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.
Adding to its Return to School Roadmap series, the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education issues this Q&A document, which highlights certain IDEA requirements related to the development and implementation of IEPs and other information that states, school systems, regular and special education teachers, related services providers, and parents should consider as students with disabilities return to school in Fall 2021.
The 41-page document is the Department’s response to the requests it received from a diverse group of stakeholders, asking that the Department issue new guidance interpreting requirements of the IDEA in light of the many challenges of the COVID‑19 pandemic and as more schools and programs are returning to in-person services. Read more about the Q&A, see its Table of Contents, and access it (and other documents in the Roadmap series) in our abstract of this Featured Resource.
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Least restrictive environment, or LRE as it is more commonly called, is one of several vital components in the development of a child’s IEP and plays a critical role, influencing where a child spends his or her time at school, how services are provided, and the relationships the child develops within the school and community. Indeed, LRE is a foundational element in building an appropriate IEP that can improve outcomes for a child—in school and in life.
This 4-page Parent Brief from the TIES Center focuses on alternate assessments for students with the most significant cognitive disabilities. As the brief’s title indicates, the fact that a student will be taking the alternative assessment does not mean that he or she then needs to be educated in a separate, non-inclusive setting. The brief reviews IDEA’s least restrictive environment (LRE) provisions and other legal provisions that support inclusion in the regular classroom. It also provides guidance to parents on what to say and stress in the IEP meeting. The brief closes with “Next Steps for Parents” and a short list of additional resources.
Download the brief and find out more about the TIES Center’s other materials for parents.
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Identifying students who have specific learning disabilities (SLD) and are eligible for special education can be a complicated process under IDEA. To improve policy and practice, 11 national organizations, working together, developed this 2-page resource, Eligibility for Special Education Under a Specific Learning Disability Classification. The resource succinctly lays out 8 critical elements of a quality evaluation process when SLD is suspected. Using these 8 principles, schools and evaluation teams can examine their current practices and determine areas that need improvement. Access the principles and a list of additional resources here.
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Module 15 pivots on a point of enormous importance in the educations of children with disabilities under IDEA: They are to be educated in the least restrictive environment (LRE), learning and working alongside their peers without disabilities to the maximum extent appropriate.
