Podcasts about disabilities education act

Imagine a blueprint so ambitious it aims to rewire America's government from the ground up. That's Project 2025, the Heritage Foundation's 900-page Mandate for Leadership, published in April 2023, which outlines a radical overhaul to consolidate executive power and install conservative priorities across federal agencies, according to the project's own documentation.At its core, the plan calls for dismantling the Department of Education, shifting its duties like funding under the Individuals with Disabilities Education Act to Health and Human Services, while curtailing federal civil rights enforcement in schools. "The federal government should be no more than a statistics-keeping organization when it comes to education," the Mandate states, prioritizing school choice and parental rights over what it deems "woke propaganda." Similarly, it proposes abolishing the Department of Homeland Security, replacing it with a streamlined immigration agency merging Customs and Border Protection and ICE.Key to this vision is replacing tens of thousands of civil servants with loyalists via Schedule F, reclassifying apolitical experts as at-will political appointees. The Heritage Foundation aimed for a 20,000-person personnel database by late 2024 to vet Trump-aligned staff. It seeks direct presidential control over the DOJ and FBI, which the plan blasts as a "bloated bureaucracy... infatuated with a radical liberal agenda," per the Mandate.Fast forward to 2026: President Trump's February executive order, implementing the Department of Government Efficiency, echoes these ideas. It mandates agency reorganization plans by March 13, 2025, large-scale reductions in force, and a hiring ratio of one new employee for every four departures, exempting national security roles, as detailed in White House fact sheets and OPM guidance. By February 2026, the Center for Progressive Reform reports 53 percent of Project 2025's domestic agenda initiated or completed.Experts warn of risks: the ACLU highlights threats to reproductive, LGBTQ, and immigrant rights, while unions like AFGE decry up to a million job losses, eroding nonpartisan expertise. Yet proponents argue it slims bloat, boosts efficiency, and reverses Biden-era policies like environmental regs.As agencies submit Phase 2 plans by April 2025 for full rollout by September, the real test looms—will these reforms streamline governance or politicize it? Watch for congressional pushback and court battles ahead.Thanks for tuning in, listeners. Come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

Imagine a blueprint for remaking America's government from the ground up, drawn by conservative architects at the Heritage Foundation. That's Project 2025, launched in April 2023 with its 900-page Mandate for Leadership, aiming to consolidate power in the president's hands through the unitary executive theory. According to the Heritage Foundation's own document, it unites hundreds of volunteers to advance "positive change for America" by replacing civil servants with loyalists and dismantling agencies.Key proposals target federal agencies head-on. The plan calls for abolishing the Department of Education, shifting programs like the Individuals with Disabilities Education Act to Health and Human Services, and limiting federal civil rights enforcement in schools to courtroom battles only. "The federal government should be no more than a statistics-keeping organization when it comes to education," the Mandate states, prioritizing school choice over what it deems "woke propaganda." Similarly, it seeks to eliminate the Department of Homeland Security, folding immigration functions into a new agency, while shrinking the FBI and DOJ under direct White House oversight. The National Federation of Federal Employees warns this Schedule F scheme would reclassify tens of thousands of apolitical workers as at-will political appointees, stripping protections against abuse.Tax cuts for corporations, a flat income tax, Medicaid caps, and repealing Biden's Inflation Reduction Act round out economic reforms. Experts like the ACLU highlight risks: centralizing control could weaponize agencies against reproductive rights, immigrants, and racial equity.By February 2026, as the Center for Progressive Reform's tracker reports, the Trump administration has enacted 53 percent of these domestic policies, with over 213,000 civil servants exiting via buyouts and firings, per the Partnership for Public Service. This illustrates Project 2025's ambition—to reverse decades of bureaucracy for agile, conservative governance—yet critics fear eroded checks and balances.Looking ahead, upcoming milestones hinge on congressional battles over funding and court challenges to Schedule F. Will this reshape American democracy, or spark backlash?Thank you for tuning in, listeners. Come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

Imagine a blueprint for remaking America's government from the ground up, drawn by conservative architects at the Heritage Foundation. That's Project 2025, launched in April 2023 as the 900-page Mandate for Leadership, a detailed roadmap to consolidate executive power and dismantle what its authors call the bloated administrative state, according to the Heritage Foundation's own documentation.At its core, the plan targets federal agencies for radical overhaul. It calls for abolishing the Department of Education entirely, shifting programs like those under the Individuals with Disabilities Education Act to Health and Human Services, while empowering states with school choice and parental rights to combat what it labels "woke propaganda" in public schools. The Department of Homeland Security would vanish too, replaced by a streamlined immigration agency merging Customs and Border Protection, ICE, and others, with proposals to end protections against migrant apprehensions near schools and churches, as outlined in the Mandate.Key reforms push the unitary executive theory, placing the DOJ, FBI, and independent bodies like the FTC under direct presidential control. "The DOJ has become a bloated bureaucracy... infatuated with a radical liberal agenda," the project states, advocating replacement of civil servants with loyalists via reinstating Schedule F, which strips job protections for up to a million workers. It also eyes cuts to Medicare and Medicaid through funding caps and work requirements, plus shrinking the National Labor Relations Board to hinder union organizing.Latest developments show momentum: By early 2025, President Trump's Executive Order on the Department of Government Efficiency directed agencies to prepare massive reductions in force and reorganization plans by March, per Office of Personnel Management guidance, echoing Project 2025's 180-day playbook of ready executive orders.Experts warn of risks. The ACLU describes it as a "radical restructuring" threatening civil liberties, while unions like the American Federation of Government Employees decry it as a bid to terminate workers and politicize expertise. Yet proponents argue it streamlines efficiency, as Heritage claims: a collective effort for "positive change."This ambition connects to broader themes of reclaiming power from unelected bureaucrats, illustrated by merging economic bureaus into one conservative-aligned entity.Looking ahead, Phase 2 agency plans due by September 2025 could accelerate these shifts, with midterm elections as a pivotal decision point.Thanks for tuning in, listeners—come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

Imagine a blueprint unfolding in Washington, one that could redraw the lines of American power. Project 2025, launched in April 2023 by the Heritage Foundation, is that plan—a 900-plus-page manifesto called Mandate for Leadership, crafted by former Trump officials and conservative allies to reshape the federal government for a potential Republican president in 2025.At its core, the project pushes the unitary executive theory, aiming to place the entire executive branch under direct presidential control. According to the Heritage Foundation's document, it calls for reclassifying tens of thousands of civil service workers as political appointees via Schedule F, stripping protections to replace them with loyalists. "The federal government should be no more than a statistics-keeping organization when it comes to education," it states, proposing to dismantle the Department of Education entirely, shifting programs like those under the Individuals with Disabilities Education Act to Health and Human Services.Concrete changes ripple across agencies. The Department of Justice and FBI would lose independence, with the FBI director accountable directly to the president, as the plan decries the DOJ as a "bloated bureaucracy... infatuated with a radical liberal agenda." Homeland Security would vanish, replaced by a streamlined immigration agency merging Customs and Border Protection and ICE. The Federal Trade Commission and Consumer Financial Protection Bureau face abolition, while Medicare and Medicaid could see funding caps, work requirements, and voucher options. Environmental rules would shrink, taxes on corporations would drop, and a flat income tax proposed.Experts warn of sweeping impacts. The ACLU describes it as a "radical restructuring" threatening reproductive, LGBTQ, and immigrant rights. The National Federation of Federal Employees calls it a scheme to "destroy the Administrative State," enabling unlimited political hires on day one via a 180-day playbook of executive orders.These ambitions connect a broader vision: dismantling what proponents see as bureaucratic overreach to empower conservative priorities like school choice and nuclear innovation, while critics fear an imperial presidency eroding checks and balances.As 2025's transition looms, key milestones like personnel vetting—aiming for 20,000 in the Heritage database—and potential executive actions will test this blueprint's reach.Thanks for tuning in, listeners. Come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

Imagine a blueprint for remaking America's government from the ground up, drawn by conservative architects at the Heritage Foundation. That's Project 2025, launched in April 2023 as the 2025 Presidential Transition Project. Its 900-page Mandate for Leadership outlines a sweeping overhaul, aiming to dismantle what it calls the bloated administrative state and consolidate power in the president's hands.At its core, the plan pushes unitary executive theory, placing agencies like the Department of Justice and FBI under direct White House control. According to the Heritage Foundation's document, the DOJ has become a “bloated bureaucracy... infatuated with a radical liberal agenda,” so it must be reformed with the FBI director accountable to the president. The blueprint calls for reclassifying tens of thousands of civil servants under Schedule F, stripping protections to install loyalists—a database targeting 20,000 by late 2024, per Heritage reports.Concrete changes target key agencies. It proposes abolishing the Department of Education, shifting programs like the Individuals with Disabilities Education Act to Health and Human Services, and curbing federal civil rights enforcement in schools to prioritize “student safety” over racial parity in discipline. The Department of Homeland Security would vanish, replaced by a lean immigration agency merging Customs and Border Protection with ICE. Environmental rules would shrink, Medicare and Medicaid face funding caps and work requirements, and the FTC—guardian of antitrust—would be gutted.Latest developments show momentum: President Trump's February 2025 Executive Order on the Department of Government Efficiency, as detailed in OPM guidance, mandates agency reorganization plans by March and April, with large-scale reductions in force to cut waste and FTE positions.Experts warn of risks. The ACLU describes it as a “radical restructuring” threatening reproductive, LGBTQ, and immigrant rights. Labor groups like NFFE decry Schedule F as enabling “political corruption,” while AFGE fears up to a million federal jobs lost.This ambitious vision connects family-centric values to border security and economic revival, but critics see authoritarian overreach. As Phase 2 plans roll out by September 2025, the real test looms: Will Congress curb these executive moves?Thanks for tuning in, listeners—come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

Fifty years ago, special education in America was born.In 1975, President Gerald Ford signed the landmark law known today as the Individuals with Disabilities Education Act, or IDEA.It guaranteed all children with disabilities the right to a "free appropriate public education."Now, amid the Trump administration's efforts to dismantle the Department of Education, there's growing concern that protections for students with disabilities are in jeopardy.For sponsor-free episodes of Consider This, sign up for Consider This+ via Apple Podcasts or at plus.npr.org. Email us at considerthis@npr.org.This episode was produced by Kathryn Fink. It was edited by Jeanette Woods and Nicole Cohen. Our executive producer is Sami Yenigun.Learn more about sponsor message choices: podcastchoices.com/adchoicesNPR Privacy Policy

Project 2025 is a sweeping blueprint for reshaping the federal government, published by the Heritage Foundation and a coalition of conservative groups. At its core, the initiative aims to consolidate executive power, dismantle or radically restructure key agencies, and install political loyalists throughout the bureaucracy. The project's 900-page manual, “Mandate for Leadership,” details plans for every major department, from the Department of Justice to the Department of Education, and lays out a 180-day playbook for the first days of a new conservative administration.One of the most controversial proposals is the revival of Schedule F, a personnel classification that would allow the president to replace thousands of career civil servants with political appointees. According to the Heritage Foundation, this would ensure that the executive branch is staffed by individuals “aligned with the president's agenda.” Critics, including the American Federation of Government Employees, warn that this could undermine the nonpartisan nature of the federal workforce and leave employees vulnerable to political pressure.The plan calls for the elimination of several agencies, including the Consumer Financial Protection Bureau and the Federal Trade Commission. The Department of Education would be dismantled, with its functions shifted to the states or other departments. The Department of Homeland Security would also face major cuts. The National Institutes of Health would see reduced independence, and funding for stem cell research would be eliminated. The blueprint also recommends merging the Bureau of Economic Analysis, the Census Bureau, and the Bureau of Labor Statistics into a single agency, with a mission aligned to conservative principles.Project 2025's education agenda focuses on reducing federal involvement, promoting school choice, and curbing what it calls “woke propaganda” in public schools. The Individuals with Disabilities Education Act would be administered by the Department of Health and Human Services, and federal enforcement of civil rights in schools would be significantly curtailed.The initiative also seeks to expand presidential powers, advocating for direct White House control over agencies like the Department of Justice and the FBI. This is based on a controversial interpretation of the unitary executive theory, which aims to centralize authority in the presidency. The plan recommends dismissing all State Department leadership before January 20, 2025, and replacing them with ideologically vetted appointees.Experts warn that these changes could have profound implications for American governance. The American Civil Liberties Union notes that Project 2025 could erode checks and balances, while the Center for Progressive Reform tracks the potential consequences for workers and the public. The project's proposals have already begun to influence executive actions, with recent orders targeting diversity, equity, and inclusion offices, freezing federal hiring, and reinstating the Schedule F classification.As the 2025 presidential transition approaches, the debate over Project 2025's vision for the federal government is likely to intensify. The coming months will reveal how much of this blueprint is implemented and what it means for the future of American democracy.Thank you for tuning in. Come back next week for more.Some great Deals https://amzn.to/49SJ3QsFor more check out http://www.quietplease.aiThis content was created in partnership and with the help of Artificial Intelligence AI

The Trump administration's mass firings have hit the Education Department hard — leaving millions of students with disabilities at risk as oversight and enforcement stall. Advocates warn the move could cripple the Individuals with Disabilities Education Act, the landmark law protecting every child's right to a free, appropriate education. Subscribe to our newsletter to stay informed with the latest news from a leading Black-owned & controlled media company: https://aurn.com/newsletter Learn more about your ad choices. Visit megaphone.fm/adchoices

In this episode, Jethro Jones interviews Dr. Kate Anderson Foley, founder and CEO of the Education Policy and Practice Group. They discuss the integral role of special education in school improvement, the double helix approach to support systems, and the importance of tailoring instruction to student needs. Dr. Foley shares insights on the necessity of breaking down silos in education and promoting a student-centered approach that prepares learners for adult life.Tight instruction specifically for special education students. Double HelixDesigning lessons that are comprehensively situating the adults and students.Almost half a million students are identified as special education. Ban the Tiers! Nimble and responsive instruction. Not working in isolation anymore. Double Helix as a replacement for the RTI/MTSSStrength-based system - foundation of school improvement process. High expectations of staff. Accountability is measured by evidence of impact. Data that is used to inform and adjust. Shared accountability. Collaboratively working on improvement. Discussion about explicit instruction vs. non-explicit instruction. Blooms and scaffolding. The scaffolding needs to be doneHow do we scaffold that skill so they demonstrate it in novel ways? Explicit instruction is 15 minutes and then you transfer that skill. Understand the concept of AM & PM. About Dr. Foley:Kate Anderson Foley, Ph.D.Founder & CEO of the Education Policy & Practice Group, International Keynote, McLean Affiliate of Harvard Medical School Institute of Coaching Fellow, Thought Partner, Author. Kate Anderson Foley is a transformational leader with significant experience leading public school districts and states toward equitable and integrated services for all learners. Her work has been grounded in social justice and breaking down barriers for children who have historically been marginalized. She has led organizational change utilizing a strategic framework that ensured guaranteed and rigorous learning leading to college and career readiness for all students.Kate began her career as a special education teacher pioneering inclusive practices for students at risk and with disabilities. Her work focused on creating conditions that fostered high expectations of adults for students and innovation which catalyzed equitable opportunities for each learner. Kate's deep commitment to creating nimble and responsive systems that supported the whole child led her into administration where she advocated for local, state, and federal reform. That experience with large-scale reform led to improved academic and social-emotional outcomes for students, fair funding models, innovative healthcare models, and efficient operations. As a senior educational leader for the State of Illinois, Kate's vision of fulfilling the promise of the Individuals with Disabilities Education Act was nested within the Every Student Succeeds Act. She was an expert contributor to the State Plan where the deficit-based system was interrupted and a preventative and nimble system was created that intentionally addressed opportunity gaps of all learners, regardless of background or circumstance. Her deep understanding of equity-based school funding also contributed to a legislative reform model for the state of Illinois. As the founder and CEO of The Education Policy & Practice Group, Kate partners with local, state, national, and international organizations, education agencies, and various industries providing her expertise with the improvement process, professional learning communities, strategic planning, asset-based education policies and practices, special education, coaching, and consulting. Kate is a Roslyn Wolf Lecturer with the Levin College of Public Affairs in Urban Education. Kate teaches a graduate-level Special Education Law course to aspiring superintendents and principals. Kate works closely with senior leadership across various sectors providing executive coaching aimed at creating growth-minded organizational cultures (www.edpolicyconsulting.com). Kate is the author of numerous articles and books including Ida Finds Her Voice and Fearless Coaching. Kate's new book, Radically Excellent School Improvement: Keeping Students at the Center of it All presents a model for ambitious improvement and tireless focus that ensures every student grows, thrives, and achieves to their fullest potential. It provides district and school leaders with a bold blueprint for designing,implementing, and monitoring a comprehensive school improvement process for radical excellence (https://us.corwin.com/books/radical-excellence-289045).

Is your teen struggling in school, but you're hitting roadblocks trying to get them the support they need? The IEP (Individualized Education Program) process can be overwhelming—especially for minority parents facing additional challenges. In this episode, I sit down with Maria Davis-Pierre, a licensed mental health counselor, autism advocate, and founder of Autism in Black. Maria shares her personal journey navigating the special education system for her neurodivergent children and exposes the hidden biases that often prevent Black and minority children from getting the right diagnosis and accommodations. She also provides practical strategies for parents to advocate effectively, empower their teens, and navigate the IEP process with confidence.   WHAT YOU'LL LEARN IN THIS EPISODE The biggest mistakes parents make when advocating for their child's IEP—and how to avoid them Why Black and minority children are often mislabeled as behavioral problems instead of receiving proper support How to involve your teen in their IEP process and teach them self-advocacy skills The hidden biases in school support systems that every parent should know about 5 KEY TAKEAWAYS FOR PARENTS OF TEENS Know Your Rights – Understanding the IDEA (Individuals with Disabilities Education Act) is crucial for effective advocacy. Cultural Bias Exists – Many minority children are misdiagnosed or overlooked, making advocacy even more critical. Empower Your Teen – Teens who participate in their own IEP process develop stronger self-advocacy skills for the future. Leverage Their Strengths – Connecting accommodations to your teen's interests can make learning more engaging. Give Yourself Grace – The IEP process is challenging, but you are your child's best advocate.  

On this episode, we're celebrating the legacy of The Individuals with Disabilities Education Act, the first iteration of which was signed into law in 1975. We're joined by educators, advocates and a student to learn more about how IDEA serves students and families across the nation. Guests: Dr. Tiece Ruffin, Chair, UNC Asheville Department of Education Dr. Carol Ann Hudgens, Sr. Director of the Office of Exceptional Children, NC Department of Public Instruction Glynnis Hagins, Attorney, Disability Rights North Carolina Susan Book, parent and public school advocate Lindy Southern, student, Winston-Salem/Forsyth County Schools

Event Objectives:Discuss basic knowledge regarding children's rights under federal and state law to necessary services.Discuss legal entitlements including: Medicaid Americans with Disabilities Act and the Individuals with Disabilities Education Act.Discuss common barriers to services faced by children and families and advocacy strategies to remedy these barriers.Claim CME Credit Here!

As I delved into the intricacies of Project 2025, a comprehensive policy blueprint crafted by the Heritage Foundation, I was struck by the sheer scope and ambition of its proposals. This 900-page document, released in April 2022, outlines a radical vision for American governance, should a conservative administration take office in January 2025.At its core, Project 2025 is a call to action, designed to reshape the federal government and its agencies in line with conservative principles. The project envisions a future where the Department of Education is abolished, with its responsibilities devolved to the states. This move is part of a broader strategy to enhance school choice and parental control over education, reflecting the project's belief that education is a private rather than a public good. For instance, federal funds for low-income students, such as those under Title I of the Elementary and Secondary Education Act of 1965, would be allowed to expire, and public funds would be redirected as school vouchers for private or religious schools[1][2][3].The project's education reforms are just the tip of the iceberg. It proposes dismantling the Department of Homeland Security and significantly altering the roles of other key agencies. The Department of Justice, Federal Bureau of Investigation, Department of Commerce, Federal Communications Commission, and Federal Trade Commission would all come under tighter partisan control. The Consumer Financial Protection Bureau would be abolished, and the National Labor Relations Board's role in protecting employees' rights to organize would be significantly curtailed[1][2][3].One of the most contentious aspects of Project 2025 is its stance on environmental and climate change policies. The blueprint advocates for reducing environmental regulations to favor fossil fuels, stopping the National Institutes of Health from funding research with embryonic stem cells, and rolling back climate science initiatives. Diana Furchtgott-Roth, the Heritage Foundation's energy and climate director, suggests that the EPA should support the consumption of more natural gas, despite concerns from climatologists about the potential increase in methane leaks[1][4].The project also outlines sweeping changes to healthcare and social welfare programs. Medicare and Medicaid would face significant cuts, and the government would be urged to reject abortion as a form of healthcare. Emergency contraception coverage would be eliminated, and the Comstock Act would be used to prosecute those who send and receive contraceptives and abortion pills. Additionally, work requirements would be instituted for those reliant on the Supplemental Nutrition Assistance Program, and overtime protections for workers could be weakened[1][2].In the realm of technology and media, Project 2025 proposes several drastic measures. The Federal Communications Commission (FCC) and the Federal Trade Commission (FTC) would be brought under presidential authority, and regulations on media ownership would be relaxed. The project also calls for investigations into Big Tech companies and the FBI for alleged censorship, and it suggests revising Section 230 to limit social media's ability to moderate content and ban individuals from their platforms[3].The project's authors argue that these changes are necessary to streamline decision-making and ensure a more efficient government. They advocate for the "unitary executive theory," which would place the entire federal bureaucracy under the direct control of the president, eliminating civil service protections for thousands of government employees. This move would allow for the replacement of these employees with political appointees beholden to the executive[2][3].Critics, however, see Project 2025 as a blueprint for an autocratic takeover, aiming to destroy the system of checks and balances that underpins American democracy. "Project 2025 would give presidents almost unlimited power to implement policies that will shatter democracy's guardrails," warns a critique from the American Progress organization[5].As I navigated through the detailed policy proposals, it became clear that Project 2025 is not just a set of recommendations but a vision for a fundamentally different America. The project's emphasis on conservative principles and its rejection of what it terms "woke propaganda" in public schools and "totalitarian cult" of the "Great Awokening" reflect a deep-seated ideological shift[1][3].The implications of these proposals are far-reaching. For instance, the elimination of the Head Start program, which serves over 833,000 children living in poverty, would likely drive up childcare costs and exacerbate existing social inequalities. Similarly, the reduction in funding for free school meals and the elimination of programs under the Individuals with Disabilities Education Act would have profound effects on vulnerable populations[1][2].As the 2024 presidential election approaches, Project 2025 stands as a significant milestone in the conservative movement's quest for power. While Donald Trump has publicly distanced himself from the project, many of its authors are closely connected to his administration, and the policy proposals echo those outlined in his own campaign agenda[3].Looking ahead, the implementation of Project 2025's policies would depend on the outcome of the election and the willingness of a future administration to adopt these radical changes. As the nation prepares for this potential shift, it is crucial to understand the depth and breadth of these proposals and their potential impact on American governance.In the words of Darrell West, who has analyzed the inconsistencies in the plan, "the inconsistencies are designed for fund-raising from certain industries or donors that would benefit." This insight highlights the complex interplay between policy, politics, and funding that underpins Project 2025[1].As we move closer to 2025, the fate of Project 2025 remains uncertain, but its influence on the political discourse is already palpable. Whether these proposals become the blueprint for a new era in American governance or serve as a rallying cry for opposition, one thing is clear: Project 2025 represents a pivotal moment in the ongoing debate about the future of American democracy.

In this episode, Shannon explains the top ten things that the Individuals with Disabilities Education Act provides.

In this episode, Shannon explains the top ten things that the Individuals with Disabilities Education Act provides.

As the 2024 Presidential Election approaches, Blonde & Blind is amplifying the voices of a group often overlooked—students with disabilities. Olivia O'Connell, a dedicated disability rights activist, joins Marissa to talk about how the Individuals with Disabilities Education Act (IDEA) and Department of Education ensure that students get the accommodations they need. Magnifiers, extended time, and teachers of the visually-impaired (TVIs) don't come from the kindness of a school district's heart; they are federally-mandated tools and services that are critical for student success. Olivia shares how her Individualized Education Plan (IEP) supported her and why funding IDEA ensures students have access to a free appropriate public education. With Donald Trump proposing to close the Department of Education, Marissa and Olivia highlight how dissolving the agency responsible for ensuring equal access to education would negatively impact students across the country. Olivia O'Connell is a senior at the University of Michigan studying Political Science and History. She is currently an At-Large Presidential Fellow with the Center for the Study of the Presidency and Congress, where she is conducting research on the Individuals with Disabilities Education Act, its funding, and its impacts on students with disabilities at the local level. She also has experience working on Capitol Hill, at nonprofit organizations, with government relations firms, and in community-based advocacy groups. She is dedicated to protecting democracy and championing the rights of historically marginalized communities, especially students and young adults with disabilities. Connect with Blonde & Blind! Website  - https://www.blondeblind.com/  Instagram - https://www.instagram.com/blondeblindgirl/  Facebook - https://m.facebook.com/legallybb/?locale=sq_AL  LinkedIn - https://www.linkedin.com/company/blonde-blind  YouTube - https://www.youtube.com/channel/UCJz_ng0bHVm0s33plEl5Kpg  X - https://twitter.com/marissa_nissley  Connect with Olivia!  Instagram - https://www.instagram.com/oliviaelizao/  LinkedIn - https://www.linkedin.com/in/oliviaelizabeth  Key Points: 00:00 - Introduction and Background 05:25 - What sparked your interest in politics and disability advocacy? 06:49 - What is IDEA? 08:15 - How has IDEA impacted your life? 11:15 - What is the concept of "Least Restrictive Environment" and why is it important for students with disabilities? 12:52 - Why does IDEA need funding? Where does that money go? 16:03 - What does "full funding" for IDEA mean and why is it important? 19:21 - Many Republican politicians, including Donald Trump, have explicitly proposed eliminating the Department of Education and redirecting all IDEA funding to states with no strings attached. How do you think this could impact students with disabilities? 23:19 - What should people do if they want to take action? Resources & Transcript - https://www.blondeblind.com/post/34-your-iep-didn-t-fall-out-of-a-coconut-tree-feat-olivia-o-connell

Series: Kicking off the School Year “Transition IEPs” with Crystal Sanford Hey guys, as we continue on in our School Year Kick Off Series, today's episode is going to be a huge help to those of us facing IEP Transition Planning. If your child has an IEP, the Individuals with Disabilities Education Act or IDEA requires that students have an Individual Transition Plan or ITP in their IEP by the time they turn 16 years old. The Transition Plan should be based on the student's strengths, preferences, and needs and all IEP goals must be tied into the 3 areas of continuing education or training, employment, and independent living. On today's episode we are happy to have Crystal Sanford of Sanford Autism Advocacy Group back on to explain all of this and more to help parents understand and feel more confident with the Transition planning process. So let's get started. Crystal Sanford, M.Ed., M.A. CCC-SLP is an Educational Consultant, IEP Advocate and Speech Pathologist. She is also a podcast, author, and mother to an autistic tween. Crystal's passion is advocating alongside fellow neurodiverse families, helping them to persistently pursue what their children deserve at school. In her free time, she enjoys gardening and spending time with her husband and two children in San Diego, CA.   www.sdautismhelp.com www.facebook.com/sdautismhelp; www.instagram.com/sanford_autism_advocacy   Connect with Us: If you enjoy this podcast please share us with others and be sure to follow us so won't miss an episode.  We'd love to hear from you so please leave us a comment or rating and connect with us on social media or on our website.  Email us Website: Instagram Facebook: Facebook Group Free Youtube Resource Library 

In this focused episode of 'Love is a Classroom: Stories of Inclusion,' Vicky Brett and Amanda Selogie, special education attorneys and founders of the Inclusive Education Project, join me to discuss events in Series 2 and the importance of inclusive education for children with disabilities. We talk about Brooke's circumstances with Navee. My guests address the legal obligations under the Individuals with Disabilities Education Improvement Act (IDEA) of 2004, the challenges families face in securing appropriate support, and the powerful role teachers and parents play in advocating for inclusive environments. The episode highlights a real-world events, practical solutions, collaboration, and the societal impact of true inclusion in schools.   00:00 Introduction to Inclusion and Legal Rights 00:48 Meet the Experts: Vicky and Amanda 01:47 Challenges in Inclusive Education 02:28 Legal Framework and Parental Advocacy 03:00 Personal Journeys into Special Education Law 06:34 Navigating the IDEA and Legal Obligations 11:01 Funding and Resource Allocation Issues 14:19 Empowering Parents and Teachers 21:29 Rethinking Educational Models 31:19 Final Thoughts and Contact Information   Contact Inclusive Education Project: https://www.inclusiveeducationproject.org/ admin@IEPCalifornia.Org Listen to the Inclusive Education Project podcast on Spotify or wherever you get your podcasts.   Contact me on YouTube, Facebook, TikTok, or Instagram or email me at loveisaclassroom.com for more information on my work. Thank you for listening! Don't forget to SUBSCRIBE to the show to receive every new episode If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show. It helps other listeners find this show.  

Mark Daley is a social activist, entrepreneur, and foster-turned-adoptive father. He is the founder of One Iowa, the state's largest LGBTQ+ equality organization, and TheFosterParent.com, a national platform connecting families with foster organizations. He is also the author of Safe: A Memoir of Fatherhood, Foster Care, and the Risks We Take for Family. In addition to his advocacy work, Mark has collaborated with over thirty members of Congress, numerous governors, and other elected officials and served as the communications director and spokesperson for then-Senator Hillary Clinton's 2008 presidential campaign. In today's episode, host Shay Beider welcomes Mark to discuss his personal story of being a foster parent. The two discuss many of the challenges that can occur within the foster care system that are highlighted in Mark's newest book, Safe: A Memoir of Fatherhood, Foster Care, and the Risks we Take for Family. Mark shares his experience of becoming a foster parent and talks about the complex dynamics at play, including grieving someone who is still alive. He talks with Shay about the reality that several states do not allow LGBTQ+ parents to foster, which can add additional difficulties for fostering children who identify as being LGBTQ+. Finally, the duo discusses ways the community can advocate for important changes and get involved in the foster care system.   Transcripts for this episode are available at: https://www.integrativetouch.org/conversations-on-healing    Show Notes: Look into Mark's website: TheFosterParent.com Read the book: Safe: A Memoir of Fatherhood, Foster Care, and the Risks We Take for Family Check out an LGBTQ+ resource, The Trevor Project, here Learn about the Individuals with Disabilities Education Act here   This podcast was created by Integrative Touch (InTouch), which is changing healthcare through human connectivity. A leader in the field of integrative medicine, InTouch exists to alleviate pain and isolation for anyone affected by illness, disability or trauma. This includes kids and adults with cancers, genetic conditions, autism, cerebral palsy, traumatic stress, and other serious health issues. The founder, Shay Beider, pioneered a new therapy called Integrative Touch™Therapy that supports healing from trauma and serious illness. The organization provides proven integrative medicine therapies, education and support that fill critical healthcare gaps. Their success is driven by deep compassion, community and integrity.  Each year, InTouch reaches thousands of people at the Integrative Touch Healing Center, both in person and through Telehealth. Thanks to the incredible support of volunteers and contributors, InTouch created a unique scholarship model called Heal it Forward that brings services to people in need at little or no cost to them. To learn more or donate to Heal it Forward, please visit IntegrativeTouch.org  

There are 13 disability categories listed in a federal law called the Individuals with Disabilities Education Act, or IDEA. And to get an IEP, or Individualized Education Program, your child will need to fit into at least one disability category.These categories can have some hard-to-understand names, like “specific learning disabilities” or “other health impairments.” But on this episode of Understood Explains, host Juliana Urtubey will share what these categories mean and why they relate to IEPs. She'll also share what to do if your child doesn't qualify for any disability category, or if they qualify for more than one.  For more resources, including a transcript formatted for easy skimming, visit the episode page on Understood.org.Timestamps:(00:43) Why do IEPs have disability categories?(02:42) What are the 13 disability categories in IDEA?(07:21) Are disability categories the same in every state?(09:28) Can my child's IEP include more than one disability?(10:32) What if my child doesn't qualify for any disability category?(11:43) Key takeawaysUnderstood.org is a nonprofit resource dedicated to shaping the world so the millions of people with learning and thinking differences can thrive. Learn more about Understood Explains and all our podcasts at u.org/podcasts.Copyright © 2024 Understood for All, Inc. All rights reserved. 

Two Virginia lawmakers are proposing sweeping measures to improve the state's provision of special education services as criticisms from parents and the federal government over Virginia's compliance with the Individuals with Disabilities Education Act continue. Sponsored by Del. Carrie Coyner, R-Chesterfield, and Sen. Barbara Favola, D-Arlington, the proposals would create a statewide system to oversee the development and use of individualized education programs (IEPs) for students with special needs, require more training for educators about how to provide inclusive special education instruction, set up eight regional “special education parent support centers” and provide additional specialists to divisions. “It's no secret...Article LinkSupport the show

A TRANSCRIPT of this episode will be added to the show notes on the podcast website: https://SpecialEd.fm shortly after publication.   Life skills are the biggest predictor of adult success for individuals with Autism. Yet, many parents and school teams misunderstand the full breadth of life skills, and they often take a back seat in special education planning.  We discuss the 3 domains and 10 categories of life skills and their importance to increasing quality of life, how to incorporate life skills into the IEP early, and how to navigate transition and the IDEA (Individuals with Disabilities Education Act).   My guest for this episode is Julie Swanson, a.k.a. The Life Skills Lady. She is the parent of an adult with an autism spectrum disorder and a non-attorney special education advocate.  Her career as an advocate grew out of her own advocacy efforts for her son.     Julie is the founder of lifeskillslady.com, a website devoted to increasing quality of life and independence for students on the autism spectrum.  You can follow her @lifeskillslady on all social media platforms. Julie is also the co-author of Your Special Education Rights: What Your School District Isn't Telling You.   You can find the Life Skills Cheat Sheet Julie discusses here: https://lifeskillslady.com/resources/life-skills-cheat-sheet/   You can find the IEP Discussion Guide for Life Skills here: https://lifeskillslady.com/resources/iep-discussion-guide-for-life-skills/   You can reach out to Julie here: https://lifeskillslady.com/contact   If you liked this episode, share it with a friend and on social and leave a review here: https://podcastsconnect.apple.com/my-podcasts/show/special-ed-on-special-ed/aaf5305a-7592-403f-950a-7a60dc4914be/ratings-and-reviews   FLASHBACK Go back and listent to the episode, Should they stay or should they go?, where I discuss transition skills with transition specialist, Muncie Kardos, Ph.D., OTR/L, ATP: https://specialed.fm/?p=1187   A TRANSCRIPT of this episode will be added to the show notes on the podcast website: https://SpecialEd.fm shortly after publication.

As we continue with our series on the eligibility categories of the IDEA (Individuals with Disabilities Education Act), we present another brief episode on the second of the four categories that can be summarized within the law as “low incidence disabilities.” Join us for a closer look at low-incidence deafness in today's episode.To clarify, the deafness category includes a severe hearing impairment affecting the child in processing linguistic information through hearing (with or without amplification) that adversely affects the child's educational performance. This category is not to be confused with the less severe hearing impairment category, which we will tackle in next week's episode. Show Highlights:How this category differs from being “hard of hearing” or having an auditory processing disorderWhy IEP services for a deaf child should encompass the entire school experience of both academic AND socialization supportHow accommodations and services should begin as early as preschool so the child can become fluent in ASLWhy the partnership between parents and the school district must begin earlyHow school districts bear the responsibility to have the appropriate experts on the IEP teamLinks/Resources:Contact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org Thank you for listening! Don't forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: admin@iepcalifornia.org

We are returning to our series on the eligibility categories with four brief episodes on the categories that can be summarized within the law as “low incidence disabilities.” This section of the IDEA (Individuals with Disabilities Education Act) is an umbrella of four sub-categories, so let's take a closer look at low incidence deaf-blindness in today's episode.Show Highlights:Why the deaf-blindness category is for students with both severe hearing and vision loss who need additional services other than standard IEP servicesWhy these impairments require highly specialized training, services, and IEP personnelWhy individual education programs are necessary to meet the unique needs of each childWhy there is no excuse and no exceptions for schools not to have access to the personnel to provide these highly specialized servicesLinks/Resources:Learn more about Peggy and Tamara's book and get your copy! www.navigatingspecialeducation.com Connect with Peggy: WebsiteConnect with Tamara: WebsiteContact us on social media or through our website for more information on the IEP Learning Center, and send us your questions for Nadia Bennett for a future episode: www.inclusiveeducationproject.org Thank you for listening! Don't forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: admin@iepcalifornia.org

For nearly three decades, Jack Jennings was the foremost expert on education policy in the U.S. House of Representatives. His legacy spans some of the most significant legislative initiatives, including the Elementary and Secondary Act, the Individuals with Disabilities Education Act, and the Higher Education Act. After leaving Congress, Jack founded and led the Center on Education Policy, a nonpartisan, nonprofit think tank focused on the improvement of public schools. In this fascinating conversation, Jack shares his reflections on bipartisanship, the effects of our Federalist system, and a blueprint for cultivating a pipeline of exceptional teachers. Learn more about Jack Jennings: JackJenningsDC.com [Transcript for Episode 37 is available at edfixpodcast.com]

Today's episode discusses a timely issue on fully funding IDEA or the Individuals with Disabilities Education Act. Heather Zellers and Jamie Green rejoin us to discuss this very important legislation. IDEA is a law that provides free appropriate public education to eligible children with disabilities nationwide and ensures special education and related services to those children. The IDEA governs how states and public agencies provide early intervention, special education, and related services to almost 8 million children and youth with disabilities. Congress promised 40% of funding when it was approved but has not met that need. In other words, this is 55.5 Billion Dollars to fund IDEA fully. This money would help students with (dis)abilities and potentially free additional funds for innovation in the classroom and support other students. These funds would help educators provide early interventions to ensure all kids have an equal opportunity in education regardless of their condition. This would translate into services such as speech therapy, physical therapy, occupational therapy, and mental health services. This translates into increased gains in strategic resource allocation, improved performance in the classroom, and giving students opportunities earlier to help them actualize their potential. Fully funding the 40% federal contribution to IDEA will help all students and even teachers. It has Republican and Democratic support from New York to California. Listen to this episode as we discuss the bill's details and how it will benefit local schools in rural and urban areas, including topics of local control. This is a call to action for all our listeners, educators, administrators, and parents. Please get in touch with your senators and members of Congress to support this bill. We have a huge opportunity to make a real difference, and we invite you to join the call. About our Guests. Heather Zellers is the Director of Information and Advocacy for the Rural Schools Association of New York (RSA). Heather also serves as the Chair of the National Rural Education Advocacy Consortium (NREAC), President of the National Rural Education Association (NREA) Foundation, and is a member of the NREA Executive Committee. If you are interested in reaching out to Superintendent Jaime Green at jgreen@tausd.org https://www.tausd.org/index.html

Ben Mattlin is one of my favourite writers to read about disability, disability policy and life with disability. His latest book, Disability Pride, describes how the Americans with Disabilities Act (ADA) has changed disability advocacy in the United States and provides snapshots of what disability advocacy and culture looks like today. I was so humbled and grateful when he agreed to be on our show and I hope you enjoy this conversation. Learn more about Ben at www.benmattlin.com Ben references some different pieces of American legislation. You can read more about the history of the Individuals with Disabilities Education Act here: https://sites.ed.gov/idea/IDEA-History. The lawsuit Ben refers to where a Florida woman is suing a Maine resort over its lack of ADA compliance is called the Acheson Hotels, LLC, v. Deborah Laufer. Read the New York Times reporting on it here: https://www.nytimes.com/2023/03/27/us/supreme-court-maine-disability.html.

On March 4th, 2023, the world was shaken by the passing of the legendary disability rights activist and leader Judith (Judy) Heumann. She is considered “The Mother of the Disability Rights Movement” and is frankly a badass. Judy was essential to disability rights advocacy and progress. It is because of her advocacy that our organization can do the work we do today. We are indebted to her and her work, and we will continue her fight for disability rights in her honor. To honor her, we wanted to record a special tribute about Judy, her advocacy, and the long-lasting impact that her presence will have on the disability community and the world. Relevant links and topics mentioned in the episode: Crip Camp & Camp Jened Heumann v Board of Ed of the City of New York Disabled in Action Rehabilitation Act Protests in NYC Berkeley Center for Independent Living The Individuals with Disabilities Education Act 504 Sit in World Institute on Disability Judy's memoir “Being Heumann: An Unrepentant Memoir of a Disability Rights Activist” Rolling Warrior: The Incredible, Sometimes Awkward, True Story of a Rebel Girl on Wheels Who Helped Spark a Revolution Movie adaption of "Being Heumann" is under development, with Ali Stroker Heumann Perspective podcast Recording of her services  

Welcome! Our eligibility series continues in today's show as we take a look at one of the most misunderstood eligibility categories: Specific Learning Disabilities (SLD). Although the federal law (IDEA: Individuals with Disabilities Education Act) trumps state laws, state laws can go further but not limit the IDEA provisions. In California, most state laws are similar to the IDEA, but this may not be the case in your state. It's worth checking how your state laws compare with the IDEA provisions. Let's take a closer look!Show Highlights:How a Specific Learning Disability is defined under the IDEA (with the double requirement of having a diagnosis AND that it adversely affects educational process)Why a qualifying SLD has to be a specific learning deficit in a particular area of learning and not a broad diagnosis, like dyslexia or autismWhy most failures occur in the analysis of the broad language of the IDEA by school districtsHow the term “significant discrepancy” can be interpreted in different waysHow the California education code splits the qualifications into A, B, and C sections of the clarificationsHow the California code addresses the discrepancy model with specific language that demands more than one source to indicate a learning deficitWhy it's clear that school districts should be doing more when they analyze the categories of eligibilityWhy parents have the right to ask what is meant by the language used by the school district in analyzing their student–and demand that they support their conclusion with dataLinks/Resources:Contact us on social media or through our website for more information on the IEP Learning Center: www.inclusiveeducationproject.org Thank you for listening! Don't forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player every Tuesday.If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show on Apple Podcasts, Stitcher Radio, or Google Play. It helps other listeners find this show.Be sure to connect with us and reach out with any questions/concerns:FacebookInstagram–We are doing videos on Instagram, so connect with us there and send us your questions!TwitterIEP websiteEmail us: admin@iepcalifornia.org

Issue(s): (1) Whether, and in what circumstances, courts should excuse further exhaustion of the Individuals with Disabilities Education Act's administrative proceedings under Section 1415(l) when such proceedings would be futile; and (2) whether Section 1415(l) requires exhaustion of a non-IDEA claim seeking money damages that are not available under the IDEA. ★ Support this podcast on Patreon ★

A case in which the Court held that an Americans with Disabilities Act lawsuit seeking compensatory damages for the denial of a free and appropriate education may proceed without exhausting the administrative processes of the Individuals with Disabilities Education Act because the remedy sought is not one IDEA provides.

Civil Procedure: Must plaintiffs suing under the Individuals with Disabilities Education Act exhaust for remedies that are futile or not available administratively? - Argued: Wed, 18 Jan 2023 14:4:59 EDT

This month, we're excited to share a fireside chat with lifelong disability rights advocate Judy Heumann.Judy has been instrumental in the development and implementation of legislation such as Section 504, the Individuals with Disabilities Education Act, the Americans with Disabilities Act, the Rehabilitation Act, and the UN Convention on the Rights of Persons with Disabilities.Judy has 20 years of non-profit experience working with various disability organizations, including being a founding member of the Berkeley Center for Independent Living and serving on a number of non-profit boards. Judy has also written a memoir, been featured in an Oscar-nominated documentary, and produces a podcast called “The Heumann Perspective.” In this conversation, which was recorded live in August 2022, Judy discusses her personal story, key issues taking place in today's accessibility landscape, and where the future of accessibility advocacy is headed.Thank you for listening to Allied! For transcripts, show information, and updates, visit our website.Follow us on social media! We can be found on Facebook and Twitter.

Now WITH sound!   see video version:  https://www.yourparenthelp.com/podcast_0239    “Specific Learning Disability” versus “Dyslexia” I've heard so many parents question the school's report of a “Specific Learning Disability” and ask how they can get their child diagnosed with dyslexia.  In some states, a school can actually give a diagnosis, but this is outside of the scope of schools in many states.     A diagnosis is a medical function, while determining eligibility for an IEP or 504 is a school function.   Assessing for an IEP or 504 A school assessment is done to determine if your child qualifies for an IEP or a 504.  A 504 evaluation is often more simplified and has less regulations than an IEP.    When you are writing a request for assessment from a school district, you are writing a request that the school determine if your child is eligible for either a 504 or an IEP.  The schools are required to provide all children with a Free and Appropriate Public Education (FAPE).  FAPE is not the same for all children.  It is not appropriate to have a wheel-chair bound child run laps around the field.  It is not appropriate for a child with a significant reading impairment to be required to read a text far above their ability level simply because it is a grade-level text.  Determining what specific accommodations, modifications, and services a child needs is an important step in ensuring FAPE is being offered.   Schools in most states are not able to officially diagnose, but will perform a lot of the same assessments as a private evaluator who is able to diagnose.  Asking the evaluator if your child has dyslexia will often give you the unofficial diagnosis.  Alternatively, you can seek out an education specialist or a similar professional to help you make sense of the school's testing.   Do I need a diagnosis? You do not need a diagnosis to receive special education services on an IEP or to develop a 504 plan for your child.  However, some people feel more comfortable having that official label.   Keep in mind that dyslexia can be defined in different ways and in the broadest sense, any child with a reading impairment caused by a processing disorder/Specific Learning Disability can be considered to have dyslexia.  So if your child understands the stories read to them, has had reasonable reading instruction, and is not learning how to read, your child can be considered dyslexic.   Some people define dyslexia far more specifically, but because it is sometimes defined broadly, it is not always helpful to have the label.  It doesn't tell us WHY your child is struggling, other than telling us that there is some kind of brain structure impacting their learning.   “Specific Learning Disability sounds vague” Yes!  Specific Learning Disability is a qualifying disability for an IEP under IDEA (The Individuals with Disabilities Education Act).  There are a wide range of processing disorders that can be identified with SLD including: Cognitive, Auditory, Phonological, Visual, Visual-Motor, Sensory Motor, Language, Attention. (Although Language Processing disorder is often considered part of a Speech and Language Impairment rather than SLD.)  Each of those processing disorders gives the teachers and professionals working with your child a clue as to how your child's brain operates a bit differently and how your child is likely to learn best.   So, while “Specific Learning Disability in Reading” is vague, it has as much meaning as “dyslexia” and with an identified processing disorder, is actually more specific.

Did you know that there are 3 domains & TEN categories of life skills? Julie Swanson visits with Shawn Francis to discuss these life skills and more. Julie Swanson is a parent to a thriving child with Autism. She's a special education advocate, & the founder of https://lifeskillslady.com/ which was created to serve as the link between life skills & increased quality of life for those with autism. She is also the author of Your Special Education Rights: What Your School District Isn't Telling You as well as the companion website, https://yourspecialeducationrights.com/, a video-based website that simplifies parent's rights under IDEA (Individuals with Disabilities Education Act). — Instagram: https://www.instagram.com/just_two_dads/ Podcast: https://anchor.fm/justtwodads LinkedIn: https://www.linkedin.com/in/justtwodads Facebook: https://www.facebook.com/wearejusttwodads YouTube: https://www.youtube.com/channel/UC-GN4T9fkHEVR5R_16w_7bw #JulieSwanson #LifeSkillsLady #AutismSpectrumLifeSkillsCoach

During the summer months, parents have an opportunity to review some things to get ready for the next academic year. This is especially true for parents of a child who learns and thinks differently. Whether your child is attending summer school or taking a mental health break over the summer, there are things that you can do to ensure that your child's IEP, 504 Plan, or your child's need for an evaluation are ready to go. To help us understand this topic and our rights, powerhouses Vickie Brett and Amanda Selogie join the podcast today. Vickie and Amanda are both attorneys and founders of the Inclusive Education Project, which includes support groups, an IEP Learning Center, and a podcast. Ultimately, they are committed to strengthening and empowering clients who come to them beaten and broken down by their experience in the education system.   Show Notes: [2:34] - Right now in the summer, Vickie and Amanda are feeling the need to recharge. [4:01] - There is a collective trauma as a result of the pandemic that we continue to be impacted by. [6:37] - Schools don't know if gaps in learning are due to Covid or if there are underlying issues that a student needs support for. [8:36] - The Individuals with Disabilities Education Act does not look at a student as compared to their peers. It looks at their needs and circumstances. [10:11] - If their experience is impacting them in the educational environment, a student may be eligible for an IEP. [12:52] - The majority of people working at schools do not have legal knowledge. [14:13] - If there is a suspicion of a disability, an assessment must be done, even if they don't believe they'll qualify. [15:53] - Include several people in an email when requesting assessments or IEP evaluations. [17:44] - If requested over the summer, the time frame begins on the first day of school. In California, schools have 15 days to complete an assessment. [19:41] - At the beginning of Covid-19 lockdowns, many parents experienced seeing their child learn for the first time. [21:14] - What do you get with an IEP that you don't get with a 504? [22:39] - Even if your child does not qualify for an IEP, the information gathered from the evaluation is valuable. [24:00] - You should not be getting pushback regarding an assessment. [27:07] - It is important to know that you can request an IEP meeting at any time. Vickie and Amanda share when to request one. [29:14] - Sending an email to all teachers is important to keep in contact about their IEP. [31:47] - IEP goals should be written concisely. Take a look at those goals and see what you can work on over the summer as well to see what they're able to do. [33:47] - Take every opportunity to ask questions. [35:08] - It is completely okay, however, to take the summer off for mental health breaks. [36:41] - Another valuable tip is to bring a friend to an IEP meeting to take notes. [38:14] - When should you reach out for legal help? [40:33] - Each school year brings increased academic demands. Bring concerns up to the school and request an IEP meeting. [41:57] - If you send an email over the summer, be aware that administrators may not prioritize this until the school year starts.   About Our Guests: Vickie Brett was born and raised in Southern California and through the Inclusive Education Project she focuses on advocating and educating families about their legal rights. Vickie is committed to strengthening her clients who come to her disheartened and beaten down by the current education system. Because Vickie is bilingual, she represents and empowers many monolingual Spanish-speaking families. She is a dedicated pro-bono attorney for the Superior Court of Los Angeles's Juvenile and Dependency 317(e) Panel and, in the past, was a supervising attorney for the UCI Law School's Special Education Law Project.   Amanda Selogie received a bachelor's degree in Child and Adolescent Development, specializing in Education from California State University, Northridge and a Juris Doctorate from Whittier Law School where she served as a Fellow in the prestigious Center for Children's Rights Fellowship Program and served in the school's pro-bono Special Education Legal Clinic. Amanda immersed herself in the world of civil rights and educational advocacy through her work in education, empowerment, and advocacy with the Inclusive Education project, supporting inclusion in early education through her appointment to the Orange County Child Care and Development Planning Council and their Inclusion Collaborative Committee, previous work serving as a supervising attorney for UCI Law School's Education Rights Pro-bono project and coaching of AYSO's VIP (Very Important Player) program coaching players living with disabilities and creating an inclusive soccer program.    Connect with Vickie and Amanda: Inclusive Education Project Website Contact Inclusive Education Project   Links and Related Resources: Episode 32: Advocating for Children with Special Needs with Heather Zakson Episode 2: Demystifying the Assessment Process What is a Comprehensive Evaluation and How Can It Help Support My Child's Learning? How to Initiate a Special Education Assessment   Join our email list so that you can receive information about upcoming webinars - ChildNEXUS.com The Diverse Thinking Different Learning podcast is intended for informational purposes only and is not a substitute for medical or legal advice, diagnosis, or treatment. Additionally, the views and opinions expressed by the host and guests are not considered treatment and do not necessarily reflect those of ChildNEXUS, Inc or the host, Dr. Karen Wilson.

The Alice Cogswell and Anne Sullivan Macy Act is a Bill that aims to strengthen the Individuals with Disabilities Education Act to improve results for deaf, hard of hearing, blind, visually impaired, and deaf-blind children. On this episode of Voices of Vision Leaders, we are joined by the architect of the Bill, Mark Richert, as well as Dr. Bernadette Kappen and Libby Murphy to explain the importance of the Bill in the blind and visually impaired communities and what you can do to support it. To learn more about the Bill, visit cogswellmacyact.org. --- Send in a voice message: https://anchor.fm/visionserve-alliance/message

In this podcast, we talk with Fabiana Perla, Chair of the Department of Blindness and Low Vision Studies (BLVS) at Salus University, Katherine Alstrin, EdD SPED| TVI/COMS, Adjunct Faculty in the Department of BLVS, and Staci Wills, MS, Ed, COMS, a teacher of students with visual impairments. They talk to us about the Neurological Visual Impairment in Children course and its uniqueness to Salus and the BLVS field. To learn more about this course and BLVS at Salus, you can visit salus.edu/blvsTo learn more about our podcast series, visit salus.edu/podcastsReferencesChang, M. Y., & Borchert, M. S. (2020). Advances in the evaluation and management of cortical/cerebral visual impairment in children. Survey of ophthalmology, 65(6), 708-724. https://www.sciencedirect.com/science/article/abs/pii/S0039625720300497IDEA. Definition of a Child with a Disability: https://sites.ed.gov/idea/regs/b/a/300.8 IDEA. Determination of Eligibility for Special Education: https://sites.ed.gov/idea/regs/b/d/300.306IDEA. Eligibility Determinations for Children Suspected of Having a Visual Impairment Including Blindness under the Individuals with Disabilities Education Act: https://sites.ed.gov/idea/files/letter-on-visual-impairment-5-22-17.pdfMcDowell, N. (2021). A review of the literature to inform the development of a practice framework for supporting children with cerebral visual impairment (CVI). International Journal of Inclusive Education, 1-21. https://www-tandfonline-com.libsalus.idm.oclc.org/doi/full/10.1080/13603116.2020.1867381?scr oll=top&needAccess=trueSalus NVI LiveBinder: https://www.livebinders.com/play/play/2360226?tabid=dc33f40a-f9bf-3fe3-bb2c-5214654c979f

In this episode I talk with Shae Spears, a Special Education teacher who has personally walked the journey of life with a disability.  With Dyslexia, an auditory processing disorder and ADHD,  Shae struggled all through school, never really learning to read or even comprehend what she was supposed to be reading.Shae was part of the first group of students to receive services under IDEA (The Individuals with Disabilities Education Act) of 1975.  IDEA is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children.She was in special education with an IEP until 8th grade.  Despite her learning challenges, Shae went on to earn an undergraduate degree in Early Childhood Education, a Masters degree in Special Education and a Master Certificate as an IEP coach.She has been teaching Special Education for 26 years, keeping her disabilities silent most of her professional life.   Shae is also a Special Ed Consultant and Master IEP Coach, supporting the neurodiverse community.Shae helps parents and students navigate special education and the IEP process or anything else they may be struggling with.  As a life coach she supports teens and young adults with disabilities to feel accepted, empowered and encouraged.Though she resides in Texas, Shae is available to help no matter where you live in whatever way you may need her support.Connect with Shae Spearshttps://ww.shaespears.comEmail: Shaespears4u@gmail.com Instagram: https://www.instagram.com/shae_spears4u/Facebook: https://www.facebook.com/shae4uConnect with SandyIG: https://www.instagram.com/sandydeppischEmbrace the Blessing Facebook Group: http://bit.ly/ETB4MEWebsite: http://www.embracetheblessing.com/

The IEP process can be confusing overwhelming and emotionally draining welcome to the Down Right Capable podcast. Even for those of us who have been down this road, many times we all feel a bit nervous or even frustrated when it comes time for our child's IEP. But there are some good news, the whole process is governed by rules and regulations that are designed to protect you and your child. Did you know that there are 6 principles found with IDEA (Individuals with Disabilities Education Act). Today on the podcast we want to talk to you about; Zero Reject Nondiscriminatory Evaluation On our next episode we will be discussing: Individualized and Appropriate Least Restrictive Environment Please stay tuned for that next episode. Please share this episode with others, so that we can educate as many people on special education and inclusion advocacy. If you like what you hear, please consider making a small donation. Brian and I do not get paid to do this podcast, we just love what we do, but it does take time. Your small donation will help us keep the lights on and help as many families as we can. #downsyndrome #downsyndromeawareness #specialeducation #IEP #IDEA #downrightcapable #inclusionmatters --- Support this podcast: https://podcasters.spotify.com/pod/show/down-right-capable/support

Today we bring you the first segment of a very special two-part episode in which we get to speak with three guests representing all three of the focus areas that we've been working to bridge in this podcast: Joel Boehner, Assistant Director of Exceptional Learners at South Bend Community School Corporation, Dr. Sarah Hurwitz, associate professor in special education at Indiana University - Bloomington, and Dr. Jennifer Meller, Associate Manager for Special Education Consulting Services at PCG (Public Consulting Group), the vendor providing the statewide Indiana IEP (IIEP) software for managing data and documents related to the education of students with disabilities. In the first segment of this episode, we discuss how the connections among these individuals' work came about, as well as several relatively recent trends in the federal requirements for educating students with disabilities, such as the move from a focus on compliance to results-driven accountability (RDA) and the challenges and opportunities for utilizing a data standard with very individualized education goals and progress data. We hope you enjoy listening to this as much as we enjoyed recording it! Stay tuned for Part II next week. Show notes & abbreviations Joel Boehner: https://www.linkedin.com/in/joelboehner/ Dr. Sarah Hurwitz: https://education.indiana.edu/about/directory/profiles/hurwitz-sarah.html Dr. Jennifer Meller: https://www.publicconsultinggroup.com/leadership/education/dr-jennifer-meller/ Equity in Action: https://education.indiana.edu/community/aac-in-action/index.html Autism Research Collaborative: https://www.iidc.indiana.edu/what-we-offer/autism/ INSOURCE: https://insource.org/ PCG (Public Consulting Group): https://www.publicconsultinggroup.com/ Indiana graduation pathways: https://www.in.gov/doe/students/graduation-pathways/ RDA: results-driven accountability NWEA (MAP - Measures of Academic Progress test from the Northwest Evaluation Association) https://www.nwea.org/the-map-suite/ LEA: local education agency (school district/school corporation) IDEA: Individuals with Disabilities Education Act: https://sites.ed.gov/idea/ IEP: Individualized Education Program (a requirement of the federal Individuals with Disabilities Education Act) IIEP (Indiana IEP): software program to manage IEP data in Indiana (statewide) FAPE: Free, appropriate, public education (a requirement of the federal Individuals with Disabilities Act) FBA: Functional Behavioral Assessment (part of the federal Individuals with Disabilities Education Act; https://www.pacer.org/parent/php/php-c215a.pdf) LRE: Least restrictive environment (a requirement of the federal Individuals with Disabilities Act) Music: Music: Exploring The World by Vlad Gluschenko is licensed under a Creative Commons License. https://creativecommons.org/licenses/... https://soundcloud.com/vgl9 Support by RFM - NCM

Hey everyone! We're BACK! New year, new season! In season 3, we're exploring topics about the education system for students with disabilities. Join us today as we learn about the Individuals with Disabilities Education Act (IDEA). We keep things simple by giving you a breakdown of the principles of this law. We also share how this law has impacted our lives.  We are excited for all the new things coming this year and we hope you continue following us on this podcasting journey! Thank you so much for your support. We really appreciate it.  Transcripts are available for this episode!Our Sources: Law, Regulations, and Polcies. California Department of Education. (2022). Retrieve from https://www.cde.ca.gov/sp/se/lr/About IDEA. Individuals with Disabilities Education Act. (2022) Retrieved from https://sites.ed.gov/idea/about-idea/Follow us on social media: @dudedonttouchmycane on TikTok@dude.dont.touch.my.cane on Instagram@DudeDontTouchMyCane on FacebookContact us at dude.dont.touch.my.cane@gmail.comMusic Mentions: Shirley - "Dreamland" by Glass AnimalsCarolina - "The Wizard and I" by Ariana Grande (from the Broadway Musical 'Wicked')

With an admitted lack of knowledge on dyslexia, host Jessica Kidwell has a beginner's lesson on this disability with Lorraine Hightower, Certified Dyslexia Advocate and Consultant.  In this episode we discuss:The definition of dyslexia and its prevalenceThe signs and indicators of dyslexia in preschool aged and older childrenSteps parents should take if they suspect their child has dyslexiaGold standards for treatment and remediationHow the IDEA (Individuals with Disabilities Education Act) and State criteria can lead to inequity in treatment as well as an adversarial relationship with public schoolsHow to best partner with your school team to advocate for your childThe use and need for accomodationsHow dyslexia impacts adults and our societyAbout Lorraine Hightower:Lorraine is a certified Dyslexia Advocate & Consultant who helps parents of children with dyslexia navigate the special education process. Working collaboratively with schools, she creates appropriate educational plans that allow children to learn and thrive. Lorraine also informs and influences education leaders, legislators, and community members on best practices for educating children with dyslexia. In 2016, she was awarded “Child Advocate of the Year'' by the Virginia Parent and Teacher Association. Lorraine holds a certificate in Special Education Advocacy from the William and Mary Law School and is a member of the Council of Parent Attorneys and Advocates (COPAA). Lorraine's advocacy at the state level resulted in mandated teacher training on dyslexia as well as improved reading interventions in local school districts. https://www.lorrainehightower.com/Resources Mentioned:International Dyslexia Association https://dyslexiaida.org/Sally Shaywitz, MDYale Center for Dyslexiahttps://dyslexia.yale.edu/National Center for Learning Disabilitieshttps://www.ncld.org/Support the podcast:https://www.patreon.com/neuroversity

Pick One's with Derek.  The Three Guys interview Erik Voigt Autism Blogger, Head of Dual Spectrum Dad, Operations Manager, and Special Education Advocate Melanie Nazarian.Melanie Nazarian is a Special Education Advocate specializing in special education and assists parents and their children with accessing their educational rights.  She also supports students in Southern New Hampshire up through the age of 21.Autism:  What is Autism? - Autism Society (autism-society.org)Erik Voigt is a dad of two autistic children, heads Dual Spectrum Dad on Facebook, and has his own personal Autism Blog.  Erik discusses how he educated himself and became more knowledgeable of Autism, his children's diagnosis, difficulty to get information on autism years ago, ways that he is sharing information and advocating for Autism, difficulties of parenting and navigating the many agencies, States with the best resources, and his plans for furthering his education of Autism.  Melanie dives into the many agencies/programs available to parents and ways to navigate the application process including enrollment and timing.  She discusses the diagnosis process and having to be seen by highly specialized doctors.   She breaks down a special needs trust and how it differs from a traditional trust.  Melanie and Erik talk accessing services, costs of schooling for autistic children, how diagnosis of autism has evolved over time, options for parents once their child turns 22 years of age and services available to them.  Erik & Melanie breakdown the many agencies available to parents including:- ABA (Applied Behavior Analysis) Applied Behavior Analysis (ABA) | Autism Speaks- BCBA (is a company that provides ABA therapy) BCBA Services for Autism | Autism Speaks- DDS (Department of Developmental Services) Department of Developmental Services | Mass.gov- IEP (Individualized Education Program)  Individualized Education Plan (IEP) - Autism Society (autism-society.org)- Mass Health Erik VoigtBlog:  dualspectrumdad | Stories From The Autism World (wordpress.com)Facebook: (6) Dual Spectrum Dad | FacebookLinkedIn: (3) Erik Voigt | LinkedIn Melanie Nazarian Facebook:  (6) Melanie Nazarian | FacebookLinkedIn:  (3) Melanie Nazarian | LinkedInEmail:  NazarianAdvocate@gmail.comContact Number:  978-476-7336The Three Guys Podcast:Instagram:  The Three Guys Podcast (@the_three_guys_podcast_) • Instagram photos and videosTwitter:  The Three Guys Podcast (@TheThreeGuysPo1) / TwitterYouTube:   (2) Three Guys Podcast - YouTubeDerek:  Derek DePetrillo (@derekd0518) • Instagram photos and videosBrian:  Brian Nazarian (@the_real_brian_nazarian) • Instagram photos and videos

Discover what's possible when the student's interests lead the team.  This week's episode is a recording of a roundtable discussion during one of our Global Autism Community exclusive events. The topic is Individualized Education Programs, or IEPs.  The panelists include Brian Middleton, an autistic Board Certified Behavior Analyst; Colleen Dorsey, a special education teacher; and Michael Gilberg, an autistic special education and disability rights attorney.  Other community members present at the event and part of the discussion are Jeff Snyder, Mary Johnston, Ryan Litchfield, Jessie Sheahan, and Morgan Ferguson.  In today's conversation, we discuss:  The different roles on an IEP team How to reduce combativeness between professionals at IEP meetings Finding the sweet spot when writing goals and encouraging independence How to best support families throughout the IEP process Helpful accommodations suggested by self-advocates in the audience  Some acronyms mentioned in the conversation are IDEA, BCBA, and ABA. IDEA is the Individuals with Disabilities Education Act, which is an American piece of legislation that ensures eligible students with a disability are provided with Free Appropriate Public Education that is tailored to their individual needs. BCBA stands for Board Certified Behavior Analyst, and ABA is Applied Behavior Analysis.  These monthly roundtable discussions are open exclusively to members of our Global Autism Community. A new topic is selected based on each month's theme. If you'd like to attend and participate in any of our future events, you can sign up today at community.globalautismproject.org.  To learn more about the panelists in this discussion, you can visit: Brian Middleton: https://beardedbehaviorist.com/ Colleen Dorsey: @autismausome Michael Gilberg: https://www.michaelgilbergesq.com/  ----more---- We appreciate your time. If you enjoy this podcast and you'd like to support our mission, please take just a few seconds to share it with one person who you think will find value in it too. Follow us on Instagram: @autismpodcast Join our community on Mighty Networks: Global Autism Community Subscribe to our YouTube channel: Global Autism Project  ----more---- We would love to hear your feedback about the show. Please fill out this short survey to let us know your thoughts: Listener Survey. 

A May 6th subcommittees meeting:Committee on Education & LaborTwitter @EdLaborCmteSource link - Event ID=112581https://youtu.be/v6IAmKnNdlMToday, we meet to discuss how the pandemic has affected students with disabilities and our responsibility toensure they have access to free and appropriate education.As this subcommittee has established, the pandemic has disrupted the education and lives of tens of millions ofstudents across the country. But no group of students has lost more access to education during these lifesavingclassroom closures than students with disabilities.To understand why, we must examine the long-standing barriers to quality education for students with disabilitiesand how the pandemic has exacerbated these barriers.For students with disabilities, the promise of equal educational opportunity in federal law is grounded in a basicguarantee: access to free and appropriate public education—in the least restrictive environment—that meets theirneeds.Under the Rehabilitation Act and Individuals with Disabilities Education Act, IDEA, this means that children withdisabilities have the right to an individualized education plan that meets their unique needs and prepares them forlifelong learning and independent living—their right.Unfortunately, even before the pandemic, far too many students with disabilities did not receive the qualityeducation guaranteed by law. While graduation rates for students with disabilities have improved in recent years,students with disabilities still graduate from high school at disproportionally lower rates, and many receivecertificates that are not equivalent to a diploma.In many cases, this is not because students with disabilities are less capable of reaching their educational goals—it is because we have held back on our commitment to meeting their needs.For far too long, the federal government has underfunded the I-D-E-A and state governments have failed theirresponsibility to better support students with disabilities. These disparities have fallen hardest on students ofcolor, who are often identified as disabled and then subject to harsher discipline and worse educational settings.Unfortunately, the barriers to quality education for students with disabilities have only become steeper during thepandemic.Schools initially struggled to maintain education services for students with disabilities. And—without clearguidance from the Department of Education during the Trump Administration—some schools determined theysimply could not comply with I-D-E-A. 2However, even with the full support of schools, students with disabilities still face an array of challenges,reflecting the broad diversity of the disabled community. Some students struggle with remote learning withoutadditional materials or parents who can stay home. Many students also cannot receive critical services, likephysical therapy, through remote platforms. Schools face challenges to safely reopening classrooms for studentswith disabilities, who may be more vulnerable to the virus or have difficulty following public health mandates,such as mask-wearing.But the transition to remote learning has also revealed helpful lessons. Remote communication has allowed someparents to more actively engage with school staff and, for the first time, remotely access support services for theirchildren. Additionally, some students with disabilities have reported being able to focus better in remoteenvironments.Over the last year, Congress has taken significant steps to meet the needs of students with disabilities. Last year,we enacted several relief packages that secured more than $65 billion for K-12 education, including funding tosupport students with disabilities. And, most recently, we enacted the American Rescue Plan, which providedmore than $130 billion to help schools reopen classrooms safely, including relief for IDEA programs.We were disappointed that, despite the widespread popularity of this package, not a single House or SenateRepublican voted for the bill, which provided critical resources for students, schools, and educators.Nonetheless, while the decision whether or not to open schools is made on the state and local level, the resourcesin the American Rescue Plan will help schools reopen.As of the end of February, over 80 percent of K-8 schools were offering some in-person instruction and abouthalf of schools were open full time for in-person instruction for all students. This data comes from before theCDC updated their guidance and before most educators were able to get vaccinated. Schools have continued tore-open to more students in the past several weeks. As vaccines become available to students, re-opening schoolsfor full-time, in-person instruction will no longer pose an imminent threat to students and staff.However, our work is far from over.So, we continue today. With the help of our witnesses, we will discuss how we can learn from the lessons of thispandemic to ensure equal access to education for all students with disabilities.We may disagree on the means, but I know each of us agrees that, now more than ever, we must uphold ourpromise to give all students with disabilities the opportunity to reach their full potential. That is their right.Source linkhttps://edlabor.house.gov/imo/media/doc/Sablan%20OS%20050621.pdfSupport this podcast at — https://redcircle.com/public-access-america/exclusive-contentAdvertising Inquiries: https://redcircle.com/brandsPrivacy & Opt-Out: https://redcircle.com/privacy

Let's have some tough conversations around special needs, race and disabilities in school. I'll be discussing this with today's guest and my friend Rikki Saunders. Rikki is the director of special education at Kalamazoo Public Schools. She has als worked as a social worker in school and the community. Her role today is to find and identify children with disabilities who are enrolled in public schools in the Kalamazoo district and in need of special education and related services. She also helps educate staff to ensure they have the capacity to fulfill their responsibilities to execute Child Find under the Individuals with Disabilities Education Act.  I'm excited to learn more from Rikki on meeting the educational needs of children, and how to collaborate with colleagues in the schools.   [00:01 - 08:45] Opening Segment Introducing today's guest, Rikki Saunders Expertise and work  Rikki gives some background on her story  Always had a love for children  Time and degree at UMich  School social work  Passionate about special education  Preparing them for life  We can do better  [08:46 - 14:54] Changing Our Thinking of School Rikki talks about needing to change our approach  We are here to serve  We don't turn people away People come in with trauma  Some are even homeless Consistency is key  This system has everything the kids need  The impact on children  It's their day to day existence  Teachers spend as much time with kids as parents  It goes beyond reading and writing  [14:55 - 26:56] How Schooling Involves the Medical Community  Rikki talks about kids coming into school with disabilities  Qualifying for 504 Diabetes example  The options you have  Teachers are responsible to accommodate needs  Qualifying for IEP covered through IDEA The school has to show qualifications  The issue of behavior  Determining if behaviors are a disability  Can you progress? Response to an Intervention RTI  Burden of proof  The autism example  It has to impact education to qualify  The social side of disabilities  Rikki's procedure Can they do what their peers are doing? Social is part of the disability  [26:57 - 53:56] Speaking to Bias and Race and Asking the Questions Rikki talks about her responsibility  The main mission  Environmental vs. eligibility  The African American Male example Rikki talks about analyzing the race and social climates of certain communities  Diversity is in the school  Home is separate  Cultural relevance training  Being culturally aware  We need to be included in the conversation  It's not the answers, it's the discussion  It's uncomfortable but we need to talk about it  What Rikki does to enter the conversation  What do you know for sure, and what do you think?  Challenging certain ideas  Be clear on what you know for sure  You can't ignore the issues  How Pediatricians should go about talking about police safety  Having The Talk  Know that it can be stressful for families  How certain areas are affected over others  Ask the questions  Do you feel safe? Giving the feeling of acknowledgment  The AAP response  The importance of feeling safe  Being at the discussion table  My experience may not be yours  Remember the parents  Show that you care  [53:57 - 1:03:41] Closing Segment I give my thoughts on childhood experiences around race Government sanctioned childhood abuse Take it one day at a time We're all in this together  We'll have to repair one day Be the safe haven  Final Takeaways Partner with the school No one is turned away  RTI for Special Needs 504 plan  IEP Chronic trauma vs acute  School...

Today, we're branching into the Americans with Disabilities Education Act, otherwise known as the ADA!

Last week, we discussed employment and the Rehabilitation Act's impact on the neurodiverse community. In this week's episode we're branching off into IDEA, otherwise known as the Individuals with Disabilities Education Act, and how it reformed education for the neurodiverse.

This episode covers some of the most important disability rights laws including the Rehabilitation Act, which is today's topic, IDEA, otherwise known as Individuals with Disabilities Education Act, and the Americans with Disabilities Act!