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New Guidance Reaffirms Importance of Full Implementation of IDEA Amidst COVID-19 Pandemic
Today, the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS) sent a letter to its state and local partners reiterating its commitment to ensuring children with disabilities and their families have successful early intervention and educational experiences in the 2021–2022 school year.
This letter outlines a series of question and answers (Q&As) as children and students return to in-person learning.

The Q&As focus on topics to help ensure that — regardless of the COVID-19 pandemic or the mode of instruction — children with disabilities receive a free appropriate public education (FAPE) in accordance with the Individuals with Disabilities Education Act (IDEA), and that infants and toddlers with disabilities and their families receive early intervention services.

The Q&As document on Child Find Under Part B of the Individuals with Disabilities Education Act is the first Q&A in the series and reaffirms the importance of appropriate implementation of IDEA’s child find obligations, which requires the identification, location and evaluation, of all children with disabilities in the states. An effective child find system is an ongoing part of each state’s responsibility to ensure that FAPE is made available to all eligible children with disabilities.
LONG COVID UNDER SECTION 504 AND THE IDEA - OFFICE FOR CIVIL RIGHTS
OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES
July 26, 2021
Long COVID under Section 504 and the IDEA:
A Resource to Support Children, Students, Educators, Schools, Service Providers, and Families
The COVID-19 pandemic has created significant challenges for schools in meeting the needs of all children and students in early childhood, elementary, secondary, and postsecondary education. These challenges will continue as schools and public agencies1 seek to ensure support and equity for children and students experiencing the long-term adverse health effects of COVID-19, commonly referred to as long COVID.
Let's Talk About Best Practices in Education
Dual Capacity Training Series for Families and Educators
Best Practices in using Augmentative Alternative Communication (AAC) in Schools

AAC is used by people who, some or all of the time, cannot rely on their speech. It is a form of assistive technology that aids in communication and incorporates the individual's full communication abilities, which may include any existing speech or vocalizations, gestures, manual signs, and aided communication. Join us to learn more about the value and practice of using AAC for individuals with communication needs. There will be time for questions and answers.


Presented by Nicole Natale, MS, CCC-SLP, AT
Edna-Jo Piccirillo, MS, CCC-SLP - CREC
Best Practices in Supporting Students with Hearing Loss in the Classroom


In this session, we will discuss classroom considerations for students with hearing loss. This presentation is for all ages and we will discuss noise, reverberation, classroom set-up, media considerations, and touch on language and translation options. There will be time for questions and answers.






Presented by Julia A. Garrick, AuD, CCC-A, NECHEAR
Transition Tuesday: 8/31
  • The Individuals with Disability Education Act
  • What happens when turning age 18
  • Remaining in school for transition services up to the student’s 22 birthday
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