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Planning and Delivery of Effective Support Services: IEPs

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Planning and Delivery of Effective Support Services: IEPs

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Many parents of children with disabilities and of children who are in special education struggle with what their children's needs are when in school.  They want to give their children the services that they need in order to succeed in school.  An Individualized Education Program (IEP) will help those children succeed in school.  Individualized Education Programs are created for children with disabilities and for those children who are in special education and receive special education services.  IEP's include the services that a child needs in order to succeed in school.  Parents need to be aware of the power that they have in the IEP process, and hopefully these IEP resources will give them that power.

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Center for Parent Information & Resources (Parent Center Hub) - IEP Questions

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Center for Parent Information & Resources (Parent Center Hub) - IEP Questions

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This website contains information and resources for parents of children with disabilities.  This direct link contains questions that are often asked by parents about special education services.  Questions are divided into parts such as the special education evaluation process, deciding eligibility, writing and implementing an IEP (this is part III beginning with question 11), re-evaluation, and resolving disputes.  This part includes the services and factors that need to be considered when creating a child's IEP.

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Links updated, April 2019
En español | In Spanish
Read This Publication
If You Want to Know...

How to have your child evaluated (at no cost to you) to see why he or she is having difficulty in school

What the evaluation process involves and how you can contribute to it

How special education can support your child's learning, if he or she is found eligible for services

How your child's eligibility is determined and your right to participate in making that decision

What happens next, if your child is found eligible

Hint: It involves writing an individualized education program, or IEP, for your child...

Introduction

1. Why is my child struggling in school?

When children are struggling in school, it's important to find out why. It may be that a disability is affecting your child's educational performance. If so, your child may be eligible for special education and related services that can help. To learn more about special education, keep reading. This publication will help you learn how you and the school can work together to help your child.

As a first step, the school may need to try sufficient interventions in the regular education classroom and modify instructional practices before referring your child for special education evaluation.

2. What is special education?

Special education is instruction that is specially designed to meet the unique needs of children who have disabilities. Special education and related services are provided in public schools at no cost to the parents and can include special instruction in the classroom, at home, in hospitals or institutions, or in other settings. This definition of special education comes from IDEA, the Individuals with Disabilities Education Act. This law gives eligible children with disabilities the right to receive special services and assistance in school.

More than 6.8 million children ages 3 through 21 receive special education and related services each year in the United States. Each of these children receives instruction that is specially designed:

to meet his or her unique needs (that result from having a disability); and

to help the child learn the information and skills that other children are learning in the general education curriculum.

3. Who is eligible for special education?

Children with disabilities are eligible for special education and related services when they meet IDEA's definition of a "child with a disability" in combination with state and local policies. IDEA's definition of a "child with a disability" lists 13 different disability categories under which a child may be found eligible for special education and related services. These categories are listed below. IDEA describes what each of these disability categories means. You'll find those descriptions online at:
https://www.parentcenterhub.org/categories/

________________________________
IDEA's Categories of Disability
Autism

Deafness

Deaf-blindness

Hearing impairment

Intellectual disabilities

Multiple disabilities

Orthopedic impairment

Other health impairment

Serious emotional disturbance

Specific learning disability

Speech or language impairment

Traumatic brain injury

Visual impairment, including blindness

________________________________

States and school districts must follow IDEA's definitions, but they also may add details to guide decision making about children's eligibility. That's why it's important to know what your state and local policies are. We'll tell you how to find out that information in this article.
Services to Very Young Children
Infants and toddlers can have disabilities, too. Services to children under three years of age are also part of IDEA. These services are called early intervention services and can be very important in helping young children develop and learn. For information about early intervention, visit this overview:
https://www.parentcenterhub.org/ei-overview/

4. How do I find out if my child is eligible?

You can ask the school to your child. Call or write the director of special education or the principal of your child's school. Describe your concerns with your child's educational performance and request an evaluation under IDEA, to see if a disability is involved.

The public school may also be concerned about how your child is learning and developing. If the school thinks that your child may have a disability, then it must evaluate your child at no cost to you . The school must ask your permission and receive your written consent before it may evaluate your child. Once you provide that consent, the evaluation must be conducted within 60 days (or within the timeframe the state has established).

However, the school does not have to evaluate your child just because you have asked. The school may not think your child has a disability or needs special education. In this case, the school may refuse to evaluate your child. It must let you know this decision in writing, as well as why it has refused. This is called giving you . (For more information about prior written notice, see Q&A on Parent Participation, available online at:
https://www.parentcenterhub.org/qa2

If the school refuses to evaluate your child, there are two things you can do immediately:

Ask the school system for information about its special education policies, as well as parent rights to disagree with decisions made by the school system. These materials should describe the steps parents can take to appeal a school system's decision.

Get in touch with your state's Parent Training and Information (PTI) center. The PTI is an excellent resource for parents to learn more about special education, their rights and responsibilities, and the law. The PTI can tell you what steps to take next to find help for your child. To identify your PTI, visit Find Your Parent Center, at:
https://www.parentcenterhub.org/find-your-center

Part 1: The Evaluation Process

5. What happens during an evaluation?

Evaluating your child means more than the school just giving your child a test. The school must evaluate your child in all the areas where your child may be affected by the possible disability. This may include looking at your child's health, vision, hearing, social and emotional well-being, general intelligence, performance in school, and how well your child communicates with others and uses his or her body. The evaluation must be individualized (just your child) and full and comprehensive enough to determine if your child has a disability and to identify all of your child's needs for special education and related services if it is determined that your child has a disability.

The evaluation process involves several steps. These are listed below.

A | Reviewing existing information
A team of people, including you, begins by looking at the information the school already has about your child. You may have information about your child you wish to share as well. The team will look at information such as:

your child's scores on tests given in the classroom or to all students in your child's grade;

the opinions and observations of your child's teachers and other school staff who know your child; and

your feelings, concerns, and ideas about how your child is doing in school.

B | Deciding if more information is still needed
The information collected above will help the group decide:

if your son or daughter has a particular type of disability;

how your child is currently doing in school;

whether your child needs special education and related services; and

what your child's educational needs are.

If the information the team collects doesn't answer these questions, then the school must collect more information about your child.

C | Collecting more information about your child
Your informed written permission is required before the school may collect additional information about your son or daughter. The school must also describe how it will collect the information. This includes describing the tests that will be used and the other ways the school will gather information about your child. After you give your consent, the school will go ahead as described. The information it gathers will give the evaluation team the information it needs to make the types of decisions listed above.

6. How does the school collect this information?

The school collects information about your child from many different people and in many different ways. Tests are an important part of an evaluation, but they are only a part. The evaluation should also include:

the observations and opinions of professionals who have worked with your child;

your child's medical history, when it relates to his or her performance in school; and

your ideas about your child's school experiences, abilities, needs, and behavior outside of school, and his or her feelings about school.

The following people will be part of the team evaluating your child:
You, as parents;

At least one regular education teacher, if your child is or may be participating in the regular educational environment;

At least one of your child's special education teachers or service providers;

A school administrator who knows about policies for special education, about children with disabilities, about the general education curriculum (the curriculum used by students who do not have disabilities), and about available resources;

Someone who can interpret the evaluation results and talk about what instruction may be necessary for your child;

Individuals (invited by you or the school) who have knowledge or special expertise about your child;

Your child, if appropriate;

Representatives from any other agencies that may be responsible for paying for or providing transition services (if your child is age 16 or, if appropriate, younger and will be planning for life after high school); and

Other qualified professionals.

These other qualified professionals may be responsible for collecting specific kinds of information about your child. They may include:

a school psychologist and/or an occupational therapist;

a speech and language pathologist (sometimes called a speech therapist);

a physical therapist and/or adaptive physical education therapist or teacher;

a medical specialist; and

others.

Professionals will observe your child. They may give your child written tests or talk personally with your child. They are trying to get a picture of the "whole child." For example, they want to understand such aspects as:

how well your child speaks and understands language;

how your child thinks and behaves;

how well your child adapts to changes in his or her environment;

how well your child has done academically;

how well your child functions in a number of areas, such as moving, thinking, learning, seeing, and hearing; and

your child's job-related and other post-school interests and abilities.

IDEA gives clear directions about how schools must conduct evaluations. For example, tests and interviews must be given in the language (for example, Spanish, sign language) or communication mode (for example, Braille, using a picture board or an alternative augmentative communication device) that is most likely to yield accurate information about what your child knows or can do developmentally, functionally, and academically. The tests must also be given in a way that does not discriminate against your child because he or she has a disability or is from a different racial or cultural background.

IDEA states that schools may not decide a child's eligibility for special education based on the results of only one procedure such as a test or an observation. More than one procedure is needed to see where your child may be having difficulty and to identify his or her strengths and needs.

In some cases, schools will be able to conduct a child's entire evaluation within the school. In other cases, schools may not have the staff to do all of the evaluations needed. These schools will have to hire outside people or agencies to do some or all of the evaluation. If your child is evaluated outside of the school, the school must make the arrangements. The school will say in writing exactly what type of testing is to be done. All of these evaluation procedures are done at no cost to parents.

In some cases, once the evaluation has begun, the outside specialist may ask to do more testing. Make sure you tell the specialist to contact the school. If the testing is going beyond what the school originally asked for, the school needs to agree to pay for the extra testing.

Part II: Deciding Eligibility

7. What does the school do with these evaluation results?

The information gathered from the evaluation will be used to make important decisions about your child's education. All of the information about your child will be used:

to decide if your child is eligible for special education and related services; and

to help you and the school decide what your child needs educationally.

8. How is my child's eligibility for special education decided?

As was said earlier, the decision about your child's eligibility for services is based on whether your son or daughter has a disability that fits into one of the IDEA's 13 disability categories (see question #3) and meets any additional state or local criteria for eligibility. This decision will be made when the evaluation has been completed, and the results are available.

Parents are part of the team that decides a child's eligibility for special education. This team will look at all of the information gathered during the evaluation and decide if your child meets the definition of a "child with a disability." If so, your child will be eligible for special education and related services.

Under IDEA, a child may not be found eligible for services if the determining reason for thinking the child is eligible is that:

the child has limited English proficiency, or

the child has not had appropriate instruction in math or reading.

If your child is found eligible, you and the school will work together to design an individualized education program for your child. This process is described in detail in Part III.

The school will give you a copy of the evaluation report on your child and the paperwork about your child's eligibility for special education and related services. This documentation is provided at no cost to you.

9. What happens if my child is not eligible for special education?

If the eligibility team decides that your child is not eligible for special education, the school system must tell you this in writing and explain why your child has been found "not eligible." Under IDEA, you must also be given information about what you can do if you disagree with this decision.

Read the information the school system gives you. Make sure it includes information about how to appeal the school system's decision. If that information is not in the materials the school gives you, ask the school for it. IDEA includes many different mechanisms for resolving disagreements, including Mediation. The school is required to tell you what those mechanisms are and how to use them.

Also get in touch with your state's Parent Training and Information (PTI) center. The PTI can tell you what steps to take next. Visit Find Your Parent Center, at:
https://www.parentcenterhub.org/find-your-center

10. What happens if my child is found eligible for special education, but I do not agree?

If your child is found eligible for special education and related services and you disagree with that decision, or if you do not want your child to receive special education and related services, you have the right to decline these services for your child. The school may provide your child with special education and related services only if you agree. Also, you may cancel special education and related services for your child at any time.

It is important to note, however, that if you decline or cancel special education for your child and later change your mind, the evaluation process must be repeated.

Part III: Writing and Implementing an IEP

11. So my child has been found eligible for special education, and I agree. What's next?

The next step is to write and implement what is known as an Individualized Education Program -usually called an IEP. After a child is found eligible, a meeting must be held within 30 days to develop to the IEP.

12. What's an IEP?

The acronym IEP stands for Individualized Education Program. This is a written document that describes the educational program designed to meet a child's individual needs. Every child who receives special education must have an IEP.

The IEP has two general purposes: (1) to set learning goals for your child; and (2) to state the supports and services that the school district will provide for your child.

13. What type of information is included in an IEP?

According to IDEA, your child's IEP must include specific statements. These are listed below between the lines. Take a moment to read over this list.

__________________________
What Information is in Your Child's IEP?
Your child's IEP will contain the following statements:

Present levels of academic achievement and functional performance. This statement describes how your child is currently achieving in school. This includes how your child's disability affects his or her participation and progress in the general education curriculum.

Annual goals. The IEP must state annual goals for your child, what you and the school team think he or she can reasonably accomplish in a year. The goals must relate to meeting the needs that result from your child's disability. They must also help your son or daughter participate in and progress in the general education curriculum.

Special education and related services to be provided. The IEP must list the special education and related services to be provided to your child. This includes supplementary aids and services (e.g., preferential seating, a communication device, one-on-one tutor) that can increase your child's access to learning and his or her participation in school activities. It also includes changes to the program or supports for school personnel that will be provided for your child.

Participation with children without disabilities. The IEP must include an explanation that answers this question: How much of the school day will your child be educated separately from children without disabilities or not participate in extracurricular or other nonacademic activities such as lunch or clubs?

Dates and location. The IEP must state (a) when special education and related and supplementary aids and services will begin; (b) how often they will be provided; (c) where they will be provided; and (d) how long they will last.

Participation in state and district-wide assessments. Your state and district probably give tests of student achievement to children in certain grades or age groups. In order to participate in these tests, your child may need individual accommodations or changes in how the tests are administered. The IEP team must decide what accommodations your child needs and list them in the IEP. If your child will not be taking these tests, the IEP must include a statement as to why the tests are not appropriate for your child, how your child will be tested instead, and why the alternate assessment selected is appropriate for your child.

Transition services. By the time your child is 16 (or younger, if the IEP team finds it appropriate for your child), the IEP must include measurable postsecondary goals related to your child's training, education, employment, and (when appropriate) independent living skills. The IEP must also include the transition services needed to help your child reach those goals, including what your child should study.

Measuring progress. The IEP must state how school personnel will measure your child's progress toward the annual goals. It must also state when it will give you periodic reports on your child's progress.

__________________________

It is very important that children who receive special education participate in the general education curriculum as much as possible. That is, they should learn the same curriculum as children without disabilities-for example, reading, math, science, social studies, and physical education. In some cases, this curriculum may need to be adapted for your child to learn, but it should not be omitted. Participation in extracurricular activities and other nonacademic activities is also important. Your child's IEP needs to be written with this in mind.

For example, what special education and related services will help your child participate in the general education curriculum-in other words, to study what other students are studying? What special education, related services, or supports will help your child take part in extracurricular activities such as school clubs or sports? When your child's IEP is developed, an important part of the discussion will be how to support your child in regular education classes and activities in the school.

14. Who develops my child's IEP?

Many people come together to develop your child's IEP. This group is called the IEP team and includes most of the same types of individuals who were involved in your child's evaluation. Team members will include:

You, the parents

At least one regular education teacher, if your child is (or may be) participating in the regular education environment

At least one of your child's special education teachers or special education providers

A representative of the sch ool system who (a) is qualified to provide or supervise the provision of special education, (b) knows about the general education curriculum; and (c) knows about the resources the school system has available

An individual who can interpret the evaluatio n results and talk about what instruction may be necessary for your child

Your child, when appropriate

Other individuals (invited by you or the school) who have knowledge or special expertise about your child. For example, you may wish to invite a relative who is close to your child or a child care provider. The school may wish to invite a related services provider such as a speech therapist or a physical therapist.

With your consent, the school must also invite representatives from any other agencies that are likely to be responsible for paying for or providing transition services (if your child is 16 years old or, if appropriate, younger).

15. So I can help develop my child's IEP?

The law is very clear that parents have the right to participate in developing their child's IEP. In fact, your input is invaluable. You know your child so very well, and the school needs to know your insights and concerns. That's why IDEA makes parents equal members on the IEP team. (See Q&A on Parent Participation, available online at: https://www.parentcenterhub.org/qa2

The school staff will try to schedule the IEP meeting at a time that is convenient for all team members to attend. If the school suggests a time that is impossible for you, explain your schedule and needs. It's important that you attend this meeting and share your ideas about your child's needs and strengths. Often, another time or date can be arranged.

16. Can the meeting be held without the parents participating?

Yes. IDEA's regulations state that the school may hold the IEP meeting without you if it is unable to convince you that you, as parents, should attend. If neither parent can attend the IEP meeting, the school must use other methods to ensure your participation, including video conferences and individual or conference telephone calls.

If, however, you still can't attend or participate in the IEP meeting, the school may hold the IEP meeting without you-as long as it keeps a record of its efforts to arrange a mutually agreed-on time and place and the results of those efforts. This can be accomplished by keeping detailed records of:

telephone calls made or attempted and the results of those calls;

copies of correspondence sent to you and any responses received; and

detailed records of visits made to your home or work and the results of those visits.

If the school does hold the meeting without you, it must keep you informed about the meeting and any decisions made there. The school must also ask for (and receive) your written permission before special education and related services may be provided to your child for the first time.

17. What should I do before the IEP meeting?

The purpose of the IEP meeting is to develop your child's Individualized Education Program. You can prepare for this meeting by:

making a list of your child's strengths and needs;

talking to teachers and/or therapists and getting their thoughts about your child;

visiting your child's class and perhaps other classes that may be helpful to him or her; and

talking to your child about his or her feelings toward school.

It is a good idea to write down what you think your child can accomplish during the school year. Look at your state's standards for your child's grade level. It also helps to make notes about what you would like to say during the meeting.

18. What happens during an IEP meeting?

During the IEP meeting, the different members of the IEP team share their thoughts and suggestions. If this is the first IEP meeting after your child's evaluation, the team may go over the evaluation results, so your child's strengths and needs will be clear. These results will help the team decide what special help your child needs in school.

Remember that you are a very important part of the IEP team. You know your child. Don't be shy about speaking up, even though there may be many people at the meeting. Share what you know about your child and what you would like others to know.

After the various team members (including you, the parent) have shared their thoughts and concerns, the group will have a better idea of your child's strengths and needs. This will allow the team to discuss and decide:

the educational and other goals that are appropriate for your child; and

the type of special education services your child needs.

The IEP team will also talk about the related services your child may need to benefit from his or her special education. The IDEA lists many related services that schools must provide if eligible children need them. Examples of related services include:

occupational therapy, which can help a child develop or regain movement that he or she may have lost due to injury or illness; and

speech and language services, which can help children who have trouble speaking.

______________________________
IDEA's List of Related Services
Audiology

Counseling services (including rehabilitation counseling)

Early identification and assessment of disabilities in children

Interpreting services

Medical services for diagnostic or evaluation purposes

Occupational therapy

Orientation & mobility services

Parent counseling and training

Physical therapy

Psychological services

Recreation (including therapeutic recreation)

Speech-language pathology services

School health services and school nurse services

Social work services in schools

Transportation

____________________

This list does not include every related service a child might need or that a school system may offer. To learn more about these related services and how IDEA defines them, read this discussion of Related Services, available online at:
https://www.parentcenterhub.org/iep-relatedservices/

Supplementary aids and services can also play a pivotal role in supporting the education of children with disabilities in the general education classroom and their participation in a range of other school activities. That is also the intent of supplementary aids and services. Not surprisingly, these supports may be an important topic to discuss in the IEP meeting. Examples include but are not limited to:

Supports to address your child's environmental needs (e.g., preferential seating; altered physical room arrangement);

Levels of staff support needed (e.g., type of personnel support needed, such as behavior specialist, health care assistant, or instructional support assistant);

Specialized equipment needs that your child may have (e.g., wheelchair, computer, augmentative communication device);

Pacing of instruction needed (e.g., breaks, more time, home set of materials);

Presentation of subject matter needed (e.g., taped lectures, sign language, primary language); and

Assignment modification needed (e.g., shorter assignments, taped lessons, instructions broken down into steps).

Deciding which supplementary aids and services (if any) will support your child's access to the general education curriculum and participation in school activities will very much depend upon your child's disability and his or her needs. None may be needed. Or many. All are intended to enable your child to be educated with children without disabilities to the maximum extent appropriate.

Special factors. Depending on the needs of your child, the IEP team must also discuss these special factors:

If your child's behavior interferes with his or her learning or the learning of others: The IEP team will talk about strategies and supports to address your child's behavior.

If your child has limited proficiency in English: The IEP team will talk about your child's language needs as these needs relate to his or her IEP.

If your child is blind or visually impaired: The IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that your child does not need this instruction.

If your child has communication needs: The IEP team must consider those needs.

If your child is deaf or hard of hearing: The IEP team will consider your child's language and communication needs. This includes your child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

Assistive technology. The IEP team will also talk about whether your child needs any assistive technology devices or services. Assistive technology devices can help many children do certain activities. Examples include:

adapted furniture, tools, utensils, and other typically nonelectronic devices-which can help children with physical challenges; and

digital books, or devices that enlarge words on a computer screen or read them aloud-which can help children who do not see or read well.

Assistive technology services include evaluating your child to see if he or she could benefit from using an assistive device. These services also include providing the device and training your child to use it. If appropriate, your family and/or the professionals who work with your child may also receiving training in using the device.

To learn more about AT
Visit the Center on Technology and Disability at http://ctdinstitute.org/

Transition services. You may have noticed that one of the components of the IEP was transition services. We'd like to look more closely at this component now, because it's a very important time in your child's life-and an important part of the IEP when the time comes. Beginning when your child is age 16 (or younger, if appropriate), the IEP team will help your son or daughter plan ahead to life after high school and include statements in the IEP with respect to:

postsecondary annual goals for your child;

the transition services (including courses of study) needed to help your child reach those goals; and

the rights (if any) that will transfer from you to your child when he or she reaches the age of majority, and that your child and you have been notified of these.

IDEA defines transition services as a coordinated set of activities for a student with a disability that is designed within a results-oriented process focused on improving the student's academic and functional achievement and promoting the student's movement from school to post-school activities. These activities can include postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. With respect to your child, this coordinated set of activities:

is based on your child's individual needs, taking into account his or her strengths, preferences, and interests; and

includes instruction; related services; community experiences; the development of employment and other post-school adult living objectives; and, if appropriate, the acquisition of daily living skills and functional vocational evaluation.

Transition services can be provided as special education if they are specially designed instruction or as a related service, if they are required for your child to benefit from special education.

To learn more about transition planning
Visit the National Secondary Transition Technical Assistance Center
www.nsttac.org/

As you can see, there are a lot of important matters to talk about in an IEP meeting. You may feel very emotional during the meeting, as everyone talks about your child's needs. Try to keep in mind that the other team members are all there to help your child. If you hear something about your child that surprises you, or that is different from the way you see your child, bring it to the attention of the other members of the team. In order to design a good program for your child, it is important for you to work closely with the other team members and share your feelings about your child's educational needs. Feel free to ask questions and offer opinions and suggestions.

Based on the above discussions, the IEP team will then write your child's IEP. This includes the services and supports the school will provide for your child. It will also include the location where particular services will be provided. Your child's placement (where the IEP will be carried out) will be determined every year, must be based on your child's IEP, and must be as close as possible to your child's home. The placement decision is made by a group of persons, including you, the parent, and others knowledgeable about your child, the meaning of the evaluation data, and the placement options. In some states, the IEP team makes the placement decision. In other states, the placement decision is made by another group of people. In all cases, you as parents have the right to be members of the group that makes decisions on the educational placement of your child.

Depending on the needs of your child and the services to be provided, your child's IEP could be carried out:

in regular education classes;

in special classes (where all the students are receiving special education services);

in special schools;

at home;

in hospitals and institutions; and

in other settings.

Which of these placements is most appropriate for your child? IDEA strongly prefers that children with disabilities be educated in the general education classroom, working and learning alongside their peers without disabilities. In fact, placement in the regular education classroom is the first option the IEP team should consider. With the support of supplementary aids and services, can your child be educated satisfactorily in that setting? If so, then the regular education classroom is your child's appropriate placement. If not, then the group deciding placement will look at other placements for your child.

19. Does the school need my consent to implement the IEP?

Yes , the school must obtain your informed written consent before the initial provision of special education and related services to your child and must make reasonable efforts to obtain that consent.

If you don't respond to the request for consent for the initial provision of special education and related services, or you refuse to give consent, the school system may not override your lack of consent and implement the IEP. The school system is not considered in violation of its requirement to make a free appropriate public education available to your child. Your lack of consent, however, means that your child will not receive special education and related services in school.

20. May I revoke my consent for special education and related services after initially giving it?

Yes. At any time after providing initial consent, you may revoke consent, in writing, for the continued provision of special education and related services. Once you revoke consent, the school system may no longer provide special education and related services to your child, and they may not use mediation or due process procedures to try to override your revocation of consent.

Once you revoke consent, your child will be no longer receive the services and supports that were included in his or her IEP. Additionally, there are also a number of other consequences that may arise, such as how your child may be disciplined.

Therefore, it is important for you to ask questions about how your child's education will be affected before revoking consent.

21. Can my child's IEP be changed?

Yes. At least once a year a meeting must be scheduled with you to review your child's progress and develop your child's new annual IEP. But you don't have to wait for this annual review. You (or any other team member) may ask to have your child's IEP reviewed or revised at any time.

The meeting to revise the IEP will be similar to the IEP meeting described above. The team will talk about:

your child's progress toward the goals in the current IEP;

what new goals should be added; and

whether any changes need to be made to the special education and related services your child receives.

This annual IEP meeting-or any periodic IEP review you might request-allows you and the school to review your child's educational program and change it as necessary.

22. Can the IEP be changed without holding an IEP meeting?

Yes. If you and the school want to change your child's IEP after the annual IEP meeting, you and the school may agree not to convene an IEP meeting. Instead, you and the school will develop a written document that will amend your child's IEP. If your child's IEP is changed, all IEP team members will be informed of the changes, and if you request it, the school must give you a copy of the revised IEP.

23. Does the IEP meeting have to be in person?

No. When holding an IEP meeting, you and the school may agree to use other means of participation. For example, some members may participate by video conference or conferences calls.
24. May a team member be excused from attending an IEP meeting?
Yes , under certain circumstances and only with the consent of both the school system and the parent. If the member's area of the curriculum or related service is not going to be discussed or modified at the meeting, then he or she may be excused if you, as parents, and the school system agree in writing. A member whose area of expertise is going to discussed or changed at the meeting may be excused-under two conditions:

You (in writing) and the school agree to excuse the member; and

The member gives written input about developing the IEP to you and the team before the meeting.

Part IV: Re-Evaluation

25. Will my child be re-evaluated?

Yes. Under IDEA, your child must be reevaluated at least every three years, unless you and the school agree that a reevaluation is not necessary. The purpose of this reevaluation is to find out:

if your child continues to be a "child with a disability," as defined within the law; and

your child's educational needs.

The reevaluation is similar to the initial evaluation. It begins by looking at the information already available about your child. More information is collected only if the IEP team determines that more information is needed or if you request it. If the group decides that additional assessments are needed, you must give your informed written permission before the school system may collect that information. The school system may only go ahead without your informed written permission if they have tried to get your permission and you did not respond.

Although the law requires that children with disabilities be re-evaluated at least every three years, your child may be re-evaluated more often if you or your child's teacher(s) request it. However, reevaluations may not occur more than once a year, unless you and the school system agree that a reevaluation is needed.

Part V: Resolving Disputes

26. What if I disagree with the school about what is right for my child?

You have the right to disagree with the school's decisions concerning your child. This includes decisions about:

your child's identification as a "child with a disability;"

his or her evaluation;

his or her educational placement; and

the special education and related services that the school provides to your child.

In all cases where the family and school disagree, it is important for both sides to first discuss their concerns and try to reach consensus. Decisions can be temporary. For example, you might agree to try out a particular plan of instruction or classroom placement for a certain period of time. At the end of that period, the school can check your child's progress. You and other members of your child's IEP team can then meet again, talk about how your child is doing, and decide what to do next. The trial period may help you and the school come to a comfortable agreement on how to help your child.

If you still cannot agree with the school, it's useful to know more about IDEA's protections for parents and children. The law and its regulations include ways for parents and schools to resolve disagreements. These include mediation, due process, and filing a complaint with the state educational agency. You also have the right to refuse consent for initial provision of special education and related services, or to cancel all special education and related services for your child without using mediation, due process, or filing a complaint.

There's a lot to know about each of these vehicles for resolving disputes. If you'd like to learn more:
Read more in https://www.parentcenterhub.org/disputes
Visit the CADRE, the National Center for Dispute Resolution
www.directionservice.org/cadre

You may also call the PTI center in your state. We've mentioned the PTI several times in this publication. PTIs are an excellent resource for parents to learn about special education. Find yours at: https://www.parentcenterhub.org/find-your-center

Always remember that you and the school will be making decisions together about your child's education for as long as your child goes to that school and continues to be eligible for special education and related services. A good working relationship with school staff is important now and in the future. Therefore, when disagreements arise, try to work them out within the IEP team before filing a complaint or requesting mediation or due process. Both you and the school want success for your child, and working together can make this happen.

**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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Questions Often Asked by Parents about Special Education Services

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Links updated, April 2019 En español | In Spanish Read This Publication If You Want to Know...

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Center for Parent Information & Resources (Parent Center Hub) - The IEP

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Center for Parent Information & Resources (Parent Center Hub) - The IEP

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This direct link contains information about IEPs such as the IEP team, contents of the IEP, and when the IEP team meets.

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Current as of April 2022
In Spanish | En español

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

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

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

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

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

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

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

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This is an example of what the process may look like in an IEP meeting.

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The IEP Team Process:  Chapter 5 - The IEP Meeting

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This website is an excellent resource for parents, educators, advocates, and attorneys who want accurate, reliable information about special education law, education law, and advocacy for children with disabilities.  This also includes great tips to get quality services in a child's IEP.

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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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Planning and Delivery of Effective Support Services: Transition to Adulthood- College & Employment

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Planning and Delivery of Effective Support Services: Transition to Adulthood- College & Employment

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Many parents of children with disabilities have many thoughts as to how their children will adjust to adulthood and what they will do after high school.  Will they go to college or join the workforce?  What colleges or employers will best suit my child? What resources will be available after my child's IEP ends?  Hopefully, these resources will be helpful for parents of young adults with disabilities who want their young adult to venture out on their own.

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Center for Parent Information & Resources (Parent Center Hub) - Services for Adults with Disabilities

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Center for Parent Information & Resources (Parent Center Hub) - Services for Adults with Disabilities

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This direct link contains information about employment providers, post-secondary education, recreation, and independent living for young adults with disabilities.  Parents will find this to be helpful in assisting their young adult children.

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Once a student with a disability leaves high school, other agencies are available to assist with putting the individual in contact with helpful resources.

We have prepared this listing of resources for adults with disabilities to help you get started. Look over this list, and you will find organizations that provide information, referral, and/or direct services. A brief description of each organization's activities is included to help you choose those organizations that seem appropriate to your needs.
Table of Contents
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Employment

Department of Vocational Rehabilitation (VR)
Vocational Rehabilitation is a nationwide federal-state program for assisting eligible people with disabilities to define a suitable employment goal and become employed. Each state capital has a central VR agency, and there are local offices in most states. VR provides medical, therapeutic, counseling, education, training, and other services needed to prepare people with disabilities for work. VR is an excellent place for a youth or adult with a disability to begin exploring available training and support service options.

To identify the VR office in your vicinity, consult your local telephone directory or visit:
http://askjan.org/cgi-win/TypeQuery.exe?902

Job Accommodation Network (JAN)
1.800.526.7234 (Voice) | 1.877.781.9403 (TTY)
Spanish spoken; Spanish materials available
http://askjan.org/
The Job Accommodation Network (JAN) is the leading source of free, expert, and confidential guidance on workplace accommodations and disability employment issues. Working toward practical solutions that benefit both employer and employee, JAN helps people with disabilities enhance their employability, and shows employers how to capitalize on the value and talent that people with disabilities add to the workplace.

ADA National Network
For information on legislation, rights, and resources, visit:
http://adata.org/
Or call: 1.800.949.4232 (Voice/TTY)
The ADA National Network provides information, guidance and training on the Americans with Disabilities Act (ADA), tailored to meet the needs of business, government and individuals at local, regional and national levels. The ADA National Network consists of an ADA Knowledge Translation Center and 10 regional centers located throughout the United States that provides personalized, local assistance to ensure that the ADA is implemented wherever possible. This is not an enforcement or regulatory agency, but a helpful resource supporting the ADA's mission to "make it possible for everyone with a disability to live a life of freedom and equality." (Formerly known as the DBTACs, the Disability and Business Technical Assistance Centers.)

Accessible Community Transportation in Our Nation (Project ACTION)
For information on transportation legislation, customer rights, and information about accessible transportation, visit:
http://www.projectaction.org/
1.800.659.6428; (202) 347-7385 (TDD)
Project ACTION promotes universal access to transportation for people with disabilities under federal law and beyond by partnering with transportation providers, the disability community, and others through the provision of training, technical assistance, applied research, outreach and communication.

Goodwill Industries International
http://www.goodwill.org/
http://www.goodwill.org/espanol/ (Spanish)
1.800.741.0186
Goodwill's network of independent, community-based Goodwills in the United States and Canada offers customized job training, employment placement, and other services to people who have disabilities, lack education or job experience, or face employment challenges. Enter your zipcode on its website, and find Goodwill training centers in your area.

SourceAmerica http://www.sourceamerica.org/
SourceAmerica is a national nonprofit agency whose mission is to create employment opportunities for people with significant disabilities by securing federal contracts through the AbilityOne Program for its network of community-based, nonprofit agencies. The AbilityOne Program is the largest single source of employment for people who are blind or have other significant disabilities in the United States.

Office of Disability Employment Policy
U.S. Department of Labor
1.866.633.7365 (Voice) | 1.877.889.5627 (TTY)
www.dol.gov/odep
The Office of Disability Employment Policy (ODEP) provides national leadership on disability employment policy by developing and influencing the use of evidence-based disability employment policies and practices, building collaborative partnerships, and delivering authoritative and credible data on employment of people with disabilities. Find a wealth of employment-related information on ODEP's website.
If you are employed and are experiencing difficulty on the job due to your disability, you might consider contacting the following organizations.
Access Board
1.800.872.2253 (Voice) | 1.800.993.2822 (TTY)
www.access-board.gov
The Access Board is an independent Federal agency devoted to accessibility for people with disabilities. Created in 1973 to ensure access to federally funded facilities, the Board is now a leading source of information on accessible design. If you are concerned about access to a facility that may have been federally funded, you can file a complaint about it with the Access Board under the Architectural Barriers Act (ABA). Find out more at the website above (look under the "Enforcement" tab) or by contacting the Board via its toll-free voice and TTY lines.

Equal Employment Opportunity Commission (EEOC)
1.800.669.4000 (Voice) | 1.800.669.6820 (TTY)
1.844.234.5122 (ASL Video Phone)
http://www.eeoc.gov/
The EEOC is a government agency that handles discrimination complaints about employment based on age, sex, race, ethnicity, and disability. The 800 number will connect callers with their local EEOC office, which can discuss complaints.

Postsecondary Education

Division of Adult Education and Literacy
Office of Vocational and Adult Education
U.S. Department of Education
http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/disability.html
The Division of Adult Education and Literacy promotes programs that help adults get the basic skills they need to be productive workers, family members, and citizens. The major areas of support are Adult Basic Education, Adult Secondary Education, and English Language Acquisition. These programs emphasize basic skills such as reading, writing, math, English language competency, and problem-solving. The link above takes you to the Adult Education and People with Disabilities webpage of the division, where you can connect with a network of federal and state programs and initiatives for those with disabilities.

Recreation

Department of the Interior
Office on Accessibility, National Park Service
There are 370 parks and 7 regional offices under the National Park Service. A listing of all national parks and facilities, including general information about their accessibility, is available at the link above. However, information on accessibility of park programs, facilities, and services is best acquired directly from the park or area you plan to visit.
http://www.nps.gov/findapark/index.htm
Disabled Sports USADisabled Sports USA is the nation's largest organization providing year-round sports and recreation activities to children and adults with physical disabilities. In conjunction with its nationwide network of chapters serving people in all 50 states and Puerto Rico, Disabled Sports USA offers such activities as snow skiing, water skiing, bicycling, white water rafting, horseback riding, mountain climbing, sailing, camping, and track and field. Use the link below to identify chapters in your area.

http://www.dsusa.org/chapter.html
National Center on Health, Physical Activity and Disability (NCHPAD)
(800) 900-8086 (V/TTY)
NCHPAD provides information and resources that can enable people with disabilities to become as physically active as they choose to be. They maintain searchable directories of organizations, programs, and facilities that provide opportunities for accessible physical activity; adaptive equipment vendors; conferences and meetings;and references to journal articles, books, videos and more. Fact sheets on a variety of physical activities for people with disabilities are also available.
http://www.nchpad.org/

National Library Service for the Blind and Physically Handicapped (NLS/BPH)NLS/BPH - Library of Congress

A free national library program of Braille and recorded materials for persons with visual and physical disabilities is administered by the National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress. With the cooperation of authors and publishers who grant permission to use copyrighted works, NLS selects and produces full-length books and magazines in Braille and on recorded disc and cassette. Reading materials are distributed to a cooperating network of regional and local libraries where they are circulated to eligible borrowers. Reading materials and playback machines are sent to borrowers and returned to libraries by postage-free mail.
www.loc.gov/nls

Learning Ally (formerly Recording for the Blind and Dyslexic)
(800) 221-4792 (Customer Service)
Learning Ally is a national nonprofit service organization that provides educational and professional books in accessible format to people with visual impairments, learning disabilities, and other physical disabilities that prevent them from reading printed material. This includes individuals who are no longer in school but who are using educational books to pursue careers or personal interests. An annual membership costs $119/year (in 2016) and gives members unlimited access to over 80,000 audiobooks and other resources.
http://www.learningally.org/default.aspx

Independent Living
Government Benefits (Web site)The government now has available a Web site to help people find government benefits they may be eligible to receive. Its screening instrument is free and confidential.

http://www.benefits.gov/ National Rehabilitation Information Center (NARIC)1.800. 346.2742

NARIC serves as an online gateway to an abundance of disability- and rehabilitation-oriented information organized in a variety of formats designed to make it easy for users to find and use. This includes resources for employment, advocacy, benefits and financial assistance, education, technology, and more.
http://www.naric.com/
Social Security Administration (SSA)
(800) 772-1213 (Voice) |(800) 325-0778 (TTY)
http://www.socialsecurity.gov/disability/
The Social Security Administration provides cash benefits (SSI and/or SSDI) to persons with a physical or mental disability that prevents them from working and which is expected to last at least a year or be terminal. Eligibility for SSI or SSDI may mean eligibility for other services, such as Medicaid, food stamps, or other social services. The amount of money and services received varies in each state. The program also includes work incentives that make it possible for individuals to work without an immediate loss of benefits. Read about SSA's benefits at the link above. To identify your local SSA office, use SSA's the Social Security Online Office Locator at:
https://secure.ssa.gov/ICON/main.jsp

Assistive Technology

Disability Living Online

By no means a comprehensive list of the disability activities, discussions, and resources you can find online, but hopefully, this list will get you started.

ABILITY.
ABILITY Magazine is currently ranked 19th on the Top 50 Magazines in the World - and covers Health, Disability, and Human Potential.
http://www.abilitymagazine.com/

Disability Scoop is a national news organization serving the developmental disability community including autism, cerebral palsy, Down syndrome and intellectual disability, among others.
http://www.disabilityscoop.com/

e-Bility.com.
e-Bility was launched in 1998 as a one-stop accessible destination for disability related information, resources, services and products.
http://www.e-bility.com/

New Mobility,
A magazine for active wheelchair users.
http://www.newmobility.com/

Ragged Edge.
This website/magazine has quite a history, and has evolved through many name changes that show the changing times and technology: Avocado Press, the Disability Rag, the Electric Edge, and now the Ragged Edge!
http://www.ragged-edge-mag.com/

Would you like to explore one of the other resource pages in this section?
If so, use these quick-jump links to hop to the page of your choice.

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Once a student with a disability leaves high school, other agencies are available to assist with putting the individual in contact with helpful resources. We have prepared this listing of resources for adults with disabilities to help you get started. Look over this list, and you will find organizations that provide information, referral, and/or direct services.

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This website allows individuals with intellectual disabilities to choose colleges that suit their needs and are right for them.  There is a family resources section for parents of a young adult who has an intellectual disability who may be thinking what ThinkCollege.net has to offer for their young adults.

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Here you will find curated resources on some of the most critical topics in inclusive postsecondary education. Each page features selected key resources, a link to additional resources we have on the topic in our Resource Library, related external links and Frequently Asked Questions on the topic.

Click any state on the map to see information on activities related to postsecondary education for students with intellectual disability (ID) in that state. If there are policies and/or legislation related to postsecondary education for students with ID, we provide a link to that policy/legislation. If there is a statewide organization for inclusive PSE in your state, a link to information about that organization is provided. We also include contact information for someone in the state who can talk to you about postsecondary education for students with ID.

Think College is dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. We conduct and extend our work through several specific grant funded projects. Click the project logo to learn more about that project and its key activities, staff and resources.

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Think College is a national initiative dedicated to developing, expanding, and improving research and practice in inclusive higher education for students with intellectual disability. It is based at the Institute for Community Inclusion, University of Massachusetts Boston.

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This website contains useful transition resources and information for parents of young adults with disabilities.  It also contains a "Frequently Asked Questions" section for parents and free transition tools information such as education, employment, housing, and personal assistance services.

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It's been a long time since I've posted on Life After IEPs.

If you are a subscriber, I've been in touch recently. If you don't subscribe - here's a brief update.

Life After IEPs is a labor of love for me. I've invested many hours here - striving to help you plan for the big transition from school to life after IEPs. I keep pretty busy at my "day job" as a transition planning consultant to 18 school districts - and I'm active with our local transition coordinating council.

Back in 2014, Life After IEPs reached the point where it was a source of essential transition planning information - with links to important free resources. I was happy to provide this as a gift to families and IEP teams - and I moved on to other projects.

Now - it's time for me to return for some new content and some link mending.

Most posts link to public agencies, universities, school districts or non-profit organizations that have developed free transition planning tools. Unfortunately (and this is really frustrating) - the urls for many of these resources have changed. Often - the resources are still available - but at a different link.

Just as, in Greek mythology, Sisyphus pushes the rock uphill for all eternity - the job of updating all the links on this site is an unending task.

Let's work smarter rather than harder on this:

I will spend one hour a week updating links

If there is a post with a broken link that is very important to you - you can:

1. "google the resource", and/or if that doesn't work you can

2. email me at Mary@LifeAfterIEPs.com and I'll prioritize that link.

I will be adding posts occasionally to highlight new resources or changes in relevant laws, etc.

If you have questions or topics you'd like me to address - click on the envelope icon to send me an email.

All the best to you and your child as you plan for life after IEPs!

Image Credit: frankieleon on Flickr

The new year stretches before us like an adventure course. Let's welcome it with hope and enthusiasm!

We and our children come to the threshold of 2014 as whole persons - body, mind, and spirit. We can navigate the unknown course ahead with joy - as we listen closely to ourselves - with a sense of balance - one step at a time.

What does "balanced living" mean to you? Here are some thoughts to consider. Please add your own perspective! Read more→

You want to build a solid foundation for your child's financial future.

But you don't know what you don't know.

Too many families discover that there were steps they could have taken years ago to prepare for the financial needs of their child. If they had only known what to do.

Mike Butterworth is the parent of a young adult with special medical needs. For more than 25 years he has provided customized financial planning services to parents of children with disabilities.

In a recent interview, Mike stressed that financial planning is highly individualized. The unique needs and circumstances of each family must be taken into account.

Although this post can't provide personalized guidance, Mike does offer important insights into topics that affect your child's financial well-being. Read more→

How does your child feel about the new school year?

As the buses start rolling again, many students feel anxious. Especially if they've struggled with school in the past.

Here are specific strategies to help your child make this the best year yet - while learning self determination skills needed for success in adult life. Read more→

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It's been a long time since I've posted on Life After IEPs. If you are a subscriber, I've been in touch recently. If you don't subscribe - here's a brief update. Life After IEPs is a labor of love for me.

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PACER's National Parent Center on Transition

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PACER's National Parent Center on Transition

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This website contains information for parents whose child with disabilities is transitioning from middle school to high school, or transitioning to post-secondary education, employment, and independent and community living.  The transition to employment section includes information about getting a job and keeping a job.

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Parents of youth with disabilities should begin thinking about transition (planning for adulthood) as early as possible. Although the formal process of transition planning doesn't begin until high school, it is helpful to begin thinking about it much sooner.

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Middle & High School Transition Planning - National Parent Center on Transition and Employment

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Parents of youth with disabilities should begin thinking about transition (planning for adulthood) as early as possible. Although the formal process of transition planning doesn't begin until high school, it is helpful to begin thinking about it much sooner.

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This is Indiana's parent training and information center (PTI).  It provides parents in Indiana with information to ensure effective education programs and services for children with disabilities.

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IN*SOURCE - Special Education Parent Support

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Providing Indiana families and service providers the information and training necessary to assure effective educational programs and appropriate services for children and young adults with disabilities.

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Center for Parent Information and Resources - Parent Center Hub

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Center for Parent Information and Resources - Parent Center Hub

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This website contains information and resources for parents of children with disabilities.  This direct link lists each state's parent training and information center (PTI).  Parents can go to their state's PTI to acquire many resources that will help them participate in their children's education and advocate for their children.

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Find Your Parent Center | Center for Parent Information and Resources

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The people who work on the CPIR are not just advocates by profession—everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise.

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This direct link contains many special needs resources for parents of children with disabilities such as advocacy, employment, housing, transitioning, post-secondary options, health and medical insurance, and contains information about why special education schools are important.

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At M&L Special Needs Planning, we feel that access to the right information is the key to planning a successful future. In keeping with our goal to keep you informed, and to provide you with the tools to enable you to plan a happy and successful future for your family, we have compiled a list of special needs resources. As always, if you have any questions about any of these resources, or the services that we provide, please contact us. We are happy to help.

Organizations: This special needs resource link will take you to a list of organizations that are dedicated to providing special needs services to your family and your child with special needs. The list includes organizations from all across the country.

Advocacy: Advocacy is a public process by an individual or group which attempts to influence governmental policy and resource allocations. We have compiled a list of advocacy groups that can help you fight for issues that are pertinent to you and your family.

Government and Social Security: A key aspect of our special needs planning services involves working with governmental agencies in order to access public resources. We have provided you with the websites for a number of agencies that you may need to contact in order to receive information or benefits that are important to your family's future.

Housing: There are a number of organizations which provide information and services related to housing issues and questions. These special needs resources are excellent starting points for understanding housing services.

Disability: This link will take you to a list of websites which contain a wealth of information related to disability, including the link to disability.gov, a redesigned federal website that connects more than 50 million Americans with disabilities to thousands of resources on disability related issues, programs and services.

Local ARCS: The ARC is the world's largest community-based organization of and for people with intellectual and developmental disabilities. This link will take you to the websites of the ARC chapters located in Washington D.C., Maryland, and Virginia. The ARCs are located in every state and are an excellent special needs resource for the family with special needs.

Post-Secondary Options: Many parents of children with special needs worry about what their child will do after high school. We have compiled a list of programs and special needs resources to help you access information and begin to plan for this transition in your child's life.

Health: This list of websites will help you access information regarding medical insurance, medication control, as well as other health related issues.

Transitioning: The transition from school into adulthood is an essential and often complex step in the life of a person with special needs. These special needs resources will provide you with information and access to service providers who can help you and your child with special needs on his or her transitioning journey.

Employment: This section is geared towards employment resources for adults with special needs. There is a number of organization which compile information on this topic. We will add only the best special needs resources to this category.

Magazines and Articles: We have a gathered a number of really fantastic magazines and articles that can provide you with expert information, other special needs resources, and can provide links to other members of the special needs community.

General Assistance: These resources are designed to help with any overall questions, or to provide general information or help on a wide range of topics.

Children with Special Needs: A brief description of what it means to be a child with special needs, the emotional process of the first diagnosis, and the important of early intervention. Early intervention services for both the Washington D.C. area, and nationwide are provided at the end of the article.

Children with Healthcare Needs: A brief description of what it means to be a child with special healthcare needs, how it can impact the family situation, and statistics regarding children with special health care needs from across America. Resources to help you find help in obtaining a diagnosis, health care, and support are provided.

Special Education Schools: When it comes to helping children with special needs realize their fullest potential, special education schools are a valuable asset. Follow this link for a brief article outlining exactly why special needs schools are so important, and the ways in which the Individuals with Disabilities Education Act of 2004 affects the way we educate our children with special needs.

Special Need Trust: A Special Needs Trust is the only legal solution to protect an individual with disabilities to qualify for government benefits. Follow this link for a brief explanation of what the term means and the different types of Special Needs Trusts, as well as other important points to consider when setting up your own Special Needs Trust.

Maryland Children and Youth with Special Health Care Needs Resource Locator: In order to improve access to information about needed services and resources, Maryland's Office for Genetics and People with Special Health Care Needs created the resource database. The Department of Health and Mental Hygiene (DHMH) of Maryland created the online resource database for children and youth with special health care needs. In Maryland, over one-third of families of these children report that they cannot easily access needed community-based services and half of the same families report that they need help finding services for their youngsters. For families in rural areas of the state, it can be even more difficult to find specialty services.

Cerebral Palsy Guide is a website that is intended to give parents of children with cerebral palsy simple, straightforward information about cerebral palsy and its treatment, as well as to help families connect with medical and legal professionals. Designed specifically with parents of children newly diagnosed with CP in mind, the website strives to offer "peace, healing, and happiness."

Caregiver's Corner: "Parents of children with disabilities encounter many questions and challenges that most parents never experience. If you are the parent of a special needs child, it is important to know where to turn for reliable answers and emotional support and what resources are available. Caregiver's Corner is designed to be a comprehensive listing of organizations, support groups, events, services and opportunities to empower parents and caregivers of children with disabilities."

Interactive Planner for Caregivers: Explore this website, and discover user-friendly ways to schedule your child's day, record your child's meals, track games and activities, log medications, and share emergency contact information.

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At M&L Special Needs Planning, we feel that access to the right information is the key to planning a successful future. In keeping with our goal to keep you informed, and to provide you with the tools to enable you to plan a happy and successful future for your family, we have compiled a list of special needs resources.