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State Laws on School Nursing Responsibilities

Child Trends, in partnership with EMT Associates, analyzed the landscape of state statutes and regulations as of October 2021 to better understand how state laws and policies define the role of school nurses. This 2022 brief presents their findings.

Knowing your state’s school nurse policies is important to practitioners, Parent Centers, families, and education administrators and staff alike. The brief details state policies on such matters as whether districts must employ school nurses, what qualifications are required, and nurses’ role in individual aspects of the work.

Additionally, the brief provides current data on state policies for a school nurse’s role in: managing chronic conditions; administering medication; developing and managing student health plans; student immunizations; and infectious disease control. Read CPIR’s abstract and access the brief here.

Facts and Stats about Bipolar Disorder

(2022) | Useful to Parent Centers for sharing with families, schools, and other community organizations involved with children, youth, or adults with bipolar disorder   This article in Medical News Today begins by stating: “Bipolar disorder is a common but often misunderstood mental health condition. The misrepresentation of bipolar disorder and other psychiatric conditions in […]

Your Child’s Brain | Podcast

(Monthly podcasts) | Useful to parents, Parent Centers, family members, educators, and medical practititioners working with children with different types of brain issues and challenges.   Your Child’s Brain is a monthly podcast of the Kennedy Krieger Institute with assistance from WYPR (National Public Radio, WYPR 88.1 FM). The podcast is released the first Monday […]

Building Responsive Relationships Remotely

In the Spring and Fall of 2020, the Center on the Developing Child at Harvard University hosted a series of conversations with members of its Frontiers of Innovation community. Through these conversations, members shared their stories of innovation and resilience as they sought to maintain services for families during the pandemic.

Building Responsive Relationships Remotely is a compilation of the ideas and wisdom that experts from the field shared during those conversations to help others navigate remote interactions. Read more about (and access) the resource here.

Renegotiating School-Police Partnerships

(2020, June) | Useful to Parent Centers in working with schools using School Resource Officers (SROs) National conversations about police brutality have spurred school districts nationwide to reconsider their relationships with local law enforcement agencies. In the 2017–2018 school year, 45% of all public schools reported having one or more full- or part-time school resource […]

Child Care Crisis Disproportionately Affects Children With Disabilities

Most parents in the United States depend on child care to maintain an often-fragile balance between work and family life. Although a shortage of affordable, high-quality care is an issue for all families, it disproportionately affects families of children with disabilities. This 26-page report from the Center for American Progress examines families’ child care experiences when they have children ages 0 to 5 with disabilities.

The study identified many significant obstacles that parents of young children with disabilities face when trying to find child care. Key findings are reported, including how parents managed their individual challenges, patching together help as well as making significant changes to their jobs to provide care. Following these analyses, the report discusses three specific policy solutions. Read more about the contents of the report and access it here.

How Guardianship and Alternatives Impact the Autonomy of People with ID/DD

Turning Rights Into Reality: How Guardianship and Alternatives Impact the Autonomy of People with Intellectual and Developmental Disabilities is an authoritative report submitted by the National Council on Disability to the President and Congress as part of the Council’s independent advisory role. The report examines the challenges faced by individuals with intellectual and developmental disabilities (ID/DD), and how the use of alternatives such as supported decision-making enable some individuals with ID/DD to exercise greater self-determination and economic self-sufficiency. Access the report here.

Identification, Evaluation, and Management of Children With Autism Spectrum Disorder

For the first time in 12 years, the American Academy of Pediatrics has issued a report that includes updated clinical recommendations on autism spectrum disorder (ASD). The 71-page report provides updates on the increasing number of children with ASD, as well as expanded knowledge on risk factors, co-occurring medical and behavioral conditions, genetic contributions, and the body of research on evidence-based interventions.

This updated document aims to provide primary care providers with a summary of current information in a single report that will help guide them in providing a medical home for the patient with ASD. The document is searchable by topic and includes a glossary and a section on working with families. Read more about and access the report here.

GAO Report on IDEA Dispute Resolution Activities in Selected States

If parents and school districts disagree over special education services provided under the Individuals with Disabilities Education Act, either party has options to resolve the dispute, such as mediation or filing a due process complaint. The Government Accountability Office (GAO) was asked to review parents’ use of IDEA dispute resolution options. GAO’s findings are detailed in its November 2019 report entitled Special Education: IDEA Dispute Resolution Activity in Selected States Varied Based on School Districts’ Characteristics (GAO-20-22).

The full report is 58 pages long. There is also a 1-page Highlights summary available. Read more about the study and access the report and/or the Highlights here.

Using Data to Make Parents Partners in School Improvement Efforts

ESSA requires states and districts to rate schools based on multiple data points (measures) that collectively comprise a state’s “accountability system.” What does it mean when a school is rated as “low performing”?

This short blog emphasizes the importance of parents being informed about and understanding the data measures used to rate schools, so that they can be partners in school improvement activities. The blog also connects you with a 2019 report, which takes a look at how many schools were identified as “struggling” based on ESSA’s requirements. Read the blog and access multiple related resources on school data, report cards, and the value of parent involvement.

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