Displaying items by tag: RFI: BSE General

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.

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.

These guidelines address critical issues and current research important to individuals who are concerned about children and youth with autism spectrum disorders. Strong emphasis is placed on coordination and collaboration between school and home to make informed and cooperative decisions for the education of children and youth with autism spectrum disorders (ages 3-21) as they transition from Birth to Three through high school and in community settings.

This document offers suggestions for increasing the capacity of general and special education to meet the instructional needs of students with specific learning disabilities; details regarding developing comprehensive evaluation; special situations, such as those involving very young children or students with intellectual giftedness; and issues in providing services for middle and high school students. Required forms, as well as a reference section and a glossy of important terms, are also included. These guidelines are further intended to promote identification procedures that are nonbiased, nondiscriminatory, educationally useful and uniform across school districts.

The purpose of this resource document is to provide guidance that supports the appropriate identification of students with intellectual disability while ensuring that they also receive an appropriate education in the least restrictive environment.

These guidelines provide educators, parents, guardians, surrogates and mental health professionals in Connecticut with recommended practices concerning eligibility determination, assessment and program services for students with emotional disturbance (ED). Information is arranged in five sections: 1) Best Practices in Prevention and Intervention; 2) Definition and Interpretation; 3) Assessment and Eligibility; 4) Key Elements for Effective Individualized Program Services; 5) Tools to Assist Planning and Placement Teams (PPTs); and an additional resource, Empirically Supported Prevention and Intervention Strategies.