Wrightslaw, our goals are to help you gain the information and skills
you need to navigate the confusing world of special education. This
issue of The Special Ed Advocate
is part of a series about IEPs.
Highlights: How to write IEP goals & objectives; revising IEPs; long-term plans & your child's IEPs; who is responsible for providing an appropriate IEP; support for parents & teachers in the IEP; help in From Emotions to Advocacy; IDEA 2002 news; advocacy training schedule.
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Study Groups. Do you want to learn more about special
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a FETA Study Group.
Free Newsletter Flyer. Check additions to our Free Newsletter Flyer - which has grown to two pages. Please print and distribute this new Free Newsletters Flyer - ask your school to include the Free Newsletter flyer in your school newsletter too!
Diane writes, "I need good IEP goals and objectives!"
"I know my son's IEP is inadequate - the only goal is 'Commitment to academic success.' I need to find good measurable IEP goals and objectives. Can you point me to a source or site that has a model of a well-written IEP?"
Mary writes, "Help! I need good IEP goals and objectives!"
"I am a special education graduate student. I need to get my hands on some good IEP goals and objectives - I do not have experience with this. Can you point me in the right direction?"
From parents to teachers to school administrators - it seems like everyone is confused about how to write measurable IEP goals and objectives. Why are IEP goals and objectives so difficult? What makes the IEP process so confusing?
Read Help! Writing IEP Goals and Objectives, a Wrightslaw Game Plan:
How Can I Get
My Child's IEP Revised?
3. Long-Term Planning & Your Child's IEP
school wants us to write a vision statement. Do you have any advice
about how parents can make long-term plans?"
4. Who is Responsible for Providing an Appropriate IEP?
"My child has made little or no progress in special education. The school says I agreed to their IEPs so I cannot complain. Who is responsible for providing an appropriate education?"
What do you think? Is the school responsible for providing an appropriate education? Or, is the parent who signed the IEP responsible?"
Read Who is Responsible for Providing an Appropriate IEP?
5. Support for School Personnel and Parent Training in IEPs: Often Overlooked Keys to Success
Are you a teacher who needs more training in proven methods of teaching and learning? Are you a parent who needs training so you can help educate your child?
In Support for School Personnel and Parent Training in IEPs: Often Overlooked Keys to Success, parent attorney Susan Bardet describes how IEP teams can use the tools provided by IDEA, including support for school personnel and training for parents.
6. Wrightslaw: From Emotions to Advocacy - The Special Education Survival Guide
In Wrightslaw: From Emotions to Advocacy - The Special Education Survival Guide, we walk you though the IEP process. You learn:
How to become an expert about your childs disability and educational
From Emotions to Advocacy includes chapters about evaluations,
how to organize your child's file, two chapters about how to use the
bell curve to measure progress or lack of progress, and a chapter
about SMART IEPs.
7. Wrightslaw Advocacy Training Schedule
Knowledge is power. When you have information and skills, you will be a more effective advocate for your child.
This month, we are driving coast-to-coast, doing advocacy training programs in Oklahoma City, Sacramento, and Chicago.
full-day programs focus on four areas: special education law, rights
and responsibilities; how to use the bell curve to measure progress
& regression; SMART IEPs; and how to use tactics & strategies
for effective advocacy.
more information about these events and programs that are scheduled
over the next few months, please check our Seminars
& Training page at https://www.wrightslaw.com/speak/index.htm
8. IDEA 2002 News: Reauthorization Hearing in New York
Commission on Excellence in Special Education is holding hearings
around the country about reauthorizing the IDEA. After these hearings,
the Commission will submit a report to the President outlining its
findings and recommendations.
On April 16, the Commission held hearings in Brooklyn, NY and received testimony about:
* Minority Over-identification and Misidentification
* Categorization: The Relationship Between Referrals, Categories, and Special Education Programs
* ADD and ADHD Identification
* Identification Practices and Education Teacher Training of Students with Severe Behavior Disorders
Attorney Dee Alpert attended the hearing and presented testimony. She provided her observations about the issues and dynamics in a report, writing that:
9. Subscription & Contact Info
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