The Affordable Connectivity Program (ACP) provides eligible households up to $30/month off internet bills (or $75/month on Tribal lands), as well as a one-time $100 discount off a laptop, tablet, or computer. To further lower costs, the Biden-Harris Administration secured commitments from internet service providers across the country to offer high-speed plans that are fully covered by the ACP – meaning millions of working families can now get high-speed internet without paying a dime.

Nearly 40 percent of U.S. households qualify for ACP, but millions of families have yet to claim their benefit. Households are eligible if they make up to 200 percent of the federal poverty level ($55,500 for a family of four), and are also eligible, regardless of income, if they participate in certain federal programs. Critically, households qualify for ACP – without regard to income – if any member of the household:  

As America’s kids get back to school and continue to recover from the challenges of the pandemic, ensuring that all families have access to affordable high-speed internet is more important than ever. That’s why we are writing to make sure you know about a new federal program available to the kids and families you serve: Millions of families can now get free, high-speed internet through the Affordable Connectivity Program by signing up at GetInternet.gov.  

• Families also qualify if someone in the household participates in Medicaid, Supplemental Nutrition Assistance Program, WIC, Supplemental Security Income, and other programs.

The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 204,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. 

The Center on Disability and Development at Texas A&M (CDD) supports the self-determination, community integration, diversity, and quality of life of people with disabilities and their families. 

The Council for Children with Behavior Disorders (CCBD) is dedicated to supporting the professional development and enhancing the expertise of those who work on behalf of children with challenging behavior and their families.  CCBD is committed to students who are identified as having emotional and behavioral disorders and those whose behavior puts them at risk for failure in school, home, and/or community.  CCBD supports prevention of problem behavior and enhancement of social, emotional, and educational well-being of all children and youth. 

The Institute of Education Sciences (IES) is the nation’s leading source for rigorous independent education research, evaluation and statistics.  They have published practice guides for the education community. A practice guide is a publication that presents recommendations for educators to address challenges in their classrooms and schools.  They are based on reviews for educators to address challenges in their classrooms and schools.  They are based on reviews of research, the experiences of practitioners, and the expert opinions of a panel of nationally recognized experts. 

The IRIS Center is a national center dedicated to improving educational outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions. 

LD Online seeks to help children and adults reach their full potential by providing accurate and up-to-date information and advice about learning disabilities and ADHD. LD OnLine provides educators with accurate, authoritative information about learning disabilities.

The National Association of Special Education Teacher (NASET) is a professional organization that is focusing on meeting the needs of professionals in the field through online resources and weekly email updates about new developments in the field. 

The National Center on Accessible Educational Materials (AEM) provides resources and technical assistance for educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about accessible educational materials (AEM) and implementing AEM and the National Instructional Materials Accessibility Standard (NIMAS).

As a national technical assistance center funded by the US Department of Education, the National Center on Deaf-Blindness (NCDB) works to improve the quality of life for children who are deaf-blind and their families by: creating visibility and direction for identified priorities through a range of practices, activities, supports and partnerships; identifying and encouraging new innovations in local, state, and national practice and policy; and maintaining a repository of content, history, and knowledge, easily available and shared by all who are part of the community of deaf-blindness. 

The National Center on Educational Outcomes (NCEO) offers the following kinds of materials and services for state personnel, educators, parents, and others concerned with assessment and the educational outcomes of all students: an extensive list of publications; principles to guide inclusive assessment systems; recommendations for developing assessment policies and guidelines for participation, accessibility, reporting, and accountability that includes all students; current information on assessment projects and other efforts to collect data on the educational outcomes of all students; and a national network of people who can assist states and other agencies as they consider assessment and accountability issues. 

The National Center on Secondary Education and Transition (NCSET) focuses on improved access and success for students with disabilities in secondary and postsecondary education, as well as employment, independent living, and community preparations.

The National Center on Intensive Intervention (NCII) builds the capacity of state and local education agencies, universities, practitioners, and other stakeholders to support implementation of intensive intervention in literacy, mathematics, and behavior for students with severe and persistent learning and/or behavioral needs, often in the context of their multi-tiered system of support (MTSS) or special education services.  NCII”s approach to intensive intervention is data-based individualization (DBI), a research-based process that integrates the systematic use of assessment data, validated interventions, and intensification strategies. 

The National Professional Development Center on Autism Disorder (NPDC) promotes the use of evidence-based practices for early screening and diagnosis; intervention and education; intense, sustainable outcome-based training; technical assistance and coaching for the delivery of effective services; and evaluation/measurement of child, practitioner and system level outcomes.

The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. 

The Office of Special Education and Rehabilitative Services (OSERS) supports programs that help educate children and youth with disabilities and provides for the rehabilitation of youth and adults with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in two main areas—special education and vocational rehabilitation. 

Project IDEAL is part of a teacher preparation program intended to better prepare teachers to work with students with disabilities. Project IDEAL (Informing and Designing Education for all Learners) offers a wide variety of resources for teachers.  

The Technical Assistance Center on Positive Behavioral Interventions and Supports provides resources to help schools identify, adopt, and sustain effective school wide disciplinary practices. Resources include tools to evaluate program impact, a resource search guide, videos for professional development, and podcasts on related topics.