Special education advocates are available for hire to help families navigate IEP meetings and processes.
Learn about the special education process and your role as a parent in this process.
Make the most of your annual IFSP meeting. Be ready to discuss your family’s everyday routines and activities, how your child and your family function within those routines and activities, and your concerns and priorities.
Review any recommendations made in the evaluation reports. This information can give you an idea of the goals and objectives to address and to spark questions. Feel free to ask questions about why a recommendation may not be incorporated into a goal or objective
A paraeducator’s role in the classroom typically involves providing extra support during a teacher’s instruction to allow students with an Individualized Education Program (IEP) to participate in general education lessons.
One way a child’s teacher can help families feel more at ease and make the first IEP meeting as successful as possible is to provide families with a handout that defines IEP terminology and acronyms.
If you wish to request an evaluation for your child, you must send a written request to the child’s principal or local special education administrator. If you need assistance writing a request for evaluation for your child, Maryland Learning Links has drafted a template for your reference.
Marcella E. Franczkowski, Assistant State Superintendent for the Division of Special Education and Early Intervention Services at the Maryland State Department of Education, presented the opening guest speech at Garrett County Public Schools’ third annual “We C.A.R.E” event on April 5.
At this year’s Family Engagement Summit, Maryland educators and child care professionals learned about the importance of supporting families and their children’s education from a young age, especially with the increased use of technology and changing dynamics of families.
Both the United States and the state of Maryland have made important shifts in how they conduct business for students with disabilities. Until now, the U.S. Department of Education’s primary focus has been to determine whether states were meeting procedural requirements for students with disabilities. The requirements included timelines for evaluations, due process hearings and […]