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Steps for Determining Close Contact and Quarantine in K–12 Schools

What’s considered a “close contact” for children and adults with respect to exposure to COVID-19? Presented in infographic form and available as a 1-pager, this late December 2021 guide from the CDC updates its isolation and quarantine recommendations for K-12 schools.

TNSTEP Unveils New Transition Guides

TNSTEP

TNSTEP, the Tennessee’s Parent & Youth Training and Information Center, has rolled out four new easy-to-use Transition Guides. These one-page guides feature information on diploma options, supported decision-making, tips for making a transition plan more effective, and post-secondary services and resources for youth with disabilities. The guides were developed collaboratively with TNSTEP and PEATC (Virginia’s Parent Training and Information Center) under a Rehabilitation Service Administration (RSA) grant from the US Department of Education. Learn more about these guides here.

Buzz | Revisiting the IEP

This Buzz brings you relevant resources that can help parents and other IEP team members revisit their student’s IEP and the core of what they know about that student’s social, emotional, behavioral, and mental health needs.

Parent Center Data Collection | 2020-21

Here are the worksheets, forms, data item definitions, and supporting resources for Parent Centers to use in submitting results of the 2021 Parent Center Data Collection activities and Program Measures Survey. This page gives Parent Centers the tools they need to collect and submit data on their Center’s activities for the 2020-2021 program year (October 1, 2020 to […]

Buzz November Special: Double Trouble

No, this Buzz is not about twins. Rather, it’s a special double issue–2 Buzzes in 1. There’s so much news buzzing around this month and so much to do as the holiday season presses nearer, we thought you might appreciate one longer Buzz instead of 2 shorter ones, as well as many new connections to materials in Spanish.

5 Resources to Enrich Your Outreach to Native Communities

This infographic is populated with “did you know” facts about Native Americans, past and present, and connections to 5 resources and 2 bonuses to fuel your organization’s outreach activities to this underserved community.

OCR’s Restraint and Seclusion Agreement with Saco Public Schools in Maine

(2021, November 5) | Relevant to Parent Centers, families of children with disabilities, disability advocates, and state and local public education systems with respect to policies and practices regarding restraint and seclusion of children with disabilities   The Office for Civil Rights (OCR) at the U.S. Department of Education has resolved its compliance review of […]

Emotional Disturbance Updated!

Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. (1) We refer to mental disorders using different “umbrella” terms such […]

Return to School Roadmap: Child Find, Referral, and Eligibility

(2021, October 29) | Useful at the state and local levels of the Part C Early Intervention service system, early interventionists, and Parent Center staff and others who work with families of infants and toddlers with disabilities. The Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education has released an […]

Provision of Early Intervention Services for Infants and Toddlers with Disabilities and their Families

The Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education has released yet another guidance in its Return to School Roadmap series–this one is called Provision of Early Intervention Services for Infants and Toddlers with Disabilities and their Families under Part C of IDEA. The 11-page document focuses on the development and implementation of Individualized Family Service Plans (IFSP), the written plan for providing early intervention services to an infant or toddler with a disability and the child’s family. The questions and answers addressed are intended to provide guidance and to identify the relevant requirements and options for flexibility for the State lead agencies (LA) and EIS providers when faced with unprecedented programmatic circumstances resulting from the COVID-19 pandemic.

Read more about this Q&A, see a list of the questions addressed, and connect with this and other guidances in OSERS’ Return to School roadmap series here, at CPIR.

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