September 2010 PDF version In Spanish | en español Children can have all sorts of difficulties growing up. Sometimes problems are obvious right from the start; and sometimes they don't appear until a child is in school. Some children have trouble learning to read or write. Others have a hard time remembering new information. Still others may have trouble with their behavior. For some children, growing up can be very hard to do! When a child is … [Read more...]
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PDFResources Especially for Child Care Providers and Preschools
December 2010 Resources updated, April 2013 It's a wonderful thing, to care for children, help them grow and change and learn, and keep them safe on their way. For those of you who help families and children every day by providing child care to the young ones or working in preschools, the rest of us say a profound "thank you." What a job you do! And with our finest treasures, too---our children. Quick-Jump Links About developmental delays … [Read more...]
Indicator 9 | Disproportionate Representation in Special Education as the Result of Inappropriate Identification
Updated, April 2013Indicator 9 is quite the mouthful, isn't it? It focuses on a top priority concern of the Office of Special Education Programs (OSEP)---reducing the disproportionate representation of specific minorities in special education because of inappropriate identification as a "child with a disability."Indicator 9 dovetails neatly with Indicator 10, which is also concerned with disproportionate representation of minorities--this time, however, … [Read more...]
Indicator 10 | Disproportionate Representation in Specific Disability Categories
Updated, April 2013Indicator 10 is as big a mouthful as Indicator 9, isn’t it?Indicator 10 focuses on a top priority concern of the Office of Special Education Programs (OSEP)—reducing the disproportionate representation of specific minorities in special education under specific disability categories. Indicator 10 follows upon Indicator 9, which also addresses disproportionality of minorities in special education. Indicator 10 reads:________________________________Percent … [Read more...]
Indicator 11 | Timeframe Between Evaluation and Identification (Child Find)
Updated, April 2013Indicator 11 focuses upon the timeliness in which States meet their Child Find obligations to evaluate children identified as potentially having a disability. The indicator reads:____________________________Percent of children who were evaluated within 60 days of receiving parental consent for initial evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe. [20 U.S.C. … [Read more...]
Module 1: Top 10 Basics of Special Education
by Lisa Küpper, NICHCY July 2007 ** Este módulo está disponible en español: Los 10 Datos Principales Acerca de la Educación Especial Module 1 welcomes everyone to IDEA. With these training materials, you can learn about and give trainings that include: a quick overview to the 10 major steps in special education (three of which are evaluation, eligibility, and writing the IEP); and the top 5 acronyms used in special education (IDEA, … [Read more...]
Module 11: Identification of Children with Specific Learning Disabilities
by Patricia Hozella Office of Special Education Programs U.S. Department of Education April 2007 English only slideshow Handouts for Participants in both English and Spanish Module 11 looks closely at the process by which schools identify that a child has a specific learning disability (LD). While all of the requirements discussed in Modules 9 and 10 also apply to evaluating a child for the presence of LD, there are many additional requirements … [Read more...]
