In this webinar for Parent Centers, important guidance from the U.S. Department of Education is shared. Content is focused explicitly and in detail on the development of IEPs as students return to school. Revisions to a student’s IEP may be crucial, given changes that may have occurred in the social, emotional, mental, and behavioral well-being of the child during the pandemic. Students may need to reevaluated to determine what their current needs are, so these can be addressed in their IEPs. Much discussion centered around compensatory services: what they are, when and how schools should determine whether a student needs such services, and more.
Return to School Roadmap: Development and Implementation of IEPs in the Least Restrictive Environment
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.
Esta información en inglés | This information in English Información precisa y actualizada a partir de 2021 IDEA contiene provisiones para el crecimiento y necesidades variables de los niños. Por lo menos una vez al año, en todo caso, una reunión deberá ser programada con Ud. como padre, con el fin de revisar el […]
(2020) | Useful to Parent Centers for sharing with families and schools Also available in Spanish. As the year begins with distance or hybrid learning at most schools, many parents are worried that pre-pandemic IEP plans may leave students with disabilities without vital services. Luckily, IEP or 504 plans aren’t set in stone. If a […]
Our September issue of the Buzz from the Hub focuses on the variety of IEP resources that CPIR offers. In tandem with the Buzz, we are pleased to also spotlight two training modules from the IRIS Center on developing high-quality IEPs. The first is intended for IEP team members to use. (It’s also excellent to use in staff development and training.) The second online module is primarily designed for administrators and offers guidance on supporting the development and implementation of high-quality IEPs.
Both modules explicitly address the higher standard set for FAPE in the March 2019 Supreme Court ruling in Endrew F. v. Douglas County School District. Access both modules here.
“Are you getting ready for an IEP meeting? Are you nervous or wondering what to expect? You’re not alone.”
This 13-minute video from understood.org is directed at parents who are getting ready for an IEP meeting or who are new to the process. The video captures the conversation between two parents (one a former teacher), both of whom are “veterans” of many IEP team meetings. They candidly talk about what they wish they’d known before the meetings. Eight nuggets of guidance emerge during their conversation.
The video is available in English and, using subtitles, in Spanish. Read more here, and learn about accompanying resources, including the podcast Why We Cry at IEP Meetings.
(2018, April) | Useful to Parent Centers, educators, and parents in: considering a student’s need for accessible materials and technologies, and where to specify what is needed in each student’s IEP This brief comes from the National Center on Accessible Educational Materials, otherwise known as the AEM Center. It’s 17 pages long, but provides excellent guiding […]
This resource-rich page at MedlinePlus pulls together a spectrum of topics related to mental health and includes numerous resources in Spanish. It’s written so as to speak directly to teens, describing in bullet form some of the things they might feel or experience that may indicate the need to seek the help and support of parents, a school counselor, or a healthcare professional. Sections include: where to start; the latest news pertinent to teens (e.g., bullying, smartphone addiction, self-harm); danger signs to look for and comprehensive psychiatric evaluation; treatments and therapies; and related issues (e.g., cliques, dealing with a health condition, coping with trauma, dealing with anger, helping friends who self-harm, peer pressure, and the teenage brain).
In March of this year the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1. In this decision, the court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.”
What impact will this Supreme Court decision have on the implementation of IDEA? The U.S. Department of Education seeks to answer this question (and many others) in the Q&A document just released (December 7, 2017). It reviews the facts and findings of Endrew F., discusses how the Supreme Court decision clarifies the standard for determining FAPE and educational benefit to children with disabilities, and explores considerations for implementation.
Current as of November 2017 This information in Spanish | Esta información en español IEP stands for “individualized education program.” An IEP is a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in keeping with certain requirements of law and regulations. These requirements are discussed […]