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Attention Deficit Hyperactivity Disorder. |
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Assessment Team Summary Report. |
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Assistive Technology.
The IEP team
must consider a child's needs for assistive technology. For more
information on assistive technology, click here.
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Code of Federal Regulations. |
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Adapted Physical Education.
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A term for a hearing at which parents have the
opportunity to show that the school district is not properly educating
their child. |
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Learning disability affecting reading ability.
Persons with dyslexia may have difficulty remembering, recognizing, and
or reversing written letters, numbers, and words, might read backwards,
and have poor handwriting. |
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Education for All Handicapped Children Act.Public
Law 94-142. Passed in 1975, which makes available a free and appropriate
public education (FAPE) for all disabled children
in the United States. |
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Early Childhood Special Education.
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Extended School Year
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Free And Appropriate Education. |
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Hearing
Officer:
A person appointed by the state who acts as a judge in a
special education due process hearing.
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Hearing Review Officer. |
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Indiana Board of Special Education Appeals. |
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Individuals with Disabilities Education Act. |
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Independent Educational Evaluation.
If a parent believes
a school has not properly evaluated his/her child, the parent is
entitled to an IEE at school's expense under certain circumstances.
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Individual Education Plan. |
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Indiana State Test. |
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Learning Disability. |
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Local Education Agency.
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Least Restrictive Environment.
A child should be
educated in the least restrictive environment for his or her disability
and which meets his or her needs. |
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Mediation is a free dispute resolution process available to parents of children with
disabilities. If you are in disagreement with the school district, you can ask for
mediation. All schools have the forms for mediation. The process works like this. You
request mediation by filling out the form and giving it to the school as well as sending
it to the state mediation bureau. The state mediation bureau (affectionately called
MNSEMS) will then assign a third party to act as a mediator and arrange a date and
location for the meeting. At the meeting, the mediator's role is to try and help the
parties resolve the issue. The mediator is not a judge or arbitrator and cannot make any
decision about the dispute. If the parties resolve their differences, a mediation
agreement is written. If the differences involve IEP programming as is often the case, an
IEP will need to be written or revised. The parties can have more than one mediation
session. The school district must participate in at least one mediation. Parents are
encouraged but are not required to participate in mediation. Mediation cannot be used to
deny or delay a due process hearing or other rights. Mediation discussions are
confidential. Mediation has been tried for several months in the Nordberg case. For more
information about mediation, contact MNSEMS at 612-296-2633. |
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A form of instruction used with children who have dyslexia,
Orton-Gillingham is a multi-sensory based form of phonetic
instruction that is sequential and systemic in nature. |
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Office of Special Education
Programs. |
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If the parent and
school disagree on a child's program, the child "stays put" in the last program
agreed upon while the parties litigate. The purpose of this is to protect the child from
being moved around during litigation. |
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Schools are responsible to provide transition services
to assist
a child with disabilities to successfully access the adult world,
through work experiences and/or through postsecondary options and
related. Transition services must be individually tailored to the
child's needs and skills. |
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United States Code.
The United States Code is available online at http://www4.law.cornell.edu/uscode/
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Wechsler Intelligence Scale for Children (WISC) |
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