Wrightslaw

At Wrightslaw, our goals are to help you gain the information and skills you need to navigate the confusing world of special education. In this issue, we focus on IEPs and IDEA 2004.

Highlights: Do IQ scores belong in IEPs? what about transition?; answers to questions about IEPs; accommodations & modifications; biggest mistake schools make - Education World interviews Pete Wright; questions about new IDEA regulations; IDEA 2004 - publications & reports; schedule of public hearings on IDEA 2004 regulations; Wrightslaw programs in NH, IL, HI.

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"Our daughter's IEP team insists on including results from an old WISC in her IEP. These test results are different from prior evaluations - her Verbal, Performance and Full Scale IQ scores were much lower."

"Two months ago, we had an independent evaluation done. The new test results are in line with earlier testing. When the IEP team insisted that IQ test results must be included in the IEP, we asked that the most recent test results be included. The IEP team refused."

"We are concerned that if the IEP has the old IQ scores, those working with our daughter will have lower expectations for her and she will be viewed as a 'slow learner.' We are also concerned about transition. Do you have suggestions about how we can handle these issues?"

If you have questions about IQ tests, low expectations, transition, or advocacy strategies, read our answer to this parent's questions in Do IQ Scores Belong in IEPs?

Learn about effective advocacy strategies

How will IEPs change under IDEA 2004?

Learn about new requirements for IEPs, special education teachers, and scientifically based instruction in How Will IEPs Change Under IDEA 2004? (Note: IDEA 2004 does not go into effect until July 1, 2005. (See Questions about IDEA 2004 Regulations for more information about IDEA 2004)

Can parents ask that the IEP be revised? How? Read How Can I Get My Child's IEP Revised? to learn when and why to revise a child's IEP. 

More Frequently Asked Questions

Some children with disabilities need accommodations and modifications to their special education program. Yet, many parents and school personnel are confused about accommodations and modifications - how they are different, when should they be used.

Learn the differences between accommodations and modifications and see examples for books, curriculum, instruction, assignments, and behavior in Accommodations and Modifications.

Advocacy Tip: Print several copies of this four-page article and take it to your next IEP or 504 meeting. Bring more copies than your team needs - and leave the extras for the next group.

Learn more about IEPs

In a recent interview with Pete, Ellen Delisio of Education World asked questions about mistakes schools make, NCLB and budget cutbacks, parental complaints, how to navigate the "maze" -- and Pete's experiences as a child with learning disabilities and ADHD. She asked:

* What are mistakes school districts make in dealing with the needs of children with disabilities and their parents?

* How can schools improve the way special education children are taught?

* How are budget cutbacks and No Child Left Behind (NCLB) Act requirements affecting special education services?

* How have the challenges for learning disabled children changed since you began school in the 1950s?

* Can you describe your experiences in school before your disability was identified? How did it manifest itself?

* What are common complaints from parents about special education programs?

* What advice do you have about navigating the maze of special education services?

To read Pete's answers to Ellen's questions, read Helping Schools Do What’s Best for Special Ed Kids by Ellen Delisio.

More articles about special education from Education World.

More Education World interviews.

Good question. From the questions we receive about IDEA 2004, we know many people are confused about what will happen when the law goes into effect and what to do until the federal special education regulations are published.

For answers to these questions, we turned to the Council of Parent Attorneys and Advocates. Read IDEA 2004: Answers to Questions About IDEA 2004 Regulations.

Learn more about IDEA 2004: Download the full text of IDEA 2004; read articles and reports; get IDEA 2004 news.

To see how different organizations - the Council of Parent Attorneys and Advocates, National Association of School Psychologists (NASP), Congressional Research Service, Council of Exceptional Children, Consortium for Citizens with Disabilities (CCD) - view IDEA 2004, go to the IDEA 2004 Publications & Resources Page.

Read these reports. When you are familiar with the issues, you will be a stronger, more effective advocate for children with disabilities.

IDEA 2004 Publications & Resources Page

The reauthorized IDEA goes into effect on July 1, 2005. The U. S. Department of Education will issue the proposed / draft regulations this spring.

The Office of Special Education and Rehabilitative Services (OSERS), Department of Education, announced plans to hold seven public meetings for comments about the proposed IDEA 2004 regulations in these locations:

Monday, June 6, 2005: San Antonio, TX
Friday, June 17, 2005: Nashville, TN
Wednesday, June 22, 2005: Sacramento, CA
Friday, June 24, 2005: Las Vegas, NV
Monday, June 27, 2005: New York, NY
Wednesday, June 29, 2005: Chicago, IL
Tuesday, July 12, 2005: Washington, DC

These meetings will be held from 1 p.m. to 4 p.m. and from 5 p.m. to 7 p.m. Announcement in Federal Register

Note: We will publish a Special Ed Advocate Alert when the proposed regulations are published We urge you to attend one of these public meetings if possible - it is essential that the feds hear from parents and advocates.

Springfield, IL - May 13-14, 2005 - Boot Camp

Hilo, HI - July 29, 2005 - LDA Conference (Keynote Speakers & Presenters)

Hilo, HI - July 30-31, 2005 - Boot Camp

If you are interested in bringing a Wrightslaw program to your community, please read FAQs about Seminars.