Improving Outcomes for Native American Students With Disabilities While Respecting and Honoring Native Culture

Thomas Delaney closeup with forest pine trees rising up behind him

By Thomas Delaney, EdS School Psychologist, Interagency Partnership Supervisor and State Personnel Development Grant Director for the Minnesota Department of Education

When I was in high school in the mid-1980s, I got a copy of Richard Bach’s book “Illusions” into my hands. I can’t remember how that came to be, or who put it there, but there is a quote in that book that can always help you look in the mirror and recognize who you see, and it reads, “Remember where you came from, where you’re going, and why you created this mess you got yourself into in the first place.”

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The Biden-Harris Administration Promotes Access to Early Intervention Services for Infants and Toddlers with Disabilities

Katherine (Katy) Neas, Deputy Assistant Secretary, Department of Education
Sherry Lachman, Associate Director for Education, Income Maintenance and Labor, White House Office of Management and Budget
Bert Wyman, Program Examiner, White House Office of Management and Budget 

The Biden-Harris Administration is committed to improving the lives of young children with disabilities and their families. We are working to ensure that every child who needs individualized and high-quality early intervention services receives them as early as possible. We have called on Congress to double funding for these services and we have made strategic investments to expand the number of early intervention providers, including in underserved communities. We are also developing user-friendly resources and technical assistance on expanding access to early intervention for early childhood state and local administrators and service providers, families, and advocates. As part of this effort, on December 14, the Department of Education, in partnership with the White House and the Department of Health and Human Services, hosted a webinar where we released informational guides for early childhood stakeholders to promote innovative and effective strategies for identifying and serving all children eligible for early intervention services.

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Discipline Discussions: The Impact and Harm of Exclusionary Discipline 

Discipline Discussions Banner - Introduction

Valerie C. Williams Director, Office of Special Education Programs Office of Special Education and Rehabilitative Services

By Valerie C. Williams
Director, Office of Special Education Programs

Over seven million children with disabilities and their families rely on the effective, high-quality implementation of the Individuals with Disabilities Education Act (IDEA) to support a lifetime of success.

Make no mistake about it, IDEA — and the rights and protections it affords — impacts a child’s future, how they view themselves as learners today and leaders tomorrow. In fact, the National Center for Educational Outcomes estimates that 85–90% of children with disabilities can be expected to achieve at grade-level when they are provided with the best instruction, supports, and accommodations. Indeed, the promise of IDEA rests with the full implementation of the law.

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