One of the things Marc and I love most about our jobs is the ability to connect directly with parents at speaking engagements. I’m pleased to announce two events coming up in the near future.
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Many students with special needs and their families feel tremendous anxiety about the transition to high school. Typically, this is because high schools are more populated, there are new (often confusing) social mores and expectations, and students face increased peer pressure and unfamiliar situations once they make the transition.
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The Individuals With Disabilities Education Act is a federal law that mandates school districts identify and evaluate children with disabilities in their schools. Part of that obligation is to create an IEP, or Individualized Education Program.
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At the instigation of Mayor de Blasio’s administration, the Department of Education (DOE) has begun offering to settle more and more cases than ever before. This has left many parents with a seemingly easy decision between (A) taking their case to hearing and (B) negotiating and agreeing to a settlement.
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Recently, the Continuing Legal Education (CLE) Board of New York State instituted implicit bias as a category in addition to the usual management, ethics, and subject matter offerings. This addition is part of a movement to offer more courses that cover things like racism and stereotyping in the legal world — and how to combat them.
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In our previous blog article, we began to explain each section of an Individualized Education Plan (IEP) with the intention of helping parents better navigate this complex document. In this article, we will continue to explore the remainder of the document, the potential areas that can be challenged, and the Placement Letter.
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