Topic Areas
The topic areas page includes information and resources related to the Individuals with Disabilities Education Act (IDEA) from the U.S. Department of Education (Department), Office of Special Education Programs (OSEP), and other Federal agencies.
This page also includes resources developed by technical assistance centers funded by the Department and other Federal agencies.
Please note that the resources included on this site do not represent an exhaustive list of resources. Additional resources may be available from organizations unaffiliated with the Department.
When States and localities experience natural, man-made and health related disasters, the Office of Special Education Programs (OSEP) coordinates interagency initiatives and provides guidance on the type of flexibilities available under the Individuals with Disabilities Education Act (IDEA), and the supports and materials available that may assist in addressing the disaster and the related trauma event.
In addition, OSEP collaborates with the Disaster Recovery Unit (DRU), established within the Office of the Assistant Secretary of Elementary and Secondary Education (OESE). The DRU supports all school community stakeholders affected by Federally declared natural disasters across the K–12 and higher education spectrum.
OSEP Guidance and Resources
- Health-Related Disasters
- Natural Disasters
- Hurricane Sandy
- Hurricane Katrina
- POLICY LETTER; November 4, 2005 to Florida State Department of Health Bureau chief for Early Interventions Janice Kane
- POLICY LETTER: November 4, 2005 to Mississippi Department of Health First Steps Early Intervention Program Coordinator Danita Munday
- POLICY LETTER: November 4, 2005 to Louisiana Office of Public Health Children’s Special Health Services Program Manager Linda Pippins
- POLICY LETTER: October 25, 2005 to Louisiana State Department of Education Assistant Superintendent Robin Jarvis
- POLICY LETTER: October 25, 2005 to Texas Education Agency IDEA Coordinator Kathy Clayton
- POLICY LETTER: September 21, 2005 Letter to Honorable Shirley Neeley in Response to Texas’s Requests Following Hurricane Katrina
- POLICY LETTER: September 21, 2005 letter to Honorable Cecil J. Picard in Response to Louisiana’s Requests for Flexibility
- Man-Made Disasters
- Fiscal
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education
- U.S. Department of Homeland Security
- SchoolSafety.gov
- DOE/DHS/DOJ/HHS: School Safety
- Federal Emergency Management Agency (FEMA)
- Centers for Disease Control (CDC)
OSEP Funded Technical Assistance Centers
- Early Childhood Technical Assistance Center (ECTA)
- National Center for Systemic Improvement (NCSI)
- The Center for Parent Information and Resources (CPIR)
- Comprehensive Center Network (CCN)
- The Positive Behavioral Interventions and Support Center (PBIS)
Other Federally Funded Organizations
- National Child Traumatic Stress Network (NCTSN)
- Readiness and Emergency Management Systems for Schools (REMS)
- REMS: Integrating K–12 Students With Disabilities Into School Emergency Management Planning
- REMS: Integrating Neurodivergent K-12 Students and Staff Into School Emergency Management Planning
- REMS: Resources on the Role of Special Educators in School Safety Efforts
- REMS: Addressing Access and Functional Needs (AFN) in School and IHE Emergency Operations Plans
Early Learning
The early childhood programs under IDEA (Part C Early Intervention and Part B Preschool Special Education) are part of a broader set of early learning programs and services.
Young children with disabilities participate in various programs and services so it is critical that IDEA early childhood professionals are aware of and collaborate with the broader early learning community.
OSEP Guidance and Resources
- IDEA Part C: Early Learning and Early Childhood. Resource Guides and Webinar
- Frequently Asked Questions on Understanding the Confidentiality Requirements Applicable to IDEA Early Childhood Programs (October 2016)
- OSEP Memo on Response to Intervention (RTI) and preschool children (April 29, 2016)
- Dear Colleague Letter on Preschool Least Restrictive Environment (Jan. 9, 2017)
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education
- U.S. Department of Education/U.S. Department of Health and Human Services
- Statements on Early Learning
- Statement on Early-Childhood Inclusion (Nov. 28, 2023)
- U.S. Department of Health and Human Services
OSEP Funded Technical Assistance Centers and Resources
- Center for Parent Information and Resources
- Training Modules for building the legacy for our youngest children with disabilities
- Center for IDEA Early Childhood Data Systems (DaSy)
- Early Childhood Technical Assistance Center (ECTA)
- Early Childhood Personnel Center (ECPC)
Early Childhood Transition
Early childhood transition is the process where a child with a disability transitions from receiving early intervention services under IDEA Part C to receiving preschool services under IDEA Part B Section 619 if they are deemed eligible.
The eligible child goes from receiving services through an individualized family service plan (IFSP) to an individualized education program (IEP) or to another community early childhood program.
This early childhood transition process requires timely and effective coordination and collaboration between State lead agencies (LAs) and State education agencies (SEAs).
To this end, LAs and SEAs should ensure smooth and seamless transitions by developing and maintaining mechanisms that clearly define and support the accountability measures used within and between lead education agencies (LEAs) and early intervention services programs and providers or other early childhood programs.
This transition process includes State and local teams conducting ongoing analysis to assess their policies, procedures, and practices and identify improvement activities that enhance the infrastructure necessary to support successful transitions.
Resources for Parents
OSEP-Funded Technical Assistance Centers and Resources
- Center for Parent Information and Resources
Resources for Parents/ Families, Grantees, Educators/ Service Providers
OSEP Guidance and Resources
- Early Childhood Transition Questions and Answers (Nov. 28, 2023)
- OSEP Policy Letter to Jennifer Nix (March 17, 2023)
- OSEP Checklist for Transition (PDF). Grants Part C Section II.A.10 Checklist.
Resources for Grantees, Educators/ Service Providers
OSEP-Funded Technical Assistance Centers and Resources
- The Center for IDEA Early Childhood Data Systems (DaSy)
- DaSy and Early Childhood Technical Assistance Center (ECTA)
- Annual Performance Report Checklist and Tips
- ECTA
Charter Schools
Charter schools are established according to individual state charter school laws.
The term “charter school,” as used in the current IDEA Part B regulations, has the meaning of “charter school” in the Elementary and Secondary Education Act of 1965.
Children with disabilities who attend public charter schools and their parents retain all rights and protections under Part B of IDEA just as they would if the children were enrolled in other public schools.
OSEP Guidance and Resources
- Dear Colleague Letter with the Office for Civil Rights on Charter Schools (Dec. 28, 2016)
- Frequently Asked Questions about the rights of students with disabilities in public charter schools under IDEA (Dec. 27, 2016)
- Fact Sheet on Know Your Rights: Students with Disabilities in Charter Schools (Aug. 1, 2016)
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education’s Office of Innovation and Improvement
- U.S. Department of Education’s Office for Civil Rights
- OCR Frequently Asked Questions about the Rights of Students with Disabilities in Public Charter Schools under Section 504 of the Rehabilitation Act of 1973 (Dec. 28, 2016)
- U.S. Department of Education’s National Center for Education Statistics
- U.S. Department of Education funded center
Parentally Placed Private School Children
The IDEA is designed to improve educational results for all children with disabilities.
Therefore, it provides benefits and services to children with disabilities in public schools and requires school districts to make services and benefits available to children with disabilities enrolled by their parents in nonpublic (private) schools.
The law includes language requiring state educational agencies (SEAs) and local educational agencies (LEAs) to ensure the equitable participation of parentally placed children with disabilities in programs assisted by or carried out under the equitable participation requirements that apply to them.
OSEP Guidance and Resources
- POLICY LETTER 22-06: November 16, 2022, to Flanigan
TOPIC: Parentally-Placed Private School Children with Disabilities - Q&A on Serving Children with Disabilities Placed by Their Parents in Private Schools
OSEP Funded Technical Assistance Centers and Resources
- Center for Parent Information and Resources
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education’s Office of Innovation and Improvement
Virtual Schools
During the last decade, there has been a proliferation of educational models involving varying degrees of in-person and online instruction and practice.
Many state educational agencies (SEAs) and local educational agencies (LEAs), including charter schools that operate as LEAs, provide a variety of Internet-based or online instruction to children, including children with disabilities under the IDEA.
In addition, some LEAs have begun, or are considering, offering children the opportunity to attend virtual schools.
The educational rights and protections afforded to children with disabilities and their parents under IDEA must not be diminished or compromised when children with disabilities attend virtual schools that are constituted as LEAs or are public schools of an LEA.
OSEP Guidance and Resources
- Dear Colleague Letter on Online and Virtual Schools (Aug. 5, 2016)
For those students who may need additional academic and behavioral supports to succeed in a general education environment, schools may choose to implement a multi-tiered system of supports (MTSS), such as response to intervention (RTI) or positive behavioral interventions and supports (PBIS).
MTSS is a school-wide approach that addresses the needs of all students, including struggling learners and students with disabilities, and integrates assessment and intervention within a multi-level instructional and behavioral system to maximize student achievement and reduce problem behaviors.
MTSS, which includes scientific, research-based interventions, also may be used to identify children suspected of having a specific learning disability.
With a multi-tiered instructional framework, schools identify students at risk for poor learning outcomes; monitor their progress; provide evidence-based interventions; and adjust the intensity and nature of those interventions depending on a student’s responsiveness.
Children who do not, or minimally, respond to interventions must be referred for an evaluation to determine if they are eligible for special education and related services; and those children who simply need intense short-term interventions may continue to receive those interventions.
OSEP Guidance and Resources
- OSEP Memo 11-07 on Response to Intervention (Jan. 21, 2011) MS Word | PDF
- OSEP Memo 16-07 on Response to Intervention (RTI) and Preschool Services (April 29, 2016)
- Dear Colleague Letter on Dyslexia (Oct. 23, 2015)
IDEA 2004 Reauthorization Resources
The IDEA requires states monitor the implementation of IDEA Part B requirements and to make determinations annually about the performance of each local educational agency using the categories:
- meets requirements and purposes of Part B
- needs assistance in meeting the requirements of Part B
- needs intervention in meeting the requirements of Part B
- needs substantial intervention in meeting the requirements of Part B
For Part C, the state must monitor implementation of the IDEA Part C requirements and make determinations annually about the performance of each early intervention service program using the following categories:
- meets requirements and purposes of Part C
- needs assistance in meeting the requirements of Part C
- needs intervention in meeting the requirements of Part C
- needs substantial intervention in meeting the requirements of Part C
States must use appropriate enforcement mechanisms, if applicable, which must include actions such as:
- providing technical assistance
- imposing conditions on funding of an LEA (Part B) or early intervention service provider’s program (Part C)
- requiring corrective action or improvement plans when necessary of an LEA (Part B) or early intervention service provider’s program (Part C)
The primary focus of the state’s monitoring activities must be on improving educational results and functional outcomes for all children with disabilities and ensuring that:
- public agencies meet Part B requirements, with a particular emphasis on the requirements most closely related to improving educational results for children with disabilities.
- early intervention services programs meet the program requirements under Part C, with a particular emphasis on those requirements that are most closely related to improving early intervention results for infants and toddlers with disabilities.
OSEP Guidance and Resources
- State General Supervision Responsibilities under Parts B and C of the IDEA. Monitoring, Technical Assistance, and Enforcement. OSEP QA 23-01 (July 24, 2023)
- Dear Colleague Letter Regarding State General Supervision Responsibilities. (July 24, 2023)
- General Supervision Videos (March 2024)
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education
OSEP Funded Technical Assistance Centers and Resources
- National Center for Systemic Improvement
- Early Childhood Technical Assistance Center
IDEA 2004 Reauthorization Resources
The IDEA and its implementing regulations addresses transition services for children with disabilities.
The term “transition services” means a coordinated set of activities for a child with a disability that:
- is designed to be within a results-oriented process that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child’s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, and community participation
- is based on the individual child’s needs, taking into account the child’s strengths, preferences, and interests
- includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, if appropriate, acquisition of daily living skills and functional vocational evaluation
Transition services may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education.
OSERS Guidance and Resources
- Coordinating Transition Services and Postsecondary Access: Guidance on Requirements Under the IDEA and the Rehabilitation Act (January 2025)
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities (August 2020)
- Includes letter from RSA Commissioner and OSEP Director on the importance of collaboration between special education and vocational rehabilitation related to secondary transition
- Expect, Engage, and Empower: Successful Transitions for All!
- OSERS’ Successful Transition for All Blog Series (2023)
- Ongoing blog series from OSERS’ OSEP and RSA to improve transition planning and transition services for students with disabilities
- Successful Transitions for All! resource page
- Stay up to date with OSERS’ Successful Transitions for All! webinars, video messages, symposia registration and recordings, resources, and more.
- OSERS’ Successful Transition for All Blog Series (2023)
Other U.S. Department of Education/Federal Partner Resources
- U.S. Department of Education’s Office for Civil Rights
- U.S. Departments of Health and Human Services, Labor, and Education
- Registered Apprenticeships Webinar (May 26, 2022)
OSEP Funded Technical Assistance Centers and Resources
- National Deaf Center on Postsecondary Outcomes/National Postsecondary Education Programs Network (pn2)
- National Technical Assistance Center on Transition (NTACT)
- College and Career Readiness and Success Center
- National Clearinghouse of Rehabilitation Training Materials (NCRTM)
IDEA 2004 Reauthorization Resources
