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Can you provide guidance on a school's obligation to section 508. 

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Can you provide guidance on a school's obligation to section 508. 

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How can we help parents and community to understand FERPA? This is always an issue, especially when it comes to discipline concerns.

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I’m curious how students being transient (like ours) and how the laws are applicable and if there are any specifications of evaluation reports in regards to IF a student is absent prior to ERs being completed. Is there an extension option available for ERs as there is with IEP extensions...

Some families relocate then go on “leave” vacation to visit family OR if there is an eval scheduled and the student is gone for 2-3 weeks prior to evaluation and the ER isn’t able to be completed.

I’m also curious about the RtI process nationwide... is there specific documentation that’s applicable to all states to assure the students needs are being met rather than having to restart the process. Kids come to us behind or above and I think there should be something specific to kids on watch. We have common core but each states interpretation of IEPs are varied.

We have common core standards so what should IEPs look like state to state? How do we interpret out of state IEPs when specific things are not observed here? Is there a lapse in classification across the nation?

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On page 6, it states "Students with disabilities need services not just for academic problems, but also for social ones as well.  It is often in unstructured settings that students with behavioral and social problems have the most difficulty.

Can Dr. Bateman elaborate on what services he has seen or recommends for students with behavioral and social problems in unstructured settings.

Also will this course address students who have/need behavior IEP’s but have no academic concerns?

Many of our 504 students are ADD or ADHD.  When medicated  some of these students perform very well.  Is a 504 necessary if they are medicated, performing well and their grades are good.

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We were wondering if part 508 was the AIM A/ AIM B that we have in Delaware?  It seems like these two sections are somehow related as AIM A/B is for accessing instructional materials for  (A) blind students and (B) students with print disabilities (ie students reading extremely below grade level).

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We were wondering if part 508 was the AIM A/ AIM B that we have in Delaware?  It seems like these two sections are somehow related as AIM A/B is for accessing instructional materials for  (A) blind students and (B) students with print disabilities (ie students reading extremely below grade level).

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George Read MS

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When a parent is pushing for an IEP and the data is not leaning that way, what are the legal ramifications when the findings are challenged?

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When a parent is pushing for an IEP and the data is not leaning that way, what are the legal ramifications when the findings are challenged?

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In chapter one it states that "every school district needs to have available a continuum of services spanning everything between the general education classroom and hospital-type settings." What could that look like? (specifically a hospital-type setting).

Also,  Could a student who only presents with social/emotional/behavioral needs be provided accommodations under a 504 plan with a specific physical disablement or ADHD diagnosis?

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On pg. 18, the text defined parents’ roles in the process of providing services to students with disabilities.  What are schools legally able to do, and to what extent, can schools override parent decision-making when families truly aren’t acting in the best interest of the child?  What does reverse due process actually look like and how successful are schools usually in this case?

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On pg. 18, the text defined parents’ roles in the process of providing services to students with disabilities.  What are schools legally able to do, and to what extent, can schools override parent decision-making when families truly aren’t acting in the best interest of the child?  What does reverse due process actually look like and how successful are schools usually in this case?

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Southern Elementary

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In a fully inclusive environment, what are some strategies/formats that can be employed to simultaneously  meet the demands of curriculum standards, specially designed instruction, and a continuum of placements? Can this be done with “groupings” or does that take away the “individualized” portion of an educational plan?

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In a fully inclusive environment, what are some strategies/formats that can be employed to simultaneously  meet the demands of curriculum standards, specially designed instruction, and a continuum of placements? Can this be done with “groupings” or does that take away the “individualized” portion of an educational plan?

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Delcastle

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On page 16 it says the burden is on the professionals to prove an appropriate education, what happens when a parent disagrees?

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On page 16 it says the burden is on the professionals to prove an appropriate education, what happens when a parent disagrees?

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Star Hill

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In chapter one it states that "every school district needs to have available a continuum of services spanning everything between the general education classroom and hospital-type settings." What could that look like? (specifically a hospital-type setting).

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We receive "prescriptions" written by physicians for a child to be "administered" an IEP.  What is our legal obligation regarding these prescriptions?

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Our question is about the inclusive environment.  We all know that all staff are responsible for educating all students - including special education students, however, how can we provide a more adequate and responsive inclusive learning environment, that includes support and training to administrators to build the capacity of teachers to deliver services in the general education setting?  For example, oftentimes, students are required to take courses with teachers who are not special ed certified.  Some principals who evaluate these teachers are not special ed certified.  What ways can we ensure that teachers are fully equipped and trained to support all students and that staff is held accountable, especially if the person evaluating staff does not operate through the special educator lens.

- William Penn

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On pg. 18, the text defined parents’ roles in the process of providing services to students with disabilities.  What are schools legally able to do, and to what extent, can schools override parent decision-making when families truly aren’t acting in the best interest of the child?  What does reverse due process actually look like and how successful are schools usually in this case?

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1. On page 15 paragraph 2 sentence 3-it references ... with at least one member of the team experienced in the expected disability category. What is considered "experienced" in the expected disability category?

2. On page 15 paragraph 3 sentence 2-it references ... "educational performance must be adverselyaffected due to the disability." Adversely is a subjective term-what is your interpretation of adversely in this context?

Thank You,

Team Oberle

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1. On page 17 in the "Questions to Guide Determination of "Appropriate Education", it states that all of the members of the IEP team must be certified for their roles in the development and implementation of the IEP. Is a gen-ed teacher (non-sped certified) considered certified/qualified to implement and the monitor progress of the IEP without the assistance/guidance of a dual certified teacher?
2. Is there a limit to the amount of Needs/Goals a student can have on their IEP? -Eisenberg Elem

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1. Is it the districts responsibility to consider and suggest "out of the norm" supportive services like music/art/dance therapy or is it the responsibility of the parent to ask the district to provides those specialized services?
2. Who should have access to a student's special education records? Should all teachers and para educators in a building be able to review the documents contained in a students audit file? -Gunning Bedford Middle School

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Although chapter 1 provides information distinguishing the differences between an IEP and a 504 there seems to be a significant overlap in suggested accommodations. What advice can be offered to help school teams determine if the child needs to start with a 504 or needs to go directly to an IEP? ~Pleasantville Elementary Team

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Please elaborate on the themes, specifically these two (see list on page 4):

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Please elaborate on the themes, specifically these two (see list on page 4):

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#3 the principal (school team) needs to ensure that staff members know what is necessary for providing special education services; and

#5 the principal (school team) should lead efforts for data collection.

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In the Shared Decision Making section, you stated that IDEA expects school districts to establish public awareness campaigns to promote parent involvement in special education. What are some of the methods of communication that you have seen school districts have the most success with? - New Castle Elementary Team