Special Education Law: Your Questions Answered By Pete Wright
THE AUTISM ADHD PODCAST
Holly Blanc Moses
4.8 • 650 Ratings
🗓️ 15 May 2024
⏱️ 68 minutes
🧾️ Download transcript
Summary
It's an honor to interview Pete Wright. Pete has been practicing law in the area of special education since 1978, and he and his wife are the founders of Wrightslaw. In today's episode, Pete and I chat about his own personal story and why he became involved in special education law. He also answers 9 frequently asked questions about education rights. We cover the following questions -
1) What does the law say about the difference between a 504 and an IEP? Is one better than another?
2) Can the school refuse to provide an IEP or a Section 504 Plan to a child who is making good grades?
3) Most people know that they are able to request a new evaluation every three years. What if the school says they don't believe the student needs another evaluation? Do you have to wait 3 years before requesting another evaluation? If a parent doesn't agree with the evaluation results, does the school have to agree to an IEE?
4) What if the school isn't following the 504 or IEP consistently?
5) What if the goals, objectives, and data collection don't make any sense? Ex. unclear and data collection is confusing
6) Are children who attend private schools, religious schools, and charter schools eligible for special education and related services?
7) What do the laws say about bullying at school?
8) What does the law say about Restraint and seclusion?
9) What do the laws say about suspensions for disruptive behavior and what if the behavior is related to the child's disability? What if the school believes the behavior is not related to the child's disability but the parent does think the behavior is due to their child's disability?
Pete generously offered our listeners 15% off on Wrightslaw books. Use the coupon code "crossvine" to get 15% off. This offer ends 12/31/24.
Click Here - https://www.wrightslaw.com/store/
Pete refers to specific statutes and page numbers in Wrightslaw: Special Education Law, 3rd Ed. Please click here and enter "crossvine" as both your username and password to access the document.
Sincerely, Holly Blanc Moses - The Mom/Neurodivergent Therapist
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Transcript
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| 0:00.0 | Welcome to the Autism, ADHD podcast. I am so happy that you join me today. I want to take a moment and ask for your help. Please take just a second and give the podcast a five-star review. |
| 0:19.5 | This will help me continue the podcast and keep bringing you |
| 0:23.3 | helpful information. Thanks so much again for taking the time to give that five-star review. Now, |
| 0:29.9 | let's get started. Welcome Pete Wright to the Autism, ADHD podcast. |
| 0:39.5 | Thank you for having me. It's great to be here. |
| 0:42.1 | Oh, this is such an honor. I'm fan-girling over here. |
| 0:46.9 | Oh, okay. |
| 0:49.0 | I'm so excited to talk with you. So I know most everyone knows who you are, but you are an attorney |
| 0:58.9 | that has moved mountain. That's what I think of when I think of you. So you were admitted to |
| 1:05.8 | the Virginia State Bar back in April, 1978, and began representing children with disabilities. But you have this |
| 1:16.6 | very special personal reason for doing that. Do you mind sharing that with the audience? |
| 1:21.6 | Sure. I attended D.C. public schools back in the 50s, and when I was in kindergarten, they told my parents |
| 1:30.7 | that I was mentally retarded, emotionally disturbed, uneducable, and that really nothing could be done |
| 1:37.8 | about it. So my parents got a comprehensive educational and neurological, psychological evaluation of me. The evaluators |
| 1:48.0 | found that, yes, I was illiterate. I couldn't read right spell or do arithmetic, but that I had a high |
| 1:55.8 | IQ. And I also had what was known as strephesymbolia and an acute hyperkinetic disorder. |
| 2:03.0 | Strephos symbolia, twisted symbols in Latin. |
| 2:05.8 | That name was later changed to dyslexia, dysgraphia, dyscalcula. |
| 2:11.2 | They told my parents they had to find a person that was skilled in the use of the Orton-Gillingham |
| 2:17.0 | technique to teach me how to read-write |
| 2:18.7 | spell do arithmetic. I had two years of intense room in basically reading, writing, spelling, |
| 2:24.6 | arithmetic, and attended a residential camp. Roger Saunders was my counselor. Both Roger Saunders and |
... |
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