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.

Presenter: Jim Gerl , Special Education Law Blog, Lewisburg, WV In this highly interactive session, special education law expert Jim Gerl will present an update on major developments in the law on certain select hot button issues in special education law. Among the issues that will likely be covered are the following: bullying; seclusion/restraint; bad economy; autism; mediation; parents' right to participate; LRE; discipline; etc. Rather than present hundreds of cases about special education, this session will focus on a much smaller number of leading decisions on the more interesting hot...

The Statewide Parent Advocacy Network (SPAN), NJ’s PTI, worked with NJ’s early intervention system and the Boggs Center, NJ’s UCEDD, to develop a framework, policies, and procedures for NJ’s early intervention system’s dispute resolution system. The dispute resolution system includes Family Support Coordinators at Regional Early Intervention Collaboratives and an EI Procedural Safeguards Office that includes regional parent dispute resolution support and a Statewide Procedural Safeguards Coordinator. SPAN, the UCEDD, Disability Rights NJ (the P&A), and EI system staff have provided...

Presenters: Anita Engiles , Mediation Specialist, CADRE, Eugene, OR Melissa Mueller , Social Worker, National Rehabilitation Hospital, Washington, DC While there are established programs and a growing dialogue regarding student-led IEP’s, youth involvement in peer mediation and parent/teen mediation, relatively little information has surfaced on the inclusion of students with disabilities in their special education mediations. How does a student’s presence affect the relationship between the parties? Does the student’s presence impact the power of the mediation agreement? What role does the...

While there are established programs and a growing dialogue regarding student-led IEP’s, youth involvement in peer mediation and parent/teen mediation, relatively little information has surfaced on the inclusion of students with disabilities in their special education mediations. How does a student’s presence affect the relationship between the parties? Does the student’s presence impact the power of the mediation agreement? What role does the student’s age play in determining the appropriateness of his or her participation? This interactive session will explore the benefits of and...

This presentation will encompass the following skill development: 1) How to determine needed skills for high quality local IEP meetings. 2) How to distribute training in those skills in a manner which includes stakeholders. 3) How to replicate specific skills (communication, collaboration and conflict management)taught in MDE's latest state trainings for local lEP members. 4)The context of those trainings, referencing a past training and future areas of need. Participant outcomes: Participants will leave MDE's three-hour seminar able to replicate MDE's ability to develop training for IEP...

Many times the IEP form and the short amount of time allotted for IEP meetings are what drive the process. This can lead to parents feeling like their voices haven’t been heard and educators frustrated that their professional input is not appreciated. Team members need to be able to Think Outside the IEP Boxes and instead allow for Possibility Thinking time prior to the IEP meeting. Parents and educators can have collaborative problem solving sessions prior to IEP meetings and then transfer the ideas and solutions to the IEP document during a formal IEP meeting. This interactive session will...

The three presenters each work as consultants and/or employees for school districts throughout California with the purpose of identifying disputes early and working to resolve them or preventing disputes by developing training and programs for all stakeholders to assist in relationship-building and improved processes. This 90 minute workshop will provide an overview of the approaches used by each presenter, with the strengths and pitfalls of each program. Together they will provide insight into the needs they observe for creating even more capable school sites, Districts, and SELPA’s. The...

IEP meeting facilitation has been around since 1998 when JDL Associates developed the process. Participants will learn about IEP Meeting Facilitation and the benefits for utilizing the facilitation process to build and improve strong relationships among the IEP team members so that a high quality IEP is developed and implemented. Specific tools and techniques will be presented so that participants can walk away and implement those techniques. Discussion about eliminating conflict and resolving it when it occurs will be presented. When school districts implement the facilitated IEP meeting...

Objectives for the session: 1. Provide an awareness and understanding of trust types as they relate to organizational effectiveness. 2. Provide an opportunity for participants to examine the trust types as they relate to their mutual efforts with their clients and with each other as colleagues. Research provides strong evidence that schools and organizations with a high degree of trust among educators/staff and staff to parent/client are far more likely to make and sustain the kinds of changes that help them reach their goals and outcomes – than those organizations where there is little or no...

Recently, the Supreme Court increased accountability for educators to collaboratively design an IEP that provides meaningful educational benefit to students with disabilities. This session presents an evidence-based process for facilitating IEP meeting practices designed to prevent parent-school conflict, increase IEP team collaboration, and generate a meaningful IEP for the student.

This presentation makes the case for using ombuds to resolve conflicts in special education and features Washington State’s independent, state-level Office of the Education Ombuds(OEO) model. OEO encourages an approach to providing conflict resolution services that aligns systemic goals in special education with related goals to improve cultural competence, language access, non-discrimination and equity. OEO's model pursues these values primarily by facilitating parents and educators to be constructive, informed partners in reaching mutually-agreeable solutions for students with disabilities...

Presenter: Jennifer Harris , Ombuds and Policy Analyst, Governor's Office of the Education Ombuds, Seattle, WA This presentation makes the case for using ombuds to resolve conflicts in special education and features Washington State’s independent, state-level Office of the Education Ombuds(OEO) model. OEO encourages an approach to providing conflict resolution services that aligns systemic goals in special education with related goals to improve cultural competence, language access, non-discrimination and equity. OEO's model pursues these values primarily by facilitating parents and educators...

Justice afforded by the Individuals with Disabilities Education Act (“IDEA”), is largely dependent on: 1) the parent’s and educator’s knowledge of the responsibilities and limitations under this law and others, and 2) the parent’s and educator’s ability to effectively advocate their respective positions for the student and work together productively to either prevent disputes or resolve them when they arise. While IDEA specifically requires the dissemination of “procedural safeguards” and school district personnel are specifically trained in special education, little importance is given to...

This fast paced interactive workshop is for anyone who participates or facilitates challenging meetings ( i.e. IEPs, Resolution Sessions, Mediations, etc.). This workshop will provide conflict resolution, negotiation and team building strategies using improvisation as a tool for positive communications and outcomes. While learning new valuable skills and techniques, participants will receive specific exercises that can be used in meetings as well as in trainings.

The high prevalence of juveniles with disabilities ending up in the justice system shows that it is impossible to address the School-to-Prison Pipeline without considering the needs of students in special education programs. The Center for Dialogue and Resolution (CDR) runs a Restorative Peer Court Program, where youths who have received citations are diverted from the traditional justice system to voluntarily participate in a restorative justice process. CDR has adapted its program to meet the needs of students with disabilities by offering flexible and reasonable accommodations. By way of...

This session will showcase a grant-funded collaborative project between the Eugene 4J School District Community Transition and Connections Program and the Eugene-based research and development company Cognitopia, in which secondary transition students with mild to moderate cognitive disabilities are using prototype web based self-management applications to manage their IEP goals, do their own ongoing progress assessments, and use that information to direct their own IEP meetings. Empowering students to be actively involved in the development of their IEPs and transition goals goes hand in...

This presentation will address the tracking systems currently being used by the Virginia Department of Education’s Office of Dispute Resolution and Administrative Services (ODRAS) to track state complaints, due process hearings, and mediation sessions. Information on each of these dispute resolution processes is tracked from initial receipt of the complaint and due process hearing or mediation request and tracked through issuance of findings or results of the due process hearing or mediation session. Additionally, data collected includes information identifying the specific issues in each...

Any time you find yourself in a meeting where communication is strained, barriers to ideas and suggestions keep getting in the way of moving forward, people are repeating themselves, discussions become unfocused and frustration abounds, grabbing a marker can be the beginning of helping participants work through their differences and problem-solve to a mutually agreeable outcome. No talent necessary! This hands-on and interactive session explores why and how the role of visual problem-solving can offer another tool to aide in creating a successful collaboration.

Presenter: Homer LaRue , Howard University, Columbia, MD This workshop will look at the strengths and weaknesses of the use of voluntary binding arbitration in the special education system. Is it an effective means for resolving issues related to the identification, evaluation, and educational placement of a child? Can voluntary binding arbitration assist the parties in finding an efficient and fair method for providing a free appropriate public education to such children?

This workshop will look at the strengths and weaknesses of the use of voluntary binding arbitration in the special education system. Is it an effective means for resolving issues related to the identification, evaluation, and educational placement of a child? Can voluntary binding arbitration assist the parties in finding an efficient and fair method for providing a free appropriate public education to such children?

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