# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.readable_text
What is ADHD?

Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms:

Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension.

Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much.

Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences.

What are the signs and symptoms of ADHD?

What are the risk factors of ADHD?

How is ADHD treated?

How can I find a clinical trial for ADHD?

Where can I learn more about ADHD?

# data[].attributes.attachment_link.description
Learn about attention-deficit/hyperactivity disorder, including signs and symptoms, risk factors, treatments, and tips for staying organized with ADHD.

# data[].attributes.body
What is ADHD?

Where can I learn more about ADHD?

Why is NIMH studying ADHD?

How is NIMH research addressing this critical topic?

Explore clinical trials about ADHD

Share outreach materials about ADHD

Find help and support

Additional federal resources

# data[].attributes.body
-Provides detailed information about the condition

-Explains ADHD is a common brain disorder which often impacts attention, self control, and activity levels

-Symptoms, causes, and treatments are provided and detailed information on it.

-Can often cause challenges at work, school, and home.

# data[].attributes.headline
This site is for teachers,schools and families.  

# data[].attributes.subject
This site is for teachers,schools and families.  

# data[].attributes.body
-Tips for classrooms

-Brochures

-Classroom accommodations

-Discusses 504 plans

# data[].attributes.attachment_link.authors[].name
National Institute of Mental Health (NIMH)

# data[].attributes.body
-Explains disabilities whether its physical or mental

-How it can affect something health

-People with disabilities often face unfair treatment

-Talks about how hard it can be for people with disabilities to get the proper care and support that they need.

# data[].attributes.body
-Despite ADA protections, people with disabilities face discrimination in housing, employment, healthcare, and social life.

-Disabilities affect hearing, speech and comprehension

-A disability is defined as a physical or mental impairment that limits major life activities.

# data[].attributes.attachment_link.provider_name
Center for Parent Information and Resources

# data[].attributes.attachment_link.title
Speech and Language Impairments - Center for Parent Information and Resources

# data[].attributes.attachment_link.description
Your Central Hub for Parent Centers Serving Families of Children With Disabilities

# data[].attributes.body
-Explains the disorders, how they affect children

-Services available

-Examples of different speech and language problems

-How teaches/parents can address challenges at school or home

# data[].attributes.body
-These problems are covered by a law called IDEA, which means students can get special help at school.

-Speech and language impairments can include understanding language, stuttering, and trouble with talking.

-Children under age 3 can get free services through early intervention

-Older students may qualify for an IEP

# data[].attributes.headline
This site can be helpful for schools/teachers and families.

# data[].attributes.subject
This site can be helpful for schools/teachers and families.

# data[].attributes.attachment_link.readable_text
Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

# data[].attributes.attachment_link.description
What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

# data[].attributes.body
What is autism?

Autism screening

What causes autism?

Do vaccines cause autism?

Signs and symptoms

Autism diagnosis

# data[].attributes.body
-Autism affects about 1 in 31 children and 1 in 45 adults in the US

-Signs of autism usually appear by age 2 or 3

-Autism affects both boys and girls however boys are more often diagnosed

-People with autism may have other conditions like anxiety's, sleeping issues or even ADHD

# data[].attributes.headline
This site can be helpful for teachers and schools

# data[].attributes.subject
This site can be helpful for teachers and schools

# data[].attributes.attachment_link.description
Students with communication disorders actively engage in learning alongside their peers using assistive technology—a practice that enriches the educational experience for all students.

# data[].attributes.body
-Assistive technology is any products or software that helps students with disabilities in class

-If parents or teachers notice a student struggling they can refer them for an At evaluation

-Schools can design individual technology plans that help meet academic goals

-Students can try tools to ensure they can meet their needs and goals

# data[].attributes.body
What is assistive technology?

Types of assistive technology

Assessment and implementation of assistive technology

Resources

Teachers/ students can learn about assistive technology and find one works best for them!

# data[].attributes.headline
The site can be used for schools/educators/ IEP and 504 teams! 

# data[].attributes.subject
The site can be used for schools/educators/ IEP and 504 teams! 

# data[].attributes.attachment_link.readable_text
When inclusion is done well, everyone in the class benefits. It strengthens the ability of all kids to work together, understand and value different points of view, think critically, and be successful learners.

Inclusive classrooms also reduce stigma. Imagine this kind of learning community (quote from Understood ):

"Inclusive classrooms are filled with diverse learners. That lets kids talk about how everyone learns in their own way. They may find that they have more in common with other kids than they thought. This can go a long way in reducing stigma for kids with learning and attention issues. It can also help kids build and maintain friendships. "

Understanding inclusion

Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs of all students.

Is it inclusion?

This chart, developed by inclusion expert Nicole Eredics, can help you understand what inclusion is and isn't.

Child spends the majority of the day in the general education classroom.

Child spends the majority of the day in a special education classroom and goes to a general education classroom for one or two periods.

Child's desk is included with the other groups of desks in the classroom.

Child's desk is away from the other desks in the classroom.

Child has access to and is included in classroom lessons and activities that are adapted or modified to meet his/her special needs.

Child works on his/her own curriculum.

Child attends outside activities with the class including assemblies, field trips, enrichment classes, and recess.

Child is given alternate activities and options with other special education students.

Child is an independent, valued, and respected classroom member.

Child is looked upon as helpless, needy, and dependent.

The child's paraprofessional facilitates access to the curriculum and classroom activities.

The child's paraprofessional determines access to the curriculum and classroom activities.

The paraprofessional encourages child to complete work as independently as possible, while providing support when needed.

The paraprofessional does not provide many opportunities for the child to complete work independently and "hovers."

Child receives specialist support (therapy, speech, and language) with minimal disruption to the class routine and program.

Child is pulled from the classroom lessons and activities for specialist suport without consideration for what the child will miss.

The teacher can identify your child's strengths and areas for improvement.

The teacher refers to the specialists and paraprofessionals to identify child's development.

Child can name classmates and has many common classroom experiences.

Child does not know classmates and does not have many common classroom experiences.

The trend toward inclusive general education classrooms

Can special education students thrive in general education classrooms? Watch Carl Cohn, a former superintendent, talk about the trend toward inclusive classrooms (also called inclusion classrooms). Hear his tips on what to ask if a school suggests your child should be in a separate, self-contained classroom. Learn more at Understood, 4 Benefits of Inclusion Classrooms .

Read about a New York City public school program called ASD Nest in this article from The Atlantic: What School Could Be If It Were Designed for Kids With Autism .

Inclusive learning: everyone's in

This video, "Meeting the Needs of the Whole Child," overview is part of the Edmonton Public Schools' Inclusive Learning: Everyone's In initiative. The District was selected as a change agent for Alberta's Action on Inclusion initiative - to share information about best practices to welcome, include and support students' needs in the classroom and community. (Edmonton Public Schools, Alberta, CA) View all of the "Inclusive Learning: Everyone's In" video ›

Books about inclusive classrooms

# data[].attributes.attachment_link.description
An inclusive classroom is a general education classroom where students with and without learning differences learn together. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students. Learn more about what inclusion is, how it can benefit all learners, and how to implement an inclusion program in your classroom and school-wide.

# data[].attributes.body
Inclusive Classrooms: Getting Started

Literacy in the Inclusive Classroom

Peer Support and Social Inclusion

Accommodations and Modifications

Assistive Technology in Inclusive Classrooms

Universal Design for Learning

Sensory-Friendly Spaces

Case Study: Bartholomew Consolidated School Corporation

Websites, Blogs, and Media About Inclusive Classrooms

# data[].attributes.body
The article talks about the importance of inclusion in the classroom, there's also 2 YouTube video that go more in depth. Inclusion in a classroom is for students to all learn together and its equal.

# data[].attributes.attachment_link.description
Causes and risk factors for developmental disabilities.

# data[].attributes.body
Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas.

These conditions begin during the child's developmental period, may impact day-to-day functioning, and usually last throughout a person's lifetime.

Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.

# data[].attributes.body
-Causes and risk factors

Most developmental disabilities are cause by a mix of factors

-Who is affected

1 in 6 children affected by ages 3-17

-Healthy living for people with disabilities

Having a disabilities doesn't automatically mean a person isn't healthy or can't be healthy.

# data[].attributes.attachment_link.description
Information about how Federal laws protect children with disabilities and ensure they receive a free appropriate public education, including 504 plans, and assistive technology programs.

# data[].attributes.body
The website offers information to 504 plans FAPE and answers any questions on disability discrimination.

The page has links you can open that talk more about the 504 plans and FAPE.

# data[].attributes.headline
More information directly from the website:

# data[].attributes.subject
More information directly from the website:

# data[].attributes.body
A free appropriate public education (FAPE), the cornerstone of the IDEA, is available to all children with disabilities between the ages of three and 21, inclusive, including children with disabilities who have been suspended or expelled from school.

FAPE emphasizes special education and related services designed to meet the child’s unique needs, allows the child to meaningfully access the general curriculum, and prepares the child for further education, employment, and independent living.

Under the IDEA, an individualized education program (IEP) is the primary vehicle for providing FAPE. IEPs should be developed based on the individual needs of the child.

An IEP must take into account a child’s present levels of academic achievement and functional performance, and the impact of that child’s disability on their involvement and progress in the general education curriculum.

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.readable_text
OSEP supports a number of educational media and educational materials projects designed to provide timely access for children with disabilities to the same educational media and materials used by all children.

The IDEA supports activities that use current and emerging technologies to improve access to the content of educational media and materials, including textbooks, for children with disabilities.

These activities are designed to:

1. provide access to television programming, videos, CDs, DVDs, video streamed materials and other multimedia materials for children with disabilities by adding video description or captioning

2. provide free educational materials, including textbooks, in accessible formats such as braille, large print, audio, digital text, and text with audio, that make it possible for children with disabilities to access and use educational materials and textbooks across learning environments.

OSEP Guidance and Resources Other U.S. Department of Education/Federal Partner Resources

U.S. Department of Education's Office for Civil Rights
OSEP Funded Technical Assistance Centers and Resources

Media

Accessible materials, including text books

IDEA 2004 Reauthorization Resources

Under the IDEA, states are required to submit outcome data to the Department annually on young children receiving services under IDEA Part C and Part B Preschool in order to access the impact of those programs.
Other U.S. Department of Education/Federal Partner Resources OSEP Funded Technical Assistance Centers and Resources

Charter schools are established according to individual state charter school laws.

The term "charter school," as used in the current IDEA Part B regulations, has the meaning of "charter school" in the Elementary and Secondary Education Act of 1965.

Children with disabilities who attend public charter schools and their parents retain all rights and protections under Part B of IDEA just as they would if the children were enrolled in other public schools.
OSEP Guidance and Resources

Dear Colleague Letter with the Office for Civil Rights on Charter Schools (Dec. 28, 2016)

Frequently Asked Questions about the rights of students with disabilities in public charter schools under IDEA (Dec. 27, 2016)

Fact Sheet on Know Your Rights: Students with Disabilities in Charter Schools (Aug. 1, 2016)

Other U.S. Department of Education/Federal Partner Resources

The IDEA allows, and sometimes requires, local educational agencies (LEAs) to use funds provided under Part B of the IDEA for coordinated early intervening services (CEIS).

This provision permits LEAs to use no more than 15 percent of Part B funds to develop and provide CEIS for students who are currently not identified as needing special education.
OSEP Guidance and Resources

The IDEA's regulations, pertaining to Significant Disproportionality and CEIS were revised in December 2016. The Department is currently working to update guidance in this area.

Students with disabilities represent a large portion of students in correctional facilities, and it appears that not all students with disabilities are receiving the special education and related services to which they are entitled.

Absent a specific exception, all IDEA protections apply to students with disabilities in correctional facilities and their parents.

The fact that a student has been charged with or convicted of a crime does not diminish his or her substantive rights or the procedural safeguards and remedies provided under the IDEA to students with disabilities and their parents.
OSEP Guidance and Resources

Research to Practice Division
OSEP's Research to Practice Division (RTP) administers discretionary grant programs to help infants, toddlers, children, and youth with disabilities achieve improved educational results and functional outcomes.

OSEP September 2022 National Technical Assistance Call (Sep. 8, 2022)
During the September call, OSEP invited Part B, State Special Education Directors, Title I Part D State Coordinators, Local Educational Agencies (LEAs), Juvenile Justice Facilities Administrators, State Adult Correctional Facility Administrators, Juvenile Justice Advocacy Groups, Parents and Technical Assistance Support Centers to hear the latest on correctional education, collaboration, trends, challenges, and successes. Each federal and state agencies shared information and resources to support improving educational outcomes for student with disabilities in correctional settings.

Other U.S. Department of Education / Federal Partner Resources

Rehabilitation Services Administration
OSERS Rehabilitation Services Administration (RSA) has a number of programs to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market:
OSEP Funded Technical Assistance Centers and Resources Other U.S. Department of Education / Federal Partner Technical Assistance Centers and Resources

According to IDEA Part B Regulations Section 300.8:

Child with a disability means a child evaluated in accordance with §§300.304 through 300.311 as having an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to in this part as "emotional disturbance"), an orthopedic impairment, autism, traumatic brain injury, an other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services.

Visit Section 300.8 for more on disability categories as outlined in IDEA Part B Regulations.

Under the IDEA, the primary vehicle for providing a free appropriate public education (FAPE) is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child.

In the case of a child whose behavior impedes the child's learning or that of others, the IEP Team must consider - and, when necessary to provide FAPE, include in the IEP - the use of positive behavioral interventions and supports, and other strategies, to address that behavior.

School personnel may remove a child with a disability who violates a code of student conduct from his or her current placement to an appropriate interim alternative educational setting, another setting, or suspension for up to 10 consecutive school days in a school year (to the extent those alternatives are applied to children without disabilities), and for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct, so long as those removals do not constitute a change of placement.

A disciplinary change of placement is a disciplinary removal of more than 10 consecutive school days or a series of removals that total more than 10 school days in a school year that constitute a pattern of removals because of factors such as the length of each removal, the total amount of time that a child has been removed, and the proximity of the removals to one another.

Within 10 days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the responsible local educational agency (LEA), the parent, and relevant members of the child's IEP Team must first conduct a manifestation determination. This occurs through a review of all relevant information in the student's file, including the IEP, any teacher observations, and any relevant information provided by the parents.

The group must determine if the child's behavior was caused by, or had a direct and substantial relationship to, the child's disability, or if the behavior was the direct result of the LEA's failure to implement the IEP.

If the behavior is determined to be a manifestation of the child's disability, the IEP Team either must conduct a functional behavioral assessment unless one had already been conducted prior to the behavior that resulted in a change in placement, and implement a behavioral intervention plan for the child or review an existing behavioral intervention plan and modify it, if necessary, to address the behavior.

Also, unless the parent and the LEA agree to a change in placement, the child must be returned to the placement from which he or she was removed.
OSEP Guidance and Resources Other U.S. Department of Education/Federal Partner Resources OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources

In determining whether a child has a disability under the IDEA, and is eligible to receive special education and related services because of that disability, the local education agency (LEA) must conduct a comprehensive evaluation, which requires the use of a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information about the child.

This information, which includes information provided by the parent, may assist in determining:

1. whether the child is a child with a disability

2. the content of the child's IEP to enable the child to be involved in, and make progress in, the general education curriculum

A reevaluation must occur at least once every three years, unless the parent and the public agency agree that a reevaluation is unnecessary.
OSEP Guidance and Resources OSEP Funded Technical Assistance Centers and Resources

Center for Parent Information and Resources
IDEA 2004 Reauthorization Resources

The cornerstone of the IDEA is the entitlement of each eligible child with a disability to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child's unique needs and that prepare the child for further education, employment, and independent living.

Under the IDEA, the primary vehicle for providing FAPE is through an appropriately developed individualized education program (IEP) that is based on the individual needs of the child.

An IEP must take into account a child's present levels of academic achievement and functional performance, and the impact of that child's disability on his or her involvement and progress in the general education curriculum.
OSEP Guidance and Resources

Q&A on Endrew F. v. Douglas County School District Case (Dec. 7, 2017)

Dear Colleague Letter on Free and Appropriate Public Education (FAPE) (Nov. 16, 2015)

OSEP Memo on Educational Expenses for Children in Private Residential Facilities (March 17, 2005) PDF

Highly mobile children include children experiencing frequent family moves into new school districts, such as military-connected children, migrant children, children in the foster care system, and children who are homeless.

While these children often possess remarkable resilience, they also experience formidable challenges as they cope with frequent educational transitions.

It is important for school administrators and teachers, including special education administrators and special education teachers, to have accurate and timely information to meet their responsibilities to make a free appropriate public education (FAPE) available to highly mobile children with disabilities under IDEA, including affording all of IDEA's rights and protections to eligible children and their parents when the children change school districts.
OSEP Guidance and Resources

Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children (Nov. 10, 2022)

Question and Answers on High Quality Education for Highly Mobile Children (July 19, 2013)

Policy Letter on Guidance on Homeless Children with Disabilities (February 2008)
This Q&A document provides state and local educational officials, early intervention services providers and homeless assistance coordinators with information to assist with implementation of the requirements of the IDEA and the McKinney-Vento Homeless Assistance Act.

Other U.S. Department of Education/Federal Partner Resources

The IDEA requires states monitor the implementation of IDEA Part B requirements and to make determinations annually about the performance of each local educational agency using the categories:

meets requirements and purposes of Part B

needs assistance in meeting the requirements of Part B

needs intervention in meeting the requirements of Part B

needs substantial intervention in meeting the requirements of Part B

For Part C, the state must monitor implementation of the IDEA Part C requirements and make determinations annually about the performance of each early intervention service program using the following categories:

meets requirements and purposes of Part C

needs assistance in meeting the requirements of Part C

needs intervention in meeting the requirements of Part C

needs substantial intervention in meeting the requirements of Part C

States must use appropriate enforcement mechanisms, if applicable, which must include actions such as:

providing technical assistance

imposing conditions on funding of an LEA (Part B) or early intervention service provider's program (Part C)

requiring corrective action or improvement plans when necessary of an LEA (Part B) or early intervention service provider's program (Part C)

The primary focus of the state's monitoring activities must be on improving educational results and functional outcomes for all children with disabilities and ensuring that:

public agencies meet Part B requirements, with a particular emphasis on the requirements most closely related to improving educational results for children with disabilities.

early intervention services programs meet the program requirements under Part C, with a particular emphasis on those requirements that are most closely related to improving early intervention results for infants and toddlers with disabilities.

OSEP Guidance and Resources

OSEP Memo 09-02 on Reporting on the Correction of Noncompliance (Oct. 17, 2008) MS Word | PDF

OSEP Frequently Asked Questions Regarding Identification and Correction of Noncompliance and Reporting Correction in the SPP/APR (Sept. 3, 2008) PDF

Other U.S. Department of Education/Federal Partner Resources OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources

Monitoring, Technical Assistance, and Enforcement (2009): MS Word | PDF

The IDEA provides certain protections to parents of children with disabilities.

A copy of the procedural safeguards available to parents must be provided to the parents one time per school year, except that a copy also must be given to parents (1) upon initial referral or parent request for evaluation; (2) upon receipt of the first state complaint under 34 300.151-300.153 and upon receipt of the first due process complaint under 300.507 in a school year; (3) in accordance with the IDEA's discipline procedures in 300.530(h); and (4) upon request by a parent.

There are several procedural safeguards available to parents under Part B, including:

independent educational evaluations

prior written notice

parental consent

access to education records

the opportunity to present and resolve complaints through the due process complaint and state complaint procedures

the availability of mediation

The requirement to provide a copy of the procedural safeguards available to parents as well as the full list of the procedural safeguards is described in 34 CFR 300.504.

Under IDEA Part C, the procedural safeguards are designed to protect the rights of parents and their infant or toddler with a disability, as well as give families and early intervention lead agencies a mechanism for resolving disputes.

Each lead agency is responsible for establishing procedural safeguards that meet the requirements of 34 CFR 303.400.

The procedural safeguards include provisions related to:

confidentiality of the child and family's early intervention records

the right of parents to review such records

data collection and consent related to the disclosure of personally identifiable information

prior written notice, which ensures that parents receive important information about the lead agency or EIS provider's proposed actions or refusals

parental consent for actions affecting infants and toddlers and their families.

The procedural safeguards also:

ensure that the child's rights are protected if a surrogate parent must be assigned

establish dispute resolution procedures to ensure speedy resolution of any disputes that arise under Part C of the IDEA

contain requirements regarding the state's system of payments.

OSEP Guidance and Resources OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources

Physical education services, specially designed if necessary, must be made available to every child with a disability receiving a free appropriate public education, unless the public agency enrolls children without disabilities and does not provide physical education to children without disabilities in the same grades.

Each child with a disability must be afforded the opportunity to participate in the regular physical education program available to nondisabled children unless the child is enrolled full-time in a separate facility or the child needs specially designed physical education as prescribed in the child's individualized education program (IEP).

If specially designed physical education is prescribed in a child's IEP, the public agency responsible for the education of the child must provide the services directly or make arrangements for those services to be provided through other public or private programs. For a child with a disability who is enrolled in a separate facility, the public agency responsible for the child's education must ensure she or he receives appropriate physical education services in accordance with the requirements in 34 CFR 300.108.
OSEP Guidance and Resources Other U.S. Department of Education/Federal Partner Resources

The IDEA is designed to improve educational results for all children with disabilities.

Therefore, it provides benefits and services to children with disabilities in public schools and requires school districts to make services and benefits available to children with disabilities enrolled by their parents in nonpublic (private) schools.

The law includes language requiring state educational agencies (SEAs) and local educational agencies (LEAs) to ensure the equitable participation of parentally placed children with disabilities in programs assisted by or carried out under the equitable participation requirements that apply to them.
OSEP Guidance and Resources Other U.S. Department of Education/Federal Partner Resources

U.S. Department of Education's Office of Innovation and Improvement
OSEP Funded Technical Assistance Centers and Resources

The IDEA and its implementing regulations addresses transition services for children with disabilities.

The term "transition services" means a coordinated set of activities for a child with a disability that:

is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation

is based on the individual child's needs, taking into account the child's strengths, preferences, and interests

includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation

Transition services may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
OSERS Guidance and Resources

A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020)
Includes letter from RSA Commissioner and OSEP Director on the importance of collaboration between special education and vocational rehabilitation related to secondary transition

Other U.S. Department of Education/Federal Partner Resources OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources

IDEA requires states to collect and examine data to determine if significant disproportionality based on race and ethnicity is occurring in the state and the local educational agencies (LEAs) of the state with respect to:

1. the identification of children as children with disabilities, including the identification of children as children with disabilities in accordance with a particular impairment;

2. the placement in particular educational settings of such children; and

3. the incidence, duration, and type of disciplinary actions, including suspensions and expulsions.

The IDEA does not, however, define "significant disproportionality."

The regulations do not explicitly define the term either. Instead, regulations require states to use a standard methodology for analysis of disproportionality, which includes states setting a threshold above which disproportionality in the identification, placement, or discipline of children with disabilities within an LEA is significant.
OSEP Guidance and Resources

Significant Disproportionality Reporting Under IDEA Part B

Question and Answers and Model State Timeline on Significant Disproportionality (Equity in IDEA) (March 31, 2017)

These resources are a follow-up to the Equity in IDEA final regulation, which was published in the Federal Register Dec. 19, 2016 and became effective on Jan. 18, 2017.

On May 6, 2019, the Department of Justice filed a Notice of Appeal in COPAA v. DeVos. The filing of this Notice of Appeal does not stay the district court order or alter the fact that the December 19, 2016 Equity in IDEA regulation on significant disproportionality is currently in effect.

The Office of Special Education and Rehabilitative Services posted the following to the department's site May 20, 2019: "Pursuant to the plain language of the December 19, 2016 Equity in IDEA regulation on significant disproportionality, and in conjunction with the March 7, 2019 decision in COPAA v. Devos, the department expects states to calculate significant disproportionality for the 2018-2019 school year using the 2016 rule's standard methodology, or to recalculate using the 2016 rule's standard methodology if a different methodology has already been used for this school year."

NOTE: The department postponed the compliance date of this regulation from July 1, 2018 to July 1, 2020 through 83 FR 31306 published July 3, 2018. The regulation also postpones the compliance date for including children ages three through five in significant disproportionality analysis from July 1, 2020 to July 1, 2022.

The Q&A guidance document includes questions and answers on the rule, including the standard methodology; remedies; effective and compliance dates; and a glossary of terms. It is intended to be used as a resource for states as they begin engaging with stakeholders around the implementation of the final rule.

The Model State Timeline outlines the different streams of work and the timelines that states should consider as they implement the new rule.

Webinar on Equity in IDEA 101: Contents of the Final Rule (Feb. 7, 2017)

Webinar on Equity in IDEA 201: Implementing the Final Rule (March 30, 2017)

OSEP Funded Technical Assistance Centers and Resources IDEA 2004 Reauthorization Resources

Teaching is one of the most important and challenging careers, and of all the school-related factors that impact student academic performance, great teachers matter most and that is especially true for children with disabilities.

Great teachers, related services providers and principals matter enormously to the learning and the lives of all children, especially children with disabilities.

States must establish and maintain qualifications to ensure the personnel necessary to implement the IDEA Part B requirements are appropriately and adequately prepared and trained. This includes making sure those personnel have the content knowledge and skills to serve children with disabilities.

IDEA authorizes and OSEP invests in personnel development for those who serve and support children with disabilities (birth through 21) and their families.
OSEP Funded Technical Assistance Centers and Resources

The IDEA and its implementing regulations address the transportation needs of children with disabilities.

Transportation is a related service as defined by 34 CFR §300.34(c)(16) of the IDEA regulations and can include travel to and from school and between schools; travel in and around school buildings; and specialized equipment such as special or adapted buses, lifts, and ramps.

A child's individualized education program (IEP) Team is responsible for determining both if transportation is required to assist a child with a disability to benefit from special education and related services and how the transportation services should be implemented.

The IDEA and the implementing regulations also include travel training in the definition of special education. Travel training is instruction that enables children with disabilities to develop an awareness of the environment in which they live, and to learn the skills necessary to move effectively and safely from place to place within that environment.

Both transportation and travel training are important services IEP Teams should continue to consider when they plan for a child's postsecondary transition needs.
IDEA 2004 Reauthorization Resources

During the last decade, there has been a proliferation of educational models involving varying degrees of in-person and online instruction and practice.

Many state educational agencies (SEAs) and local educational agencies (LEAs), including charter schools that operate as LEAs, provide a variety of Internet-based or online instruction to children, including children with disabilities under the IDEA.

In addition, some LEAs have begun, or are considering, offering children the opportunity to attend virtual schools.

The educational rights and protections afforded to children with disabilities and their parents under IDEA must not be diminished or compromised when children with disabilities attend virtual schools that are constituted as LEAs or are public schools of an LEA.
OSEP Guidance and Resources

# data[].attributes.attachment_link.description
Find information and resources related to the Individuals with Disabilities Education Act (IDEA) from the U.S. Department of Education, Office of Special Education Programs (OSEP) and other Federal agencies.

# data[].attributes.attachment_link.description
Your kids will love learning with our math and reading games. Have fun and watch their skills grow. Try now for free!

# data[].attributes.body
The website doesn't have content but it does give you a bunch of educational games, and also grade levels. They also have it in order from worksheets, games, lesson plans, work books, stories, songs and many more.

# data[].attributes.headline
This website is for teachers and families. 

# data[].attributes.subject
This website is for teachers and families. 

# data[].attributes.attachment_link.readable_text
Gifted children often stand out. Whether you are a parent, an educator, or a student, you are likely here because you have noticed something about a student or about yourself if you are that student in question. Those without a background in gifted education may feel that gifted children stand out because of their good grades or high achievements. However, many of us who work with gifted children know that they are different for other reasons like their quirky sense of humor, their intense questioning, or their refusal to sit still in the classroom and repeat math facts when they would much rather be discussing the nature of infinity. Looking for gifted traits in children can provide information for parents, educators, and students themselves to decide whether they want to pursue intelligence testing, acceleration, or simply have a better understanding of who these children are.

What is Giftedness?

At its core, giftedness is a brain-based difference that contributes to our vibrant and neurodiverse world. This neurological difference means that profoundly gifted students experience a different intellectual, academic, and social-emotional development trajectory than neurotypical individuals. These differences are detailed in " The Neuroscience of Giftedness ," a series of articles from , the Gifted Research and Outreach organization.

To quote a beloved leader in gifted education, Dr. Jim Delisle, "Giftedness is an innate ability to both detect and comprehend the world in complex ways that differ significantly from age-expected norms." ( Understanding Your Gifted Child from the Inside Out , p8). Importantly, Delisle makes the distinction that giftedness is not always apparent just from looking at a student's achievements. This is often a source of tension when advocating for the highly gifted child who may appear average, or even below average, in school. Parents and educational professionals often hear the same myths about gifted students and must take the extra step to educate themselves on giftedness in order to better serve the needs of this population.

Like most people, highly capable students are unique individuals with varied and multifaceted talents and interests. Some demonstrate mastery in multiple areas while others excel in a single subject. Gifted identification often relies on a mix of gifted testing and more qualitative observations of gifted characteristics and behaviors.

Common Characteristics of Gifted Children:

Ability to comprehend material several grade levels above their age peers

Surprising emotional depth and sensitivity at a young age

Strong sense of curiosity

Enthusiastic about unique interests and topics

Quirky or mature sense of humor

Creative problem solving and imaginative expression

Absorbs information quickly with few repetitions needed

Self-aware, socially aware, and aware of global issues

The National Association for Gifted Children lists additional traits of giftedness that parents may find useful. Of course, each gifted student is unique, and they may present with a mix of these traits or only two very intensely or perhaps you find that none of them at all fit.

What are Traits of Profoundly Gifted Children?

Profoundly gifted individuals score in the 99.9th percentile on IQ and achievement tests and have an exceptionally high level of intellectual prowess.

Characteristics of profoundly gifted individuals may include:

Rapid Comprehension: An advanced ability to learn and process information rapidly, combined with a need for constant mental stimulation; profoundly gifted students often work at a different pace than neurotypical peers-going far ahead or pausing to dive deeply in areas of interest.

Intuitive Understanding of the Basics: Difficulty concentrating on tasks that are not intellectually challenging, including repetitious materials or rote tasks; profoundly gifted children often need less practice to master an idea or concept.

Tendency toward Complexity: A need to understand the "big picture" of what they are learning; they may ask endless "why" questions or prefer to learn whole-to-part rather than part-to-whole.

Need for Precision: An appreciation for nuance and a need for precision in thinking and expression; they may often respond to questions with "that depends..." and they may struggle with multiple choice assessments that ask them to make definitive decisions without an extensive contextual background to questions.

High Expectations: A tendency to hold themselves and others to high standards, which can sometimes present as perfectionism or a very defined sense of justice; this may lead to challenges when understanding rules set by others or interacting with same-age peers who don't hold the same standards.

Divergent Interests: A vivid imagination and niche interests may make it difficult to connect with same-age peers; profoundly gifted students may seek out older children or adults who share their interests, or they may connect with younger children who are flexible in their thinking and engage in imaginational pursuits.

Oftentimes profoundly intelligent young people are not properly identified and, thus, do not receive an appropriately challenging education. Research shows this can lead to underachievement or even dropping out of school - studies indicate that 40 percent of all gifted students may be underachievers ( Handbook of Gifted Education , p. 424). The Davidson Institute exists to help these young, bright children gain recognition in the national conversation around giftedness and works directly with families to help them reach their potential.

Learn More about Giftedness:

# data[].attributes.attachment_link.title
Characteristics and Traits of Gifted Children | Davidson Institute

# data[].attributes.attachment_link.description
Gifted children often stand out. Whether you are a parent, teacher or student, you may have noticed these gifted characteristics and traits.

# data[].attributes.body
Is My Child Gifted?

Gifted Testing and Assessment

How to Get Your Child Tested for Giftedness

Gifted Traits and Characteristics

Gifted Education and Support Options

Upcoming Events

Gifted Social and Emotional Resources

# data[].attributes.body
Giftedness is a difference in someones brain, one experience for one child may not be the same for another. Whether it is intellectual, academic, and their social emotional development.

Commons characteristics of gifted children are:

Ability to comprehend material several grade levels above their age peers

Surprising emotional depth and sensitivity at a young age

Strong sense of curiosity

Enthusiastic about unique interests and topics

Quirky or mature sense of humor

Creative problem solving and imaginative expression

Absorbs information quickly with few repetitions needed

Self-aware, socially aware, and aware of global issues

# data[].attributes.attachment_link.description
Causes and risk factors for developmental disabilities.

# data[].attributes.body
Developmental disabilities are a group of conditions due to an impairment in physical, learning, language, or behavior areas.

These conditions begin during the child's developmental period, may impact day-to-day functioning, and usually last throughout a person's lifetime.

Most developmental disabilities begin before a baby is born, but some can happen after birth because of injury, infection, or other factors.

# data[].attributes.body
The website goes over how to do healthy living with people with health Disabilities, who are affected, and also cause and risk factors. The page is more for child development and how this contributed to health Disabilities.

# data[].attributes.headline
This website is for everyone, however I would recommend it to parents and teachers!

# data[].attributes.subject
This website is for everyone, however I would recommend it to parents and teachers!

# data[].attributes.body
What is Vision Impairment?

Basic Eye Anatomy

Economic Impact of Vision Impairment

Living with Vision Impairment

Eye Diseases

Eye Care & Safety

# data[].attributes.body
The website talks about what vision impairment is and explains that vision impairment means the person's eyesight can't be corrected. Also the website goes over the different levels of vision loss as some are more severe than others. The website also talks about how vision impairment affects children, as it completely changes how children understand and function in the world.

# data[].attributes.body
References

Batshaw ML. Children with disabilities (4th edition). Baltimore, MD: Paul H. Brookes Publishing Co.; 1997.

Day S. Normal and abnormal visual development. In: Taylor D, editor. Paediatric ophthalmology (2nd edition). Malden, MA: Blackwell Science; 1997, p 13-28.

Holbrook MC (Editor). Children with visual impairments: a parents' guide. Bethesda, MD: Woodbine House; 1996.

Kaminer RK, McMahon E. Blindness and visual impairment. Pediatrics in Review 1995;16:77-8.

Puckett CD.  The educational annotation of ICD-9-CM (4th edition).  Reno, NV: Channel Publishing, Ltd., 2001, p. 641.??

Sonksen PM, Petrie A, Drew KJ. Promotion of visual development of severely visually impaired babies: evaluation of a developmentally based programme. Developmental Medicine and Child Neurology 1991;33:320-35. Date: October 29, 2004 ?Content source: National Center on Birth Defects and Developmental Disabilities

# data[].attributes.attachment_link.title
IEP Goals: Core Concepts and Best Practices | Frontline Education

# data[].attributes.attachment_link.description
Download our free guide to learn best practices and frequently asked questions about Individualized Education Programs (IEP) goals and objectives.

# data[].attributes.body
Frequently Asked Questions about annual goals and how they relate to curriculum standards

What are annual IEP goals?

What should they include?

How should annual IEP goals be linked to the state standards?

Core concepts around goal-setting, short-term objectives and benchmarks, and progress monitoring

What are short-term objectives and benchmarks?

What is the relationship between a student’s present levels of performance and developing annual goals?

How is progress measured?

# data[].attributes.body
The website gives you a guide on very many topics and includes practices that work to accomplish the goals in your IEP.

The website also shows what the goals should include. As stated the goals should focus on skills, behavior and also strategies to help the student progress.

There is also criteria to measure progress of the students and as well as procedures.

# data[].attributes.body
The website talks about several ways to keep students engaged but also provides them with the highest quality of education.

A comprehensive list of 36 teaching strategies to use in math class and beyond

A list of essential resources for using them effectively

# data[].attributes.attachment_link.description
NYSED General Information: (518) 474-3852

# data[].attributes.body
Testing Accommodations for Students with Disabilities, Policy and Tools to Guide Decision-Making and Implementation - August 2023

Allowable Testing Accommodations Across New York State’s Testing Programs

Availability of Previously Released New York State Testing Program Assessments in Unified English Braille (UEB)

For additional resources, please visit NYSED's Office of Special Education website. (https://www.nysed.gov/special-education)

Multiple Day Administration of State Assessments

Revised Procedures for Multiple Day Administration of State Assessments

Attachment 1-Assurance of Multiple Day Administration of State Assessments

Attachment 2-Multiple Day Administration Security Certificate for Chief School Officers (or Their Designees)

Attachment 3-Multiple Day Administration Security Certificate for Parents-Guardians

Next-Day Completion of Testing for English Language Learners (ELLs)

Revised Procedures for Next-Day Completion of Testing for English Language Learners on Regents Examinations

Attachment 1-Assurance of Next-Day Completion of Testing for ELLs on Regents Examinations

Attachment 2-Next-Day Completion Security Certificate for Chief School Officers (or Their Designees)

Attachment 3-Next-Day Completion Security Certificate for Parents-Guardians

Attachment 3-Next-Day Completion Security Certificate for Parents-Guardians (translations)

For additional resources, please visit NYSED's Office of Bilingual Education and World Languages (OBEWL) website. (http://www.nysed.gov/program-offices/office-bilingual-education-and-worl...)

# data[].attributes.body
Policy and tools to help and assist students for implementing testing accommodations.

Computer-based testing, assistive technology accommodations, tests read, use of spell-check devices/software, procedures on the use of a scribe and multiple day test administration.

# data[].attributes.headline
16. Strategies for working with exceptional children.  

# data[].attributes.subject
16. Strategies for working with exceptional children.  

# data[].attributes.attachment_link.readable_text
Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own.
Some intervention practices that produce large outcomes are:

direct instruction;

learning strategy instruction; and

using a sequential, simultaneous structured multi-sensory approach.

Teachers who apply those kinds of intervention:

break learning into small steps;

administer probes;

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like "How is the strategy working? Where else might you apply it?"

Scaffolding is also something that seems to make a real difference. Start out with the teacher using heavily mediated instruction, known as explicit instruction, then slowly begin to let the students acquire the skill, moving towards the goal of student mediated instruction.

Success for the student with learning disabilities requires a focus on individual achievement, individual progress, and individual learning. This requires specific, directed, individualized, intensive remedial instruction for students who are struggling.

Whether the student is in the general education classroom or learning in a special class setting, focus the activities on assessing individual students to monitor their progress through the curriculum. Concerns for the individual must take precedence over concerns for the group or the curriculum or for the organization and management of the general education classroom content.

# data[].attributes.attachment_link.title
Successful Strategies for Teaching Students with Learning Disabilities

# data[].attributes.attachment_link.description
Research continues to confirm that we can teach students with learning disabilities to "learn how to learn." We can put them into a position to compete and hold their own. direct instruction; learning strategy instruction; and using a sequential, simultaneous structured multi-sensory approach.

# data[].attributes.body
break learning into small steps;

administer probes

supply regular, quality feedback;

use diagrams, graphics and pictures to augment what they say in words;

provide ample independent, well-designed intensive practice;

model instructional practices that they want students to follow;

provide prompts of strategies to use; and

engage students in process type questions like “How is the strategy working? Where else might you apply it?”

# data[].attributes.body
The website talks about direct instruction and the learning strategies you can use when teaching that can help students more.

Also the idea that for the best success for students with learning disabilities is to focus on individual achievement but also their individual progress.

# data[].attributes.headline
17.  Reading and literacy in special education

# data[].attributes.subject
17.  Reading and literacy in special education

# data[].attributes.attachment_link.title
Reading Strategies for Students With Learning Disabilities | Lexia®

# data[].attributes.attachment_link.description
Fifteen percent of students in the U.S. receive special education services. Here are some of the best reading strategies for special education students.

# data[].attributes.body
-Reading strategies

-Comprehension strategies for student with disabilities

-Tips to do before and after reading

The website provides these steps for before and after reading a test for the student:

1. Use specific strategies to activate prior knowledge, such as previewing headings or key concepts and making a prediction and confirmation chart.

2. Prepare and guide previewing activities to support and focus the connections students make.

3. Use graphic organizers to introduce important information, solicit prior knowledge from students, and make predictions.

4. Avoid soliciting guesses from students without guidance or feedback.

5. Keep it short. Previewing should not take longer than five minutes, especially if a teacher has limited time with students.

6. Revisit after reading to assist in reviewing, confirming, or refuting predictions, summarizing, and making connections.

# data[].attributes.headline
This website is for educators but could be helpful for parents trying to help their child with reading if they are struggling. 

# data[].attributes.subject
This website is for educators but could be helpful for parents trying to help their child with reading if they are struggling. 

# data[].attributes.headline
18. Identification and exceptional children

# data[].attributes.subject
18. Identification and exceptional children

# data[].attributes.body
The website talks about the characteristics of exceptional children.

For example:

Outstanding critical thinking and problem-solving skills

Above average sensitivity, causing them to react more intensely to sounds, tastes, smells, etc.

Strong sense of curiosity

Low self-esteem due to perfectionism

Poor social skills

Strong ability to concentrate deeply in areas of interest

Difficulties with reading and writing due to cognitive processing deficits

Behavioral problems due to underlying stress, boredom and lack of motivation

# data[].attributes.body
The website also talks about how you identify an exceptional child, also that students identified as gifted don't have disabilities.

For example:

Go unnoticed for possible special education evaluation

Be considered underachievers, often perceived as lazy or unmotivated

Achieve at grade level until curriculum becomes more difficult, often during middle and high school

The website offers a lot of insight on students who may be gifted, have disabilities or even students who may not be identified as gifted or disabled.

# data[].attributes.headline
19. Bilingual learners and special education

# data[].attributes.subject
19. Bilingual learners and special education

# data[].attributes.attachment_link.title
The Intersection of Bilingual Education and Special Education

# data[].attributes.attachment_link.description
Bilingual special education provides basic special education services to kids who speak more than one language and have developmental disabilities.

# data[].attributes.body
The website talks about that bilingual special education provides education for students who speak more than one language. Also what bilingual special education entails and how you can create an environment where that is represented.

# data[].attributes.attachment_link.provider_name
Council for Children with Behavioral Disorders

# data[].attributes.attachment_link.title
Behavior Disorders: Definitions, Characteristics & Related Information

# data[].attributes.body
-Definitions

-Characteristics

-Information related to the behavior disorders

# data[].attributes.body
Characteristics:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

The website also talks about the cause of the disturbance hasnt been researched deeply. It's clear that it's something to do with either family, stress, diet or even heredity.

There is anxiety disorder, bipolar disorder, conduct disorder, eating disorders , obsessive compulsive disorder, psychotic disorders, etc.. The website goes through each disorder and explains each.

# data[].attributes.headline
This website can be helpful for everyone and used to educate themselves. 

# data[].attributes.subject
This website can be helpful for everyone and used to educate themselves. 

# data[].attributes.attachment_link.provider_name
National Alliance on Mental Illness (NAMI)

# data[].attributes.attachment_link.description
The intersection of identities is both a source of pride and challenges experienced by many Americans today, and for 61 million people, that includes living with a disability. For those living with a condition that is apparent and/or necessitates some form of an accommodation to be safe and comfortable navigating in society, their disability may be their primary […]