# data[].attributes.headline
Special education rights for children & families

# data[].attributes.subject
Special education rights for children & families

# data[].attributes.body
This is the special education resource page from the official California courts website. This webpage has a plethora of resources that can help parents determine their child's rights in special education. It is a great place to begin if someone is new to special education or need to know how to get their child in special education. There is information about assessment and eligibility, IEPs , behavior and school discipline, and special education needs and services. All of the most important information a parent should have regarding special education can be found on this webpage.

# data[].attributes.attachment_link.readable_text
A child can have trouble in school, or not want to go to school, for many different reasons. It can be because of behavioral or emotional issues, speech and language challenges, medical conditions, or learning differences or disabilities. If you are a parent, foster parent, or guardian, or if you take care of a child who is not doing well in school, you can learn about special educational services that may help your child.

Click on the topics below to learn more. You can also find this information in the pamphlet Special Education Rights for Children and Families ( en español).

# data[].attributes.attachment_link.title
Special Education Rights for Children and Families

# data[].attributes.attachment_link.description
A child can have trouble in school, or not want to go to school, for many different reasons. It can be because of behavioral or emotional issues, speech and language challenges, medical conditions, or learning differences or disabilities.

# data[].attributes.body
It is crucial for parents to understand what FAPE means. FAPE guarantees that children are provided a free and appropriate education under the law. This is one of the most important legal rights for parents with children who have disabilities. This article is valuable because it not only explains FAPE and parental rights but also explains what FAPE does not cover.

# data[].attributes.attachment_link.title
What's Covered Under FAPE | Free Appropriate Public Education | Understood

# data[].attributes.attachment_link.description
Find out what FAPE requires schools to do (and what it doesn't require schools to do) for kids who qualify for special education services.

# data[].attributes.body
Check out the benefits of children eating snacks throughout the school day.

# data[].attributes.attachment_link.readable_text
Healthy snacks are an essential part of a growing child's diet. Childhood is a critical time for growth and development, and snacks provide important nutrients that your child needs between meals. During the week, this means children should have a nutritious midmorning and midafternoon snack at school to meet the nutrient demands of their growing bodies and brains. Learn about the benefits of healthy snacks at school and how to pack nutritious snacks your child will enjoy.

Children have higher nutrient demands than adults, to support their healthy bone growth and brain development. The absence of snacks at school or choosing unhealthy items to snack on can have a major impact on various aspects of your child's health. Children need a steady supply of nutrients to fuel their bodies and brains so that they grow and develop properly. It's recommended that children have at least two nutritious snacks each day. Be aware that most schools sell snacks and beverages, but these items may not supply the nutrients your child needs. Check your state's regulations and school snack policies.

When it comes to snacking at school, you may want to consider having your child skip the vending machine unless it offers healthy snacks like fruit. Nutrition and academic performance are linked. Healthy snacking provides your child's brain with the nutrients it needs, and missing out on healthy snacks can negatively affect school performance.

Children who snack on healthy foods like fruit perform better in school, according to a study published in the journal Medicine in 2016. On the flip side, children who snack on sugary foods, sugar-sweetened beverages and other unhealthy foods like instant noodles and fast food don't perform as well academically. This study suggests that healthy eating and snack habits support academic success.

Healthy snacking contributes to your child's emotional and physical well-being, and this is another area where fruit wins out. Snacking on fruit lowers anxiety, boosts mood and lowers emotional distress, say researchers of a study appearing in the 2014 edition of the journal Frontiers in Nutrition. Unsurprisingly, scientists found that snacking on potato chips increases fatigue, poor mood states and cognitive difficulties. This means healthy snacking is not only important for your child's physical health, but emotional health as well.

Well-timed snacks help control your child's hunger, supply fuel and boost nutrition. When the selection is left up to children, they often choose sweet, less healthy snacks to munch on during school time. Make snacks at home to take to school as the best way to manage the snacks your child eats while away from home.

Some nutritious and delicious snack ideas include sliced apples with almond butter, cinnamon and sliced dates; Greek yogurt with fresh berries and a sprinkle of your child's favorite nuts; homemade granola bars and parfait cups with layers of yogurt, granola, berries and nuts. These yummy snacks will keep your child satisfied at school and contribute to overall nutrition.

# data[].attributes.attachment_link.title
What Are the Benefits of Children Eating Snacks During School?

# data[].attributes.attachment_link.description
Healthy snacking is essential for a child's proper growth and development. Snacking at school plays an important role in fending off hunger, keeping energy levels stable, supporting brain power and more. Kids who snack smart at school benefit in a wide variety of ways.

# data[].attributes.headline
College Resources for students with Disabilities 

# data[].attributes.subject
College Resources for students with Disabilities 

# data[].attributes.body
Just because a child has a disability, does not mean they cant get in. This article explains how colleges are adapting to accommodate people with special needs. This resource guide provides information about different colleges and how they are meeting the needs of students with disabilities. It provides plenty of examples of successful people graduating from college and how they managed it. It even breaks down colleges into a percentage of different populations of disabilities. This would be a great resource for students that are planning their transition from high school to college.

# data[].attributes.attachment_link.readable_text
Students with disabilities often require additional support to succeed in college. While many postsecondary institutions offer various college disability resources, not every school offers robust support services. However, most colleges and universities remain committed to providing their enrollees with disabilities with adequate assistance to reach their academic objectives.

This guide outlines some college disability resources and how students with disabilities can benefit from them.

Attention Deficit Disorder

What is ADHD or ADD?
Attention deficit/hyperactivity disorder is a mental disorder commonly diagnosed in children. ADHD/ADD can also affect adults. This disorder is characterized by a continuing pattern of inattention or hyperactivity-impulsivity. According to the American Psychiatric Association (APA), up to 8.5% of children and 2.5% of adults in America have ADHD. An ADD diagnosis means the attention deficit disorder does not include hyperactive behavior.

How Can Students With ADHD/ADD Succeed in College?
Institutions offer various college disability resources for students diagnosed with ADHD/ADD, including application assistance, counseling, academic support, and financial aid. Students can choose to share their diagnosis with their school. Most colleges and universities strive to support and accommodate the special needs of students diagnosed with ADHD/ADD.

Why Are ADHD/ADD Accommodations Important in College?
Colleges and universities can support ADHD/ADD students in several ways. Some schools employ simple measures such as allowing students with ADHD/ADD to enroll in one class at a time or offering self-paced online courses. Other schools give learners with ADHD/ADD priority enrollment for classes with a low teacher-to-student ratio so they can receive the attention they need.

Resources for Students With ADHD/ADD
The website contains several current and archived articles with practical advice from adults with ADHD/ADD and parents of children with the disorder. The site also features the latest research from field professionals. ADDA unites adults with ADHD/ADD for mutual support, socialization, and networking opportunities. The association offers educational workshops, workplace resources, and volunteer opportunities. Individuals with ADHD/ADD or those living with someone with the disorder manage this site. Website visitors can explore various resources and purchase videos and books on living with ADHD/ADD.
Autism

Resources for Students With Autism

Cognitive Disabilities
Why Are Cognitive Disability Accommodations Important in College?
Transition programs allow students with intellectual disabilities to develop the skills and knowledge required for various jobs. These programs also prepare students for the application process, from writing a resume and preparing for an interview to negotiating salary and benefits.

Resources for Students With Cognitive Disabilities

Hearing Impairments

Resources for Students With Hearing Impairments
AHRF provides financial support for research focused on understanding and overcoming hearing impairment and balance disorders. The organization also promotes initiatives that educate the general population about the capabilities of hearing-impaired individuals and the support they need to reach their full potential and improve their quality of life. ASHA publishes several journals on various topics relevant to hearing-impaired individuals, including a publication that focuses on language, speech, and hearing services in schools. The association offers certifications, participates in advocacy efforts, and conducts independent and collaborative research in the field. This organization provides hearing-impaired individuals with the latest research and product innovations in hearing aids and other assistive-listening devices. BHI also advocates for patient safety and education. The institute supports various initiatives to influence public policy on improving the academic and professional opportunities for hearing-impaired individuals.

Learning Disabilities

What Are Learning Disabilities?
Individuals with a learning disability display altered brain functioning that impedes one or several cognitive processes related to learning. Examples of learning disabilities include dyslexia, dysgraphia, and dyscalculia, which refer to difficulties in reading, writing, and performing mathematical functions, respectively. Some individuals with a learning disability can also experience difficulty with higher functions, such as organization, time management, and planning.

How Can Students With Learning Disabilities Succeed in College?
The government mandates that all publicly funded schools at the elementary and secondary levels provide special education services for students who require it. In college, students with learning disabilities must be proactive in ensuring teachers and school administrators know about their diagnosis. Working together, they can identify the necessary support services and resources.

Why Are Learning Disability Accommodations Important in College?
Services and resources for college students with learning disabilities help them manage their condition and cope with academic and social repercussions early. This awareness and ability can contribute much to their success in school and in the workplace.

Resources for Students With Learning Disabilities
An international organization, CLD works to improve the quality of life and enhance the educational and professional opportunities for individuals with learning disabilities. The council shares research findings and promotes the inclusion of evidence-based practice at all educational levels for students with learning disabilities. LDA's website contains an extensive list of services and resources for individuals with learning disabilities from private nonprofits, government agencies, state offices, and professional organizations. The organization's website contains information, research data, merchandise, and a directory of practitioners specializing in the learning disability field. College students can access articles on how to apply, choose, get into, and succeed in college.

Physical Disabilities

Resources for Students With Physical Disabilities

Speech Disorders

What Are Speech Disorders?
A speech and language disorder refers to difficulties in communication and other oral-motor functions. The disorder can be mild (slurring or sound substitution) to profound (inability to understand or use language). Individuals with this disorder may also experience problems with eating and swallowing.

How Can Students With Speech Disorders Succeed in College?
Students' level and type of speech and language impairment often determines the services and resources their school can offer to help them succeed. Accommodations may include augmentative and alternative communication devices, extended scheduling, note-takers, and speech and hearing clinics.

Why Are Speech Disorder Accommodations Important in College?
The inability to communicate clearly impedes learning and hampers social interactions, which can lead to feelings of isolation and depression. Resources for college students with speech and language disorders can help them participate more fully in the academic and social life on campus.

Resources for Students With Speech Disorders
ASHA supports various advocacy initiatives that break down education, social, and occupational barriers for individuals with speech and language disorders. The organization's website includes information on Medicaid, private insurance, and Medicare issues related to speech and language disorders. CHC serves individuals with speech and language disorders by providing free hearing screenings, various professional audiological services, and many educational support resources. This society provides research, academic, and scientific support to the community of individuals with speech and language disorders and the different practitioners who work with them.

Visual Disabilities

Resources for Students With Visual Disabilities
A national organization governed by blind and visually impaired individuals, ACB supports privately and federally funded programs and initiatives that help people with visual disabilities to live independent, productive, and secure lives. AFB supports research and advocacy activities that expand the educational and professional opportunities of individuals with visual disabilities. The organization also supports programs for individuals who are losing their vision due to aging. The organization mainly supports the parents and families of young children diagnosed with cortical visual impairment. The website includes a directory of practitioners who specialize in this field, various educational resources, and reviews of laws and regulations impacting visually impaired individuals.

Emma Yenko

# data[].attributes.attachment_link.title
College Resources For Students With Disabilities | Affordable Colleges Online

# data[].attributes.attachment_link.description
Students with disabilities often require additional support to succeed in college. While many postsecondary institutions offer various college disability resources, not every school offers robust support services. However, most colleges and universities remain committed to providing their enrollees with disabilities with adequate assistance to reach their academic objectives.

# data[].attributes.headline
Problem solving techniques for your child 

# data[].attributes.subject
Problem solving techniques for your child 

# data[].attributes.body
Children with disabilities who learn and practice their problem solving skills are better equipped for school and society. This video provides parents with tips on how to help their child improve their executive functioning skills. First, the video explains that children need to take ownership for their agenda and feelings. Then, the adult asks the child to choose a goal to focus on. The adult is not judging but listening.

# data[].attributes.attachment_link.title
Problem Solving Techniques for Your Child

# data[].attributes.headline
Learning disorders in English language learners (Available in Spanish) 

# data[].attributes.subject
Learning disorders in English language learners (Available in Spanish) 

# data[].attributes.body
For English learners, proper identification of learning disabilities can be crucial to success. This article discusses identification and remediation.

# data[].attributes.attachment_link.readable_text
References
References

Click the "References" link above to hide these references.

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.

Bruck, M., Genesee, F., & Caravolas, M. (1997). "A cross-linguistic study of early literacy acquisition." In B. A. Blachman (Ed.)., Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.

Chiappe, P., Siegel, L. S., & Wade-Woolsey, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing Co.

Gerber, M. M., & Durgunoglu, A. Y., guest editors. (2004). Reading risk and intervention for young English learners (special series). Learning Disabilities Research and Practice, 19, 199-272.

Gersten, R., & Baker, S. (2003). "English language learners with learning disabilities." In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 94-109). New York: Guilford.

Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.

Gunderson, L., & Siegel, L. S. (2001). The evils of the use of IQ tests to define learning disabilities in first- and second-language learners. The Reading Teacher, 55, 49-55.

McCardle, P., Mele-McCarthy, J., Cutting, L., & Leos, K., guest editors. (2005). Learning disabilities in English language learners: Research issues and future directions (special series). Learning Disabilities Research and Practice, 20, 1-78.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71, 231-247.

References

August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press.

Bruck, M., Genesee, F., & Caravolas, M. (1997). "A cross-linguistic study of early literacy acquisition." In B. A. Blachman (Ed.)., Foundations of reading acquisition and dyslexia: Implications for early intervention (pp. 145-162). Mahwah, NJ: Erlbaum.

Chiappe, P., Siegel, L. S., & Wade-Woolsey, L. (2002). Linguistic diversity and the development of reading skills: A longitudinal study. Scientific Studies of Reading, 6, 369-400.

Harry, B. (1992). Cultural diversity, families, and the special education system: Communication and empowerment. New York: Teachers College Press.

Genesee, F., Paradis, J., & Crago, M. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Brookes Publishing Co.

Gerber, M. M., & Durgunoglu, A. Y., guest editors. (2004). Reading risk and intervention for young English learners (special series). Learning Disabilities Research and Practice, 19, 199-272.

Gersten, R., & Baker, S. (2003). "English language learners with learning disabilities." In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities (pp. 94-109). New York: Guilford.

Geva, E. (2000). Issues in the assessment of reading disabilities in L2 children: Beliefs and research evidence. Dyslexia, 6, 13-28.

Gunderson, L., & Siegel, L. S. (2001). The evils of the use of IQ tests to define learning disabilities in first- and second-language learners. The Reading Teacher, 55, 49-55.

McCardle, P., Mele-McCarthy, J., Cutting, L., & Leos, K., guest editors. (2005). Learning disabilities in English language learners: Research issues and future directions (special series). Learning Disabilities Research and Practice, 20, 1-78.

Saenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children, 71, 231-247.

# data[].attributes.attachment_link.title
Learning Disabilities in English Language Learners

# data[].attributes.attachment_link.description
References Click the "References" link above to hide these references. August, D., & Hakuta, K. (1997). Improving schooling for language-minority children. Washington, DC: National Academies Press. Bruck, M., Genesee, F., & Caravolas, M. (1997). "A cross-linguistic study of early literacy acquisition." In B. A.

# data[].attributes.body
This is a community resource guide in Spanish

# data[].attributes.headline
20 Things every parent of a child with disabilities should know 

# data[].attributes.subject
20 Things every parent of a child with disabilities should know 

# data[].attributes.body
This article extends a caring and supportive tone to parents who have a child with a disability. This article reminds parents that they are not alone and even when times get tough, the journey is all about love. This article has 20 great suggestions/reminders that even though a child may have a disability, they deserve a quality education.

# data[].attributes.attachment_link.readable_text
20 Things Every Parent of Kids with Special Needs Should Hear

By Dr. Darla Clayton, PsyD, The Mobility Resource

1) You are not alone.
There may not be anyone else with the same constellation of symptoms as your child but there are people with similar challenges. Find those people. I have never met anyone with all of these same challenges as my kid but I have a strong network within each separate diagnosis. We have made wonderful friends and have found-and I hope provided-a great deal of support within each of these. I just have to pop onto one of my Facebook groups and I'm immediately reminded, I'm not alone.

2) You too deserve to be cared for.
We are placed in a position of caring for others nearly constantly. However, you still need and deserve to be cared for. That entails asking friends or family to bring a meal by every now and then, or going for a pedicure, or a date night, or whatever else you enjoy doing. Whatever makes you feel special and taken care of, take the time to enjoy it, you are worth it!

3) You aren't perfect-and that's ok!
No one is perfect. We all make mistakes. We can wallow in our goof-ups or move on! Try to shift your thinking, maybe there was a good reason you missed that appointment, that you were sure was on Tuesday but apparently was on Monday. Maybe your kiddo had a tough day at school and just needed the night off. Who knows? But beating yourself up isn't going to change the situation, so try to move on.

4) You are a superhero.
You may not leap buildings in a single bound or run faster than a speeding bullet but you are a superhero none the less. Everyday, you manage situations that a regular parent would think are impossible. You stretch tight muscles, remember pills, inject and infuse medicine. You hold hysterical children during horrendous medical procedures. You deal with tantrums and melt downs. And most often manage not to have a tantrum or melt down yourself. You encourage your child to do things doctors told you they would never do but you never gave up hope. You are a therapist, nurse, doctor, friend and confidante. You are no regular parent.

5) Therapy is play.
Having sat in on several therapy sessions, I have been frustrated by what I thought was premature discharge from therapy on more than one occasion. Since then, I have grown, I have learned and I have come to understand. For children, therapy is play and play is therapy. What I mean is that the best therapists find ways to make my son engage in challenging activities that he otherwise would have balked at, by making it a game that he wanted to play. We took a page from their book and did the same at home.

6) Play is therapy.
Yes this is different from number five. After discharge from therapy, we sought extra curricular activities for my son that would offer therapeutic benefits. He played sled hockey, runs on a track team, learned to shoot archery and takes swim lessons. All of this is therapy. He's learning, having fun and getting stronger. Win, Win and Win!

7) Make time to enjoy your kids
We super parents tend to be fairly busy and often over scheduled. However, while everything on your calendar is important, it's also important to make time to play, laugh, be silly and just enjoy your kids. Read to them, snuggle with them, engage with them with what's important in their worlds. Make memories outside of hospital walls.

8) You will be obligated to make heart wrenching decisions.
You will have to make painful decisions that hurt your heart and leave you questioning everything you thought you knew or understood. Know that you are doing your best, remember number three. I am guilty of agonizing over these types of decisions, they can become really overwhelming to me. Talk about your conundrum with others who get it and trust yourself to make the best decision. Make it move on and once it's made don't rethink it. Easier said than done, but worth a try!

9) You won't always get it right.
Many of the choices you are forced to make have no right answer, just the lesser of the hard and painful wrong choices. You will do your best but you won't always get it right no matter how many sleepless nights you spend agonizing over how to handle a situation.

10) Forgive yourself.
Yes, you will screw things up sometimes despite the very best of intentions. No amount of torturing yourself will make you feel better, nor will it help you to make better choices. Remember many of the toughest decisions have no right answer.
See also: 7 Confessions of a Special Needs Mom

11) Being a parent is hard. Being a parent to a child with extra needs is extra hard.
It can also be extra rewarding. Make us extra passionate. And will almost always make life extra interesting. With the challenges come the rewards. Sometimes you have to search your heart for the rewards but they are there if you look for them.

12) Parenting a child with extra needs is like a marathon.
For those folks who are trying to win a marathon, there are no breaks. If you want to stay in the race, you eat, drink and even pee while running. But our marathon will go on for the foreseeable future and beyond. So remember, you don't need to win, just make it to the end. The guy who comes in last place in the marathon, he took breaks, he stood and drank some water, grabbed a quick bite and used the porta-john for his business, then got back on the road. Give yourself those moments-however brief-that are for yourself. Goodness, you might even get to pee in peace every now and then.

13) Don't lose yourself.
Don't let being the parent of a special needs child create or reshape your identity. We are many things, being the parent to a child with special needs is part of our identity. But it shouldn't be all of our identity. When you focus all of your life, all of your contacts, all of yourself around your child and their needs, who you are can get lost. Find things in your life you enjoy doing, a glass of wine, a hobby, shopping for yourself.

14) Keep your sense of humor.
Certain things get under my skin, we all have our buzz issues, one of mine is people first language. But if you're not careful, you can become overly sensitive to so many things that people start to avoid your company. Many colloquialisms like "I almost had a stroke", or "I nearly had a heart attack" are disconcerting to parents whose children have in fact had a heart attack or a stroke. However try to remember that people are not making these comments to offend or upset you.

15) Celebrate the little things!
Brag about those accomplishments that might seem small to others but are huge for our kids! Our kids develop on their own clock, they learn many skills late and some they never master. A wiggled toe that couldn't wiggle before, a word, a sentence, a smile, a hug, whatever that milestone may be, share it with those who love you and your child.

16) Don't let typical parents get you down.
I know how hard it is to hear from parents that their child six months younger than yours is walking and yours isn't. Or dealing with the well meaning stranger who asks why your 2-year-old is scooting around on their butt rather than being up on their feet. Try to remember that these people lack the context that we are constantly embedded in. Explain, teach, be patient, raise awareness amongst those who just don't get it. And remember, typical parents deserve the right to brag too and their pride at their child's accomplishments is not meant as a knock to your amazing kiddo.

17) Don't compare.
This is another challenging one folks, but worth the work. All kids are different, typical, or with extra challenges and they will grow and develop at their own pace. If a developmental milestone isn't met as you think it should be, certainly talk to your child's doctor. Comparing, siblings, cousins, kids in the daycare class, or even comparing kids within the same disability type rarely serves to make you feel better. Your child is unique, and will have their own individual strengths and challenges.

18) You don't have to be "THAT" parent.
You know the one who clearly spent 10 hours creating the amazing snack shaped like an animal with licorice whiskers. The one who sends adorable treat bags for every holiday. The one who finds the coolest gifts for the teachers every year. And whose child is always dressed in the cutest outfits that somehow never get dirty. If that's the mom you are led to be, more power to you! However, I have found that there are always enough of those mom's in my kid's classes to keep them in cute snacks and treat bags. Since I have bigger fish to fry, I let them have all the glory!

19) Make time for your marriage.
Marriage is hard work, period. Parenting is hard work, period. Parenting a child with special needs, is especially hard work, period! For those of you who are married or in a relationship, make time for that relationship away from your children.
See also: The Barracuda Momma: Celebrating Mom's Gift of Sacrifice

20) Trust your instincts.
You know your children best. Doctors, teachers, therapists are all fantastic resources but if you don't feel like you're being heard, or your child's needs are being met, it's very reasonable to get a second opinion. Don't be afraid to fight for your child and their needs. While the professionals are experts in their areas, you are the expert on your child.
Answering to Mom, Mama and Mommy, Dr. Darla Clayton is a Coach and psychologist as well. She earned a doctorate in clinical psychology from Indiana University of Pennsylvania. She is a wife and a mother to two fantastic children, a 9-year-old son who has cerebral palsy and a 5-year-old daughter. Inspired by her son's success competing in adaptive sports, and concerned by the lack of sport options available to him, she founded Strong as Steel Adaptive Sports in 2011. The team provides sport specific training and opportunities for children ages 5 to 21 with physical disabilities and visual impairments. Disclaimer: Dr. Darla writes from the perspective of a mom in the midst of raising a child with a disability and one without. While she works as a psychologist in her other life, she would like to make it clear that she is in no way intending to offer medical or mental health advice through this venue.
Pre-Register for Abilities Expo Today...It's Free!

# data[].attributes.attachment_link.title
20 Things Every Parent of Kids with Special Needs Should Hear

# data[].attributes.attachment_link.description
By Dr. Darla Clayton, PsyD, The Mobility Resource 1) You are not alone. There may not be anyone else with the same constellation of symptoms as your child but there are people with similar challenges. Find those people. I have never met anyone with all of these same challenges as my kid but I have a strong network within each separate diagnosis.

# data[].attributes.body
This website is in all inclusive stop for resources and information about health and human service programs.

# data[].attributes.attachment_link.readable_text
Putting you in touch with the services you need is what we do at 2-1-1 Sacramento.

We can refer you to more than 1,600 community services in the Sacramento area.

To find help in other areas of the United States visit the 2-1-1 website: www.211.org

Financial contributions, and all donations are greatly appreciated.

2-1-1 Sacramento is a program of Community Link. Community Link is a 501(c)(3) non-profit organization qualified to receive tax-deductible donations.

Mission:
To be the best-in-class provider of coordinated information, referral and access to health and human service programs and services, needs data and emergency/disaster volunteer services.~Community Link

# data[].attributes.attachment_link.title
211 Sacramento | Connecting you with local services

# data[].attributes.attachment_link.description
We can refer you to more than 1,600 community services in the Sacramento area. To find help in other areas of the United States visit the 2-1-1 website: www.211.org Financial contributions, and all donations are greatly appreciated. 2-1-1 Sacramento is a program of Community Link.

# data[].attributes.body
This article from LA Times discusses ways for parents to adapt their living space into a distance learning space for their child. The article suggests that parents adjust their expectations, prioritize social time for their child, get more involved with their schooling, keep to a schedule, and understand their rights. Distance learning is especially hard for students with disabilities. These families will have to work extra hard to make sure their child is receiving the support they need and that the school is providing the child with the mandated services. This article is interesting and provides parents with a new perspective on distance learning.

# data[].attributes.attachment_link.readable_text
When the pandemic forced schools to transition to remote learning in the spring, some families struggled more than others. Families of students in special education programs were suddenly expected to adapt to an online learning environment that was often inaccessible to children with a variety of physical, emotional or developmental needs.

As another period of distance learning dawns, we asked parents, educators and service providers for recommendations and advice about special education. Here's what they said.

Know your rights

Although it may seem obvious, parents should know that schools must still provide their students with special education. Denise Stile Marshall, chief executive of the national Council of Parent Attorneys and Advocates, which protects the civil rights of students with disabilities, said she received an outpouring of calls in March from parents - especially from California - struggling to get their school districts to accommodate every student's needs.

Some school districts, Marshall said, completely suspended special education courses until the closures ended. Marshall said that is illegal under the Individuals with Disabilities Education Act, the law that makes about 7 million students in the United States eligible for special education. Every child, regardless of need, is entitled to a "free, appropriate public education."

"The pandemic and the closures that resulted from it have not waived any requirements or obligations under the law," Marshall said. "The districts are still supposed to be providing what the student needs."

If a school district is not meeting its requirements, Marshall said, caregivers should write their concerns down to create a record. Any data that families can collect on any student - including video of the child, school work or other documentation - can be helpful for tracking the student's progress or regression. Then, she said, get into contact with the school district and the student's individualized education program coordinator.

Adjust expectations

Don't be afraid to change your child's learning goals for the year.

"When we talk about expectations for the coming year, we need to listen to students and families about what works," said Beth Lasky, who just completed her 40th year as a special education professor at Cal State Northridge. and previously taught in the Los Angeles Unified School District for 13 years.

That may mean reevaluating a student's individualized education program, or IEP. Set up a meeting with the child's IEP team to assess the goals for the year. They might not be the same as last year - and that's OK, said Erica Howell, co-director of the Center for Autism at Cal State Fullerton.

"We might say, 'This goal was great, and it was really meeting an important skill, but we're not going to be able to target this in the home environment as we could in the school environment,'" Howell said. "But instead, 'Hey, here's another skill and goal that we can really develop. '"

The IEP may require more intense services to counter an achievement gap caused by last year's sudden shift to virtual learning. If some in-person services such as physical or occupational therapy are not available now, COPAA's Marshall recommends setting an agreement for when the service can resume.

"I just want to caution parents: Everybody's tempted to think ... that something must be different because of COVID," she said. "Perhaps, if the team decides that. But ... it really is team dependent."

The goals may remain the same, but the way each student achieves them looks different. For example, perhaps one student answers a question with a written response while another creates a video, draws a picture or responds verbally.

"They can still be expected to demonstrate a common core standard, but we give them options or choices of how they're going to demonstrate that understanding or ability," Lasky said.

Lasky also recommended setting up an informal meet-and-greet with teachers to familiarize them with the student's family, home life and learning environment. Opening that relationship early on will reap returns later, she said.

"We know from research that when teachers connect with students and their experiences and their family life, that kids tend to remember and they learn more," Lasky said.

However the child performs, Howell recommends responding to any positive behavior with praise.

"We get a salary for our jobs; that reinforces us," Howell said. "We want to keep our kiddos in mind that it's not easy, and we want to give that reinforcement to keep them engaged."

Your kid needs friends

Whether during school time or after the virtual bell rings, kids will need time with friends. Parents and teachers recommend intentionally setting aside some social time.

Children may especially enjoy connecting with others similar to them. For the last six years, Tustin parent of four Marsha Hansen has sent her 16-year-old son, who lives with a congenital heart disease, to Camp del Corazon on Catalina Island. Every year, Hansen said, she noticed her son returning with renewed confidence and a stronger sense of self after spending a week with nearly 500 other children "with a scar running down their chest."

This year, the camp went virtual. Campgoers interacted with one another using video chats and Padlet, a child-friendly social media wall where people can post pictures and sticky notes. The virtual experience may be different, but don't underestimate your children's ability to have fun, Hansen said.

"I heard laughter ... and screams and shouts and joy coming from his bedroom," she said. "He was having a great time as a 16-year-old boy on a Zoom call with a bunch of other 16-year-old boys at a virtual camp. I would have never guessed that."

Mother Gretchen Miner said her 10-year-old loved making friends at Camp del Corazon so much that Miner and a few parents formed a Facebook group so the children can stay connected through the school year with Friday night virtual dance parties, online bingo games and even Zoom hide-and-seek.

More parental involvement might be needed

For a child struggling with a speech issue, for example, speech-language pathologist Jimmy Nguyen is frank: Therapy from home is going to be hard and require more parental involvement. Adults at home may need to monitor the student to make sure they are logged on and paying attention.

"In the beginning, it can be very difficult, because parents don't have that knowledge or that education that we work on. We're able to dissect and evaluate these little pathways on how to facilitate it," Nguyen said.

Still, he said, there's hope: "For parents, it's just tweaking their routine a little to [achieve] those goals and making them a part of their skill set."

For example, he often advises families that a simple trip to the grocery store can turn into a lesson. Analyzing a box of cereal can help with language skills, while adding up calories on a candy bar can teach simple math. Playing board games as a family is another way to engage a child and improve a host of skills - social, analytical, critical thinking and sometimes even math. Interactive lessons - which he recommended finding on websites and - can also facilitate learning.

Keep a schedule - as best you can

Educators and emphasized the importance of making and maintaining a schedule.

"Kids, especially with special needs, need that consistency," El Segundo High School science teacher Tiffany Maisonet said. "They know that every day, no matter what, 10:30 is when they should log in."

Keeping a schedule doesn't necessarily mean following a typical six- or eight-hour school day.

"Expecting kids to sit from 8 to 3 online all day is not realistic," said Lasky, the special education professor. "It's not realistic for people that don't have disabilities, and it's not realistic for kids with disabilities."

Mix up the traditional schedule by adding in plenty of breaks for small rewards, like a snack, a few minutes of TV time or a romp outside. Some educators suggested creating an incentive chart of different rewards, so the child gets to choose how to spend the break. But, they acknowledged, some children won't be motivated by charts. Listen to your child to know how best to incentivize them.

"What we don't want is students sitting down all day at the computer and making parents check off every task until it's done," Howell said. "We want there to be a balance so we keep children in the framework for learning."

Theresa Quary, a coordinator at CSUN's Family Focus Resource Center and the founder of a support group for Black and African American families of children with special needs, suggested taking notes on which rewards and schedules seem to work for your child. She also suggested setting a timer - when it goes off, reading time is over and playtime can begin.

As anyone with children knows, the schedule will change. Don't beat yourself up, and do your best to get back on schedule tomorrow.

You and your kids can do it

Families are not the only ones struggling. Teachers and educators are navigating the virtual environment too, and everyone is learning alongside the students. Here are some of their words of advice.

Hansen, mother of four: "Give the kids credit because they're smart. This is a super, super smart generation. They have the whole world at their fingertips. They're not going to get behind."

Nguyen, speech-language pathologist: "It's good also to remember [that children] ... don't have those social skills. They don't have the patience that we do. They don't have the critical thinking skills that we have. ... There is going to be that learning curve."

Quary, coordinator at CSUN's Family Focus Resource Center: "We have to come at it with a different approach and just say, 'Families, do what you can do. It's not going to be the same. We know that. But do what you can do.'"

Miner, mother of five: "We're all being asked to do something that we're not equipped for, and nobody's equipped for. We're all going to have to figure out as we go and give each other the grace and the space to meet everybody's needs the way they are."

# data[].attributes.attachment_link.title
How to adapt special education to the remote-learning reality

# data[].attributes.attachment_link.description
When the pandemic forced schools to transition to remote learning in the spring, some families struggled more than others. Families of students in special education programs were suddenly expected to adapt to an online learning environment that was often inaccessible to children with a variety of physical, emotional or developmental needs.

# data[].attributes.body
Do you have a student athlete? This website shows all of the available sports that are offered at Natomas Unified School District.

# data[].attributes.attachment_link.readable_text
Welcome to Natomas Unified School District Athletics! We offer a variety of sports at our schools that support preparing student-athletes to graduate college and career ready, and to be productive, responsible, and engaged global citizens. We believe extra-curricular activities have a positive impact on students and play a key component in not only developing life skills but building self-esteem, establishing friendships, promoting self-discipline, and building character. Athletics are offered to students beginning in elementary school (4th-grade) and vary by school and season. All students must maintain a 2.0 or above, have a completed sports packet (with physical), and attend all practices/games after tryouts. We encourage you to explore this webpage and also the Parent University webpage to learn more about how to become a student-athlete, what it takes to play at the collegiate level, and athletic programs offered in Natomas Unified.

"Sport has the power to change the world. It has the power to inspire, it has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope, where there was only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the face of all types of discrimination." - Nelson Mandela

Message for Indoor and Outdoor Observers

As student-athletes return to playing indoor and outdoor sports, many families are asking, "Can we come watch?" We understand that families really want to see their kids play, and we want to accommodate this as safely as possible. Please click on the links below to read the updated CDPH guidelines for limited indoor and outdoor observers at competitions.

Indoor Observers
Outdoor Observers

Importance Athletic Notice (February 2021)

On February 19, 2021, the California Interscholastic Federation (CIF) sent out a Memo with new, updated California Department of Public Health (CDPH) information in relation to high school Athletics. The new memo in addition to the new sport calendar are linked below.

Memo Sport Calendar

As a reminder, each league will now be forming their own seasons. Once the Capital Valley Conference (CVC) - Inderkum HS, the Greater Sacramento League (GSL) - Natomas HS - the Northern Pacific Athletic Conference (NPAC) - Leroy Greene have created their season of sport timelines and schedules, and they are approved, they will be posted on the website.

Practices and competitions may begin as soon as allowed by the California Department of Public Health (colored tiers) and Sacramento County health authority guidelines, and in accordance with the leagues' seasons of sport calendar, and with District approval.

This is only a one year adjustment due to the pandemic and we will return to a normal, three season sports season (fall, winter, spring) the following year.

Athletic Directors/Coaching Staff will adjust their game schedules, practice schedules, and training regimens to best prepare the student-athletes for this new adaptation of the schedule.

For Conditioning that is ongoing, please refer to our ' Phased Return to Athletics ' plan for each site.

Visit your site's athletic page for more information and updated game schedules - these will be adjusted once updates are approved and finalized by each league.

Inderkum High School
Natomas High School
Leroy Greene Academy

Looking forward to seeing our student-athletes in action!

Suzanne Baker
NUSD Athletic Director

Fall Sports

Cheer
Cross Country
Boys Waterpolo
Flag Football
Football
Girls Golf
Girls Tennis
Girls Volleyball
Girls Waterpolo
Mens Soccer

Winter Sports

Cheer
Boys Basketball
Boys Soccer
Boys Wrestling
Girls Basketball
Girls Soccer
Girls Wrestling

Spring Sports

Baseball
Boys Golf
Boys Tennis
Boys Volleyball
CoEd Swimming
Girls Soccer
Softball
Swimming
Track & Field

*Not all sports listed above are offered at every school site. Please check individual sites for a list of athletics offered.

ATHLETIC CLEARANCE REQUIRED PRIOR TO START OF THE 2021-22 SEASON

Click here for required documents for the 2021-22 school year.

The Governing Board is committed to providing equal opportunity for all individuals in district programs and activities. District programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics.

# data[].attributes.attachment_link.description
Welcome to Natomas Unified School District Athletics! We offer a variety of sports at our schools that support preparing student-athletes to graduate college and career ready, and to be productive, responsible, and engaged global citizens.

# data[].attributes.body
This webpage from the California Department of Education describes the procedural safeguards that is required and must be provided to parents. This notice is required when a parent asks for a copy, the first time a child is referred for a special education assessment, each time a child is given an assessment plan for evaluation, at the receipt of the first state or due process complaint in a school year, or when there is a removal that constitutes a change of placement. Furthermore, this article discusses when a prior written notice is required and what is should contain as well as parental consent, due process rights, mediation, and nondiscriminatory assessments.

# data[].attributes.attachment_link.readable_text
Revised October 2016

Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.
What is the Notice of Procedural Safeguards?
This information provides you as parents, legal guardians, and surrogate parents of children with disabilities from three (3) years of age through age twenty-one (21) and students who have reached age eighteen (18), the age of majority, with an overview of your educational rights or procedural safeguards.

The Notice of Procedural Safeguards is required under the Individuals with Disabilities Education Act (in English, referred to as IDEA) and must be provided to you:

When you ask for a copy

The first time your child is referred for a special education assessment

Each time you are given an assessment plan to evaluate your child

Upon receipt of the first state or due process complaint in a school year, and

When the decision is made to make a removal that constitutes a change of placement

(20 USC 1415[d]; 34 CFR 300.504; EC 56301[d] [2], EC 56321, and 56341.1[g] [1])
What is the Individuals with Disabilities Education Act (IDEA)?
IDEA is a federal law that requires school districts to provide a "free appropriate public education" (in English, referred to as FAPE) to eligible children with disabilities. A free appropriate public education means that special education and related services are to be provided as described in an individualized education program (in English, known as IEP) and under public supervision to your child at no cost to you.
May I participate in decisions about my child's education?
The parent or guardian, or the local educational agency (LEA), has the right to participate in the development of the IEP and to initiate their intent to electronically audiotape the proceedings of the IEP team meetings. At least 24 hours prior to the meeting, the parent or guardian shall notify the members of the IEP team of their intent to record a meeting. If the parent or guardian does not consent to the LEA audiotape recording an IEP meeting, the meeting shall not be recorded on an audiotape recorder.

Where can I get more help?

When you have a concern about your child's education, it is important that you contact your child's teacher or administrator to talk about your child and any problems you see. Staff in your school district or special education local plan area (SELPA) may answer questions about your child's education, your rights, and procedural safeguards. Also, when you have a concern, this informal conversation often solves the problem and helps to maintain open communication.

You may also want to contact one of the California parent organizations (Family Empowerment Centers and Parent Training Institutes), which were developed to increase collaboration between parents and educators to improve the educational system. Contact information for these organizations is found on the CDE special education California Parent Organizations Web page.

Additional resources are listed at the end of this document to help you understand the procedural safeguards.
What if my child is deaf, hard of hearing, blind, visually impaired, or deaf-blind?
The State Special Schools provide services to students who are deaf, hard of hearing, blind, visually impaired, or deaf-blind at each of its three facilities: the California Schools for the Deaf in Fremont and Riverside and at the California School for the Blind in Fremont. Residential and day school programs are offered to students from infancy to age 21 at both State Schools for the Deaf. Such programs are offered to students aged five through 21 at the California School for the Blind. The State Special Schools also offer assessment services and technical assistance. For more information about the State Special Schools, please visit the California Department of Education (CDE), State Special Schools Web page, or ask for more information from the members of your child's IEP team.

Notice, Consent, Assessment, Surrogate Parent Appointment, and Access to Records

Prior Written Notice
When is a notice needed?
The school district must inform you about proposed evaluations of your child in a written notice or an assessment plan within fifteen (15) days of your written request for evaluation. The notice must be understandable and in your native language or other mode of communication, unless it is clearly not feasible to do so. (34 CFR 300.304; EC 56321)
What will the notice tell me?
The Prior Written Notice must include the following:

1. A description of the actions proposed or refused by the school district

2. An explanation of why the action was proposed or refused

3. A description of each assessment procedure, record, or report the agency used as a basis for the action proposed or refused

4. A statement that parents of a child with a disability have protection under the procedural safeguards

5. Sources for parents to contact to obtain assistance in understanding the provisions of this part

6. A description of other options that the IEP team considered and the reasons those options were rejected; and

7. A description of any other factors relevant to the action proposed or refused. (20 USC 1415[b][3] and [4], 1415[c][1], 1414[b][1]; 34 CFR 300.503)

Parental Consent

When is my approval required for assessment?

You have the right to refer your child for special education services. You must give informed, written consent before your child's first special education assessment can proceed. The parent has at least fifteen (15) days from the receipt of the proposed assessment plan to arrive at a decision. The assessment may begin immediately upon receipt of the consent and must be completed and an IEP developed within sixty (60) days of your consent.
When is my approval required for services?
You must give informed, written consent before your school district can provide your child with special education and related services.
What are the procedures when a parent does not provide consent?
If you do not provide consent for an initial assessment or fail to respond to a request to provide the consent, the school district may pursue the initial assessment by utilizing due process procedures.

If you refuse to consent to the initiation of services, the school district must not provide special education and related services and shall not seek to provide services through due process procedures.

If you consent in writing to the special education and related services for your child but do not consent to all of the components of the IEP, those components of the program to which you have consented must be implemented without delay.

If the school district determines that the proposed special education program component to which you do not consent is necessary to provide a free appropriate public education to your child, a due process hearing must be initiated. If a due process hearing is held, the hearing decision shall be final and binding.
When may I revoke consent?
If at any time subsequent to the initial provision of special education and related services, the parent of a child revokes consent in writing for the continued provision of special education and related services, the public agency:

1. May not continue to provide special education and related services to the child, but must provide prior written notice in accordance with 34 CFR Section 300.503 before ceasing such services

2. May not use the procedures in subpart E of Part 300 34 CFR (including the mediation procedures under 34 CFR Section 300.506 or the due process procedures under 34 CFR Sections 300.507 through 300.516) in order to obtain agreement or a ruling that the services may be provided to the child

3. Will not be considered to be in violation of the requirement to make a free appropriate public education (FAPE) available to the child because of the failure to provide the child with further special education and related services

4. Is not required to convene an IEP team meeting or develop an IEP under 34 CFR Sections 300.320 and 300.324 for the child for further provision of special education and related services

Please note, in accordance with 34 CFR Section 300.9 (c)(3), that if the parents revoke consent in writing for their child's receipt of special education services after the child is initially provided special education and related services, the public agency is not required to amend the child's education records to remove any references to the child's receipt of special education and related services because of the revocation of consent.

Surrogate Parent Appointment
What if a parent cannot be identified or located?
School districts must ensure that an individual is assigned to act as a surrogate parent for the parents of a child with a disability when a parent cannot be identified and the school district cannot discover the whereabouts of a parent.

A surrogate parent may also be appointed if the child is an unaccompanied homeless youth, an adjudicated dependent or ward of the court under the state Welfare and Institution Code, and is referred to special education or already has an IEP. (20 USC 1415[b][2] ; 34 CFR 300.519; EC 56050; GC 7579.5 and 7579.6)

Nondiscriminatory Assessment
How is my child assessed for special education services?
You have the right to have your child assessed in all areas of suspected disability. Materials and procedures used for assessment and placement must not be racially, culturally, or sexually discriminatory.

Assessment materials must be provided and the test administered in your child's native language or mode of communication and in the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is clearly not feasible to so provide or administer.

Independent Educational Assessments
May my child be tested independently at the district's expense?
If you disagree with the results of the assessment conducted by the school district, you have the right to ask for and obtain an independent educational assessment for your child from a person qualified to conduct the assessment at public expense.

The parent is entitled to only one independent educational evaluation at public expense each time the public agency conducts an evaluation with which the parent disagrees.

The school district must respond to your request for an independent educational assessment and provide you information about where to obtain an independent educational assessment.

If the school district believes that the district's assessment is appropriate and disagrees that an independent assessment is necessary, the school district must request a due process hearing to prove that its assessment was appropriate. If the district prevails, you still have the right to an independent assessment but not at public expense. The IEP team must consider independent assessments.

District assessment procedures allow in-class observation of students. If the school district observes your child in his or her classroom during an assessment, or if the school district would have been allowed to observe your child, an individual conducting an independent educational assessment must also be allowed to observe your child in the classroom.

Access to Educational Records
May I examine my child's educational records?
You have a right to inspect and review all of your child's education records without unnecessary delay, including prior to a meeting about your child's IEP or before a due process hearing. The school district must provide you access to records and copies, if requested, within five (5) business days after the request has been made orally or in writing. ( EC 49060, 56043[n], 56501[b][3], and 56504)

How Disputes Are Resolved

Due Process Hearing

When is a due process hearing available?

Mediation and Alternative Dispute Resolution

May I request mediation or an alternative way to resolve the dispute?

A request for mediation may be made either before or after a request for a due process hearing is made.

You may ask the school district to resolve disputes through mediation or alternative dispute resolution (ADR), which is less adversarial than a due process hearing. The ADR and mediation are voluntary methods of resolving a dispute and may not be used to delay your right to a due process hearing.
What is a pre-hearing mediation conference?
You may seek resolution through mediation prior to filing a request for a due process hearing. The conference is an informal proceeding conducted in a nonadversarial manner to resolve issues relating to the identification, assessment, or educational placement of a child or to a FAPE.

At the prehearing mediation conference, the parent or the school district may be accompanied and advised by nonattorney representatives and may consult with an attorney prior to or following the conference. However, requesting or participating in a prehearing mediation conference is not a prerequisite to requesting a due process hearing.

All requests for a prehearing mediation conference shall be filed with the Superintendent. The party initiating a prehearing mediation conference by filing a written request with the Superintendent shall provide the other party to the mediation with a copy of the request at the same time the request is filed.

The prehearing mediation conference shall be scheduled within fifteen (15) days of receipt by the Superintendent of the request for mediation and shall be completed within thirty (30) days after receipt of the request for mediation unless both parties agree to extend the time. If a resolution is reached, the parties shall execute a legally binding written agreement that sets forth the resolution. All discussions during the mediation process shall be confidential. All prehearing mediation conferences shall be scheduled in a timely manner and held at a time and place reasonably convenient to the parties. If the issues fail to be resolved to the satisfaction of all parties, the party who requested the mediation conference has the option of filing for a due process hearing. ( EC 56500.3 and 56503)

Due Process Rights
What are my due process rights?
You have a right to:

1. Have a fair and impartial administrative hearing at the state level before a person who is knowledgeable of the laws governing special education and administrative hearings (20 USC 1415[f][1][A], 1415[f][3][A]-[D]; 34 CFR 300.511; EC 56501[b][4])

2. Be accompanied and advised by an attorney and/or individuals who have knowledge about children with disabilities (EC 56505 [e][1])

3. Present evidence, written arguments, and oral arguments (EC 56505[e][2])

4. Confront, cross-examine, and require witnesses to be present (EC 56505[e][3])

5. Receive a written or, at the option of the parent, an electronic verbatim record of the hearing, including findings of fact and decisions (EC 56505[e][4])

6. Have your child present at the hearing (EC 56501[c][1])

7. Have the hearing be open or closed to the public (EC 56501[c][2])

8. Receive a copy of all documents, including assessments completed by that date and recommendations, and a list of witnesses and their general area of testimony within five (5) business days before a hearing (EC 56505[e][7] and 56043[v])

9. Be informed by the other parties of the issues and their proposed resolution of the issues at least ten (10) calendar days prior to the hearing (EC 56505[e][6])

10. Have an interpreter provided (CCR 3082[d])

11. Request an extension of the hearing timeline (EC 56505[f][3])

12. Have a mediation conference at any point during the due process hearing (EC 56501[b][2]), and

13. Receive notice from the other party at least ten days prior to the hearing that the other party intends to be represented by an attorney (EC 56507[a]). (20 USC 1415[e]; 34 CFR 300.506, 300.508, 300.512 and 300.515)

Filing a Written Due Process Complaint
How do I request a due process hearing?
You need to file a written request for a due process hearing. You or your representative needs to submit the following information in your request:

1. Name of the child

2. Address of the residence of the child

3. Name of the school the child is attending

4. In the case of a homeless child, available contact information for the child and the name of the school the child is attending, and

5. A description of the nature of the problem, including facts relating to the problem(s) and a proposed resolution of the problem(s)

Prior to filing for a due process hearing, the school district shall be provided the opportunity to resolve the matter by convening a resolution session, which is a meeting between the parents and the relevant members of the IEP team who have specific knowledge of the facts identified in the due process hearing request. (20 USC 1415[f][1][B]; 34 CFR 300.510)
What does a resolution session include?
Resolution sessions shall be convened within fifteen (15) days of receiving notice of the parents' due process hearing request. The sessions shall include a representative of the school district who has decision-making authority and not include an attorney of the school district unless the parent is accompanied by an attorney. The parent of the child may discuss the due process hearing issue and the facts that form the basis of the due process hearing request.

The resolution session is not required if the parent and the school district agree in writing to waive the meeting. If the school district has not resolved the due process hearing issue within thirty (30) days, the due process hearing may occur. If a resolution is reached, the parties shall execute a legally binding agreement. (20 USC 1415[f][1][B]; 34 CFR 300.510)
Does my child's placement change during the proceedings?
May the decision be appealed?

The hearing decision is final and binding on both parties. Either party may appeal the hearing decision by filing a civil action in state or federal court within 90 days of the final decision. (20 USC 1415[i][2] and [3][A], 1415[l]; 34 CFR 300.516; EC 56505[h] and [k], EC 56043[w])
Who pays for my attorneys' fees?
Fees may be reduced if any of the following conditions prevail:

1. The court finds that you unreasonably delayed the final resolution of the controversy

2. The attorneys' hourly fees exceed the prevailing rate in the community for similar services by attorneys of reasonably comparable skill, reputation, and experience

3. The time spent and legal services provided were excessive, or

4. Your attorney did not provide to the school district the appropriate information in the due process request notice.

Attorneys' fees will not be reduced, however, if the court finds that the State or the school district unreasonably delayed the final resolution of the action or proceeding or that there was a violation of this section of law. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)

Attorneys' fees relating to any meeting of the IEP team may not be awarded unless an IEP team meeting is convened as a result of a due process hearing proceeding or judicial action. Attorneys' fees may also be denied if you reject a reasonable settlement offer made by the district/public agency ten (10) days before the hearing begins and the hearing decision is not more favorable than the offer of settlement. (20 USC 1415[i][3][B]-[G]; 34 CFR 300.517)
To obtain more information or to file for mediation or a due process hearing, contact:
Office of Administrative Hearings
Attention: Special Education Division
2349 Gateway Oaks Drive, Suite 200
Sacramento, CA 95833-4231
916-263-0880
FAX 916-263-0890

School Discipline and Placement Procedures for Students with Disabilities

School Discipline and Alternative Interim Educational Settings

May my child be suspended or expelled?

School personnel may consider any unique circumstances on a case-by-case basis when determining whether a change in placement is appropriate for a child with a disability who violates a code of student conduct from his or her setting to:

An appropriate interim alternative education setting, another setting, or suspension for not more than ten (10) consecutive school days, and

Additional removals of not more than ten (10) consecutive school days in the same school year for separate incidents of misconduct

What occurs after a removal of more than ten (10) days?
After a child with a disability has been removed from his or her current placement for ten (10) school days in the same school year, during any subsequent days of removal the public agency must provide services to enable the child to continue to participate in the general education curriculum and progress toward meeting the goals set out in the child's IEP. Also, a child will receive, as appropriate, a functional behavioral assessment and behavioral intervention services and modifications, which are designed to address the behavior violation so that it does not recur.

If a child exceeds ten (10) days in such a placement, an IEP team meeting must be held to determine whether the child's misconduct is caused by the disability. This IEP team meeting must take place immediately, if possible, or within ten (10) days of the school district's decision to take this type of disciplinary action.

As a parent you will be invited to participate as a member of this IEP team. The school district may be required to develop an assessment plan to address the misconduct or, if your child has a behavior intervention plan, review and modify the plan as necessary.
What happens if the IEP team determines that the misconduct is not caused by the disability?
If the IEP team concludes that the misconduct was not a manifestation of the child's disability, the school district may take disciplinary action, such as expulsion, in the same manner as it would for a child without a disability. (20 USC 1415[k][1] and [7]; 34 CFR 300.530)

If you disagree with the IEP team's decision, you may request an expedited due process hearing, which must occur within twenty (20) school days of the date on which you requested the hearing. (20 USC 1415[k][2]; 34 CFR 300.531[c])

Regardless of the setting the school district must continue to provide FAPE for your child. Alternative educational settings must allow the child to continue to participate in the general curriculum and ensure continuation of services and modifications detailed in the IEP. (34 CFR 300.530; EC 48915.5[b])

Children Attending Private School

May students who are parentally placed in private schools participate in publicly funded special education programs?

Children who are enrolled by their parents in private schools may participate in publicly funded special education programs. The school district must consult with private schools and with parents to determine the services that will be offered to private school students. Although school districts have a clear responsibility to offer FAPE to students with disabilities, those children, when placed by their parent in private schools, do not have the right to receive some
or all of the special education and related services necessary to provide FAPE. (20 USC 1415[a][10][A]; 34 CFR 300.137 and 300.138; EC 56173)
When may reimbursement be reduced or denied?
The court or hearing officer may reduce or deny reimbursement if you did not make your child available for an assessment upon notice from the school district before removing your child from public school. You may also be denied reimbursement if you did not inform the school district that you were rejecting the special education placement proposed by the school district, including stating your concerns and intent to enroll your child in a private school at public expense.

Your notice to the school district must be given either:

At the most recent IEP team meeting you attended before removing your child from the public school, or

In writing to the school district at least ten (10) business days (including holidays) before removing your child from the public school. (20 USC 1412[a][10][C]; 34 CFR 300.148; EC 56176)

When may reimbursement not be reduced or denied?
A court or hearing officer must not reduce or deny reimbursement to you if you failed to provide written notice to the school district for any of the following reasons:

The school prevented you from providing notice

You had not received a copy of this Notice of Procedural Safeguards or otherwise been informed of the requirement to notify the district

Providing notice would likely have resulted in physical harm to your child

Illiteracy and inability to write in English prevented you from providing notice, or

Providing notice would likely have resulted in serious emotional harm to your child

State Complaint Procedures
When may I file a state compliance complaint?
You may file a state compliance complaint when you believe that a school district has violated federal or state special education laws or regulations. Your written complaint must specify at least one alleged violation of federal and state special education laws. The violation must have occurred not more than one year prior to the date the complaint is received by the California Department of Education (CDE). When filing a complaint, you must forward a copy of the complaint to the school district at the same time you file a state compliance complaint with the CDE. (34 CFR 300.151-153; 5 CCR 4600)

Complaints alleging violations of federal and state special education laws or regulations may be mailed to:

California Department of Education
Special Education Division
Procedural Safeguards Referral Service
1430 N Street, Suite 2401
Sacramento, CA 95814

For complaints involving issues not covered by federal or state special education laws or regulations, consult your district's uniform complaint procedures.

To obtain more information about dispute resolution, including how to file a complaint, contact the CDE, Special Education Division, Procedural Safeguards Referral Service, by telephone at 800-926-0648; by fax at 916-327-3704; or by visiting the CDE, Special Education Web page.

Glossary of Abbreviations Used in This Notification

ADR: Alternative Dispute Resolution

CFR: Code of Federal Regulations

EC: California Education Code

FAPE: Free Appropriate Public Education

IDEA: Individuals with Disabilities Education Act

IEP: Individualized Education Program

OAH: Office of Administrative Hearings

SELPA: Special Education Local Plan Area

Last Reviewed: Tuesday, July 2, 2019

# data[].attributes.attachment_link.description
Note: The term school district is used throughout this document to describe any public education agency responsible for providing your child's special education program. The term assessment is used to mean evaluation or testing. Federal and state laws are cited throughout this notice using English abbreviations, which are explained in a glossary on the last page of this notification.

# data[].attributes.body
Safe and welcoming learning environments are fundamental for student success. This manual helps define bullying, offer solutions, and ways you can prevent bullying.

# data[].attributes.attachment_link.description
Flipsnack is a digital catalog maker that makes it easy to create, publish and share html5 flipbooks. Upload a PDF or design from scratch flyers, magazines, books and more.

# data[].attributes.body
Parents should prepare for the IEP meetings that are scheduled for their child. Preparing beforehand will help parents ensure that their child is receiving the support they need from the IEP team. Being prepared will empower the parent and help them organize the important information they want to share, inquire about, or better understand. The article provides six excellent tips for parents.

# data[].attributes.attachment_link.readable_text
AT A GLANCE

Despite school closures the Department of Education expects IEPs to continue * As a key member of your child's IEP team, your input is vital to the process * Before the meeting, take the time to prepare your thoughts and questions to ensure the optimal outcome for your child

Experts, advocates, and other parents agree that preparing for the IEP meeting is the key to building a plan that will ensure your child's success. Knowledge of your child, the school system, and federal and state laws and regulations will empower you to become the advocate your child deserves. So prepare, prepare, and prepare more, using these tips to guide you:

1. Write a list of issues that you feel are important. Try to resolve any questions or concerns before the meeting so the time you're with the team can be used productively to agree on a plan. Prior discussion will eliminate surprises at this meeting.

2. Prepare your own questions and items to address. Ask for a blank copy of the IEP form showing the components and prepare questions you would like to discuss during the meeting.

3. To be an informed participant in the process request that the school provide you with the evaluations and proposed goals, objectives, and placement recommendations prior to the meeting.

4. Written notice of the IEP meeting will include a list of participants. Review the list to make sure that all necessary school and outside personnel will be there. Notify the school if you intend to include someone from outside the school (e.g., a friend, relative, advocate, or outside evaluator). It may be someone who has knowledge of your child and his needs, or someone just to take notes while you listen.

5. If this is your first IEP meeting, talk to other parents who have been through this to learn from their experiences. You may also find it useful to connect with support groups online or through social media.

6. Know your child. Prepare a sample parent vision statement that describes your child. Provide a list of her strengths, challenges, preferences, learning styles, and what she needs to succeed across curricula and environments. Offer samples of her work and recent evaluations done outside of school. Consider including your child if appropriate.

Adapted from Bringing Knowledge to the Table, published by SPED*NET Wilton (CT) and available free on line at http://www.spednetwilton.org/handbook
Related Smart Kids Topics

# data[].attributes.attachment_link.title
Before the IEP Meeting: 6 Tips for Parents

# data[].attributes.attachment_link.description
Despite school closures the Department of Education expects IEPs to continue * As a key member of your child's IEP team, your input is vital to the process * Before the meeting, take the time to prepare your thoughts and questions to ensure the optimal outcome for your child Experts, advocates, and other parents agree that preparing for the IEP meeting is the key to building a plan that will ensure your child's success.

# data[].attributes.body
This article contains tips on how to get your child to eat healthy foods.

# data[].attributes.attachment_link.readable_text
It can be tough getting kids to eat healthfully when you're on vacation or dashing between sports practice, school, and family errands.

The next time fast-food signs loom and you've got a car full of kids clamoring for junk food, win them over to eating right with these five tips.

Plan Ahead

Whether you're eating on the run or running out to eat, you can find healthy food for the kids (and yourself) if you make advance plans. Try these do-ahead strategies to improve your child's eating habits.

Make time for breakfast. Give your family a good start with the most important meal of the day. Breakfast helps boost concentration in the boardroom or classroom, may aid in maintaining a healthy weight, and provides the energy needed for morning activities. These tips can help you make sure breakfast is part of your child's healthy diet.

Get ready the night before. Set out bowls, spoons, and cereal boxes. Or put out plates and forks, then whip up a few eggs first thing in the morning.

Keep it simple. If you or the kids aren't hungry in the morning, make breakfast small and simple. Eat a banana or apple with a handful of nuts, or pop open a small tub of yogurt.

Prepare something to take with you. Toss pre-sliced fruit and cheese into a plastic container, make a peanut butter and banana sandwich, top a toasted bagel with hummus, or blend up a fruit smoothie.

Grab some leftovers. A slice of veggie pizza tastes just as good for breakfast as it did the night before. So does a cup of pasta with roasted veggies.

Car-Friendly Snacks

Pack healthy snacks that kids can manage themselves, including shelf-stable foods and fresh foods. (Pack a cooler if you have the time.) Kid-friendly, healthy foods can include:

Trail mix

Fresh, easy-to-eat produce like apples, bananas, and grapes

Dried fruit such as cranberries, raisins, apricots, apples, and pineapple

Low-sugar granola bars

Whole-grain crackers with peanut butter

Pre-packaged cheese wedges

Single-serving containers of yogurt

Easy-to-eat veggies like red pepper, carrots, or celery sticks

Dried cereal you've packed into single-serving containers

Before eating out. Make it easier to find restaurants that serve healthy food for kids by knowing where you're going before you get there. Instead of driving around looking for inspiration, pick the restaurant in advance. Focus on places with healthy options like Asian restaurants, salad bars, and seafood places. Do everyone a favor and keep some eateries, like all-you-can-eat buffets, out of the picture.

Continued

Give Kids Lots of Healthy Choices

Hand a kid a carrot for an afternoon snack, and you may get a ho-hum reaction. Let them choose between a carrot, tangerine, or a handful of grapes, and you'll probably get a much livelier response. We all like choice, so whether at home or away, you can win kids over to healthier eating and give your children's diet a boost by letting them pick what to eat. Just make sure their options are healthy ones.

At the restaurant. Next time you're at your favorite restaurant, give the kids a choice between two or three healthy options. Would they like a grilled chicken sandwich or a plain burger? A side salad, baked potato, or corn on the cob? Fruit sorbet or frozen yogurt? Let them choose.

At home. Make healthier eating fun by starting with a kid-friendly base food: Try making a cheese pizza, a rice-and-bean burrito, or whole wheat pasta, then let the kids choose toppings or fillings such as red pepper strips, lettuce, tomato, salsa, low-fat cheese, or sour cream.

Get the Kids Involved

Your kids will be more interested in healthy meals if they help plan and prepare them. So get your kids brainstorming about tasty, fast, healthy breakfasts, lunches, dinners, and snacks, then let them help you:

Make grocery lists

Go grocery shopping with you

Prepare the food. (Little ones can mix foods, wash produce, or open packages.)

Create simple desserts (fruit parfait, frozen fruit juice, or yogurt ice pops)

Don't forget to plan treats at home and when you're eating out. To keep kids from feeling deprived, you don't want to ban food favorites like chips, ice cream, and candies -- just make sure they're special now-and-then treats.

Be a Role Model

Your kids notice how you eat, so be a role model to them for healthy eating behaviors. A few simple ways to be a healthy eating habits role model include:

If you want the kids to eat their fruits and veggies, be sure they see you eat yours, too.

Go easy on between-meal snacks, and when you do snack, make healthy choices like produce, nuts, or whole grains.

Avoid portion distortion; if you say no to super-sizing and usually skip seconds, your kids will notice.

Share a healthy dessert at home and when you're eating out.

Be positive about your body and attitudes toward food.

Want to make being a role model easier on you and help your kids eat healthy at the same time? Only stock the kitchen and pantry with healthy treats like dried fruits and nuts, low-fat yogurt and cheeses, and plenty of produce. Always have a bowl of fruit on the countertop, where it's easy to grab snacks on the go. Also, keep goodies like whole-grain crackers on hand.

Continued

Talk to Your Kids About Healthy Eating

It may sound obvious, but kids need to be taught about eating right. It's not necessarily obvious why an apple is a better snack than a candy bar, so talk to kids about nutrition. Discuss subjects like why some foods are part of everyday healthy eating, and why other foods are a special treat.

Teach kids where their food comes from with a visit to a local farm or farmer's market. Show them how to read and follow a recipe. Help your kids plant and tend a garden, then teach them to prepare the food they've grown. Show your children how to read nutrition labels, how to compare prepackaged foods in the supermarket, and how to shop.

It's not that hard to improve your children's diet and win kids over to healthier foods. And it comes with a great bonus: Once they're eating right, it's likely that you are, too!

Sources

SOURCES:

American Dietetic Association: "Fast Food, Healthy Food," "Make Time for Breakfast."

KidsHealth.org: "Healthy Eating."

Public Broadcasting Service: "Encourage Kids to Eat Healthy Food."

University of Illinois Extension: "What Will We Eat Today?"

Mount Nittany Medical Center: "Eating Out: Tips for Making Healthy Choices."

Sanford Health: "Healthy Eating: Making Healthy Choices When You Eat Out."

Cleveland Clinic: "Healthy Snacks for Kids on the Go."

Johns Hopkins Bloomberg School of Public Health: "Breakfast."

# data[].attributes.attachment_link.description
It can be tough getting kids to eat healthfully when you're on vacation or dashing between sports practice, school, and family errands. The next time fast-food signs loom and you've got a car full of kids clamoring for junk food, win them over to eating right with these five tips.

# data[].attributes.headline
IDEA requirements for preschoolers with disabilities

# data[].attributes.subject
IDEA requirements for preschoolers with disabilities

# data[].attributes.body
This document describes what the IDEA now requires for young children with disabilities ages birth through 5 years old and families. There is even a pullout chart that summarizes evaluation procedures, IEP procedures, personnel development procedures, and discipline procedures.

# data[].attributes.attachment_link.readable_text
This booklet is one of a series designed to assist early childhood general educators, early childhood special educators, related service providers, parents, administrators, and others in understanding what the Individuals with Disabilities Education Act (IDEA) now requires for young children with disabilities ages birth through 5 years and their families. This guide addresses the IDEA provisions under Part B as they relate to children ages 3 through 5 years old and their families, and, at a state's discretion, to 2-year-old children with disabilities who will turn 3 during the school year. Presented in a question and answer format, specific sections of the booklet address: (1) general education requirements for preschoolers with disabilities; (2) identification, evaluation, and eligibility; (3) Individualized Education Programs (IEP) or Individualized Family Service Plans; (4) IEP team members; (5) IEP content; (6) student placement in the least restrictive environment; (7) procedural safeguards; (8) challenging behavior; and (9) accountability. A pullout chart is included at the end of the guide that summarizes evaluation procedures, IEP procedures, personnel development procedures, and discipline procedures. (CR)

Descriptors: Disabilities, Disability Identification, Discipline, Educational Legislation, Eligibility, Federal Legislation, Individualized Education Programs, Legal Responsibility, Preschool Children, Preschool Education, Professional Development, Related Services (Special Education), Special Education, Student Evaluation, Student Placement

Council for Exceptional Children, Associations of Service Providers Implementing IDEA Reforms in Education (ASPIIRE), 1110 North Glebe Road, Arlington, VA 22201-5704; Tel: 877-232-4332 (Toll Free); Fax: 703-264-1637. For full text: http://www.ideapractices.org.

# data[].attributes.attachment_link.title
ERIC - ED448569 - IDEA Requirements for Preschoolers with Disabilities: IDEA Early Childhood Policy and Practice Guide., 2000-Sep

# data[].attributes.attachment_link.description
This booklet is one of a series designed to assist early childhood general educators, early childhood special educators, related service providers, parents, administrators, and others in understanding what the Individuals with Disabilities Education Act (IDEA) now requires for young children with disabilities ages birth through 5 years and their families.

# data[].attributes.body
This article explains that SELPA is a term to describe the special education local plan areas. These local plan areas are mandated to provide special education services to the children in their region. "SELPAs facilitate high quality educational programs and services for special needs students and training for parents and educators. The SELPA collaborates with county agencies and school districts to develop and maintain healthy and enriching environments in which special needs students and families can live and succeed."

# data[].attributes.attachment_link.title
California Special Education Local Plan Areas - Administration & Support (CA Dept of Education)

# data[].attributes.attachment_link.description
Service area covered by a special education local plan and the governance structure created under any of the planning options of Section 56205, 56206, 56208, 56211, 56213, 56241, 56243, 56244, & 56245 of the Education Code.

# data[].attributes.body
This article explains the rights students with disabilities have when getting disciplined at school. Instead of just punishing them, the school has a responsibility to help those students that misbehave due to a disability. The article explains that having a disability is not an excuse to misbehave, but the behavior will help the school determine how to best help the student.

# data[].attributes.attachment_link.readable_text
At a glance

Public schools can discipline any student who breaks school rules.

However, students with IEPs or 504 plans have extra protections.

Schools must help students when misbehavior is caused by a disability, like a learning or thinking difference.

All students must follow school rules - including students with IEPs and 504 plans. When students break rules, schools have the authority to discipline them. This is because public schools must maintain a safe, orderly learning environment.

When it comes to school discipline, all students have some basic rights:

They have the right to know beforehand what the rules are.

They have the right to challenge accusations and prove innocence.

In some states, students who are suspended have the right to instruction at home.

In addition to these rights, students with IEPs and 504 plans have extra protections. (Sometimes, kids who don't have these plans are protected too.) These protections aren't an excuse for breaking rules. They simply help everyone understand the cause of misbehavior. And they require schools to try to reduce misbehavior and prevent it from happening again.

1. When a child is removed from school, which prevents the child from receiving services. This is called a change in placement.

2. When a child's misbehavior is caused by a disability, like a learning or thinking difference. This is called manifestation.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Robert Tudisco, JD is a practicing attorney in the areas of education law, disability advocacy, and criminal law.

# data[].attributes.attachment_link.title
School Discipline Rights for Students With IEPs and 504 Plans

# data[].attributes.attachment_link.description
Public schools can discipline any student who breaks school rules. However, students with IEPs or 504 plans have extra protections. Schools must help students when misbehavior is caused by a disability, like a learning or thinking difference. All students must follow school rules - including students with IEPs and 504 plans.

# data[].attributes.body
"An IEP is more than just a written legal document (or “plan”). It’s a map that lays out the program of special education instruction, supports, and services kids need to make progress and thrive in school." This article defines and explains an IEP. This a great article for parents that are new to special education and have not had an IEP written for their child. This article explains the differences between an IEP and a 504 plan, who gets an IEP, and why. Furthermore, this article explains the benefits of an IEP such as explaining accommodations, legal protections, and assistive technology.

# data[].attributes.attachment_link.readable_text
At a glance

IEP stands for Individualized Education Program.

An IEP lays out the special education instruction, supports, and services a student needs to thrive in school.

IEPs are part of PreK-12 public education.

When kids struggle in school, you may hear the term IEP. What is an IEP? IEP is an acronym that stands for Individualized Education Program. Some people may refer to it as an Individualized Education Plan.

An IEP is more than just a written legal document (or "plan"). It's a map that lays out the program of special education instruction, supports, and services kids need to make progress and thrive in school.

IEPs are covered by special education law, or the Individuals with Disabilities Education Act (IDEA). They're created for eligible kids who attend public school, which includes charter schools.

There are many benefits to getting an IEP. The process begins with an evaluation that shows a student's strengths and challenges. Families and schools use the results to create a program of services and supports tailored to meet the student's needs.

Having an IEP gives students, families, and schools legal protections, too. It lets families be involved in decisions that impact their child's education. It also gives students rights when it comes to school discipline.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

# data[].attributes.attachment_link.description
IEP stands for Individualized Education Program. An IEP lays out the special education instruction, supports, and services a student needs to thrive in school. IEPs are part of PreK-12 public education. When kids struggle in school, you may hear the term IEP. What is an IEP?