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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.

Presenters: Jeanne Bowman , Technical Assistance Coordinator, MATRIX, Novato, CA Carlo Rossi , Sonoma County SELPA, Sebastopol, CA Participants in this humor filled session will learn how one Norhtern California SELPA (Special Education Local Plan Area) provides a continuum of innovative and cost efficient dispute resolution activities that successfully assist families and schools in resolving conflicts while respecting the dignity of individuals and while creating mutally satisfying solutions.

Participants in this humor filled session will learn how one Norhtern California SELPA (Special Education Local Plan Area) provides a continuum of innovative and cost efficient dispute resolution activities that successfully assist families and schools in resolving conflicts while respecting the dignity of individuals and while creating mutally satisfying solutions.

IEP team conflict is inevitable. Resolving team conflict is invaluable. Developing the skills to resolve conflict is a critical investment in enhancing the team process, and improving the outcomes for students with disabilities. This session will provide participants with a working knowledge of the sources of conflict and how to hone skills in order to match resources to resistance. Participants will use the Wheel of Conflict to observe, participate, and practice skills to assist team members to uncover their needs and interests, moving beyond entrenched positions. This skill-based learning...

This presentation will explore the intersection of special education and restorative practices based on the experiences of SchoolTalk's Restorative DC Program in Washington, DC. Since 2016, SchoolTalk has provided technical assistance to help DC schools implement a whole-school restorative model. The data, both in DC and nationally, show that students with disabilities are more likely to be suspended, expelled, or involved with the juvenile justice system then their non-disabled peers. How can restorative practices help address this gap? What do restorative practitioners need to know about...

Discipline in schools is rapidly backing away from Zero Tolerance, full of contention and misunderstanding, towards Restorative Discipline. Opportunities are ripe for these newly emerging restorative discipline systems to be considered as part of the continuum of dispute resolution practice. Participants will learn the basic techniques to implement Discipline That Restores (DTR) successfully . Further discussion will focus on how restorative discipline can build trust and improve the important student/family and school relationship along with opportunities for other stakeholders to...

Restorative justice is gaining prominence across the country as a way of keeping students who engage in misconduct in the classroom instead of on the street. This includes students with disabilities, who are suspended from school for misconduct at a disproportionate rate compared to general education students. In 2013, for example, students with disabilities in Michigan lost 190,036 days of education. The Michigan Special Education Mediation Program is engaged in a pilot project to determine whether restorative practices are appropriate for students with disabilities. The preliminary answer...

A restorative process, be that a chat or conversation with restorative questions, or a circle or conference to repair harm, is voluntary-participants are invited and they have choice to attend or not. Too often, students with special needs are not offered the support of a restorative process. The co-presenters, Nancy Riestenberg, author of Circle in the Square: Building Community and Repairing Harm in School, and current Restorative Practices Specialist at the Minnesota Department of Education, and Patricia McGinnis, author of Change Pain to Gain: The Secrets of Turning Conflict into...

Intercultural dynamics are part of every mediation whether or not the participants are members of visible minority groups. In this session, participants will enhance cultural fluency through experiential exercises and exploration of the cultural values embedded in dispute resolution processes.

Since 2005, Idaho has offered IEP facilitation. The program has expanded into facilitation of all IDEA-related meetings {e.g., eligibility, manifestation determination meetings, resolution sessions), and represents 83% of all dispute resolution activity, with a trending decline in adversarial DR options. Participants will learn: philosophical guidelines for Idaho's program; marketing and networking strategies used to build the program; care and feeding of contracted facilitators; data tracking; cost comparative analysis; and Idaho's program and contractor evaluation processes. There will be...

The Individuals with Disabilities Education Act (IDEA) prescribes specific means for resolving conflict within special education. For the most part, those means are based in legal practices. They have minimal emphasis on the human relations practices we know better resolve conflict. IDEA will be reauthorized in the future. This presents a great opportunity for including in IDEA requirements known to effectively solve conflict and avoid the final stage of special education conflict resolution, the due process hearing. More importantly, revising IDEA conflict resolution practices creates the...

This presentation examines how a district/program successfully moves from FIEP training to FIEP implementation. The session presenters have experience with conflict and dispute resolution at the state, regional, and district level. As a result of participating in this discussion and problem-solving session, individuals will: Review the fundamentals of the FIEP Strategy; Discuss the value of using a Design Thinking Process to scale up possibilities to results; Receive and understand the use of the FIEP Implementation Organizer, a tool that helps users design practicable solutions for their...

The Oklahoma State Department of Education (OSDE), Special Education Services (SES), has developed a system of Targeted Technical Assistance (TTA) using self-assessment tools to help guide local education agencies (LEA) in improving outcomes for students with disabilities. These self-assessments are designed to lay the groundwork for reflective practice on all areas of special education, including dispute resolution. This interactive presentation is designed to inform participants about: The development and creation of the self-assessment process from SEA and national perspectives; The use of...

In 2015, government agency panel members from DC’s Office of the Ombudsman for Public Education, the Office of the Student Advocate, the Office of Dispute Resolution (OSSE), and DC Public Schools as well as, community organization panel members from DC’s School Talk and Advocates for Justice in Education, defined and discussed the new era of investment in programs that focus on early dispute resolution and relationship building instead of special education litigation. Since then, the focus in the District has been on developing the individual dispute resolution processes for the various...

Tightened school district budgets are resulting in cutbacks in educational programming that are likely to lead to increased conflict. Simultaneously, funding challenges at the state level may negatively affect staffing levels and the capacity of state special education dispute resolution programs. This interactive session will offer participants an opportunity to discuss the possible effects of these challenges on policy, programmatic design and practice. How can we best manage these cuts at the local, state and national level without compromising critical procedural safeguards and the...

Presenter: Ellen Yamshon , Esquire, CPCU & 2004 Fulbright Scholar on Rwanda, Western Center for Alternate Dispute Resolution, Sacramento, CA The class of children with special education needs is much broader than a group of students with disabilities and adds another level of complexity to educational design. It challenges notions of what special education is and how it is delivered. This implies a drastic reorientation in how competing educational needs are addressed and the attendant mechanisms to resolve differences. The children of post-genocide Rwanda are a particularly vulnerable...

The class of children with special education needs is much broader than a group of students with disabilities and adds another level of complexity to educational design. It challenges notions of what special education is and how it is delivered. This implies a drastic reorientation in how competing educational needs are addressed and the attendant mechanisms to resolve differences. The children of post-genocide Rwanda are a particularly vulnerable population in a country where financial deficits are acute. Valiant efforts are being made to assure education for all in Rwanda, but challenges...

The purpose of this presentation is to: Share information about mediation within the Scottish school education system, the legislative framework and current policies; Celebrate 10 years of Special Education Dispute Resolution in Scotland; Explore similarities and differences between the Scottish and USA approaches to Special Education Mediation; Consider the role of the student/child in Special Education Mediation, based on genuine Scottish scenarios

It’s time to share our Massachusetts gem! SpedEx is a new, exciting, quick and effective dispute resolution model. It builds trust and is child-focused. With SpedEx, we have only winners—not winners and losers, as in many other models. Free to schools and parents and available after an IEP is rejected or a hearing is requested, SpedEx offers a voluntary, trust-based approach to determining a free appropriate public education (FAPE) for a student. SpedEx helps to change the climate in special education by focusing on teaching and learning for students, not litigation and the adversarial...

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