You may already be aware that your child’s IEP needs to address his behavioral, social, and emotional needs (among others) in addition to his academic deficits and learning challenges. For example, a student who needs specialized reading instruction may receive an IEP under the Specific Learning Disability designation.
If you’re familiar with the special education eligibility process, you may already know that the IDEA requires your school district to evaluate your child at least once every three years following the initial evaluation that determines his eligibility for special education and related services. This process is known as the triennial reevaluation, or sometimes referred to as a student’s “triennial review.”
Dyslexia is a language-based learning disability characterized by difficulty with reading. It impacts the individual’s ability to recognize words accurately and fluently by associating sounds with symbols, a process known as decoding.
Are you dreading the first day back to school, or are you excited for the growth you expect to see in your child’s educational progress this year? August is the perfect month to implement these simple but effective strategies for getting organized and ready for the first day of school.
We established this blog to share stories and information about topics relevant to our practice. Our intent is to regularly provide posts highlighting legal issues of local, state and national interest that we think you will find interesting.
Summer is in full swing, and for many students with IEPs, that means extended school year (ESY) programming. An ESY program is a bit different from summer school.
The school year just ended, and you probably had an annual review meeting in April or May to update your child’s individualized education plan (IEP). Or perhaps the IEP team plans to meet in September or October, once the new school year is underway, to review your child’s educational progress and update the IEP accordingly.
The following post is part of a series of reflections and interview responses given by successful young adults with varying disabilities who have direct experience with the Connecticut Special Education system. Our interviewer and writer is Katie Feinstein, daughter of Attorney Feinstein, who is also a successful young adult living with disabilities.
Your child has special needs, and you’ve had those established by a medical provider. You want your child to go to school and have fun with the other children, but his or her education is important to you, too.
On November 9, 2017, thirty-seven parent advocates, attorneys, and surrogate parents submitted a letter to Commissioner of Education Dianna R. Wentzell to request that she remind Connecticut school administrators of their duty to appropriately educate students identified as having an Emotional Disturbance as defined by IDEA and State law. In many cases, Emotionally Disturbed students require intensive mental health services as part of their individualized education plans (IEPs).