In this webinar, the data team staff from OSEP’s Research to Practice division provide an overview of the types of data that OSEP collects from states and publicly reports under Section 618 of IDEA such as child count and exiting data. Participants are shown how to access the 618 data to answer some commonly asked questions about infants, toddlers, and children with disabilities receiving services under IDEA.
Office of Special Education Programs
The Office of Special Education Programs (OSEP) at the U.S. Department of Education funds and guides the Parent Center network. OSEP holds informational webinars for the Parent Centers on a quarterly and as-needed basis, and uses the webinars to communicate important information to Parent Centers. This page is an archive of those webinars, starting with […]
(2020, June 22) | Useful to Parent Centers, state education agencies, state lead agencies, and Part B and Part C programs regarding dispute resolution On June 22, 2020, the Office of Special Education Programs (OSEP) at the U.S. Department of Education issued two question-and-answer guidances on dispute resolution in Parts B and C during […]
(2020, June 25) | Useful to Parent Centers, school districts, state lead agencies and education agencies about use of IDEA funds On June 25, 2020, the U.S. Department of Education issued several Q&A guidances on the use of IDEA funds in a COVID-19 environment. These are: IDEA Part B Use of Funds in COVID-19 […]
The Department of Education (ED) is soliciting comments on proposed revisions to the data collected via the State Performance Plan (SPP) and the Annual Performance Report (APR). Each state must file the SPP/APR with the Department for both Parts B and C of IDEA. These are the parts of the law that authorize special education and related services for children with disabilities (Part B) and early intervention services for infants and toddlers with disabilities (Part C). Among other changes, the Department is proposing to establish a new 6-year SPP cycle (FFY 2020 through FFY 2025). Interested persons are invited to submit comments on or before April 20, 2020. Read more about this request for comment and connect with what’s proposed for Parts B and C here.
(2018, December 20) | Useful to early interventionists, lead agencies, and Parent Centers on screening during evaluation of an infant or toddler for hearing loss or deafness. This Dear Colleague letter from OSEP responds to a question about the evaluation process for an infant or toddler suspected of being deaf or hard of hearing to determine […]
The Secretary of Education is required by law to report annually to Congress on the implementation of the Individuals with Disabilities Act (IDEA). The 2018 report presents data on the children with disabilities receiving early intervention services or special education from July 2015 through December 2016, including:
- the nature of their disability,
- their placement, and
- the types of related services and other supportive services they received.
We are pleased to share with you this blog post written by CPIR’s own Myriam Alizo. She describes her personal journey as a parent learning that her four-year-old daughter had speech delays and attention issues. What to do? Like so many other parents, Myriam knew nothing about early childhood delays, IEPs, the IDEA, or the help that was available for families whose children have disabilities.
That all changed when her daughter’s backpack one day contained a flyer from the Parent Center in Miami. And doors and paths were opened… it’s a journey that has taken Myriam deep into the heart of the Parent Center network…
…but we’ll let Myriam tell you the story herself. From Miami to New Jersey, indeed.
On July 3, 2018, the U.S. Department of Education issued a final rule that will delay by two years the date for States to comply with the “Equity in IDEA” or “significant disproportionality” regulations. Set to go into effect on July 1, 2018, implementation of those rules are now delayed until July 1, 2020. In the same final rule, the Department also postponed the date for including children ages 3 through 5 in the analysis of significant disproportionality, with respect to the identification of children as children with disabilities and as children with a particular impairment. The initial implementation deadline was July 1, 2020; the deadline is now two years later: July 1, 2022.
The Department of Education has issued a Notice of Proposed Rulemaking (NPRM) regarding the compliance date for implementing the significant disproportionality regulations released in December 2016. The Department has proposed (a) postponing the compliance date for the regulations by two years (from July 1, 2018, to July 1, 2020); and (b) postponing the date by which children ages 3 through 5 must be included in the analysis of significant disproportionality (from July 1, 2020, to July 1, 2022).