Office of Special Education Communications

OSERS released two early childhood-related documents recently. The first was a joint policy document with the Department of Health and Human Services’ Administration for Children and Families reaffirming the departments’ support of the inclusion of children with disabilities in high-quality early childhood programs.

The second document was a questions-and-answers document on early childhood transition. OSEP developed the Q-&-A to assist state lead agencies, early intervention services programs and providers, state educational agencies, and local educational agencies in “ensuring a seamless transition for children with disabilities who received early intervention services under the IDEA Part C to eligibility for and receipt of preschool services under IDEA Part B.”

In the past 12 months, OSERS also teamed with the White House Office of Management and Budget to promote access to early intervention services for infants and toddlers with disabilities (webinar) and released resource guides to support high-quality early intervention services for infants and toddlers with disabilities

The U.S. Department of Education’s (Department) Office of Special Education and Rehabilitative Services (OSERS) has received multiple requests from a diverse group of stakeholders for updated and consolidated guidance interpreting the general supervision requirements of States under the Individuals with Disabilities Education Act (IDEA). While the Federal government provides grants to States under IDEA to administer the law, the responsibility of implementing IDEA begins with States.

Dear Colleague Letter on General Supervision Responsibilities – July 24, 2023

The guidance accompanying this letter is intended to provide States with accessible and actionable information necessary to exercise their general supervision responsibilities to ensure that all children with disabilities have available to them a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; and that the rights of children with disabilities and their parents are protected. Likewise, this guidance provides States with information to support the implementation of a Statewide, comprehensive, coordinated, multidisciplinary, interagency system of early intervention services for infants and toddlers with disabilities and their families.

Ensuring a High-Quality Education for Highly Mobile Children – November 2022