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ABCs of Prior Written Notice: What Is It? When Is It Required? What Must It Include?
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Absenteeism and Truancy During Remote and Hybrid Learning: Addressing Child Find and FAPE Issues
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The IDEA's myriad legal mandates regarding the provision of prior written notice make compliance challenging and confusing.
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Student absenteeism and truancy during remote and hybrid learning present many issues similar to in-person instruction, but they also present unique IDEA and Section 504 challenges.
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Accommodation vs. Modification Under Section 504: Know the Difference to Provide FAPE
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Achieving Inclusion: Educating Students With Disabilities in the Least Restrictive Environment
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Call toll-free 1-800-341-7874
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Many myths surround what can and can’t be provided through a Section 504 plan. Attorney Betsey Helfrich clears it up for you, so you understand how to provide FAPE under Section 504.
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SHORT DESCRIPTION
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Addressing Challenging Behaviors of Students With Disabilities in In-Person, Virtual and Hybrid Settings
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Autism From A to Z: Best Practices for Meeting Students’ Needs and Delivering FAPE
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Challenging
behaviors of students with disabilities is something educators face every day,
but as students adjust to the different education environments used today,
behavior can be impacted in unprecedented ways.
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From child find and evaluation, to least restrictive environment, manifestation determination reviews and more, learn best practices for meeting the needs of students with autism in varied instructional environments — in person, virtual and hybrid — in compliance with the IDEA.
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Balancing Safety and the Rights of Students With Disabilities Involved in Drugs, Weapons or Violence
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Before You Discipline Under Section 504: Legal Requirements and Key Considerations
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Drug. Weapons. Bodily Harm. In these three “special circumstances,” the IDEA permits your district to take disciplinary action regardless of whether the behavior is a manifestation of the student’s disability — but there are restrictions.
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Make sure you and your staff members understand the crucial legal requirements and key factors that must be considered when disciplining a student with disabilities.
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Behavior Management Strategies: Developing Legally Defensible FBAs and BIPs
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Best Practices for Alternative Dispute Resolution Under IDEA and Section 504
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Even experienced educators struggle with managing students’ challenging behaviors and finding effective intervention strategies.
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While special education disputes are often heated and emotional, it is possible to resolve almost any case if you are equipped with the proper tools. Get guidance to navigate these tricky waters directly from an attorney who has represented school districts in almost a hundred due process cases and settlements.
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Best Practices for IEP Implementation in the Post-Pandemic Landscape
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Child Find and the Duty to Evaluate in an RTI World
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During the pandemic, many parents got an inside look at the services their students received and their students’ performance, and school-parent communication increased dramatically.
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When there is sufficient reason to believe or suspect that a child has a disability and a need for special services, failure to timely refer and evaluate can lead to denial of FAPE claims.
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Chronic Absenteeism: Cases, Trends and Best Practices for IDEA and ESSA Compliance
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Communicating With Parents Post-Pandemic: Strategies to Improve Engagement and IDEA Compliance
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When students are chronically absent, your school or district is still responsible for meeting legal obligations involving child find, eligibility, IEPs and more.
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Today's educational landscape presents novel communication-related challenges as educators strive to engage parents of students with disabilities.
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COVID-19 -- Navigating the "NEW NORMAL"
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COVID-19 and Child Find: Legal and Practical Considerations for IDEA Eligibility Determinations
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The coronavirus pandemic has redefined what normal district operations look like.
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What are your district's child find obligations during the COVID-19 pandemic?
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Developing and Implementing IEPs for Virtual and Hybrid Settings
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Developing Trauma-Informed IEP Goals and Services for Students With Disabilities
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As the coronavirus pandemic continues, students with disabilities receive instruction through a variety of learning models: fully in-person, fully remote and a hybrid of both.
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When a student has experienced trauma, determining appropriate IEP goals and the special education services to be provided must be done through the lens of that trauma.
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Disciplining Students With Disabilities in Compliance With IDEA and Section 504
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Effective and Compliant Section 504 Plans: From Development to Implementation
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Discipline procedures for students with disabilities are convoluted, making it difficult to know the right way to implement them in daily practice.
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Section 504 offers only vague guidance regarding team membership and no specific requirements for a written 504 plan.
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