Elements of a Free and Appropriate Education

Free Appropriate Public Education (FAPE) is a legal term used in the United States that ensures that children with disabilities have access to an education that is tailored to their individual needs and is provided at no cost to their parents or guardians. FAPE is a critical component of the Individuals with Disabilities Education Act (IDEA), which is a federal law enacted to protect the educational rights of students with disabilities.

Under IDEA, all eligible children with disabilities between the ages of 3 and 21 years are entitled to receive special education and related services that are designed to meet their unique needs and help them make meaningful educational progress. These services are provided in the least restrictive environment, which means that to the maximum extent appropriate, children with disabilities are educated alongside their non-disabled peers. [Read more…]

Alison Whiteley

Alison Whiteley has been a special education teacher for over 15 years, spending most of her time working with elementary students and families. After graduating from the University of Colorado with a Bachelor of Arts in Special Education and Psychology, she continued her education with a Masters in Reading from Walden University. In addition, she has achieved endorsements supporting Early Childhood Special Education and Diverse Learners which she uses to help identify needs across all learners.

Ms. Whiteley is trained in Wilson Reading System and Yoshimoto Orton-Gillingham. She believes all students can learn to read and be successful. She has served as a Special Education Coach and Mentor to fellow specialists and teachers, facilitated the creation of her elementary school’s Response to Intervention/Multi-Tiered Systems of Support (RTI/MTSS) process and helped parents through the Special Education process as IEP Coach for parents. In 2013 she completed the National Boards of Professional Teaching in Exceptional Needs with recertification in 2022. Her areas of expertise involve working with students with learning disabilities, supporting stakeholders moving through the special education process, and helping parents and teachers understand what they can do to support struggling learners in the public school settings.

She is a founding member of the Colorado Reading League and a member of the International Dyslexia Association in Colorado. Alison has two greyhounds and two nephews who keep her busy outside of school. She is the CEO of Toad-ally Exceptional Learners at http://www.toad-allyexceptionallearners.com. Alison is a valuable source of information to support teachers and parents, although she is not a lawyer and does not give legal advice. Her services support families through the IEP process and how they can be an equal member of the team through positive interactions. She focuses on collaboration and using tools to take IEPs to the new level of helping students achieve.

www.GenParenting.com

Parenting Children on the Autism Spectrum

Having a child on the autism spectrum generally has a major impact on any family. In these difficult times that require us to shelter in place, the impact is likely to be more extensive. Families with such challenges may already tend to isolate themselves out of concern over their child’s tendency toward inappropriate behavior. Below are a few suggestions to enhance improvement of family life.

Consider the Natural and Required Tendency toward Isolation

This tendency toward isolation occurs even when families realize the importance of social engagement. However, isolation is likely to be even more of a challenge when everyone is expected to isolate themselves. To enhance success, begin by reaching out to extended family and friends or peers from school who are familiar and can be trusted. Any form of communication such as the phone, text, or face time should be considered. Messaging applications like Zoom or Google Hangouts might be utilized. [Read more…]

Ruth Cook, Special Education

Ruth E. Cook, Ph.D. is a professor emeritus and was director of special education at Santa Clara University in Santa Clara, California. Formerly, she was a professor director of two inclusive campus preschool programs at Mount Saint Mary’s University in Los Angeles and at Southern Illinois University at Edwardsville. These experiences prompted her to be the lead author of Adapting Early Childhood Curricula for Children with Disabilities and Special Needs, now in its 10^th edition. In addition, she is the lead author of strategies for Including Children with Special Needs in Early Childhood Settings and The Art and Practice of Home Visiting. While theoretically retired, she is busily involved in advocating for the inclusion of all children no matter their differences.