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OSEP will hold its Leadership and Project Directors’ Conference virtually July 19 – 22, 2021. This year’s conference will combine OSEP’s bi-annual Leadership and Project Directors’ conferences. Sessions that are applicable to Leadership Conference and Project Directors’ Conference audiences will be offered. Registration will be opening soon! To learn more about the conference CLICK HERE
The Office of Special Education Programs (OSEP) has developed this voluntary Child Find Self-Assessment (CFSA) as a tool for State IDEA Part C programs to assess their Child Find system for identifying, locating, and evaluating all infants and toddlers with disabilities and developmental delays.
The Office of Special Education Programs (OSEP) has developed this voluntary Child Find Self-Assessment (CFSA) as a tool for State IDEA Part C programs to assess their Child Find system for identifying, locating, and evaluating all infants and toddlers with disabilities and developmental delays.
The Office of Special Education Programs (OSEP) has developed this voluntary Child Find Self-Assessment (CFSA) as a tool for State IDEA Part C programs to assess their Child Find system for identifying, locating, and evaluating all infants and toddlers with disabilities and developmental delays.
This document outlines the Child Find Self-Assessment best practices (BPs). This section includes content that is not required by the IDEA but can help Part C programs efficiently and effectively identify, locate, and evaluate infants and toddlers with disabilities and their families.
This fact sheet provides guidance from the Centers for Disease Control and Prevention (CDC) to determine, in close consultation with public health authorities, what actions to take to further reduce the potential risk of coronavirus transmission in schools, and should check the CDC website at “Coronavirus Disease 2019 (COVID-19)” (h
This fact sheet provides guidance from the Centers for Disease Control and Prevention (CDC) to determine, in close consultation with public health authorities, what actions to take to further reduce the potential risk of coronavirus transmission in schools, and should check the CDC website at “Coronavirus Disease 2019 (COVID-19)” (h
This fact sheet discusses the potential implications of novel coronavirus disease 2019 (COVID-19) on State assessment and accountability systems. This fact sheet also addresses other considerations regarding the use of Federal funds under the Elementary and Secondary Education Act of 1965, as amended (ESEA).
To support States, NCSI developed the Leading by Convening (LbC) framework to engage stakeholders in improving results for infants, toddlers, children and youth with disabilities. Learn more about how to apply these essential habits — coalescing around issues, ensuring relevant participation, and doing the work together — to help achieve state goals.
To support States, ECTA Center developed 10 modules to help Part C lead agency staff understand the federal fiscal requirements that accompany the acceptance of Part C funding--to have a working knowledge of the requirements related to IDEA Part C as well as requirements that apply to all federal funding.
To support States, ECTA Center developed A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs to address the question: "What does a state need to put into place in order to encourage/support/require local implementation of evidence-based practices that result in positive outcomes for young children with disabilities and their families?"
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 toddlers as well as school-aged children and youth with or at risk of disabilities. This brief covers intervention IDEAs for infants, toddlers, children, and youth impacted by opioids.
The U.S. Department of Education’s Individuals with Disabilities Education Act (IDEA) website brings together IDEA information and resources from the Department and our grantees. Whether you are a student, parent, educator, service provider, or grantee, you are here because you care about children with disabilities and their families and want to find information and explore resources on infants, toddlers, children, and youth with disabilities.
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.
Individuals who have trained in the same profession and do related work have a lot in common. Crossorganizational partnerships provide structures for individuals to find each other and pursue topics that are of shared importance to them. Partnerships help individuals to define their roles and develop shared beliefs and practice standards. Increasingly, partnerships are going beyond the boundaries of defined organizational missions and collaborating with external groups that are influential in creating changes that they support.
During this presentation experts, including current OSEP grantees, discussed what we know about: determining the factors that drive high expectations, such as child, family and other stakeholder engagement, how to support each child and family in establishing and meeting those expectations, working towards each child having access to an education that meets her or his unique and individual needs, how high expectations relate to State academic content standards, and incorporating evidence-based practices in the IEP. All of this will be presented in light of how these practices and principles relate to the United States Supreme Court in Endrew F. v. Douglas County School District RE-1, commonly referred to as “Endrew F.”