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OSEP is seeking stakeholder feedback on Innovative Strategies and Best Practices to Attract, Prepare, and Retain Effective Personnel. If you would like to provide feedback on this very important topic, please follow this link to share your input.
Featured Resource
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...
This is a presentation by Melanie Lemoine and Monica Ballay, from the 2010 OSEP Project Directors’ Conference. The presentation provides an overview of research conducted in Louisiana to identify indicators of family engagement for children and youth with disabilities.
This comprehensive website includes research on parent involvement with diverse families, practice guides and tools, and resources for parents and educators from diverse cultures. You can also access information on national parent involvement and family engagement organizations.
This Center was established by the U.S. Department of Education’s Office of Special Education Programs (OSEP) to define, develop, implement, and evaluate a multi-tiered approach to Technical Assistance that improves the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework.
This is a presentation given by Melissa Raspa and Cornelia Taylor of the Early Childhood Outcomes (ECO) Center during the Conference on Research Innovations in Early Intervention in San Diego, California on February 22, 2014.
This collection of resources provides information for parents and families about Response to Intervention (RTI) as well as information for schools about working with parents and families throughout RTI implementation.
This webpage contains guidance for the instruction of students who are culturally or linguistically diverse and for making valid decisions for determining special education eligibility in the following areas: Tier 1 Core Instruction, Tiers 2 and 3 Interventions, and Culturally Responsive Assessments and Interpretation.
Trusting Family Partnerships contribute to positive student outcomes when family members and school staff have respectful, mutually beneficial relationships with shared responsibility for student learning; when family members have options for meaningful involvement in their children’s education and in the life of the school; and the school responds to family interests and involvement in a culturally responsive manner.
Online resources for Charity Rowland and Philip Schweigert's book Tangible Symbol Systems: Making the Right to Communicate a Reality for Individuals with Severe Disabilities.
This links to a page on the Early Childhood Technical Assistance (ECTA) Center website that defines family-centered principles and practices, and provides resources to illustrate them. The ECTA Center also has extensive resources about measuring child and family outcomes.
This is the sixth chapter of the English Learner Tool Kit, which is intended to help State and local education agencies (SEAs and LEAs) meet their obligations to English Learners (ELs). This tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ (OCR) and the U.S. Department of Justice’s (DOJ) Dear Colleague Letter on “English Learner Students and Limited English Proficient Parents,” published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELs under civil rights laws and other Federal requirements. You also can access the entire English Learner Toolkit for State and Local Education Agencies (SEAs and LEAs).
Featuring bilingual speech-language pathologist Dr. Elsa Cárdenas-Hagan. This webcast discusses effective assessment and instruction strategies for English language learners with learning disabilities, as well as ways to help encourage the active involvement of parents of ELLs with LD in their children's schools.
These training materials are designed to be used with a variety of stakeholder groups at the state and local level to engage in the construction of a coherent and effective system of instruction and assessment for students with the most significant cognitive disabilities. While this trainer package has been prepared for state-level technical assistance providers, the workshop is targeted for general and special education teachers, measurement and curriculum experts, and parents who are involved in the design and development of alternate assessments on alternate achievement standards for students with the most significant cognitive disabilities.
Your central “Hub” of information and products created for the network of Parent Centers serving families of children with disabilities.
Webinars are an important venue for sharing information, but they are so frequently used to communicate content, that we sometimes overlook the need for the interaction that webinars were designed to provide. Originally envisioned as a web-based seminar, too many webinars are presented as web casts, lacking the interaction and refection that a seminar provides.
This video series was designed to support Head Start programs’ efforts toward systemic and integrated engagement.
The OSEP Symposium on Significant Disproportionality explored why this is an important topic for all of us as we work to ensure that children with disabilities, regardless of race or ethnicity, are provided educational services and accommodations that enable and prepare them for post-school education and career opportunities.
OSEP has a new infographic that provides information about the OSEP technical assistance (TA) centers, which are funded under the following IDEA programs: Personnel Development Program; Technical Assistance and Dissemination (TA&D) Program; Educational Technology, Media, and Materials Prog
This website is a hub of information focused on Family Engagement.
This website includes numerous tools and supports specifically for parents and families, schools and educators, and communities.
This archived webinar was developed by the Family Engagement Resource Provider (FERP) Project. Presenters were Jane Sharp, Education Information Resource Center and Debra Jennings, Director of the Center for Parent Information and Resources and the Statewide Parent Advocacy Support