Writing Standards-based IEPs Using the CT Early Learning and Development Standards

IDEA states that, “the education of children with disabilities can be made more effective by … having high expectations for such children and ensuring their access to the general curriculum to the maximum extent possible, in order to meet the developmental goals.” (20 U.S.C. 1400(c)

For our youngest learners, there are often questions about what constitutes the general curriculum. Since the CT ELDS outline what children birth to age five should know and be able to do, this is an easy to access tool for writing standards-based IEPS focused on access to the general education curriculum.

The National Association of State Directors of Special Education document, A Seven-Step Process to Creating Standards-based IEPs outlines a process of writing IEPs based on state standards.  While this document refers to “content standards,” the CT ELDS address the whole child and include the following areas of development:

Look for training on writing IEPS based on the CT ELDS coming in Fall 2019.

The following are helpful resources:

Connecticut Office of Early Childhood. (2013). The Connecticut Early Learning and Development Standards.

The Early Childhood Technical Assistance Center (ECTAC), (2014). Enhancing Recognition of High Quality, Functional IEP Goals,

The National Association of State Directors of Special Education, (2007). A Seven-Step Process to Creating Standards-based IEPs.

Understood for Learning and Attention Issues (2014-2018). 5 Benefits of Inclusion Classrooms.

Alabama State Department of Education, (2012). Standards Based IEPs for Preschool Children.

Vermont preschool IEP on ECTAC website:

https://ectacenter.org/~pdfs/eco/EEE-IEPSAMPLENovember15th2012.pdf

Are Virtual Schools and Online Education Effective for Students with Disabilities?

Information Release: National Association of State Directors of Special Education, Inc. (NASDSE), September 24, 2012 – Bill East, Executive Director

Across the country, virtual schools and online education are gaining popularity at a rapid rate, yet little research exists on whether such methods are effective for students with disabilities.  To learn more about this, the Office of Special Education Programs (OSEP) in the U.S. Department of Education funded the Center on Online Learning and Students with Disabilities in January of 2012.  The five-year grant project is a partnership involving the University of Kansas Center for Research on Learning (KUCRL), the Center for Applied Special Technology (CAST), and the National Association of State Directors of Special Education (NASDSE).  Together, these organizations will conduct research on how K-12 online learning impacts the access, participation, and progress of students with disabilities.  Research outcomes are expected to inform the design, selection, and implementation of online digital curriculum materials, the systems that deliver and support them, and the instructional practices associated with their use, in order to increase their efficacy for students with disabilities and other elementary and secondary learners.  Updates on the Center’s progress along with original research can be found at centerononlinelearning.org.  For daily updates, follow the Center on Twitter @onlinecenter1