Posted: Tue, 08/13/2013 - 8:21am Updated: Wed, 02/06/2019 - 12:54pm
The Indiana General Assembly passed legislation to provide that developmental delay is a disability category solely for students who are at least 3 years of age and less than 9 years of age. More information can be found here.
Information concerning Dyslexia can be found on this IDOE page
Indiana Resource Network - IRN Slide
Important Changes to Special Education Excess Cost (SEEC) Funding

 

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All students, including those with disabilities, are held to high expectations and have equitable access to educational opportunities that enrich their lives and prepare them for future success.

Equity and Access equals outcome

Shared Responsibility; High Expectations; Shared Accountability Shared Responsibility; High Expectations; Shared Accountability Shared Responsibility; High Expectations; Shared Accountability Shared Responsibility; High Expectations; Shared Accountability Collaboration; Instruction; Assessment; Curriculum Collaboration; Instruction; Assessment; Curriculum Collaboration; Instruction; Assessment; Curriculum Collaboration; Instruction; Assessment; Curriculum Universal Design for Learning; Multi-tiered System of Supports Universal Design for Learning; Multi-tiered System of Supports Universal Design for Learning; Multi-tiered System of Supports Universal Design for Learning; Multi-tiered System of Supports Equity + Access=Outcomes

Our goal as educators is to improve outcomes for all students. This can be accomplished through a system that ensures equity and access. Equitable Access is the guarantee that all students are provided the necessary and individualized  supplementary aids and services, accommodations, modifications or supports to meaningfully participate in the general education curriculum. Equitable access must be accompanied by a school wide acceptance or belief in shared responsibility, shared accountability and high expectations. According to the Dear Colleague letter on the provision of a Free Appropriate Public Education (November 2015) and the Every Student Succeeds Act (December 2015), improving outcomes also requires a strong core curriculum, high quality instruction, unbiased assessment that guides instruction, and collaboration among administrators, general and special education staff, parents, and the community. Multi-tiered systems of support and universal design for learning provide the foundation necessary to reach the overall goal.

I-CHAMP: Electronic filing of complaint, requesting mediation and due process hearings.

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   For General Inquiries please contact specialeducation@doe.in.gov or (317) 232-0570