# data[].attributes.body
Definitions provided by the National Center for Learning Disabilities

# data[].attributes.headline
Comprehensive Resource for understanding your Child's Rights! 

# data[].attributes.subject
Comprehensive Resource for understanding your Child's Rights! 

# data[].attributes.body
Features provided in this resource by the NCLD include parents' perspectives and other important terms.

# data[].attributes.headline
Individuals with Disabilities Education Act (I.D.E.A.)

# data[].attributes.subject
Individuals with Disabilities Education Act (I.D.E.A.)

# data[].attributes.body
This Law mandates that students with disabilities receive...

# data[].attributes.body
The written document for an individual with a disability. The document is reviewed and revised according to the requirements of IDEA. What is written in the I.E.P. must be provided by the school district.

# data[].attributes.headline
Free Appropriate Public Education (F.A.P.E)

# data[].attributes.subject
Free Appropriate Public Education (F.A.P.E)

# data[].attributes.body
Special Education or related services provided at the public's expense & without charge to the parents.

# data[].attributes.body
"Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities."

# data[].attributes.body
To the most appropriate extent possible, students with disabilities are to be educated with students without disabilities. Only the nature or severity of a disability should dictate if separate classes/school must occur.

# data[].attributes.body
Multi-tiered process that closely monitors students' responses to evidence-based instruction.
Tier-1: Full class instruction
Tier-2: Small-group instruction
Tier-3: One-on-One instruction

# data[].attributes.body
This is a module-based training portal for parents, families, and caregivers. The trainings are separated into 5 categories: Introduction to the IDEA, IDEA and General Education, Evaluating children for disabilities, IEPs, and Procedural Safeguards under the IDEA. These modules are also available in Spanish.

# data[].attributes.attachment_link.readable_text
Updated, July 2016
A legacy resource from NICHCY

The Building the Legacy / Construyendo el Legado training curriculum is intended to help all those involved with children with disabilities understand and implement the IDEA 2004, the nation's special education law. The curriculum is organized according to five themes central to IDEA, with multiple training modules beneath each theme. The five themes are:

Each individual module within each of these themes includes:

a slideshow for trainers to use;

a Trainer's Guide explaining how the slides work as well as the content of the slides; and

handouts for participants (available in English and in Spanish).

Building the Legacy/Construyendo el Legado was produced by NICHCY at the request of the Office of Special Education Programs (OSEP) at the U.S. Department of Education.

______________________________

Construyendo el Legado | The Training Curriculum in Spanish

All handouts for participants are available in both Spanish and English. Slideshows for the following modules are, too: 1 (Top 10 basics), 6 (on EIS and RTI), 9 and 10 (on evaluation), 12-14 (on the IEP), and 17 (on procedural safeguards). This means that, even if the slideshow and Trainer's Guide for a module are available only in English, trainers will have Spanish-language handouts that they can share with Spanish-speaking audience members, as need be.
_____________________________

The list below identifies the five central themes of Building the Legacy / Construyendo el Legado (indeed, of IDEA itself!) and the individual training modules under each. Modules available in English and Spanish are marked with a two asterisks in red ().

Follow the links below to the modules and materials of your choice! That includes the Spanish materials, too (just follow the ** ).

___________________________________

Theme A: Welcome to IDEA | ¡Bienvenido a IDEA!

Take a broad look at IDEA 2004 with these 2 modules-the first welcomes newcomers to IDEA and the second identifies what's different in the 2004 reauthorization of the law.

Theme B: IDEA and General Education | IDEA y la Educación General

See how IDEA aligns with the Elementary & Secondary Education Act ( ESEA was reauthorized as the No Child Left Behind in 2002) and explore topics on general education and children with disabilities. January 2016 Editor's note: The Elementary & Secondary Education Act was reauthorized as the Every Student Succeeds Act in December 2015, bringing changes to IDEA itself.

Theme C: Evaluating Children for Disability | Las Evaluaciones Bajo IDEA

When children are struggling in school, the possibility exists that they may have a disability. The 3 modules in Theme C look at the evaluation process under IDEA, which is intended to determine if, indeed, there is a disability affecting a child's school progress and, if so, whether the child needs special education and related services.

Theme D: Individualized Education Programs (IEPs) | Los Programas Educativos Individualizados

The IEP is the cornerstone in the education of every child with a disability. Learn about everything IEP and more!

July 2016 Editor's Note: Modules 12, 13, and 14 (all of which focus on the IEP) have been updated. Please find the newest versions of these modules in CPIR's Webinars, at:
http://www.parentcenterhub.org/webinar-training-materials-on-iep/

Theme E: Procedural Safeguards | Las Garantías Procesales

Prior written notice, informed written consent, access to records, just a few of the critical safeguards in IDEA for families and schools.

Need an Index?

Obviously, Building the Legacy covers a spectrum of topics related to special education, disability, and IDEA itself. If you're wishing for an index to what topic is discussed where, we are pleased to provide one! ( English only)
http://www.parentcenterhub.org/wp-content/uploads/repo_items/legacy/Index.doc

Quote Slides!

NICHCY is also pleased to make available two slide shows of 25 English quotes each for trainers to use as they see fit, such as before a training session while participants are coming into the room or during breaks. The quotes touch upon universal themes in our lives, such as children, families, the art of teaching, leadership, teamwork, love, and growth. The slides themselves feature vivid pictures of children, teachers, moms and dads, schools, and...well, you get the idea. We hope you (and your participants) enjoy viewing these slide shows of quotes as much as we enjoyed creating them.

-Future Modules-
What's Next?
Hallelujah! Building the Legacy / Construyendo el Legado is now finished!

How so, you might wonder, when Modules 3 and 4 are not available? The news is that those two modules have been postponed, pending reauthorization of NCLB. The 17 modules listed on this page finish out the curriculum for now.

-Important Thanks You's-

This training curriculum would not be available without the support of the Office of Special Education Programs (OSEP). Not only did OSEP request that NICHCY develop a training curriculum on IDEA 2004, it also has provided incredible guidance and legal review of all content. OSEP staff have written many of the modules, attorneys at the Office of General Counsel have exhaustively reviewed all written materials for consistency with the statute and its implementing Part B regulations, and logistical, technical, and fiscal support has been provided. NICHCY would like to express its deep appreciation for OSEP's dedication and commitment in making this product possible.

The names behind the training curriculum? Here they are.

OSEP Curriculum Coordinator: Deborah Morrow

NICHCY Curriculum Coordinator: Lisa Küpper

NICHCY's Project Officer: Judy L. Shanley

OSEP Management
Patty Guard, Deputy Director, OSEP
Director, Research to Practice Division, OSEP
Ruth Ryder, Director, Monitoring and State Improvement Planning Division, OSEP

OSEP Curriculum Workgroup
Patricia Hozella
Bonnie Jones
Deborah Morrow
Lisa Pagano
Debra Price-Ellingstad
Anne Smith

OSEP Writers
Renee Bradley
Marion Crayton
Sheila Friedman
Patricia Hozella
Lisa Pagano
Anne Smith
Perry Williams

NICHCY Writers / Designers
Lisa Küpper
Theresa Rebhorn

Translators
Bernardita McCormick
Miguel S. González
Indira Medina

NICHCY Leadership
Suzanne Ripley, Director
Carol Valdivieso, Principal Investigator

Office of General Counsel
Susan Craig
Nancy Deutsch
Frank Lopez
Vanessa Santos
Suzanne Sheridan
Rhonda Weiss

# data[].attributes.attachment_link.description
Updated, July 2016 A legacy resource from NICHCY The Building the Legacy / Construyendo el Legado training curriculum is intended to help all those involved with children with disabilities understand and implement the IDEA 2004, the nation's special education law. The curriculum is organized according to five themes central to IDEA, with multiple training modules beneath each theme.

# data[].attributes.body
This is a family advocacy and training center for families who are navigating through the Special Education service realm. Family Matters fosters a partnership between families and professionals.

# data[].attributes.attachment_link.title
Assistance for Families to Keep Children with Disabilities Living at Home | Family Matters Parent Training and Information Center

# data[].attributes.attachment_link.description
The mission of the Family Matters Parent Training and Information Center is to build upon families' strengths, empower parents and professionals to achieve the strongest possible outcomes for students with disabilities, and to enhance the quality of life for children and young adults with disabilities.

# data[].attributes.headline
Rural Champaign County Special Education Cooperative: Illinois Advocates for Special Education 

# data[].attributes.subject
Rural Champaign County Special Education Cooperative: Illinois Advocates for Special Education 

# data[].attributes.body
This is a resource for families, provided by the Rural Champaign County Special Education Cooperative, that is a list of advocates, attorneys, and state-level resources for local families seeking advice regarding Special Education law.

# data[].attributes.attachment_link.description
The Volunteer Advocacy Project is a training program for individuals who are willing to become advocates for families as they navigate their way through the world of special education.

# data[].attributes.body
The Autism Program, or TAP, is a local resource that connects families with Autism resources, information on service providers, and trainings for both service professionals as well as students and families.

# data[].attributes.attachment_link.readable_text
Our friends just call us TAP*.

We are a community-focused program of the Department of Human Development and Family Studies and the Department of Special Education at the University of Illinois. Our Resource Room is housed in the Family Resiliency Center and provides a place where families and professionals can find information or preview materials that might be helpful to them.

We focus on:

1. Providing a resource and referral center for parents and professionals.

2. Developing and evaluating model programs in training, treatment, and family support.

3. Facilitating collaborations between agencies, schools, and individuals that enhance the community's capacity and quality of services for individuals with Autism Spectrum Disorders (ASD) and their families.

Many different types of materials are available in the TAP Resource Room. All of our materials are free, and can be customized to meet individualized needs. TAP staff and student interns are available to meet in person or via phone/email to collectively brainstorm creative problem-solving solutions. Many of our materials can also be translated to Spanish. These materials include:

Books and DVD's for checkout

Teaching kits containing structured teaching activities for checkout

Learning aids

Flyers, articles, brochures, and booklets from local, state, and national organizations which are free to the public

Funding and support for TAP is provided by:

Private donors to the College of Agricultural, Consumer, and Environmental Sciences (ACES) and to TAP

The Carle Foundation

The Christie Foundation

The Department of Human Development & Family Studies

The Family Resiliency Center

The Department of Psychology

The Department of Special Education

TAP-UIUC was formerly part of a state-wide network of resources for Autism Spectrum Disorders (ASD) in the state of Illinois and are one of their five Regional Training Centers. The Illinois TAP Network was disbanded due to the budget impasse of 2016. The funding stream was renewed through June 2017 although most network sites had already closed. Because of generous community donations, TAP was able to keep our doors open and receive the funding that was approved from the state.

# data[].attributes.attachment_link.description
The Autism Program at the University of Illinois Urbana-Champaign Our friends just call us TAP*. We are a community-focused program of the Department of Human Development and Family Studies and the Department of Special Education at the University of Illinois. Our Resource Room is housed in the Family Resiliency Center and provides a place where families and...

# data[].attributes.body
The Down Syndrome Network, or DSN, serves as a local and national resource for families who have a loved one with Down Syndrome. The DSN hosts gatherings and meetings, and provides new parent information to local families.

# data[].attributes.attachment_link.description
The Down Syndrome Network operates as a not-for-profit orgnaization serving families with members who have Down syndrome in Champaign and surrounding counties.

# data[].attributes.headline
Child and Family Connections of Central Illinois

# data[].attributes.subject
Child and Family Connections of Central Illinois

# data[].attributes.body
This is a resource for early intervention in Illinois. This website provides parents and caregivers with developmental information, as well as a section to find local early intervention services.

# data[].attributes.attachment_link.title
Child and Family Connections of Central Illinois

# data[].attributes.body
This is a resource based out of the University of Illinois at Chicago. It provides families access to diagnostic testing, resources on transition and development, care coordination plans, resources regarding funding, and more.

# data[].attributes.attachment_link.provider_name
UIC Specialized Care for Children - We partner with Illinois families and communities to help children and youth with special healthcare needs connect to services and resources.

# data[].attributes.attachment_link.readable_text
How we help.

How we help you and your child depends on your specific preferences and needs. Our Care Coordinators can support you in the following areas:

Who we help.

We serve thousands of families in all counties across the State of Illinois.

(The Division of Specialized Care for Children) was one of the first organizations to step into our lives. They were some of the first social workers who came into our home and really began helping us to navigate our new lives with a medically complex child.

- Erica Stearns, mother of Margot and Caratacus
Read family stories "

Institute Provides Education, Support and Connection for Families of Children with Hearing Loss

Illinois families gained knowledge and formed priceless relationships during the 2023 Institute for Parents of Preschool Children Who Are Deaf or Hard of Hearing.

https://www.youtube.com/embed/Jox5RRPonuA

The journey to the 2023 ...
Read more ▶︎

Important Reminders: End of Public Health Emergency and Return to In-Person Visits

An overview of key changes affecting all Division of Specialized Care for Children participants now that the public health emergency is over

The public health emergency due to the COVID-19 pandemic ended on May 11, 2023.

Th...
Read more ▶︎

2023 Summer Camp Opportunities for All Ages and Abilities

Check out our list of inclusive camps to help you find the right fit for your child

It's never too early to start planning for summer break activities.

Fortunately, there are a variety of opportunities for children and youn...
Read more ▶︎

Institute Provides Education, Support and Connection for Families of Children with Hearing Loss

Important Reminders: End of Public Health Emergency and Return to In-Person Visits

2023 Summer Camp Opportunities for All Ages and Abilities

# data[].attributes.attachment_link.title
Home - UIC Specialized Care for Children

# data[].attributes.attachment_link.description
The Division of Specialized Care for Children (DSCC) provides free care coordination for families of children with special healthcare needs in Illinois.

# data[].attributes.body
This website is for the local Autism Clinic, based out of the University of Illinois at Urbana-Champaign. Families can utilize this resource for diagnostic testing, referrals, and resources regarding Autism.

# data[].attributes.body
This website provides a wide variety of resources for parents. Through, "empowering parents and young adults, transforming schools and advocating for equal rights and opportunities", the organization is focused on improving the lives of parents and their children with disabilities.

# data[].attributes.attachment_link.provider_name
National Center for Learning Disabilities

# data[].attributes.attachment_link.readable_text
The National Center for Learning Disabilities is excited to announce the opening of its 2024 Anne Ford and Allegra Ford Thomas scholars. Both scholarships are for students with specific learning disabilities, such as dyslexia, dyscalculia, dysgraphia, etc. However, students with both a learning disability and attention deficit hyperactivity disorder (ADHD)...

The National Center for Learning Disabilities is excited to announce the opening of its 2024...

# data[].attributes.attachment_link.title
National Center for Learning Disabilities

# data[].attributes.attachment_link.description
Working to improve the lives of the 1 in 5 children and adults nationwide with learning and attention issues.

# data[].attributes.body
The website includes thousands of article, cases, and resources about several topics concerning Special Education Law. Wrightslaw has come out with a variety of books. Some of the most popular titles include:

# data[].attributes.body
This website contains information and resources for parents of children with special needs. Some of the website's highlights include, a focus on I.E.P meetings, information on certain "hot topics", and a brief history of special education legislature (link below).

# data[].attributes.attachment_link.readable_text
Prior to the 1970's special education in the United States was in a dismal state. Many children with a disability were denied access to a public education. Most of these children were either home schooled, did not receive any education at all or worse yet were institutionalized. The foundation of today's special education law was passed in 1975 and enacted in 1977. This was Public Law 94-142, The Education for All Handicapped Children Act of 1975 (EHA). This law introduced the concepts of:

1. Protecting the rights of children with disabilities and their parents including due process rights;

2. Assisting States and localities to provide for the education of all children with disabilities through federal funding.

In 1986, Public Law 99-457 was enacted, The Education of the Handicapped Act Amendments of 1986. These amendments saw the need for early intervention and mandated services from birth. The amendments required the development of a comprehensive system of early intervention for infants.

In 1990, Public Law 101-476 was enacted which renamed EHA to the Individuals with Disabilities Education Act. This law expanded the eligibility categories to include autism and traumatic brain injuries as well as defining assistive technology devices and services.

In 1997, Public Law 105-17 was enacted, The Individuals with Disabilities Education Act Amendments of 1997. This reauthorization of IDEA saw the initiative for transition services. It required a transition plan to be a part of every IEP no later than the child's sixteenth birthday. Many other major issues were addressed in this reauthorization some of them include:

1. That every IEP must include present levels of performance, measurable goals, statement of services, and statement of accommodations or modifications;

2. That a regular education teacher must be involved in the IEP;

3. That students with IEP's will participate in State assessment tests;

4. Updated the discipline rules to align with recent court decisions; and

5. Addressed eligibility for ADHD under Other Health Impairments.

The law we follow today Public Law 108-446 was reauthorized in 2004, the Individuals with Disabilities Education Improvement Act of 2004. When Congress enacted this law they made significant changes. Please refer to the following link for more information Individuals with Disabilities Education Act of 2004.

# data[].attributes.attachment_link.title
Brief History Of Special Education Legislation

# data[].attributes.attachment_link.description
Prior to the 1970's special education in the United States was in a dismal state. Many children with a disability were denied access to a public education. Most of these children were either home schooled, did not receive any education at all or worse yet were institutionalized.

# data[].attributes.body
This link lists Parental rights according to I.D.E.A.

# data[].attributes.attachment_link.readable_text
Accurate and updated information as of October 2021
En español | In Spanish

_____________

The federal regulations for IDEA 2004 include a section (Subpart E) called Procedural Safeguards . These safeguards are designed to protect the rights of parents and their child with a disability and, at the same time, give families and school systems several mechanisms by which to resolve their disputes.

The most notable procedural safeguards include those listed below. To learn more about any of these, click on the text in red, and you'll go to a separate page describing that procedural safeguard.

_____________________________________________

_____________________________________________

These are not the only procedural safeguards under IDEA, but they are the most relevant to the majority of parents. Therefore, in this series of pages on IDEA's procedural safeguards, we will explore only eight ...the ones mentioned above. Use the links above (the text in red) to read more about each one of these safeguards.

# data[].attributes.attachment_link.description
Accurate and updated information as of October 2021 En español | In Spanish _____________ The federal regulations for IDEA 2004 include a section (Subpart E) called Procedural Safeguards . These safeguards are designed to protect the rights of parents and their child with a disability and, at the same time, give families and school systems several mechanisms by which to resolve their disputes.

# data[].attributes.body
This is a resource, provided by the National Center for Homeless Education, that families can use to understand their rights if they are homeless and have a child with a disability.

# data[].attributes.body
This is a resource for families seeking information on 504 plans. This website provides sample 504 plans and templates for families, as well as an overview of 504 plans and what they entail.

# data[].attributes.attachment_link.readable_text
Your child may have a disability with needs that should be accommodated so she can be successful in the classroom. A 504 plan spells out the modifications and accommodations that will be needed to make it possible for your child to succeed in a general education program. If you wonder what a 504 plan should look like and what might be included for specific disabilities, see examples and templates.

The actual format of the 504 will depend upon your school, or you can download or create your own form. These templates and accommodation lists provided by school districts and disability organizations can give you an idea of what to look at and what to look for when working with the school to put together a plan for your child.

Here are some indexes of downloadable templates and handouts to find out how other school districts handle 504 planning. Some include information for parents and staff as well.

Heartland Area Education Agency, Johnston, Iowa, has forms and documents, as well as a guide on the 504 plan.

Wayne RESA, Wayne, Michigan, has an extensive toolkit that covers items such as the 504 process, sample forms, and tips for effective forms.

North Dakota Department of Public Instruction has a list of sample forms including evaluation procedures, accommodation forms, and parent rights.

Portland Public Schools, Portland, Oregon, has a variety of forms and manuals for parents and teachers.

The needs of students with diabetes are often outlined in a 504 plan. These two organizations offer examples of what a 504 plan for these students might look like:

Children With Diabetes: Sample plans are available for each grade from pre-kindergarten through grade 12, as well as for taking the SAT and ACT. They cover specific circumstances such as insulin injections and insulin pumps.

The American Diabetes Association (ADA): Their model plan is available in Spanish as well as English. You can modify the model plan which covers a broad range of services and modifications for age groups ranging from kindergarten to high school seniors. The ADA notes that all plans should specify that school staff must be trained to recognize hypoglycemia and hyperglycemia and to respond in accordance with the child's diabetes medical management plan.

Here are 504 plans or accommodation lists for other disabilities:

Learning and attention issues: You can select from this list of accommodations and modifications that your child may need.

Celiac disease: A model 504 plan from the Celiac Disease Foundation that covers areas such as meals and snacks, care for celiac disease, bathroom access, field trips, class projects, and communication.

Epilepsy: The Epilepsy Foundation provides a sample document in PDF format that includes common needs for medications and recognizing and responding to seizures. It also has sections for those on a ketogenic diet and for students with a vagus nerve stimulator.

Food allergies: These sample plans are specific for peanut and tree nut allergies, but may be useful for other food allergies.

Inflammatory bowel disease: A plan you can modify from the Crohn's & Colitis Foundation.

Spina Bifida: The Spina Bifida Association has a comprehensive 504 plan in PDF format that can be printed out and signed.

Accommodations from Bridges 4 Kids: Useful lists of accommodations for conditions including allergies, arthritis, asthma, ADD/ADHD, bipolar disorder, cancer, cerebral palsy, AIDS, cystic fibrosis, deaf/hearing impairment, diabetes, drugs/alcohol, emotionally disturbed, encopresis/enuresis, epilepsy, hearing impairment, learning disability, leukemia, orthopedically impaired, special health care needs, temporarily disabled, Tourette's syndrome, traumatic brain injury, tuberculosis, visual impairment, and weight (obesity, anorexia, bulimia). They also have suggested wording for environmental strategies, organizational strategies, behavioral strategies, presentation strategies, and evaluation methods.

# data[].attributes.attachment_link.title
Wonder What a 504 Plan Looks Like? Resources to Help You Plan

# data[].attributes.attachment_link.description
Your child may have a disability with needs that should be accommodated so she can be successful in the classroom. A 504 plan spells out the modifications and accommodations that will be needed to make it possible for your child to succeed in a general education program.