25 Industrial Park Road
 Middletown, CT 06457-1520  (860) 632-1485
ANNOTATED REQUEST FOR INFORMATION
If you would like to receive any of the resource materials listed below, please fill out the bottom of this form and return it to the Special
Education Resource Center (SERC). Please limit your selection to only one (1) copy of each item, and no more than five (5) items.
If you are in need of additional materials, they may be obtained at the Special Education Resource Center. Some items below,
identified by WEB, are available for download at www.ctserc.org.
SERC RESOURCE MATERIALS
WEB ___A Family Guide to Assistive Technology in Connecticut-2012 (web only www.ctserc.org)
*A Q & A brochure to assist parents in answering basic questions concerning Assistive Technology.
WEB ___ A Family Guide to Assistive Technology in Connecticut (Spanish Version)-2012 (web only www.ctserc.org)
WEB ___Directory of Summer Programs and Camps for Exceptional Children in Connecticut – current edition
*Directory that provides basic overviews of summer programs/camps including location, program description, exceptionalities
accepted, age limit, policy. Update annually.
WEB ___Equity in Education-2011
*Explains why addressing Connecticut’s achievement gaps demands a greater emphasis on race and culture.
WEB ___List of Journals - current edition
*Alphabetical list of journals and selected newsletters at SERC.
WEB __Manual & Computer Reprint Literature Searches - current edition
*List of journal and document literature compilations available through SERC on a wide range of topics in special education
and related disciplines.
WEB ___Request for Information Form
___SERC Brochure-Opening Doors-2010
*Brief overview of SERC: history, beliefs, and mission statement
WEB ___List of Tests - current edition
*List of tests, listed by their primary focus, on loan from SERC.
BUREAU OF SPECIAL EDUCATION
WEB ___ Approved Private Special Education Programs –August 2010
*Summation of approved facilities in CT including program descriptions, enrollment data, ages/numbers of students served, length of
school day and year, and persons to contact.
WEB ___Complaint Resolution Process-Revised March 2007
*Specifies the process to be used by the Connecticut State Department of Education, Bureau of Special Education, in the investigation and resolution of
complaints as well as complaints which allege that an education agency has violated a requirement of the Connecticut laws regarding special education.
WEB ___Comprehensive School Counseling-2008 (State of Connecticut-State Board of Education)
*Provides an updated focus on key student competencies based on the American School Counselor Association (ASCA) national standard.
WEB ___Connecticut Transition Services in College, University and Community-Based Settings- 2010 (Department of EducationBureau of Special Education)
*This directory provides transition service sites that go beyond academics and support young adults with disabilities in attaining the skills necessary for
independence in adult life in an age-appropriate environment.
WEB ___Educational Journey from Self Discovery to Advocacy-2003
*This handbook was created for high school students with disabilities as an instructional tool for the development of self- advocacy skills and transition
planning
WEB ___Un Viaje Educativo Desde el Descubrimiento de ti Mismo Hasta tu Autodefensa-Junio de 2003
*Spanish version of above document
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WEB ___Guidelines for Adapted Physical Education-2012 (Connecticut State Department of Education)
*Purposes of these guidelines include defining adapted physical education, recognizing how individuals with disabilities can benefit from appropriate
physical education programming, and calling attention to competencies needed to deliver appropriate physical education services to students with
disabilities.
WEB __ Guidelines for Developing Policies and Procedures for Reporting Child Abuse and Neglect – 2000
*Interdisciplinary document for school district personnel who are seeking policies and procedures regarding the reporting of child abuse
and the prevention of youth suicide.
WEB __ Guidelines for Feeding and Swallowing Programs in Schools-2008
*Intended to facilitate the implementation of consistent and safe practices in Connecticut for children whose disabilities include a need for assessment and
intervention for feeding and swallowing disorders.
WEB ___Guidelines for Identifying Children with Intellectual Disability (Executive Summary)-2006
*(CT State Department of Education)
WEB ___Guidelines for Identifying Children with Intellectual Disability - 2007 (Connecticut State Department of Education)
*Provides guidance consistent with current federal and state guidelines, addresses questions regarding definitions and the identification reflects current
process, research on intellectual disability/mental retardation.
WEB ___Guidelines for Identifying and Educating Students with Emotional Disturbance - 2012
*Guidelines are intended to provide guidance to school teams, parents or guardians, surrogate parents and mental health professionals, to make appropriate
decisions regarding eligibility and specialized services for students with emotional disturbance (ED) as defined in the IDEA 2004.
WEB ___Guidelines for Identifying Children with Learning Disabilities – September 2010 (Connecticut State Department of Education)
*Provides a comprehensive description of the changes in IDEA 2004 regarding the identification and eligibility determination of children with a specific
learning disability.
WEB ___Guidelines for Identifying Children with Learning Disabilities (Executive Summary)-2009 (only available on-line)
*This document is a revision of the previous Guidelines for Identifying Children with Learning Disabilities (Connecticut State Department of Education,
1999). Several events over the past 10 years have made updating the state guidelines on identifying students with learning disabilities essential. New
evidence suggests improved ways to more appropriately identify and teach students with learning disabilities.
WEB ___Guidelines for Speech and Language Programs: Determining Eligibility for Special Education and Speech and Language Service
Under Idea- Revised 2008
*Designed to facilitate the implementation of consistent practices in Connecticut for determining children’s eligibility for speech and language services as
special education or as a related service.
___Guidelines for Physical Therapy in Educational Settings – Working Draft 1999
*A draft document designed to promote best practice in physical therapy in educational settings; encourage a continuum
of service delivery options; and provide an overview of the conceptual framework of physical therapy as a support in educational settings
___Guidelines for Occupational Therapy in Educational Settings – Working Draft 1999
*A draft document designed to promote best practice in occupational therapy in educational settings; encourage a continuum
of service delivery options; and provide an overview of the conceptual framework of occupational therapy as a support in educational settings.
WEB ___Guidelines for the Practice of School Psychology-2004
* This document elaborates the many ways that school psychologists can support the educational process.
___ Guide for the Training, Use and Supervision of Speech-Language Pathology Aides and Assistants in Connecticut1999
*The guide is intended for use by Local Education Agencies (LEAs), medical rehabilitation facilities and institutions of higher education for developing
preservice and professional development programs within this discipline, by administrators and certified Speech and Language Pathologists(SLPs)
responsible for developing comprehensive systems of services, and individuals interested in career options and career paths.
___ IEP Forms and Manual-March 2013
*This commentary is provided to school districts in Connecticut to assist them in utilizing the revised IEP forms
___Least Restrictive Environment: A Series of Guiding Principles - 1990
*A combination of special education legal requirements as stated in federal and Connecticut statutes and supporting practices designed to
assist school districts in implementing these legal requirements. Focus: the needs of all children, school system responsibilities, and
implications for planning and placement teams
WEB___ Parent's Guide to Special Education in Connecticut-2007
*Developed to answer frequently asked questions regarding special education. Describes several key points of state and federal laws affecting the provision
of special education and is intended to help you understand your rights in the special education process.
WEB___ Guía de Educación Especial en Connecticut para los Padres-2001
WEB___ Parental Notification of the Laws Relating to the use of Seclusion and Restraint in the Public Schools-2009
*This document outlines your rights and the rights of your child under the federal Individuals with Disabilities Education Act (the IDEA) and the
Connecticut statutes and regulations concerning the provision of special education and related services to children with disabilities.
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WEB___ Procedural Safeguards Notice Required Under IDEA Part B-2011 (Connecticut State Department of Education)
*The Individuals with Disabilities Education Improvement Act (IDEA), the federal law concerning the education of students with disabilities, requires
schools to provide you, the parent, with a notice containing a full explanation of the procedural safeguards available under the IDEA and the IDEA
regulations.
WEB___ Procedural Safeguards Notice Required Under IDEA Part B (Spanish version)-2011 (Connecticut State Department of Education)
*The Individuals with Disabilities Education Improvement Act (IDEA), the federal law concerning the education of students with disabilities, requires
schools to provide you, the parent, with a notice containing a full explanation of the procedural safeguards available under the IDEA and the IDEA
regulations.
WEB __ Public School CHOICE-2007/2008 (Connecticut State Department of Education)
*This book is designed to give you and your child or children information about the educational choices now available in Connecticut.
WEB ___ Regulations of Connecticut State Agencies State Department of Education Special Education: Sections 10-76a-1 to
76l-1, inclusive -revise August, 2005
*Includes General Requirements for the Provision of Special Education and Due Process Requirements for Mediation, Advisory Opinion and Hearings,
Incorporates 2004 and 2005 Amendment.
WEB___ Resource Directory of Educational Programs and Practices – 2001 (Connecticut State Department of Education)
*A directory for sharing information about programs and services that have been devised to prevent and remediate educational difficulties. Its purpose is to
facilitate networking among school districts and to encourage dialogue among all educators about creative ways to address a multiplicity of student needs.
___Sample Policies and Procedures for Educational Records - 1992
*Document designed to assist school districts in meeting the requirements of Section 99.6 of the Family Educational Rights and Privacy
Act (FERPA) of 1974 - a federal law to protect the privacy of parents and students by regulating the inspection, review, amendment, and
disclosure of students’ education records.
WEB ___Steps to Protect a Child's Right to Special Education: Procedural Safeguards – Rev. 2006
* Steps that schools must follow to protect the child’s right to be educated and that are found in state and federal law.
___ Pasos para Proteger los Derechos del Estudiante a Educación Especial: Procedimeintos de Protección – 2000
*Los pasos que las escuelas deben de seguir para proteger los derechos del estudiante para recibir educación de acuerdo con la ley estatal y federal.
___ Students with Disabilities & Parental Choice in Connecticut-2003 (Connecticut State Department of Education)
*To assist families and school personnel as they plan for students with disabilities enrolled in choice programs in Connecticut.
WEB ___Transition Assessment-2008
*The purpose of transition assessment is to identify a student’s strengths, preferences, interests, and needs and then assimilate these findings into a rigorous
school program.
BUREAU OF EARLY CHILDHOOD, FAMILY AND STUDENT SERVICES
WEB ___Guide to Early Childhood Program Development-2007 (State of Connecticut State Board of Education)
*This guide is intended to bring useful information to those who are charged with creating developmentally appropriate programs in all settings.
WEB ___Resources for Developing College Courses on Early Language and Literacy-2008 (Connecticut State Department of Education)
*Meant to be a flexible document that faculty can use and adapt to meet the unique needs of teacher candidates.
WEB ___Preschool Experiences in Early Language and Literacy/Teacher’s Guide-2007 (Connecticut State Department of Education)
*Is meant to be a catalyst for discussion, enabling you to highlight good literacy practice and draw from your students’ additional ideas and
applications as they grapple with ways to engage in effective literacy teaching for all children while at the same time exploring meaningful
ways to scaffold the Literacy development of culturally and linguistically diverse learners.
___Preschool Experiences in Early Language and Literacy/DVD-2007 (Connecticut State Department of Education)
*An instructional video production that, with the accompanying teacher’s guide, promotes teachers’ understanding of the language and literacy content and
performance standards set forth in the Connecticut Preschool Curriculum Framework (2006)
WEB __The Connecticut Framework Preschool Assessment Framework-2008 (State of Connecticut, State Board of Education)
*A curriculum-embedded tool for assessing 3-and 4-year-old children in their preschool classrooms and articulates comprehensive performance standards or
learning outcomes.
WEB ___The Connecticut Framework Preschool Curriculum Framework - 2006 (State of Connecticut Board of Education)
*Document designed as a standard against which a preschool child’s personal and social, physical, cognitive and aesthetic development can be measured.
(This standard is a point of reference for judging the extent of a child’s development.)
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OTHER RESOURCE MATERIALS
WEB ___Action Guide for Child Care Nutrition and Physical Activity Policies-2010 (Connecticut State Department of Education) (CSDE
Website: http; //www.sde.ct.gov/sde/cwp/view.asp?a=2678&Q=322562)
*Includes best practices for promoting healthy eating and physical activity for children from infancy through school age, based on current science, public
health research, and national recommendations and standards.
WEB ___A Family Guide-August 2008 (Connecticut’s Framework for RTI) (web only)
*This booklet reviews what SRBI are and includes questions you might want to ask your child’s school or program to learn more about how they are using
SRBI as a framework to improve teaching and learning.
___Assessment Checklist for Paraprofessionals-2007
*The document is designed to aid teachers, supervisors, and administrators to support and enhance the skills of paraprofessionals through training and
ongoing supervision. This assessment is also intended to be used as a guide for paraprofessionals in self-assessment and self-improvement, a collaborative
design of professional development for paraprofessionals.
___Assistive Technology Resources D-ROM-2011 (Family Center on Technology and Disability)
The disc allows you to access the variety of assistive technology (AT) resources that are found on the website (www.fctd.info). The resources available
span the full range of AT topics, including assessment, evaluation, the IEP process, funding, universal design, inclusion, and many more.
WEB ___Augmentative and Alternative Communication (AAC)-Resource Guide for Teachers-2010
*AAC includes all forms of communication that can be used to share ideas, make friends, and express needs and wants.
WEB ___Bulling and Harassment in Connecticut-2010 (Connecticut State Department of Education)
*Question and answer format; frequently asked questions regarding bullying and harassment.
WEB ___Bulling and Harassment in Connecticut (Spanish version) -2010
WEB ___Bureau of Rehabilitation Services and Transition Planning for Youth with Disabilities-2001 (State of Connecticut
Department of Social Services)
*Vocational rehabilitation (VR) is a program of the Department of Social Services, Bureau of Rehabilitation Services (BRS) that assists persons with
physical or mental disabilities to prepare for, find or keep a job. BRS provides services, which are needed to assist a person with a disability to reach their
vocational goal.
WEB ___Building a Bridge: From School to Adult Life-2009 (Connecticut Transition Task Force)
*A Handbook for Students and Family Members to Help with Preparation for Life After High School
___Building a Bridge: From School to Adult Life (Spanish Version)-2009 (Connecticut Transition Task Force)
WEB ___Connecticut’s Blueprint for Reading Achievement-2000 (Connecticut State Department of Education)
*Contains the conclusions and recommendations of the Early Reading Success Panel, convened under Public Act 99-227.
WEB___ Connecting Connecticut Resource Directory) -2008 (Connecticut Parent Advocacy Center) (www.cpacinc.org)
*An extensive list of resource organizations that can be of assistance to parents and professionals seeking services for children and youth
with disabilities.
WEB____ Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areas-2006 (Connecticut State Department of
Education)
*This document provides a broader, deeper, well-informed research-based orientation required to help older students develop into highly literate citizens.
WEB ___Connecticut Agenda for Improving Education Services to All Students, Particularly Students Eligible for Special
Education and Related Services – 1998 (Connecticut State Board of Education)
*Outlines goals and strategies that will be implemented by the State Department of Education and providers of special education and related services
statewide.
WEB ___Directory of Resources for Adults with Learning Disabilities and/or Attention Deficit Disorders in ConnecticutFeb 2001
*Provides information and resources for adults with learning disabilities and/or attention deficit hyperactivity disorder, their families, and the adult service
provider community in Connecticut.
WEB ___Guidelines for Heath Screenings-2004 (Connecticut State Department of Education)
*To provide more detailed information on the rationale, proper procedures and recommendations for implementation for screening for vision, hearing and
postural defects.
WEB___ Guidelines for Identification and Education of Children and Youth with Autism-July 2005 (Connecticut State
Department of Education, Division of Teaching and Learning Programs and Services, Bureau of Special Education)
*The Guidelines address critical issues and current research important to individuals who are concerned about children and youth with autistic spectrum
disorders.
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WEB___ Guidelines for Managing Life-Threatening Food Allergies in Connecticut Schools-2006 (Connecticut State Department of
Education)
*To assist Connecticut public school districts and nonpublic schools (that are served pursuant to Connecticut General Statute [CGS] 10-217a) in effectively
managing the health and safety needs of children with life-threatening allergic conditions.
___Guidelines for Training and Support of Paraprofessionals Working with Students Birth to 21- 2012
*These Guidelines are intended to assist Connecticut Birth to Three programs and school districts in clarifying paraprofessionals' instructional and support
roles and responsibilities, and in identifying methods and resources for training, supervision and evaluation.
___ Guide to Services for the Deaf and Hard of Hearing in Connecticut-2000
*The guide is designed for use by people with impaired hearing, their families and friends, as well as organizations and agencies that work with deaf and
hard of hearing people.
WEB___ Learning and Diabetes-2005 (Connecticut State Department of Education)
*A Resource Guide for Connecticut Schools and Families
____Nondiscrimination on the Basis of Handicap - (Section 504) - 1990 (LRP Publication)
*Federal regulations on nondiscrimination in programs/activities receiving/benefiting from federal financial assistance. Focus:
employment practices; program accessibility; preschool, elementary, secondary, and post-secondary education; and health, welfare, and social services.
WEB ___Report on Attention Deficit Hyperactivity Disorder (ADHD) – Spring 2005 (Connecticut ADHD Task Force 3rd Edition)
*This report will act as a catalyst to facilitate the integration of a multidisciplinary approach for wider recognition of the disorder and the
diagnosis, treatment and education of individuals with ADHD.
proper referral,
___Teacher Supervisory Checklist-2007
*The document is designed to aid teachers and administrators in supporting and enhancing the skills of paraprofessionals through effective supervision.
This checklist is also intended to be used as a guide for teachers in their own self-assessment regarding supervisory skills and competencies; a collaborative
informal assessment between the teacher supervisor and paraprofessional; a needs assessment regarding teachers as supervisors of paraprofessionals in a
school or district; and/or guide in the design of professional development for teachers as supervisors of paraprofessionals.
WEB ___Using Scientific Research-Based Interventions: Improving Education for all Students-August 2008
(Connecticut’s Framework for RTI)
* SRBI emphasis is successful instruction for all students through high-quality core general education practices, as well as, targeted interventions for
students experiencing learning, social-emotional or behavioral difficulties. The focus of SRBI involves instruction and interventions in general education at
the onset of concern about student performance.
WEB ___Using Scientific Research-Based Interventions: Improving Education for all Students-February 2008 (Executive
Summary) (Connecticut’s Framework for RTI)
SHARE THESE SHEETS
Please duplicate these sheets and pass them along to your colleagues, family and friends. These materials are unique resources. They
contain practical information for parents and professionals who live and work with students with disabilities.
PLEASE PRINT
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