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GUIDELINES ON THE INDIVIDUAL EDUCATION PLAN PROCESS

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GUIDELINES ON THE INDIVIDUAL EDUCATION PLAN PROCESS

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What Is an IEP? | Individualized Education Program Explained

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This document describes the special arrangements for the education of children with special educational needs

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Already a month into the school year, and after two years of disrupted learning by COVID-19, students with special education needs have been deeply affected.

Individual education plans (IEPs) have become a crucial part of the education system. And the number of students on IEPs is growing across Ontario public schools.

IEPs are created for students who are defined as exceptional, in order to consider their individual needs (whether behavioural, communicative, physical, intellectual) and support their optimal learning potential.

An exceptional student in education refers to a child who has been identified as gifted or as having a disability. Many children who are not identified as exceptional can still have an IEP that is " non-identitified." This allows them to receive special supports within their educational journeys.

If an IEP is inaccurate, a child's learning needs will not be met. IEPs are meant to be constructed by a team of professionals in collaboration with parents, as each stakeholder has different information about the child.

Parents who have busy schedules may not feel as though they can make a valuable contribution to their child's education and discussions about an IEP. Or they may lack the awareness of their parental rights when it comes to participating in the IEP process. This means they may be wrongly left out of the conversation.

What are IEPs?

Individual education plans are used to identify and plan annual goals for students who may require extra supports or individualized learning. If done incorrectly, IEPs can create hostility between experts and parents where certain students become misrepresented, segregated and stigmatized in the classroom.

Inaccurate IEPs often set low expectations and misrepresent a child's needs and abilities. Imagine this scenario: A child shows difficulty reading out loud in class and is offered one-on-one reading support. Upon discussion with the child and parents, it becomes apparent that the child reads well at home out loud and only "freezes" when asked to read out loud in front of classroom peers because of extreme nervousness.

In this case, an inaccurate IEP may reflect a need for reading support when in reality the child may require supports for anxiety. Accurate IEPs are important to ensure a child's appropriate needs are met.

As a classroom teacher and doctoral student researcher, I believe parents can support their children if empowered to understand how IEPs are key to meaningful learning.

Here are four questions parents can ask to ensure that the IEP accurately represents their child's learning needs.

1. How is my child being perceived?

As mentioned above, not all IEPs are written to support children who have been assessed as having a disability - but many are.

Disability is conceptualized in two main ways in research: the medical model and the social model. These two models are important to distinguish as many students on IEPs have a disability diagnosis.

The medical model assumes that disability is an abnormality that requires "fixing," whereas the social model positions disability as a difference in people. The social model shifts from fixing the child to fixing the conditions of the learning environment. The medical model assumes a deficit view of the child's ability where the social model emphasizes supports a child needs to learn.

I advise both teachers and parents to adopt a social model outlook in order to ensure the classroom environment reflects and adapts to the learning needs of the child in order to provide them with a quality education.

Classroom adaptations of material and learning expectations (like access to material at their modified learning grade level), assessments (like access to accommodations for using speech-to-text software during tests) and the overall classroom environment (like flexible seating and quiet spaces) permit your child to address their needs and individual learning goals, enhancing their performance and success.

2. How does the IEP attend to my child's needs?

Children have a variety of needs that are unique and require distinctive attention. Some of these needs might include but are not limited to: anxiety, behavioural, communication, academic and social needs. The needs of your child must be reflected in the IEP to ensure that the classroom is adapted to support their day-to-day needs, wants and interests.

For instance, if your child needs help moving from one class or space to another, their IEP should recognize this and address how their transitions will be supported both verbally and visually. Such supports might include things like a printed or posted schedule, adults redirecting your child to appropriate tasks or spaces and modelling how to transition between tasks and spaces with pictures and videos throughout the day.

3. What do the words in the IEP mean?

Education-specific jargon is used to construct IEPs: words like " accommodations," "modifications," "differentiated instruction." Parents should be encouraged to ask questions about IEPs and what they mean. Understanding the terms will help ensure your child's learning and growth are accurately supported.

4. What is this going to look like in the classroom for my child?

The way an IEP is written may differ greatly from how it is actually enacted. This is why it is important for parents to work in collaboration with education professionals when creating an IEP over time.

Parents should ask how the resources and tools outlined in the IEP are going to be used or applied in the classroom, and should ask teachers for examples of how educators will engage the supports with the child.

The takeaway

When parents or caregivers participate in the process of drafting an IEP, it can limit the misrepresentation of their child's needs. Misrepresentation can impact a child's attitude towards learning, identity as a learner and learning outcomes.

IEPs are working documents. They are meant to be flexible and adaptable so if the strategies proposed do not work, they can change. Parents, experts and teachers need to create spaces for open dialogue, without judgement, to support children's learning.

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Children on individual education plans: What parents need to know, and 4 questions they should ask

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Already a month into the school year, and after two years of disrupted learning by COVID-19, students with special education needs have been deeply affected. Individual education plans (IEPs) have become a crucial part of the education system. And the number of students on IEPs is growing across Ontario public schools.

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Providing a fully inclusive learning environment is complex and creating a culture of engagement and inclusion that works for all students requires a shift in thinking and a change of behavior at an institutional level. In this ever changing and increasingly diverse further and higher education landscape, Universal Design for Learning (UDL) provides an effective framework to improve the learning experience of all students within the mainstream teaching environment.

UDL - What is it?

Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn, including Students with Disabilities. UDL aims to improve the educational experience of all students by introducing more flexible methods of teaching, assessment and service provision to cater for the diversity of learners in our classrooms. This approach is underpinned by research in the field of neuroscience and is designed to improve the learning experience and outcomes for all students.

Watch the video below get a 3 minute introduction to the concept of universal design for learning.

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Special Education Assessment: How and Why It Should Be Conducted

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Students with disabilities have unique needs alongside their strengths.

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5-second summary

Meet Jane. She's a product manager at a mid-sized tech company - let's call it Techfirm, Inc. Jane has been tasked with increasing usage of Techfirm's mobile app.

She knows she'll need all hands on deck to make this happen, but there's a problem. When Jane has set team-wide goals in the past, they've quickly fallen off track. Nobody seemed to have a clear understanding of what success should look like. Progress wasn't monitored closely enough. And inevitably, that important objective slipped to the back burner (before toppling off the stove entirely).

That's why, this time around, Jane plans to leverage SMART goals for setting an action plan and staying the course.

Want to get started right now?

What are SMART goals?

The SMART in SMART goals stands for Specific, Measurable, Achievable, Relevant, and Time-Bound.

Defining these parameters as they pertain to your goal helps ensure that your objectives are attainable within a certain time frame. This approach eliminates generalities and guesswork, sets a clear timeline, and makes it easier to track progress and identify missed milestones.

An example of a SMART-goal statement might look like this: Our goal is to [quantifiable objective] by [timeframe or deadline]. [Key players or teams] will accomplish this goal by [what steps you'll take to achieve the goal]. Accomplishing this goal will [result or benefit].

How to write SMART goals

Let's use Jane's objective to work through each component.

S: Specific

In order for a goal to be effective, it needs to be specific. A specific goal answers questions like:

What needs to be accomplished?

Who's responsible for it?

What steps need to be taken to achieve it?

Thinking through these questions helps get to the heart of what you're aiming for. Here's an example of a specific goal Jane might come up with:

SPECIFIC

M: Measurable

Specificity is a solid start, but quantifying your goals (that is, making sure they're measurable) makes it easier to track progress and know when you've reached the finish line.

Jane and her product team want to grow the number of their mobile app users - but by how much? If they get even one new signup, that's technically positive growth - so does that mean they're done? Same goes for their strategy; how many platforms will they advertise on?

To make this SMART objective more impactful, Jane should incorporate measurable, trackable benchmarks.

MEASURABLE

A: Achievable

This is the point in the process when you give yourself a serious reality check. Goals should be realistic - not pedestals from which you inevitably tumble. Ask yourself: is your objective something your team can reasonably accomplish?

Jane might look at her goal and realize that, given her small team and their heavy workload, creating ad campaigns for four social platforms might be biting off more than they can chew. She decides to scale back to the three social networks where she's most likely to find new clients.

ACHIEVABLE

Safeguarding the achievability of your goal is much easier when you're the one setting it. However, that's not always the case. When goals are handed down from elsewhere, make sure to communicate any restraints you may be working under. Even if you can't shift the end goal, at least you can make your position (and any potential roadblocks) known up-front.

R: Relevant

Here's where you need to think about the big picture. Why are you setting the goal that you're setting?

Jane knows that the app is a huge driver of customer loyalty, and that an uptick in their app usage could mean big things for the company's bottom-line revenue goals. Now she revises her statement to reflect that context.

Relevant

T: Time-bound

To properly measure success, you and your team need to be on the same page about when a goal has been reached. What's your time horizon? When will the team start creating and implementing the tasks they've identified? When will they finish?

SMART goals should have time-related parameters built in, so everybody knows how to stay on track within a designated time frame.

When Jane incorporates those dates, her SMART goal is complete.

time-bound

Knowing how to set goals using the SMART framework can help you succeed in setting and attaining goals, no matter how large or small.

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How to write SMART goals (with examples)

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5-second summary Meet Jane. She's a product manager at a mid-sized tech company - let's call it Techfirm, Inc. Jane has been tasked with increasing usage of Techfirm's mobile app. She knows she'll need all hands on deck to make this happen, but there's a problem.

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UDL strategies for special educational needs

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UDL strategies for special educational needs

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As educators across the globe strive to improve educational outcomes for all learners, Universal Design for Learning, or UDL, has received a renewed focus. Introduced in the 1980s by Dr. David Rose and Dr. Ann Meyer through the Center for Applied Special Technology ( CAST) and the Harvard Graduate School of Education, UDL is a proactive framework to help educators make learning accessible for all students. The framework guides the design of instructional goals, materials, methods, and assessments to optimize teaching and learning and reduces barriers for all students, especially those from diverse backgrounds and those with disabilities or support needs. To learn how UDL can benefit students (and educators), we spoke with Susan Bruckner, an EDC senior international technical advisor.
What elements comprise UDL, and what are they based on?
The core principles of UDL are rooted in neuroscience and the interaction between the three networks in our brain associated with learning: affect, recognition, and strategy. For meaningful learning to take place, students need to (1) be engaged in ways that are relevant to them (affect), (2) access and make sense of the information being transferred (recognition), and (3) act upon and demonstrate understanding of the content being taught (strategy). UDL also recognizes that variability is inherent in every learning environment, from pre-kindergarten through higher education and adult learning and across high-, middle-, and low-income countries. UDL's three core principles thus guide educators to design flexible learning experiences that reach the needs of the broadest range of students.

Principle 1: Provide multiple means of engagement or the "why" of learning, which is what motivates us and connects us to the learning.

Principle 2: Ensure multiple means of representation or the "what" of learning, which relates to the information we take in through our senses and how we make meaning from it.

Principle 3: Allow multiple means of action and expression or the "how" of learning, which relates to how we organize ideas, plan and carry out tasks, and demonstrate what we know and have learned.

What are some examples of Universal Design for Learning, and what are "flexible learning experiences"?
First, let's start with some examples of Universal Design, another foundation of UDL:

From architecture, a ramp for a building is a good example. While steps into a building may provide access for many users, they also create a barrier for individuals with mobility challenges. However, a ramp creates greater access not only for those who might use a wheelchair, but also for people managing strollers or navigating heavy or bulky loads. The ramp is a more accessible and inclusive pathway.

An example of product design is the adjustable car seat. Manufacturers can't possibly design individualized seats for every car sold, but they can design a seat that provides the flexibility to adjust higher/lower, forward/backward, or upright/reclining to meet the needs of a broad range of users.

And one of my favorite examples is a GPS system. It allows users to choose how they want to access directions-verbally, through text, and/or graphically through a map.4

In education settings, we find UDL at work when a teacher presents a new vocabulary word through different channels, such as introducing a word by its definition or through concept mapping (characteristics or synonyms of the word), by providing a visual representation, or by sharing real-world applications. Multiple representations aid application and retention.

Another classroom example is providing options for a writing assignment. If the goal of the lesson is understanding the elements of persuasive writing, an assignment that draws upon engagement might allow students to choose their own topics from a provided list of topics. For students who struggle with writing, options for action and expression may include giving students longer writing time, providing writing templates, or allowing them to dictate their story into a tape recorder. With these options, the elements of persuasive writing remain the focus of the assignment, but the physical aspects of writing are no longer barriers to learning.
If we walked into a classroom where the teacher is implementing UDL, what would we see?
That's a great question. While there are principles and guidelines that inform UDL practice, each classroom is unique. Therefore, implementation will differ according to the teacher's expertise and their experience with the framework and the students' unique backgrounds, strengths, and needs. We would, however, expect to see teachers working to create learning environments with these common features:

Students are motivated and meaningfully engaged in relevant, student-centered activities.

Students are purposeful and goal-directed in their learning.

Students are resourceful in seeking knowledge and persistent in working through challenging tasks.

Materials reflect positive and equitable representations of diverse populations.

Resources consider the diverse learning needs of students.

Students are engaged appropriately in whole class, small group, one-on-one, and independent learning.

Are there any common misconceptions about UDL?
As UDL becomes more widely implemented, some misconceptions are being dispelled, but here are some examples I've heard:

UDL is mainly for supporting students with disabilities or UDL will address the needs of all students: While UDL is a framework educators can use with all students to reduce barriers, including for those with disabilities, some students will require further assistance to meet their individual learning needs.

UDL works like a checklist: While the CAST guidelines support implementation, they are not checklists to be ticked off when developing a lesson-they are a tool for guiding design and implementation.

UDL can be mastered through one workshop or training: Understanding and applying UDL is an ongoing process. There are certainly small doable actions educators can do right away that incorporate the principles to enhance teaching and learning. However, comprehensive and dynamic implementation takes time, reflective practice, peer-to-peer collaboration, and continuous professional development.

What resources would you recommend for learning more about UDL?
There are a lot of great resources, but I suggest starting with these:

Susan Bruckner, senior international technical advisor, provides technical/management support to EDC basic education and youth/workforce development projects. She focuses on early grade reading, teacher professional development, community engagement, inclusion, and social and emotional learning.

Nora Nunn, international technical associate, is an instructional designer and writer who supports both EDC's international and U.S. divisions. Her work draws on over 14 years of experience in curriculum design, human rights advocacy, and international education.

¹ CAST. (2023). Until learning has no limits.® https://www.cast.org/

² Todd Rose: Myth of the average - Variability matters. Ross Institute Summer Academy.

³CAST. (2023). Until learning has no limits.® https://www.cast.org/

⁴TEDx Talks. (1914). The myth of average: Todd Rose at TEDxSonomaCounty https://www.youtube.com/watch?v=4eBmyttcfU4; Ross School. (2013). Todd Rose: Myth of the average - variability matters. Ross Institute Summer Academy. https://www.youtube.com/watch?v=UVbFGjpfMUg

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Universal Design for Learning: Meeting the Needs of Diverse Learners

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EDC's Susan Bruckner talks about Universal Design for Learning and its place in today's classrooms.

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https://special-education-journey.com/iep-evaluation-process/#:~:text=The%20student's%20development%20is%20checked,student's%20needs%20every%20three%20years.

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Welcome to the newest entry on our blog. Please enjoy the "IEP Evaluation Process" blog! We will go into the realm of Individualized Education Program (IEP) assessments today.

An Individualized Education Program (IEP) review is vital in ensuring students with special needs get the help they need to succeed in the classroom. You might be familiar with this process if you're a parent or a teacher, but for those who aren't, let me explain. Making what seems like a difficult task much more manageable is possible with an understanding of Due Process for Special Education.

We're here to simplify things for you and remove as much anxiety as possible. This article will cover everything from the definition of an Individualized Education Program (IEP) to its importance and how to get evaluated. Please read on if you are a parent, a teacher, or just someone interested in learning more about this topic.

What Is a Comprehensive Special Education Evaluation?

A comprehensive special education evaluation extensively reviews a student's strengths, weaknesses, and educational requirements. This evaluation determines student eligibility for special education services under the Individuals with Disabilities Education Act (IDEA).

Cognitive testing, academic achievement testing, social-emotional functioning assessments, and adaptive behavior assessments are all standard components of an evaluation's battery of tests. These tests evaluate many facets of a student's competence and highlight their strengths and flaws. Special Education Accommodations can be made in light of these assessments.

Cognitive testing can help gauge the students' abstract reasoning, logical thinking, and problem-solving skills. On the other hand, academic achievement testing aims to evaluate a student's knowledge and skill level in various academic disciplines.

Social-emotional functioning and adaptive behavior exams assess a student's general mental health and propensity for appropriate social and behavioral interactions.

The evaluation also involves classroom observations, which can shed light on the student's demeanor, interactions with classmates, and dedication to studying. Parents and teachers can shed light on the student's performance in various contexts and aid in pinpointing any problems that may exist through interviews.

Ultimately, this data is used to identify the student's unique challenges, opportunities, and growth areas. It can help pinpoint any obstacles to learning and academic success that the student may be experiencing.

After completing the assessments, the interdisciplinary team will discuss the findings and decide whether or not the student meets the criteria for receiving special education services under IDEA. When a student is determined to be qualified for special education services, the school creates an Individualized Education Program (IEP) to meet those needs.

The review process should be conducted promptly and with the utmost discretion, involving the student and their family, as the US Department of Education outlines.

What Are the Steps in the IEP Evaluation Process?

Typically, the Individualized Education Program (IEP) evaluation procedure includes the following steps:

Identification: The first step in the IEP evaluation process is the identification of pupils who may have a learning disability. It can include students who are failing in school, have a diagnosed disability, or have been referred by a teacher or parent for evaluation.

Evaluation: Once a pupil has been identified, a thorough assessment establishes their requirements. It may include cognitive abilities, academic achievement, social-emotional functioning, and adaptive behavior assessments.

Determination of Eligibility: A team of specialists, including the kid's parents, will analyze the evaluation results and determine if the student is eligible for special education services under the Individuals with Disabilities Education Act (IDEA).

Development of the IEP: If a student is determined to be qualified for special education services, the IEP team will develop an IEP. The Individualized Education Program (IEP) is a document that specifies the student's particular needs, goals, and the services that the school will offer to assist the student's learning.

Implementation and Monitoring: Once prepared, the IEP is implemented in the student's educational environment and then monitored. The student's development is checked frequently, and the IEP is reviewed and modified as necessary.

Annual Review and Re-evaluation: The IEP team will meet at least once a year to review the student's progress and modify the IEP as needed. The school may also re-evaluate the student's needs every three years.

It is essential to remember that the student and their family should be actively involved throughout the process is essential. In addition, the procedure must be completed expeditiously and with the utmost discretion. It is the special education evaluation timeline.

How To Request an IEP Assessment

To request an Individualized Education Program (IEP) evaluation, one must take several steps, including the following:

Speak with the student's teacher: The first thing you need to do to request an IEP evaluation is to have a conversation with the student's teacher. They may be able to provide information regarding the student's performance in the classroom. They may also be able to assist in identifying any issues or areas of trouble the student may be having.

Contact the school's special education department: Contact the school's special education department if the student's current instructor cannot provide the required information or support. They can provide information about the evaluation process and help recommend an evaluation under the individualized education program (IEP).

Make a written request: Parents have the right to exercise their right to request an evaluation if the school does not commence an evaluation after being told of concerns regarding the student's performance in school. One should make this request to the special education department of the school district, including the parent's concerns about the student's performance and any pertinent information regarding the student's background.

Follow-up: After submitting a written request, the next step is to follow up with the special education department of the school district. It will allow you to confirm that the request is being handled and provide information regarding when the evaluation will occur.

According to the Individuals with Disabilities Education Act, the local school district has a specific time after receiving a request to either arrange an evaluation or finish the evaluation process. Remembering that the school system is allowed this amount of time (IDEA) is vital.

The student and their family have the right to be involved in the evaluation process. The school should inform them of the evaluation results and any decisions made regarding their education. It is also important to note that the student has the right to be involved in the evaluation process. So, now you know some IEP assessment examples.

The IEP Re-Evaluation Process

The purpose of the IEP re-evaluation process is to evaluate whether or not the student's requirements and abilities have changed and, thus, whether or not the student's current IEP needs to be modified.

Several steps make up the IEP re-evaluation process:

Re-evaluation planning: The Individualized Education Program (IEP) team will hold a meeting to deliberate on the necessity of a re-evaluation and to make preparations for conducting one. As part of this process, we may need to decide which evaluations and assessments to carry out and who will do them.

Parental consent: One cannot carry out student evaluations and assessments without receiving written permission from the student's parents. The school must inform the parents of their rights and the procedures used for re-evaluation by the school district.

Re-evaluation: Cognitive testing, academic performance testing, social-emotional functioning assessments, and adaptive behavior tests are just a few of the many types of evaluations that are part of the re-evaluation process. These tests evaluate many facets of a student's competence and highlight their strengths and flaws.

Determination of eligibility: The IEP team will analyze the re-evaluation results to decide whether the student continues to qualify for special education services under the Individuals with Disabilities Education Act (IDEA).

IEP revision: If the student is still qualified for special education services, the IEP team will meet to discuss the current IEP and make any required changes to reflect the student's evolving needs and skills.

Implementation and monitoring: The school must implement the revised Individualized Education Program (IEP) as quickly as feasible. The school must assess the student's progress regularly to ensure that the student's needs are being fulfilled and that the student is progressing.

The re-evaluation process should be completed promptly, in close consultation with the student and their loved ones, and with the strictest regard for privacy. You also need to fill out an IEP evaluation form. Unless the parent and the school system agree that a re-evaluation is unnecessary, a re-evaluation should be conducted at least once every three years.

What Is a Private Evaluation for IEP?

A private evaluation for an Individualized Education Program (IEP) is conducted by a private evaluator or professional outside the school district. Parents may seek this form of evaluation if they disagree with the conclusions of the assessment conducted by the school system or if they believe that the review does not appropriately address their child's needs.

Parents can request a private evaluation for an IEP by doing the following steps:

Speak with the school district: Parents should first express their concerns and request a private evaluation with the special education department.

Identify an evaluator: Parents should research to discover a qualified private evaluator or expert to conduct the evaluation. This category may include a psychologist, speech therapist, occupational therapist, or another pertinent specialty.

Request an evaluation: Parents should request an evaluation from a private evaluator or professional and give any information and consent documents that may be required.

Pay for the evaluation: Private examinations can be expensive, and parents often must pay out of pocket. It is essential to inquire with the private evaluator about their prices and determine if the insurance will pay the expense.

Review the results: Parents should evaluate them and share them with the school district once the private evaluation is complete. The personal assessment might enhance or contradict the school district's evaluation.

Parents have the right to request a private evaluation, but they should be aware that the school district is not compelled to accept the results and that the community does not pay for intimate exams. In addition, the process must be completed expeditiously and in partnership with the student and their family.

About Us:

Jennifer Hanson is a dedicated and seasoned writer specializing in the field of special education. With a passion for advocating for the rights and needs of children with diverse learning abilities, Jennifer uses her pen to educate, inspire, and empower both educators and parents alike.

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Navigating the IEP Evaluation Process: A Guide

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