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Special Education Advocacy [Pehme köide]

(Ohio State University)
  • Formaat: Paperback / softback
  • Ilmumisaeg: 05-Jul-2011
  • Kirjastus: LexisNexis
  • ISBN-10: 1422479587
  • ISBN-13: 9781422479582
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Special Education AdvocacySuurem pilt
  • Formaat: Paperback / softback
  • Ilmumisaeg: 05-Jul-2011
  • Kirjastus: LexisNexis
  • ISBN-10: 1422479587
  • ISBN-13: 9781422479582
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781422479582.html
Märksõnad:

Professors Colker and Waterstone, and the eight contributors to discrete chapters of Special Education Advocacy, have collaborated to try to provide students and lawyers with the basic tools they need to be effective advocates in educational cases involving children with disabilities.

Special Education Advocacy is designed to enhance the knowledge and skills of special education advocates. By using examples and simulations based on real cases, the authors and contributors hope to illuminate the major principles that are important to successful advocacy on behalf of children with disabilities.

A comprehensive Teacher's Manual is available to professors.

Preface
Chapter 1 A Brief Overview 1(4)
Ruth Colker
Chapter 2 Initiating A Special Education Case 5(66)
Yael Zakai Cannon
Laura N. Rinaldi
I Who Is The Client? Models Of Representation In Special Education Ma !Mrs
5(15)
A Parent as Client
6(5)
1 Who Is a "Parent"?
9(1)
a Involving the Student Even When He or She is Not the Client
10(1)
B Parent and Student as Joint Clients
11(3)
C Student as Client
14(5)
1 Expressed Interests or Best Interests?
16(1)
2 Students Who Have Reached the Age of Majority
17(2)
D Court-Appointed Special Education Attorneys
19(1)
II Retainers
20(7)
III Introductory Letter To A Client And Authorization For Release Of Information And Records
27(6)
IV Client Interview
33(13)
A Active Listening
37(1)
B Interviewing the Student
38(1)
C Developing a Preparation Plan for the Client Interview
39(3)
1 General Overview of Parent's Concerns
39(1)
2 Student's Developmental History
39(1)
3 Student's Educational History
40(1)
4 Information About the Student's Needs and Interests Outside of School
40(1)
5 Parent's Efforts to Obtain Help from the School or Other Agencies
41(1)
6 School Discipline
42(1)
D Ascertaining the Client's Goals
42(4)
V Investigation
46(14)
A Obtaining Documents
46(6)
1 Educational Records
47(3)
2 Medical Records, Including Mental Health Records
50(1)
3 Records from Outside Services Providers and Other Sources
51(1)
B Investigative Interviewing
52(6)
1 Consultation with Experts or Providers from Other Disciplines
57(1)
C Observing the Student
58(2)
VI Developing An Educational Chronology
60(4)
VII Developing A Theory Of The Client's Case
64(1)
VIII Client Counseling
65(5)
IX Conclusion
70(1)
Chapter 3 Child Find 71(12)
Esther Canty-Barnes
I Introduction
71(1)
II Eligible Children
72(1)
III Procedures For Identification And Referrals
72(2)
IV Procedural Safeguards Notice
74(1)
V Prior Written Notice
74(1)
VI Informed Consent
75(1)
VII Charter Schools And Idea
76(7)
Chapter 4 Educational Evaluations And Assessments 83(66)
Ruth Colker
I IDEA and ADA Overview
83(1)
A IDEA
83(1)
B ADA and Section 504
83(1)
II An Evaluation Primer
84(8)
A Standard Deviations and Errors of Measurement
84(3)
B Subscores
87(5)
III Categories Of Disabilities
92(57)
A Statutory Definitions
92(10)
1 Ages Three to Nine
92(4)
2 School-Age Children
96(1)
a General Considerations
96(6)
B Ten Disability Categories for School-Age Children
102(50)
1 Intellectual Disabilities
102(1)
a Basic Definition
102(1)
b Further Requirements in Assessing Intellectual Disabilities
104(1)
2 Hearing Impairments (Including Deafness)
104(1)
3 Speech or Language Impairments
105(4)
4 Visual Impairments (Including Blindness)
109(1)
5 Serious Emotional Disturbance
109(2)
6 Orthopedic Impairments
111(1)
7 Autism
111(2)
8 Traumatic Brain Injury
113(1)
9 Other Health Impairments
113(2)
10 Specific Learning Disabilities
115(6)
11 Multiple Disabilities
121(28)
Chapter 5 The Individualized Educational Program 149(46)
Jane R. Wettach
Brenda Berlin
I Definitions
149(1)
II Fape
150(2)
III The IEP Process
152(32)
A The IEP Team
153(1)
B Parental Involvement in the IEP Process
153(1)
C Definition of Parent
154(2)
D Surrogate Parents
156(1)
E Transfer of Rights at Age of Majority
156(1)
F Other IEP Team Members
156(1)
G Excusal of IEP Team Members from Meetings
157(1)
H The Team Process
158(1)
I When the IEP Must be in Effect
158(1)
J The IEP Document
159(25)
1 Present Levels of Performance
171(1)
2 Annual Goals
172(1)
3 Measurement of Progress
173(1)
4 Statement of Special Education and Related Services
173(2)
5 Amount, Duration, and Frequency
175(1)
6 Participation with Non-Disabled Students/Least Restrictive Environment
175(4)
7 Testing Accommodations and Alternate Assessments
179(1)
a Accommodations
179(1)
b Alternate Assessments
180(1)
8 Transition Services
181(2)
9 Extended School Year Services
183(1)
IV Planning For An IEP Meeting
184(12)
A Collecting and Organizing the Student's Records
184(3)
B Scheduling the Meeting
187(1)
C Providing Advance Notice to the School District
187(1)
D Creating the IEP Meeting Agenda
187(1)
E Inviting Participants to be a Part of The IEP Team
188(1)
F Exchanging Information Prior to the Meeting
188(1)
G Making a Plan With Your Client
189(2)
H Deciding Whether to Record IEP Meetings
191(1)
I Signing the IEP
191(4)
Chapter 6 Early Intervention Services 195(44)
Jennifer N. Rosen Valverde
I Child Find
196(9)
Marie O. v. Edgar
197(8)
II Referral
205(5)
III Evaluations
210(3)
IV Eligibility
213(1)
V Individualized Family Services Plan (IFSP)
214(12)
VI Early Intervention Services
226(5)
VII Payment For Early Intervention Services
231(3)
VIII Procedural Safeguards And Dispute Resolution
234(5)
Chapter 7 School Discipline And Students With Special Needs 239(44)
Julie K. Waterston
Jane R. Wettach
I Protections For Disciplined Students
240(13)
A Manifestation Determination Review
240(11)
1 Results of the Manifestation Determination Review
248(1)
a The Conduct is Found to be a Manifestation
248(1)
b Exceptions
249(1)
c The Conduct is Found Not to be a Manifestation
249(2)
B Functional Behavioral Assessments and Behavior Intervention Plans
251(35)
1 Functional Behavioral Assessment
251(1)
2 Behavior Intervention Plan
252(1)
II Unidentified Children
253(9)
III Manifestation Determination Review Simulation
262(21)
Chapter 8 Child Welfare And Special Education 283(44)
Jennifer N. Rosen Valverde
Randi Mandelbaum
I Introduction
283(3)
II Defining The Idea Parent
286(4)
A Parent Defined
287(1)
B Surrogate Parents
288(2)
III Getting Through The School Doors
290(4)
A Registration, Enrollment and Attendance
290(2)
B School Records
292(1)
C Residency
293(1)
IV Confidentiality And Information-Sharing
294(4)
A Confidentiality
294(3)
B Information-Sharing
297(1)
V Evaluations, Programs/Placements And Services
298(9)
A Evaluations
298(4)
B Placements
302(1)
C Services
303(1)
D Transitional Planning and Services
304(3)
VI Achieving School Stability
307(17)
A McKinney-Vento
307(3)
B Fostering Connections
310(31)
1 California
311(1)
2 New Jersey
311(1)
3 North Carolina
312(1)
4 Ohio
313(1)
5 District of Columbia
313(11)
VII Standards For Educating Children In Out-Of-Home Care
324(1)
VIII Conclusion: Cross-Systems Advocacy — How Does It Work?
325(2)
Chapter 9 The Due Process Complaint 327(26)
Esther Canty-Barnes
I Filing The Due Process Complaint
327(1)
II Contents Of The Due Process Complaint
327(12)
III Answering The Due Process Complaint
339(1)
IV Sufficiency Challenge
339(1)
V Resolution Meeting And 30 Day Waiting Period
339(2)
VI Procedural Protections In Due Process
341(3)
A The Hearing Officer's Responsibilities
341(1)
B Hearing Rights
341(2)
C Discovery
343(1)
D Right to "Stay-Put"
344(1)
VII Burden Of Proof
344(2)
New Jersey Senate, No. 2604
345(1)
VIII Expedited Due Process Complaints
346(1)
IX Appeal Of Due Process Decision
347(1)
X Timelines For Completion Of Hearing And Appeal Review
348(1)
XI Appeal Of Administrative Decision
348(1)
XII Due Process Complaint Exercises
349(4)
Chapter 10 Remedies 353(48)
Yael Zakai Cannon
I Remedial Authority Of Due Process Hearing Officers
353(6)
A Statutory Limitations on Hearing Officer's Remedial Authority
355(2)
1 Substantive Violations Required, Except Where Procedural Violations Meet Statutory Exceptions
355(2)
2 Statute of Limitations
357(1)
3 Lack of Parental Consent to Initial Provision of Services
357(1)
B Case Law Discussing the Broad Remedial Authority of Hearing Officers
357(1)
C Broad Remedial Authority of Hearing Officer as Discussed by OSEP
358(1)
II Remedies In Civil Actions
359(2)
III State Complaints
361(1)
IV Eligibility And Disability Classification
362(1)
V Independent Evaluations
362(1)
VI Changes To An Iep And Implementation Of An Iep
363(1)
VII Compliance With Procedural Requirements
363(1)
VIII School Placement
364(14)
A Inappropriateness of the Current Placement
364(1)
B The Supreme Court's Key Reimbursement Cases
365(2)
C Codification of Tuition Reimbursement as a Remedy in the IDEA
367(2)
D The Right to "Stay Put"
369(2)
E Prospective Placement Order as a Remedy
371(1)
F Factors to Consider in Identifying an Appropriate Placement
372(2)
G The Process of Identifying an Appropriate Placement to Pursue as a Remedy
374(1)
H Visiting a Potential School Placement
375(3)
IX Reimbursement For Other Services
378(1)
X Compensatory Education
379(6)
A Varying Approaches of the Federal Courts of Appeals
380(2)
B Crafting a Request for a Compensatory Education Award
382(3)
XI Attorneys' Fees
385(3)
A Defining "Prevailing Party"
386(1)
B Limitations on Attorneys' Fees
387(1)
XII Expert Fees
388(1)
XIII Monetary Damages
388(1)
A Availability of Damages Under the IDEA Itself
388(1)
B Availability of Damages in IDEA Cases Through § 1983
389(1)
XIV Securing Services And Accommodations Through Alternative Entitlements
389(9)
A Vocational Rehabilitation Services
389(1)
B § 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act
390(2)
C Medicaid and EPSDT
392(4)
D Supplemental Security Income
396(2)
XV Assisting Clients After The Remedy Is Ordered
398(3)
Chapter 11 Special Education Advocacy For Youth In The Delinquency System 401(24)
Joseph B. Tulman
I A Critique Of The Delinquency System
401(3)
II Connections Between The Delinquency System And The Special Education System
404(9)
A A Strategy for Obtaining Treatment: Substituting the Individualized Services Available Through the Special Education System for the Limited and Often Counterproductive Sanctions in the Delinquency System
404(6)
B A Strategy for Successfully Challenging Unfair Prosecutions: Identifying Improper Unilateral Exclusion from School of Children with Disabilities and Using Delinquency Intake Procedures to Stop Improper and Unnecessary Delinquency Referrals
410(3)
III Special Education, Disability Rights, And The Stages Of A Delinquency Case
413(9)
A The Delinquency Intake Stage
416(1)
B Initial Hearings and Detention Decisions
416(1)
C Pre-Trial Motions
417(2)
D Factfinding Hearing (Trial)
419(1)
E Disposition (Sentencing)
420(2)
F Post-Disposition Advocacy
422(1)
IV Conclusion
422(3)
Appendix A Individuals with Disabilities Education Act 425(58)
Appendix B IDEA Regulations 483(104)
Appendix C Appendix of Major Cases 587
PARC v. Pennsylvania
587(12)
Mills v. Board of Education
599(17)
Goss v. Lopez
616(8)
Board of Education v. Rowley
624(14)
Roncker v. Walter
638(4)
School Committee of the Town of Burlington v. Department of Education
642(7)
Honig v. Doe
649(7)
Daniel R.R. v. State Board of Education
656(11)
Cedar Rapids Community School District v. Garrett F
667(5)
Schaffer v. Weast
672(8)
Arlington Central School District Board of Education v. Murphy
680(8)
Winkelman v. Parma City School District
688(9)
Forest Grove School District v. T.A.
697
Table of Cases TC-1
Table of Statutes TS-1
Index I-1