A new analysis from the U.S. Department of Education shows that chronic absenteeism impacts students in all parts of the country and is prevalent among all races, as well as students with disabilities. The first-ever national comprehensive data collected on chronic absenteeism reveals that more than 17 percent of students with disabilities were chronically absent compared to 12 percent of students without disabilities.
New White House Announces New Joint ED-HHS Report on Importance of Supporting Early Learning Workforce
The White House, as part of the United States of Women event, announced a new joint report from the U.S. Departments of Education (ED), and Health and Human Services (HHS) highlighting the importance of supporting the early learning workforce—nearly a totality of whom are women—not only to improve the quality of early learning programs, but also to ensure fair pay so that they can support their own families.
New Grant Opportunity: Comprehensive Centers Program-National Comprehensive Center on Improving Literacy for Students with Disabilities
The Office of Special Education and Rehabilitative Services (OSERS) along with the Office of Elementary and Secondary Education (OESE) announce a new grant opportunity: Comprehensive Centers Program: National Comprehensive Center on Improving Literacy for Students with Disabilities. CFDA Number: 84.283D.
- Publication Date/Application Available: June 8, 2016
- Deadline for Transmittal of Applications: July 25, 2016
OSEP will conduct an informational webinar on June 27, 2016 at 1:30 p.m. EDT. The Dial-In number is 1-877-951-6686 and the Passcode is 5828011. Register for the webinar here. Please contact Kristen Rhoads [202-245-6715] if you have questions.
"With this bill, we reaffirm that fundamentally American ideal—that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will."
— President Barack Obama
The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation's schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation's national education law and longstanding commitment to equal opportunity for all students, including students with disabilities.
Read Federal Partners in Transition (FPT) Fact Sheets
In 2015, the Federal Partners in Transition (FPT) workgroup published The 2020 Federal Youth Transition Plan: A Federal Interagency Strategy (Plan). To address priorities and goals of this Plan, two transition related fact sheets were published to improve education and outreach to the public about policies and practices governing transition services and transition programs. OSERS, along with FPT members, are pleased to share:
What to Know About Transition Services for Students and Youth with Disabilities
Earlier Spotlight Items
|Racial and Ethnic Disparities in Special Education—A Multi-Year Disproportionality Analysis by State, Analysis Category, and Race/Ethnicity|
|Inclusion in Early Childhood Programs—A Webinar Series Kickoff|
OSERS is committed to the broad values of inclusion, equity and opportunity for infants, toddlers, children, youth and adults with disabilities to actively participate in all aspects of life. OSERS promotes inclusion, ensures equity and creates opportunity as we strive to improve results and outcomes for children and adults with disabilities.
In implementing this mission, OSERS supports programs that help educate children and youth with disabilities, provides for the rehabilitation of youth and adults with disabilities and supports research to improve the lives of individuals with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in three main areas—Special Education, Vocational Rehabilitation, and Research—through its two main components: OSEP and RSA.