- Section 504 of the Rehabilitation Act of 1973
- Americans with Disabilities Act (ADA)
- Elementary and Secondary Education Act (ESEA)
- Individuals with Disabilities Education Act (IDEA)
Showing Results 101 - 132 of 132
Description: Assistive technology enables students with disabilities to access the curriculum, increase independence and participate actively in education and life activities. Thank you for visiting our site today and we hope you find the resources you need to successfully include technology devices and services for your schools.
Description: The Glossary includes over 200 education- and disability-related terms translated from English to Spanish to ensure that educational terms related to IDEA are translated in a uniform and comprehensible way. (With proper citation, the Glossary can be reproduced in whole or part.)
Description: A 20-minute video featuring Alexa Posny, Assistant Secretary of the U.S. Department of Education's Office of Special Education and Rehabilitative Services (OSERS), highlights some of the major changes to the regulations. These final regulations will help improve services and outcomes for America's infants and toddlers with disabilities and their families.
Description: This site was created to provide a "one-stop shop" for resources related to Part C of the Individuals with Disabilities Education Act (IDEA) and its implementing regulations, announced on September 6, 2011.
Description: Inclusive design, design for all, digital inclusion, universal usability, and similar efforts address a broad range of issues in making technology available to and usable by all people whatever their abilities, age, economic situation, education, geographic location, language, etc. Accessibility focuses on people with disabilities — people with auditory, cognitive, neurological, physical, speech, and visual impairments.
Description: El Manual de 100 Días de Autism Speaks fue diseñado exclusivamente para familias que han sido recientemente evaluadas. family/parent/parents, General Autism)
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: The purpose of this brief (from the National Center on Accessible Instructional Materials) is to help families and educators understand the right of all students with disabilities who need accessible instructional materials to receive these materials in a timely manner. This right is based on provisions in the Individuals with Disabilities Education Act (IDEA) as well as in the disability civil rights statutes Section 504 and Title II of the Americans with Disabilities Act (ADA).
Description: This is a resource, for state legislators, teachers, parents, or others interested in education, that defines and clarifies the definitions of acronyms routinely found in legislative and policy discussions. (parent)
Description: Virginia’s PRCs are committed to facilitating positive parent-school relationships for the benefit of students. PRCs assist parents with questions, problem solving and planning, and provide resources, information and training sessions.
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: The IDEA Partnership is dedicated to improving outcomes for students and youth with disabilities by joining state agencies and stakeholders through shared work and learning. (National Organizations)
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 fact sheet (from The National Early Childhood Technical Assistance Center- NECTAC) provides a brief overview of the Part C program and quick facts from the research on early brain development, the importance of intervening early, the benefits of early intervention, and current unmet needs. It is meant to be used as a tool to communicate with policymakers, pediatricians, families, and community leaders about the importance of high quality services for infants and toddlers with or at risk for...
Description: To help special educators and early interventionists in their monumental task of implementing the updated regulations, the Council for Exceptional Children (CEC), its Division for Early Childhood (DEC) and the IDEA Infant Toddler Coordinators Association (ITCA) have released a side-by-side comparison of the 2011 final Part C regulations, published on Sept. 28, to Part C regulations from 1999.
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: Assistive Technology Consideration Quick Wheel offers federal definitions of AT devices and services as well as a list of the AT tools to consider in content areas and other resources including books, journals, newsletters and internet sites. Special savings for large orders.
Description: 2009 (FCTD Family Guide) : The Family Information Guide to Assistive Technology and Transition Planning is to help families prepare for those times during which their child moves from one environment to another and from one development stage to another. The focus is on the role of assistive technology during those times.
Description: Wrightslaw: Special Education Law, 2nd Edition, Print Book includes: Full text of the Individuals with Disabilities Education Act (IDEA 2004) and IDEA 2004 Regulations Section 504 of the Rehabilitation Act No Child Left Behind Family Educational Privacy Act (FERPA) McKinney-Vento Homeless Assistance Act Decisions in special education cases from the U. S. Supreme Court Analysis and Commentary Resources and References Wrightslaw Special Education Law is an invaluable resource that provides a clear...
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 latest CITEd powerful tool to help professionals and families find educational and assistive technology products for students with disabilities.
Description: In the past, the term “severe disability” as a disability category was used in Virginia’s special education regulations although it is not a disability category in the federal Individuals with Disabilities Education Act (IDEA).
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: The United States Department of Education and Department of Justice have just issued a reminder calling for colleges and universities--as well as K-12 school districts--to make sure devices such as e-readers that are required in the classroom comply with accessibility laws. The federal action came on the heels of a settlement agreement made by Justice with five institutions that were running Amazon Kindle e-book readers as pilot programs. According to the agencies, Kindle devices aren't...
Description: The Individuals with Disabilities Education Act (IDEA) 2004 requires that IEPs include a statement of measurable goals, including academic and functional goals designed to meet the child’s needs that result from the disability to enable the child to be involved in and progress in the general curriculum, or for preschool children, as appropriate, to participate in appropriate activities, as well as meet each of the other educational needs that result from the child’s disability. (Fast Facts)
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 Appalachia Regional Comprehensive Center (ARCC) at Edvantia is one of 16 regional comprehensive and 5 content centers that make up the Comprehensive Center Network funded by the U.S. Department of Education. The purpose of the comprehensive centers is to provide state education agencies with intensive technical assistance to address the No Child Left Behind (NCLB) requirements and meet student achievement goals. (Service area includes Virginia.)