TUTORING

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TUTORING SERVICES

Call 301 919.7282 to inquire about our services.  Fall registration will open soon.


Are you a certified special educator or college student interested in employment opportunities?  Call today 301 919.7282 for details.

Resources

 

ASSESSMENTS

Basics Group Practice, LLC. - Educational & Psychological assessments, Individual & Family Therapy

DC Children's Neuropsychology

Dr. Carol Tankard, Neuropsychologist (Private Practice)

Dr. Denise Moore Revel - Speech Pathologist

Dr. Joette James, Neuropsychologist (Private Practice) 

Families First Counseling & Psychiatry - ABA Therapy

Kennedy Krieger Institute (Baltimore)
Neuropsychology

Kennedy Krieger Center for Autism Related Disorders (CARD)

Kennedy Krieger Institute (Baltimore)
Behavioral Psychology 

Together In Movement - Occupational Therapist


ATTORNEYS

Mark Martin, P.A. 

Sarah Novak Nesbitt, P.A.

Wayne Steedman, P.A.

Project HEAL (KKI)


MARYLAND RESOURCES

COMAR  Begin search at 13.A.05.01
(State of MD regulation that runs parallel to Federal regulation IDEA 2004)

Disability Rights Maryland (formerly MD Disability Law Center - MDLC)

Maryland Disability Council

Maryland Common Core State Standards & Curriculum Framework

Maryland Learning Links

MSDE DUE PROCESS COMPLAINT FORM

MSDE PROCEDURAL SAFEGUARDS REVISED 7/17

MSDE STATE COMPLAINT FORM

MSDE Understanding IEP Rights and Responsibilities


MSDE (DORS)
Employment
Post Secondary Transition Services
Ticket to Work Resource


PRINCE GEORGE'S COUNTY ARC
Infant & Toddler Program
Adult Transition Resources
Respite Care

PRINCE GEORGE'S SECAC


The Parent's Place of Maryland


MEDICAL BRACELET
LAUREN'S HOPE
Fashionable Medical Bracelets and Charms


NATIONAL RESOURCES

Americans with Disabilities Act (ADA)

COPAA
Parents, Advocates, and Attorneys membership organization

ESSA (Every Student Succeeds Act - Formerly NCLB)

Section 504

U.S. Department of Education

U.S. Department of Education Office of Civil Rights (OCR) 

U.S. Department of Education Office of Special Education Progams (OSEP)

WRIGHTSLAW

IDEA 2004 (Part B & Part C)
Special education research and reference books and articles

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Special Education FAQs

 

WHAT IS SPECIAL EDUCATION?

Special education is a service, not a place.  It's a service that provides specialized instruction to meet the individual needs of the student, after a student has been found eligible for special education services.  The goal is to decrease deficits and increase independence.

HOW IS ELIGIBILITY DETERMINED?

A student can be referred for an evaluation to determine special education eligibility by a parent, teacher, or school personnel. The request must be done in writing and consent must be given to begin the evaluation process.  The evaluation process has a timeline of 60 days. After the 60 days, an IEP team meeting will be held to advise if the student is eligible for special education services.  If a student is found eligible, the school system has an additional 30 days to develop an IEP.  If the student is not found eligible for special education services, the student may be eligible for a 504 plan which will provide accommodations for the student to access the general education curriculum, not specialized instruction.

WHAT IS AN INDIVIDUALIZED EDUCATION PROGRAM (IEP) ?

An Individualized Education Program (IEP) is a legal document that lists a student with a disability academic strengths, needs, related services, goals and objectives, supplementary aids and services, and the environment where the education services will take place, known as the Least Restrictive Environment (LRE), necessary to receive specialized instruction.  Students must be assessed in ALL areas of suspected disability.


Parents should receive quarterly progress reports on IEP goals and objectives around the same time the student receives a report card.  Parents can request an IEP meeting at any time, but should have at least one IEP meeting annually to review the student's progress.


Kennedy Krieger Project HEAL sample letters can be accessed  here.


504 PLAN

Section 504 is a Civil Right and is a part of the American with Disabilities Act (ADA).  This plan provides equal access to students with disabilities. Secondly, Section 504 provides accommodations and modifications to students that substantially limits a major life activity.  Section 504 is applicable in the elementary, middle, and high school environments and colleges.


Sample accommodation list:

  • Highlighted textbooks
  • Extended time on tests or assignments
  • Peer assistance with note taking
  • Frequent feedback
  • Extra set of textbooks for home use
  • Computer aided instruction
  • Enlarged print
  • Positive reinforcements
  • Rearranging class schedules
  • Visual aids
  • Preferred seating assignments
  • Taping lectures
  • Oral tests


Sample American Diabetes Association 504 Plan here.

Sample Epilepsy Foundation 504 Plan here.

Things to Remember About an IEP Meeting

  • An IEP meeting notice is generated 10-days prior to the IEP meeting, unless the 10-day meeting notice waiver is signed.
  • Pay close attention to the purpose of the IEP meeting listed on the IEP meeting notice.  If incorrect, request a correction in writing.
  • An IEP Meeting can be requested at any time.  It's important to remember that providers are not available to the student if they are always in an IEP meeting.  Make sure the benefit outweighs negative impact.


  • IEP meetings must occur at least once a year, typically known as the Annual Review.


  • Re-evaluation should occur at least every 3 years, unless parents and the school agree that a re-evaluation is not warranted.


  • IEP meetings can be recorded with prior notice to the school district.


  • You can bring people with you to the meeting.
  • IEP drafts, reports, and all documents that will be discussed are required to be sent home 5 days prior to the IEP meeting.
  • After the IEP meeting is over, the Prior Written Notice (PWN), should be generated with an amended copy of the IEP, if changes were made, at no cost.
  • Make sure that you monitor the student's progress by receiving the quarterly report of IEP goals and objectives that generally accompanies the student's report card.