LRE Requirements and Transition Work Placements

Recently, the United States Department of Education, Office of Special Education and Rehabilitative Services, in response to a letter of inquiry, issued informal guidance related to the applicability of LRE requirements under IDEA to transition work placements.

This informal guidance addressed six questions:

  1. Is the IEP Team required to include work placement in a transition-aged student’s IEP?
  2. Is the IEP Team required to provide parents with “notice of placement” when determining a student’s work placement?
  3. Can segregated work be considered an appropriate outcome, particularly with appropriate assessment in a LRE before such a placement occurs?
  4. Is the LEA required to provide supplemental aids and services to allow the student to participate in the least restrictive work placement possible?
  5. How must LRE work placements be monitored?
  6. Are states required to consider a student’s work placement when they report the number of students participating in regular education?

You may review the entire document by viewing the attachment below.

OSEP LRE Transition Work Placement Informal Guidance

U.S. Department of Education Issues a Resource Document that Discourages Restraint and Seclusion

On May 15, 2012, Education Secretary Arne Duncan, Office of Planning, Evaluation and Policy Development Assistant Secretary Carmel Martin and White House Office of Public Engagement & Special Assistant to the President for Disability Policy, Kareem Dale, announced the release of a resource document on Restraint and Seclusion.

The U.S. Department of Education issued a publication that outlines principles for educators, parents and other stakeholders to consider when developing or refining policies and procedures to support positive behavioral interventions and avoid the use of restraint and seclusion.

The goal of this resource document is to help ensure that schools are safe and healthy environments where all students can learn, develop and participate in instructional programs that promote high levels of academic achievement.

We strongly encourage all constituents to review the full resource document. Please follow the link below to access the document. If you have any questions as to how this relates to Connecticut law regarding seclusion and restraint, please contact Colleen Hayles at 860-713-6922 or colleen.hayles@ct.gov.

Restraint and Seclusion Resource Document – US Department of Education

Common Core State Standards: Implications for Students Receiving Special Education Services

In February 2011, the International Center for Leadership in Education published a document discussing the Common Core State Standards (CCSS) and Special Education. This publication offers a national perspective as well as guidance related to the implications of the CCSS for students receiving special education services. For an opportunity to review this publication, please follow the link below.

CCSS and Special Education

IDEA Partnership’s Common Core Collection for the Education of Student’s with Disabilities

All school district personnel are welcome to join the national webinar scheduled for March 5, 2012 at 2:00 PM for a tour of the IDEA Partnership’s Common Core Collection. Though the original webinar notice targeted state education staff, the invitation has been extended to local school district staff as well. Please join the staff of the CT Bureau of Special Education and other states’ staff from across the country for this introduction to resources to use in implementing the Common Core State Standards for students with disabilities in Connecticut. For more information related to this important resource please visit the following link.

Web tour of the Common Core Collection