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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.

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.

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.

You Are Not Alone

For Parents When They Learn That Their Child Has a Disability by Patricia McGill Smith PDF version In Spanish | En español If you have recently learned that your child has a developmental delay or a disability (which may or may not be completely defined), this message may be for you. It is written from […]

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