Overview of the special education process

Parents new to special education as well as those seeking information about specific parts of the IEP process will find helpful information under these links.

 

Communicating with Your Child’s School Through Letter Writing

http://nichcy.org/wp-content/uploads/docs/pa9.pdf
Writing letters is a skill. Each letter you write will differ according to the situation, the person to whom you are writing, and the issues you are discussing. This Parent’s Guide will help you in
writing to the professionals involved in your child’s special education.
 
 

Developing Your Child’s IEP

http://nichcy.org/publications/pa12
This guide can help you learn what you need to know. It explains the basics of the special education process and gives you information on how to be an effective partner with your child’s school.
 
 

Categories of Disability Under IDEA

http://nichcy.org/disability/categories
Read the definitions of categories of disabilities under which a child with a disability may qualify for special education services under the IDEA (Individuals with Disabilities Education Act).
 
 

Guide to the Individualized Education Program

www.ed.gov/parents/needs/speced/iepguide/
The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children.
 
 

Questions Often Asked by Parents about Special Education Services

http://nichcy.org/publications/lg1
This publication explains in easy to read terms how students with disabilities access special education and related services.
 
 

Your Child’s Evaluation

http://nichcy.org/wp-content/uploads/docs/bp1.pdf
This publication describes the steps the school system will take to evaluate your child to determine if he or she has a disability and is eligible for special education.
 
 


Accessibility
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