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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.

Webinar | Development and Implementation of IEPs

In this webinar for Parent Centers, important guidance from the U.S. Department of Education is shared. Content is focused explicitly and in detail on the development of IEPs as students return to school. Revisions to a student’s IEP may be crucial, given changes that may have occurred in the social, emotional, mental, and behavioral well-being of the child during the pandemic. Students may need to reevaluated to determine what their current needs are, so these can be addressed in their IEPs. Much discussion centered around compensatory services: what they are, when and how schools should determine whether a student needs such services, and more.

Supporting Child and Student Social, Emotional, Behavioral and Mental Health

This release from the U.S. Department of Education joins the many recent products from ED to support how schools and communities support and see to the well-being of children. “Supporting Child and Student Social, Emotional, Behavioral and Mental Health” provides information and resources to enhance the promotion of mental health and the social and emotional well-being among children and students. This resource highlights 7 key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents 7 corresponding recommendations. This resource includes many real-world examples of how the recommendations are being put into action by schools, communities, and states across the country.

Read more about the challenges discussed and the recommendations explored, and access the publication here.

Return to School Roadmap: Development and Implementation of IEPs in the Least Restrictive Environment

Adding to its Return to School Roadmap series, the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education issues this Q&A document, which highlights certain IDEA requirements related to the development and implementation of IEPs and other information that states, school systems, regular and special education teachers, related services providers, and parents should consider as students with disabilities return to school in Fall 2021.

The 41-page document is the Department’s response to the requests it received from a diverse group of stakeholders, asking that the Department issue new guidance interpreting requirements of the IDEA in light of the many challenges of the COVID‑19 pandemic and as more schools and programs are returning to in-person services. Read more about the Q&A, see its Table of Contents, and access it (and other documents in the Roadmap series) in our abstract of this Featured Resource.

Putting the DEC-Recommended Practices to Work in Parent Centers: Part Two

In May of 2021, Part 1 of this webinar series introduced attendees to the Division for Early Childhood’s (DEC) Recommended Practices (RPs), which offer guidance to parents and professionals who work with young children who have or are at risk for developmental delays or disabilities. Part 2 of the series built upon the information shared in the first webinar. In Part 2, presenters discussed a variety of practice ways to SHARE the RPs as part of the ongoing work of a Parent Center. Presenters then identified ways in which Parent Centers can use the RPs in their daily work with families.

Parent and Caregiver Guide to Special Education Evaluations

(2021, July) | Useful to Parent Centers, schools, and families of children who have or are suspected of having a specific learning disability This guide (available in English and Spanish) comes from the National Center for Learning Disabilities (NCLD) and offers guidance to schools and families as to evaluating children for disability and especially for […]

How to Prioritize the Health and Safety of Students, School Personnel, and Families

How to Prioritize the Health and Safety of Students, School Personnel, and Families is one of the first pages to be launched in the “Return to School Roadmap” series being produced by the U.S. Department of Education. The series itself is a work in progress, beginning with three landmark principles focused on tools and strategies that schools, districts, and communities can use to ensure that all students are set up for success in the 2021-2022 school year. The Department anticipates steadily releasing additional resources as part of the series in the coming weeks and months.

Immediately available are: (1) a fact sheet that lays out the three principles and provides examples of schools and communities that are addressing each in effective ways; (2) a guide for schools and districts outlining what schools can do to protect the health and safety of students; (3) a checklist that parents can use to prepare themselves and their children for a safe return to in-person learning this fall. Learn more about the Return to School Roadmap and connect with all currently available resources right here.

Interim Public Health Recommendations for Fully Vaccinated People

As is now apparent, COVID-19 is causing renewed surges in infections and hospitalizations of those who contract the virus, especially the Delta variant of the virus. While about 49% of people in the United States have been fully vaccinated, the rate of vaccination varies greatly from state to state. This means that some states are being especially impacted by 2021 COVID surges. The highly infectious Delta variant has caused huge spikes especially in Missouri, Arkansas, Louisiana, and Florida. Recent data (as of July 24th) indicate that approximately 97% of those patients hospitalized have not been vaccinated.

This upward surge is alarming and portends a repeat of the nation’s 2020 shutdown, a threat that has caused the Centers for Disease Control and Prevention (CDC) to revise its guidelines regarding the wearing of masks, safe distancing, and health protocols in different settings, even for people who have already been fully vaccinated. To connect with the Interim Recommendations for Fully Vaccinated People (for non-healthcare settings), related information for healthcare settings, and how to find a free vaccination site near you, a colleague, or a loved one, visit our description of CDC’s new resource.

Preschool Inclusion Series | Videos

(2019) | (Available in English and Spanish) The SpecialQuest Multimedia Training Library includes early childhood inclusion training resources. The videos and training sessions support high-quality inclusion of preschoolers (ages 3 to 5) in early care and education settings that are responsive to the priority and concerns of families. The target audiences are early childhood professional development […]

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