Message From OSEP Director,
Ms. Valerie C. Williams

Dear Friends!

I’m looking forward to seeing you in person later this month at our Office of Special Education Programs (OSEP) Leadership and Project Directors’ Conference. Your interest in attending the conference has been overwhelming, and OSEP staff have planned a thought-provoking and engaging conference. Let the countdown begin!

As we plan for our time together, I am mindful of members in the special education family who have passed away since our last in-person conference in 2019 — including our own Judy Heumann and Tom Hehir, as well as Dempsey “DJ” Markey, a tireless advocate in Louisiana. 

Additionally, I recently learned of the passing of another individual who led a remarkable life worthy of celebration. Don Triplett passed away at the age of 89, June 15. Based on the news articles I read, Don lived a full life. He was an alumnus of Millsaps College, worked as a bank teller, travelled to at least 35 countries, went to Hawaii 17 times, played golf, sung in a choir and was a beloved citizen of Forest, Mississippi. Don was also featured in a PBS documentary last year and was featured in numerous print articles.

Why was Don so prominently featured in the media? Because Don was the first child diagnosed with autism in 1943 by psychiatrist Leo Kanner. The book and documentary “In a Different Key” featured Don’s life and the lives of others with autism.

One question posed (that I’m looking forward to exploring further) is how Don’s family and community supported Don in leading a rich and rewarding life while so many other individuals with autism struggle mightily. Clearly, Don’s parents were disability rights pioneers — they quickly realized that institutionalizing Don was a mistake, took him to Johns Hopkins University to learn more about his abilities, ensured that he received an education, and financially planned for Don’s adult life.

Empowering infants, toddlers, children and adults with autism is a critical issue. Earlier in June, we met with the Centers for Disease Control and Prevention to learn about the updated data from the National Autism Prevalence Study. The big headline from their study was that nearly 3% of children (1 in 36 children) in the United States have been identified on the autism spectrum disorder. This represents a 320% increase since 2000 when the prevalence rate was 1 in 150 children. The most recent results also show that Asian/Pacific Islander, Black and Hispanic children now have higher identification rates of autism than White children. However, other data from Education Trust and the Early Childhood Technical Assistance Center show that racial disparities occur in access to early intervention and early childhood special education screening, identification and referral.

While there is universal consensus that early identification and intervention are crucially important in improving outcomes for children with autism, it still takes too long for children with autism to be identified. On average, an identification takes 43 months for children with autism who also have an intellectual disability and 53 months for those without an intellectual disability. I hope you’ll take some time reviewing the results and think about how we can continue to maximize opportunities for people with autism.

Finally, I want to give a big shout out to the 11 states that participated in the National Autism Prevalence Study: Arizona, Arkansas, California, Georgia, Maryland, Minnesota, Missouri, New Jersey, Tennessee, Utah and Wisconsin. Your time and efforts are greatly appreciated. 

In solidarity,

Valerie­­­­

In school year 2021–22, 12% of children with disabilities, ages 5 (in kindergarten) –21, who received special education and related services under Part B of Individuals with Disabilities Education Act (IDEA) were identified with autism in the U.S., outlying areas and freely associated states.

IDEA Part C EMAPS CC and Settings Data Tool

The IDEA Part C Child Count and Setting Data Tool, developed by DaSy, is designed to provide assistance to IDEA Part C data managers and other users of EMAPS. The tool offers a way to ensure accuracy of IDEA Part C Child Count and Settings data prior to official submission. The Part C Child Count and Setting Data Tool allows states to enter data and flag errors. Corrections can then be made prior to data entry and submission in EMAPS. The intended audience for this tool is Part C data managers and coordinators, plus other users of EMAPS.

Expect, Engage and Empower: Successful Transitions for All!

The Office of Special Education and Rehabilitative Services (OSERS) is excited about the positive reception of the May 10 kickoff for its initiative to improve postsecondary outcomes for students with disabilities, "Expect, Engage and Empower: Successful Transitions for All!"

We are currently planning the next event, which will continue to focus on challenging the field to join OSERS to raise expectations, engage families earlier, and empower all who support transition services to measurably and significantly improve postsecondary outcomes for children and youth with disabilities and their families.

We will announce the event, date and details as soon as that information is available.

In the meantime, visit OSEP’s Expect, Engage, Empower: Successful Transition for All page for more information about this initiative.

Questions?

If you have any questions, contact the planning team at OSEP-EEE@air.org.

How Georgia is Tackling Special Education Teacher Shortages

Georgia’s Division for Special Education Services and Supports has been implementing a teacher retention/provider program for three years to address shortages in the critical area of special education. EdNote blog recently featured the program, the Georgia Teacher Academy for Preparation and Pedagogy.

Georgia focused on keeping new special education teachers in the classroom through partnerships with institutions of higher education and the CEEDAR Center.

In the 2021–22 school year, 84% of teachers who completed the program returned the following year, highlighting the program’s success. The program, which has 220 participating districts, also supports special education directors and building leaders. “We are learning lots about what works and practices that are ineffective. It is fun to watch this grow,” said Georgia State Director of Special Education Wina Low.

Moving forward, Low hopes to turn this into a two-year model to continue supporting special educators early in their career. This project was made possible by the State Personnel Development Grant awarded through OSEP.

Foundations of Accessible Educational Materials

Introducing the AEM Takeaway series! The National Center on Accessible Educational Materials (AEM Center) developed a collection of quick videos on topics surrounding accessible educational materials and technology. Each takeaway is a concise presentation by the AEM Center team and professionals in the field sharing their practical perspective, explaining important terms, concepts and practices. With each takeaway, you will find additional resources to delve deeper.

Have an idea for a new AEM takeaway topic? The AEM Center values your input! Please send it to our team at aem@cast.org

Center for the Integration of IDEA Data’s System Documentation Supports Sustainability and OSEP Monitoring Requests

Center for the Integration of IDEA Data’s (CIID) documentation resources can help support engagement with OSEP for Differentiated Monitoring and Support (DMS) 2.0 and is a key support for sustaining special education data integration projects.

Special education departments in state educational agencies will be asked to show that they meet the requirements of OSEP’s General Supervision Part B Data Protocol with documentation of data systems and processes.

The CIID Documentation Crosswalk provides a table and checklist illustrating which CIID resources, when completed, fulfill OSEP’s requests.

COVID-19 and Digital Equity

The COVID-19 pandemic impacted nearly everyone, especially those who are deaf-blind.

Ava Bullis, a 17-year-old with Usher syndrome, looks back on the early days of COVID in this new article from the National Center on Deaf-Blindness, COVID-19 and Digital Equity for Deaf-Blind Learners: My Experience and the Importance of Self-Advocacy.

Find out how she navigated this difficult time in her life and how it has shaped the person she is today.

National Technical Assistance Center on Transition: The Collaborative — Webinar, Part 3

The NTACT:C will host the third of a three-part webinar series, — Part 3, July 13, at 2 p.m. EDT.

NTACT:C will share resources and best practices regarding contemporary mental health-related issues, risk factors for transition professionals’ awareness, and how transition professionals may support students and youth to thrive in the face of challenges.

Register here.

New National Center on Intensive Intervention Self-paced Modules on Progress Monitoring!

What is progress monitoring? How do you select an appropriate academic progress monitoring tool for the target behavior? What do you need to consider when collecting, graphing, and analyzing academic progress monitoring data?

The NCII has developed three self-paced courses to support educators and leaders in learning more about progress monitoring. These courses include:

• What is Progress Monitoring?
• How Do I Select an Academic Progress Monitoring Measure?
• Graphing and Analyzing Academic Progress Monitoring Data.

Each of the courses includes 30- to 60-minute self-paced modules, a collection of resources highlighted in the module and a course completion certificate.

Inclusive Practices in Virtual Learning Programs

The Center on Inclusive Technology & Education Systems (CITES) released new virtual learning resources for districts and virtual schools. These resources are a result of collaborating with leaders from multiple virtual learning programs and organizations and interviewing administrators from five virtual programs.

CITES Virtual Learning Resources include an overview of the research findings, profiles of five virtual programs and resource documents on topics such as supporting assistive technology, accessible education materials, and accommodations and individualized education program (IEP) or 504 Plans in virtual settings and Professional Learning: Accessibility and Assistive Devices in Virtual Environments. Accompanying guides aligned with questions and check lists that schools and districts can adapt are also available.

Reach out to the CITES team with questions at cites@cast.org.

National Technical Assistance Center on Transition: The Collaborative — Webinar Part 2

The NTACT:C hosted the second of a three-part webinar series, June 8.

The webinar addressed practices and resources for transition professionals regarding contemporary mental health-related issues for individuals who have reached the developmental period associated with transition services. The webinar also highlighted tips and strategies for partnering with families, assisting students and clients to provide support for friends, and to care for themselves.

Access the recording.

Podcast Series on Pursuing Equity at the Intersection of Language, Culture and Disability

The National Center for Systemic Improvement (NCSI) announced the launch of their podcast series on Pursuing Equity at the Intersection of Language, Culture and Disability. The podcast highlights the invaluable contributions of thought leaders from the live sessions delivered in 2022.