(2019) | Useful to Parent Centers, service providers, and Spanish-speaking communities in learning about helpful systems in the United States and what services and information the government makes available in Spanish Description of this resource in English Descripción de este recurso en español _____________ Description of This Resource in English This official website of the […]
The OSEP Glossary of Spanish Translations of Common IDEA Terms went missing for a time, in the way that things inexplicably vanish from the Web, but we searched and found it and brought it back home! This 2nd edition of the glossary includes over 400 terms related to IDEA Parts B and C (the parts of IDEA that cover special education and early intervention services, respectively) and provides their Spanish translation. The terms were selected by experienced translators from Parent Centers and reviewed in focus groups of 90 parents/caregivers of children receiving services under IDEA. The families that participated came from a diversity of Spanish-speaking cultures, so that the glossary would “speak” across the rich variation of how Spanish is spoken around the world.
Two formats of the glossary are available (PDF and an online, searchable version). Read more about the glossary here and access the format of your choice.
Links updated, July 2017 A resource page for Parent Centers Compiled by Myriam Alizo, CPIR Download this page as an adaptable, accessible Word document Many Parent Centers provide information and training to Spanish-speaking parents of children with disabilities. In fact, in the last year, more than 27% of the families served by Parent Centers received their services in Spanish. CPIR […]
On September 23, 2016, the U.S. Department of Education released non-regulatory guidance to help states, districts, and schools provide effective services to improve the English language proficiency and academic achievement of English learners (ELs) through Title III of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA). The guidance […]
(Published 2014) | Every student deserves teachers and principals who can help them achieve their potential. Yet students from low-income families or rural backgrounds, students of color, students with special needs, and English language learners have less access to excellent educators than do other students, which hinders their ability to succeed in school and beyond. […]
The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. TOPIC 2.2: How to Use Interpreters Effectively discusses the importance of meeting with the interpreter before meeting with parents or caregivers and establishing guidelines for the interpretation […]
The following document is intended to give programs and practitioners easy access to information and practical tips for working with young dual language learners, Birth-5 years, and their families. Topic 2.1: How to use interpreters effectively, part of the FACTS and TIPS series clarifies some misconceptions about who makes a good interpreter and the difference between an […]
The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance reminding states, school districts and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential. The Departments also released additional tools and resources to […]
A new fact sheet, Educational Services for Immigrant Children and Those Recently Arrived to the United States, from the U.S. Department of Education, provides information to help families, parent centers, advocates and education leaders better understand the responsibilities of States and local educational agencies (LEAs) in connection with immigrant students, and the existing resources available […]
The Role of Public Policies and Community-Based Organizations in the Developmental Consequences of Parent Undocumented Status
This recent Social Policy Report from the Society for Research in Child Development (SRCD) examines the current evidence on whether and how parent undocumented status affects the cognitive, school attainment, and mental health outcomes of children. The report finds that both public policies and community-based organizations’ practices may help reduce the developmental risks for children with undocumented […]