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.
(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 […]
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 […]
(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.
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.
Accurate and updated information as of October 2021 En español | In Spanish _____________ The federal regulations for IDEA 2004 include a section (Subpart E) called Procedural Safeguards. These safeguards are designed to protect the rights of parents and their child with a disability and, at the same time, give families and school systems several […]
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.
(2021, August 26) | Useful to educators and to advocates and parents. It’s hard to believe that we’re entering the third year of pandemic teaching, but here we are! Some districts have no mandates, while others are encouraging preventive measures. During times like these, it’s a good idea to have a backup plan (and a […]
Accurate and updated information as of October 2021 In Spanish | en español Evaluation is an essential beginning step in the special education process for a child with a disability. Before a child can receive special education and related services for the first time, a full and individual initial evaluation of the child must be […]