THE ULTIMATE GUIDE

TO NAVIGATING SPECIAL EDUCATION PROCESS BY ADRIANE GAY

TABLE OF CONTENTS PART 1 - BEFORE THE IEP IS CREATED About Me...........................................................................1 What is Special Education.........................................2 What is an IEP?................................................................3 Before The IEP meeting.............................................4 MTSS....................................................................................5 RTI.........................................................................................6

IEP Steps................................................................................7 Steps to get Special Education Services......8-19

PART 2 - PARTS OF THE IEP IEP NECESSITIES.............................................................20 PLAAFP.................................................................................21 Annual Goal(s).................................................................22 SMART Goals............................................................23-24 Child's Progress................................................................25 SPED Services.............................................................26-27 Related Services..............................................................28 Related ServicesProviders...........................................29 Assisted Technology.....................................................30 Supplemental Aids...........................................................31

TABLE OF CONTENTS Supplemental Aids Exp................................................32 Accommodations & Modifications...............33-34 LRE..........................................................................................35

Services Frequency/Location/Duration...........36 Resource/Co-Taught/Self-Contained..................37 Optional Postsecondary Goals & Transitions Services& BIP.............................38-39 ESY........................................................................................40

PART 3 - PRE/DURING/POST IEP MEETING Before the IEP Meeting..............................................41 Before the Meeting Check-List.............................42 Parent Invite....................................................................43 Excusing Members.......................................................44 Parental Rights.................................................................45 During the IEP Meeting.............................................46 After the IEP Meeting................................................47

PART 4- HOW TO HANDLE IEP PROCEDURAL VIOLATIONS IEP Procedure Violation....................................................48 Parent Commendment ....................................................49 IEP Procedure Violation Process...........................50-52

TABLE OF CONTENTS PART 5 -IEP LAWS EXPLAINED IDEA Explained.......................................................................53 EHA Explained........................................................................54 HCPA Explained.....................................................................55 ADA Explained........................................................................56

PART 6 -DISPUTE RESOLUTIONS Dispute Resolution Options..............................................57 Negotiations.............................................................................58 Mediation..................................................................................59 Due Process..............................................................................60 Lawsuit..........................................................................................61 State Complaint......................................................................62 OFCR.............................................................................................63

MOTVATION & RESOURCES Motivation for the parent ...............................................64

ABOUT THE AUTHOR Adriane Gay

Adriane Gay is the founder of ABG Special Education Consulting and has been a a certified Special Education Teacher for 10+ years, in the public school and public charter school sector. Adriane has had the opportunity to manage special education caseloads of 200+ students and families with specials needs and that require IEP services. Adriane, has managed behaviors of students with a variety of disabilities. As and educator for in low performing schools and where parents have little to no knowledge on how to navigate The IEP/Special Education process.. Adriane was born and raised in the inner city of Atlanta, Georgia, lived there for 40years. Adriane has been married twice and divorced twice and from both marriages Adriane has two beautiful children Morgan whose 14 years old and Leo whose 3 years old.. I decided to create a new life for myself and my 2 kids after my second divorce in July 2021 and made a difficult decision to uproot my kids and myself to an unfamiliar place where we knew no one and no one knew us. and moved to DC. Before moving to DC I secured a special education teaching position in the DC public school system. Where I quickly realized that no matter where you go there is a significant amount of underpriviled parents that is having difficulties navigating the entire special education process. I asked myself what could I do bridge this gap in the lack of knowledge in the Special education world. that is when I came up with my non-profit ABG Special Education Consulting in July 2022., where I provide help to parents and/or students who needs/seek assistance with understanding the special education process at no cost to them. I created this e-book in hopes that it can help millions in the world navigate the special education process with ease.

WHAT IS SPECIAL EDUCATION? Special Education refers to a range of services that help kids/students with disabilities learn.

SPECIAL EDUCATION IS NOT...... Special Education is not a one size fits all approach- special education is tailoerd to meet the need of individual kid/students

KIDS/STUDENTS WHO QUALIFY HAVE ........ An IEP

WHAT IS AN IEP? An Individualized Education Program is a legal document under United States law that is developed for each public school child in the U.S. who needs special education.

CREATED BY...... a team of the child's parent and district personnel who are knowledgeable about the child's needs.

WHAT IT DOES...... It lays out the special education instruction, supports, and services a student needs to thrive in school.

PROVIDED BY....... PreK–12 public education and Public charter

BEFORE THE IEP MTSS/RTI... MTSS stands for multi-tiered system of supports, it used for academic interventions before the kid/students gets an IEP

MTSS IS..... A framework many schools use to provide targeted support to struggling students.

MTSS GOAL..... Is to intervene early so students can catch up with their peers.

MTSS........... screens all students and aims to address academic and behavior challenges.

MTSS IS DESIGNED TO...... Help schools identify struggling students early and intervene quickly. It focuses on the “whole child.” That means it supports academic growth, but many other areas, too. These include behavior, social and emotional needs, and absenteeism (not attending school).

MTSS 3 TIERS....... Tier 1: The whole class. All students in the general education classroom are in this tier. Teachers use instruction that’s proven to work. Students may work in small groups based on their strengths and areas of need. The school monitors all kids’ progress. Tier 2: Small group interventions. Students in Tier 2 still attend Tier 1 lessons with the rest of the class. But they get more targeted support through small group lessons.

Tier 3: Intensive individualized support. This tier can mean small group work or individual lessons. Most kids in Tier 3 still spend a lot of the day in the general education classroom.

RTI MEANS...... Response to Intervention

RTI AIMS...... To identify struggling students early on and give them the support they need to thrive in school.

RTI USES...... Targeted teaching to help them catch up.

RTI IS IMPORTANT BECAUSE.. It measures progress and providing more support to kids who need it.

RTI IS NOT..... A specific program or type of teaching. It’s a proactive approach: RTI measures students’ skills and uses this data to decide which interventions to use.

Steps for obtaining an IEP.

STEP 1 REFERRAL

There are two main ways in which children are identified as possibly needing special education and related services: 1. Child Find (which operates in each state), 2. and by referral of a parent or school personnel. Child Find Each state is required by IDEA to identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct what are known as Child Find activities. When a child is identified by Child Find as possibly having a disability and as needing special education, parents may be asked for permission to evaluate their child. Parents can also call the Child Find office and ask that their child be evaluated. Referral or request for evaluation A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child’s teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.

STEP 2 ELIGIBILITY DECIDED Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. Check your sates IDEA Laws for a more accurate timeframe. Evaluation is an important early step in the special education process for a child. It’s intended to answer these questions: 1. Does the child have a disability that requires the provision of special education and related services? 2. What are the child’s specific educational needs? 3. What special education services and related services, then, are appropriate for addressing those needs? By law, the initial evaluation of the child must be “full and individual”— which is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the child’s suspected disability. The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

STEP 3 CHILD IS EVALUATED Parental consent is needed before a child may be evaluated. Under the federal IDEA regulations, evaluation needs to be completed within 60 days after the parent gives consent. Check your sates IDEA Laws for a more accurate timeframe. Evaluation is an important early step in the special education process for a child. It’s intended to answer these questions: 1. Does the child have a disability that requires the provision of special education and related services? 2. What are the child’s specific educational needs? 3. What special education services and related services, then, are appropriate for addressing those needs? By law, the initial evaluation of the child must be “full and individual”— which is to say, focused on that child and that child alone. The evaluation must assess the child in all areas related to the child’s suspected disability. The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

STEP 4 CHILD IS FOUND ELIGIBLE FOR SERVICES. If the child is found to be a “child with a disability,” as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child. The child has to be found eligible for 1 of the 13 IDEA disability categories: Autism (ASD): is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evidence before age three, that adversely affects a child's performance. Other characteristics often associated with autism with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child's educational performance is adversely affected primarily because the child has an emotional disturbance. Deaf-Blindness: A concomitant (simultaneous) hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

STEP 4- CONT'D CHILD IS FOUND ELIGIBLE FOR SERVICES. Deafness: A hearing impairment so severe that a child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child's educational performance. Emotional Disturbance: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance: An inability to learn that cannot be explained by intellectual, sensory, or health factors. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. Inappropriate types of behavior or feelings under normal circumstances. A general pervasive mood of unhappiness or depression. A tendency to develop physical symptoms or fears associated with personal or school problems. schizophrenia is exculded. Emotional disturbance does not apply to children who are socially maladjusted, unless it has been determined they had an it is emotional disturbance.

STEP 4- CONT'D CHILD IS FOUND ELIGIBLE FOR SERVICES. Hearing Impairment: An impairment in hearing, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of "deafness." INTELLECTUAL DISABILITY: A significantly subaverage general intellectual functioning, existing concurrently (at the same time) with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance. MULTIPLE DISABILITIES: Concomitant (simultaneous) impairments (such as intellectual disabilityblindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness. ORTHOPEDIC IMPAIRMENT: A severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by a congenital anomaly, impairments, caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures).

STEP 4- CONT'D CHILD IS FOUND ELIGIBLE FOR SERVICES. OTHER HEALTH IMPAIRMENT: Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-1. is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and 2. adversely affects a child's educational performance. SPECIFIC LEARNING DISABILITY (SLD): A disorder in one or more of thef basic psychological processes involved in understanding or in usingf language, spoken or written, that may manifest itself in the imperfectf ability to listen, think, speak, read, write, spell, or to do mathematicalf calculations. The term includes such conditions as perceptual disabilities,f brain injury, minimal brain dysfunction, dyslexia, and developmentalf aphasia. The term does not include learning problems that are primarilyf the result of visual, hearing, or motor disabilities; of intellectual disability;f of emotional disturbance; or of environmental, cultural, or economicf disadvantage. SPEECH LANGUAGE IMPAIRMENT: A communication disorder such as stuttering, impaired articulation, af language impairment, or a voice impairment that adversely affects af child's educational performance. f

STEP 4- CONT'D CHILD IS FOUND ELIGIBLE FOR SERVICES. TRAUMATIC BRAIN INJURY (TBI): An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problemsolving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. VISUAL IMPAIRMENT: An impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes both partial sight and blindness. OHI; Other Health Impairment: ADHD fall under the OHI disability category

STEP 5 IEP MEETING IS SCHEDULED The Case Manager/LEA Rep/TLI/Special Ed. lead schedules and conducts the IEP meeting. one of the listed school staff must: contact the participants, including the parents; notify parents early enough to make sure they have an opportunity to attend (usually 10 days); schedule the meeting at a time and place agreeable to parents and the school; tell the parents the purpose, time, and location of the meeting; tell the parents who will be attending; and tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child. Who is the IEP team: Parent(s)/Guardian(s) Student(if 16 years old) Case Manager 2 general education teacher; math and ELA (usually the case manager) Psychologist (new IEP (every 12 months) or re-evaluation (every 3 years) Related service providers: Speech-language and audiology services, Interpreting services, Psychological services, Occupational and physical therapy, Recreation, including therapeutic recreation, Early identification and evaluation of disabilities in children, Counseling services, including, rehabilitation counseling, Orientation and mobility, Medical services (but only for diagnostic or evaluation purposes, not for ongoing treatment), School health and/or school nurse services, Social work services and Parent counseling and training

STEP 6 IEP MEETING IS HELD AND THE IEP IS WRITTEN.

child’s needs and write the The IEP team gathers to talk about the student’s IEP. Parents and the student (when appropriate) are part of the

team. If the child’s placement is decided by a different group, the parents must be part of that group as well. Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting. If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

STEP 7 IEP MEETING IS HELD AND THE IEP IS WRITTEN.

child’s needs and write the The IEP team gathers to talk about the student’s IEP. Parents and the student (when appropriate) are part of the

team. If the child’s placement is decided by a different group, the parents must be part of that group as well. Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting. If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

STEP 8 SERVICES ARE PROVIDED The school makes sure that the child’s IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

STEP 9 IEP IS REVIEWED The child’s IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review (amendment). If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement. If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.

STEP 10 CHILD IS REEVALUATED The school makes sure that the child’s IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child’s teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

Part 2 the parts of an IEP THE ULTIMATE GUIDE TO NAVIGATING THE SPECIAL EDUCATION & IEP PROCESS

DID YOU KNOW: The IEP mus contain: present levels of academic achievement and functional performance annual goals special

education

and

related

services

and

supplementary aids and services program

modifications

or

supports

for

school

personnel extent, if any, to which the child will not participate with nondisabled children projected date/frequency/location/and duration of those services and modifications.

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE The Present Levels of Academic Achievement and Functional Performance statement (PLAAFP, or “present levels”) is a key part of your child's Individualized Education Program (IEP). The very first PLAAFP for your child describes his/her/their skills and abilities based on his initial special education evaluation. PLAAFP Elements: A statement of how the disability affects the student's involvement and progress in the general curriculum. A description of the student's performance levels in the skill areas affected by the disability. Logical cues for writing the accompanying goals for improvement

ANNUAL GOALS Annual goal(s) describes what your child can be expected to do or learn within a 12-month period. You and your team may also identify some short-term objectives to include in this section of the IEP. Writing the goals can be one of the hardest parts of developing an IEP, because goals can cover so many different areas. Annual goal(s) should be SMART Goals Specific

Measurable

Achievable

Realistic/relevant

Timely

The student is allowed s many goals need that will help them succeed in school, there is not limit on the amount of goals a student can have.

SMART GOALS EXPLAINED S Pecific Based on the student's Present Level of Academic Achievement/Functional Performance.

M easurable Progress is objectively determined at frequent data points

Achiveable Realistic, related to the most critical needs

R esult-oriented Developed with a standards' outcome in mind

T imely Clearly defined beginning and ending dates

SMART GOAL EXAMPLE SMART GOAL: When given two items that vary by one dimension and a direction to "touch the [adjectivel one", Adriane will touch/point to the correct item improving receptive adjectives from BASELINE to at least 20 adjectives including at least 3 colors, 2 shapes, and 2 sizes) across 3 consecutive data days as measured by staff observation, daily tasks, and data records.

Not a SMART Goal: When given two items, Adriane will select to the correct adjective improving receptive adjectives from BASELINE to 80% on three consecutive data days as measured by staff observation, daily tasks, and data records.

CHILD'S PROGRESS Progress Tracking: The IEP must explain exactly how progress toward your child's goals will be measured, whether it's regular testing or feedback reports from teachers. This gives you a clear idea of how your child is being evaluated throughout the year, and also provides reassurance that you will be kept in the loop about your child's achievements and setbacks.

SPECIAL EDUCATION SERVICES SPED Services: The IEP must clearly describe the student's special education program and how it's been designed to suit their particular needs. This provides details like separate instruction time, the use of oneon-one aides, and even special faculty training to help teachers learn more about how to best support your child. SDI: SDI is also known as specialized instruction, individualized instruction, or differentiated instruction. Under the Individuals with Disabilities Education Act, the federal law governing special education programs, every student's Individualized Education Plan (IEP) must include several elements about how these students will achieve academic goals.1 Among these elements is a description of specially designed instruction. SDI refers to the teaching strategies and methods used by teachers to instruct students with learning disabilities and other types of learning disorders. To develop specially designed instruction for

SPECIAL EDUCATION SERVICES CONT'D

SDI: SDI is also known as specialized instruction, individualized instruction, or differentiated instruction. Under the Individuals with Disabilities Education Act, the federal law governing special education programs, every student's Individualized Education Plan (IEP) must include several elements about how these students will achieve academic goals.1 Among these elements is a description of specially designed instruction. SDI refers to the teaching strategies and methods used by teachers to instruct students with learning disabilities and other types of learning disorders. To develop specially designed instruction for each student with a learning disability, educators and parents work together to analyze student work, evaluation information, and any other available data to determine the student's strengths and weaknesses.

RELATED SERVICES What is related services? Related services are most often part of an IEP. Children usually get them along with some sort of specialized instruction, as part of special education. But in some schools, they are the special instruction. That may happen when a child doesn’t get any other services. Related Service providers help make it easier for kids to participate in class and in afterschool activities. The main goal of these services isn’t to offer special education. It’s to help kids benefit from general education.

RELATED SERVICES PROVIDERS Speech-language and audiology services Interpreting services Psychological services Occupational and physical therapy Recreation, including therapeutic recreation Early identification and evaluation of disabilities in children Counseling services, including rehabilitation counseling Orientation and mobility Medical services (but only for diagnostic or evaluation purposes, not for ongoing treatment) School health and/or school nurse services Social work services Parent counseling and training

It’s important to know that if there’s a service your child needs and it’s not on the list, such as assistive technology, IDEA says the team should consider it. It is the duty/law that the attending school system provide the services to the student.

ASSISTED TECHNOLOGY Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. Examples:

using paint to help with wayfinding (“to get to the elevator follow the blue line on the floor”) homemade grips (wrapping duct tape around a pencil or pipe insulation around a spoon handle) speech generating devices that can be activated using eye gaze.

SUPPLEMENTAL AIDS & SERVICES

Supplementary aids and services are intended to improve children's access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. The IEP team must determine what supplementary aids and services a child will need and specify them in the IEP.

SUPPLEMENTAL AIDS & SERVICES EXAMPLES Supports to address environmental needs (e.g., preferential seating; planned seating on the bus, in the classroom, at lunch, in the auditorium, and in other locations; altered physical room arrangement) Levels of staff support needed (e.g., consultation, stop-in support, classroom companion, one-on-one assistance; type of personnel support: behavior specialist, health care assistant, instructional support assistant) Planning time for collaboration needed by staff Child’s specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, restroom equipment) Pacing of instruction needed (e.g., breaks, more time, home set of materials) Presentation of subject matter needed (e.g., taped lectures, sign language, primary language, paired reading and writing) Materials needed (e.g., scanned tests and notes into computer, shared note-taking, large print or Braille, assistive technology) Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps, allow student to record or type assignment) Self-management and/or follow-through needed (e.g., calendars, teach study skills) Testing adaptations needed (e.g., read test to child, modify format, extend time) Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills) Training needed for personnel

ACCOMMODATIONS & MODIFICATIONS

Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling. Modifications: are changes in what students are expected to learn, based on their individual abilities. Examples of modifications include use of alternate books, pass/no pass grading option, reworded questions in simpler language, daily feedback to a student. General Accommodations: Large print textbooks. Textbooks for athome use. ... Testing and Assessment Accommodations: Answers to be dictated. ... General Modifications: Allow outlining, instead of writing for an essay or major project. ...

ACCOMMODATIONS & MODIFICATIONS CONT'D Accommodations are typically grouped into four categories: presentation, response, setting, and timing and scheduling. Modifications: are changes in what students are expected to learn, based on their individual abilities. Examples of modifications include use of alternate books, pass/no pass grading option, reworded questions in simpler language, daily feedback to a student.

for a complete accommodation/modification list click the link below: https://www.smartkidswithld.org/getting-help/the-abcs-ofieps/examples-of-accommodations-modifications/

LRE:

LRE

Least restrictive environment means kids who get special education should be in the same classrooms as other kids as much as possible. LRE Is not: A place — it’s a principle that guides a child’s education program. LRE for each child may look different because kids are unique. LRE Law: Federal special education law, or IDEA, has two important requirements for a child’s placement: A child with an IEP should be with kids in general education to the “maximum extent that is appropriate.” Special classes, separate schools, or removal from the general education class should only happen when a child’s learning or thinking difference — a “disability” under IDEA — is so severe that “supplementary aids and services can’t provide the child with an appropriate education.”

FREQUENCY, LOCATION AND DURATION OF SERVICES When will the services and modifications described in the IEP begin? The projected start date describes when the IEP will be "in effect" for this student. (Ex: IEP starts 2/21/23 and ends 2/20/24). What will be the frequency and duration of the services? how often the child will recieve those services and how much time will be provided for each service. This determination should be individualized, and based on the child's identified unique needs, not based on a policy or district administrative decisions. (Ex: adriane will get speech service 20 hours a month, at an hour a day. average days in a school month is 20 days). What will be the location of the services? Location can relate to several different considerations. Location may mean whether the service is to be provided within the child's classroom setting or whether the service is to be provided in a separate setting, like a therapy room, clinic setting, or counseling office.

CO-TEACH/RESOUCE/SELFCONTAINED/CLASSROOM ENVIORNMENTS

Co-taught Classroom Co-teaching is a collaborative approach to instruction in which two teachers, typically a general education teacher and a special education teacher, work together to plan and then implement instruction for a class that includes students with disabilities. Resource Classroom: A resource room is a separate, remedial classroom in a school where students with educational disabilities, such as specific learning disabilities, are given direct, specialized instruction and academic remediation and assistance with homework, and related assignments as individuals or in groups. Self-Contained Classroom: the term “self-contained classroom” refers to a classroom, where a special education teacher is responsible for the instruction of all academic subjects. The classroom is typically separated from general education classrooms but within a neighborhood school.

OPTIONAL POSTSECONDARY GOALS & TRANSITIONS SERVICES& BIP Post-Secondary Goals: Post-secondary goals are what the student will do after exiting the public school system. Post-secondary goals must be a SMART Goal. Example: Adriane will attend a two-year community college course and gain a qualification in mechanic. Adriane will apprentice with the local dog groomer and take a course in dog grooming, so that he can have his own clients. Transition Services: Transition services are defined as educational activities and supports designed to assist students with disabilities to reach measurable postsecondary goals. The determination of specific transition service needs stems from individual results of various age-appropriate transition assessments. 5 components of a Transition Plan: Transition Age-Appropriate Transition Assessment (AATA),Student Vision, Post Secondary Goals, Course of study,Transition services, Agencies providers, & Annual

OPTIONAL POSTSECONDARY GOALS & TRANSITIONS SERVICES& BIP FBA: FUNCTIONAL BEHAVIOR ASSESSMENT: Functional behavioral assessment (FBA) is a process schools use to figure out what’s causing challenging behavior. An FBA leads to a plan with strategies to improve the behavior and the student having a BIP in place.

BIP: BEHAVIORAL INTERVENTION PLAN: A BIP can be requested by teachers, school counselors, or parents. Any child can receive a BIP, even if they don't have an individual education plan (IEP) or a 504 plan. The only requirement is that the child's behavior is affecting their ability to learn in class. The BIP is an included document within the IEP and, therefore, is just as legally binding and valid as any other special education document. It cannot be modified in any way without a meeting and must be followed in the same way that other aspects of the IEP are followed Essentially, the BIP shows the student a more positive way of meeting his or her needs. The steps of a Behavior Intervention Plan are best remembered through the 4 Rs: reduce, replace, reinforce, and respond!

ESY Extended School Year

ESY services are services provided beyond the regular school year that are necessary in order for a student to make educational progress during the school year. Importance: ESY services are necessary when the progress the student made during the school year will be significantly jeopardized during school breaks; when a student is at a critical point in skills acquisition (e.g., demonstrating emerging skills). ESY Takes Place: during long breaks and summer months when regular school days are not in session.

Part 3 Before/during& after the IEP meEting THE ULTIMATE GUIDE TO NAVIGATING THE SPECIAL EDUCATION & IEP PROCESS

THE U L T I M A T E G U I D E T O N A V I G A T I N G S P E C I A L E D U C A T I O N & IEP P R O C E S S

BEFORE THE IEP MEETING TIPS: Write a list of issues that you feel are important. Try to resolve any questions or concerns before the meeting so the time you’re with the team can be used productively to agree on a plan. Prior discussion will eliminate surprises at this meeting. Prepare your own questions and items to address. Ask for a blank copy of the IEP form showing the components and prepare questions you would like to discuss during the meeting. To be an informed participant in the process request that the school provide you with the evaluations and proposed goals, objectives, and placement recommendations prior to the meeting. Written notice of the IEP meeting will include a list of participants. Review the list to make sure that all necessary school and outside personnel will be there. Notify the school if you intend to include someone from outside the school (e.g., a friend, relative, advocate, or outside evaluator). It may be someone who has knowledge of your child and his needs, or someone just to take notes while you listen. If this is your first IEP meeting, talk to other parents who have been through this to learn from their experiences. You may also find it useful to connect with support groups online or through social media. Know your child. Prepare a sample parent vision statement that describes your child. Provide a list of her strengths, challenges, preferences, learning styles, and what she needs to succeed across curricula and environments. Offer samples of her work and recent evaluations done outside of school. Consider including your child if appropriate.

checklist

PRE-IEP MEETING Make your meeting a success!

Do Your Own Research-Before your initial IEP meeting, research your child’s behaviors, strengths, and challenges. Include scholarly articles, books, resources from well-reputed organizations and more. Research what options are available. Talk to other parents of children with autism about what services have and haven’t worked. Would your child benefit from resources not offered by your school? What therapies would benefit your child, given his or her particular needs? Make a list of the options, resources, and accommodations you want to suggest for your child. Where possible, back up your suggestions with research. The better versed you are in historic, as well as cutting-edge, research on autism, the more productive your IEP meeting will be.

Know Your Rights -Forming your child’s IEP is a process required under the Individuals with Disabilities Education Act (IDEA), which says that your child is entitled to a “free appropriate public education” with as few limitations as possible. Prior to the first IEP meeting, your child should have had an evaluation, which assessed his or her cognitive and functional abilities. This helps create the IEP. Your child’s IEP should include: Your child’s present level of performance Specific and measurable goals A method of tracking goals A description of services and accommodations A description of your child’s participation in mainstream classes An explanation of how your child will participate in statewide tests Transition services for your child at age 16 You don’t have to sign the IEP at the end of the meeting; you have the right to take it home, read it thoroughly and then sign it. If you disagree with anything, such as the type of services the IEP recommends, you have the right to object and request alternatives. You can ask for a meeting with your school district to resolve your disagreement. If that doesn’t work, you can consult with an attorney and file a due process complaint. Maintain records of all communication.

Ask Who Will Participate In The Meeting- Typically, your child’s teacher, school specialists, a school district representative and you will attend IEP meetings. You might also elect to include your child, your child’s evaluator, or in some cases, your child’s doctor. Get clear on who will attend, and find out what each person’s background is. Don’t worry about seeming nosy or intrusive; it’s reasonable to inquire about the experience of the professionals in charge of your child’s education. Each case of autism is unique and complex; ask about people’s experience working with other children with autism, and consider how it compares to your child’s case. If you have concerns, discuss them with the school district to see if adjustments can be made. Keep records of all correspondence. Get Organized- Before your first IEP meeting, gather reports from evaluations (including those from private evaluators), medical records, any correspondence regarding your child’s case and print-outs of research that is relevant to your child’s situation. File all of these documents into a well organized, easy-to-navigate binder. Include a section or folder for note-taking during the meeting, and leave a section to file the signed IEP later. Read every document in the binder before the meeting. If something is unclear, call the appropriate person to ask for clarification. As time passes, add subsequent evaluations, records or adjusted IEPs to this binder. Consider this binder the authoritative, unabridged archive of your child’s IEP and progress. Keep it regularly updated so that anytime a question arises, you know exactly where to go for the answer.

Talk Individually Prior To Meeting- It’s normal to feel nervous about an IEP meeting. The subject matter is serious, and you might be meeting with people you don’t already know. Calm your nerves by speaking personally with some of those people before your meeting. Call the school district representative, who will likely preside over the meeting, and ask if there are particular documents or topics he or she wants to cover. This will give you the chance to have the documents ready and prepare your thoughts, and it will allow you both a small chance to acquaint yourselves before the meeting. If an evaluator’s report confused you, call to clarify. If you need more details or anecdotal descriptions about your child’s behavior in school, talk to your child’s teacher. Even before annual IEP meetings, plan to talk individually to certain attendees. Some personnel will change, like your child’s teacher or another school specialist. Maintaining these personal connections will help create a positive working relationship.

PARENT INVITATION TO THE IEP MEETING

Some states define a timeline for invitations click the link to check IEP laws and IDEA regulations: https://adayinourshoes.com/idea-individuals-with-disabilities-educationact/

Reply to the meeting with a simple RSVP email and send in your parent concerns to be discussed. Ensure that the date and time work for you and anyone you are inviting to attend. Ensure that the time works for your child to attend or prepare a written statement or video from them. Prepare your child for the meeting if they are attending. Rehearse. Ensure that a reasonable amount of time is scheduled for the meeting. If not, an email with “In the past, our meetings have lasted 2 hours, and as such, I would like to reschedule for a time that allows that.” If your child is IEP transition age, double-check which agencies will be attending. Ensure all appropriate school personnel are listed as participants. Contact the school if you feel there are school personnel who should attend and are not listed. Ensure that there will be at least one actual LEA at the meeting, especially if you ask for something big. You may request alternate means of attendance if you or someone you believe needs to attend cannot attend in person. This may include teleconferencing or video conferencing. Please notify the school in advance so that they can make the necessary arrangements.

EXCUSING IEP TEAM MEMEBERS Your IEP meeting invitation will or should include a form to sign that would exempt required IEP team members from attending. Parents have the right to approve or reject the excusals. Your decision is up to you. However, consider The team member’s area of the curriculum or related service is not being modified or discussed during the meeting. The team member’s area of the curriculum or related service is being discussed, and the team member will submit written input to the parents and the team before the meeting. If written reports are sufficient for you, you can sign them.

PARENT'S RIGHTS

You’ll want to do these things a few days before your IEP meeting if you are preparing for an IEP meeting as a parent. Read and Review your Procedural Safeguards (these are your parents’ rights) Request a draft IEP or reports, but know that only a few states are required to provide a draft IEP.

YOUR RIGHTS AS A PARENT OF CHILD OF A SPECIAL NEEDS CHILD #1 Right To Participate Every parent has the right to participate in all decision-making meetings held to develop an IEP for their child. #2 Right To Written Notice ou have the right to receive written notice before any changes are made. This pertains to changes in: #3 Right To Consent Parents have the right to provide informed, written consent for the special education IEP. This should be before the assessment process or the provision of special education and related services. This consent is necessary before any changes are done to the program already in place. #4 Right To Access Educational Records You have the right to disagree with any proposals to change your child’s placement. When a disagreement surfaces, your child should remain in their current program until resolved. #5 Right To Request A Hearing You have the right to request a hearing for any complaints concerning the provision of FAPE. #6 Right To Keep Child In Current Placement You have the right to disagree with any proposals to change your child’s placement. When a disagreement surfaces, your child should remain in their current program until resolved. #7 Right To Mediation When a disagreement arises, parents are free to seek voluntary and impartial mediation to help find a mutually agreedupon solution regarding their child’s special education IEP. #8 Right To Information On Disciplinary Action Children enrolled in special education have specific rules when it comes to suspension or expulsion. If these instances extend for more than ten days, an IEP meeting should be called to assess how their disability could be contributing to the child’s misconduct.Additionally, the participants should discuss the potential for an alternative placement as an alternative.

DURING THE IEP MEETING Start positively! A round of introductions will be done to make sure that everyone at the table knows the role of everyone else. Be sure that everyone has signed in, and make sure you ask for a copy of the parents rights booklet, a related services pamphlet, and any other papers that have not received. If this is an initial IEP, review the formal testing that was done. If this is not an initial IEP, go over the final progress report for the previous IEP and any informal testing that was done. Go over the new IEP draft. Feel free to stop after each section and ask questions or ask for explanations if you do not understand a section of the IEP. Be sure to know the most common educational terms (LRE, PLFAP, etc.) in lay terms so that parents know what you are talking about and don’t feel intimidated. Finish the meeting by letting the general education teachers give any input, especially positive input!

AFTER THE IEP MEETING Have the case manager to revise any parts of the IEP, if any. Close out the IEP, and mail the parents a final copy within 5 days, its law. Make sure the new IEP is distributed to related service providers, general education teachers, and special area teachers. Make them aware of any changes to service time, accommodations and modifications, goal areas, or changes in the LRE. Make sure all paperwork reflects new service time and/or accommodations and modifications. These aspects of the IEP will need to be tracked and you don’t want to track things that were on the old IEP! Make sure all teachers involved Ahas adjusted their instructional schedule, if necessary, to reflect any updates to service time. Make sure all of your child's teachers adjust their lesson plans and data tracking system to reflect new goals, objectives, accommodations and modifications, or present levels. Make sure all teachers involved get to work with your child on their new IEP!

Part 4 IEP procedural violations THE ULTIMATE GUIDE TO NAVIGATING THE SPECIAL EDUCATION & IEP PROCESS

THE U L T I M A T E G U I D E T O N A V I G A T I N G S P E C I A L E D U C A T I O N & IEP P R O C E S S

STOP IEP PROCEDURAL VIOLATIONS ALL WE NEED IS KNOWLEDGE

A substantive violation of an IEP occurs when the IEP's substantive content is insufficient to provide the child with a free appropriate public education (FAPE). A procedural violation occurs when the school fails to follow certain process-based requirements found in the IDEA.

CONGRATULATIONS!! first thing I want to say is that you’ve already done something very important you Identified a problem. The second thing is that following an IEP is not a teacher’s choice to make. It’s the law.

STEP 1: MEET WITH THE TEACHER. Meet as soon as possible Take a copy of the IEP to the meeting be conversational rather the confrontational Explain that the IEP helps you understand your child’s needs, and you hope it can help the teacher understand them as well. Make it a two-way conversation Ask the teacher how the information in each section might relate to your child’s performance in her class.

It’s possible that this meeting will be enough to remind the teacher to follow what’s in your child’s IEP. If not, you’ll need to take it to the next level.

STEP 2: TAKE IT UP WITH SCHOOL ADMINISTRATORS. If your meeting with the teacher is unsuccessful, your next step is to take it up with school officials. Have documentation of everything journal specific. aspects of the IEP are not implemented and when. Ask to meet with a principal or assistant principal. always be positive stress why the teacher not going by the IEP affects your child's learning

STEP 3: TAKE IT TO TEAM For guidance speak to your local Parent Training and Information Center. bring an advocate at meeting go over your conversation with the teacher and the administrator with the whole team. Provide specific examples from the journal. Let the team know that it’s unacceptable that the teacher does not follow the IEP. what steps will be taken to ensure IEP compliance ask for a team member to be assigned to closely monitor the situation. schedule a follow-up IEP meeting for a few weeks later. If the IEP team is unsuccessful or unresponsive, you can consider filing a complaint with the district’s special education administrator.

Part 5 IEPLaws Explained THE U L T I M A T E G U I D E T O N A V I G A T I N G S P E C I A L E D U C A T I O N & IEP P R O C E S S

IDEA Explained TThe Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services to more than 7.5 million (as of school year 2020-21) eligible infants, toddlers, children, and youth with disabilities. Infants and toddlers, birth through age 2, with disabilities and their families receive early intervention services under IDEA Part C. Children and youth ages 3 through 21 receive special education and related services under IDEA Part B. Additionally, the IDEA authorizes: Formula grants to states to support special education and related services and early intervention services. State formula Grants: Part B Formula Grants Assist states in providing a free appropriate public education in the least restrictive environment for . · children with disabilities, ages three through 21. Grants to States program. Authorized by Part B, Section 611 for children ages three through 21. · Preschool Grants program. Authorized by Part B, Section 619 for children ages three through five. · Part C Formula Grants Support early intervention services for infants and toddlers. · Grants for Infants and Families program. Authorized by Part C for infants and toddlers, ages birth · through two, and their families. Discretionary grants to state educational agencies, institutions of higher education, and other nonprofit organizations to support research, demonstrations, technical assistance and dissemination, technology development, personnel preparation and development, and parent-training and -information centers. Discretionary grants are grants awarded by the U.S. Department of Education through a competitive process. The Office of Special Education Programs (OSEP) conducts application reviews through a formal peer review process using a standing panel. The reviewers who serve on the standing panel score applications based on the legislative and regulatory requirements as well as by the published selection criteria established for the grant programs and projects. A complete and searchable description of currently-funded discretionary programs and projects authorized by Individuals with Disabilities Education Act (IDEA) can be found at OSEP IDEAs That Work. Learn more about the U.S. Department of Education Discretionary Grants. Congress reauthorized the IDEA in 2004 and most recently amended the IDEA through Public Law 114-95, that Every Student Succeeds Act, in December 2015. In the law, Congress states: Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

EHA Explained Originally passed in 1975, the Education for All Handicapped Children Act (EHA) — frequently referred to as Public Law 94-142 — requires that all public schools accepting federal funds must provide equal access to education for children with physical and/or mental disabilities. This paved the way for special education as we know it today. Prior to 1975, only a few small districts provided education for students with disabilities in the U.S. To receive federal funding for special education today, states must comply with the law. In addition to providing equal access to special needs students, the EHA made it mandatory for public schools to evaluate children with disabilities and create individualized educational plans that would closely emulate the educational experiences of non-disabled students while still accommodating their unique needs. Essentially, the EHA was enacted to meet four key goals: To ensure that special education services are available to children who need them To guarantee that decisions about services to students with disabilities are fair and appropriate To establish specific management and auditing requirements for special education To provide federal funds to help states educate students with disabilities

IDEA

Explained What was known as the EHA eventually became the Individuals with Disabilities Education Act (IDEA) in 1990. The following six pillars are what IDEA ensures: Public schools are required to create an Individualized Education Program (IEP) for each student who is found to be eligible for special education services. IEPs must be designed to meet the unique educational needs of that child in the least restrictive environment appropriate. To the maximum extent appropriate, IDEA ensures that all students are given the opportunity to learn in the Least Restrictive Environment (LRE) – an inclusive classroom environment in which a special needs student can achieve the most academic success. Free Appropriate Public Education (FAPE) is an educational right that ensures education and related services are designed to meet handicapped persons’ individual needs as adequately as the needs of non-handicapped persons. IDEA includes a set of procedural safeguards designed to protect the rights of children with disabilities and their families, and to ensure that all special-needs students receive a FAPE. The safeguards include the opportunity for parents to review their child’s full educational records, the right of parents to request an independent educational evaluation and more. IDEA ensures the use of appropriate evaluation processes. This minimizes the number of misidentifications, provides a variety of assessment tools and strategies, prohibits the use of any single evaluation as the sole criterion and provides protections against evaluation measures that are racially or culturally discriminatory. Cross collaboration is key for a student to receive the education necessary for success. IDEA enables parents, teachers, school psychologists and other relevant parties to work in tandem when developing IEPs, determining the proper LRE and discussing other important considerations for each student.

The Handicapped Children’s Protection Act

Originally passed in 1975, the Education for All Handicapped Children Act (EHA) — frequently referred to as Public Law 94-142 — requires that all public schools accepting federal funds must provide equal access to education for children with physical and/or mental disabilities. This paved the way for special education as we know it today. Prior to 1975, only a few small districts provided education for students with disabilities in the U.S. To receive federal funding for special education today, states must comply with the law. In addition to providing equal access to special needs students, the EHA made it mandatory for public schools to evaluate children with disabilities and create individualized educational plans that would closely emulate the educational experiences of non-disabled students while still accommodating their unique needs. Essentially, the EHA was enacted to meet four key goals: To ensure that special education services are available to children who need them To guarantee that decisions about services to students with disabilities are fair and appropriate To establish specific management and auditing requirements for special education To provide federal funds to help states educate students with disabilities

ADA

Explained The Americans with Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, color, sex, national origin, age, and religion. The ADA guarantees that people with disabilities have the same opportunities as everyone else to enjoy employment opportunities, purchase goods and services, and participate in state and local government programs.

The ADA Protects People with Disabilities A person with a disability is someone who: has a physical or mental impairment that substantially limits one or more major life activities, has a history or record of such an impairment (such as cancer that is in remission), or is perceived by others as having such an impairment (such as a person who has scars from a severe burn).

ADA Explained The American Disabilities Act (ADA): The Americans with Disabilities Act (ADA) is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. The ADA prohibits discrimination on the basis of disability just as other civil rights laws prohibit discrimination on the basis of race, color, sex, national origin, age, and religion. The ADA guarantees that people with disabilities have the same opportunities as everyone else to enjoy employment opportunities, purchase goods and services, and participate in state and local government programs. The ADA Protects People with Disabilities: A person with a disability is someone who: has a physical or mental impairment that substantially limits one or more major life activities, has a history or record of such an impairment (such as cancer that is in remission), or is perceived by others as having such an impairment (such as a person who has scars from a severe burn). If a person falls into any of these categories, the ADA protects them. Because the ADA is a law, and not a benefit program, you do not need to apply for coverage. The ADA Prohibits Disability Discrimination in Many Areas of Life To prevent discrimination against people with disabilities, the ADA sets out requirements that apply to many of the situations you encounter in everyday life. Employers, state and local governments, businesses that are open to the public, commercial facilities, transportation providers, and telecommunication companies all have to follow the requirements of the ADA. The ADA prohibits discrimination based on disability. The ADA is broken up into five different sections, which are called titles. Different titles set out the requirements for different kinds of organizations. For example, Title I of the ADA covers requirements for employers, and Title II covers requirements for state and local governments. ABG Special Education Consulting focuses on Section II, subtitle A. 1. Title II, Subtitle A, which applies to all services, programs, and activities of state and local governments. Applies to: all services, programs, and activities of state and local governments. Examples of state and local government activities include: Public education Transportation Recreation Healthcare Courts Voting Emergency services Town meetings Social services The ADA applies to state and local governments even if: the state or local government is small or they receive money from the federal government. General Requirement: State and local governments must provide people with disabilities an equal opportunity to benefit from all of their programs, services, and activities. How to file a complaint: https://www.ada.gov/file-a-complaint/

Part 6 Dispute resolutions THE U L T I M A T E G U I D E T O N A V I G A T I N G S P E C I A L E D U C A T I O N & IEP P R O C E S S

DISPUTE RESOLUTION OPTIONS:

Negotiation Mediation Due Process Hearing Law Suite State Complaint Office for Civil Rights complaint

Negotiations noun.

You can call an IEP team meeting right away to discuss how to fix this problem.

Mediation noun.

This is a free, confidential, and voluntary process where you sit down with the school and a neutral third party (mediator) to work out a solution. The mediator doesn’t take sides or tell you what to do.

Due process hearing Noun

Due process is a formal way to resolve disputes under IDEA. You start this process by filing a complaint.

Lawsuit noun.

If you don’t win the due process hearing, you have the option of filing a lawsuit in state or federal court within 90 days.

State Complaint noun.

You can also file a state complaint about a school’s violation of IDEA. You have to file within one year of the violation. The complaint is a letter to the state department of education asking for an investigation.

Office for Civil Rights complaint noun.

An OCR complaint has to be filed within 180 days of the school’s violation. Just like with a state complaint, an OCR complaint may lead to an investigation of the school.

RESOURCE LIST HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/DUEPROCESS-RIGHTS-WHAT-YOU-NEED-TO-KNOW THIS IS OUR GO TO WEBSITE FOR THEDUE PROCESS RIGHTS: WHAT YOU NEED TO KNOW

HTTPS://WWW.GREATSCHOOLS.ORG/GK/ARTICLES/IEPFOR-AUTISM/ THIS IS OUR GO TO WEBSITE FOR A PARENTS' GUIDE TO STRATEGIC PLANNING FOR CHILDREN ON THE AUTISM SPECTRUM.

HTTPS://WWW.UNDERSTOOD.ORG THIS IS OUR GO TO WEBSITE FOR IEP TIPS AND RESOUCES, IT VERY,VERY USER FRIENDLY AND EASY TO NAVIGATE. THIS STE HAS EVERYTHING YOU NEED TO KNOW ABOUT SPECIAL EDUCATION.

HTTPS://WWW.SUPPORTFORFAMILIES.ORG/RESOURCES/A CRONYMS/ THIS IS OUR GO TO WEBSITE FOR THE MOST COMMONLY USED SPECIAL EDUCATION ACRONYMS.

HTTPS://SITES.ED.GOV/IDEA/ABOUT-IDEA/ THIS IS OUR GO TO WEBSITE FOR ANYTHING YOU WANT TO KNOW ABOUT IDEA.

HTTPS://HECHINGERREPORT.ORG/NEW-STUDIESCHALLENGE-THE-CLAIM-THAT-BLACK-STUDENTS-ARESENT-TO-SPECIAL-ED-TOO-MUCH/ ARTICLE: NEW STUDIES CHALLENGE THE CLAIM THAT BLACK STUDENTS ARE SENT TO SPECIAL ED TOO MUCH

HTTPS://WWW.EDUCATIONNEXT.ORG/SEGREGATION-RACIALGAPS-SPECIAL-EDUCATION-NEW-EVIDENCE-ON-DEBATE-OVERDISPROPORTIONALITY/ ARTICLE: SEGREGATION AND RACIAL GAPS IN SPECIAL EDUCATION

HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/11-TIPS-ONINFORMAL-NEGOTIATION-STRATEGIES HOW TO FILE A DISCRIMINATION COMPLAINT WITH THE OFFICE FOR CIVIL RIGHTS

HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/AT-A-GLANCEWHICH-LAWS-DO-WHAT IDEA, SECTION 504, AND THE ADA: WHICH LAWS DO WHAT

ADRIANE GAY

RESOURCES

RESOURCE LIST HTTPS://SITES.ED.GOV/OSERS/CATEGORY/ADA/ THIS IS OUR GO TO WEBSITE FOR ADA, THE AMERICAN DISABILITY ACT, MY GO TO GUIDE FOR LAWS, WHAT IT MEANS, ETC...

HTTPS://WWW.NCLD.ORG/WP-CONTENT/UPLOADS/2020/10/2020NCLD-DISPROPORTIONALITY_BLACK-STUDENTS_FINAL.PDF ARTICLE: NCLD

HTTPS://WWW2.ED.GOV/ABOUT/OFFICES/LIST/OCR/FRONTP AGE/PRO-STUDENTS/ISSUES/DIS-ISSUE03.HTML THIS IS OUR GO TO WEBSITE FOR FREE APPROPRIATE EDUCATION.

HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/6-OPTIONSFOR-RESOLVING-AN-IEP-DISPUTE THIS IS OUR GO TO WEBSITE FOR YOUR OTIONS IF YOU HAVE DISPUTES ABOUT YOUR IEP. AND YES, YOU DO NOT HAVE TO AGREE WITH YOUR CHILDS'S IEP AND IF YOU DONT AND ITS GOING UNNOTICEDCLICK THE ABOVE LINK TO SEE YOUR OPTIONS

HTTPS://WWW.COPAA.ORG/PAGE/GUIDELINESADV

THIS IS OUR GO TO WEBSITE FOR GUIDELINES FOR CHOOSING AN ADVOCATE

HTTPS://WWW.PARENTS.COM/KINDRED/HOW-TOADVOCATE-FOR-SCHOOL-ACCOMMODATIONS-FOR-BLACKCHILDREN/ ARTICLE: HOW TO ADVOCATE FOR SCHOOL ACCOMMODATIONS FOR BLACK CHILDREN

HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/WHAT-TOINCLUDE-IN-A-STATE-COMPLAINT THIS IS OUR GO TO WEBSITE FOR GUIDELINES FOR CHOOSING AN ADVOCATEWHAT TO INCLUDE IN A STATE COMPLAINT

HTTPS://WWW.UNDERSTOOD.ORG/EN/ARTICLES/11-TIPS-ONINFORMAL-NEGOTIATION-STRATEGIES THIS IS OUR GO TO WEBSITE FOR11 TIPS ON INFORMAL NEGOTIATION STRATEGIES

ADRIANE GAY

RESOURCES

YOU GOT THIS!!!!!!

Navigating the IEP can be stress and be or seem overwhelming if you are not equipped with the needed knowledge to navigate the process I created this guide to ease this process. When creating this guide my goal is to make your IEP process easier and to elminate some stresses the parents with a special need child or children When stressed step away, deep breathe, reset, reschedule(if needed), and pick up where you left off.