Council of Parent Attorneys and Advocates
Protecting the Legal and Civil Rights of Students with Disabilities
|2014 Summer Webinar Series|
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S1. Transition Services and Best Practices Under the IDEA
Description: This session presents an overview of transition-oriented case law involving the IDEA and successful strategies for litigating in this challenging area. It further addresses developments in transition assessment and services including peer mentor-ship, self-advocacy, and resilience skills. While the IDEA provides for a "coordinated set of activities ... designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities" for students over 16, much of the case law in this area permits minimal and vague transition planning, often finding that a lack of concrete goals or even a "plan" is merely a procedural violation. This session reviews important decisions and pitfalls of existing case law. Successful strategies for pursuing transition claims are discussed. The session summarizes current evidence-based practices about transition services, including (1) transition assessments— who should conduct them, what components should be included, and special issues in assessments for certain populations, (2) areas that have been the focus of recent research on best practices: self-determination, social networks, resilience and self-efficacy, self-regulation, and organizational skills (3) models and curricula that offer education in these areas, particularly highlighting programs that address the needs of students with social disabilities such autism spectrum disorders, disabilities that affect executive functioning (ADHD, traumatic brain injury) and intellectual disability.
Description: The American Psychiatric Association’s recently released DSM-5 revised the diagnostic criteria for a number of psychiatric conditions prevalent in children, including autism spectrum disorder, intellectual disability, borderline personality disorder, and others. The impact of these changes is being seen in special education eligibility, manifestation determinations, and other aspects. The revision impacts eligibility for special education, discipline protection, eligibility for Social Security, Vocational Rehabilitation, OPWDD, and guardianship. This session explores the impact of these changes and suggests specific strategies to address.
S3. Good Language Evaluations
Description: As advocates and attorneys, you have learned that good oral language skills are essential to literacy development and academic success. Advocates and families gain valuable information from proper, comprehensive speech and language evaluations. But how to take the invaluable diagnostic information from an evaluation and use it to create an appropriate educational plan, measurable IEP goals, and align those language skills with current Common Core Standards. This presentation is designed for attorneys and advocates who want to apply their knowledge about applying results from a good language evaluation to the creation of individualized education programs within the structure and curricula of schools. Examples of how to create appropriate, measurable objectives using the diagnostic information from a comprehensive language evaluation are provided.
S4. All About IEE’s
Description: Independent educational evaluations (IEEs) are a powerful tool to help level the playing field between family and school, as well as to provide expert assessment by an objective third-party. Unfortunately, many districts resist providing IEEs, even when they are clearly needed and would be a resource for the child's entire team. In this session, learn how to navigate many common obstacles to IEEs. We will include a review of relevant guidance from the U.S. Department of Education's Office of Special Education Programs, as well as practical tips for addressing difficult situations. Participants will also learn about using the state complaint process to obtain IEEs.
Description: IQ testing continues to play an important role in identification and the provision of services. Because many team members base expectations (and subsequently the services provided) on a child’s IQ, the selection of an IQ test should be considered with care. Not all IQ tests are the same; they vary in focus, structure, and in the skills actually measured. Some children may do better on one test than another. Those who understand the differences between IQ tests can participate more successfully in team meetings and make better decisions for the student. This workshop focuses on different types of IQ tests and considerations for the selection of an IQ test that will demonstrate the child’s potential.
Description: Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) have long been required for students whose behavior impacts learning; recent developments in law and policy have helped to expand their application and purpose. Participants will learn practical ways to evaluate the appropriateness of the FBA; the effectiveness of the BIP in order to ensure the provision of appropriate services, accommodations, and placement; and, how to protect the legal rights of the student.
S7. If My Service Dog Can’t Come to School Neither Can I
Description: Join this session to learn about the growing use of service animals for children, including the use of service animals for children with mental health needs. Participants develop an understanding of the laws protecting children's right to equal access to public and private schools (and businesses and other public places) with their service animals. Participants learn what a service animal is, what service animals do, how service animals are being used by children, what laws protect the right of children to attend school with their service animal, what information schools can and can't require before admitting a child with a service animal, and what to do if a child with a service animal is denied the right to equal access to a public or private school. This presentation includes in depth discussion of the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act (504), the Individuals with Disabilities Education Act (IDEA), and the relationship between a child's Individualized Education Program (IEP) and the right to use a service animal. In addition, there will be a discussion of recent cases involving service animals in schools, the role of the Department of Justice, and the role of the Office of Civil Rights, strategies for protecting the right to equal access in schools, and legal remedies when the right to equal access is violated.
6/1/2016 » 6/1/2017
Webinar Subscription for Organizations
6/1/2016 » 6/1/2017
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3/2/2017 » 3/5/2017
COPAA's 19th Annual Conference: 2017 Dallas, TX
3/2/2017 » 3/4/2017
2017 COPAA Conference Sponsorship
3/10/2017 » 7/10/2017
2016 Webinar Series 1: IEP's and Their Components, What You Should Know