Podcasts about disabilities education act idea

According to the National Center for Education Statistics, in2022–23, the number of students ages 3–21 who received special education and/orrelated services under the Individuals with Disabilities Education Act (IDEA)was 7.5 million, or the equivalent of 15 percent of all public school students.Among students receiving special education and/or related services, the mostcommon category of disability was specific learning disabilities (32 percent).  John Fela (Felageller) is the MinistryRelations Manager at Joni and Friends Chicago, working with churches to equipand train them to help the disabled in their communities. Previous to that, hespent almost 20 years in education, working with children from Infants toMiddle School, serving in a variety of roles including Teacher, Mentor Teacherand School Director. John lives in Lyons, IL, is married to his wife Faith, andis the father to his son Christopher (ASD). He is a public speaker, multiplepodcast guest, and regular contributor to Key Ministry's Special Needs Familyblog, as well as other special needs blogs, including Hope Anew and The Mighty.Connect with John on his website: www.johnfela.com“I choose to do this work because I am profoundly aware of what it is like tobe a special needs parent with no support and no one to reach out to as alifeline when times get hard. I found this especially challenging as a man andfather, since there are not as many resources for dads as there are for moms,and men in these kinds of families bear an incredible burden with almost no onethey can seemingly trust or reach out to.”For more information: https://johnfela.com/Facebook: @John'sBlogforSpecialNeedsParents Instagram: @john_fela_1 LinkedIn: @John(Felageller)Fela

As I delve into the intricacies of Project 2025, a comprehensive and contentious initiative spearheaded by the Heritage Foundation, it becomes clear that this is more than just a policy blueprint – it's a vision for a fundamentally transformed American governance.Project 2025 is the culmination of efforts by over 400 scholars and conservative groups, led by former Trump administration officials Paul Dans and Spencer Chretien. This 900-page manifesto outlines a sweeping overhaul of federal policies, aiming to reshape the government in line with conservative principles. The project is structured around four key pillars: a detailed policy guide, a database of potential personnel, a training program for these candidates, and a playbook for actions to be taken within the first 180 days of a new administration[2][4].One of the most striking aspects of Project 2025 is its approach to education. The initiative criticizes what it terms "woke propaganda" in public schools and advocates for a significant reduction in the federal government's role in education. This includes closing the Department of Education and transferring its responsibilities to the states. Programs under the Individuals with Disabilities Education Act (IDEA) would be administered by the Department of Health and Human Services, and the National Center for Education Statistics would become part of the Census Bureau. The federal government, according to Project 2025, should merely keep statistics, rather than enforcing civil rights in schools or investigating disparate impacts of disciplinary measures on racial or ethnic grounds[1].The project also proposes drastic changes in education funding. It suggests allowing Title I of the Elementary and Secondary Education Act of 1965 to expire, which would remove $18 billion in federal funds for schools in low-income areas. Instead, public funds would be available as school vouchers, even for parents sending their children to private or religious schools. This shift is part of a broader philosophy that views education as a private rather than a public good[1].In the realm of environmental policy, Project 2025's vision is equally radical. It seeks to downsize the Environmental Protection Agency (EPA), close the EPA's Office of Environmental Justice and External Civil Rights, and reverse the 2009 EPA finding that carbon dioxide emissions are harmful to human health. This would prevent the federal government from regulating greenhouse gas emissions. The project also advocates for blocking the expansion of the national electrical grid, stymying the transition to renewable energy, and relaxing regulations on the fossil fuel industry. For instance, it suggests removing restrictions on oil drilling imposed by the Bureau of Land Management and promoting Arctic drilling[1].The implications of these environmental policies are far-reaching. Nonpartisan experts warn that without expanding the electrical grid, renewable energy projects will have to slow down. Additionally, the project's stance on climate change mitigation is at odds with many Republicans who acknowledge the importance of addressing climate change. Benji Backer, founder of the American Conservation Coalition, has criticized Project 2025's climate policies as "wrongheaded" and noted a growing consensus among younger Republicans that human activity causes climate change[1].Project 2025 also targets other federal agencies and programs. It proposes reforming the Federal Emergency Management Agency (FEMA) by shifting the majority of preparedness and response costs to states and localities. This move is justified by the argument that FEMA is "overtasked" and "overcompensates for the lack of state and local preparedness and response." The project further suggests ending preparedness grants for states and localities, arguing that these grants should be terminated to prevent the Department of Homeland Security from "handing out federal tax dollars"[3].In the area of technology and media, Project 2025's recommendations are equally sweeping. It calls for increasing agency accountability while decreasing wasteful spending at the Federal Communications Commission (FCC). The project also advocates for promoting national security and economic prosperity by supporting the expansion of 5G networks and satellite technologies like StarLink. Additionally, it suggests that Big Tech companies should contribute to the Universal Service Fund, which is currently funded through telephone bills[4].The project's approach to civil rights and social policies is another contentious area. It proposes rolling back diversity, equity, and inclusion (DEI) programs across federal agencies, arguing that these policies can violate federal civil rights laws. Project 2025 also aims to dismantle the DEI apparatus in various agencies and eliminate terms like "DEI," "abortion," and "gender equality" from federal rules and regulations. This stance aligns with Trump's executive order ending all DEI programs within the federal government, which he claimed could shut out Americans "who deserve a shot at the American dream" due to their race or sex[3].Critics of Project 2025, including Democrats and some Republicans, have been vocal about its potential impacts. Vice President Kamala Harris has described the project as a plan to "return America to a dark past," and President Biden has accused Trump of lying about his connections to the initiative, stating that it "should scare every single American"[2].Despite Trump's public disavowal of Project 2025, the initiative's connections to his administration are undeniable. Former high-ranking officials like Ben Carson, John Ratcliffe, and Peter Navarro are listed as authors or contributors to the policy agenda. This close association has led critics to argue that Project 2025 is essentially a blueprint for a second Trump term, one that could endanger democratic institutions and concentrate presidential power[2][4].As the 2024 elections approach, Project 2025 stands as a significant milestone in the debate over the future of American governance. Its proposals, if implemented, would mark a profound shift in federal policies, from education and environmental regulation to technology and civil rights. Whether these changes would be beneficial or detrimental remains a subject of intense debate.In the words of Heritage Foundation President Kevin Roberts, the nation is "in the process of the second American Revolution," which he hopes will remain bloodless. However, the radical nature of Project 2025's proposals has raised concerns among many that this revolution could come at a steep cost to democratic values and social welfare[2].As we move forward, the fate of Project 2025 will likely be decided in the political arena. Will its vision for a more conservative, decentralized government prevail, or will it face significant resistance from those who see it as a threat to the fabric of American society? The answer will depend on the choices made by voters, policymakers, and the next administration. One thing is certain, however: Project 2025 has set the stage for a critical conversation about the future of America, one that will shape the country's trajectory for years to come.

As I delve into the intricacies of Project 2025, a comprehensive and contentious initiative spearheaded by the Heritage Foundation, it becomes clear that this is more than just a policy blueprint – it's a vision for a fundamentally transformed American governance.Project 2025 is the culmination of efforts by over 400 scholars and conservative groups, led by former Trump administration officials such as Paul Dans and Spencer Chretien. This 900-page manifesto outlines a sweeping overhaul of federal policies, aiming to reshape the government in line with conservative principles. The project is structured around four key pillars: a detailed policy guide, a database of potential personnel, a training program for these candidates, and a playbook for actions to be taken within the first 180 days of a new administration[2][4].One of the most striking aspects of Project 2025 is its approach to education. The initiative criticizes what it terms "woke propaganda" in public schools, advocating for a significant reduction in the federal government's role in education. This includes closing the Department of Education and transferring control over education funding and policy to the states. The proposal also suggests that programs under the Individuals with Disabilities Education Act (IDEA) be administered by the Department of Health and Human Services, and that the National Center for Education Statistics become part of the Census Bureau. The federal government, according to Project 2025, should be limited to a statistics-keeping role in education, with federal enforcement of civil rights in schools curtailed and transferred to the Department of Justice[1].The implications of these changes are profound. For instance, Title I of the Elementary and Secondary Education Act of 1965, which provides $18 billion in federal funds for schools in low-income areas, would be allowed to expire. Instead, public funds would be available as school vouchers, even for parents sending their children to private or religious schools. This shift could drastically alter the educational landscape, potentially exacerbating existing inequalities. As Roger Severino, a proponent of the project, has argued, the Head Start program, which serves over a million children from low-income families, does not provide value, although he has not provided evidence to support this claim[1].Project 2025's vision extends far beyond education. In the realm of environmental policy, the initiative is starkly at odds with current climate change mitigation efforts. It advocates for downsizing the Environmental Protection Agency (EPA), closing the EPA's Office of Environmental Justice and External Civil Rights, and reversing the 2009 EPA finding that carbon dioxide emissions are harmful to human health. This would prevent the federal government from regulating greenhouse gas emissions. The project also supports the expansion of fossil fuel use, including Arctic drilling, and encourages allied nations to rely on fossil fuels. Diana Furchtgott-Roth, Heritage Foundation's energy and climate director, has suggested that the EPA should support increased consumption of natural gas, despite concerns about methane leaks[1].These environmental proposals have been met with significant criticism. Republican climate advocates, such as Sarah E. Hunt and Benji Backer, have disagreed with Project 2025's climate policies, emphasizing the importance of supporting good energy and climate policy. Backer noted a growing consensus among younger Republicans that human activity causes climate change, calling Project 2025's stance "wrongheaded"[1].The project's impact on federal agencies is another critical area of focus. Project 2025 recommends reforming the Federal Emergency Management Agency (FEMA) by shifting the majority of preparedness and response costs to states and localities. This aligns with Trump's past suggestions to leave disaster response management to the states, arguing that "that's what states are for, to take care of problems"[3].In addition, the initiative calls for the dismantling of diversity, equity, and inclusion (DEI) programs across federal agencies. Trump has echoed this sentiment, signing an executive order to end all DEI programs within the federal government, claiming they can violate federal civil rights laws. Project 2025 goes further, advocating for the deletion of terms like DEI, abortion, and gender equality from all federal rules and regulations[3].The project also targets the civil service and the bureaucracy of the "Administrative State." It proposes a hiring freeze for federal civilian employees and suggests preventing "burrowing-in" by outgoing political appointees. This is part of a broader strategy to reduce the size of the federal workforce and bring independent agencies under White House control[4].Critics of Project 2025 argue that its recommendations are not only radical but also risky, potentially endangering democratic institutions and civil liberties. The initiative's approach to data collection, for example, involves consolidating the Bureau of Economic Analysis, Census Bureau, and Bureau of Labor Statistics, which could significantly impact the independence and reliability of economic data[5].The economic implications are equally concerning. Project 2025 proposes eliminating funding for key public transportation projects, such as the Capital Investment Grants (CIG) program, which has been crucial for awarding federal grants to local communities for infrastructure projects. This could make it harder for Americans without cars to commute and travel, affecting their ability to work and maintain social connections[5].Moreover, the project aims to restrict safety nets for farmers, limiting assistance to 'unusual situations' despite the common challenges farmers face due to unpredictable weather and market conditions. This could disproportionately impact low-income farmers who rely on these safety nets to survive economic downturns[5].As we look ahead, it is clear that Project 2025 represents a significant turning point in American governance. The initiative's comprehensive and far-reaching proposals have the potential to reshape numerous aspects of federal policy, from education and environmental regulation to civil service and economic development.Despite Trump's attempts to distance himself from the project, the connections between his policies and those of Project 2025 are undeniable. As Democrats continue to criticize the initiative, calling it a "plan to return America to a dark past," the debate surrounding Project 2025 is likely to intensify in the coming months[2].As the 2025 presidential transition approaches, the implementation of Project 2025's policies will depend on the outcome of the election and the willingness of the next administration to adopt these radical changes. Whether these proposals will become the blueprint for a new era in American governance remains to be seen, but one thing is certain: the stakes are high, and the future of American policy hangs in the balance.

In this episode of In It, hosts Gretchen Vierstra and Rachel Bozek welcome professional parent advocate Danielle Ward. Danielle started out advocating for her own kids, several years ago. Now, through her company Encompass Parent Solutions, she offers families of kids with learning and thinking differences non-legal help with advocacy, support, and education counsel. Danielle chats with Gretchen and Rachel about some of the most important dos and don'ts for parents who are advocating for their child at school. Danielle outlines the steps to take when your child is struggling and how to recognize when a parent advocate might be necessary. She also explains the difference between a parent advocate and a special education attorney.For a transcript and more resources, visit the In It page on Understood.We love hearing from our listeners. Email us at init@understood.org.Related resources8 steps to advocating for your child at schoolWhere to find legal helpThe difference between special education advocates and attorneysWhat is the Individuals with Disabilities Education Act (IDEA)?Listen: An attorney's advice on special education disputesTimestamps(00:59) What does a parent advocate do?(02:56) Description of Danielle's first IEP meeting(04:57) Understanding the difference between parent advocates and lawyers(08:13) Whether or not kids should be in meetings at school(09:22) Steps to follow when you sense your child is struggling(10:33) What to do when your child has a diagnosis(15:24) Tips for writing an effective letter or email(19:02) Dos and don'ts for child advocacy(22:06) Guidelines for recording meetings Understood is a nonprofit organization dedicated to empowering people with learning and thinking differences, like ADHD and dyslexia. If you want to help us continue this work, donate at understood.org/give

SummaryIn this conversation, Tim Villegas and Jenna Rufo discuss the current state of special education, focusing on the Individuals with Disabilities Education Act (IDEA) and the need for reform. They explore the importance of inclusion practices, the challenges of funding and educational placement, and the bureaucratic hurdles parents face in due process. The discussion also highlights the need for innovative approaches to co-teaching and resource allocation to improve educational outcomes for students with disabilities. In this conversation, Jenna Rufo and Tim Villegas discuss the complexities of Individualized Education Programs (IEPs) and the importance of inclusion in education. They address misconceptions about the Least Restrictive Environment (LRE) and emphasize the need for supplementary aids and services in general education settings. The discussion then shifts to the implications of the ongoing 504 lawsuit, highlighting concerns about potential discrimination against students with disabilities. Finally, they encourage listeners to engage in advocacy by contacting legislators to express their views on disability rights and education policies.Transcript: https://mcie.org/wp-content/uploads/2025/02/Think-Inclusive-Now-2.25.25-with-Jenna-Rufo.txtReimagining IDEA: Why America's Special Education Law Needs a Modern Overhaul: https://www.forbes.com/sites/scottwhite/2025/02/18/reimagining-idea-why-americas-special-education-law-needs-a-modern-overhaul/Jenna's Website: https://www.empoweredschool.org/MCIE: https://mcie.org/ Hosted on Acast. See acast.com/privacy for more information.

About the Guest(s):Dr. Jen Newton: Associate Professor in Special Education at Ohio University with expertise in strengths-based approaches to families, early childhood inclusion, and socially just educational practices. Dr. Newton has previously taught at James Madison University and Saint Louis University and is a passionate advocate for inclusive education.Eric Garcia: Washington Bureau Chief and Senior Washington Correspondent at the Independent. Eric covers the White House, Congress, and politics, and is also an MSNBC columnist. He's the author of the book "We're Not Broken: Changing the Autism Conversation" and a recipient of the Harriet McBride Johnson Prize for his nonfiction writing on autism.Dr. Carolyn Teigland: CEO of the Maryland Coalition for Inclusive Education (MCIE), Dr. Teigland is a seasoned educator dedicated to advancing diversity, equity, and inclusion in schools. She has also served as an Associate Superintendent in Cecil County Public Schools, leading transformative inclusive education efforts and providing congressional testimony on the subject.Tim Villegas: Host of the Think Inclusive podcast and a former special education teacher, Tim has been with MCIE since 2020. He advocates for inclusive education and produces two podcasts: Think Inclusive and Inclusion Stories, which explore real-world inclusion and share diverse educational experiences.Episode Summary:Join host Tim Villegas as he navigates a thought-provoking discussion on the future of the Individuals with Disabilities Education Act (IDEA) with distinguished experts Dr. Jen Newton, Eric Garcia, and Dr. Carolyn Teigland. This episode provides an unfiltered look at how potential changes and challenges to IDEA could shape the educational landscape amidst shifting political priorities.The conversation opens up critical perspectives on the challenges facing special educators and administrators as a new administration takes the helm. The panelists delve into the implications of possible funding changes, especially the controversial move towards block grants. Eric Garcia brings insight from his political coverage, analyzing the plausibility of dismantling the Department of Education and the priorities of the Trump administration regarding public school reform.The episode explores the necessity for advocacy and civic engagement at both the state and local levels. Jen Newton and Carolyn Teigland emphasize the importance of understanding state policies and the role they play in shaping education funding directed towards inclusive practices. Highlighting the gaps in the current system, the panelists call for collective efforts to rebuild and reform American education, ensuring it addresses the diverse needs of all students, particularly those with disabilities.Transcript: https://otter.ai/u/cIskPwj8p73iR1JbtTHt0Rm8evAKey Takeaways:The potential reauthorization of IDEA under a new administration raises significant concerns, particularly regarding block grants and funding changes.Engaging with state and local education policies is crucial for effective advocacy on behalf of students with disabilities.Potential moves to dismantle the Department of Education face legislative hurdles, but they underscore broader discussions on public school reform.Understanding the nuances of school choice and its implications for marginalized students remains essential for parents and educators.Advocacy and equitable education practices are vital to counteract possible setbacks in inclusive education policies.Complete Show Notes: https://mcie.org/think-inclusive/Thank you to our sponsor, IXL: https://www.ixl.com/inclusive Hosted on Acast. See acast.com/privacy for more information.

As I delved into the intricacies of Project 2025, a sweeping initiative crafted by the Heritage Foundation, I couldn't help but feel a sense of both fascination and trepidation. This project, unveiled in April 2023, is more than just a policy blueprint; it's a vision for a fundamentally transformed American government, one that aligns closely with the ideological leanings of its conservative architects.At its core, Project 2025 is a four-pillar initiative: a detailed policy guide, a database of potential personnel, a training program for these candidates, and a playbook for the first 180 days of a new administration. Led by former Trump administration officials Paul Dans and Spencer Chretien, this project has drawn significant attention for its ambitious and often controversial proposals.One of the most striking aspects of Project 2025 is its plan to overhaul the federal government's structure and function. The project envisions a drastic reduction in the role of several key agencies. For instance, it proposes dismantling the Department of Homeland Security and abolishing the Department of Education, transferring its programs to the Department of Health and Human Services or terminating them altogether[1][3][4].The Department of Education, in particular, is a focal point. Project 2025 advocates for a significant curtailment of federal involvement in education, promoting school choice and parental rights instead. This would involve eliminating federal programs and standards, allowing states to opt out, and transferring responsibilities such as those under the Individuals with Disabilities Education Act (IDEA) to other departments. The federal government's role would be reduced to mere statistics-keeping, with civil rights enforcement in schools being significantly curtailed[1].In the realm of healthcare, Project 2025 suggests profound changes. It recommends reforms to the Department of Health and Human Services to promote traditional nuclear family structures and opposes gender-affirming care for transgender individuals. The project also seeks to limit Medicare's ability to negotiate drug prices, promote private insurance plans through Medicare Advantage, and eliminate insurance coverage for emergency contraception like the morning-after pill Ella[1].The project's stance on law enforcement is equally transformative. It calls for a thorough reform of the Department of Justice (DOJ), criticizing it for being "a bloated bureaucracy" with a "radical liberal agenda." The DOJ would be required to combat what the project terms "affirmative discrimination" or "anti-white racism," and it would be tasked with prosecuting state and local governments, institutions of higher education, and private employers with diversity, equity, and inclusion (DEI) programs. The FBI would be made directly accountable to the president, and consent decrees between the DOJ and local police departments would be curtailed[1].Environmental and climate policies are also in the crosshairs. Project 2025 proposes reducing environmental and climate change regulations to favor fossil fuels, preventing the Environmental Protection Agency (EPA) from using certain climate change impact projections, and requiring congressional authorization for all EPA science activities. The project argues that many current programs "act as subsidies to the private sector for government-favored resources," and it suggests eliminating offices focused on energy technology development and climate change[1][4].The project's vision for the executive branch is one of centralized control, aligning with the unitary executive theory. This would place all federal agencies under direct presidential control, eliminating their independence. As Heritage Foundation President Kevin Roberts argues, "The notion of independent federal agencies or federal employees who don't answer to the president violates the very foundation of our democratic republic."[1]Personnel changes are another critical component. Project 2025 recommends reclassifying tens of thousands of federal civil service workers as political appointees, allowing for their replacement with individuals loyal to a conservative agenda. This includes using a questionnaire to screen potential recruits for their adherence to the project's ideology, a tactic reminiscent of Trump's efforts to ensure loyalty during his presidency[1][3].The implications of these proposals are far-reaching and have sparked significant debate. Critics argue that such changes would undermine the integrity of federal agencies, erode civil rights protections, and harm vulnerable populations. Darrell West, for example, points out the inconsistencies in the plan, suggesting they are designed to appeal to specific industries or donors who would benefit from these changes[1].Despite the controversy, Project 2025 remains a blueprint that could shape the future of American governance. As we move forward, it is crucial to monitor its development and the reactions it elicits. With the 2025 timeline looming, the next few months will be pivotal in determining whether these proposals become policy.In the words of Kevin Roberts, "The nation is in the process of the second American Revolution, which will remain bloodless if the left allows it to be." Whether this revolution materializes and what form it takes will depend on the political landscape and the will of the American people. As Project 2025 continues to evolve, one thing is clear: its impact on American governance could be profound and lasting.

Industry expert, NAPT Hall of Famer, TSD Tenured Faculty Member, and consultant Linda Bluth, Ed.D joins us for the first time on the podcast to share insights on students with special needs. She addresses the Individuals with Disabilities Education Act (IDEA), departmental collaboration, aides, alternative transportation, substitute drivers, training and more. New Zonar CEO Charles Kriete discusses the technology provider's combination with GPS Trackit, as well as efficiencies and innovations planned for the future. Read more about special needs and leadership.

For more information, bios, resources, and transcripts visit adalive.org/episodes/episode-136/ Barry Whaley and Sally Miracle discuss the rights of children with disabilities under the Americans with Disabilities Act (ADA), Section 504, and the Individuals with Disabilities Education Act (IDEA). Sally, a special education consultant, explains these laws, emphasizing that the ADA is a civil rights law that prohibits discrimination against people with disabilities. Section 504 and IDEA also provide civil rights protections and mandate free, appropriate public education. Sally suggests for parents to document concerns, contact school officials, and seek help from Protection and Advocacy groups before filing complaints. She stresses the importance of open communication, understanding Individual Education Plans (IEPs), and teaching students to advocate for themselves. Sally also highlights the need for positive relationships between parents, caregivers, teachers, and school staff

This week on The Learning Curve, co-hosts Alisha Searcy of DFER and U-Arkansas Prof. Albert Cheng interview Eric Rassbach, Vice President and Senior Counsel at the Becket Fund for Religious Liberty. Mr. Rassbach discusses the Loffman v. California Department of Education case, where Becket successfully secured a unanimous Ninth Circuit decision ensuring equal access to special education funding for religious school students. He explores how California's restrictive interpretation of the Individuals with Disabilities Education Act (IDEA) denied federal funds to students at private religious schools, in contrast to secular ones. He delves into the broader context of religious liberty in K-12 education, highlighting landmark SCOTUS rulings, including Trinity Lutheran, Espinoza, and Carson's impact on the evolving legal battles reshaping states' Blaine Amendments and school choice policies. Rassbach also examines how religious schooling and school choice initiatives can enhance student achievement. He foresees increased litigation and legislative action bolstering educational freedom nationwide.

The current role of the Department of Education and how that could change has been a hot topic in the news recently. In the Season 5 finale, Dr. Jen Newton of Teaching is Intellectual joins me to discuss this important topic. She explains the Department of Education's responsibilities, including distributing Title I money and funds for the Individuals with Disabilities Education Act (IDEA). We discuss the type of data it collects and why that data matters. She outlines the difference between federal and state roles in education. Dr. Newton highlights how potential changes could impact schools, students, and teachers. You'll also find out what you can do to help make sure every child receives a high-quality public education. Listen now!  This is the last episode of the season. We'll be back for a new season in February 2025. Until then, Happy Coaching!!! -Chrissy Beltran   Buzzing with Ms. B Instagram - https://www.instagram.com/buzzingwithmsb/   Buzzing with Ms. B TpT - https://www.teacherspayteachers.com/Store/Chrissy-Beltran-Buzzing-With-Ms-B   Instructional Coach Binder Megapack – Editable Forms, Calendars, Planning Tools - https://buzzingwithmsb.com/product/instructional-coach-binder-megapack-editable-forms-calendars-planning-tools   Podcast Survey - https://buzzingwithmsb.com/survey   Quiz – What is Your Instructional Coaching Personality Type? - https://buzzingwithmsb.com/quiz   Instructional Coaching with Ms. B Show Notes -  https://buzzingwithmsb.com/Episode216   Thank you for listening to Buzzing with Ms. B: The Coaching Podcast. If you love the show, share it with a coach who would love it too, subscribe to this podcast, or leave me a review on iTunes! It's free and it helps others find this show, too. Happy coaching! Podcast produced by Fernie Ceniceros

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

As schools across the country reckon with the ending of the American Rescue Plan (ARP) funds, many, if not all, are trying to find ways to sustain the services these funds supported. For most schools, that means finding some sustainable method of funding mental and behavioral health services. Fortunately, an expanding and increasingly well-known pathway through school-based Medicaid exists. Outside of the Individuals with Disabilities Education Act (IDEA), school-based Medicaid is the single largest source of sustainable funding for health services in schools. Watch/listen to this episode of the All4Ed Flash to learn more.All4Ed Website: https://all4ed.org Twitter: @All4Ed Instagram: @All4Ed Facebook: https://www.facebook.com/all4ed

Show notes: https://www.tamihackbarth.com/blog/episode-241 Happy back to school aka new year! While I love the fresh start energy of a new school year, it also brings a deep feeling of anxiety. Will the teacher like my kid? Will the teacher be fair? Will the other kids include mine and be kind to her? The second day of kindergarten was the first time I got a behavior call from school and I have spent every beginning of the school year since educating teachers and administrators about disabilities and disability rights within the public school system. We have had to learn about special education laws and disability rights all while raising our little firecracker. Sometimes I feel like the universe had this kid in mind for me because what else would explain my past work as a lobbyist, a public school teacher AND a coach? These jobs gave me the skills to go to bat on her behalf.  But not all families have the time, money, expertise or experience to help their students.  This is lonely work for parents of kids who don't fall into the school system because of learning and thinking differences. A lot of times we parents share similar  struggles as our kids. Between me and my husband we have 36 years of direct classroom experience. AND THIS IS STILL A MYSTERY. The education system needs help and no place is that more apparent than in special education. If your student needs an IEP or a 504, uses a wheelchair or other medical equipment or has ADHD you have to know a whole lot more stuff than parents who never deal with special education. The craziest part of this is so much of special education is settled law. It should be this hard to access services legally required for students under settled law, right? Individuals with Disabilities Education Act (IDEA) guarantees students with disabilities free and appropriate education was passed in 1975 and updated in 2004. The Americans with Disabilities Act (ADA)  was enacted in 1990 - 34 years ago. Why is this still such a struggle? I recently asked my friends, neighbors and former teacher colleagues what they wished everyone knew about special education. They came through… everyone feels like every single part of the system is set up to fail. I just discovered our school district has been under scrutiny since 2017 about their failure in special education. They have been involved in lawsuits and are just now trying to get it sorted. Needless to say I will be throwing in my two cents because this has been a shitshow. People who aren't directly involved have no idea how much extra work we are all putting in trying to sort out a complicated and confusing process. It is a privilege to not have to advocate for your student. People who live this every day are exhausted and anxious because we all want the same thing for our kids: a quality education that will help them be lifelong learners.  This isn't the last you'll be hearing from me about systemic changes in education, but I did want to share a resource I found. Of course I immediately checked this out from the library, devoured the contents and then reached out to the author to be a guest on the podcast. Meet Kelley Colman. Kelley Coleman is a feature film development executive turned author and advocate for parent caregivers and individuals with disabilities.  Her book Everything No One Tells You About Parenting a Disabled Child: Your Guide to the Essential Systems, Services, and Supports draws upon over a decade of experience, including her own experience parenting a child with multiple disabilities.  Kelley lives in Los Angeles with her husband, two boys, and her son's trusty service dog. Who can you share this episode with? Does anyone you know know a student with thinking and learning differences like ADHD, autism, dyslexia or other learning difficulties? Do you know a family that has visible disabilities? Do you know a teacher, principal or school board member? Please pass it on.

In this episode of the Friends for Life Podcast, we dive into the transformative impact of the Individuals with Disabilities Education Act (IDEA), a landmark piece of legislation that has reshaped the educational landscape for children with disabilities. We'll explore the historical context that led to the creation of IDEA, tracing its roots back to the civil rights movement and the push for equal educational opportunities for all. From its origins as the Education for All Handicapped Children Act in 1975 to its evolution into IDEA in 1990, this law has been a beacon of hope for millions of students and their families. We'll break down the key provisions of IDEA, including the right to Free and Appropriate Public Education (FAPE) and the requirement for education in the Least Restrictive Environment (LRE). You'll learn how the Individualized Education Program (IEP) serves as a personalized roadmap for each student's success, ensuring that their unique needs are met with tailored support. We'll also discuss the procedural safeguards that protect students and their families, and the critical role that parents and students play in shaping their educational journey. Join us as we reflect on the profound impact IDEA has had on promoting inclusion, independence, and academic success for students with disabilities. We'll also touch on the challenges that remain, from funding issues to disparities in implementation, and consider what the future might hold for this vital legislation. Whether you're a parent, educator, or advocate, this episode offers valuable insights into the ongoing fight for educational equity and the rights of all students to reach their full potential. Learn More Here: https://friendsforliferc.com/ 

LDA's Education Director Dr. Monica McHale-Small talks with Dr. Nancy Mather, a Professor Emeritus of Disability and Psychoeducational Studies, about the importance of keeping the category of specific learning disabilities in the Individuals with Disabilities Education Act (IDEA) and how the SLD category could be better revised. Dr. Mather also discusses RTI as a part of the identification process for learning disabilities, how comorbidities impact an accurate learning disabilities identification, and more. Read the paper mentioned in the podcast at: https://ldaamerica.org/we-need-to-keep-but-revise-the-specific-learning-disability-construct-in-idea/ 

In the United States, about 15% of students receive special education or related services under the Individuals with Disabilities Education Act (IDEA). Learning differences aren't all alike, but they can all affect how people process, store, and retrieve information — and they can have an impact on many parts of life, from learning to memory to how people express themselves and how people develop relationships with one another.In this episode, Todd talks with four children — Reese, Willa-Kate, Oliver, and Alessio — all of whom have diagnosed learning differences. They share their experiences and feelings related to their learning differences and go on a journey to the Land of Qook-a-lackas to help a Qook-a-lacka friend, Professor Kimpton, reconsider how to support a Qook-a-leekie student. This episode is for ALL children and families. It can help them to understand — and rethink — their own differences and their friends' and classmates' differences. It can also help children and families think of strategies they can use to persevere through challenges. The guest star in this episode is Q. Smith, a Broadway actor and a passionate educator.  Q. created the role of Hannah and others in the Tony Award winning musical Come From Away. She is also in the film version on AppleTV+. Q. has toured with the North American Broadway show A Night With Janis Joplin, playing the roles of Aretha Franklin and Nina Simone. Before Come From Away, Q. closed the Broadway production of Mary Poppins. She was the first African American to have a leading role in the history of Mary Poppins. (Read Q.'s full bio on our website.)The original song in the episode, "Super Superpower," was written by educator/composer Benjamin Weiner and performed by Q. Smith. Sound design and mixing is by Ahmed Ashour, and the ukulele music you hear is by actor and composer Bill English.Find more resources and activities to keep the learning going online at https://playsparkler.org/little-kids-big-hearts-learning-differences/.

You asked for it......this episode is alllllllllll Angela! Join us as we break down Endrew v. Douglas and what it means for FAPE. Endrew v DouglasThe USDOE considers Endrew to be such an important case they have devoted significant resources to unpacking the decision - you can find the whole discussion here:USDOE summary of the case.  If you are interested in a brief summary, here is what USDOE has to say today:"On March 22, 2017 the U.S. Supreme Court (sometimes referred to as Court) issued a unanimous opinion in Endrew F. v. Douglas County School District Re-1, 137 S. Ct. 988. In that case, the Court interpreted the scope of the free appropriate public education (FAPE) requirements in the Individuals with Disabilities Education Act (IDEA). The Court overturned the Tenth Circuit's decision that Endrew, a child with autism, was only entitled to an educational program that was calculated to provide “merely more than de minimis” educational benefit. In rejecting the Tenth Circuit's reasoning, the Supreme Court determined that, “[t]o meet its substantive obligation under the IDEA, a school must offer an IEP [individualized education program] that is reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances.” The Court additionally emphasized the requirement that “every child should have the chance to meet challenging objectives.”The Endrew F. decision is important because it informs our efforts to improve academic outcomes for children with disabilities. To this end, the U.S. Department of Education (Department) is providing parents and other stakeholders information on the issues addressed in Endrew F. and the impact of the Court's decision on the implementation of the IDEA. Because the decision in Endrew F. clarified the scope of the IDEA's FAPE requirements, the Department's Office of Special Education and Rehabilitative Services (OSERS) is interested in receiving comments from families, teachers, administrators, and other stakeholders to assist us in identifying implementation questions and best practices. If you are interested in commenting on this document or have additional questions, please send them to OSERS by email at EndrewF@ed.gov."Please tell us how you found us by completing this surveyEmail us at ASTALPodcast@gmail.comFollow us on Instagram @astalpodcast

Key Takeaways: 1️⃣ Tailoring Services to Individual Needs: Definition and role of the IEP service page. Detailed and individualized account of services throughout the school day. Addressing specific challenges and requirements identified in the evaluation process. Clear understanding for parents regarding support mechanisms and alignment with goals. 2️⃣ Ensuring Legal Compliance and Accountability: Crucial role in ensuring compliance with the Individuals with Disabilities Education Act (IDEA). Communication tool among the IEP team. Clarification of roles and responsibilities for team members. Establishing a framework for accountability and ongoing evaluation. 3️⃣ Flexibility and Collaboration for Success: Recognition that educational needs may change over time. Mechanism for periodic review and modification based on student progress. Flexibility to allow for adjustments in services. Collaboration among parents, educators, and students for a customized roadmap to success. Instagram - https://www.instagram.com/learningessentials/  LinkedIN- https://www.linkedin.com/in/wendy-taylor-7106b6a6/ Facebook - https://www.facebook.com/TutoringLE  Website: www.LearningEssentialsEDU.com Review Podcast - https://podcasts.apple.com/us/podcast/the-special-ed-strategist-podcast-with-wendy-taylor-m-ed-et-p/id1639953041 

This week, we are joined by Katie York, also known as The Distracted Autistic. Katie is also the founder of Harford County Neurodivergents, a community group located in Maryland. Katie is also an educator, student, advocate, and community organizer with nearly fifteen years' experience in community college workforce training programs. Katie's autistic voice will help us explore the diverse interests of the neurodivergent community. Download to learn more!  Resources: "I Will Die On This Hill: Autistic Adults, Autism Parents, and the Children Who Deserve a Better World" By Meghan Ashburn & Jules Edwards https://us.jkp.com/products/i-will-die-on-this-hill "Sincerely, Your Autistic Child: What People on the Autism Spectrum Wish Their Parents Knew About Growing Up, Acceptance, and Identity" Editors: Emily Paige Ballou, Sharon DaVanport, Morénike Giwa Onaiwu   Author: Autistic Women and Nonbinary Network https://www.beacon.org/Sincerely-Your-Autistic-Child-P1685.aspx “The Autism and Neurodiversity Self Advocacy Handbook: Developing the Skills to Determine Your Own Future” By Barb Cook & Yenn Purkis https://us.jkp.com/products/the-autism-and-neurodiversity-self-advocacy-handbook Some US specific advocacy resources: “Civic Engagement Toolbox For Self-Advocates” from the Autistic Self Advocacy Network https://autisticadvocacy.org/policy/toolkits/civic/ “How To Call Your Representatives When You Have Social Anxiety” Instagram comic https://www.instagram.com/p/CA_vVqEBJI-/?img_index=11 Partners in Policymaking Free Online Course: https://partnersonlinecourses.com/ Folks can also see if their local developmental disabilities council offers a state-specific version of this training. For example, I am currently a partner in Maryland's program: http://www.thearcmd.org/partners/ Center for Parent Information and Resources There are nearly 100 Parent Training and Information Centers (PTIs) and Community Parent Resource Centers (CPRCs) in the US and Territories. https://www.parentcenterhub.org/find-your-center/ SECAC/SEAC The federal Individuals with Disabilities Education ACT (IDEA) requires that each State operate a “state advisory panel.” https://sites.ed.gov/idea/regs/b/b/300.167 More info: https://www.wrightslaw.com/heath/state.advisory.panel.htm Maryland's is called the “Special Education Citizen's Advisory Committee” (SECAC) and each county school system has their own, in addition to the statewide SECAC. https://marylandpublicschools.org/programs/Pages/Special-Education/sesac/index.aspx Refer to your states “Special Education Advisory Council” or SEAC LGBTQ+ &/or BIPOC Autism Related Resources The Trevor Project The Trevor Project is the leading suicide prevention and crisis intervention nonprofit organization for LGBTQ+ young people. They provide information & support to LGBTQ 
young people 24/7, all year round. https://www.thetrevorproject.org/ Trans Life Line Trans Lifeline is a grassroots hotline and microgrants 501(c)(3) non-profit organization offering direct emotional and financial support to trans people in crisis – for the trans community, by the trans community. https://translifeline.org/ Autistic Women & Nonbinary Network AWN Welcome Packets for newly diagnosed adults & parents of newly diagnosed children https://awnnetwork.org/resource-library/ Association for Autism and Neurodiversity AANE has a number of free and pay programs for families and adults. Two of note: Free Online Gender Identity Support Group for Adults https://aane.org/events/?_event_type=support-groups&_identity_post=lgbtq-plus&_price=free-2 Free Online Support Group for BIPOC Adults https://aane.org/events/?_event_type=support-groups&_identity_post=bipoc&_price=free-2 Color of Autism Foundation Non-Profit 501(c)3 organization committed to educating and assisting African American families with Autistic children https://thecolorofautism.org/ Brown on the Spectrum About Us: To provide information, support, and resources to families and advocates of brown children on the Autism Spectrum https://www.facebook.com/brwnonthespctrm/ ................................................................ Autism weekly is now found on all of the major listening apps including apple podcasts, google podcasts, stitcher, Spotify, amazon music, and more. Subscribe to be notified when we post a new podcast. Autism weekly is produced by ABS Kids. ABS Kids is proud to provide diagnostic assessments and ABA therapy to children with developmental delays like Autism Spectrum Disorder. You can learn more about ABS Kids and the Autism Weekly podcast by visiting abskids.com.

Introduction to Statutory Law. Statutory law refers to laws passed by a legislative body, such as Congress, at the federal level or state legislatures. These laws address a wide range of issues, from criminal offenses and civil rights to environmental regulations and tax policies. Significance: Statutory law plays a crucial role in shaping constitutional interpretation. It can define and clarify the rights and responsibilities of individuals, government agencies, and other entities. Additionally, statutes can fill gaps in constitutional law or provide specific guidance on how to implement constitutional principles. Example: The Civil Rights Act of 1964 is a federal statute that addresses discrimination on the basis of race, color, religion, sex, or national origin. It complements the Fourteenth Amendment's Equal Protection Clause by providing specific protections against discrimination in areas such as employment and public accommodations. Relationship Between Statutory Law and Constitutional Rights. The relationship between statutory law and constitutional rights is multi-faceted. Statutes can reinforce constitutional rights, provide remedies for violations, or expand upon constitutional protections. Key aspects of this relationship include: 1. Reinforcing Constitutional Rights. Statutory laws can reinforce and clarify constitutional rights. For example, the Voting Rights Act of 1965 was enacted to eliminate racial discrimination in voting, further upholding the principles of the Fifteenth Amendment. 2. Providing Remedies for Violations. Statutes often provide remedies for individuals whose constitutional rights have been violated. They can establish mechanisms for legal action, such as lawsuits, to seek redress when rights are infringed upon. 3. Expanding Constitutional Protections. In some cases, statutory laws expand upon the protections provided by the Constitution. The Americans with Disabilities Act (ADA), for instance, extends protections to individuals with disabilities in various areas, ensuring equal access and opportunities. Significance: Statutory laws are tools that legislators use to address specific issues and challenges in society. They can be instrumental in enforcing constitutional rights, providing redress for violations, and adapting the legal framework to evolving social and technological changes. Example: The Individuals with Disabilities Education Act (IDEA) is a federal statute that ensures that students with disabilities receive a free and appropriate public education. It operationalizes the constitutional principle of equal protection and nondiscrimination for students with disabilities. Major Federal Statutes Impacting Constitutional Law. Several major federal statutes have had a significant impact on constitutional law. Let's explore a few of these statutes and their implications: 1. The Civil Rights Act of 1964. This landmark statute prohibits discrimination based on race, color, religion, sex, or national origin. It addresses issues related to employment, education, and public accommodations, reinforcing the principles of equal protection and due process. Significance: The Civil Rights Act has been a cornerstone of civil rights law, enforcing the Fourteenth Amendment's Equal Protection Clause and the Fifth Amendment's Due Process Clause. 2. The Voting Rights Act of 1965. The Voting Rights Act aimed to eliminate racial discrimination in voting. It provides mechanisms to ensure that individuals are not denied the right to vote on the basis of race or language minority status. Significance: This statute enforces the Fifteenth Amendment's prohibition on racial discrimination in voting. 3. The Americans with Disabilities Act (ADA). The ADA prohibits discrimination on the basis of disability in employment, public services, and public accommodations. It ensures equal access and opportunities for individuals with disabilities. --- Send in a voice message: https://podcasters.spotify.com/pod/show/law-school/message Support this podcast: https://podcasters.spotify.com/pod/show/law-school/support

On March 21, 2023, the US Supreme Court ruled for Miguel Luna Perez, a Latham pro bono client, in Perez v. Sturgis. Perez, who is deaf, was repeatedly denied reasonable accommodations, including a qualified sign-language interpreter, by Sturgis Public Schools and the Sturgis Public Schools Board of Education. Lower courts had held that Perez could not proceed with an Americans with Disabilities Act (ADA) claim seeking monetary damages because he had not exhausted his Individuals with Disabilities Education Act (IDEA) remedies. A unanimous US Supreme Court held that a plaintiff need not exhaust the IDEA's administrative processes when seeking remedies under other statutes that the IDEA does not authorize — in this case, monetary damages under the ADA. In this episode of Connected With Latham, Roman Martinez, a partner in the firm's Supreme Court & Appellate Practice, sits down with associate Nick Rosellini and Disability Rights Michigan's Mitch Sickon to discuss Perez's journey to the US Supreme Court, the strategies that shaped Latham's brief, and the experience of arguing before the highest court in the land.   This podcast is provided as a service of Latham & Watkins LLP. Listening to this podcast does not create an attorney client relationship between you and Latham & Watkins LLP, and you should not send confidential information to Latham & Watkins LLP. While we make every effort to assure that the content of this podcast is accurate, comprehensive, and current, we do not warrant or guarantee any of those things and you may not rely on this podcast as a substitute for legal research and/or consulting a qualified attorney. Listening to this podcast is not a substitute for engaging a lawyer to advise on your individual needs. Should you require legal advice on the issues covered in this podcast, please consult a qualified attorney. Under New York's Code of Professional Responsibility, portions of this communication contain attorney advertising. Prior results do not guarantee a similar outcome. Results depend upon a variety of factors unique to each representation. Please direct all inquiries regarding the conduct of Latham and Watkins attorneys under New York's Disciplinary Rules to Latham & Watkins LLP, 1271 Avenue of the Americas, New York, NY 10020, Phone: 1.212.906.1200

This episode is sponsored by Stepwell. Andrew Henry is the President of Red Cedar Solutions Group and the creator of Stepwell, a solution that manages all aspects of IDEA Parts B and C. Before founding Red Cedar Solutions Group in 2006, Andrew served as a teacher; school district technology coordinator; education technology researcher; state director for educational data; and chief officer for research and development at a national education laboratory. About Stepwell Stepwell is a collaborative web-based platform providing visibility for all aspects of special education compliance and monitoring at the district, regional, and state levels, including Parts B and C compliance with the Individuals with Disabilities Education Act (IDEA). Stepwell was created by Red Cedar Solutions Group, a team of former K-12 educators with first-hand experience creating tools to support state monitoring agencies.Stepwell for School DistrictsStepwell Facebook Stepwell Twitter (X) https://stepwelled.com/media/

Join Lozano Smith attorneys Joshua Whiteside, Jennifer Baldassari, and Haley Fagan in a discussion about special education inclusion following a return to in-person schooling post-COVID.  In this episode they discuss inclusive environments, recent case law, and next steps for the future.  Listen as they delve into inclusion and travel through past and present frameworks to better understand this complex topic. Show Notes & References 1:26 – What is inclusion? 2:38 – The history of inclusion and why it matters 2:54 – Individuals with Disabilities Education Act (IDEA) 7:07 – Inclusion levels in classrooms 8:40 – What an inclusive environment should look like 10:36 – Least Restrictive Environment (LRE) 11:38 – Rachel H. (Sacramento City Unified School District v. Rachel H. (9th Cir. 1994) F.3d 1405) and the four-factor test 13:08 – D.R. (D.R. v. Redondo Beach Unified School District (9th Cir. 2022) 56 F.4th 636) and grade-level standards (Client News Brief 15 - April 2023) 14:57 – Why IEP goals are not tied to grade-level standards 20:16 – Learning recovery and addressing disparities 23:22 – Referrals for inclusion programs 24:10 – Social Emotional Learning (SEL) curriculum 24:52 – Next steps for the future 26:52 – Multi-Tiered System of Supports (MTSS) 28:27 – Behavior, discipline, and support for students and teachers in the classroom 35:15 – Check-in's and coming back 37:03 – Final thoughts   For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

For our July shows, we are featuring a few of our most helpful episodes that you might have missed during the busy school year. Today's encore edition is the second part of last week's episode, where we take a closer look at what the law says about IEP eligibility. This part focuses on the “other health impairments” (OHI) category. As a reminder, the Individuals with Disabilities Education Act (IDEA), sets forth 13 eligibility categories, and each state is allowed to expand (but not shrink) these categories in their implementation. Join us to learn more!Show Highlights:What is covered by the OHI (Other Health Impairments) category of the IDEAHow the IDEA code mentions “educational performance” but not academicsWhy a health impairment does not mean a medical diagnosis but can be anything that impacts a child's healthWhy nothing in the code prohibits eligibility for a student with an OHI who is “making progress”Why we want to give parents information so they can ask about the IDEA code and how it is being interpreted for their child's eligibility Links/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

Founder of Equal Opportunities for Students, Elijah Armstrong, discusses the Heumann-Armstrong Educational Awards and advocacy for equal access in education. *Show Notes*Heumann-Armstrong Educational Awards: https://www.lls.edu/coelhocenter/heumann-armstrongeducationalawards/?fbclid=IwAR28khjodNS2d4kfvPfj4GZhifkNaPLdetYlPlcn6QxEhjcEjjdrVudIaOM  Applications are open from May 15th, 2023 until July 16th, 2023.Equal Opportunities for Students: http://www.equalopportunitiesforstudents.org/Equal Opportunities for Students YouTube Channel: https://www.youtube.com/channel/UCNnTaM30sgXTTuN8eDumX4w About Judy Heumann: https://judithheumann.com/project/about/Crip Camp (2020): https://cripcamp.com/ Being Heumann: https://judithheumann.com/being-heumann/ Section 504: https://www2.ed.gov/about/offices/list/ocr/504faq.htmlIndividuals with Disabilities Education Act (IDEA):  https://sites.ed.gov/idea/ The Rehabilitation Act of 1973: https://www.eeoc.gov/statutes/rehabilitation-act-1973 The UN Convention on Rights of Persons with Disabilities: https://social.desa.un.org/issues/disability/crpd/convention-on-the-rights-of-persons-with-disabilities-crpd Americans with Disabilities Act (ADA): https://www.ada.gov/ AAPD Internship Program: https://www.aapd.com/summer-internship-program/ Support the showTo view the video of this episode with closed captioning, ASL interpretation, and/or Spanish subtitles, visit our YouTube Channel: www.youtube.com/c/DisabilityRightsNewYork.(The views, information, or opinions expressed during the "Empire State of Rights" podcast are solely those of the individuals involved and do not necessarily represent those of Disability Rights New York.)

Education can open many doors in life, but if you're the parent of a special needs child, it may seem like those doors are not only closed but padlocked, leaving you and you alone to chart the educational course for your special needs child. Nearly a half-century ago, the Education for All Handicapped Children Act, which became the Individuals with Disabilities Education Act (IDEA), guarantees a free and appropriate public education for students with disabilities. Yet to this day, many parents and guardians of special needs children don't know how to access the services at their disposal because of this Act, nor do they even realize they're available. In this episode of Absolute Trust Talk, our guest will clear up some confusion surrounding this critical and complex topic. Kirsten Howe will speak with education consultant Kristen Sabo of National Care Advisors, who advocates for special needs children and connects them with the services they need to fully access their education — services guaranteed to them under federal law. Kristen has spent years working with school administrators, board members, families, and special needs students themselves, so she knows better than anyone just how impactful an effective educational team can be on the life of a child with disabilities. Throughout this discussion, you'll hear Kristen emphasize the importance of a collaborative, individualized approach to getting her clients the best possible educational outcome, as every special needs child has their own unique academic challenges. Join us as we discuss: The most common roadblocks that stand in the way of parents or guardians seeking the free and appropriate public education for their child that they're entitled to by law. What factors impact a child's Individualized Education Plan (IEP), how it is deemed appropriate for the student, and why it must change over time as the child matures? How Kristen's role differs markedly from that of an attorney, and why her approach — which emphasizes collaboration and a positive long-term relationship among parents or guardians, the school district, and the special needs student — can foster proactivity that will serve the best interests of the special needs student. The variety of special needs services that might be needed and how those services can improve or hinder the effectiveness of an IEP depends on the student and their needs.   And more! All children, including children with disabilities, are legally entitled to a free education in this country. Our goal in this episode is to help you walk away with a better understanding of the support programs available and how to access them as needed if your child or a child you know is struggling with their educational path.

SPECIAL LAUNCH EPISODE! Big Idea To Bestseller client and bestselling author, Dr. Myava Clark, celebrates the launch of her first book HELP! Support for Parents of Children with Learning and Thinking Differences to Feel Confident, Capable, and Fulfilled.  In this episode, Myava joins Jake and shares what made her want to write a book, how her idea evolved throughout her journey, and what was the toughest part of writing her book. Tune into learn what the book process taught Myava, how it's already helped countless people, and how she's already landed hundreds of publications since launch. About MyavaDr. Myava Clark has a PhD in Professional Studies which includes both Leadership & Administration and Higher Education. Dr. Clark is a wife and mother of two. She is a registered respiratory therapist and a neonatal pediatric specialist, as well as a college professor. Both her children had special needs: her son had learning differences and her daughter had medical challenges. As such, Dr. Clark is familiar with the requirements, rights, and experiences of both the individual education program (IEP) and the 504 Plan described in the Individuals with Disabilities Education Act (IDEA). Dr. Clark brings her experience to this book as a mother and an educator. After shepherding her two children through the education system, sometimes fighting for their rights, she learned what it takes to advocate for her children to get the appropriate services and support needed to help them reach their goals. Dr. Clark wrote HELP! Support for Parents of Children with Learning and Thinking Differences to Feel Confident, Capable, and Fulfilled to give parents the tools and support they need to navigate parenting children with learning and thinking differences. This book is a combination of Dr. Clark's personal experiences and a literature review of helpful resources and materials so that readers can find all the information they need in one place. Parents of children with learning and thinking differences can stop searching the internet to find the information they need and instead, they can turn to HELP! Support for Parents of Children with Learning and Thinking Differences to Feel Confident, Capable, and Fulfilled. Dr. Clark started a business with her son, Chris Jr., called CASEN (Collaborative Advancement for Social-Emotional Needs) LLC to further support parents of children with learning and thinking differences, as they meet the needs of their children. For more information about Dr. Clark and CASEN, head on over to her website, www.casenllc.comConnect with MyavaBuy Myava's bestselling book - HELP! Support for Parents of Children with Learning and Thinking Differences to Feel Confident, Capable, and FulfilledConnect with CASEN on LinkedIn Connect with Myava on LinkedInConnect with JakeText FREE to 661-669-7363 for a free copy of Jake's bestselling book, Big Idea To Bestseller Follow Jake: @jakekelferSubscribe to Jake's YouTube Channel - @jake_kelfer  Get Instant Access To Jake's Free Training: How To Write And Launch A Bestselling Book In 1 Hour A Day

For more information, resources, transcripts visit http://disabilityrightstoday.org/episodes/episode-8/ On March 21, 2023, the United States Supreme Court in Perez v. Sturgis Public Schools unanimously decided that individuals who have entered into a settlement resolving their claims under the Individuals with Disabilities Education Act (IDEA), can also pursue claims for money damages against school districts under the Americans with Disabilities Act (ADA) without exhausting the administrative process under IDEA. This decision reverses a decision made by the 6th Circuit Court of Appeals. Our guest is Ellen Saideman, a Rhode Island attorney who focuses much of her practice on the educational rights of students with disabilities and their families. In Perez v. Sturgis Public Schools, Ms. Saideman represented Mr. Miguel Luna Perez, a Deaf student, in his 6th Circuit Court of Appeals case against the Sturgis Public School system in Michigan. Our host for this podcast is Dr. Peter Blanck, Chairman of the Burton Blatt Institute at Syracuse University. Ms. Saideman and Dr. Blanck discuss how the Court's decision in Perez v. Sturgis Public Schools will affect the rights of students with disabilities under the ADA and IDEA. They will also explain how a similar U.S. Supreme Court case in 2017, Fry v. Napoleon Community Schools, paved the way for the Perez v. Sturgis decision.

Many parents get confused between 504 plans and an Individualized Education Program (IEP) when it comes to getting support for their kids. The confusion is understandable as both plans aim to accommodate those with disabilities and provide them with more opportunities and services.Let's dive into how school interventions can help kids with ADHD and other disabilities. We'll be joined by Vickie and Amanda, both attorneys and advocates of having a more inclusive place through the Inclusive Education Project.Vickie and Amanda's background in special educationVickie and Amanda are the perfect fit to answer the frequently asked questions about 504 and IEP, as they have been attorneys for more than 10 years in special education.Vickie grew up seeing what IEP was like since she has a cousin who is on the spectrum and went through IEP. Initially, she envisioned herself being in the environmental law field but then realized that she liked working with parents at the clinic. So, being a year ahead of Amanda, she waited for the latter to graduate to start a new chapter together.As for Amanda, she likes working with kids with special needs all her life. She has been serving as a voice for those who cannot speak for themselves and to fight for the rights of all children. She always emphasizes the need for children to be nurtured and valued.Vickie and Amanda didn't like how the legal system works. However, they wanted to provide more than just legal services to the public, so they started a podcast to educate families, administrators, teachers, and just everyone in the community.The difference between a 504 plan and an IEP.Unfortunately, there are still schools that are not yet fully informed about the difference between a 504 plan and an IEP. Vickie and Amanda gave a precise explanation as regards the two.In order for you to qualify for the benefits of Section 504 of the Rehabilitation Act, your kid must (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. As for IEP, a child must have a disability and need special education. The Individuals with Disabilities Education Act (IDEA) sets forth the parameters for IEP to provide better services and opportunities as regards special education.If your child needs physical support in order to access the learning environment, you should be getting a 504 plan. On the other hand, if we're talking about actual and direct services or supports that are going to help the substantive nature of learning, those need to be done in an IEP. When we talk about education, we're not just referring to academics but also vocational skills, including daily living skills and social and emotional skills. So there is really a need for a formal assessment. If a child is diagnosed with ADHD, are they automatically entitled to a 504?No, you don't just get a 504 automatically, as there are eligibility requirements followed for Section 504 of the Rehabilitation Act. However, if you have a doctor's diagnosis, you can bring it with you. Assessments are also necessary for parents to know which 504 or IEP plan is appropriate for their kid. It needs to be rooted in more than a piece of information. How they behave or function in and out of the classroom is also considered.The importance of putting everything in writingIt greatly helps to have everything in writing because you never know when you might need support. When you have conversations with others, try writing them down as notes. It's similar to having a paper trail when it comes to work. If you're requesting support for your kid, the school team can assist you. The school team should help you put what you want...

Audio of Luna Perez v. Sturgis Public Schools (March 21, 2023) Majority Opinion of the U.S. Supreme Court.

Have you ever felt confused, overwhelmed, or lost when it comes to the ins and outs of your child's transition to school? This installment of Feeling This Life is for you! Through this silly episode, Megan and Sonnie, both moms to preschoolers with visual impairments, go head-to-head to answer as many questions as they can about the Individuals with Disabilities Education Act (IDEA). Kathy Mullen, director of education at VIPS and IDEA expert, shares everything a family needs to know to be empowered for the transition from early intervention to school based services. Resources discussed in today's episode: Paige's PowerPoint resource: Special Education Important Terms to Know & IDEA Statute.pptx Article: Your child's rights: Important terms to know: https://www.understood.org/en/articles/your-childs-rights-important-terms-to-know Full IDEA statute: https://sites.ed.gov/idea/statuteregulations/ Please give us your feedback using this survey link: https://educationutah.co1.qualtrics.com/jfe/form/SV_39OmBvMih6MlgNw Make a Donation to- VIPS: https://secure.vips.org/np/clients/vips/donation.jsp?forwardedFromSecureDomain=1&campaign=495 Anchor Center: https://www.anchorcenter.org/get-involved/donate/ Get in touch with us! Follow us on Facebook @Feelingthislifepodcast and Instagram @Feelingthislife Email: feelingthislife@vips.org Jenny: jcastenir@vips.org Paige: pmaynard@vips.org Dr. Cathy: csmyth@anchorcenter.org www.anchorcenter.org www.vips.org

Our February series on IEP eligibility continues in this episode. Today's focus is on the “other health impairments” category. As an explanation, the Individuals with Disabilities Education Act (IDEA) sets forth 13 eligibility categories, and each state is allowed to expand on those categories but not shrink them in their implementation. Join us for a closer look.Show Highlights:What is covered by the OHI (Other Health Impairments) category of the IDEAHow the IDEA code mentions “educational performance” but not academicsWhy a health impairment does not mean a medical diagnosis but can be anything that impacts a child's healthWhy nothing in the code prohibits eligibility for a student with an OHI who is “making progress”Why we want to give parents information to ask about the IDEA code and how it is being interpreted for their child's eligibility Links/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

A case in which the Court will decide whether and when the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) require a student to exhaust his administrative proceedings against the school district when such proceedings would be futile.

A case in which the Court will decide whether and when the Individuals with Disabilities Education Act (IDEA) and the Americans with Disabilities Act (ADA) require a student to exhaust his administrative proceedings against the school district when such proceedings would be futile.

The Individuals with Disabilities Education Act (IDEA) preserves the rights of children with disabilities to bring claims under the Constitution and other federal anti-discrimination statutes, so long as they exhaust the IDEA's administrative procedures if their non-IDEA suit "seek[s] relief that is also available under [the IDEA]." 20 U.S.C. § 1415(l). In the decision below, the Sixth Circuit affirmed the dismissal of petitioner's claim under the Americans with Disabilities Act for failure to exhaust-even though that claim had been dismissed from petitioner's IDEA administrative proceedings, and even though petitioner had settled his IDEA claim with the school district to the satisfaction of all parties. The Sixth Circuit broke with eleven other circuits by holding that Section 1415(l)'s exhaustion requirement is not subject to a futility exception. The Sixth Circuit also held that Section 1415(l)'s exhaustion requirement applies even when the plaintiff is seeking money damages, a remedy that is not available under the IDEA. The questions presented are: 1. Whether, and in what circumstances, courts should excuse further exhaustion of the IDEA's administrative proceedings under Section 1415(l) when such proceedings would be futile. 2. Whether Section 1415(l) requires exhaustion of a non-IDEA claim seeking money damages that are not available under the IDEA. https://www.supremecourt.gov/search.aspx?filename=/docket/docketfiles/html/public/21-887.html

Having experienced being a school based SLP from early intervention through to programs for students up to 22 years old, today’s guest, Bridget Karp, now works in a middle school and is loving it! In this episode, Bridget talks with Katie Widestrom-Langraf about her individual and group work with autistic, medically fragile students, and resource classes. She talks about the benefits and challenges of using push-in and pull-out models, what services she provides, what she’s learning more about as she needs to, and challenges around scheduling, student buy-in and managing workload. Bridget and Katie also discuss SLPs provisions of “related services” under the Individuals with Disabilities Education Act (IDEA). Visit FreshSLP.com/podcast for this episode's show notes, a full audio transcript and more great resources at the intersection of grad school and a successful SLP career.Not a substitute for a formal SLP education or medical advice for patients/caregivers. Fresh SLP is in no way affiliated with or representing any university.

Professional discretion and acting in the best interest of the child affords school district officials options to unravel the snags created by their own protocols and policies webs. What happens when a school district doubles down behind flawed policies? What recourse exists for parents? In this episode, Doc shares an authentic case study from his special education legal issues course. Would you ban a kindergarten student with epilepsy from attending school because of her doctor-prescribed CBD oil? THE CASE (The following is copied from Rogoway Law Group, 2018). “Brooke Adams is a five-year-old girl diagnosed with Dravet Syndrome, a rare and severe form of epilepsy. Brooke currently uses medicinal cannabis-derived CBD oil to significantly reduce the frequency of seizures and medicinal cannabis-derived THC oil as an emergency medication to quickly stop seizures once they start. Brooke obtains both oils pursuant to a valid recommendation from a licensed physician. The Rincon Valley Union School District refused to place Brooke on a District campus because it alleged that her medication is not permitted on a school campus or school bus under both state and federal law; instead, in April 2018, the District offered to Brooke an individualized educational program (“IEP”) that included only one (1) hour of home-based schooling each day.” SPECIAL EDUCATION DUE PROCESS HEARING. Under the Individuals with Disabilities Education Act (“IDEA”), schools are required to ensure that all children with disabilities have access to a free appropriate public education (“FAPE”) that emphasizes special education and related services designed to meet the child's unique needs. When a parent believes that their child has been denied FAPE (in this case, the parents believed the school district was required to educate Brooke with her peers), they can pursue what is known as a “due process hearing” that compels the state's department of education to investigate and then rule on findings of whether the school district violated the students procedural rights, failed to provide FAPE, and also the remedy. The special education due process hearing essentially is a trial including lay and expert witnesses, exhibits, testimony, and briefs filed by the parties. Schools are always represented by an attorney, often via their errors and omissions insurance policy. Parents can retain an attorney or represent themselves. IS CBD OIL ILLEGAL IN SCHOOLS? This varies from state to state, but CBD oil is typically not illegal in schools. However, schools can create policies that ban CBD oil - including CBD oil prescribed by a physician. REASONS WHY DISTRICTS BAN CBD OIL. CBD oil is a slippery slope as it cannot, per federal law, contain more than .3 percent THC (tetrahydrocannabinol). Anything with more THC is considered a schedule 1 drug by the Drug Enforcement Administration and is federally illegal. CBD oil is not sold through typical state-regulated pharmacies. The purity and level of THC in the product is regulated by the manufacturers and sellers, not the FDA. The methods for measuring the level of THC might not be uniform across manufacturers. School staff can test if CBD oil contains THC, but they wouldn't be able to determine the percentage of CBD. A school nurse, or designee, administering CBD oil that somehow contained more than .3 THC would be, in fact, committing a schedule 1 federal drug offense! A school nurse could lose his license! WHY IS THIS A PROBLEM? The Department of Education at the state level is unwilling to give clear guidance on the administration of CBD oil prescribed by a doctor. Instead, state agencies offer vague guidance and direct districts to consult their own legal counsel to inform a stance on the matter. DISCRETION AND ACTING IN THE BEST INTEREST. School officials had options to remedy this situation before it landed on the judge's desk. One course of action would have been to modify the school's board of education policy to permit the administration of CBD oil with a doctor's order. Another plan might have involved working with the manufacturer of the CBD oil to become better informed, and confident in, the monitoring for THC in the end product. Ultimately, the state should have made a clear ruling affirming the use of CBD oil in school and to hold harmless staff for administration of CBD oil that might contain trace amounts of THC. What would you have done? RULING. The judge ruled that Rincon Valley Union School District had denied 5-year-old Brooke Adams a “free and appropriate public education” in the “least restrictive setting” — which federal special education law requires. Hooray, Brooke went to school! SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 198 of The Safety Doc Podcast published on 12-13-2022.  Purchase Dr. Perrodin's Books: School of Errors – Rethinking School Safety in America. www.schooloferrors.com Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/religion

In 1988, Sandi and Larry Zobrest sued a suburban Tucson, Arizona, school district that had denied their hearing-impaired son a taxpayer-funded interpreter in his Roman Catholic high school. The Catalina Foothills School District argued that providing a public resource for a private, religious school created an unlawful crossover between church and state. The Zobrests, however, claimed that the district had infringed on both their First Amendment right to freedom of religion and the Individuals with Disabilities Education Act (IDEA). In Disability Rights and Religious Liberty in Education: The Story Behind Zobrest V. Catalina Foothills School District (U Illinois Press, 2020), Bruce J. Dierenfield and David A. Gerber use the Zobrests' story to examine the complex history and jurisprudence of disability accommodation and educational mainstreaming. They look at the family's effort to acquire educational resources for their son starting in early childhood and the choices the Zobrests made to prepare him for life in the hearing world rather than the deaf community. Dierenfield and Gerber also analyze the thorny church-state issues and legal controversies that informed the case, its journey to the U.S. Supreme Court, and the impact of the high court's ruling on the course of disability accommodation and religious liberty. D​​​​avid A. Gerber taught American History at the University at Buffalo (SUNY) from 1971 to his retirement in 2012. He was founding Director of the Center for Disability Studies at UB, and served in that capacity from 2009 through 2012. His interests in History have been grown over the course of years to encompass manifestations of personal and social identity in a wide variety of groups and individuals including during the course of his career: African Americans; American Jews; American Catholics; European immigrants, and people with disabilities. Bruce Dierenfield has long been interested in the history of American race relations, and has written a popular textbook on the civil rights movement and another on African-American leadership since enslavement. As Peter Canisius Distinguished Teaching Professor, Dierenfield organized the “African-American Experience,” led student trips to West Africa and the Deep South, and invited distinguished historians and many influential activists of the 1960s to speak on campus Shu Wan is currently matriculated as a doctoral student in history at the University at Buffalo. As a digital and disability historian, he serves in the editorial team of Digital Humanities Quarterly and Nursing Clio. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/law

Doc highlights what has changed in school safety since the May 24, 2022, Robb Elementary School shooting that ended the lives of 19 students and 2 teachers in Uvalde, Texas. He interprets how schools will be impacted by the Bipartisan Safer Communities Act (signed into federal law July, 2022). Doc peruses each website to critically evaluate and assign ratings to the existing and “new” school safety clearinghouse websites. BIPARTISAN SAFER COMMUNITIES ACT: Per Everytown.org, the bill will purportedly enhance background checks for buyers under 21; support state red flag laws; disarm domestic abusers; clarify who must run a background check; crack down on gun trafficking; fund community violence intervention; invest in mental health services; and provide school safety funding. We will examine some of the centerpieces of the school safety section of the bill. (1) ANOTHER (and competing?) SCHOOL SAFETY RESOURCES WEBSITE. The bill installed schoolsafety.gov as the “official” repository for best practices in school safety. It will be situated at the Department of Homeland Security. However, this action is confusing because the U.S. Department of Education, Office of Safe and Supportive Schools, already has the robust and updated Readiness and Emergency Management for Schools Technical Assistance Center, or REMS. And, REMS TA has a “toolbox” feature that allows schools across the country to upload forms, job descriptions, tabletop exercises, organizational charts, and more - to be curated, easily-searched, and freely shared. These are from-the-field tools. (2) MORE MENTAL HEALTH DOLLARS TO SCHOOLS. Expanded reimbursement for schools billing Medicaid for Individualized Education Plan (IEP) mental health services. And, $500 million each for the School Based Mental Health Services Grant Program and the School Based Mental Health Service Professionals Demonstration Grant. The expected outcome is hiring and training more staff, but this doesn't seem to be a problem that will be solved by more funding as school staffing shortages haven't been ameliorated by increased pay and bonuses. In August of 2022, Des Moines Public Schools offered a $50,000 bonus to teachers who planned to retire but are willing to work another year. Also, grants are temporary. They are intended to start the ball rolling, not to keep the ball rolling. Professionals will hesitate to accept even well-paying grant-funded positions. (3) EXPAND ACCESS TO JUVENILE MENTAL HEALTH RECORDS. Thorough reviews of potential gun buyers under the age of 21 will require implementing a new protocol for checking juvenile records. This implies access to a student's school records - specifically, discipline, disability, or mental health records. These are areas strongly protected by the Individuals with Disabilities Education Act (IDEA) and Family Education Rights and Privacy Act (FERPA). This is a can of worms and will vary greatly per perceived discretion and authority to make a subjective summary decision based upon a student's records. Schools might counter by pushing more behavioral events “off the books” by a practice known as ‘abeyance agreements.' GLARING OVERSIGHTS FROM THE BILL: LOCKED DOORS AND REGULATED DEVICES. Absent from the school section of the bill was a requirement that schools lock their doors during instructional time. This decision continues to be defaulted to the states. Kentucky (2020) requires that schools lock their doors. Recently California, Wisconsin, Florida, and Massachusetts have taken steps toward stronger emphasis on “best policy” to require doors to be locked. However, most school districts' board of education policies or handbooks continue to use the term “should lock doors” instead of “must lock doors.” It's clear this is done to dodge accountability and liability. In addition, school safety devices or apps continue to be unregulated and able to be marketed and purchased by schools without some standard of testing and pilot trials. Think of Underwriters Laboratories, but for school safety. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. This podcast and blog post represent the opinions of David P. Perrodin and his guests to the show. This is episode 182 of The Safety Doc Podcast published on 08-12-2022.   Purchase Dr. Perrodin's Books: School of Errors – Rethinking School Safety in America. www.schooloferrors.com Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com 

ONCE UPON A GENE - EPISODE 144 Summer Surfing - Get On Top of the IEP Wave - Things You Can Do This Summer to Make Next Year Better with Gay Grossman Gay Grossman is the co-founder of ADCY5.org and she's a mom to her 25 year old daughter Lilly who lives with a rare disease. She's been an advocate for everyone in the rare disease community for over 20 years. She shares her knowledge with us about IEP's and how to be the fiercest, most equipped advocates we can be. EPISODE HIGHLIGHTS What is the difference between 504 and IEP? A 504 is the plan utilized to help kids that may need adaptations or accommodations in the classroom. An IEP is a federal document that has to be followed by school districts that provides individual support to a single child. An IEP is changed yearly and often to ensure a child has the accommodations needed to access their education.  How can parents prepare for and restructure IEP meetings?  Several people will be there and the first step is generally to go around the room reading reports about a child's diagnosis and challenges. Ahead of the meeting, request that all reports are provided a week before the meeting so you can create an agenda. Read the reports at home and create an agenda that begins with an overview of top needs and how to meet those needs.  Who writes an IEP and what should parents know about it? The IEP is written by the school. Take the IEP home, review it and ensure you understand it before you sign it. An IEP is a legal contract, so it's important to document, take good notes, communicate through email, and cover yourself. You can call an IEP meeting any time of year, but avoid the end of the school year to maximize time and attention. It's okay to hire an advocate or attorney or invite a friend to be in attendance at the meetings.  What advice do you have for parents going into their first IEP? If a goal doesn't seem measurable, it's not a goal you care about, or it's not a goal your child strives for, make a new goal. Focus on highlighting goals that are helpful so you can change goals that aren't helpful. Request a meeting with the school, visit the classroom to familiarize yourself, ensure the goals that you've prioritized are obtainable.  LINKS & RESOURCES MENTIONED Global Genes Patient Advocacy Summit https://globalgenes.org/event/rare-patient-advocacy-summit/ Individuals with Disabilities Education Act (IDEA) https://sites.ed.gov/idea/ ADCY5.org https://www.adcy5.org/ TUNE INTO THE ONCE UPON A GENE PODCAST Spotify https://open.spotify.com/show/5Htr9lt5vXGG3ac6enxLQ7 Apple Podcasts https://podcasts.apple.com/us/podcast/once-upon-a-gene/id1485249347 Stitcher https://www.stitcher.com/podcast/once-upon-a-gene Overcast https://overcast.fm/itunes1485249347/once-upon-a-gene CONNECT WITH EFFIE PARKS Website https://effieparks.com/ Twitter https://twitter.com/OnceUponAGene Instagram https://www.instagram.com/onceuponagene.podcast/?hl=en Built Ford Tough Facebook Group https://www.facebook.com/groups/1877643259173346/ Once Upon a Gene TV https://www.thedisordercollection.com/

Today we have the privilege of introducing you to Oklahoma Family Network's newest staff member and sharing a small portion of her experience and perspective learning her daughter has Down Syndrome. This is a real and honest conversation that will touch your heart. We Saved You A Seat, sat down with Jamese Siranga on March 21 (World Down Syndrome Day) and discussed the impact Down Syndrome has on their beautiful family.  You will walk away from today's podcast with a full heart after hearing from Jamese and want to hear more from her, as she shares her family and daughter, Selah, with us. Resources Mentioned: SoonerStart is Oklahoma's early intervention program designed to meet the needs of families with infants or toddlers (ages birth to 3 years old) with developmental delays and/or disabilities in accordance with the Individuals with Disabilities Education Act (IDEA). The program builds upon and provides supports and resources to assist family members to enhance infants or toddler's learning and development through everyday learning opportunities. For more information:  https://oklahoma.gov/health/family-health/sooner-start.html Song by India.Arie: I Am Not My Hair https://g.co/kgs/rqMSL2   #WorldDownSyndromeDay #DownSyndrome #Trisomy21 #TrisomyAwareness #SoonerStart #OklahomaDownSyndromeAssociation #IndiaArie  

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')

Tis the season…It's the season… the season of holidays, family, sweets, some (hopefully) time off of work, the sun going down way too early…. oh and cramming for CEUs before the deadline of 12/31! We hope many of you got a chance to participate in our SLP Nerdcast Sale Extravaganza that started on Black Friday. If you missed it, no worries, the Sale Extravaganza is on until 9:00 AM EST on Friday December 3rd. Every day at 9:00 AM we spin a wheel - yes, it's an actual wheel - to pick the deal of the day. The deal is available for 24 hours - we hope it helps everyone cram in the CEUs they need before the year comes to an end!We have some good stuff in store this month! Check it out:December 9th, 2021 Live Webinar: Time Saving Tips for SLPs: Technology to Manage Your Workload. Offered for .1 ASHA CEU.Our guest, Michelle Boisvert, will join us to review the top six most time-consuming workload responsibilities for school-based SLPs and provide time-saving tips to help reduce workload management. There will be a focus on strategies to prioritize technology and discussions of the software, collaborative platforms, websites, and apps currently in the market. This workshop will help SLP's of all levels understand technology as it will contain real-world applications and experiences. Register here.December 13th, 2021Podcast Course: Optimizing AAC Implementation in Schools: Barriers and Solutions.In this episode, our expert guest, Vicki Clarke, walks us through the process of acknowledging and breaking down access and opportunity barriers to AAC service delivery in the school setting. Vicki offers a great combination of straight talk, humor, and expert guidance to help you and your team widen your focus to all stakeholders and environments to offer wrap-around style services that extend beyond the shiny promises of the AAC tech alone. Pre-order here.December 20th, 2021Podcast Course: A Day in the ICU with Sara Penrod.In this episode, our expert guest Sara Penrod, who is a career-long medical SLP, walks us through thought-provoking and practice-changing info related to working in an intensive care unit. This is a true, whole-body, whole-patient episode with lots of big words and even bigger ideas, including some shout outs to the power of a positive partnership with nurses- in many ways, the life-blood of the critical care unit and the thread that connects the intimate needs of the patient to the rest of the team. Pre-register here.What's Next?We everyone enjoys the holiday season and has a safe and Happy New Year! We have a lot of great stuff coming in the beginning of the new year, including two really great live webinars. The first is TOTALLY FREE - we are hosting a completely free live webinar on goal writing and progress monitoring in speech and language pathology. It will be offered for .1 ASHA CEUs - free to attend, and free ASHA CEU processing. Just because. The second is really exciting - we are welcoming an attorney to discuss the Individuals with Disabilities Education Act (IDEA) and the SLP. There are waitlists for both of these webinars on our website and you will be able to register soon. Our podcast course lineup for January is stellar too, including topics on executive functioning, supervision, and childhood apraxia of speech. Stay tuned for more info, follow us on our social media channels or subscribe to our email list for the most up to date information. As always, if you feel so included please leave us a review in your podcast player it would mean a ton to us - Thanks so much for listening! __SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don't have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at info@slpnerdcast.com anytime! You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!