Special Ed Abbreviations Cheat Sheet (Most Regularly Used Acronyms in Special Ed Law): AAC: Alternative Augmentative Communication ABA: Applied Behavior Analysis ADA: Americans with Disabilities Act AIS: Academic Intervention Services APE: Adaptive Physical Education AT: Assistive Technology BCBA: Board Certified Behavior Analyst BIP: Behavior Intervention Plan CBST: Central Based Support Team (in NYC) CBT: Cognitive Behavior Therapy CPI: Crisis Prevention Intervention CPSE: Committee on Preschool Special Education CSE: Committee on Special Education DBT: Dialectical Behavior Therapy DOL: District of Location DOR: District of Residence DPC: Due Process Complaint ESY: Extended School Year FAPE: Free and Appropriate Public Education FBA: Functional Behavioral Assessment IDEA: Individuals with Disabilities Education Act ICT: Integrated Co-Teaching IEE: Independent Education Evaluation IEP: Individualized Education Plan IESP: Individualized Education Services Plan LEA: Local Education Agency LRE: Least Restrictive Environment NPS: Non-public School OPWDD: Office of People with Developmental Disabilities OT: Occupational Therapist PECS: Picture Exchange Communication System PLOP: Present Levels of Performance PT: Physical Therapist PWN: Prior Written Notice RTI: Response to Intervention SEIT: Special Education Itinerant Teacher SETSS: Special Education Teacher Support Services SLP: Speech/Language Provider

A parent may want to use a special education attorney over an advocate for their child with special needs for several reasons. Just a few: Legal expertise: Special education attorneys have a deep understanding of the laws and regulations related to special education (and the nuances of those laws) and can provide guidance on how to navigate the legal system. Formal representation: Attorneys can represent a parent and their child in legal proceedings, such as due process hearings or court cases. Advocates, on the other hand, are not typically allowed to represent clients in formal legal proceedings. And the districts know that. There is no threat of a legal action from an advocate and therefore less (or no) leverage. Ability to negotiate: Attorneys have the education, skills and knowledge to negotiate with school districts and other government agencies on behalf of their clients. Experience in handling complex cases: Special education attorneys often have experience handling complex cases, such as those involving disputes over the type or location of services provided to a child. Ability to think bigger. Attorneys can advise you on potential cases well beyond what you came to them for. They can identify and counsel you on a potential personal injury matter or discrimination claim, for example, even though you might have come to them with what you believed to be a straightforward IDEA issue. It's important to note that an advocate and attorney can work together and an advocate can sometimes help with the preparation and gathering of important information before the case goes to the attorney.

Colleges and universities are required by law to provide reasonable accommodations to students with disabilities, as outlined in the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act. These accommodations are intended to ensure that students with disabilities have an equal opportunity to access and participate in the educational programs and activities offered by the institution. Examples of accommodations that may be provided include but not limited to: Extra time on exams Note-taking assistance Sign language interpreters Assistive technology Alternative testing arrangements Priority registration Adapted equipment or materials It's important to note that the specific accommodations provided will vary depending on the individual needs of the student and the nature of their disability. Under the ADA and Section 504, colleges and universities are not required to make accommodations that would fundamentally alter the nature of the educational program or create an undue burden. Examples of accommodations that may be considered undue burdens or fundamentally altering the nature of the program include: Lowering or substantially changing academic standards Providing one-on-one personal assistance Making significant structural changes to a building Providing expensive equipment or services that would significantly increase the institution's budget Creating a separate program for students with disabilities It's important to note that the determination of what constitutes an undue burden or a fundamental alteration is made on a case-by-case basis, considering factors such as the institution's resources and the specific needs of the student. It's also important to note that the academic adjustments that colleges and universities must make for students with disabilities are determined by the needs of the individual student, and not by the nature of the disability.

You May Be Eligible for Compensation: Tylenol & Autism Linked! Call us ASAP.   IT IS HARD TO BELIEVE that the most commonly prescribed painkiller for pregnant women may have huge risks associated with taking it while pregnant. Numerous PEER-REVIEWED studies have shown that Acetaminophen (Tylenol) use during pregnancy is associated with a increased risk of ASD and ADHD in children. Hundreds of lawsuits, already filed, allege that prenatal use of acetaminophen, such as Tylenol, caused autism and ADHD in children. GDPC families may have a case for: Medical Costs and Bills, Pain & Suffering Lost Wages Loss of Enjoyment of Life Permanent Disability Other Associated Costs  If you are a Mother who took Tylenol or any other brand of Acetaminophen during pregnancy and your child has Autism or ADHD*, we want to hear from you! *We will discuss possible exclusionary factors when you call. Know your rights. Protect your family.

Here is an important follow up article detailing the strong reactions the writers received from state and federal lawmakers on their reporting (link here) and how they’d like to address issues around restraint and seclusion in schools: https://www.timesunion.com/news/article/Unacceptable-lawmakers-pursue-reforms-around-17553529.php

Restraint and Seclusion is too often overused and abused, especially in a school setting. The effects can be damaging physically, emotionally, and socially. Parents need to know this is taking place and they need to vociferously object to any restraint or seclusion for their child! Our founder, Gina DeCrescenzo, weighs in on this important issue here: https://www.timesunion.com/news/article/ny-children-disabilities-time-out-rooms-17475018.php

Appropriate behavior skills can be taught to all children, regardless of their disabilities. You have the right to demand a positive behavior intervention in the IEP to help in the classroom.

You may be asked to have a Neuropsych or Psycho-educational evaluation conducted. In this post, we’ll look at the differences between both.