Released on July 19, 2022, the US Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) published several policy documents and guides to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.
The resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department’s continued efforts to support students and schools through pandemic recovery.
Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions from OSERS
Stakeholders' Guide: Positive, Proactive Approaches to Supporting Children with Disabilities from OSERS
Dear Colleague Letter: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
Dear Colleague Letter: Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973
Fact Sheet: Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline Under Section 504 of the Rehabilitation Act of 1973
This webinar, presented live on 5/19/22 by special education advocate Liz Capone, MS, offered timely information about extended school year services for students with disabilities.
Recording of the webinar
Presentation slides
From the Virginia Department of Education, this 2021 guidance offer is an addendum to the Virginia Department of Education’s Evaluation and Eligibility For Special Education and Related Services: Guidance Document and Guidance on Evaluation and Eligibility for the Special Education Process Appendix A (Sample Evaluation and Eligibility Forms). The Supplemental Guidance provides information about data sources that may be used to inform eligibility for special education services or a need for a related service, as well as information to assist in the local interpretation for terminology in Virginia special education regulations that are not clearly defined (e.g., determining “adverse educational impact” and determining “need for specially designed instruction”).
Originally broadcast on March 1, 2022, this webinar presented by Kelly Henderson of Formed Families Forward includes a review of the why, when, who and what of special education reevaluations or “triennials”. The 4 steps of reevaluation and the specifics of the ‘developmental delay’ category are covered.
Webinar recording
slides
This article by FFF Executive Director Kelly Henderson offers an overview of special education considerations for children and youth in foster care. It was published in Fostering Families Today magazine in July 2021.
Article on website
This fact sheet from the Virginia Department of Education provides an overview of the applied studies diploma including questions to ask, the differences between modifications and accommodations, and the limitations of an applied studies diploma.
Understanding the Applied Studies Diploma
From the disAbility Law Center of Virginia, this short guide provides an overview of federal law and policies that provide for accessible summer camp experiences.
Happy Camper guide
Broadcast live on March 18, 2021, this webinar from FFF covered the topics of referral, evaluation and eligibility for special education.
Webinar recording
This fillable Word document can be used to create and customize a written agreement between student, parent/caregiver, and school staff. Customize areas and actions and clarify recognitions and rewards.
Find the Virginia Joint Legislative Audit and Review Commission’s December 4, 2020 report on K-12 Special Education HERE.
Background:
In 2018, the Joint Legislative Audit and Review Commission (JLARC) directed its staff to review Virginia’s K–12 special education system. Staff were directed to review school divisions’ identification and eligibility determination processes; the processes used to determine where students with disabilities will receive their education; student outcomes; the adequacy of training and expertise in special education across school divisions; the effectiveness of the Virginia Department of Education’s (VDOE) monitoring, guidance, and support; and spending trends in special education. (See Appendix A for the study resolution.)
To address the mandate, JLARC staff analyzed student- and state-level data on the enrollment, placements, discipline, and outcomes of students receiving special education, data on state and local spending on special education services, and data related to VDOE’s monitoring efforts. Staff interviewed school division special education directors, special education teachers, VDOE staff, parents, advocates, staff from education agencies in other states, and other stakeholders, including special education experts at Virginia’s special education Training and Technical Assistance Centers. JLARC staff also surveyed school division special education directors and parents of students receiving special education services and reviewed research literature on topics related to special education.
A Question and Answer guidance document from the Office of Civil Rights, US Department of Education that addresses how the Americans with Disabilities Act amendments of 2008 impact students with disabilities. This particularly impacts students who have a 504 plan or are eligible for protections under Section 504 of The Rehabilitation Act of 1973.
Q and A guidance document from US Dept of Educ
A podcast featuring Formed Families Forward, recorded in July 2020, with Special Parents Confidential.
Special Parents Confidential
A presentation by FFF Director Kelly Henderson for the NAMI of Virginia Family and Youth Virtual Summit on May 16, 2020. Includes some COVID-related specifics at conclusion of the session.
The Virginia Department of Education (VDOE), through grant funding provided by the Virginia Board for People with Disabilities (VBPD) and assistance provided by the Training and Technical Assistance Center (TTAC) at James Madison University has developed five web-based training modules for parents, school professionals, and other community stakeholders that work with families whom have a child with a disability. Parents and caregivers have certain goals in mind when their children go to school. Regardless of whether or not their children have disabilities, all parents want their children 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 children to achieve these goals, there are certain decisions that will have to be made along the way. The modules created relate to the Critical Decision Points for Families of Children with Disabilities curriculum and are designed to assist participants in understanding four things as they prepare to make these decisions:
There are a total of five modules that range in length from three to five minutes, which can be completed in a single viewing or broken up over time to meet individual time constraints.
The curriculum for these modules is also available in print and online. A fully accessible online version is located at the following web link: Virginia Department of Education’s Special Education – Parents Section. To obtain a printed copy of the curriculum or to ask questions about the module training opportunities, please contact Tracy Lee, Family Engagement Specialist, via email, at Tracy.Lee@doe.virginia.gov, or by phone, at (804) 225-3492.
This website provides a one-stop-shop for parents, families and caregivers of children with special needs to:
Parents and families can and do make a difference in their child’s education.
Formed Families Forward was pleased to be featured on the Fairfax Public Access television show “Your Need to Know”. Learn more about how FFF started and the wealth of services and programs we offer to foster, adoptive and kinship families!
This FFF “Less Than 5” minute video reviews the special education eligibility process and offers families some helpful tips.
This FFF “Less than 5” minute video lesson highlights some key information and hints for preparing for Individualized Education Program (IEP) meetings.
From the Virginia I’m Determined project, the Pathways to Success is a series of online learning modules for parents and caregivers.
The Pathways to Success are set up for you, at your own pace, to learn about how to support your child in becoming more self-determined. If you are just beginning, you can follow the Parent Path in the order it has been created, and if you just want to learn more about a certain aspect, you can simply skip to that part and grab the information you need
This Va Department of Education Guidance Document for Implementing New Special Education Requirements for the Definition of Parent, is dated May 2009, continues to be in effect. See final page for the Code definition of Parent for purposes of special education.