Council of Parent Attorneys and Advocates
Protecting the Legal and Civil Rights of Students with Disabilities
Advocacy Institute is a non-profit, tax-exempt organization dedicated to the development of products, projects and services that work to improve the lives of people with disabilities.
IDEAmoneywatch.com is a community of advocates keeping an eye on the use of more than $11 billion IDEA funding made available to local school districts across the country by the American Recovery and Reinvestment Act (ARRA).
Our Kids Count project tracks activities regarding the reauthorization of the Elementary and Secondary Education Act (ESEA), currently known as No Child Left Behind, the nation’s major federal education law, with a focus on issues affecting special education students and alerts you to issues of concern.
The National Center on Dispute Resolution in Special Education encourages the use of mediation and other collaborative strategies to resolve disagreements about special education and early intervention programs.
Office of Civil Rights (OCR) Electronic Complaint Form OCR’s authority to resolve complaints extends to allegations of discrimination based on race, color, national origin, sex, age or disability in public and private programs that receive Federal funds from the U.S. Department of Education. These include most schools and colleges and some other entities such as vocational rehabilitation agencies and libraries. OCR also has authority to resolve complaints of disability discrimination by public education entities, and complaints filed under the Boy Scouts of America Equal Access Act. If you believe you have been discriminated against on any of these bases by a covered entity, you may file a complaint using this form.
Wrightslaw contains accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Wrightslaw is home to the The Special Ed Advocate, a free online newsletter. Each issue includes information about special education law, new decisions, research, internet links, and other special education topics.
The Individuals with Disabilities Education Improvement Act Public Law 108- 446: IDEA 2004 President Bush signed the Individuals with Disabilities Education Improvement Act (Public Law 108- 446: IDEA 2004) on December 3, 2004. This law promotes accountability for results, enhances parent involvement, uses proven practices and materials, provides more flexibility, and reduces paperwork burdens for teachers, states and local school districts. Many sections of the new law took effect on July 1, 2005. The regulations took effect on October 13, 2006. The law is organized into four parts: Part A: Administration; Part B: school age and preschool programs for children with disabilities; Part C: birth to 3 years –infants and toddlers; and Part D: national studies, technical assistance investments, personnel preparation investments, and research investments.
OSEP State SPED Monitoring Reports
Index of OSEP Policy Documents on the Education of Infants, Toddlers, Children and Youth with Disabilities Section 607 of the Individuals with Disabilities Education Act amendments of 1997 requires that the Secretary of Education, on a quarterly basis, publish in the Federal Register a list of correspondence. This is correspondence from the Department of Education received by individuals during the previous quarter (calendar year = CY) that describes the interpretations of IDEA or the regulations that implement IDEA.
Universal Design for Learning UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn.
Articles of Interest:
ADA Standards (2010) – The Department of Justice published revised regulations for Titles II and III of the Americans with Disabilities Act of 1990 "ADA” in the Federal Register on September 15, 2010. These regulations adopted revised, enforceable accessibility standards called the 2010 ADA Standards for Accessible Design "2010 Standards” or "Standards”. The 2010 Standards set minimum requirements – both scoping and technical – for newly designed and constructed or altered State and local government facilities, public accommodations, and commercial facilities to be readily accessible to and usable by individuals with disabilities.
Excusing IEP Team Members: Why, When, Who, and How (By Candace Cortiella, The Advocacy Institute, Exceptional Parent Magazine)
Supreme Court Rules: "Parents Have Independent, Enforceable Rights”
Questions and Answers On Procedural Safeguards and Due Process Procedures For Parents and Children With Disabilities ~ June 2009. This is the most recent OSEP Q & A document on Procedural Safeguards.
Disclaimer: The COPAA web site is not engaged in rendering professional advice services. The information provided through COPAA’s web site or any links from COPAA’s site is provided solely as a public service. The inclusion of any resource or link on COPAA’s web site does not imply endorsement or a recommendation.
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