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Posted: 12/31/2015

This document, produced by the U.S. Department of Justice, Civil Rights Division, and the U.S. Department of Education, Office for Civil Rights, addresses the obligation of public schools to meet the communication needs of students with disabilities in compliance with the Individuals with Disabilities Education Act, Title II, of the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973.

Many schools in Minnesota are using innovative ways to support access to curriculum, including flipped classrooms in which a teacher provides access to teacher-developed videos which students are expected to watch outside of classroom time. Schools are advised to consider the needs of students with hearing loss or other disabilities in making these flipped classroom videos available to those students at the same time as other students.

Read More >>>

Posted: 12/15/2015

U.S. students are graduating from high school at a higher rate than ever before, according to data released today by the U.S. Department of Education’s National Center for Education Statistics. The nation’s high school graduation rate hit 82 percent in 2013-14, the highest level since states adopted a new uniform way of calculating graduation rates five years ago.

Posted: 12/15/2015

This Module offers an overview of young children who are dual language learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms.

Posted: 12/11/2015

On December 9, President Obama signed the “Every Student Succeeds Act,” which replaces No Child Left Behind. This national education law promotes accountability for the achievement of all students, including those with disabilities.  Read more>>>

Posted: 12/4/2015

The Individuals with Disabilities Education Act (IDEA) recently celebrated its 40th Anniversary. IDEA, the federal special education law, has opened doors of opportunity for infants, toddlers, children, and youth with disabilities. Below are links to several resources on the history of IDEA and new guidance that continues to support high expectations for students with disabilities.

Posted: 10/6/2015

Have you ever felt like the whispers, giggles, note passing, and looks were directed at you or someone you care about? Imagine if all that attention was channeled into positive action. Disney is supporting PACER’s National Bullying Prevention Center in hopes of inspiring social change among young people everywhere.

Posted: 8/10/2015

As America’s 54 million students prepare to return to school this fall, the U.S. Department of Education, America Achieves, National Council of La Raza (NCLR), National PTA and the United Negro College Fund (UNCF) released a parent checklist today with questions and resources that parents and caregivers can use to help ensure their children are getting the education they deserve. The checklist suggests key questions, tips for educational success and resources for more information. Read More >>>

New Website Section - Working with Culturally Diverse Families

Posted: 8/3/2015

Engaging Culturally Diverse Families for Student Success

A student with a disability is first, and foremost, a student who is a member of the school community. In order for parents of students with disabilities to be meaningfully involved as a member of their child’s Individualized Education Program team, they first need to feel welcomed and valued. They must also understand how “regular education” works.

When schools are intentional and proactive in using culturally-competent strategies to provide information and support to families who are from diverse cultures or speak another language, they pave the way for meaningful family engagement, and better outcomes for students.

Check out the new section

Posted: 8/2/2015

The US Department of Justice has published a new eight-page document of frequently asked questions about service animals and the Americans with Disabilities Act (ADA) . This document covers thirty-seven questions and answers, and clarifies the rights and responsibilities of people with disabilities who use service animals.

The document defines a "service animal" as "a dog that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person's disability."

The ADA requires State and local government agencies, businesses, and non-profit organizations (covered entities) that serve the public to make reasonable modifications when necessary to accommodate people with disabilities. Entities that have a "no pets" policy are generally required to modify the policy to allow service animals into their facilities.

Posted: 7/21/2015

"As the largest and most affordable segment of America's higher education system, community colleges are critical to reaching Presidents Obama's goal of having the highest share of college graduates in the world and to ensuring America's long-term economic prosperity. The President has called for making two years of community college free so that students can earn the skills needed for today's jobs and the first half of a bachelor's degree at no cost. Today that vision took a giant step towards becoming a reality. Oregon's work builds on the momentum we are seeing across the country, including the recent introduction of the America's College Promise Act in Congress. I applaud Governor Kate Brown for signing this landmark legislation and, especially, want to thank Senator Mark Hass for his tireless leadership in bringing thousands of Oregon's students one step closer to realizing the American Dream."

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