Presented by: Donna Lehr, Associate Professor of Special Education

Stacy Gillett of the Washington State Office of the Education Ombudsman outlines the three-part special education process: Referral, Evaluation and Individualized Education Program. (More on the IEP in Part Three of this series). Includes advice from parents and a special education administrator.

This webcast is the second in a two-part discussion of inclusion. Part 1, "Inclusion: What is it and who is it for?" addressed the self-imposed limits we often place on inclusive education in schools and introduced the Program Matrix, a tool for discovering how IEPs can be implemented in inclusive classrooms for a broad range of students. This webcast will continue to address expanding the concept of inclusion beyond just physical presence in a general education classroom. To be successful, inclusive special education services must address social interactions, relationships, and meaningful participation and progress in both the general curriculum and IEP goals. Two new tools will be introduced: one for addressing functional skills instruction within the inclusive setting (Functional Skills for a Self Determined Future) and one for integrating instruction in Virginia Aligned Standards of Learning (for students on VAAP assessment) into general curriculum academic instruction (Planning Chart for ASOL Instruction). https://rrtc.vcu.edu/

The topic of this video is about special education services under the category of 'emotional disturbance' -- a designation that many people don't even KNOW qualifies for special education services. Need more information? There are many more videos on our website. Sign up as a FREE member and learn how to advocate effectively for your child! www.yourspecialeducationrights.com YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition

This is a skit to use as an example of what not to do during a manifestation meeting.

My Learning Springboard is a professional community of experienced educators and specialists under the leadership of a multidisciplinary team. From individualizing classroom learning, to navigating bureaucratic red tape, to finding and pursuing a child’s interests, our goal is to make sure that our students and their families receive the resources that they need. Ongoing communication among all stakeholders–students, families, schools, and related service professionals–is crucial for a child’s academic, social and emotional success. Therefore, we provide consultation and guidance at every step. Our experts include special educators, educational therapists, reading and math specialists, admissions counselors, behavior specialists, family advocates, legal counsel, psychologists, developmental pediatricians, language and speech pathologists, occupational therapists, and holistic health professionals. For more information about our special education services, please visit our website: www.mylearningspringboard.com/special-education

YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition

HIGH RES version - (Recommended setting, Full Screen, High Def) This video is about a historical landmark decision regarding IEPs and parental participation. It was issued by the U. S. Court of Appeals for the Ninth Circuit on June 13, 2013. The parent, Doug C., lost a special education due process hearing against the State of Hawaii Dept of Education, lost at the U.S. District Court, and prevailed at the Ninth Circuit. The speaker is Pete Wright, an attorney who is the co-founder of the Wrightslaw website at www.wrightslaw.com, the Yellow Pages for Kids with Disabilities at www.yellowpagesforkids.com and the From Emotions to Advocacy website at www.fetaweb.com. You will see the actual Decision on screen as Pete walks you through it, highlighting key provisions. Questions? Must the school hold an IEP meeting before the "annual review deadline?" If the meeting is not held, do the child's services "lapse" until a new IEP is agreed on? If there are logistical scheduling conflicts for an IEP meeting, is priority given to the schedules of the school staff or the parent? Can the school cure the failure to include a parent at an IEP meeting by convening a second IEP meeting with the parent within 30 days? If a school district violates the first prong of providing FAPE (compliance with legal procedures), must the reviewing Court still determine if the district violated the second prong of FAPE (whether the IEP is "reasonably calculated to enable the child to receive educational benefits")? If a Due Process Hearing Officer and a U. S. District Court Judge make a finding that the parent's failure to participate in an IEP meeting did not deprive the child of FAPE, what is the standard of review for a U. S. Court of Appeals? Does it require a "de novo" review of the legal conclusions or a "review of the district court's findings of fact for clear error?" The answers are in the Decision. As a side note, the eyes of many individuals glaze over when trying to read a legal decision and understand its impact on you, your school, and or your child. Once you have read a half dozen or more, several times, the process is easier and faster. In this video, Pete Wright walks you through the actual ruling so that you can truly understand why Pete is nominating it to be the "Case of the Year." To read Pete Wright's discussion about this case, go to: http://www.wrightslaw.com/law/art/dougc.hawaii.pwanalysis.htm To read and print the actual decision, go to: http://www.wrightslaw.com/law/caselaw/2013/9th.doug.c.v.hawaii.pdf (You might want to consider printing the decision and grabbing your yellow highlighter before watching the YouTube video and then be prepared to pause, back up, and replay portions as you read and digest it.)

By Cynthia Pitonyak Inclusive education is a powerful, even life-changing practice with proven benefits for students with disabilities, their typical peers, instruction, school culture, and the larger community beyond school. All too often, we fail to experience these benefits because we define inclusion too narrowly and we see it as appropriate only for a specific group of students. This webinar will explore how to realize the many benefits of inclusion by expanding the definition, and will introduce a tool for examining how IEPs can be implemented in inclusive classrooms for a broad range of students. https://rrtc.vcu.edu/

Special Education Acronyms and the IEP Process. www.exceptionalstudentservices.com

If you’d like to receive our multiple disabilities resources, please visit http://tensigma.org/episode27bonus Some students have a combination of multiple impairments which cause severe educational needs that cannot be met solely through accommodations for one of the impairments. These special needs can be a challenge for the student and the entire IEP team. When selecting assessments, inclusion options, supports, accommodations/modifications, teachers must be careful to address a student’s strengths, challenges, and experiences to make sure their needs are met and they also receive appropriate instruction in the LRE (least restrictive environment) that allows the student to demonstrate what they are learning. In order to determine a student’s current level of functioning regarding Transition skills, an age appropriate assessment should be used which would assess things like: • Daily Living Skills (i.e. Money Management, Housekeeping etc.) • Educational Planning Skills • Job Seeking and Maintenance Skills • Self-determination (Advocating) Skills • Social and Communication Skills If a student has limited verbal skills or is non-verbal, consider using a multiple handicap assessment like the one provided by John Zbornik in this episode’s bonuses. Another important topic to consider is inclusion options. There are 5 main inclusion options we will review in this article including: • Un-adapted participation in the general education curriculum • Adaptations to the general education curriculum that can include different or related objectives • Embedded skills within the general education curriculum • Functional curriculum within the general education classroom • Functional curriculum outside of the general education classroom When choosing supports, modifications, or accommodations for students with multiple disabilities, it is important to remember that there is a not a “one size fits all” answer and that decisions need to be made based on how to best meet the needs of the individual. In many cases, there is a wide range of accommodations or modifications that are used from state-to-state or even school-to-school within a district. Here are some examples of collaborations or supports for students with disabilities that include: • Collaborative teaming between teachers and IEP team members to help the student • Assistive technology which help to increase a student’s function and/or academic skills • Support from peers without disabilities to help with skills and/or socializing • Inclusive settings • Paraprofessionals provide support for students with special needs in general or special educations settings • Home/school collaborations where the school and the student’s family members work together to help the student reach his/her goals As part of the bonuses for this episode of Transition Tuesday, Ten Sigma is sharing important educational resources about Transition including bonuses from the Vanderbilt Kennedy Center, Washington State Department of Children and Family Services, John Zbornik (school psychologist), and the PEAK Parent Center Inc. To learn more about educational resources for teachers or parents, please visit our website http://tensigma.org and you can also connect with us on Facebook at https://www.facebook.com/Ten-Sigma-1572734446323526 If you know anyone else who would benefit from the information we share in these videos, please share this video or send them to http://transitiontuesday.org so they can access to our weekly trainings and bonus resources. We hope you use this information and bonuses to help students with multiple disabilities and please leave your feedback or questions below.

In this webinar, Beverley H. Johns shares these key concepts about special education law: * how to be an active participant in the IEP * how to work collaboratively with parents and fellow school personnel * how to resolve differences * and most important, how to meet the needs of the student Learn more: http://home.edweb.net/webinar/every-educator-know-special-education-law/ Originally broadcast: November 7, 2016 Part of the edWeb Teaching All Students: Practical Strategies for Inclusive Classrooms professional learning community sponsored by Brookes Publishing: http://www.edweb.net/inclusiveeducation

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Preschool Inclusion: Reflections on the Process is the second in a two-part series that explores Inclusion in Illinois and looks at the why behind inclusion using the most current research on the topic. In part two of the series, we will talk with two programs in Illinois that have implemented successful inclusive models and focus on the supports and practices that make inclusion work.

Mitchell Yell, Ph.D. presents "The Endrew Case: What It Means for IEP Teams?" at the 2018 Focus on Inclusion Conference.

This workshop will discuss the importance of the IEP and explain to participants the five areas they need to understand and do to make them productive members of an IEP team and to be able to represent their children in this process appropriately. The five areas being discussed are Education, Preparation, Attitude, Collaboration, and Involvement. The session will link these together with the IEP process and the roles of other participants to create an understanding of the IEP, the parent’s roles, the roles of the other members of an IEP team, and how all parties must be able to work together to create a compliant IEP team that can produce an effective educational plan.

Presented by: Thomas Mayes - An attorney for the Iowa Department of Education's Bureau of Student and Family Support Services. Karen Thompson - Executive Director, ASK Resource Center Why do these myths exist? 1. Old knowledge is accepted as current. 2. Overcompensation/overcorrection to new knowledge. 3. Lack of complete/enough knowledge. 4. Willful ignorance, or a calculated refusal to confront the facts. What are these myths? 1. Vaccines cause autism. 2. It is impossible to discipline a special education kid. 3. Little Johnnie has Level 3 Weighting. Therefore... Little Johnnie goes to Level 3 classroom, where he takes "Level 3 math," ect. 4. We don't do "504's" in this district. 5. The goal of an IEP team is to reach consensus. 6. Evaluate? NO! We cannot evaluate this child yet! We are not quite finished with our AEA's interventions. 7. The general classroom is the least restricted environment (LRE). 8. Children with disabilities (on "IEPs") cannot go to the alternative school or the alternative program. That would be "double dipping." 9. We can use paraeducators to provide instruction, or we can use the collaborative model with paraeducators. 10. You have to do a manifestation determination each time an eligible individual is suspended. 11. FAPE stops at 3:30. 12. My doctor suggested a service in a support. The school has to provide it. 13. We can't tell the bus drivers about little Tommy's behavior intervention plan. That's confidential! 14. Special education is really for all children who need help with their learning. 15. Special education means a parallel curriculum. 16. The problem is really those move-ins from [insert location here] 17. My child has a diagnosis of [insert condition here]. You must give her an IEP. 18. 'Data this. Data that.' Why do we have to worry about data? Shouldn't we be worrying about serving kids with disabilities? 19. We can use special education resources to roll out the Iowa Core Curriculum, because good core instruction would really help children with disabilities. 20. If my child has an IEP, I do not have to pay for anything. 21. Why shouldn't we expect an achievement gap for kids with disabilities? 22. Each child learns differently. 23. Senior Year Plus programs are not for children with disabilities. 24. Response to Intervention (RTI) is special education. 25. We really don't know what to do about racially disproportionate placement in special education. 26. The special educator's most important task is to give students self esteem. 27. We don't do general education interventions anymore. 28. I wouldn't give a kid with an IEP any grade higher than a "C+" because that just wouldn't be fair. 29. Oh, no. We won't pay for that. That is just way too expensive. 30. All this compliance [garbage] is getting in the way of improving student performance.

An Individualized Education Plan (or IEP) is the document that public schools must legally create for children with disabilities to outline how that child's educational needs will be met. Lara Wakefield shares with us what rights parents have in this process. Who is Lara Wakefield? Lara Wakefield is a speech-language pathologist and parent advocate in Columbia, Missouri where she has a private practice providing parent advocacy and speech therapy services to local families. Lara has 19 years of experience in various speech and language therapy settings and has been a parent advocate for 7 years. Lara's areas of interest and research include collaborative and inclusive approaches in the schools, parent advocacy and education of IDEA, FERPA, and LRE, as well as evidence-based practice related to the selection and use of smartphone and tablet apps. What is a Parent Advocate? *Someone to help parents advocate and navigate the world of having a child with special needs *Someone to help with medical issues, insurance, juvenile justice system, and school system *Currently no certification for parent advocates but there are training programs through COPAA: http://www.copaa.org/ Do I Need a Parent Advocate? *Not all parents of children with special needs have parent advocates *Lara currently sees a growing need for parent advocates because the education laws are not written in parent-friendly ways and there are more special needs students now than ever before *Parents often don't understand the jargon that schools are using and this can cause communication breakdowns *Schools don't always understand the complexities of the diagnoses walking in their doors *Parent Advocates can be translators to improve communication between schools and parents What Laws Protect Families of Children with Special Needs? *Individuals with Disabilities in Education Act (IDEA) *American's with Disabilities Act (ADA) *Outline the steps required **Team must determine eligibility **IEP or 504 plan must be in place *The law and the states lay out who qualifies and who doesn't. The schools have to follow what the law says. What Rights to Families Have When Their Child Has a Disability: *Least Restrictive Environment (LRE): Children should receive their education with their typically-developing peers as much as is possible and practical. They should also access the general education curriculum as much as possible. *Evidence-Based Practices (EBP): Children should be provided therapies that are based on what the research says are the best practices. To read the full blog post click here: https://www.speechandlanguagekids.com/parent-rights-iep-process-lara-wakefield/.

CAP describing the Least Restrictive Environment Continuum

This video is intended for students in SERP 403 and 503.

YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition

YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition

Presenter: Elizabeth Topaz, Senior Trainer, Parent Training and Information Center at the Federation for Children with Special Needs Liz is the Senior Trainer for the Parent Training and Information Center of the Federation and a parent of a young adult with special needs. Today she will discuss basic rights and procedures in the special education system, including referral, eligibility for special education and the basics of developing the IEP. HANDOUT: http://fcsn.org/rtsc/wp-content/uploads/sites/2/2017/10/WEBINAR-Basic-Rights-Sept-19-2017.pdf

The purpose of this video series is to share the basics of the Special Education process, including referral, identification and services, as well as the Individualized Education Program (IEP).

Week 1 - Discussion 1   Please read the article   Least restrictive environment: How do we prepare both our special educators and our general educators to comply with the provision?   (Keuhne, 1998). According to IDEA, what do the terms Least Restrictive Environment (LRE) and Free and Appropriate Public Education (FAPE) mean?  How does inclusion fit into the big picture of LRE?  Further, also discuss the legal ramifications of the LRE provision as mandated by IDEA, the relative and dynamic properties of LRE, and the collaborative dimension of implementing LRE for students in special education.  Lastly, discuss any of your own personal experiences in being a part of an IEP team for a student where LRE was determined or any insights you might have on ensuring LRE and FAPE for all students.   Week 1 - Discussion 2   Review the article from the Center for Parent Information and Resources,  Contents of the IEP . Summarize these components and explain the purpose and importance of the IEP in supporting the student’s educational outcomes.  Explain the role of the family in the IEP process.

Mitchell Yell, Ph.D. presents "Endrew F. v. Douglas County School District (2017): Implications of the US Supreme court's Decision for Special Education Administrators and Teachers" at the 2018 Focus on Inclusion Conference.

Ways to increase family-school partnerships as it relates to sustaining comprehensive school improvement processes and outcomes. Visit our website at http://www.pattan.net

This chapter deals with the hisotry and structure of the police.

What to expect from an IEP meeting

This is the third lecture in the series that addresses Multiple and Severe Disabilities. This lesson focuses on Best Practices.

August 29, 2018

Released 8/31/18, expires end of FY 2019.

YourSpecialEducationRights.com is a FREE video-based website that helps you understand your special education rights. If you have a child in special education and want to advocate for your child, we are here to empower you. Join us TODAY! Know your rights! Membership is FREE! Accommodations ADHD Advocacy Applied Behavior Analysis ABA Aspergers Assessments Assistive Technology Behavior Disability Due Process Dyslexia Educational Strategies FAPE Functional Behavioral Assessment IDEA IEE IEP Goals and Objectives IEP Team Inclusion Independent Educational Evaluation Learning Disability Least Restrictive Environment LRE Mental Health Occupational Therapy Parental Rights Present Levels of Performance Prior Written Notice Procedural Safeguards Reading Comprehension Reading Fluency Related Services School District Sensory Integration Sensory Processing Disorder Social/Emotional Socialization Social Skills Special Education Advocate Speech Speech Language Pathologist SLP Transition

This webinar will present the results of a systematic analysis of a representative sample of complaint procedure decisions and hearing officer decisions in five of the most active states. The comparison will be not only between these two systems for the total sample but also among the five state subsamples. The three dimensions of the comparison will be (a) the issue categories, (b) the outcomes, and, for the parent-favorable outcomes, (c) the remedies. This webinar was recorded: June 6, 2017

In this webinar, the SC Systemic Improvement Plan Team will share Phase I and Phase II data analysis activities that have informed the exploration and development of multi-tiered systems of supports for reading and behavior. Participants will be able to review how the SC SSIP Team implemented the continuous improvement cycle to understand the systemic processes including data use, knowledge utilization, and communication and collaboration within transformational zones (school districts) throughout South Carolina.

Michael McSheehan presents at the Indiana IEPRC Summer Institute: Inclusive Practices for Academic and Behavior for ALL Students - morning session.

Kristin Wright, Director California Department of Education Special Education Division

Description

SpedEx: A Massachusetts Alternative Dispute Resolution Option presented by David Scanlon from Boston College who is the SpedEx Program administrator. Click here for handouts: http://fcsn.org/rtsc/wp-content/uploads/sites/2/2013/08/SpedEx-webinar_at-FCSN-12_16.pdf

Overview: Every Student Succeeds Act (ESSA) Supports for Special Populations of Students Source: Michigan Department of Education

Michigan State Board of Education Meeting for February 8, 2011 - Session Part 3 Source: Michigan Department of Education

As the lead TA center for significant disproportionality, IDC hosted a VIM on Significant Disproportionality and CCEIS. This online event gave state participants opportunities to actively engage with each other and IDC content experts in learning about these topics. IDC has designed the interactive Peer-to-Peer Exchanges in the spirit of virtual open space meetings.

Para subtítulos en español, hay que seleccionar el ícono o ruedita de configuración y cambiar "Subtitles/CC" de "English" a "Spanish." Representatives from the national and local levels show you the resources and supports available to families, youth/young adults with disabilities, and professionals—many are available right in your backyard!