The Individuals with Disabilities Education Act (IDEA) is a federal law that applies to students between 3 and 22 years old that attend a public educational institution. In order to qualify for IDEA, your child must have a medically identified disability that negatively affects his or her learning.
Some students need assistance to learn the way others do. Perhaps they are blind or struggle to hear. It’s the school’s job to make sure these individuals can participate in the classes they’re in and have access to the same information and opportunities as other students.
If your child has special needs, you know that you need to do everything you can to protect him or her and to make sure he or she gets a good education. Special education is provided to children in Connecticut who need that assistance.
When you have a special needs child, you depend on the help of many people outside your family. Educators, doctors and even therapists can help your child overcome disabilities and social issues. Education from a school and the social benefits of being around age peers are critical for the development of special needs children.
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.
If you have a child with special needs, it can be tough to determine what school is most appropriate for his or her talents, gifts and learning limitations. The ultimate goal of any parent is to ensure that his or her child gets the best education possible, and doesn’t get left behind.
We won a major victory on January 10th in the Second Circuit Court of Appeals in the case of A.M. v. NYC Department of Education. Attorney Andrew Feinstein argued the case as a friend of the court on behalf of COPAA.
Access to an independent educational evaluation (IEE) and observation in school are central to a parent’s ability to meaningfully participate in their child’s school program. Further, an accurate evaluation is the cornerstone to the IDEA, ensuring that the Student’s functional and academic deficits are identified, and setting the stage for appropriate goals and objectives and appropriate special education and related services.
Dear Connecticut Constituent: Please sign this petition asking the Connecticut State Department of Education to amend the special education regulations regarding acceptable IEE criteria and observation criteria: https://goo.gl/forms/br5ZPATHggDQtlWu2 Access to an IEE and observation in school are central to a parent’s ability to advocate for a child’s needs in school.
Today the U.S. Supreme Court granted review in Endrew F. v. Douglas County School District RE-1 a case about the level of education benefit a special education student must receive for a school district to provide an appropriate education under federal special education law.