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We regularly hear from teachers who struggle with incorrect information and guidance from school personnel and often experience retaliation from administrators.
 Advocate Sue Whitney writes,
"I suspect that the overall most frustrating thing many teachers deal with in order to be able to continue to teach, is that if… they truly advocated for their students, truly did what they are expected to do under IDEA and Section 504, …they would risk losing their jobs altogether."
When IDEA added the emphasis on involvement and progress in the general curriculum, the role of regular education teachers, together with special education and related services personnel, became increasingly critical in implementing FAPE in IEPs for children with disabilities.
In this issue of the Special Ed Advocate you'll find strategies teachers and parents can use to get better special education services for children. Learn how to handle obstacles within your school system.
Please don't hesitate to forward this issue to other friends, families, or colleagues.
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