Since 2006, Cara has been helping families in any capacity necessary including attending meetings at the school or with a service provider, (face to face or telephone). She will review all materials-tests, assessments, documents, reports that pertain to the case and provide feedback, assist with the eligibility process and IEP process.
Cara will observe students and write recommendations, taking placement and IEP implementation into consideration. Cara will also observe specific school programs and make recommendations regarding appropriate placement and programming.
Below is a glossary of terms and definitions, in which Cara Cohen Advocacy can help your family:
Early Intervention
The term used to describe the services and supports that are available to babies and young children with developmental delays and disabilities and their families. Specifically ages 1-3 years of age. Children 3 years and older then receive special education services.
eligibility process
A school or family suspects a child of requiring special education services and then an evaluation process begins. Once permission is given/requested, the school conducts various evaluations. The parents meet with the school determines eligibility based on a flow chart/checklist. Eligibility is then decided. If found eligible for special education services, an Individualized Education Program (IEP) meeting is scheduled. The school and family work together as a team to create the IEP and once agreed upon, services are then provided to the child.
“I first hired Cara Cohen to assist us with the transition from Early Intervention to Boston Public Schools for my son with a diagnosis of PDD-NOS. The original placement offered, IEP and the level of services were completely inappropriate to meet my son’s unique needs.
With Cara’s assistance, we were able to place our son in a classroom that he thrived in, and have an IEP with appropriate and measurable goals. ”
IEP process
What is an IEP?
The Individualized Education Program is a written document that’s developed for a child in a public school who is eligible for special education services. The IEP is written with the school and family as a team and reviewed once a year. Once the IEP is signed by the family and school it is a legally mandated document.
Every three years, the school must conduct a re-evaluation similar to the initial eligibility process to update all testing information. The IEP includes a student’s current performance level, measurable goals and objectives, benchmarks, progress reports, parent concerns, accommodations and modifications, specified services and service delivery grid.
transition Planning
The process mandated by the Individuals with Disabilities Education Act (IDEA) for all students with an IEP ages K-12 to facilitate the student’s move from school to post-school activities. Transition planning can take place as early as 14 years of age. This includes the student’s interests and capabilities and education track ranging from assisted post-secondary living through a typical education track including graduation and attending college.
504 plans
A plan developed to ensure that a child who has a disability receives accommodations that will ensure their academic success and access to the learning environment. Specifically for a child with a special need requiring accommodations above and beyond what is done for non-disabled peers, but the student does not require an IEP.
interpreting testing
assessments
A group of tests done by a neuropsychologist to measure a psychological function to give a comprehensive understanding of cognitive performance. The test(s) detailed strengths and weaknesses. The test(s) compare functioning to non-disabled peers in the same age range.
These tests yield several results and can be challenging to decipher. The examiner typically writes up specific recommendations. These tests yield specific information including a diagnosis.
Advocates can be very helpful to comprehensively explain this information. Schools provide tests, evaluations and assessments, but schools do NOT do neuropsychological exams.
Schools also do NOT diagnosis students; rather if found eligible, schools yield an educational label.
mediation
A process in which a mediator helps to resolve a dispute between a parent and school district over a child’s special education program. The mediator is a neutral person who will help the participants arrive at a mutually satisfactory agreement.
school communication
The communication between a school and family of a child with special needs. School communication needs are individualized based on the student as is the method of communication. Some families require daily/weekly communication to relay positive and interfering behaviors that occur. Communication can also be based on school work, test, quizzes, projects.
placement
School placement is what type of program a child with special needs will receive services whether it’s in a regular education classroom, inclusion classroom, sub-separate or pull-out program, private placement etc.
conflict resolution
This refers to the times a family and school can not reach a mutual understanding. This can happen for a variety of reasons whether it’s services the child is receiving, placement, specific programs etc. Any time there is a problem that is not resolved. An advocate can assist in a resolution.