In order to understand why our education systems and laws are the way they are, it’s important to explore how they were formed and how they are currently enforced. In this episode, Vickie and I chat about the basics of our federal and state education laws and how the two work together to create your student’s education system.

For full transcript of episode, visit our site here.

What You’ll Learn in this Episode:

How the US is unique with its federal education system

The interaction and connection between State laws and Federal laws

The structure of enforcement of Federal laws in the various states

How the federal education system protects the right to education for every student

What agency is responsible for enforcing education laws in each state

Discrimination against students living with disabilities is prohibited in public schools, but what about private schools?

What is a SELPA and does your student’s school district have one?

How schools are funded, specifically for programs geared towards students with disabilities, and how the monies are spent

Are funding laws outdated?

The conflicts between State and Federal laws, specifically as they relate to state teacher tenure laws

Resources Mentioned:

US DOE https://www.ed.gov/ (website) – mission statement

Office for Civil Rights website

Department of Justice https://www.justice.gov/ (website)

California Department of Education website

https://www.cde.ca.gov/sp/se/as/caselpas.asp (Special Education Local Plan Areas) (SELPAs)

Legislative Analyst’s Office http://www.lao.ca.gov/ (website)

https://www.cde.ca.gov/fg/aa/se/ab602apptdat.asp (AB 602)

Voice of San Diego article – Maria Srikrishnan, “When it comes to special education in Ca schools, funding is very unequal”

https://en.wikipedia.org/wiki/Brown_Act (California Brown Act)

Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice.

If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.

Be sure to connect with us and reach out with any questions/concerns:

https://www.facebook.com/IEPcalifornia/ (Facebook)

https://www.instagram.com/iepcalifornia/ (Instagram)

https://twitter.com/iepcalifornia (Twitter)

http://www.iepcalifornia.org (IEP website)

We go back to basics in this episode by discussing how the federalized education system in the U.S. works. We cover how federal laws are formed, how they are enforced, and any issues that arise with their funding and implementation.

There are many different types of assistive technology to help students living with disabilities in the classroom. In this episode, Amanda and I discuss the purpose of the various technologies available, the pros and cons of their use in school, and how an assistive technology specialist can help.

For full show transcript, visit our site here.

What You’ll Learn in This Episode:

How the IDEA defines “technology”

Why tablets are helpful as communication and accommodation devices, instructional tools, and for establishing access to the curriculum

Can the use of technology be a requirement that is included in an IEP?

Why and how school districts can be more evidence-based with their decision-making as to what particular device should be used

What does an assistive technology specialist do and what role do they play in helping determine what technology a student is assigned

Can any assistive technology issued by the school be used by the student at home?

What are the pros and cons to using technology in school?

Who is responsible for updating and maintaining any technological devices that are issued to students? The student or the school?

What if cyberbullying occurs? Who is responsible for handling that situation?

Are brand name, top-notch devices necessarily required? Why schools can consider their budget when choosing devices

Resources Mentioned:

Communication access realtime translation (CART)

https://www.dol.gov/oasam/regs/statutes/sec504.htm (Section 504) of the Rehabilitation Act

Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice.

If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.

Be sure to connect with us and reach out with any questions/concerns:

https://www.facebook.com/IEPcalifornia/ (Facebook)

https://www.instagram.com/iepcalifornia/ (Instagram)

https://twitter.com/iepcalifornia (Twitter)

http://www.iepcalifornia.org (IEP website)

Smartphones, laptops, and tablets are everywhere! They've made their way into schools as well. So how can technology be used by students to help enhance the learning experience? Are there any drawbacks to using technology in school? What technologies are available to students living with disabilities? We discuss in this episode.

For the first half of this episode, we’re joined by Vickie’s cousin, Kenneth Rubi. Ken is an adult living with Autism and he joins us to share a little bit of his experience as a child and then as an adult living with a disability. After the interview, Vickie and I chat about the importance of student involvement in IEP planning meetings and explore situations where they shouldn’t be there. We also dive into who else can be present at IEP meetings and why they belong there.

For the full transcript of the show, visit our site here.

What We Cover in this Episode:

What school was like for Ken when he was growing up, before political correctness became a thing

How teachers responded to having Ken in their classrooms

What it was like for Ken to be part of the IEP team when he was a student

Getting passed over for a promotion and how that felt for Ken

Why person-first language is the appropriate language to use

Why it’s important for the student to be involved in the IEP planning meeting (and when they shouldn’t be there!)

Who else should be present at IEP meetings?

Can you help us come up with a catchy podcast send-off? Send us a message on any of our social media platforms with your ideas!

Thank you for listening!

Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice.

If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.

Be sure to connect with us and reach out with any questions/concerns:

https://www.facebook.com/IEPcalifornia/ (Facebook)

https://www.instagram.com/iepcalifornia/ (Instagram)

https://twitter.com/iepcalifornia (Twitter)

http://www.iepcalifornia.org (IEP website)

We invite our first guest (and Vickie’s cousin), Kenneth Rubi, to share his experience as an adult living with Autism. Ken talks about his time in school and his life as an adult living with a disability. Then, Vickie and I discuss who can and should be present during IEP meetings.

What’s the difference between full inclusion and mainstreaming? In this episode, we discuss some of the differences between the two in hopes of offering insight for parents who want to ensure their child(ren) receive the proper curriculum suitable for their needs.

For full transcript of episode, visit our site here.

What You’ll learn in this Episode:

The meaning of full inclusion and mainstream education and how to tell the difference between the two

What does LRE (Least Restrictive Environment) have to do with full inclusion and what do parents need to look for?

How a child with special education needs can still be fully integrated into a general classroom while still addressing his or her needs outside of this classroom

How can positive behavior of peers in a general education class affect the overall learning experience for the child with special education needs?

If a child is being integrated into a general education program but at a slower pace year after year, are they really being integrated properly?

Fully integrated Education systems versus Segregated Education systems

How the cost-analysis often plays a big part in whether or not a child is going to get fully integrated

How can making this decision affect the community as a whole?

How mainstreaming should be carried out and what subjects in the curriculum should be mainstreamed and what should not

The top 5 benefits of either mainstreaming or full inclusion and how to achieve them

Resources Mentioned:

http://www.chimeinstitute.org/ (Chime Charter Elementary)

“https://ici.umn.edu/index.php?products/view/385 (Meeting the Needs of Special Education Students: Recommendations for the Race-to-the-Top Consortia and States)” research report by Martha Thurlow, Rachel Quenemoen, and Sheryl Lazarus.

Thank you for listening!

Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice.

If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.

Be sure to connect with us and reach out with any questions/concerns:

https://www.facebook.com/IEPcalifornia/ (Facebook)

https://www.instagram.com/iepcalifornia/ (Instagram)

http://www.iepcalifornia.org (IEP website)

Are you familiar with the differences between mainstreaming and full inclusion? Amanda and I walk you through the two academic programs meant for IEP students and explain the major differences.

What are the 13 categories for determining student eligibility for special education? How are they practically (and legally) applied? In this episode, Amanda and I break down the different categories and explain, from a legal standpoint, what is necessary to be eligible under each one.

For the full show transcript, please visit our website here.

What You’ll Learn in this Episode:

What the 13 eligibility categories for special education under the Federal Individuals With Disabilities Education Act (IDEA) are

Why it’s more important to get through the door of eligibility rather than being concerned over which door to get through

What does "specific learning disability" mean?

Once you get through the eligibility door, that is when each child should receive an individual education plan (IEP)

Why the medical diagnosis of a learning disability is different than the IEP in an academic setting

Aside from the medical side of the disability affecting learning, there’s the processing side. What is that?

What an emotional disturbance is

Which eligibility categories require additional services

What are the practical application of these eligibility categories

Resources Mentioned

UCI Law School legal clinics

https://www.psychiatry.org/psychiatrists/practice/dsm (DSM-5)

Ca Education Code Section 56043

Thank you for listening! Don’t forget to SUBSCRIBE to the show to receive every new episode delivered straight to your podcast player of choice.

If you enjoyed this episode and believe in our message, then please help us get the word out about this podcast. Rate and Review this show in Apple Podcasts, Stitcher Radio, or https://play.google.com/music/listen#/ps/I23ctmblttqsbc4kagaccwm453a ( Google Play.) It helps other listeners find this show.

Be sure to connect with us and reach out with any questions/concerns:

https://www.facebook.com/IEPcalifornia/ (Facebook)

https://www.instagram.com/iepcalifornia/ (Instagram)

http://www.iepcalifornia.org (IEP website)

What does eligibility for special education look like and how do you, as a parent, request for your child to be eligible under those services at their school? In this episode, we discuss the 13 eligibility categories for special education.