Policies, Procedures & Effective Implementation
States must have policies, procedures and effective implementation of practices that are aligned with and support the implementation of the Individuals with Disabilities Education Act. The policies and procedures must include descriptions of methods the state will use to detect non-compliance of LEAs and ensure correction of non-compliance when found. Effective implementation of policies, procedures and practices also addresses program improvement through planning, coordination, incentives and follow-up. Policies, procedures, and effective implementation or practices, aligned with IDEA, are designed to support program improvement and focus attention on specific areas of compliance and program performance as identified through an analysis of data.
- Laws & Regulations. Read federal and state regulations, including Chapter 101: Maine Unified Special Education Regulation Birth to Age Twenty.
- Individuals with Disabilities Education Act (IDEA). IDEA is the federal law governing grants to states to ensure that children with disabilities, age birth to 20, are identified for timely evaluation and, if eligible, provided appropriate services in the least restrictive setting.
- Frequently Asked Questions. A collection of questions and answers interpreting special education regulations (MUSER), intended as guidance for the effective implementation of MUSER.
- Adult Education-Special Education FAQs. (DOC, 43KB) This document is intended to help clarify the relationship between Maine’s Unified Special Education Regulations (MUSER) and Adult Education as it relates to the education of enrolled students with disabilities and their special instructional needs in high school and Adult Education.
- Policy on Standards-Based Individualized Education Program (IEP) Goals (PDF, 155KB). Developed by the Department, this policy outlines the requirements for the development of IEPs as it relates to the transition to a proficiency-based diploma and reinforces the expectation that students with disabilities have access to the general education curriculum as appropriate based on their individualized needs.