Resources
This resource guide is an opportunity for educators, students with disabilities and their families throughout Connecticut to identify and access resources and services that can assist them in navigating the process of secondary transition planning in order that the student may be college and career ready when they exit high school.
This directory contains information regarding organizations/providers that meet specific criteria as a transition/vocational service provider as set forth by the Connecticut State Department of Education.
This directory provides transition service sites that go beyond academics to support young adults with disabilities in attaining the skills necessary for independence in adult life in an age-appropriate environment.
This guidance document provides information to parents, guardians, family members and youth with disabilities on how to be proactive in ensuring that goals for self-advocacy, college, training, employment and/or independent living are included in the Individualized Education Plan (IEP) in preparation for the transition from high school to young adult life. Transition planning is required under the Individuals with Disabilities Education Act (IDEA) to be a part of the Individualized Education Program (IEP) for students with disabilities no later than age 16 or earlier to ensure that the student has the educational foundation and tools needed to confidently transition into the adult world.
This document provides information for parents, guardians and other family members about laws, regulations and policies affecting special education programs and services. These protections, rights and opportunities with parents, families and schools working collaboratively will best help students with disabilities to reach their full potential.
The groups listed here can connect families to local community-based resources that provide information about the rights of parents and students under the Individuals with Disabilities Education Act (IDEA). They represent organizations that can be responsive to broad-based service needs statewide.
The information within this guide is designed to assist parents and guardians in understanding the Individualized Education Program (IEP) document and the Planning and Placement Team (PPT) process. The intent is to provide parents and guardians with an awareness of the most important components of the IEP so that they can be an informed and active member of their child’s PPT meeting.
This document presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions. The goal is to support IEP teams to develop documents that, when implemented, provide access to the general curriculum and enable students to demonstrate academic achievement linked to grade-level content.
The procedural safeguards notice includes a full explanation of all the procedural safeguards available under the Individuals with Disabilities Education Act (IDEA) and its regulations. Notice must be provided to parents of students with disabilities one time each year and also when the following occurs: the first time the parent or the school district asks for an evaluation; the parent asks for a copy of these procedural safeguards; the first time in a school year the parent requests a due process hearing or files a state complaint; a decision is made to take a disciplinary action against the student that is a change of placement.
This document revision highlights the increasing numbers of paraprofessionals in Connecticut, the federal requirements under The No Child Left Behind Act and the Individuals with Disabilities Education Act (IDEA), and the importance of training for paraprofessionals, as well as their supervisors and evaluators. The appropriate use of paraprofessionals and sample tools that may help schools become better skilled in determining their role and impact on student learning is emphasized.
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This booklet specifies the process to be used by the Connecticut State Department of Education, Bureau of Special Education, in the investigation and resolution of any complaint which alleges that an educational agency has violated a requirement of the Individuals with Disabilities Education Act (IDEA) as well as complaints which allege that an education agency has violated a requirement of the Connecticut laws regarding special education.
The purpose of this document is to provide an integrated source of information that reflects the most current knowledge about ADHD from medical, educational, social and psychological perspectives. The information is intended to be useful to educators, parents and other involved individuals as they seek to help children and youth with ADHD.
These guidelines are offered to assist school districts in determining which children are eligible for speech and language services under the provisions of the Individuals with Disabilities Education Act. The document addresses critical issues and recent research in the areas of assessment and identification, and builds on the philosophy and procedures described in the initial 1993 publication.
These guidelines provide a concise, comprehensive reference manual for occupational therapy practitioners, administrators and families and define the role of school occupational therapy and best practices in its implementation in the school setting. The sections detail important considerations: Laws and Regulations; Collaboration; Evaluation; Interventions; Documentation; Administration; Professional Responsibility.
