FCCPTA Special Education Committee

Department of Special Services Directory: Main Office Contacts

This publication was developed to help parents understand their rights and responsibilities, their child's rights and the school's responsibilities to meet the special needs of their child. The guide includes a description of the special education process and what is required of you and the school during each step of that process. Important timelines are highlighted in each section.

This document offers guidance on implementing the requirements of Virginia's special education regulations.

The role of the VDOE ombudsman is an informal one in which there is a focus on listening and providing information and a discussion of issues and options, as well as referral to other services including mediation. Part of the function of the ombudsman is to encourage the parties to resolve issues at the lowest level in an organization through appropriate dispute resolution processes, by formal and informal means.

This document outlines the rights and protections of parents of students with disabilities in Virginia. It is also available in the following languages: * Spanish (PDF) * Arabic (PDF) * Chinese (PDF) * Urdu (PDF) * Farsi (PDF) * Korean (PDF) * Vietnamese (PDF)

The Virginia Special Education Regulations -- approved July 7, 2009 -- specify the requirements for special education programs and services in Virginia. Know your and your child's rights and protections under law as well as the procedures you can expect local schools to follow.

This link provides additional information, resources and guidance on various special education topics.

A complaint is generally an expression of some disagreement with a procedure or a process regarding special education programs, procedures or services. A formal complaint is considered a request that this division investigate an alleged violation of a right of a parent and/or child with disabilities who is eligible, or believed to be eligible, for certain services based on federal and state laws and regulations governing special education.

The purpose of mediation is to seek productive negotiations between parents and school staff over outstanding issues in special education for a child. Mediation provides the opportunity to discuss issues of mutual concern and reexamine conclusions that have been reached.

The due process hearing is an impartial procedure used to resolve disagreements over issues related to special education services that arise between a parent and a school division. The right of the parents or the school division to request a due process hearing is guaranteed by federal and state laws governing the education of children with disabilities.

Accessible instructional materials (AIM) are printed textbooks and educational materials that are converted to alternate formats, such as Braille, large print, electronic text, and audio recordings, which are requested by a local school division for use by students with disabilities in the classroom.

Assistive technology can ensure that students with disabilities receive a free and appropriate public education (FAPE) by allowing access to the general education curriculum and settings, providing opportunities for active participation with same age peers, and facilitating progress toward their educational goals. In addition, AT can significantly impact independence, self-expression, self-esteem, and overall quality of life.

Process guidance for functional behavioral assessment, behavioral intervention and academic and behavioral supports.

A list of outside resources compiled by VDOE for parents of students with disabilities.

Resources on related services necessary to provide a child with a free appropriate public education.

Students with disabilities participate in the state's accountability system through the Standards of Learning (SOL) assessments, Virginia Grade Level Alternative (VGLA), Virginia Substitute Evaluation Program (VSEP), and Virginia Alternate Assessment Program (VAAP).

The Virginia Department of Education's Transition Services website provides support, information and resources designed to improve the outcomes of students with disabilities in transition from middle / secondary education to postsecondary education and employment.

This site was created to provide a "one-stop shop" for resources related to IDEA and its implementing regulations, released on August 3, 2006. It is a "living" website and will change and grow as resources and information become available. When fully implemented, the site will provide searchable versions of IDEA and the regulations, access to cross-referenced content from other laws (e.g., the No Child Left Behind Act (NCLB), the Family Education Rights and Privacy Act (FERPA), etc.), video clips on selected topics, topic briefs on selected regulations, links to OSEP's Technical Assistance and Dissemination (TA&D) Network and a Q&A Corner where you can submit questions, and a variety of other information sources. As items are completed and added to this site, we invite you to grow and learn with us as we implement these regulations.

Regulations issued by the US Department of Education to implement IDEA 2004.

Parents, educators, advocates, and attorneys come to Wrightslaw for accurate, reliable information about special education law, education law, and advocacy for children with disabilities.

The Council of Parent Attorneys and Advocates, Inc. (COPAA) is an independent, nonprofit group which advances the interests of children with disabilities. Looking for an advocate? Review COPAA's searchable database.

Helping Parents and Advocates Improve Educational Results for Children with Disabilities

NICHCY serves the nation as a central source of information on: * Disabilities in infants, toddlers, children, and youth; * IDEA, the federal law authorizing special education; * No Child Left Behind (as it relates to children with disabilities); and * Research-based information on effective educational practices.

The Parent Educational Advocacy Training Center believes that children reach their full potential when families and professionals enjoy an equal, respectful partnership. PEATC believes that: * Families are children's first and best teachers; * Information and training enrich and empower families and professionals to build strong partnerships. * All children deserve the opportunity to live, learn and participate fully in their communities; * Children with disabilities can achieve independence and make valuable contributions to society.

Parents Engaged for Learning Equality, or PELE, is an initiative of the William & Mary School of Law. This program seeks to train new attorneys in special education law as well as to advance the understanding of parents.

The Goals Bank has been designed to allow users to locate model goals for individual areas of need. These goals have suggested wording that can be tailored to a particular child. Click on a Content Area to proceed to specific Content Strands. From there, locate the specific strand and click to locate the Individual Goals. HIGHLY RECOMMENDED!

Sample letters for parents to send to their child's school on various IEP related issues.

This glossary will help parents understand the meaning of common terms.

Here's a run down of helpful tips for various kinds of problems encountered at IEP meetings.

Here's an overview of how a student Is identified as having a disability and needing special education services and other resources.

Use this form and the requirement of "prior written notice" as a powerful tool to guarantee responses to parental requests at the IEP.

Many parents and educators approach an individualized education program (IEP) team meeting with a certain amount of caution. Be prepared with these clear strategies.

Fundamental in our efforts to become proactive members of lEP teams is adopting an attitude that is collaborative, facilitative, and responsible. To be proactive requires a shift in our thinking from a deficit-based model of education to a capacity model.

This Student Guide is written especially for students with disabilities. It is intended to inform and encourage participation of students in their own IEPs.