Commemorating The ADA and Announcing a New Resource to Support Students with Long COVID

Cross-posted from the Office for Civil Rights Blog


July 26, 2021

ED Seal - OfficialThis week, we celebrate the 31st anniversary of the Americans with Disabilities Act (ADA), a watershed civil rights law that mandated the elimination of discrimination against individuals with disabilities.

Since its enactment in 1990, the ADA has played a crucial role in expanding protection against discrimination in education. Schools across the country—serving students from pre-K through graduate school—must make their offerings available and accessible to all students, including those with and without disabilities.

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OSEP Releases Fast Facts on School Aged Children with Disabilities

Introducing a Supplemental Tool to Help Stakeholders Engage with New Fast Facts

Source: U.S. Department of Education, EDFacts Data Warehouse. Data from 2012-2018 includes ages 6-21 and 2019 includes ages 5 (in kindergarten)-21. SY 2019-20 was the transition year for reporting 5-year-olds in Kindergarten in FS002 - Children with Disabilities (IDEA) School Age. States/entities had the option to report children that are 5 years old in the reporting categories "Age 5 (School Age)" and "Age 5 (Early Childhood)". The permanent change takes place in SY 2020-2  Office of Special Education and Rehabilitative Services, Office of Special Education Programs. Hand in Hand. A supplemental tool to help parents and other stakeholders engage with OSEP Fast Facts: School Aged Children 5 (in kindergarten) Through 21 Served Under Part B, Section 618 of the IDEA.

By the Office of Special Education Programs

OSEP is excited to release a new Fast Facts on School Aged Children 5 (in Kindergarten) Through 21 Served Under Part B, Section 618 of the IDEA along with a new supplemental tool, Hand In Hand, which is intended to be used alongside the new OSEP Fast Fact.

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OSEP Releases Fast Facts on Children With Disabilities Aged 3 through 5

OSEP Fast Fact on Children With Disabilities Aged 3 through 5

By the Office of Special Education Program

OSEP is pleased to introduce our newly released Fast Fact focusing children with disabilities aged 3 through 5 served under Part B, section 619 of the IDEA.

For the OSEP Fast Facts: Children 3 through 5 Served Under IDEA Part B Section 619 we present data from the data collections authorized under IDEA section 618 including that collected through child count and educational environments.

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OSEP Releases Fast Facts: Infants and Toddlers With Disabilities

Header: OSEP Office of Special Education Programs. Title: OSEP Fast Facts: Infants and Toddlers With Disabilities. Body: Percent of percent of the population, ages birth through 2, served under IDEA, Part C in the United States: 2018-19. Image shows U.S. map. Separate text box reads: The percent of the population, receiving early intervention services under IDEA, Part C, for the United States and Outlying Areas is 3.48%. Source: U.S. Department of Education, EDFacts Metadata and Process System (EMAPS): "IDEA Part C Child Count and Settings," 2018-19. https://go.usa.gov/xd6j9. These data are a snapshot count collected by states in the fall of the identified year. U.S. Bureau of the Census. "2018 State Population Estimates by Age, Sex, Race, and Hispanic Origin". Data accessed July 2019 from http://www.census.gov/popest

By the Office of Special Education Program

In 2018–2019, 409,315 Infants and toddlers, birth through age 2, with disabilities and their families received early intervention services under IDEA Part C.

Our new Fast Fact: Infants and Toddlers With Disabilities takes a closer look at what our 618 data tells us about this population. For this Fast Fact, we present data from the data collections authorized under IDEA Section 618 on Infants and Toddlers with Disabilities who receive early intervention services under IDEA Part C. Data presented includes that collected through child count, settings, and exiting data collections.

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ED Games Expo Highlights Accessible Learning Games and Technologies

 

By Kristen Kushiyama
Public Affairs Specialist, OSERS, U.S. Department of Education


The U.S. Department of Education held the seventh annual ED Games Expo at the John F. Kennedy Center for the Performing Arts in Washington, Jan. 9.

“The ED Games Expo is the department’s annual public showcase and celebration of educational learning games as well as innovative forms of learning technologies for children and students in education and special education,” according to the ED Games Expo site.

The expo had almost 150 learning and technology games that covered topics such as early learning, science, engineering, making, math, reading, social studies, English learning and social skills for all students — including students with disabilities.

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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.

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

New IRIS Modules: Autism Spectrum Disorder

Autism Spectrum Disorder

Autism Spectrum Disorder (Part 2): Evidence-Based Practices

This new IRIS Center Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).

Autism Spectrum Disorder (Part 1): An Overview for Educators

This Module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).

More information is available at: http://iris.peabody.vanderbilt.edu/


About the IRIS Center

Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP), the IRIS Center is headquartered at Vanderbilt University in Nashville, Tennessee, and Claremont Graduate University in Claremont, California. Its primary objective is to create resources about evidence-based practices for use in preservice preparation and professional development programs. IRIS then disseminates and offers trainings on those resources.

Parent Engagement: We’re Two Moms Working Together to Make Positive Change for Students with Learning Disabilities


It might seem surprising for two moms from two different states, thousands of miles apart to have a deep connection, especially when we’ve hardly even spent time in the same room together. But in a powerful way we’ve bonded, like so many other engaged parents across the country, due to our children’s dyslexia and other learning disabilities.

Our connection is based on a shared truth—the need to feel like we’re part of a community and the desire to make a difference for many children just like ours.

We’ve also learned that we can give hope to others when we tell our stories:

Lyn Pollard – Parent Advocacy and Engagement Manager, NCLD and Understood
Lisa’s Story:

My 8th-grade daughter was not identified with dyslexia until the end of 3rd grade, after struggling in school for years. As I sought help for her at school, I was often told that I needed to accept her status as a flailing student. But my instincts told me not to. I somehow knew my child could do more.

It was not until we finally received an identification of dyslexia, dysgraphia and Attention Deficit Hyperactivity Disorder (ADHD), and got appropriate accommodations and private dyslexia tutoring in place that the fog literally lifted. One accommodation we made for my daughter who has difficulty spelling, was an adjustment to her assigned spelling list to include the words she was working on in her reading intervention. Suddenly she became a different child. She didn’t dread going to school anymore. Her headaches stopped, her anxiety lessoned. She was actually smiling and laughing again. Today she is in the honors reading class and on the road to her dream career—a doctor. She knows she has a bright future.

I was educated as a teacher and spent many years working in the classroom. I thought that I knew how to help a struggling child learn to read. But I quickly discovered as my daughter spiraled downward that I was not equipped to help her. My daughter needed a teacher who could teach her to read the way she learns. Now, I work with many parents as part of Decoding Dyslexia, a parent-led grassroots movement. We collaborate with partners in Maryland and D.C. to advance teacher training and raise learning disability (LD) awareness. Our goal is to ensure that children like my daughter don’t fall into the gap and that educators can have all the tools they need to help students like my daughter.

Lisa Blottenberger – Parent, Decoding Dyslexia MD
Lyn’s Story:

I didn’t know just how many children were affected by dyslexia, dysgraphia, ADHD and other disabilities until my own kids were identified. It was when my two children first began facing challenges and obstacles at their Texas public school that I became a champion for my children and the many others with learning and attention issues. By educating myself through online resources and connecting with parents of children who have learning disabilities, like Lisa and many others, I learned how to become an effective and collaborative advocate.

I also learned the value of telling our story. I began to write, tweet and speak about not only my family’s negative experiences, but—more importantly—the triumphs and victories as we saw our local school district engage with parents, listen to our concerns and begin to change.

Positive change is contagious. And talking about it is the catalyst. Every day in my role with the National Center for Learning Disabilities (NCLD) I get to engage with parents who are change-makers alongside educators, researchers and policy makers in their community. I get to help parents tell their stories and highlight the collaborative work they are doing to improve teacher training, implementation of federal and state laws and to keep the bar high for students with LD.

Best of all, I get to connect parents to national-level work and policy efforts that are helping to educate and inform everyone about what children like ours need to succeed.

Engaged parents are a key catalyst within our public schools to help educate, create awareness and raise expectations for kids with learning disabilities. As two moms who have connected through our children’s shared experiences, we encourage you to get involved, too.

We encourage you to get involved! Here are some resources to help you get started on collaborative change work in your child’s classroom and beyond.

  • National Center for Learning Disabilities (NCLD)
    Working to create a society in which every individual possesses the academic, social and emotional skills needed to succeed in school, at work and in life.
  • Understood
    15 nonprofit organizations that have joined forces to support parents of the one in five children with learning and attention issues throughout their journey.
  • Decoding Dyslexia
    A network of parent-led grassroots movements across the country concerned with the limited access to educational interventions for dyslexia within the public education system.
  • Parent Camp USA
    A hybrid “un-conference” opportunity for parents and teachers to come together and level the playing field, putting all stakeholders in a circle for actual, face-to-face discussion about what is best for kids. At the U.S. Department of Education in Washington, D.C. on 10|26|2015.
  • Center for Parent Information and Resources (CPIR)
    A central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs), so that they can focus their efforts on serving families of children with disabilities.
Lisa Blottenberger – Parent, Decoding Dyslexia-MD
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Parent, Decoding Dyslexia-MD
Lyn Pollard – Parent Advocacy and Engagement Manager-NCLD and Understood
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Parent Advocacy and Engagement Manager-NCLD and Understood