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NC Policies Governing Services for Children with Disabilities - Revised March 2021

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NC Policies Governing Services for Children with Disabilities - Revised March 2021

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The purpose of this document is to give the most up-to-date policies regarding Special Education services in North Carolina. This document is useful because as a teacher, it's important to know your state's current policies in order to give your students what they need and are entitled to recieve.

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Policies Governing Services for Children with Disabilities.rev 32021_0

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Wrightslaw is a fantastic comprehensive resource for all things regarding Special Education. In terms of resources on Special Education laws, they have a section titled "Law Library". There is also a plethora of information on different types of disabilities, parent FAQs, research-based instruction, and more!

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Peter W.D. Wright, Esq. and Pamela Darr Wright, MA, MSW

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Wrightslaw provides free access to articles, cases, resources and training about special education law and advocacy.

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Individuals with Disabilities Education Act (IDEA)

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Individuals with Disabilities Education Act (IDEA)

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Duke Law: A Parent's Guide to Special Education in NC

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Duke Law: A Parent's Guide to Special Education in NC

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This guide consists of 11 chapters covering IDEA, IEPs, Section 504, and all other important information parents need to know in order to support their children. One of the most useful components of this site are the video responses to the Frequently Asked Questions.

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The Duke Children's Law Clinic has produced a comprehensive Guide for parents of children with special education needs. The Guide explains the special education law in clear terms so that parents can learn the vocabulary, navigate the special education system, and become an effective advocate for their children. The Guide is especially geared to assist North Carolina parents.

The Guide contains 11 chapters, beginning with the broad concepts of the special education law and the important terms, then moving to specific topics. Readers can access the Guide by clicking the desired chapter on the list below, or by downloading the entire Guide to their own computer. The Frequently Asked Questions are answered orally as well as in the text. See the videos below to hear answers to common questions.
Download the guide Descarga la Guía en Español
Frequently Asked Questions

Chapter 9 of the Guide provides answers to frequently asked questions about special education in North Carolina. The questions, which are divided into six groups, are also answered in the videos below. Click the play buttons to watch each grouping in its entirety, or use the links to jump to individual answers.

Eligibility for Special Education

Special Education Services and IEPs

Least Restrictive Environment and Placement Issues

Accommodations, Modifications, Supplementary Aids and Services, and Related Services

IEP Meetings

School Discipline

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A Parents' Guide to Special Education in North Carolina | Duke University School of Law

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The Duke Children's Law Clinic has produced a comprehensive Guide for parents of children with special education needs. The Guide explains the special education law in clear terms so that parents can learn the vocabulary, navigate the special education system, and become an effective advocate for their children.

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Relationships with School Administrators: Leveraging Knowledge and Data to Self-Advocate

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Relationships with School Administrators: Leveraging Knowledge and Data to Self-Advocate

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This article outlines four steps to successful relationships with administrators: Determine communication styles, Seek clarification, Be proactive, and Demonstrate expertise; be professional. It also emphasizes the importance of using data and knowledge to self-advocate as an educator. The main points of this article are that self-advocacy is one of the most important tools we have as teachers, and positive relationships with administrators are a powerful asset!

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Parent & Educator Resource Guide to Section 504

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Parent & Educator Resource Guide to Section 504

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This is an extensive guide to Section 504 geared towards parents and educators. The document outlines the meaning of disability under 504, FAPE, and the rights of students under 504. One of the most helpful components of this document is the example scenarios given for students who may or may not qualify for services under Section 504.

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ParentEducator Resource Guide to Section 504 (1)

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ESSA Fact Sheet (Center for Parent Information & Resources)

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ESSA Fact Sheet (Center for Parent Information & Resources)

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This site is a brief overview of ESSA's requirements for academic assessment of students with disabilities. It is organized in an easy-to-navigate Q&A format. There are 10 commonly asked questions such as "How is the performance of students with disabilities reported?" and "What is the connection between a student's IEP and the student's participation in state academic assessments?"

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January 2017
A collaborative publication of the Center for Parent Information and Resources (CPIR) and The Advocacy Institute
This fact sheet in Spanish
See other fact sheets on ESSA
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This fact sheet is designed to accompany the Stakeholder Guide to the Every Student Succeeds Act (ESSA) and gives you a brief overview of ESSA's requirements for academic assessment of students with disabilities. It's organized in a Q&A format. Click on a question below, to quickly access specific information, or keep scrolling to read the full fact sheet.

1. What academic assessments are required by the ESSA? (Keep scrolling)

2. Are the academic content and achievement standards on which these assessments are based the same in every state?

3. How are students with disabilities to be included in the state academic assessments?

4. Are the requirements for student participation the same in every state?

5. What accommodations must be provided to students with disabilities on academic assessments?

6. Who decides the accommodations that will be provided to students with disabilities on academic assessments?

7. How is the performance of students with disabilities reported?

8. Should parents be provided with an explanation of how their child performed on state assessments?

9. What is the connection between a student's IEP and the student's participation in state academic assessments?

10. Do the assessments required by ESSA have student "stakes" such as promotion to the next grade or receipt of a regular diploma?

Back to top

1. What academic assessments are required by the ESSA?

ESSA requires states to give the following academic assessments to all public school students each year:

Mathematics | In each of grades 3 through 8; and at least once in grades 9 through 12

Reading or language arts | In each of grades 3 through 8; and at least once in grades 9 through 12;

Science | One time during grades 3 through 5; grades 6 through 9; and grades 10 through 12.

These assessments must be aligned with the state's academic content and achievement standards. In addition, states must give an annual assessment of English language proficiency to all English learners.

2. Are the academic content and achievement standards on which these assessments are based the same in every state?

No. ESSA requires each state to adopt challenging academic content standards in mathematics, reading or language arts, and science that:

align with entrance requirements for credit-bearing coursework [not remedial instruction programs] in the system of public higher education in the state and relevant state career and technical education standards;

apply to all public schools and public school students in the state, including students with disabilities.

ESSA also requires each state to adopt academic achievement standards that:

are aligned with the content standards;

include not less than 3 levels of achievement; and

include the same knowledge, skills, and levels of achievement expected of all public school students in the state except for students identified with the most significant cognitive disabilities.

The U.S. Department of Education does not review or approve the states' academic content and achievement standards. Therefore, academic content and achievement standards can and do vary from state to state. While most states have adopted the Common Core State Standards, several states have developed their own academic content standards.

3. How are students with disabilities to be included in the state academic assessments?

ESSA requires that students with disabilities participate in the same academic assessments as all other students, with only one limited exception for those students with the most significant cognitive disabilities (see Alternate Assessment Fact Sheet). This means that the vast majority of students with disabilities should will take the academic assessments. (ESSA requires that students with disabilities be provided with appropriate accommodations, as will be discussed in a moment.)

Equally important, ESSA requires that students with disabilities participate in the assessment for their enrolled grade. In other words, a student in grade 6 cannot be given the assessment designed for grade 4. This ensures that the information about how students with disabilities are doing academically is based on their enrolled grade, providing critical information for schools and parents.

English learners with disabilities must be given both the test of English language proficiency and the academic assessments.

The Individuals with Disabilities Education Act (IDEA) also requires states to include students with disabilities in all state and district-wide assessments.

4. Are the requirements for student participation the same in every state?

Yes. Every state must assess all students in the grades previously described every year. Students may also be expected to participate in assessments in other subject areas, such as history, geography, and writing skills, if and when the state requires it. However, ESSA requires assessments only in the areas of reading/language arts, math, and science.

5. What accommodations must be provided to students with disabilities on academic assessments?

ESSA requires states to provide the appropriate accommodations, such as interoperability with, and ability to use, assistive technology, for students with disabilities (as defined by IDEA), including students with the most significant cognitive disabilities and students covered under Section 504 of the Rehabilitation Act, that are necessary to measure the academic achievement of such children.

It's also important that students with disabilities have practice in using or applying the accommodations to be provided during assessments. Accommodations provided to a student during state assessments must also be provided during classroom instruction, classroom assessments, and district assessments. However, some instructional accommodations may not be appropriate for use on certain statewide assessments. For example, reading a test to the student may invalidate a reading test. Some states have determined certain accommodations to be "standard" or "nonstandard" and may instruct Individualized Education Program (IEP) teams to only select accommodations that the state has determined will not invalidate the results of a particular test or portion of a test.

6. Who decides the accommodations that will be provided to students with disabilities on academic assessments?

The IDEA requires the student's IEP team to make decisions regarding the accommodations to be provided during assessments. Students must be provided accommodations based on individual need as long as the accommodations do not invalidate the assessment.

In order to make sound decisions regarding accommodations, the IEP team members must be familiar with the state's academic content standards and state accommodation guidelines.

Assessment accommodations should be documented in the student's IEP. Test accommodations should be reviewed annually and updated and revised as needed. While the IEP team is responsible for determining the specific accommodations a student needs to participate in state assessments, the IEP team may not exempt a student from participating.

The same procedures should be followed for students with Section 504 Plans.

7. How is the performance of students with disabilities reported?

Individual test scores will not be made available to the public. Only the parents and school receive the results of an individual child's tests.

ESSA requires student performance on state academic assessments to be disaggregated (or broken out) for several subgroups of students: economically disadvantaged racial/ethnic groups, special education students, and English learners at the school, district, and state levels. (Disaggregated assessment results are only reported when the number of students in the subgroup meets or exceeds the "minimum" number of students set by the state.)

This disaggregation is designed to allow the performance and expectations of historically low-performing groups of students - including students with disabilities - to be visible to the public so that performance gaps are identified. This information must be included in the annual state and local school district report cards required by ESSA.

8. Should parents be provided with an explanation of how their child performed on state assessments?

Yes. Parents should be provided with user-friendly information on how their child performed, including an explanation of achievement levels. Teachers should also let parents know how they will use the test results to improve instruction.

Unfortunately, a recent survey of perceptions of assessments found that 61% of parents say their child's teachers rarely or never discuss their child's assessment results with them. So there is an urgent need for better, more frequent communication between teachers and parents.

9. What is the connection between a student's IEP and the student's participation in state academic assessments?

While a student's participation in academic assessments is required by both ESSA and IDEA, the results of that participation provide valuable information that should be incorporated into a student's IEP.

In November 2015 the U.S. Department of Education distributed guidance to states that stated:

To help make certain that children with disabilities are held to high expectations and have meaningful access to a State's academic content standards, we write to clarify that an individualized education program (IEP) for an eligible child with a
disability under the Individuals with Disabilities Education Act (IDEA) must be aligned with the State's academic content standards for the grade in which the child is enrolled.

A student's "present levels of academic achievement and functional performance" should include the student's performance on the most recent state academic assessments. The student's measurable annual goals should be aligned with the academic content standards for the student's enrolled grade, regardless of how far behind the student might be performing.

10. Do the assessments required by ESSA have student "stakes" such as promotion to the next grade or receipt of a regular diploma?

No. States have the option to add student "stakes" to their standards and assessment systems. In some states students are required to pass one or more high school assessments as a condition of receiving a diploma. Some states require students to achieve at certain levels on assessments to be promoted to subsequent grades. However, student "stakes" are not a requirement of ESSA.

While ESSA requires that all students be assessed, the emphasis of such assessments is focused on group measures, rather than on one individual student. These group measures are used to evaluate the performance of entire schools, school districts, and states. Additionally, ESSA puts a strong focus on the performance of subgroups of students that have traditionally experienced poor academic achievement, such as minority students, students with limited English proficiency, and students with disabilities.

As ESSA states, "The purpose of this title is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps."

Other Fact Sheets on ESSA

CPIR offers additional fact sheets on ESSA that may interest you. They are:

Authorship | This guide has been produced in a partnership between the Center for Parent Information and Resources (CPIR) and The Advocacy Institute under a cooperative agreement from the U.S. Department of Education Office of Special Education Programs.
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**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
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Academic Assessments and Students With Disabilities | ESSA Fact Sheet

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January 2017 A collaborative publication of the Center for Parent Information and Resources (CPIR) and The Advocacy Institute This fact sheet in Spanish See other fact sheets on ESSA __________________ This fact sheet is designed to accompany the Stakeholder Guide to the Every Student Succeeds Act (ESSA) and gives you a brief overview of ESSA's requirements for academic assessment of students with disabilities.

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Fighting the Good Fight: How to Advocate for Your Students Without Losing Your Job

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Fighting the Good Fight: How to Advocate for Your Students Without Losing Your Job

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The following is a blog post about advocating for students - everything from the amazing benefits to the difficult hurdles. A highlight from this website is: "Teachers' willingness to defend and advocate for students should be encouraged and reinforced... not discouraged and criticized."

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Fighting the Good Fight: How to Advocate for Your Students Without Losing Your Job | LD Topics | LD OnLine

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Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard.

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Watauga County Public Schools - Section 504 Resources

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Watauga County Public Schools - Section 504 Resources

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This site from WCPS provides a list of helpful Section 504 resources for educators and 504 team members. Highlights include forms for consent, referrals, and hospital/homebound placements, as well as information on eligibility and evaluation.

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Using Relationships to Advocate With, For, and To Families

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Using Relationships to Advocate With, For, and To Families

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This excerpt from Teaching Exceptional Children provides necessary information on working with families of students with disabilities, which is such a significant part of being an educator. The text discusses seeing families as partners, how to build positive relationships with families, and the importance of advocacy on both sides of teacher-parent relationships.

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Sears_Using Relationships to Advocate With, For, and To Families

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National Network of Information, Guidance, and Training on ADA

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National Network of Information, Guidance, and Training on ADA

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This website serves as a hub for information about the Americans with Disabilities Act. The specific tab linked provides a simple overview of ADA and Titles I-V included in the law.

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The Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public. The purpose of the law is to make sure that people with disabilities have the same rights and opportunities as everyone else. The ADA gives civil rights protections to individuals with disabilities similar to those provided to individuals on the basis of race, color, sex, national origin, age, and religion. It guarantees equal opportunity for individuals with disabilities in public accommodations, employment, transportation, state and local government services, and telecommunications. The ADA is divided into five titles (or sections) that relate to different areas of public life.

In 2008, the Americans with Disabilities Act Amendments Act (ADAAA) was signed into law and became effective on January 1, 2009. The ADAAA made a number of significant changes to the definition of "disability." The changes in the definition of disability in the ADAAA apply to all titles of the ADA, including Title I (employment practices of private employers with 15 or more employees, state and local governments, employment agencies, labor unions, agents of the employer and joint management labor committees); Title II (programs and activities of state and local government entities); and Title III (private entities that are considered places of public accommodation).

Title I (Employment)

Equal Employment Opportunity for Individuals with Disabilities

This title is designed to help people with disabilities access the same employment opportunities and benefits available to people without disabilities. Employers must provide reasonable accommodations to qualified applicants or employees. A reasonable accommodation is any modification or adjustment to a job or the work environment that will enable an applicant or employee with a disability to participate in the application process or to perform essential job functions.

This portion of the law is regulated and enforced by the U.S. Equal Employment Opportunity Commission. Employers with 15 or more employees must comply with this law. The regulations for Title I define disability, establish guidelines for the reasonable accommodation process, address medical examinations and inquiries, and define "direct threat" when there is significant risk of substantial harm to the health or safety of the individual employee with a disability or others.

More information and events related to ADA Title I (Employment).

Title II (State and Local Government)

Nondiscrimination on the Basis of Disability in State and Local Government Services

Title II of the ADA prohibits discrimination against qualified individuals with disabilities in all programs, activities, and services of public entities. It applies to all state and local governments, their departments and agencies, and any other instrumentalities or special purpose districts of state or local governments. It clarifies the requirements of section 504 of the Rehabilitation Act of 1973, as amended, for public transportation systems that receive federal financial assistance, and extends coverage to all public entities that provide public transportation, whether or not they receive federal financial assistance. It establishes detailed standards for the operation of public transit systems, including commuter and intercity rail (e.g., AMTRAK).

This title outlines the administrative processes to be followed, including requirements for self-evaluation and planning; requirements for making reasonable modifications to policies, practices, and procedures where necessary to avoid discrimination; architectural barriers to be identified; and the need for effective communication with people with hearing, vision and speech disabilities. This title is regulated and enforced by the U.S. Department of Justice.

More information and events related to ADA Title II (State and Local Government).

Title III (Public Accommodations)

Nondiscrimination on the Basis of Disability by Public Accommodations and in Commercial Facilities

This title prohibits private places of public accommodation from discriminating against individuals with disabilities. Examples of public accommodations include privately-owned, leased or operated facilities like hotels, restaurants, retail merchants, doctor's offices, golf courses, private schools, day care centers, health clubs, sports stadiums, movie theaters, and so on. This title sets the minimum standards for accessibility for alterations and new construction of facilities. It also requires public accommodations to remove barriers in existing buildings where it is easy to do so without much difficulty or expense. This title directs businesses to make "reasonable modifications" to their usual ways of doing things when serving people with disabilities. It also requires that they take steps necessary to communicate effectively with customers with vision, hearing, and speech disabilities. This title is regulated and enforced by the U.S. Department of Justice.

More information and events related to ADA Title III (Public Accommodations).

Title IV (Telecommunications)

This title requires telephone and Internet companies to provide a nationwide system of interstate and intrastate telecommunications relay services that allows individuals with hearing and speech disabilities to communicate over the telephone. This title also requires closed captioning of federally funded public service announcements. This title is regulated by the Federal Communication Commission.

More information and events related to ADA Title IV (Telecommunications).

Title V (Miscellaneous Provisions)

The final title contains a variety of provisions relating to the ADA as a whole, including its relationship to other laws, state immunity, its impact on insurance providers and benefits, prohibition against retaliation and coercion, illegal use of drugs, and attorney's fees. This title also provides a list of certain conditions that are not to be considered as disabilities.

Future ADA Issues

What Barriers Still Exist For People With Disabilities?

[Captioned Video -- 1:10 min.]

Disability and Our Aging Population

[Captioned Video -- 1:42 min.]

Changes in Technology 2

[Captioned Video -- 1:11 min.]

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What is the Americans with Disabilities Act (ADA)?

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The Americans with Disabilities Act (ADA) became law in 1990. The ADA is a civil rights law that prohibits discrimination against individuals with disabilities in all areas of public life, including jobs, schools, transportation, and all public and private places that are open to the general public.

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Every state is required to submit a plan to the U.S. Department of Education on how they plan to implement ESSA in their school systems. This 230 page document outlines North Carolina's state plan for implementing ESSA, submitted in 2018. Pages 8-13 are a helpful resource for understanding NC's "Theory of Action" regarding ESSA.

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Another excerpt from Teaching Exceptional Children, this portion of the text also gives insight into relationships with parents, specifically how to build collaborative relationships. This resource emphasizes the importance of a parent's role in their child's education and why partnering with parents is vital to our students' success.

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This parent/guardian resource provides talking points to bring to IEP meetings, based on the Endrew F. Supreme Court case, which greatly impacted FAPE. This document aids families in advocating for their children and ensuring they are given what is legally required. It is also important for educators to be prepared to answer these questions!

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Child Find Activities Under IDEA: Recent Case Law

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Child Find Activities Under IDEA: Recent Case Law

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The purpose of this text is to outline Child Find activities (public, awareness, identification, referral, eligibility determination, and enrollment) under IDEA. Child Find is the process of identifying and evaluating children with disabilities who may be in need of special education and related services. This PDF provides a comprehensive guide to court cases that have shapes this process.

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Another excerpt from Teaching Exceptional Children, this resource provides a helpful guide for educators in writing Present Levels of Academic Achievement and Functional Performance for IEPs. Writing insufficient PLAAFPs is a common mistake in special education, so this text provides important information to correctly write these statements and in turn support our students with disabilities.

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This sample IEP created by NCDPI is a beneficial resource for both teachers and parents. Educators can use this document as a guide for writing sufficient IEPs. They can also provide parents who are unfamiliar with the IEP process with a copy of this document in preparation for their first IEP meeting.

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How Can I Protect Our Children's Right to Inclusion?

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How Can I Protect Our Children's Right to Inclusion?

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This article from Wrightslaw gives educators helpful tips on working with parents of students without disabilities who do not want their children in class with their peers who do have disabilities. This can be a very difficult situation to navigate, but Pam Wright from Wrightslaw provides insight on how to move forward in a way that is respectful but also strongly advocates for inclusion.

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Victoria writes:

I am incensed! As a consultant to a preschool program, I supervise students who provide language therapy to a group of children. Some of these children have disabilities. We use innocuous books and fun activities.

Today I learned that some parents of the non-disabled children have complained and don't want their children in this group. If the group ends, our kids will not be able to have language with their non-disabled peers. I am really angry! What can I do about this?

Pam answers:

Before you go on the warpath, step into the parents' shoes and answer these questions:

What are their assumptions?

What are their beliefs?

What are their hopes? What do they want?

What are their fears?

When you answer these questions, you will be less incensed. You may also have the key to solving the problem.
If I wanted to play devil's advocate, I might say:

"I just learned that my child was placed in a group with disabled children. The people running this group are students - they say they are using "innocuous books" and "fun activities. Since they are students, I assume they are not very knowledgeable."

" I believe my child is a young genius. I hope he will be the next Bill Gates."

"I am afraid that you want to use my child in a social engineering project that was probably dreamed up by Hillary Clinton and her cohorts."

" I do not want my child to read "innocuous books." I do not want my child to spend school time in "fun activities."

" I want my child will receive a more rigorous education than she/he would receive in public school - that is why I am paying to send my child to this expensive private school."

If I wanted my child to read "innocuous books" and engage in "fun activities" I would send my child to public school."

" I am AFRAID of the impact these disabled children will have on my child."

Victoria, do not allow yourself to be a lightning rod for conflict.

If the parents take a position and you take a position, this situation will not end well.

Talk to these parents. Ask questions and listen - they will share their fears and concerns with you. Find answers to the questions I posed.

If you take these steps, you may be able to solve the problem, instead of taking a position which will escalate conflict and cause unnecessary pain on all sides.

In your job, you teach others. This situation gives you a chance to teach your students about the power of emotions and beliefs. People who work in education need to understand and appreciate these emotions. Good luck!

Update from Victoria:

Your advice about not reacting immediately was excellent. One of the reasons I work here is because I realized that I could have a larger impact in a college training program, both with students and in the community.

Initially I saw my "soapbox" as the area of autism and Asperger's, but I have gone beyond this into inclusion issues in general. I think those of us on this side of the fence have a responsibility to educate others. But we must remember to start where the "educatees" are.

Pam responds:

From my perspective (and I'm a therapist, not an attorney), your dilemma may be more common as large numbers of children with disabilities move into regular ed classes.

Parents are likely to divide into groups, according to what they see as their children's interests.

What happens when "regular ed" parents are told that their kids cannot receive help because "We have to spend so much money on special ed kids?" Many regular ed parents resent special ed kids - at best.

"Special ed" parents are divided into different camps and often do not see eye to eye.

One camp wants their children to be fully included or mainstreamed. These children often have more severe disabilities - i.e. mental retardation, autism. These parents hope that if their child is included, he/she is more likely to be accepted by nondisabled kids (and less likely to be victimized because many people are afraid of those who are different.) These parents also want their children to learn social skills. They assume / hope / believe this learning is more likely to occur in a general ed environment (although I have seen no evidence that "incidental learning" of social skills works for most kids with disabilities).

The other camp includes parents of kids with "high incidence" disabilities (i.e., learning disabilities, speech language problems, ADD/ADHD). Most of these parents want their children to learn academic skills and receive remediation (intensive educational services in very small homogeneous groups or one-to-one). Since children with disabilities are less likely to master academic skills in large general ed classes, these parents are less concerned about inclusion and more concerned about learning and educational benefit.

Personal Experiences Affect Beliefs, Hopes, Fears

You mention that your child has Asperger's Sydrome. No doubt this experience has affected your beliefs, hopes, and fears about children with disabilities, especially children who are similar to your child.

Parents of nondisabled children are the same. Their beliefs, hopes, and fears for their children l cause them to take positions and advocate for what they believe to be their children's interests.

If these parents believe that disabled children are getting a bigger piece of the pie, and that their children are being harmed, they will try to change the rules of the game.

What's the answer?

We must remember that as parents (of children with and without disabilities), we have many things in common.

We want our children to learn. We want our children to be accepted by others. We want our children to be treated fairly.

Sometimes (or often) we are overwhelmed by our responsibilities as parents.

We are emotional. We are afraid. We need help.

We must ask questions and listen to the answers.

We must resist the impulse to blame, judge and find fault.

We must work to keep lines of communication open.

Good luck!

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wrightslaw special education law iep autism adhd needs learning disabilities advocacy 504 resources add dyslexia needs no child left behind act regulations services nclb idea ld peter pamela wright

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Advocacy - FAQs - How Can I Protect Our Children's Rights to Inclusion? - Wrightslaw

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Victoria writes: I am incensed! As a consultant to a preschool program, I supervise students who provide language therapy to a group of children. Some of these children have disabilities. We use innocuous books and fun activities. Today I learned that some parents of the non-disabled children have complained and don't want their children in this group.

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NC Exceptional Children: Parent Rights & Responsibilities in Special Education

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NC Exceptional Children: Parent Rights & Responsibilities in Special Education

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This 37 page document from NC's Exceptional Children Division provides parents with a detailed list of the procedural safeguards in place to protect their rights as parents of students with disabilities. Sections within the document include parental consent, confidentiality, disciplinary procedures, filing a due process petition, and more!

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Brief Summary of the Education Rights of Children with Disabilities

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Brief Summary of the Education Rights of Children with Disabilities

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This document, from the Children's Law Clinic at Duke University, provides a brief, yet helpful, summary of the rights of students with disabilities. The Children's Law Clinic aides students in advocating for their rights outlined by the law.

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Disability Rights NC is an organization that supports residents of North Carolina with disabilities understand and protect their civil rights. They handle cases involving discrimination, abuse, and other rights violations for individuals with disabilities. Their values include human dignity, diversity, civil rights, advocacy, justice, inclusion, and self-determination.

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Disability Rights North Carolina (DRNC) helps North Carolinians with disabilities understand their civil rights and protect those rights.

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Disability Rights North Carolina (DRNC)