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The Special Education District Profile provides data about district compliance with certain special education requirements and data about the outcomes of students with disabilities. The following topics are included in the District Profile:
The following procedural safeguards notice is based on a model developed by the United States Department of Education, with adaptations for use by Wisconsin School districts and other local education agencies. The first page of the Part B: Procedural Safeguards Notice identifies when the notice must be provided to parents.
Special education is individually designed to meet the unique needs of students with disabilities. Special education, however, is a part of the whole; it's success depends, in part, on the quality, philosophy and diversity of the total educational program for meeting the needs of all students. Today, special education cannot be viewed in isolation from general education.
"Deaf-blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for children with deafness or children with blindness." 34 CFR 300.7 (c)
Memory difficulties are often one of the most common and debilitating effects of a TBI and have significant implications for new learning. This webcast is designed to increase understanding of TBI and its impact on memory as well as provide research-based strategies proven effective in supporting children with TBI.
The department is very excited to announce the completion of Linguistically Culturally Diverse II: American Indian and Spanish Speaking. This guide joins the companion documents Linguistically and Culturally Diverse: African American and Hmong and Language Sample Analysis: The Wisconsin Guide.