Website for resources related to supports for special education students and instruction:

CEEDAR Education

National Center for Special Education Research

Intervention Central 

Office of Special Education and Rehabilitative Services

CASE is proud to have been a part of the development of the Principles for SLD Eligibility: Practice & Policy Considerations for States and School Districts. In collaboration with six partners, CASE is proud to announce the release of three new resources to improve the evaluation process for students with SLD. The resources in this series are titled "Principles for SLD Eligibility: Practice & Policy Considerations for States and School Districts." The topics include:

While each state has its own process for determining eligibility for special education under the SLD category and though we do not endorse a particular method for identification, there is room for improvement. Regardless of the model they use, it is imperative that states and districts continue to examine their practices and policies in an effort to eliminate inconsistency, decrease frustration, improve collaboration, and better serve students. States and districts play important roles in setting up the infrastructure necessary for high-quality identification practices.

In July 2019, we worked with partners to release a set of eight principles to guide the evaluation process. Now, we are excited to share three more comprehensive resources that highlight policy and practice considerations to support the implementation of those joint principles and encourage districts to move toward high-quality identification and evaluation processes.

This network of national organizations recognizes the need to tackle persistent challenges related to eligibility for special education and identifying students with SLD. We will continue to serve as resources to states and districts who seek to improve their policies and practices in this area.

For a full set of resources on this topic, visit

Crisis Intervention Resources

The CASE leadership recognizes the need for special education administrators to have access to resources to support schools in their work with students and staff when impacted by crisis situations. As a service to our members, we have compiled a list of excellent resources from various sources that may be helpful to administrators in their roles of supporting students and staff. Please understand this is not an exhaustive list; if you know of other good resources, please let us know and we will add them to this site.
NOTE: These sites were all active as of January 4, 2013.

Click here to view the document (PDF File)
Click here to view the document (DOC File) 


Restraint and Seclusion: Resource Document: US Department of Education
May 2012

The purpose of this resource document is to present and describe 15 principles for state, district, and school staff; parents; and other stakeholders to consider when states, localities, and districts develop policies and procedures which should be in writing on the use of restraint and seclusion (by kym at testsforge). This resource document discusses the context within which these principles were developed, lists the principles, and highlights the current state of practice and implementation considerations for each principle.

Additionally, this document provides a synopsis of ongoing efforts by federal agencies to address national concerns about using restraint and seclusion in schools. Two attachments at the end of this document provide information about state policies on the use of restraint and seclusion in our nation's public schools and an annotated resource guide on the use of restraint and seclusion in schools.

Click Here To Download Document


NASDSE's Project Forum has been in existence since 1979. It is funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) through September 30, 2011. The Project has two main purposes:
  • Disseminate useful, timely, & relevant information to improve services to children with disabilities by applying findings that facilitate systemic changes in policy, procedure, practice and the training and use of personnel;
  • Provide OSEP with a mechanism and resources for analyzing policies and emerging issues that are of significant national concern.