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The 2020 OSEP Summit is an opportunity to bring together various stakeholders to explore potential strategies and innovative approaches to address this critical need. The virtual event will be held over three days and participants may register for each event individually or attend all three. Additional information and registration can be found on the 2020 OSEP Summit Webpage.
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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.
Institutional education plays a critical role in reducing recidivism and increasing post-release success for youth in correctional facilities.
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.
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.
Tool Kit on Universal Design for learning resource list pertaining to instructional practices.
List of technical assistance produces for teaching and assessing students with disabilities.
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).
A brief policy analysis parentally placed private school students with disabilities.
Brief guidance provided on key questions to consider when planning purposeful adaptations to evidence based practices for new contexts such as online learning or blended learning environments.
Replacing a virtual conference, there will be three symposia held, each with three components. The first component will be pre-work materials posted online by OSEP prior to the event. The second component is a two-hour event that will be a combination of live and pre-taped presentations.
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.
NTACT is charged with assisting stakeholders in implementing evidence-based and promising practices and predictors that promote positive post-school outcomes for all students with disabilities.