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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 Labeling effects on special education and general education teachers in both student attributions and conflict resolution Publication Date May 2012 Authors Ayres J M Source Unpublished thesis Texas A M University Abstract UMI Number 1512313 Abstract Understanding how labels and prior training affect teachers of students with a disability is a step towards creating effective educational environments There were two goals of the study The first aim was to examine how teacher training special education versus general education training and labeling of students either as having a label of Attention Deficit Hyperactivity Disorder or having no label affected teachers memory for specific attributes of a hypothetical student

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1706 (2016-02-09)
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  • RAISE Article Details
    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 Examining the Impact of Special Education Dispute Resolution in Pennsylvania Publication Date March 2012 Authors Frantz Fry K A Source Unpublished Ph D dissertation Marywood University Abstract UMI Number 3510696 Excerpts from abstract If a disagreement arises between parents and their school district either party may request a special education due process hearing However several alternate options are available and encouraged for parties to consider for resolution of conflicts prior to the court proceeding The purpose of this phenomenological study was to examine the rationale used by parents or school officials when electing to file formal due process complaints in conjunction with or instead of attempting to resolve disputes using the available alternate dispute resolution options available in Pennsylvania The researcher also explored the manner in which disputes were resolved and the methods employed to rebuild the parent school relationship Data was collected through surveys of family members and school officials who participated in dispute resolution in Pennsylvania during fiscal year 2008 2009 Triangulation was achieved by reviewing the findings of ninety nine hearings held during that fiscal year Analysis of responses was organized into themes resulting in the identification of common themes across groups of participants Those themes included 1 Lack of communication 2 Non discriminatory evaluation and 3

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1704 (2016-02-09)
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  • RAISE Article Details
    Dispute Resolution in Special Education Encouraging the use of mediation and other collaborative strategies to resolve disagreements 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 Six Tips for Successful IEP Meetings Publication Date Mar Apr 2012 Authors Diliberto J A Brewer D Source Teaching Exceptional Children Volume 44 Issue 4 Pages 30 37 Abstract This article highlights the essential elements of successful IEP meetings Under the umbrella of communication are six elements pre meeting planning meeting facilitator meeting agenda ground rules essential knowledge and limit jargon Conclusion

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1755 (2016-02-09)
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  • RAISE Article Details
    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 Predictors of parents perception toward the IEP meeting Publication Date March 2012 Authors Kemp D M Source Unpublished Ph D dissertation Capella University Abstract UMI Number 3507702 Abstract In the field of educational leadership as well as special education parental participation is paramount given that federal law has mandated that schools provide and show evidence that they foster parental participation This quantitative non experimental study examined the relationship between level of education marital status socioeconomic status parents experience in special education and student s disability category and their parents perception of the individual education plan IEP meeting The theoretical framework of this study encompassed the history of special education with a timeline of the evolution of federal and state leadership roles

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1705 (2016-02-09)
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  • RAISE Article Details
    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 Building parent trust in the special education setting educators and parents of students with special needs must work together to change school culture and move from conflict to collaboration Publication Date March April 2012 Authors Wellner L Source Leadership Volume 41 Issue 4 Pages 16 Abstract Excerpt If trust is born in strong relationships then first encounters are critical Parents of students with disabilities undergo a great deal of stress and come to us the educational professionals for help with vital specialized tasks including assessment placement progress monitoring and maintenance of their child s ongoing needs Often parents arrive at our school door steps with apprehension Some parents are seeking a cure Some don t believe their child has a disability Some

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1738 (2016-02-09)
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  • RAISE Article Details
    floor of opportunity standard for the services school districts must provide to children who have disabilities 3 But the some benefit approach is by no means the only one the Court could have adopted It could have endorsed the view of the lower courts that each child with a disability must be given the opportunity to achieve his or her potential commensurate with the opportunity offered other children 4 Or it could have adopted a standard based on achievement of the child s full potential or the opportunity to become self sufficient or given some other meaning to the statutory term What this Article explores is a different possibility that the Court not have taken the case in the first place or simply decided it on its facts without making any grand pronouncement about the interpretation of appropriate education The result would have been caselaw development of the statutory term s meaning in line with the evolution of the meaning of terms in other vaguely worded statutes Scholars have labeled this a common law approach because of its analogy to common law development of negligence or other non statutory legal standards 5 Under this approach competing definitions of appropriate education may have arisen in different courts Meanings that were never suggested in Rowley might have come forward The proportional maximization standard urged by the lower courts in Rowley might have gained ascendancy or it might have been rejected over a run of cases due to problems with workability or other difficulties Only after a period of years would an observer be able to look back and see where the path of development led Then with or without Supreme Court guidance a clear meaning for the statutory term might emerge This Article lays out the reasons that a common law approach

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1673 (2016-02-09)
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    Education Encouraging the use of mediation and other collaborative strategies to resolve disagreements 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 Litigation and Students With Disabilities A Persistent Concern Publication Date 2012 Authors Katsiyannis A Losinski M Prince A M T Source NASSP Bulletin Volume 96 Issue 1 Pages 23 43 Abstract This article reviews recent litigation related to students with disabilities it presents themes as well as five tables summarizing the facts and decisions in specific cases gathered by topic see abstract for list Abstract Special

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1682 (2016-02-09)
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  • RAISE Article Details
    Dispute Resolution in Special Education Encouraging the use of mediation and other collaborative strategies to resolve disagreements 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 Mediation of Special Education Disputes in Pennsylvania Publication Date 2012 Authors Kerr S St Hill J Source Univ of Penn J of Law and Social Change Volume 15 Pages 179 Abstract Excerpt from Introduction This Article proceeds in four parts first it explores the power imbalance present when an attorney is prohibited from attending mediation Second this Article explains that attorney participation

    Original URL path: http://www.directionservice.org/cadre/raisedetails.cfm?id=1683 (2016-02-09)
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