Special Education Process

These entries present specific resources that address the components of the Special Education Process.
Referral/Evaluation/Eligibility
Instruction/Monitoring
IEP/IFSP/504
Dispute Resolution
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Description: This webinar will introduce participants to the fundamental concepts of Self-Determination for students with autism and related disabilities. We will discuss how to teach these concepts, Power-Standards for IEP goals, how to include students in the IEP process, and other strategies for supporting students with developing their self-determination skills. The presenter will be accompanied by student members of a self-determination club. Self-advocates are encouraged to participate.
Description: Special Education COVID-19 Information COVID-19 Parent Guide Social-Emotional Wellness Quick Guides Guidance fromt he Department of Special Education & Student Services Virtual IEP Meeting Tip Sheets Special Education Instructional Resources
Description: The Office of Special Education and Rehabilitative Services’ Office of Special Education Programs (OSEP) released a Q&A document in response to inquiries concerning implementation of the Individuals with Disabilities Education Act (IDEA) Part B provision of services in the current COVID-19 environment: Questions and Answers on IDEA Part B Provision of Services        Additionally, the Office for Civil Rights issued a COVID-19-related technical...
Description: These podcasts are designed so EI practitioners like you can easily listen between visits or on breaks during your busy day. Each episode focuses on an important topic that is discussed by two experienced EI professional development specialists who have also been service coordinators, service providers, and parents of children enrolled in EI. Listen often to learn, reflect on your practices, and hear a few tips to do the work you do well even better. These podcasts are a collaborative effort of...
Description: This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours). A Professional Development Certificate for this module is available.  
Description: At IRIS, they have a bit of experience when it comes to which of their resources are most heavily used at the beginning of any given academic year. Consider this your curated list of back-to-school learning modules and case study units from your friends at the IRIS Center. Classroom Behavior Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan Effective Room Arrangement:...
Description: OSEP hosted a three-part webinar series on Continuity of Learning and Return to School during COVID-19. This series showcased ready-to-use resources, tools, and practices from OSEP partners to support the educational, developmental, behavioral, and social/emotional needs of infants, toddlers, children, and youth with disabilities through remote and distance learning. Below you will find the archived webinars, featured resources, and additional tools and information to help educators, parents and...
Description: How to Support Students in Virtual IEP Meetings (District Administration) Nine ways to help students with disabilities to feel comfortable and meaningfully participate in IEP meetings held remotely this fall. Send documents home for student and parent to review. Seek information before the meeting Ensure all participants use their camera. And more... Bringing Student Voice Into IEP Conversation (Edutopia) One specific area of concern and focus is students with individualized education programs,...
Description: Considerations for COVID Recovery Services for Students with Disabilities (Virginia Department of Education, VDOE) Virtual IEP Meeting Tip Sheets (A Collaborative Effort Across OSEP-Funded Projects) Virtual Meetings: Strategies, Tips and Resources (The Center for Appropriate Dispute Resolution in Special Education, CADRE) Resources for Families and Students (Progress Center: Promoting Progress for Students with Disabilities) IEP Accommodations During Distance Learning (Understood.org) Virtual...
Description: The purpose of this Frequently Asked Questions (FAQ) document is to provide updated guidance for school divisions as they reopen schools for instruction during the 2020-2021 academic year. In this unprecedented situation, there are no “general rules,” other than the regulatory requirements, which can be applied to fit all of the individual situations and expectations. Special education has always been meant to address student-specific needs in the provision of a free appropriate...
Description: The coronavirus pandemic is bringing new challenges to special education and distance learning. One of the biggest challenges is how to implement accommodations for students who have an Individualized Education Program (IEP). To make accommodations work in an online setting, you’ll need some innovative thinking and an understanding of the tools available to you and your students. Take a look at the charts below for some examples of how commonly used accommodations can transfer to a virtual...
Description: As we get this new school year underway in Virginia, the Virginia Department of Education's (VDOE's) resource page for families is continually being updated.  Please check back often for the most up-to-date information. This page includes: Family Resources Parent Guide Youth in Foster Care during School Closures due to COVID-19 Military Families Families of Students with Disabilities Guidance from the Department of Special Education & Student Services Virtual IEP Meeting Tip...
Description: PEATC (Parent Educational Advocacy Training Center) is pleased to provide our Back to School Planning Guide to assist families of students who receive special education services in preparing for the 2020-21 school year.  This guide includes worksheets with checklists and questions to help families as they prepare for how their children with disabilities will receive the services and supports outlined in their IEPs. We have also included a one-pager to help look at the question - What did my...
Description: Harness the power of High Leverage Practices (HLPs) to boost your inclusive practices! The Ready, Set, Go Team in coordination with TTAC @ GMU is pleased to offer four, 1-hour virtual community of practices for general education teachers and special education teachers who serve students pre-K-12 with disabilities. The community of practices will be aligned with TTAC’s Ready, Set, Go newsletter articles published at the beginning of the same month. Read the Ready, Set, Go and then join...
Description: This August, the Autism Society of America is dedicated to providing the autism community with the valuable resources necessary for the ever-changing landscape of back to school during COVID-19. Our goal is to provide resources to help autistic individuals and families as they navigate the “New Normal” of education during the COVID-19 crisis this summer. They have compiled a digital toolkit of resources, information, referrals, and support to help autistic individuals and their...
Description: Appropriately supporting students in online and blended learning environments requires a great deal of instructional planning and preparation. When enrolling students with disabilities in online or blended learning programs, additional planning may need to occur so students can be supported with additional programs and services determined by the student’s Individualized Educational Plan (IEP) or from an accommodations plan resulting from a Section 504 meeting. Either way, these added...
Description: The 5C Process is a five step process focused on building continuity across lifelong learning priorities, the annual IEP goals, the inclusive environments (at school or at home) and instructional support for students with significant cognitive disabilities. The process outlines a plan for transitioning instruction between school and home during periods of distance learning. While the 5C Process was developed specifically for students with significant cognitive disabilities, we believe this...
Description: Family participation is an essential feature of the development and implementation of high-quality educational programming for students with disabilities. The Individuals with Disabilities Education Act (IDEA) mandates that families, and students when appropriate, participate in the development, monitoring, and the implementation of individualized education program (IEP). Although this participation is a legal requirement, collaborative partnerships between families and school personnel also...
Description: This document was developed to provide support to school administrators and directors of special education as they plan for return to school, special educators and parents who will be participating in Individualized Education Program (IEP) meetings, and for Local Educational Agencies (LEAs) and families that may be navigating a dispute. This document highlights information related to compliance, documentation and progress monitoring, and IEP Team considerations that are necessary in order to...
Description: Circumstances may prohibit participants from attending special education meetings in person. In these situations, technology allows one or all of the individuals to participate through the Internet or telephone. Many types of meetings can occur virtually, including IEP meetings, mediations, resolution sessions, and due process hearings. While each of these types of meetings is unique, virtual meetings share common traits and considerations. Here we have collected resources, tips and...
Description: The purpose of the Handbook for Educators of English Learners with Suspected Disabilitiesis to provide school divisions with guidance on a multi-step process to appropriately identify and evaluateELs who may have a disability for possible eligibility for special education and related services.
Description: This resource was developed in response to requests from state and local educational agencies and parents about how to hold and participate in virtual individualized education program (IEP) meetings. While intended to meet a need during the current COVID-19 pandemic, we hope the content will have broader application. Contents: A Collaborative Effort Across OSEP-Funded Projects Virtual IEP Meetings: Technology Tips for All Participants Hosting Virtual IEP Meetings: Tips for Success Common...
Description: The Virginia Department of Education (VDOE) cares about the well-being of both you and your child, especially as we face the COVID-19 pandemic. We are all in this together and our first priority is to keep our families and ourselves safe by seeking out meaningful supports. We should make every effort to stay positive and patient with one another and be compassionate in the understanding that everyone--administrators, teachers, students, and families--are going through this together. Please...
Description: School divisions must make every effort possible to meet required timelines by scheduling and holding your student’s IEP meeting online or by phone. Here are some helpful hints for IEP meetings and service delivery.
Description: The K-12 Inclusive Practices Guide is an informational resource to support school divisions and parents looking to improve outcomes for students with disabilities by meeting their needs to the maximum extent possible in general education setting.
Description: It is the responsibility of the IEP team to consider the need for assistive technology devices or services. The consideration process is a short discussion among team members to determine if the use of low tech or high tech supports will assist the student in making academic progress. The IEP team should document the consideration process.
Description: CADRE's major emphasis is on encouraging the use of mediation, facilitation, and other collaborative processes as strategies for resolving disagreements between parents and schools about children's educational programs and support services. CADRE supports parents, educators, administrators, attorneys and advocates to benefit from the full continuum of dispute resolution options that can prevent and resolve conflict and ultimately lead to informed partnerships that focus on results for...
Description: Parents and caregivers have certain goals in mind when their children go to school. Regardless of whether children have disabilities or not, all parents want them to learn, explore, and experience as much as they possibly can. Parents strive for their children to complete their public education, obtain a diploma, and be fully prepared to move on toward their chosen path, whether that is immediate employment, higher education, or something else. In order for your child to achieve these goals,...
Description: What is it? This is a guide on how to aid students with emotional or behavioral disturbances (EBD) to lead their Individualized Educational Program (IEP) meetings during high school. For the purposes of this manual, a student-led IEP is an IEP where a student with an EBD holds a leadership role during the IEP meeting, and actively participates in the writing, creation, and implementation of the IEP, including its transition component. This guide will outline steps and activities needed to...
Description: What is it? This is a guide about how to include Career and Technical Education (CTE) into the transition plans of high school students with Emotional or Behavioral Disorders (EBD). It can be used as a roadmap and reference for steps to take and activities to engage in when planning for and incorporating CTE courses into the transition component of Individualized Education Plans (IEP). This document brings together existing tools and creates a continuum for how to braid them together into a...
Description: Parents and caregivers have certain goals in mind when children go to school. Regardless of whether children have disabilities or not, all parents want them to learn, explore, and experience as much as they possibly can. Parents strive for their children to complete their public education, obtain a diploma, and be fully prepared to move on toward their chosen path, whether that is immediate employment, higher education, or something else. In order for your child to achieve these goals, there are...
Description: The purpose of this discussion guide is to help IEP teams make informed decisions about whether intervener services are appropriate for a particular student.    Why Intervener Services May Be Needed Students who are deaf-blind have absent, partial, or distorted vision and hearing. Deaf-blindness severely limits access to visual and auditory information that forms the basis for learning and communication and creates challenges for educational systems mandated to provide a free and...
Description: A new school year means a new grade, new teachers, new goals, and maybe even a new school! In order to help you and your child with special needs be as successful as you can be, we’ve put together a list of eight helpful back-to-school tips that we hope will make the transition into a new school year a little easier for you and your child. 1. Organize all that paperwork. In the world of special education, there are lots of meetings, paperwork, and documentation to keep track of. Try to...
Description: This archived presentation is by Rachel Connelly and Karen Hawley, Assistive Technology Services in Fairfax County Public Schools.
Description: Evaluation is an essential beginning step in the special education process for a child with a disability. Before a child can receive special education and related services for the first time, a full and individual initial evaluation of the child must be conducted to see if the child has a disability and is eligible for special education. Informed parent consent must be obtained before this evaluation may be conducted.
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.
Description: The nation’s special education law is called the Individuals with Disabilities Education Act, or IDEA. As part of making special education and related services available to children with disabilities in the public schools, IDEA defines the term “child with a disability.” That definition includes specific disability terms, which are also defined by IDEA, as this webpage describes. The IDEA’s disability terms and definitions guide how States in their own turn define...
Description: Title |  Building the Legacy for Our Youngest Children with Disabilities: A Training Curriculum on Part C of IDEA 2004 By Whom? | This training curriculum was produced by NICHCY at the request of the Office of Special Education Programs (OSEP) at the U.S. Department of Education. The Center for Parent Information and Resources is pleased to house this curriculum and to make it continuously available. For Whom? |  The curriculum is intended to help all those involved with...
Description: Wherever you work, children come to you with gifts, curiosity, challenges, and needs.  They are small wonders, to be sure, and as full of diversity as society itself. And because disability is a natural part of life, it’s also likely that some of your little ones may have a disability or a developmental delay that can impact their learning and growth. As a child care provider or preschool teacher, you may even be among the first to notice a child’s difficulties or...
Description: The birth of a child is an exciting, life-changing event. A beautiful new baby comes to your house, family, and neighborhood. It is a time for celebration. But what happens when this new child has a disability? What if there are health problems? What if, as time goes by, it seems as if the child isn’t learning and progressing as quickly or easily as other children? What do you do? CPIR offers a suite of resource pages that can help you find answers and people who can...
Description: In drafting the provisions of IDEA, our nation’s special education law, Congress clearly contemplated that, at times, there would be disagreements between parents of children with disabilities and the school districts providing special education and related services to their children. 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...
Description: Early intervention is full of terms that people constantly use in writing and in conversation, and it’s important to know what those terms mean. We are pleased to provide this handy reference to early intervention terminology, and hopes it helps our readers quickly connect with the meaning of pivotal words and phrases in the field.
Description: Module 1 welcomes everyone to Part C of IDEA—the early intervention program for infants and toddlers with disabilities.
Description: The education of children with disabilities is a top national priority. Our nation’s special education law, the Individuals with Disabilities Education Act (IDEA), sets high standards for their achievement and guides how special help and services are made available in schools to address their individual needs.
Description: Think about a time when you really wanted someone – a teacher – to know stuff about you but you really didn’t want to have to take the time and the words to explain it. Think about your IEP.  How long does it take for anyone to look at it and find out the important things about you? The One-Pager was created as a way to cut through all of that paper and get at the important stuff quickly and all on one page. What it is The One-Pager is a simple tool to help provide...
Description: Virginia Family Special Education Connection provides a one-stop-shop for parents, families and caregivers of children with special needs to: Access local school system contacts and disability services in your community Explore an abundance of resources, including assistive technology and behavioral supports to help your child succeed. Learn about and plan your child's educational program Understand your legal rights and responsibilities POWER (Parent Organizer with Educational Resources)...
Description: This section includes a compilation links to resources on: Benefits Civil Rights Community Life Education Employment Emergency Preparedness Housing Technology Transportation  
Description: Table of Contents Aiming to Reduce Time-In-Cell Amplifying Voices of Inmates with Disabilities Prison Project (AVID Prison Project) ASERT Collaborative Assessing the Use of Law Enforcement by Youth Residential Service Providers Assisting Victims & Witnesses with Disabilities in the Criminal Justice System: A Curriculum for Law Enforcement Officers (with Trainer's Guide) Autism Awareness Training for New Mexico Firefighters, Paramedics, EMTs, Police Officers and other First Responders Autism...
Description: This section provides information on assessment and eligibility determination guidelines to special education professionals who work with English Learners. These guidelines can be used where traditional evaluation procedures may not be appropriate and are based on specific aspects of diversity such as race, culture, the acculturation process, high mobility among families and poverty rates. This includes “Effective Communication with English Learner Parents through an...
Description: Being a parent is the most wonderful—and hardest—job in the world. If you have a child with special needs, your job is no less wonderful, but it can be more complicated. Your child’s education is most likely an area of great interest to you. As a child with a disability, he or she may be eligible for special education services in school. If so, then it will be important for you to learn: more about special education; how special education services can support your child; and...