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IEP Parent Resources is a great site that offers many different informational articles for parents with students on an IEP. Articles such as eligibility, advocating for your child, your rights, and much more.

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n2y thought leaders share free resources to guide parents through the IEP process and help them promote student advocacy

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California Special Education Parent Guide - PREP

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California Special Education Parent Guide - PREP

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California Special Education Parent Guide - PREP is a great site that has a list of endless questions parents can ask, with links to those answers. Questions included are "What is special education? Who is eligible for special education? Can medical diagnoses qualify a student for special education?". The site also gives an option to put it all on a pdf.

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Click on a heading to expand or collapse that heading's content.

"To download this information as a PDF

"What is special education?

Special education programs are regulated by both federal and state law. State and federal law are the same in most cases, and a state can never limit the protections offered by federal law. But state law can provide more specific protections than federal law.

All school districts in California must provide a free appropriate public education (FAPE) to each student with a disability.

"Who is eligible for special education?

Children who have one of the following disabilities and need specialized educational services have the right to receive special education and related services:

intellectual disabilities;

hearing impairments (including deafness);

speech or language impairments;

visual impairments (including blindness);

emotional disturbance;

orthopedic impairment;

autism;

traumatic brain injury;

other health impairments;

specific learning disabilities;

developmental delay.

20 U.S.C. § 1401(3); 34 C.F.R. § 300.8; Cal. Educ. Code § 56026(a); 5 C.C.R. § 3030.

"At what age is a student eligible for special education?

For children between the ages of 5 and 18, age does not limit a student's eligibility for special education.

Children younger than 5 are only eligible for special education if they have been identified by a local educational agency as needing intensive or early childhood special education.

Students between the ages of 18 and 22 are only eligible if they have not finished high school.

Cal. Educ. Code §§ 56026(c) and 56026.1(a); 34 C.F.R. § 300.102(a)(3).

"Can a medical diagnosis qualify a student for special education?

Your child may have a medical diagnosis for a disability and still not qualify for special education. A child's disability must also require instruction and/or services which cannot be provided with modification of the regular school program. Cal. Educ. Code § 56026(b); see D.R. ex rel. Courtney R. v. Antelope Valley Union High Sch. Dist., 746 F. Supp. 2d 1132, 1141 (C.D. Cal. 2010) ("Though [child's] orthopedic impairment adversely affects her education, [the child] does not meet an essential qualification for a remedy under IDEA; she cannot show a need for special education.") .

"What are the measures that are taken to determine the eligibility of a special education student?

When determining eligibility, many districts may evaluate whether a child's condition negatively affects his or her educational performance. Although grades and standardized test scores may be one measure of educational performance, California requires that a child be assessed in all areas related to the suspected disability, including, if appropriate, social and emotional status. Cal. Educ. Code § 56320(f).

Districts must also consider whether the child's needs require special education, or if they can be met with other accommodations. Under California law, if a child's needs can be adequately met through non-special educational services (for example, if modifying the regular classroom program meets the child's needs), then the child does not qualify as an individual with exceptional needs and is not eligible for special education. Cal. Educ. Code § 56026(b).

"What factors are taken into consideration when determining a student's eligibility for special education?

In general, to qualify for special education in California, (i) the child must have one or more eligible disabilities; (ii) the disability must negatively affect her/his educational performance; and (iii) the disability must require special education and related services. See Capistrano Unified Sch. Dist. v. Wartenberg By & Through Wartenberg, 59 F.3d 884, 899 (9th Cir. 1995); see also Cal. Educ. Code §§ 56026(a)-(b). California law also requires that the child meets certain disability criteria and age requirements. Cal. Educ. Code §§ 56026(c)-(d).

A child is not eligible for special education if the determining factor in the child's exceptional needs is a lack of appropriate instruction in reading or math, or limited English proficiency. 20 U.S.C. § 1414(b)(5); 34 C.F.R. § 300.306(b).

A child may not be eligible for special education if his or her educational needs are primarily due to limited English proficiency, a lack of instruction in reading or math, temporary physical disabilities, social maladjustment, or environmental, cultural, or economic factors. Cal. Educ. Code § 56026(e).

"What type of education are children with a qualifying disability entitled to? What is a "free appropriate public education"?

Under both federal and state law, school districts must provide each student with a disability with a free appropriate public education (FAPE). FAPE means special education and related services that:

are provided for free to the student/family,

meet appropriate standards,

include preschool through secondary education, and

follow an Individual Education Program (IEP).

20 U.S.C. § 1401(9); 34 C.F.R. § 300.17; Cal. Educ. Code § 56040.

Special education must be provided in the least restrictive environment (LRE). When it is appropriate, students with disabilities should be educated with students who are not disabled, instead of separating them from other students. 20 U.S.C. § 1412(a)(5); 34 C.F.R. § 300.114(a); Cal. Educ. Code § 56040.1.

"What is specially-designed instruction?

Special education means specially designed instruction, at no cost to the parent, to meet the unique needs of a child with disabilities. 34 C.F.R. § 300.39; Cal. Educ. Code § 56031(a).

Federal definition: Specially-designed instruction means adapting, as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability and to ensure access to the general curriculum, so that s/he can meet educational standards. 34 C.F.R. § 300.39(b)(3).

California definition: In addition to the federal definition of special education, California requires that special education be provided to those students with disabilities whose educational needs cannot be met with modification of the regular instructional program. Cal. Educ. Code § 56031.

"In addition to FAPE, are there other services a child with a disability is entitled to? What are "related services"?

In addition to FAPE, school districts are required to provide free "related services", which allow a student to benefit from her/his special education program. Cal. Educ. Code §§ 56040, 56363; 5 C.C.R. § 3051 et seq. In California, related services may include any of the following:

Language and speech development and remediation;

Audiological services;

Orientation and mobility instruction;

Instruction in the home or hospital;

Adapted physical education;

Physical and occupational therapy;

Vision services;

Specialized driver training instruction;

Counseling and guidance;

Psychological services other than assessment and development of the IEP;

Parent counseling and training;

Health and nursing services;

Social worker services;

Specially designed vocational education and career development;

Recreation services;

Specialized services for low-incidence disabilities, such as readers, transcribers, and vision and hearing services;

Interpretive services.

Cal. Educ. Code § 56363(b).

"Who provides special education?

The state education agency and the local school district are both responsible for ensuring that appropriate special education services are provided. Services are typically provided by the school district, but may also be provided by:

the special education local plan area (SELPA),

county office of education,

state school,

certified nonpublic school, or

other public agency.

If the school district does not provide services, the California Department of Education is ultimately responsible for providing special education services. 20 U.S.C. § 1413(g)(1); 20 U.S.C. § 1412(a)(11); 34 C.F.R. § 300.149; Cal. Educ. Code § 56300; Cal. Educ. Code § 56120 et seq.

"Where should a child receive his/her special education and related services? What is a "least restrictive environment"?

Special education must be provided in a least restrictive environment. Whenever it is appropriate, children with disabilities must be educated with their nondisabled peers. Students with disabilities may be removed from the regular educational environment only when their disabilities are such that modifications, supplementary aids, and services are not sufficient in the general education environment. 20 U.S.C. § 1412(a)(5); 34 C.F.R. § 300.114(a); Cal. Educ. Code § 56040.1. Specialized education can be offered in the mainstream classroom, in a resource room, at home, or in hospitals or residential programs. Special education also includes related services.

"How is a child determined to be eligible for special education? Is there an assessment or evaluation?

Procedure for Parental Request

1. Parents write a letter requesting an evaluation.

Parents may request a referral for an evaluation (also known as an assessment) for special education by writing a letter to a child's teacher, principal or special education office.

If a parent calls to ask for a referral, school staff must help the parent in putting this request in writing.

2. District gives parent with assessment plan and parent's procedural rights.
The district must give the parent a proposed assessment plan and a copy of the parent's procedural rights within 15 days of receiving the request for evaluation. Cal. Educ. Code § 56321(a).

3. Parents make a decision after they receive the assessment plan.
After receiving the plan, parents have at least 15 days to decide whether they will agree to the proposed assessment plan. Cal. Educ. Code § 56321(c)(4).

4. District completes assessment and sets up IEP meeting.
The district then has 60 days to complete the assessment and set up an IEP meeting. Cal. Educ. Code §§ 56302.1, 56344.

It is important to know that:

If the parent requests an evaluation 10 days or less before the end of the school year, then the district must present the assessment plan within 10 days of the start of the next school year. Educ. Code § 56321(a).

If a school district refuses to conduct an evaluation following a written referral, the parent may request a due process hearing. Educ. Code §§ 56501(a)(1)-(2).

In general, an evaluation for special education cannot occur without parental consent. The district is required to make reasonable efforts to get written informed consent from the parent before evaluating a child. Educ. Code § 56321(c)(1). If the parent refuses, the district cannot proceed with the evaluation without first participating in and winning a due process hearing. Cal. Educ. Code §§ 56321(c)(2), 56501(a)(3), 56506(e).

"Who conducts evaluations?

Evaluations are conducted by a team from different backgrounds in all areas of suspected disability. Depending on a child's needs, the evaluation may cover:

health,

development,

vision,

hearing,

motor ability,

language function,

academic performance,

cognitive ability,

self-help,

mobility,

career or vocational ability and interest,

communication, and

social or emotional status.

One evaluation alone does not determine eligibility or educational needs. Cal. Educ. Code §§ 56320(e)-(f). Assessment tools must be valid and given by trained and qualified professionals. Tests must also be administered in the child's primary language. Cal. Educ. Code § 56320(b).

"The IEP must include:

The student's present levels of academic achievement and functional performance;

Measurable annual goals;

A description of how the child's progress toward goals will be measured and reported;

Specific special education and related services to be provided to the student, and any program modifications;

The extent to which the student will not participate with nondisabled students in regular education classes as well as extracurricular and nonacademic activities;

Anticipated duration, frequency, and location of services and modifications;

Modifications for state or district-wide assessments and for students in grades 7 to 12, any modifications necessary for the student to meet proficiency standards for graduation;

Type of placement needed to implement the IEP in the least restrictive environment;

Transition services needed for students 16 years or older;

Extended school year services if needed.

Cal. Educ. Code § 56345; 5 C.C.R. §§ 3042(b), 3043.

"Is parental consent needed for the IEP?

A student with disabilities is not allowed to participate in any part of a special education program without written parental consent to the IEP. If a parent rejects part of the IEP, only those parts of the IEP to which the parent agreed will take effect. Cal. Educ. Code § 56346(e). A district may not enroll a student in special education if a parent thinks the child does not qualify. See id. § 56346(b). If a parent objects to part of the proposed IEP and the district believes that part necessary, the district can only implement the plan after filing for a due process hearing against the parent to implement the component and then winning the hearing. Cal. Educ. Code § 56346(f).

"What if a parent believes the school district is not implementing the IEP)?

If a parent believes the district has failed to implement a valid IEP, has failed to follow special education law, or is discriminating against a student or a group of students, the parent may file a complaint directly with the California Department of Education ("CDE"). 5 C.C.R. § 4650(a)(7). The CDE will complete an investigation within 60 days and will issue a decision no more than 60 days after completing the investigation. 5 C.C.R. §§ 4662(b), 4664. The parent can also file for a due process hearing with the district.

"Where can a parent file for a due process hearing?

Requests for due process are filed with the Office of Administrative Hearings (OAH). OAH may hear cases related to:

a child's eligibility for special education,

ending or proposed change to a child's placement or services,

proposed changes in eligibility,

proposed assessments, and

financial responsibility for placement or services.

Cal. Educ. Code § 56501(a); About Special Education Division, Office of Administrative Hearings, http://www.dgs.ca.gov/oah/SpecialEducation/AboutUs.aspx.

"What needs to be included in the request for a due process hearing?

When a parent requests a due process hearing, the petition should include:

Identifying information (name and address of the child, and name of the school);

A description of the problem, including facts relating to the problem; and

A proposed outcome. Educ. Code § 56502(c).

"How long after the due process hearing may a parent receive a written decision?

The parent has the right to receive a written decision within 45 days after the expiration of the 30-day informal resolution period, described below, and may appeal within 90 days of the final order. Cal. Educ. Code §§ 56505(f)(3), (k); id. § 56501.5(c).

"Informal resolution meeting.

Before a due process hearing, the parent and district must participate in an informal resolution meeting unless both parties agree in writing to waive it, or agree to mediation. Cal. Educ. Code §§ 56501.5(a), (b). This resolution session must take place within 15 days of the parent's petition for a hearing. Cal. Educ. Code § 56501.5(a)(1). If the parent and the district still have not resolved the issue 30 days after the parent petitions for a hearing, they may proceed with the due process hearing. Cal. Educ. Code § 56501.5(c). This 30-day period must take place before the 45 day period to complete the due process hearing begins. Cal. Educ. Code § 56501.5(c). However, the 45-day period starts earlier if the district and parent agree to waive the resolution meeting or, if they agree that no agreement is possible after meeting or mediating. Cal. Educ. Code § 56501.5(d). A parent has the right to bring a lawyer to the resolution meeting; the district may only bring an attorney if the parent brings an attorney. Cal. Educ. Code § 56501.5(a)(3).

"What is mediation?

Mediation is a voluntary and confidential process in which a trained, objective facilitator works with both parties to reach an agreement.

Parents who waive the resolution session may still participate in mediation. A parent may file for mediation only, or for mediation plus a due process hearing. Cal. Educ. Code § 56503. Mediation is available at any time up until the hearing. If the parent and the district reach an agreement through mediation, the agreement must be put in writing. The signed, written agreement is legally binding and enforceable in state or federal court. Cal. Educ. Code § 56500.3(f). Unlike agreements reached through informal resolution, there is no grace period during which a party can cancel the written agreement reached through mediation. The time period within which a due process hearing must be held and a decision given is not paused during mediation. Cal. Educ. Code § 56501.5.

"What are the parent's rights at the hearing?

The parent must be notified of free or reduced cost legal assistance. Educ. Code § 56502(h).

The hearing must be held at a time and place reasonably convenient for the parent. Educ. Code § 56505(b).

A parent may request to postpone the hearing officer's decision for good cause. Educ. Code § 56505(f)(3).

The parent has the right to have the child present at the hearing. Educ. Code § 56501(c)(1).

The parent may request that the hearing be closed to the public. Educ. Code § 56501(c)(2); 5 C.C.R. § 3082(f).

The hearing must be fair. This means that the hearing officer must be impartial and that the parent may bring an attorney or advocate. Educ. Code §§ 56501(b)(4), 56505(c), 56507.

Parents may present evidence and arguments, call witnesses, and cross-examine witnesses called by the district. Educ. Code § 56505(e); 5 C.C.R. § 3082(c).

"Who has the authority to suspend a student with a disability?

Teacher: A teacher may suspend a student for up to two days. Cal. Educ. Code § 48910(a).

Principal: A principal may suspend a student for up to five consecutive days. Cal. Educ. Code § 48911(a).

"What happens before the suspension?

Before a principal can implement a suspension, the school must hold an informal conference with the student to discuss the reasons for suspension, the evidence, and to permit the student to present his own evidence unless there is an emergency. Cal. Educ. Code §§ 48911(b), (c).

Donate

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California Special Education Parent Guide - PREP

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Click on a heading to expand or collapse that heading's content. "To download this information as a PDF Special education programs are regulated by both federal and state law. State and federal law are the same in most cases, and a state can never limit the protections offered by federal law.

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All About the IEP is a great site and resource for an overview of what makes up an IEP. This site also discusses who makes up the IEP team, and when the IEP team meets.

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Current as of April 2022
In Spanish | En español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we've listed below will help you learn more about IEPs-what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

_______________________________

The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.

The IEP Team
A child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.

Contents of the IEP
A child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.

When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.

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Current as of April 2022 In Spanish | En español When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive.

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?, is a great video that talks about the difference between an IEP and a 504 Plan. In the video they discuss how an IEP and a 504 Plan are governed by different laws and how this can pertain to your child.

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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What Is an IEP? | Individualized Education Program Explained

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What Is an IEP? | Individualized Education Program Explained

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What Is an IEP? | Individualized Education Program Explained is a great video that discusses what an IEP is. The video talks about specialized instruction within the general education classroom and how that can look different for each student.

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What Is an IEP? | Individualized Education Program Explained

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What Are Testing Accommodations In Special Education | Special Education Decoded

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What Are Testing Accommodations In Special Education | Special Education Decoded

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What Are Testing Accommodations In Special Education | Special Education Decoded is a great video that breaks down different accommodations students on an IEP can receive during the tests. It also explains and goes into detail about what each accommodation means.

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What Are Testing Accommodations In Special Education | Special Education Decoded

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5 tips for parents to rock the IEP meeting

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5 tips for parents to rock the IEP meeting

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5 tips for parents to rock the IEP meeting is a great friendly resource to help prepare parents for an IEP meeting. The 5 tips include being prepared, setting goals, you are the parent, managing conflict, and starting and ending on a positive note.

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5 tips for parents to rock the IEP meeting

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Individualized Education Program (IEP) resources for parents - CHOC - Children's Health

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Individualized Education Program (IEP) resources for parents - CHOC - Children's Health

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Individualized Education Program (IEP) resources for parents - CHOC - Children's Health is a site for parents to explain what an IEP is, and who qualifies for an IEP. This is a great resource to explain the key details in an IEP such as services/ placements, and who is on the IEP team, lastly, an IEP is a LEGAL document.

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What is an Individualized Education Program (IEP)?

An IEP is an individualized education program that develops the educational program for the student.

Special education programs in California are governed by a combination of State and Federal laws that require school districts to provide every child with a disability between the ages of 3 and 22 years old with a free and appropriate public education.

This education must be provided in the least restrictive environment possible for the child. This means that, to the extent possible, children with disabilities must be educated with children who do not have disabilities. In addition, the school district must provide whatever additional services (such as speech therapy or occupational therapy) the child needs in order to benefit from his or her education.

Who is eligible for an IEP?

Children between the ages of 3 and 18 years old who have a handicapping condition and who need special education in order to benefit from their education qualify for an IEP. Some young adults older than 18 may also qualify.

Special education services must be provided without regard to the child's immigration status. This means that children who are undocumented must be provided with special education services by the school district if such services are needed by the child in order to benefit from his or her education.

Typical problems that might be addressed by an IEP include the following:

Disabling health impairments
These involve any medical conditions that require changes in the school or classroom environments in order for the child to benefit from his or her education.

Specific learning disabilities
For some children, learning is more difficult because of the natural ways their brains organize and process information. This is called a learning disability. For a child's learning problems to be eligible for special education services as a learning disability, the problems must meet certain criteria:

There must be a significant difference between the child's intellectual potential (intelligence) and academic achievement.

The learning problems must be determined to be the result of "cognitive processing deficits," meaning that the problems result from how the child's brain is naturally processing information.
These cognitive processing deficits can include problems with visual organization (how the brain organizes what it sees), auditory processing (how the brain handles information it hears), memory storage and retrieval, and sometimes attention and concentration.

Emotional disabilities
Some children may qualify for special education services because of significant emotional problems that limit their ability to benefit from their education. These emotional problems often present as: intense anxiety, intense sadness, depression and social withdrawal. This also includes behavioral problems such as defiance fighting, oppositional behavior, hyperactivity and extreme difficulty attending to instruction.

Cognitive delays and mental retardation
These involve significant mental deficiency as defined by professionally administered tests of intellectual ability and adaptive

What types of IEP services or placements are available?

Many types of service and placement options exist. Some examples include:

Modifications to the general education classroom
These modifications are developed individually for each child based on the special needs of the child. For example, classroom modifications might include having the child sit closer to the front of the class and to the teacher or giving the child written handouts to follow during lectures.

Resource Specialist Program (RSP)
Resource Specialist teachers provide additional help to the child outside the general education classroom. They also provide consultation to parents and to the child's general education teacher. When not receiving resource help, the child participates in the general education classroom.

Additional Support Services
These include whatever additional services are needed by the child to benefit from his or her education. Examples include services such as speech and language therapy, occupational or physical therapy, nursing assistance, or psychological counseling.

Special Day Class (SDC)
A special day class provides instruction for children with more extensive educational needs that cannot be met in the general education classroom. Children in a special day class may be "mainstreamed" in a general education classroom for portions of their instruction and daily schedule.

Non-public School
A non-public school is a special school designed to help children with special needs.

How the IEP process works

How do parents request an IEP for their child?

A written request should be made to the school district where the child lives. Any person can make a request for an IEP, although this usually comes from the child's parents or teacher.

The request for an IEP evaluation should always be made in writing.

The written request should contain a specific statement that you are asking for an evaluation for the purposes of qualifying the child for special education services. The written request for evaluation should be sent to the principal of the public school the child attends or to the director of special education for the school district.

(Date)

cc: (Principal of local school)

Who attends the IEP meeting?

The IEP is developed by a team of people that must include:

The parent

A school administrator

A general education teacher (if the child attends a general education classroom)

A special education teacher

The school psychologist

Other people who sometimes attend an IEP might include:

A speech and language specialist

An occupational or physical therapist

An adaptive physical education teacher

Other service providers or professionals involved with the child

Parents may also bring a representative to the IEP meeting, such as:

A trusted relative

A family friend

The child's counselor or therapist

An attorney
If parents bring an attorney to the IEP meeting they must notify the school district 5 days prior to the meeting. Also, bringing an attorney to an IEP meeting is generally NOT recommended unless an issue is in dispute.

If the child's parents do not speak English, the school district must provide an interpreter at the IEP meeting. The school district must also offer to have the written IEP translated into the language of the child's parents upon request.
Learn tips to help you be an active participant at your child's IEP meeting
IEP Timetable

The school district must follow certain time guidelines in response to a written request for an IEP evaluation:

Day 1 Official Special Education Referral
By Day 15 Parents receive a written assessment plan

After the parents sign and return the assessment plan, the school has 50 days to assess the student and hold an IEP meeting. Parental consent is necessary for the IEP assessment. Parental consent is also necessary before the IEP can be put into effect.

The IEP is a legal document

If parents are uncertain about anything, or if they do not agree with the IEP findings and recommendations, they can choose not to sign the IEP.

Those parts of the IEP that are agreed to by the parents can be started while other parts can be rewritten or appealed.

Parents can take a copy of the written IEP home before they sign it in order to review it and think about it.

Parents can request an IEP meeting anytime it is appropriate to change the plan.

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Individualized Education Program (IEP) resources for parents - CHOC - Children's Health

# data[].attributes.attachment_link.description
An IEP is an individualized education program that develops the educational program for the student. Special education programs in California are governed by a combination of State and Federal laws that require school districts to provide every child with a disability between the ages of 3 and 22 years old with a free and appropriate public education.

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Support for Special Needs is a blog that offers a community with similar stories and experiences. This is a site that allows others to feel heard, and connect everyone through experiences.

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Eight Years Out

Last Friday night our son got home late from

The question, “Am I going to die?”

Yesterday my daughter’s achy body, cough, and chest hurting

Julia Roberts /   16 Jan 2018

World Suicide Prevention Day and The Future

National Suicide Prevention Lifeline 1-800-273-8255  Hours: 24 hours, 7

Julia Roberts /   10 Sep 2017

Season of Change

The end of July doesn’t mark the end

The Monster We All Feed

There’s a thing no one wants to talk

Father’s Day snapshot

I never quite know what to say on

Productive

I write so much about transitions for my

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for parents with kids who have special needs

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Wrightslaw is a great blog that gives parents and guardians resources about up-to-date special education laws. This is a great resource for parents to connect with others to make sure their child is receiving the proper offer of FAPE.

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The Wrightslaw Way | to Special Education Law and Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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americans with disabilities education act

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individuals with disabilities education act

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The Wrightslaw Way Wrightslaw Way to Special Education Advocacy

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The Guidance Counselor ignored our parental consent form and conducted tests on our daughter against our written instructions, even though she signed the form acknowledging our wishes and concerns. Our Continue Reading →

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Hopeful Parents is a site about writers (parents) who share their experiences, stories, feelings, and struggles with children with all disabilities. Not all stories are happy, some are relatable, and some are more tragic.

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grassroots support for parents of kids with special needs

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Love That Max is a site that allows people to share favorite posts and other content with others. In a sense, it is sharing other blogs. You are able to create a title and add a link.

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A blog about parenting kids with special needs