Laws & RegulationsSkip to search results
Showing Results 51 - 89 of 89
Description: Los padres tienen el derecho de no estar de acuerdo con el sistema escolar. El sistema escolar tiene el mismo derecho—el de no estar de acuerdo con ciertas decisiones o acciones de los padres en cuanto a la identificación, evaluación, o ubicación de su niño, o la provisión de una educación pública gratis y apropiada al niño. (IEP, Dispute Resolution)
Description: The Center for Parent Information and Resources (CPIR) offers information and connections to the full spectrum of disabilities in children, including developmental delays and rare disorders. Learn about typical developmental milestones in childhood, specific disabilities and disorders, and the disability categories in our nation’s special education law (IDEA) that qualify a child for special education services.
Description: ¡Si está buscando información sobre discapacidades en niños pequeños y jóvenes, ha llegado al lugar correcto! Ofrecemos información y conexiones al espectro completo de discapacidades en los niños, incluyendo retrasos en el desarrollo y desórdenes raros. Utilice los siguientes enlaces para aprender sobre las etapas típicas del desarrollo, discapacidades y desórdenes específicos, y las categorías de...
Description: Since the 1960s, there has been a virtual avalanche of federal legislation that relates directly or indirectly to individuals with disabilities, particularly children and youth. These form the core of current protection against discrimination and current guarantees of equal educational opportunity that individuals with disabilities have in our nation.
Description: Welcome to NICHCY’s training curriculum on IDEA 2004's Part C (early intervention)! There are 14 Modules
Description: The disability community is full of acronyms that people constantly use in writing and in conversation, and it’s important to know what those acronyms stand for. Acronyms are used in order to abbreviate names or phrases. The CPIR is pleased to provide this list of special education and disability-related acronyms, and hope it helps our readers quickly connect with the meaning of pivotal acronyms in the field.
Description: This paper, “Frameworks for Response to Intervention in Early Childhood: Description and Implications,” has been jointly developed by the Division for Early Childhood of the Council for Exceptional Children, the National Association for the Education of Young Children, and the National Head Start Association. The purpose of the joint paper is to define early childhood response-to-intervention frameworks and to promote a broader understanding and discussion of the topic.
Description: This guidance document is intended to assist local education agency (LEA) personnel as they work to address the needs of their students who have been identified as, or are suspected to be, students with disabilities in Virginia. (Virginia Department of Education, VDOE, Office of Dispute Resolution and Administrative Services)
Description: Deafblindness: Educational Service Guidelines offers state and local education agencies a framework from which meaningful, appropriate programming for students who are deafblind can be developed. These guidelines identify the knowledge and skills educators need to assist their students who are deafblind reach their full potential and become successful, contributing members of our society.
Description: This fact sheet from the Equal Employment Opportunity Commission (EEOC) explains a young worker's employment rights and responsibilities under the laws enforced by EEOC.
Description: This resource provides an Introduction to special education, Part 1: The Evaluation Process, Part II: Deciding Eligibility, Part III: Writing and Implementing an IEP, Part lV: Re-Evaluation and Part V: Resolving Disputes
Description: Where will a student with a disability receive his or her special education and related services? IDEA requires placement in the least restrictive environment (LRE) for each child, a setting that is based on the child’s IEP. (parent, parents)
Description: Los padres tienen el derecho de no estar de acuerdo con el sistema escolar, como hemos discutido en la página Derecho de No Estar de Acuerdo. El sistema escolar tiene el mismo derecho—el de no estar de acuerdo con ciertas decisiones o acciones de los padres en cuanto a la identificación, evaluación, o ubicación de su niño, o la provisión de una educación pública gratis y apropiada al niño. Pero, ¿cuáles opciones...
Description: The Center for Parent Information and Resources (CPIR) serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities. (This website is funded by the U.S. Department of Education, Office of Special Education Programs.)
Description: This technical assistance resource was created in collaboration with staff at the Virginia Commonwealth University Autism Center for Excellence (VCU ACE) and is designed to be a tools for educators, administrators, and parents working to improve services for students with autism spectrum disorders (ASD). These guidelines offer an overview of the current best practices for educating individuals with ASD.The Guidelines are not a standard of practice for the education of individuals with ASD in...
Description: The Brain Injury Association of Virginia have updated this guide for educators that includes the following sections: Brain Injury 101, The Student with TBI: AN Overview, Educational Implications, Transition, Family and Special Education.
Description: The Office of Special Education Programs (OSERS) issued this Q&A document to provide parents, parent training and information centers, school personnel, state educational agencies (SEAs), local educational agencies (LEAs), advocacy organizations, and other interested parties with information to facilitate appropriate implementation of the IDEA dispute resolution procedures, including mediation, state complaint procedures, and due process complaint and due process hearing procedures.
Description: This document provides information about the participation of Limited English Proficient (LEP) students in the Virginia Assessment Program. Included in this document are the definition of an LEP student, the procedures for determining the LEP student’s participation in the Virginia Assessment Program and how the student will be assessed, procedures for providing testing accommodations, and guidelines for assessing LEP students with disabilities.
Description: "Your Family's Special Education Rights" identifies key parts of the “Individuals with Disabilities Education Improvement Act of 2004” (IDEA), a federal law governing the education of students with disabilities. IDEA 2004 requires that families be informed of their special education rights, including how families and schools can resolve problems. This document is available in Arabic (PDF), Chinese (PDF), English (PDF), Urdu (PDF), Farsi (PDF), Korean (PDF), Spanish (PDF), and...
Description: While it is expected that parents and school personnel will work in partnership to ensure children with disabilities are provided appropriate services, there are times when the child’s parents and school officials cannot reach consensus on what constitutes a free appropriate public education (FAPE) for an individual child. When such disagreements occur, parents and school districts can turn to IDEA’s procedural safeguards and dispute resolution options.(parent, parents)
Description: The Early Childhood Technical Assistance Center is funded by the Office of Special Education Programs to improve state early intervention and early childhood special education service systems, increase the implementation of effective practices, and enhance the outcomes of these programs for young children and their families.
Description: The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities throughout the nation. IDEA governs how states and public agencies provide early intervention, special education and related services to more than 6.5 million eligible infants, toddlers, children and youth with disabilities.
Description: This website offers "one-stop-shopping" for links to legislation, Federal Register Notices, Policy Guidance, and Grant Applications for the No Child Left Behind Act of 2001 (the Elementary and Secondary Education Act or ESEA).
Description: The Autism Speaks 100 Day Kit for Newly Diagnosed Families of Young Children was created specifically for families of children ages 4 and under to make the best possible use of the 100 days following their child's diagnosis of autism.
Description: These resources include: Birth through Grade Five Literacy, Adolescent Literacy through Grade Twelve, Literacy for Special Populations, Standards of Learning Documents for English and Progression Charts for Reading, Writing, Grammar and Research.
Description: The Secretary issues final regulations governing the Early Intervention Program for Infants and Toddlers with Disabilities. These regulations are needed to reflect changes made to the Individuals with Disabilities Education Act, as amended by the Individuals with Disabilities Education Improvement Act of 2004 (Act or IDEA). These regulations are effective on October 28, 2011.
Description: It is the mission of the Center for Effective Collaboration and Practice to support and promote a reoriented national preparedness to foster the development and the adjustment of children with or at risk of developing serious emotional disturbance. To achieve that goal, the Center is dedicated to a policy of collaboration at Federal, state, and local levels that contributes to and facilitates the production, exchange, and use of knowledge about effective practices.
Description: The Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education (Department) has received requests for clarification of some of these regulations. This is one of a series of question and answer (Q&A) documents prepared by OSERS to address some of the most important issues raised by requests for clarification on a variety of high-interest topics.
Description: This brief document offers suggestions for convening successful IEP meetings. It includes preparation tips for parents and educators.
Description: Every job seeker with a disability is faced with the same decision: "Should I or shouldn't I disclose my disability?" This decision may be framed differently depending upon whether you have a visible disability or a non-visible disability. Ultimately, the decision of whether to disclose is entirely up to you.
Description: This document from the U.S. Department of Education discusses IDEA's physical education requirements for students with disabilities. Its purposes are to disseminate information on improving opportunities for children and youth to access PE and athletics and to refer the reader to sources of additional information regarding the inclusion of children and youth with disabilities in PE and athletic extracurricular activities.
Description: The U.S. Department of Education, Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children, and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. The Individuals with Disabilities Education Act (IDEA) authorizes formula grants to states, and discretionary grants to institutions of higher education and other non-profit organizations to support research,...
Description: The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations.
Description: The reauthorization of the Individuals with Disabilities Education Improvement Act (“IDEA”), December 3, 2004, and its implementing federal regulations, October 13, 2006, prompted the need to revise Virginia’s special education regulations, The Regulations Governing Special Education Programs for Children in Virginia (“Virginia Regulations”). This guidance document presents a review of the key elements in the Virginia Regulations. It is not meant to cover all of the...
Description: “Deaf-Blindness” means hearing and visual impairments occurring at the same time, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.
Description: The Virginia Department of Education does not require that schools use this sample IEP format; it is offered as a best practice example. The sample IEP form is divided into two sections. The first section includes those pages that are the foundation of all Elementary IEPs. The second section includes those pages that will be added to the Elementary IEP as needed and sample formats for other purposes.
Description: The Section 504 regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability. Under Section 504, FAPE consists of the provision of regular or special education and related aids and services designed to meet the student's individual educational needs as adequately as the needs of nondisabled students are met. This...
Description: EEOC’s website that contains information explaining the different types of job discrimination that young workers may encounter and suggested strategies they can use to prevent, and if necessary, respond to such discrimination. You can download the Youth@Work Fact Sheet, Brochure and Bookmark by clicking on "Free Downloads" on the left hand margin.
Description: The Building the Legacy training curriculum is intended to help all those involved with children with disabilities understand and implement the IDEA 2004, the nation’s special education law.