Youth Leadership Forum for Students with Disabilities, July 10-July 15, 2011

Five day leadership training program for 10th, 11th and 12th grade high school students with disabilities. Model program sponsored by the U.S Department of Labor Office National Collaborative on Workforce and Disability and developed locally by a collaboration of state and private agencies.

Youth Leadership Forum for Students with Disabilities Responsibilities of Primary Staff Volunteers, July 2011

Adults who can facilitate small group sessions. As a team they will be assigned to one of three small groups to assist students with completion of leadership exercises, facilitate small group discussions and help students develop their personal leadership plan. Responsibilities also include providing supervision, support and guidance to student delegates.

Placement of Students Ages 3-21 with Disabilities Under the Individuals with Disabilities Education Act (IDEA): A Policy Discussion, May 2010

The provision of free appropriate public education (FAPE), an Individualized Education Program (IEP), and the least restrictive environment (LRE) have been important cornerstones of educating students with disabilities since the enactment of the Education of All Handicapped Children Act (EAHCA), Public Law 94-142, in 1975, and its subsequent reauthorizations, the Individuals with Disabilities Education Act (IDEA) in 1990, 1997, and 2004. It is impossible to consider any one of these cornerstones without the others, when determining an appropriate educational placement for a student with a disability. The Iowa Department of Education has identified several practice issues regarding the interplay between FAPE, LRE, and the IEP in placement decisions for students with disabilities. To that end, this document will provide guidance for administrators of local education agencies (LEAs) and area education agencies (AEAs), as well as IEP teams (or other placement teams) within Iowa LEAs and AEAs when making placement decisions for eligible children with disabilities. This guidance will specifically discuss ten LRE and FAPE placement/program policy questions that have been identified by the Iowa Department of Education as needing attention. The policy discussions are consistent with the legal provisions of the 2004 reauthorization of IDEA (IDEA 2004) and its 2006 final federal implementing regulations issued by the U.S. Department of Education, Office of Special Education Programs (OSEP). This document is also consistent with the Iowa Administrative Rules of Special Education (2007) [hereinafter “Iowa Rules”]. In addition, the term local education agency (LEA) is used interchangeably for school district throughout this document. Prior to the discussion of specific policy questions, a federal and state legal framework for providing FAPE for students with disabilities within the LRE is briefly outlined. Pertinent FAPE and LRE court decisions that impact Iowa LEAs and AEAs are also included within Section II.

Department of Human Rights Division of Persons with Disabilities Annual Performance Plan Report, September 2005

This report is published in accordance with the Accountable Government Act to improve decision-making and increase accountability to stakeholders and citizens. This report contains performance information regarding our primary programs including, the Youth Leadership Forum, the College Leadership Forum, the State Access Grant and the Client Assistance Program. Major accomplishments this year include continuation of our core programs, a key role in the Iowa Great Places initiative and providing Cultural Competency training to governmental and non-governmental agencies.

Department of Human Rights Division of Persons with Disabilities Annual Performance Plan Report, September 2006

the Division of Persons with Disabilities, Iowa Department of Human Rights, Performance Report for fiscal year 2006 (July 1, 2005 – June 30, 2006). This report is published in accordance with the Accountable Government Act to improve decision-making and increase accountability to stakeholders and citizens. This report contains performance information regarding our primary programs including, the Youth Leadership Forum, the College Leadership Forum, the State Access Grant and the Client Assistance Program.

Economic Returns & Career Transitions for Iowa Community College Students, May 2010

The Iowa Department of Education and Iowa Workforce Development partnered to combine educational and workforce data. The collaboration led to the establishment of the Training and Employment Outcomes System (TEOS) which combines wage data with education records for community colleges. This report summarizes results on four areas: Descriptive wage summaries; the returns to education; transitions for program majors to the workforce; and the five-years in-state retention rate of community college graduates.

Division of Persons with Disabilities Agency Performance Plan

Agency Performance Plan

Iowa Client Assistance Program Division of Persons with Disabilities Annual Report, 2002

Annual Report for Departmemnt of Human Rights

Iowa Commission of Persons with Disabilities Commission Members And Activities, July 1, 2001—June 30, 2002

Commission members and activities for Iowa Commission for Persons with Disabilities Commission.

Division of Persons with Disabilities Agency Performance Plan

Agency Performance Plan

Iowa Division of Persons with Disabilities Annual Report, 2003

Agency Annual Report

Iowa Division of Persons with Disabilities Annual Report, 2002

Agency Annual Report

Americans with Disabilities Act Accessibility Guidelines, 2001

Disabilities accessiblity guidelines for Americans produced by Department of Human Rights

Iowa Division of Persons with Disabilities Annual Report, 2004

Annual report from Iowa Division of Persons with Disabilities

Iowa Division of Persons with Disabilities Annual Report, 2003

This report highlights the achievements of the Division of Persons with Disabilities, especially new and innovative directions to improve the employment opportunities for Iowans with disabilities.