Special Education Process

These entries present specific resources that address the components of the Special Education Process.
Referral/Evaluation/Eligibility
Instruction/Monitoring
IEP/IFSP/504
Dispute Resolution
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Showing Results 151 - 200 of 281
Description: Credit accommodations provide alternatives for students with disabilities in earning the standard and verified credits required to graduate with a Standard Diploma. Credit accommodations for students with disabilities may include: Alternative courses to meet the standard credit requirements Modifications to the requirements for locally awarded verified credits Additional tests approved by the Board of Education for earning verified credits Adjusted cut scores on tests for earning verified...
Description: This manual will assist school personnel in understanding how a brain injury can best be recognized and served. It includes five chapters on: 1) basic normal neuroanatomy, 2) tasks mastered during normal development and how a brain injury can disrupt development at any point, 3) 16 domains (or skills) most commonly disrupted following a brain injury, 4) social/emotional competency and 5) the federal definition of TBI and its implications on formalized services (504 Plans),...
Description: To encourage more students to work toward a selected industry credential or state license while pursuing a high school diploma, the Path to Industry Certification: High School Industry Credentialing program was developed. Students who earn a credential by passing a certification or licensure examination may earn up to two student-selected verified credits to meet graduation requirements.
Description: This assessment is 100-Item Multiple-Choice, 60-Minute Timed Test (The assessment must be completed in one, 60-minute sitting unless a school emergency interrupts the testing period.) Standard of Mastery: 75%
Description: To graduate with a Standard Diploma, a student must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education. Beginning with students entering ninth grade for the first time in 2013-2014, a student must also: Earn a board-approved career and technical education credential to graduate with a Standard Diploma; and Successfully complete one...
Description: For Virginia's special education students, diploma options are changing. The Modified Standard diploma is no longer an option for students entering the ninth grade (or younger) in the 2013-2014 school year.
Description: The Board of Education has approved a number of substitute tests that students may take to earn verified credits toward graduation.
Description: In February 1998, the Virginia Board of Education approved certain courses that would satisfy the mathematics, science, and history and social science course requirements for the Standard and Advanced Studies Diplomas.
Description: This section of the VDOE website answers frequently asked questions about earning a Virginia high school diploma.
Description: This booklet describes the kinds of Social Security and Supplemental Security Income (SSI) and health benefits for a child with a disability and explains the evaluation of disability claims for children. (Spanish version)
Description: This booklet is for the parents, caregivers or representatives of children younger than age 18 who have disabilities that might make them eligible for Supplemental Security Income (SSI) payments. It is also for adults who became disabled in childhood (prior to age 22) and who might be entitled to Social Security Disability Insurance (SSDI) benefits. (We call this SSDI benefit a “child’s” benefit because it is paid on a parent’s Social Security earnings record.)
Description: This IEP Tool Kit provides you with some basic tools to help you better advocate for your child. One page explains possible steps to take as you plan for an IEP meeting. Another page provides tips on organizing your child’s school-related papers. Two forms are provided: one to organize data about your child’s needs and strengths so you can sort what might be needed in the IEP document, and the other to take to the IEP meeting to keep track of the needs and questions you want to discuss at the...
Description: Students with disabilities must have an equal chance to take part in sports, counseling, clubs, health services, student jobs, transportation, and other school activities. (National Parent Technical Assistance Center)
Description: This document summarizes practical insights and promising practices for IEP/IFSP facilitation, collected from a broad review of facilitation and special education literature. (The National Center on Dispute Resolution in Special Education, CADRE)
Description: This document, Supporting the Identification and Achievement of the Twice-Exceptional Student, developed by the Virginia Department of Education (VDOE), provides parents, educators, and students with answers to some questions concerning the identification process and instruction of students with dual exceptionalities.
Description: The U.S. Department of Education's Office for Civil Rights has issued guidance clarifying school districts' existing legal obligations to provide equal access to extracurricular athletic activities to students with disabilities. In addition to explaining a school's legal obligations, the guidance urges school districts to work with community organizations to increase athletic opportunities for students with disabilities, such as opportunities outside of the existing extracurricular athletic...
Description: Informal Assessments for Transition Planning, Second Edition, is an assessment resource that school-based personnel can use to determine or confirm transition strengths, preferences, interests, and needs for appropriate Transition Planning in the IEP.(Transition Assessments)
Description: Questions and Answers in Follow up to 2007 Spring/Summer Transition Workshops, Virginia Department of Education and Infant & Toddler Connection of Virginia, Updated March 2009
Description: The statement that “knowledge is power” is especially true for parents who want to be effective advocates for their children with disabilities. To make sure parents have the information they need most, PACER conducted a survey, and nearly a thousand people responded. Given a list of choices, parents of children from each age group indicated their top three concerns. This PACER Action Sheet provides a selection of helpful information to address each topic from a variety of national and statewide...
Description: The Organization for Autism Research (OAR) was created in December 2001–the product of the shared vision and unique life experiences of OAR’s seven founders. Led by these parents and grandparents of children and adults on the autism spectrum, OAR set out to use applied science to answer questions that parents, families, individuals with autism, teachers and caregivers confront daily. No other autism organization has this singular focus.
Description: This link includes the conference sessions and downloadable materials from the 8th Annual Special Education Conference (Fairfax County Public Schools). Topics include: transition (post-secondary, preschool), executive functioning, reading (middle and high school), medicaid waivers, online textbooks, ADHD, Apps, depression and suicide prevention, bullying, stress, inclusion, mathematics, dyslexia, mentoring, communication to enhance the IEP Process, Down Syndrome, VA Assessment options, child...
Description: English language learners with disabilities are a growing part of the K-12 school population in the U.S. The available knowledge on how to effectively educate these students, and measure their progress, is small but increasing. However, many educators and families have pressing questions. This Impact issue offers responses to some of those questions by people from around the country who are helping schools meet the needs of this growing student population.
Description: Teachers are recommended to use these materials in small groups as part of ongoing professional development. The webinars are divided into short segments to enable school teams to use the materials flexibly. Part 1: Introduction to English Learners and Principles of Instruction, Part 2: Designing and Implementing Tiered Intervention Programs for English Learners, Part 3: When Students Continue to Struggle Part 4 Overview of Assessment for Special Education Eligibility, Part 5: Assessment of...
Description: Individualized Education Program (IEP) meetings depend on good communication between parents and special ed service providers. When parents do not speak English, schools must bring in an interpreter to ensure that team members understand each other and that parents can give informed consent. Even when the team invites an excellent interpreter, however, things can still go wrong. Following are tips on how to conduct effective IEP meetings when an interpreter is involved. These tips are based on...
Description: CDC has FREE brochures, posters, fact sheets, and more for parents, health care providers, and public health professionals. These include: Hearing Loss Fact Sheet, Decision Guide to Communication Choices, Making a Plan for Your Child as well as Questions You May Want to Ask Your Child's Genetics Team or Medical Professional or Early Interventionists or Ear, Nose and Throat (ENT) Doctor or Audiologist or Speech Language Pathologist (available in English and Spanish). There is also a Communication...
Description: The purpose of this glossary is to assist Somali interpreters, translators and teachers so that they can provide more accurate interpretation of special education documents. Ultimately, we hope this will improve families’ understanding ofspecial education programs in Minnesota.
Description: In 1999, the staff from the Minnesota Department of Education worked with a group of Hmong experts to create a glossary of special education terminology. This glossary is not intended for general use and does not include general educational terms. Terms are translated according to their meaning in special education. In 2002-03, a new team of Hmong interpreters led by Mr. Dao Xiong from the PACER Center reviewed and updated the glossary.
Description: A 37 minute audio/video overview of special education created to help parents of children with disabilities understand what special education is, how a child might get into special education, how to resolve disagreements, and what role parents play. Developed by PACER Center, it is funded in part by a grant from the Minnesota Department of Education. (Scroll down the Special Education Rights page to find this video. It is available in Hmong, Spanish and Somali.)
Description: New Path: The Support Network for Families in Early Intervention is a program of The Arc of Virginia, designed to help parents navigate the Early Intervention system, from understanding their rights, to building relationships with therapists and doctors. Discovering your child has a developmental delay or disability can be overwhelming. It often transforms notions of what being a parent would be. We are here to guide families on their New Path. (Available in Spanish and French)
Description: The newest AT in Action video, brought to you by FCTD and PACER, introduces Jared, a young man with cerebral palsy who controls his computer using a sip and puff switch. That computer access allows Jared to run a business creating dynamic graphics and websites.
Description: These practice items provide examples of the new content and increased rigor represented by the revised Standards of Learning (SOL) and illustrate the new Technology-Enhanced Item types for the mathematics, reading, science, and writing SOL tests. Technology-Enhanced Items (TEI) require students to indicate their responses in ways other than a multiple-choice format. Please note that the practice items are not intended to be a complete test and are not intended to cover all content for the grade...
Description: Esta guía para padres ha sido elaborada por el Ministerio de Educación de Virginia ("VDOE") a fin de ayudarles a entender sus derechos y obligaciones, los derechos de su hijo y las obligaciones de la escuela para satisfacer las necesidades especiales de su hijo. Esta guía incluye una descripción del proceso de educación especial y lo que se les exige a ustedes y a la escuela durante cada paso de ese proceso. En cada sección se destacan los plazos...
Description: "Your Family's Special Education Rights" identifies key parts of the “Individuals with Disabilities Education Improvement Act of 2004” (IDEA), a federal law governing the education of students with disabilities. IDEA 2004 requires that families be informed of their special education rights, including how families and schools can resolve problems. This document is available in Arabic (PDF), Chinese (PDF), Urdu (PDF), Farsi (PDF), Korean (PDF), and Vietnamese (PDF).
Description: As parents, teachers, and students, you talk about Individualized Education Programs, or IEPs, all the time. Why, then, do they still cause so much confusion. The National Center for Learning Disabilities intends to change this. The IEP Headquarters includes: Your IEP Roadmap (a visual guide to the IEP process), IEP Fundamentals, What's In An IEP?, IEP Eligibility Questions, IEPs: The Parent's Role, The IEP Meeting, The IEP Team, Know Your Rights: The IEP, Teens in the Driver's Seat and 504...
Description: From the National Secondary Transition Technical Assistance Center, this document helps educators work with students to develop postsecondary goals for the transition component of the IEP, make instructional programming decisions, and include information in the present level of performance related to a student's interests, preferences, and needs in the IEP.
Description: The Parent Educational Advocacy Training Center builds positive futures for Virginia's children by working collaboratively with families, schools and communities in order to improve opportunities for excellence in education and success in school and community life. Our special focus is children with disabilities. We do this by providing: Services and support for families and professionals; Easy-to-understand, research-based information and training; and Opportunities for strategic partnerships...
Description: For Virginia’s special educations students, diploma options are changing. The Modified Standard diploma is no longer an option for students entering the ninth grade (or younger) in the 2013-2014 school year. If your son or daughter will be a ninth grader (or younger) this fall, and was aiming for a Modified Standard diploma, he or she will now be working toward a Standard diploma. The General Assembly amendment to the Code of Virginia raises expectations for students with disabilities. It...
Description: The Virginia Department of Education has developed a document on transition, “Autism Spectrum Disorders and the Transition to Adulthood,” that includes important information on transition assessment and planning, adult services, postsecondary education, employment, home living skills, and Social Security and benefits planning.
Description: While it is expected that parents and school personnel will work in partnership to ensure children with disabilities are provided appropriate services, there are times when the child’s parents and school officials cannot reach consensus on what constitutes a free appropriate public education (FAPE) for an individual child. When such disagreements occur, parents and school districts can turn to IDEA’s procedural safeguards and dispute resolution options.(parent, parents)
Description: A neutral, impartial, trained mediator may be sought voluntarily by parents and school staff to assist in their negotiations with each other. That assistance to convene and conduct a meeting to clarify issues, focus on the needs of a child, and to explore and evaluate possible solutions in a confidential setting is mediation.
Description: A complaint is generally an expression of some disagreement with a procedure or a process regarding special education programs, procedures or services. A formal complaint is considered a request that this division investigate an alleged violation of a right of a parent and/or child with disabilities who is eligible, or believed to be eligible, for certain services based on federal and state laws and regulations governing special education.
Description: The Office of Dispute Resolution and Administrative Services is charged with the responsibility of managing and monitoring a due process hearing system. We provide information to help individuals understand the steps for requesting and managing an impartial due process hearing. This information is not intended as legal advice or as an interpretation of the laws and regulations governing special education in Virginia. The information will, however, help in understanding the implementation of...
Description: The Center for Appropriate Dispute Resolution in Special Education (CADRE) works to increase the nation’s capacity to effectively resolve special education disputes, reducing the use of expensive adversarial processes. CADRE works with state and local education and early intervention systems, parent centers, families and educators to improve programs and results for children with disabilities. CADRE is funded by the Office of Special Education Programs at the US Department of Education to serve...
Description: Section 504 of the Rehabilitation Act of 1973, as amended, is a civil rights law that prohibits discrimination on the basis of disability. This law applies to public elementary and secondary schools, among other entities. (parent, parents)
Description: When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff. (National Dissemination Center for Children with Disabilities- NICHCY)
Description: Evaluation is an essential beginning step in the special education process for a child with a disability. Before a child can receive special education and related services for the first time, a full and individual initial evaluation of the child must be conducted to see if the child has a disability and is eligible for special education. Informed parent consent must be obtained before this evaluation may be conducted.
Description: SMALL STEPS: A Parent-Infant Education Program for Families Raising Children who are Deaf,Hard-of-Hearing, Blind, Low Vision and DeafBlind...honoring the small steps that promote happy families... FREE services offered through The Virginia School for the Deaf and the Blind
Description: This NICHCY Disability Fact Sheet 13 contain: Julian’s story, Visual impairments in children, Types of visual impairment, Signs of a visual impairment, How common are visual impairments?, Understanding how children with VIs learn, The help available under IDEA, How IDEA defines visual impairment, Working with the medical community, Adapting the environment, Educational considerations, Tips for teachers, Tips for parents, and Resources or more info.
Description: This Parent Advocacy Brief will help you understand the changes brought about by the ADAAA, how they apply to Section 504, and how these changes may impact children with disabilities, including learning disabilities, as well as other conditions such as Attention-Deficit/Hyperactivity Disorder (AD/HD), Aspergers Syndrome, diabetes, asthma,and life-threatening food allergies.
Description: The Individuals with Disabilities Education Act (IDEA) is the key federal education law that serves students with LD. Being informed will help you support your child’s learning needs and advocate for his or her success.