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Resources updated, September 2022 Looking for information about inclusion of children with disabilities in our schools and communities? CPIR is very pleased to offer you this resource page, which will connect you with the great work and materials of the disability network nationwide and internationally. Inclusion is part of a much larger picture than just […]
September is Suicide Awareness Month. When children in distress express suicidal thoughts or feelings, therapists often work with them —and their parents— to create what is called a safety plan. A safety plan is a document that spells out a series of things the child agrees to do, if they feel overwhelmed, to keep from harming themselves. Parents agree to things they will do to make their child’s environment safer.
This collection of articles from the Child Mind Institute explains how safety planning can help deter teen suicides, which are often impulsive, by steering kids away from harming themselves until the urge passes. With teenage depression and anxiety on the rise, it’s important for all of us to be proactive when children are in distress.
To see the individual articles in the collection and connect with them in English or Spanish, come here.
Child Trends, in partnership with EMT Associates, analyzed the landscape of state statutes and regulations as of October 2021 to better understand how state laws and policies define the role of school nurses. This 2022 brief presents their findings.
Knowing your state’s school nurse policies is important to practitioners, Parent Centers, families, and education administrators and staff alike. The brief details state policies on such matters as whether districts must employ school nurses, what qualifications are required, and nurses’ role in individual aspects of the work.
Additionally, the brief provides current data on state policies for a school nurse’s role in: managing chronic conditions; administering medication; developing and managing student health plans; student immunizations; and infectious disease control. Read CPIR’s abstract and access the brief here.
May 12, 2021 | Useful to state and local education administrators and staff, parents of children with disabilities, and Parent Centers. This Policy Letter from OSEP (OSEP Policy 21-01) is in response to correspondence asking for clarification about requirements related to the provision of physical education, including adapted physical education (APE), to children with […]
On July 19, 2022, the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services released multiple guidance documents to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline, and include: (1) a 41-page guidance on avoiding the discriminatory use of student discipline under Section 504; (2) an accompanying fact sheet summarizing the main points of the guidance; (3) a 57-page Q&A regarding IDEA’s disciplinary provisions; (4) a 19-page technical assistance guide describing positive, proactive approaches to supporing the needs of children with disabilities; and (5) a letter from Secretary of Education Cardona to stakeholders. Read more about and connect with each document in CPIR’s abstract.
Useful to: Parent Centers and other organizations addressing the needs and concerns of foster, adoptive, and kinship families. Very often, foster children have come into care specifically because they have experienced abuse or neglect. Those experiences and other kinds of trauma that may have occurred in their home, including being removed from their birth […]
(2022) | Useful to Parent Centers for sharing with families, schools, and other community organizations involved with children, youth, or adults with bipolar disorder This article in Medical News Today begins by stating: “Bipolar disorder is a common but often misunderstood mental health condition. The misrepresentation of bipolar disorder and other psychiatric conditions in […]
(Available in English and Spanish) | Useful to Parent Centers, other community groups, and families of adolescent children with and without disabilities When it comes to sex and our children (and ourselves), it’s important to have boundaries and hold to them. This article from the Child Mind Institute will help parents and other involved […]
Recurso para los equipos del IEP In English | En inglés En español: PDF format | en Word Traducido por Myriam Alizo, CPIR julio de 2022 Esta lista de verificación está diseñada para ayudar a los equipos del IEP a considerar las necesidades de tecnología de asistencia de los estudiantes con discapacidades. La lista […]
El ambiente menos restrictivo, o LRE, como se le llama más comúnmente por sus siglas en inglés, es una de varias partes vitales en el desarrollo del IEP de un niño y juega un papel crítico, influyendo en dónde pasa el tiempo el niño en la escuela y cómo se brindan los servicios y las relaciones que el niño desarrolla en la escuela y la comunidad. De hecho, LRE es un elemento fundamental en la construcción de un IEP apropiado que puede mejorar los resultados para un niño, en la escuela y en la vida.