Group of 5 young students

Let us put our minds together and see what life
we can make for our children.

~Sitting Bull

We are united in our mutual commitment to the well-being of children–our own children, those of others, the little ones we see in our daily travels and doings, and those with disabilities. The resources shared in this issue of the Buzz speak to that deep need and desire to do what we can to see the children grow up strong and full of well-being.

Our best to you all,

The CPIR Team | Debra, Lisa, Jessica, Ana-Maria, and Myriam


Resources for Protecting Our Children’s Well-Being

How to Keep Students with Disabilities Safe in Lockdowns, Evacuations, and Other School Crises
With lockdowns and evacuation drills becoming a regular occurrence in schools, students with disabilities are often faced with disruptions of routine, unrealistic behavior expectations, accessibility problems, and other challenges that may not have been addressed in the IEP to provide necessary supports. This article discusses how schools can include these students in their planning for unexpected events and how parents can make sure their children’s needs are accounted for.

Bullying Laws: Your Child’s Rights at School
Being bullied at school or online can damage everything from children’s self-confidence to their academics. Fortunately, they have legal protections that require schools to act when students are bullied. The article is also available in Spanish.

Resource Collection on Positive Behavior Supports, Functional Behavioral Assessment, and School Discipline
For many children with disabilities, an important ingredient for well-being are the positive behavior supports and interventions that can be provided at school and at home. This CPIR resource collection is compiled for Parent Centers by Parent Centers, with lots of information you can share with families and professionals.

Supporting vs. Enabling
It’s not always easy to figure out what counts as supportive and what is enabling when a child’s mood, anxiety, distractability, and behavior vary from day to day. How do you know if you are being considerate of your child’s difficulties or limiting his growth by taking on tasks he can do himself?

Risk and Prevention of Maltreatment of Children with Disabilities
Children with disabilities are at least three times more likely to be abused or neglected than their peers without disabilities, and they are more likely to be seriously injured or harmed by maltreatment. This bulletin from the Child Welfare Information Gateway describes the problem, risk factors, assessment of children with disabilities for maltreatment, and strategies for prevention.

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Public Comments, Please:
Implementation Dates for Disproportionality Regs

ED’s Notice of Proposed Rulemaking
To ensure the Department’s “significant disproportionality” regulations effectively address this serious issue, the Department of Education is proposing to postpone the compliance date by two years, from July 1, 2018, to July 1, 2020. The Department also proposes to postpone the date for including children ages 3 through 5 in the analysis of significant disproportionality with respect to the identification of children as “children with disabilities” and as “children with a particular impairment” from July 1, 2020, to July 1, 2022.

Read the proposed new rule and see where to submit your public comments.

Deadline for submitting comments: May 14, 2018

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The CPIR hopes that you’ve found useful and relevant resources listed in this month’s Buzz from the Hub. Please feel free to write to the editor, Lisa Küpper, at to suggest the types of resources you’d like to see in the future. CPIR is listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Debra, Myriam, Jessica, Ana-Maria, and Lisa
The CPIR Team


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Publication of this eNewsletter is made possible through Cooperative Agreement H328R130014 between OSEP and the Statewide Parent Advocacy Network (SPAN). The contents do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government or by the Center for Parent Information and Resources.