Resources for Special Education Professionals
This newsletter is designed to inform special education professionals about the different resources available to them to support their work with students and families.
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This edition of AJE's newsletter for Special Education Professionals includes:
- Professional Development Opportunities
- Classroom Tools and Resources

We hope you find our information helpful. If you do, please forward it to colleagues!

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The U.S. Department of Education is hosted webinar series to address hot topics that were on the top of educators’ minds. After sharing federal updates, the series features lessons learned and best practices from faculty, staff, schools, districts, institutions of higher education, early childhood education providers, and other places of educational instruction. It also shares a variety of useful resources.
Below is a link to the events from the series. Simply click on an event title to access more information, including archived materials.
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December Opportunities... Register Today!
Don't miss these popular restorative justice professional development, training, and coaching opportunities!
Tuesday, December 13th - TODAY!
Wednesday, December 14th
Thursday, December 15th
All professional development sessions use a trauma-informed approach and teach skills and practices that you can implement immediately. Unless otherwise noted, sessions will be held virtually via Zoom.
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Policy Updates from OSEP!
OSEP’s Nov. 16, 2022 Letter to Flanigan clarifies that any student found eligible under IDEA who is enrolled by their parent in a private elementary or secondary school, whether or not they have a current or prior individualized education program or services plan, must be counted when calculating the proportionate share of IDEA Part B funds that a LEA is required to spend on the provision of equitable services to parentally-placed private school children with disabilities enrolled in private schools in the LEA. In addition, the letter addresses whether it is consistent with IDEA for the LEA to require a private school to enter a memorandum of understanding as a condition of the LEA providing equitable services to parentally-placed private school children with disabilities attending the private school.
OSEP’s Nov. 10, 2022 Letter to State Directors of Special Education provides guidance and resources and describes several important principles that States, school districts, school staff, parents, families, and others may find helpful in ensuring that highly mobile children with disabilities receive required special education and related services designed to meet their unique needs in a timely manner.

OSEP’s Nov. 1, 2022 Letter to Sharpless clarifies that IDEA does not provide specific requirements regarding the manner in which a request for an initial evaluation of a child suspected of having a disability must be made. In the absence of specific provisions, States may develop their own procedures, provided they are not inconsistent with, and do not substantially limit, a parent’s right to request an initial evaluation under IDEA. OSEP emphasized that because the responsibility for meeting IDEA’s child find requirements rests with States and LEAs — not with parents — the evaluation referral process must support, and not undermine, the effectiveness of the child find process. (emphasis added)
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New PROGRESS Center Training Materials to Support the Planning, Delivery, and Intensification of Instruction
The PROGRESS Center has released three courses that highlight high-leverage, evidence-based practices shown to support implementation of high-quality instructional programming for students with and at risk for disabilities, regardless of their identified disability category or grade span.
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Implementing Data-Based Individualization for English Learners
- Deliver instruction that represents culturally and linguistically sustaining best practices, and
- Distinguish the needs and assets of learners to improve progress.
This brief illustrates considerations for implementing data-based individualization with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
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The DC Autism Collaborative (DC-AC) has developed several resources for parents of young children and professionals (including health providers, early childhood educators, and community leaders) on topics related to autism spectrum disorder (ASD). All materials have been, or are in the process of being, translated into both Spanish and Amharic.
These resources can be downloaded as PDFs though we encourage sharing the website link as we plan to update regularly:
Examples of Resources for Professionals:
- Best practices and procedures for providers on developmental monitoring, screening and evaluation that can be used across the health and education sectors.

- Toolkit/resource guide for community providers in Washington, D.C.
Examples of Resources for parents & caregivers:

- What to do While you are Waiting for a Medical Diagnosis of Autism: Provides tips for how to make the most of your time before receiving a medical diagnosis of ASD, including getting started with other services and preparing for your visit.
- Do You or Your Child’s Provider Suspect That Your Child May Have Autism? Provides some clear steps that can be taken once a caregiver or your provider has suspected that a child may have autism.
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Cultural and Linguistic Competence Assessment for Dispute Resolution Systems
Do you work with your school and LEA's dispute resolution team? These resources might be helpful!
The Center for Appropriate Dispute Resolution in Special Education (CADRE) has developed a self-assessment tool for dispute resolution systems to support them in being culturally and linguistically competent to meet the interests and needs of diverse populations residing in the United States, territories, and tribal nations. This self-assessment tool can be useful in determining the level of cultural and linguistic competence in a dispute resolution system.
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Children and Racism
The Center on the Developing Child at Harvard has two new resources on racism and how it affects children.
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IDEA turns 47!
In case you missed it, last month marked the 47th anniversary of the IDEA - the Individuals with Disabilities Education Act - that was signed into law on November 29, 1975.
She highlights both positive and troubling trends related to the IDEA, while citing the need for all involved in the education of children with disabilities to commit to:
- Designing high-quality instruction
- Supporting behavior
- Educating the whole child and
- Setting high expectations.
View Related Links:
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About AJE:
Advocates for Justice and Education is the federally designated Parent Training and Information Center and the Health Information Center for DC. AJE seeks to empower families, youth, and the community to be effective advocates to ensure that children and youth, particularly those who have special needs, receive access to appropriate education and health services.
Our passion is empowering families by equipping parents and students with disabilities with the tools they need to be their own best advocates.
Have questions? We are here to educate, advocate and empower. Contact us today!
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Advocates for Justice and Education, Inc.| (P) 202.678.8060 | (F) 202.678.8062 |
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