Least Restrictive Environment - Printable PDF

One of the components of the Individuals with Disabilities Education Act (IDEA) is the expectation that students with IEP's should be educated alongside their non-disabled peers (in the General Education classroom) as much as it is appropriate, which is referred to as the Least Restrictive Environment (LRE) for that student.

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The ABC's of Challenging Behavior - Printable PDF

Behavior problems involve any challenging behavior that lasts over time and is working for the child, meaning bringing the results he or she wants. This takes the form of a child not doing what is wanted, or doing something that isn't wanted by adults. Before we can address a challenging behavior, we need to be able to identify and define the problem clearly.

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Life After High School - Printable PDF

We have all thought about what we want to do when we "grow up." For most teenagers, high school is a time when they have to move from thinking and dreaming to planning and working toward real goals. All students face the big transition from high school to the "real world," and students with disabilities may face that transition with even more factors to consider. Preparing how to meet those special needs is the purpose of transition planning for students with IEPs

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Stay Put Provision - Printable PDF

Parents of a child receiving special education services have important procedural safeguards and legal rights. One of these rights is the "stay put" provision of the Individuals with Disabilities Education Act (IDEA). After receiving the Prior Written Notice (PWN), if a parent disagrees with and formally disputes a proposed change (or refusal) to their child's placement, the "stay put" provision allows the student to do just that-"stay put" in the current IEP placement.

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Treatment Choices and Evidence-Based Practices - Printable PDF

Families are encouraged to ask their child's doctor or provider questions about the treatment being recommended and should come prepared with a notebook to record the answers to their questions. Families should also share their values and preferences with providers.

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Transition Terms - Printable PDF

Special Education uses many acronyms or abbreviations, many of which families become familiar while their student is in school. As teens and their families prepare to exit school and begin life as an adult, they are faced with many new terms and acronyms. Listed below are definitions of some words and acronyms often used during this important time.

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Safe Classroom Learning Environments - Classroom Clears and Therapeutic Classrooms: Senate File 2360

A new law (Senate File 2360: Safe Classroom Learning Environments) was put into place with the intent to create a safe learning space for students and teachers. Immediate action by school districts was required in the area response and reporting of school behavioral challenges. The restrictions on use of classroom clears applies to all classrooms, general and special educa-tion, ages 3-21, when a child is served in a setting that is using public funds for educational purposes.

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ASK Resource Center Handout - English

This is a printable handout about what ASK Resources has to offer our community.

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Respiratory Syncytial Virus (RSV): Special Considerations for High-Risk Children

The increased cases and hospitalizations of children with RSV infections this summer has prompted the American Academy of Pediatrics (AAP) to strongly recommend that clinicians consider using palivizumab (humanized monoclonal antibody) for high-risk infants in areas experiencing high rates of RSV circulation consistent with a typical fall-winter season

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FAQ from Families about Individualized Education Programs (IEPs)

Learn about the top six questions from families about Individual Education Program.

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A Meeting Checklist for IEP Teams Necessary discussions and decisions for different perspectives on the same team

Individualized Education Program (IEP) team members collaborate to create a plan and establish goals to address the unique needs of a student eligible for special education services. IEP teams also discuss and determine the most appropriate learning environments for a student. These checklists were developed during the COVID-19 pandemic to assist teams planning for unique learning environments, however many of the questions will be useful for IEP teams in other situations. The first set of questions is written with the family perspective and the second list offers questions with the perspective of educators and related service professionals.

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Family and Medical Leave Act An Overview for Families

The Family and Medical Leave Act (FMLA) is a 1993 federal law. It requires covered employers to give eligible employees time off work, without penalty, for specified family and medical reasons. The stated purposes of the law: balance the demands of the workplace with the needs of families; promote stability and economic security of families and promote national interests in preserving family integrity. Who is covered by FMLA? The FMLA only applies to employers and employees that meet certain criteria. If an employer meets the criteria they are called “covered” employers. Not all employers are covered and not all employees are eligible. The following chart shows the FMLA criteria for covered employers and eligible employees.

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Sample Letter - Requesting a 504 - Printable PDF

Under Section 504 of the Rehabilitation Act an individual with a disability is defined as a person who: 1)has a physical or mental impairment that substantially limits a major life activity; 2)has a record of such an impairment or 3)is regarded as having such an impairment. In schools, Section 504 takes shape in the form of a plan for how a school will support a student with a disability and remove barriers to learning. The goal of a 504 plan is to give the student equal access at school and school activities.

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Sample Letter Requesting a Re-evaluation And other letter writing tips

In order to ensure students continue to be eligible to receive special education services and that their unique educational needs are being appropriately met, IDEA requires that re-evaluations of at a least every three years. The reevaluation process includes the review of existing information and if necessary, or requested, the collection of additional information.

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Sample Letter Requesting an Evaluation Considering a student for special education eligibility and letter writing tips

In Iowa, the initial evaluation process to determine eligibility for special education services begins with the suspicion of a disability and/or per parent request. If a disability is suspected, a team of educators will seek informed parent consent and begin planning the full and individual Initial Evaluation.

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Sample Letter Requesting a Re-Evaluation - Printable PDF

In order to ensure students continue to be eligible to receive special education services and that their unique educational needs are being appropriately met, IDEA requires that re-evaluations of at a least every three years. The reevaluation process includes the review of existing information and if necessary, or requested, the collection of additional information.

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Sample Letter Requesting an Evaluation for Special Education Eligibility - Printable PDF

In Iowa, the initial evaluation process to determine eligibility for special education services begins with the suspicion of a disability and/or per parent request. If a disability is suspected, a team of educators will seek informed parent consent and begin planning the full and individual Initial Evaluation. During this comprehensive evaluation, the team gathers and documents data about a student's progress and needs. The team also looks at how the student's levels of performance and progress compare to those of classmates or same aged peers. At the end of the initial evaluation, the evaluation team will meet with the parent(s)to review the information gathered during evaluation and determine if a student is eligible for special education.

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