Main Library

This library contains CADRE resources as well as State, Lead Agency and Parent Center resources. Please note that CADRE makes no endorsement of the State, Lead Agency and Parent Center resources included here, nor of any policies, procedures, processes, or documents specific to any item.

PACER - Resolving Disagreements Through the Special Education Process Webinar

PACER - Be Your Own Best Advocate

PACER - Checklist: Preparing for and Attending Mediation

PACER - Dispute Resolution Skills for Students

PACER - Facilitated IEP Meetings

PACER - Filing a Complaint with the Minnesota Dept. of Education

PACER - How to Communicate Effectively with Early Childhood Professionals

PACER - IEP Checklist for Parents

PACER - Keeping Good Records Helps Special Education Stay on Track

PACER - Keeping Special Education Records

PACER - Know Your School District: Tips for Parents

PACER - Minnesota Due Process Options

PACER - Parent Keys to Success In the Parent-School Partnership

PACER - Parents Can Prepare for Special Education Meetings

PACER - Positive Interactions with Diverse Families

PACER - Resolving Special Education Issues

PACER - Special Education: What Do Parents Need to Know?

PACER - Use Questions to Find Answers: A guide for parents of children recieving special education services

PACER - Working with Culturally or Linguistically Diverse Families in Early Intervention and Early Childhood Special Education

Arizona Department of Education and Raising Special Kids This Voices from the Field interview series features select OSEP federally-funded parent centers and state education agencies who have well-established and high-functioning collaborative relationships. In April of 2021, CADRE staff interviewed leaders from the Arizona Department of Education (Lori Bird) and Raising Special Kids (Chris Tiffany, Kathy Gray-Mangerson) to learn more about what makes their partnership so effective. This hour-long interview provides viewers with tips and takeaways that may help others improve their own...

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