Special Education Law Blog

Employment and the Disabled: Extent of the Problem

I am publishing a series of blogs on employment related to people with disabilities. This is the first of 4 posts. The Code of Federal Regulations states that the purpose of the Individuals with Disabilities Education Act of 2004 is to prepare students with disabilities for further education, employment, and independent living (CFR 300.1[a]). So what happens for students with disabilities once they either receive high school diplomas or complete their transition programs?  Are they employed?  Are they under-employed?  What kind of incomes are they earning?  We, and our children with disabilities or those students for whom we have advocated, have all worked too hard, exerted too much energy, and shed too many tears to have everything we’ve struggled for end when the school bus no longer picks up our children.  We need to look at what we are preparing our loved ones for once they no longer receive special education services.  With these thoughts in mind, we are exploring in different blogs what the employment outcomes are for persons with disabilities.  Although some of the data is extremely discouraging, there are bright spots that we can all hope will translate to rewarding careers/work lives for our loved ones with special needs.

Role of School Staff in the Recovery of Students with Concussions

We are hearing a lot about concussions in the news these days.  To the recent disbelief of sports commentators and fans, a University of Michigan football coach left a 20-year-old quarterback in a game after a blow to the head despite his stumbling in the field immediately after impact. Meanwhile, NFL players have regularly been making the news for, to put it delicately, behaving badly.  There is speculation that some of the domestic violence in which these players have engaged may be the result of head trauma, a hypothesis deemed plausible by a University of Pennsylvania professor known as a “neurocriminologist.”  The fact remains, however, that concussions are traumatic brain injuries.  Although most patients with concussions are expected to recover fully, young children and teens, because of their developing brains, along with the elderly, are most vulnerable to the effects of concussion.  Thus, these children will need careful monitoring as they return to school and other activities.   

Demonizing Parents: Orange County Special Education Alliance

That you can’t fight city hall is a time-honored truism, but how much harder does it become when different city halls join forces to fight you?  Parents in Orange County, California unfortunately are discovering just this fact as they advocate for services for their children with special needs.  Since 2005, 28 school districts plus the Orange County Department of Education have formed an alliance, which among other functions, contributes financially to school districts engaged in legal battles against parents. 

The Orange County Special Education Alliance was ostensibly formed to ally school districts in their ongoing campaign against parents. A single school district is a formidable opponent but fighting a coalition of districts that gives me a headache just to contemplate. Again lets remember they are not the victims of parents in the vast majority of cases.

Programming for Twice Exceptional Students

Although it seems almost a contradiction, children can be both gifted and have special needs, such as learning disabilities.  Yet, because of their unique blend of talents and challenges, these students, known as “twice exceptional” or 2e students, can be difficult to identify and diagnose.  Often their combinations of intelligence and special needs mask each other, leaving the child performing at grade-level.  Other 2e children have been identified as learning disabled with teachers who may be unaware of the student’s high cognition.  Conversely, those students who are identified as gifted but not LD may fail to meet their potential, leaving them underperforming, frustrated, and often with significant emotional issues.  School districts may label these students lazy or unmotivated, and it can be difficult for parents to convince schools that the student has a disability that is affecting their performance in school. 

 “Giftedness” is not recognized as a disability under the Individuals with Disabilities Education Act (IDEA), and it can be difficult for some families to obtain special programming for gifted children.  Where families live can make a difference.  According to the National Association for Gifted Children, only about half of states (28 in 2008-2009) had a mandate to identify gifted children.  How many of these states go further to identify those students who are both gifted and have a disability is unclear.  Some states, such as Colorado and Idaho, have clear policies with accompanying guidelines on their websites.  The National Association for Gifted Children has an interesting web page that provides data on gifted education by state, which parents may find useful.

Chart of Disability Issues Makes it Easy to be an Informed Voter

Thanks to Disability Rights Ohio, an Ohio disability organization it is now very easy to be an informed voter on issues effecting people with disabilities. They have put together a side by side comparison chart of the candidate's position on the issues. Now it is obviously time to read it, be informed and vote for the issues that matter to us, our families and people with disabilities that we care about.

Special Education Advocacy Training from COPAA

Over the years the question has come up frequently: how do I become a trained special education advocate ? My answer is usually along the lines of read various books such as material from Pete Wright, attend legal and substantive seminars and apprentice with an exeperienced advocate or attorney. For the first time thanks to the innovative efforts of COPAA,  there is finally an advocacy training course being offered. The Special Education Advocate Training (SEAT) is a year-long course that provides participants with training to become a special education advocate. The course is based in part on the SEAT Curriculum ® developed through partnership between COPAA and Children's Hospital of Los Angeles (CHLA) University Center for Excellence, University of Southern California on a three year demonstration grant funded by the US Department of Education. The grant funded portion of the project ended in 2009, resulting in development of a model curriculum for advocacy training that was vetted through 3 cohorts under the direction of a 10 member National Advisory Board and members of COPAA's Training Committee - all of whom are nationally recognized special education advocates.

Effects of Romney/Ryan Health Plan on Children and Adults with Disabilities

Bill Clinton, in his address to the Democratic convention this month, decried the effects of the proposed Medicaid restructuring on the elderly, the poor, and families with children who have autism, Down syndrome, or other severe disabilities. Clinton, who said that he didn’t know what these families would do under these cuts, asserted that he knew what he would do: “I’m going to do everything I can to see that it doesn’t happen. We can’t let it happen.” We as parents of children with disabilities and those that care about children with disabilities need to vote for the vital interests of our children, and make sure our children with disabilities, who are over 18, register to vote and do vote. Medicaid is just one of the many issues that must be on the radar of voters for this election.Approximately 60 million Americans—including 29.5 million children, 15.2 million adults, 8.2 million people with disabilities, and 6.1 million seniors--rely on Medicaid to meet their health care needs. These numbers include 40% of our nation’s poor, 20% of those with severe disabilities, and nearly two thirds of residents of nursing homes. 

One District's Effort to Educate Parents on Unilateral Placements

It is always nice when district's go out of their way to educate parents on the need to provide a 10 day notice prior to making a unilateral placment see Download 2500_0001. What this notice neglects to inform parents is that the statute carves out certain exceptions to the need to give notice, such as, when the parent is illiterate,the school district "prevented the parent from providing notice" or providing the notice "would likely result in serious  emotional harm to the child." 20 USC section 1412(a)(10)(C)(iii)(III)(iv) [the good stuff is always in the fine print]. Nor does this notice inform parents that even if notice is given late, that there is a line of cases that allow for reimbursement after the 10 day notice period has run, or emphasizing that this provision is discretionary using the word "may" not "shall".  While I subscribe no ill-intent to this notice, I am sure that it would be used against a parent if they failed to comply with the exact terms, as expressed in the notice, even though it does not fully advise parents of all of their legal rights. Thanks school district (and their attorney who undoubtably drew this form up), but let the parents' attorneys do their job protecting and fully advising parents of their rights.

Using RtI Data To Your Advantage this IEP Season

I was asked to write an article on preparing for your next IEP meeting for the website specialneeds.com.  Here is the article that I hope will be useful this IEP season.

Court Appointed Special Advocate ("CASA") Helping Families Navigate the Special Ed System by Marilyn Green-Rebnord

The following is a blog from Marilyn Green-Rebnord, who has been a court appointed special advocate or CASA. In this role she has provided invaluable help to families trying to navigate the special education system. She was also one of the founders and moving forces behind Special Kids, Special Families that for more than a decade provided excellent advice, support and presentations on various topics to help families. While Special Kids has now disbanded she continues to help families as a CASA and working part-time in my office.