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 […]
U.S. Department of Education
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.
In this webinar for Parent Centers, important guidance from the U.S. Department of Education is shared. The purpose of the webinar is to prepare Parent Centers for the submission of annual reports/continuation reports due in May 2022. The webinar goes through the steps and required forms one by one, the kinds of data that Parent Centers are expected to submit, and timelines.
This webinar for Parent Centers focuses on important guidance from the U.S. Department of Education. Presenters from OSEP review the new Part C guidance documents: (1) Return to School Roadmap: Child Find, Referral, and Eligibility; and Return to School Roadmap: Provision of Early Intervention Services. The Department issued the guidance interpreting the requirements of IDEA in response to requests from a diverse group of stakeholders, including Parent Centers. Both roadmaps are also available in Spanish, as is this webinar.
(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 […]
(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. Also available in Spanish | Hoja de ruta para el regreso a la escuela: búsqueda, derivación y elegibilidad […]
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 webinar focuses on important guidance from the U.S. Department of Education, issued on September 30th and entitled Return to School Roadmap: Development and Implementation of IEPs in the LRE. The guidance stresses the importance of revisiting the needs of students with disabilities as they return to classrooms. Have the needs and learning difficulties of individual students changed, given the impact of COVID-19, remote learning, and isolation? Do goals in the IEP need to be changed, do the services and supports to be provided need to be adjusted? Presenters from OSEP explore these and other questions, including compensatory services and addressing the school-related health needs of returning students.
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.