Thursday, May 23, 2013

Upcoming meeting for parents: Understanding IEPs

IEP Sharing Meeting
This one is one of the most fun meetings and casual.

Hope Kirsch, Ricki Light & Kim Yamamoto will help your family prepare for IEP meetings, understand the different sections of the IEP, and the IEP meeting process

Thursday, May 30, 2013
6:30-8 pm; 7601 E Shea Blvd, Rm E102


Tuesday, May 21, 2013

Upcoming Seminar: Arizona Special Education Law

KGK attorneys Lori Kirsch-Goodwin and Hope Kirsch will be featured speakers at the upcoming seminar,  Arizona Special Education Law.

Tuesday, June 25, 2013, 9:00 AM - 4:30 PM
Phoenix Airport Marriott1101 North 44th StreetPhoenix, AZ 85008

This basic-to-intermediate level seminar is designed specifically for professionals who work with students with special needs.

Course Content:
  1. Establishing the Framework of Special Education Law
  2. Unraveling the Requirements of the Individuals With Disabilities Education Act (IDEA)
  3. Successfully Handling Disciplinary Actions for Special Needs Students
  4. Ensuring Successful Due Process Procedures
  5. Protecting the Rights of Children With Special Needs

Friday, May 3, 2013

Evaluations and CHILD FIND

Under the Individuals with Disabilities Education Act and Arizona's Education Code, students who are suspected of having disabilties requiring specialized education must be evaluated.  School districts and charter schools have an affirmative duty to identify and evaluate students suspected - merely SUSPECTED - of having a disability.  That is the CHILD FIND obligation. 

Who can ask for an evalution? 
  • A teacher or school administrator
  • A parent
  • A medical or health care provider of the child (a doctor, a therapist)
Do not wait for the school to propose the evaluation if you see the following signs ("red flags"), although if these signs are present, the school should have proposed the evaluation already:

· Failing or noticeably declining grades.

Poor or noticeably declining progress on standardized assessments (AIMS tests, for example)

Behaviors that cause the student to stand out, negatively, from his peers.

Minimal progress in RTI process.

Only slight benefits from accommodations in a Section 504 plan.

Numerous or increasing disciplinary referrals.

Signs of depression, withdrawal, inattention.

Increasing unexcused absences.

A history of being hospitalized.

A diagnosis under DSM-IV (or the upcoming DSM-V).


· Being seen by
an outside service provider, such as a psychologist, psychiatrist or therapist.