Connecticut State Department of Education

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  • Protective Legislation for Women

    This topic can be integrated into a unit on industrialization/innovation in late 19th century for Grade 8 or Grade 10.

  • Innovation in Connecticut

    This topic can be integrated into a unit on industrialization/innovation in late 19th century for Grade 8 or Grade 10.

  • A Land of Opportunity

    This topic can be integrated into unit on industrialization, the market economy and company towns for 8th grade/10th grade

  • Child Labor

    This topic can be integrated into unit on innovation and capitalism in 20th century in a grade 8 or 10 classroom.

  • Ivory and Company Towns

    This topic can be integrated into unit on industrialization, the market economy and company towns for 8th grade/10th grade.

  • African Americans in Industry

    This topic can be integrated into unit on industrialization, the market economy and company towns for 8th grade/10th grade

  • What was it like to work tobacco?

    This topic can be integrated into a unit on industrialization/innovation in late 19th century for Grade 8 or Grade 10.

  • Section 1: Guidelines for Ages 3-22

    Section 1 of the Assistive Technology Guidelines for Ages 3-22 enables school districts to make informed decisions about AT considerations, implementation, and evaluation for their students, factoring in administrative support and professional development.

  • Assistive Technology Resource Guide

    The purpose of this guide is to inform educators, instructional staff, parents, and students about available resources that may be utilized to ensure that educational outcomes are realized for all students. Assistive technology is a support that is considered for many students.

  • Assistive Technology Guidelines-Executive Summary

    The 2013 Connecticut Assistive Technology (AT) Guidelines provides both school districts and Birth to Three service providers guidance to ensure that all children identified for AT services have access to AT through a framework for making decisions about the AT needs of children and students with disabilities.

  • Contact

  • Guidelines for Adapted Physical Education

    The purpose of these guidelines is to clarify and to underscore the importance of physical education—in the context of meaningful physical participation within a community of peers—for students with disabilities in a school environment.

  • Promising Practices to Reduce Chronic Absence

  • Introduction

  • Standards for Alternative Educational Opportunities