Special Education - General Resources

  New! Adapted Physical Education Frequently Asked Questions
On Friday, November 9th 25 physical education teachers completed a full-day workshop about APE law, assessment, and instructional strategies. This list of frequently asked questions and answers, click here, was created to clarify the legal requirements and outline best practices for adapted physical education (APE). Professionals who attended the workshop will apply knowledge and skills to design and implement an APE program improvement plan in their school or district. If you would like to connect with one of these individuals, please reach out to Lindsay.

Co-Teaching Training Plan Instructions
This memo gives instructions for use of co-teaching as a special education service and includes a form for submitting a training plan. The form is also provided below as a separate download that may be completed using a word processing application:

  English Language Learners in Vermont: Distinguishing Language Difference from Disability - A Resource Guide
Prepared by a broad coalition of interested groups and individuals, this document is intended to supplement the department's 1994 publication, Serving Students Learning English as a Second Language: A Guide for Vermont Educators, that addressed the provision of basic educational services to English Language Learners (ELLs). This new resource guide intends to improve services for ELLs by offering a wide range of information, analysis and resources designed to address significant issues that arise when educators and families realize that a student may need, in addition to ELL services, special education services.
  Guidelines for Making Decisions About IEP Service
This booklet offers guidance for making decisions about IEP services for students who have disabilities and who are eligible for special education services under the federal Individuals with Disabilities Education Act (IDEA). Special education and related services may include occupational therapy, physical therapy and psychological services. These guidelines are based on IDEA, Vermont regulations and research-based practices.
  Matrix for Identification of Students with SLD in Literacy
This document was prepared to assist evaluators in determining whether a student qualifies as a student with a specific learning disability (SLD). It identifies the basic skill areas, the core deficits which suggest a disability, the formal measures used to support this finding, as well as questions to be asking in your investigation and instructional implications for programming. The list of formal measures of evaluation should not be considered an exhaustive list of tests available, nor does their order in the matrix suggest any recommended preference for one measuring device over another. For information, contact Ernie Wheeler at (802) 479-1252 or ernest.wheeler@vermont.gov.

Parents' Rights in Special Education (Procedural Safeguards Notice)
Under the federal Individuals with Disabilities Education Act (IDEA) of 2004 and Vermont Agency of Education's Special Education rules, parents have specific rights concerning their participation in the special education process. This booklet is designed to inform parents of those rights and provide a list of available resources. NOTE: As of June 14, 2010, this document also contains a list of available resources that parents and families may access to support students who receive special education supports and services.

  • Available Translations
    This document is available in the following languages: Bosnian, Nepali, Russian, Simplified Chinese, Somali, Spanish, Traditional Chinese, Turkish and Vietnamese. Translations in Arabic, French and Swahili will be available in the near future. Contact Alicia Hanrahan at (802) 479-1206 or alicia.hanrahan@vermont.gov.

Report to the Legislature to Address Services for Individuals with Autism Spectrum Disorders (January 2008)
This report to the Legislature is a collaboration of the Agency of Human Services and the Agency of Education. It is the direct result of Act 35 signed by the Governor in May 2007. The report includes findings and recommendations divided into: Best Practices; Identification and Diagnosis; Early Intervention; Coordination of Services; Access to Information; Training and Workforce Development; Technical Assistance and Consultation; Education Services, Adult Services; and Funding.

  • Interagency White Paper on Autism Spectrum Disorders: Report to the Act 264 Board (March 2006)
    This joint publication was completed by Vermont Agency of Education and Agency of Human Services staff at the request of the Act 264 board. The document includes information regarding the number of individuals identified state-wide; evidence-based practice; current and projected needs; roles of parents, schools, and community agencies; and service gaps.
  Severe Learning Discrepancy (SLD) Newly Normed Tests
New normative test information is being provided in this document as well as a reminder of how to create test templates with the highest level of statistical accuracy. When computing severe discrepancy for identification of students with specific learning disabilities it is important to use updated reliability norms. If the reported measures are being used for comparing ability with achievement, the split half reliability scores must be entered into the Severe Learning Disabilities Software Program.

Page Last Updated on July 27, 2015