Podcasts about fape

Janet Elliot, author of The Alien Savant; the history of special education,/before the diagnosis of autism-neurodivergent family inclusion joins Shannon to discuss her book and the state of special education today.  Today's jargon term is FAPE.

Dirigido y moderado por José Luis Arranz. Hoy nos acompañan Rafael Díaz, Antonio Roche, Adolfo Santos y Ángel Caparrós. Opinión, debate y entretenimiento. Buena compañía y buena conversación. * Episodio callejero desde... Librería Luces · Alameda Principal, 37 · 29001-Málaga * Hemos hablado de... · Haremos un repaso por la historia de la prensa en Málaga desde la salida de 'Sol de España' hasta la actualidad ·* Emitido en directo el... 26 de abril de 2025* 'Podcasteando con amigos' en... WhatsApp: https://www.podcasteando.es/agoraInstagram: https://www.instagram.com/podcasteandoconamigos* Conócenos mejor... RAFAEL DÍAZ PINEDA (Ronda, 1952) es periodista gráfico. En el año 1968 comienza a trabajar como fotógrafo en un estudio familiar en Ronda y como corresponsal de varios diarios regionales. En el año 1972 se traslada a Málaga para trabajar como redactor gráfico en el desaparecido periódico “Sol de España”, hasta 1982 que entra a formar parte de la plantilla de fotógrafos de la Agencia EFE, donde ha terminado su vida laboral como periodista gráfico. Ha cursado estudios en la Facultad de Bellas Artes de la Universidad de Málaga. Ha publicado varios libros de fotografías periodísticas y tiene premios nacionales de fotoperiodismo entre ellos 3 “Premios Andalucía de Periodismo” que otorga la Junta de Andalucía anualmente. Ha realizado viajes por todo el mundo para cubrir diversas informaciones gráficas como mundiales y eurocopas de fútbol, olimpiadas y visitas oficiales a otros países de los Reyes de España, presidentes de Gobiernos y ministros. En el año 2009 la Diputación de Málaga le concede la Medalla de Oro de la Provincia. En 2010 el Ayuntamiento de Ronda le nombra Hijo Predilecto de la ciudad. La Asociación de la Prensa de Málaga le concede la Medalla de honor del Periodista en el año 2014. ANTONIO ROCHE GONZÁLEZ (Casablanca, Marruecos, 1958) es Periodista en excedencia del Diario Sur, donde ha estado 21 años. Ha pertenecido también a las redacciones de Sol de España, Ideal de Granada, El Diario de la Costa del Sol y La Gaceta de Málaga, periódico del que llegó a ser director. Ha escrito en los diarios del grupo Vocento, ABC, El Mundo, Tribuna de Actualidad, Informaciones de Andalucía, El Independiente y Mundo Diplomático, entre otros muchos. Ha colaborado con las agencias de noticias Logos y Europa Press, con Radio 80 y numerosos medios radiofónicos y televisivos. Ha sido, asimismo, coautor de varios libros de distintas temáticas y guionista de trabajos videográficos. Es miembro de la Asociación de la Prensa de Málaga, del Colegio de Periodistas de Andalucía y de la Federación de Asociaciones de Periodistas de España (FAPE).JOSÉ LUIS ARRANZ SALAS (Málaga, 1968) es Informático y Comunicador. Cuenta con más de 30 años de experiencia profesional en los diferentes sectores de las Tecnologías de la Información, la comunicación y la docencia. Docente vocacional ha impartido cursos en distintos centros y universidades. Es emprendedor en Celinet Soluciones Informáticas. Entrevistador en Entrevistas a Personas Interesantes (Mejor Blog de Actualidad en los Premios 20 Blogs de 20 Minutos). Podcaster en Podcasteando con amigos. ÁNGEL CAPARRÓS VEREDA (Málaga, 1968) es Informático, administrador de sistemas, especializado en diseño y programación de equipamientos electrónicos de automoción, control de acceso, flotas, laboratorios y observatorios astronómicos. Astrófilo desde que vió unos puntos brillantes en el cielo, y constructor de telescopios desde que aprendió a usar la sierra y el martillo. ADOLFO SANTOS FLORIDO (Málaga, 1968) es Informático, padre y talibán del asfalto. Cuenta con más de 25 años de experiencia en TIC y especialmente en el Tráfico y la Seguridad Vial con mayúsculas. * Disclaimer: Las opiniones vertidas en este podcast las realiza cada contertulio a título personal. La responsabilidad, a todos los efectos, de todo lo dicho es exclusiva de esa persona.

Many people classify swallowing and feeding intervention as a “medical” service that shouldn't be addressed in the schools.  This is a very black and white (and inaccurate) way of thinking. Children with complex medical needs have a right to FAPE. Measuring whether or not students are accessing their curriculum can't be solely based on grades; which is unfortunately what many teams default to when it comes to determining if services and accommodations are educationally relevant. That's why I invited pediatric swallowing and feeding specialist Carolyn Dolby to the De Facto Leaders podcast to talk about what school teams can, and SHOULD be doing for swallowing and feeding in the schools. Carolyn Dolby, MS, CCC-SLP, specializes in pediatric feeding and swallowing evaluations and interventions as the Dysphagia Support Speech Language Pathologist for a large public school in the Pacific NorthWest. In her prior experience as a clinician, she has served populations across the lifespan in medical, in-home, and private practice settings. Her graduate-level courses for the University of Houston prepare the next generation of school-based dysphagia providers. In her ‘Bite-Sized Advice' private practice, she provides consultation services and dysphagia support nationwide. She presents locally and nationally with a focus on delivering dynamic dysphagia services.In this conversation, we discuss:✅The phases of swallowing, including the “pre-oral phase” schools need to consider.✅How the environment and events leading up to meal times impact a kid's ability to eat safely and efficiently in the lunchroom. ✅Why the “curriculum” isn't just about academic areas, and removing a child from an opportunity to socialize can be a violation of their rights. ✅Children need to be able to access their LRE. They can't do this if they can't maintain adequate nutrition and hydration across the school day.✅Court cases, legal mandates, and which “medical” services schools should be providing. You can connect with Carolyn at c1dobly@gmail.com.Listen to the School of Speech Podcast here: https://www.youtube.com/playlist?list=PLAqLI0-BOrrL4ftJWyDf1HewdiHAjKGuJ Listen to my interview on the School of Speech Podcast called “Positioning Yourself as a Literacy and Executive Functioning Expert on Your School Team” here: https://www.youtube.com/watch?v=XmY0MR6H7QM&list=PLAqLI0-BOrrL4ftJWyDf1HewdiHAjKGuJ&index=4Resources mentioned in this episode:Emily Homer's Students Eat Safely Website. Link here: https://www.emilymhomer.comThe International Dysphagia Diet Standardisation Initiative (IDDSI) website: https://iddsi.orgIn this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here: https://drkarenspeech.com/languagetherapy/ We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

Esto es un extracto de la Tertulia de AutoFM que se emite cada jueves en Onda Cero Llamamos a Nacho Rabadán,gerente de CEEER para que nos resuelva la duda de si te pueden sancionar por repostar tu mismo. CEEES denuncia ante FAPE la proliferación de bulos sobre las estaciones de servicio • La confederación ha interpuesto una docena de reclamaciones ante la Comisión de Arbitraje, Quejas y Deontología del Periodismo de FAPE • Ha pedido también amparo al ministro de Derechos Sociales, Consumo y - La Confederación Española de Empresarios de Estaciones de Servicio (CEEES) ha remitido un escrito a la Federación de Asociaciones de Periodistas de España (FAPE) con el objetivo de poner en conocimiento de sus responsables la proliferación en medios de comunicación de bulos que tienen como desgraciadas protagonistas a las gasolineras. El escrito recopila varios de estos artículos, clips de vídeo emitidos en horario de máxima audiencia en una cadena de televisión de ámbito nacional y publicaciones en los perfiles de redes sociales de determinados medios de comunicación en los que se informa de que multas de la DGT a los automovilistas que se sirvan por sí mismos en ciertas gasolineras. Evidentemente, esa afirmación es lisa y llanamente un bulo. Algunos artículos citan el artículo 115 del Reglamento General de Circulación, si bien parece evidente que ninguno de los periodistas que firman esas publicaciones se ha tomado la molestia de leer el mencionado artículo, que está disponible aquí. Otras publicaciones mencionan el artículo 13.3 del Real Decreto 706/2017, una Instrucción Técnica Complementaria que regula materias vinculadas a la seguridad industrial en las estaciones de servicio. El texto puede consultarse aquí y, por supuesto, no incluye ninguna mención a las supuestas multas de la DGT. Es lógico, pues las autoridades competentes para velar por el cumplimiento de esta norma son las consejerías de Industria de las comunidades autónomas. Además de poner la confederación a disposición de FAPE y de sus asociados para solventar cualquier duda relacionada con nuestro sector, CEEES ha remitido además una docena de reclamaciones oficiales a la Comisión de Arbitraje, Quejas y Deontología del Periodismo de FAPE. Adicionalmente, CEEES ha remitido un escrito al ministro de Derechos Sociales, Consumo y Agenda 2030, Pablo Bustinduy, con el objetivo de que su Ministerio emprenda una campaña de información a la ciudadanía acerca de los derechos y obligaciones de los usuarios de estaciones de servicio, con el objetivo de ofrecer información oficial veraz y útil a los automovilistas. Por supuesto, la confederación tiende la mano al Ministerio para colaborar en la elaboración de esa guía de uso de las estaciones de servicio españolas, controladas en un 70% de los casos por pymes familiares. Sobre CEEES La Confederación Española de Empresarios de Estaciones de Servicio (CEEES) es una entidad nacional sin ánimo de lucro constituida hace más de cuarenta y cinco años con el objetivo de ser el lugar de encuentro de todos los empresarios españoles de Estaciones de Servicio. CEEES, que defiende los intereses de miles de empresarios independientes de estaciones de servicio, centra su actividad en representar a sus asociados ante las distintas instituciones y organismos nacionales, autonómicos y locales, en defensa de su actividad profesional y acción común para obtener mejoras materiales, sociales y laborales para el sector y para el conjunto de la sociedad española. Todos los podcast: https://www.podcastmotor.es Twitter: @AutoFmRadio Instagram: https://www.instagram.com/autofmradio/ YouTube: https://www.youtube.com/@AutoFM Contacto: info@autofm.es

Decoding the ABCs of Acronym Overload - A Pep Talk by YOUR Principal"Good morning, team! Today's priorities: align PPG with MTSS strategies, focusing on PBIS to reduce ODRs. Address RTI needs for students with ADD, ADHD, or OHI in IEPs and 504s. Boost ELA, MAPE, and SEL through targeted SLOs. Support ELL students via SSI and ensure compliance with FAPE and ESSA. Plan interventions during PLC to discuss SPED and ESY. Tonight: report PBIS, IEP, and SEL gains to the BOE. In fact, I'm going to take them directly to the BOE for you.  Let's make this count people!" We've got this together."  Holy crap! It's like the DaVinci code. We need to have some kind of code breaker.Do you have a story to share? Do you just want to talk? Send us a text! #holidayParties #StaffParties #TheyDontPayMeEnoughForThis, #IGiveUp, #HandsToYourself, #WhyDoIBotherDressingUp, #WhatItsAllAbout, #LessonPlan, #BathroomBreak, #DanielsonModel, #TryingToBeNice, #StopTheWorldIWantToGetOff, #WeDidntKnow, #WeDidntKnowWhatWeDidntKnow, #StressedTeacher, #funny,#NiceTry #StillFail #elementaryHumor, #DoAsISayNotAsIDo , #AForEffort, #IsItSummerYet, #ImHip #CoolTeacher, #WhyIsThisSticky, #ClassPets Please contact us with comments or questions at podcastwedidntknow@gmail.com. Facebook: https://www.facebook.com/SueandLisaInstagram: https://www.instagram.com/wedidntknowpodcast/YouTube: https://www.youtube.com/channel/UCgpsWcy93XJpleqVCML4IBQThanks for listening! -Sue and Lisa #teacherlife #teachersofinstagram #teacher #iteach #teachers #iteachtoo #funnyteacherstories #education #teaching #school #teach #teacherstyle #classroom #teacherretirement #teachertribe #learning #teacherproblems #students #elementaryteacher #primaryteacher #cryingteachers #elementary #thirdgrade #fourthgrade #fifthgrade #cryinginmycar #teacherfunny #ageism #proudtoteach #teachermamas #recessduty

La Federación de Asociaciones de Periodistas de España (FAPE) ha condenado las agresiones que han sufrido los periodista que han informado sobre la catástrofe de la DANA desde las calles valencianas. Abordamos este tema en 24 horas de RNE con Miguel Ángel Noceda, presidente de la FAPE: "Estos ataques no tienen sentido. La información falseada que venía de las redes sociales es la que alienta a esta gente a insultar y agredir". "Quiero destacar la gran profesionalidad de los que estaban allí y que han demostrado esa profesionalidad estando en primera fila, cumpliendo con el deber de servicio público que tenemos los periodistas y ofreciendo la información veraz a la ciudadanía", ha subrayado el presidente de la Federación de Asociaciones de Periodistas de España. "Hay que tener en cuenta que sin periodismo no hay democracia y nosotros estamos ahí para luchar contra eso y contra la desinformación", ha explicado Miguel Ángel Noceda. Escucha la entrevista completa en RNE Audio. Escuchar audio

On today's show Shannon welcomes Special Education Attorney and Self-Advocate Michael Gilberg to discuss the role of advocates and attorneys for individuals  with an Autism Spectrum Diagnosis.  Today's jargon is FAPE.

Dr. Bruce Tinor returns to the podcast for an informative conversation about his work as a principal at The Child and Career Developmental Center of Chester County, Pennsylvania. Long-time listeners will recall that Bruce originally joined me in Session 197.  In this podcast, we talk all things alternative ed. Specifically, Bruce gives a quick review of how students find their way to his school, and in doing so, provides a mini-seminar in FAPE (and if you're not familiar with that acronym, you will be shortly). We talk about working in a multidisciplinary setting, how those related services are provided, improving academic skills as a behavioral intervention, and in general, what it's like to be a BCBA and a school principal. In many ways, this is a podcast about culture and leadership too. Bruce talks about his interview practices and how he supports teachers and staff throughout the day. We also talk about some of the unique Tier 1 and Tier 2 behavioral practices, how he makes new students feel welcome, his behavioral approach to social-emotional learning, and lots more. We close the podcast with what I thought was a really special discussion about Bruce being a role model. I don't want to spoil that part of the podcast here. You'll definitely want to listen to it for yourself, so I hope you check that part of the show out. Say 'hi' to Bruce on LinkedIn. Whole Group Responding (Interview with Dr. Bill Heward). Using Behavioral Contracts (Interview with Drs. Jill Dardig and Bill Heward). Back to School with PBIS (Interview with Elissa Johnson). How to Get Better Results (Interview with Dr. John Austin). Improving Classroom Management (Interview with Dr. Jeannie Donaldson). When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms (asynchronous course from thebehavioraltoolbox.com). This podcast is brought to you by the following: How to ABA…The Bx Resource Membership saves you time, lends you support, and helps you keep up with your CEUs. It's a growing library of resources, materials, programs, datasheets, assessments, and how-to videos to help you tackle any ABA program with ease. It also includes live CEUs each month, live mentorship sessions, a full library of CEUs (60+, enough for recertification), and a community of fellow behavior professionals where you can ask questions when you need support. Join us at howtoaba.com/join. The New England Center for Children! I am beyond thrilled to partner with one of the oldest and well-respected ABA institutions to help them find staff to continue their mission of supporting individuals with Autism. Learn more about careers at NECC over at necc.org/jobs. ACE Approved CEUs from .... Behavioral Observations. That's right, get your CEUs while driving, walking your dog, doing the dishes, or whatever else you might have going on, all while learning from your favorite podcast guests! The Behavioral Toolbox. thebehavioraltoolbox.com is a new education and training site that my colleagues Anika Costa and Dr. Paulie Gavoni and I have been working on for over two years. We have two courses available: our first course, Ready, Set, Consult! and our newly released course, When Not to FBA: 5 Quick Strategies for Improving Behavior in Classrooms.

A conversation between brothers in arms who have known each other since the early 1980s - one an athlete, the other his coach at the time.----more---- SUMMARY Neither has ventured far from the Air Force or the Academy. Lt. Gen. Richard Clark '86, the Academy's 21st superintendent, opens up about his leadership journey to Lt. Gen. (Ret.) Mike Gould '76, the man who first coached him all those years ago. Gen. Clark's leadership story is exceptional and Gen. Gould does a masterful job of helping him tell it.   OUR FAVORITE QUOTES "The one thing that doesn't change is our mission. And our mission is to develop lieutenants, better leaders of character that are ready to go out and win our wars and that are ready to go out support defend the Constitution. That is it." "Whenever there's Americans on the ground, we're going to do whatever it takes to help them you will do whatever it takes." "Seeing those young guys go out there and do that, and do what they needed to do to help other Americans to help their fellow servicemen that made me prouder than anything." "I am very happy and comfortable to leave this torch with them to hand the torch off to them. And I'm just proud to have served with them." "I am leaving with a lot of gratitude in my heart, just from our cadets from our permanent party, from the alumni that helped us do this and the other supporters."   SHARE THIS EPISODE FACEBOOK  |  LINKEDIN  |  TWITTER  |  EMAIL   CHAPTERS 00:00:  Introduction and Mission of the Air Force Academy 01:09:  Lieutenant General Rich Clark's Background and Career 08:27:  Making the Best of Unexpected Assignments 10:18:  Leadership in Challenging Situations 00:09:  Introduction 07:28:  Enhancing the Academy's Facilities and Programs 14:57:  Developing Leaders of Character 31:11:  The Importance of Alumni and Supporters 37:51:  Transitioning to the Role of Executive Director of the College Football Playoff 45:08:  Conclusion   TAKEAWAYS  - Leadership is developed through challenging experiences like overcoming adversity, mentoring others, and leading in high-pressure situations like combat.  - Support from family, mentors, and sponsor families can help one persevere through difficult times and find purpose.  - Having an open mind and making the most of unexpected opportunities can lead to unexpected benefits and career success.  - Giving back to one's alma mater through things like financial support, mentorship, and service helps continue its mission and benefits future generations.  - Expressing gratitude to those who support your mission helps foster positive relationships and a sense of shared purpose.     LT. GEN. CLARK'S BIO Lt. Gen. Richard M. Clark '86 is the Superintendent, U.S. Air Force Academy, Colorado Springs, Colorado. He directs a four-year regimen of military training, academics, athletic and character development programs leading to a Bachelor of Science degree and a commission as a second lieutenant in the United States Air Force or United States Space Force. Lt. Gen. Clark graduated from the U.S. Air Force Academy in 1986. His commands include the 34th Bomb Squadron, Ellsworth Air Force Base, South Dakota; 12th Flying Training Wing, Randolph AFB, Texas; Eighth Air Force, Barksdale AFB, Louisiana, and Joint Functional Component Commander for Global Strike, Offutt AFB, Nebraska. He has also served as a White House Fellow in Washington, D.C.; the Commandant of Cadets, U.S. Air Force Academy, Colorado; Senior Defense Official/Defense Attaché, Cairo, Egypt, and as the Commander, Third Air Force, Ramstein Air Base, Germany. Prior to his current assignment, Lt. Gen. Clark served as the Deputy Chief of Staff for Strategic Deterrence and Nuclear Integration, Headquarters U.S. Air Force, the Pentagon, Arlington, Virginia. - Copy and image credit:  af.mil       ABOUT LONG BLUE LEADERSHIP Long Blue Leadership drops every two weeks on Tuesdays and is available on Apple Podcasts, TuneIn + Alexa, Spotify and all your favorite podcast platforms. Search @AirForceGrads on your favorite social channels for Long Blue Leadership news and updates!            FULL TRANSCRIPT OUR SPEAKERS Our guest is Lt. Gen. Richard Clark '86  |  Our host is Lt. Gen. (Ret.) Mike Gould '76   Lt. Gen. Richard Clark  00:12 The one thing that doesn't change is our mission. And our mission is to develop lieutenants, better leaders of character, that are ready to go out and win our wars and that are ready to go out and support and defend the Constitution. That's it.   Announcer  00:27 Welcome to the Long Blue Leadership podcast. These are powerful conversations with United States Air Force Academy graduates who have lived their lives with distinction. All leaders of character who candidly share their stories, including their best and worst moments, the challenges they've overcome the people and events that have shaped who they are, and who willingly lend their wisdom to advance your leadership journey. Your host for this special presentation of Long Blue Leadership is Lt. Gen. (Ret.) Mike Gould, USAFA class of '76 and currently serving as a member of the Association and Foundation board of directors. And now, Gen. Mike Gould.   Lt. Gen Mike Gould  01:09 My guest today is Lt. Gen. Rich Clark, the 21st superintendent of the Air Force Academy, Class of '86 at USAFA, and if I'm not mistaken, you're about 46 days away from retiring. After a 38-year career, that when you think about it, has spanned so much in our country, starting with the Cold War through conflicts in Southwest Asia, in the Middle East, and the culture wars that we all experience today. I think his experience in active duty is highlighted most by seven commands that he's held; a bomb squadron, a training wing, to numbered Air Force's, the joint functional component command for Global Strike, served as the commandant of cadets here at the Academy. And now like I said, as the 21st superintendent. In addition to that, Gen. Clark served as the senior defense official, and the defense attaché in Cairo during some interesting times, and also served as a White House fellow. And if that's not enough, he's flown over 4,200 hours in the B1, both the EC and KC-135, the T1, the T38, the T6 and the T21. And most notably, 400 of those hours are in combat. So Rich, as you look back on the past nearly four decades of service, I'm sure you have a lot to think about as it's all coming to an end. And really, how it all started. I'd like you to please share with us a little bit about your life as a young child. And you know, some of the influential people who you met in your formative years, and then kind of how that led you here to the Air Force Academy.   Lt. Gen. Richard Clark  02:58 Wow, well, first, can I call you Coach, General Gould?   Lt. Gen. Mike Gould  03:02 You (can) call me Coach…   Lt. Gen. Richard Clark  03:03 I'll call you Coach because you were my coach when I was here, and you saw me walk in the doors here. So, I'll talk a little bit about that. But I just want to thank you for letting me be here today. This is a real honor. So, thank you.   Lt. Gen. Richard Clark  But I grew up in the Bay Area, Oakland, Berkeley, California, and my parents were divorced. So, it was my mother, my brother and I. And then when my mom got remarried, we moved to the East Coast to Richmond, Virginia, and that's where I went to high school, and not a military family. My dad was drafted back in the Vietnam era. He served a short tour, so I don't really remember those days. So, I don't consider myself really from a military family and really hadn't considered joining the military. I played football, I played a lot of sports. Growing up, football was my primary — and track actually, but football the primarily, and I had signed to go to William & Mary in Virginia, and I was going with my best friend from high school and actually in junior high. And Coach Ken Hatfield came to my house. And the Air Force had been recruiting me. So did Army and Navy. And he actually came to my house though and visited my parents. And he had dinner at our house, and my mom thought, “He is such a nice man. And he was like, “Look, just come out and see the Air Force Academy.” Now what he didn't know was that I wanted to, I was very interested in flying more commercial. I always thought I wanted to be a commercial pilot. And he convinced me to come out. My mom was like, “Just go; it's free.” You know, I was like, OK, and so I still had a couple of college visits left. So, I came to the Air Force Academy. I'll be honest, I got here and after seeing the place and seeing the opportunities to fly — just to have a great education and to play Division I college football, I was hooked. And I, my dad — my stepdad who I consider my dad — made me call the coach at William & Mary tell him I was changing my mind. And I signed and came to Air Force. And when I got off the bus and got on those footprints , and they started yelling at me, I was like, “Hey, wait, I'm a football player. You're not supposed to yell at me.” That's what I thought. And that was not true. And the rest is history. And, you know, it was an important decision in my life, certainly. But, you know, I appreciate Coach Hatfield being persistent and coming to get me and, you know, talk to my parents, formative people, obviously. But it was a great decision. Great decision.   Lt. Gen. Mike Gould  05:48 Did you also visit West Point and or Annapolis?   Lt. Gen. Richard Clark  05:52 I did not because I didn't want to go to a — I wasn't interested, really in a service academy. What I will say, though, I did fill out an application to Air Force before Coach Hatfield came. And I did go and do an interview with my congressional member. Because my guidance counselor convinced me to do that in case I didn't get another good offer from somewhere else. And I actually got a congressional appointment. But then the Academy contacted me, and I told them I was going to turn it down. And that's when Coach Hatfield came to my house. But I, I went through the motions, I think, but I didn't really have an intention to come. I wanted to go to William & Mary, and I wasn't even going to visit Army and Navy because, you know, there wasn't something I was interested in.   Lt. Gen. Mike Gould  06:46 I'll bet you've looked back and asked yourself the question, what would you be doing now had you gone to William and Mary, or one of these other schools?   Lt. Gen. Richard Clark  06:54 Hard for me to picture my life without being in the Air Force and the Air Force Academy, right?   Lt. Gen. Mike Gould  07:01 Now, you let on a little bit about falling in on the footprints. But as you look back at arriving at the Academy, and you're in now, you signed up and you're going to be a Falcon, what kind of memories do you have about basic training and leading into your first fall semester?   Lt. Gen. Richard Clark  07:21 Yeah. So, here's the here's one memory I definitely have — and I talk to the cadets about this sometimes — I mentioned the phone-booth to them. And they're like, “What? “What's a phone booth?” Well, you know, I explained to them, there were these big boxes that had a telephone and you had a card that you could call home. And in basic training, about halfway through, you got to call home. And I call my mom. And I said, “Mom, this place is not for me. I'm ready to come home.” She's like, “Oh, that's great. Because the William & Mary coach called last week to see how you're doing. You could probably still get your scholarship.” And I was like, “Oh.” I was expecting her to say, “Well, you better not come home.” But she said, “You know, that's OK.” And truth is, I looked out the door, you know, they had the glass doors, and all my classmates are lined up out the door waiting for their turn to come in. And honestly, I thought, “Man, I'm not ready to leave these guys yet.” And so, she said, “You come on home, it's OK.” And I said, “Well, you know what, mom, I think I'm just gonna' finish basic training. And then I'll see. I want to stick that out with these guys.” You know, I made some great friends. It's not what I expected, but I liked the people. So, I stayed. And then after basic training, she asked me, “Are you still going to come home?” And I said, “Well, you know, I think I'll stick it out one semester, I'd really like to play football because I've gotten in with the team now. And I got some friends on the team. So maybe I could play one season. I think I've got a good chance to make the varsity.” And I did that. And then it was, “You know, Mom, maybe I'll stay for my rest of my freshman year.” It was like one step at a time until eventually I was like, “You know, I'm in.” But it was not a done deal for a while for me, you know, where I just said, “You know what, this is it. I'm in the right place.” I think after that first year, though, I realized that I was, you know — it took some time though. And football had a lot to do with it. The friends you make, the success we had as a team. That was just great. And I love my squadron. I was in 7th Squadron. Great, great friends there. So, after a year though, I feel like I was in but there was that moment in that phone booth and basic training where I was like, “Man, I don't know.” But I did it and I'm glad I did.   Lt. Gen. Mike Gould  09:52 Well, everything you just went through right there was referencing the people. That's what kept you there. But then you get into academics and you get your military training. How did you navigate some of those things? And you know, I know you had fun with your buddies and football is always a hoot. But about the other challenges that the Academy threw at you?   Lt. Gen. Richard Clark  10:15 Yeah. So, I actually, I liked academics, I did pretty well, I was on Dean's List most semesters, like seven of my eight semesters, I made the Dean's List. So not that I didn't have some challenges. I mean, there's those certain courses that you're just like, “Oh, my goodness.” But overall, academics wasn't the big challenge. I think the challenge for me was not having some of the freedoms that you wanted early on because you're sort of getting acclimatized to it, you know, you're getting used to not being able to do certain things, the military lifestyle, you have to get used to that a little bit. But once I got that — and going back to the people, everybody's kind of struggling with that. And when you're all struggling together, it just makes it a lot more bearable and doable. And I think after that first year, I was in, I was like, “You know, I'm in the right place. And I'm gonna' stay here.” I did have a moment though. When I was a sophomore, I tore my knee up playing football, the last game, San Diego State. Just ripped my ACL. My MCL — meniscus cartilage — had [to be] reconstructed. And I wasn't sure if I was going to be able to play football again. And that made me kind of think a little bit about was I going to stay. And I had to come to terms with some things, you know, “Why am I here? What's my real purpose?” And as much as football meant to me, I was here for something bigger than that. And I realized that unfortunately, at that point when I was injured, I think that was also the point where I really came to terms with why I was here, that it was something bigger than myself. And I wanted to be a part of it. And so I stayed. I was still determined to play and I did get to play, you know, the next season. But my purpose was a bit different, you know, and that injury really helped me kind of figure things out and sort through my greater purpose.   Lt. Gen. Mike Gould  12:18 Gave you that confidence of overcoming adversity.   Lt. Gen. Richard Clark  12:21 Absolutely. Like sports does. Right. That's it.   Lt. Gen. Mike Gould  12:24 Now, back in my day, we didn't really have a sponsorship program — sponsor families in town. But I think by the time you were a cadet, that program existed to have a sponsor family.   Lt. Gen. Richard Clark  12:41 They were awesome. The Frables, Neil and Elizabeth. I just had lunch with Neil about four months ago. We still we stay in touch and they're just awesome. And they were so good. They sponsored four of us. And they actually gave each of us a key to their house. And a key to their third car. Oh, my goodness, that was a lifesaver. And they cooked a lot. And we ate a lot. And they just they really opened their homes up to us. So, I credit them. I mean, they were my second family, and still just love them for what they did for us. They were a great, great sponsor family.   Lt. Gen. Mike Gould  13:24 When you were a cadet, did you participate in any formal leadership programs? Did you hold some positions within the cadet wing?   Lt. Gen. Richard Clark  13:35 O don't think they thought that highly of me. I wasn't that kind of cadet. I was the D.O. for my squadron. And that was because one of my buddies was a squadron commander. He's like, “Hey, man, will you help me?” And I was like, “Yeah, I'll do this.” But that was the most leadership experience I got and, you know, informal way. But I was glad to do that. It was my squadron. Although, when I told my friends to clean their rooms up and stuff, they'd always give me grief. You know, all these seniors. We were all seniors together. And they're like, “Who are you to tell me this?” Peer leadership is the hardest thing in the world. But yeah, I didn't rise to the level of like group or wing leadership or anything like that. So, the cadets were already surprised to hear that I'm like not, I wasn't that good of a cadet. I mean, I was like your average kind of cadet that did pretty well.   Lt. Gen. Mike Gould  14:28 Well, you're being modest here. I watched you lead on that football team. You guys had some success and a really tight group.   Lt. Gen. Richard Clark  14:35 We did. I loved our team. We had a lot of leaders on our football team, though. And people — I always characterize the leadership on our football team — people knew when they needed to lead. You know, there was just times where someone needed to step up and be a leader. And it might not be that you were the leader all the time. But when it was needed, somebody always stepped up. And that was I think the hallmark of our team. And it was just a great group of people, humble leaders, all about team success. And I learned as much leadership from football as I did anywhere else here at the Academy. And credit to Coach DeBerry, Coach Hatfield, you know, all of our coaches, and my teammates, for just helping me develop as a man and, and what kind of a leader and person I wanted to be. So that was as much of a leadership laboratory as anything for me.   Lt. Gen. Mike Gould  15:33 So, it sounds like when it came time to toss your hat and put on the gold bars, you were prepared to go out and be a lieutenant in the Air Force.   Lt. Gen. Richard Clark  15:43 I think I was. And my first job was right back and coaching football here. So that was a nice transition from the Academy. I taught unarmed combat, PE, and I coached the JV football team and you, you were at the prep school then I think, Coach, and so… But that was a phenomenal job. And there were like eight of us that stayed back and did that. That was just great. And you know, you had to employ some leadership there because you're trying to lead the cadets. And whether they're on football or in the PE class. So, I learned a lot doing that, but I really enjoyed it. I love being back here. And honestly, it gave me a whole different appreciation for the Academy. Because when you're a cadet, you are looking about five feet in front of you and you don't stop to look at the mountains and you don't stop to look at all that everybody's doing to make this place happen and the passion that people really have for our cadets. That was when I first kind of said, “You know what, this place really is special.” But you don't get that as a cadet necessarily. Some cadets, so they're special anyway, but cadets like me, I didn't know, and I was just ready to graduate. But that one year gave me a whole different appreciation. And I'm grateful for it.   Lt. Gen. Mike Gould  17:00 Right. And then you headed off to pilot training and like most lieutenants, you know, you're gonna' mix in with a new group of people, a new group of friends. Talk to us about your experience as a student pilot, and then on to start your career flying big airplanes.   Lt. Gen. Richard Clark  17:18 Yes. So, me and one of my good friends, Mike Chandler, we decided we were going to go to pilot training together. He was a teammate in football. And we were actually roommates when we traveled. And we decided we're going together. So, we both went to Laughlin. And we thought we'll go to Laughlin so there's no distractions, there's good weather, we're going to kill pilot training. And when we got there, we realized there's no distractions at all. And there was nothing else to do there. But we had a great time because of the people in our class. And we're the only two Academy grads in the class. But we just we bonded well as a class and pilot training was pretty good. I do remember though, I almost washed out, like in the first month, because I had a couple bad rides in a row. And you know how you get a couple, three bad rides, and you're out? And especially in those days, we lost half of our class, they washed out 50% of our class. And I had these bad rides. And I had to go to what they call an 89. You know, and what that was if you if you fail three rides in a row, right? If you couldn't do your no-flap landings, and you couldn't get them right in the T-37, then you went to an 88. You fail the 88, then you go to the 89. 89 was the elimination, right? And so, I had to go to an 89. And I had to fly with the squadron commander. And the night before, I call my mom again. I always called my mom. And I was like, Mom, tomorrow might be my last flight because I flew today, I failed the ride, and I don't think a whole lot is gonna' change between tonight and tomorrow. And she was like, “Well enjoy it. Because it might be the last time you get to fly an airplane, so you need to at least have fun. It's been your dream and my heart goes out to you. But enjoy the flight. Don't make your last flight something that was a bad memory for you.” And I was like, “Well, if I fail, it's gonna' be a bad memory.” She said, “But at least have fun. You can have fun.” But it was great advice because I went up there, Coach, and I was just relaxed. I even stopped studying when I called her. I didn't study that night. I went to bed, got up in the morning, didn't get up early and study. I went in there, I did my ground evals. I was usually pretty good in the ground evals and I just went up and I flew the sortie. I remember, he told me to do a cloverleaf, you know, the maneuver the cloverleaf, which was my favorite. I did the cloverleaf and he goes, “OK, we can head on back to the pattern now get your pattern work done.” And I said, “Can I do one more clover?” And he's like, “I don't recommend it, the one you did was fine.” And I said, “I know I just like the cloverleaf. Sir, can I just do one more?” He was like, “OK.” And I did another cloverleaf thinking, “You know, this might be my last time I did the cloverleaf.” I flew back to the pattern, I'm talking to the IP and stuff. I did my landings, you know, really uneventful. Got out of the plane, we're walking back, and he goes, “I don't even know why you're in this ride. That was a great ride.” And I was like, “You mean, I passed?” And he was like, “Yeah, great job today, Lt. Clark, you passed.” And what I realized, it was about just relaxing and flying the plane. And it was the best lesson I ever got in an airplane, when you can relax and just let your training kick in. And just don't worry and let your instincts take over. You just fly better. And my mom sort of taught me that. She's like, “Just relax and have a good time.” So, I sort of credited her with keeping me at the Academy. She got me through pilot training. I mean, she was my mom, too. So, I give her that credit. But yeah, that was a good pilot training memory. And, you know, everything's been great since then.   Lt. Gen. Mike Gould  21:12 So, you head off, and you're going to the EC135 first, right? So, talk to me a little bit about your career progression there as a captain and major and things you look back on from that period.   Lt. Gen. Richard Clark  21:27 Well, so, here's one big lesson that I got out. When I got the EC135, I wanted to fly C-130. Really I wanted to fly a gunship. And I thought, “I don't even know what that is I didn't put it on my dream sheet. How did I end up getting this?” I was bummed out. And then one of the IP(s) said, “You know, they handpick people to go into the EC135.” Oh, really? Well, because the EC135 was the airborne command post — the nuclear mission at Offutt and you always had a general officer on board. And you could only fly with instructor pilots and a co-pilot. You couldn't have a straight aircraft commander in that plane. And the co-pilot had an immense amount of responsibility in that mission, and you got a whole lot of flying time. And when you got done with that assignment in two years, you got your choice of your next assignment. And a lot of guys went to fighters. They had to compete for that. But then for me, it was the B-1 and I saw that that was available. And I learned that when I first walked in the door because several people got to FP111s and B-1s. And I was like, “Man, I could do this.” I got 2,000 hours in the T-38 because they had the ACE program, the companion trainer program in the EC. And between those two aircraft, I got 2,000 hours, which was plenty for me to go into the B-1. And then I flew the B-1 basically the rest of my career. And so, it was really one of the lessons I learned. Sometimes you get put somewhere that maybe it didn't want or maybe didn't expect, but you make the best of it. And sometimes there's these, sort of, hidden benefits and successes that you didn't even know about. But if you go there and just bloom where you're planted, good things happen. And I learned that early. Fortunately, in the EC135. I flew the B-1 for 17 years. I flew at McConnell which ended up moving B-1s out of there. Dyess Air Force Base, I flew at Ellsworth as a squadron commander. I did do a stint in the Pentagon and legislative liaison in there and I was also a White House fellow, which was an amazing opportunity for me. But those years and the B-1 and doing the Pentagon and the White House fellow were really amazing years. I met Amy in there and we got married. When I was stationed at Dyess as a captain, well, actually I met her as a captain — we dated, and I pinned on just a few months before we got married. But my flying career was just awesome. And my first command was just absolutely a pinnacle point. It was squadron commander and the 34th Bomb Squadron. And I got into that squadron. Sept. 5, 2001, is when I showed up for that and I had just left the White House fellowship, which was just a fantastic opportunity. But I was riding high Sept. 5, and then Sept. 11, happens and everything changed. The squadron deployed and I wasn't checked out yet in the B-1. I had to go through a re-qual program. And so, I can remember when they left. The squadron was heading out and they were, “…or maybe we could just take you as an unqualified pilot,” blah, blah, blah. There was no way that that was going to happen. And so, I can remember that day, when they were leaving, they left about a month after Sept. 11, in October. And I just went and helped pack up bags. I just did whatever I could to help that squadron out. I wasn't the squadron commander at the time. But I remember thinking, “Man, I can't believe the squadron that I was going to go in is going to go without me.” But they did. And I helped. And I tried to be as much of a contributor as I could. And when they came back, I was all qualified. And then a couple of months after that, I took over the squadron. And then they tapped us to go again. And so, I got to deploy the squadron in combat over Iraq. We deployed to Oman and we flew missions at the beginning of OIF. And that was just an unbelievable experience, growth experience, leadership experience, but really, just something I'll never forget, you know, it was hard. It was tough. We're there for about six months. But leading in combat I think is something we all prepare for and want to be ready for. But it's also an honor, you know, to be able to have that kind of responsibility. And I think back on it, and my timing couldn't have been better for me to be able to do that. It was just a highlight of my career.   Lt. Gen. Mike Gould  26:31 Can we entice you to tell a quick war story about a Distinguished Flying Cross that you are awarded?   Lt. Gen. Richard Clark  26:37 Oh, well, I could talk about that. Can I talk about a different story there? I have a better one, I do. This was one of my proudest moments I think I had as the squadron commander. I had to line up all the crews, you know, to put experience within experience and make sure that they were balanced out with the people that I knew, and who was going to perform the best. And I had 24 crews. They actually sent me extra crews from a different squadron to make sure that we had a full complement. And the last crew that I had were two of the most inexperienced people in our squadron. Two captains and two lieutenants. And one of them was a brand-new FAPE. Has just come from T-37s into the B-1. And I had to have 24 crews and they were the last four people. And I didn't really have another way to balance the experience and inexperience. So, I did it. And the flight commanders were like, “Don't do it. We can't send these guys out like that.” And I said, “We have to; they need to go. And so, on the second night, they went out they had 24 JDAM, 2,000 pound GPS bombs. And they started out. They orbited in the area, they did well. First they delivered their 12 bombs on-target, the direct targets from the ATO, and they hit those targets. And then they were orbiting, waiting for what we call it, x-cast, somebody to call in and say, “I need some bombs.” And our mantra in the squadron was whenever there's Americans on the ground, we're going to do whatever it takes to help them. You will do whatever it takes. And so, they're orbiting, and they're about at bingo fuel in there, meaning the fuel that they needed to go back, and they get a radio call from an AWAC. There's troops in contact and they need some air power. So, they give this crew, the aircraft commander, this young FAPE goes, “Well, we're close to bingo, but we're not there yet. So, give us the coordinates and give us the radio frequency,” and they fly. And they get this JTAC — joint tactical air control — on the ground. And he's like, “We're getting shelled from a ridgeline. There's Iraqi armored vehicles, they're hitting us hard. We need some bombs. We got 150 soldiers down here, can you give us some bombs.” He's like, “Got it, give us the coordinates.” So, they start getting a nine-line there. They're loading the coordinates, and the “Wizzo” is just putting the bombs, you know, he starts putting them on target. Boom, boom, one at a time. And they get the coordinates, bomb on target. But then they hit bingo. And so the aircraft commander tells the JTAC, “Hey, we're at bingo fuel, we need to get going or we're not going to be able to get back home. But we'll get somebody else out here.” And the JTAC says, “If you leave us now, we're going to get pummeled. Can you stay a little longer?” He says, “We'll stay as long as you want.” And so, they keep putting bombs on target. And they keep putting them down until they went Winchester and the JTAC says, “Hey, the shelling stopped. You guys are cleared out.” And when they turn their nose to go home, they didn't have enough fuel to get back. And so, they get on with AWACS and they're talking to AWACS trying to figure something out. They're looking at divert. Field diverting into a field in Iraq is not a good idea. But finally, a KC-135 flies into the country, into Iraq, unarmed, unafraid, gives them gas and then those guys can come home. And when they got back, they were three hours past their estimated arrival time. And I met him at the airplane because I'm going, “What happened?” And when the aircraft commander comes down the ladder, he's got salt stains on his back. They were working hard. I said, “What happened? He goes, “Sir, we overflew our bingo.” I said, “Well, certainly there's more to it than that.” And so, we go into the intel debrief and they told that story. And all of those, that whole crew, was awarded Distinguished Flying Crosses for what they did. And so that of all the things that happened, to see those young guys go out there and do that, and do what they needed to do to help other Americans, to help their fellow servicemen, that made me prouder than anything,   Lt. Gen. Mike Gould  30:44 I guess it would. And you took a chance, in a way, by putting this crew together.   Lt. Gen. Richard Clark  30:49 I did. Yeah. As far as I was concerned, I didn't have a choice, you know, but I had to trust them to do their job. And they were trained. I mean, they had received the training that was required for them to go to combat, so we have to trust them to do it. And they did it.   Lt. Gen. Mike Gould  31:05 Well, that's a really cool story. And if my math is right, you are about 15-16 years into your career at that time. Let me shift gears a little bit. How much thought did you give to staying in touch with or staying engaged with the Air Force Academy while you were out? You know, developing your career path.   Lt. Gen. Richard Clark  31:33 I gave a lot of thought to it. I used to come back for football games. I came back for my reunions for sure. And I don't think financially at that point, I hadn't gotten involved. But a couple years later, when our class, our 20th reunion was starting, that's when I really started realizing financially I could and should start to give back to the Academy. So that was when I think from a financial point, I really connected and realized that. But just from a present standpoint and coming back, I came back at every opportunity. I came back for games; I came back for some mentorship opportunities that people asked me to come talk to cadets and things like that. But I never thought I would get to come back here to work. You know, it never crossed my mind until someone asked me to be the commandant years later. And that was like beyond imagination for me, especially knowing what kind of cadet I was. I was like, “OK, you really want me to be the commandant? I don't think so.” But I got that opportunity down the road. I mean, that was after a lot. I went on to be a wing commander, you mentioned I was the wing commander. At 12th Flying Training Wing, I got to fly all the trainers and that was just awesome. And then I deployed to Iraq for a year, which was an intense year, hard year, I would say probably the hardest year I've had, you know, in my career. And then I got promoted to one star. And they sent me to Barksdale Air Force Base as the vice commander of 8th Air Force. And when I came back from Iraq, I knew I'd gotten promoted. And that job was kind of roundabout. They said, “Hey, we're gonna' send you to Barksdale to be the vice at 8th. But that job is actually going to be downgraded to a colonel and you're about to pin on one star. So we're not sure what's going to happen with you next.” I was like, “Oh, man,” trying to remember the lessons of the past though. I said, “OK. This is where I'm going so let's bloom where I'm planted,” right? So, we all move there. Things were great. And then I remember the MATCOM commander called me in one day and he goes, “You know…, they get the phone call from the secretary. I'm gonna', one, I'm a newly pinned on one star. And he goes, “Hey, you know that job you're in is a colonel job?” And I was like, “Yes, sir, I know. But I love it.” You know, I was being positive. He says, “But we're gonna' have to move you out of there.” “Yes sir. Understood.” And he goes, “What would you think about going to the Air Force Academy and be the commandant?” You could have knocked me over with a feather. And that's when you and I first connected, when I got to come be your commandant when you were the supt. And that was just a dream to be able to come back here and that's when I really connected back, you know, when I got a chance to see it, even from a different level. I talked about it as a coach you know, and seeing how special it is and seeing how passionate people are about our school. But being the commandant gave me a whole different view and being able to engage with the cadets and understand what they were doing and trying to push that development for them. Just amazing and I loved it, and Amy loved it, to live in the Otis House, having the cadets over, trying to help them with their, you know, their development. And that's a big job, right? We all know that because you take it very personally, because you want them to be everything that they can be in there. So amazingly talented. You just want to take that talent and give them every opportunity you can to thrive. So, we did that. And after that, even Amy, she might as well be a grad. I mean, she just fell in love with this place after those two years. Our kids, Milo and Zoey, they were 10 and 8 coming in. Our family just was immersed in USAFA.   Lt. Gen. Mike Gould  35:40 So, I was going to ask you about the role that Amy and the kids played in your development as a leader, but I got to see it firsthand. And you just went through that. When you had to leave the Academy, if you can remember, I'm sure you do remember this, I wanted to keep you here for a third year. Because you were that perfect role model in so many ways for the cadets. Not only your leadership, you know, in the job, but your family and the way these kids could then look up and say, “I want to do that someday. I think I can be like that guy.” And we wanted to keep you another year and then you came out on the two-star list and you moved on to what was undoubtedly a really, really tough assignment as the DAT and senior guy in Cairo. Tell us about that little bit.   Lt. Gen. Richard Clark  36:30 Yeah, well, if you remember at first they told me I was going to the Pentagon to be the 8th, which was like the big job. If you're a two-star, you go there, the 8th as the programmer. And Amy loves D.C. And so, they told us we were going there. And then I get a phone call from then-Chief of Staff Gen. Schwartz, actually, he called and said, “Hey, I need you to talk to the GAO management office, the GoMo, who do all the assignments for the general.” And I was like, “Oh, yes, sir. Is there a problem?” And I think you might have known about that — you probably knew about this already. Because it was bad news, I think he wanted to tell me personally or something. And so, I called GoMo. And they go, “Yeah, your assignment's changed. You're not going to the Pentagon, you're going to Egypt.” And I go, “Is there a base in Egypt?” They're like, “No, you're gonna' be working at the embassy as the DET.” And I was like, “Ah, OK. All right. That's good.” And so, then the first thing that came to my mind was telling me, I was like, “Oh man, she's gonna' flip out.” Well, I called her. And I said, “Honey, we're not going to D.C.” And here's the thing. Our movers were already in route, like, they were coming to pack us out. And I said, “We're not going to D.C., we're going to Egypt.” I was bracing for impact. And she goes, “Oh my gosh, are you kidding me? That's amazing.” I was like, she couldn't care less about what job I had, she couldn't care less that I was giving up like the best job to target. She was just looking for that adventure of Egypt. And that actually took a lot of heat off me. Because if she's happy, I'm happy. And so, we went to Egypt. And it actually turned out to be great. But we got truncated on the training. Like, you're supposed to get language school, you're supposed to go through this whole defense attaché course. And I didn't have time because it was a late breaking change. And they said, “Don't worry, you don't need all that training because Egypt's on skids.” That was the exact words of the guy that that told me I was getting a job. And he meant Egypt is in a good place. You know, they just elected a new president, democratically elected, and everything's good. Well, when we got there, I got to the airport and we're all sitting in the lounge at the airport, and I picked up a newspaper, and it was in English. And it said that day, the president fired all the military, all the top military leaders. I was like, I guess we're not on skids anymore. And it just went downhill from there. I was there for a month, and they attacked the embassy. And then a year later, the coup happened. Amy and the kids and all the families within the embassy had to go home. It was an order departure. They all had to leave. I remember telling Amy because I was in the meeting with the ambassador when all this happened. And I said “Hey, you might want to pack a bag because I think you're about to go.” She's like, “Pack a bag?” I said, “You can only pack a carry on.” “How long are we going to be gone?” “I don't know.” And they left and they went to D.C. And we had no idea. They ended up being gone for nine months. The kids started school and everything. Well, there was two thirds of the embassy stayed, but it was actually, from a professional standpoint, awesome. To be involved, often to be our representative on the military side, to work with the Egyptian military to try to help navigate through this coup d'état. And they're a country that we were very interested in keeping as a partner. I got a lot of good experience and just cool, like, opportunities to do things. It was a little scary at times, but I actually loved it. And then Amy and the kids came back. We look at that as one of our best assignments as a family. It was just — the Egyptian people are amazing. The travel that we got to do was incredible. And I just loved the assignment, and it goes back, you know, I mentioned to you, sometimes you get an assignment and you're like, “Gosh, what?” And it turns out to be the best thing ever. And that was one of them.   Lt. Gen. Mike Gould  40:50 And I thought for sure, somewhere in there, you were gonna' say you called your mom.   Lt. Gen. Richard Clark  40:57 Then I was married, so then I just had to stop calling my mom after that. Well, I still call her but not for advice. I gotta' call Amy, so, you know?   Lt. Gen. Mike Gould  41:06 Well, you had a couple more really challenging assignments. But let's talk about your time as superintendent. Not too many people think that you'll grow up someday and have that type of responsibility. And then when you get here, you realize that it's probably one of the most heavily scrutinized positions you can have in the Air Force.   Lt. Gen. Richard Clark  41:26 That's an understatement.   Lt. Gen. Mike Gould  41:29 We can both agree on this.   Lt. Gen. Mike Gould  41:34 But other than the general leadership and the experiences you have throughout your career, this place is different. USAFA is different than any other command, and in many ways more challenging, because you just hadn't had that experience. How do you reflect back on your time as superintendent and the fact that you you've worked through, I think you had two presidents, two commander in chiefs, you had a couple different secretaries, and they all have guidance that comes to you. But your job then is to make that guidance into your own policy. How have you dealt with all that?   Lt. Gen. Richard Clark  42:14 You know, honestly, all of us military members are — our job is to make the commander in chief's policy our policy, and to execute that policy. That's our oath. And that's what we do. And so, you know, for me, I feel like we've all done that. I mean, we've all at some point in our careers had to say, you know, “This is the law of the land.” I mean, I'm gonna' follow my oath to the Constitution, support and defend. And that's a part of it. So, in that aspect, you saw it was no different. But like you said, it's such a, I don't know, everybody has an idea. Everybody thinks they can run the Air Force. Everybody thinks that it should flow along their ideological lines, or whatever. And, frankly, it's about our country's policies that we have to abide by. But the one thing that doesn't change is our mission. And our mission is to develop lieutenants that are leaders of character that are ready to go out and win our wars, and that are ready to go out, support, defend the Constitution. That's it. And the policy things that people get so hung up on, sometimes they're really on the periphery, and they're not as entrenched. And what we do as people might think are — our core mission has never changed. There are some nuances, there's some things that might change a little bit, society changes. Young people change, you know, people that are 18 to 24. It's a pretty volatile group, in a way, and they change with society, too. So, we have to tweak and adjust based on our superiors, you know, people in the Pentagon and OSD and our president. We have to change based on society, and who we have coming into the Air Force Academy. And frankly, parents get a vote in this and the things that happen. And alumni always have a voice in this as well. They make their voice well known. But in the end, what it's my job to do is to make sure that our team is inoculated enough from all that, that we can continue to do our job and make sure that these warfighters are ready to go out and do what those lieutenants and those captains did for me as a squadron commander. That we're putting people out that are ready to go do that. And I always have in mind, like that story that I told you, Coach, it's always in the back of my mind. I hope that I'm developing people that are ready to go out and do what Those guys did that day. If our lieutenants are ready to fight like that, then we've succeeded. And that's my goal. I've never been a political person. But I get dragged into it all the time. And my job is to make sure that when I do get dragged into it, that we're still able to execute our mission, and that I don't drag the entirety of the Academy into it. And you know how it is. That's our job as leaders: to provide that top cover, and that shield, so that our people can do their job and produce those lieutenants that are going to go win wars.   Lt. Gen. Mike Gould  45:34 Well, that's a great attitude, and you've done it well. Tell me about your relationship with the Association of Graduates and Foundation? How have they contributed to your successes here at the Academy? And is there anything that the two organizations could do better?   Lt. Gen. Richard Clark  45:52 Well, I will say, let me start off with, enormous support from the Foundation and the AOG. And it's hard for everyone to really know what kinds of things you guys do for us. But all you need to do is drive around the campus, right? And look at the North Commons area, look at our new hotel, look at our visitor center, that's coming up, look at the Cyber Innovation Center that's coming up, look at our football stadium that's getting built. All those things are either fully private or public-private, that the Foundation has to not only raise the money, but facilitate those things happening. And I would say that, nowadays, we're not going to have very much construction that's going to happen here or any growth that the Foundation isn't involved in. You're going to have to be involved in pretty much everything that we do, if we want to keep evolving as an Academy. And since I've been here, the Foundation has done that. And the Foundation and the AOG are only as strong as our alumni. And I guess I've always known that intuitively. But since I've been here, it is entrenched in me and I will always be a supporter of our Academy from a financial standpoint, from my time standpoint, but it's critical, not just for our Academy, but really for the product, those 1,000 lieutenants that we put out, they benefit enormously from the help that we get. And those are just the big things. Forget about all of the research opportunities, the travel opportunities, the opportunities to bring in guest speakers, NCLS, you know, the National Character and Leadership Symposium is NCLS. There's so many other things that people don't even know that only happened because someone was willing to put their resources behind our Academy. And so, you know, the Foundation makes that happen for us to AOG brings them in, but together, that support is just enormous. And, you know, I get a lot of compliments about people who they see — the visitors that we have coming through the Carlton House, you know, the supt. house — thousands of people that come through there: cadets, donors, dignitaries, all kinds of people. All that happens because of gift funds from the Foundation. We're able to represent our Academy in a way that people can't even understand. And that also, you know — there's a synergy from that and an exponential effect from us being able to do those kinds of things that most universities do. But the government doesn't always support those things because it's not in a funding line. But the Foundation helps us to make those things happen.   Lt. Gen. Mike Gould  48:45 Well, you've summed it up pretty well. Our goal is for the Association to be relevant in the lives of cadets through their time here at the Academy and onto their careers. So that eventually they follow into that continuum where they go to the Foundation and say, “How can I help?” And we're seeing that happen now. And it's nice to hear you recognize that it's been a factor in your time. We're close to running out of time here. Richard, let me ask you about your next big challenge, executive director of the College Football Playoff. This is exciting. What are your thoughts there?   Lt. Gen. Richard Clark  49:19 So, I am enormously grateful and blessed to even have this job. I still kind of don't believe it. You know, because it's such a dream job. I'm going from one dream job to another, you know, but it's funny. What I'll say is, it came out of the blue. A search firm contacted me and I had some, I had known them because I was involved in another search for the Mountain West Conference to find our commissioner. And the people that ran the search knew me just because I was on that panel and everything. And the guy calls me one day. He goes “Hey, Rich, I heard you might be retiring soon. I think you mentioned to us would you be willing to put your name in the hat for the executive director of the CFP.” I was like, “Is that a trick question?” And so, he said, “Now you're the longshot candidate.” They wanted a nontraditional candidate on the, you know — they have 15 or 20 people that they're looking at, but they wanted a nontraditional. I was like, “Yeah, I'll do it.” I said, “Can I ask though, do I really have a shot at this?” He goes, “Yeah, everybody has a shot.” I'm like, “OK, so I got a shot. Let's do this.” And I did a phone interview, then I did a Zoom interview, then it was narrowed down to three and an in-person interview. And I got the job, and I couldn't believe it. But what's really interesting, the things that they liked about me, like, they asked me some questions like, “Do you have any media…?” They go, “Do you have any media experience?” I was like, “No.” “Do you have any experience in managing college athletic teams?” “No.” You know, “Do you have any experience and revenue generation?” “No.” I, you know, and I thought, “I'm just done.” But then they started asking me leadership questions and things that any of us in the military, we would all knock them out of the park. They are things that we've all lived and done things that I learned here, you know, at the Air Force Academy. They weren't hard questions; they were things that are second nature to us. The other thing that they liked was that I played football for four years. And being a student-athlete myself, they thought that that was a big benefit. So really, it goes right back to being here at the Academy and getting that job. And now I look at the challenges that it faces, then you just talked about all the scrutiny we get here as a superintendent. Yeah, I think I'm walking right into another job where I'm going to get scrutinized. It's going to the 12-team playoff, you know, this year. Last year, you know, number five team, everybody was all mad and lost their minds. And I think the committee did it right, though. Next year, it'll just be team 13 that's going to be mad. So, I'm ready, though. I'm excited about it. Amy's excited about it. We're going to move to Dallas, which is where the headquarters is. But I still am, you know, I'm sprinting to the finish in this job. So, I don't have a lot of time to think about it. But it's nice to know that I have another great job that I'm going to be able to flow into. I feel incredibly blessed by it. And just for the opportunity to continue to contribute to student success. And to be a part of that.   Lt. Gen. Mike Gould  52:32 That's a really good thought. And let me just ask you to close this out, Rich. Any parting thoughts to your team here at the Academy, to the cadets and to your teammates as you move on to your second career?   Lt. Gen. Richard Clark  52:50 Well, first of all, and you know this, as much as I do, you know, as the supt, you know, you're at the head of the table, right? And you're trying to provide the top cover. But it's really so that all of the amazing teammates — we have the dean of faculty, the commandant, the athletic director, the prep school, airbase wing, just across the board. You know, all of those people in the flying training group too, even though they're not AETC, there's much of this character development effort that we have. But they're the ones that get the job done. And what makes the Air Force Academy so special is that everyone is so passionate about our cadets, and trying to help them to be ready to go out and do the things that we need them to do. That's what makes us special. It's also what makes it kind of hard, though. But I will take hard when people are passionate any day, you know? They just will do this mission and they will do it, whatever it takes to make it right. And to make sure that we're giving those cadets everything they deserve. I couldn't thank them enough from all of our senior leaders right on down to the, you know, the people in the trenches working in Mitchell Hall. You know, I just love this place because of the people that make it work and that make it go to our cadets. I'll be very honest, there's people that go, “What's wrong with this generation? They don't, you know, they're not patriotic; they're not athletic.” These people don't know what on Earth they're talking about. Come spend an hour, 30 minutes, with our cadets and you'll change your mind. These are the most incredible people. They are patriotic. They want to go serve. They might be different than we were. They might be different than you know, even the classes before us. But there is no lack of patriotism and them wanting to serve and them wanting to do great things and to reach their destiny. And they are every bit as much leaders of character as anybody, this generation. They're better. They're smarter, they're more athletic, they're more in touch with their world around them. I am very happy and comfortable to leave this torch with them, to hand the torch off to them. And I'm just proud to have served with them. And then just to everyone out there, all the supporters of the Academy, and we do have a lot, I just thank them, you know, for letting us do our job at helping us do our job and supporting this Academy. So, I am leaving with a lot of gratitude in my heart, just from our cadets from our permanent party, from the alumni that helped us do this and the other supporters. It just makes me feel good about our country, you know, people still care, people still want to serve and to go do great things. And this place exemplifies that, like no other.   Lt. Gen. Mike Gould  55:48 Rich, that gratitude goes both ways. We're awfully proud of you, Amy, Milo, Zoë, and we just thank you for your years of service and the leadership you've exhibited here at the Academy. You left a mark, trust me, and we wish you all the well in the future as you go on about, and please stay in touch. Thank you.   Lt. Gen. Richard Clark  56:11 Thank you to the AOG and Foundation. And I'll say this, you know, I thank Amy because she's the one that was willing to go an extra four years because I could have retired as a three star when we started and she said, I'm in that passion from our time as commandant, she was like, “I'm in, let's do this.” And another four years wasn't easy for her. I'll be honest with you. She wants to live in her own house. She wants to… she started a new job. But she, she owned it. And she loves this Academy too. And I have to thank her and Milo and Zoë. They've just been my, that's my team. You know, I mean, in the end, you know, I thank God for them. I thank God for every opportunity. But I am just full of gratitude. So, thanks, Coach.   Lt. Gen. Mike Gould  56:59 Well done. Thank you. Lt. Gen.Rich Clark, 21st superintendent of the United States Air Force Academy.   Lt. Gen. Richard Clark  57:03 Thanks very much. Yeah, thank you.   Announcer:  57:08 Thank you for listening to long blue leadership. If you enjoyed this episode, we encourage you to subscribe, share it with your family and friends and post it to your social channels. Long Blue Leadership is a production of the long blue line Podcast Network and presented by the U.S. Air Force Academy Association and Foundation. The views and opinions of the guests and hosts do not necessarily reflect those of the United States Air Force, Air Force Academy, Academy Association and Foundation, its staff or management. The podcast drops every two weeks on Tuesday mornings. Subscribe to Long Blue Leadership on Apple podcasts, Spotify, tune in plus Alexa, and all your favorite podcast platforms. Search @AirForceGrads on LinkedIn, Facebook, YouTube, and more for show announcements and updates and visit long blue leadership.org for past episodes and more long blue line podcast network programming     KEYWORDS Air Force Academy, leadership, character, military career, pilot training, squadron command, Operation Iraqi Freedom, Lt. Gen. Richard Clark '86, superintendent, United States Air Force Academy, executive director, college football playoff, Association of Graduates, Foundation, leadership, character development, support, gratitude     The Long Blue Line Podcast Network is presented by the U.S. Air Force Academy Association and Foundation      

El pasado viernes se celebró el día mundial de la libertad de prensa, una efeméride que en España suele pasar desapercibida porque la libertad de expresión se respeta y no hay periodistas encarcelados por hacer su trabajo. Pero este año ha sido distinto. Sólo cuatro días antes Pedro Sánchez compareció tras cinco días que se había tomado para reflexionar sobre su futuro. Esto ya lo tratamos con detalle la semana pasada en La ContraCrónica. Se llegó a pensar incluso que dimitiría y que este mismo año se celebrarían nuevas elecciones. Pero no hubo nada de eso. Sánchez se presentó ante las cámaras a las 11 de la mañana en la puerta del palacio de la Moncloa e hilvanó un discurso victimista en el que señalaba a quienes, según él, están difundiendo bulos sobre su persona, la de su esposa y su partido. Dijo textualmente que lo que había pasado esos días era un punto y aparte, que a partir de ahora en España no habrá posibilidad de difundir noticias falsas porque se va a proceder a una limpieza. Todos los periodistas críticos con el Gobierno dieron un respingo porque Sánchez, que siempre ha tenido una relación complicada con la prensa que no le baila el agua, les marcaba con una cruz tratando de hacer ver que todo el que le cuestione está difundiendo bulos. Acto seguido sobre ese tipo de prensa a la que calificó de “pseudomedios” y que, según él, está vinculada a la extrema derecha se lanzó en plancha todo el Partido Socialista y sus socios de Gobierno. Se refieren a ella como la “máquina del fango”, un término empleado por Pablo Iglesias hace unos años cuando sus prácticas dentro de Podemos empezaron a ser censuradas por los medios de comunicación. En un ambiente ya enrarecido la Federación de Radio y Televisión emitió un comunicado en el que mostraba su preocupación por las palabras de Sánchez, más concretamente por “el señalamiento de dos de los pilares sobre los que asienta la Democracia, la Libertad de Expresión, a través de los Medios de Comunicación y el Poder Judicial”. Al mismo tiempo la Federación de Asociaciones de Periodistas de España, más conocida como FAPE, pidió a los políticos que terminen con sus ataques a la prensa y que no intenten acallar las voces críticas. En el PSOE se han defendido arguyendo que su intención no es censurar, sino que se acometa una regeneración tanto en la Justicia como en los medios de comunicación. Censurar directamente no pueden ya que se lo impide la Constitución y el Reglamento Europeo de Libertad de Medios de Comunicación. Lo que si cabe es la posibilidad de que desde el Gobierno se desate una campaña de hostigamiento contra la prensa crítica atacando a sus fuentes de financiación, es decir, la publicidad, que es de lo que viven la mayor parte de periódicos, radios y televisiones. Y aquí no sólo hablamos de la publicidad institucional, un maná millonario y a entera discreción de los políticos que mantiene con vida a muchos medios, sino de los grandes anunciantes privados siempre sensibles a las señales que emite el poder. Para hablar sobre este tema que tiene agitado a todo mundillo periodístico español, nos acompaña hoy Rubén Arranz, que hace unos días en El Independiente desgranó una serie de ideas para regenerar el periodismo sin sucumbir a los intentos de censura del Gobierno. Este programa cuenta con la colaboración de CESCE - https://www.cesce.es/ · Canal de Telegram: https://t.me/lacontracronica · “Contra la Revolución Francesa”… https://amzn.to/4aF0LpZ · “Hispanos. Breve historia de los pueblos de habla hispana”… https://amzn.to/428js1G · “La ContraHistoria de España. Auge, caída y vuelta a empezar de un país en 28 episodios”… https://amzn.to/3kXcZ6i · “Lutero, Calvino y Trento, la Reforma que no fue”… https://amzn.to/3shKOlK · “La ContraHistoria del comunismo”… https://amzn.to/39QP2KE Apoya La Contra en: · Patreon... https://www.patreon.com/diazvillanueva · iVoox... https://www.ivoox.com/podcast-contracronica_sq_f1267769_1.html · Paypal... https://www.paypal.me/diazvillanueva Sígueme en: · Web... https://diazvillanueva.com · Twitter... https://twitter.com/diazvillanueva · Facebook... https://www.facebook.com/fernandodiazvillanueva1/ · Instagram... https://www.instagram.com/diazvillanueva · Linkedin… https://www.linkedin.com/in/fernando-d%C3%ADaz-villanueva-7303865/ · Flickr... https://www.flickr.com/photos/147276463@N05/?/ · Pinterest... https://www.pinterest.com/fernandodiazvillanueva Encuentra mis libros en: · Amazon... https://www.amazon.es/Fernando-Diaz-Villanueva/e/B00J2ASBXM #FernandoDiazVillanueva #periodismo #prensa Escucha el episodio completo en la app de iVoox, o descubre todo el catálogo de iVoox Originals

Verónica Jorro repasa toda la actualidad centrada en la denuncia de FAPE por los ataques del Gobierno a la prensa.

Verónica Jorro repasa toda la actualidad centrada en la denuncia de FAPE por los ataques del Gobierno a la prensa.

When kids need support with language, reading/writing, and executive functioning, they often have multiple diagnoses.This makes both treatment planning, diagnosis, and determining eligibility for educational programming complicated; especially when it comes to legal guidelines as well as state and local policies. That's why in episode 159 of De Facto Leaders, I'm sharing a Q & A session I did about comorbidities in my Language Therapy Advance Foundations member's group. In this episode I talk about the simple view of reading and how it aligns with the essential 5 framework.I also talk about common comorbidities, including: ✅Developmental language disorder + dyslexia✅ADHD + dyslexia✅Dyslexia + ADHDI wrap up by discussing clarification from the Office of Special Education and Rehabilitative Services on the use of terms like “dyslexia” and “developmental language disorder” and the difference between schools being PERMITTED to use a term vs. being REQUIRED to provide services aligned with FAPE. In this episode, I mention Language Therapy Advance Foundations, my program that helps SLPs create a system for language therapy. You can learn more about Language Therapy Advance Foundations here (https://drkarenspeech.com/languagetherapy/).The following are evaluation tools that can help guide you in evaluating and treating individuals with ADHD, dyslexia, DLD, and other diagnoses that impact reading, writing, language, and executive functioning. I cover a complete framework for executive functioning intervention in the School of Clinical Leadership, my program for related service providers who want to emerge as the executive functioning lead on their school teams. You can learn more about that program here (https://drkarendudekbrannan.com/clinicalleadership). Keep in mind when you view this list that formal evaluation tools should be used in conjunction with other non-standardized tools. It's best practice to utilize a portfolio process when doing an evaluation which can consist of a combination of observations, stakeholder interviews, work samples, data from non-standardized protocols, and formal assessments. You can read the full list of assessments in this article here (https://drkarenspeech.com/co-morbidities-and-differential-diagnosis-adhd-dld-dyslexia/). We're thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

If your child qualifies for an IEP, it will come with many legal rights and protections. But with names like “FAPE” and “prior written notice,” things can get confusing quickly.Still, it's really important for parents to understand these terms — and that's where this podcast comes in to help. In this episode of Understood Explains, host Juliana Urtubey breaks down some key terms and explains the legal rights that come with an IEP, or Individualized Education Program.For more resources, including a transcript formatted for easy skimming, visit the episode page on Understood.org.Timestamps:(00:46) FAPE: Free Appropriate Public Education(03:07) Least restrictive environment(07:32) Informed consent(08:23) Prior written notice and “stay put” rights(10:48) Other key rights(11:56) Key takeawaysRelated resourcesDownload: Endrew R. advocacy toolkitHow to consent to some parts of an IEP and not othersGuidance letter from the Department of Education for schools to translate IEPs PDFUnderstood.org is a nonprofit resource dedicated to shaping the world so the millions of people with learning and thinking differences can thrive. Learn more about Understood Explains and all our podcasts at u.org/podcasts.Copyright © 2024 Understood for All, Inc. All rights reserved. 

Los hechos son de extrema gravedad. Miguel Angel Rodríguez ha amenazado directamente a los periodistas de elDiario.es tras la publicación del fraude fiscal reconocido ya por la pareja de Isabel Díaz Ayuso. Me sumo a las condenas de la Federación de Asociaciones de Periodistas de España (FAPE), Asociación de la Prensa de Madrid, Sindicato de Periodistas de Madrid (SPM) y Reporteros Sin Fronteras-Reporters Without Borders (RSF) en España. #periodismo --- Send in a voice message: https://podcasters.spotify.com/pod/show/jos-antonio-piero/message

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

"The addition of our episode with Marc Antony Mendez makes him the third guest we have had who identifies as autistic, alongside Stephanie Persephone and Eddie Abreu. Marc is a young enthusiast of menswear, a budding writer and much more, and he spoke at length on this his and mine shared interest. One of the unique features of his episode is that he prepared answers to specific questions beforehand and, given the depth and beauty of his responses, I feel that his decision might have been the ideal one for this episode. I certainly hope you feel the same watching our episode." Marc's Bio ( Visit our show Facebook page for full bio.) Marc Anthony Mendez recently graduated from Laguardia Community College with an Associates degree in Human Services Mental Health. The reason why he majored in this field was because he was diagnosed at the age of 18 months with Autism. Marc was bullied for many years, but decided he would use that experience to help other people on the spectrum. Being on the Autism Spectrum has allowed Marc Anthony the ability to do public speaking, work as an advocate, and share his journey with Autism, while helping clinicians, parents. He spoke at the United Nations with delegates from Japan about an educational program named, “The District 75 Inclusion Program.”  Marc is a public speaker, has spoken about the negative treatment some children with Autism face on an everyday basis. Marc was a keynote speaker at Scholastic Bookstore, the Hilton Hotel, Parents for Inclusive Education, Young Adults Institute for people with disabilities, the Arise Coalition, and local public schools in New York City. He enjoys acting and had the opportunity to work for Tony Danza (the actor and sitcom star). Marc is currently writing an autobiographical novel, to guide other members of the Autism Spectrum on how to adapt with Autism and to gain their own sense of empowerment. January of 2020, Marc earned a job with YAI, and was a co- facilitator helping individuals on the spectrum to live independently. He recently graduated from Laguardia Community College with an associate's degree in Human Services: Mental Health. "Despite it all, I was the most improved student and received many awards due to my progress. My mother had to fight the department of education to open a classroom thanks to the Law of “FAPE” which is, Free And Appropriate public Education. By opening those classes I was able to attend Russell Sage Jr. High School. I enjoy the self investment that I do, whether it be cooking, reading, writing, clothing combinating, discovering new neighborhoods, editing my first novel, “Autisymbiosis”.  There have been many teachers in my life that influence me to be who I am, what I am. There is more than one influential person that empowered me, and those people are my God, my visions, both good dream and bad dream, my Mother, my Father, my Sister, my older cousin, my sister's boyfriend, my high school paras, my high school drama teacher, my acting mentor, my college statistic's tutor, every friend that I have ever had, my school crushes, every bully I have ever had, every rival I have ever had, and my Jr High School Inclusion teacher. I wish to personally thank you all and thank you to all advocates, special education teachers, guidance counselors, psychotherapists, and even all members of the disability and/ or learning difference community for your devotion to the better tomorrow.I want to continue to deliver hope, peace, and love.  You! Yes, you are my humanity and the sole reason why I fight for justice and fairness for all! Therefore, It does not matter what deck of cards you have been dealt, there is always a way to win ♠.” Links: Facebook: https://www.facebook.com/ eccentric.mendez3696 Instagram: https://www.instagram.com/majestic_mendez/ Twitter: https://twitter.com/Ecentric_Mendez --- Send in a voice message: https://podcasters.spotify.com/pod/show/mitch-hampton/message Support this podcast: https://podcasters.spotify.com/pod/show/mitch-hampton/support

"The addition of our episode with Marc Antony Mendez makes him the third guest we have had who identifies as autistic, alongside Stephanie Persephone and Eddie Abreu. Marc is a young enthusiast of menswear, a budding writer and much more, and he spoke at length on this his and mine shared interest. One of the unique features of his episode is that he prepared answers to specific questions beforehand and, given the depth and beauty of his responses, I feel that his decision might have been the ideal one for this episode. I certainly hope you feel the same watching our episode." Marc's Bio ( Visit our show Facebook page for full bio.) Marc Anthony Mendez recently graduated from Laguardia Community College with an Associates degree in Human Services Mental Health. The reason why he majored in this field was because he was diagnosed at the age of 18 months with Autism. Marc was bullied for many years, but decided he would use that experience to help other people on the spectrum. Being on the Autism Spectrum has allowed Marc Anthony the ability to do public speaking, work as an advocate, and share his journey with Autism, while helping clinicians, parents. He spoke at the United Nations with delegates from Japan about an educational program named, “The District 75 Inclusion Program.”  Marc is a public speaker, has spoken about the negative treatment some children with Autism face on an everyday basis. Marc was a keynote speaker at Scholastic Bookstore, the Hilton Hotel, Parents for Inclusive Education, Young Adults Institute for people with disabilities, the Arise Coalition, and local public schools in New York City. He enjoys acting and had the opportunity to work for Tony Danza (the actor and sitcom star). Marc is currently writing an autobiographical novel, to guide other members of the Autism Spectrum on how to adapt with Autism and to gain their own sense of empowerment. January of 2020, Marc earned a job with YAI, and was a co- facilitator helping individuals on the spectrum to live independently. He recently graduated from Laguardia Community College with an associate's degree in Human Services: Mental Health. "Despite it all, I was the most improved student and received many awards due to my progress. My mother had to fight the department of education to open a classroom thanks to the Law of “FAPE” which is, Free And Appropriate public Education. By opening those classes I was able to attend Russell Sage Jr. High School. I enjoy the self investment that I do, whether it be cooking, reading, writing, clothing combinating, discovering new neighborhoods, editing my first novel, “Autisymbiosis”.  There have been many teachers in my life that influence me to be who I am, what I am. There is more than one influential person that empowered me, and those people are my God, my visions, both good dream and bad dream, my Mother, my Father, my Sister, my older cousin, my sister's boyfriend, my high school paras, my high school drama teacher, my acting mentor, my college statistic's tutor, every friend that I have ever had, my school crushes, every bully I have ever had, every rival I have ever had, and my Jr High School Inclusion teacher. I wish to personally thank you all and thank you to all advocates, special education teachers, guidance counselors, psychotherapists, and even all members of the disability and/ or learning difference community for your devotion to the better tomorrow.I want to continue to deliver hope, peace, and love.  You! Yes, you are my humanity and the sole reason why I fight for justice and fairness for all! Therefore, It does not matter what deck of cards you have been dealt, there is always a way to win ♠.” Links: Facebook: https://www.facebook.com/ eccentric.mendez3696 Instagram: https://www.instagram.com/majestic_mendez/ Twitter: https://twitter.com/Ecentric_Mendez --- Send in a voice message: https://podcasters.spotify.com/pod/show/mitch-hampton/message Support this podcast: https://podcasters.spotify.com/pod/show/mitch-hampton/support

Oh Behave! Podcast with Educational Justice: The Intersection Human Rights, Ethics, Race, Class, & Disability Status with Abigail Twyman Intro & Outro is The River (Freedom) by Nikki Leonti courtesy of Audiio.com (License #: 5516039362)Intro and Outro music is licensed exclusively for use with this podcast; however, all other parts of this podcasts are open source education materials, and only require citation in order to be used in whole or in part. Please consider contributing to the Podcast to further the goals of making knowledge freely accessible to the world.Book referenced: Blind Spots by Kimberly Nix Berens, https://amzn.to/3tPFbiCAdverse Childhood Experiences, https://www.cdc.gov/violenceprevention/aces/index.htmlhttps://www.npr.org/sections/health-shots/2015/03/02/387007941/take-the-ace-quiz-and-learn-what-it-does-and-doesnt-meanRehabilitation Act of 1973IDEA 1999 - Individuals with Disabilities Education ActIDEA 2004 - Individuals with Disabilities Education Act 2004ADA - Americans with Disabilities ActRTI - Response to Intervention - Identification & AddressingMTSS - Multi-tiered Systems of Support - Like RTI but broaderFAPE - Free and Appropriate Public Education - Rooted in the 14th Amendment - Brown v Board of Education is the start of what created FAPE.LRA - Least Restrictive Environment --- Support this podcast: https://podcasters.spotify.com/pod/show/ohbehave/support

What's PWN? PWN, or Prior Written Notice, is your backstage pass to understanding school recommendations and your child's educational journey. It's your GPS, guiding you through changes in your child's education – from identification to FAPE. The Power of PWN PWN isn't just a piece of paper; it's a superhero cape for parents. It's your right to be informed and challenge decisions that might affect your child's education. Even if everyone's on the same page, PWN is your secret weapon to document IEP decisions. Your Right to PWN You have the right to request PWN. If it's not delivered, ask for it. It should be crystal clear, in your language, and easy to understand. Knowing the law, like Section 303-421 under IDEA, arms you to be the best advocate for your child. Conclusion PWN is your passport to active, informed, and powerful parenting in the special education process. It secures the support and services your child deserves – it's your key to success. Instagram - https://www.instagram.com/learningessentials/ LinkedIN - https://www.linkedin.com/in/wendy-taylor-7106b6a6/ Website: www.LearningEssentialsEDU.com

If you're a parent with a child who is in an Individualized Education Program (IEP), you're undoubtedly familiar with the challenges that come with ensuring they receive the vital support and resources essential for their educational journey. These difficulties typically involve a labyrinth of intricate protocols, ongoing dialogues with teachers and school officials, and the necessity to unravel the intricate web of educational terminology. It's a journey riddled with hurdles, requiring parents to navigate with determination, resilience, and an unwavering commitment to their child's well-being and educational success. That's why this is an episode you can't simply miss as I am joined by the man, the myth and the legend in the world of special education – Pete Wright of Wrightslaw. His work has truly transformed our understanding of how to be our child's best advocate. And so, we hope you learn more about IEP from this discussion.The importance of early intervention.Back in the early years, Pete already experienced challenges in his journey as the educational system deemed him "uneducable" and emotionally disturbed, setting a discouraging tone for his educational prospects. However, his story takes a dramatic turn, thanks to the unwavering determination of his parents. They embarked on a quest for answers and a path to educational success, seeking out a comprehensive psycho-educational evaluation from George Washington University. This evaluation unveiled a complex web of learning challenges, including dyslexia, ADHD, and visual processing issues.It all boils down to the great significance and transformative power of early intervention. The Orton-Gillingham approach, a specialized teaching method dating back to 1951, became the beacon of hope. Pete had an exceptional educator who took on the role of his tutor for two transformative years. His tutor's goal was not merely to catch him up to his age and grade level but to propel him two years ahead in every subject. The result is remarkable considering that a comprehensive psycho-educational assessment in the sixth grade revealed that he scores consistently at or above the eighth-grade level in all domains.Free appropriate public education and special education law.Pete, with his decades of experience, understands the emotional turmoil that parents often deal with. And so, he brings his perspective to the table, one that encompasses not just the legal aspects but also the deeply personal and emotional aspects of advocating for a child with special needs. He emphasizes the importance of equipping oneself with a solid understanding of what the law mandates because being aware of one's rights and the rights of their child is a fundamental step toward ensuring that the IEP process is equitable and beneficial.He highlights a common misconception among parents, which is the desire for the "best" program for their child. The key distinction here lies in the terminology. By law, case law, and statute, a child with special needs is not entitled to the "best" education. Instead, the legal entitlement is to a "free appropriate public education". This seemingly subtle shift from "best" to "appropriate" holds immense significance. The term "appropriate" is far more flexible and context-dependent than "best." It takes into account the child's unique needs and circumstances, allowing for a more tailored approach to education.The crucial concept of FAPE, or "free appropriate public education," represents the cornerstone of special education law. It's imperative for parents to comprehend this term fully and to leverage its definition during IEP meetings. FAPE encompasses the responsibility of the educational system to prepare children for further education, employment, and independent living, with the ultimate goal of enabling economic self-sufficiency.The definition of "appropriate"...

Welcome to another insightful episode of the Specialized Strategist Podcast with your host, Wendy Taylor. In this episode, we'll delve into the crucial concept of "Due Process in Special Education" and why it's essential for parents and school districts. Stay tuned for a comprehensive discussion on the legal mechanisms, federal laws, and practical tips surrounding this topic. Segment 1: What is Due Process in Special Education? Wendy introduces the concept of due process as a legal mechanism for resolving disputes between parents and school districts regarding a child's special education services. Due process ensures that children with disabilities receive appropriate educational services, emphasizing the importance of Free and Appropriate Public Education (FAPE). Parents can file a due process complaint for disputes related to identification, evaluation, placement, or the provision of FAPE. Wendy touches on the significance of open communication with the school and district, documenting all relevant correspondence, and exploring alternative dispute resolution methods like mediation. Highlighted federal laws include the Individuals with Disabilities Act (IDEA) and Section 504 of the Rehabilitation Act. Segment 2: Key Aspects of Due Process Wendy provides a detailed overview of due process in special education, emphasizing its governance by federal law, IDEA. The podcast clarifies that due process complaints can only be filed for specific issues related to a child's education, not procedural or technical violations. Types of disputes that can fall under due process, the steps to requesting a due process hearing, and the importance of open communication, documentation, and exploring alternative resolution methods like mediation are discussed. The episode mentions the time limits specified by IDEA for each stage of due process and advises listeners to check their state's specific rules. Segment 3: Practical Tips and Takeaways Wendy Taylor breaks down key practical tips for parents and school districts dealing with special education disputes, such as open and effective communication. She emphasizes the importance of documenting all relevant communication and meetings. Exploring mediation and alternative dispute resolution methods before pursuing a due process hearing is encouraged. The episode concludes with a reminder about the significance of understanding IDEA's time limits and checking state-specific rules for clarity. Web: www.LearningEssentialsEDU.com IG: @LearningEssentials  Find our Podcast: https://pod.link/1639953041

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/3279340/advertisement

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional. Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/3279343/advertisement

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/4064350/advertisement

La iniciativa protege a los periodistas, sus documentos, del espionaje y de la revelación de sus fuentes, pero también establece obligaciones sobre transparencia de los medios. Sindicatos de periodistas expresan su preocupación en la antena de RFI por algunas enmiendas impulsadas por países como Francia para usar el espionaje a periodistas en nombre de la seguridad nacional Con una amplia mayoría de 440 votos a favor, 102 en contra y 75 abstenciones, el Parlamento europeo ha dado luz verde a la nueva ley  de medios dedicada a la defensa del pluralismo y la independencia, así como el secreto de las fuentes para los periodistas. Ahora deberá ser negociado por los estados miembros antes de su aprobación definitiva. El proyecto había sido presentado por la Comisión Europea en 2022, y ofrece garantías a la independencia editorial del personal frente al poder político o económico, y establece obligaciones de transparencia sobre la propiedad de los medios.El texto prohíbe la detención de periodistas, los registros de documentos y los registros de sus oficinas o domicilios, en especial "cuando tales acciones puedan conducir al acceso a fuentes periodísticas". También establece que el uso de software espía contra periodistas solo puede autorizarse como último recurso, y mediante el uso de un criterio de "caso por caso". Precisamente, en una carta abierta, 80 organizaciones y sindicatos de periodistas pidieron a los eurodiputados que votaran a favor de una prohibición total de este tipo de "software espía", tal y como ha contado en la antena de RFI Luis Menéndez, de la Federación de Asociaciones de periodistas en España (FAPE).De esta forma, el nuevo texto establece que los medios deben ser transparentes acerca de sus propietarios, ser editorialmente independientes, estar sujetos a la supervisión de una autoridad nacional y respetar estándares de autorregulación. Todas estas cuestiones son valoradas de forma mayoritariamente positiva por parte de los sindicatos de periodistas. Agustín Yanel, secretario general de la Federación de Sindicatos de Periodistas (FeSP) ha subrayado en RFI: "nos parece una ley importante porque recoge una serie de cuestiones que llevamos pidiendo desde siempre. Y pese a ello, vemos aún algunas lagunas como la enmienda de Francia para usar  el espionaje a periodistas para garantizar la seguridad nacional"Francia es uno de los países que más ha insistido en este tipo de derogaciones a esta ley en nombre de la seguridad nacional. Vera Jourova, vicepresidenta de la Comisión, dijo a los eurodiputados que "no fue fácil llegar a este punto. La presión contra esta ley fue enorme y al principio muchos pensaron que era una misión imposible".Por otro lado, y en el caso concreto de los medios públicos, los eurodiputados han mantenido el criterio inicial de la Comisión Europea en su propuesta  y son partidarios de que sus presupuestos se fijen de manera plurianual, para evitar que se conviertan en monedas de cambio en las negociaciones anuales de las cuentas de un Estado miembro y reducir la incertidumbre de estas empresas.La comisión a cargo de este dosier consensuó en septiembre en un primer borrador en el que se recoge que todas las autoridades públicas (cualquier gobierno, entidad reguladora, entidades estatales…) deberían revelar anualmente información detallada sobre el dinero que invierten en publicidad institucional en medios y plataformas en línea.This show is part of the Spreaker Prime Network, if you are interested in advertising on this podcast, contact us at https://www.spreaker.com/show/4231678/advertisement

End the constant tug-of-war in IEP meetings. It's time to find compromise on inflexible goals, assistive technology needs, and ESY qualifications. Listen and learn strategies for what to consider when you are stuck in the "I want" vs. "they want" battles.  Read the full blog post and get definitions of Assistive Technology and ESY qualifications: https://www.masteriepcoach.com/blog/iep-tug-of-war-3-unnecessary-special-education-battles-between-schools-and-parents Links Mentioned In This Episode: Earn Your IEP Leadership Certificate Program https://www.masteriepcoach.com/course Start Your Own IEP Coaching Practice https://www.masteriepcoach.com/mentorship Download Your Time Saving IEP Guide  https://www.masteriepcoach.com/masterclass YouTube Music License: EXYX2OR8CSZAKEAQ    

In this episode, we talk about parent advocacy. Those of you who have children with special needs know the importance of advocating for your child to get a quality education. Whether your child has ADHD, Autism, a Learning Disability, or Medical Needs…whatever the case may be, it's important to know if and when you need an advocate to assist you in ensuring that your child has a proper free and appropriate public education (FAPE). It's definitely hard to advocate alone, and sometimes it's just simply necessary to hire help. So stick around as we explore the benefits and process of obtaining an advocate. Click here to join my email list for more free content to help you on your parenting journey!or go to strongermindsstrongeryouth.com/jointhelist*REACH OUT & SHARE*Email me your stories to share with others parents just like you @ jessika@strongermindsstrongeryouth.com *CONNECT WITH ME ON SOCIAL MEDIA!!!* & *TAG ME IN YOUR STORIES!!!*#jessikashields or @strongermindsstrongeryouthGet Social to Stay Connected!!!FB: @StrongerMindsStrongerYouthInstagram: @StrongerMindsStrongerYouthLinkedIn: http://www.linkedin.com/in/jessikashieldsTo access more Podcast resources, visit strongermindsstrongeryouth.comThank you for listening!

Director of the film “O'Kelley Legends: 2e Behind the Scenes”, Harri James O'Kelley and Robin A. Williams (AKA Fairy Queen Flutterby), the host of a new podcast called Brilliance on the Spectrum, join Shannon as special guest on this episode of Autism Live after our host Shannon covers FAPE for the jargon of the day!

In this Lozano Smith Podcast episode, host Sloan Simmons talks with Lozano Smith special education attorneys Kendra Tovey and Amanda Cordova regarding independent study in the context of special education students in light of the now existing independent study legal framework post-pandemic. Show Notes & References 1:06 – Special education students participation in Independent Study (IS) (Client News Brief 39 - August 2022) 2:16 – Transitioning back from distance learning 3:45 – Responding to IS requests 4:26 – Free Appropriate Public Education (FAPE) 6:13 – Least Restrictive Environment (LRE) 8:34 – Amending Individualized Educational Plans (IEPs) to provide a FAPE during IS 9:17 – Changing placement and other considerations 10:08 – E. E. et al. v. State of California et al. (N.D. Cal.) Case No. 21-cv-07585-SI (2022 WL 16752080) 13:47 – Providing services to students participating in IS 15:40 – (Nonpublic Agency) NPA 16:24 – District obligations to provide in-home supports and services 19:07 – Increase in requests for IS   For more information on the topics discussed in this podcast, please visit our website at: www.lozanosmith.com/podcast.

The Literacy View weighs in on the double header blogs, “Is Emily Hanford Right?” and “More on Hanford: Phonics Reform and Literacy Levels.” Joining us this week as our special guest is Marilyn Muller, a pro bono advocate for FAPE, Free Appropriate Public Education. Shanahan on Literacy blogs:https://shanahanonliteracy.com/blog/is-emily-hanford-right#sthash.toXSVEy4.dpbshttps://shanahanonliteracy.com/blog/more-on-hanford-phonics-reform-and-literacy-levels#sthash.TNWflUap.dpbsOur Guests Bio: Marilyn Muller is a pro bono advocate for “free” appropriate public-funded education (FAPE) to ensure each child gets what they most need to thrive, be proficiently literate, and prepared for further education, employment, and independent living.As the mom of Lauryn, a 15-year-old twice-exceptional dyslexic, Marilyn lived closest to systemic failures in both general and special education classrooms. As Lauryn struggled to acquire the foundational skills of early literacy, her "A" rated, publicly funded Massachusetts school district abandoned her educational and functional needs by solely implementing the K-3 Balanced Literacy curriculum and instruction. As a result, Marilyn had no other choice but to fund Lauryn's placement in a private school that employs Structured Literacy. Once Lauryn began receiving appropriate instruction, she thrived academically and later became student council President. These lived experiences have caused Marilyn to believe that literacy is an "equitable education." and social justice issue, so she's committed to raising and spreading awareness and facilitating positive change through her advocacy and charity.The Literacy View is an engaging and inclusive platform encouraging respectful discussion and debate about current issues in education. Co-hosts Faith Borkowsky and Judy Boksner coach teachers, teach children to read, and hold master's degrees in education.Our goal is to leave listeners thinking about the issues and drawing their own conclusions.Get ready for the most THOUGHT-PROVOKING AND DELICIOUSLY ENTERTAINING education podcast!

Tune in as we get personal and share our family's struggles with the public education system, thoughts on how the current system often fails the special needs community, and how we plan to tackle it. This episode is sponsored by The Exceptional Learning Institute (E.L.I.), learn more about their customized academic programs for autistic children at exceptionalinstitute.org.

Listen in on the December NCPEID APE Collaborative with guest speaker Cynthia D. Vargas as she discusses the development of a defensible IEP. This podcast will cover topics such as organizing IEP team meetings, IEP meeting notes, after the IEP meetings, and some thoughts on FAPE. Cynthia D. Vargas is the managing partner for F3 Law Firm's Inland Empire office. She is a legal expert that represents and advises school districts, county offices of education, and special education local plan areas statewide. Prior to law school, she worked as a special education teacher providing her a practical understanding of the interconnectedness of education legal matters. She earned her Juris-Doctor at the University of California, Los Angeles, and bachelor's degree, cum laude, from the University of California, Irvine.

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

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

Walsh, Gallegos, Trevino, Kyle & Robinson is a law firm deeply entrenched in the Texas education landscape. They are often hired by school districts to fight parents advocating on behalf of their students with special needs. Districts use taxpayer dollars to lawyer up against parents who demand services under the law which are FAPE and IDEA rights. More than 70% of school districts in Texas enlist the help of Walsh Gallegos to undermine parental rights. Walsh Gallegos was also a primary player in helping school districts uphold an arbitrary cap on special education students that was set in 2004. The Houston Chronicle did an exposé on the cap in 2016 called Denied. In October, Mary Lowe of Families Engaged went before the Texas State Board of Education (SBOE) to alert them about Walsh Gallegos. She uncovered a presentation given to Region 15 Education Service Center (ESC) by Walsh Gallegos. The presentation was designed to teach districts how to skirt Senate Bill 3. Her testimony can be found here. Jim Walsh of Walsh Gallegos is a political donor to the Democrat party and can be found on Twitter. Perhaps he needs to be reminded of the Texas Lawyer's Creed. Mary and I closed with tangible solutions to fix public education in Texas. To start a chapter of Families Engaged in your area, contact Mary Lowe at marydlowe@yahoo.com.Social Impact Podcast is brought to you by:OBBM Network Brands https://obbmnetworkbrands.comJunkluggers of Irving, Denton, and Grapevine, 630-470-8307Move Freely America,https://movefreelyamerica.com1st Safety Training, 214-808-9757Get the Social Impact Podcast at https://socialimpactpodcast.buzzsprout.com. Call 214-673-4018 to support the show or get exposure for your point of view.Subscribe to the OBBM Network Podcast on Apple Podcasts, Spotify, iHeart, Google Podcasts and more. OffBeat Business TV can be found on Youtube, Vimeo , Rumble , BitChute and wherever you enjoy great on-demand podcasts and TV.https://obbmnetworkpodcasts.comSupport the show

Presenters - John Worthington, Esq., LEGAL ONE Education Law Specialist; Geta Vogel, LEGAL ONE Mental Health and Wellness Coordinator In this episode, we will discuss important dates and tasks with respect to claims for compensatory services arising from the COVID-19 pandemic (March 2020 - September 1, 2021) and the tasks all districts must complete as part of unique legal requirements for this time period. The need to hold meetings for all students and document IEP team determinations and the services provided to students to address FAPE denials will be addressed. In addition, unique requirements with respect to the students and parents with whom IEP team meetings are required, as well as service determinations and provision of services when appropriate, will be addressed. 

Join Wendy Taylor, M.Ed., ET/P and Karen Mayer-Cunningham as they talk “Special Education Teacher Shortage, FAPE, IEPs, and Educational Services.”  Karen has been advocating on behalf of children for over 25 years. Her advocacy began as an effort to get needed services for her son and later founded Special Education Academy to share her broad experience and resources. Our discussion dives into parent rights and responsibilities during the IEP process, data points that every parent should see throughout the school year, forming a team with all staff involved with your child, preparing for IEP meetings, red flags that to look out for, myths of the IEP process, and available resources.  You don't want to miss Karen's keen ability to describe IEP processes with colorful descriptions and humor. To learn more, visit: https://specialeducationacademy.com/special-education-boss/ Get ten free tips to prep for an IEP meeting today! with BONUS: 5 questions to ask at the IEP meeting. https://learningessentialsedu.ck.page/  You can connect with Wendy on Instagram, Twitter, Facebook, and LinkedIn, as well as browse her website Learning Essentials, for tutoring resources, blog posts, and more! 

Augmentative and alternative communication (AAC) is any type of communication that does not include speech. The use of AAC for children with autism does not prevent a child from speaking and in fact, the research shows that it may actually increase their speech. AAC programs and AT devices are not exclusively for non-verbal individuals, they can also be used for individuals with emerging language to help them talk even more. AAC Apps, there are a variety of iOS apps to meet the needs of AAC communicators. Click below to check them out: https://aacapps.com/ Choose ONE device and USE ONLY that device. The chosen device is your child's voice and should be with them at all times. When a school determines through the IEP process that an AT device is necessary to provide FAPE, the device, and services, including parent and staff training must be provided at no cost to the family and should be included in the IEP. Your child's communication needs will likely change as they grow and there are always different options to meet their needs. Today (August 25, 2022) is the FINAL day for you to JOIN US inside our PRIVATE SISTERHOOD and your first month is FREE in celebration of our 100th episode last week. Head over to our website at www.notyouraverageautismmom.com and click Join Now and use code: 100EPISODE at checkout.

The back-to-school season is upon us. For our family, that means preparing paperwork for IEPs or 504 Plans. Yes, it's time again for the alphabet soup of special education jargon. Your student with an ASD, ADHD, SLD, or ID might need an IEP with a BIP to ensure an LRE for the FAPE within a public school. Don't feel too bad if you didn't understand all of that. How bad is the alphabet soup? A guide for parents provided by the Texas Education Agency, also known as the TEA, lists more than 120 acronyms used in special education. An appropriate response, when presented with this list, is W-T-F. When you're the parent of a Neurodiverse student, your perspective on education is shaped by how difficult obtaining the legally mandated supports might be. The Autistic Me on Social Media Blog: https://www.tameri.com/autisticme/ Podcast: https://autisticme.libsyn.com/ Facebook: https://www.facebook.com/autisticme/ Twitter: https://twitter.com/autisticme YouTube: https://www.youtube.com/c/CSWyatt LinkedIn: https://www.linkedin.com/company/autisticme

In Episode 3 of SPED Law with Dr. Randall and Sarah we discuss 2 case that form the foundation of Free and Appropriate Education (FAPE), one of the pillars of IDEA. First we discuss Board of Education v. Rowley (1982), then cover Endrew F. v. Douglas County (2017). Links mentioned in the episode: https://www.law.cornell.edu/supremecourt/text/458/176 ​​https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf

In this episode Dr. Randall and Sarah discuss two cases that address COVID-19 and FAPE. Below are links to articles and resources discussed in the episode. SPED Law Blog article about Hernandez v. Grisham (2020), FAPE, & COVID-19 by Dr. Yell SPED Law Blog article Office of Civil Rights Resolution (4/28/2022) Regarding a Denial of FAPE Because of Covid-related School Closure by Dr. Yell OCR Brief LA Unified School District Resolution Agreement OCR COVID and FAPE Guidelines Guidelines for IDEA Implementation during COVID

Catherine and Carla talk about a Free Appropriate Public Education. (FAPE)

Special education attorney Grace Kim and mother Michelle Norman co-founded Partners in Promise, an organization that works to protect the rights of military children in special education. In this conversation Kim and Norman share their own experiences with the special education system, highlight the unique challenges military children in special education face, and share advice for all parents who are trying to navigate the world of special education.  Learn more about Partners in Promise at: https://thepromiseact.org/

Guest: Debbie Anzelone, Special Education Consultant Have you ever wondered what FAPE is? Or LRE? What is the difference between an accommodation and a modification? IEP meetings can be filled with a lot of education heavy language and terminology which can create a barrier to parents being as involved with the IEP process. During this episode, Nicole is joined by Special Education Consultant, Debbie Anzelone, to answer a listener question about special education terminology. Nicole and Debbie give definitions and context around commonly used terms in an IEP meeting, including examples, to help parents feel more confident as they participate on the IEP team.

https://bit.ly/3zVq7yh (View resources discussed during this episode, including available online courses.) Presenters: John K. Worthington, Esq., LEGAL ONE consultant and Susan Green, SEPTA President, Ocean Township School District. Addressing the needs of students with disabilities has been extremely challenging during the pandemic. Given these challenges, parents and school officials need to consider whether any student with a disability was denied a free appropriate public education or FAPE as a result of the pandemic and is entitled to compensatory services. This podcast episode will review the legal considerations involved in making this determination, the other options available to provide enhanced support for students with disabilities, including extended school year services and access to universal summer programming, and strategies for working in partnership with parents to fully understand and address the needs of all students with disabilities.

https://bit.ly/3u5Q6zQ (View resources discussed during this episode, including available online courses.) This episode of the LEGAL ONE Podcast includes a review of the seminal case on determining whether a parent can immediately bring a civil suit in federal court under the Americans with Disabilities Act and Section 504 or must first exhaust administrative remedies under IDEA, which in turn has major implications in terms of liability exposure and how quickly legal issues can be pursued in federal court.  Specifically, Fry addressed whether plaintiffs were required to exhaust IDEA administrative remedies before pursuing claim under Section 504 and the ADA in a case involving denial of access for a service dog. The Supreme Court held that exhaustion of administrative remedies is required when the crux of the plaintiff's suit is a denial of a FAPE, which is the only relief available under IDEA. If the gravamen is something other than a FAPE denial, exhaustion is not required.  The Court developed a three-part test to assist in making this determination. The podcast reviews this test and provided analysis and examples to understand how it would apply in various scenarios. Finally, the podcast includes a discussion about how schools and parents can effectively work together to ensure access to facilities for students with disabilities.

This episode of the LEGAL ONE Podcast includes a review of the test for determining whether a school district has offered a student with disabilities a free, appropriate public education, or FAPE, in light of the landmark U.S. Supreme Court decision, Endrew F. v. Douglas County School District 137 S. Ct. 988. In this case, Endrew's parents sought reimbursement for private school tuition payments based on their unilateral placement of the student.  The Supreme Court ultimately held that to meet its substantive obligation under the IDEA, a school must offer an IEP reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances. The court went on to state that School authorities are expected to offer a cogent and responsive explanation for their decisions that shows the IEP is “appropriately ambitious” and reasonably calculated to enable the child to make sufficient progress. Finally, the podcast includes a discussion about how schools and parents can effectively work together to ensure a free appropriate public education is provided. https://bit.ly/3xi84AZ (View resources discussed during this episode, including available online courses.)