IDEA Website Feedback

The Office of Special Education and Rehabilitative Services (OSERS) strives to enhance its Individuals with Disabilities Education Act (IDEA) website continually.

OSERS launched its IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

Prior to and after the launch of the site, OSERS gathered feedback from the public and has made updates to the site based on the feedback it received.

OSERS will continue to gather feedback about the website in order to enhance and add content to the IDEA website to ensure the site remains current.

Two video tutorials highlight features of the site:

Comment below if you have feedback regarding the IDEA website.

OSERS Assistant Secretary Talks Special Education

Johnny Collett, the Assistant Secretary of the Office of Special Education and Rehabilitative Services

Office of Special Education and Rehabilitative Services (OSERS) Assistant Secretary Johnny Collett and the National Center for Learning Disabilities Vice President and Chief Policy and Advocacy Officer Lindsay Jones talked about the March 2017 Supreme Court decision in Endrew F. v. Douglas County School District, teacher professional development related to special education, the U.S. Department of Educations’ role, regulatory reform efforts, and more during an April 18 interview.

“OSERS really is unique… one reason is we really get the opportunity to impact across the life of an individual with a disability, so really birth through adulthood including post-secondary opportunities and certainly our goal of competitive integrated employment for individuals,” Collett said. “That opportunity to impact across the life of an individual is just something that’s incredibly unique and really something I am struck by every day.”

Hear more from Assistant Secretary Collett in his recorded video interview, which was part of Understood’s “Chat with an Expert” series.

Use of Part B Program Funds for Technical Assistance to States on IDEA Data Collection

U.S. Secretary of Education Betsy DeVos believes high-quality data are an essential part of local, State, and Federal efforts to improve outcomes for infants, toddlers, children, and youth with disabilities. The Office of Special Education and Rehabilitative Services (OSERS) is seeking input from the public, particularly State educational agencies (SEAs) and State lead agencies (LAs), on how best to provide technical assistance (TA) to States on the collection and reporting of data required under Part B, Section 618 and Section 616, of the Individuals with Disabilities Education Act (IDEA), including input on the most effective and efficient method of funding this TA. Currently, that TA on IDEA Part B and C data collection is provided to SEAs and LAs through funds reserved by OSERS under IDEA section 616(i) of Part B.

As a matter of general practice, the Department regularly reviews its investments to ensure that they represent the most efficient and effective use of federal funds. As part of this process, the Department is exploring several options for providing TA to States on collecting and reporting data required under Sections 618 and 616 of IDEA, and we are seeking input on whether to pursue these options.

The options are:

  1. Continuing to fund national TA Centers from the funds reserved under Section 616(i) (Part B) of IDEA to improve the capacity of States to meet their IDEA Part B and Part C data collection requirements under Sections 616 and 618;
  2. Inviting SEAs and LAs to directly apply for funds reserved under Section 616(i) (Part B) to purchase TA to improve their capacity to meet their IDEA Part B and Part C data collection requirements under Sections 616 and 618;
  3. Reducing funds reserved under IDEA Section 616(i) (Part B) to fund national TA Centers to improve the capacity of States to meet their IDEA Part B and Part C data collection requirements under Sections 616 and 618 and increasing slightly the IDEA Part B formula funding to States under Section 611(d);
  4. Not reserving funds under IDEA Section 616(i) (Part B) for TA for IDEA Part B and Part C data collection and instead including the funds in the IDEA Section 611 formula grant; and
  5. Allowing States to reserve additional State set-aside funding for IDEA Part B State-level activities, which would be used to improve the collection, analysis, reporting, and use of data under IDEA Part B (not Part C) instead of reserving funds under IDEA Section 616(i) (Part B).

To help us in our review, we ask that you address the following questions in the comment section below. To protect your privacy and the privacy of others, please do not include personally identifiable information, such as a name of a child or school personnel, a Social Security number, an address, a phone number or an email address in the body of your comment. Comments containing the aforementioned information will not be allowed to remain on this site.

This blog will be open for comments from April 24, 2018 through May 24, 2018.

  1. What challenges does your State face in collecting, analyzing, reporting, and using IDEA Part B and Part C data required under IDEA Sections 616 and 618?
  2. To what extent do current Department-funded investments under the TA on State Data Collection program help your State address those challenges?
  3. Are there other investments that the Department should pursue to meet States’ IDEA data TA needs, and how should these investments be funded?
  4. What do you believe would be the potential benefits or limitations of the following TA funding options:

a) The Department continues to reserve funds under IDEA section 616(i) (Part B) to fund national TA centers to support the IDEA Part B and C State Data Collection Program;

b) States apply directly for funding under the TA on IDEA Part B and C State Data Collection program, which they can use to purchase TA on IDEA data collection required under IDEA Parts B and C; and

c) The Department does not reserve funds under IDEA section 616(i) (Part B) to fund new awards under the TA on State Data Collection Program under IDEA Part B and C and instead provides additional direct, formula funding to States under Part B of the IDEA? This option could also include allowing States to reserve additional State set-aside funding for IDEA Part B State-level activities, which would be used to improve the collection, analysis, reporting, and use of data under IDEA Part B (not Part C).

Background

Since 1976, IDEA has required States to annually report data on children with disabilities and, during that time, the Federal government has provided TA to States to meet those requirements. In 2004, Congress added IDEA Section 616 to require States to submit to OSERS, and make available to the public, a state performance plan (SPP) and an annual performance report (APR) with data on how each State implements both Part B and C of the IDEA to improve outcomes for infants, toddlers, children, and youth with disabilities. In 2004, Congress also added IDEA section 611(c), which gave the Secretary the authority to reserve up to one half of 1 percent of the amounts appropriated under Part B of the IDEA for each fiscal year to provide TA under IDEA section 616(i), where needed, to improve the capacity of States to meet the IDEA data collection requirements. The maximum amount the Secretary may reserve under this set aside for any fiscal year is $25,000,000, cumulatively adjusted by the rate of inflation. In fiscal year 2017, the Department reserved $21,400,000 for these purposes.

Since 2007, the Department has used these funds to support the TA on State Data Collection program, which is designed to improve the capacity of States to meet their IDEA data collection and reporting requirements for both Parts B and C of IDEA under IDEA Sections 616 and 618. The Department currently supports six investments under this program: the Center for IDEA Early Childhood Data Systems (DaSy), the IDEA Data Center (IDC), the Center for the Integration of IDEA Data (CIID), the Center for IDEA Fiscal Reporting (CIFR), the National Center for Educational Outcomes (NCEO) (jointly funded with OSEP’s Technical Assistance and Dissemination Program), and the EDFacts Technical Support Services II contract (jointly funded with the National Center for Education Statistics).

Conclusion

OSERS appreciates your support and suggestions as we continue efforts to improve the collection, analysis, reporting, and use of data as required in Sections 618 and 616 of IDEA as part of our commitment to ensure that infants, toddlers, children and youth with disabilities and their families have the supports and services guaranteed under IDEA.

We look forward to receiving your comments on or before May 24, 2018.

Another Journey

Note: April is National Autism Awareness Month.

The Bae family during trip to England

The Bae family during trip to England

Just like any other school day, Eugene, my son with autism, left on the bus this morning to go to a day program provided by our school district. For the last 20 years, he and I wait for the bus by sitting on our front porch. As he steps on the bus, he shouts at me with his happy high-pitched voice, “Bye Mom!” This is our ritual to begin each new day, to meet that day’s challenges, emotions, promises, and hopes.

In June this year, he will age out from the district program. I cannot help being emotional whenever I think about his first day of preschool and the journey that Eugene and our family have been on since then. On that day, I cried in the car for two hours after separating from my miserable, crying child.

Since that first day, school has been a challenging place for both Eugene and me. While Eugene was learning the alphabet and phonics, I studied the never-ending list of special education acronyms.

Just like other special education moms in this world, when my child cried about his school work, I wept on my steering wheel, but when he was happy in school, I felt like I had the world on a string. At times, figuring out how to navigate the world of special education for our son with autism while struggling with his atypical behaviors seemed like a brutal mission for a family like us, and we often felt we were not understood, not just because of our heavy Korean accents

However, our fundamental concern has not changed in these 20 years, and that is to help our son reach the final destination for his journey—Eugene being able to live an independent and inclusive life in the community. Of course, this is the same concern shared by thousands of moms and dads who have children with disabilities.

Young and Eugene Bae

Young and Eugene Bae

As a family we have had to adjust the sails of our ship quite a lot to reach this destination. We had to get past phrases like “below average range” or “socially maladjusted” since they were not helpful in steering the path for our son. As a family, we now see more clearly the incredible strengths and positive qualities of a young man who is able to say proudly “I am a person with autism.” We have learned that it is more helpful for us to make sure that Eugene is in the center of all service plans than putting systems first and having him fit around these systems.

Because of putting Eugene at the center, we have become more efficient in figuring out how to change the world around us and finding the resources we and Eugene need to reach our goal. As Eugene grew, our family grew too and our minds opened up to the new experiences that our son brought us.

I am not completely positive about Eugene’s future in the community. I see and feel the gaps between how my family and how society see the possibility of Eugene becoming a “successful” member of the community, and how we define success.

Many people still have a difficult time moving away from the stereotype that measures people with autism and other developmental disabilities as a social cost. However, I also believe that our society is moving in a better direction, becoming more able to envision a person with a disability as a valuable asset.

We have witnessed the notably increased capacity of our schools and workplaces to accommodate individuals with disabilities since the first form of the Individuals with Disabilities Education Act became law in 1975. These accomplishments were not possible without the sacrifices and efforts of so many parents, educators, and leaders of this country. Today, their legacy continues through the next generation of families, educators, and leaders, and it only expands as we as a family sail toward the final destination of our journey.

The next three months will be an interesting time for our family. Frankly, it makes me nervous thinking that Eugene will no longer be in the classroom. There will be no more IEP meetings to attend and no school buses to pick him up.

Eugene and our family know that this is a start of the next stage of journey. However, this time, Eugene will be the captain of the ship, steering us toward that goal of independence and community inclusion. This time, I am not crying; I will take a deep breath to prepare myself for another thrilling sea of possibilities and opportunities.


Young Seh Bae, Ph.D. is Executive Director of Community Inclusion & Development Alliance (CIDA) a federally funded Community Parent Resource Center in Queens, New York. She was a faculty member of Teachers College, Columbia University, and served as president of Korean-American Behavioral Health Association.


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

Set Your Bookmarks to the New IDEA Site

IDEA Website

The Office of Special Education and Rehabilitative Services will automatically direct users from the Building the Legacy: IDEA 2004 site to the new Individuals with Disabilities Education Act (IDEA) website starting April 30, 2018.

OSERS launched the new IDEA website in June 2017 in order to provide updated department information regarding the IDEA to the public including students, parents/families, educators, service providers, grantees, researchers and advocates.

IDEA website users are encouraged to bookmark the new IDEA website: https://sites.ed.gov/idea.

While the Legacy site will redirect users to the new IDEA site on April 30, content from the Legacy site is available for reference on the new IDEA website on the Building the Legacy: IDEA 2004 historical reference page.

The Legacy site was developed in 2006 as a result of the 2004 reauthorization of the IDEA. The site was developed and updated mostly between 2006 and 2011. It had not received updates since 2013.

OSERS determined it would leave the Legacy site live after the new site launched to provide stakeholders ample time to compare the two sites, adapt to the new site and provide feedback to OSERS.

OSERS has made updates to the site based on the feedback it received from stakeholders since the initial launch of the new IDEA website.

OSERS will continue to gather feedback about the new website in order to enhance and add content to the new IDEA website to ensure the new site remains current.

Stay tuned for video tutorials highlighting features of the new site in the coming months. If you have feedback, comment on the IDEA Website Feedback blog.

Things People Say

Note: October is Down Syndrome Awareness Month.

Jessica Wilson and her son, Jasper

Jessica Wilson and her son, Jasper

A guest blog by Jessica Wilson. Jessica and her son, Jasper (aka Jaz, Jazzy, the JazMaster, or Dude!), live in a cozy house of fur with two crazy dogs and two lazy cats. Their favorite activities include singing movie hits, dancing in the kitchen, snuggling and traveling the world together. Jessica is Director of Communication and Dissemination for the Center for Parent Information and Resources (CPIR) and Resources for Access, Independence and Self-Employment (RAISE) projects with the Statewide Parent Advocacy Network (SPAN) in New Jersey.


Number One. “Did you know?”

They never complete the thought, as if just looking at him implies what they’re really asking. I ache to play dumb: Know what? That he would almost never cry as a baby and be a champion sleeper? That he would love to swim but hate to play soccer? That I could love him ‘til it hurts and still get so annoyed by some of his antics? As obnoxious as my brain screams for me to be, I simply answer, “No. After losing the first one, I didn’t want to take any chances with this very wanted baby.”

The mention of my previous sorrow precludes them from saying anything directly about those tests, so I leave it at that. I resist ranting about warped concepts of perfection or the technologies the medical community pushes that are incapable of measuring the value of those born “dappled.” If I launch into my diatribe, their eyes glaze over as they nod in the faux agreement children give their parents when they just want the scolding to stop. I can always tell when they’re thinking, “I would have the test.” I couldn’t guess what they would do if it were positive.

Number Two. “My sister’s/cousin’s/brother-in-law’s/landlord’s daughter/nephew/classmate/neighbor is ‘like him’.”

What, rakishly handsome? Lucky them. A consummate flirt? Better watch out! The self-appointed town mayor, greeting every person or animal we see on the streets? Good luck getting anywhere quickly with such a gregarious kid.

I suppose it’s an attempt to connect, a way to say “he’s okay” because they know someone who knows someone who… But sharing an extra chromosome doesn’t make anyone like someone else any more than two people having green eyes does. Don’t tell me these six-degrees individuals are “like” each other. They aren’t.

Number Three. “He’s so high-functioning.”

Yeah, far more than I am at 3:00 a.m. “MOMMY!” “urgh…?” “WHY ARE YOUR EYES CLOSED?!” “I’m sleeping, baby.” “WHY?!” “unnnhhh…” “READ TO ME!!!!” (seriously?)

Number Four. “Funny, you can’t see it.”

What’s there to see? His almond shaped eyes that look through me as the spark of laughter flickering within them sears my soul? His cute little hands with that long crease across his palms holding mine, petting the cat, learning to write his name, wiping away tears when he’s mad? The orthotics helping reshape his desperately flat feet?

What exactly are you looking for that will legitimize him in your eyes? Maybe I should carry the envelope with the verdict handed down by some anonymous technician. Perhaps the letter from the state when the lab automatically reported his existence to the county health department “for statistical purposes.” What can’t you see? He’s a kid, growing up loved. What else are you looking for?

Number Five. “I’m sorry.”

You should be. You’ll never hear the thoughts he speaks to me with his smiling brown eyes as he tilts his forehead to rest against mine. You’ll never drink in the heat that radiates from his head or taste his soft hair on your lips. You’ll never be awakened (again) at 3:00 a.m. by the hot air from his mouth on your face as he whispers, “Mommy, I want snuggles.” You’ll never know how it feels to celebrate every jump forward in development that other parents take for granted, but when he finally does it, it’s a very, very large molehill.

You should be sorry that you can only see back in time. This is a new era with new opportunities and new ideas about potential and worthiness. I’m only sorry it’s taken this long and that we still have so far to go.

Number Six. “That’s awesome!”

Thanks, Brian—you are the right kind of friend. May everyone with a kid “like mine” know a man like you.

Number Seven. “I don’t know how you do it.”

I’m his mother. Still confused?

Things I Say.

“I’m so proud of you.” “Boy, you’re handsome!” “Why won’t you let me cut your nails?” “TURN THAT DOWN!” “Wanna go bowling?” “Sweetheart, don’t let the dog beg like that.” “Would you please put this stuff away?” “You’re just too good to be true/Can’t take my eyes off of you.” “No, I don’t want to smell your feet.” “I love you, my sweet angel. You’re my heart and soul, my love and my life.” “You know you drive me nuts, right?”

Number One.

“I’ve loved my son since before he was ever born. What else is there to say?”


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

How Having ADHD Made Me a Better Advocate for My Daughters

Note: October is Learning Disabilities/Dyslexia/Attention Deficit Hyperactivity Disorder (ADHD) Awareness Month.

Jessica-Gordon

Jessica Gordon

A guest blog by Jessica Gordon, a parent of children with learning and attention issues and Regional Manager for Understood at the National Center for Learning Disabilities.


“She is smart, but she just needs to apply herself.”

If you looked back at my report cards in elementary school, every single one would say that. Even after recognizing that I struggled to pay attention, my family assured me that I didn’t have attention-deficit/hyperactivity disorder (ADHD) because I was able to watch television for long periods of time.

My experience isn’t as unique as I would hope. In fact, according to The State of Learning Disabilities report from the National Center for Learning Disabilities, 78% of parents believe that any child can do well in school if he or she just tries hard enough. And 33% of educators believe that sometimes what people call a learning or attention issue is really just laziness.

For me—and probably for many kids struggling in school—that wasn’t the case. I was applying myself and doing the best I could, but I wasn’t able to focus or pay attention. My teachers were frustrated that I would score in the 90th percentile on standardized tests but fail to turn in spelling tests and math worksheets. Through trial and error, I found strategies to keep myself organized in school. But by the time I went to college, I sought an evaluation and was told that I do, in fact, have ADHD.

Thanks to advances in research and more experts exploring these issues, our understanding of ADHD has grown tremendously over the past few decades. According to Understood.org, girls are not identified with ADHD as often as boys, and they are often identified much later. The signs can look significantly different in girls and boys. For example, girls may not display the behavior challenges that boys do and might, instead, be chatty, disorganized, or emotional. And, much like me, because girls work hard to compensate for their challenges, it can often be overlooked.

Now, as a mother of three girls, nothing is more important to me than knowing my children’s strengths and challenges and advocating for what they need. When my oldest daughter was in second grade, she began to exhibit the same signs I did at that age. Recognizing those familiar signs, I knew I had to take action. I wanted her to have the same understanding of herself it took me decades to develop.

We went through with an evaluation, and my oldest daughter was diagnosed with ADHD—just like me, but much sooner. My middle daughter was also diagnosed when she reached second grade. And my youngest, who struggles with reading and writing as well as attention, is in the process of being evaluated right now.

When I was younger, I became an advocate for myself only after the system failed to recognize my struggles. But I don’t want that to happen to my children. Instead of making assumptions about what their future might look like with learning and attention issues, I make a point to consider their strengths, their interests, and their ideas about themselves. I want to ensure that my children—and all children—are on a path to understanding themselves and harnessing their strengths and talents.

Having ADHD myself and raising three children with ADHD is a unique challenge, and one I think many parents can relate to when learning and attention issues run in the family. But it is true that parents are their child’s best advocate. When your instincts tell you that something is going on under the surface, it’s important to trust that. It’s critical to seek out professionals who will listen and help you support your child in the way you know you need to.

I often wonder how different my life would have been if my parents and teachers had recognized my ADHD earlier and provided the accommodation and supports I needed all those years ago. Fortunately, my children won’t have to wonder about that. And I hope other parents trust their instincts, listen to their children, and follow a path that gets them and their child the supports they need.


Blog articles provide insights on the activities of schools, programs, grantees, and other education stakeholders to promote continuing discussion of educational innovation and reform. Articles do not endorse any educational product, service, curriculum or pedagogy.

Jessica Gordon
Posted by
Regional Manager for Understood, National Center for Learning Disabilities

Share Your Comments on the Revamped IDEA Website

New IDEA Website Banner

We hope you’ve had an opportunity to visit our revamped IDEA website. We would like to get your feedback on the new IDEA website as we continue to develop and enhance the content and functionality.

Your feedback on the site is essential for helping us improve the Department’s online resources as part of our commitment to ensure that infants, toddlers, children and youth with disabilities and their families have the supports and services guaranteed under the IDEA.

Please submit your feedback on this OSERS Blog post announcing the new Website.

View the New IDEA Website

Supporting Youth with Disabilities in Juvenile Corrections

Sixteen-year-old Carlos has just been incarcerated in a juvenile corrections facility for the second time. He has many characteristics that are common among juvenile offenders: he was raised in a single-parent household; he grew up in a high-poverty, high-crime neighborhood with negative peer and family influences; and he has a learning disability.

In the United States, roughly 54,000 youth reside in juvenile corrections facilities on any given day. Though precise figures are difficult to come by, it is estimated that the percentage of incarcerated youth with disabilities typically range from 30 percent to 60 percent, with some estimates as high as 85 percent. This means that in a class of 15 students, anywhere from 5 to 13 of those students are likely to have a disability, most commonly specific learning disabilities (SLD), emotional or behavioral disorders (EBD), intellectual disability (ID), or attention deficit hyperactivity disorders (ADHD).

Whether or not they are incarcerated, students with disabilities are entitled to the free appropriate public education guaranteed to them under the Individuals with Disabilities Education Act (IDEA). More than 16,000 incarcerated youth were served under IDEA from 2012 to 2013. However, less than half of all incarcerated youth during that time, who were identified as having a disability, reported receiving special education services. Furthermore, students who receive inadequate or no instructional services are more likely to be rearrested and reincarcerated within 12 months of their release. Unfortunately, educators face significant challenges in helping these students meet the rigorous expectations tied to college-and-career readiness standards.

IRIS Center’s Resources on Youth with Disabilities in Juvenile Corrections

IRIS Center Logo

The Office of Special Education Programs (OSEP) funds the IRIS Center, which has released a new module on youth with disabilities transitioning from juvenile corrections to school and community.

In response to these important issues, the Office of Special Education Programs (OSEP)-funded IRIS Center has developed an online learning module, Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community.

This instructional module includes a detailed overview of transition planning processes and practices at system entry and incarceration, as well as system exit and aftercare. The module presents audio interviews with experts in the field. These include the following OSEP-funded model demonstration project leads:

  • Heather Griller Clark and Leslie LaCroix of Project RISE,
  • Jean K. Echternacht of the MAP Institute on Community Integration, and
  • Deanne Unruh of STAY OUT.

The module also highlights the work of these projects, which have been designed to:

  1. identify strategies for reducing recidivism and
  2. promote the successful reentry of students with disabilities from juvenile correctional facilities into education, employment, and community programs.

We encourage you to explore the Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community module. Here you will learn more about Carlos (featured above), and his journey through the transition and reentry process. Please also check out part one of the juvenile correction series, Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction.

Visit the IRIS Center website for a vast array of resources on important educational topics.

U.S. Department of Education Launches Revamped IDEA Website

New IDEA Website header graphic


June 5 Update:

Thank you for taking the time to provide feedback regarding the new IDEA website. Please note:

  • The new website can be found at: https://sites.ed.gov/idea.
  • The Building the Legacy: IDEA 2004 site can still be found at: http://idea.ed.gov.
  • The Department of Education experienced latency issues across all ed.gov sites June 1-3. These latency issues caused links to timeout and documents to freeze. If you experience site delays, please let us know below.

The new and improved Individuals with Disabilities Education Act (IDEA) website has arrived! During the last two months, more than 130 of you have taken the time to offer thoughtful feedback as to what you would like to see in a revamped IDEA website. Thank you for your important and informative comments.

With your input driving the project, the new site has:

  • Improved Site Navigation and Design
    You asked for a visually-appealing, easier-to-use site that reduces the number of clicks it takes to get you where you need to be. We’ve updated the design and worked to simplify the site’s interface to make locating information more intuitive to the user.
  • Expanded Search Options
    You asked that we keep the statute and regulation search capabilities from the Building the Legacy: IDEA 2004 site but also include a policy document search. We kept the search capabilities, but we updated the search to reflect the most recent statute and regulations. As many of you requested, the search also includes policy documents, such as Dear Colleague letters, OSEP memos, FAQs and policy letters.
  • Resources for Specific Audiences
    You asked that we highlight resources specific to various IDEA stakeholder groups. We’ve created resource pages specific to parents/families, educators/service providers, and grantees. For non-English speakers, we created a Language Support page that links to one of our grantee’s resources in Spanish, and we’ve provided additional information about the Department’s language assistance, which is offered in more than 170 languages.
  • Expanded Content with Streamlined Resources
    You asked that we expand content and streamline the site’s resources covering IDEA and other federal agency-related initiatives. We expanded our Topic Areas page to include more topics with updated information and links to reflect Department and Federal resources as well as resources from the Office of Special Education Programs-funded grantees. We’ve provided links to existing IDEA-related data reports, State Performance Plans/Annual Performance Reports and grant award letters. We’ve highlighted laws and resources related to individuals with disabilities that are under the jurisdiction of other Departments and Federal agencies. We’ve pulled together a list of frequently-used acronyms and terms.

Relevant content from the Legacy site has transitioned to the new IDEA site and the Legacy site will remain online while we continue to refine the new IDEA site.

We would like to get your feedback on the new IDEA website as we continue to develop and enhance the content and functionality.

Your feedback on the site is essential for helping us improve the Department’s online resources as part of our commitment to ensure that infants, toddlers, children and youth with disabilities and their families have the supports and services guaranteed under the IDEA.

View new IDEA Website