Legal & Licensing

• Nothing About Us, Without Us: 16 Moments in the Fight for Disability Rights
  New York Times | July 2020 As with every other civil rights movement, the fight for disability rights is one that challenges negative attitudes and pushes back against oppression. But it is also more complex.
  
  “Often the movement has diverged into a constellation of single-issue groups that raise awareness of specific disabilities. It has also converged into cross-disability coalitions that increasingly include intersections of race, gender and sexual orientation.
  
  Regardless, the prevailing demands of the movement are the same: justice, equal opportunities and reasonable accommodations.”

• Archived In the News!
  • U.S. Department of Education Announces Initiative to Address the Inappropriate Use of Restraint and Seclusion to Protect Children with Disabilities, Ensure Compliance with Federal Laws Jan 2019
  • The Law of the Land in the 6th Circuit Makes Education Better for All Oct 2018
  • Supreme Court FAPE Ruling May Be a Watershed Moment April 2017

• ABLE Accounts: 10 Things You Should Know includes video and facts about tax advantaged savings accounts for individuals with disabilities
• Disability Scoop on ABLE Accounts

• Commonly Asked Questions About Child Care and the ADA
• Federal Register Publishes Civil Monetary Penalties Inflation Adjustment Under Title III of the ADA On March 28, 2014, the Department issued a Final Rule that adjusts for inflation the civil monetary penalties assessed or enforced by the Civil Rights Division, including those assessed under title III of the Americans with Disabilities Act of 1990 (ADA). For the ADA, this adjustment increases the maximum civil penalty for a first violation from $55,000 to $75,000; for a subsequent violation the new maximum is $150,000. The new maximums apply only to violations occurring on or after April 28, 2014. This Final Rule, and the civil penalty adjustments made therein, were non-discretionary and required by statute. To find out more about the ADA or this Final Rule, call the Justice Department's toll-free ADA Information Line at 800-514-0301 or 800-514-0383 (TDD).

• En Español (In Spanish) (PDF)

“Due to the ongoing need for virtual resources, the CDE Streaming Video Subscription Service is now available at no cost! The website is currently being updated to provide free and direct access to all registered users.”

“The latest videos being offered include: California Infant/Toddler Learning & Development Foundations; California Preschool Learning Foundations; Infant/Toddler Learning & Development Program Guidelines; California Preschool Program Guidelines/Guía del Programa Preescolar de California; A World Full of Language/Un mundo lleno de lenguaje; New Perspectives on Infant/Toddler Learning, Development, and Care; and Guidelines for Early Learning in Child Care Home Settings.”

To access these videos and enjoy all available videos for California’s educational resources—at no cost—on this one simple platform, simply follow the instructions below.

• Visit https://www.cdevideos.org/
• Select “New User?”
• Follow the prompts to create your account.
• Land on the home page and follow these steps:
  • Select “Subscribe.”
  • Select “Individual.”
  • Select “6 months-$14.99.”
  • Choose “Pay by check.” You will not actually make any payment.

Once these steps are complete, your account will be in the queue for approval. It will be approved within one business day.

• Corona Virus Information and Resources
• California Early Start
• Family Resource Centers
• Regional Centers

To get updates on California’s progress in supporting social and emotional learning sign up to get the CDE SEL newsletter for free! Send a blank email to: join-sel-planning@mlist.cde.ca.gov

A 2021 research brief (PDF) issued by CASEL and the University of Michigan, states:

Transformative SEL was introduced as a way to integrate an explicit equity and social justice lens into the conceptualization and implementation of social and emotional learning (SEL). As Jagers, Rivas-Drake, and Williams (2019) (PDF) explain, it is a form of SEL aimed at interrupting the reproduction of inequitable educational environments by attending to issues of identity, agency, belonging, and related issues such as power, privilege, prejudice, discrimination, social justice, empowerment, and self-determination.

The California Department of Education (CDE) aims to support and advance the efforts of educators across California who are working to fully integrate systemic SEL and equity by building on the promise of T-SEL as a concept. During the summer of 2021 the California Department of Education staff had the opportunity to present the new tools to support Transformative Social and Emotional Learning (SEL) in California

At these presentations, staff posed the question to the audience, “What are the most pressing social and emotional needs that your students will bring back to school with them this fall?” There was a consensus from the audiences that students need to feel safe and a sense of belonging as they return to school this year, more than ever. There is no doubt as to the need to address students’ social and emotional wellbeing first and foremost as students return to school.

See the presentation video and hear about the SEL Resources in the webinar (video).

Visit the California Department of Education Social and Emotional Learning (CDE SEL) website and gain access to the resources.

On September 18, 2018 the California Department of Education, Early Learning and Care Division (CDE/ELCD), formerly the Early Education and Support Division, announced its new name and the 2018-2023 Strategic Plan (PDF). The new name captures their role in supporting a mixed-delivery system that incorporates multiple funding streams and supports children birth through age 12. The ELCD’s vision is that, “All California’s children have a strong early learning and care foundation, supporting the whole child and school and lifelong success.” Its mission is to “Lead an innovative, inclusive, and high-performing early learning and care system by advancing equitable opportunities that optimize thriving children, families, and communities.”

Early Learning and Care Division (ELCD) Resources page on the CDE Website

Re-Opening: Updated Guidance for Child Care Programs and Providers

• Updated Guidance for Child Care Programs and Providers (PDF) June 2020 On June 5, 2020, the California Department of Public Health issued Updated Guidance for Child Care Programs and Providers that aims to support child care providers and programs as they begin to reopen and other programs transition from emergency childcare for essential workers to enhanced regular operations.
• Stronger Together: A Guidebook for the Safe Reopening of California’s Public Schools (PDF) June 2020 On June 8, 2020, the CDE released a guidance document that includes a section on school-based early learning and care programs, “Stronger Together: A Guidebook for the Safe Reopening of California’s Public Schools.” A web version of the guidance document can now be found on the CDE Stronger Together webpage.

• Additional Resources from ELCD
  • Access to Inclusive Early Learning and Care Programs for Students with Disabilities May 2019 This letter from the California Department of Education reaffirms expectations for access to inclusive early learning and care programs for students with disabilities in California. As California continues to pursue a system of education that adequately addresses the needs of each and every student in the least restrictive environment (LRE), providing access to inclusive early learning opportunities for students with disabilities is fundamental.
  • California Department of Education Streaming Video Collection May 2019 The Early Learning and Care Division launched the California Department of Education Streaming Video Collection, an online streaming video subscription service. Users may now access the companion videos for California’s educational resources on one simple platform.
  • Resources for Homeless Children and Youths Resources related to homeless students' rights to enroll and participate fully in school.
  • Race to the Top Early Learning Challenge Grant Implementation (RTT-ELC)
  • Child Care Funding Testimony by State Superintendent of Public Instruction Tom Torlakson
  • California Comprehensive Early Learning Plan Resources (CCELP)
  • California's Early Care and Education Training Portal
    Assists you to locate:
    • Professional development programs funded by California Department of Education, Early Learning and Care Division
    • Some ECE and child development public college online coursework
    • Health and safety trainings.
  • California Early Childhood Online (CECO)
    To support early childhood teachers, the California Early Learning and Development System provides an integrated set of resources based on state-of-the-art information for early learning and development and best practices in early education. The courses provided on the California Early Childhood Online (CECO) Web site enable teachers to increase content knowledge and ability to provide developmentally appropriate experiences for children in their care. Meeting the developmental needs of young children and their families requires a comprehensive approach. CECO provides access to comprehensive resources and courses in one centralized location to meet the ever-changing needs of the early childhood field.
  • All About Young Children
    The ELCD is pleased to announce the online publication All About Young Children: Information for Families on Children's Early Development. This publication provides resources for families based on the California Infant/Toddler Learning & Development Foundations and the California Preschool Learning Foundations. It is now available at http://allaboutyoungchildren.org. This website presents information for families that focuses on key infant/toddler learning and development foundations and preschool learning foundations and includes discussion about those foundations by groups of parents.
  • Early Childhood Educator Competencies Videos
    The California Early Childhood Educator (ECE) Competencies describe the knowledge, skills and dispositions that early childhood educators need in order to provide high quality care and education to young children and their families.
  • Family Engagement Framework
  • Bridges 2014 E-Journal
    This issue of Bridges will focus on the California Collaborative on the Social and Emotional Foundations for Early Learning (CA CSEFEL), which promotes the social–emotional development and school readiness of young children from birth to age five.
  • Seeds of Partnership
    Seeds of Partnership assists special educators, administrators, staff, and families involved in programs for children with disabilities. We aim to create or provide avenues and tools to increase improvement of partnerships, provide professional development resources, and tools that will assist LEAs seeking to improve their family engagement program practices and educational outcomes. This project is funded by the California Department of Education (CDE), Special Education Division (SED) and is under the auspices of the Sacramento County Office of Education.

• Expanded Learning Division Sept 2018 | Phone: 916-319-0923 California’s Expanded Learning programs are an integral part of young people’s education, engaging them in year-round learning opportunities that prepare them for college, career, and life.
  • 21st Century Community Learning Centers Sept 2018
  • After School Education & Safety Program Sept 2018

California's Multi-Tiered System of Support (CA MTSS) is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. CA MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports to quickly identify and match to the needs of all students.

The evidence-based domains and features of the California MTSS framework provide opportunities for LEAs to strengthen school, family, and community partnerships while developing the whole child in the most inclusive, equitable learning environment thus closing the equity gaps for all students.

By embracing the Whole Child approach to teaching and learning, grounded in Universal Design for Learning (UDL), and Culturally Responsive Teaching (CRT), and utilizing Implementation Science and Improvement Science for continuous improvement, the California MTSS framework lays the foundation for the statewide system of support.

• Health Care Help and Information 1-888-466-2219-answers questions related to all health insurance and health care related issues

The California Department Public Health (CDPH) this week issued a few updates to their school guidance. These updates include the timing of testing to exit quarantine and the use of pooled PCR as a testing option during quarantine. View guidance updates at CDPH K-12 Guidance 2021-22 School Year and revised FAQs at CDPH K-12 Schools Guidance 2021-2022 Questions & Answers. LEAs with questions should contact CDE Deputy Superintendent of Strategy, Planning, and Special Projects email Jennie Carreon at jcarreon@cde.ca.gov.

The California Department of Social Services (CDSS) sent an email on September 9, 2021The email provides guidance for serving children receiving specialized services:

"During the COVID-19 pandemic, children with special needs and/or disabilities are especially at risk and should continue to receive specialized services. Children must have access to mainstream child care and development services while also having access to specialized services, including, but not limited to, occupational therapy services, speech and language services, other medical services, as applicable, behavioral services, and/or educational support services as part of a targeted intervention strategy. The guidance includes seven recommendations for child care providers on how to safely support children with special services."

• Becoming a Licensed Child Care Provider
• California Child Care Licensing Resources for Parents and Providers
  This website includes videos that explain licensing topics relevant to families and licensed child care providers. Learn more about how family child care homes and child care centers can protect and promote children's health and safety.

The Early Childhood Development Grant of 2020 transferred many child care program previously under the California Department of Education to the California Department of Social Services. This web page explains the changes and identifies all of the programs that have been transferred.

• California Early Start Central Directory Online

• Early Learning and Care Playbook June 2020 To help all providers apply the COVID-19 new and updated policies and requirements (PDF) and make updates to their emergency preparedness plan, there are also resources and tools available at the California Health and Human Services Agency (CHHS) Early Learning and Care Playbook website at which provides information and links to tips, training, and other resources that will help providers and parents as they navigate the new guidance and requirements.

This updated version of COVID-19 guidance for Early Care and Education (ECE) programs, including child care centers, home-based programs and family child care, Head Start, and other pre-kindergarten programs, outlines strategies for ECE programs to reduce the spread of COVID-19 and maintain safe operations. While fewer children have been sick with COVID-19 compared with adults during the pandemic, children can be infected with the SARS-CoV-2 virus that causes COVID-19, can get sick with COVID-19, and can spread the virus to others. CDC’s science brief on transmission in schools includes information on scientific evidence on the spread of SARS-CoV-2 among children and in school and ECE settings.

Transitioning back to early childhood programs or school— or starting them for the first time—can create extra challenges during a pandemic. Learn what parents and teachers can do to help children make a successful transition to in-person learning and care.

COVID-19 is challenging to explain, live through, and communicate about. The materials on this page were created to help make communicating about COVID-19 a little easier. Choose from videos, posters, social stories, and interactive activities to best meet your communication needs.

These materials (also available in Spanish) will cover 5 basic topics: getting the COVID-19 shot, washing your hands, getting a COVID-19 test, as well as wearing a mask and keeping a safe distance until you have gotten your shot.

CDC's Guidance for Operating Child Care Programs during COVID-19 and Toolkit for Child Care Programs now provide updated and additional information on vaccinations, signs and symptoms of COVID-19 in children, and support for children with disabilities and special health care needs. The resources are intended for all types of child care programs, including child care centers, family child care homes, and other child care programs. Multi-language versions can be downloaded from the "Language" tab.

Chapter 7 of the Special Education Rights and Responsibilities (SERR) with a focus on Least Restrictive Environments

• Supporting Brain Development in Traumatized Children and Youth (PDF)
• The Risk and Prevention of Maltreatment of Children with Disabilities (PDF) Jan 2018
• National Child Abuse Prevention Month
• Responding to Child Abuse and Neglect
• Building Community, Building Hope Video Series
• Building Community, Building Hope 2016 Prevention Resource Guild (PDF)

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.

• IDEA and FERPA Confidentiality Provisions (side by side) (PDF)
• DaSy Center’s privacy & confidentiality resources
• Privacy Technical Assistance Center
• New Head Start Performance Standards – Part 1303 Subpart C—Protections for the Privacy of Child Records

Disability Rights California works to bring about fairness and justice for people with disabilities. To reach those goals of fairness and justice, they may: file lawsuits on behalf of individuals or groups: investigate charges of abuse and neglect; build peer/self advocacy groups; forge community partnerships; advocate for change in laws, regulations, and public policy, and provide information to those who may not know about their rights.

• Special Education Rights and Responsibilities Chapter 7 Information on Least Restrictive Environments
  The Federal and California special education laws give eligible students with disabilities the right to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.
  
  This manual is intended for use by parents of children with disabilities, but should also be useful for advocates and attorneys.
• Chapter 7: Information on Least Restrictive Environments
• Site translation: Spanish

• Summaries of IDEA’s requirements, which shape what school systems do;
• IDEA itself—to read IDEA’s exact words, you can either download a copy of the law and its regulations, or read them here online;
• Guidance on IDEA from the Office of Special Education Programs at the U.S. Department of Education; and
• Training materials on IDEA that you can use to fully inform yourself and others.

• 40th Anniversary of the IDEA

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

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.

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).

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.

• Q & A on Free and Appropriate Public Education Following Supreme Court Decision in the Endrew F. v. Douglas County School District Dec 2017
  The Q & A provides an overview of the facts and issue in the case, a discussion of the IDEA FAPE requirements and include questions addressing implementation considerations.
• Office of Special Education and Rehabilitative Services Blog: US Department of Education Launches Revamped IDEA Website This blog posting describes the new and improved IDEA Website and provides access to the archives of the blog by category
• Q & A and Model State Timeline: Significant Disproportionality (Equity in IDEA) Essential Questions and Answers and a Model State Timeline Published: March 31, 2017
• U.S. Department of Education, Office of Special Education and Rehabilitative Services, Frequently Asked Questions about the Rights of Students with Disabilities in Public Charter Schools under the Individuals with Disabilities Education Act (PDF) Published: December 28, 2016
• Parent Tool Kit Home Published: 2004 Tool kit on teaching and assessing students with disabilities-Parent materials

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.

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.

This 21-page document goes through the history of the Individuals with Disabilities Education Act (including amendments to the law), a thorough explanation of the LRE, case law that supports inclusive placements, as well as calls-to-action for district and school leadership teams to transform their practices.

• Early Learning: Overview
• Video parent feedback program improves school readiness of children in poverty NIH funded study show simple intervention improves attention, reduces behavior problems.

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:

• Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 (PDF) and an accompanying Fact Sheet (PDF).
• Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions (PDF).
• Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders (PDF). And,
• A letter from Secretary Cardona to our nation's educators, school leaders, parents, and students about the importance of supporting the needs of students with disabilities.

• California County Emergency Response Child Abuse Reporting Telephone Numbers (PDF)
• Safely Surrendered Baby Law
• TrustLine is the California registry of in-home childcare providers who have passed a background screening. All caregivers listed with TrustLine have been cleared through a fingerprint check of records at the California Department of Justice. This means they have no disqualifying criminal convictions or substantiated child abuse reports in California. It's invaluable information.

• Infant/Toddler Resource Guide This Resource Guide offers a host of materials to support the development and implementation of policies and practices for high-quality care for infants and toddlers. Whether you are a CCDF Administrator developing policies, a child care provider seeking information and guidance, or a professional development provider seeking innovative training materials, this site is for you. Development of this guide is new and actively growing, so check in frequently to see what resources have been added to support your work with infants, toddlers, and their families.
  • Program for Infant Toddler Care (PITC) Six Essential Program Practices This series helps promote essential program practices to ensure quality within family child care and center-based programs that serve infants and toddlers. It addresses the following topics:
    1. Continuity of care
    2. Culturally sensitive care
    3. Inclusion
    4. Individualized care
    5. Primary care
    6. Small groups
• QRIS Cost Estimation Model and Resource Guide
• Child Care Technical Assistance Network (CCTAN) Through the Office of Child Care's Child Care Technical Assistance Network (CCTAN) and federal leadership, the OCC provides training and technical assistance to states, territories, tribes and local communities. This involves assessing Child Care and Development Fund grantees' needs, identifying innovations in child care administration, and promoting the dissemination and replication of solutions to the challenges that grantees and local child care programs face. Our technical assistance helps states, territories, tribes and local communities build integrated child care systems that enable parents to work and promote the health and development of children.

• Early Learning Initiative

National statistics associated with students with disabilities who are English language learners served under IDEA Part B are presented here along with the percentage change from 2012 by state.

• ADA Presentations Pacific ADA Center is pleased to offer webinars on a variety of subjects under the Americans with Disabilities Act (ADA). We offer webinars on ADA topics individually or in a series. We also create customized webinars and trainings for your group upon request. Sign up to receive email announcements about our webinar offerings and other ADA information. To register for a webinar please go to our registration page.

• Find Your Local QRIS in California

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.

The Federal and California special education laws give eligible students with disabilities the right to receive a free appropriate public education (FAPE) in the least restrictive environment (LRE). This manual explains how to become eligible for special education, how to request and advocate for special education services, and what to do if you disagree with school districts.

This manual is intended for use by parents of children with disabilities, but should also be useful for advocates and attorneys.

• Regional Offices
• Resources
  • 5 Benefits of General Education for All (PDF)
  • IEP Strategy-Understanding the Process So You Can Get What You Need (PDF)

• Parental resilience
• Social connections
• Knowledge of parenting and child development
• Concrete support in times of need
• Social and emotional competence of children

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.

• Unruh Civil Rights Act Brochure

• ED-HHS Statement on Family Engagement
  When families and the institutions where children learn partner in meaningful ways, children have more positive attitudes toward school, stay in school longer, have better attendance, and experience more school success. To further this position, the Departments released a policy statement on the implementation of effective family engagement practices in early childhood and learning programs.
• ED-HHS Policy Statement on Dual Language Learners
• Early Learning Initiatives
  Start here for links to the latest policy statements and webinars from ed.gov

• 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, Parts B and C. 2018
• 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act (PDF) 2018
• Key Findings at the National Level From the 40th Annual Report to Congress on IDEA, Parts B and C. 2018
• Data Tables for Students under IDEA 2013-14 to 2017-18

This Q&A document highlights certain Individuals with Disabilities Education Act (IDEA) requirements related to the development and implementation of individualized education programs (IEPs) and other information that state educational agencies (SEAs) and local educational agencies (LEAs), regular and special education teachers, related services providers, and parents should consider.

To reopen safely during the COVID-19 pandemic and maximize the amount of in-person instruction, the Centers for Disease Control and Prevention (CDC) and the U.S. Department of Education (ED) are providing recommendations and considerations based on the most recent scientific evidence to support school and district leaders and educators in meeting these ever evolving, significant challenges. The ED COVID-19 Handbook will support the education community with implementation guidance, strategies, and considerations to help reopen schools safely. The handbook is being released in two volumes.

The first volume supplements CDC's Operational Strategy for K-12 Schools through Phased Mitigation. ED's handbook provides practical examples and roadmaps to provide educators and staff with the tools they need to implement CDC's recommended safe practices for in-person learning. Highlights include safely masking, including for children and staff who may struggle to wear a mask; social distancing; and safe stakeholder engagement.

The COVID-19 pandemic has taken a tremendous toll on America’s students, families, educators, and schools. But with increased access to vaccinations for school staff and students 12 and older, proven virus prevention strategies, and unprecedented resources from the American Rescue Plan and other federal pandemic relief funds, America’s public schools have been steadily reopening for in-person learning, and students are returning to classrooms.

We must welcome families back in authentically, listen and seek to understand to their concerns, and respond to their needs, so that all families feel comfortable sending their students to school this fall. As we start the 2021-2022 school year, schools and communities must address gaps that were exacerbated by the pandemic and build our education system back better than before.

• Reducing suspension and Expulsion Practices in Early Childhood Settings
  Recent data indicate that expulsions and suspensions regularly occur in preschool settings. This is a problematic issue given the well-established research indicating that these practices can influence a number of adverse outcomes across development, health, and education. In addition, stark racial and gender disparities exist in these practices, with young boys of color being suspended and expelled at much higher rates than other children in early learning programs. These trends warrant immediate attention from the early childhood and education fields. The U.S. Departments of Health and Human Services and Education issued a policy statement and recommendations to assist states and public and private early childhood programs in partnering to prevent and severely limit expulsions and suspensions in early learning settings. The effort, part of President Obama's My Brother's Keeper initiative, encourages states, early childhood programs, and families to partner in preventing, reducing, and eventually eliminating the expulsion and suspension of young children from early learning programs.
  • HHS and ED Joint Letter on Suspension and Expulsion Policy (PDF)
  • Policy Statement on Expulsion and Suspension Policies in Early Childhood Settings (PDF)
  • View the full Expulsion and Suspension Prevention webinar series
  • Resources by state and geared toward specific audiences are found here
  • State and Local Action to Prevent Expulsion and Suspension in Early Childhood Settings (PDF)

• checkups when you're well
• treatment when you're sick
• complete care when you're pregnant
• immunizations and checkups for your children
• dental care and prescription drugs for your family
• mental health and substance abuse care if you need it

• Professional Development Tools to Improve the Quality of Infant and Toddler Care: A Review of the Literature (PDF) (3.19 MB)
• Professional Development Tools to Improve the Quality of Infant and Toddler Care: A Review of the Literature Appendix Tables (PDF) (2.47 MB)
• Professional Development Tools to Improve the Quality of Infant and Toddler Care: A Review of the Literature - Research Snapshot (PDF) (414.77 KB)

• Free publications From this page, download free publications about IEPs, special education, transition planning, reading, children's mental health, harassment, high-stakes testing, retention and social promotion, zero tolerance and discipline. The contents of this page change often as we add new publications.
• Back to School Survival Guide (for Parents of Kids with Special Needs)