This fact sheet provides national data about demographics of English Learners (EL), including trend data and data disaggregated by disability, placement of EL students with disabilities, and high school completion.
Office of Special Education Programs. 2022. OSEP Fast Facts: Students With Disabilities Who Are English Learners (ELs) Served Under IDEA Part B
https://sites.ed.gov/idea/osep-fast-facts-students-with-disabilities-english-learners (accessed September 16, 2022).
In this technical assistance document (a companion to the Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA’s Discipline Provisions, which outlines the legal requirements related to behavior support and discipline for eligible students with disabilities under IDEA), the Office of Special Education Programs (OSEP) provides information about resources, strategies, and evidence-based practices that (while not required by law) can help States, LEAs, schools, early childhood programs, educators, and families in their efforts to meet IDEA requirements and, in doing so, improve outcomes for children with disabilities.
Office of Special Education Rehabilitative Services. 2022. Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders
https://sites.ed.gov/idea/files/guide-positive-proactive-approaches-to-supporting-children-with-disabilities.pdf (accessed September 16, 2022).
This document is a summary of the Least Restrictive Environment (LRE) provisions of the IDEA as applicable to preschool aged children with disabilities.
Early Childhood Technical Assistance Center. 2022. Preschool LRE Reference Points and Discussion Prompts. https://ectacenter.org/topics/iep/iep-reference.asp (accessed September 16, 2022).
This document updates and supersedes the Office of Special Education and Rehabilitative Services’ (OSERS) guidance titled Questions and Answers on Discipline Procedures, issued in June 2009 and includes additional questions and answers that address topics that have arisen as the field continues to carry out the discipline provisions of IDEA and its implementing regulations. Key topics include removing a child with a disability from their current educational placement and the responsibilities of individualized education program (IEP) teams to address the behavioral needs of children with disabilities through the evaluation, reevaluation, and IEP development process to ensure the provision of a free appropriate public education (FAPE).
Office of Special Education Rehabilitative Services. 2022. Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions
https://sites.ed.gov/idea/files/qa-addressing-the-needs-of-children-with-disabilities-and-idea-discipline-provisions.pdf (accessed September 16, 2022).
The authors examined the relationship among K-12 students and their attendance rates with a focus on EL students, students living in poverty, suspension rates and students with disabilities.
Forman, K., & Markson, C. (2022). Students with Disabilities and Suspension Rates: A Cautionary Tale for School Districts. Journal for Leadership and Instruction, 21(1), 20–24
This fact sheet summarizes key information from the Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 guidance document.
Office of Special Education Rehabilitative Services. 2022. Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 - Fact Sheet: https://www2.ed.gov/about/offices/list/ocr/docs/504-discipline-factsheet.pdf?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term= (accessed September 16, 2022).
