Three recent publications highlight some of the key challenges the National Center for
Special Education in Charter Schools faces as we work to ensure students with disabilities have ready access to charter schools prepared to provide quality special education and related se
Special Education in Charter Schools faces as we work to ensure students with disabilities have ready access to charter schools prepared to provide quality special education and related
Education in Charter Schools faces as we work to
ensure students with disabilities have ready access to charter schools prepared to provide quality
special education and related se
special education and related
education and related services.
Consistent with the requirements of Part B of the IDEA
and with the Utah State Board of
Education Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and e
Education Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and eva
Special Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies and procedures to ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and e
Education Rules, Itineris Early College High School (hereafter, Itineris) follows policies
and procedures to
ensure that all students with disabilities enrolled in Itineris, from 10th through 12th grade, regardless of the severity of their disability,
and who are in need of
special education and related services, are identified, located, and eva
special education and related services, are identified, located, and e
education and related services, are identified, located,
and evaluated.