Special Education Action is a 501(c)3 nonprofit publisher covering special education.
Its mission is to ensure parents, educators, and students have the information and tools necessary to fully understand, address, and safeguard the unique needs of all students who require special education.
However, pursuant to the Individuals with Disabilities in Education Act and Section 504 of the Rehabilitation Act of 1973, the unique needs of students must be addressed.
In other words: Clarity and ensuring the unique needs of the child are met is more important than word count.
November 30, 2022, OCR released its letter of findings in response to its investigation of Fairfax County Public Schools.
December 16, 2022, OCR released its letter of findings in response to its investigation of Southeastern Cooperative Educational Programs, which, like FCPS, is under the Virginia Department of Education.
The following is an example of an accommodation written into one student’s IEP:
“Student will respond using word prediction software.”
Seems straightforward, but there are too many holes to allow it to stand.
If yes, do you know if the Brief or Comprehensive Form is being administered?
Do you know the difference between the Brief and the Comprehensive Forms?
Are you aware of the Dyslexia Index?
Do you know if your school is cherry picking subtests to administer, what each subtest measures, and if they are appropriate for assessing your child’s needs (or suspected needs)?
1. The report must be one page in length.
2. The report must focus on a topic she taught in science within the last month.
Did she provide clearly-defined expectations?
The accommodation for clearly-defined expectations should provide exactly what it sound like: clearly-defined expectations.
For the student’s IEP or 504, the accommodation must be written as clearly as it is expected to be implemented.
If your student needs accessible text, ask the questions posed in this article as this accommodation is developed,