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Our 5th grade son, Alex, has high-functioning autism and average cognitive abilities. He has not met his IEP reading goal in over 2 years. The school does not use standardized measures to track his progress and has been giving him average grades. He reads 2 years or more below grade level, yet the school gives him average grades. We were clueless and didn't notice.

As we enter the second half of the school year, many parents hear the clock ticking louder and louder as graduation nears. We hope you have been working closely with your child’s IEP team through high school to ensure that appropriate transition goals have been established and your child's progress toward these goals has been measured and documented.

You can register online here!Your purchase includes one web access and one toll-free phone line for live 90-minute event, materials and unlimited access to Webinar archive. Gather a group in one location so many can participate for one low price!What:This webinar addresses the frequently confusing topic of student accommodations. Specifically, the presentation reveals how ambiguous accommodations can be - and how to select appropriate accommodations for each individual.The goal of this webinar is to present a model that can be used collaboratively by advocates, parents, students, and teachers to identify unambiguous accommodations. In preparation for the webinar, participants are requested to consider the commonly used accommodation "preferential seating." If you chose this for a student's IEP, exactly where should next year's teacher seat this child?   Time is provided for questions from participants.  When:Wednesday, March 14, 2012 12:00 to 1:30 PM MT Contact:The Advocacy Institute Phone: 540-364-0051 Email: info@advocacyinstitute.org

Special Education AT Applications and assessment for disabilities - Autism    The webinar will cover the background and problem identification related to the individual, the environment and the technology. The Child’s abilities and needs will be thoroughly presented and clearly linked to impairment, functional goal/IEP and environment. A feature match will provide evidence that several options are considered. Selected technologies will be listed with justification as to why the technology is best for the student. Documentation will be provided to describe optimization for the devices and training for child and support team. Future needs will also be addressed for follow-up and future anticipated needs will be listed.

10 Tips for Special Education Advocates

Remember, your goal is to assist parents in achieving an appropriate education for their child.

1. Good advocates facilitate the IEP process.

There’s a very simple and common sense reason why IDEA 2004 requires that students with disabilities be invited to attend every IEP meeting where postsecondary transition goals will be considered: It’s their lives.