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• Behavioral Interventions in Schools: Guidelines for the Development of District Policies for Students with Disabilities​
• Special Education Personnel Data Collection and Approval Instructions​​ - Updated August 2024​
• 2024-25 Special Education Student Data Collection and Approval Instructions​ - Updated January 2025
• Residential Placements: Guidance and Frequently Asked Questions - Updated June 2024​
  
• ​​​Detention Center Educational Guidance and FAQs
• ISBE Position Statement on Informal Removals of Illinois Students​​​
  
• Nonpublic Proportionate Share Services​​ - Updated May 2023
• ​Nonpublic Proportionate Share Services Webinar​ - September 2023
  
• Nonpublic Proportionate Share Services Webinar​ Presentation
• Timely and Meaningful Consultation Training Presentation - April 2024​
• Educational Rights and Responsibilities: Understanding Special Education in Illinois-"THE PARENT GUIDE"
• Frequently Asked Questions: Public Act 102-0172  and Public Act 102-0173​​​
  
• Extended School Year (ESY) Guidance Document​
  
• The Dyslexia Guide: A Handbook for Parents, Educators, and Students
• The Dyslexia Guide: A Handbook for Parents, Educators, and Students Blind/Low Vision version
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• School Social Work Best Practice Guide
• Recommended Practices for Occupational and Physical Therapy Services in Illinois Schools​
  

• Qualified Interpreters & Translation Requirements - Guidance Document​ - Updated September 2024
• Qualified Interpreters Code of Ethics​​​ - March 2023​

• ​Illinois Special Education Eligibility and Entitlement Procedures and Criteria within a Response to Intervention (RtI) Framework: A Guidance Document
• Frequently Asked Questions about Special Education Eligibility and Entitlement within a Response to Intervention (RtI) Framework​​​
  

Deviations are expected to be submitted prior to implementation of a classroom out of compliance with rule  23 IAC 226.720 or 226.730. Only those pages applicable to the submission should be submitted; a deviation cannot be considered received until all applicable pages have been received by ISBE.​

• ​ 70/30 Class Composition Deviation
  
• Special Education Class Size Deviation
  
• Special Education Age Range Deviation​​
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• ​OSEP QA 23-01-State General Supervision Responsibilities Under Parts B and C of the IDEA: Monitoring, Technical Assistance, and Enforcement
• OSERS and OESE's Using Functional Behavioral Assessments to Create Supportive Learning Environments - Guidance Document​
  
• OSEP Dear Colleague Letter on Myths and Facts Surrounding Assistive Technology Devices and Services
  
• OSEP's Myths and Facts Surrounding Assistive Technology Devices and Services​
  
• Office of Education Technology: National Education Technology Plan​​
  
• OSEP Policy Support 22-02: Letter to State Directors of Special Education on Ensuring a High-Quality Education for Highly Mobile Children​
  
• Positive, Proactive Approaches to Supporting Children with Disabilities: A Guide for Stakeholders​
  
• ​Questions and Answers: Addressing the Needs of Children with Disabilities and IDEA's Discipline Provisions
  
• OSEP Guidance: Questions and Answers on Serving Children with Disabilities Placed by Their Parents in Private Schools​
• A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities​​
  

• Section 504 of the Rehabilitation Act of 1973 and its Implementing Regulations​
  
• IDEA Statue and Regulations
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• 23 Illinois Administrative Code 28​​
• 23 Illinois Administrative Code 226​
  
• 23 Illinois Administrative Code 401
  

• IL-ABLE: Savings for People with Disabilities 
• Spanish
• About ABLE Accounts​​
  

• PUNS: A Guide to Prioritization for Urgency of Need for Services​
• Accessing DDD Services (PUNS) Training for Designated School Employees
• Presentation
• Illinois Department of Human Services - Understanding PUNS
  
• Understanding PUNS (Spanish)
• Understanding PUNS (Tagalog)
  
• Understanding PUNS (Korean)
• Understanding PUNS (Hindi)
• Understanding PUNS (Chinese)​​
  

Special Education Services understands the difficulties facing districts, families, and students at this time and the unique challenges around remote learning​ for students with disabilities. The guidance and resources below are provided for assistance:

• Guidance Documents​
  
• OSERS Guidance on Return to School Roadmap: Development and Implementation of Individualized Education Programs in the Least Restrictive​ Environment Under the Individuals With Disabilities Education Act​ - September 30, 2021
  
• OSERS Guidance on Return to School Roadmap: Child Find Under Part B of The Individuals With Disabilities Education Act​- August 24, 2021
• Frequently Asked Questions: Public Act 102-0172  and Public Act 102-0173​ - July 2021 - Revised September 2021
  
• Questions and Answers on Civil Rights and School Reopening in the COVID-19 Environment​ - May 13, 2021​​
  
• Special Education FAQ for Parents - School Year 2020-21​- August 14, 2020
  
• Parent Guide to Special Education​- August 14, 2020​
• FAQ: Return to In-Person Instruction for the Deaf and Hard of Hearing Population - July 24, 2020
• Special Education FAQ Return to In-Person Instruction - June 30, 2020
• OSEP Guidance on Parental Consent and Procedural Safeguards​ - June 30,2020
• Flexibility in Implementation of IDEA Part B Fiscal Requirements – June 26, 2020
• IDEA Part B Use of Funds- June 25, 2020​
• IDEA Part B Dispute Resolution Procedures – June 22, 2020
• Special Education FAQ​- May 8, 2020​
  
• FAQ: Special Education During Remote Learning​ – April 20, 2020
• Resource Documents
  
• The Center for Parent Information and Resources (CPIR) Infographic Summaries of U.S Department of Education Published Handbooks - May 14, 2021
  
• U.S. Department of Education COVID-19 Handbook Volume 1: Strategies for Safely Reopening Elementary and Secondary Schools - April 2021
• U.S. Department of Education COVID-19 Handbook Volume 2: Roadmap to Reopening Safely and Meeting All Students’ Needs - April 2021
  
• Supporting English Learners with Disabilities During Remote Learning and School Reopening: Recommendations for State Leaders​​ - April 8, 2021
  
• Tools and Resources to Navigate IDEA Fiscal Challenges Resulting from the Pandemic​ - June 25, 2020
• Remote Learning for Students Who Are Blind or Visually Impaired​ - May 22, 2020
• Remote Learning for Students with Autism Spectrum Disorder- April 30, 2020
• Remote Learning for Students with Significant Intellectual or Multiple Disabilities- April 30, 2020
• Remote Learning for Students Who Are Deaf or Hard of Hearing or DeafBlind​- April 30, 2020​

For the most current information on this situation, please monitor ISBE’s COVID-19 resource page​​.​​​​

ISBE has received a no-cost extension of the ​2019 IDEA Part B Flow Through, Section 611, and Preschool Section 619 grant awards until September 30, 2021. However, districts should continue to operate and expend their 2019 carryover funds as expeditiously as possible within their current FY 2020 IDEA grants. Please contact your grant coordinator or ISBESpecEd@isbe.net with questions.​​​​​​​​​​​​