Useful to: Alaska Native and American Indian communities, organizations working with and on behalf of Native communities, Native families and tribes themselves Adverse Childhood Experiences (ACEs) are common. Many Tribal individuals, families, and communities have been impacted by childhood experiences causing physical and mental health adversities throughout the lifespan. However, with understanding and effort, individuals […]
Parent Center Personnel
(Monthly podcasts) | Useful to parents, Parent Centers, family members, educators, and medical practititioners working with children with different types of brain issues and challenges. Your Child’s Brain is a monthly podcast of the Kennedy Krieger Institute with assistance from WYPR (National Public Radio, WYPR 88.1 FM). The podcast is released the first Monday […]
BEHOLD: The 2022 Korean-English Glossary of Common IDEA Terms is yours to consult! This A-Z resource is a valuable tool to Parent Centers, community-based and family-focused organizations and health centers, schools, and others who serve Korean-American families, especially those that have children with disabilities. Creating the Korean-English glossary has taken the intense commitment and labor of the Community Inclusion & Development Alliance (CIDA), in collaboration with the Open Doors for Multicultural Families, and with support from OSEP and the Center for Parent Information and Resources (CPIR). The glossary is intended to provide accurate and reliable Korean translations of commonly used terms in special education.
Connect with the Korean glossary of special education terms A-Z as well as learn more about how it was created (and by whom!).
This 5-page handout from CPIR shows the 8 basic steps of early intervention, with brief summaries of each step. You can use this handout when introducing families, professionals, and community members to the state’s early intervention system for infants and toddlers with developmental delays or suspected disabilities. Steps 1 and 2, for example, are when the child is referred to the early intervention system, which then evaluates the child to see if he or she does have a delay or disability and is eligible for services. Moving through the steps thereafter, the process ends with Step 8, when the child exits early intervention upon reaching the 3rd birthday.
This handout was created as part of CPIR’s training curriculum on early intervention, Building the Legacy for Our Youngest Children with Disabilities. CPIR is pleased to update it to 2022 and provide it anew, as an accessible PDF and in Word. Read more about the handout and download it here.
(2021, May) | Useful to Parent Centers and other organizations who work with families and support how school data are communicated to parents and the public Data on its own may not mean much to parents who don’t understand it. Narrative explanations, simple definitions, and high-quality translations go a long way toward ensuring that all […]
The California Healthy Minds, Thriving Kids project has produced an evidence-based video series with accompanying study guides. There are introductory videos for caregivers and educators, and videos to teach young people five clinically proven mental health skills. Our youth has never needed these foundational mental health skills more than they do right now.
Five topics are treated, each with multiple videos and supporting materials. Those topics are: Understanding Feelings, Understanding Thoughts, Relaxation Skills, Managing Intense Emotions, and Mindfulness. All videos and supporting materials are available in English and Spanish.
Want to know more, and how to access each of the video sets in either language? Come here and read all about it!
(2022, February) | Useful to parents, students, school leaders, and school personnel with respect to protecting the return to in-person learning against COVID-19 and its variants | (Available in English and Spanish) As we return to in-person learning in schools, parents and schools alike are concerned that COVID-19 and variants of the virus could […]
(2022, February) | For Parent Centers, families, and school systems, to further their understanding of what schizoprenia is and is not This article, published in Psychology Today, focuses on clearing up 5 myths about the thought disorder of schizoprenia. In addition to addressing commonly held myths about the disorder, the article includes key points […]
This OSEP-revised document, Questions and Answers on Serving Children with Disabilities Placed by Their Parents in Private Schools, is intended to provide guidance regarding the Individuals with Disabilities Education Act (IDEA) requirements applicable to children with disabilities placed by their parents in private schools, students who are not enrolled in the local educational agencies (LEA), and for whom the provision of free appropriate public education (FAPE) is not at issue. This Q&A updates and supersedes the Department’s 2011 guidance of the same title.
To connect with this important guidance and its PDF, and to see its Table of Contents and the sheer range of topics covered, come to this abstract page.
CPIR joins with the National Center on Educational Outcomes (NCEO) as the first action step in a collaboration to develop and share user-friendly information about state assessments with families of children with disabilities. This webinar focuses on NCEO’s new (and quite amazing!) resource, the Participation Communications Toolkit. The highly customizable toolkit is designed for stakeholders to use in discussing and making decisions about how children with disabilities will participate in state assessments. The webinar highlights the role that Parent Centers can play in supporting the family’s role as one of the primary decision makers about their child’s participation. It’s also available in Spanish.