Independent Educational Evaluations
Parents and school personnel are often confused about what constitutes an independent educational evaluation (IEE) and how the evaluation is to be used. This article addresses what constitutes an IEE,…
Resolving Parent-School Disputes
IEP FAQs Pop-Up Parents want the “best” education for their children. Schools are only required to provide “appropriate” services for children with disabilities. Conflict between parents and schools is normal…
Driver Education Special Needs Classes
The goal of special education programs is to make learning easier through individualized and differentiated instruction. Special education in driver education is possible too
Identifying and Treating Attention Deficit Hyperactivity Disorder
A Resource for School and Home
Build Employment Skills Now
Obtaining meaningful employment that allows our children to be self-sustaining is a fundamental goal for any parent to support. For parents of children with Autism Spectrum Disorders (ASD) however there…
Do Autistic Kids Fare Better in Integrated or Specialized Schools?
The federal law that governs special education lays out the goals pretty clearly: Students are entitled to an appropriate public education in the least restrictive environment.
Starting Middle School
Starting middle school is stressful for any student, but the process can be even more challenging for a student on the autism spectrum (ASD) and for his or her parents.…
Going to College
Going to College, a web site for high school students with disabilities, helps students prepare for college. It provides video clips, activities, and
Parent’s Guide to Applied Behavior Analysis
A Parent’s Guide to to Applied Behavior Analysis is an informational is designed to provide you with a better understanding of ABA, how your child can benefit, and where/how you…
Parent Involvement in Placement Decisions
Decisions about placement are to be made after the child’s IEP is developed. Parents are members of any team that develops the IEP and decides on placement.
