Blog – Page 67 – Partners Resource Network

15 08, 2016

OSERS Letter to States Regarding Virtual Schools & IDEA Requirements

kristina@partnerstx.org2019-05-30T11:30:36-05:00

This guidance from the Office of Special Ed & Rehabilitative Services addresses the general supervision responsibilities by states and the applicability of IDEA’s child find provisions to children attending public virtual schools. The letter also clarifies the responsibility for providing a free appropriate public education (FAPE) to children with disabilities attending these schools.

OSERS Letter to States Regarding Virtual Schools & IDEA Requirementskristina@partnerstx.org2019-05-30T11:30:36-05:00

27 07, 2016

Guidance from the OCR on the Educational Rights of Students with ADHD

kristina@partnerstx.org2019-05-30T11:26:41-05:00

On July 26, 2016, the U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.

Guidance from the OCR on the Educational Rights of Students with ADHDkristina@partnerstx.org2019-05-30T11:26:41-05:00

22 04, 2016

Videotapping of Special Education Classrooms

kristina@partnerstx.org2019-05-30T11:22:15-05:00

TEA has just published proposed rules on SB 507 concerning the videotapping of special education classrooms. The comment period runs until May 9th, 2016. At that time TEA staff will review the comments, and finalize the rules. They hope to have the rules go into effect by June 16, 2016.

Videotapping of Special Education Classroomskristina@partnerstx.org2019-05-30T11:22:15-05:00

22 04, 2016

Higher Expectations to Better Outcomes for Children with Disabilities

kristina@partnerstx.org2019-05-30T11:16:54-05:00

Unfortunately, too many of the 6.5 million children and youth with disabilities in this country leave high school without the knowledge and skills they need to be successful in a 21st century, global economy. While the vast majority of students in special education do not have significant cognitive impairments that prohibit them from learning rigorous academic content, fewer than 10 percent of eighth graders with disabilities are proficient in reading and math on the National Assessment of Educational Progress (NAEP). Too often, students’ educational opportunities are limited by low expectations. We must do better.

Higher Expectations to Better Outcomes for Children with Disabilitieskristina@partnerstx.org2019-05-30T11:16:54-05:00

30 03, 2016

Need Info about Autism in Multiple Languages?

kristina@partnerstx.org2019-05-30T11:05:46-05:00

The USC University Center for Excellence in Developmental Disabilities has translated the “Learn the Signs. Act Early” autism fact sheet from the Centers for Disease Control and Prevention (CDC) into multiple languages to reach underserved populations.

Need Info about Autism in Multiple Languages?kristina@partnerstx.org2019-05-30T11:05:46-05:00

23 03, 2016

IDEA Guidance from the DOE

kristina@partnerstx.org2019-05-30T11:09:40-05:00

The Office of Special Education Programs (OSEP) at the U.S. Department of Education regularly provides guidance to the field on the nation’s special education law, the Individuals with Disabilities Education Act (IDEA).

IDEA Guidance from the DOEkristina@partnerstx.org2019-05-30T11:09:40-05:00

CONTACT US

Find us on Facebook

Recent Posts