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The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
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The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
These materials were identified to augment the Tool Kit on Teaching and Assessing Students with Disabilities. They offer a collection of resources on Universal Design for Learning (UDL) that expands two of the substantive areas addressed in the initial release of the Tool Kit, including assessment and instructional practices.
Questions and answer document regarding Significant Disproportionality.
Recognizing the growth of technology use in early learning settings, the U.S. Department of Education and U.S. Department of Health and Human Services collaborated in the development of the Early Learning and Educational Technology Policy Brief to promote developmentally appropriate use of technology in homes and early learning settings.
This resource guide was compiled to help parents and special educators establish a comfortable and effective partnership in service of promoting successful outcomes for children with disabilities. Authors highlight research reports, journal articles, examples of best practices, and tools that suggest methods for developing productive collaborations. The resources in this guide are grouped into the following categories: families as advocates, family roles in assessment and intervention, and families as partners in student learning. Each section includes resources for educators and families.
The primary purpose of this paper is to provide suggestions to researchers about ways to present statistical findings about the effects of educational interventions that might make the nature and magnitude of those effects easier to understand.
This brief adapts the suggestions and strategies provided in Improving Attendance and Reducing Chronic Absenteeism to guide practice during remote instruction.
Institutional education plays a critical role in reducing recidivism and increasing post-release success for youth in correctional facilities.
Youth with disabilities are disproportionately represented within correctional facilities, with nearly four times as many students requiring special education and related services in the adjudicated population versus the general population. According to the Individuals with Disabilities Education Act (IDEA), youth with disabilities must be identified and receive the special education
List of resources pertaining to expeditious records transfers as it relates to juvenile corrections.
Overview and key principles of practice as they relate to facility-wide practices for juveline justice. Historically, juvenile correctional facilities have operated under a deficit- or punitive-driven model when addressing the behavioral and academic needs of youth with disabilities.
Promoting family involvement of youth with disabilities in juvenile corrections is critical to improving educational outcomes, providing successful transition and reentry into homes and communities, and decreasing recidivism.
As a condition of receiving Federal funds under the Individuals with Disabilities Education Act (IDEA), States must demonstrate to the U.S. Department of Education that they have policies and procedures in place to fully comply with the law’s requirements. IDEA guarantees that youth with disabilities within correctional facilities have access to a free appropriate public education (FAPE).To ensure the availability of FAPE, IDEA specifies procedures to identify youth with disabilities, address their needs, and design individualized supports and services to help them meet academic and behavioral expectations. In addition, IDEA requires youth to be educated in the least restrictive environment (LRE). For youth with disabilities in correctional facilities, this means that, to the extent possible, they are to be educated with those who are not disabled. Removing youth with disabilities from the regular educational environment should occur only if the severity of the disability is such that satisfactory performance in regular classes cannot be achieved. Also, under IDEA, eligible youth are entitled to an individualized education program (IEP) that details the specially designed instruction and related services that they require. IDEA compliance requires (1) the identification of youth with disabilities who have not previously been identified by the school before they entered the correctional facility, and (2) for identified youth, the continued adherence to their IEPs while they are enrolled in a facility.
List of resources for Tiered academic and behavioral supports.
This toolkit includes evidence- and research-based practices, tools, and resources that educators, families, facilities, and community agencies can use to better support and improve the long-term outcomes for youth with disabilities in juvenile correctional facilities.
Overview of individualized Instruction as it relates to juvenlile justice. As defined by the Federal Individuals with Disabilities Education Act (IDEA), youth within correctional facilities are entitled to a free appropriate education (FAPE).