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Feinberg, Edward; Moses, Philip; Engiles, Anita; Whitehorne, Amy; Peter, Marshall – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
Individual Education Program (IEP) teams are composed of diverse individuals, each bringing a unique set of experiences, knowledge, and skills to the table. Given this, it is not uncommon for team members to have different views on the special education and related services needs of the student whose plan is being developed. When divergent views…
Descriptors: Individualized Education Programs, Meetings, Parents, Conflict
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
A resolution meeting is a dispute resolution process that takes place after a parent files a due process complaint. Resolution meetings offer parents and school districts the opportunity to resolve issues before a due process hearing happens. This publication describes Resolution Meetings generally for Part B of the Individuals with Disabilities…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Equal Education
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
A due process complaint is a written document used to request a due process hearing related to the identification, evaluation, or educational placement of a child with a disability, or the provision of a free, appropriate public education (FAPE) to the child. This publication describes Due Process Complaints/Hearing Requests generally for Part B…
Descriptors: Special Education, Identification, Guides, Disabilities
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
A written state complaint is used to communicate that a public agency (such as your child's school) has not followed the requirements of the Individuals with Disabilities Education Act (IDEA), and to request an investigation of the problem. This publication describes Written State Complaints generally for Part B of the Individuals with…
Descriptors: Federal Legislation, Educational Legislation, Disabilities, Special Education
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
This information guide was designed to assist in resolving special education disputes, as well as to provide dispute resolution options for parents or school district staff when communications are difficult or there is a dispute that cannot be resolved. Mediation is a voluntary process that (1) brings people together to resolve their…
Descriptors: Special Education, Conflict Resolution, Parents, School Districts
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2014
Individualized Education Program (IEP) Facilitation is an optional process, not required by the Individuals with Disabilities Education Act (IDEA), that state educational agencies (SEA) or school districts may provide to parents and schools. The goal of a Facilitated IEP meeting is to develop an IEP that is supported by team members and benefits…
Descriptors: Individualized Education Programs, Facilitators (Individuals), Meetings, Federal Legislation
Center for Appropriate Dispute Resolution in Special Education (CADRE), 2013
Between Fall 2008 and Summer 2010, the Center for Appropriate Dispute Resolution in Special Education (CADRE) analyzed state special education dispute resolution systems and their components, with the objective of identifying particularly effective systems and creating a resource that other states could draw on when considering improvement…
Descriptors: Special Education, Conflict Resolution, State Programs, Profiles
Hedeen, Timothy; Peter, Marshall; Moses, Philip; Engiles, Anita – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2013
Over 6.5 million youth and their families are eligible for early intervention or special education services (Data Accountability Center, 2011) under the Individuals with Disabilities Education Act of 2004 (IDEA). The principal mechanism by which goals, objectives, services, and placements are determined for Part B of the IDEA are Individualized…
Descriptors: Individualized Education Programs, Individualized Family Service Plans, Early Intervention, Special Education
Hedeen, Timothy; Moses, Philip; Peter, Marshall – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2011
All parents can and should participate meaningfully in their children's education, including those whose children receive special education services. The value of parent participation has been recognized under law since 1975, most recently as the Individuals with Disabilities Education Improvement Act (Coots, 2007). Many scholars and professionals…
Descriptors: Disabilities, Special Education, Cooperation, Parent Participation
Reiman, John W.; Beck, Laura; Coppola, Teresa; Engiles, Anita – Center for Appropriate Dispute Resolution in Special Education (CADRE), 2010
Since 1975 active parent participation in all aspects of educational programming for students receiving special education services has been legally mandated, initially with the Education for All Handicapped Children Act (PL 94-142), then in 1990 with the Individuals with Disabilities Education Act (IDEA) (PL 102-119), and most recently with the…
Descriptors: Individualized Education Programs, Meetings, Parent Participation, Special Education