Special Education
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Special Education Compliance
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Bulletins
- Information Update Bulletin 26.01
- Information Update Bulletin 24.02
- Information Update Bulletin 24.01
- Information Update Bulletin 23.01
- Information Update Bulletin 22.02
- Information Update Bulletin 22.01
- Information Update Bulletin 21.02
- Information Update Bulletin 21.01
- Information Update Bulletin 20.02
- Information Update Bulletin 20.01
- Information Update Bulletin 19.01
- Information Update Bulletin 18.02
- Information Update Bulletin 18.01
- Information Update Bulletin 14.02
- Information Update Bulletin 14.01
- Information Update Bulletin 13.01
- Information Update Bulletin 12.02
- Information Update Bulletin 11.01
- Information Update Bulletin 10.08
- Information Update Bulletin 10.07
- Information Update Bulletin 10.06
- Information Update Bulletin 10.05
- Information Update Bulletin 10.04
- Information Update Bulletin 10.03
- Information Update Bulletin 10.02
- Information Update Bulletin 10.01
- Information Update Bulletin 07.01
- Information Update Bulletin 06.03
- Information Update Bulletin 06.02
- Information Update Bulletin 06.01
- Information Update Bulletin 03.02
- Information Update Bulletin 01.04
- Information Update Bulletin 01.01
- Information Update Bulletin 00.04
- Information Update Bulletin 00.03
- Information Update Bulletin 98.04
- Information Update Bulletin 99.02
- Dispute Resolution Options
- Equitable Services Requirement: Special Education for Parentally Placed Private School Students
- Medicaid School-Based Services (SBS)
- Procedural Compliance Self-Assessment (PCSA)
- Sample Special Education Forms and Notices
- Seclusion and Physical Restraint
- Section 504
- Special Education Laws
- Special Education and Residential Care Centers (RCCs)
- State Special Education Procedures
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Bulletins
- Special Education Information for Families
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Comprehensive Special Education Evaluation
- A Framework for Comprehensive Special Education Evaluation
- Comprehensive Special Education Evaluation: Why it Matters
- Addressing Bias in a Comprehensive Special Education Evaluation
- Comprehensive Special Education Evaluation within a Multi-Level System of Support (MLSS)
- Comprehensive Special Education Evaluation: Related Legal Citations
- Comprehensive Evaluation Supplemental Resources
- Council on Special Education
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Disability Categories
- Autism
- Blind and Visually Impaired
- Deaf and Hard of Hearing
- Deafblind
- Emotional Behavioral Disability
- Intellectual Disability
- Orthopedic Impairment
- Other Health Impairment
- Significant Developmental Delay
- Specific Learning Disabilities
- Speech or Language Impairment
- Traumatic Brain Injury
- Multilingual Learners and Special Education
- Students with the Most Significant Cognitive Disabilities
- Twice Exceptional Students
- Early Childhood Special Education
- Federal Data Collection Statewide Reports
- IDEA Federal Funding
- Individualized Education Programs (IEPs)
- Open Enrollment Special Education
- Related Services
- Resources to Attract, Prepare, and Retain Special Educators and Related Services Providers
- Specially Designed Instruction
- Special Education Paraprofessionals
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Special Education Learning Resources
- Co-Teaching in Wisconsin
- Director of Special Education and Pupil Services Weekly News
- Functional Behavioral Assessment (FBA)
- Implementation Zone
- Inclusive Strategies to Address Behavioral Needs for Students with IEPs
- National Organizations to Support Implementation of Evidence-Based Practices for Students with IEPs
- Professional Learning Events
- Regional Special Education Network (RSN)
- Resources for Health and Safety for Students with Disabilities
- Special Education and Pupil Services Leadership
- Supports for Educating Students with IEPs
- Workload Considerations
- Transition Planning for Students with IEPs
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Wisconsin's State Performance Plan - Indicators
- State Performance Plan for 2020-2025
- Annual Performance Reports
- Collection of Cyclical Indicators
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WI State Performance Plan (SPP) Indicators
- Indicator #1: Graduation
- Indicator #2: Dropout
- Indicator #3: Assessment
- Indicator #4: Suspension and Expulsion
- Indicator #5: Educational Environments
- Indicator #6: Preschool Environments
- Indicator #7: Preschool Outcomes
- Indicator #8: Family Engagement
- Indicators #9 and #10: Disproportionate Representation
- Indicator #11: Child Find
- Indicator #12: Early Childhood Transition
- Indicator #13: Secondary Transition
- Indicator #14: Post School Outcomes
- Indicators #15 & #16: Dispute Resolution Options
- Indicator #17: State Systemic Improvement Plan (SSIP)
- Wisconsin Alternate Academic Achievement Standards
- Special Education A-Z Index
- Temas de educación especial
- Special Education Web Portal
- About Special Education at DPI
Accessible Educational Materials (AEM)
Considering the need for assistive technology, including accessible education materials (AEM), is a state and federal legal requirement for each student with an IEP.
Accessible Educational Materials (AEM) do not change the rigorous high expectations of what is being taught or what is expected to be learned by all students of the same age or grade. AEM, like other supplementary aids or services, only changes “how” information is presented to the learner. The need for such materials must be considered for every student with a disability. Providing a student with AEM does not replace a student’s need for explicit and intensive specially designed instruction (SDI) in a specific skill such as reading comprehension or to teach a student how to effectively use supplementary aids (including AEMs) during learning activities.
Wisconsin Center for Accessible Educational Materials
The Wisconsin Accessible Educational Materials (WIAEM) Center is a point-of-contact for educators to seek support in acquiring materials for students with IEPs. The acquisition of Accessible Educational Materials (AEM) for students with IEPs means that students have materials in a timely manner (as to when non-disabled peers receive materials), and in accessible formats that address their disability-related need(s).
Accessible formats for students who need Braille or Large Print materials can be requested through the Wisconsin Center for the Blind and Visually Impaired (WCBVI). For Braille or Large Print materials, you can request materials through the WCBVI Book Request Form.
For students who are not blind or visually impaired and for whom the IEP team has determined the need for accessible formats, educators can contact the WI AEM Center. The WI AEM Center can assist in securing copyright protected K-12 textbooks and core instructional materials. Please submit a request ticket for each qualifying student by completing a help ticket.
Resources on Accessible Educational Materials
- Bulletin 20.02: Legal Requirements for Accessible Educational Materials (AEM) for Eligible Students with Disabilities, Wisconsin DPI
- AEM Decision Tree for IEP Teams, Wisconsin DPI
- Next Steps for Providing Accessible Educational Materials to Students with Disabilities, Wisconsin DPI
- The National Center on Accessible Educational Materials
- National Center on Accessible Digital Educational Materials & Instruction (NCADEMI)
- AEM Takeaways, CAST
- How to Use Text-to-Speech in the Classroom: Ideas, Suggestions, and Videos
- WCASS Guide: How to Provide Students with IEPs Access to their Grade Level Curriculum through Text-to-Speech
Additional Learning Resources
- AT Forward Micro-Credentials: If you are interested in earning a free micro-credential in the area of AEM, then visit the AT Forward Micro-Credential website.
- AEM Webinar/AT Forward Community of Practice Videos. AT Forward is a free Community of Practice (CoP) and records all meetings for future professional learning needs. Several meetings cover the topic of provision of AEM to students with disabilities. Scroll down to the AEM section of this recorded video library for AT Forward CoP meetings.
Accessible Materials Producers