How Safe Is The Schoolhouse? An Analysis of State Seclusion and Restraint Laws and Policies

This report was revised in 2015 to discuss new state restraint and seclusion statutes, regulations, rules, and policies and includes all laws in effect as of March 18, 2015. Earlier versions were published in 2012, 2013, and 2014. The report presents research analyzing and comparing state approaches, and discusses the impact that various state law requirements have.

This report will useful to parent centers regarding their state practices around the topic of restraint & seclusion.

Access the report at:

OSEP Webinars for Parent Centers

The logo of the Office of Special Education ProgramsThe Office of Special Education Programs (OSEP) at the U.S. Department of Education funds and guides the Parent Center network. OSEP holds informational webinars for the Parent Centers on a quarterly and as-needed basis, and uses the webinars to communicate important information to Parent Centers.

This page is an archive of those webinars, starting with the most recent. 

OSEP Webinars for Parent Centers

March 19, 2015
OSEP Quarterly Call with Parent Centers

February 18, 2015
Performance Measures Webinar

December 29, 2015
328M PTI Informational Webinar
Understanding the application

December 18, 2015
OSEP Quarterly Call with Parent Centers

September 18, 2014
OSEP Quarterly Call  with Parent Centers

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Inspiring Independence, Positive Behavior, and Effective Communication

These online training modules, created by Barbara Didona, MEd. (funded by the Allen C. Crocker Family Fellowship at the Institute for Community Inclusion at UMass Boston, and by the Eunice Kennedy Shriver Center at the University of Massachusetts Medical School) were created specifically for paraprofessionals. The free, research-based modules are full of practical tips and strategies.

The modules can also be shared by parent centers with the professionals and paraprofessionals for whom they provide training.

Access the training training modules here.

American Foundation for the Blind’s FamilyConnect

The American Foundation for the Blind has been a resource to professionals, families and adults with vision loss since 1921. The FamilyConnect web program provides families and professionals information and guidance on a wide range of issues with an ever growing list of over 300 articles. We have several parents who routinely blog and reach out to others for blogs on particular subjects. We maintain a blog roll and attempt to link to other programs that will be of interest to families. Our directory of services is searchable by state and gives quick access to both public and private services. By registering for FamilyConnect you may post questions, comments and sign up for email alerts on new blogs and announcements.

The FamilyConnect program can accessed at

Buzz from the Hub | March 2015

Photo of green beer and a green top hat, in honor of St. Patrick's Day

Luck of the Irish to you!

Welcome to the March 2015 edition of Buzz from the Hub, the newsletter of the Center for Parent Information and Resources—the CPIR. Happy Saint Patrick’s Day and March Madness to all! In this month’s Buzz, we focus on IEPs, because “that time of year” (updating IEPs) is coming soon. .


New Resources in the Hub

What’s new in the resource library? Here’s 1 newbie (on IEPs) and a reminder about 2 recent newborns.

Guidelines for working with interpreters.
In this document you’ll find tips on working with a bilingual interpreter, including what to do before, during, and after an interpreted event. Could certainly be useful at many, many IEP meetings…

Access to and examination of records | Training module.
Last week we “buzzed” you about the final training module published in NICHCY’s Building the Legacy for Our Youngest Children with Disabilities–Module 12. The module looks at parents’ right to the confidentiality of personally identifiable information in their child’s early intervention records, as well as their right to inspect and review those records. The module includes a slideshow presentation, trainer’s guide, and handouts for participants. Happy training!

Did you miss the webinar on Self-Advocacy Skill Building?
No problem! The archive of last week’s webinar on helping youth with disabilities become effective self-advocates is now posted at the Hub, so you can catch all the details (especially Josie Badger’s presentation!), view the slideshow, and download the handout.

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Spotlight on … IEP Resources

Parent Center staff and the families you serve have to be quite knowledgeable about IEPs—-what IDEA requires IEPs to include, what type of questions to ask in IEP meetings, how a student’s disability may affect the type of information that’s put into his or her IEP. Use the resources below to refresh your memory, train new staff, and connect families with information relevant to their situation.

The short and sweet IEP overview.
This quick summary comes from NICHCY, introduces IEP basics, and connects readers to the increasingly more detailed information that’s available in the All About the IEP suite. Available in Spanish as well.

Don’t forget about the “special factors” to be considered by the IEP team.
IDEA lists five special factors that IEP teams need to consider and how any of these can affect student learning and, thus, what’s included in the IEP. Those special factors are: behavior, limited English proficiency, blindness or visual impairment, the communication needs of students who are deaf or hard of hearing, and assistive technology.

Placement in the regular classroom | Providing necessary supports.
A student’s placement may be decided during the IEP meeting. IDEA clearly states that students with disabilities are supposed to be educated in regular education classrooms alongside their peers without disabilities to the maximum extent appropriate. So how is placement decided? What resources are available to support students with disabilities in the regular classrom?

Read Considering LRE in Placement Decisions

Have a look at Supports, Modifications, and Accommodations for Students

Also consider Supplementary Aids and Services

Make sure the student’s workbooks and materials are accessible.
The AEM Center focuses on the importance of accessible educational materials (AEM) for students with print disabilities. Check out the Center’s resources on the subject and share these with the families you serve.

New brief | This brief explores components of the IEP where it might be appropriate to refer to a student’s need for and use of AEM.

Webinars | AEM has lots of great videos, all archived at the Center and thoroughly exploring the subject of AEM in the IEP.

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Resources You Can Share with Families: Writing or Updating the IEP

This section of the newsletter identifies useful IEP resources that you might share with families or mention in your own news bulletins.

Developing your child’s IEP: A parent guide in English and Spanish.
This detailed guide for parents covers what’s required in an IEP, who develops the document, what to expect at an IEP meeting, tips for parents, and what to do if you don’t agree with some aspect of the draft IEP. From NICHCY and vetted by OSEP. Also available in Spanish.

IEP meeting checklist for parents.
From SPAN of New Jersey, this checklist provides an outline of how to prepare for and what to expect at the IEP meeting.

Students on the IEP team.
Students themselves have vital information to share at IEP meetings. The IEP is about them, after all, about their education and their life. Students have the right to attend the meeting where their IEP is developed and must be invited when they’re 16. So get those students involved!

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Resources Just for Parent Centers

This section of the CPIR’s newsletter focuses on the many priority areas that Parent Centers have, with a special emphasis on the 14 topics that OSEP has identified as important for Parent Centers and the CPIR to address.

This month, we are again focusing on effective educational practices for improving student outcomes. These resources may also be relevant in your state’s work on the SSIP in 2015, so keep them in mind for the future.

The 5 stages of implementation.
The National Implementation Research Network (NIRN) reviewed more than 2,000 articles on the implementation of programs and identified five main stages of successful implementation. Here’s a quick read.

Implementation quick start.
This 5-minute presentation provides a quick overview of implementation science and the NIRN’s Active Implementation Frameworks.

How to use implementation science to improve outcomes for children.
This article outlines how the science of implementation and the use of evidence-based Active Implementation Frameworks can close the research-to-practice gap in early childhood and ensure sustainable program success.

The deep well of info at the Active Implementation Hub.
The Active Implementation Hub is a free, online learning environment for use by any stakeholder involved in active implementation and scaling up of programs and innovations. The site goal is to increase the knowledge and improve the performance of persons engaged in actively implementing any program or practice.

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Logo of the Center for Center for Parent Information and ResourcesThe 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’s listening! Your input is extremely valuable to helping us to craft newsletters that support your work with families.

Our very best to you,

Debra, Indira, Lisa, and Myriam
The CPIR Team


This eNewsletter from the CPIR is copyright-free.
We encourage you to share it with others.

Center for Parent Information and Resources
c/o SPAN, Inc.
35 Halsey St., Fourth Floor
Newark, NJ 07102

Subscribe to the Buzz from the Hub.

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.

Culturally Responsive Differentiated Instruction Strategies

This brief addresses what differentiated instruction is and how it applies to teaching and learning for diverse learners. Differentiated instruction recognizes students’ varying background knowledge, readiness, language, preferences in learning, and interests, and assists teachers in knowing how to differentiate instruction given these various learning areas.

Read the brief at: ​


Social Security Benefits for Children with Disabilities.

A child with a disability who is younger than 18 years of age may be eligible for Supplemental Security Income (SSI). Have a look at SSA’s Child Disability Starter Kit, which includes a factsheet on the application process, a child disability interview preparation checklist and a Medical and School Worksheet.

SSI Child Disability Starter Kit (for children under age 18)

Spanish: Conjunto de materiales para iniciar la solicitud de SSI por incapacidad de un niño (para niños menores de 18 años)

Webinar on Self-Advocacy Skill Building

Slide from the webinar saying that Self-Advocacy Skill Building is a priority for Parent Centers.A webinar for the Parent Center Network


Webinar Date:  
Thursday, March 5, 2015

Center for Parent Information and Resources (CPIR)

Lisa Küpper
Product Development Coordinator, CPIR

Dr. Josie Badger
PEAL Center Youth Development Director
RAISE Center Co-Director
#IWantToWork Campaign Manager


Supporting youth with disabilities in becoming effective self-advocates is one of the current priorities of Parent Centers. What, exactly, does that mean, and what does it involve?

This webinar explores the resources available to help youth with disabilities build their self-advocacy skills. These include training materials that Parent Centers can use when working with youth and their families. The discussion of resources revolves around those listed in the priority page of the CPIR’s called Best Practices in Self-Advocacy Skill Building.

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Handout | Building the Self-Advocacy Skills of Youth with Disabilities: Requirements as stated in the 2015 Application Package for Parent Centers
This handout repeats the verbatim requirements stated in the Request for Proposal (RFP) published by OSEP for the 2015 competition of PTIs with respect to building the capacity of youth with disabilities to be effective self-advocates.

Download | view handout [PDF]

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Go to the Webinar Archives, to listen to and view other webinars in the CPIR series.