WGU D002 with 100% accurate solutions + detailed rationales

True or False:

Individuals with Disabilities Education Act (IDEA) (formerly the Education for All Handicapped Children Act) was enacted to create consistency among states regarding educational safeguards and requirements for individuals with disabilities.

True (no federal statutes addressed educational funding, regulations, and protection until it was enacted)

True or False

Prior to the mid-1970s, education for students with disabilities was a privilege and not a right.

True

(Not until after EAHCA children with disabilities given right to FAPE)

When the IEP team considers how much time the student with disabilities will spend with students who do not have disabilities, they are focusing on______.

The least restrictive environment.

IDEA states that all students with exceptionalities are entitled to ___.

A free and public education (FAPE).

This is an amendment to include all devices to disabled infants and young children. This amendment also covers individuals transitioning from high school to college.

Individuals with Disabilities Education Act of 1990 (IDEA)

This mandate defines protected individuals as otherwise qualified. This mandate also requires that reasonable accommodations be made.

Section 504 of the Rehabilitation Act

This mandate extends protections and accommodations to associated individuals.

Americans with Disabilities Act (ADA)

Which 13 Disabilities are included as one of the federally defined categories covered under the provisions outlined in IDEA?

Autism Spectrum Disorder

Emotional Disturbance

Hearing impairments

Deafness

Speech or language impairments

Traumatic brain injury

Visual impairment including blindness

Specific learning disability

Other health impairment

Intellectual disability

Deaf-blindness

Orthopedic impairment

Multiple disabilities

Are the following disabilities covered under IDEA?

Eating disorders

Post-Traumatic stress disorder

Seizure disorder

They are not covered under IDEA

What is PL 94-142?

Also known as the Education for All Handicapped Children Act (EAHCA), this law is one of the most important legislative pieces for special education acting as the Bill of Rights for students with disabilities.

Section 504

Part of the Rehabilitation Act of 1973, this act is known as a civil rights bill. This act ensures that every student with a disability is given the same rights, access, and protections as students without disabilities.

What is the Americans with Disabilities Act

This law extends civil rights protections to individuals of any age with a disability so that they are allowed to access both private and public sectors for services. It states that discrimination or exclusion is inappropriate and illegal.

True or False

All students who qualify for services under Section 504 also qualify for services under the Individuals with Disabilities Act.

False

Students cannot qualify for services under both.

Components of IDEA

Provides additional funding to states for eligible students.

Covers only students with an educational need.

Components of Section 504

Does not require the formal, detailed plans that are part of an Individualized Education Program.

Contains explicit language protecting individuals with disabilities from harassment or retaliation based on their disability.

Has no age restriction.

What are the 3 components of the definition of disability that the ADA and Section 504 protect for individuals?

-Have a physics or mental impairment that substantially limits one or more major life activities

-Have a record of such impairment

-Are regarded as having such an impairment

Which constitutional provisions and amendment serve as the basis for IDEA, ADA, and Section 504?

-provisions for spending money to protect the general welfare

-14th amendment, no state shall "deprive any person of life, liberty, or property without due process of law... nor deny... equal protection of the laws"

-under the due process and equal protection clauses of the 14th amendment to provide education on an equal basis and to provide due process before denying equivalent educational programming to different students

What is stare decisis?

courts are bound to render decisions consistent with previous decisions in the same jurisdiction and the higher courts over that jurisdiction

What are 3 goals of the IDEA?

1- All students with disabilities have available to them a Free and Appropriate Education (FAPE) with special education and services for their unique needs that prepare them for further education, employment, or independent living.

2- Ensure the rights of students with disabilities and parents of such students are protected.

3- Assist states, localities, educational service agencies, and federal agencies in providing for education of all students with disabilities.

What are the 4 major principles of IDEA?

1. Special education and services should be provided to ALL students who meet age and other eligibility requirements. (ALL students capable of benefitting from education).

2. Special education should be provided in the Least Restrictive Environment.

3. Education is to be individualized and appropriate to the child's needs (IEP)

4. Education is to be provided for free, at no cost to the parent.

What are the 4 categories of protections provided under IDEA?

1. Right to written notice about meetings and proposed actions by school at all states of special education process.

2. Right to participate in decisions as an equal team member at all stages in special education process.

3. Right to consent or not consent to proposed actions during the special education process.

4. Right to have disagreements about decisions and proposals during special education process, resolved through various dispute resolution mechanisms at any stage in the process.

What are the 3 categories of requirements of No Child Left Behind (2002)?

1. Development of state education standards with high expectations for all students. (Challenging, high expectations apply to ALL students, outlining what students need to know and do at various grade levels.)

2. Statewide assessment testing. (measure student proficiency in meeting content standards. Special Education services and accommodations assist in areas covered in statewide assessment.)

3. Highly Qualified Teachers (HQT) (Bachelor's degree, licensure or certification, and proven competency in area providing education.)

Describe the significance of Brown vs Topeka Board of Education (1954)

In this case, the court declared that education must be made available to all children and must be on equal terms. This case was foundational for future court decisions regarding discrimination against students with disabilities.

Describe Change of Placement

A change of placement due to disciplinary removal occurs if a child with a disability is removed from their current educational placement for more than 10 consecutive school days, or the has series of removals constituting a pattern because:

(1) the removals total more than 10 school days in a school year;

(2) the child's behavior is substantially similar to previous incidents that resulted in the series of removals; and

(3) additional factors such as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another constitute a pattern.

What is Interim alternative educational setting (IAES)?

This is a disciplinary placement that is not the same as the child's current placement as defined in his/her IEP.

What is Manifestation Determination?

A determination (made by the student's Team) whether:

1) conduct in question was caused by the child's disability

2) conduct in question was the direct result of failure to implement the student's IEP

What happens if the Team determines the behavior was a manifestation of a disability or the failure to implement an IEP?

1) The school must conduct a functional behavior assessment and develop and implement a behavioral intervention plan to address the behavioral issues

2) The district may not impose further discipline for the incident and must return student to placement removed from.

3) If due to failure to implement IEP, must immediately remedy the deficiencies.

What is considered a "special circumstance" when considering disciplinary conduct?

• carries a weapon to or possesses a weapon at school, on school premises, or at school function

• knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at school function

• inflicts serious bodily injury upon another person while at school, on school premises, or at school function

True or False

Students with emotional disabilities cannot be suspended from school for more than 10 days as a consequence for inappropriate behavior or discipline issues that occurred at school.

True.

The Honig v. Doe decision set the standard of 10 days as the dividing line between short-term discipline and a long-term consequence that would violate the student's right to a free appropriate public education.

True or False

Even if the school feels that Ethan's behavior can endanger other students, they must allow him to return after no more than 10 days to the school since his parents believe that his behavior is a manifestation of his disability

False.

If a student is considered dangerous, school personnel may request a hearing officer to bring the student to an interim alternative educational setting (IAES) for up to 45 days. Parents can appeal either decision, but the child will remain in the alternative setting while the appeal is conducted.

Initial Practice-Based Professional Preparation for Special Educators: Standard 1

Engaging in Professional Learning and Practice with Ethical Guidelines

1.1 Practice within ethical guidelines and legal procedures

1.2 Advocate for improvement for exceptional individuals and families while addressing needs of diverse social, cultural, and linguistic backgrounds

1.3 Design and implement learning activities based on ongoing analysis student learning, self-reflection, and professional standards, research, and contemporary practices

Initial Practice-Based Professional Preparation for Special Educators: Standard 2

Understanding and addressing each individual's developmental and learning needs

2.1 Apply understanding of growth and development to create developmentally appropriate and meaningful learning experiences that address the individualized strengths and needs of students with exceptionalities

2.2 Use knowledge and understanding of diverse factors that influence development and learning (including differences related to families, language, culture, community, individual differences, exceptionalities) to plan learning experiences and environments.

Initial Practice-Based Professional Preparation for Special Educators: Standard 3

Demonstrating Subject Matter Content and Specialized Curricular Knowledge

3.1 Apply understanding of academic subject matter content of general curriculum to inform their programmatic and instructional decisions for students with exceptionalities

3.2 Augment general education curriculum to address skill and strategies needed to access core curriculum and function successfully within a variety of contexts as well as a continuum of placement options to ensure specially designed instruction to achieve mastery of curricular standards and individualized goals and objectives.

Initial Practice-Based Professional Preparation for Special Educators: Standard 4

Using Assessment to Understand the Learner and the Learning Environment for Data-based Decision Making

4.1 Collaboratively develop, select, administer, analyze, and interpret multiple measures of student learning, behavior, and the classroom environment to evaluate and support classroom and school based systems of support.

4.2 Develop, select, administer, analyze, interpret multiple formal and informal, culturally and linguistically appropriate measures and procedures that are valid and reliable to contribute to eligibility determination for special education services

4.3 Assess, collaboratively analyze, interpret, and communicate students' progress toward measurable outcomes using technology as appropriate, to inform both short-and long-term planning, and make ongoing adjustments to instruction.

Initial Practice-Based Professional Preparation for Special-Educators: Standard 5

Supporting Learning Using Effective Instruction

5.1 Use findings from multiple assessments, including student self-assessment, that are responsive to cultural and linguistic diversity and specialized as needed, to identify what students know and are able to do. Then interpret the assessment data to appropriately plan and guide instruction to meet rigorous academic and non-academic content and goals for each individual.

5.2 Use effective strategies to promote active student engagement, increase, student motivation, increase opportunities to respond, and enhance self-regulation of student learning.

5.3 Use explicit, systematic instruction to teach content, strategies, and skills to make clear what a learner needs to do or think about while learning.

5.4 Use flexible grouping to support the use of instruction that is adapted to meet the needs of each individual and group.

5.5 Organize and manage focused, intensive small group instruction to meet the learning needs of each individual.

5.6 Plan and deliver specialized, individualized instruction to meet the learning needs of each individual.

Initial Practice-Based Professional Preparation for Special-Educators: Standard 6

Supporting Social, Emotional, and Behavioral Growth

6.1 Use effective routines and procedure to create safe, caring, respectful, and productive learning environments for individuals with exceptionalities.

6.2 Use a range of preventative and responsive practices documented as effective to support individuals' social, emotional, and educational well-being

6.3 Systematically use data from a variety of sources to identify the purpose or function served by problem behavior to plan, implement, and evaluate behavioral interventions and social skills programs, including generalization to other environments.

Initial Practice-Based Professional Preparation for Special-Educators: Standard 7

Collaborating with Team Members

7.1 Utilize communication, group facilitation, and problem-solving strategies in a culturally responsive manner to lead effective meetings and share expertise and knowledge to build team capacity and jointly address students' instructional and behavioral needs.

7.2 Collaborate, communicate, and coordinate with families, paraprofessionals, and other professionals within the educational setting to assess, plan, and implement effective programs and services that promote progress toward measurable outcomes for individuals with and without exceptionalities and their families.

7.3 Collaborate, communicate, and coordinate with professionals and agencies within the community to identify and access services, resources, and supports to meet the identified needs of individuals with exceptionalities and their families

7.4 Work with and mentor paraprofessionals in the paraprofessionals' role of supporting the education of individuals with exceptionalities and their families

What is OSEP?

Office of Special Education Programs

Their mission is to improve outcomes for children with disabilities, birth through 21 and their families to ensure access to fair, equitable, and high-quality education and services for opportunity to learn and lead purposeful and fulfilling lives.

This organization administers IDEA.

True or False

The mission of OSEP is to improve outcomes for children with disabilities, from birth through age 21, and their families by ensuring access to fair, equitable, and high-quality education and services.

True

OSEP provides grants for school-age students under part B

for infants and families under Part C

and discretionary grants to higher-ed and nonprofit for prof. development, tech, and parent-training and info centers

What are some characteristics of Effective Special Education Teachers?

~Deep and well-integrated knowledge

~Understand content they are teacher

~Can enact instruction that provide students engaging access to content

~Know how to be responsive to needs, correct errors, provide feedback and support

~Thoughtful about approach

~Relentless effort to help students

~Able to collaborate with parents and collegues

What is pedagogical content knowledge

Integrated knowledge that includes the specialized knowledge to provide meaningful instruction, a deep understanding of students with disabilities' developmental and learning needs, knowledge of content, and knowledge of teaching.

What are some things that effective educators do?

-Purposeful instruction

-Effective use of time

-Repeated practice opportunities

-Explicit skill and strategy instruction

-Create safe classroom environments

-Effective collaborators

What are 3 dispositions of effective Special Educators?

-Persistence (all students can excel)

-Analytical (analyze and critique own practice)

-Innovative (try new ideas)

Distinguish between a handicap and a disability.

A disability is a limitation imposed on an individual by a loss or reduction of functioning. A disability is the consequence of an impairment that could be sensory, physical, cognitive, emotional, or a combination.

The term handicap refers to the impact of a disability, not the condition itself. This includes the challenges they may face in day-to-day life.

What are the 2 major components of Free and Public Education?

1) Services must be free (public expense, no cost to parents)

2) Services provided must be appropriate for the students based on unique needs

What is ESY and who is eligible?

Extended School Year

Individuals with IEP who would have significant regression that could not be recouped in a reasonable period of time after the break are eligible.

True or False

A free appropriate public education must be provided to students with disabilities, even if they have been expelled from school.

True

If a student with a disability misses more than 10 days of school, the school district must make arrangements that provide educational services that allow the students to continue to make progress in the general education curriculum and toward his or her IEP goals.

True or False

School districts can bill the parents' private health insurance to cover the cost of the related services (such as occupational therapy) deemed as necessary in the IEP.

True

This type of payment that is used for IEP-related services are known as third-party payments. These payments can come from the parent's health insurance or Medicaid to help school districts cover the costs.

In order to show that a free appropriate public education is being provided, the _____

Student must make some educational progress

How do IEP teams determine whether annual IEP goals are appropriately challenging?

Alternative academic achievement standards are allowed.

The IEP goals are designed so the student can make progress in the general curriculum.

True or False

IDEA and its regulations define the term "appropriate".

False

It does not specify.

Board of Education v. Rowley was the first Supreme court case to address any issue in IDEA. The focus was to "give content to the requirement of an 'appropriate education'."

True or False

In the Rowley decision, the Supreme Court said that the "intent of IDEA was to open the door to children with special needs on appropriate terms, not to guarantee a particular level of education."

True

The court said that supplying every special service necessary to MAXimize the potential of each students with special needs is beyond the intent of Congress in writing IDEA.

What is the definition of "reasonably calculated"?

The IEP team will use their expert judgement informed by the child's progress, the child's potential for growth, and the views of th child's parents.

True or False

The Supreme Court rejected the "merely more than de minimis" standard. The standard is no longer considered "good" law.

True

The Court explained that a student receiving an educational program offering merely more than de minimis progress year over year is the same as not being offered an education at all.

True or False

The decision in the Endrew case stated that he expectations for a child's progress must be appropriate based on that child's circumstances.

True

The decision reinforced the importance of focusing on the individual needs of a particular child, a major principle of IDEA. The decision focuses on the responsibility to offer specially designed instruction to meet the child's unique needs.

The student's IEP must be designed to provide the student with FAPE. What are 2 major components of FAPE?

The services provided to the student in the IEP must be appropriate for the student and based on the student's unique needs.

Special education and related services must be provided at no cost to the parents.

True or False

IDEA requires full inclusion of students with disabilities

False

The goal of IDEA is to ensure that students are educated to "the maximum extent possible" in inclusive settings and to ensure the student receives FAPE.

True or False

IDEA addresses age-appropriate placements as a consideration for LRE.

False.

IDEA does not address age-appropriateness in LRE decisions. Courts discussed age-appropriateness in several decisions but did not include it in any of the LRE approaches. There is significant support among educators for chronological age placements, but neither IDEA nor the courts have addressed this directly.

True or False

IDEA addresses LRE for academic programming and not extracurricular activities and non-academics.

False

IDEA states that extracurricular activities (e.g., sports, student organizations) and non-academics (e.g., meals, recess, and breaks) must be addressed for LRE. For some students with restrictive academic programming, the non-academics provide the only opportunity to interact with peers.

The idea that students with special needs should be educated with peers who do not have disabilities is based on which 3 principles?

-Education in a separate classroom may lead to lower expectations.

-Separation or segregation does not provide equal opportunity.

-The value of interacting with a variety of peers in culturally sustaining ways is lost in segregated education.

The framework of the basic steps to solve ethical dilemmas is constructed from theories of....

Justice

Critique

Care

Professionalism

List the 7 Basic Steps to Solving Ethical Dilemmas in Special Education

Step 1: Describe the context of the situation

Step 2: Describe the issues involved

Step 3: Guiding questions

Step 4: Identify alternative decisions

Step 5: Identify consequences for each alternative

Step 6: Rank order alternatives

Step 7: Monitor and modify the decision

What are the 8 indicators of the NEA principle of Commitment to Students?

-Restraint of individual action and pursuit of learning

-Access to varying points of view

-Do not distort subject matter

-Protect students from harm

-Do not embarrass or disparage

-Do not discriminate

-Do not use professional relationship for private advantage

-Do not disclose confidential information

What are the 8 indicators of the NEA principle of Commitment to the profession?

-Do not make false statements in application of a position

-Do not misrepresent qualifications

-Do not assist someone unqualified to gain entry into the profession

-Do not make false statements concerning a candidate's qualifications

-Do not assist a noneducator in the unauthorized practice of teaching

-Do not disclose personal information about a colleague unless required by law

-Do not knowingly make false statements about a colleague

-Do not accept any gift or favor that might influence professional decisions!

What are the two main principles of the NEA Code of Ethics?

1. Commitment to help each student reach potential

2. Commitment to the profession and public trust and responsibility

Describe the CEC Code of Ethics for Special Educators

-promote highly educational and quality of life for persons with special needs

-promote and maintain high level of competence and integrity in practice

-Engage in activities to benefit personas with special needs

-Exercise objective professional judgement

-Advance knowledge and skills

-work within professional standards and policies

-uphold and improve laws, regulations, and policies

-uphold and improve laws, regulations, and policies

-promote ethical and legal behavior and standards

Which special education law is responsible for determining the timeline for initial evaluations?

IDEA 2004

within 60 days of receiving parental consent, or within a timeframe established by the state

A middle school student is administered a test according to school policy and in compliance with the student's IEP. Afterward, the science teacher instructs the special educator to retest the student without the IEP accommodations because the science teacher thinks the IEP serves as a crutch for the student.

Which action aligns with the CEC Code of Ethics?

A. Change the testing accommodations since the test was taken in that teacher's content area.

B. Convene the IEP team to discuss changing the test results.

C. Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodations stands.

D. Contact the student's parents to have the student moved from that teacher's class.

C. Tell the science teacher that the test cannot be retaken because the student's IEP allows for certain accommodations and the current test with those accommodation standards.

You approach a middle school student with an intellectual disability sitting in a wet spot on the hallway carpet, which appears to be her own urine. You talk to the student and ask her if she would like you to walk her to the nurse. While talking to her, the special education teacher comes out of her room and tells you to mind your own business and leave her student alone. She also tells you the student urinated on herself to "gain attention."

What is the next thing you should do?

A. Step away from the student and ask the teacher in private if you can help in any way. Explain that you respect the teacher but are worried about the welfare of the student.

B. Do not get involved in the situation. The special education teacher is in control of her own classroom.

C. Go directly to the administrator to discuss your concerns.

D. Ask the student to come with you to the nurse's office. Explain to her that it was wrong for the teacher to make her sit in her own urine.

A. Step away from the student and ask the teacher in private if you can help in any way. Explain that you respect the teacher but are worried about the welfare of the student.

The administrator calls a staff meeting one week before the statewide assessment period. The administrator informs everyone at the meeting that students who seem to struggle with multiple-choice items can be given simple clue prompts but not the obvious answer.

Which action can a teacher take that supports professional ethics?

A. Report the meeting and information to an administrator and human resources because the suggestion constitutes violation of multiple rules and laws.

B. Request examples and prompting strategies from previous years' assessments through appropriate assessment-related protocols.

C. Confer with colleagues for instructional and test-administration strategies that will ensure all students can access the assessments appropriately.

D. Schedule a content-focused teacher meeting to brainstorm and devise congruent prompting and suggesting techniques for identified students who struggle with certain assessment formats.

A. Report the meeting and information to an administrator and human resources because the suggestion constitutes violation of multiple rules and laws.

You have been hired as a secondary teacher and are highly qualified in math but you do not have an endorsement in special education. Your principal has shared that you will be temporarily assisting in a self-contained virtual classroom for a few weeks due to staffing issues. The principal also shares that after a few weeks of this assignment, there will be consideration for next steps but does not specify further.

Which response would align with special education professional standards and practices?

A. Request that the principal provide you with an administrative stipend to support furthering your professional training by taking specific workshops or online certification related to working in self-contained classrooms.

B. Inform the principal that this personnel structure does not represent an accurate fit of your experience and education and that you need confirmation from other administrators for this assignment before work begins.

C. Tell the principal that this is an acceptable agreement and logical use of resources, as well as an opportunity for you to gain specific experience despite not having the endorsement in special education.

D. Initiate contact with the identified teacher of the self-contained classroom and offer to begin creating instructional plans and curricular designs in which your specific background can best serve students.

B. Inform the principal that this personnel structure does not represent an accurate fit of your experience and education and that you need confirmation from other administrators for this assignment before work begins.

Ms. Smith is a sixth-grade special education teacher. On a social media site, she complains about one of her students, Terrance, and calls him by name. The next day, the principal approaches Ms. Smith with a screenshot of her post sent to him anonymously.

How should Ms. Smith proceed?

A. Ms. Smith should demand to know who sent the screenshot. She should press charges against that person as a violation of privacy.

B. Ms. Smith should make another public post sticking up for herself to gain public support.

C. Ms. Smith should do nothing. She can post anything she wants to social media sites.

D. Ms. Smith should apologize to Terrance's family for the offending post and remember to keep student names confidential.

D. Ms. Smith should apologize to Terrance's family for the offending post and remember to keep student names confidential.

Ms. Anderson is a tenth-grade special education teacher teaching in a virtual environment. Barry, a virtual student on the autism spectrum, video chats her in tears. He is upset because he forgot to complete his math homework, and he will lose points. Even though he has an IEP, there is no accommodation for late work.

What is the ethical thing to do?

A. Explain to Barry that as unfortunate as it is to forget to do your homework, there are consequences for doing so.

B. Call Barry's mom and request that she make a formal complaint to the math teacher about her unfair policy.

C. Talk to the administrator about the math teacher's policy. Ask the administrator to speak with the math teacher about adjusting the policy to help students with exceptionalities.

D. Tell the teacher that since Barry is on an IEP, he is exempt from homework rules.

A. Explain to Barry that as unfortunate as it is to forget to do your homework, there are consequences for doing so.

One of the students in your class uses a certain word to get another student's attention. Other students complain that the word is a bad word and it should not be allowed. You have never heard the word before and, by all accounts, it does not sound negative. You tell the class to move on and focus on their work. One morning, the parent of the student who was insulted storms into your classroom very upset. The parent tells you the word is a highly negative and degrading term for a person with that disability.

Which action should be taken?

A. Willingly and openly apologize to both parent and student. Develop a plan to address the incident with the class and make a commitment to educate yourself and your students further.

B. Explain that teachers have varying skills, experiences, or knowledge and may make errors.

C. Accept and acknowledge it is virtually impossible and time consuming to stay updated on slangs, phrases, and idioms for protected student groups.

D. Recognize there might have been an issue in handling the classroom incident. Inform the principal, but encourage the students to move on.

A. Willingly and openly apologize to both parent and student. Develop a plan to address the incident with the class and make a commitment to educate yourself and your students further.

Across the hall are two teachers whom you work with closely and are also good friends. The three of you are discussing the dread of "IEP season" and how creating new goals and performance levels is tedious work. One of the teachers suggests everyone get together in the teacher's lounge after school to complete all the IEPs at once and support each other.

What is the next step in response to this collaboration?

A. Offer to invite several other teachers as well since IEP revisions and creating new goal items is time-consuming work; all can offer support and collegiality in a relaxed environment.

B. Tell the teachers that this is a fantastic way to boost professional collaboration, morale, and targeted support for teachers regardless of experience in the field.

C. Identify the IEPs by disability category and assign each teacher categories they are responsible for. This will ensure consistency across each IEP revision.

D. Remind the teacher that any information in the IEP that identifies the student is confidential and should only be shared with those on the IEP team who are working with that specific student

D. Remind the teacher that any information in the IEP that identifies the student is confidential and should only be shared with those on the IEP team who are working with that specific student

What are the 7 principles of Effective Partnerships?

communication

professional competence

respect

commitment

equality

advocacy

trust

What are 5 approaches to dispute resolutions?

-Informal approaches:

IEP Review

Facilitated IEP Meeting

-Formal Approaches:

Mediation

Filing a state complaint

Due Process