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.

CO - Impartial Hearing Officer Evaluation

CO - Mediation Evaluation

CO - Mediation Tracking Report

CO - Parent & Child Rights - Procedural Safeguards Notice

CO - Spanish - A Family Overview: Colorado's EI Intervention System at a Glance

CO - State Level Complaint Procedures

CO - Voluntary Agreement to Mediate

CADRE Assistant Director, Philip Moses, and Senior Consultant, Timothy Hedeen, co-authored the lead article, “Collaborating for our Children’s Future: Mediation of Special Education Disputes” in the Summer 2012 issue of Dispute Resolution Magazine . Published by the , access to the magazine is one of the many benefits of Section membership. The Section has generously made the article available to visitors of CADRE’s website. Through the Section of Dispute Resolution, ADR professionals can benefit from a wide range of resources and activities. From training programs...

This article reviews several exciting and challenging possibilities for improving collaboration and conflict resolution skills. It focuses on "what works" in conflict resolution between parents and educators. The concepts presented may be useful to parents and educators in direct collaboration, or in mediation...

This manual is designed as an educational tool for understanding and resolving conflict. It offers state-of-the-art thinking in dispute resolution applied to special education situations. Written in an easy-to-understand, illustrated and jargon-free format, it is designed both for stand-alone reading and to be used as part of workshop groups. The manual is 135 pages and depending upon your internet speed may take a moment to load. The authors would like to acknowledge Dr. Pat Evenson-Brady for her continuous support of this project, and Jim Melamed, J.D., whose gentle suggestions were pivotal...

Posted December 2017 (Rev May 2018) The summary below features data for school years (July 1-June 30) 2004-05 through 2015-16. For each data element, the number of events reported by the state is also provided as the number of events per 10,000 students enrolled in special education. This "per 10K" rate provides a way to compare the relative frequency across states – a more “apples to apples” comparison. For more information on dispute resolution data or this summary, contact CADRE .

Section 4: COMMUNICATION SKILLS IN THIS SECTION YOU WILL FIND: THE THREE COMPONENTS OF COMMUNICATION SENDING MESSAGES Verbal messages Nonverbal messages Paraverbal messages The importance of consistency RECEIVING MESSAGES Listening Giving full physical attention to the speaker Being aware of the speaker's nonverbal messages Paying attention to the words and feelings Reflective listening skills Additional verbal communication tools BARRIERS TO EFFECTIVE COMMUNICATION Verbal communication barriers Nonverbal communication barriers Back to Table of Contents COMMUNICATION SKILLS "We all use...

Section 2: CONFLICT 101 IN THIS SECTION YOU WILL FIND: HOW CONFLICT IS CREATED WHY CONFLICT IS UNPLEASANT FOR US BEGINNING TO LOOK AT CONFLICT IN A NEW WAY WORKING TOGETHER LOOKING MORE CLOSELY AT CONFLICT: AVOIDING FEAR SEVEN TYPES OF CONFLICT Data Relationship Values Resources History Structural Psychological CONFLICT IN THE ANCIENT WORLD CONFLICT IN THE MODERN WORLD THE THREE MOST COMMON RESPONSES TO CONFLICT Fighting Avoiding Acquiescing EXPANDING OUR COMPETENCE IN PROBLEM SOLVING Back to Table of Contents HOW CONFLICT IS CREATED It is useful to understand how conflict starts and is...
On January 9, 2013, CADRE hosted a free webinar with guest presenter Tricia Jones, Conflict Coaching: Its Value in Special Education Dispute Resolution . Video of CADRE Webinar - Conflict Coaching: Special Ed Dispute Resolution, Tricia Jones 1.9.13 About the Webinar : Conflict coaching is a one-on-one process that helps someone in conflict gain a better understanding of the conflict and how s/he may manage conflict constructively. Increasingly used in workplace and community conflicts, this session explored how it may help parents, educators and special education dispute resolution...

Posted December 2017 (Rev May 2018) The summary below features data for school years (July 1-June 30) 2004-05 through 2015-16. For each data element, the number of events reported by the state is also provided as the number of events per 10,000 students enrolled in special education. This "per 10K" rate provides a way to compare the relative frequency across states – a more “apples to apples” comparison. For more information on dispute resolution data or this summary, contact CADRE .
Historically, mediation has not been an effective venue for dispute resolution for Deaf people because of linguistic inaccessibility and cultural non-recognition. Like other linguistic minority groups who experience and resolve conflict in a manner consistent with their social and communicative norms Deaf people have some unique perspectives. The following article illuminates some of these perspectives and explains how mediators can address these differences when working with Deaf people, in order to make mediation a more linguistically and culturally respectful and responsive endeavor. A...
This document was published in 1999. More information on IDEA 2004 . From CADRE The Center for Appropriate Dispute Resolution in Special Education www.cadreworks.org Helping Parents and Educators Create Solutions that Improve Results for Students with Disabilities
About the Webinar : Recently the presenters have heard from States that the frequency of phone calls, emails and written complaints coming from “frequent filers” has significantly increased. Frequent filers are individuals who file multiple complaints (informal and formal), often on overlapping issues and with increasing frustration evidenced in each subsequent filing. They may be extremely difficult to talk to and seem unwilling or unable to problem-solve around their concern. However, if and when you are able to get past the anger and begin to unpack the substance of the concern, there are...

CPAC - Breaking Down the IEP: Looking at the Key Pieces of an Effective Program

CPAC - Gui de Terminos Educativos

CPAC - My Teacher Wants to Know Checklist

CPAC - Planning for Success: How You Can Make a Difference In Your Child's Individualized Education Program (IEP)

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