadership experiences.
This criterion focuses on the results of each applicant's prior leadership with other adults. Applications should provide evidence of previous leadership activities that have resulted in clear benefits for students with disabilities. Note that this is different from Criterion 1, which focuses on the applicant's own interventions with students. Here, the focus is on documented results that are achieved in professional leadership roles, i.e., when the applicant is working with other adults to influence what happens to students with disabilities.

6. Clearly articulated and consistently applied professional commitments supporting the education and inclusion of students with disabilities.
​Applicants should provide evidence articulating the goals and values that underlie and motivate their work in special education, along with confirmation that prior professional work has been guided by these values. In addition, the application should also convey evidence of the applicant's commitment to improving the lives of persons with disabilities in the school and community through ongoing involvement in organizations or activities outside the school setting.

Documents submitted directly from Superintendents, the ESD, or MAT testing centers, can be emailed to the advisor (see below) or mailed to:

ECSEL Program
School of Educational Studies
University of Washington-Bothell
Box 358531
18115 Campus Way N.E.
Bothell, WA 98011

Questions

For questions regarding the ECSEL application process, contact:
Michele Graaff, Graduate Program Advisor

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special education. english to speakers of other languages

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bachelor's degree in educational studies

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How to apply - School of Educational Studies - UW Bothell

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The University of Washington Bothell School of Educational Studies offers bachelor’s and master’s degrees in the field of education. The school offers endorsements in reading, special education and English to speakers of other languages.

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2023 April to June Zoom Courses letter size

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Technical Assistance Birth-21 years: DeafBlind Program support

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Technical Assistance Birth-21 years: DeafBlind Program support

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2023 July & August Zoom Courses - by Annie Lamberto [Infographic]

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