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  • RAISE Article Details
    Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title An Exploration of the Dynamics and Collaboration within IEP Teams Publication Date May 2014 Authors Spessard S L Source California State University Stanislaus dissertation Abstract abstract The Individuals with Disabilities Education Improvement Act IDEIA 2004 mandates the establishment of an educational team that convenes once a year if not more to review and adjust each exceptional student s Individualized Education Program IEP There are a variety of social and political characteristics of the team that impact the decisions that are made on behalf of individual students IEP teams are charged with operating as equal decision making

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1803 (2016-02-09)
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  • RAISE Article Details
    Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title The Perceptions of IEP Meetings of Parents Who have Used a Parent Training and Information Center Publication Date April 2014 Authors Blaiklock D Source George Mason Univ dissertation UMI 3624968 Abstract Abstract This study examined the perceptions of Individualized Education Plan IEP meetings of 11 parents of children with disabilities who used a Parent Training and Information center PTI The purpose was to examine parental perceptions of the effectiveness of a PTI The characteristics of all children whose parents contacted the PTI were also examined Each parent participated in an individual interview and the characteristics data were provided by the PTI The characteristics data are presented using descriptive statistics and indicated parents of children with Autism 25 or who suspected their child had a disability 19 had the highest usage The interview data were analyzed to identify common themes representing the perceptions of a majority of the participants The themes prior to interaction with the PTI were a lack of understanding b trust c acquiescence d lack of participation e negative emotions and f long term Themes related to the PTI were a special education rights b special education concepts c IEP

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1823 (2016-02-09)
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  • RAISE Article Details
    Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title The Perceptions of Individualized Education Plan Meetings of Parents Who have Used a Parent Training and Information Center Publication Date Spring 2014 Authors Blaiklock D Source Doctoral dissertation George Mason University Abstract Abstract This study examined the perceptions of Individualized Education Plan IEP meetings of 11 parents of children with disabilities who used a Parent Training and Information center PTI The purpose was to examine parental perceptions of the effectiveness of a PTI The characteristics of all children whose parents contacted the PTI were also examined Each parent participated in an individual interview and the characteristics data were provided by the PTI The characteristics data are presented using descriptive statistics and indicated parents of children with

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1820 (2016-02-09)
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  • RAISE Article Details
    March 2014 Authors Moody P N Source Virginia Polytechnic Institute and State University dissertation Abstract abstract Today s schools face a mounting number of court cases resulting from conflicts between parents of children with special needs and educators tasked with meeting those needs Osborne 2009 Principals have the enormous responsibility to ensure appropriate services to educate students with disabilities and as special education leaders require a skill set that includes knowledge of current laws litigation student learning needs and how to support parents decision making rights and responsibilities A gap is evident between what principals know about special education leadership and case law and what principals are doing in the field The purpose of this study was to identify effective actions and behaviors that support Virginia principals leadership in special education decision making More specifically the study examined what can be done to minimize special education disputes between parents and schools and identify principals skill sets to minimize special education disputes Two concurrent Delphi studies were conducted with 16 member panels stakeholders with familial responsibilities to children with disabilities and professional experts with responsibility to special education compliance participated A final round exchanged findings between the panels The study identified a list of best practices for Virginia school principals to support special education leadership and decision making findings Key findings of this study are mentioned regularly in the literature Although findings are not linked directly to litigation each has an impact on cooperation and communication between parents and school officials Zirkel 2007 Experts and stakeholders called for the principal to ensure adequate training for the school staff Special education law is difficult even for trained personnel to understand Shuran Roblyer 2012 thus skilled training for school personnel is crucial Training staff to have knowledgeable and effective communication with parents specific

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1805 (2016-02-09)
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  • RAISE Article Details
    CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Student and Parent IEP Collaboration A Comparison Across School Settings Publication Date Spring 2014 Authors Williams Diehm K L Brandes J A Chesnut P W Haring K A Source Rural Special Education Quarterly Volume 33 Issue 1 Pages 3 Abstract abstract The purpose of this study was to determine if differences existed across rural urban and suburban environments when special education teachers reported perceived levels of student and parent involvement and participation during IEP meetings The investigators surveyed special education teachers N 159 across a Southwest

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1804 (2016-02-09)
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  • RAISE Article Details
    Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title Engaging Parents in the Special Education Transition Process Perspectives of Parents of Students with Significant Disabilities Publication Date 2014 Authors Snyder S A Source Unpublished doctoral dissertation Univ of Pittsburgh Abstract Abstract This qualitative study examined the perspectives of parents of students with significant disabilities about the Secondary Transition Process Significant disabilities were defined as students with intellectual disabilities multiple disabilities and autism Federal regulations require that parents participate fully in the IEP transition process once their children reach age 16 and in some states age 14 Using snowball sampling ten parents were interviewed to determine their knowledge about transition what their roles are in the process and what issues were important to them The interview data was analyzed to identify major themes The data suggested that most parents are satisfied with the transition process in general and view themselves as very involved In fact parents who described themselves as advocates spoke more about a parent driven process However deeper questioning showed that parents do not possess a clear knowledge about the process and what their roles should be The results also showed that parents receive more information from other parents and outside agencies than is provided by their own school districts Four main themes emerged The

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1819 (2016-02-09)
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  • RAISE Article Details
    about special education and early intervention programs CADRE Resources Home CADRE Continuum Literature Database For Family Members Español Additional Resources For Mediators IDEA Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE Tweet This site is funded by Subscribe to CADRE s Practitioner List Serve WHAT S PRACTITIONER LIST SERVE RAISE Article Details Email this Print this ARTICLE INFORMATION Title In the Best Interests of the Child Individualized Education Program IEP Meetings When Parent Are In Conflict Publication Date Feb 2014 Authors Feinberg E Moses P Engiles A Whitehorne A Peter M Source CADRE Abstract This publication was developed to better understand issues related to when parents or caregivers are having difficulty working together especially during IEP team meetings The document includes both preventative and responsive CADRE Cover strategies and approaches from a variety of sources including research on

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1811 (2016-02-09)
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  • RAISE Article Details
    Legal Locate Professionals Locate Trainers Preparing for Dispute Resolution Processes Research Evaluation State Information Systems Design Training Resources Part C Early Intervention CADRE Products State Dispute Resolution Resource Showcase Parent Dispute Resolution Resource Showcase CADRE Webinars Calendar This document does not offer formal policy guidance from the Office of Special Education Programs at the United States Department of Education Subscribe to The CADRE Caucus WHAT S CADRE CAUCUS Share CADRE

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1224 (2016-02-09)
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