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This blog is about special education information from opinions for the most part. However, there is information about health plans and updated news for parents to read through.

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The blog is revolved around SPED law and making sure that your student is getting the correct and appropriate services they need from the school district.

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The Wrightslaw Way | to Special Education Law and Advocacy

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

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americans with disabilities education act

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individuals with disabilities education act

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The Wrightslaw Way Wrightslaw Way to Special Education Advocacy

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

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This blog is a great resource to reach out to other parents with special needs students. There are a number of additional resources to choose from the blog to research other information about SPED information. There is also a chat box to connect with others.

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grassroots support for parents of kids with special needs

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This blog is full of information that is broken down into categories. For example, communication, behavior, or school information. There are also free printable for parents to work on with their student.

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This blog helps parents with resources to stay informed about legal issues, marketplace, school directories, and many more resources for not only parents, but teachers as well.

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I'm Sarah, a licensed special education teacher and licensed autism specialist. I am a full time instructor in a teacher preperation college program with a passion for supporting and inspiring the next generation of educators.

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This blog is more geared towards Down syndrome, however there is great information for parents to use as resources. The therapy section in this blog shows great resources of different ways to make progress for the student.

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Last week I was eating lunch at a local Chick-Fil-A when I noticed a young women with Down syndrome working at this particular location. (As a parent ... [Read More...]

It's hard to believe it's been almost three years since Noah first started to school (and we wrote our first letter to his teachers)...time really ... [Read More...]

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Noah's Dad: A Blog About Down Syndrome With Videos And Pictures

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Last week I was eating lunch at a local Chick-Fil-A when I noticed a young women with Down syndrome working at this particular location. (As a parent ... [Read More...] It's hard to believe it's been almost three years since Noah first started to school (and we wrote our first letter to his teachers)...time really ...

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The blog is represented with advocates for students rights and educational services. Their vision is to make sure every child eligible for FAPE will receive those services. There is information for parent training, legal advice, and community outreach.

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KPS4Parents | All learners, regardless of individual need, deserve a free and appropriate public education.

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Our Story

KPS4Parents was started in 2003 by Nyanza Cook, the step-mother and mother of two children with special needs. Starting in 2002 with her step-son's case, being unable to afford an attorney at the time, Nyanza learned all she could about special education on her own before reaching out for a little extra help from a professional, finding Anne M. Zachry, who was working as a freelance advocate at the time.

Nyanza hired Anne to help her with her step-son's case, which was ultimately resolved. Inspired by this experience and the stories she had heard from other parents, Nyanza started KPS4Parents and brought Anne on board to help get the organization off the ground.

Since then, we have grown into a team of experts, with Nyanza today serving as the chairperson of our board of directors and Anne taking the helm as CEO in 2006. Our advocates have collectively represented hundreds of students and consumers with disabilities over the courses of their careers. We have expert knowledge of appropriate assessment and IEP design, as well as many other aspects of appropriate planning and learning among students and consumers with disabilities.

Meet Our Team

Southern California - Camarillo, CA
Special Education & Disability Resource Lay Advocate, Paralegal/Case Consultant to Special Education/Civil Rights Attorneys, Individualized Education Program Evaluator & Designer, Behavior Analyst
Gwalior, MP, India
Virtual Advocacy Assistant & Calendar Clerk, Web & Email Support, Community-Based Instructor
Consulting Colleague

President/CEO, Exceptional Rights Advocacy, LLC

Northern California Director of Supported Decision-Making (SDM), Disability Voices United

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KPS4Parents was started in 2003 by Nyanza Cook, the step-mother and mother of two children with special needs. Starting in 2002 with her step-son's case, being unable to afford an attorney at the time, Nyanza learned all she could about special education on her own before reaching out for a little extra help from a professional, finding Anne M.

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This blog talks about how the educational system struggled to support SPED students during COVID and how you can help get your student back on track in education. It also talks about virtual IEP meetings and expectations. The news is from all over, not just one state.

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Exploring the opportunities and obstacles educators encounter while serving students with special needs, including children with disabilities, gifted students, and those who are homeless or incarcerated.

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Exploring the opportunities and obstacles educators encounter while serving students with special needs, including children with disabilities, gifted students, and those who are homeless or incarcerated. Get the latest education news delivered to your inbox daily.

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This blog gives insight on how to help students with specific disabilities in education. There are sections where parents can go to for first steps, getting help, and community experiences/stories. There are tools to help students during school that parents might want to try.

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©Smart Kids with Learning Disabilities®, Inc., Westport, Connecticut, USA. All rights reserved. Smart Kids with Learning Disabilities® is a registered trademark of Smart Kids with Learning Disabilities, Inc. SmartKidswithLD.org is the website of Smart Kids with Learning Disabilities, Inc., a non-profit organization dedicated to providing support to parents of children with learning disabilities and/or attention deficit disorders.

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This blog gives more specific details to the law aspect. There are links attached to the blog that will lead to articles on specific disabilities, school policies, and other resources for support.

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This post is the fourth and final in this series of posts related to employment for people with disabilities. Most of us are familiar with the grotesque inequities which confront persons with severe disabilities in sheltered workshops where due to federal waivers employers are allowed to pay sub-minimum wages of as little as 22 cents an hour. According to the National Disability Rights Network, more than 400,000 disabled workers are in sheltered workshops where they earn on average only $175.00 per month. These workers are segregated with other persons with disabilities and receive little to no training to enable them transition to more meaningful work. Many of these sheltered workshops are no more than daycare. However, different disability groups are tackling head on ways to change what some advocates deem outright exploitation of disabled workers in sheltered workshops.

Employment is also challenging for persons with moderate to mild disabilities who wish to engage in competitive employment. Whether because of outright discrimination or employer fear, persons with disabilities are often overlooked in the hiring process. But this situation may be slowly changing as different corporations are exploring ways to hire the disabled and creating win-win situations for everyone. What these corporations are discovering is that hiring the disabled makes sound business sense and is not merely an act of charity.

In 2007, Walgreens developed a goal to ensure that 30% of 800 employees at one of its high tech distribution centers would be employees with disabilities who would receive equal pay, equal jobs, and an inclusive work environment. The initiative was wildly successful and to its delight, Walgreens realized that this site operated 20% more efficiently than its other locations. As of 2012, Walgreens is now employing 1000 employees at its 17 distribution centers in the United States and Puerto Rico. One of its distribution centers now has 40% of employees with disabilities. Other major companies, such as Best Buy and Toys R Us, are likewise following this model to increase their hiring of disabled workers.

In the past few years, the Kessler Foundation has developed a "Transition to Work" grants program, which funds initiatives to develop programs that address the persistently high unemployment rates of the disabled, by providing grants to enable service providers and businesses to develop new ways to foster employment programs for the disabled. One such grant was made to the National Organization on Disability (NOD) in 2009. The NOD recognized that although well-meaning companies wanted to create a more diverse work force, they did not always speak the "same language" of the service providers for the disabled. "Success" was understood differently by potential employers and service providers. As a result, the NOD created the "Bridges to Business" program in 2009 to provide project management and oversight to help these two sectors work more collaboratively together to improve employment outcomes for the disabled. NOD worked closely with Lowe's, which similarly to Walgreens was committed to creating a more diverse work force, was able to hire over 120 persons with disabilities and train 375 managers over an 18-month period.

The Federal government is ensuring that there are sound financial benefits to companies to hire employees with disabilities. For instance, employers must always maintain compliance with the anti-discrimination employment practices of the Americans with Disabilities Act, and the hiring of employees with disabilities obviously protects against such litigation, lowering a business' legal costs. Employers can also benefit from the Work Opportunity Tax Credit, which is a federal tax credit program that can reduce an employer's income tax liability by up to $2,400 per qualified new hire (individual from one of 9 targeted groups). Similarly, small business owners can apply for tax credits for expenses incurred creating eligible accesses for employees. Businesses of any size can deduct up to $15,000 per year for qualified expenses involved in the removal of architectural and transportation barriers to the disabled and elderly.

Employees with disabilities are loyal employees as demonstrated by their retention rate. The average turnover rate of employees with disabilities is 8% compared to 45% in the general population, thereby reducing the costs of hiring and training new employees. And the additional time spent training disabled employees can benefit all employees. The whole idea of universal design for learning-the concept that all students can benefit from the specialized instruction afforded students with disabilities in educational settings-can translate to employment situations. All employees, not just the disabled, can benefit from the specialized training and education afforded workers with disabilities.

Finally and harder to quantify are the intangible benefits a business can generate by hiring the disabled such as seen at Walgreens. Not only are the people with disabilities loyal employees, but their friends and families can also be loyal customers. All of us who advocate for and love our family members with special needs will certainly choose to patronize a business that supports employment of the disabled? The good will generated by the presence of disabled workers is simply good public relations for any business.

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A special education legal resource discussing case law, news, practical advocacy advice, and developments in state and federal laws, statutes and regulations. Postings include insight and sometimes humor from Charles P. Fox, a Chicago, Illinois attorney who is also a parent of child with special needs, and other guest authors.

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This blog allows parents to read about the legal aspects of IEP's and how to know if the school is following guidelines for the student. Gives tips about athletics for students and how to handle issues within the IEP team.

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Parents are frequently unaware of possible conflicts of interest in special education. As we wrote in our previous blog article on conflicts of interest for school personnel, you must always try to be aware of the subtle, but real possibility that a school employee may act in the best interest of the school district first and put your child's needs second.

In a continuation of our series on special education gatekeeping (Withholding Needed Services and Response to Intervention), we have an amazing story to tell about how the state of Texas kept a quarter of a million children with disabilities from receiving an appropriate education.

W e are honored to present a guest blog by attorney Robert K. Crabtree The following is a transcript of his remarks to the Council of Parent Attorneys and Advocates (COPAA) annual special education advocacy conference. The occasion was his acceptance of the Diane Lipton Award for Outstanding Advocacy. The title of his presentation was: "Advocating over the Long Haul: Handling Stress and Staying in the Game."

In examining hundreds of IEP goals, we have noticed that too many just describe hoped-for outcomes and not measurable results. These goals tend to be vague statements of what the IEP Team would like the student to be rather than define a path toward a specific accomplishment. We call these "feel good" goals...

Previously we wrote about how RTI (Response to Intervention) was being used by some schools to delay, or even prevent, students from being evaluated for special education services (Gatekeeping 101: Response to Intervention). Now it appears that even when used as intended, RTI isn't achieving the goals that educators promised.

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Parents are frequently unaware of possible conflicts of interest in special education. As we wrote in our previous blog article on conflicts of interest for school personnel , you must always try to be aware of the subtle, but real possibility that a school employee may act in the best interest of the school district first and put your child's needs second.

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This blog is to help parents with understanding SPED rights. Also gives tips to parents with how to handle situations, coping tips, and more useful information to support parents with children with disabilities.

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Some of our blog's most useful information for parents, all compiled in one page...
Read A Mother's Story, by Jane DuBovy
This post by A2Z's founder, Jane DuBovy, focuses on her journey as the mother of a child with Autism.
Special Education Training for Parents
With our extensive experience, we are able to present to parent groups or other groups in southern California on topics related to special education advocacy, parent rights, and the special education process.Examples of topics on which we could present to your group include:
* An Overview of Parent Rights under Special Education Laws
* An Overview of the IEP Process and Evaluations
* Independent Educational Evaluations
* Special Education for Students with Autism
* Special Education for Students with Fetal Alcohol Syndrome
* Special Education for Students with Learning Disabilities and ADHD

More advanced topics could also be covered for more advanced audiences. We are also willing to create specific presentations to meet your group's needs. Contact A2Z and ask for Carrie for more information!

There are also many resources available for training opportunities / more in depth information on special education, such as -

* Dept. of Education's IDEA page - http://idea.ed.gov/
* The Wrightslaw website has a wealth of information related to IDEA and special education, and is very parent-friendly. There are also books available for purchase for more in depth information about topics.
* Council of Parent Attorneys and Advocates (COPAA) - Parents can join COPAA for access to resources and information. COPAA also provides webinars on topics related to special education throughout the year and an annual in-person conference each year.
* Your Special Education Rights is a website that provides free information / resources to parents (and others) via a "continuously updated video library covering essential information in order to secure appropriate special education services for their child." - yourspecialeducationrights.com
* Wrightslaw's DVD / Multi-media version of its Special Education Law and Advocacy training program is available for purchase online. http://www.wrightslaw.com/store/cd.law.advo.html

In addition, special education advocates as well as law students and attorneys wishing to pursue special education law are often looking for training specific to disability rights and special education laws and advocacy skills, and there are many resources available to meet those training needs -
* COPAA - Advocates and attorneys can also join COPAA for access to resources, information, and valuable training opportunities.
* The COPAA SEAT program is the best-of-the-best when it comes to training for Special Education Advocates! SEAT provides students with intensive coursework and a hands-on practicum component to provide training so that advocates achieve competency in their field.
* The Advocacy Institute provides a variety of webinars (both live and through access to archived webinars) to provide training to advocates and parents on topics related to special education. http://www.advocacyinstitute.org/

Additional Resources for Parents

Disability Rights California (the Protection and Advocacy, Inc - or PAI - of California)'s Special Education Rights and Responsibilities Manual (commonly referred to as the "SERR Manual") is a comprehensive resource for parents and advocates on everything related to special education in California. Topics are covered in question and answer format, with a combination of both information and practical tips. The SERR Manual is available for download at the following link: http://www.disabilityrightsca.org/pubs/504001SERR.htm
Wrightslaw.com is a very extensive resource. The website includes articles and briefs on an significant number of topics, updates on current events and news, a newsletter, and an online "law library." In addition, you can find information about Wrightslaw's various publications and other materials, including books and DVDs. Check it all out at www.wrightslaw.com.

The US Department of Education, Office of Special Education Programs has created a website intended to be a "one-stop shop" for information and resources about IDEA 2004 and its implementing regulations. The website includes information about IDEA divided into specific topics, as well as access to the statute and the regulations. It is also a great tool for finding the IDEA "Q&A" documents released by the Department of Education in regards to the changes and language in the regulations. OSEP's IDEA 2004 Website can be found at http://idea.ed.gov/explore/home

The Council of Parent Attorneys and Advocates is a national organization with members who are parents of students with special needs, Advocates and Attorneys who represent students with disabilities, and "other" providers, etc who advocate for students. Parents can join COPAA for access to the wealth of information and resources available through this wonderful organization at www.copaa.org.

The Your Special Education Rights website is one of the best resources available for parents - for free! - online. This website provides video-based information on a wide range of topics related to special education and parents' rights. The videos are continuously updated, and Jen and Julie (the ladies in the videos) are extremely knowledgeable and entertaining at the same time!

10) Never sign anything before you have a chance to completely read the document. This goes for assessment plans, IEPs and even settlement agreements. Just because the district, an assistant principal or a teacher tells you something doesn't meant it is written in the document. Read it and then reread and then have someone else read it.

9) When in doubt write it out. Put everything in writing - it can't hurt. There are many rights under the law which are not activated until you document your request in writing or provide the district with written notice. For example, always put in writing a request for assessments, a request for documents, and a notice of your intent to remove your child from a placement. Take notes during IEP meetings (or have someone else do it for you) and during telephone conversations. I like to follow up particularly "interesting" telephone conversations with a letter that documents all the statements made by the other party that are false or outside the scope of what is allowed under the law (you may want to save this for a particularly noteworthy conversation as the person will be less likely to say anything that "interesting" ever again).

8) You don't want the "best" you want what is "appropriate." Whenever a Parent says "best" at an IEP meeting I wince as it is a perfect opportunity for a district representative to pipe in about providing that child with a basic floor of opportunity. If you keep focused on what is appropriate they won't ever be able to say that you are after the "Cadillac" (although personally I would prefer a more efficient car - but I digress).

7) Don't over rely on technicalities. The law is filled with procedural rights that are meant to protect Parents and children but if you get caught up in the technicalities you could lose focus of the big picture - what your child needs to make educational progress. Unfortunately, a hearing officer or an administrative law judge is probably not going to care that the district didn't provide you with "prior" written notice that your child was no longer going to receive speech services - especially if you can't find anyone who recommends that he still needs speech services.

6) You need to learn to share. Provide the district with copies of all reports that you have done and with information about outside services you are providing. Parents sometimes want to keep information, such as independent evaluations or the fact they are providing services a secret until a hearing. This only makes you look like you have more to hide down the line and provides the district with the perfect defense - "had we known we would have paid for it/implemented it/considered it" (or the more likely "we would have provided you with notice we weren't going to pay for it/ implement it/ consider it").

5) Keep and organize all your documents. While you can always request records from the school district it is much easier if you have kept your own set of records if you need a document immediately or if you need to provide your documents to an advocate or an attorney. Also if there is going to be a "smoking gun" (and there usually isn't) it will be that the district has a "different" version of a document at a later date and your original document will help clear up any confusion. Also don't write on the documents - they may need to be used later as evidence and clean documents are better than ones where Parents have scribbled out words or taken notes all over.

4) Kill them with kindness. This could be a hard pill to swallow especially to Parents who have had a hard time with a particular administrator in the past but just because you are having a disagreement over services does not mean that you should be rude or get angry with someone as it usually won't serve any purpose - other than bringing a meeting to a screeching halt or making Parents look vindictive if they file for due process later. I've found that you can get a lot more information out of people if you are polite rather than calling them a liar or throwing papers in their face. Also you will come across as a much more credible witness to a hearing office or administrative law judge if you don't have a history of battering district employees.

3) Be the squeaky wheel. You can't assume the district will do what's right, fair, appropriate or even legal. While you should be courteous that doesn't mean you should lay down and let them roll over you. If you want an independent evaluation- ask for it. If your student isn't making progress - request an IEP. A school is much more likely to address your concerns if you let them know what they are on a regular basis rather than waiting until your child's annual IEP to ask questions.

2) Learn the lingo. An IEP can be all about whether your student needs an SDC to address his SLD because RTI was unsuccessful based on his PLOP and if any other DIS services are needed for FAPE. If you have no idea what any of these acronyms mean you are going to quickly get lost at an IEP meeting. While you can certainly ask a district representative to explain them to you (although in my experience they hardly ever know what DIS actually stands for) you will have an easier time of it if you familiarize yourself with the acronyms and any other vocabulary related to your child's disability beforehand.

1) If you need help - ask for it. This can all be overwhelming and technical to a Parent who hasn't been through the process before and there are advocates and attorneys who can help you navigate through it. If you can't afford an attorney or advocate there are organizations that will work with parents at little to no cost and with a little research you should be able to find some in your area. Also consider joining a parent support group as there will be parents there who have been through the process and likely willing to give you some advice or even come with you to an IEP meeting.

How to Organize School Records

Organizing your child's files is a great way to ensure that you start the school year out right. With organized files, you are able to find documents quickly, access information regarding your child's needs, and track changes in your child's program. Ultimately, you become a better and more effective advocate for your child. Here's out tips for how to do it:

Records to Gather:

All of your child's IEPs, including annual IEPs, triennial / three-year reviews, and any addendums or amendments

Any assessments conducted by the school district, including protocols and notes from those assessments

Any assessment plans or written correspondence related to the district's assessments

Any assessments, evaluations or other reports that you have obtained privately / independently

Progress reports, report cards, and results from periodic classroom assessments

Statewide or districtwide assessment / testing results

Correspondence to and from your child's school, teachers, providers, etc

Discipline records or reports regarding your child's behaviors

Other relevant documentation regarding your child's unique needs and special education program

Copy of your "parent rights" that you recieve from the school district

* You have a right to review your child's records from the school district. Make a request in writing in order to review the records or obtain copies.
Supplies Needed:

Three-ring binders - you will need at least one large binder (more if your child is older / has a lot of records) for older records and one medium to large one to organize this year's documents as you receive them

Dividers with labels. Color-coded ones work well.

Inserts with pockets for loose documents

Hole-punch

Pen or marker

Colored paper

Organizing Your Records from Previous School Years:
1. If your child is older, and has many years worth of documents, start by dividing up the documents by elementary school years, middle school years, high school years.
2. Separate the documents in piles by the following categories:
a. IEPs
b. Assessments / Evaluations, Independent Reports
c. Progress Reports, Report Cards, Statewide Testing Results
d. Discipline records, behavior notes, behavior logs, etc
e. Correspondence, communications and emails
f. Other documents
* If your child has applicable medical needs, or other areas, you can add additional categories as needed
3. Within each category, put the documents into chronological order
4. Make labels for each section of your binder using the file dividers. The labels should correspond to the above categories. i.e. Make labels for "IEPs" "Evals" "Progress" "Behavior" "Correspondence" "Other"
5. Put documents into sections in chronological order, using a single colored sheet of paper between each separate document.
* Dividing records by category has the benefit of enabling you to easily find information in your child's files and track changes in IEPs, etc from year to year. Other methods could include dividing by school year; or simply putting all documents in chronological order with an index.

Tips for Setting Up a System for Current School Year:

1. Start with labels for your second binder that match the categories discussed above. Throughout the school year, you can add documents to these categories as you receive them, which will make it easy to transfer them into your archiving binder when the year is over.
2. Add an additional divider labeled "Notes." In that section, add blank paper or some format to use as a log or journal throughout the year. Make notes of any phone conversations, meetings or other discussions with teachers and staff regarding your child's educational program.
3. Insert a folder that can be used for forms and other communications that you need to sign and return.
4. Use either the front pocket of the binder or an insert to hold a contact list with teachers, providers, IEP case carriers, district administrators, your advocate, and others who are important to the development and implementation of your child's IEP.
5. Add additional dividers according to your needs.
6. If you can print out a school calendar, put a copy of it at the very beginning of this binder.

Remember that the goal here is to make this system easy for you to utilize and access, so organize in a way that works best for you!

Organizing your child's files is a great way to ensure that you start the school year out right. With organized files, you are able to find documents quickly, access information regarding your child's needs, and track changes in your child's program. Ultimately, you become a better and more effective advocate for your child. Here's out tips for how to do it:

Records to Gather:

All of your child's IEPs, including annual IEPs, triennial / three-year reviews, and any addendums or amendments

Any assessments conducted by the school district, including protocols and notes from those assessments

Any assessment plans or written correspondence related to the district's assessments

Any assessments, evaluations or other reports that you have obtained privately / independently

Progress reports, report cards, and results from periodic classroom assessments

Statewide or districtwide assessment / testing results

Correspondence to and from your child's school, teachers, providers, etc

Discipline records or reports regarding your child's behaviors

Other relevant documentation regarding your child's unique needs and special education program

Copy of your "parent rights" that you recieve from the school district

* You have a right to review your child's records from the school district. Make a request in writing in order to review the records or obtain copies.
Supplies Needed:

Three-ring binders - you will need at least one large binder (more if your child is older / has a lot of records) for older records and one medium to large one to organize this year's documents as you receive them

Dividers with labels. Color-coded ones work well.

Inserts with pockets for loose documents

Hole-punch

Pen or marker

Colored paper

Organizing Your Records from Previous School Years:
1. If your child is older, and has many years worth of documents, start by dividing up the documents by elementary school years, middle school years, high school years.
2. Separate the documents in piles by the following categories:
a. IEPs
b. Assessments / Evaluations, Independent Reports
c. Progress Reports, Report Cards, Statewide Testing Results
d. Discipline records, behavior notes, behavior logs, etc
e. Correspondence, communications and emails
f. Other documents
* If your child has applicable medical needs, or other areas, you can add additional categories as needed
3. Within each category, put the documents into chronological order
4. Make labels for each section of your binder using the file dividers. The labels should correspond to the above categories. i.e. Make labels for "IEPs" "Evals" "Progress" "Behavior" "Correspondence" "Other"
5. Put documents into sections in chronological order, using a single colored sheet of paper between each separate document.
* Dividing records by category has the benefit of enabling you to easily find information in your child's files and track changes in IEPs, etc from year to year. Other methods could include dividing by school year; or simply putting all documents in chronological order with an index.

Tips for Setting Up a System for Current School Year:

1. Start with labels for your second binder that match the categories discussed above. Throughout the school year, you can add documents to these categories as you receive them, which will make it easy to transfer them into your archiving binder when the year is over.
2. Add an additional divider labeled "Notes." In that section, add blank paper or some format to use as a log or journal throughout the year. Make notes of any phone conversations, meetings or other discussions with teachers and staff regarding your child's educational program.
3. Insert a folder that can be used for forms and other communications that you need to sign and return.
4. Use either the front pocket of the binder or an insert to hold a contact list with teachers, providers, IEP case carriers, district administrators, your advocate, and others who are important to the development and implementation of your child's IEP.
5. Add additional dividers according to your needs.
6. If you can print out a school calendar, put a copy of it at the very beginning of this binder.

Remember that the goal here is to make this system easy for you to utilize and access, so organize in a way that works best for you! - See more at: http://www.a2zeducationaladvocates.blogspot.com/search/label/back%20to%20school#sthash.lVnjDkDd.dpuf

Videos For Parents About the Special Education Process

Letter to Request Independent Educational Evaluations (IEEs) [when in disagreement with District assessments]

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Some of our blog's most useful information for parents, all compiled in one page... Read A Mother's Story, by Jane DuBovy This post by A2Z's founder, Jane DuBovy, focuses on her journey as the mother of a child with Autism.