Transcript Education Rights of Children in Foster Care

Education Rights of Children
in Out-of-Home Care
Janet Stocco, Esq.
Education Law Center
1315 Walnut Street
Philadelphia, PA 19107-4798
(215) 238 – 6970
Fall 2006
Topical Overview
Enrollment Rules
 Confidentiality of Education Records
 No Child Left Behind Act
 Special Education

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IEPs versus 504 plans
Special Education Overview
Parents and Surrogate Parents
Initial Evaluations for Children in Care
Transferring a Child’s IEP to a new school district
Discipline for Students with Disabilities
Gifted Education
Enrollment Rules
The Child’s Right to Attend
School Where He/She Lives

Foster Children
– Non-resident children in foster care must be treated in
the same manner as resident children

Children in Children’s Institutions (agency
supervised or licensed shelters, group homes, maternity homes,
RTFs, or other institutions for the care or training of adolescents)
– “Host” school districts (where facility is located) must
provide or arrange to provide education services,
including special education services
– This is a separate question from who gets the bill…
Enrollment Rules

Law allows foster parent or caseworker to
enroll the child

How long should it take?
– Must enroll child within 5 business days of
receiving required documents
– If New School asks Old School for records,
must be sent within 10 business days
From: 22 Pa Code 11.11(b)
Enrollment Rules

Law requires proof of:
 AGE
– Birth certificate, notarized statement by the parent, etc. TIP: try
old school records if you have them
 IMMUNIZATIONS
– Can be oral assurance from old district or a doctor with the
record to follow later
 RESIDENCY
– Agency letter of placement & foster parent provides proof that
he or she is a resident
From: 22 Pa Code 11.11(b) + PDE’s BEC on Enrollment
 SWORN STATEMENT OF DISCIPLINARY RECORD
– Signer can say “to best of my knowledge” if not sure
From: 22 Pa CS 13-1304-A (Act 26) + PDE’s BEC on Enrollment
Enrollment Rules (continued)

School may ask for other (contact-type)
information

Information schools MAY NOT
require:
 Child’s social security number,
 Visa/immigration documents,
 Reason for child’s placement or placement history
– For example: psych. eval. by child welfare agency
(remember these records are probably confidential!)
 Court order: placing the child or guardianship
From: PDE’s BEC on Enrollment
Enrollment Rules
(continued)
 School
district can not refuse to educate
the child based on disciplinary record
– Exception: If child is currently expelled for
a weapons offense, the district may assign
that student to an alternative assignment or
provide alternative education services for the
duration of the expulsion
From: 24 P.S. 13-1317.2(e.1)
Resolving Enrollment Disputes

Person trying to enroll child can complain to:
 School Services Unit, Pa Department of Education
333 Market Street
Harrisburg, Pa 19126-0333
(717) 787-4860 or 783-3750 phone (717) 783-6802 fax
– Within 5 business days, PDE will request the district’s
position. It must respond in 5 business days.
– If enrollment is denied, PDE’s Office of Chief Counsel
may choose to intervene.
Confidentiality of
Education Records
Confidentiality: FERPA

Family Education Rights & Privacy Act:
– Governs educational records
 Includes EI records & all special education
records birth to 21
 Not individual teacher/staff notes kept to
themselves
 Note: once a medical record is given to a school
(ex: immunizations, evaluations) it becomes a
school record and isn’t covered by HIPAA
– Parents have right to:
 Inspect and review child’s records
 A hearing to challenge content of the records
 Keep records confidential unless they give
written consent to release to a specific party
Confidentiality: FERPA

School Release of Records
– Generally requires parent consent
– Exceptions include:
 Disclosure to school staff with a legitimate
educational interest
 Court ordered release to specific party
 Sharing information with a new education agency
in which the child seeks to enroll (parent is
notified but consent not needed)
 Health or Safety Emergency (Very limited!)
FERPA cont’d…



Does not specifically address foster care
Definition of Parent: includes
– natural parent, a guardian (prob. not the state),
– or an individual acting as a parent in the absence
of a parent or guardian
FERPA rights transfer to child at age 18
– But, special education rights do not transfer until
age 21, so special education records probably still
in parents’ control
– Parents will still have right to access records
FERPA cont’d…

Redisclosure: when can you show education
records to other people?
– Parents can always redisclose records
 If you have parent consent to the record, you can always
redisclose records as long as the parent has consented
– But, if you access records under an exception
to FERPA, then you cannot redisclose records
 Ex: if caseworker or child advocate accesses the
record via court order, he or she can NOT
redisclose to a third party
Obtaining extra services for
public school students
Tutoring Grants &
No Child Left Behind Act
Pa Dept. of Education –
Tutoring Grants

Classroom Plus
– $500 tutoring grants to parents/guardians of
students struggling in math or reading
– Eligibility: K – 9th grade who
 Score at “basic” or “below basic” on the PSSA or
 In the bottom half on a state-approved test
– Call 1-800-698-2720 for more information
 Get an application – school fills in test scores
 Send to state for approval
 Will get a list of approved tutors you can use
No Child Left Behind Act
Accountability system for schools/districts
 www.paayp.com gives school’s results on
latest PSSA tests + lists school’s status:

Met AYP
Warning
Make improvement plan (w/input)
School Improvement I
Above + offer children in the school
chance to transfer to better school
School Improvement II
Above + Extra tutoring must be
offered to struggling students
Corrective Action (I, II)
Above + Major changes should be
made to curriculum, teaching etc.
Restructuring
Above + Extreme reorganization
No Child Left Behind Act

Unsafe School Choice
(transfer rights):
– Victims of Violent Crimes at School
– Students in Persistently Dangerous Schools
For more info: http://www.pde.state.pa.us/svcs_students
(click on “persistently dangerous schools” to get info. on both programs)

TIP: parents, guardians, and
foster parents must be sure not
to miss the deadlines to apply for
transfers & services under NCLB
For more info on NCLB

Visit our website www.elc-pa.org and
click on the “publications” link

Topics include:
– Highly Qualified Teachers
– Parent Participation (involvement in school
improvement plans, class observation etc.)
– Making the most of PSSA test results
– Achievement & Opportunity Gap Reports
Brief Overview of School
Services for Students with
Disabilities
Special Education (IEPs)
and
Section 504 (service agreements)
Special Education (IEP) Eligibility:
(2-part test)
From: 34 CFR § 300.7
STEP 1: Child must have a “disability”
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Mental retardation/
developmental delays
Hearing impairments
Speech or language
impairments
Visual impairments
Serious emotional
disturbance
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Orthopedic
impairments
Autism
Traumatic brain injury
Specific learning
disabilities
Multiple disabilities
Other health
impairment
Important Definition

“Serious Emotional Disturbance”
– Exhibits ≥ 1 of following for long time:
 Inability to learn not explained by intellectual,
sensory or health factors
 Inappropriate relationships with peers/teachers
 Inappropriate behavior in normal circumstances
 Pervasive unhappiness or depression
 Physical symptoms or fears associated with personal
or school problems
– Includes schizophreia
– But not: “socially maladjusted”
Important Definition

“Other Health Impairment”
– Having limited strength, vitality or alertness
– Includes heightened alertness to
environmental stimuli that reduces alertness
to the educational environment

So ADHD may qualify *BUT*
– Remember this is a two-part test…
(See next slide)
Special Education (IEP) Eligibility :
Part 2: As a result of the disability, the
child requires special education &
related services
for example: special instruction methods,
modified curriculum, speech therapy
If the child does not meet Part 2 but has a disability
that substantially impairs a major life activity, the
child is protected by Section 504 / Chapter 15
– Non-discrimination, equal access law
Section 504 / Chapter 15
(Federal name / State name)


Federal Law prevents discrimination
Entitlement to reasonable accommodations:
– Written Plan (called a 504 plan, chapter 15 plan, or a
service agreement – they are really the same thing)
Examples:
– Child with ADHD is promised extra time on tests,
preferential seating, help organizing
– Child with chronic fatigue is allowed attend school for
½ days without penalty

BUT: some special education rules do NOT apply
Individuals with Disabilities
Education Act: “Special Education”
•
Federal Law – applies to all public schools
• But some state rules (Chapter 14) do not apply
to charter schools
•
Two main points:
• Free Appropriate Public Education (FAPE)
• Least Restrictive Environment (LRE)
• To the maximum extent appropriate, include the
child with students without disabilities
FLOW CHART
(from 34 C.F.R. Part 300 & 22 Pa. Code Chapter 14)

Step 1: Request an Evaluation
– Must be in writing
– Parents must sign a Permission to Evaluate
Form (PET form)
– District has 60 school days to complete the
evaluation and issue the Eval. Report (ER)
 Count time from the date of the PET form
 Charter schools have only 60 calendar days to
complete the evaluation
KEEP A COPY of all papers you send or sign
FLOW CHART cont’d
(from 34 C.F.R. Part 300 & 22 Pa. Code Chapter 14)

Step 2: Evaluation
– Must be free, non-discriminatory and assess the child
in all areas of suspected disability
 Not just an IQ test
 In language most likely to give accurate info.
– Parents are members of the evaluation team & must
be allowed input in eligibility decision
 Consider sharing private evaluations or evaluations by the
child welfare agency (if get consent)
– Independent Educational Evaluation
 Can be at public expense if parent disagrees with school’s
evaluation (or school must go to a hearing to avoid paying)
 But only one IEE per school evaluation
Purposes of Evaluations
 Determine
eligibility for special
education services:
– Two-part test (see next slides)
 Provide
recommendations to develop
appropriate program for child
FLOW CHART cont’d
(34 C.F.R. § § 300.320 - .328 & 22 Pa. Code Chapter 14)

STEP 3: Individualized Education Program
If student is found eligible:
– Team must meet within 30 calendar days of eligibility
 Team must include the “parent”
 School must document efforts to include the parent –
including records of phone calls, copies of letters, records of
visits to parent’s home or place of employment!
 If parent can’t attend, school must use other methods (phone
calls) to ensure parent participation
 Parent can bring people with expertise on child (CW agency)
– “IEP” = a document outlining child’s special
education program and related services tailored to
child’s unique needs –a “contract” of services
FLOW CHART cont’d
(from 34 C.F.R. Part 300 & 22 Pa. Code Chapter 14)

Types of Services in an IEP
– Specially designed instruction in academics
Phys Ed, travel & vocational training
– Related Services: transportation, speech
therapy, physical therapy, counseling, etc.
– Transition Services: starting with IEP in effect
at age 16 (can always plan for this earlier)
– Assistive Technology: (devices/services): to
increase functional capabilities of the child
 Ex: wheelchair, communication devices, etc.
FLOW CHART cont’d
(from 34 C.F.R. Part 300 & 22 Pa. Code Chapter 14)

Step 4: Placement Decision
– Placement should be decided after IEP written
– Key: least restrictive environment in which IEP
can be implemented successfully using
supplementary aids/services
 Parent must be part of team deciding the placement
 Same rules for meeting participation as IEP meeting
– Parents must be given prior written notice of IEP
& Placement before it starts
 Parents can disagree with the IEP and/or placement
 If parent’s disagree, child remains in last-agreed-to
placement pending resolution of the dispute process
FLOW CHART cont’d
(from 34 C.F.R. Part 300 & 22 Pa. Code Chapter 14)

Implementing/Revising IEPs
 Must be implemented w/in 10 school days
 IEP team must meet at least annually
 Parents may request IEP meeting at any time

Reevaluations must occur:
 Every 3 years (2 years if child with MR); or
 If parent requests a reevaluation; or
 If school believes “conditions warrant”
BUT school need not agree to > one a year
What to do if you there is a
disagreement with the school

Division of Compliance Complaint:
– When: school isn’t following the IEP or a clear legal
rule (ex: timelines, procedures, etc.)
– Who: A parent or organization may file a complaint on
behalf of a student
– How: Call 800-879-2301 to get the form or visit our
website for the form
 Must send a copy of complaint to the school
 Certain required information must be in the complaint (name,
address, facts about the problem, proposed resolution)
 Limit: only violations in past calendar year
– 60 days to investigate and issue report
See 34 C.F.R. § § .151-.153
What to do if there is a
disagreement with the school
 Mediation:
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Free & voluntary
No lawyers allowed
Discussions are confidential
New: Legally binding agreement (in court)
How? call Office of Dispute Resolution at
800-992-4334
 MUST BE A “PARENT”
What to do if there is a
disagreement with the school

Special Education Hearing
– How?
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Must be a “PARENT” to request a hearing
Request by sending “complaint” letter to school and state
See our fact sheet for rules on writing the “complaint” letter
Resolution Session or Mediation (to try to work it out)
Hearing scheduled if no agreement reached
After hearing, appeal to state panel and then to court
– Attorneys’ fees
 Parents may get fees back from school if they win – but no
longer can get expert fees paid by school
 School can make parents or lawyers pay fees if frivolous
Special Education Law
Topics for Youth In Care
Who can make special
education decisions?

The Individuals with Disabilities Education Act
(IDEA) defines a “parent” as
–
–
–
–
A natural or adoptive parent
A foster parent (BUT SEE NEXT SLIDE)
A guardian but not the State (thus no caseworkers)
A person acting in the place of a parent
 Such as a grandparent or stepparent with whom the child
lives, or a person who is legally responsible for the child’s
welfare; or
– A surrogate parent
Who can make special
education decisions?

Two caveats to “parent” definition:
– When there is more than one category of “parent”
under IDEA, school must presume that the
biological or adoptive parent is the “parent” if:
 Bio./adoptive parent still has legal authority
 Bio./adoptive parent is “attempting to act as the
parent”
– If a judicial decree or order identifies someone to
act as the “parent”, then school must recognize
that person’s authority
See 34 C.F.R. § 300.30(b)
Who can make special
education decisions?

Confusing Issue:
When are bio./adoptive parents
“attempting to act” as a parent?
– Comments to Regulations say (71 FR 46566-68):
 Nothing requires the bio./adoptive parent to assert their
rights affirmatively
 But, comments also say examples of a bio./adoptive parent
attempting to act include providing consent for an evaluation
or attending an IEP meeting – isn’t this contradictory?
– TIPS:
 Argue that school must document efforts to engage parent &
accommodate their schedule for IEP meetings, etc. before
allowing another “parent” to act on the child’s behalf
 Or have the judge appoint a decision-maker (school must use)
When Does a Child Need a
Surrogate Parent?

School district must appoint a surrogate if :
 No “parent” can be identified
 School, after reasonable efforts, can’t locate parent
 Child is a ward of the state under laws of that state
 Child is unaccompanied homeless youth
– School can’t appoint a surrogate just because
the bio./adoptive parent is “uncooperative” or
won’t attend a meeting (71 FR 46689)
– School must have methods to decide if a child
needs a surrogate and for assigning surrogate
 Must make reasonable efforts to appoint in 30 days
Who can you ask to appoint a
surrogate parent?
From: 20 U.S.C. § 1415(b)(2)

Ask the school district
– Should appoint within 30 days
– You may be able to suggest who they appoint (for
example: an aunt, the foster parent, or a CASA)
 Phila. SD: [email protected] /215-400-6086

If child is in custody of a child welfare
agency, can also ask the juvenile judge
– The court should enter a clear order appointing a
surrogate (may also have to temporarily suspend the
parent’s right to make special education decisions)
– The school must honor the judge’s selection
Surrogate Parents (continued)

Who may not be a surrogate parent?
– Employees of school district or Pa Dept. of Ed.
– Employees of “any agency that is involved in the
education or care of the child”
 DHS, Children &Youth or Private Agency workers

Other rules for School-appointed surrogates:
 Can’t have a conflict of interest
Rule does not apply to judge-appointed surrogates
“Conflict” is defined by U.S. Dept. of Ed as coming from the
employer relationship (e.g., can’t be teacher in another school
district, or in the group home where child is living)
 Must have knowledge and skills to represent child
Rule does not apply to judge-appointed surrogates, so school can’t
force them to them to attend the school’s surrogate class
What does a surrogate parent do?

Surrogate parent rights:
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–

Review education records
Receive notice of school district proposed actions
Participate in IEP meetings
Accept or reject a proposed IEP and placement
Dispute school district decisions by filing a complaint
or requesting mediation or a hearing
Surrogate parents do not have any rights outside
of the special education system
Other surrogate rules
34 C.F.R. § 300.519

Who may request a surrogate parent?
– Anyone who believes one is needed
– A birth parent might want to request a surrogate if he or she
lives far away, is incarcerated, etc.
 If so, ask in writing & can revoke request at any time
 Nothing in the law requires school to honor request

Can a school “fire” a surrogate?
– Probably not if they are appointed by the judge
– But duty to replace a surrogate who isn’t carrying out
responsibility “to represent child in all identification,
evaluation, placement” and “FAPE” decisions for child
– School can not fire surrogate for exercising rights of the
child (i.e., by disagreeing with the school)
 Why? Violates laws against retaliation for exercising civil rights
71 FR 46712
Initial Evaluations

General Rules
– Districts must obtain consent from a “parent”
before conducting an initial evaluation
 This means that a caseworker can’t sign
 Schools might refer students to a “screening”
program (ex: CSAP in Philly) but parents can
request the special ed. evaluation At ANY time
– If parent won’t consent, a school can go to a
hearing to get an order for the evaluation
 School must show hearing officer why the parent is
wrong to block the evaluation
Initial Evaluations vs. Initial IEP

If parent won’t consent to initial evaluation:
– School has option to request a hearing to force the
child to be evaluated

If parent won’t consent to initial IEP services?
– School can NOT go to a hearing to force services
 So, if a ward of the State is evaluated by school without
parental consent, it is important to appoint a surrogate in the
meantime (through school or juvenile judge)
 After evaluation, surrogate will decide whether to
approve/refuse the initial IEP services & placement
Initial Evaluations
& Youth in Care

Wards of the State
(children in the custody of a child welfare agency who do not have a foster
parent with the power to make special education decisions)
– School districts may conduct initial
evaluations without parental consent if:
 The school district can’t locate the parents after
making reasonable efforts
 The birth parents rights are terminated (TPR)
 Or a judge removes the birth parents’ educational
rights (temporarily or permanently) & consent is
given by an individual the judge appoints
– School/judge should appoint surrogate in the interim
What if the child moves during the
Initial Evaluation?

Timeline for initial evaluations:
– 60 school days (60 calendar days if charter school)

If child moves to a New district:
34 CFR § 300.301(d, e)
– The timeline may be extended, but ONLY IF:
 “Parent” and school agree to a new specific time
 New school ensures prompt evaluation

Exception: Schools do not have to meet the
timeline if parent repeatedly fails or refuses to
produce child for the evaluation
TIP: Caseworkers must help in coordination!
What if the child moves
after an IEP is written & signed?

If a child with an IEP moves: 34 C.F.R. 300.323(d)
– In-State Transfers: new district must provide
“services comparable to those described in the
previously held IEP” & ensure FAPE
 Until district formally adopts the old IEP or
negotiates a new IEP with the parent
– Transfers from Another State: same rule as above:
comparable services to previous IEP & FAPE
 Until district conducts a new evaluation (if
needed) & negotiates a new IEP with the parent
Other rules for children who move:

Reevaluations:
– Old and new school districts (or charter
schools) must coordinate all evaluations to
ensure prompt completion
– Remember: Under state enrollment rules, if
new school requests records from the old
school (in Pa), they must be sent within 10
business days
Conclusion:
What can you do to help?

Consider whether a surrogate parent is needed:
– Ask the district or juvenile judge to appoint one
– Try to find a good person to be the surrogate,
especially for kids in congregate care

Ensure “parent” is invited to & attends IEP mtg.
– If can’t attend, suggest phone or video conference
– If parent doesn’t attend, explain what occurred &
facilitate paper signing (agreeing or disagreeing)
Conclusion:
What can you do to help?

Help parent advocate for appropriate plan
– Invite private therapists or doctors to the
meeting to suggest services for the child or
strategies to deal with child’s behavior
– Suggest inviting the foster parent to give
input on the child

Explain procedural safeguard rights to the
parent and encourage their use if needed
– Complaints, Mediation, Hearings
School Discipline for
Children with Disabilities
20 U.S.C. § 1415
34 C.F.R. § § 300.530 - .537
22 Pa. Code § 14.143
School Discipline for Children
with Disabilities
In general, students with disabilities may be
disciplined under the same rules – and same
protections – as regular education students
– Includes:
in-school suspension
out-of-school suspension
alternative school
 Exception: Schools have to take extra measures if
the misbehavior is a result of the child’s
disability, and if the disciplinary sanction counts
as a “change in placement”

What is a change in placement?
Any removal from school for a child with mental retardation.
 A transfer to an alternative educational setting.
 A school exclusion for:

> 10 school days in a row
> 15 total school days in a year (except public charters)
OR (for public charters)
The child has already been excluded from school for at least 10
schools days, and the proposed additional exclusion constitutes a
pattern. Factors relevant to determining whether there is a
pattern are, for example, the similarity of the behavior that has
resulted in a sanction, and the number, length, and proximity of
the suspensions.
What if the school wants to
change the child’s placement?

Schools proposing the
discipline must:
– Give parents notice of the
discipline
– Inform parents of their rights
– Hold a “manifestation
determination meeting” within
10 school days
Manifestation Determination

The misbehavior IS a manifestation of the
disability if it:
– Was caused by the disability
– Had a direct & substantial relationship to the
child’s disability
– OR Was the direct result of the school’s
failure to implement the IEP
When School agrees the
Conduct IS a Manifestation:
 The
school may NOT change the child’s
placement without parent consent
 Unless it is an “Exceptional Circumstance”
(See later slides)
 The
school must hold an IEP meeting
within 10 school days and:
 If the school district has not already done so,
conduct a functional behavioral assessment
 Develop, review, or revise a behavior plan
When the Conduct is NOT
a Manifestation :

The school district may discipline the child
 Should decide punishment on a case-by-case basis
 Can’t be more severe punishment than
non-disabled peers

If the school wants to expel the child
– Requires a formal hearing (22 Pa. Code 12.8)
– If expelled, school must provide services for child:
 To participate in general curriculum &
 To progress toward IEP goals
(20 USC § 1415(k))
NOTE: this is more than regular education students
(they only get “provision” for their education)
When parties disagree whether the
conduct is a manifestation

The family can ask for a hearing to challenge the
team’s determination
– In the meantime,
 School can impose the discipline it would impose
on non-disabled students (includes transfer to
alternative schools, suspensions, expulsions)
 Child must receive enough services to participate in
the general curriculum and make progress towards
IEP goals

Expedited Hearing process
– If family wins, child must be returned to previous
educational setting (unless its an exceptional circumstance)
Children Not Yet Found Eligible
for Special Education

The protections apply if, prior to the incident:
– Parent stated in writing to a supervisor, administrator or a
teacher that child might need special education, or
– Parent requested an evaluation, or
– Teacher / staff expressed specific concerns about child’s
pattern of behavior directly to director of special ed. or
other supervisory person

Exceptions:
– If child previously evaluated & found ineligible or
– Parent refused special education/evaluation in past
“Special Circumstances”

The school may move the child to an
alternative education setting for up to
45 days without parent permission if:
 Child carried a weapon to school /function
 Child knowingly possessed, used or sold illegal
drugs while at school/ function (or if the child
sold Rx drugs)
 Child “inflicted serious bodily injury” upon
another person while at school/function
Special Education Transfers
requiring a hearing:

School may ask a hearing officer to place the
child in an alternative setting for up to 45 days
– School must show that maintaining child in the
current placement is “substantially likely to result in
injury to child or others”

After any of these 45-day placements, child must
be returned to the previous placement
– Unless a hearing officer orders a new 45-day stay in
the alternative school based on dangerousness (above)
Gifted Education:
An overlooked option
for children in care
Gifted Education Overview
State Law: Chapter 16
 Applies to children who have:

– Outstanding intellectual & creative ability, which requires
specially designed programs or support services not
normally provided in a regular classroom to be developed

Who can ask for an evaluation?
– Natural or adoptive parent
– Guardian = probably a caseworker
– Person acting as the parent = a foster parent / kinship
care provider
Chapter 16 Rules:

Before found eligible:
– Right to a free evaluation (limit 1/year)
– Right to review results of evaluation
– Right to have independent evaluations (that you pay
for) considered by the district
– Right to written notice of eligibility decision

To request an evaluation – write to the principal
of the school (keep a copy)
– School has 45 school days to complete the evaluation
Chapter 16 Rules:

If the child is found eligible:
– Right to a Gifted-IEP (GIEP), revised once a year or
more often at parent request
 Lists individualized goals
 Provides specialized instruction/services
– Right to notice before a change in child’s placement

Disputes:
– Mediation or Hearing: if over eligibility/services
– Complain to Bureau of Curriculum & Academic
Services if timelines or GIEP are not followed
Take Home Message
We are here to Help!!!

Visit our website at: www.elc-pa.org
– We have fact sheets and publications on
many school law topics, including:
 Enrollment, attendance/truancy, school
discipline, charter schools, homeschooling
 Section 504 (the anti-discrimination statute)
 Many Special Education Topics

Call our helpline at: 215-238-6970
– To speak to an attorney about a case