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Special Edge Newsletter: Winter-Spring 2023: Working Toward the Promise of Inclusion and A Family Inclusion Story

Special Edge Newsletter: Winter-Spring 2023: Working Toward the Promise of Inclusion and A Family Inclusion Story

The Special Edge is a publication of Supporting Inclusive Practices (SIP) under the Special Education Division of the California Department of Education. The stories in this issue of The Special Edge are about changes in California’s educational landscape. They are stories of process. Each narrative captures a moment in time that emerged from our past successes and even (or especially) our failures. And as you read this, the events and efforts the stories recount are already directing and shaping the future. I am convinced that the changes explored in these pages promise remarkably improved conditions and opportunities for students with disabilities—and thus for all students.  Heather Calomese, Director Special Education Division California Department of Education.

This edition of the Special Edge includes two articles by Cindy Arstein-Kerslake, Coordinator of the MAP to Inclusion and Belonging… Making Access Possible Project. “Working Toward the Promise of Inclusion” explores current efforts underway in California that may help to expand inclusive options for children with disabilities. “A Family Inclusion Story” describes the success of Lori Dotson, certified Inclusion Facilitator, in including her child with multiple disabilities in an inclusive general education setting in the same elementary school where their child without disabilities was attending. The story highlights the positive impact of inclusion on the child, family and other children.

Children with Disabilities Frequently Asked Questions (FAQs)

The FAQs describe California state law related to serving children with disabilities in California State Preschool Programs (CSPP). The CDE staff are continuously updating the FAQs web page. Topics include: Definitions, Documentation, Funding, Income and Family Fees, Set Aside, Monitoring the Set Aside and Training and Technical Assistance.

The Children with Disabilities FAQs web page can be accessed on the Inclusive Early Education Resources web page. Also on this Inclusive Early Education Resources web page, contractors can find the Management Bulletin (MB) 23-02 on serving children with disabilities.

IEP’s – Resources on IEP’s for Students with Disabilities

Resources on individualized education programs (IEPs) to IEP’s improve instruction, assessment, and accountability for students with disabilities. This set of resources includes links to rules and regulations, resources to improve IEP development and Parent’s rights regarding IEP’s

 

Inclusive Early Education Resources

The CDE’s EED launched a web page dedicated to resources to support the field of early education professional and families of children with disabilities to increase identification, access, participation and supports of children with disabilities in early care and education programs. The web page will soon include a matrix and additional resources will continually be added.

Inclusive Early Education for Children with Disabilities Program Overview

This web page provides background information on inclusion and links to CDE’s Early Education Division inclusion efforts associated with the Inclusive Early Education Expansion Grant Program (IEEEP).

Making Sound LRE Decisions in Preschool

The IEP process includes requirements and actions that ensure IEP teams have the information needed to discuss and consider access to and participation in high-quality inclusive settings for every young child with a disability during IEP placement discussions. This document lists important actions in the IEP development process along with guiding principles and practices that should inform placement decisions for young children with disabilities.

Included in this document are Guiding Questions for Discussing Services in the LRE to make sound placement decisions for each young child with a disability. To aid in planning for inclusion within the district as well as with other state and community partners to ensure placements are available throughout the year for each child  Personnel Development Tools are provided that align to the Actions within an Effective IEP Process. The tools help to create a common vision for inclusion.

New Guidance Helps Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline

These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department’s continued efforts to support students and schools through pandemic recovery.

“All students deserve to have their rights protected, and schools deserve greater clarity on how they can avoid the discriminatory use of discipline, ” said U.S. Secretary of Education Miguel Cardona. “Too often, students with disabilities face harsh and exclusionary disciplinary action at school. The guidance we’re releasing today will help ensure that students with disabilities are treated fairly and have access to supports and services to meet their needs – including their disability-based behavior. We also expect that districts utilize the federal American Rescue Plan dollars to build capacity, provide professional learning opportunities for educators and school leaders, and hire additional staff. These resources will also help schools live up to their legal obligations, support an equitable recovery for all our students, and make sure that students with disabilities get the behavioral supports and special education services they need to thrive. “

The new resources reflect the concern, particularly in light of the prevalence of student mental health issues associated with the pandemic, that some students with disabilities are not receiving the supports and services necessary to address their educational needs, including their disability-based behavior.

The guidance makes clear that schools do not need to choose between complying with Section 504 of the Rehabilitation Act of 1973 (Section 504) and the Individuals with Disabilities Education Act and keeping their school community – including students and staff – safe.

The new resources include:

Individuals with Disabilities Education Act Report Series (5 Report Briefs)

NCD undertook this report series as an examination of the implementation of the Individuals with Disabilities Education Act (IDEA) and as a follow-up to a number of NCD’s prior education reports.

Inclusive Early Education Expansion Program (IEEEP)

The California Department of Education awarded Inclusive Early Education Expansion Grants (IEEEP) to increase access to inclusive early learning and care (ELC) programs for children with disabilities, including children with severe disabilities; and to fund the cost to the California Department of Education (CDE) of conducting an evaluation of the IEEEP. Funding for the IEEEP is in accordance with Assembly Bill 1808 (Chapter 32, Statutes of 2018). The grant period began on June 15, 2020, and continues through December 31, 2024. Check the FAQ for questions and answers about IEEEP. Information regarding the IEEEP grantees can be located on the CDE Funding Results web page.

The Segregation of Students with Disabilities (PDF)

This report describes the legal and scientific basis for an inclusive versus segregated education, summarizes national patterns for educating students with disabilities in general education classes, examines federal and state guidance, and state compliance with federal mandates, describes effective educational practices for reducing segregation, and provides findings and recommendations for improvement. It is part of the Individuals with Disabilities Education Act Report Series (5 Report Briefs), National Council on Disability, February 7, 2018.