Index to Building the Legacy

Index to Building the Legacy

A

Access to educational records

• Handout E-1
• Parent rights: Module 17, Slides 4-5
• School rights—responsibilities:
  Module 17, Slides 4-5

Age of majority

• Handout D-10
• Handout E-7
• Module 13, Slide 30
• Module 17, Slide 25

“Agreement” v. “Consent”

• Module 2, Slide 24
• Module 10, Slide 26
• Module 14, Slide 18

Alternate assessment and achievement standards

Resource for Trainers D-12

Module 2, Slide 27

Module 13, Slide 25

“Appropriate”

• Module 1—Sections 1 and 2, Slide 17

and Slide 24

Assessment accommodations

• Alternative assessment—achievement standards: Module 2, Slide 27
• Module 13, Slide 25
• Options for participation in assessment:Module 13, Slide 25
• Practices: Module 13, Slide 25
• Statements in the IEP: Module 13, Slides 25-27
• Statewide—districtwide assessments:Handout B-2
• What States allow: Module 13, Slide 25

Assistive technology (AT) devices — services

• Checklist for IEP teams: Resource for Trainers D-9
• Definition of AT device:Handout D-6; Handout D-13
• Definition of AT service:Handout D-6 Handout D-13
• Factsheets: Resource for Trainers D-7 and D-8
• Resources of additional AT information: Module 14, Slide 16
• Special factor to consider in IEP development:Module 14, Slide 16

Attorney Fees

• Handout E-14
• Module 18, Slide 17

Audiology: Module 1—Section 3, Slide 13

Autism, defined:

• Handout A-3
• Handout C-3

Authority of school personnel to take disciplinary action

• Handout E-16
• Module 19, Slides 4-6

B

Basis of knowledge

• Handout E-16
• Changes in IDEA 2004: Module 2, Slide 34
• Discussion of:Module 19, Slide 19

Behavior

• Functional behavioral analysis:Resource for Trainers D-3;Module 14, Slide 12
• Guide for IEP teams: Resource for Trainers D-2
• Positive behavior supports:Module 14, Slide 12
• Special factor to consider in IEP development: Module 14, Slide 12

Blindness or Visual Impairment

• Considering child’s need for Braille:Module 14, Slide 14
• Definition, in IDEA: Handout A-3; Handout C-3
• Definition, in Library of Congress regulations: Handout B-15
• Resource guide for IEP teams: Resource for Trainers D-5
• Statistics on children who are blind or visually impaired: Module 14, Slide 14

“By reason thereof,” defined

• Module 1—Sections 1 and 2, Slide 6
• Module 1—Sections 3, Slide 6
• Module 10, Slide 20

C

Categories of disability in IDEA

• Handout A-3; Handout C-3
• Module 1—Sections 1 and 2, Slide 6
• Module 1—Section 3, Slide 5
• Module 10, Slide 19

Changes in IDEA 2004 |see Module 2 in its entirety

Charter schools: Module 7, Slide 9

Child Count: Module 16, Slide 15

Child Find

• In general:Module 1—Sections 1 and 2, Slide 3
• Relationship to “basis of knowledge”:Module 19, Slide 19
• Responsibilities to identify and report number of children parentally-placed in private schools:Module 16, Slides 10-11, Slide 15

Child with a disability

• Changes in IDEA: Module 2, Slide 7
• Definition in IDEA:Handout A-3;
  Handout C-3
  Module 1—Sections 1 and 2, Slide 6
  Module 1—Section 3, Slides 5-6
  Module 10, Slides 17-23
• Definition in States:
  Module 1—Sections 1 and 2, Slide 6
  Module 1—Section 3, Slide 9
  Module 10, Slide 21
• Use of the term “developmental delay” Module 1—Sections 1 and 2, Slide 6Module 1—Section 3, Slides 7-8

Cochlear implants

• Resource for Trainers D-1
• Module 1—Section 3, Slide 15
• Module 2, Slide 7

Communication modes

• Module 1—Sections 1 and 2, Slide 4
• Module 9, Slide 13
• Module 14, Slide 15

Competent authority, defined

• Handout B-15
• Module 2, Slide 27
• Module 8, Slides 14-16

Consent

• Agency right to override parent lack of consent in initial evaluation:
  Module 10, Slide 7
  Module 16, Slide 12
• Comparison with “agreement”:
  Module 2, Slide 24
  Module 10, Slide 26
• For initial evaluation in public school:Handout C-1
  Module 10, Slides 5-7
• For initial evaluation of child in private school: Module 16, Slide 12
• For initial provision of special education and related services: Handout C-1
• For inviting outside agencies to participate in transition planning:Module 12, Slide 14
• For reevaluation of child:Handout C-1;
  Module 10, Slide 26
• For “wards of the State”:
  Resource for Trainers C-1
  Module 10, Slide 5
• Informed, written consent:
  Module 1—Sections 1 and 2, Slide 3 Module 10, Slide 5, Slide 6
• Reasonable efforts to obtain:
  Module 1—Sections 1 and 2, Slide 3; Module 10, Slide 5
• Relationship with “basis of knowledge” under discipline procedures:
  Module 10, Slide 7
• Requesting parent consent:
  Module 1—Sections 1 and 2, Slide 3 Module 10, Slide 5
• When public agency can’t obtain parent consent:
  Module 1—Sections 1 and 2, Slide 7 Module 10, Slide 5, Slide 7

Consultation to determine services to parentally-placed private school children: Module 16,
Slide 7, Slide 8, Slide 9

Continuum of alternative placements

• Handout D-8
• Module 1—Sections 1 and 2, Slide 25
• Module 15, Slide 7

Controlled substance: Handout E-16; Module 19, Slide 10

Core academic subjects

• Handout A-6
• Handout D-6
• Module 2, Slide 8
• Module 7, Slides 4-5, Slide 11

Counseling services

• Handout A-3
• Handout D-6
• Module 1—Section 3, Slide 13

D

Deaf—Blind, defined

• Handout A-3
• Handout C-3

Deafness | seeHearing Impairment

Deafness/Hearing Impairment

• Definition of deafness:Handout A-3; Handout C-3
• Definition of hearing impairment:Handout A-3; Handout C-3
• Special factor to consider in IEP development :Resource for Trainers
  D-6; Module 14, Slide 15
• Statistics on children who are deaf or hard of hearing:Module 14, Slide 15

Definitions

• AT device: Handout D-6;
  Handout D-13
• AT service:Handout D-6;
  Handout D-13
• Change of placement:
  Module 19, Slide 7
• Child with a disability:
  Handout A-3; Handout C-3;
  Module 1—Sections 1 and 2, Slide 6; Module 10, Slides 17-23
• Competent authority:Handout B-15; Module 2, Slide 27
• Controlled substance: Handout E-16; Module 19, Slide 10
• Core academic subjects: Handout A-6; Handout D-6; Module 2, Slide 8; Module 7, Slides 4-5, Slide 11
• Day, business day, school day:
  Module 18, Introduction
• Developmental delay: Handout C-3;
  Module 1—Sections 1 and 2, Slide 6; Module 1—Section 3, Slides 7-8;
  Module 10, Slides 22-23
• Elementary school: Module 16, Slide 4, Slide 25
• Evaluation: Module 1—Sections 1 and 2, Slide 4
• Extended school year services: Handout D-8
• Free appropriate public education (FAPE): Handout A-3; Handout D-6; Module 1—Sections 1 and 2, Slide 15
• Highly qualified teachers: Handout A-6; Handout B-14; Module 2, Slide 8
• Individualized education program: Handout A-3; Module 1—Sections 1 and 2, Slide 22
• Least restrictive environment:
  Handout A-3; Handout D-8;
  Module 1—Sections 1 and 2, Slide 24; entirety of Module 15
• Limited English proficiency:
  Module 14, Slide 13
• Native language:Module 17, Slide 13
• Nonacademic services: Handout D-6; Module 1—Section 3, Slide 16; Module 15, Slide 11
• Nonacademic settings: Handout D-6; Module 1—Section 3, Slide 16; Module 15, Slide 11
• Parentally-placed private school children with disabilities:
  Module 16, Slide 4
• Physical education: Handout A-3; Handout D-6
• Print disabilities:Handout B-15; Module 2, Slide 27; Module 8, Slide 14
• Print instructional materials: Handout B-15; Module 2, Slide 27; Module 8, Slide 117
• Related services: Handout A-3; Handout D-6; Module 1—Section 3, Slides 12-14; Module 2, Slide 7
• Scientifically based research: Handout A-6; Handout B-8; Module 2, Slide 8
• Secondary school: Module 16, Slide 4
• Serious bodily injury: Handout E-16; Module 19, Slide 10
• Special circumstances: Module 2, Slide 34; Module 19, Slide 10
• Special education: Handout D-6; Module 1—Section 3, Slide 10
• Specialized formats: Module 8, Slide 18
• Specially designed instruction: Handout A-3; Module 1—Section 3, Slide 10
• Supplementary aids and services: Handout A-3; Handout D-6;Handout D-13; Module 1—Section 3, Slide 16; Module 15, Slide 5
• Transportation: Module 1—Section 3, Slide 12
• Transition services: Handout A-3; Handout D-6;Module 1—Section 3, Slides 19-21
• Travel training:Handout A-3; Module 1—Section 3, Slide 10
• Vocational education: Handout A-3; Module 1—Section 3, Slide 10
• Weapon: Handout E-16; Module 19, Slide 10

Developmental delay

• Handout C-3
• Module 1—Sections 1 and 2, Slide 6
• Module 1—Sections 1 and 2, Slide 22
• Module 10, Slides 22-23

Disagreements between parents and school systems | see Dispute resolution options

Disability categories in IDEA

• Handout C-3
• Module 1—Sections 1 and 2, Slide 6
• Module 1—Section 3, Slide 5
• Module 10, Slide 19

Discipline procedures

• Handouts E-16 and E-17
• Addressing behavior proactively:Module 2, Slide 34;Module 19, Introduction
• After 10 days of removal:
  Module 19, Slide 6
• Appeals:Module 19, Slides 16-17
• Authority of hearing officer:
  Module 19, Slide 17
• Authority of school personnel:
  Module 2, Slide 34
  Module 19, Slides 4-6
• Basis of knowledge:
  Handout E-16; Module 2, Slide 34
  Module 19, Slide 19
• Case by case determinations:
  Module 2, Slide 34
  Module 19, Slides 9-10
• Change of placement, defined:
  Module 19, Slide 7
• Changes in IDEA: Module 2, Slide 34
• Child’s placement during due process proceedings: Handout E-13
• Child’s placement during due process appeals:Handout E-16
  Module 2, Slide 34
  Module 19, Slide 18
• Controlled substance, defined:
  Module 19, Slide 10
• Expedited hearings:
  Module 19, Slides 16-17
• Extent of services required:
  Module 19, Slide 6, Slide 15
• Historical context:Module 19, Introduction
• Manifestation determination:
  Module 19, Slides 11-13
• Overview:Module 19, Slide 3
• Parent notification:Module 19, Slide 8
• Reporting crimes committed by children with disabilities:Module 19, Slide 20
• Serious bodily injury, defined:
  Module 2, Slide 34
  Module 19, Slide 10
• Special circumstances: Module 2, Slide 34; Module 19, Slide 10
• Standards for manifestation determinations: Module 2, Slide 34
• Weapon, defined: Module 19, Slide 10
• When conduct is a manifestation of child’s disability: Module 2, Slide 34

Discrepancy models in determining learning disabilities | see Severe Discrepancy Models

Disproportionality

• See Module 5 in its entirety
• Handouts B-4 and B-5
• Basis of determination of significant disproportionality: Module 5, Slide 11
• Causes of: Module 5, Slide 7
• Congressional concern with:
  Module 2, Slides 12;
  Module 5, Introduction, Slide 3 and 17
  Module 6, Slide 11
• Description of: Module 5, Slides 3-4
• Disability categories to be monitored: Module 5, Slide 19
• How to measure: Module 5, Slide 12
• Monitoring priority: Module 5, Slides 17-18
• Overview:Module 2, Slides 12; Module 5, Introduction,
• Relationship with early intervening services:Module 2, Slides 12; Module 5, Slide 15,
• Reporting requirements: Module 5, Slide 16, Slide 18
• Significant disproportionality, defined:Module 5, Slide 10; Module 6, Slides 12-13
• Significant disproportionality, corrective action:Module 5, Slides 14-16; Module 6, Slide 22
• Statistics: Module 5, Slides 5-6
• Technical assistance:
  Resource for Trainers B-1
  Module 5, Slide 12, Slides 20-21
• Underrepresentation: Module 5, Slide 4
• What States must do about disproportionality: Module 5, Slides 8-9
• What States must monitor for:Module 5, Slide 9

Dispute resolution options

• See Module 18 in its entirety
• Attorney fees:Handout E-14; Module 18, Slide 17
• CADRE: Module 18, Slide 7
• Civil action:Handout E-13; Module 18, Slide 15
• Definition of “day”:Module 18, Introduction
• Due process complaint: Handout E-11; Module 18, Slide 11
• Due process hearings:Handout E-13; Module 18, Slide 13-19
• Due process hearings in disciplinary situations: Handout E-16; Module 18, Slide 18; Module 19, Slide 16
• Facilitated IEP meeting:Module 18, Slide 7
• Findings of Congress:Module 18, Introduction
• Informal approaches: Module 18, Slides 6-7
• Mediation:Handout E-10; Module 18, Slide 9
• Overview: Module 17, Slide 26; Module 18, Introduction
• Procedural safeguards notice: Module 18, Slide 5
• Resolution process:Handout E-12; Module 18, Slide 12
• State complaint:Handout E-9; Module 18, Slide 8
• Statistics on dispute resolution: Module 18, Introduction

Due process complaint

• Handout E-11
• Module 18, Slide 11

Due process hearings

• Handout E-13
• Child’s placement during:
  Handout: E-13; Module 18, Slide 16
• Description of: Module 18, Slide 13-15
• Expedited hearings for disciplinary situations:

Handout E-16
Module 18, Slide 18
Module 19, Slide 16

• Hearing rights:Handout E-13

E

Early identification and assessment of children with disabilities: Module 1—Section 3, Slide 13

Early intervening services

• see Module 6 in its entirety
• Handout A-7
• Handouts B-6 and B-8
• Eligibility for: Module 2, Slides 10; Module 6, Slides 5-6
• Funding limits:Module 2, Slide 11; Module 6, Slide 5
• Overview: Module 2, Slides 10-11; Module 6, Introduction
• Professional development:Module 6, Slide 5, Slide 7
• Relationship with disproportionality: Module 2, Slides 12; Module 5, Slide 15
• Relationship with FAPE:Module 2, Slides 13; Module 6, Slide 9
• Relationship with maintenance of effort (MOE):Module 6, Slides 14-21
• Reporting requirements:Module 6, Slide 10
• What funds may be used for: Module 6, Slides 5-8

Eligibility

• Agency responsibilities after eligibility is determined: Module 10, Slide 25
• Agency responsibilities when a child’s eligibility ends: Module 10, Slide 29
• Additional provisions for specific learning disabilities:Seeentirety of Module 11
• Copy of evaluation report:

Module 1—Sections 1 and 2,
Slide 6

Module 10, Slide 25

• Disagreeing with determination:Module 1—Sections 1 and 2, Slide 6
• Factors to consider in determining:Module 1—Sections 1 and 2, Slide 5
  Module 10, Slide 14, Slide 16
• Group determining:
  Module 1—Sections 1 and 2, Slide 5
  Module 10, Slide 14
• Special rule—exception:
  Module 1—Sections 1 and 2, Slide 5 Module 10, Slides 14-15

Emotional disturbance

• Changing the definition:Module 10, Slide 19
• Definition of:Handout A-3; Handout C-3;
  Module 11, Slide 6

Equitable services: Module 16, Slide 5

Evaluation

• See Modules 9, 10, and 11 in their entirety
• See Handout C-2 in its entirety
• Agency refusal to evaluate:
  Module 10, Slide 4
• Agency responsibilities, before evaluation:Module 9, Slide 5
  Module 10, Slide 4-5
• Agency responsibilities, when a child moves:Module 9, Slide 16
  Module 10, Slide 8
• Before changes in eligibility: Module 10, Slide 28
• Changes in IDEA:Handout C-4
  Module 2, Slides 15-16
• Comparison with reevaluation:
  Module 1—Sections 1 and 2, Slide 11
  Module 10, Slide 27
• Communication needs in:
  Module 1—Sections 1 and 2, Slide 4
• Definition of, in IDEA:
  Module 9, Slide 4
• Disagreement with results:
  Module 2, Slide 22
• Exceptions to 60-day timeframe: Module 10, Slide 8
• Exit evaluations:Module 10, Slide 28
• Group conducting:Module 1—Sections 1 and 2, Slide 4
• Independent educational evaluations (IEE): Module 2, Slide 22; Module 17, Slide 23
• IQ tests: Module 9, Slide 14
• Mode of student communication:Module 1—Sections 1 and 2, Slide 4; Module 9, Slide 13
• Native language:Module 1—Sections 1 and 2, Slide 4; Module 9, Slide 13
• Nondiscriminatory:Module 9, Slide 13
• Overview:Module 1—Sections 1 and 2, Slide 4; Module 2, Slides 15
• Parent consent:
  Module 1—Sections 1 and 2, Slide 4 Module 9, Slide 5
• Parent notification:
  Module 1—Sections 1 and 2, Slide 4
  Module 9, Slide 5
• Parent right to disagree with results: Module 2, Slide 22
• Parent right to refuse:Module 1—Sections 1 and 2, Slide 3
  Module 9, Slide 5
• Parent right to request:
  Module 10, Slide 4
• Purposes:
  Module 1—Sections 1 and 2, Slide 4
  Module 9, Slide 4, Slide 7
  Module 10, Slide 3
• Qualifications of evaluator:
  Module 9, Slide 11
• Reevaluation | see Reevaluation
• Regulations:Module 1—Sections 1 and 2, Slide 4; Module 1—Sections 1 and 20
• Regulations for review of existing data:Module 10, Slide 11
• Requesting an evaluation:Module 1—Sections 1 and 2, Slide 3; Module 10, Slide 4
• Review of existing data:Module 1—Sections 1 and 2, Slide 4; Module 10, Slides 10-13
• Scope:Module 1—Sections 1 and 2, Slide 4; Module 9, Slide 8, Slide 12
• Specific learning disabilities:Module 2, Slides 16
• Technical quality:Module 1—Sections 1 and 2, Slide 4; Module 9, Slides 10-11
• Timeframe for conducting:Module 1—Sections 1 and 2, Slide 3; Module 2, Slides 15; Module 10, Slide 8; Module 11, Slide 21
• Using variety of assessment tools and strategies:Module 9, Slide 6, Slide 9; Module 10, Slide 9
• Who may request a child be evaluated:Module 10, Slide 4

Excusing an IEP Team member from an IEP meeting

• Resource for Trainers D-11
• Module 2, Slide 24
• Module 14, Slides 17-19

Expedited due process hearing

• Module 18, Slide 18
• Module 19, Slide 16

Extended school year services

• Handout D-8
• Module 13, Slide 28

F

Facilitated IEP meetings

• Module 18, Slide 7

FERPA

• Applicability of FERPA to transferring an IEP to another location:

Resource for Trainers D-11

Module 2, Slide 32

Module 14, Slide 34

• Applicability of FERPA when conducting a hearing to challenge the accuracy of a child’s educational records: Resource for Trainers E-1
• Applicability of FERPA when reporting a crime committed by a child with a disability: Module 19, Slide 20

Free appropriate public education (FAPE)

• Definition:Module 1—Sections 1 and 2, Slide 15
• Relationship with early intervening services: Module 2, Slides 13
• State obligation to make FAPE available: Module 1—Sections 1 and 2, Slide 15

G

Graduation / Exiting from secondary school

• Responsibilities and requirements:Module 2, Slide 21
• Definition of “regular diploma”: Module 10, Slide 28
• Relationship with reevaluation:
  Module 2, Slide 21; Module 10, Slide 28
• Summary of student achievement required: Module 2, Slide 21; Module 10, Slide 29

H

Hearing impairment | see Deafness—Hearing Impairment

Hearing officers

• Appeal of hearing officer’s decision:Module 18, Slide 15
• Appeal of hearing officer’s decision in an expedited hearing: Module 19, Slide 17
• Authority of: Module 19, Slide 17
• Qualifications: Module 18, Slide 14
• Standard for hearing officer’s decision:Handout E-13; Module 18, Slide 15

Highly qualified teachers

• Definition in IDEA: Handout A-6
• Definition in NCLB: Handout B-13; Module 7, Slide 3
• Demonstrating subject-matter competency: Module 2, Slide 8; Module 7, Slide 11
• HOUSSE: Module 2, Slide 8; Module 7, Slide 15, Slide 18
• New v. veteran teachers: Module 7, Slide 15-16, Slide 19
• OSEP Topic Brief: Handout B-11
• Overview of new provisions: Module 2, Slide 8; Module 7, Slide 6
• Reciprocity between States: Module 7, Slide 8
• Requirements for paraprofessionals: Module 7, Slide 21
• Requirements for teachers:
  Handout B-14

—by subjects taught: Module 2, Slide 8

—for those in alternative routes to certification: Module 7, Slide 10

—in general: Module 7, Slides 7-8

—in charterschools: Module 2, Slide 8; Module 7, Slide 9

—in preschools/early childhood settings:Module 2, Slide 8; Module 7, Slide 21

—in private schools:Module 2, Slide 8; Module 7, Slide 20

—supporting regular instruction: Module 7, Slide 17

—teaching core academic subjects:Module 7, Slide 11

—teaching multiple subjects: Module 7, Slides 14-16

—teaching to alternate academic standards:Module 7, Slides 12-13

• Waiving of licensure: Module 7, Slide 8

HOUSSEHighObjectiveUniformState Standards of Evaluation:

Module 2, Slide 8

Module 7, Slide 18

I

IDEA, the Individuals with Disabilities Education Act

• Changes in 2004 reauthorization:seeentirety of Module 2
• Legislative history: Module 2, Introduction
• Overview:Module 1—Sections 1 and 2, Slide 14
• Where to get a copy of the Part B regulations: Introduction, every module
• Where to get a copy of the statute:Introduction, every module

IEE | see Independent educational evaluation

IEP (Individualized Education Program): The Document

• See entirety of Module 13
• Handout A-3; Handout D-10
• Accessibility of IEP to child’s service providers:Module 14, Slide 25
• Changes in IDEA 2004:Handout D-2 Module 2, Slides 26-30
• Content of, in detail:
  Handout D-3;Module 13, Slides 11-29

—Present levels: Module 13, Slides 12, 13, and 14

—Annual goals: Module 13, Slides 15, 16, and 17

—Benchmarks/Short-term objectives: Module 13, Slide 18

—Measuring progress: Module 13,
Slide 19

—Reporting progress: Module 13,
Slide 20

—Special education and related services: Module 13, Slides 21-22

—Extent of nonparticipation: Module 13, Slide 23

—Assessment accommodations:
Module 13, Slides 25, 26, and 27

—Specifying service delivery:
Module 13, Slide 28

—Transition services: Module 13,
Slide 29

• Content of, listed:Module 1—Sections 1 and 2, Slide 8
• Definition in IDEA:Module 1—Sections 1 and 2, Slide 8, Slide 22
• Differences between IEP and IFSP:Module 14, Slide 21
• IEPs for children placed in private schools by public agency:Module 14, Slide 31
• IEP Team membership: Module 1—Sections 1 and 2, Slide 7
• IEP v. IFSP for children 3-5, public school: Module 14, Slide 21
• IEP v. IFSP for children 3-5, private school: Module 16, Slide 16
• Implementation of the IEP:Module 1—Sections 1 and 2, Slide 9; Module 14, Slide 25
• NIMAS language in an IEP: Module 2, Slide 27
• OSEP’s Model IEP Form:Handout D-11
• Overview:Module 1—Sections 1 and 2, Slide 7, Slide 23
• Parent copy of:Module 1—Sections 1 and 2, Slide 8; Module 2, Slide 25; Module 14, Slide 22
• Parent participation in developing:Module 1—Sections 1 and 2, Slide 7; Module 14, Slide 19
• Regulations:Module 1—Sections 1 and 2, Slide 8
• Review and revision:Handout D-13; Module 1—Sections 1 and 2, Slide 11; Module 2, Slide 25; Module 14, Slide 27
• Revising without meeting: Module 2, Slide 25; Module 14, Slides 28-29
• Special factors to consider:Module 1—Sections 1 and 2, Slide 8
• Timelines for transfer of records when a student moves: Module 2, Slide 31
• When IEPs must be in effect:Handout D-14; Module 14, Slide 26
• When students transfer or move: Module 2, Slide 31; Module 14, Slides 32-34

IEP Meetings

• Alternative ways to participate: Module 14, Slide 20
• Amending the IEP without a meeting:Module 2, Slide 25; Module 14, Slides 28-29
• Attorney Fees:Module 18, Slide 17
• Changes in IDEA 2004: Module 2, Slides 24-25
• Excusing a member from attending:Resource for Trainers D-11; Module 2, Slide 24; Module 14, Slides 17-19
• Facilitated IEP meetings: Module 18, Slide 7
• Factors to consider at meeting: Module 14, Slides 11-16

—Behavior of child:Module 14, Slide 12

—Blindness—visual impairment: Module 14, Slide 14

—Language and communication needs of children with limited English proficiency:Resource for Trainers D-3; Module 14, Slide 13

—Assistive technology needs of child: Resource for Trainers D-7, D-8, D-9;